Unit Goals – Stage 1 English Language Arts

Unit Goals – Stage 1  English Language Arts
English Language Arts
Our Country and Its People
Grade 2
Unit Goals – Stage 1
Unit Description: Students will build knowledge about the history of America and the people who shaped our country. Students will read several historical fiction and informational texts to understand the relationship
between a series of events and differing points of view of characters. Students will be writing an opinion piece linked to the theme. Approximate Duration-5 weeks
CCR Anchor Standards
Transfer Goals: SBAC Claims
R.CCR.2 Determine central ideas or themes of a text and analyze their
Students will be increasingly able to independently use their learning to…
development; summarize the key supporting details and ideas.
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Read closely and analytically to comprehend a range of increasingly complex literary and informational text. (Claim 1)
R.CCR.3 Analyze how and why individuals, events, and ideas develop and
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Produce effective and well-grounded writing for a range of purposes and audiences. (Claim 2)
interact over the course of a text.
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Employ effective speaking and listening skills for a range of purposes and audiences. (Claim 3)
R.CCR.4 Interpret words and phrases as they are used in a text, including
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Engage in research and inquiry to investigate topics, and to analyze, integrate, and present information. (Claim 4)
determining technical, connotative, and figurative meanings, and
Making Meaning
analyze how specific word choices shape meaning or tone.
UNDERSTANDINGS
ESSENTIAL QUESTIONS
R.CCR.6 Assess how point of view or purpose shapes the content and
Students will understand that…
Students will keep considering…
style of a text.
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America is a land of immigrants whose various experiences
1. Who are the people of America?
R.CCR.7 Integrate and evaluate content presented in diverse media and
2. What can I learn from a story or text?
and cultural heritage bring both diversity and unity to our
formats, including visually and quantitatively, as well as in words.
country and its people.
3. How do I know what a character is thinking and feeling?
W.CCR.1 Write arguments to support claims in an analysis of substantive
4.
How can I figure out the meaning of a word?
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Paying close attention to characters’ actions, feelings, and
topics or texts, using valid reasoning and relevant and sufficient
words can help a reader determine the central message.
5.
What are some good ways to get more information?
evidence.
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Characters in a story have a point of view or way of
6.
What can I use to make my opinion clear to others?
W.CCR.5 Develop and strengthen writing as needed by planning,
thinking and feeling.
revising, editing, rewriting, or trying a new approach.
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Good readers use many strategies to figure out unknown
W.CCR.8 Gather relevant information from multiple print and digital
words.
sources, assess the credibility and accuracy of each source, and integrate
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When discussing a topic or text, it’s important to ask for
the information while avoiding plagiarism.
clarification or further explanation when you don’t
SL.CCR.1 Prepare for and participate effectively in a range of
understand.
conversations and collaborations with diverse partners, building on
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Writers use effective reasoning and evidence when writing
others’ ideas and expressing their own clearly and persuasively.
an opinion about a topic or text.
SL.CCR.2 Integrate and evaluate information presented in diverse media
Acquisition
and formats, including visually, quantitatively, and orally.
KNOWLEDGE
SKILLS
SL.CCR.3 Ask and answer questions about what a speaker says in order
Students will know…
Students will be skilled at (Do)
to clarify comprehension, gather additional information
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Immigrant experiences throughout our country’s history
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Describing how characters in a story respond to events and challenges
L.CCR.1 Demonstrate command of the conventions of standard English
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Determining the point of view of characters in a text by examining
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Key details and main ideas
grammar and usage when writing or speaking.
what they say and do
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Characterization (point of view, actions, feelings, words)
L.CCR.2 Demonstrate command of the conventions of standard English
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Describing
the connections between the ideas in a text
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Point of view is how a character thinks and feels
capitalization, punctuation, and spelling when writing.
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Determining
the central message, moral, or theme
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Question words related to clarification as needed in
L.CCR.3 Apply knowledge of language to understand how language
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Asking
clarification
questions or further explanation during
collaborative discussions
functions in different contexts, to make effective choices for meaning or
collaborative
discussions,
guest speakers, and revision
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Statements to clarify opinions
style, and to comprehend more fully when reading or listening.
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Writing an opinion about a topic or text supported with valid reasons
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Prefixes
L.CCR.4 Determine or clarify the meaning of unknown and multipleand clarification statements
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Reference materials (i.e., glossary, beginning dictionaries)
meaning words and phrases by using context clues, analyzing meaningful
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Using beginning dictionaries to check and correct spelling
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Capitalization of holidays, products, and places
word parts, and consulting general and specialized reference materials.
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Explaining how images clarify the meaning of a text
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Collective nouns
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Revising writing for capitalization, and clarification statements
LONG BEACH UNIFED SCHOOL DISTRICT
1
2014-2015
English Language Arts
Our Country and Its People
Grade 2
Grade Level Standards– Stage 1
Reading
Literature
RL.2.2 Recount stories, including fables and folktales from diverse
cultures, and determine their central message, lesson, or moral.
RL.2.3 Describe how characters in a story respond to major
events and challenges.
RL.2.6 Acknowledge points of view of characters, including by
speaking in a different voice for each character when reading
dialogue aloud.
Informational
RI.2.2 Identify the main topic of a multiparagraph text as well as
the focus of specific paragraphs within the text.
RI.2.3 Describe the connection between a series of historical
events, scientific ideas or concepts, or steps in technical
procedures in a text.
RI.2.4 Determine the meaning of words and phrases in a text
relevant to a grade 2 topic or subject area.
RI.2.7 Explain how specific images (e.g., a diagram showing how a
machine works) contribute to and clarify a text.
Writing
Text Types
W.2.1 Write opinion pieces in which they
introduce the topic or book they are writing
about, state an opinion, use linking words to
connect opinion and reasons, and provide a
concluding statement or section.
Production and Distribution of Writing
W.2.5 With guidance and support from adults and
peers, focus on a topic and strengthen writing as
needed by revising and editing.
Research to Build and Present Knowledge
W.2.8 Recall information from experiences or
gather information from provided resources to
answer a question.
Language
Conventions
L.2.1. Demonstrate command of the
conventions of standard English grammar and
usage when writing or speaking.
L.2.1.a Use collective nouns (e.g., group)
L.2.1.d Form and use past tense of frequently
occurring irregular verbs (e.g., sat, hid, told).
L.2.2 Demonstrate command of the
conventions of standard English capitalization,
punctuation, and spelling when writing.
L.2.2.a Capitalize holidays, product names,
and geographic names.
L.2.2.e Consult reference materials, including
beginning dictionaries, as needed to check and
correct spellings.
Knowledge of Language
L.2.3 Use knowledge of language and its
conventions when writing, speaking, reading,
or listening.
Foundational
RF.2.3.f Recognize and read grade-appropriate irregularly spelled
words.
RF.2.4 Read with sufficient accuracy and fluency to support
comprehension.
LONG BEACH UNIFED SCHOOL DISTRICT
Speaking and Listening
Comprehension and Collaboration
SL.2.1.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.2.3 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.
Vocabulary Acquisition and Use
L.2.4.b Determine the meaning of the new
word formed when a known prefix is added to
a known word (e.g., happy/unhappy,
tell/retell).
L.2.5.a Identify real-life connections between
words and their use (e.g., describe foods that
are spicy or juicy).
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2014-2015
English Language Arts
Our Country and Its People
Grade 2
Evidence of Learning – Stage 2
Evaluative Criteria
End of Unit Assessment Evidence
See Scoring guide located on Intranet and Collaborative Discussion Rubric
• Asks and answers questions about key details in a text
• Determines central ideas and recounts grade level texts using key details
• Determines meaning of words and phrases in text
• Engages in collaborative conversations
• Organizes and maintains focus to support purpose
• Uses appropriate details and precise language to develop the topic (including
academic and domain specific vocabulary)
• Applies grade level appropriate conventions
See CCSS-Aligned Opinion Writing Rubric
• Organizes and maintains focus to support purpose
• Uses appropriate details and precise language to develop the topic (including
academic and domain specific vocabulary)
• Applies grade level appropriate conventions (grammar, spelling, capitalization,
punctuation)
End of Unit On-Demand Reading and Responding to Text
Over the course of two days, students will read a piece of text, answer several textdependent questions and work in collaborative groups to gather evidence that they will
use to write a response to a question about the text.
Evaluative Criteria
Other Evidence – may be used formatively
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BAP Culminating Writing Tasks
Short Constructed Responses
Asks and answers questions about key details in a text
Determines central ideas and recounts grade level texts using key details
Determines meaning of words and phrases in text
Compares and contrasts information from related texts
See CCSS-Aligned Collaborative Discussion Rubric
See CCSS-Aligned Fluency Rubric
LONG BEACH UNIFED SCHOOL DISTRICT
Our Country and Its People-Opinion Piece
Prompt-Why do people choose to come to America?
During the last week of the unit, students will work through the writing process to plan,
organize, draft, revise, and publish an opinion piece to the prompt: The piece will be
organized around their opinion about the decision to immigrate.
Collaborative Discussions on Focus Questions
Grade Level Fluency Passages
3
2014-2015
English Language Arts
Our Country and Its People
Learning Targets– Stage 3
Reading
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Writing
I can use details from a text to figure
In an opinion piece…
out the message or lesson. (RL.2.2)
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challenges.(RL.2.3)
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Puedo describir el punto de vista
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de un personaje. (RL.2.6)
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especial para hablar sobre
I can link my thoughts to
un grupo de cosas (L.2.1.a)
what was said by others.
text. (W.2.1)
(SL.2.1.b)
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Puedo usar un sustantivo
conversations. (SL.2.1.b)
I can tell my opinion about a topic or
I can include reasons to support my
Language
•
I can ask for clarification
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I can make and use plural
nouns correctly. (L.2.1.b)
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I can make and use past
and further explanation
tense verbs
I can include transition words to
when I am confused.
correctly.(L.2.1.d)
point of view of a character.
connect my opinion and reasons.
(SL.2.1.c)
(RL.2.6)
(W.2.1)
I can change my voice to match the
Puedo entender el tema principal
I can describe why something
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I can write a closing sentence at the end
what I heard to help me
correctly. (L.2.2.a)
of my opinion piece. (W.2.1)
understand or to get more
I can make my writing better with the
information. (SL.2.3)
and correct my spelling.
