Grade 2 Language Arts/Writing Unit 5 of 14
Narrative: Fantasy (Animal)
Overview
Overall days:
15
1 day = 40 minutes (The number of days is a guide for pacing to ensure that all the
curriculum units for the year are implemented.)
Correlates with Reading Unit 3.1, 3.2, 3.3
Foundational Skills
Handwriting
Conventions
Through teacher modeling and guided practice, students will use proper size and
spacing when writing upper and lower case cursive letters.
Students will recognize and write correct letter forms and number formation through
teacher modeling and guided practice.
Through oral practice in whole group, students will understand, respond to questions,
and provide examples of verbs.
Students will apply their understanding of verbs (singular and plural) to generate
individual sentences both orally and in writing.
Students will identify additional examples of verb tense within the week‟s readings.
Given a prompt related to the week‟s readings, students will create a short response
using sentences containing singular, plural, past, present, and future verb tense.
Higher Order Concepts, Skill, & Strategies
Writing
Students will apply their understanding of narrative writing by completing a fantasy
(animal) narrative piece.
Reading Selections
The following reading selections will support student understanding of the text type they are studying:
Pearl and Wagner: Two Good Friends
Anansi Goes Fishing
Essential questions students should be able to answer by end of unit
Unit Question: What does it mean to be creative?
Weekly questions:
When does Support from others help with a creative idea?
In what creative ways do we communicate?
How can creative thinking solve a problem?
Providence Public Schools, in collaboration with the
University of Connecticut‟s Center for Behavioral Education and Research
E-i
Version 1
Grade 2, Language Arts/Writing Unit 5
Written Curriculum
COMMON CORE STATE STANDARDS
.
LANGUAGE ARTS/WRITING
Text Types and Purposes
W2.3. 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 .
Production and Distribution of Writing
W2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by
revising and editing.
SPEAKING AND LISTENING
Comprehension and Collaboration
SL2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and
adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others
with care, speaking one at a time about the topics and texts under discussion).
b. Build on others‟ talk in conversations by linking their comments to the remarks of others
c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
SL2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through
other media.
SL2.3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional
information, or deepen understanding of a topic or issue.
Presentation of Knowledge and Ideas
SL2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly
in coherent sentences.
SL.2.5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of
experiences when appropriate to clarify ideas, thoughts, and feelings.
LANGUAGE
Conventions of Standard English
L2.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L2.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
a. Capitalize holidays, product names, and geographic names.
Knowledge of Language
L2.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Compare formal and informal uses of English.
Vocabulary Acquisition and Use
L2.4. 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.
L2.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related
adjectives (e.g., thin, slender, skinny, scrawny).
Providence Public Schools, in collaboration with the
University of Connecticut‟s Center for Behavioral Education and Research
E-ii
Version 1
Grade 2, Language Arts/Writing Unit 5
Notes, Clarifications, and Prerequisite
W2.3. Narrative
In the previous grade, students worked on incorporating temporal words to signal event order and providing a sense
of closure in their narrative writing. This year, they will continue to work on this skill as well as establishing their
ability to recount a well-elaborated or short sequence of events and include details to describe actions, thoughts and
feelings. At this point, these new ideas will need direct, explicit instruction with a focus at the introductory level.
Some of these ideas may be difficult for second graders, so provide appropriate time and supports.
W2.5. Process
In previous grades students responded to questions and suggestions from peers, added details to strengthen writing
and focused on a topic during the planning stage of writing. In this grade, they will continue to develop these skills
and will strengthen their writing as needed by revising and editing.
Grade 2 Unit 5
NARRATIVE WRITING
WRITING FRAME
Text type: Narrative (W.3)
Specific type of writing: Animal Fantasy
Topic: Students will write a fantasy narrative featuring animals as characters
Purpose: To bring readers into an imaginary world; to make readers think beyond the boundaries of reality
Audience: Students will write for second grade classmates
Writing will support: Understanding of the elements of fantasy within a narrative, such as: personification (animals
as people), make -believe events, animal characters doing things animals don‟t normally do; voice
Writing should include: Essential elements in students‟ narrative writing (see below).
Research and Note taking: Students will study fantasy mentor texts to gain background information about the
genre in order to write fantasy narrative. Mentors Texts can include but are not exclusive to Pearl and Wagner: Two
Good Friends and Anansi Goes Fishing
Process Strategies:
Publication: Students will publish a fantasy narrative multi-page book with illustrations
Assessment: See ancillary writing materials for text-type specific rubric
Relevant Reading Street Resources: Throughout the 3 week unit, call attention to the concept questions and maps
relating to creativity. Reading Street Unit 3 TE pp. 353d; pp. 353e; TE pp. 371d-371e; Reader‟s and Writer‟s
Notebook pp. 196 and pp. 200; Unit 3, vol. 1 TE pp. 354-371 Pearl and Wagner: Two Good Friends; Unit 3, vol.1
TE pp. 424-442 Anansi Goes Fishing
ESSENTIAL ELEMENTS IN STUDENTS’ NARATIVE WRITING
Beginning of a narrative establishes the situation and setting
Establish animals as characters
Recount a well elaborated make-believe sequence of events
Establish a problem and solution
Introduction of voice
Providence Public Schools, in collaboration with the
University of Connecticut‟s Center for Behavioral Education and Research
E-iii
Version 1
Grade 2, Language Arts/Writing Unit 5
Includes details to describe actions, thoughts (dialogue), and feelings
Use temporal words to signal event order
Provide a sense of closure
FANTASY
Definition: Fiction contains unrealistic or unworldly elements and magical adventure. In this type of story, the
animals are the main characters. These characters talk, feel, and act like people. Six basic motifs are covered:
magic, secondary worlds, good versus evil, heroism, special character types, and fantastic objects .
What does it look like? A multi-page book with illustrations
Key structures, features, and elements:
Highly imaginative narrative fiction in which any or all narrative elements are fictionalized
Involves imaginary characters in places, events, and problems that may seem real
Often realistic main characters experience fantastic places, events, time periods, and problems
Characters:
Fictionalized
Animals talk, feel, and act like people (anthropomorphism)
Characters have some realistic characteristics but may not be real
Setting:
Opening literary language such as “Once upon a time” sets the stage
Set in past, present, or future
Plot:
Narrative elements
High levels of action that depend on imaginary circumstances
ALIGNING CCSS AND FANTASY NARRATIVE
Common Core State Expectations
Beginning of a narrative establishes the situation, setting
and/or characters
Recount a well elaborated make-believe sequence of
events
Establish a problem and solution
Includes details to describe actions, thoughts (dialogue),
feelings, and introduction to voice
Use temporal words to signal event order
Provide a sense of closure
Fantasy
Beginning of narrative establishes a make- believe
situation, such as “once upon a time”
Characters in this piece are only animals
Logical events sequence
Students will provide a problem and solution in order for
characters to overcome adversity; problems may seem
real.
Students will begin introduction to author‟s craft, such
as dialogue, feelings, and voice. Dialogue develops
experiences/events or show character responses.
Students will be introduced to voice to establish
character‟s personalities.
Students will use the words highlighted throughout their
mentor reading to show the natural flow of events and
the passage of time.
Wraps up the plot
Other not specified in CCSS:
Providence Public Schools, in collaboration with the
University of Connecticut‟s Center for Behavioral Education and Research
E-iv
Version 1
Grade 2, Language Arts/Writing Unit 5
Assessed Curriculum
Summative/Unit Assessment
Conventions skills will be assessed in the context of the Reading Unit Summative Assessment. See Reading
Unit 3 Summative/Unit Assessment for details about this assessment.
Score each student‟s writing product using the W.3 rubric found in the Providence Writing Resource Guide.
Providence Public Schools, in collaboration with the
University of Connecticut‟s Center for Behavioral Education and Research
E-v
Version 1
Grade 2, Language Arts/Writing Unit 5.2
Taught Curriculum
Unit 5.1 (Unit 5, Week 1)
Learning Objectives
Handwriting
Conventions
Writing
Students will write letters and words with proper spacing
through teacher modeling and guided practice.
Through teacher modeling and guided practice, students
will use proper size and stroke when writing upper and
lower case letters „X‟ and „Z‟.
Through oral practice in whole group, students will
identify verbs and provide examples of sentences that
contain verbs.
Students will identify and apply their understanding of
verbs to generate individual sentences both orally and in
writing.
Students will identify additional examples of sentences
that contain verbs within the week‟s readings.
Given a prompt, students will create a short response
correctly applying verb usage within sentences.
Through engaging in class discussion, students will
understand the key features of an animal narrative and
how it relates to narrative and informational writing.
Through engaging in class discussion, students will
compare and contrast animal narratives to other types of
writing they have already completed.
Students will use key vocabulary related to narratives in
order to discuss the elements of an animal narrative.
Students will identify and chart the key elements of an
animal narrative through whole class analysis of
examples and guided class discussion.
Students will apply their knowledge of the key elements
of narrative in order to identify a topic, audience and
research plan (if appropriate) for their animal narrative.
Students will understand the specific writing strategies
needed to write an animal narrative through mentor texts.
Students will be introduced to the proper format of
narrative writing through teacher modeling and guided
practice.
Resources
Pearson/Scott Foresman Reading
Street, unit 3, vol 1: Daily Handwriting
pp. 371f
Pearson/Scott Foresman Reading
Street, unit 3, vol 1 Conventions
Lessons pp. 353c, 371c, 373b, 379b
Providence Writing Resource Guide:
Conventions routine A, days 1-5
Providence Writing Resource Guide:
Three Week Teaching Writing
Routine - Week 1
Sopris West Step Up to Writing
Primary Level:
Teacher‟s Guide:
- 6-1* Introducing two elements (p.
256-257)
*Charted whole-group lesson
- 6-12 Ways to begin a story (p.
277-279)
- 4-1 Introducing two kinds of
writing (p. 140-142)
- 6-12 Ways to Begin a Story (p.
277-279)
Tools: 6-1a,b; 6-13a; 4-1a; 6-12a,b
Bonus tool: 6-12-1, 6-12-2, 6-13-1
Handy Pages: Beginning A Story;
Writing A Story
Poster: Primary Poster No.4
Pearson/Scott Foresman Reading
Street, unit 3, vol 1: pp. 353d; 353e
Pearson/Scott Foresman Reading
Street, unit 3, vol 1: pp. 371d-371e
Pearson/Scott Foresman Reader’s and
Writer’s Notebook pp. 196; 200
Pearson/Scott Foresman Reading
Street, unit 3, vol 1: pp. 354-371
Pearson/Scott Foresman Reading
Street, unit 3, vol 1: pp. 424-443
Providence Public Schools, in collaboration with the
University of Connecticut‟s Center for Behavioral Education and Research
E-1
Version 1
Grade 2, Language Arts/Writing Unit 5.2
Instructional Considerations
Key Vocabulary
Content/Concept Specific Vocabulary
electricity, robot, trash, wad
Genre/Text Type Specific Vocabulary
beginning, middle, end, characters, setting, plot, action, problem/solution, voice, dialogue
Planning and Instructional Delivery Considerations
Handwriting:
During handwriting, each lesson follows the same structure: Model letter formation, Model letter spacing,
Model word spacing, and Guided practice. It is important to continue the rituals and routines from the
beginning of the year. If extra practice is needed for handwriting, send additional support home or use as
an activity in the writing center.
Conventions:
Refer to Convention Teaching Routine A for teaching conventions (each day has a different routine for the
short 10 minute convention lesson).
Remind students that even though they are learning about conventions within the reading portion of the
day, they should be transferring what they have learned into their daily writing about sentences.
For additional practice with conventions, refer to Grammar Jammer in digital resources.
Writing:
For each student, continue use of the “Writer‟s Folder” that includes all the tools found in the resource
section below. This will avoid having to recopy a needed tool in the weeks to come.
SUTW Teacher‟s Guide:
o
6-1* Introducing two elements (p. 256-257) - *Do as charted whole-group lesson
o
4-1 Introducing two kinds of writing (p. 140-142) - Identify Beginning, Middle, and End; add
color coding
Pearson/Scott Foresman Reading Street, unit 3, vol 1: pp. 353d and 353e
Pearson/Scott Foresman Reading Street, unit 3, vol 1: pp. 371d-371e
Assessed Curriculum 5.1
Formative/Embedded Assessments
Conventions: Daily Embedded Assessment
The daily progress monitoring assessments for writing conventions will give you information on progress toward the
targeted convention skill.
Convention Frame A: (Grades 2-5)
Day 1: Teacher checks to see if students can orally use the convention concept
Day 2: Teacher checks to see if students can use the convention concept in writing
Day 3: Teacher checks to see if students can identify and describe the convention concept
Day 4: Teacher reviews students’ response, evaluating for presence and quality of convention concept only
Day 5: Teacher reviews students’ writing, evaluating for presence and quality of convention concept primarily, but
also for previously taught convention
Providence Public Schools, in collaboration with the
University of Connecticut‟s Center for Behavioral Education and Research
E-2
Version 1
Grade 2, Language Arts/Writing Unit 5.2
Taught Curriculum
Unit 5.2 (Unit 5, Week 2)
Learning Objectives
Handwriting
Conventions
Writing
Through modeling and guided practice, students will
legibly write the numbers 1-10 in proper formation.
Through modeling, guided practice, and independent
work, students will identify and use verbs in agreement
with singular and plural subjects.
Students will use correct subject/verb agreement to
generate individual sentences both orally and in writing.
Students will identify additional examples of subject/verb
agreement within the week‟s readings.
Given a prompt, students will create a short response
correctly applying subject/verb agreement.
Through whole group, small group and one-on-one
guided practice, students will continue to develop their
fantasy (animal) narratives using their quick-sketch plans
by extending their thinking and stretching out ideas.
Students will apply their knowledge of the six steps for
planning and writing to create and develop their fantasy
(animal) narratives through whole group, small group
and/or one-on-one guided practice.
Through peer conferencing during the pre-writing stage,
students will orally provide feedback on their draft ideas.
Students will identify transitional words in mentor and
exemplar writing through whole group guided practice.
Through whole group, small group and one-on-one
guided practice, students will develop dialogue to
strengthen the interactions between characters within
their fantasy (animal) narrative.
Students will develop character voice through actions,
dialogue and descriptions during whole group, small
group and/or one-on-one guided/independent practice.
Resources
Pearson/Scott Foresman Reading Street,
unit 3, vol 2: Daily Handwriting pp. 405f
Pearson/Scott Foresman Reading Street,
unit 3, vol 2: Conventions Lessons pp.
387c, 405c, 407b, 415c
Providence Writing Resource Guide:
Conventions routine A, days 1-5
Providence Writing Resource Guide:
Three Week Teaching Writing
Routine - Week 2
Sopris West Step Up to Writing Primary
Level:
Teacher‟s Guide:
- 6-15 Function and variety of story
transitions (p. 282-283)
- 6-16 Recognizing story transitions
(p. 284-285)
- 6-6 Six steps for planning and
writing a story (p. 266-268)
- 6-7 Quick Sketch and Note Planning
(p. 268-271)
- 6-3 Pre-writing and planning (p.
260-261)
- 6-19 Six Tips for Writing a First
Draft (p. 289-290)
- 6-14 Writing Dialogue (p. 281-282)
- 6-20 Working on the Qualities of a
Good Story (p. 291)
Tools: 6-15a,b; 6-16a,b,c; 6-6a; 67a,b,c; 6-3a; 6-19a,b; 6-20b
Bonus tool: 4-11; 6-19-1; 6-19-3; 614-1
Handy Pages: Planning a Story with
Quick Sketch and quick Notes;
Beginning a Story; Using Transitions
and Ending a Story
Poster: Intermediate/Primary Poster
No.1
Pearson/Scott Foresman Reading Street,
unit 3, vol 1: pp. 354-371
Pearson/Scott Foresman Reading Street,
unit 3, vol 1: pp. 424-443
Providence Public Schools, in collaboration with the
University of Connecticut‟s Center for Behavioral Education and Research
E-3
Version 1
Grade 2, Language Arts/Writing Unit 5.2
Instructional Considerations
Key Vocabulary
Content/Concept Specific Vocabulary
envelope, persimmons, photograph, smudged
Genre/Text Type Specific Vocabulary
beginning, middle, end, characters, setting, plot, action, problem/solution, voice, dialogue
Planning and Instructional Delivery Considerations
Handwriting:
During handwriting, each lesson follows the same structure: Model number formation, Model spacing, and
Guided practice. It is important to set up the rituals and routines in the beginning of the year. If extra
practice is needed for handwriting, send additional support home or use as an activity in the writing center.
Conventions:
Refer to Convention Teaching Routine A for teaching conventions (each day has a different routine for the
short 10 minute convention lesson).
Students should be reminded that all of their sentences should subject/verb agreement.
For additional practice with conventions, refer to Grammar Jammer in digital resources.
Writing:
As the students draft their animal narrative this week, they should refer to the following resources that
should be in their Step Up to Writing Binder:
6-15 Function and variety of story transitions (p. 282-283)
- Use this strategy to review or introduce different story transitions
- 6-16 Recognizing story transitions (p. 284-285)
- Use this strategy to discuss/review transitions in context
- 6-6 Six Steps for Planning and Writing a Story (p. 266-268)
- This strategy teaches students to use pictures and words to plan before writing.
- 6-7 Quick Sketch and Note-Planning (p. 268-271)
- Helps students write and generate ideas quickly
- 6-3 Pre-writing and planning (p. 260-261)
- Introducing story mapping and help students learn the difference between story mapping,
developing quick-sketches, and quick-notes
- 6-19 Six Tips for Writing a First Draft (p. 289-290)
- Review and reminds students that to write a good story, they need to write a first draft
- 6-14 Writing Dialogue (p. 281-282)
- Control and plan for dialogue
- 6-20 Working on the Qualities of a Good Story (p. 291)
- Add interesting details and descriptions to improve a draft
- Handy pages: Planning a Story with Quick Sketch and Quick Notes
Providence Public Schools, in collaboration with the
University of Connecticut‟s Center for Behavioral Education and Research
E-4
Version 1
Grade 2, Language Arts/Writing Unit 5.2
Assessed Curriculum 5.2
Formative/Embedded Assessments
Conventions: Daily Embedded Assessment
The daily progress monitoring assessments for writing conventions will give you information on progress toward the
targeted convention skill.
Convention Frame A: (Grades 2-5)
Day 1: Teacher checks to see if students can orally use the convention concept
Day 2: Teacher checks to see if students can use the convention concept in writing
Day 3: Teacher checks to see if students can identify and describe the convention concept
Day 4: Teacher reviews students’ response, evaluating for presence and quality of convention concept only
Day 5: Teacher reviews students’ writing, evaluating for presence and quality of convention concept primarily, but
also for previously taught convention
Providence Public Schools, in collaboration with the
University of Connecticut‟s Center for Behavioral Education and Research
E-5
Version 1
Grade 2 Language Arts/Writing Unit 5.3
Taught Curriculum
Unit 5 (Unit 3, Week 3)
Learning Objectives
Handwriting
Through teacher modeling, guided practice, and
independent practice, students will apply knowledge of
manuscript writing to cursive letter formation.
Resources
Pearson/Scott Foresman Reading
Street, unit 3, vol 1: Handwriting pp.
443e
Through teacher modeling, guided practice, and
independent practice, students will apply knowledge of
new letter strokes for cursive writing to letter formation.
Conventions
Writing
Through oral practice in whole group, students will
understand, respond to questions, and provide examples
of verbs for past, present, and future tense.
Students will apply their understanding of verb tense to
generate individual sentences both orally and in writing.
Students will identify additional examples of verb tenses
within the week‟s readings.
Given a prompt related to the week‟s reading, students
will create a short response using verb tenses.
Students develop their fantasy (animal) narratives by
referring to their quick-sketch plans to extend their
thinking and stretch out their ideas.
Through whole class, small group and/or one-on-one
instruction, students will revise their drafts using a
checklist for revision
Students will apply the elements of the writing process to
edit their fantasy (animal) narrative through whole group
discussions and guided practice. Students will be edit for
Capitalization and Punctuation. (CUPS)
Students will publish their fantasy (animal) narrative by
using the strategies learned in the Neat Paper lesson.
Students will edit their fantasy (animal) narratives for the
convention concept of verbs for past, present and future
tense through independent practice
Providence Public Schools, in collaboration with the
University of Connecticut‟s Center for Behavioral Education and Research
Pearson/Scott Foresman Reading
Street, unit 3, vol 1: Conventions
Lessons pp. 423c, 443b, 445b, 449c,
451g
Providence Writing Resource
Guide: Conventions routine B, days
1-5
Providence Writing Resource
Guide:
Three Week Teaching Writing
Routine - Week 3
Sopris West Step Up to Writing
Intermediate Level:
Teacher‟s Guide:
- 6-20 Working on the Qualities
of a Good Story (p. 291)
- 4-5 The Writing Process (p.
150-152)
- 10-3 Checklist for Revisions
(p. 417-418)
- 10-7 Editing with CUPS (p.
421-423)
- 10-1 Neat Paper Rules (p. 414415)
Tools: 6-20a; 4-5a,b; 10-3a;
10-7a,c; 10-1a;
Bonus tool: n/a
Handy Pages: n/a
Poster: n/a
E-6
Version 1
Grade 2 Language Arts/Writing Unit 5.3
Instructional Considerations
Key Vocabulary
Content/Concept Specific Vocabulary
delicious, justice, lazy, weave
Genre/Text Type Specific Vocabulary
beginning, middle, end, characters, setting, plot, action, problem/solution, voice, dialogue
Planning and Instructional Delivery Considerations
Handwriting:
During handwriting, each lesson follows the same structure: Model letter formation, Model letter spacing,
and Guided practice. It is important to continue the rituals and routines from the beginning of the year. If
extra practice is needed for handwriting, send additional support home or use as an activity in the writing
center. This is the first week that the students will make the transition from manuscript to cursive. It is
important that the routine does not change but the content will change and as thus, students will need
additional practice.
Conventions:
Refer to Convention Teaching Routine B for teaching conventions (each day has a different routine for the
short 10 minute convention lesson).
Students should apply their knowledge of verb tenses to their own fantasy (animal) narrative writing pieces.
Writing:
As the students revise, edit, and publish their fantasy (animal) narratives this week, they should refer to the
following resources that should be in their Step Up to Writing Binders:
- 10-3 Checklist for Revisions (p. 417-418)
- 10-7 Editing with CUPS (p. 421-423)
- 10-1 Neat Paper Rules (p. 414-415)
Assessed Curriculum 5.3
Formative/Embedded Assessments
Conventions: Daily Embedded Assessment
The daily progress monitoring assessments for writing conventions will give you information on progress toward the
targeted convention skill.
Convention Frame B: (Grades 2-5)
Day 1: Teacher checks to see if students can orally use the convention concept
Day 2: Teacher checks to see if students can use the convention concept in writing
Day 3: Teacher checks to see if students can identify and describe the convention concept
Day 4: Teacher reviews rewriting, checking for editing of the convention concepts
Day 5: Teacher evaluates whether the student has correctly edited for the convention concept
Summative/Unit Assessment
Score each student‟s writing product using the W.3 rubric found in the Providence Writing Resource Guide.
Providence Public Schools, in collaboration with the
University of Connecticut‟s Center for Behavioral Education and Research
E-7
Version 1
Grade 2, Language Arts/Writing Unit 5
Notes
Providence Public Schools, in collaboration with the
University of Connecticut‟s Center for Behavioral Education and Research
E-8