Quarter 3 Unit of Study, 2nd Grade
Backward Unit Design – Planning Document
Unit Focus
Unit Focus: This Unit of Study is designed for four weeks and it focuses on physical, natural, and cultural processes influence where
people live, the ways in which people live, and how societies interact with one another and their environments.
Reading Focus Standards Writing Focus Standards
Language Focus Speaking and Listening Reading
Social
RL.2.6
W.2.1
Standards
Focus Standards
Foundations
Studies/
RI.2.1
L.2.4 a, b, c
Focus
Science
RI.2.3
Standards
Content
RI.2.7
Standar
d II
Reading Integrated
Writing Integrated
Language
Speaking and Listening Reading
Standards
Standards
Integrated
Integrated Standards
Foundations
RL 1, 10
W 2, 3, 5, 6, 7, 8
Standards
SL 1 a, b, c, 2, 3, 4, 5, 6,
Integrated
RI 2, 4, 10
L2, a, b, c, d, e,
Standards
3a, 4 d, e, 5b, 6
RF 3, a, b, c, d,
e, f, 4, a, b, c
*RF 3 a, b, c
* Spanish
Focus/Integrated
Standards for
Foundational
Skills; italics
denote different
skills from
English.
Standards
Reading:
RL.2.6 Acknowledge
differences in the points of
view of characters,
including by speaking in a
different voice for each
Standard Analysis
Knowledge Needed (Know) Learning Targets and Student Outcomes
(Do)
 Understand character’s
 Analyze the character’s
point of view
behavior/personality in a story
 Use different voices when reading
different character’s dialogue.
 Tell a story from the perspective of a
character other than the main
Suggested Integrated
Tasks
Introduction
Landforms
to
1
character when reading
dialogue aloud.


RI.2.1 Ask and answer such
questions as who, what,
where, when, why,
and how to demonstrate
understanding of key
details in a text.



RI 2.3 Describe the
connection between a
series of historical events,
scientific ideas or
concepts, or steps in
technical procedures in a
text.
Use clues from the text
to answer who, what,
when, where, why, and
how questions from
the text.
Good readers know a
question is different
from a statement and
requires an answer.
Use clues from the text
to ask who, what,
when, where, why, and
how questions from
the text.






Relate different
historical events
within a text.
Relate scientific ideas
within a text.
Relate steps of a
process within a text
such as a recipe.




character.
Determine how other characters
might act when faced with the same
situation.
Look back in the text to find answers
to who, what, when, where, why, and
how questions
Think about what I have read and
create my own who, what, when,
where, why, and how questions about
the text.
Sequence historical events within a
selection.
Explain the cause and effect of
historical events within a selection.
Model the steps of a scientific process
within a selection.
Explain how the steps of a scientific
process impact the results.
Order the steps of a process from a
text such as a recipe
Explain how the steps of a process
affect the end result.
Question Game
Mountains and Oceans
(article
with
comprehension
questions)
*Available in Spanish and
2

RI 2.7 Explain how specific
images (e.g., a diagram
showing how a machine
works) contribute to and
clarify a text.




Writing:
W.2.1 Write opinion pieces
in which they introduce
the topic or book they are
writing about, state an
opinion, supply reasons
that support the opinion,
use linking words (e.g.,
because, and, also) to
connect opinion and
reasons, and provide a
concluding statement or



Explain how images
(diagrams, charts, etc.)
relate to the text.
Characteristics of an
explanation
Graphics/images/illust
rations (e.g.,
photographs,
diagrams, charts,
graphs, maps)

Write sentences to
introduce an opinion
product.
Give reasons to
support my opinion
using linking words.
(eg. because and also)
Write an ending
sentence to close an
opinion.






Read and understand charts,
diagrams, etc. as they relate to the
text.
Identify the information presented in
specific images (e.g., photographs,
diagrams, charts, graphs, maps).
Use information from
graphics/illustrations/images and
words from the text to make meaning.
Explain how specific images
contribute to and clarify a text.
English
Mountains
(article
with
comprehension
questions)
*Available in Spanish and
English
Form an opinion about a topic or book Being an Opinion Writer
I have read.
Write a beginning sentence to show
my opinion of what I think or feel
about a topic or book.
Express my opinion by sharing it with
others.
Demonstrate my opinion by giving
reasons that support my thinking.
(orally and/or written)
Use linking words. (eg. because, also)
to connect opinions and reasons.
3

section.
Language
L.2.4 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.
a) Use sentencelevel context as a clue to
the meaning of a word or
phrase.
(b) Determine the
meaning of the new word
formed when a known
prefix is added to a
known word (e.g.,
happy/unhappy,
tell/retell).
(c) Use a known
root word as a clue to the
meaning of an unknown
word with the same root
(e.g., addition,
additional).



Use the sentence to
determine the meaning
of a word or phrase.
Determine the
meaning of a new word
when a prefix is added
to a known word
Use a known root word
to understand the
meaning of an
unknown word with
the same root.





Write an ending sentence to close my
opinion statement.
Connections
Reread the sentence to determine the Making
Graphic Organizer
meaning of a word or phrase.
Discuss sentences with unfamiliar
words with a partner to determine
word meaning.
Use context clues to determine
meaning of unknown words.
Be able to tell the meaning of a new
word when a prefix is added to a
known word
Be able to tell the meaning of a new
word that has the same root word of a
word I know.
Speaking and Listening
See Integrated Tasks
See Integrated Tasks
Reading Foundations
See Integrated Tasks
See Integrated Tasks
Social Studies/ Science
K-4 Benchmark II-A:

Know the concept of
location by using maps,

Question Game
Use a variety of maps to locate specific Make a Map
(article
places and regions.
with
4
Understand the concept of
location by using and
constructing maps, globes,
and other geographic tools
to identify and derive
information about people,
places, and environments.
K-4 Benchmark II-E:
Describe how economic,
political, cultural, and
social processes interact to
shape patterns of human
populations, and their
interdependence,
cooperation, and conflict.
globes,
and
other
geographic tools to
identify and derive
information
about
people, places, and
environments.