I can answer questions
(L.2.2.e)
I can figure out the meaning of
( W.2.5)
during a discussion to show
I can edit my writing to make it better.
what I understand. (SL.2.3)
Puedo explicar cómo ciertas fotos
ponen sentido al texto. (RI.2.7)
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I can capitalize holidays,
product names, and places
help of my teacher and classmates.
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I can ask questions about
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happened. (RI.2.3)
words and phrases in a text. (RI.2.4)
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I can introduce the topic or text I’m
I can build on other’s talk in
opinion about a topic or book. (W.2.1)
de un texto o párrafo. (RI.2.2)
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Speaking and Listening
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writing about. (W.2.1)
I can describe how a character
responds to events and
Grade 2
•
•
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I can use resources to check
I can figure out the meaning
of a new word when a special
(W.2.5)
part is added to the
I can gather information from provided
beginning.(L.2.4.b)
resources to answer a question.(W.2.8)
•
I can use words I learn to
talk about my own life.
(L.2.5.a)
LONG BEACH UNIFED SCHOOL DISTRICT
4
2014-2015
English Language Arts
Our Country and Its People
Grade 2
Learning Plan – Stage 3
Instructional Sequence Overview
Days
1
Reading and Responding to Text
Goal Setting: Revisiting an Opinion Piece to Identify Growth
and Next Steps
Introduce and model writing clarification statements that
support reasons.
Prompt: Why do people move? Model planning an opinion
piece and supplying reasons
A Country of Many People (Reflections; p. 130-135)
2-4
The First Americans
(OCR p. 248-265)
5-6
Moving from Place to Place (Reflections; p.100-105)
7
Opinion Writing
Statue of Liberty (OCR Poem p.314)
Continue modeling planning and drafting opinion piece.
Model using the student checklist with model of proficiency
to identify the expectations.
Prompt: What makes America unique? Why? Model planning
and drafting an opinion piece.
Model working with a peer to edit and revise an opinion
piece.
Language Conventions
Singular and Plural Nouns
Collective Nouns
Capitalization Rules: Names and Places
Capitalization Rules: Holidays and Products
8-10
New Hope (OCR)
11-14
A place Called Freedom (OCR) - BAP
15-17
The Butterfly Seeds (OCR)
18-21
A Piece of Home (OCR)- BAP
Model planning and drafting an opinion piece (Independent)
Revision Strategy: Capitalization and
Spelling
Meet Young Immigrants (Scholastic Videos)
http://teacher.scholastic.com/activities/immigration/
young_immigrants/vandi.htm
Editing and revising an opinion piece (Independent)
Revision Strategy: Sentence Construction
On-Demand Reading and Responding to Text
Choosing America-Opinion Process Piece
Students independently plan, draft, revise, publish and share a written piece that states their opinion
about why people choose to come to America and supplies reasons that support.
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23-25
Other
resources to
support and
enhance
instruction
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•
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Jalapeno Bagels (OCR)
The Story of the Statue of Liberty(OCR)
OCR Leveled Library
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Write from the Beginning & Beyond Setting the Stage Manual
Write from the Beginning & Beyond Expository Manual
Intranet Resources (Access link on the Language Arts webpage under
“Instructional Resources) Model of proficiency, Student Checklist,
Student folder cover
Spelling: Using Reference Materials
Verb Tenses: Past and Present
Verb Tenses: Irregular Verbs
Language Arts Handbook
Note: Follow the OCR Green Section to address the Foundational Reading Skills of Phonics and Word Recognition based on student need.
Note: Follow the spelling lessons in OCR, to address L.2.2.d based on student need.
LONG BEACH UNIFED SCHOOL DISTRICT
5
2014-2015
English Language Arts
Our Country and Its People
Grade 2
A County of Many People
Days 1
Vocabulary
Theme Connections
immigrant, immigration, mosaic, culture,
citizen, rights, freedoms, religious beliefs,
freedom of the press, assembly
This lesson introduces students to the idea of America’s cultural diversity because of the impact of immigration. It provides an understanding of culture,
citizenship, and the rights and freedoms of our country.
Keep a chart of vocabulary words introduced
throughout the unit and expect students to
use the bold words in collaborative
conversations and written responses to text.
Text, Reader, and Task Considerations
As you begin this unit on Our Country and Its People, it may be beneficial to have a discussion about the definition of Immigration and immigrants.
Also, throughout the unit it may be helpful to record each individual and character you read about and the reasons for coming, the culture or ways they
bring with them, and the overall message that is learned about their experience (See Tree Map on p.32 ). This will be a way to keep track of the overall
messages they learn about why people choose to immigrate to America.
Metas de Aprendizaje
Puedo seguir un texto mientras es leído en
voz alta.
(RF.2.4)
Puedo responder preguntas para
demostrar que entiendo el texto. (RI.2.1)
Puedo darme cuenta de lo que el autor
quiere que aprenda de este texto.
(RI.2.6)
Focus of Instruction: Reading and Responding to Text
First Read
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Reread for Comprehension
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Puedo entender el tema principal de un
texto o párrafo. (RI.2.2)
Puedo determinar el significado de las
palabras y frases en un texto. (RI.2.4)
Puedo explicar cómo ciertas fotos ponen
sentido al texto. (RI.2.7)
Put students in groups of two to discuss the following essential question: ¿Quiénes son las personas de Estados Unidos?
Bring students back together and have them share their ideas to the question.
Read aloud the entire text without stopping in order for students to get the “gist” of the selection.
•
Puedo volver a leer partes de un texto
oralmente con exactitud, ritmo apropiado,
y expresión. (RF.2.4b)
LONG BEACH UNIFED SCHOOL DISTRICT
Explain to students that you are starting a unit on Our Country and Its people and you will be reading about real people and characters to build
understanding about why people choose to immigrate to America.
Review what informational text is and its purpose (It’s real, has facts, and gives the reader information).
Tell students that an author writes with a purpose, (e.g., to answer, to explain, to describe, to provide an opinion) using details and illustrations.
Read the text A Country of Many People (Reflections, p.130-134) as students follow along on their own.
Engage students in the following text-dependent questions:
¿Cómo describe el autor nuestro país?
Usando las ilustraciones en pgs.130 y 131 para ayudarte, describe cómo nuestro país es como un "mosaico".
Según el texto, ¿qué es la cultura? ¿De qué manera la cultura hace nuestro país como un "mosaico"?
¿Qué gran idea presenta el autor sobre la gente de nuestro país en la pg.131? (People of America are different in many ways because of the
culture they bring with them.)
¿Qué hace a las personas de América igual?
¿Qué significa ser un ciudadano de los Estados Unidos?
Briefly explain the Bill of Rights as a document that states the citizens’ rights. It includes the freedom of speech, freedom of religion, and freedom
of assembly.
¿Por qué crees que los derechos o libertades de ser un ciudadano estadounidense son importantes?
¿Cuáles son las responsabilidades de los ciudadanos estadounidenses? ¿Cómo ayuda esto a nuestro país?
¿Por qué escribió el autor este texto? (America’s people are different in many ways but all have the same freedoms and responsibilities
as citizens.)
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2014-2015
English Language Arts
Our Country and Its People
•
Puedo recopilar y organizar información
de las fuentes. (W.2.8)
Grade 2
Using a class Tree Map note the information from the text that
answers the guiding questions. This map will be added to
throughout the unit to explore why people choose to come to
America.
Reread to Gather Evidence/Information and Respond to Text
Introduce the focus question for collaborative discussion and/or short constructed response: ¿ En que se parecen y se diferencian las personas de
nuestro país?
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Gathering Evidence
Puedo usar detalles del texto para
Explain to students that they will be rereading the text to gather
apoyar mis ideas.
and organize details to help them answer the focus question.
(RI.2.1)
Based on the needs of your students, they may work
independently, with a partner, in a small group, or as a whole class
Puedo pedir aclaración y explicación más a
to create a Circle Map they will use for support in discussion and
fondo sobre un texto cuando estoy
writing to the focus question.
confundido.
•
Collaborative
discussion and oral processing (select activities based on
(SL.2.1c)
the needs of your students)
Have students work in pairs or small groups to discuss their
Puedo trabajar con mi grupo para
answer to the focus question. Remind students that based on
ayudarme a entender un tema.
what they hear, they can ask for clarification to help them
understand.
Students should orally rehearse how they will turn their notes into
Puedo recopilar y organizar información
complete sentences to answer the focus question.
de las fuentes (W.2.8)
•
Writing to Text:
Have students write a response to the focus question in their Learning Logs.
Students add evidence/details from their notes.
Metas de Aprendizaje
En un artículo de opinión:
•
Puedo presentar el tema y dar mi
opinión.
Puedo dar razones para apoyar mi
opinión.
Puedo usar palabras de enlace para
conectar mi opinión a mis razones.
Puedo escribir una conclusión
sobre mi opinión. (W.2.1)
I make and use plural nouns correctly.
Focus of Instruction: Writing and Conventions
Goal Setting-Revisiting Opinion Pieces
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•
Have students take out an earlier opinion piece that they have written.
Provide time for students to work in pairs or small groups to analyze for the criteria on the Student Checklist (See Student Checklist located at the
end of the unit).
Explain to students that in opinion writing that the opinion on a topic or issue is stated, reasons to support are provided, using transitional
words to connect your opinion and reasons, and a closure statement.
As a class, read and review the elements of opinion writing using model of proficiency.
Have students identify areas of strength and those that will need further refinements or improvements.
Tell students to set writing goals and an action plan about how they will try to improve their opinion writing skills.
Language: Singular and Plural Nouns (Refer to pages 210-211 in the Language Arts Handbook)
LONG BEACH UNIFED SCHOOL DISTRICT
7
2014-2015
English Language Arts
Our Country and Its People
Grade 2
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Review that nouns name people, places, things, and ideas and that they have learned the difference between common and proper nouns.
Review the concept that nouns can be singular and plural.
Create a Tree Map titled, “Nouns” and branches “plural” and “singular”
Underneath each branch write an example from the text A Land of Many People (i.e., freedoms, languages, citizen) and direct their attention to
how the regular noun was made plural by adding –s, -es, or –ies to the end but, that the irregular plural nouns follow a different rule. This is a
review of this concept and an opportunity to formatively assess.
