Unit Planning Organizer
Grade: 2
Unit: 6
Created By:
Jodi Buzzell – 2nd grade teacher
Megan Halverson- 2nd grade teacher
Abby Hill – 2nd grade teacher
Jennifer Johnson – 2nd grade teacher
Stefanie Latimer- 2nd grade teacher
Kate Meinecke – 2nd grade teacher
Erin Nelson – 2nd grade teacher
Lisa Hawker- Quality Learning Consultant- Reading
1
Updated: June 1, 2015
Created by a team of Mississippii Bend AEA 9 teachers and Quality Learning Reading Consultants.
Note: Teachers are strongly encouraged to look at the UPO for the context of assessments
Table of Contents
Step 1: Unit Standards …………………………………………………….……………………………………………………………………... p. 3
Iowa Core Standards- Priority Standards ……………………………………………….………………………………………. p. 3
Reading Standards Unwrapped and Depth of Knowledge ……………………………………………………………… p. 3
Unit Essential Questions and Big Ideas ………………………..……………………………………………………….……….. p. 4
Step 2: Standards-Based Unit Assessments …………………………………………………………………………………….……… p. 4
Assessment and Performance Task Alignment of Unit Standards ………………………………………….…….… p. 4
Standards-Based Common Formative Post-Assessment (CFA)
Teacher Directions, Student Directions and Answers ..………………………………………………………….…….… p. 4
Standards-Based Common Formative Pre-Assessment (CFA)
Teacher Directions, Student Directions and Answers …………………………………………………………….……… p. 4
Step 3: Standards-Based Performance Tasks …………………………………………………………………………………………. p. 6
Performance Task Synopses ……………………………………………………………………………………………………….... p. 6
Performance Task 1- In Detail ………………………………………………………………………………………………………. p. 6
Performance Task 2- In Detail ………………………………………………………………………………………………….…… p. 8
Performance Task 3- In Detail …………………………….………………………………………………………………………… p. 10
Performance Task 4- In Detail …………………………………………………………………………………………….……….. p. 11
Student Materials …………………………………………………………………………………………………………………………….……. p. 12
Notes:


Supporting standards may be embedded in performance tasks. If they are not embedded, they must
be assessed through teacher-designed classroom measure.
Supporting standards will not be embedded in common formative pre/post assessments.
2
Updated: June 1, 2015
Created by a team of Mississippii Bend AEA 9 teachers and Quality Learning Reading Consultants.
Unit Planning Organizer
Subject(s)
Grade/Course
Title of StandardsBased Unit
Estimated Duration
of Unit
Unit Placement in
Scope & Sequence
ELA
Second Grade
Structure
4 Weeks
1
2
3
4
5
6
Step 1: Unit Standards
Iowa Core Standards- Priority Standards (to be instructed and assessed)
RL.2.2
RL.2.5
RI.2.1
Support
RI.2.2
Support
W.2.1
Support
Recount stories, including fables and folktales from diverse cultures, and determine their central
message, lesson, or moral. (DOK 2)
Describe the overall structure of a story, including describing how the beginning introduces the story
and the ending concludes the action. (DOK 2)
Ask and answer such questions as who, what, where, when, why and how to demonstrate
understanding of key details in a text. (DOK 1, 2)
Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the
text. (DOK 2)
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. (DOK 2, 3)
Reading Standards for CFA
Priority
Standar
d
RL.2.2
“Unwrapped” Skills
(Students need to be able to do)
(Verbs and verb phrases)
● Recount
● Determine
RL.2.5
● Describe
“Unwrapped” Concepts
(Students need to know)
(Noun/noun phrases)
Depth of
Knowledge
● Stories, fables, and folktales from
diverse cultures
● Central message, lesson, or moral
2
● Overall structure of a story
● How beginning introduces the story
● How ending concludes the action
2
3
Updated: June 1, 2015
Created by a team of Mississippii Bend AEA 9 teachers and Quality Learning Reading Consultants.
Unit Essential Question and Big Ideas
Essential Questions
How do I figure out which pieces of information are
important? How will this help me determine the main
topic, main idea, or recount the story?