Identify major landforms, bodies of
water, and other places of significance
in selected countries, continents, and
oceans.
Describe how characteristics of
culture affect behaviors and lifestyles.
comprehension
questions)

Know that economic,
political, cultural, and
social
processes
interact
to
shape
patterns of human
populations, and their
interdependence,
cooperation,
and
conflict.
Big Ideas: Enduring Understandings: Students understand how physical, natural, and cultural processes influence where people live,
the ways in which people live, and how societies interact with one another and their environments. Students will learn different ways of
how the world around them is represented. They will also learn about how an individual/communities culture affects our daily lives.
Essential Questions
Guiding Questions (questions that build to understanding of
Essential Questions)
 For what purposes do people use maps?
 What is the purpose of using a map?
 What is a landform and what are the basic physical qualities
of each one?
 What information would you expect to find on a map?
 What is a body of water?
 What information can be found on a map?
 What are other places of significance in selected countries,
 What kind of map would you use if you were going to visit
continents, and oceans?
another town within your state?
 What clues from the text ask and or answer who, what, when,
 What kind of map would you use if you were going to visit
where, why, and how?
another state?
 What is the character’s point of view?
 What is a continent and how many are there?
 What reasons can you list to support your opinion?
 Can you identify different landforms?
 How do diagrams and charts contribute to the meaning of the
 What are some characteristics you can identify from
text?
landforms?
5




How could you tell a story from the perspective of one of
the other character’s that is not the main character?
How would other characters react when faced with the
same situation?
What is an opinion?
How can you support an opinion?
Possible Misconceptions:
Landforms only include famous landforms, and not the simple ones such as arroyos, lakes and rivers in their area.
The earth was always as it is now.
Landforms do not change over time and have always been as they appear.
Culminating Activity
*(In resources under Culminating Activity)
Identifying Landforms and Bodies of Water on a Map
Lesson Overview:
The purpose of this lesson is to expose students to the practice of “developing and using
models” as students explore and identify landforms and bodies of water on a map of the
world. It is anticipated that this lesson will take about one hour.
*Students will chose the landform they think is the most interesting and compose an opinion piece with reasons to support their opinion.
What will mastery/success look like?
The students will be able to:
● Identify a map as a type of model
● Name several landforms and bodies of water
● Describe several landforms and bodies of water
● Locate landforms and bodies of water on a map
 Write an opinion piece about an interesting landform
Indicators of mastery/success? (criteria expectations with
rubric…)
 Students will work effectively as a member of a team.
 Students can describe landforms and bodies of water.
 Students have an appreciation for the need to be lifelong
learners.
 Students have effective communication skills.
 Students score a 3 on all parts of the Opinion Piece Text-Based
rubric.
Pre-Post Summative Assessment
(Found with unit of study: 2nd Grade Unit of Study Assessment)
*Teachers will develop answer keys/rubrics
6
Focus Standards Assessed
L.2.4a,b,c; RI.2.1,3,7; RL2.1,6; W.2.8 (Students read the dialog, using different voices and
expressions for the two characters)
RL.2.1
Integrated Standards
Assessed
Interactive Read Aloud
Fiction (Trade Books, Novels/Chapter Books, Short Stories, Poetry) Novels may overlap instructional units in the quarter.
Non-Fiction (Informational text, Maps, Charts, Graphs, Biography, Speeches, Content Area Articles, Books, Magazines, etc.)
Focus Standards: RI.2.1 , RI.2.3 RL.2.6
Integrated Standards: SL.2.1 a, b, c SL.2, 3, 4, 5, 6 RL.2.1, 10 RI.2.2,4,10
Check In’s per focus standard:
 53 Ways to Check for Understanding
 http://kidsatthecore.com/question-stems/
 Speaking and Listening Rubric
 Accountable Talk Stems
Week 1
Text:
A River Ran Wild by Lynne Cherry
(available in Spanish)
Instructional Focus:
RI.2.1 (Asking and answering questions in order to demonstrate
understanding of key ideas)
Week 2
Text:
Grandfather’s Journey by Allen Say
Week 3
Text:
Amelia’s Road by Linda Jacobs Altman
(available in Spanish)
Instructional Focus:
RI.2.3 (Describe the connection between a series of historical
events)
Instructional Focus:
RL.2.6 (Acknowledge differences in the points of view of
characters)
Week 4
Text:
The Relatives Came by Cynthia Rylant
Instructional Focus:
RL.2.6 (Acknowledge differences in the points of view of
characters)
Interactive Read Aloud Structure (K-2)
1. Introduce the book
7
2. Preview and predict
3. Read Aloud – Pausing for interaction:
Teacher Think Aloud: Model student objective, student think/pair/share, vocabulary discussed
4. Wrap up and relate: student connect teacher modeling and student share out objective.
Turn and Talk with Questioning – Use Accountable Talk Stems
Have students turn and talk about the characters during close reading, interactive read aloud, and guided reading instruction. Use
questions and prompts such as the ones below to help move your students’ understanding from character attributes to theme:
 Can you tell me the reasons why the character said ...in the story? How has your understanding of the character changed your
thinking about the story?
 What is the theme of this text? Can you give specific examples from the text to support your thinking?
 Can you tell me how the character is feeling is this part of the story? Explain why the character is feeling this way.
Narrative: Shared Reading with a Close Reading Focus K-2 Planning Structure
Instructional Practice
Some of the texts will be stories from interactive read aloud. The purpose during interactive read aloud was to model comprehension and
reading strategies where now purpose shifts to revisiting the text for deeper understanding.
Focus Standards RI.2.1 RI.2.3 RI.2.7
Integrated Standards SL.2.1 a, b, c SL.2, 3, 4, 5, 6 RL.2.1, 10 RI.2.2,4,10
Check In’s per focus standard:
 http://kidsatthecore.com/question-stems/
 Speaking and Listening Rubric
 Accountable Talk Stems
 Informative/Narrative Cue Cards for Close Reading
K-2 Weekly Template Shared Reading with Close Reading Focus: Evidence, Structure
Week 1
Close Reading Lens: Structure
English Text: Reading Maps and Globes by Ellen Bari (Pearson Successnet level I)
Spanish Text: Leer mapas y globos terráqueos by Ellen Bari (Pearson Successnet level I)
(These resources are provided.)
Instructional Focus):
Instructional Focus:
Instructional Focus:
Instructional Focus: Instructional
L.2.4 a Use sentenceRF.2.4 Read with
RI.2.7 Explain how specific images RI.2.1 Ask and
Focus:
level context as a clue
sufficient accuracy
contribute to and clarify a text.
answer such
W.2.8 Recall
to the meaning of a
and fluency to
questions as who,
information from
8
word or phrase.
support
comprehension
Introduce Text
Vocabulary
Development
(Intentionally plan this
lesson based on the
Language Standards and
Vocabulary, student
needs and the text
you’ve selected.
1. mountain
2. ocean
3. river
4. globe
Day 1 Structure:
Foundational Skills
Understanding
concepts of print.