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Have students work independently to add to their Tree Map and to construct an understanding about the difference between singular and plural
nouns.
Provide an opportunity for students to share with a peer in a collaborative learning activity their maps and understanding statement.
Provide additional activities to meet the needs of your students.
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LONG BEACH UNIFED SCHOOL DISTRICT
8
2014-2015
English Language Arts
Our Country and Its People
Grade 2
The First Americans (OCR)
Days 2-4
Vocabulary
Theme Connections
Plains, resources, hide, nations, heaped,
lodges, fetch, scouted, woodlands, clearings,
moccasins, mounds, wares, tundra, sod,
This lesson introduces students to the idea that prior to Europeans arriving to America there were many native people already living throughout this
country. It provides a glimpse into the cultures and ways of life of these first Americans as a way to understand the impact of the arrival of Europeans on
their culture.
Keep a chart of vocabulary words introduced
throughout the unit and expect students to
use the bold words in collaborative
conversations and written responses to text.
Text, Reader, and Task Considerations
This text is structured to provide information about Native Americans that lived in different regions of the United States. It builds knowledge about the
importance of natural resources on their way of life and beliefs. This information could support a Social Studies connection on the Land Around Us, but
the critical point in the text for this unit of study happens on p. 265 with the arrival of Europeans. Given the length and content specific vocabulary,
consideration about the amount of time spent in the details of the tribes should be decided by the teacher when discussing this text.
Metas de Aprendizaje
Focus of Instruction: Reading and Responding to Text
Puedo escuchar y seguir un texto leído en
voz alta. (RF.2.4)
First Read
Puedo responder preguntas para
demostrar que entiendo el texto.
(RI.2.1)
Reread for Comprehension
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•
•
•
•
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Puedo darme cuenta de lo que el autor
quiere que aprenda de este texto.
(RI.2.6)
•
•
Puedo entender el tema principal de un
texto o párrafo. (RI.2.2)
Puedo describir por qué algo sucedió (RI.2.3)
Puedo determinar el significado de las
palabras y frases en un texto. (RI.2.4)
Puedo explicar cómo ciertas fotos ponen
sentido al texto. (RI.2.7)
•
Puedo volver a leer partes de un texto
oralmente con exactitud, ritmo apropiado,
y expresión. (RF.2.4b)
LONG BEACH UNIFED SCHOOL DISTRICT
Put students in groups of two to discuss the following essential question: Who were the first Americans?
Bring students back together and have them share their ideas to the question.
Remind students about the definition of immigrants and make sure they understand the difference between moving and immigrating.
Read aloud the entire text without stopping in order for students to get the “gist” of the selection.
Explain to students that this text provides information on different groups of Native Americans in the different regions of the United States so that
they understand the importance of the land on their way of life.
Tell students that an author writes with a purpose, (e.g., to answer, to explain, to describe, to provide an opinion) and that paragraphs in the text
may focus on different ideas that build on one another to give information about the main topic.
Read the text The First Americans as students follow along on their own.
For each nation of people (Plains, Eastern Woodlands, Far North, Northwest Coast Southwest,) engage students in the following questions:
El autor utiliza la palabra "nación" para describir a grupos de personas. ¿Qué podría ser otra palabra para nación?
Describe la tierra que en que la gente __________vivía.
¿En qué forma la gente de _________dependían de recursos de la tierra para la ropa, comida, y los hogares?
¿Cómo llaman los _________ a sus hogares?
¿Cómo afectó el clima su forma de vida?
Según el texto, ¿qué fue diferente en la forma en que los niños y niñas ayudaban?
¿Cuáles Ilustraciones te ayudan a entender cómo diseñaron sus hogares?
Según las paginas 260-261, ¿Cuáles son algunas similitudes entre los distintos países? ¿Cuáles son algunas diferencias?
(Add additional questions based on the depth of knowledge you want your students to learn about each nation.)
Engage students in following text dependent questions for pgs. 264-265:
¿Cuál fue el desafío que enfrentaban los niños hace mucho tiempo?
¿Qué creencia tenía la gente hace mucho tiempo sobre la tierra y agua alrededor de ellos?
¿Por qué las personas de Europa viajaron a través del océano? ¿Cómo eran sus ideas sobre la tierra diferente a la gente de la nación?
¿Que trajo la gente de Europa?
¿Por qué el autor escribió este texto? ¿Qué evidencia del texto te avisa? (The author uses the exploration of four nations of People to
9
2014-2015
English Language Arts
Our Country and Its People
•
Grade 2
describe their connection to the land and how
a culture can be changed by newcomers.)
Using the class Tree Map started with the previous
text, add the information from this text that
answers the guiding questions. Color coding is a
way to scaffold the information collected for
student accessibility.
Puedo recopilar y organizar información de Reread to Gather Evidence/Information and Respond to Text
las fuentes (W.2.8)
Introduce the focus question for collaborative discussion and short constructed response: ¿ Por qué la vida de los primeros americanos nunca
fue la misma después que las personas de Europa llegaron?
•
Gathering
Evidence
Puedo usar detalles del texto para
Explain
to students that today they will be rereading the text to gather and organize details to help them answer the focus question. Based on
apoyar mis ideas.
the needs of your students, they may work independently, with a partner, in a small group, or as a whole class to create the map they will use
(RI.2.1)
for support in discussion and writing to the focus question.
Create a Multi-Flow Map either with students (if they need more
Puedo enlazar mis pensamientos a lo
guidance) or place students in pairs or small groups to work
dicho por otros. (SL.2.1.b)
independently to create the Multi-Flow Map. (See sample to the
right)
Puedo pedir aclaración y explicación más a
•
Collaborative
discussion and oral processing (select activities based on
fondo sobre un texto cuando estoy
confundido. (SL.2.1c)
the needs of your students)
During the discussion, teach how we can respond to others
Puedo hacer preguntas acerca de lo que
comments before adding any new ideas. For example, “It got me
he oído para ayudarme a entender o
thinking when you said
. I also think that
.”
para obtener más información. (SL.2.3)
- Have students orally rehearse from the maps to prepare them to
Puedo trabajar con mi grupo para
ayudarme a entender un tema.
•
Puedo recopilar y organizar
información de las fuentes. (W.2.8)
Metas de Aprendizaje
write. This can be done in collaborative groups and would provide
the teacher an opportunity to monitor their collaborative
discussions.
Writing to Text:
Have students write a response to the focus question in their
Learning Logs.
Students add evidence/details from their maps.
Focus of Instruction: Writing and Conventions
Model Clarification Statements- Opinion Writing (See WftB & B Expository manual pgs. 119-124).
•
LONG BEACH UNIFED SCHOOL DISTRICT
Prior to instruction read the WftB Expository/Informative binder p.81.
10
2014-2015
English Language Arts
En un artículo de opinión:
Our Country and Its People
•
•
Puedo presentar el tema y dar mi
opinión.
Puedo dar razones para apoyar mi
•
opinión.
•
Puedo usar conectores para conectar
mi opinión a mis razones.
Puedo escribir una conclusión sobre mi
opinión. (W.2.1)
•
•
•
•
•
. Puedo usar un sustantivo especial para
hablar sobre un grupo de cosas. (L.2.1.a)
Grade 2
Briefly review what they have learned is necessary in opinion writing focusing on the need to state an opinion clearly.
Tell students that sometimes when you provide a reason to support the opinion, a reader may need an additional sentence to make the reason
more clear.
Tell students that a clarification statement is an additional sentence that the writer uses to make the reason easier to understand by the reader.
Provide an opinion statement and three supporting reasons similar to the following examples:
o Life for the first Americans was never the same.
o First, people brought things that they had never seen.
o Also, the new people didn’t want to share the land.
Explain that you can write a follow-up sentence to “clarify” what it means by each reason.
Model using the first sentence and then have pairs of students work together to revise the second sentence.
For example:
o First, people brought things that they had never seen.
o They had guns and wheels that were very different from their arrows and horses.
Provide additional mini-lessons that support understanding of the clarification statement as part of opinion writing.
Have students go back to opinion pieces they have written and locate one reason that they could write a clarification statement to make it more
clear to the reader.
Language: Collective Nouns
•
•
•
•
•
•
•
Review that nouns name people, places, things, and ideas and that they have learned the difference between common and proper nouns.
Review briefly what they have learned about the concept that nouns can be singular and plural.
Explain that there is a special group of nouns called collective nouns. These nouns are words that name collections of persons or things that are
seen as a whole.
Provide examples of sentences that have collections of things that could be replaced with a collective noun.
Examples:
Committee
Company
The many students sat quietly waiting for the teacher.
Family
Faculty
o The class sat quietly waiting for the teacher.
Jury
Group
The five people on the bus looked out the window at the statue.
Staff
School
o The group on the bus looked out the window at the
Crowd
Team
statue.
Provide a table of the most common collective nouns (see sample).
Have students locate opportunities in their writing where a certain collective noun would work better depending on the sentence.
Encourage students to become observant of when authors use collective nouns and the purpose.
IMPORTANT NOTE from Translating Team to TEACHERS: Please
LONG BEACH UNIFED SCHOOL DISTRICT
11 refer to your instructional materials to adapt the vocabulary used in the texts as needed. 2014-2015
English Language Arts
Our Country and Its People
Moving from Place to Place (Reflections)
Day 5-6
Grade 2
Vocabulary
Theme Connections
pioneer, missions, ranches, immigrants,
In this informational text students will continue to explore the reasons for different people immigrating to America. It provides a closer look at the
impact of pioneers on the landscape of North America and the challenges faced by immigrants from around the world adjusting to a new country.
customs, heritage
Keep a chart of vocabulary words introduced
throughout the unit and expect students to
use the bold words in collaborative
conversations and written responses to text.
Text, Reader, and Task Considerations
This text is structured to explore the experiences of pioneers and immigrants coming to America with a focus on California. The author uses the term
pioneer to refer to the groups of people that traveled across the United States and, people who come from another country are referred to as
immigrants. Some background knowledge about geographical location may be needed.
Metas de Aprendizaje
Focus of Instruction: Reading and Responding to Text
Puedo escuchar y seguir un texto leído
en voz alta. (RF.2.4)
First Read
Puedo responder preguntas
para demostrar que entiendo el
texto. (RI.2.1)
Reread for Comprehension
Puedo darme cuenta de lo que el autor
quiere que aprenda de este texto.