Big Ideas
By asking and answering questions I can identify important
information that will help me recount the story or identify the
main topic.
Why do readers ask questions when they are reading?
Asking and answering questions about the text helps me
understand what I am reading.
What’s my purpose for writing, and how do I develop it?
Writing should be purposely focused, detailed, organized, and
sequenced in a way that clearly communicates the ideas to the
reader.
Assessment and Performance Task Alignment of Unit Standards
Assessment/Performance Task
Pre CFA
Performance Task #1
Performance Task #2
Performance Task #3
Performance Task #4
Post CFA
Assessed Standards
RL.2.2, RL.2.5
RI.2.1, RI.2.2, RI.2.5, RI.2.4, RI.2.6
W.2.1, W.2.6
W.2.1, SL.2.4, SL.2.6, W.2.8
W.2.1
RL.2.2, RL.2.5
Standards-Based Common Formative Post-Assessment (CFA)
Answer questions 1-9 using the text A Tricky Monkey to recount the story (RL.2.2)
1. Somebody (Who?): Kojo the Monkey (or a reasonable answer)
2. Wanted (What’s happening?): Kojo is in the rainforest and he wants attention so he plays a trick on the other monkeys. He
continues to trick them by crying “Leopard!” (or a reasonable answer)
3. But (Problem): But when a real leopard came, none of the monkeys paid attention. (or a reasonable answer)
4. So (Solution): So Kojo got the leopard to chase him and not the other monkeys. (or a reasonable answer)
5. Then or Finally (Lesson): Then the other monkeys forgave him for lying and played with him again. Kojo became someone
they could trust. (or a reasonable answer)
6. What is your opinion of the text A Tricky Monkey?
4
Updated: June 1, 2015
Created by a team of Mississippii Bend AEA 9 teachers and Quality Learning Reading Consultants.
Students should be able to state their opinion and support their opinion with reasons. Something other than “I like.” This
should be supported with a reason(s) personally or from the text. For example, “In my opinion, the monkey was the hero even
though he made bad choices early in the story. I think this because he successfully warned the other monkeys that a leopard
was coming and they climbed high in a tree.” (or a reasonable answer)
7. Describe the beginning of the story.
In the beginning, we are introduced to the character and the setting (rainforest).
8. Describe the middle of the story.
The action occurs…specifically the monkey wants attention and tries to trick various animals. Kojo feels bad for a little while,
but then repeats the same action. A leopard came for real and Kojo saved the other monkeys.
9. Describe the end of the story.
In the end, the others forgave him for lying.
Read the passage below from the story, The First Adventures of Spider, and answer the question about culture.
“Take this rope to the village on the East,” he said to Kuma. “When the food is ready, give the rope a hard pull, and I will know
it is time for me to come and eat.” Then spider called his younger son, Kwaku. Spider took another long rope and tied it
around his waist, just below the first one.
The First Adventures of Spider retold by Joyce Cooper Arkhurst
10. How is the culture represented in this passage? What evidence tells you it’s from a different culture? (RL.2.2)
The names Kuma and Kwaku are from another culture. The “village on the East” is a reference to a different culture and place
in the world.
CFA Rubric: Pre/Post-Assessment
Scoring Guide: RL.2.2 (Q 1-6, 10)
o
Exemplary
Student provides text
evidence to support
identified central
message, lesson, or
moral
o
Proficient
Student correctly recounts the story (RL.2.2)
o
Student correctly identifies central message,
lesson or moral (RL.2.2)
o
Student provides an opinion and reason(s).
(RL.2.2)
o
Student identifies culture. (RL.2.2)
Close to Proficient
o Meets 3 of
Far from Proficient
o Meets less
the proficient
criteria
than three of
the proficient
criteria.
Comments:
5
Updated: June 1, 2015
Created by a team of Mississippii Bend AEA 9 teachers and Quality Learning Reading Consultants.
