2nd Grade ELA Unit · McCracken ELA Unit 1 2nd Grade ELA Unit English Language Arts Literacy...

McCrackenELAUnit1

2ndGradeELAUnit

EnglishLanguageArtsLiteracy

CCSS.ELA-LITERACY.RL.2.9:Compareandcontrasttwoormoreversions

ofthesamestory(e.g.,Cinderellastories)bydifferentauthorsorfromdifferentcultures.

JericaMcCrackenMethodsofTeaching

McCrackenELAUnit2

TableofContentsSuppliesList..............................3LessonPlan#1............................4LessonPlan#2............................14LessonPlan#3............................24LessonPlan#4............................31EndingAssessment........................38

McCrackenELAUnit3

SuppliesList

• Books:JackandtheBeanstalkbyParagonBooks(L1&L2),WaynettaandtheCornstalkbyHelenKetteman(L2),TheThreeLittlePigsandtheBigBadWolfretoldbyNicolaBaxter(L3&L4),TheThreeLittleWolvesandtheBigBadPigbyEugeneTrivizasandHelenOxenbury(L3&L4),TheThreeNinjaPigsbyCoreyRosenSchwartz(L4),

• GoogleImages:Theteacherwillneedpicturesofacity,asuburbanneighborhood,andafarm(L1).

• ProjectorandPull-downScreen:Theseitemswillhelpstudentseasilyseethecomputerscreen(L1-L4).

• LaminatedPictures:Theteacherwillneedpicturesofacity,asuburbanneighborhood,andafarm(L1,L2).

• ExitSlip:Studentswillfilltheseoutattheendofthelesson(foundattheendofeachcorrespondinglesson).

• CardstockPaper:Theteacherwillneedabout25pagesforthestudents(L2).• ColoringUtensils:Theteacherwillneedcoloredpenciled,crayons,and/ormarkersfor

thestudentstouseinordertocreatetheirownbookcover(L2).• Pencils(L3-L4&FA)• 50PaperPlates:Theteacherwillneedtwopaperplatesoverlappingandstapled

together.Therewillbe25ofthese(L3).• Markers(DryEraseandnormal)(L3&L4)• WindSpeedAnemometer(L3)• Largepieceofpaper(L3)• https://www.youtube.com/watch?v=rZpYMLp1LdQ:ThevideoReadAlongofTheThree

LittleWolvesandtheBigBadPig(L3).• “Contrast”worksheet:Theteacherwillneed25copiesforthislesson(L4).• https://www.ixl.com/social-studies/grade-2/identify-urban-suburban-and-rural-areas

Theteacherwillusethislinktopulluptheonlinequizoverthedifferentlivingareas(L4).

• TheGingerbreadBabybyJanBrett-readalongonYouTubehttps://www.youtube.com/watch?v=TSZiceeXaAA

• TheGingerbreadManStoryPrintout:Theteacherwillneed35copiesforthislesson.• ThirteenRulers• GingerbreadManVennDiagram:Theteacherwillneed35copiesforthislesson.• PrintedGingerbreadHomes:Fivehousesofassortedsizestapedthroughouttheroom.• ScrapPaper• Blinders-Twofoldersperstudenttosetuptomakealittle‘office’sothattheir

neighborscannotseetheirpapers

McCrackenELAUnit4

SecondGrade-EnglishLanguageArtsLiteracy

LessonPlan#1

JericaMcCracken,MethodsofTeachingLearningGoals/Objectives:

Studentswillbeabletotellthedifferencebetweenrural,suburban,andurbanareasandwillbeabletostatewhichlivingareawasthesettingforthebook,JackandtheBeanstalk.

CommonCoreContentStandards:

CCSS.ELA-LITERACY.RL.2.9:Compareandcontrasttwoormoreversionsofthesamestory(e.g.,Cinderellastories)bydifferentauthorsorfromdifferentcultures.

OhioSocialStudiesStandards2-A.8:Identifyurban,suburban,andruralareas.Methods:

Beforethechildrenarrive,theteacherwillhaveJackandtheBeanstalkandthreelaminatedpicturesofurban,suburban,andrurallivingareassittingonthedryerasemarkershelfatthebaseofthedryeraseboardatthefrontoftheroom.Theteacherwillalsohavethreedifferentpicturespulledupontheteacher’scomputerthatcaneasilybeprojectedontothepull-downscreen.Theteacherwillalsohavetwosetsofexitslipssittingontheteacher’sdesk.Theteacherwillgreetthestudentscomingbackfromartclass,andaskthemtositdownattheirdesks.Theteacherwillthenaskthestudentstoputtheirartboxesontheartshelfbelowthewindows,however,theteacherwilldismissthembythecoloroftheirartboxes.Theteacherwillsay,“Okay,class!Listencarefully.Iamgoingtodismissyoutogoputyourartboxesaway.Assoonasyourartboxisbackontheartshelf,Iwantyoutocomebacktoyourseatandopenupyourfreereadingbooksandreaduntilourfriendshaveallputtheirartboxesaway.”Theteacherwillthenbegintodismissthestudentsbysaying,“Thoseofyouwithapinkartbox,pleaseputitbackontheartshelfandcomebacktoyourseats.”Theteacherwillgothrougheachcolorofartboxuntileachstudenthasputtheirartboxbackontheshelf.Astheteacherisdismissingthestudentstoputtheirartboxesaway,theteacherwillbeturningontheprojectorwiththeremote,andthenmovingtotheteacher’scomputerdeskinthecorneroftheclassroomtodisplaythecomputerscreenontothepull-downscreen.

TheteacherwillfirstpullupapictureofdowntownCincinnati.Theteacherwillthenaskthestudentstoputtheirbooksawayandputtheireyesontheteacher.Theteacherwillsay,“Alrightclass,pleaseputyourbooksawayandputyoureyesonme!Wearelearningaboutsomethingnewtoday!”Theteacherwillthenpullthepull-downscreendownandmovebacktothecomputerdesksothattheteachercaneasilychangethepictures.Astheteacherismovingbacktowardsthecomputer,theteacherwillaskthem,“Doesanyoneknowwhatthewordsurban,suburban,andruralmean?Ifyoudo,pleaseraiseyourhand.”Ifanyofthestudentsknow,theywillraisetheirhandtoanswerthequestion,andtheteacherwillcallonthemandsaywhetherornotthestudentiscorrect.Ifnoneofthestudentsknowwhatitis,theteacherwillexplainwhateachwordmeanstothestudents.Evenifthestudentsknowwhatthewordsmean,theteacherwillstillexplaintothestudentsthat,“Anurbanareausuallyisabigcitywithlotsoftallbuildings,andeverythingisveryclosetogether.Asuburbanareaisusuallya

McCrackenELAUnit5

neighborhoodoutsideofabigcitythathaslotsofhousesandtheyareallprettyclosetogether.Aruralarea,however,isusuallywayoutinthecountrywheretherearefieldsandlotsoftrees.Thehousesarenotveryclosetogetheratall.Manyhousesinruralareashaveafarm.”

Afterthis,theteacherwillputthepictureofdowntownCincinnatiuponthescreen,andwillaskthestudents,“Whatdoyouguysseeinthispicture?Remembertoraiseyourhandtoanswer!”Theclasswillthenraisetheirhandstoanswerthequestion.Theteacherwillcallonthreetofivestudentsandagreeandencourageeachoneastheygiveacorrectanswer.Forexample,theteacherwillsay,“You’reright,Joseph!Iseealotoftallbuildings,too!”Forthechildrentalkingoutofturntheteacherwillsay,“Arewesupposedtobetalkingifwehavenotbeencalledon?Let’sputinourbubbles,please!”Theteacherwilldemonstrate“puttinginabubble”byblowinguptheteacher’scheekswithairandleavingtheairintheteacher’scheeks.Theclasswillfollowsuit.Afterthechildrenhaveanswered,theteacherwillaskthestudents,“Doyouthinkthisisapictureofurban,suburban,orruralliving?”Thestudentswillraisetheirhandstoanswer.Theteacherwillassesswhetherornotthechildrenhaveunderstoodthedefinitionofurbanbylisteningtotheanswersthestudentsgive.Iftheyhavenotunderstood,theteacherwilltrytoexplainagainwhatanurbanlivingareais.Aftertheteacherhascalledonenoughstudentstogetthecorrectanswer,theteacherwilltellthestudentstogetoutoftheirseats,reachtheirhandsovertheirheadsandholdthemtogethersothattheymakeapointwiththeirhands,andthenclumptogetherasaclasssothattheylooklikeanurbanlivingarea.Theteacherwillsay,“Okayguys,Iwantyoutogetoutofyourseats,placeyourhandsoveryourheadandmakeapointwithyourhands,andcometothelearningrug,andgetsuperclosetoeachothersothatyoumakeanurbanlivingarea!”Thiswillteachthestudentsthatanurbanlivingareausuallyhastallbuildingsandthebuildingsareveryclosetoeachother.Thestudentswillbelaughingandenjoyingthisfunactivity.Theteacherwillthentellthestudentstogobacktotheirseats.