(RI.2.6)
•
•
•
•
•
•
Puedo entender el tema principal de un
texto o párrafo. (RI.2.2)
Puedo describir por qué sucedió algo. .
(RI.2.3)
Puedo determinar el significado de las
palabras y frases en un texto. (RI.2.4)
Puedo explicar cómo ciertas fotos ponen
sentido al texto. (RI.2.7)
Puedo volver a leer partes de un texto
oralmente con exactitud, ritmo
apropiado, y expresión. (RF.2.4b)
•
Remind students of the essential question they are investigating: ¿Quiénes son las personas de América?
Read aloud the text as students follow along.
Ask students for their reaction to the information about what the text is saying about immigration.
Review with students that the details in a text tell about the main idea and that each paragraph has its own focus that supports an important point
about the text.
Tell students that they will read each paragraph and use details to come up with the focus.
Engage students in the following text dependent questions.
- ¿Cuál es el enfoque del primer párrafo de la pág. 100?
- ¿De dónde vinieron algunos de los primeros pioneros?
¿Cómo cambiaron o impactaron a California?
- ¿Por qué los pioneros se mudaron o emigraron a California?
- Vuelva a leer la página 102, ¿por qué más personas se
trasladan a la parte occidental de los Estados Unidos?
- ¿Cómo las fotografías en páginas 102 y 103, te ayudan a
entender lo que el autor dice acerca de cómo las
personas llegaron al Estado de los Estados?
- ¿Cómo son los pioneros e inmigrantes similar? ¿Cómo
son diferentes?
- ¿Por qué los inmigrantes deciden abandonar su país de origen para venir a los Estados Unidos?
- ¿Cuál es el enfoque del párrafo en la página 104?
- ¿Cómo las ilustraciones de páginas 104 y 105 ayudan a entender lo que el autor dice acerca de la vida de los inmigrantes en un nuevo país?
- ¿Qué quiere el autor que aprendas sobre mudarte de un lugar a otro?
(Add additional questions if necessary to meet the needs of your students.)
Using the class Tree Map started with the previous texts, add the information from this text that answers the guiding questions. Color coding is a
way to scaffold the information collected for student accessibility.
Please refer to your instructional materials to adapt the vocabulary used in the texts as needed. 2014-2015
LONG BEACH UNIFED SCHOOL DISTRICTIMPORTANT NOTE from Translating Team to TEACHERS: 12
English Language Arts
Our Country and Its People
Grade 2
Puedo recopilar y organizar información de Reread to Gather Evidence/Information and Respond to Text
las fuentes. (W.2.8)
Introduce the focus question for collaborative discussion: ¿Por qué algunas personas se mudan a los Estados Unidos? ¿Qué es lo que traen con ellos?
•
Gathering Evidence
Puedo solicitar aclaración y una
- Explain to students that today they will be rereading the text to gather
explicación más detallada sobre el texto
and organize details to help them answer the focus question.
cuando estoy confundido.
- Create a Multi-Flow map. For the event square: People move to the
(SL.2.1.c)
United States. (See sample on the right)
•
Collaborative discussion and oral processing ( Select activities based on the
needs of your students)
- Have students orally rehearse from the map with a focus on how they
Puedo usar detalles del texto para apoyar
would state their opinion, use the word because to connect their
mis ideas.
reasons. For example, “People move to the United States to find good
(RL.2.1)
land for farming. They bring new ways of doing things.”
- Explain that other students should be listening closely so that they can
be ready to ask any clarification questions: “What do you mean by…?”
- Using their Multi Flow maps lead students in a discussion about the
overall message by asking: So why is this important?
- Have them add the message to the Frame of their maps.
•
Writing to Text:
- Have students write a response to the focus question in their Learning Logs.
Students add evidence/details from their maps.
Metas de Aprendizaje
En un artículo de opinión:
Puedo presentar el tema y dar mi
opinión.
Puedo dar razones para apoyar mi
opinión.
Puedo usar palabras de enlace para
conectar mi opinión a mis razones.
Puedo escribir una conclusión sobre mi
opinión. (W.2.1)
Puedo usar una letra mayúscula para
días festivos, nombres de productos y
lugares correctamente.
(L.2.2.a)
Focus of Instruction: Writing and Conventions
Model Planning and Drafting an Opinion Piece (See Informative/Expository WftB spiral p. 77-84 for support on modeling)
•
•
•
•
•
•
Possible Prompt: What do you think is the most important reason people move to the United States?
Analyze the prompt for audience, purpose, and task.
Work with your students to brainstorm in a Circle Map all the reasons students have explored so far about why people choose to come to America.
Explain that now you will form your opinion by selecting one reason people move to the United States.
Have students work in pairs to select one idea from the Circle Map as their opinion.
Explain that now you will take your idea to a one-side Multi-Flow Map and think of reasons why you think people choose to come to the United
States.
•
Provide time for pairs to move their selected opinion to a one-sided Multi-Flow and discuss.
•
Explain to students that in opinion writing transition words and phrases are used to connect opinions and reasons.
(Gradually release support provided during modeling based on the needs of your students.)
Language Conventions: Capitalization of Names and Places
•
•
•
•
•
Remind students what they have learned about proper and common nouns.
Have students work in pairs or small groups to write sentences that contain proper nouns of places and names.
Explain that names of people and places need to have capital letters.
Have students turn to the informational text The First Americans and locate words that name places or people to reinforce the idea that
capitalization of these words is important.
Remind students that this type of capitalization rule may be useful when they are doing their own writing since it will be including the names of
places and people.
LONG BEACH UNIFED SCHOOL DISTRICT IMPORTANT NOTE from Translating Team to TEACHERS:13Please refer to your instructional materials to adapt the vocabulary used in the texts as needed. 2014-2015
English Language Arts
Our Country and Its People
Grade 2
Statue of Liberty (OCR-poem)
Day 7
Vocabulary
Theme Connections
yearning, torch, huddled masses,
tempest-tossed, weary,
This poem will provide a poetic bridge to the reasons immigrants choose to come to America. It captures the spirit of why they leave their home lands
and the promising future of life in a new country. It provides the connection to the symbols of our country and what they stand for both within and
outside of the United States
Keep a chart of vocabulary words introduced
throughout the unit and expect students to
use the bold words in collaborative
conversations and written responses to text.
Text, Reader, and Task Considerations
This poem has complex language and meaning. Provide students with the support to understand key terms prior to reading so that the meaning will be
easier to access. Building of prior knowledge about the Statue of Liberty’s location may be necessary to help connect to the idea of immigration.
Metas de Aprendizaje
Focus of Instruction: Reading and Responding to Text
Puedo escuchar y seguir un texto leído
en voz alta. (RF.2.4)
First Read
Puedo utilizar los datos de un texto para
averiguar el mensaje o lección.(RL.2.2)
Reread for Comprehension
•
•
•
•
•
Puedo describir el punto de vista de un
personaje. (RL.2.26)
Puedo cambiar mi voz para que coincida
con el punto de vista de un personaje.
(RL.2.6)
•
•
•
Puedo volver a leer partes de un texto
oralmente con exactitud, ritmo
apropiado, y expresión. (RF.2.4b)
Briefly review that poems can be short or long and they can rhyme but don’t have to.
Read aloud the poem to students in an inviting voice as students follow along.
Ask students for their reaction to the poem and the way you read it (leave this very open-ended, the purpose of this conversation is for students to
talk about the poem).
Teach or review that the words a poet chooses help to create certain ideas
and provide specific feelings for the reader.
Review that poems are written in stanzas which are similar to paragraphs.
Ask or tell them that this poem as three stanzas.
Explain that the use of similar sounding words can create a sense of
rhyming. Provide an example (i.e., light/liberty, she/says, tempest-tossed)
Teach key vocabulary terms using a Bridge Map to help them build
meaning (See sample to the right).
Engage the students in the following text dependent questions:
- ¿Quién es el que habla del poema? ¿Cómo sabes eso?
-
Puedo usar claves dentro del texto para
descifrar el significado de una palabra.
L.2.4a)
•
¿Qué palabras o detalles usa el hablante para ayudar al lector
a comprender las razones por las que la gente viene a los
Estados Unidos?
- ¿Qué significa la antorcha?
¿Qué palabras repite el hablante en las tres estrofas? ¿Cómo
esto te ayuda a entender por qué la Estatua de la Libertad es
un símbolo importante de América para los inmigrantes?
¿Qué palabras en la segunda estrofa te ayuda describir el
punto de vista sobre todas las personas que vienen?
(Add additional questions if needed based on the needs of your
students.)
Using the class Tree Map started with the previous texts, add the information from this text that answers the guiding questions. Color coding is a
way to scaffold the information collected for student accessibility.
Please refer to your instructional materials to adapt the vocabulary used in the texts as needed. 2014-2015
LONG BEACH UNIFED SCHOOL DISTRICTIMPORTANT NOTE from Translating Team to TEACHERS: 14
English Language Arts
Our Country and Its People
Grade 2
Puedo recopilar y organizar información de Reread to Gather Evidence/Information and Respond to Text
las fuentes.(W.2.8)
•
Introduce the focus question for short constructed response: ¿Qué palabras del poema crees que demuestran por qué la Estatua de la Libertad es
un símbolo importante de América para los inmigrantes?
Puedo usar detalles del texto para
Gathering Evidence
apoyar mis ideas.
Explain to students that now they will be rereading the poem with a partner
(RL.2.1)
to practice their fluency and to match their voice to the point of view of the
speaker (i.e., welcoming).
Puedo estar preparado para tratar un
Have them work in pairs to gather and organize details in a one-sided Multitexto. (SL.2.1)
Flow to help them answer the focus question. (See sample to the right)
Provide a sentence frame so that students can orally select reasons and
Puedo pedir aclaración y explicación más a
fondo sobre un texto cuando estoy
turn them into sentences.
confundido. (SL.2.1c)
•
Collaborative discussion and oral processing( Select activities based on the needs
of your students)
Have students orally rehearse from the maps to prepare them to write. This
can be done in collaborative groups and would provide the teacher an
opportunity to monitor their collaborative discussions.
Following the discussions, ask students how they asked clarifying questions
to help them better understand what somebody was saying and how
clarifying what they heard helped them to understand.
•
Writing
to Text
Puedo entender el significado de una
Have
students write a response to the focus question in their Learning Logs.
palabra nueva cuando se añade una
Students
add evidence/details from their maps
parte especial al principio. (L.2.4.b)
Vocabulary Acquisition: Prefixes (See Language Arts Handbook p.200)
•
Tell students that a prefix is a special part added to the beginning of a base word to make
a new word.
•
Explain that you can figure out the meaning of the new word by using what you know
about the meaning of the base word and the knowledge you have about some common
prefixes.
•
Provide an opportunity to review the prefixes un- and –re as prefixes they may have
heard or seen before.
•
Use a Brace Map to show how you can break the word apart and think about what the
individual words mean to help you understand the meaning of the new word.
•
Discuss other prefixes that they have seen or heard before. (over-, mis-, pre-).
•
Have students work in pairs or small groups to brainstorm words with the prefixes unand re- that they have heard before. Provide time for them to break them apart to discover the meaning of the new word (i.e., unfair, unkind,
reread, retell, refill,)
Metas de Aprendizaje
Focus of Instruction: Writing and Conventions
Opinion Writing-Continue modeling
Please refer to your instructional materials to adapt the vocabulary used in the texts as needed. 2014-2015
LONG BEACH UNIFED SCHOOL DISTRICTIMPORTANT NOTE from Translating Team to TEACHERS: 15
English Language Arts
En un artículo de opinión:
Puedo presentar el tema y dar mi
opinión.
Puedo dar razones para apoyar mi
opinión.
Puedo usar palabras de enlace para
conectar mi opinión a mis razones.
Puedo escribir una conclusión sobre mi
opinión. (W.2.1)
Puedo usar una letra mayúscula para días
festivos, nombres de productos y lugares
correctamente. (L.2.2.a)
Our Country and Its People
Grade 2
•
•
•
•
•
•
Explain that now you will use a Flow Map to organize your reasons for your opinion writing by placing the selected reason into a Flow Map.
Allow student pairs to select the best reasons for their opinion and organize them into the Flow Map.
Explain that you will now write your introduction that will state your opinion. Have student pairs write an opening sentence.
Allow time for pairs to share their introduction with the class.
Model adding transition words to connect opinion to reasons. Allow student pairs to add transitions to their map.
Remind students that you need a closing sentence that should summarize their opinion and be different from the opening. Provide time for
student pairs to add their closing statement.
•
Throughout the modeling, provide several opportunities for students to orally rehearse their ideas into complete sentences
•
Have pairs draft their opinion piece from their map.
NOTE: Students are just learning to produce clarification statements for their opinion writing so during modeling focus on making sure students
understand how to include and provide mini-lessons based on formative assessment opportunities.
Language Conventions: Capitalization of Holidays and Products
•
•
•
•
•
Remind students what they have learned about proper and common nouns.
Have students work in pairs or small groups to write sentences that contain proper nouns that name American holidays and products.
Explain that names of holidays and products need to have capital letters.
Have students work independently to construct sentences that name an American Holiday and why it is important. Have students share sentences
with a partner to check for capitalization rules and build capacity for supporting opinions with a reason.
Remind students that this type of capitalization rule may be useful when they are doing their own writing.
Please refer to your instructional materials to adapt the vocabulary used in the texts as needed. 2014-2015
LONG BEACH UNIFED SCHOOL DISTRICTIMPORTANT NOTE from Translating Team to TEACHERS: 16
English Language Arts
Our Country and Its People
Grade 2
New Hope (OCR)
Days 8-10
Vocabulary
Theme Connections
forded, axles, ferry, brisk, blacksmith,
forge, bustling, stable, steeple, tannery
In this piece of historical fiction, students will build more knowledge about the early days of our country during the settlement of new groups of people
(immigrants) from different countries and, how their arrival led to pioneering new paths across America’s frontiers. It will continue to add to their
understanding about the reasons people came and the impact they made on the culture of America.
Text, Reader, and Task Considerations
Keep a chart of vocabulary words introduced
throughout the unit and expect students to
use the bold words in collaborative
conversations and written responses to text
This selection is complex in how it shifts through time to explore the idea that the arrival of immigrants long ago influences current family history. It
may be beneficial to use the term flashback to explain that this text will involve a character remembering something from long ago. Students will build
understanding about different points of view, by understanding the relationship Jimmy and his Grandpa have to the town New Hope. Students will also
be asked to use details to determine the story’s central message.
Metas de Aprendizaje
Puedo escuchar y seguir un texto leído
en voz alta. (RF.2.4)
Focus of Instruction: Reading and Responding to Text
First Read
•
•
Puedo usar detalles del texto para apoyar
mis ideas.
(RL.2.1)
Puedo describir cómo responde un
personaje (RL.2.3)
Puedo describir el punto de vista
de un personaje. (RL.2.6)
Puedo utilizar los datos de un texto para
averiguar el mensaje o lección. (RL.2.2)
Puedo utilizar claves del contexto para
entender el significado de una palabra.
(L.2.4a)
Read aloud the entire story once through without stopping or commentary. The purpose is to provide students with an opportunity to enjoy the
story and get the overall “gist.”
Ask students for their reaction to the story (leave this very open-ended, the purpose of this conversation is for students to talk about the text).
Reread for Comprehension
•
•
•
•
Ask students to work in a small group or with a partner to reread the text and select details that tell the main event of the story.
Briefly explain the elements of historical fiction.
Based on the needs of your students, select learning target(s)
to focus on for direct instruction.
Engage the students in the following text dependent
question:
Vuelve a leer la página 268, ¿Qué detalle ayuda a
entender cómo se siente Jimmy acerca de una Nueva
Esperanza?
¿Quién está contando la historia sobre la estatua?
¿Cuál es el punto de vista de Jimmy en cuanto a oír el
cuento? ¿Cómo lo sabes?
Página 269: ¿Qué detalles te ayudan a entender que la
historia toma lugar en el pasado?
Página 269: ¿Por qué Lares se fue de Dinamarca para
traer a su familia a América?
Después de aterrizar en Nueva York, ¿A dónde los
lleva la Trayectoria de la familia?
Página 270-271: ¿Cómo la ilustración de la página 271 te ayuda a entender por qué necesitaban las cosas que compraron en Minnesota?
Página 272: ¿Qué desafío enfrenta la familia? ¿Qué detalles ayudan a entender por qué se detuvieron?
Utilizando claves del texto y la ilustración de la página 274, ¿qué es una barca (transportador de carretas)? ¿Por qué era importante la barca de
transporte de Lars?
Please refer to your instructional materials to adapt the vocabulary used in the texts as needed. 2014-2015
LONG BEACH UNIFED SCHOOL DISTRICTIMPORTANT NOTE from Translating Team to TEACHERS: 17
English Language Arts
Our Country and Its People
•
Puedo recopilar y organizar
información de las fuentes.(W.2.8)
Puedo usar detalles del texto para apoyar
mis ideas.
(RL.2.1)
Reread to Gather Evidence/Information and Respond to Text
•
•
Puedo utilizar los datos de un texto para
averiguar el mensaje o lección. (RL.2.2)
Puedo volver a leer partes de un texto
oralmente con exactitud, ritmo
apropiado, y expresión. (RF.2.4b)
Puedo estar preparado para tratar un
texto.(SL.2.1)
Puedo pedir aclaración cuando no entiendo.
•
Puedo trabajar con mi grupo para
ayudarme a entender un tema.
•
Metas de Aprendizaje
En un artículo de opinión:
Puedo presentar el tema y dar mi opinión.
Puedo dar razones para apoyar mi opinión.
Puedo usar palabras de enlace para conectar
mi opinión a mis razones.
Puedo escribir una conclusión sobre mi
opinión. (W.2.1)
Grade 2
Página 275-276: ¿Cómo la barca traé a otras personas y genera nuevos negocios ?
Página 277-279: ¿Cómo cambió Nueva Esperanza cuando llegaron más personas?
Página 280: ¿Cómo sabes que se aparta de la historia del pasado?
¿Por qué la gente de Nueva Esperanza construyó una estatua de Lars Jenson?
¿Por qué crees que la ciudad fue llamada Nueva Esperanza?
Using the class Tree Map started with the previous texts, add the information from this text that answers the guiding questions. Color coding is a
way to scaffold the information collected for student accessibility.
Introduce the focus question for short constructed response: ¿Qué pasa con Lars y su familia durante su viaje? ¿Qué mensaje se aprende?
Gathering Evidence
Explain to students that today they will be rereading the text to gather and organize details to help them answer the focus question.
Students create a Flow Map with the main events of the story (See map to the right).
In order to scaffold the learning, explain that the students should have no more than five important events to tell the story of the Lars and his
family.
Have students share out their answers.
Students may add anything they didn’t
have to their maps.
As a class, use the Frame of Reference
to
answer the question: What message or
lesson does this story teach? (Brave,
hardworking immigrants were early
pioneers creating communities across
America’s frontier.)
Collaborative discussion and oral processing
(Select activities based on the needs of your
students.)
Have students orally rehearse from the
maps to prepare them to write. This
can
be done in collaborative groups and would provide the teacher an opportunity to monitor their collaborative discussions.
Writing to Text:
Have students write a response to the focus question in their Learning Logs.
Students
add
evidence/details from their map
Focus of Instruction: Writing and Conventions
Opinion Writing-Model Using the Student Checklist
•
•
•
Show students how you use the student checklist to identify the criteria of opinion writing.
Since students are familiar with the checklist, model how students should provide specific feedback to peers based on the criteria on the student
checklist.
Model locating one of the criteria’s from checklist in teacher modeled piece and how it would sound to provide feedback for that specific criterion.
Please refer to your instructional materials to adapt the vocabulary used in the texts as needed. 2014-2015
LONG BEACH UNIFED SCHOOL DISTRICTIMPORTANT NOTE from Translating Team to TEACHERS: 18
English Language Arts
Puedo hacer que mi escritura sea clara
para los lectores.
(L.2.3)
Puedo usar los recursos para
comprobar y corregir mi ortografía.
(L.2.2.e)
Our Country and Its People
Grade 2
•
Provide sentence frames for support in having students provide feedback to each other.
•
Provide multiple opportunities for students to work in pairs to provide feedback that will improve their writing.
•
As students work, the teacher can work with a struggling group to provide additional support in peers providing feedback to each other.
*Keep anecdotal notes as to what students need for future mini-lessons.
Language Conventions: Using Reference Materials
•
•
•
•
LONG BEACH UNIFED SCHOOL DISTRICT
Tell students that texts such as dictionaries are special tools to help check and correct spelling.
Explain to students that computers are able to recognize when a word is misspelled, but you must still know if you are using it correctly.
Provide some instruction on how a dictionary is organized and the information it gives about a word.
Have students locate words in their writing that they need some support for spelling and have them practice using a dictionary to confirm or
correct spelling.
20
2014-2015
English Language Arts
Our Country and Its People
Grade 2
BAP Lesson: A Place Called Freedom (OCR)
Days 11-14
Vocabulary
Theme Connections
See BAP lesson
In this historical fiction text, students will build understanding about the desire to be free from the perspective of a freed slave family from Tennessee
moving to Indiana to create a new life. It supports the idea of the challenges faced when moving to a new place and how it can lead to new beginnings.
Text, Reader, and Task Considerations
In regards to students’ knowledge, may need to know that African Americans represent a group of immigrants brought to America against their will.
Their story of immigration is focused on the transition from slavery to freedom which involved moving to other parts of the country. Explain to students
that this story takes place in the past and is told from the point of view of a young boy.
Metas de Aprendizaje
Puedo escuchar y seguir un texto leído en
voz alta. (RF.2.4)
Focus of Instruction: Reading and Responding to Text
First Read
•
•
Read aloud the entire story once through without stopping or commentary. The purpose is to provide students with an opportunity to enjoy the
story and get the overall “gist.”
Ask students for their reaction to the story (leave this very open-ended, the purpose of this conversation is for students to talk about the text).
Reread for Comprehension (See REVISED BAP lesson on Intranet for a full list of text-dependent questions, vocabulary, and tasks)
Puedo contestar preguntas para
demostrar que entiendo el texto. (RL.2.1) •
Briefly review how they can use details in the text to locate the main events.
•
Tell students that by looking at the events they can also understand how the
Puedo describir cómo responde un
character responds to challenges and the message.
personaje (RL.2.3)
•
Suggested Thinking Map and questions for short constructed responses to use
throughout the BAP lesson that will lead students to the culminating task.
Puedo utilizar los datos de un texto para Reread to Gather Evidence/Information and Respond to Text
averiguar el mensaje o lección. (RL.2.2)
Introduce the focus question (culminating task) -¿Qué hicieron mamá y papá para
inspirar a otros? ¿Por qué crees que llamaron la ciudad e Libertad?
Puedo describir el punto de vista de un
personaje. (RL.2.6)
Use evidence from the text to support your answer.
•
Puedo volver a leer partes de un texto
oralmente con exactitud, ritmo
apropiado, y expresión. (RF.2.4b)
Puedo estar preparado para tratar un
texto. (SL.2.1)
Puedo pedir aclaración cuando no
•
entiendo.
(SL.2.1c)
Puedo usar detalles del texto para apoyar
mis ideas. (RL.2)
Gathering Evidence
Analyze the task with students
Ask students what evidence they will need to gather in order to support a
response to the question.
Using a Flow Map, students will need to identify the events that show how the
character responds to the challenge
Create a Multi-Flow Map. In the center square: They named the town Freedom.
Identify the causes, for example, what caused the people to name the town
Freedom?
Collaborative discussion and oral processing
Place students in small groups
Explain to students that they will work with a small group so they can get more information and share ideas before they write to the focus
question
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
LONG BEACH UNIFED SCHOOL DISTRICT
21
2014-2015
English Language Arts
Our Country and Its People
Grade 2
-
Puedo estar preparado para tratar un
texto. (SL.2.1)
Puedo pedir aclaración cuando no
entiendo. (SL.2.1c)
Puedo trabajar con mi grupo para
ayudarme a entender un tema.
•
•
Metas de Aprendizaje
What do you think is the author’s message? What does the author
want us to learn from this story that we could use in our own
lives? (In America freedom often leads to new beginnings and
opportunities to help others.)
Using their notes and maps, have students discuss the focus
question and the author’s message.
Students should add the message to the frame of the Multi-Flow
Map.
Collect anecdotal notes about students mastery of the task with or
without support
Writing to Text
Students write a constructed response to the above focus
question (culminating task).
Based on the needs of your students, you may want to provide
additional scaffolding or choose to have students write
independently.
Using the class Tree Map started with the previous texts, add the
information from this text that answers the guiding questions. Color
coding is a way to scaffold the information collected for student
accessibility.
Focus of Instruction: Writing and Conventions
En un artículo de opinión:
Model Planning and Drafting an Opinion Piece (See Informative/Expository WftB spiral p. 77-84 for support on modeling)
Puedo presentar el tema y dar mi
opinión.
Puedo dar razones para apoyar mi
opinión.
Puedo usar palabras de enlace para
conectar mi opinión a mis razones.
Puedo escribir una conclusión sobre mi
opinión. (W.2.1)
Analyze the prompt for audience, purpose, and task: ¿Qué hace que América sea único?
•
Analyze the prompt for audience, purpose, and task.
•
Work with your students to brainstorm in a Circle Map all the reasons students have explored so far about what makes America special to others.
•
Explain that now you will form your opinion by selecting one idea that makes America unique.
•
Have students work in pairs to select one idea from the Circle Map as their opinion.
(Gradually release support provided during modeling based on the needs of your students.)
Mini-Lessons
•
Focus on the process and routines for workshop: Self-check using student checklist and revise/edit, peer conference using student checklist and
revise/edit, conference with the teacher and revise/edit
•
Focus on evaluative criteria of opinion writing: an introduction that states the opinion, reasons to support, use of transition words to connect
reasons to opinion, and closure.
Puedo hacer que mi escritura sea clara
para los lectores.(L.2.3)
Puedo hacer y utilizar verbos en el
tiempo pasado correctamente.
(L.2.1.d)
Language Conventions: Past and Present Verb Tense (see Language Arts Handbook p.224)
•
•
•
•
Review with students the function of a verb and how it is the action word of the sentence.
Explain to students that verbs can show something that is going on in the present or something that happened in the past.
Have students create a tree Map to classify different verbs based on their tense. Stress the verbs that had –ed added to form the past tense and
those that did not. The next lesson will focus on the formation of irregular past tense verbs.
Have students work in pairs to revise sentences that contain verbs in the present tense to past tense. Encourage students to use text they have
previously read.
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
LONG BEACH UNIFED SCHOOL DISTRICT
22
2014-2015
English Language Arts
Our Country and Its People
Grade 2
The Butterfly Seeds (OCR)
Days 15-17
Vocabulary
Theme Connections
Trailing, dock, harmonica, herded,
shuffled, inspected, vendor, advice, anvil,
rigged, hoist, mutter, rumbled, drenched,
merchants, Ellis Island
This piece of historical fiction will add to their understanding of the immigrant experience by exploring the importance of linking the old country and the
new. Although the hopes and dreams of immigrants lies in moving to America, this text will explore the need to stay connected to the people and ways
of the country left behind.
Keep a chart of vocabulary words introduced
throughout the unit and expect students to
use the bold words in collaborative
conversations and written responses to text
Text, Reader, and Task Considerations
This selection is filled with exchanges in dialogue and benefits from a read aloud with students serving as different voices. Background knowledge about
the location of Ellis Island in relation to the Statue of Liberty will further support the connections to previous text and ideas. Students will describe the
point of view of the characters by describing their reactions to main events in the story.
Metas de Aprendizaje
Focus of Instruction: Reading and Responding to Text
Puedo escuchar y seguir un texto leído en First Read
voz alta.
•
Read aloud the entire story once through without stopping or commentary. The purpose is to provide students with an opportunity to enjoy the
story and get the overall “gist.”
•
Ask students for their reaction to the story (leave this very open-ended, the purpose of this conversation is for students to talk about the text).
Puedo describir cómo responde un
personaje a acontecimientos y retos.
(RL.2.3)
Puedo describir el punto de vista de un
personaje. (RL.2.6)
Reread for Comprehension
•
•
•
•
Puedo utilizar los datos para recordar los
acontecimientos principales de la historia.
(RL.2.2)
Yo puedo entender el mensaje o la
lección de la historia. (RL.2.2)
Puedo utilizar claves del contexto para
entender el significado de una palabra.
(L.2.4a)
Explain to students, that by paying attention to what characters say and do helps the reader to understand their point of view.
Ask students to pay attention to the main events in the story and how the characters respond.
Based on the needs of your students, select learning target(s) to
focus on for further direct instruction.
Engage the students in the following text dependent question:
¿Desde qué punto de vista el autor está contando la historia?
¿Qué pasa con la familia de Jake? ¿Cómo sabes?
Página 317-318: ¿Cuál es el desafío de Jake en su país?
¿Qué dice o hace que te lo demuestra?
¿Por qué crees que el abuelo de Jake le dio las semillas de
mariposa?
Utilizando la ilustración en la página 319, ¿qué es una barandilla?
Página 319: ¿Qué están haciendo los pasajeros que
muestra al lector cómo se sienten sobre su partida?
¿Por qué crees que Jake buscó las semillas de mariposa
después de que el ovillos de la lana se le haló de las manos?
-
¿Cómo se siente Jake acerca de las semillas de mariposa? ¿Cómo lo sabes?
Página 320: ¿Cómo se está sintiendo Jake esa noche en el barco? ¿Cómo lo sabes?
¿Por qué empiezan los niños a compartir lo que trajeron?
Pagina 323: ¿Cuál es la actitud de Albert acerca de las semillas de mariposa? ¿Qué hace él?
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
LONG BEACH UNIFED SCHOOL DISTRICT
23
2014-2015
English Language Arts
Our Country and Its People
Grade 2
-
Página 324: ¿Por qué el "corazón de Jake latía muy rápido" en la Isla Ellis?
Página 326-328: ¿Qué detalles te ayudan a entender cómo el Sr. Gargiulo, el Sr. Lingchow, y el Sr. O'Malley se sienten acerca del plan de Jake
para plantar las semillas de la mariposa?
Página 329-330: ¿Cómo es la actitud de los niños del barrio diferente de la de Albert? Cómo lo sabes?
