February 2 Meeting

After meeting with George to discuss the NYS Teaching Standards, Constructivist Learning, and 21st Century Skills, we continued to discuss what our overarching theme should be.  We designed the following:

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
Day 1 Activities: 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.