P.S.101
Curriculum Map
Unit of Study: Unit 1 Understanding Communities
Grade: 2
Stage 1 – Culminating Task
End of Unit Assessment consists of 2 passages “Miss Miller’s Garden” and “This is a Park Your
Community Built.” This assessment will require the students to read and answer comprehension
questions based on the text and draw information out of the passages to answer the
Constructed/Extended Response writing prompt. The students will write a paragraph including text based
details, temporal words, text based vocabulary, and proper grammar in their own words.
Module A
Common Core Learning Standards
Module B
RL.2.3. Describe how characters in a story respond to major
events and challenges.
RL.2.6. Acknowledge differences in the points of view of
characters, including by speaking in a different voice for each
character when reading dialogue aloud.
RL.2.7. Use information gained from the illustrations and words
in a print or digital text to demonstrate understanding of its
characters, setting, or plot.
W.2.3. 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.
W.2.5 With guidance and support from adults and peers, focus
on a topic and strengthen writing as needed by revising and
editing.
W.2.6 With guidance and support from adults, use a variety of
digital tools to produce and publish writing, including in
collaboration with peers.
SL.2.1 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 othersʼ 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.
SL.2.2 Recount or describe key ideas or details from a text
read aloud or information presented orally or through other
media.
SL.2.4 Tell a story or recount an experience with appropriate
facts and relevant, descriptive details, speaking audibly in
coherent sentences
RI.2.5 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.
RI.2.6 Identify the main purpose of a text, including
what the author wants to answer, explain or describe.
RI.2.7 Compare and contrast the most important points
presented by two texts on the same topic.
W.2.2 Write informative/explanatory texts in which they
introduce a topic, use facts and definitions to develop
points, and provide a concluding statement section.
W.2.5 With guidance and support from adults and
peers, focus on a topic and strengthen writing as
needed by revising and editing.
W.2.7 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).
SL.2.1 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 othersʼ 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.
SL.2.2 Recount or describe key ideas or details from a
text read aloud or information presented orally or
through other media.
SL.2.4 Tell a story or recount an experience with
appropriate facts and relevant, descriptive details,
speaking audibly in coherent sentences.
Target Standards
Module A
Module B
W.2.3. Write narratives in which they recount a well-elaborated
event or short sequence of events, include details to describe
W.2.2 Write informative/explanatory texts in which they
introduce a topic, use facts and definitions to develop points,
actions, thoughts, and feelings, use temporal words to signal
event order, and provide a sense of closure.
.
Big Ideas
Module B
Module A



Readers understand relationships between
characters through the events and challenges
in a story.
Writers understand that details and signal
words help readers sequence events in a
story.
Learners understand that relationships matter
to a community.
Module A


Readers understand the main topic in a
text, and find supporting facts to prove it.
Writers understand that facts and
definitions develop points and help readers
understand what the author wants to
explain, answer, or describe.
Learners understand that people in
communities have different experiences
based on where they live.
Reading: How do readers compare and contrast
two facts on the same topic?
Writing: How do writers use explanatory details to
develop points?
Student Objectives (outcomes):
Module B

Readers will identify point of views of
characters.



Essential Question(s)
Module B
Reading: How does connecting with the character
help readers connect to a story?
Writing: How do writers create characters that
readers can relate to?
Module A
and provide a concluding statement section.

Readers will identify ways in which
communities are connected through reading
different texts and identifying main ideas.
Writers will create stories from the points of
view of familiar characters.

Writers will write an expository piece with a
main point and supporting facts.
Learners will develop their own opinions
about characters and how they respond to
their situations and interact in their
communities.

Learners will recognize the differences
between rural and urban communities.
Module A
Teacher Resources
Module B
Anchor Text
Anchor Text
Charlotteʼs Web
On the Farm
Supporting Texts
Supporting Texts
Snowshoe Hareʼs Winter Home, Gillian Richardson
540L
Independent Reading
 Some Pig, E.B. White
The House on Maple Street by B. Pryor 650L
Independent Reading

Student Resources
Module A
Module B
Poetry
Poetry
● “Pig” by Valerie Worth
● “Something Told the Wild Geese” by Rachel Field
 “Click Clack Moo” by Doreen Cronin
• “Fishing In The Creek” by Linda Oatman High
• “Subways Are People” by Lee Bennett Hopkins
 “The Little House” by Virginia Lee Burton
Stage 2 Embedded Assessment
Module A:
Module B:
 Embedded Assessment #1
 Embedded Assessment #1: Students will use
text based details to write a paragraph that tells
 Reread pg 79 in Charlotte’s Web and have the
about Ben’s vegetable farm and explain how
students draw a picture of the scene of the
those facts helped them understand vegetable
Zuckerman’s living room. Next, have the students
farming.
rewrite this scene in their own words using

