Unit 3 Overview
This interdisciplinary unit focuses on predatory animals. Each class in the second grade will be focusing on a single predator. Most of the chosen predators are endangered or have been endangered at some point. The classes will use a variety of sources to build their background knowledge on their class predator in addition to other predators.
Students will be given the opportunity to learn about the predator and its role in an ecosystem. In addition to this, they will be afforded the opportunity to explore the relationship between predator and prey. Another topic worthy of exploration is how we view the predator. If they are the animals that are feared by other animals, why are they endangered?
As students build their background knowledge through reading, they will be able to take that knowledge and write about predators in a variety of genres. Our goal is to expose the students to a variety of predators and encourage collaborative group work. The lessons will explore writing, in several genres, as well as, address key reading skills. Our focus will be on the skills of main idea and details, fact and opinion, inferring and context clues. Students will explore different methods of note taking and an introduction to paraphrasing.
We are excited about the opportunities this unit will give the students to broaden their nonfiction knowledge through predators.

Grade 2
Unit 3 Animal Predators
Reading: Informational Writing: Informative/Opinion/Narrative
Focus Standards
Reading
RI.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
RI.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or
subject area.
RI.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
Writing
W.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.
W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section
W. 5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
W.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
Speaking & Listening
SL.1 Participate in collaborative conversations with diverse partners about grade two topics and texts with peers and adults in small and larger groups
Language
L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
L.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
L.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
L.5. Demonstrate understanding of word relationships and nuances in word meanings
Foundational Skills
F.S.3 Know and apply grade-level phonics and word analysis skills in decoding words.
F.S.4 Read with sufficient accuracy and fluency to support comprehension
Suggested Student Objectives
 Read informative texts independently on and above grade level.
 Students will focus on the key features and purposes of nonfiction text.

 Students will write an informative piece about an animal that includes key details.
Suggested Works
Informational Texts:
TBD – Articles from Highlights, Library Resources, Classroom Libraries, online articles, reading packets, non-fiction books
Activities (mini tasks):
 Week One: Students will Match the nonfiction feature to the purpose and then draw an example of the feature.
 Week Two: Students will Read the passage and write down information relating to: who, what, when, where, and why.
 Week Three: Students will read a passage and paraphrase it.
 Week Four: Students will write an opinion piece that focuses on the question, “Why is my animal important to the world around us?”
 Week Five: Students will create a narrative piece of writing as though they were the animals.
 Week Six: Students will create a public service announcement focusing on why it is important to protect an endangered predator.
Terminology
 Non-fiction
 Text Features
 Glossary
 Bold
 Table of Contents
 Predator
 Prey
 Habitat
Concept Tier II Words:
 Survive-survival-surviving
 Protect-protected-protecting
 Migrate-migration
 Adapt-adaption
 Conserve-conservation-conservative-conserving
 Endanger-endangered-endangering
 Classify-classification-classifying-classified
 Prey
 Resources
 Opinion
 Details
 Interpret
 Comprehend
 React
 Focus
 Sequence

Interdisciplinary Connection
Movies/Videos:
 National Geographic
 Earth
 Planet Earth Series (Discovery)
 What About Us Video
 Oceans (Disney)
 Planet Earth Series (Discovery)
 http://www.wcs.org/files/video/lwp/ (Living with Predators)
 http://www.yourdiscovery.com/video/shows/ways-to-save-the-planet/
 http://www.youtube.com/watch?v=SIXAytRvDQ0&feature=gv (Losing Predators –
National Geographic-Strange Days)
 http://animals.nationalgeographic.com/animals/crittercam/ (National Geographic
Critter Cam)
Music
 What About Us – Michael Jackson
 Earth Song – Michael Jackson
 Waiting on the World to Change – John Mayer
Technology:
Brain Pop Jr.– Extinct/Endangered www.wcs.org
http://kids.nationalgeographic.com/kids/ http://www.nick.com/videos/clip/nick-news-123-dangerious-crossroads-full-episode.html
Students will be doing research and creating class books during technology with Ms. Shaw.
Assessments:
Pre-Assessments:
Part 1 Read and take notes about frogs using the frog packet
Part 2 Think about what you know about frogs and what you learned about frogs
Write a frog “book” to teach others what you know about nonfiction
Be sure to include the text features below: Table of contents, Glossary, Diagram
Include at least 3 subheadings
Post Assessments:
Part 1 Read and take notes about a predator using the reading packet or other resources used over the course of the unit (books, online etc.)
Part 2 Think about what you know about that predator and what you learned about the
predator Write a “book” about your chosen to teach others what you know about
nonfiction
Be sure to include the text features below: Table of contents, Glossary, Diagram