Scoring Guide: RL.2.5 (Q 7, 8, 9)
Exemplary
All proficient criteria plus:
o
Proficient
Student correctly describes how the
beginning introduces the story.
o Student correctly describes how the middle
connects to the beginning and end.
o Student correctly describes how the ending
concludes the action.
o
Close to
Proficient
o
Meets 2 of
the
proficient
criteria.
Far from Proficient
o
Meets 1 of the
proficient
criteria.
Comments:
Performance Task Synopses
Engaging Scenario: You are a Travel Agent assigned the job of finding a vacation destination for your family. You will research
one vacation destination (for example: Disney World, Wisconsin Dells, Black Hills, Washington, DC.), and select a place for
your family to visit this upcoming summer. You will write an opinion/persuasive letter to your parents encouraging them to
visit one vacation destination. You will present your letter to other Travel Agents for feedback and Trip Advisor ratings.
Task 1: (RI.2.1, RI.2.2, RI.2.5, RI.2.4, RI.2.6): You will create a brochure/graphic organizer to help convince your parents to
attend a vacation destination. (Teachers—sample provided in this Unit. This is similar to the one used in ELA Unit 2)
Task 2: (W.2.1, W.2.6): You will write a vacation spot script for an I-Movie commercial OR an advertisement for a
magazine/newspaper. Your commercial or advertisement will be shared with other travel agents for a peer review for “Trip
Advisor.”
Task 3: (RI.2.1, SL.2.4, SL.2.6, W.2.8): You will listen to other Travel Agents present advertisements and I-Movie commercials.
You will rate your fellow Travel Agents using a “Trip Advisor Review.” Give the advertisements or commercials three stars,
four stars, etc. and complete a “Trip-Advisor” rubric supplied by the Head Agent (Your Teacher).
Task 4: (W.2.1) After listening to your fellow travel agents present information about vacation spots, you will write an
opinion/persuasive letter to parents about the vacation spot that appeals to you the most.
Performance Task # 1- In Detail
Priority Standards: RI.2.1, RI.2.2
Unit Engaging Scenario: You are a Travel Agent assigned the job of finding a vacation destination for your family. You will
research one vacation destination (for example: Disney World, Wisconsin Dells, Black Hills, Washington, DC.), and select a
place for your family to visit this upcoming summer. You will write an opinion/persuasive letter to your parents encouraging
them to visit one vacation destination. You will present your letter to other Travel Agents for feedback and Trip Advisor
ratings.
Task 1: (RI.2.1, RI.2.2, RI.2.5, Supporting Standards: RI.2.4, RI.2.6): You will create a brochure/graphic organizer to help
convince your parents to attend a vacation destination. (Teachers—sample provided in this Unit. This is similar to the one
used in ELA Unit 2)
DOK: 1, 2
6
Updated: June 1, 2015
Created by a team of Mississippii Bend AEA 9 teachers and Quality Learning Reading Consultants.
Big Idea/s:

By asking and answering questions I can identify important information that will help me recount the story or identify the
main topic.

Authors use different structures and features to communicate information with the audience.
Essential Question/s:

How do I figure out which pieces of information are important? How will this help me determine the main topic or main
idea?

Why is it important to know key details and the main topic of a text?
Teacher Directions: Teacher will present sample brochures, books, and online information on four vacation destinations
(selected at teacher discretion), for example: Disney World, Wisconsin Dells, Black Hills, Washington, DC.
As a Travel Agent, each student will individually choose a vacation destination to persuade family members to visit.
Students will be grouped with like-interest fellow “Travel Agents,” and each group of agents will research information about
the vacation destination.
Each individual agent will research a piece of the vacation spot (i.e. transportation, weather, attractions or accommodations)
and contribute found information to the group graphic organizer.
Teachers may want to use small group time to work with individual groups to research information using various resources.
Online Ideas:
Learn 360, National Monuments of the United States:
www.learn360.com%2fShowVideo.aspx%3flid%3d22785469%26SearchText%3dyellowstone%26ID%3d318748
Britannica Online
GALE: Kids Info Bits (Iowa AEA Online)
Student Directions:
You will collaborate with one another using non-fiction books, brochures, Learn 360 resources, etc., to research information
about a vacation destination. Once information is gathered, students will decide in groups which agent will record
information on transportation, weather, attractions, or accommodations on the group graphic organizer/brochure.
