Grade 2 Language Arts/Writing Unit 5 of 14
Narrative: Fantasy (Animal) Overview
Overall days:
15
1 day = 40 minutes (The number of days is a guide for pacing to ensure that all the curriculum units for the year are implemented.) Correlates with Reading Unit 3.1, 3.2, 3.3 Foundational Skills
Handwriting
Conventions
Through teacher modeling and guided practice, students will use proper size and spacing when writing upper and lower case cursive letters. Students will recognize and write correct letter forms and number formation through teacher modeling and guided practice. Through oral practice in whole group, students will understand, respond to questions, and provide examples of verbs. Students will apply their understanding of verbs (singular and plural) to generate individual sentences both orally and in writing. Students will identify additional examples of verb tense within the week‟s readings. Given a prompt related to the week‟s readings, students will create a short response using sentences containing singular, plural, past, present, and future verb tense. Higher Order Concepts, Skill, & Strategies
Writing
Students will apply their understanding of narrative writing by completing a fantasy (animal) narrative piece. Reading Selections
The following reading selections will support student understanding of the text type they are studying: Pearl and Wagner: Two Good Friends Anansi Goes Fishing
Essential questions students should be able to answer by end of unit Unit Question: What does it mean to be creative? Weekly questions: When does Support from others help with a creative idea? In what creative ways do we communicate? How can creative thinking solve a problem?
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Grade 2, Language Arts/Writing Unit 5
Written Curriculum COMMON CORE STATE STANDARDS .
LANGUAGE ARTS/WRITING
Text Types and Purposes W2.3. Write narratives, in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure .
Production and Distribution of Writing W2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. SPEAKING AND LISTENING
Comprehension and Collaboration SL2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others‟ talk in conversations by linking their comments to the remarks of others c. Ask for clarification and further explanation as needed about the topics and texts under discussion. SL2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. SL2.3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
Presentation of Knowledge and Ideas SL2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. SL.2.5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. LANGUAGE Conventions of Standard English L2.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L2.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize holidays, product names, and geographic names.
Knowledge of Language L2.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Compare formal and informal uses of English.
Vocabulary Acquisition and Use L2.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. L2.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). Providence Public Schools, in collaboration with the University of Connecticut‟s Center for Behavioral Education and Research
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Grade 2, Language Arts/Writing Unit 5
Notes, Clarifications, and Prerequisite W2.3. Narrative In the previous grade, students worked on incorporating temporal words to signal event order and providing a sense of closure in their narrative writing. This year, they will continue to work on this skill as well as establishing their ability to recount a well-elaborated or short sequence of events and include details to describe actions, thoughts and feelings. At this point, these new ideas will need direct, explicit instruction with a focus at the introductory level. Some of these ideas may be difficult for second graders, so provide appropriate time and supports. W2.5. Process In previous grades students responded to questions and suggestions from peers, added details to strengthen writing and focused on a topic during the planning stage of writing. In this grade, they will continue to develop these skills and will strengthen their writing as needed by revising and editing.
Grade 2 Unit 5 NARRATIVE WRITING WRITING FRAME Text type: Narrative (W.3) Specific type of writing: Animal Fantasy Topic: Students will write a fantasy narrative featuring animals as characters Purpose: To bring readers into an imaginary world; to make readers think beyond the boundaries of reality Audience: Students will write for second grade classmates Writing will support: Understanding of the elements of fantasy within a narrative, such as: personification (animals as people), make -believe events, animal characters doing things animals don‟t normally do; voice Writing should include: Essential elements in students‟ narrative writing (see below). Research and Note taking: Students will study fantasy mentor texts to gain background information about the genre in order to write fantasy narrative. Mentors Texts can include but are not exclusive to Pearl and Wagner: Two Good Friends and Anansi Goes Fishing Process Strategies: Publication: Students will publish a fantasy narrative multi-page book with illustrations Assessment: See ancillary writing materials for text-type specific rubric Relevant Reading Street Resources: Throughout the 3 week unit, call attention to the concept questions and maps relating to creativity. Reading Street Unit 3 TE pp. 353d; pp. 353e; TE pp. 371d-371e; Reader‟s and Writer‟s Notebook pp. 196 and pp. 200; Unit 3, vol. 1 TE pp. 354-371 Pearl and Wagner: Two Good Friends; Unit 3, vol.1 TE pp. 424-442 Anansi Goes Fishing ESSENTIAL ELEMENTS IN STUDENTS’ NARATIVE WRITING