Include at least 3 subheadings
Running Records, mini tasks
Instructional Scaffolds for English Language Learners (ELLs):
Brainstorming:
 Think-Pair-Share
Focus: Using an informational text for comprehension and opinion. This strategy scaffolds students in developing conceptual understanding while ensuring a high degree of participation. Students are given time and structure for thinking on a topic, allowing them to formulate individual ideas and practice them with a peer before sharing them with the larger group.
Examples:
What do we know about predators? Make a web.
What do we know about predators? What do we want to learn about predators?
What did we learn about predators? Make a KWL chart
Making Connections/Activating Prior Knowledge:

Authentic Experiences to Create Meaning: View a short film on ____________to provide authentic experiences and create meaningful connections for students. This will help them in developing their thinking about the topic. It will enable students to generate responses to the K-W-L chart, specifically the K(Know) part, during the upcoming lesson.

Provide opportunities for students to relate, connect, and generate conversations in English and/or
the native language to build oral proficiency. Upload pictures in order to create interactive slideshows using a SMART Board®, an LCD projector, etc.
 Provide scaffolds that connect new information to prior knowledge. Ask guided questions to facilitate students’ making connections to text and ability to distinguish between a fact and an opinion/reason.
Example: Think of a time when you wanted something and you would do anything to get it. What did you want? How did you get it? Was anyone affected by you trying to get what you wanted? How were they affected?
Example: View the Planet Earth series clip. Have you encountered one of the animals shown in the video? If so, what did you observe? How did the animal behave?
Comprehension
 Guide information processing, visualization, and manipulation. Use the comprehension strategy of visualization to facilitate students understanding of the text – concepts and vocabulary. The strategy of visualization helps students develop mental images to construct meaning and to organize their thoughts that will be necessary for the upcoming writing activity. Read text aloud, stopping at predetermined points to model thinking aloud what you have just read.

 “Chunk” information into smaller elements. Begin reading the text aloud in small chunks.
Pre-Teach Vocabulary:
 Clarify vocabulary and symbols. Discuss meaning/vocabulary as encountered in the text in student-friendly terms (For example, massive -- really, really big or large; migrations -- to move from one place (country or region) and settle in another; unique
-- being the only one of its kind). Model thinking by creating images and helping students picture the text in their minds.
 Pre-teach critical prerequisite concepts through demonstration or models. Using a white board or chart paper, draw using stick figures or use picture symbols (from
Google Images) and/or label with vocabulary as needed while modeling visualization. Again, this will help students develop mental images to construct meaning and organize their thoughts for the upcoming writing activity.

Provide small group and individual activities to reinforce learning by creating flashcards for native languages when creating flashcards whenever possible.
new/key vocabularies either in paper or electronic form with visuals. Teachers should integrate students’
Example: Divide the students into groups of two or three. Each group will be given a new vocabulary word. The groups will create text representations of the words through pictures, songs, role-play, and/or Total Physical Response (TPR). Students will use picture/regular dictionaries to complete this task. Dictionary skills must be taught prior.
Word:
Definition:
Sentence:
Illustration:
Example: To review vocabulary, use a vocabulary jigsaw
The teacher will need to create four cards with different sets of clues for each new vocabulary word. For example, one card can focus on the initial letter of each of the vocabulary words; the second on the final letter of each of the vocabulary words; the third on the number of syllables; and the fourth would focus on the definition of the vocabulary word. The students read each of their clue cards to determine the vocabulary word that is being described. The teacher can differentiate the clue cards based upon student needs/assessments.

Initial Sound:
Number of syllables:
Note Taking:
Final Sound:
Definition:
 Facilitate managing information and resources by providing graphic organizers and templates for taking notes and organizing information to better understand
Example: Four Column Chart
Students use the four column chart to take notes on different topics.
Example: The 5 w’s (Who, What, Where, When, Why)
Fact and Opinion:
 Use sentence starters during think-pair-share. Post the sentence starters on a chart so that they are accessible to all learners.
 Graphic organizers can contain sentence starters to help prompt students
Questioning the Author (Isabel Beck & Margaret G. McKeown)
 Teachers would prepare by segmenting the text for areas that will bring about rich conversation/writing opportunities so students can construct further meaning around text
 Being constantly mindful in planning of the major understandings that students
must take away from the lesson for success in comprehension in that moment
and throughout the unit
 Utilize this strategy routinely to build student engagement around rigorous
readings that are textually complex in nature
 Strategically use appropriate discussion moves to facilitate student engagement
opportunities (Six discussion moves – marking, turning-back, revoicing,
recapping, modeling, and annotating)
 Discussion moves defined:
-Marking: signaling to students that an idea is of importance to the reader
-Turning-back: turning responsibility back to students for figuring out ideas,
clarifying or focusing their thinking
-Revoicing: interpreting what students are struggling to express and rephrasing the ideas

