Subject (s): Language Arts
GI SCHOOL
SGC-GI- F77
UNIT PLAN
v. 03
2010- 2011
August 2010
Grade: 2
Term: 3
Name / Theme or Unit: Doing Our Best
Time Frame: Feb. 1 – Apr. 1, 2011
Submitted by: Stephanie Torres and Rebecca Nickolaus
OVERVIEW: This unit is called Doing Our Best. At the beginning, we will scaffold the
meaning of doing our best and how it is an important quality to have. Throughout the
unit the students will read stories regarding how different people do their best. We will
work on predicting and understanding plot. The students also begin to study nouns and
proper nouns and differentiate between the two.
STAGE 1 – IDENTIFY DESIRED RESULTS
Content Standards and Benchmarks :
Reading
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Decoding and Word Recognition
1.1 Recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel spellings)
when reading.
1.2 Apply knowledge of basic syllabication rules when reading (e.g., vowel-consonant-vowel = su/
per; vowel-consonant/consonant-vowel = sup/ per).
1.3 Decode two-syllable nonsense words and regular multi-syllable words.
1.4 Recognize common abbreviations (e.g., Jan., Sun., Mr., St.).
1.5 Identify and correctly use regular plurals (e.g., -s, -es, -ies) and irregular plurals (e.g., fly/ flies,
wife/ wives).
1.6 Read aloud fluently and accurately and with appropriate intonation and expression.
1.9 Know the meaning of simple prefixes and suffixes (e.g., over-, un-, -ing, -ly).
2.0 Reading Comprehension
2.4 Ask clarifying questions about essential textual elements of exposition (e.g., why, what if, how).
2.5 Restate facts and details in the text to clarify and organize ideas.
2.6 Recognize cause-and-effect relationships in a text.
Writing
1.0 Writing Strategies
Organization and Focus
1.1 Group related ideas and maintain a consistent focus.
Penmanship
1.2 Create readable documents with legible handwriting.
b. Describe the setting, characters, objects, and events in detail.
Written and Oral English Language Conventions
1.0 Written and Oral English Language Conventions
Sentence Structure
1.1 Distinguish between complete and incomplete sentences.
1.2 Recognize and use the correct word order in written sentences.
Grammar
1.3 Identify and correctly use various parts of speech, including nouns and verbs, in writing and
speaking.
1.6 Capitalize all proper nouns, words at the beginning of sentences and greetings, months and
days of the week, and titles and initials of people.
Spelling
1.7 Spell frequently used, irregular words correctly (e.g., was, were, says, said, who, what, why).
1.8 Spell basic short-vowel, long-vowel, r- controlled, and consonant-blend patterns correctly.
1.0 Listening and Speaking Strategies
Organization and Delivery of Oral Communication
1.5 Organize presentations to maintain a clear focus.
1.6 Speak clearly and at an appropriate pace for the type of communication (e.g., informal
discussion, report to class).
1.7 Recount experiences in a logical sequence.
1.8 Retell stories, including characters, setting, and plot.
1.9 Report on a topic with supportive facts and details.
School-Wide Goals (Life-long learning standards)See Appendix C in Guidelines Document
Essential questions:
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How will sentence fluency help
my writing?
Predicting can help my reading
by….
A noun is different from a proper
noun because…
Expected language / Vocabulary:
Brother, caught, cheer, learn, lose, straight,
coming, curve, idea, knee, laughed, million,
word, accept, ago, clear, fair, half, though,
believe, brought, early, enough, impossible,
quite, understand, ago, caught, clear, coming,
techniques, specially, struggle, traction, agile,
spectator, competitive, worthwhile, rickety,
rattling, prying, impatiently, romp, defeated,
jubilant, master, clutched, clambered, clumsy,
ached, feud, superior, refuse, insult, brisk,
strutted, gobbled, paced, request, negotiate,
compromise, improve.
STAGE 2 – ASSESSMENT EVIDENCE
List performance tasks or project, quizzes, graded assignments, prompts, etc. Include the rubrics you use
to evaluate the performance tasks.
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Weekly lesson test
Student practice book
Student notebook
Guided reading
Skills: long vowel, inflections –ed –ing, compound words, controlled vowel,
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syllable pattern, making predictions, plot, nouns, singular and plural nouns,
proper nouns
Writing piece, formed around our practice with writing letters. The writing piece
will focus on the organization writing trait, both in the planning stages with main
idea and details but also using the proper layout for letters. The entire process
from planning to good copy will be completed and graded.
STAGE 3 – LEARNING ACTIVITIES
Consider the type of knowledge (declarative or procedural) and the thinking skills students will use.
Lesson 6:
 Vocabulary: pile, height, tie, light, lie, night, bright, right, might, tight, brother,
caught cheer, learn, lose, straight.
 Phonics: introduce long vowel I. Students will also work on ending such as –ed
and –ing.
 Grammar: Working with, what is a noun.
 Writing: Summary. How to write a summary and what it should include. Everyday
in writing class students will do a daily proof reading that will reinforce skills
already taught such as capitals and periods.
 Guided Reading:
 Comprehension: In this first lesson we will work on making predictions and
connecting to prior knowledge.
 Practice Book: pages 40- 46
 Guided Reading
Lesson 7:
 Vocabulary: pay, mail, paint, day, rain, stay, sail, way, train, tray, coming, curve,
idea, knee, laughed, million
 Phonics: Long vowel /a/, ay, and compound words.
 Grammar: singular and plural nouns. Daily proofreading.
 Writing: Directions and word choice.
 Comprehension: Making predictions and using prior knowledge.
 Practice Book: pages 47-53.
 Guided Reading
Lesson 8:
 Vocabulary: accept, ago, clear, fair, half, though, clutched, car, art, barn, start,
farm, card, yarn, part, dark, hard.
 Phonics: r-controlled vowel /ar/ ar and syllable pattern c-le.
 Grammar: proper nouns, daily proof reading.
 Writing: sentence fluency. Daily writing prompt.
 Comprehension: plot and story structure.
 Practice Book: pages 54- 60.
 Guided Reading
Lesson 9:
 Vocabulary: boat, snow, coat, grow, float, own, low, load, soak, bowl, believe,
brought, early, enough, impossible, quite, understand.
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Phonics: Long vowel /0/ oa, ow and compound words.
Grammar: Proper nouns
Writing: Sentence fluency and letter of Invitation/requests.
Comprehension: plot and story structure.
Practice Book: pages 62-67
Guided Reading
Lesson 10:
 Vocabulary: ago, caught, clear, coming, enough, idea, learn, lose, though,
understand, tie, light, mail, day, barn, dark, hard, snow, soak, own.
 Phonics: lesson 6-9
 Grammar: nouns, singular and plural nouns, proper nouns, review.
 Writing: idea, revise, publish, daily proof reading.
 Comprehension: marking predictions and plot. Use prior knowledge, use story
structure.
 Practice book: pages 69-78
 Guide Reading
 Readers Theater: A trip to the Fire Station.
INSTRUCTIONAL MATERIALS AND RESOURCES
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Student books
Student grammar book
Student practice book
Teach guide
Extra support book
At the end of unit:
REFLECTIONS: