Beth Borgna
Sharon Camp
Michele Hammond
Patrick Patterson
January Pratt
Second Grade (beginning of year) | Unit: Interdisciplinary Connections: | ||||
Student Learning Summary | Students build a deeper understanding that as you investigate things, you learn more specific details about things. It may even change your understanding or beliefs about that topic. | ||||
Text: Know About Snow (level ?) | reading task: | ||||
writing task: | |||||
discussion task: | |||||
vocabulary task: | |||||
Text Selection (10 factors) See planning guide | Worthwhile: yes Rigor: yes Authentic literacy: yes | ||||
Power Standards: Reading Informational: Writing: Listening/speaking: Language: Focus Goals from - Continuum of Literacy Learning – Level ? | Endurance: yes Leverage: yes Readiness: yes | ||||
1. Teacher introduces the text and purpose of the task 2. Students read Know About Snow independently (students may annotate text) 3. Teacher then reads the text out loud to the class and students follow along in the text (students can add to their annotation) 4. Teacher asks the class a set of guiding questions (rereading book with students after each question to prompt and support them) and tasks about the text 5. Teacher leads a shared writing modeling how to write an argumentative writing sample based on the culminating activity. | |||||
Central Concern: | |||||
Portion of text: | guiding questions and tasks: | Students are involved in turn and talk discussions and whole group discussions with each question. Students/teachers reread the book one more time after each question to guide students in their thinking With teacher support, the students answer the questions. Q1 – Name four things from the first paragraph the author shares that ‘we’ could do in snow. ANSWER: Q2: Do ALL children know that these are things you could do in snow? ANSWER: Q3: What words does the author use to prove how he feels about snow? ANSWER: Q4 – The author writes “before then.” What does ‘before then’ mean and/or tell us? ANSWER: Q5 – List three factors that determine the shape of a snowflake. (possible follow-up question - what helped people come to this conclusion?) ANSWER: Q6 – What did people learn once they knew about the shape of the snowflakes? ANSWER: Q7 – According to paragraph four, how does the author suggest you could investigate snowflakes more? ANSWER: | |||
Culminating Activity: | Students will respond to the following question as a whole group. Teacher will guide their proof referring to the article Know About Snow. The writing will be to the rigor of the second grade standards according to appendix C of the CCLS. Future close reads should transition to students independently writing to this rigor. THEME: Investigations Option 2: Defend whether things need to be investigated to learn more about them. Use evidence from this article to support your claim. |
Second Grade (beginning of year) | Unit: Interdisciplinary Connections: | ||||
Student Learning Summary | |||||
Text: Know About Snow (level ?) | reading task: | ||||
writing task: | |||||
discussion task: | |||||
vocabulary task: | |||||
Text Selection (10 factors) See planning guide | Worthwhile: yes Rigor: yes Authentic literacy: yes | ||||
Power Standards: Reading Informational: Writing: Listening/speaking: Language: Focus Goals from - Continuum of Literacy Learning – Level ? | Endurance: yes Leverage: yes Readiness: yes | ||||
1. Teacher introduces the text and students read Know About Snow independently (students may annotate text) 2. Teacher then reads the text out loud to the class and students follow along in the text (students can add to their annotation) 3. Students __________________________________________________ 4. Teacher asks the class a set of guiding questions (rereading book with students after each question to prompt and support them) and tasks about the text 5. Students revise their _________________________________ 6. Teacher leads a shared writing modeling how to write an argumentative writing sample based on the culminating activity. | |||||
Central Concern: | |||||
Portion of text: | guiding questions and tasks: | Students initially write/sketch Students are involved in turn and talk discussions and whole group discussions with each question. Students/teachers reread the book one more time after each question to guide students in their thinking With teacher support, the students answer the questions. Q1 – ANSWER: Q2: ANSWER: Q3: ANSWER: | |||
Culminating Activity: | Students will respond to the following question as a whole group. Teacher will guide their proof referring to the article Know About Snow. The writing will be to the rigor of the second grade standards according to appendix C of the CCLS. Future close reads should transition to students independently writing to this rigor. THEME: uniqueness Option 1: Do things in nature need specific characteristics in order to be unique. Use evidence from this article to prove your claim. Option 2: Defend whether things need to be investigated to determine whether they are unique or not. Use evidence from this article to support your claim. |
Explicit Details: Paragraph 1: Things you can do with snow: roll, catch on tongues, throw, ski, sled, look at it Traits of snow: cold, white, wonderful, beauty Paragraph 2: Bentley photographed snowflakes in 1931 (published) People didn’t realize snowflakes were crystals Every snowflake is different Paragraph 3: Shape depends on: how cold, how much water in air, how hard wind blows Look like stars, columns, plates, and bullets Most often- freeze like a 6 pointed star Shape of snowflake determines if it is light and fluffy – skiing type of snow, or thick and heavy – snowman type snow Paragraph 4: How to mimic Bentleys collection of snowflakes: collect on dark colored object and use magnifying lens to look at them Each snowflake is different Implicit Details: Paragraph 1: Snow is fun We = people Paragraph 2: Photographer – photos were likely black and white and probably not as crisp as pictures of today “before then” What does that tell us unique Paragraph 3: Endless possibilities based off of combinations Snow is affected by many factors different types of snow determines how we play in it Paragraph 4: Another way to enjoy snow (collect and analyze it) Magnifying glass is needed because you won’t notice shape otherwise Possible Theme(s): (1) uniqueness leads to different uses (2)all things are created (3) our world is not what it always seems (4) everything can be broken into smaller parts (5) what is a scientist (6) passion leads to discovery (7) nature creates beauty (8) Considerations from the 10 Factors of Text Selection: Genre and Form: Text Structure: focus on single idea – each paragraph has a different topic (not sequential) Content: Themes and Ideas: see above Language and Literary Features: opening is a riddle Sentence Complexity: Vocabulary: Words: SNOW! Illustrations or Art: illustrations are supportive Book and Print Features: ) |