Embedded Assessment #2:
descriptive details.
Using a Venn Diagram, the students will compare
 Embedded Assessment #2a
and contrast how their community is different
On a teacher made graphic organizer, the students will
than the farm community.
create their own character to be Wilbur’s new friend.
•Embedded Assessment #2b: ( Family- Home
Students will name their character and use descriptive
Connection)
words to describe their new friend for Wilbur on the
Students will take photographs or draw illustrations
graphic organizer.
to compare their home community to the farm
•
Embedded Assessment #2b: Using the student’s
community and display on a poster for class
previous graphic organizer, the students will write their
discussion.
own ending to the story that involves both Wilbur and his
 Embedded Assessment 3: Teacher made end
new friend that the students created.
of the book assessment…* See Attached
 Embedded Assessment 3 & 4: Teacher Made
 Embedded Assessment #4: PBA):
Assessments… *See Attached
 Students will write a 5 paragraph essay on
explaining what makes a farm community rural,
who and what lives there and explaining what
Performance Based Assessment:
people do there.
Task: A New Scene
Children will write a narrative in which they add a scene
to Charlotte's Web. Children will choose a specific line
from the text and insert their scene after that. They will
focus on one or two characters.
Children will:
middle,
and end
feelings of
the characters
Performance Based Assessment:
Task: Rural Communities
Children will draw a rural scene from On the Farm.
Children will include details about the rural community
they have chosen based on the text and illustrations in
On the Farm. Children will include important features,
such as the people, plants, animals, and/or activities
that can be found in that community.
Children will write a detailed 5 paragraph essay
explaining their scene.
They will:
explain what makes the community rural
describes who/what lives there and
explains what you can do there.
Direct Learning Activities: Module A
Reading
Writing
Instructional Tasks, Lesson 1
 Identify how characters react major events or
challenges.
 Describe how words and phrases supply meaning
in a story.
SPED/ELL: (UDL) Tcharts, visual examples
Instructional Tasks, Lesson 2
 Understand character, magnet, setting and story
sequence.
 Describe how the characters relate to the setting.
 Identify story structure ( beginning, middle, end)
SPED/ELL: (UDL)- additional literature to make
comparisons.
Instructional Tasks, Lesson 3
 Identify and describe characters and their points
of view.
 Identify main characters.
 Understand characters points of view.
 Identify the setting of the story.
SPED/ELL: (UDL)- graphic organizer on Fern’s
feelings
Instructional Tasks, Lesson 4
 Identify major events in a story.
 Identify how characters respond to major events
or challenges in a story.
SPED/ELL: (UDL)- focused only on Ch. 3, graphic
organizer.
.
Instructional Tasks, Lesson 1
 Write responses to the reading
Instructional Tasks, Lesson 5
 Understand the different characteristics of
characters, based on their points of view.
 Speak in a different voice when reading dialogue
aloud.
SPED/ELL: (UDL)- Focused only on Ch.4, feelings
chart.
Instructional Tasks, Lesson 6
 Use details in the text and in illustrations to better
understand characters and setting.
SPED/ELL: (UDL)- Focus only on Ch. 5, diagrams
with labels, and pictures.
Instructional Tasks, Lesson 7
 To understand the different points of view,
feelings, and emotions of characters.
 To continue to speak in a different voice when
reading dialogue aloud.
SPED/ELL: (UDL)- Review Ch 1-5.
Instructional Tasks , lesson 2
 Write about how the big idea relates to the
story.
Instructional Tasks, Lesson 3
 Understand how to create a character in
narrative writing.
Instructional Tasks, Lesson 4
 Identify points of view about an event in the
story.
Instructional Tasks, Lesson 5
 To understand how to create a narrative scene.
 Embedded Assessment #1-Reread pg 79 in
Charlotte’s Web and have the students draw a
picture of the scene of the Zuckerman’s living
room. Next, have the students rewrite this scene
in their own words using descriptive details.
Instructional Tasks, Lesson 6
 To understand story structure: beginnings
Instructional Tasks, Lesson 7
 To learn how to use sequence words to signal
event order. (First, next, then, last, finally)
Instructional Tasks, Lesson 8
 To understand story structure: middles and
problems/solutions.
Instructional Tasks, Lesson 8
 To understand setting and story structure.
(beginning, middle and end)
 To identify how details and signal words give
clues for the order of events in a story.
SPED/ELL: (UDL)- Ch.6; describing character traits,
graphic organizer.
Instructional Tasks, Lesson 9
 To understand how story structure and plot relate
to each other.
 Describe how the characters react to events in
the story.
SPED/ELL: (UDL)- Ch.6 continued, character traits,
dictionary skills.
Instructional Tasks, Lesson 10
 Analyze character responses and relate to them.
 Understand how characters relate to one another.
SPED/ELL: (UDL)- Ch.7; highlighting major and
minor events.
Instructional Tasks, Lesson 11
 Identify setting, plot, and character and
understand how they relate to the overall story
structure.
SPED/ELL: (UDL)- Ch. 8; graphic organizer.
Instructional Tasks, Lesson 12