Students will need to research the following:
transportation, weather, attractions, or accommodations
Some guiding questions for students are:
-What transportation will you use to arrive at the vacation destination (airline, car, van, bus, etc.)?
-What is the weather like at your vacation spot? What will you need to take to wear?
-What are the attractions in the area? Is there an additional cost for these?
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Updated: June 1, 2015
Created by a team of Mississippii Bend AEA 9 teachers and Quality Learning Reading Consultants.
-Are there hotels, motels, campgrounds, cabins available as accommodations?
Suggestions for Instruction:
Teacher may want to lead students toward National Parks in the United States. This is a nice Social Studies connection. Print
and Online resources may be more readily available.
Scoring Guide RI.2.1
Exemplar
Proficient
o All proficient criteria
plus:
o Specifically quotes the
text. (RL.3.1)
Scoring Guide RI.2.2
Exemplar
All proficient criteria plus:
o Student correctly
identifies key details in
text (RI.2.1)
o Student correctly uses
detail in text to support
understanding (RI.2.1)
Proficient
Students correctly identify:
o Recount the key
details
o Explain how the key
details support the
main idea
o The main topic of the text
o The focus of specific
paragraphs within the
text
Close to Proficient
Far from Proficient
o Meets 1 out of 2 of
the proficient
criteria.
o Student correctly
uses detail in text to
support
understanding
Comments:
o Meets fewer than 1 of
the proficient criteria.
Close to Proficient
Far from Proficient
Meets 1 out 2 of the
proficient criteria.
o Meets fewer than 1 of
the proficient criteria.
Comments:
8
Updated: June 1, 2015
Created by a team of Mississippii Bend AEA 9 teachers and Quality Learning Reading Consultants.
Performance Task # 2- In Detail
Unit Engaging Scenario: You are a Travel Agent assigned the job of finding a vacation destination for your family. You will
research one vacation destination (for example: Disney World, Wisconsin Dells, Black Hills, Washington, DC.), and select a
place for your family to visit this upcoming summer. You will write an opinion/persuasive letter to your parents encouraging
them to visit one vacation destination. You will present your letter to other Travel Agents for feedback and Trip Advisor
ratings.
Task 2: (W.2.1, W.2.6): You will write a vacation spot script for an I-Movie commercial OR an advertisement for a
magazine/newspaper. Your commercial or advertisement will be shared with other travel agents for a peer review for “Trip
Advisor.” You will write about the topic that you researched for the graphic organizer. You will include your topic, facts and
definitions to develop your points, and a concluding statement.
Big Idea/s:
Authors use different forms of writing to communicate ideas and information to an audience.
Essential Question/s:
How do good writers share information?
DOK: 2, 3
Teacher Directions:
Using the graphic organizer from Task #1, student groups will create a script for an I-Movie or an advertisement for a
newspaper or magazine. Each student will be responsible for writing the portion of the script that he/she researched (i.e.
weather, transportation, etc.) The informative writing will include a topic, facts and definitions to develop points, and a
concluding statement or section. Teacher will assist with I-Movie commercial direction and editing, or reviewing print for
advertising.
Differentiation Option:
-Consider student learning styles
-Utilize technology options
Student Directions:
You will create a vacation spot script for an I-Movie commercial OR an advertisement for a magazine/newspaper. Your
commercial or advertisement will be shared with other travel agents for a peer review for “Trip Advisor.” You will write about
the topic that you researched for the graphic organizer. You will include your topic, facts and definitions to develop your
points, and a concluding statement.
Scoring Guide W.2.1
Exemplar
Proficient
All proficient criteria plus:
o An organizational
structure, listing
reasons, is included
and linking phrases are
present to connect
opinion and reasons.
Student demonstrates proficiency of the
standard:
o An introduction
o Includes statement of an opinion
o Reasons that support the opinion
o Use of linking words to connect
opinion and reasons
o A conclusion that appropriately
supports the stated opinion.