Teacher introduces
text (Options: genre,
structure, summary,
predictions)
Teacher reads the
text, modeling
fluency while
students follow along
pointing at the text.
Invite students to
join in the reading.
(Whole Group)
Teacher models
Day 2 Structure:



Teacher reads the
text, modeling
fluency while
students follow
along pointing at
the text.
Invite students to
join in the reading.
(Whole Group)
Teacher models
finding
foundational skill
within text.
Close Reading
Read for Evidence
1. What are you confused about?
What do you want to figure out from
this text?
2. Students help find the evidence
that will help us understand the text.
Choose specific details to gather as
data:
• Facts
• Phrases
• Descriptions
• Photos or graphics
Read the text, model fluency and
point to words as you read. Invite
students to join in the reading.
(Whole Group)
Reread the passage looking for
__evidence or structure__ (lens).
Have students highlight text
evidence.
Chart student responses in the first
column of an anchor chart.
what, where, when,
why, and how to
demonstrate
understanding of
key details in a text.
experiences or
gather information
from provided
sources to answer
a question.
Close Reading
Look For Patterns
• Looking for
patterns in the
data
• Which details fit
together?
• What do they
have in
common?
• Connecting to
“Big Idea’s” in
the text
Read the text, model
fluency and point to
words as you read.
Invite students to join
in the reading.
(Whole group or
pairs)
Close Reading
Developing a new
understanding
Write a response
that cites 3 facts
about maps or
globes using
evidence from the
text.
Reread the passage
and the evidence from
yesterday.
Have students work in
pairs and find which
pieces of evidence fit
together.
Review anchor
chart evidence and
patterns. Turn and
Talk about
noticing’s.
Read the book,
model fluency and
point to words.
Invite students to
join in the reading.
(Whole group or
pairs.)
Student Response –
9



finding vocabulary
within text.
Mini-lesson: Teacher
connects vocabulary
to skill
Students turn and
talk and discuss
vocabulary.
Together students
find more vocabulary
related to skill.
Vocabulary/Language:



Mini-lesson:
Teacher
specifically
addresses the skill.
Students turn and
talk and discuss
foundational skill
and where to find
in the text.
Together students
find other
examples within
the text.
First I was thinking
Chart the patterns you ______ now I am
find in the second
thinking _____
column of your
because….
anchor chart.
Foundational Skill
Focus is: Concepts of
Print.
Choose 1 foundational
skill:
 Sight words
 Spelling Patterns
 Concepts of Print:
Capital Letters,
Punctuation
 Phonological
Awareness:
Rhyming,
Alliteration,
Syllables, On-Set
and Rhyme
Week 2
Close Reading Lens: Evidence
10
English Text: Coming to the U.S.A. by Susan LaBella – This article is provided.
Spanish Text:
Instructional Focus):
Instructional Focus:
Instructional Focus:
L.2.4 a Use sentenceRF.2.4 Read with
RI.2.7 Explain how specific images
level context as a clue
sufficient accuracy
contribute to and clarify a text.
to the meaning of a
and fluency to
word or phrase.
support
comprehension
Introduce Text
Vocabulary
Development
(Intentionally plan this
lesson based on the
Language Standards and
Vocabulary, student
needs and the text
you’ve selected.)
Day 1 structure:

Teacher introduces
text (Options: genre,
structure, summary,
predictions)
Foundational Skills
Concepts of Print.
Choose 1 foundational
skill:
 Sight words
 Spelling Patterns
 Concepts of Print:
Capital Letters,
Punctuation
 Phonological
Awareness:
Rhyming,
Alliteration,
Syllables, On-Set
and Rhyme
Day 2 Structure:

Teacher reads the
text, modeling
fluency while
students follow
Instructional Focus:
RI.2.1 Ask and
answer such
questions as who,
what, where, when,
why, and how to
demonstrate
understanding of
key details in a text.
Instructional
Focus:
W.2.8 Recall
information from
experiences or
gather information
from provided
sources to answer
a question.
Close Reading
Read for Evidence
1. What are you confused about?
What do you want to figure out from
this text?
2. Students help find the evidence
that will help us understand the text.
Choose specific details to gather as
data:
• Facts
• Phrases
• Descriptions
• Photos or graphics
Close Reading
Look For Patterns
• Looking for
patterns in the
data
• Which details fit
together?
• What do they
have in
common?
• Connecting to
“Big Idea’s” in
the text
Close Reading
Developing a new
understanding
Write a response
that cites 3 facts
about Coming to the
U.S.A. using evidence
from the text.
Read the text, model fluency and
point to words as you read. Invite
students to join in the reading.
(Whole Group)
Read the text, model
fluency and point to
words as you read.
Invite students to join
in the reading.
(Whole group or
Read the book,
model fluency and
point to words.
Invite students to
join in the reading.
(Whole group or
Reread the passage looking for
11






Teacher reads the
text, modeling
fluency while
students follow along
pointing at the text.
Invite students to
join in the reading.
(Whole Group)
Teacher models
finding vocabulary
within text.
Mini-lesson: Teacher
connects vocabulary
to skill
Students turn and
talk and discuss
vocabulary.
Together students
find more vocabulary
related to skill.
Vocabulary/Language:





along pointing at
the text.
Invite students to
join in the reading.
(Whole Group)
Teacher models
finding
foundational skill
within text.
Mini-lesson:
Teacher
specifically
addresses the skill.
Students turn and
talk and discuss
foundational skill
and where to find
in the text.
Together students
find other
examples within
the text.
evidence or structure (lens).
Have students highlight text
evidence.
Chart student responses in the first
column of an anchor chart.
pairs)
pairs.)
Reread the passage
and the evidence from
yesterday.
Have students work in
pairs and find which
pieces of evidence fit
together.
Review anchor
chart evidence and
patterns. Turn and
Talk about
noticing’s.
Student Response –
First I was thinking
Chart the patterns you ______ now I am
find in the second
thinking _____
column of your
because….
anchor chart.
Foundational Skill
Focus Concepts of
Print.
Choose 1 foundational
skill:
 Sight words
 Spelling Patterns
 Concepts of Print:
Capital Letters,
Punctuation
12

