PS 105 Library Unit 2 Plan
Title of Unit
Subject
Developed By
How to Live, Learn and Use the Library.
Grade Level
Two
Library
Time Frame
Approx Dates – December – February 2015
Leeanne Infantino
Essential Question:
“New York City Needs and Wants from Huts to Houses to High-rises”
Rationale: Why is it important to learn these things?
This inquiry based unit describes the topic of needs and wants within the historical context of New York City. It is designed to give second grade students a fundamental
understanding of the differences between needs and wants and how they have both been manifest at various times in the recent history of New York City.
Common Core:
 RI.2.1 – Ask and answer questions as who, what, where, when, why, and how to demonstrate understanding of key details.
 RI.2.3 - Describe the steps in technical procedures in text.
IFC Standards
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1
Recognises that questions can be answered by finding information #1.
Demonstrates comprehension of stories independently and stories read aloud #2
Asks ‘I wonder” questions about research topic #1
Key Teaching Points: includes specific grammar and punctuation study.
 What do you need to survive today?
 Could you have survived in the 1650’s?
 Where do we get money?
 Is life easier or harder now than in the past?
 The Dutch establish a colony of New Netherland (New York)
I can ask questions after reading the title of a text….
I can ask questions about an illustration in a text….
I can make inferences based on illustrations or the text….
I can find the illustration that relates to the text….
I can interpret information in visual features such as illustrations or diagrams….
Read Aloud and Literature Discussion/Mentor Texts
 If You Lived in Colonial Times – Ann McGovern
 Colonial Home – Bobbie Kalman & John Crossingham
 Colonial Life – Bobbie Kalman
 The Library of Living and Working in Colonial Times – Kathy Wilmore
 On the Day Peter Stuyvesant Sailed Into Town – Arnold Label
 Kids in Colonial Times – Lisa Wroble
 Pilgrims of Plymouth – Marcia Sewell
Vocabulary to model, imbed in conversation, encourage and notice:
Include metalanguage for students to use to talk about their learning and thinking.
Assessment/Final Product:
How will you know your students have learned this?
Essential Question: “New York City Needs and Wants from Huts to Houses to
High-rises”?
Colonial Times, establish, Lenape Indians, Americans, native, explorers, expand ,
fighting, New Netherland, discovered, researcher, Plymouth, basic, hearth, lugpoles, From the graphic organizer Compare and Contrast, Fact and Opinion charts and
opinion pieces, you will see what the students know about settlement of New
andirons, trammels, kettles, pipkins, obedience, compare, contrast.
York.
Evaluation: What worked well, what needed to be changed, what resources were
helpful?
I began this unit on another topic which evolved into the discovery and settlement of
New York by Dutch explorers.
2
Learning Environment: How will this learning be visible in your room?
Display fact and opinion chart
Display opinion pieces
Graphic organisers to compare and contrast
Resources: websites etc
pbskids.org/Arthur/games/factsopinions
www.aad.k12.wi.us/staff/...6/ReadingFun_FactsvOpinion.htm
mycapstonelibrary.com
library.nycenet.edu
discoveryeducation.com
pintrest.com
Contribution to New Netherland-Peter Minuits (video) Discovery Education
Google earth – New York
ACTION & EXPRESSION
REPRESENTATION
The ‘how’ of teaching & learning…
The ‘what’ of teaching & learning..
(How will you present the content? Through…)
(What format will the teacher use to present content?)
Audio
 Smartboard
Visual
 Texts
 Videos
 Charts
Kinesthetic
 Guitar
3
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Interactive Read Alouds (text, video)
Shared Reading
Access to multi-media
(graphic organizer)
ENGAGEMENT
The ‘why’ of teaching and learning…
(What activities will students do to demonstrate their
learning?)
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Compare and contrast
Make inferences
Questions and questioning
Analyzing information
Sequencing