Close to Proficient
o Meets 3 out 5 of
the proficient
criteria.
Comments:
Far from Proficient
o Meets less than 3
of the proficient
criteria.
9
Updated: June 1, 2015
Created by a team of Mississippii Bend AEA 9 teachers and Quality Learning Reading Consultants.
Performance Task #3 - In Detail
Unit Engaging Scenario: You are a Travel Agent assigned the job of finding a vacation destination for your family. You will
research one vacation destination (for example: Disney World, Wisconsin Dells, Black Hills, Washington, DC.), and select a
place for your family to visit this upcoming summer. You will write an opinion/persuasive letter to your parents encouraging
them to visit one vacation destination. You will present your letter to other Travel Agents for feedback and Trip Advisor
ratings.
Task 3: (RI.2.1, SL.2.4, SL.2.6, W.2.8): You will listen to other Travel Agents present advertisements and I-Movie commercials.
You will critique your fellow Travel Agents using a “Trip Advisor Review.” Give the advertisements or commercials three stars,
four stars, etc. and complete a “Trip-Advisor” rubric supplied by the Head Agent (Your Teacher).
Essential Question: How do I figure out which pieces of information are important? How will this help me determine the main
topic, main idea, or recount the story?
DOK: 3, 4
Teacher Directions:
Students will share either I-Movie Commercials or print advertising to the group as a whole. Student observers will critique
each part of the presentation (i.e. weather, accommodations, transportation, attractions), using a “Trip Advisor” 5-star rubric.
Student Directions:
You will listen to your classmates share either an I-Movie Commercial or an advertisement for a newspaper or magazine
about a vacation destination. You will be a critic for “Trip Advisor” and give a rating to each part of the commercial or
advertisement. For example, Transportation—you will award that part of the presentation with a 1- to 5-star rating.
Suggestions for Instruction:
Pre-instruction on using a rubric to form an opinion for “Trip Advisor”
Background information on “Trip Advisor” may be needed
Share some reviews from “Trip Advisor” (teacher please preview)
Differentiation Options:
Technology for the presentation, interest, learning style
Scoring Guide RI.2.1
Exemplar
Proficient
o All proficient criteria
plus:
o Specifically quotes the
text. (RL.3.1)
o Student correctly
identifies key details in
text (RI.2.1)
o Student correctly uses
detail in text to support
understanding (RI.2.1)
Close to Proficient
Far from Proficient
o Meets 1 out of 2 of
the proficient
criteria.
o Student correctly
uses detail in text to
support
understanding
Comments:
o Meets fewer than 1 of
the proficient criteria.
10
Updated: June 1, 2015
Created by a team of Mississippii Bend AEA 9 teachers and Quality Learning Reading Consultants.
Performance Task #4 - In Detail
Unit Engaging Scenario: You are a Travel Agent assigned the job of finding a vacation destination for your family. You will
research one vacation destination (for example: Disney World, Wisconsin Dells, Black Hills, Washington, DC.), and select a
place for your family to visit this upcoming summer. You will write an opinion/persuasive letter to your parents encouraging
them to visit one vacation destination. You will present your letter to other Travel Agents for feedback and Trip Advisor
ratings.
Task 4: (W.2.1) After listening to your fellow travel agents present information about vacation spots, you will write an
opinion/persuasive letter to parents about the vacation spot that appeals to you the most.
Essential Question: How do I figure out which pieces of information are important? What’s my purpose of my writing, and
how do I develop it?
DOK: 2, 3
Teacher Directions:
Students will write an opinion letter including an introduction of topic, statement of opinion, reasons to support opinion,
linking words, and a concluding section in which opinion is restated. The letter should be persuasive in nature.
Student Directions:
You will listen to your fellow travel agents present information on vacation spots. After you hear all of the advertisements,
you will write a letter to your parents persuading them to take you to the vacation spot that appealed to you the most. Your
letter will include an introduction of your topic (idea), statement of opinion, reasons to support your opinion, linking words,
and a concluding section where you will restate your opinion.