Astheteachertellsthemtogobacktotheirseats,theteacherwillpullupapictureofaneighborhoodsubdivisiononthecomputerandprojectitontothescreen.Theteacherwillaskthestudents,“Whatdoyouguysseeinthispicture?Remembertoraiseyourhandtoanswer!”Theclasswillthenraisetheirhandstoanswerthequestion.Theteacherwillcallonthreetofivestudentsandagreeandencourageeachoneastheygiveacorrectanswer.Afterthechildrenhaveanswered,theteacherwillaskthestudents,“Doyouthinkthisisapictureofurban,suburban,orruralliving?”Thestudentswillraisetheirhandstoanswer.Theteacherwillassesswhetherornotthechildrenhaveunderstoodthedefinitionofsuburbanbylisteningtotheanswersthestudentsgive.Iftheyhavenotunderstood,theteacherwilltrytoexplainagainwhatasuburbanlivingareais.Aftertheteacherhascalledonenoughstudentstogetthecorrectanswer,theteacherwilltellthestudentstogetoutoftheirseatsagain,cometothelearningrugareaatthefrontoftheclassroom,andstandside-by-sideandmaketworows.Theteacherwillsay,“Okayguys,Iwantyoutogetoutofyourseats,cometothelearningrug,andstandside-by-sideintworows.Let’shavegirlsinonerowandboysinanotherrowsothatyoumakeasuburbanlivingarea!”Theteacherwillhelpdirectthestudentstostandbesideeachother,butalsointwodifferentrows.Thiswillteachthestudentsthatsuburbanlivingareasusuallyhavehousesside-by-side,andtheylinetheroadsoftheneighborhood.Theteacherwilltellthestudentstogobacktotheirseats.

McCrackenELAUnit6

Astheteachertellsthemtogobacktotheirseats,theteacherwillpullupapictureonthecomputerofahomewithabarninthemiddleofthecountry.Theteacherwillaskthestudents,“Whatdoyouguysseeinthispicture?Remembertoraiseyourhandtoanswer!”Theclasswillthenraisetheirhandstoanswerthequestion.Theteacherwillcallonthreetofivestudentsandagreeorencourageeachoneastheygiveacorrectanswer.Afterthechildrenhaveanswered,theteacherwillaskthestudents,“Doyouthinkthisisapictureofurban,suburban,orruralliving?”Thestudentswillraisetheirhandstoanswer.Theteacherwillassesswhetherornotthechildrenhaveunderstoodthedefinitionofruralbylisteningtotheanswersthestudentsgive.Iftheyhavenotunderstood,theteacherwilltrytoexplainagainwhatarurallivingareais.Aftertheteacherhascalledonenoughstudentstogetthecorrectanswer,theteacherwilltellthestudentstogetoutoftheirseatsagain,butthistime,theteacherwilltellthemtostandasfarawayfromeachotheraspossible.Theteacherwillsay,“Okayguys,Iwantyoutogetoutofyourseats,butthistimeIwantyoutostandasfarawayfromeachotherasyoucansothatyoumakearurallivingarea!”Thiswillteachthestudentsthatrurallivingareasusuallyhavehousesfarapartfromeachother. TheteacherwillthentellthestudentstoallcometotheLearningCircleatthefrontoftheclassroominfrontofthechalkboardandsitcrisscrossapplesauce.Theteacherwillsay,“Okay,class!IwantyoualltocomesitattheLearningCircle,becausenowwearegoingtoreadabook!”Astheteacherissayingthis,theteacherwillmovebackovertothecomputertoturnoffthescreen.Theteacherwillalsousetheremotetoturnofftheprojectorandthenmovebacktothepull-downscreenandputitaway.Oncetheteacherhasfinished,theteacherwillsitdownintherockingchairatthefrontofthelearningrug.TheteacherwillthentaketheJackandtheBeanstalkbookfromthedryerasemarkershelfandholditupfortheclasstosee.Theteacherwillthenexplain,“Thisweekwearegoingtobereadinglotsofdifferentbooks.Thecoolthingaboutit,though,isthattheyallaregoingtobedifferentversionsofthesamestories!TodaywearegoingtobereadingabookcalledJackandtheBeanstalk!Throughouttherestofthisweekwewillreadotherbooksthatareverysimilartothisbook,buttheywillbealittlebitdifferent.Today,however,wearejustgoingtostartbyreadingthisbook.”Theteacherwillthenreadthebooktotheclass.Andaskthefollowingquestions:QuestionsforJackandtheBeanstalk: Afterreadingpagetwo:“Wouldyoubesadifyouhadtosellyourpet?” Afterreadingpagesix:“Ohmygoodness!Doyouthinkabeancouldgrowthattall? Afterreadingpageten:“Wow!Thatisalotoffood!Doyouthinkyoucouldeatthatmanypotatoesandchocolatebiscuits?” Afterreadingpagetwelve:“DoyouthinkitwasokayforJacktotaketheGiant’sgold?” Afterreadingpageeighteen:“WhatdoyouthinkaboutJacktakingtheGiant’sgoldenhen?” Afterthebookisover:“DoyouthinkitwasniceofJacktotaketheGiant’sthings?Howwouldyoufeelifsomeonetookallofyourthings?” Afterthebookhasbeenread,theteacherwillthenclosethebook,placeitbackonthedryerasemarkershelf,andaskthestudentsiftheythinkthisbooktookplaceinanurban,suburban,orruralsetting.Thestudentswillraisetheirhandstoanswerthequestion.Oncethequestionhasbeenansweredcorrectly,theteacherwilltellthestudentstojumpupanddofive“LearningJacks”(LearningJacksarefivejumpingjacksthatwillhelprefocusandreengage