Phonological
Awareness:
Rhyming,
Alliteration,
Syllables, On-Set
and Rhyme
Week 3
Close Reading Lens: Structure
English Text: Land and Water; How Geography Affect Our Community by Lisa Oram
Spanish Text: Tierra y agua; La geografía y nuestras comunidades by Lisa Oram
*These resources are included.
Instructional Focus):
Instructional Focus:
Instructional Focus:
L.2.4 a Use sentenceRF.2.4 Read with
RI.2.7 Explain how specific images
level context as a clue
sufficient accuracy
contribute to and clarify a text.
to the meaning of a
and fluency to
word or phrase.
support
comprehension
Introduce Text
Vocabulary
Development
(Intentionally plan this
lesson based on the
Language Standards and
Vocabulary, student
needs and the text
you’ve selected.)
Foundational Skills
(Foundational Skills
are an essential
component in the
primary framework.
Intentionally plan this
lesson based on the RF
standards, student
needs and the text
you’ve selected. )
Close Reading
Read for Evidence
1. What are you confused about?
What do you want to figure out from
this text?
2. Students help find the evidence
that will help us understand the text.
Choose specific details to gather as
data:
• Facts
• Phrases
• Descriptions
• Photos or graphics
Instructional Focus:
RI.2.1 Ask and
answer such
questions as who,
what, where, when,
why, and how to
demonstrate
understanding of
key details in a text.
Instructional
Focus:
W.2.8 Recall
information from
experiences or
gather information
from provided
sources to answer
a question.
Close Reading
Look For Patterns
• Looking for
patterns in the
data
• Which details fit
together?
• What do they
have in
common?
• Connecting to
“Big Idea’s” in
the text
Close Reading
Developing a new
understanding
Write a response
that cites 3 facts
about land and
water using
evidence from the
text.
13
Day 1 structure:







Teacher introduces
text (Options: genre,
structure, summary,
predictions)
Teacher reads the
text, modeling
fluency while
students follow along
pointing at the text.
Invite students to
join in the reading.
(Whole Group)
Teacher models
finding vocabulary
within text.
Mini-lesson: Teacher
connects vocabulary
to skill
Students turn and
talk and discuss
vocabulary.
Together students
find more vocabulary
related to skill.
Vocabulary/Language:
Day 2 Structure:






Teacher reads the
text, modeling
fluency while
students follow
along pointing at
the text.
Invite students to
join in the reading.
(Whole Group)
Teacher models
finding
foundational skill
within text.
Mini-lesson:
Teacher
specifically
addresses the skill.
Students turn and
talk and discuss
foundational skill
and where to find
in the text.
Together students
find other
examples within
the text.
Read the text, model fluency and
point to words as you read. Invite
students to join in the reading.
(Whole Group)
Reread the passage looking for
evidence or structure (lens).
Have students highlight text
evidence.
Chart student responses in the first
column of an anchor chart.
Read the text, model
fluency and point to
words as you read.
Invite students to join
in the reading.
(Whole group or
pairs)
Read the book,
model fluency and
point to words.
Invite students to
join in the reading.
(Whole group or
pairs.)
Reread the passage
and the evidence from
yesterday.
Have students work in
pairs and find which
pieces of evidence fit
together.
Review anchor
chart evidence and
patterns. Turn and
Talk about
noticing’s.
Student Response –
First I was thinking
Chart the patterns you ______ now I am
find in the second
thinking _____
column of your
because….
anchor chart.
Foundational Skill
Focus Concepts of
Print.
Choose 1 foundational
14
skill:
 Sight words
 Spelling Patterns
 Concepts of Print:
Capital Letters,
Punctuation
 Phonological
Awareness:
Rhyming,
Alliteration,
Syllables, On-Set
and Rhyme
Week 4
Close Reading Lens: Evidence
English Text: Land and Water; How Geography Affect Our Community by Lisa Oram –continue from previous week
Spanish Text: Tierra y agua; La geografía y nuestras comunidades by Lisa Oram –continue from previous week
These resources are included.
Additiona Text:
English Text: Why we live where we live by Lisa Oram
Spanish Text: Porque vivimos donde vivimos by Lisa Oram
Instructional Focus):
Instructional Focus:
Instructional Focus:
Instructional Focus:
L.2.4 a Use sentenceRF.2.4 Read with
RI.2.7 Explain how specific images RI.2.1 Ask and
level context as a clue
sufficient accuracy
contribute to and clarify a text.
answer such
to the meaning of a
and fluency to
questions as who,
word or phrase.
support
what, where, when,
comprehension
why, and how to
demonstrate
understanding of
key details in a text.
Instructional
Focus:
W.2.8 Recall
information from
experiences or
gather information
from provided
sources to answer
a question.
Introduce Text
Vocabulary
Development
(Intentionally plan this
Close Reading
Developing a new
understanding
Write a response
Foundational Skills
(Foundational Skills
are an essential
component in the
Close Reading
Read for Evidence
1. What are you confused about?
What do you want to figure out from
Close Reading
Look For Patterns
• Looking for
patterns in the
15
lesson based on the
Language Standards and
Vocabulary, student
needs and the text
you’ve selected.)
primary framework.
Intentionally plan this
lesson based on the RF
standards, student
needs and the text
you’ve selected. )
Day 1 structure:
Day 2 Structure:







Teacher introduces
text (Options: genre,
structure, summary,
predictions)
Teacher reads the
text, modeling
fluency while
students follow along
pointing at the text.
Invite students to
join in the reading.
(Whole Group)
Teacher models
finding vocabulary
within text.
Mini-lesson: Teacher
connects vocabulary
to skill
Students turn and
talk and discuss
vocabulary.
Together students
find more vocabulary