¿Cómo cambia la actitud en la página 330? ¿Por qué sucede esto?
Página 331: ¿Qué sucede que cambiar la manera en que Albert se siente acerca de las semillas de la mariposa?
¿Por qué son importantes para Jake las mariposas? Cómo lo sabes?
Using the class Tree Map started with the previous texts, add the information from this text that answers the guiding questions. Color coding is a
way to scaffold the information collected for student accessibility.
Puedo recopilar y organizar información de Reread to Gather Evidence/Information and Respond to Text
las fuentes. (W.2.8)
•
Introduce the focus question for short constructed response: ¿Cómo las semillas de mariposas ayudan a Jake en su nuevo hogar en Estados Unidos?
•
Gathering Evidence
Puedo usar detalles del texto para apoyar
Explain to students that today they will be rereading the text to gather and organize details to help them answer the focus question.
mis ideas.
Students create a Partial Multi-Flow Map. The Event: The butterfly seeds help Jake. In small groups, have students reread the text and write
(RL.2.1)
down the reasons to support the conclusion that the butterfly seeds helped Jake adjust to America using evidence from the text. Have
Puedo describir cómo responde un
students focus on characterization: what he thinks, feels, says, and does as evidence to support their answers.
personaje (RL.2.3)
Have students share out their answers. Students may add anything they didn’t have to their maps.
As a class, use the Frame of Reference to answer the question: What message or lesson does this story teach?
Puedo volver a leer partes de un texto
•
Collaborative discussion and oral processing (Select activities based on the needs of your students.)
oralmente con exactitud, ritmo
Have students orally rehearse from the maps to prepare them to write. This can be done in collaborative groups and would provide the
apropiado, y expresión. (RF.2.4b)
teacher an opportunity to monitor their collaborative discussions.
•
Writing to Text:
Puedo estar preparado para tratar un
Students write a constructed response to the above focus question (culminating task).
texto. (SL.2.1)
Based on the needs of your students, you may want to provide additional scaffolding or choose to have students write independently
Puedo pedir aclaración cuando no
entiendo. (SL.2.1c)
Puedo trabajar con mi grupo para
ayudarme a entender un tema.
Metas de Aprendizaje
Focus of Instruction: Writing and Conventions
En un artículo de opinión:
Model Editing and Revising an Opinion Piece
Puedo presentar el tema y dar mi
opinión.
Puedo dar razones para apoyar mi
opinión.
Puedo usar palabras de enlace para
conectar mi opinión a mis razones.
Puedo escribir una conclusión sobre mi
opinión. (W.2.1)
•
•
•
•
•
•
•
Model for students how to go back, revisit feedback, and reference student checklist in order to think about revising opinion pieces.
Have students share their pieces with a partner and together create a detailed list of what they need to improve in their writing.
Show students how you select areas to correct, reference notes, and then plan on how to edit or revise.
Then invite students to share the action plan they have for editing and revising their pieces using the goal setting done earlier.
Provide multiple opportunities to speak with peers about their writing using questions connected to the success criteria (student checklist/rubric)
such as the following: “Is my opinion clearly stated?”, “Do I provide reasons for my opinions?”
Provide additional small group support to meet the needs of individual students.
Have students draft their opinion pieces.
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
LONG BEACH UNIFED SCHOOL DISTRICT
24
2014-2015
English Language Arts
Our Country and Its People
Puedo hacer que mi escritura sea clara
para los lectores.(L.2.3)
*Keep anecdotal notes as to what students need for future mini-lessons.
Puedo hacer y utilizar verbos en el tiempo
pasado correctamente. L.2.1.d)
Language Conventions: Irregular Verb Tense (see Language Arts Handbook p.224)
•
•
•
•
•
•
Review with students what they have learned about past and present tense verbs.
Have students refer to their Tree Map that classified the two types of verbs.
Locate verbs that could not have –ed added to form the past tense of the verb.
Explain that there are special verbs that are irregular because they have very different spelling.
Provide some examples that come from a text they have read.
For example:
Hide-hid
Spend-spent
Grow-grew
Buy-bought
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
LONG BEACH UNIFED SCHOOL DISTRICT
Grade 2
25
2014-2015
English Language Arts
Our Country and Its People
Grade 2
BAP Lesson: A Piece of Home (OCR)
Days 18-21
Vocabulary
Theme Connections
See BAP lesson
In this realistic fictional narrative, students will continue to build understanding about the need to stay connected to those left behind when coming to
America. It is also told from the point of view of a little boy and looks at the emotions surrounding his arrival.
Text, Reader, and Task Considerations
This text involves multiple exchanges in dialogue similar to the previous text. The focus of actions and thoughts is on Gregor, the young boy dealing with
leaving his home land of Russia. In addition, he is struggling with the anticipation of meeting family that is already there and how they will welcome him
to his new home. Students will discover through the objects they bring, the place they are leaving and the importance of staying connected to the
culture of your homeland.
Metas de Aprendizaje
Puedo escuchar y seguir un texto leído en
voz alta. (RF.2.4)
Focus of Instruction: Reading and Responding to Text
First Read
•
•
Puedo responder preguntas para
demostrar que entiendo el texto. (RL.2.1)
Puedo describir cómo responde un
personaje (RL.2.3)
Read aloud the entire story once through without stopping or commentary. The purpose is to provide students with an opportunity to enjoy the
story and get the overall “gist.”
Ask students for their reaction to the story (leave this very open-ended, the purpose of this conversation is for students to talk about the text).
Reread for Comprehension (See REVISED BAP lesson on Intranet for a full list of text-dependent questions, vocabulary, and tasks)
•
•
•
Briefly review how they can use details in the text to locate the main events.
Tell students that by looking at the events they can also understand how the character responds to challenges.
Suggested Thinking Map and questions for short constructed responses to use throughout the BAP lesson that will lead students to the culminating
task.
Reread to Gather Evidence/Information and Respond to Text
Puedo volver a leer partes de un texto
oralmente con exactitud, ritmo
apropiado, y expresión. (RF.2.4b)
Introduce the focus question (culminating task) Cuénta que pedacito del hogar mamá, papá, y Gregor llevan a América y cómo comparten su pedacito
del hogar y sus recuerdos con sus familiares? ¿Qué aprende Gregor acerca de su "pedacito del hogar" especial? Use evidence from the text to support
your answer.
Puedo estar preparado para tratar un
texto.( (SL.2.1)
Puedo pedir aclaración cuando no
entiendo. (SL.2.1c)
Puedo usar detalles del texto para
apoyar mis ideas.
(RL.2.1)
•
•
•
Puedo estar preparado para tratar un
texto.( (SL.2.1)
Gathering Evidence
Analyze the task with students
Ask students what evidence they will need to gather in order to
support a response to the question.
Using the class Tree Map started with the previous texts, add the information
from this text that answers the guiding questions. Colorcoding is a way to
scaffold the information collected for student accessibility.
Collaborative discussion and oral processing
Place students in small groups
Explain to students that they will work with a small group so they can get
more information and share ideas before they write to the focus question
Using their notes and maps, have students discuss the focus question and the author’s message.
Students should add the message to the frame of their Map.
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
LONG BEACH UNIFED SCHOOL DISTRICT
26
2014-2015
English Language Arts
Puedo pedir aclaración cuando no
entiendo. (SL.2.1c)
Our Country and Its People
•
Puedo trabajar con mi grupo para
ayudarme a entender un tema.
Objetivos de Aprendizaje
En un artículo de opinión:


Puedo presentar el tema y dar mi
opinión.
Puedo dar razones para apoyar mi
opinión.
Puedo usar palabras de enlace para
conectar mi opinión a mis razones.
Puedo escribir una conclusión sobre
mi opinión. (W.2.1)
Puedo hacer que mi escritura sea
clara para los lectores. (L.2.3)
Grade 2
Collect anecdotal notes about students mastery of the task with or without support
Writing to Text
Students write a constructed response to the above focus question (culminating task).
Based on the needs of your students, you may want to provide additional scaffolding or choose to have students write independently.
Focus of Instruction: Writing and Conventions
Independent Opinion Piece
Analyze the prompt for audience, purpose, and task: ¿Por qué la gente elige venir a América?
•
Explain to students that they will independently write their opinion piece using what they have learned about planning and drafting opinion
writing.
•
Gathering Evidence
- Review with students the Tree Map of evidence they have been collecting throughout the unit Remind them of the reasons they chose to
come to America and the overall messages learned in each of the texts.
- Students should use their Learning Log as a resource to support the discussion.
•
Supporting the Planning
- Remind students that to begin they should select which person they think showed the most courage and begin to brainstorm reasons why.
- Think aloud the process used to select reasons and organize for writing, and orally rehearsing with a partner.
- Tell them that they are to write their own piece but should check with a partner during the planning and drafting.
- Provide time for students to begin planning and drafting their piece.
•
Supporting Drafting and Editing
- Explain to students that they should share their maps and drafts with 1-2 partners.
- Introduce the student checklist for opinion writing (See end of the unit for checklist).
- Model the formal style of oral rehearsal and the clarifying questions that the listener should be asking.
- For example:
- "¿Qué quieres decir con ...?"
- "Hablame más acerca de por qué dijiste ..."
- Gathering Formative Assessment Evidence
- Collect anecdotal notes about students’ ability to plan, draft, and edit writing.
- Take note of students that required several supports to complete task and those that were able to effectively create writing with minimal
support.
Mini-Lessons
•
Focus on the process and routines for workshop: Self-check using student checklist and revise/edit, peer conference using student checklist and
revise/edit, conference with the teacher and revise/edit
•
Focus on evaluative criteria of opinion writing: an introduction that states the opinion, reasons to support, use of transition words to connect
reasons to opinion, and closure.
•
Revision strategies: revising for evaluative criteria.
•
Model how to have a conference with a peer.
Editing Strategy: Grammar Mechanics
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
LONG BEACH UNIFED SCHOOL DISTRICT
27
2014-2015
English Language Arts
Puedo corregir mi ortografía,
puntuación y gramática para que así mi
información sea clara para mi lector.
(W.2.5)
Our Country and Its People
Grade 2
•
Explain to students that it is important to check their writing for correct punctuation marks, capital letters, and spelling so that the writing is made
clear for the reader.