McCrackenELAUnit7

thestudents).Thiswillrefocusthestudentsandpreparethemforthenextpartofthelesson.Afterthestudentshavedonethejumping-jacks,theteacherwillaskthemtositdownandtheteacherwilltakethethreelaminatedpicturesfromthedryerasemarkershelf,andshufflethemupwithoutlettingthestudentsseethepictures.Theteacherwillthentakeoneofthepictures,holditouttotheclass,andaskthemalltoansweratoncewhichlivingareathepicturedepicts.Theteacherwillsay,“Okayguys,Iamgoingtoshowyouonepictureatatime,andyouallaregoingtotellmewhetheritisanurban,suburban,orruralarealiving.Nodyourheadifyouunderstandthedirections.”Thestudentswillnodtheirheadiftheyunderstand.Ifsomestudentsdidnotnodtheirhead,theteacherwillassesswhetherornottheteacherneedstorepeattheinstructionstotheentireclass,ortotheindividualchild.Theteacherwillthentakeonepictureandshowittotheclass.Thestudentswillyellouttheanswer.Theteacherwilleitheragreeordisagreewiththeanswerthatthestudentsgive.Theteacherwillassesshowwellthestudentsarelearningbasedontheanswerstheygive.Theteacherwillrepeatthisagainwitheachofthepictures.Afterthestudentshaveansweredthequestionforthelastpicture,theteacherwilldismissthestudentstogobacktotheirseatsbytheirshirtcolor.Theteacherwillsay,“Thoseofyouwearingablackshirttoday,pleasegobacktoyourseatandwaitforyourexitslip.”Theteacherwillcontinuetodothisuntileverychildissittingattheirseat.Theteacherwillthentakethetwostacksofexitslipsfromherdeskandpassonetoeachchild,givingtheenrichmentslipstotheenrichmentstudents.Theteacherwillthengobacktothefrontoftheroomwherethelearningrugis,andtheteacherwilltelltheclasstohavetheireyesontheteacher.Theteacherwillsay,“Okayguys!Takealookatyourexitslip.Thoseofyouwhohavethreepicturesandthreewordsonyourslip,youneedtomatchthepicturetotheworditdescribes.So,ifIhadapictureofacity,Iwoulddrawalinefromthepicturetothewordurban.Gotit?Thoseofyouwhojusthavethreewordsonyourslip,Iwantyoutowritetwothingsthatdescribeseachlivingareaforeachone.Okay?Onceyouarefinished,youcanturnitintothe“Turn-InBin,”thengobacktoyourseatandreadyourbooksuntilwemoveontothenextlesson.”Theteacherwillthenmovearoundtheroomtoobservehowwellthestudentsareunderstandingthedirectionsoftheexitslip.Theteacherwillalsoanswerthestudents’questions.Afteralloftheslipsareturnedin,theteacherwillassesshowwellthestudentsunderstoodthetopicbygradingtheexitslips.Afterthat,theteacherandthestudentswillcontinuewiththerestoftheirlearningday.Materials/Resources:

Books:JackandtheBeanstalkbyParagonBooks GoogleImages:Picturesofacity,asuburbanneighborhood,andafarm. ProjectorandPull-downScreen:Tohelpstudentseasilyseethepictures LaminatedPictures:Picturesofacity,asuburbanneighborhood,andafarm ExitSlip:Forstudentstofilloutattheendofthelesson.

ConnectiontoPriorKnowledge:

Frompreviouslessonsinthefirstgrade,thesecond-gradestudentswillbeabletoknowanddescribewhatacity,neighborhood,andfarmlookslike.

McCrackenELAUnit8

Assessment:

Before:Theteacherwillaskmultiplequestionstofindouthowmuchthestudentsknowabouturban,suburban,andruralareasandseehowwellthestudentscantellthedifferencebetweenthethree.Theteacherwillalsoaskquestionstoassesshowwellthestudentsareengagedintheactivity,andwhetherornottheyunderstandthedifferencesbetweenthedifferentareaswherepeoplecanlive.

During:Astheteacherisexplainingtheinstructionsfortheactivity,theteacherwillbeassessingthestudents’facialexpressionstoseeiftheyarelisteningandunderstandingtheinstructions.Theteacherwillalsoaskthestudentstonodtheirheadonceiftheyunderstand.Forthosewhodidnotnodtheirhead,theteacherwillassessifitisnecessarytoexplaintheinstructionstotheentireclassagain,ortotheindividualstudents.Theteacherwillalsoassessthestudentsbyshowingthempicturesofthedifferentlivingareas,andseeinghowwellthestudentsareunderstandingwhaturban,suburban,andrurallivingareasare.