Teacher reads the
text, modeling
fluency while
students follow
along pointing at
the text.
Invite students to
join in the reading.
(Whole Group)
Teacher models
finding
foundational skill
within text.
Mini-lesson:
Teacher
specifically
addresses the skill.
Students turn and
talk and discuss
foundational skill
and where to find
in the text.
Together students
this text?
2. Students help find the evidence
that will help us understand the text.
Choose specific details to gather as
data:
• Facts
• Phrases
• Descriptions
• Photos or graphics
Read the text, model fluency and
point to words as you read. Invite
students to join in the reading.
(Whole Group)
Reread the passage looking for
evidence or structure (lens).
Have students highlight text
evidence.
Chart student responses in the first
column of an anchor chart.
data
Which details fit
together?
• What do they
have in
common?
• Connecting to
“Big Idea’s” in
the text
Read the text, model
fluency and point to
words as you read.
Invite students to join
in the reading.
(Whole group or
pairs)
that cites 3 facts
about land and
water using
evidence from the
text.
Reread the passage
and the evidence from
yesterday.
Have students work in
pairs and find which
pieces of evidence fit
together.
Review anchor
chart evidence and
patterns. Turn and
Talk about
noticing’s.
•
Read the book,
model fluency and
point to words.
Invite students to
join in the reading.
(Whole group or
pairs.)
Student Response –
First I was thinking
Chart the patterns you ______ now I am
find in the second
thinking _____
column of your
because….
anchor chart.
16
related to skill.
Vocabulary/Language:
find other
examples within
the text.
Foundational Skill
Focus Concepts of
Print.
Choose 1 foundational
skill:
 Sight words
 Spelling Patterns
 Concepts of Print:
Capital Letters,
Punctuation
 Phonological
Awareness:
Rhyming,
Alliteration,
Syllables, On-Set
and Rhyme
Writing Calendar
Focus Standards: CCSS W.2.1
Integrated Standards: W.2.2, L.2.2 d, e, 3 a, 4 d, e, 6
Check In’s per focus standard:
 http://kidsatthecore.com/question-stems/
 Speaking and Listening Rubric
 Accountable Talk Stems
 District Opinion Piece Writing Rubric
 Nancy Fetzer at a Glance
Assessment Rubric: Students will compose an opinion piece in the form of a persuasive letter. (See rubrics in resources)
Genre: Opinion /
Monday
Tuesday
Wednesday
Thursday
Persuasive Letter
Mini-Lesson
Mini-Lesson
Mini-Lesson
Mini-Lesson
Guided Practice Guided Practice
Guided Practice
Guided Practice
Friday
Mini-Lesson
Guided
17
Independent
Writing
Share
Week 1 (See the “Being
An Opinion Writer” PDF
Resource)
Standard and Focus:
W.2.1 Write opinion pieces
in which they introduce the
topic or book they are
writing about, state an
opinion, supply reasons
that support the opinion,
use linking words (e.g.,
because, and, also) to
connect opinion and
reasons, and provide a
concluding statement or
section.
Integrated Standards:
W.2.5
W.2.6
Mini-Lesson:
Explore Opinion
Writing: What is
an opinion?
Read Aloud: I
Wanna Iguana
(Available on
youtube)
Tell the students
that in this unit
they will focus on
opinion writing.
Explain that this is
a kind of writing
that tries to
persuade the
reader, or get the
reader to agree,
about something.
Show the cover of
I Wanna Iguana
and read the title
and names of the
author and
illustrator aloud.
Explain that in this
story someone
tries to get
another person to
agree with him
about something.
Invite the students
to think about
these questions as
they listen to the
Independent Writing
Share
Independent Writing
Share
Independent
Writing
Share
Practice
Independent
Writing
Share
Mini-Lesson: Review I Wanna
Iguana : Gather the class with
partners sitting together, facing
you. Show the cover of I Wanna
Iguana and review that the students
heard the story yesterday. To help
students remember the story,
explain that you will reread a
sentence from the story. Invite the
students to think as they listen
about what was happening in that
part of the story. Read aloud: p. 5
“If I don’t take it, he goes to Stinky
and Stinky’s dog, Lurch, will eat it.”
Ask: Q What is happening in this
part of the story? Turn to your
partner; After a moment, signal for
the students’ attention. Without
discussing as a class, repeat the
above procedure for the following
sentences from the story: p.11
“You won’t have enough space in
your whole room, much less your
dresser….” P.20 “He just burps and
poops.” P.32 “YESSS!”
Mini-Lesson: Review I Wanna
Iguana and I Wanna New
Room
Mini-Lesson:
Brainstorm Ideas for
“Here’s why I
shouldn’t letter:
Extension: Share
Persuasive
Letters as a Class
Remind the students that in this
story Alex is writing persuasively to
his mother. He is writing
persuasively because he wants his
Gather the class with partners
sitting together, facing you.
Show the covers of I Wanna
Iguana and I Wanna New
Room and review that the
students heard these stories
over the past two days. Ask
and briefly discuss: Q What
were these two stories about?
Q Alex wrote persuasive letters
in these stories. What have you
learned so far about persuasive
writing?
Explain that you will read
aloud the first sentence from
each story. Invite the students
to think as they listen about
how the two sentences are
similar. Read each sentence
aloud twice:
p.5 “Dear Mom, I know you
don’t think I should have
Mikey Gulligan’s baby iguana
when he moves, but here’s
why I should.” (I Wanna
Iguana)
Gather the class with
partners sitting
together, facing you.
Direct the students’
attention to the two
charts from Day 3.
Review that they
wrote “Here’s Why I
Should” letters using
a sentence similar to
the one Alex uses at
the beginning of I
Wanna Iguana.
Remind them that
Alex starts with a
slightly different
sentence in I Wanna
New Room. Reread
this sentence from I
Wanna New Room
aloud:
p.4 “Dear Mom, I
know you think I
should share a room
with Ethan now that
we have Baby Annie,
but here’s why I
shouldn’t.”
Direct the students’
Have the students
read the
persuasive letters
they wrote this
week to the class.
Take time to
discuss what the
author’s opinion
is, how that
opinion is
supported in the
piece, whether
the students think
the author’s
parents would be
persuaded by the
piece, and why.
Write and Deliver
Persuasive
Letters
This week the
students
practiced writing
“pretend”
persuasive letters
to their parents.
They may wish to
18
story: Q What does
this person want?
Q Who does he
want to persuade?
Q How does he try
to persuade that
person to agree?
Read I Wanna
Iguana aloud
slowly and clearly,
clarifying
vocabulary as you
read.
Guided Practice:
In pairs, and then
as a class, briefly
discuss the
questions that
follow. As students
refer to parts of
the story, be ready
to turn to those
pages and reread
the relevant
sentences aloud. Q
What is Alex trying
to do in this story?
Q What are some
reasons Alex gives
for adopting an
iguana? Turn to
your partner. Q
What are some
reasons Alex’s
mom gives for not
adopting an
iguana? Turn to
your partner. Q
Why is it smart for
mom to agree with him that he
should have an iguana as a pet.
Guided Practice: Read I Wanna
New Room (Available on youtube)
Aloud
Show the cover of I Wanna New
Room. Explain that this is another
story about Alex by Karen Kaufman
Orloff and David Catrow. Invite the
students to think about who Alex
tries to persuade this time and how
he tries to do it as they listen to the
story.
Read I Wanna New Room aloud
slowly and clearly, clarifying
vocabulary as you read. When you
get to pages 26–27 and 28–29,
show the illustrations and ask: Q
What is happening in this part of the
story?
Briefly discuss the questions that
follow. As students refer to parts of
the story, be ready to turn to those
pages and reread the relevant
sentences aloud. Q How is this story
similar to I Wanna Iguana? How is it
different? Q What are some reasons
Alex gives for having his own room?
Turn to your partner. Q What are
some reasons Alex’s father gives for
not giving Alex his own room? Turn
to your partner.
Remind the students that in I
Wanna Iguana Alex tries to write
persuasively by stating his opinion
at the beginning of his first letter.
p.4 “Dear Mom, I know you
think I should share a room
with Ethan now that we have
Baby Annie, but here’s why I
shouldn’t.” (I Wanna New
Room)
Ask and briefly discuss: Q
What’s similar about the way
Alex starts these two
persuasive
letters?
Guided Practice: Brainstorm
Ideas for a “Here’s Why I
Should” Letter: Direct the
student’s attention to the chart
on which you wrote the frame
sentence, “I know you don’t
think I should _____________, but