•
•
•
•
Remind students what they learned about end punctuation, use of the comma, and apostrophes in contractions.
Have students work in pairs to locate any issues they may have with punctuation.
Review what they have learned about the use of capital letters and spelling patterns.
Provide time for partners to identify any areas that need editing for proper use of capitals and words that follow learned spelling patterns.
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
LONG BEACH UNIFED SCHOOL DISTRICT
28
2014-2015
English Language Arts
Our Country and Its People
Grade 2
Meet Young Immigrants (Scholastic Video)
http://teacher.scholastic.com/activities/immigration/young_immigrants/vandi.htm
Day 22
Vocabulary
Theme Connections
Various depending on the videos
selected.
This video is an opportunity for students to experience first hand accounts of children who have recently immigrated to the United States from four different
countries. In these video clips, students will be able to identify how immigration has changed things in the lives of these children.
Text, Reader, and Task Considerations
Students will build understanding about different points of view, by analyzing the events that brought these children to America, the customs they bring
with them, and the new things they are learning. Students will also be asked to recount details to determine how these videos connect to the texts they
have been reading. There are five separate videos with pages of text to support. Select and preview the videos you want students to watch and read.
Metas de Aprendizaje
Puedo escuchar y seguir un texto leído
en voz alta. (RF.2.4)
Focus of Instruction: Reading and Responding to Text
First Viewing
•
•
•
•
•
•
puedo entender el tema principal de un
texto o párrafo (RL.2.3)
Puedo enlazar mis pensamientos a lo
dicho por otros. (SL.2.1.b)
Puedo utilizar claves del contexto para
entender el significado de una palabra.
(L.2.4a)
Puedo usar palabras que aprendo para
hablar de mi propia vida. (L.2.5.a)
Select videos that you want to share with students. The following are the times for each video:
Asaya-Ukraine(7:31), Taylor-South Korea(4:11), Vandi-Sierra leone(5:58), Sadana-India(3:22), Gabriella-Mexico(5:20)
Watch each video selected once through without stopping or commentary. The purpose is to provide students with an opportunity to enjoy the
video and get the overall “gist.”
Read the text on the screen to support what they heard in the video.
Viewing #1: Play the video the first time and have students listen to information and details about each child’s journey to America. Also tell them
to pay close attention to the text that you will read. The text will add details to the video. While they are viewing, have them record their thoughts
in a Tree Map with the topic “ Young Immigrants” and subheadings that match the name of each child. After viewing the video and hearing the
text, have students turn to a partner or in a group and discuss what they learned.
Ask students for their reaction to the video (leave this very open-ended, the purpose of this conversation is for students to talk about the video).
Review the essential question from the unit: Who are the people of America?
Replay for Listening Comprehension
•
Watch the clip again either independently or as a class and engage students in a class discussion with the following questions:
–
¿De dónde vienen________? ¿A dónde se mudaron?
–
¿Por qué dejaron su país de origen?
–
¿Qué extrañan de su país de origen?
–
¿Qué es lo que disfrutan de vivir en América?
–
¿Cómo celebran aspectos de su país de origen?
–
¿Qué costumbres practican que son nuevas?
(Add additional questions based on the needs of your students.)
Vocabulary Acquisition: Word Relationships
•
Tell students that vocabulary words they are learning about immigration can be used when talking about their own life.
•
Explain that you can describe your country by using words they have heard before.
•
Provide words like avoid and nervous and have them think about how the words relate to their lives and their experiences.
•
Write the sentence: I avoid my mom when she is mad.
•
Have them orally state a sentence in which they think avoid relates to something in their life.
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
LONG BEACH UNIFED SCHOOL DISTRICT
29
2014-2015
English Language Arts
Our Country and Its People
Grade 2
Puedo recopilar y organizar información de Gather Evidence/Information and Respond to Text
las fuentes.(W.2.8)
•
Introduce the focus question for short constructed response: ¿Qué nuevas formas o costumbres aprenden los niños? ¿Qué costumbres traen con
ellos?
Puedo usar detalles del texto para apoyar Gathering Evidence
mis ideas.
Using the class Tree Map started with the previous texts, add the information from this video that answers the guiding questions.
(RL.2.1)
Have students work in groups to select evidence to use in response and orally rehearse.
•
Collaborative discussion and oral processing (Select activities based on the needs of your students.)
Puedo estar preparado para tratar un
Have students orally rehearse from the maps to prepare them to write. This can be done in collaborative groups and would provide the
texto.(SL.2.1)
teacher an opportunity to monitor their collaborative discussion.
•
Writing
to Text:
Puedo pedir aclaración cuando no
Students
write a constructed response to the above focus question (culminating task).
entiendo. (SL.2.1c)
Based on the needs of your students, you may want to provide additional scaffolding or choose to have students write independently
Puedo trabajar con mi grupo para
ayudarme a entender un tema.
Metas de Aprendizaje
En un artículo de opinión:
Focus of Instruction: Writing and Conventions
Independent Opinion Piece (continued)- ¿Por qué la gente elige venir a América?
•
Puedo presentar el tema y dar mi
opinión.
Puedo dar razones para apoyar mi
•
opinión.
Puedo usar palabras de enlace para
conectar mi opinión a mis razones.
Puedo escribir una conclusión sobre mi
•
opinión. (W.2.1)
Puedo hacer que mi escritura sea clara
para los lectores.(L.2.3)
•
•
Explain to students that they will independently write their opinion piece using what they have learned about planning and drafting opinion
writing.
Gathering Evidence
- Review with students the Tree Map of evidence they have been collecting throughout the unit Remind them of the reasons they chose to
come to America and the overall messages learned in each of the texts.
- Students should use their Learning Log as a resource to support the discussion.
Supporting the Planning
- Remind students that to begin they should select which person they think showed the most courage and begin to brainstorm reasons why.
- Think aloud the process used to select reasons and organize for writing, and orally rehearsing with a partner.
- Tell them that they are to write their own piece but should check with a partner during the planning and drafting.
- Provide time for students to begin planning and drafting their piece.
Supporting Drafting and Editing
- Explain to students that they should share their maps and drafts with 1-2 partners.
- Introduce the student checklist for opinion writing (See end of the unit for checklist).
- Model the formal style of oral rehearsal and the clarifying questions that the listener should be asking.
- For example:
"Hablame más acerca de por qué dijiste ..."
Gathering Formative Assessment Evidence
- Collect anecdotal notes about students’ ability to plan, draft, and edit writing.
- Take note of students that required several supports to complete task and those that were able to effectively create writing with minimal
support.
Editing Strategy: Grammar Mechanics
LONG BEACH UNIFED SCHOOL DISTRICT
30
2014-2015
English Language Arts
Puedo corregir mi ortografía,
puntuación y gramática para que así mi
información sea clara para mi lector.
(W.2.5)
Our Country and Its People
•
Grade 2
Explain to students that it is important to check their writing for correct punctuation marks, capital letters, and spelling so that the writing is made
clear for the reader.
•
Remind students what they learned about end punctuation, use of the comma, and apostrophes in contractions.
•
Have students work in pairs to locate any issues they may have with punctuation.
•
Review what they have learned about the use of capital letters and spelling patterns.
Provide time for partners to identify any areas that need editing for proper use of capitals and words that follow learned spelling patterns.
LONG BEACH UNIFED SCHOOL DISTRICT
31
2014-2015
English Language Arts
Our Country and Its People
Grade 2
Sample of Unit Text Evidence Gathering Tree Map
Immigrants of America
_______________________________
Who are they?
•
•
•
Why did they move?
People from all
over the world
Europeans
Pioneers from
Mexico and
immigrants
from other
•
•
•
countries like El
Salvador,
•
•
Vietnam, and
India.
•
•
•
Rights and freedom of
speech, press, and
religion
Land and resources
Wanted good Iand to
farm, freedom, jobs,
adventure, safer place
to live
Start a new life
Heading North for a
new Iife of freedom
What lesson is
What did they bring
or do?
•
•
•
•
Different 1 nguages
and cultures
Horses, wheels, and
guns
Built missions and
communities
New customs,
traditions, food,
•
learned?
•
•
•
•
clothes from their
country
Bring others with skills
to the community
• Start a new life and
Family from
• Brought other family
Denmark
job
•
members and others
Freed slaved
will skills like
family from
carpenters and
Tennessee
blacksmiths
Jake and his
family
*Continue to add information after working with each
All citizens hav!rights
and responses
Newcomers can change
a culture
Starting over in a new
country is not easy, but
you can keep parts of
your heritage.
Brave, hardworking
immigrants were early
pioneers creating
communities across
America's frontier.
In America freedom
often leads to new
beginnings and
opportunities to help
others.
text.
LONG BEACH UNIFED SCHOOL DISTRICT
32
2014-2015
English Language Arts
Prompt: Why do people choose to come to America?
Our Country and Its People
Grade 2
Possible Evidence Map:
LONG BEACH UNIFED SCHOOL DISTRICT
33
2014-2015
English Language Arts
Our Country and Its People
Nombre
Fecha
Grado 2: Escribiendo para explicar por qué/opinión
Lista del Estudiante
CRITERIO
Título
Pts
Pbls.
Comentarios:
Estrategias Usadas para Revisión
1. Tengo múltiples oraciones en
secuencia lógica que explican las
razones por las declaraciones que hago
2. Uso la ortografía estándar para la
mayoría de mis palabras.
3. Uso mayúscula en la primera
palabra de la oración, “Yo”, y
nombres propios. Uso puntuación
final. Uso comas correctamente en
una serie.
4. Doy por lo menos una
explicación para aclarar cada una
de mis razones.*
5. Tengo ejemplos de lenguaje
descriptivo. Tengo una oración para
cerrar o concluir que vuelve a hablar
de mi tema.
6. Tengo una oración de apertura
o presentación que dice mi
opinión.
7. Tengo una oración independiente
para cada razón que utilicé en la parte
principal.
4
2
2
3
2
2
2
Convenciones: Usar para la Edición
8. Tengo una oración para cerrar
que dice mi opinión en una forma
diferente.
9. Uso diferentes palabras o frases de
transición.
TOTAL:
1
2
17/20
* Depending on the ability of your students, this strategy could be excluded as part of the scoring for this unit
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
LONG BEACH UNIFED SCHOOL DISTRICT
34
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