After:Theteacherwillgivethestudentsa“matching”exitsliptofilloutattheendofthelesson.Theteacherwillthenseehowwellthestudentsunderstoodtheconceptbyassessingtheexitslips.SpecialNeedsofStudents:

Enrichment:Fortheenrichmentstudents,theteacherwillgivethemadifferentexitslip.Ontheenrichmentstudentexitslip,thestudentswillbeaskedtogivetwofactsabouteachdifferentlivingarea,ratherthanjustmatchingthedifferentlivingareapicturestothecorrespondingwords. Intervention:Duringthelessonabouturban,suburban,andrurallivingareas,students“become”eachofthelivingareasbymovingtheirbodiescloseorfarfromtheirpeers.Thisprovidesavisual,andhelpstokeeptheinterventionstudentsengaged,whilealsohelpingthemunderstandtheconceptinafunanddifferentway.Reflection:

Thislessonisappropriateforthestudentsphysically,cognitively,sociallyemotionally,anditisappropriatefortheirlanguagedevelopment,aswell.Byparticipatinginfunactivitiessuchasmakingthedifferentlivingareaswiththeirbodies,ordoingjumpingjacks,thestudentswillbeabletoaddtotheirphysicaldevelopment.Thisaspectofthelessonisalsoveryappealingtostudentswholovebeingphysicallyactive.Thislessonplanisalsoappropriateforcognitivedevelopmentbecauseitisdesignedtomeetstandardsspecificallydesignedfortheiragelevel.Sociallyemotionally,thislessonisveryappropriateforthestudentsbecauseitkeepsthemengagedwiththeirpeers.Itallowsstudentswhothriveonbeingwithotherstheopportunitytolearnwhilebeingwiththeirpeers.Andlastly,thislessonisappropriateforlanguagedevelopmentinstudentsbecauseitencouragesstudentstotalkandbeengagedinconversationpertainingtothelesson. Theteacherwillknowwhetherornotthestudentshavelearnedwhattheteacherwantedthemtobyassessingthedifferentin-classactivities,andbyalsoassessingtheoutcomeoftheexit-slips.Ifthestudentshavelearnedthedifferencebetweenurban,suburban,and

McCrackenELAUnit9

rural,thestudentswillallhavematchedthecorrectpicturetothecorrespondingwordontheexitslip.Thestudentswillalsobeabletotelltheteacherwhichpicturetheteacherheldupisrural,urban,orsuburban.

McCrackenELAUnit10

Thefollowingthreepicturesaretobelaminatedforthesecondsuburban,urban,andruralactivity.

McCrackenELAUnit11

McCrackenELAUnit12

McCrackenELAUnit13

EnrichmentStudentExitSlip^

Name:______________________ExitSlipDirections:Drawalinefromthepicturetowordthatcorrectlydescribesit.

Rural Suburban Urban

Name:_____________________ExitSlipDirections:Writetwofactsabouteachlivingarea.Urban:1.2.Suburban:1.2.Rural:1.2.

McCrackenELAUnit14


LessonPlan#2


Studentswillbeabletotellthedifferencebetweentwobookswithsimilarstorylines.CommonCoreContentStandards:


OhioArtsLearningStandards2ndGrade3PR:Createartworksbasedonimaginationandobservationoffamiliarobjectsandscenes.

OhioSocialStudiesStandards2-A.8:Identifyurban,suburban,andruralareas.

Methods: Beforethechildrenarrive,theteacherwillhavethetwoJackandtheBeanstalkbookssittingonthetablenexttotheteacher’sdesk.Theteacherwillalsohavethelaminatedpicturesofthelivingareasonthedryerasemarkershelfonthedryeraseboard.

Whenthestudentscomeinfromrecess,theteacherwillbeatthedoor,andwilltellthestudentstositdownattheirdesks.Theteacherwillthendismissthestudentsfromtheirdeskstogoputtheircoatsawaybythecoloroftheircoats.Onceallofthechildrenhaveputtheircoatsawayandsatbackdownattheirdesks,theteacherwillwalkovertothetablethathastheJackandtheBeanstalkbooks.TheteacherwilltakethetwoJackandtheBeanstalkbooksfromthetable,standinthecenteroftheclassroom,andholdthemuptotheclasswithoutreadingthetitlesofthebooks.Theteacherwillthenaskthechildren,“Doyouknowwhatabookcoveris?Pleaseraiseyourhandtoanswer.”Thechildrenwillraisetheirhandstoanswerthequestion.Oncemultiplechildrenhavespoken,andthecorrectanswerhasbeenshared,theteacherwillagreewiththeclassandsay,“Yes,you’reright!Abookcoverprotectsthepagesofthebookandisusuallyapicturedescribingthebook.”Ifthecorrectanswerisnotshared,theteacherwillexplainthatabookcoverprotectsthepagesofthebook,andisusuallyapicturethatdescribesthebook.TheteacherwillthenholduponeoftheJackandtheBeanstalkbooksandaskthechildren,“Whatdoyouseeonthisbookcover?Whatdoyouthinkthisbookisabout?Whatdothecharacterslooklike?”Thechildrenwillraisetheirhandstoanswerthequestions;theteacherwillcallonnomorethanfivetosixstudentsandacknowledgetheirstatementwhilegivingthemfeedbackontheirstatement.Forexample,theteacherwillsay,“Yes!That’sright,Johnny,thereisabigplantgoinguptothesky!”Fromthere,theteacherwillask“Doyouknowwhatabackgroundis?Cansomeonetellmewhat’sinthebackgroundofthisbookcover?Doesthislooklikeanurban,suburban,orruralbackground?”Thechildrenwillraisetheirhandstoanswerthesequestions,andtheteacherwillagaingivefeedbacktothechildren’sresponse.Thiswillhappenthreetofourtimes,makingsurethatthecorrectanswerisgiven.