here’s why I should.” Read the
sentence aloud and ask: Q If
you were going to write a
persuasive letter to your
parents that begins with this
sentence, what might you write
in the blank? [pause] Turn to
your partner.
After allowing a few moments
for partners to talk, signal for
the students’ attention and
have a few volunteers share
their ideas with the class. As
students report their ideas,
record them on the chart
below the frame sentence.
Write a shared “Here’s why I
should _______.” Letter.
attention to the
chart with the
sentence, “I know
you think I should ,
but here’s why I
shouldn’t.” Read the
sentence aloud and
ask: Q If you were
going to write a
persuasive letter to
your parents that
begins with this
sentence, what might
you write in the
blank? [pause] Turn
to your partner.
After a few
moments, signal for
the students’
attention. Have a
few volunteers share
their ideas with the
class. As students
report their ideas,
record them on the
chart below the
frame sentence.
try writing
additional
persuasive letters
and, if
appropriate,
delivering them
to their intended
recipients (for
example, parents,
other family
members, friends,
or adults at
school). If so,
consider helping
the students edit
and proofread
their letters
before they are
delivered.
Guided Practice:
Write a shared
“Here’s why I
shouldn’t _________.”
Letter.
Direct the students’
attention to a sheet
of lined chart paper.
Explain that you
would like their help
writing another
persuasive letter,
this time using the
19
Alex to give lots of
reasons to support
his opinion?
Explain that
during writing
time today the
students may
write about any
opinions they have
that they would
like others to
agree with, or they
may write about
anything else they
choose.
Independent
Writing: Ask the
students to return
to their seats for
15-20 minutes of
silent writing.
During this time,
they may write
about opinions
they have or about
anything they
choose. If
necessary, remind
the students that
all writing should
be double-spaced
and that there
should be no
talking,
whispering, or
walking around
during the silent
writing period.
Point out that Alex does the same
thing in this story. Reread aloud
Alex’s statement on page 4: “I know
you think I should share a room
with Ethan now that we have Baby
Annie, but here’s why I shouldn’t.”
Then point out that Alex gives
several reasons to support that
opinion in the letters that follow. In
pairs, and then as a class, briefly
discuss: Q In I Wanna Iguana, Alex is
able to persuade his mother to adopt
the iguana. Is Alex able to persuade
his father to agree with his opinion
in this story? Turn to your partner.
Explain that during writing time
today the students may continue
the writing they started yesterday,
start a new piece of writing about
another opinion, or write about
anything else they choose.
Independent Writing: Ask the
students to return to their seats for
15-20 minutes of silent writing.
During this time, they may write
about opinions they have or about
anything they choose.
If necessary, remind the students
that all writing should be doublespaced. Also remind them that
there should be no talking,
whispering, or walking around
during the silent writing period.
Join the students in writing for a
few minutes; then walk around the
room and observe.
Direct the students’ attention
to a sheet of lined chart paper.
Explain that you would like
their help to write an example
of a persuasive letter using
one of their ideas. Choose one
idea from the brainstormed
list. Use that idea to write the
full sentence on the lined
chart. Add a second sentence
by thinking aloud about, and
then writing, one good reason
to support this opinion. Then
ask: Q In our letter, we want to
persuade by giving several
good reasons to support our
opinion. What are some other
reasons we could write for
[getting a bicycle]? [pause]
Turn to your partner.
After a few moments, signal
for the students’ attention and
have a few volunteers share
their ideas. Use their
suggestions to add a few more
sentences to the letter.
When you finish writing the
letter, read it aloud with the
class. Ask and briefly discuss:
Q If someone wrote this letter
to you, would you be persuaded
to let him or her [get a
bicycle]? Why or why not?
new sentence.
Choose one idea
from the list on the
chart and use that
idea to write the full
sentence on the
lined chart. Add a
second sentence by
thinking aloud
about, and then
writing, one good
reason to support
this opinion. Then
ask:
Q We always want to
give several good
reasons to support
our opinion. What
are some other
reasons we could
write for [not
wearing my brother’s
hand-me-downs]?
[pause] Turn to your
partner.
After a few moments
for partners to talk,
signal for the
students’ attention
and have a few
volunteers share
their ideas. Use
their suggestions to
add a few more
sentences to the
letter.
When you finish
writing the letter,
read it aloud with
20
Join the students
in writing for a
few minutes; then
walk around the
room and observe.
Signal to let the
students know
when writing time
is over.
Share: Gather the
class with
partners sitting
together, facing
you. Have the
students bring
their writing with
them. Ask
partners to talk
briefly about what
they wrote today.
Alert them to be
ready to share
what their partner
wrote about with
the class.
After allowing a
moment for
partners to talk,
signal for the
students’ attention
and ask: Q What
did your partner
write about today?
Q What did you
and your partner
do to work well
together when you
Signal to let the students know
when writing time is over.
Share: Briefly Share Writing and
Reflect: Gather the class with
partners sitting together, facing
you. Have the students bring their
writing with them. Ask partners to
talk briefly about what they wrote
today. Alert them to be ready to
share with the class what their
partner wrote about.
Q What did your partner write about
today?
Q What did you and your partner do
to work well together when you were
talking and sharing your writing?
Tell the students that you
would like all the students to
try writing a “pretend”
persuasive letter to their
parents today. Explain that
their letter should begin with
the charted sentence, “I know
you don’t think I should , but
here’s why I should.” Tell the
students that they may use an
idea already listed on the
chart or come up with their
own idea for filling in the
blank in the sentence.
Independent Writing:
Ask the students to return to
their seats and begin writing
their “Here’s Why I Should”
letter. Have them write
silently for 15-20 minutes.
Join the students in quiet
writing for a few minutes;
then walk around the room
and observe.
Observe the students and ask
yourself:
• _Are the students able to complete
the opening sentence with an
idea they seem to care about?
• _Can they give reasons that
support their opinion?
If you notice many students
struggling to start writing
after 5–8 minutes, call for the
class’s attention and have a
few volunteers share what they
have written so far; then have
the students resume writing on
their own.
the class. Ask and
briefly discuss: Q If
someone wrote this
letter to you, would
you be persuaded?
Why or why not?
Explain that you
would like all the
students to try
writing another
“pretend”
persuasive letter to
their parents today.
Their letters should
begin with the
charted sentence, “I
know you think I
should , but here’s
why I shouldn’t.”
Explain to the
students that they
may use an idea
already listed on the
chart or come up
with their own idea
to fill in the blank in
the sentence.
Independent
Writing:
Ask the students to
return to their seats
and begin writing
their “Here’s Why I
Shouldn’t” letters.
Have them write
silently for 15-20
minutes. Join the
students in quiet
writing for a few
21
were talking and
sharing your
writing?
Signal to let the students
know when writing time is
over.
Share:
Share writing in pairs and
reflect: Gather the class with
partners sitting together,
facing you. Have the students
bring their persuasive letters
with them. Ask partners to
read their letters to each
other. Remind them to listen
carefully, as they will share
what their partner wrote
about with the class.
After partners have shared
their letters, signal for the
students’ attention and ask: Q
What opinion did your partner
write about today? What
reasons did he or she give to
support that opinion?
Have several volunteers share
what their partner wrote
about with the class. Then ask
and briefly discuss: Q How did
you know that your partner
was listening carefully to you