-Recapping: summarizing major ideas that students have developed so far
-Modeling: making public our thinking as we read
-Annotating: filling in the gaps
Instructional Scaffolds for Students with disabilities:
 Provide options for perception and comprehension. Students can use computers that are set up with an electronic version of the shark text to allow text to speech software, options in text size and contrast, as well as an embedded visual dictionary including definitions for veterinarian, dive, plankton, mammal, squid, prey, massive, curious,
inspect, migration, and unique. This allows for another way in which students can review and reinforce what they have learned about sharks.
Enrichment:
-Students write a comparative essay in which they compare and contrast the benefits and consequences of destroying animal habitats.
-Students read the book, Who Eats What? Food Chains and Food Webs by Patricia Lauber.
The students work in cooperative groups to create a food web using clay representations of the animals.
-Debate: Students conduct research on a predator in danger and how humans benefit from the use of that animal. The students choose a side they would like to defend. A live debate is held between the two sides. Classmates serve as the judges. The judges determine which side had stronger evidence and made a better point.
-Students conduct research on animal testing. The students write a persuasive essay convincing the government to do away with this type of testing.
-Students create an advertisement for People for the Ethical Treatment of Animals (PETA) using technology, music, poetry, and art.
Essential Question:
Reading: Why is the relationship between predators and prey important?
Writing: What is the predator’s role in the world around us?

Sample Lesson
Making Inferences With Tigers (or other predator)
Essential Question: Why are animals important in the world around us?
CCLS:
RI1Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RI5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently
TP: Students will make inferences by looking at pictures.
Connections: When we read, the author doesn’t always say things directly in the text.
Sometimes we have to make inferences to understand what the author is saying.
An example is when we are working quietly in the room and someone calls out. I may turn and look at them. The student immediately raises their hand. What did my facial expression say to the student that called out? [turn and talk ]
[Students will then watch a video of my dog getting excited when he sees my mom pull into the driveway.]
Teach: So we all know that animals can’t talk. Looking at the video of Ridgly, I can tell a lot of things. I am looking at his facial expression and body language.
One thing that I can infer is that he is excited. I can also infer that he is happy. The last thing I can infer is that he loves my mom.
Thinking about the inferences I just made ( excited, happy, love)
Can you tell me why I inferred these things? [turn and talk]
[share out responses]
Possible response: I know this because in the video I see he is shaking his whole body. He is also making cute little whining sounds. He is also wagging his tail very very fast. I see he gets even more excited when my mom comes to the door.
Active: So now it is your turn to do this. You will work as a group to analyze a picture of a predator called the tiger. I want you to discuss what you can infer by looking at the tigers body language and facial expression. Make sure you can defend your answers with evidence.
[picture will be glued to chart paper and the scribe can record the students work.
Share: come back together and the chatterboxes share out the groups responses.
Extensions:

http://www.wcs.org/saving-wildlife/big-cats/tiger.aspx
http://www.wcs.org/tigers/
Materials:
Chart paper and markers

Name:__________________________ Date:___________
Week 1 Nonfiction Features
Task: Match the nonfiction feature to the purpose and then draw an example of the feature.
Feature
1. Table of Contents
2. Glossary
Purpose
___to show the page number of where a topic is
located
___to show the
parts of an object
3. Diagram ___to show the
definition of
vocabulary
Drawing
Table of Contents
Glossary
Diagram

Name:__________________________ Date:___________
Week 2 Nonfiction Note-Taking
Task: Read the passage and write down information relating to: who, what, when, where, and why.
Spiders kill their prey with venom produced in the front of their body. When the spider bites, the venom is pumped out through the fangs with great force. Spiders live everywhere in tropical forests.
Huge webs, sometimes 3 feet across, stretch from tree to tree and their silk is so strong that they do not always break when a person walks into them. These huge webs are another tool spiders use to catch their prey.
Who:
What:
When:
Where:
Why:

Name:__________________________ Date:___________
Week 3 Nonfiction Paraphrasing
Task: Read the passage and paraphrase it on the lines below.
Spiders kill their prey with venom produced in the front of their body. When the spider bites, the venom is pumped out through the fangs with great force. Spiders live everywhere in tropical forests.
Huge webs, sometimes 3 feet across, stretch from tree to tree and their silk is so strong that they do not always break when a person walks into them. These huge webs are another tool spiders use to catch their prey.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
__________________________________________________

Unit 3- Predator Reading & Writing Student Rubric
CATEGORY 4 Above Proficient 3 Proficient 2 Intermediate
Structure:
Focus/Genre
I wrote a nonfiction piece that taught my audience about main points that support a topic.
I wrote a nonfiction piece that has important and interesting information from resources I have read.
I wrote a nonfiction piece that has some information on the topic I researched.
1 Novice
Instead of writing a nonfiction text, I wrote an opinion or a story about a topic.
Structure:
Organization
of Information
Structure:
Introduction/
Conclusion
In my nonfiction piece, I wrote all accurate information.
The information is categorized into subtopics and relates to each subtopic.
I introduced a topic through a preview of the main points. My conclusion restates and/or builds on the main points that were made in each section.
In my nonfiction piece I wrote mostly accurate information. The information is placed into subtopics and most of the information relates to each subtopic.
I mostly introduced the topic. My concluding statement fits the topic.
In my nonfiction piece I wrote some accurate information. I tried to place information into subtopics.
I introduced some parts of the topic.
My concluding sentence does not clearly say what I taught the reader.
In my nonfiction piece I wrote inaccurate information. My information is not categorized into subtopics.
I did not provide an introduction in my piece. I did not include a concluding statement.
Elaboration:
Development
Elaboration:
Text Features
Craft:
Consideration
of Audience
I developed my topic with many examples, facts and definitions. I found all of my information from educational resources.
In my nonfiction piece I included a table of contents, diagrams, labels, and a glossary.
I wrote to teach my topic through details, action words, and direct-address of the reader. I used a teaching tone to teach my readers.
I developed my topic with examples, facts, and definitions. I got most of my information from educational resources.
In my nonfiction piece I included some of the following: a table of contents, diagrams, labels, and a glossary.
I tried to write to teach about my topic through conversational language, and a teaching tone.
I developed my topic with some facts and some opinions.
In my nonfiction piece I included one of the following: a table of contents, diagrams, labels, and a glossary.
I tried writing to teach about their topic.
I developed my topic with my opinions and I did not include any facts.
In my nonfiction piece I did not include any text features.
I did not write to teach about my topic.

CATEGORY
Structure:
Focus/Genre
Structure:
Organization
of Information
Structure:
Introduction/C
onclusion
Elaboration:
Development
Elaboration:
Text Features
Craft:
Consideration
of Audience
Unit 3- Predator Reading & Writing Rubric
4 Above Proficient
When asked to write an informational text, the reader/writer teaches the audience about the topic through main points that support the topic. The author begins to raise an idea or concept about the topic.
3 Proficient
When asked to write an informational text, the reader/writer writes a piece that contains important and interesting information from resources they have read.
2 Intermediate
When asked to write an informational text, the reader/writer writes a piece that includes some information, which relates to his/her topic from resources they have read.
The reader/writer provides all accurate information. The information is categorized into subtopics where all of the information relates to each subtopic.
The reader/writer introduces the topic through a preview of the main points. The conclusion restates and/or builds upon the main points that were made in the section.
The reader/writer develops his/her topic with many examples, facts and definitions.
All of the information is drawn from educational resources.
The reader/writer includes a table of contents, diagrams, labels, and a glossary.
The reader/writer addresses the audience through details, action words, and direct-address of the reader. A conversational or teaching tone is used to relate to the reader.
The reader/writer provides many pieces of accurate information. The information is divided into subtopics and most of the information relates to each subtopic.
The reader/writer mostly introduces the topic.
The concluding statement fits the topic.
The reader/writer develops his/her topic with examples, facts, and definitions. The majority of the information is drawn from educational resources.
The reader/writer includes some of the following: a table of contents, diagrams, labels, and a glossary.
The reader/writer indicates that they are trying to teach about their topic through conversational language, and a teaching tone in an attempt to engage the reader.
The reader/writer provides some accurate information. The student gestures toward dividing the information into subtopics.
The reader/writer somewhat introduces the topic.
A concluding sentence does not clearly state what was taught.
The reader/writer includes some information that is fact while some information is drawn from personal experiences.
The reader/writer includes one of the following: a table of contents, diagrams, labels, and a glossary.
The reader/writer shows some indication that they are writing to teach about their topic.
1 Novice
When asked to write an informational text, the reader/writer writes an opinion/story about the topic.
The reader/writer provides inaccurate information. The information is not categorized into subtopics.
The reader/writer does not provide an introduction to the piece. A concluding statement is not given.
The reader/writer includes a sparse amount of information. The information is drawn only from personal experiences.
The reader/writer does not include a table of contents, diagrams, labels, or a glossary.
The reader/writer does not make any indication that they are writing to teach about their topic.