Beginning of a narrative establishes the situation and setting Establish animals as characters Recount a well elaborated make-believe sequence of events Establish a problem and solution Introduction of voice Providence Public Schools, in collaboration with the University of Connecticut‟s Center for Behavioral Education and Research
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Grade 2, Language Arts/Writing Unit 5
Includes details to describe actions, thoughts (dialogue), and feelings Use temporal words to signal event order Provide a sense of closure FANTASY Definition: Fiction contains unrealistic or unworldly elements and magical adventure. In this type of story, the animals are the main characters. These characters talk, feel, and act like people. Six basic motifs are covered: magic, secondary worlds, good versus evil, heroism, special character types, and fantastic objects . What does it look like? A multi-page book with illustrations Key structures, features, and elements: Highly imaginative narrative fiction in which any or all narrative elements are fictionalized Involves imaginary characters in places, events, and problems that may seem real Often realistic main characters experience fantastic places, events, time periods, and problems Characters: Fictionalized Animals talk, feel, and act like people (anthropomorphism) Characters have some realistic characteristics but may not be real Setting: Opening literary language such as “Once upon a time” sets the stage Set in past, present, or future Plot: Narrative elements High levels of action that depend on imaginary circumstances ALIGNING CCSS AND FANTASY NARRATIVE Common Core State Expectations Beginning of a narrative establishes the situation, setting and/or characters Recount a well elaborated make-believe sequence of events Establish a problem and solution Includes details to describe actions, thoughts (dialogue), feelings, and introduction to voice
Use temporal words to signal event order Provide a sense of closure
Fantasy Beginning of narrative establishes a make- believe situation, such as “once upon a time” Characters in this piece are only animals Logical events sequence Students will provide a problem and solution in order for characters to overcome adversity; problems may seem real. Students will begin introduction to author‟s craft, such as dialogue, feelings, and voice. Dialogue develops experiences/events or show character responses. Students will be introduced to voice to establish character‟s personalities. Students will use the words highlighted throughout their mentor reading to show the natural flow of events and the passage of time. Wraps up the plot Other not specified in CCSS:
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Grade 2, Language Arts/Writing Unit 5
Assessed Curriculum Summative/Unit Assessment Conventions skills will be assessed in the context of the Reading Unit Summative Assessment. See Reading Unit 3 Summative/Unit Assessment for details about this assessment. Score each student‟s writing product using the W.3 rubric found in the Providence Writing Resource Guide.
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Grade 2, Language Arts/Writing Unit 5.2
Taught Curriculum Unit 5.1 (Unit 5, Week 1) Learning Objectives Handwriting
Conventions
Writing
Students will write letters and words with proper spacing through teacher modeling and guided practice. Through teacher modeling and guided practice, students will use proper size and stroke when writing upper and lower case letters „X‟ and „Z‟. Through oral practice in whole group, students will identify verbs and provide examples of sentences that contain verbs. Students will identify and apply their understanding of verbs to generate individual sentences both orally and in writing. Students will identify additional examples of sentences that contain verbs within the week‟s readings. Given a prompt, students will create a short response correctly applying verb usage within sentences. Through engaging in class discussion, students will understand the key features of an animal narrative and how it relates to narrative and informational writing. Through engaging in class discussion, students will compare and contrast animal narratives to other types of writing they have already completed. Students will use key vocabulary related to narratives in order to discuss the elements of an animal narrative. Students will identify and chart the key elements of an animal narrative through whole class analysis of examples and guided class discussion. Students will apply their knowledge of the key elements of narrative in order to identify a topic, audience and research plan (if appropriate) for their animal narrative. Students will understand the specific writing strategies needed to write an animal narrative through mentor texts. Students will be introduced to the proper format of narrative writing through teacher modeling and guided practice.
Resources Pearson/Scott Foresman Reading Street, unit 3, vol 1: Daily Handwriting pp. 371f
Pearson/Scott Foresman Reading Street, unit 3, vol 1 Conventions Lessons pp. 353c, 371c, 373b, 379b
Providence Writing Resource Guide: Conventions routine A, days 1-5
Providence Writing Resource Guide: Three Week Teaching Writing Routine - Week 1 Sopris West Step Up to Writing Primary Level: Teacher‟s Guide: - 6-1* Introducing two elements (p. 256-257) *Charted whole-group lesson - 6-12 Ways to begin a story (p. 277-279) - 4-1 Introducing two kinds of writing (p. 140-142) - 6-12 Ways to Begin a Story (p. 277-279) Tools: 6-1a,b; 6-13a; 4-1a; 6-12a,b Bonus tool: 6-12-1, 6-12-2, 6-13-1 Handy Pages: Beginning A Story; Writing A Story Poster: Primary Poster No.4 Pearson/Scott Foresman Reading Street, unit 3, vol 1: pp. 353d; 353e Pearson/Scott Foresman Reading Street, unit 3, vol 1: pp. 371d-371e Pearson/Scott Foresman Reader’s and Writer’s Notebook pp. 196; 200 Pearson/Scott Foresman Reading Street, unit 3, vol 1: pp. 354-371 Pearson/Scott Foresman Reading Street, unit 3, vol 1: pp. 424-443
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Grade 2, Language Arts/Writing Unit 5.2
Instructional Considerations Key Vocabulary Content/Concept Specific Vocabulary electricity, robot, trash, wad Genre/Text Type Specific Vocabulary beginning, middle, end, characters, setting, plot, action, problem/solution, voice, dialogue
Planning and Instructional Delivery Considerations Handwriting: During handwriting, each lesson follows the same structure: Model letter formation, Model letter spacing, Model word spacing, and Guided practice. It is important to continue the rituals and routines from the beginning of the year. If extra practice is needed for handwriting, send additional support home or use as an activity in the writing center. Conventions: Refer to Convention Teaching Routine A for teaching conventions (each day has a different routine for the short 10 minute convention lesson). Remind students that even though they are learning about conventions within the reading portion of the day, they should be transferring what they have learned into their daily writing about sentences. For additional practice with conventions, refer to Grammar Jammer in digital resources. Writing: For each student, continue use of the “Writer‟s Folder” that includes all the tools found in the resource section below. This will avoid having to recopy a needed tool in the weeks to come. SUTW Teacher‟s Guide: o 6-1* Introducing two elements (p. 256-257) - *Do as charted whole-group lesson o 4-1 Introducing two kinds of writing (p. 140-142) - Identify Beginning, Middle, and End; add color coding Pearson/Scott Foresman Reading Street, unit 3, vol 1: pp. 353d and 353e Pearson/Scott Foresman Reading Street, unit 3, vol 1: pp. 371d-371e
Assessed Curriculum 5.1 Formative/Embedded Assessments Conventions: Daily Embedded Assessment The daily progress monitoring assessments for writing conventions will give you information on progress toward the targeted convention skill. Convention Frame A: (Grades 2-5) Day 1: Teacher checks to see if students can orally use the convention concept Day 2: Teacher checks to see if students can use the convention concept in writing Day 3: Teacher checks to see if students can identify and describe the convention concept Day 4: Teacher reviews students’ response, evaluating for presence and quality of convention concept only Day 5: Teacher reviews students’ writing, evaluating for presence and quality of convention concept primarily, but also for previously taught convention Providence Public Schools, in collaboration with the University of Connecticut‟s Center for Behavioral Education and Research
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Grade 2, Language Arts/Writing Unit 5.2
Taught Curriculum Unit 5.2 (Unit 5, Week 2) Learning Objectives Handwriting
Conventions
Writing
Through modeling and guided practice, students will legibly write the numbers 1-10 in proper formation. Through modeling, guided practice, and independent work, students will identify and use verbs in agreement with singular and plural subjects. Students will use correct subject/verb agreement to generate individual sentences both orally and in writing. Students will identify additional examples of subject/verb agreement within the week‟s readings. Given a prompt, students will create a short response correctly applying subject/verb agreement. Through whole group, small group and one-on-one guided practice, students will continue to develop their fantasy (animal) narratives using their quick-sketch plans by extending their thinking and stretching out ideas. Students will apply their knowledge of the six steps for planning and writing to create and develop their fantasy (animal) narratives through whole group, small group and/or one-on-one guided practice. Through peer conferencing during the pre-writing stage, students will orally provide feedback on their draft ideas. Students will identify transitional words in mentor and exemplar writing through whole group guided practice. Through whole group, small group and one-on-one guided practice, students will develop dialogue to strengthen the interactions between characters within their fantasy (animal) narrative. Students will develop character voice through actions, dialogue and descriptions during whole group, small group and/or one-on-one guided/independent practice.
