2014-2015 Curriculum Blueprint
Grade:
2
Flexible Time
Course: ELA
Unit 8
10 – 20 days
4/6 – 5/1
Unit Overview
In this unit, students will describe how characters in a story respond to major events and challenges. Students will
identify the character’s point of view and determine speaking voices for each character when reading dialogue aloud.
By the end of this unit students will write a narrative that summarizes the story and struggles of a specific character.
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
Lexile Band 420-650 whole year, Lexile Band for Unit 593-650
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Suggested Essential Questions to Choose From
What role do characters play in a story?
How do characters react to story elements?
How do we identify the point of view of characters in the text?
What can illustrations tell me about the story?
What can illustrations tell me about story elements?
How can you compare and contrast characters in similar stories?
Reading Learning Goals
Writing Learning Goals
Students will be able to identify different point of view and
describe how characters in a story respond to major events
and challenges.
RL.1.3 Scale RL.2.6 Scale
Students will be able to describe the overall structure of a
story, including describing how the beginning introduces the
story and the ending concludes the action. (2.5)
Students will be writing a narrative piece including an
introduction, relevant details, temporal words, and a
conclusion. W.1.3 Scale
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Focus Reading Standard
Focus Writing Standard
LAFS.2.RL.1.3 (DOK 2) Describe how characters in a story
respond to major events and challenges.
LAFS.2.RL.2.6 (DOK 2) Acknowledge differences in the
points of view of characters, including by speaking in a
different voice for each character when reading dialogue
aloud.
LAFS.2.W.1.3 (DOK 3) Write narratives in which they
recount a well-elaborated event or short sequence of
events, include details to describe actions, thoughts,
and feelings, use temporal words to signal event order,
and provide a sense of closure.
Language Standards
LAFS.2.L.3.4 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.
- B. determine the meaning of the new word formed
when a known prefix is added to a known word
(happy, unhappy)
- C. use a known root word as a clue to the meaning
of an unkown word with the same root (addition,
additional)
Recursive Standards RF: 3.3, 4.4 R: 1.1, 2.4, 4.10 SL: 1.1, 2.6 WL 2.5, 2.6 L: 1.1, 3.4
*Click the hyperlink for the recursive standard resource where each standard is defined.
McGraw-Hill Wonders series may be used to teach the following: Foundational Skills, Speaking and Listening, Writing
and Language, Grammar and Spelling
LAFS.2.RL.2.5 (DOK 2) Describe the overall structure of a
story, including describing how the beginning introduces
the story and the ending concludes the action.
RL: 1.1 - 3.9
Phonics
Week 30
Lesson 59 short vowel Y
SL: 2.5
W: 1.3
L: 3.5, 3.6
High Frequency/Vocabulary
DOLCH LINK
Grammar/Language
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helping verbs
Draft Revised 2-20-15
Week 31
Lesson 60 Y as long I, silent Y
FRY LINK
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Review
Week 32
Lesson 61 last Y rule, decoding skill 1
Week 33
Lesson 63, decoding skill 2
Deconstructed Reading Standards
LAFS.2.RL.1.3 (DOK 2) Describe how characters in a story respond to major events and challenges.
 Define character.
 Define major events.
 Identify major events or challenges of story.
 Describe how characters respond to major events and challenges.
1st: Describe characters, settings, and major events in a story, using key details.
3rd: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to
the sequence of events.
LAFS.2.RL.2.6 (DOK 2) Acknowledge differences in the points of view of characters, including by speaking in a different
voice for each character when reading dialogue aloud.
 Recognize own point of view.
 Identify the characters.
 Identify traits of each character.
 Define point of view.
 Recognize dialogue to determine who is speaking.
 Analyze characters to know what type of voice to use when speaking the part.
 Determine differences in each character’s point of view.
 Read the dialogue in text using appropriate voices for different characters.
1st: Identify who is telling the story at various points in a text.
3rd: Distinguish their own point of view from that of the narrator or those of the characters.
LAFS.2.RL.2.5 (DOK 2) Describe the overall structure of a story, including describing how the beginning introduces
the story and the ending concludes the action.
 Identify the structure of the story.
 Describe how the beginning introduces the story.
 Describe the action that takes place in the middle of the story.
 Describe how the ending concludes the action.
st
1 : Explain major differences between books that tell stories and books that give information, drawing on a wide
reading of a range of text types.
3rd: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as
chapter, scene, and stanza; describe how each successive part builds on earlier sections.
Draft Revised 2-20-15
Deconstructed Writing Standard
LAFS.2.W.1.3 (DOK 3) Write narratives in which they recount a well-elaborated event or short sequence of events,
include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a
sense of closure.
 Identify components of a narrative including beginning and ending.
 Identify sequence of events.
 Identify details related to events.