 Describe how words supply meaning in a story.
 Use illustrations to provide understanding of
setting.
SPED/ELL: (UDL)- Ch.9.
Instructional Tasks, Lesson 13
 Compare and contrast characters points of view.
SPED/ELL: (UDL)- Ch.10
Instructional Tasks, Lesson 9
 Understand story structure: endings.
 Embedded Assessment #2a- students will
create a new friend for Wilbur and write about
how Wilbur reacts to his new friend.
 Embedded Assessment #2b: Using the
student’s previous graphic organizer, the students
will write their own ending to the story that
involves both Wilbur and his new friend that the
students created.
Instructional Tasks: Lesson 10
 Create a plan for writing a narrative.
Instructional Tasks, Lesson 11
 Write a first draft of a narrative.
 Embedded #3
Instructional Tasks, Lesson 12
 Revising a first draft
Instructional Tasks, Lesson 13
 Editing a draft of a narrative.
Formal Assessment #4 (PBA)
 Writing an original narrative scene to Charlotte’s
Web; including details to describe actions,
thoughts, and feelings of characters.
(Students can use a Story Sequence Graphic
Organizer to create their plan for their new scene
before they begin writing their draft.)
*Continue reading 1 chapter each lesson with
additional visual support and graphic organizers.
Direct Learning Activities: Module B
Reading
Writing
Introduction to Nonfiction Unit of Study
Introduction to Nonfiction Unit of Study
(1-2 Weeks)
(1-2 Weeks)
 Pretest on Nonfiction Features: identifying
 Writing captions for illustrations we drew based
various nonfiction features and their purposes.
on the text.
Lessons:
Instructional Tasks, Lesson #1-6
 Identifying key information by exploring nonfiction
 Using facts to write about the farm communities.
features in our texts
 Including topic sentences in our writing to
(Table of contents, photographs, captions, bolded words,
introduce our topic or the main idea of our story.
headings, maps, diagrams, labeling, glossary, index)
SPED/ELL: (UDL)- graphic organizers,
 Post-test on Nonfiction Features: identifying
differentiated 4 square writing template.
•
Embedded Assessment #1
nonfiction features and why they are important.
(After lesson 6): Students will use text based details
Instructional Tasks, Lesson #1 – 6
to write a paragraph that tells about Ben’s vegetable
(As a grade, teachers decided to choose one overall skill
farm and explain how those facts helped them
to focus on for the week)
understand vegetable farming.
 Main Idea & supporting details for each heading
in the text.
SPED/ELL: (UDL)- Additional visuals and graphic
organizers.
Instructional Tasks, Lesson #7
 Understanding the purpose of the index and how
it is used for research in an informational text. (If
needed go back to Nonfictional Feature lessons
Week 1 and refer to student nonfictional feature
post assessments. )
SPED/ELL: (UDL)- Additional visuals and graphic
organizers.
Instructional Tasks, Lesson #8
 Recalling facts from the text by note taking
“Sheep Shearing”
SPED/ELL: (UDL)- Additional visuals and graphic
organizers.
Instructional Tasks, Lesson #9
 Recalling facts from the text by note taking
“Milking a Cow”
SPED/ELL: (UDL)- Additional visuals and graphic
organizers.
Instructional Tasks, Lesson #7
 Using linking words to compare how two farms
are alike and different.
SPED/ELL: (UDL)- graphic organizers,
differentiated 4 square writing template.
Instructional Tasks, Lesson #8
 Writing an informative writing piece
(draft- 4 square)
 Including content based vocabulary (community)
 Writing a topic sentence to introduce the main
idea.
SPED/ELL: (UDL)- graphic organizers,
differentiated 4 square writing template.
Instructional Tasks, Lesson #9
 Writing an informative writing piece (draft)
 Including text based details such as whom and
what lives in this community and the different
activities people do here.
SPED/ELL: (UDL)- graphic organizers,
differentiated 4 square writing template
•
Embedded Assessment #2a:
Using a Venn Diagram, the students will compare and
contrast how their community is different than the farm
community.
•Embedded Assessment #2b: ( Family- Home
Connection)
Students will take photographs or draw illustrations
to compare their home community to the farm
community and display on a poster for class
discussion.
Instructional Tasks, Lesson #11
 Recalling facts from the text by note taking
“Planting & Harvesting.”
SPED/ELL: (UDL)- Additional visuals and graphic
organizers.
Instructional Tasks, Lesson #11
 Writing an informative writing piece (draft)
 Writing a conclusion wrapping up what you
wrote about; including feeling/opinion statement
of your topic.
SPED/ELL: (UDL)- graphic organizers,
differentiated 4 square writing template, writing
checklist.
Instructional Tasks, Lesson #12 ( See PowerPoint)
 Describe What a Community is
 Describe who/what lives in this farm community
 Describing the different activities that people do in
their farm communities.
Instructional Task Lesson #13:
 Embedded Assessment #3: Students will
complete a teacher created end of the book test
from “On the Farm” and answer text based
multiple choice questions and 2 short answer
questions based off the story.
Instructional Tasks, Lesson #12
 Editing informative writing piece
 Publishing final copy.

Embedded Assessment #4 (PBA):
Students will write a 5 paragraph essay on
explaining what makes a farm community rural,
who and what lives there and explaining what
people do there.