Resources Pearson/Scott Foresman Reading Street, unit 3, vol 2: Daily Handwriting pp. 405f Pearson/Scott Foresman Reading Street, unit 3, vol 2: Conventions Lessons pp. 387c, 405c, 407b, 415c
Providence Writing Resource Guide: Conventions routine A, days 1-5 Providence Writing Resource Guide: Three Week Teaching Writing Routine - Week 2 Sopris West Step Up to Writing Primary Level: Teacher‟s Guide: - 6-15 Function and variety of story transitions (p. 282-283) - 6-16 Recognizing story transitions (p. 284-285) - 6-6 Six steps for planning and writing a story (p. 266-268) - 6-7 Quick Sketch and Note Planning (p. 268-271) - 6-3 Pre-writing and planning (p. 260-261) - 6-19 Six Tips for Writing a First Draft (p. 289-290) - 6-14 Writing Dialogue (p. 281-282) - 6-20 Working on the Qualities of a Good Story (p. 291) Tools: 6-15a,b; 6-16a,b,c; 6-6a; 67a,b,c; 6-3a; 6-19a,b; 6-20b Bonus tool: 4-11; 6-19-1; 6-19-3; 614-1 Handy Pages: Planning a Story with Quick Sketch and quick Notes; Beginning a Story; Using Transitions and Ending a Story Poster: Intermediate/Primary Poster No.1 Pearson/Scott Foresman Reading Street, unit 3, vol 1: pp. 354-371 Pearson/Scott Foresman Reading Street, unit 3, vol 1: pp. 424-443
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Grade 2, Language Arts/Writing Unit 5.2
Instructional Considerations Key Vocabulary Content/Concept Specific Vocabulary envelope, persimmons, photograph, smudged Genre/Text Type Specific Vocabulary beginning, middle, end, characters, setting, plot, action, problem/solution, voice, dialogue
Planning and Instructional Delivery Considerations Handwriting: During handwriting, each lesson follows the same structure: Model number formation, Model spacing, and Guided practice. It is important to set up the rituals and routines in the beginning of the year. If extra practice is needed for handwriting, send additional support home or use as an activity in the writing center. Conventions: Refer to Convention Teaching Routine A for teaching conventions (each day has a different routine for the short 10 minute convention lesson). Students should be reminded that all of their sentences should subject/verb agreement. For additional practice with conventions, refer to Grammar Jammer in digital resources. Writing: As the students draft their animal narrative this week, they should refer to the following resources that should be in their Step Up to Writing Binder: 6-15 Function and variety of story transitions (p. 282-283) - Use this strategy to review or introduce different story transitions - 6-16 Recognizing story transitions (p. 284-285) - Use this strategy to discuss/review transitions in context - 6-6 Six Steps for Planning and Writing a Story (p. 266-268) - This strategy teaches students to use pictures and words to plan before writing. - 6-7 Quick Sketch and Note-Planning (p. 268-271) - Helps students write and generate ideas quickly - 6-3 Pre-writing and planning (p. 260-261) - Introducing story mapping and help students learn the difference between story mapping, developing quick-sketches, and quick-notes - 6-19 Six Tips for Writing a First Draft (p. 289-290) - Review and reminds students that to write a good story, they need to write a first draft - 6-14 Writing Dialogue (p. 281-282) - Control and plan for dialogue - 6-20 Working on the Qualities of a Good Story (p. 291) - Add interesting details and descriptions to improve a draft - Handy pages: Planning a Story with Quick Sketch and Quick Notes
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Grade 2, Language Arts/Writing Unit 5.2
Assessed Curriculum 5.2 Formative/Embedded Assessments Conventions: Daily Embedded Assessment The daily progress monitoring assessments for writing conventions will give you information on progress toward the targeted convention skill. Convention Frame A: (Grades 2-5) Day 1: Teacher checks to see if students can orally use the convention concept Day 2: Teacher checks to see if students can use the convention concept in writing Day 3: Teacher checks to see if students can identify and describe the convention concept Day 4: Teacher reviews students’ response, evaluating for presence and quality of convention concept only Day 5: Teacher reviews students’ writing, evaluating for presence and quality of convention concept primarily, but also for previously taught convention
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Grade 2 Language Arts/Writing Unit 5.3
Taught Curriculum Unit 5 (Unit 3, Week 3) Learning Objectives Handwriting
Through teacher modeling, guided practice, and independent practice, students will apply knowledge of manuscript writing to cursive letter formation.