Afterthis,theteacherwillaskthestudentstocometothelearningcircleatthefrontoftheclassroomandsitcrisscrossapplesauce.Theteacherwilldismissthestudentsbythecolor

McCrackenELAUnit15

ofthestudents’eyes.Afterthat,theteacherwillholdupthesecondJackandtheBeanstalkbook,titledWaynettaandtheCornstalkinonehand,andtheoriginalJackandtheBeanstalkintheotherhand.Theteacherwillthenask,“Dothesetwobookcoverslookdifferent?”Thechildrenwillcollectivelyallanswer,“yes!”Theteacherwillthensay,“You’reright!Thesetwobookcoverslookdifferent,butguesswhat!Theybothhaveverysimilarstoriesinsideofthem!Isn’tthatcrazy?Sometimes,bookscanlookdifferent,buttheirstoriesinsideofthemcanbeverysimilar.Yesterday,wegottoreadJackandtheBeanstalk,doyourememberthat?Welltodaywegettoreadanewbookthatisverysimilartothebookwereadyesterday!”TheteacherwillthenreadWaynettaandtheCornstalkandwillaskthefollowingquestionswhilethechildrenlistentothebookandanswerthequestionsbyraisingtheirhands.QuestionsforWaynettaandtheCornstalk:

Afterpagetwo:“WhatkindoflivingareadoesWaynettalivein?Suburban,urban,orrural?

Afterpagefour:“Wouldyoutradeyourcowforsomemagiccorn?”Afterpageeight:“Doyouthinkgiantscouldreallyliveintheclouds?”Afterpageten:“DoyouthinkWaynettawasscared?Howwouldyoufeelifagiantsaid

hewantedtoeatyou?”Afterpagefourteen:“HowdoyouthinkWaynettafeltwhenthegiantwokeupandsaw

hertakinghisthings?”Afterpagesixteen:“DoyouthinkthatitisrightthatWaynettaistakingallofthese

thingsfromthegiant?”Afterpagetwenty:“WhatdoyouthinkisgoingtohappentoWaynetta?”Aftertheteacherhasfinishedreadingthebook,theteacherwillsay,“Wow!Ilovedthat

book,didn’tyou?Now,didyouguysseehowthisstorywassimilartoyesterday’sstoryeventhoughtheirbookcoverslookeddifferent?Cansomeonetellmeonewaythatthetwostoriesweresimilar?”Thestudentswillraisetheirhandstoanswerthequestion.Theteacherwillonlycallonabouttwotothreestudents,andwillgivethemfeedbackonwhetherornottheiransweriscorrect.Afterthat,theteacherwillsay,“Okay,greatjobfriends!Tomorrow,wearegoingtogoevendeeperintoseeingthesimilaritiesanddifferencesoftwostories,buttodaywearegoingtodoasuperfunactivityoverwhatwejustlearned.Areyouready?”Thestudentswilluniformlysay,“Yes!”Theteacherwillthensay,“Okay,friends,beforewedoouractivityfortheday,wearegoingtoreviewwhatwelearnedyesterday.Cananyonerememberwhatwelearnedaboutlivingareas?Raiseyourhandtoanswer.”Theteacherwilllookconcentrated,andwillhavetheteacher’shandononehipandtheotherhandwillhaveitspointerfingeroutandtheteacherwillbetappingtheteacher’spointerfingerontheteacher’schinastheteacherwaitsforthestudentstorespond.Theteacherwillthencallonenoughstudentsuntilthecorrectanswerisgiven.Ifitisnot,theteacherwillexplainthattheclasslearnedaboutrural,urban,andsuburbanlivingareasthepreviousday.Theteacherwillthentellthestudentstostandup,andgetreadytolistenbydoingtheir“LearningJacks”(LearningJacksarefivejumpingjacksthatwillhelprefocusandreengagethestudents).Oncethestudentsarefinishedwiththeir“LearningJacks,”theteacherwilltellthestudentstositbackdownonthelearningcircle,crisscrossapplesauce.Theteacherwillthenwalkovertothechalkboard,pickupthelaminatedlivingareacards,andwillholdoneupinfrontofthestudents.Theteacherwillaskthestudentstoraisetheirhandstoanswerwhatkindoflivingareathecardis.

