Grade: 2
Date: February 24-March 5, 2014
Title: Biographies
Author: Various Genre: Biographies
COMPREHENSION STRATEGY: Determine Importance
SKILL: R.I. 2.2/R.I.2.8
Comprehension Skill & Strategy RI 2.10- TLW read and comprehend literature at a 2-3 text complexity band.
Skill:
RI 2.8- TLW describe how reasons support specific points the author makes in a text.
2.02- TLW identify the main idea of a multi-paragraph text.
Strategy:
TLW use the information presented in a text to identify the main ideas and details to support the ideas.
L 2.6 Use new words efficiently and effectively.
Vocabulary
L 2.4a Use context clues at the sentence level.
Story Vocabulary:
RF. 2.3- TLW know and apply phonics and word analysis when decoding.
RF 2.4 TLW read with accuracy and fluency to comprehend text.
RL 2.10—TLW read and comprehend literature at a 2-3 text complexity band.
Word Work
Vocabulary Words
Day 1- Making Words L50
Biography: a written story of another person’s life (non-fiction)
Day 2- Making Words L51
Autobiography: a history of a person’s life, written or told by THAT person
Day 3- Sentence/Fragments (abcteach)
Career- an occupation or profession (job) that usually requires special training
Day 4- Run-On Sentences
Influence: the power to cause a change in other people or things
NO Word Work: Day 5-7
Timeline: a line showing important events in order of how they happened
Society: a group of people with similar beliefs and cultures
Day1: Vocabulary Foldable
Day 2: Frayer Model: influence
Essential Question: How did this person
Day 3: Frayer Model: Society
influence society?
Day 4: Frayer Model: Biography
Day 5: Vocabulary Cloze
Word Work:
Fluency:
Resources:
*A-Z books
*Library Books
*Graphic Organizer
*Vocabulary Worksheet
*Vocabulary close activity
*Smart board Slides
NOTES:
Date:
FOCUS
Determine
Importance
8:45-9:00
Working with
Words
9:00-9:15
February 24, 2014
Monday
February 25, 2014
Tuesday
February 26, 2014
Wednesday
February 27, 2014
Thursday
Strategy:
Identify the main idea and
supporting details
Strategy:
Identify the main idea and
supporting details
Strategy:
Identify the main idea and
supporting details
Strategy:
Identify the main idea and
supporting details
Lesson:
50
Lesson:
51
Lesson:
Sentence/Fragments (abcteach)
Lesson:
Run-On Sentences
Vocabulary Foldable
Frayer Model: Influence
Frayer Model: Society
Frayer Model: Biography
T will read short story. S
will predict the meaning
of vocabulary words. T
does not confirm or deny
predictions.
T will introduce main
idea/supporting details.
T will model finding supporting
details. Model how to use
biography graphic organizer.
Use Bessie Coleman or Good
For Thurgood or any other
Biography tied to Black History.
TLW partner read pages 4-12 of
Ruby Bridges and fill out Early
Life and other sections of
biography graphic organizer.
T finish previous read aloud or
begin reading Barack Obama and
filling in biography graphic
organizer. (pages 4-5ish)
T finish previous read aloud
or begin reading George
Washington Carver and filling
in biography graphic
organizer. (pages 4-5ish)
TLW partner read pages 4-12 of
Barack Obama and fill out Early
Life and other sections of
biography graphic organizer.
TLW partner read pages 4-12
of George Washington Carver
and fill out Early Life and
other sections of biography
graphic organizer.
1- TLW complete
vocabulary
foldable
2- Read to self
T meets with guided
reading group
TLW read pages 13-15 and
complete biography graphic
organizer.
TLW read pages 13-15 and
complete biography graphic
organizer.
TLW read pages 13-15 and
complete biography graphic
organizer.
Reflection/Share:
Use a vocabulary word in
meaningful sentence.
Reflection/Share:
How did Ruby Bridges influence
society?
Reflection/Share:
How has Barack Obama
influenced society?
Reflection/Share:
In what ways did George
Washington Carver influence
society?
Vocabulary
9:15-9:30
Direct Instruction
9:30-9:45
Guided Practice
9:45-10:10
Independent
Application
10:10-10:15
Closing

V: TLW comprehend new
words in a text
T: Model with vocab
words
S: Make foldable
Times are approximate.
TLW: The learner will...
S: student
V: vocabulary
Date:
FOCUS
Determine
Importance
8:45-9:00
March 3 , 2014
Monday
March 4, 2014
Tuesday
March 5, 2014
Wednesday
Strategy:
Identify the main idea
and supporting details
Strategy:
Identify the main idea
and supporting details
Strategy:
Identify the main idea and
supporting details
N/A
N/A
N/A
Vocabulary Cloze
N/A
N/A
T model using reading
and filling out
biography graphic
organizer.
T model expectations
and procedures for
creating project
(suggestion: poster
with presentation or
speech)
T model/outline expected
procedures for project
viewing. (T choice: could do
gallery walk or
presentations)
T share rubric and student
note taking responsibilities.
T/S present posters and share
information and influence of
person of interest.
See rubric and student note
taking sheet.
**Teacher’s choice on notetaking responsibilities.
Working with
Words
9:00-9:15
Vocabulary
9:15-9:30
Direct
Instruction
9:30-9:45
Guided Practice
9:45-10:10
Independent
Application
10:10-10:15
Closing
**Planning for
presentation/poster.
TLW will partner read
material to begin
biography graphic
organizer.
TLW will
independently
complete poster/
presentation.
TLW will
independently re-read
graphic organizer and
materials to find
supplemental
information.
TLW will
independently
complete poster/
presentation.
How has this person
influenced society?
What will your
viewers take from your
presentation?
How were the influences of
the people we viewed today
similar or different?