Resources Pearson/Scott Foresman Reading Street, unit 3, vol 1: Handwriting pp. 443e
Through teacher modeling, guided practice, and independent practice, students will apply knowledge of new letter strokes for cursive writing to letter formation. Conventions
Writing
Through oral practice in whole group, students will understand, respond to questions, and provide examples of verbs for past, present, and future tense. Students will apply their understanding of verb tense to generate individual sentences both orally and in writing. Students will identify additional examples of verb tenses within the week‟s readings. Given a prompt related to the week‟s reading, students will create a short response using verb tenses. Students develop their fantasy (animal) narratives by referring to their quick-sketch plans to extend their thinking and stretch out their ideas. Through whole class, small group and/or one-on-one instruction, students will revise their drafts using a checklist for revision Students will apply the elements of the writing process to edit their fantasy (animal) narrative through whole group discussions and guided practice. Students will be edit for Capitalization and Punctuation. (CUPS) Students will publish their fantasy (animal) narrative by using the strategies learned in the Neat Paper lesson. Students will edit their fantasy (animal) narratives for the convention concept of verbs for past, present and future tense through independent practice
Providence Public Schools, in collaboration with the University of Connecticut‟s Center for Behavioral Education and Research
Pearson/Scott Foresman Reading Street, unit 3, vol 1: Conventions Lessons pp. 423c, 443b, 445b, 449c, 451g
Providence Writing Resource Guide: Conventions routine B, days 1-5 Providence Writing Resource Guide: Three Week Teaching Writing Routine - Week 3
Sopris West Step Up to Writing Intermediate Level: Teacher‟s Guide: - 6-20 Working on the Qualities of a Good Story (p. 291) - 4-5 The Writing Process (p. 150-152) - 10-3 Checklist for Revisions (p. 417-418) - 10-7 Editing with CUPS (p. 421-423) - 10-1 Neat Paper Rules (p. 414415) Tools: 6-20a; 4-5a,b; 10-3a; 10-7a,c; 10-1a; Bonus tool: n/a Handy Pages: n/a Poster: n/a
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Grade 2 Language Arts/Writing Unit 5.3
Instructional Considerations Key Vocabulary Content/Concept Specific Vocabulary delicious, justice, lazy, weave Genre/Text Type Specific Vocabulary beginning, middle, end, characters, setting, plot, action, problem/solution, voice, dialogue
Planning and Instructional Delivery Considerations Handwriting: During handwriting, each lesson follows the same structure: Model letter formation, Model letter spacing, and Guided practice. It is important to continue the rituals and routines from the beginning of the year. If extra practice is needed for handwriting, send additional support home or use as an activity in the writing center. This is the first week that the students will make the transition from manuscript to cursive. It is important that the routine does not change but the content will change and as thus, students will need additional practice. Conventions: Refer to Convention Teaching Routine B for teaching conventions (each day has a different routine for the short 10 minute convention lesson). Students should apply their knowledge of verb tenses to their own fantasy (animal) narrative writing pieces. Writing: As the students revise, edit, and publish their fantasy (animal) narratives this week, they should refer to the following resources that should be in their Step Up to Writing Binders: - 10-3 Checklist for Revisions (p. 417-418) - 10-7 Editing with CUPS (p. 421-423) - 10-1 Neat Paper Rules (p. 414-415)
Assessed Curriculum 5.3 Formative/Embedded Assessments Conventions: Daily Embedded Assessment The daily progress monitoring assessments for writing conventions will give you information on progress toward the targeted convention skill. Convention Frame B: (Grades 2-5) Day 1: Teacher checks to see if students can orally use the convention concept Day 2: Teacher checks to see if students can use the convention concept in writing Day 3: Teacher checks to see if students can identify and describe the convention concept Day 4: Teacher reviews rewriting, checking for editing of the convention concepts Day 5: Teacher evaluates whether the student has correctly edited for the convention concept
Summative/Unit Assessment Score each student‟s writing product using the W.3 rubric found in the Providence Writing Resource Guide.
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Grade 2, Language Arts/Writing Unit 5
Notes
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