McCrackenELAUnit16

Onceallthreehavebeenansweredcorrectly,theteacherwilltellthestudentsthedirectionsforthenextactivity.“Okayguys,nowthatwehavereviewedthelivingareas,Iamgoingtoaskyouwhatkindoflivingareainwhichyoulive.Sobethinkingsuperhardsothatyoucandothisnextactivitywithus.Okay?Alright,let’sgetstarted!”Theteacherwillthenaskeachstudentwhatkindoflivingareainwhichtheylive.Theteacherwillhavethestudentswholiveinanurbanareagoovertothekidneytableontheleftsideoftheclassroomandsitdownonthecarpetandwaitpatientlyforthenextpartoftheactivity.Theteacherwillthenhaveallthestudentswholiveinasuburbanlivingareagotothekidneytableontherightsideoftheclassroomandsitdownonthecarpetandwaitpatientlyforthenextpartoftheactivity.Andlastly,theteacherwillhaveallthestudentswholiveinarurallivingareastayintheirspotsatthelearningcircle.

Theteacherwillthenstandinthemiddleoftheroomandtellthestudentstoturnontheirears,andtoputtheireyesontheteacher.TheteacherwillthenexplainthatthestudentswillbemakingabookcoveroftheirownversionofJackandtheBeanstalkbasedonthetypeoflivingareainwhichtheylive.Theteacherwillsay,“Okayguys!ThereasonIgroupedyoutogetherbasedonyourlivingareaisbecauseyouareeachgoingtomakeabookcoverbasedonyourownlivingarea!YouhavetomakeabookcoverthathasasimilarstorylinetoJackandtheBeanstalk.So,ifIlivedinanurbanlivingarea,Icouldnamemybook‘MissMcCrackenandtheGiantSkyscraper!’OrifIlivedinarurallivingarea,Icouldnamemybook,‘MissMcCrackenandtheGiantBarn!’Youneedtomakesurethatyouhaveatitle,anillustrator(that’swhereyouputyourname),abackground,andlotsofdetailtoyourpicture.Nodyourheadonceifyouunderstand.”Theteacherwillthenlookaroundtheclassroomtoseeifeveryonehasnoddedtheirhead.Dependingonthenumberofchildrenthathavenotnoddedtheirheads,theteacherwilldecideifsheneedstotrytoexplainitagaintotheentireclass,orifsheneedstoaddressthestudentsindividuallytoexplaintheactivity.Theteacherwillsay,“WhenIdismissyoufromyourgroups,youwillgotothewindowshelf,grabyourartbox,andthensitbackatyourseattowaitformetogiveyouapieceofpaperonwhichtodrawyourbookcover.”

Theteacherwillthendismissthestudentstogogettheirartboxesbasedonthecoloroftheirshoes.Aftereachofthestudentshavetheirartboxes,theteacherwillpassoutthepiecesofpaper,andtellthestudentstostartworkingontheirbookcovers.Whiletheteacherispassingoutthepapers,theteacherwillbetellingtheenrichmentstudentsthattheyneedtowritefivesentencesonthebackoftheirpaperthatdescribestheirbookcover.Whilethestudentsareworkingontheirbookcovers,theteacherwillbeassessingthestudentsonhowwelltheyseemtobeunderstandingtheactivityusingtheprovidedchecklist.Theteacherwillalsolookatbodylanguageandfacialexpressionstowhetherornotthechildrenunderstand.Theteacherwillalsobemovingaroundtheroomandaskingthechildrentoexplainwhattheyaredoing.Theteacherwillask,“Canyoutellmewhatyourbookcoverisabout?”andthentheteacherwillgivefeedbacktothestudents,eitherencouragingthemforunderstanding,orhelpingthemiftheyhavenotunderstoodthetask.Theteacherwillgivethestudentsabouttwentytothirtyminutestocompletetheirbookcovers.Atthetwenty-minutemark,theteacherwillannouncetotheclass,“Alrightguys,youarealldoingsowell!Youhaveabouttenminutesleft.Onceyouarefinished,putyourbookcoversfacedownonyourdesk,andgoaheadandsitanywhereintheclassroomandreadyourbooksfromthelibraryuntileveryoneisfinished.Youguysaredoinggreat!”

McCrackenELAUnit17

Onceeveryoneisfinished,orthethirty-minutetimeperiodisover,theteacherwillthenhavethestudentsplacetheirillustratedbookcoversinthe“Turn-InBin”onthetable,nexttothewall,ontheleftsideoftheclassroom.Asthestudentsareturningintheirbookcovers,theteacherwillsay,“Awesomejob,class!Yourbookcoverslooksogreat;Iamsoproudofyouall!Tomorrowwegettoreadsomemorefunbooksanddoanexcitingactivitytogoalongwiththem!”Theteacherandthestudentswillthenmoveontothenextactivityandlessonthattheteacherhasplannedfortheday.

Materials/Resources:

Books:JackandtheBeanstalkbyParagonBooksandWaynettaandtheCornstalkbyHelenKetteman CardstockPaper:Theteacherwillneedabout25pagesforthestudents. ColoringUtensils:Theteacherwillneedcoloredpenciled,crayons,and/ormarkersforthestudentstouseinordertocreatetheirownbookcover.