 Identify temporal words.
 Choose relevant details that correspond to a chosen event.
 Reflect on identified event.
 Apply appropriate temporal words in order to signal change of events in a narrative.
 Create relevant and elaborated details to support events of a narrative.
 Write a narrative that recounts a well-elaborated event or short sequence of events.
 Write a narrative that includes supporting details, temporal words, and a sense of closure.
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Suggested Literary Texts
*Depending on readability of text, Interactive Read-Alouds may be
utilized (refer to Higher Order Questions to ensure deeper
comprehension)
Teach and Model
The Art Lesson by Tomie Depaola (Making Meaning)
Teacher’s Choice – Tomie DePaola book collection
Tools and Resources for Finding Optional Texts
Document-Based Questions (DBQs)
When applicable
ebscohost
Under this link, use “Searchasaurus”
Login/Password is lakecounty
lexile.com
lexile.com serves as a tool to assist teachers with verifying
reading sources for curriculum support.
Tools to measure text complexity (Vetting a text)
*Students should interact with the suggested/optional texts multiple
times to master the three focus reading standards within this unit. PLC’s
should collaborate to determine the order of instruction and strategies
that support the learning goal.
Literary Tasks (Teach and Model)
Choose at least 1 task per standard that will support and
scaffold learning for the published product. Can be used in
whole group, small group, and journal responses.
3.RL.1.3 (DOK 2) After reading a text, students will
create a Thinking Map/graphic organizer to describe
the main character in a story. Then, write a paragraph
to describe how the character responds to major
events and challenges in the text.
3.RL.1.3 (DOK 2) After reading a text, students will
create a Thinking Map/graphic organizer identifying
the major events in the text. Then write a response on
how two of the characters from the text responded to
these events.
3.RL.2.6 (DOK 3) After reading a text, students will
select and record the part of the story that is told
from the point of view of someone other than the
main character. Discuss with a partner why you chose
the parts of the story that you did and from whose
point of view the selection is being told.
3.RL.2.6 (DOK 3) After reading a text, students will
interpret which portion of the text is spoken from the
perspective of the main character and compare that
to a portion of the text that is spoken by another
character. Using text evidence students will discuss
their interpretations.
3.RL.3.9 (DOK 4) Using two texts of the same version,
students will sequence the events of both stories
using a Thinking Map/ graphic organizer. Students will
write a response on how the stories are similar or
different.
3.RL.3.9 (DOK 4) Using two texts, students will create
a Thinking Maps/graphic organizer comparing and
Draft Revised 2-20-15
contrasting the main characters. Discuss with a
partner which character they liked best and why.
*The tasks provided are a sampling therefore
additional tasks would be required to ensure adequate
practice and deepening of knowledge to ensure
mastery of the focus standards.
Use to create your own tasks – starting on pg.7
LDC 2-3 Template Tasks
Published Product for Unit 8
*The purpose of the Published Product is to allow for students to go through the writing process with modeling. See
Literary Tasks to scaffold learning and prepare students for the Published Product.
Write a narrative that summarizes the story and struggles of Strega Nona. Make sure you describe the
sequence of events including the characters major challenges and how she overcomes them. The writing
must have a sequence of the events with details, use temporal words and have a sense of closure.
Product examples starting on page 528
Higher Order Questions Link to Webb’s DOK Guide
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking, listening,
and writing throughout the unit.
LAFS.2.RL.1.3 (DOK 2)
LAFS.2.RL.2.6 (DOK 3)
LAFS.2.RL.3.9 (DOK 4)
 How did the event/challenge
 What do we know about the
 Why do you think the authors
impact the character?
character _?
created their own version of the
same story?
 What traits would best describe
 What traits would best
__? What from the text supports
describe __? What from the
 What are some of the differences
your inference?
text supports your inference?
you notice in the two stories?
 How does __ (character) feel about  How might __ (character)
 Did the authors change the main
__? How is that different from __
sound/act? What from the
ideas in their versions of the story?
(character)?
text makes you think that?
 Compare and contrast the
 How does __ (character) feel
differences in the authors’
about __? How is that
interpretation.
different from __ (character)?  Which culture (country) is
 How is __’s point of view
represented in this story?
on/about __ different form
 What is the relationship between
__? How do you know?
the two stories?
 What is your point of view of
__ actions? What is your
point of view on __?
Additional Resources & Links
Draft Revised 2-20-15
Marzano Proficiency Scales Bank
Link to Webb’s DOK Guide
LDC K-1 Template Tasks
Recursive Standards
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
Writing Rubric - Narrative Rubric
FSA Test Item Specifications 3rd Grade ELA Test Item Specifications
5th Grade ELA Test Item Specifications
4th Grade ELA Test Item Specifications
Draft Revised 2-20-15