when you shared your writing?
Explain that the students will
continue to write about their
opinions tomorrow.
EXTENSION
minutes; then walk
around the room
and observe.
Signal to let the
students know when
writing time is over.
Share: Briefly
Share Writing and
Discuss Disagreeing
Respectfully
Gather the class with
partners sitting
together, facing you.
Have the students
bring their
persuasive letters
with them. Ask
partners to share
what they wrote
with each other.
Alert them to be
ready to share what
their partner wrote
about with the class.
After allowing a few
moments for
partners to share,
signal for the
students’ attention
and ask: Q What
opinion did your
partner write about
today? What reasons
did he or she give to
support the opinion?
Q Do you agree or
22
Explore Adjectives in I
Wanna Iguana and I Wanna
New Room
You might draw the students’
attention to the descriptive
ways Alex signs his letters in I
Wanna Iguana and I Wanna
New Room (for example, “Your
sensitive son,” “Your smart
and mature kid,” “Your lonely
child,” “Neat and tidy Alex,”
and “Grossed-out Alex”). Show
and read some of these
signatures aloud. Ask students
to think about why Alex keeps
changing the way he describes
himself in each letter. Then
invite students to come up
with descriptive ways to sign
their own names on their
persuasive letters.
disagree with your
partner’s opinion?
Explain your
thinking.
Explain that in the
coming weeks, the
students will
continue to write
persuasively about
topics they care
about. They will
share their opinions
with their partner
and with the whole
class, and they may
sometimes disagree
or have opposing
opinions. Ask: Q
Why is it important
that we find a
respectful way to
talk to one another
about our opinions,
even if we disagree?
Students might say:
“It’s important to
talk about our
opinions because
that’s how we learn
from each other.”
“It’s important to be
respectful because
everyone is allowed
to have their own
opinions.” “It’s okay
if we disagree. We’re
not all going to think
the same thing all
23
the time.”
Explain that the
students will
continue to explore
ways to talk about
their opinions in a
respectful way.
Week 2
(See the “Being
An Opinion
Writer” PDF
Resource for
ideas for week 2)
Week 3
(See the “Being
An Opinion
Writer” PDF
Resource for
ideas for week
three)
Standard and Focus:
W.2.1 Write opinion pieces
in which they introduce the
topic or book they are
writing about, state an
opinion, supply reasons
that support the opinion,
use linking words (e.g.,
because, and, also) to
connect opinion and
reasons, and provide a
concluding statement or
section.
Integrated Standards:
W.2.5
W.2.6
Standard and Focus:
W.2.1 Write opinion pieces
in which they introduce the
topic or book they are
writing about, state an
opinion, supply reasons
that support the opinion,
use linking words (e.g.,
because, and, also) to
connect opinion and
reasons, and provide a
concluding statement or
section.
24
Integrated Standards:
W.2.5
W.2.6
Week 4
Standard and Focus:
W.2.1 Write opinion pieces
in which they introduce the
topic or book they are
writing about, state an
opinion, supply reasons
that support the opinion,
use linking words (e.g.,
because, and, also) to
connect opinion and
reasons, and provide a
concluding statement or
section.
Integrated Standards:
W.2.5
W.2.6
(See the “Being
An Opinion
Writer” PDF
Resource for
ideas for week
four)
Word Study
Use word sorts (Words Their Way Books or Teacher Created Sorts) to help students generalize learned spelling patterns. Once students
have learned the spelling sorts and letter patterns, connect the skill to text by having students do a word hunt and collect words that
follow the same pattern.
Focus Standards: L 2.4
Integrated Standards: RI.2.4
Reading Foundations Integrated Standards
RF 3, a, b, c, d, e, f,
*RF 3 a, b, c
* Spanish Focus/Integrated Standards for Foundational Skills; italics denote different skills from English.
Check In’s per focus standard: Teacher Observation of Word Sorts, Blind Writing Sorts, Teacher assessment of writing piecesis the skill transferring over into writing?
Words Their Way
25
Differentiated Instruction – Give students word sorts based on where they are on the Qualitative Spelling Inventory.
Small Group: Word Study Word Sorts:
 Word Study Groups are based on Qualitative Spelling Inventory, Writing Samples, or Letter/Sound Assessments. Students are grouped
according to their needs, not all students will be on the same sort. Use Word Sorts (Words Their Way books or teacher created sorts)
to help students generalize learned spelling patterns. Once students have learned the sort and letter patterns, connect the skill to text
by having students do a word hunt and collect words that follow the same pattern. They can find words in text or around the room
and write them in their journals. (Teachers can create their own word sorts focusing on other spelling patterns.)
Day 1
Introduce the word sort
in small groups
Day 2
Students sort their
words, check with self,
partner or teacher
Day 3
Students do a Blind Sort
or…
Students do a Speed
Sort
Day 4
Students do a Word
Hunt in their guided
reading book looking
for words that contain
the spelling feature.
Day 5
Assessment:
Teacher gives students a
writing sort with a few
words from the sort and
a few words that follow
the pattern, but are not
in the sort. Students can
glue the sort into a
journal
Assessment: Qualitative Spelling Inventory
Word Study Activities (Many of these are available on youtube)
 Independent Sort
 Speed Sort- Race a buddy
 Write your sort
 Blind Sort
 Blind Writing Sort
 Sort it another way
 Word Hunt- Finding other words with that pattern.
Elementary Word Wall pdf A word wall is an organized collection of words prominently displayed in a classroom. This display is used
as an interactive tool for teaching reading and spelling to children. It teaches children to recognize and spell high frequency words, see
patterns and relationships in words, build phonemic awareness skills, and apply phonics rules. Word walls also provide reference
support for children during reading and writing activities. Children learn to be independent as they use the word walls in daily activities.
http://www.christina.k12.de.us/LiteracyLinks/elemresources/inventories/elem_spelling_inventory.pdf
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Guided Reading
(In your weekly lesson plans list: Groups, student names, book,
level, and instructional focus)
Focus Standards:
Integrated Standards:
Check In’s per focus standard:
Students participate in small group differentiated instruction. Text
is determined based on student reading level and strategy needs.
Pre A – Transitional
Literacy Stations / Differentiated Centers
(Planning should be driven by your guided reading, word study
and student needs )
 Independent Reading
 Writing About Reading
 Word Sorts (Words Their Way)
 Sight Words Fluency Games
 Lexia
Resources
Jan Richardson, The Next Steps in Guided Reading, chapter. 1 pp. 637
Chapter explains how before small group instruction you must set
up independent practices through center rotations.
Resources
http://www.janrichardsonguidedreading.com
http://www.theschoolbell.com/Links/Dolch/Contents.html Sight
Jan Richardson website includes many resources including printable Word Fluency Games and Activities
lesson plans, visuals, word work activities, videos, and student work
samples.
https://www.thedailycafe.com/daily-5
The website introduce the Daily 5 structure for center rotation:
http://teacher.scholastic.com/reading/bestpractices/guidedreadin
Read to Self, Read to Someone, Work on Writing, Word Work,
g.htm
and Listening/Technology
Scholastic website authored by Gay Su Pinnel, leading researcher in
guided reading. Provide background information, leveled book
Scholastic differentiated center ideas:
recommendations, and classroom structure.
http://www.scholastic.com/teachers/collection/differentiatedliteracy-centers
First Grade Centers:
“Guided reading is a teaching approach designed to help individual
http://www.billings.k12.mt.us/literacy/firstgrade/first_grade_cen
students learn how to process a variety of increasingly challenging
ters.html
texts with understanding and fluency.” Fountas and Pinnell
For guided reading presentations and more resources go to
lcps.blackboard.comlog in go to LCPS all elementary PD  Click
Assessment:
 Bi-Weekly Running Records
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on left menu “Elementary PD”  Click on “Guided Reading” and see
all the available resources.