Reading Teaching Points
 R look at samples of non-fiction text and make a list of text features that they notice.
 R determine important ideas by asking, "What does our preview of this feature tell me about the kind of information I will encounter.
 R determine important ideas by asking, "What does this feature tell us about how the text is
organized?"
 R determine important ideas by asking, "What does this feature tell us about the author's
intentions?"
 R determine important ideas by asking, "How does this feature help us find the information we are looking for?"
 R determine important ideas by asking, "How does this feature help us understand the information in the book?"
 R identify the main idea by reading a small section and asking "What is this mostly about?"
 R identify the main idea of an article by asking "What is another good title for this article?"
 R identify the main idea of a section by asking themselves, "What is a good heading for this section?"
 R identify details by completing a graphic organizer with the main idea.
 R identify important details by using a T chart to list details that are important and those that are interesting. (possible lesson on the difference between important and interesting)
 R define a difficult or unusual word by looking for a synonym in the sentence. My opponent's
argument is fallacious, misleading, just plain wrong.
 R define a difficult or unusual word by looking for an antonym in the sentence. Although some
people are loquacious, others hardly talk at all.
 R define a difficult or unusual word by looking for an explanation in the sentence before or after.
The patient is so somnolent that she requires medication to help her stay awake for more than a
short time.
 R define a difficult or unusual word by looking for an example in the sentence. Celestial bodies,
such as the sun, moon and stars are governed by predictable laws.
 R identify facts by using text features
 R comprehend what they are reading by retelling three important facts about what they read.
 R identify opinions by looking for clue words.
 R distinguish between a fact and opinion by using a T-chart.
 R distinguish between a fact and an opinion by underlining the facts and circling the opinion.
 R apply what they have learned about fact and opinion by reading a chunk of text and adding an opinion based on the facts.
 R make inferences by looking at pictures.
 R make inferences by using the text features.
 R make inferences by looking for clue words.
 R make inferences by paying attention to an animals actions.

 R make inferences by using the formula BK + TC= I (Background Knowledge + Text Clues =
Inference - Comprehension Toolkit 3-5)
Writing Teaching Points
 W look at samples of nonfiction text and ask themselves, "What do we notice about these pieces of writing?"
 W compare the features of fiction and nonfiction writing by noticing the differences and similarities. (possible group work)
 W look at Gail Gibbons books and discuss what they notice about her writing.
(diagrams, labels, how to, different kinds of…, table of contents, index, glossary, what is…) [keep chart posted during unit]
 W organize and present their work in a way that makes sense (modeling good and bad examples- possible DG about noticings)
 W identify features commonly found in informational text such as captions, graphics, table of contents, glossary, bold text and diagrams (possible Group work)
 W define and illustrate informational text features such as captions, graphics, table of contents, glossary, bold text and diagrams with labels.
 W make connections to books and videos by doing a think pair share.
 W assess the features of a nonfiction text by using nonfiction text matrix (checklist to mark off what they notice and where.)
 W begin to introduce the topic of their book by creating an explanation page, sharing the big idea. (see Gail Gibbons samples)
 W identify examples of a good introduction in nonfiction texts by looking at a variety of examples.
 W start an introduction by getting their audience excited and curious about their topic
(predator)
 W identify the facts they heard during a reading of a selected informational text by discussing as a group and recording in their notebooks. (review fact and opinion)
 W take notes during a video by using a note taking matrix to concentrate their focus while viewing (who, what, where, when, why, how)
 W take notes using the who/what and 5 key ideas.
 W record the main idea by using a fishbone chart (teacher led)

 W paraphrase by changing the words (synonyms)
 W paraphrase by changing the word order.
 W paraphrase by using the six step approach (emailed packet)
 W paraphrase by using teacher Joes "charade" method, students must describe a word without using the word. (simple words at first i.e., apple, laugh, walk- emailed packet)
 W paraphrase by using the RAP method (emailed packet)

 W explore and apply strategies for developing topics for informational reports by looking at books about predators.
 W prepare to create a body by brainstorming categories of the given topic
(predator).
 W begin to write about their topic by asking themselves, " What is the purpose of this informational piece? " and then writing their response - The purpose of this piece is to inform the reader about…
 W gather information about their predator by identifying a variety of methods to learn about their topic.
 W create a draft of their table of contents by looking at a variety of examples.
 W create diagrams by looking at examples and labeling their own.
 W create an illustrated glossary by including content specific vocabulary.
 W prepare to create an ending by looking at examples of good and bad conclusions.
 W create endings for informational reports by tying it all together.
 W create conclusions by restating the main ideas and a thought provoking final statement.