Suggestions for Instruction:
Pre-instruction on friendly letter writing
Pre-instruction on opinion writing
Differentiation Options:
Instruction on formal letter writing (for example use a business letter format)
Use a postcard format
Scoring Guide W.2.1
Exemplar
Proficient
All proficient criteria plus:
o An organizational
structure, listing
reasons, is included
and linking phrases are
present to connect
opinion and reasons.
Student demonstrates proficiency of the
standard:
o An introduction
o Includes statement of an opinion
o Reasons that support the opinion
o Use of linking words to connect
opinion and reasons
o A conclusion that appropriately
supports the stated opinion.
Close to Proficient
o Meets 3 out 5 of
the proficient
criteria.
Comments:
Far from Proficient
o Meets less than 3
of the proficient
criteria.
11
Updated: June 1, 2015
Created by a team of Mississippii Bend AEA 9 teachers and Quality Learning Reading Consultants.
Supporting
Documents and
Student Materials
12
Updated: June 1, 2015
Created by a team of Mississippii Bend AEA 9 teachers and Quality Learning Reading Consultants.
Student Materials
Name: ____________________________________
Student Pre/Post Assessment for Unit 6
Teacher Directions: Students will read the fable A Tricky Monkey. * Ideally students should be able to read the text,
however, if needed, read to specific students.
Student Directions: Read the text and answer the questions using complete sentences.
Tricky Monkey
Kojo the monkey lived in the rain forest. There were lots of monkeys in Kojo’s part of the forest. Kojo had many brothers and sisters.
That was good, because Kojo had many monkeys to play with. But Kojo liked to get attention, too. That was hard to do with so many
monkeys around.
One day Kojo decided to play a trick on the other monkeys. “Leopard!” Kojo cried. “A leopard is coming!” The monkeys scrambled.
They climbed up to the highest tree branches. They shook with fear. Leopards like to eat monkeys. Kojo laughed. “Ha! Just kidding,”
he said. Kojo’s Aunt Ama scolded him. “Nobody likes a liar, Kojo.” Kojo felt bad for a little while. But he soon got bored.
A few days later, he did it again. “Leopard!” Kojo cried. “A leopard is coming!” The monkeys scrambled again. Kojo laughed. “Ha! Just
kidding again,” he said. Aunt Ama shook her head. “Be careful, Kojo. Nobody will believe anything you say if you keep this up.” The
monkeys were all pretty upset with Kojo. They ignored him. Kojo sat in a tree branch, bored and lonely.
Then he saw a shadow on the ground below. A hungry-looking leopard padded across the rainforest floor. “Leopard! A leopard is
coming for real this time!” Kojo yelled. None of the monkeys paid any attention. The leopard was headed right for them. Kojo knew
what he had to do.
“Here, leopard! Over here!” he yelled. The leopard chased Kojo. Kojo climbed up to the highest branches. The other monkeys now
saw the leopard and they climbed into the trees, too. The leopard could not climb as high as the monkeys. She gave up and walked
away.
Kojo was relieved. The other monkeys were glad that Kojo had tried to save them. They forgave him for lying and played with him
again. And Kojo became someone they could trust.
Readworks.org Text: Copyright © 2007 Weekly Reader Corporation. All rights reserved.
Answer questions 1-9 using the text A Tricky Monkey to recount the story (RL.2.2)
1. Somebody (Who?):
__________________________________________________________________________________________________
__________________________________________________________________________________________________
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Created by a team of Mississippii Bend AEA 9 teachers and Quality Learning Reading Consultants.
2.Wanted (What’s happening?) :
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
3.But (Problem):
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
4.So (Solution):
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
5. Then (Lesson or Moral):
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
6. What is your opinion of the text A Tricky Monkey?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
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Updated: June 1, 2015
Created by a team of Mississippii Bend AEA 9 teachers and Quality Learning Reading Consultants.
7. Describe the beginning of the story.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
8. Describe the middle of the story.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
9. Describe the end of the story.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Read the passage below from the story, The First Adventures of Spider, and answer the question about culture.
