Region: __________________
District: ________________________
School: ___________________
Reform Strategy: ________________
Unit Theme: 2.2 Where are We?
Teacher:
Subject: English
Week: # 1
Grade: 2nd
Date: From ________________to ________________ 20_______
Desired Result
Enduring Understanding
EU1. Authors use signal words to help readers identify cause and effect and help them connect ideas
and understand information.
EU2. Puerto Rico has a unique biodiversity because of its geography (mountains, beaches, lowlands,
and rainforests).
EU3. Humans change where they live for economic (jobs), social/cultural (family), and environmental
reasons (weather, flooding, damming, creating beaches, levees, etc.).
EU4. We have a cause and effect relationship with our environment—it affects how we live and we
influence its development.
Assessment Evidence
Summative Evaluation (Performance Task)
(unit projects, exams, etc.)
Day 1
Language
Standards
Expectations
Learning Plan
Suggested Learning Activities:
Day 2
Day 3
Writing
Writing
Day 4
Language
Day 5
Language
2.LA.2g
2.W.3, 2.W.7
2.W.3, 2.W.4, 2.W.7
2.LA.2g
2.LA.2g
At the end of the class the student
will be able to recite the alphabet
correctly.
The student will be able to
organize vocabulary words in
order.
The student will sentences with
sight words correctly.
At the end of the class students
will be able to distinguish
vocabulary in the dictionary.
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
Routine Activities for the year
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
Routine Activities for the year
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
Routine Activities for the year
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
Routine Activities for the year
At the end of the class the
student we be able alphabet
order with the landforms
dictionary.
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
Routine Activities for the year
Academic Strategy
Instructional Strategy and Phase
Objective
Depth of Knowledge (DOK)
Initial Activities
Desired Result
Enduring Understanding
EU1. Authors use signal words to help readers identify cause and effect and help them connect ideas
and understand information.
EU2. Puerto Rico has a unique biodiversity because of its geography (mountains, beaches, lowlands,
and rainforests).
EU3. Humans change where they live for economic (jobs), social/cultural (family), and environmental
reasons (weather, flooding, damming, creating beaches, levees, etc.).
EU4. We have a cause and effect relationship with our environment—it affects how we live and we
influence its development.
Assessment Evidence
Summative Evaluation (Performance Task)
(unit projects, exams, etc.)
Development Activities
Closing Activities
Formative Assessment – Other
evidence
Materials
Homework
Differentiated Instruction
Strategies
___ Special Education
___ LSP/LEP
___ Section 504
___ Gifted
Teacher Reflection
Alphabetic order through picture
dictionary and singing alphabet
song
Learning Plan
Suggested Learning Activities:
Alphabetic order with sight words
Writing sentences with sight
and vocabulary words in the word words and picture dictionary
wall.
Picture dictionary game
Reinforcement of alphabetical
order with the landforms
dictionary.