Anecdotal Notes
DRA at the end of the 9 week period
Integrated Tasks
These tasks are based on the content of social studies, integrating ELA standards and building toward the Culminating Task.
These tasks contribute to the students overall understanding. Students will have opportunities to explore, research, discuss,
write and publish about the topic.
Task 1: Introduction to Landforms
Focus Standards: RI 2.3, 2.7, L2.4b, Social Studies II-A
Integrated Standards: RL.2.1, 10; RI 2.2, 4, 10; L.2.2 a, b, c, d, e, 3 a, 4 d, e, 5b, 6; SL.2.1 a, b, c, 2, 3, 4, 5, 6; RF.2. 3 a, b, c, d, e, f, 4a, b, c
Lesson Essential Question:
What is a landform and what are the basic physical qualities of each one?
Use the resources provided (located in resources as “Landform Pictures with Definitions” and “Landforms Anchor Chart”)
Lesson Beginning:
The students will be sitting at their desks. The teacher will hand a post-it to each student. The teacher will ask the student to draw a
landform on the post-it. This will allow the teacher to see if the students know what a landform is. The students will be told that when
they are done drawing their landform, they should go back to the carpet and place their post-it on a poster paper. The teacher will then
begin a discussion of what landforms are and create a class anchor chart such as the sample found in the resources.
Questions:
 What is a landform?
 What are the different landforms?
 What are the basic physical qualities of each landform?
 Can you identify the different landforms by looking at a picture?
Closure:
The students will pick a landform and draw a picture of it. The students will write a sentence or two about the landform that they drew a
picture of. The teacher will be able to assess what the students learned by comparing their handouts to their post-its.
Task 2: Landosaurus
Focus Standards: RI 2.3, 2.7, L2.4b, Social Studies II-A
Integrated Standards: RL.2.1, 10; RI 2.2, 4, 10; L.2.2 a, b, c, d, e, 3 a, 4 d, e, 5b, 6; SL.2.1 a, b, c, 2, 3, 4, 5, 6; RF.2. 3 a, b, c, d, e, f, 4a, b, c
Using the resource provided (located in resources as “LandformDinossaurReviewinEnglishorSpanish”), the teacher will use
student interest in dinosaurs to reinforce landforms. The teacher will use the model to draw and label landforms, one step at a
time. Students will follow the teacher model, one step at a time to create their own model. A blackline master is provided for
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students who may struggle with the drawing.
Task 3: Landform Flipbook
Focus Standards: RI 2.3, 2.7, L2.4b, Social Studies II-A
Integrated Standards: RL.2.1, 10; RI 2.2, 4, 10; L.2.2 a, b, c, d, e, 3 a, 4 d, e, 5b, 6; SL.2.1 a, b, c, 2, 3, 4, 5, 6; RF.2. 3 a, b, c, d, e, f, 4a, b, c
By using the flipbook (located in the resources as “Landforms Flipbook”) students will showcase some of the landforms that they have
learned in previous weeks. Have discussions on the kinds of animals that can be found in and around each landform to include on their
flipbook.
Culminating Task
Focus Standards: RI 2.3, 2.7, L2.4b, Social Studies II-A
Integrated Standards: RL.2.1, 10; RI 2.2, 4, 10; L.2.2 a, b, c, d, e, 3 a, 4 d, e, 5b, 6; SL.2.1 a, b, c, 2, 3, 4, 5, 6; RF.2. 3 a, b, c, d, e, f, 4a, b, c
*(In Unit of Study resources under Culminating Activity)
Identifying Landforms and Bodies of Water on a Map
Lesson Overview:
The purpose of this lesson is to expose students to the practice of “developing and using
models” as students explore and identify landforms and bodies of water on a map of the
world. It is anticipated that this lesson will take about one hour.
*Students will chose the landform they think is the most interesting and compose an opinion piece with reasons to support their
opinion as their culminating task. Familarize students with the District Opinion Rubric throughout the unit.
Resources for Student Research:
Resources to support teacher learning for Project Based Learning (PBL)
http://bie.org/ - This site shows teachers how to use PBL in all grade levels and subject areas. It creates, gathers, and shares PBL
instructional practices and products. Go to “Resources” to find many of the materials.
The Main Course, Not Dessert - article that explains how a PBL project is an essential tool for creating 21st Century students
8 Essentials For Project Based Learning – article that describes the 8 components that make up a quality PBL project
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Resources to help support student learning for PBL (planning and reflection)
 Team Agreement
 Project Team Work Plan
 Presentation Plan
 Project Presentation Audience Feedback
 My Thoughts
PBL Rubrics
 Collaboration Rubric
 Presentation Rubric
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