“Take this rope to the village on the East,” he said to Kuma. “When the food is ready, give the rope a hard pull, and I
will know it is time for me to come and eat.” Then spider called his younger son, Kwaku. Spider took another long
rope and tied it around his waist, just below the first one.
The First Adventures of Spider retold by Joyce Cooper Arkhurst
10. How is the culture represented in this passage? What evidence tells you it’s from a different culture? (RL.2.2)
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
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Updated: June 1, 2015
Created by a team of Mississippii Bend AEA 9 teachers and Quality Learning Reading Consultants.
Teacher Resources:
https://drive.google.com/file/d/0B0EDLtuRjxMnQzNDdmVQZE15RlU/view?usp=sharing
https://drive.google.com/file/d/0B0EDLtuRjxMnOW9zYWpUM3Q0bUU/view?usp=sharing
https://drive.google.com/file/d/0B0EDLtuRjxMnbFlYM3hGU2V5NFk/view?usp=sharing
Possible Learning Targets for RL.2.2 and RL.2.5
RL.2.2 Knowledge Targets (What students need to know in order to meet the learning target):







I know to recount a story means to retell it.
I know a fable is a short story that has a moral.
I know a folktale is a story that has been told for a long time.
I know a moral is a lesson that a story can teach you.
I know before I start reading a story I need to have a purpose for reading.
I know that stories can teach a lesson or convey a message.
I know how to listen to a story and figure out the message, lesson, or moral.
RL.2.2 Learning Targets:
 I can identify cultural details which help send a central message, lesson, or moral.
 I can determine how the stories, fables, and/or folktales help to teach a lesson, moral, or central message.
RL.2.5 Knowledge Targets (What students need to know in order to meet learning targets):





I know the structure of a story is how the story is organized.
I know stories have a plot that includes, characters, setting, problem, solution.
I know a story has a beginning, middle, and end.
I know the beginning or introduction usually tells me about important characters and the problem the characters
have.
I know the conclusion (resolution or ending) usually tells how the characters solve their problem.
RL.2.5 Learning Targets:



I can identify the beginning, middle, and end of a story.
I can identify the problem and where the problem is introduced in the story.
I can identify the solution and where the solution happens in the story.
W.2.1 Learning Targets:




I can identify my opinion on a topic or book.
I can support my opinion with reasons.
I can link my opinions with reasons with connecting words.
I can write an opinion piece with an introduction, supporting reasons, and a concluding statement/reason.
RL.2.3 Learning Targets:
 I can identify characters in a story
 I can describe how characters react to events and challenges in a story.
16
Updated: June 1, 2015
Created by a team of Mississippii Bend AEA 9 teachers and Quality Learning Reading Consultants.
RL.2.6 Learning Targets:
 I can define point of view (a character's attitude or feelings about events in a story)
 I can identify a character's point of view in a story.
 I can show different points of view by changing my voice when I read dialogue for each character.
RI.2.4 Learning Targets
 I can identify words and phrases that are specific to the topic/subject of a text.
 I can use information in a text to determine the meaning of words and phrases about the topic/subject of the text.
RI.2.6 Learning Targets:
 I can identify purposes for reading
 I can read a text and identify the author's main purpose for writing it.
RI.2.8 Learning Targets:
 I can identify specific points the author makes in a text.
 I can describe the reasons the author uses to support each point.
SL.2.4 Learning Targets:
 I can tell a story or share an experience with facts and relevant descriptive details.
 I can tell a story or share an experience using complete sentences and speaking in a clear voice.
SL.2.6 Learning Targets:
 I can recognize a complete sentence.
 I can speak using complete sentences when asked to provide details or clarification.
L.2.3 Learning Targets:
 I can recognize and explain how formal English differs from informal English.
 I can use formal and informal English when appropriate.
L.2.6 Learning Targets:
 I can discover new words and phrases through reading, listening, and conversation.
 I can use my new words and phrases when speaking and writing.
 I can use adjectives and adverbs when speaking and writing.
17
Updated: June 1, 2015
Created by a team of Mississippii Bend AEA 9 teachers and Quality Learning Reading Consultants.