Region: __________________
District: ____________________
School: ___________________
Reform Strategy: ____________
Unit Theme: Art and Author Stud 2.6
Teacher:
Subject: English
Week: # 3
Grade: 2nd
Desired Result
Enduring Understanding
EU 1. Students will understand that good readers use clues from the text to aid in comprehension of a word or part in the story.
EU 2. Students will understand that art can bring emotions or share feelings in a visual way.
EU 3. Students will understand that stories and art communicate cultural themes or lessons we can all relate to or learn from.
Assessment Evidence
Summative Evaluation (Performance Task)
(unit projects, exams, etc.)
 Author Study Art Book
 Learning Plan
Suggested Learning Activities:
Day 11
Day 12
Day 13
Standards
Writing
Speaking/ Writing
Language
Expectations
2.W.1; 2.W.3
2.S.2b; 2.S.4 2; 2 W.1;
2 W.3; 2 W.7
2.LA.1; 2.LA.1b; 2.LA.3
Date: From ________to ____________ 20____
Day 14
Language/ Speaking/ Writing
Day 15
Language
2.LA.1; 2.LA.3; 2.S.2b; 2.S.4;
2. W.1; 2 .W.3; 2. W.7
2.LA.3; 2.LA.5b; 2.LA.5c
Academic Strategy
Instructional Strategy and
Phase
Objective
Depth of Knowledge (DOK)
Initial Activities
Development Activities
After completing a picture for
each story, the students will
create an art book reflecting
the main idea of each book.
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
Routine Activity
Review
The student creates a book out
of his art work, and writes the
At the end of the class, the
students will be able to
recognize nouns.
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
Routine Activities
The teacher introduces the
idea of parts of speech
Galley Walk: Pictures of art
around the room.
At the end of the lesson, the
students will be able to
identify singular and plural
nouns.
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
Routine Activities
Review

The teacher
addresses that if
By answering the question
What is happening?, The
students will be able to
mention different verbs.
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
Routine Activities
Review

The teacher shares
how the student’s
After the teacher
explanation, the students will
be able to mention different
synonyms.
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
Routine Activities
Review
The teacher introduces the
theme of synonyms, relating
Desired Result
Enduring Understanding
EU 1. Students will understand that good readers use clues from the text to aid in comprehension of a word or part in the story.
EU 2. Students will understand that art can bring emotions or share feelings in a visual way.
EU 3. Students will understand that stories and art communicate cultural themes or lessons we can all relate to or learn from.
Assessment Evidence
Summative Evaluation (Performance Task)
(unit projects, exams, etc.)
 Author Study Art Book
 Learning Plan
Suggested Learning Activities:
theme for each picture in the
Question for each picture:
there is more than
art book.
one noun it is a
 What do I see?
plural noun.
 What is happening?
 The teacher shares
The teacher shares how nouns
some regular plural
are person, place , and thing
nouns (kids, stars,
houses).
 The teacher shares
how some nouns
change when we
make them plural
and makes a chart
with the singular
Students will share their work
with the class.
The students write a list of
nouns. Students classify them
as person, place or thing
PERFORMANCE TASK
ATTACHMENT 2.6 ART
PROJECT
ATTACHMENT 2.6
PERFORMANCE TASK
Handout
Closing Activities
Formative Assessment – Other
evidence
The student then looks at the
art and finds as many plural
nouns as he/she can with at
least two irregular plurals.

responses from
“What is
happening?” can
have verbs because
verbs are action
words. From the list,
The teacher points
out examples of
verbs, and then the
student, with a
partner,, looks at a
picture and comes
up with a list of verbs
(use paintings or art
that have action, not
an abstract piece).
The teacher shares how
verbs can have slight
differences in meaning (look,
peek, glance, stare, glare,
and scowl).
to the vocabulary words
already discussed.
The student uses the list of
verbs to find a similar word
(synonym) for a verb he/she
has written, changing the
meaning of the verb.
Desired Result
Enduring Understanding
EU 1. Students will understand that good readers use clues from the text to aid in comprehension of a word or part in the story.
EU 2. Students will understand that art can bring emotions or share feelings in a visual way.
EU 3. Students will understand that stories and art communicate cultural themes or lessons we can all relate to or learn from.
Assessment Evidence
Summative Evaluation (Performance Task)
(unit projects, exams, etc.)
 Author Study Art Book
 Learning Plan
Suggested Learning Activities:
RUBRIC (assessment
evidence)
Materials
Homework
Differentiated Instruction
Strategies
___ Special Education
___ LSP/LEP
___ Section 504
___ Gifted
Teacher Reflection