LaminatedPictures:Theteacherwillneedpicturesofacity,asuburbanneighborhood,andafarm ConnectiontoPriorKnowledge:

Frompreviouslessonsinthefirstgrade,thesecondgraderswillbeabletodescribewhatabookcoveris,whatitlookslike,anddescribethesceneandbackgroundofthebookcover.Studentswillalsobeabletousetheircoloredpencilsandcrayonstocreateapicture.Studentswillalsousetheirpriorknowledgefromthelessonthepreviousdaytohelpthemdescribethedifferentlivingareas.

Assessment:

Before-Theteacherwillaskmultiplequestionstofindouthowmuchthestudentsknowaboutbookcovers,andtoseehowwelltheycandescribethepicturesonthebookcover.Theteacherwillalsoaskquestionstoassesshowwellthestudentsareengagedintheactivity,andwhetherornottheyunderstandthesimilaritiesanddifferencesofthetwobookcovers. During-Theteacherwillbeassessinghowwellthestudentsunderstoodthelessononlivingareasfromthepreviousdaybyaskingthemtodescribethelaminatedpictures.Astheteacherisexplainingtheinstructionsfortheactivity,theteacherwillbeassessingthestudents’facialexpressionstoseeiftheyarelisteningandunderstandingtheinstructions.Theteacherwillalsoaskthestudentstonodtheirheadonceiftheyunderstand.Forthosewhodidnotnodtheirhead,theteacherwillassessifitisnecessarytoexplaintheinstructionstotheentireclassagain,orjusttoacouplestudents.Asthestudentsaredoingtheactivity,theteacherwillwalkaroundwiththeAssessmentChecklistandassessthestudentsbyobservationandquestioningtoseehowwelltheyareunderstandingthetask. After-Theteacherwillassessthestudents,usingtheattachedrubric,ontheirknowledgeofbeingabletotellthedifferencebetweentwobookcoversandbeingabletocreatetheirownbookcover.

McCrackenELAUnit18

SpecialNeedsofStudents:

Enrichment:Fortheenrichmentstudents,theteacherwillassignthemthetaskofwritingfivesentencesdescribingtheirbookcoveronthebackoftheirpaper. Intervention:Duringthelessonabouturban,suburban,andrurallivingareas,studentsareprovidedwithvisualrepresentationsofeachofthelivingareas.Thestudentswillalsobeabletomaketheirownbookcoverwhichwillalsohelpkeepthemengaged.Thiswillallowthestudentstohavea“handson”experiencewhichwillhelpthemhaveabetterunderstandingoftheconceptoflivingareas,aswellascreatingdifferentversionsofastory.Reflection:

Thislessonisappropriateforthestudentsphysically,cognitively,sociallyemotionally,anditisappropriatefortheirlanguagedevelopmentaswell.Byhaving“LearningJacks”(jumpingjacks)andmakingthestudentsgetupandmovearoundtheroom,thislessonhelpstoenhanceandcontinuethestudents’physicaldevelopment.Thislessonisappropriateforcognitivedevelopmentbecauseithasstudentsparticipateinageappropriateactivitiesandlearningopportunities.Sociallyemotionally,thislessonisappropriatebecauseithasstudentsgrouptogetherwiththeirpeersbasedontheirsimilarlivingarea.Lastly,thislessonisappropriateforlanguagedevelopmentinstudentsbecauseitencouragesthestudentstoparticipateindialoguewiththeteacherandwiththeirpeers.

Theteacherwillknowwhetherornotthestudentshavelearnedwhattheteacherwantedthemtobyassessingthedifferentin-classactivitiesandbyalsoassessingtheoutcomeofthebookcovers.Ifthestudentshavelearnedthedifferencebetweenurban,suburban,andrurallivingareas,theywillbeabletonameeachbasedonthelaminatedpicturesthattheteacherwillpresent.IfthestudentshavelearnedhowtomakeabookcoverthatissimilartothestoryofJackandtheBeanstalk,thestudentswillalldowellintheirrubric-basedassessment.Lastly,thestudentswillbeabletocreatetheirownbookcoverbasedontheirversionofJackandtheBeanstalk.

McCrackenELAUnit19

Thefollowingthreepicturesaretobelam

inatedforthereviewactivityonurban,suburban,andrurallivingareas.

McCrackenELAUnit20

McCrackenELAUnit21

McCrackenELAUnit22

Lesson#2ObservationAssessmentChecklist

StudentName

Stud

ent#

1

Stud

ent#

2

Stud

ent#

3

Etc.

Providesoverallunder-standingofproject.

Isabletoexplainthoughtprocessbehindtheprojecttotheteacher.

Continuallyworkingontheprojectuntilitiscompleted.

Bodylanguageandfacialexpressionsshowthatthestudentunderstandstheproject.

McCrackenELAUnit23

Thisrubricistobeusedforthebookcoverproject.

McCrackenELAUnit24


LessonPlan#3


StudentswillbeabletocompareandcontrasttwodifferentbookswithsimilarstoriesusingaVennDiagram.CommonCoreContentStandards:


CCSS.ELA-Literacy.RL.2.7:Useinformationgainedfromtheillustrationsandwordsinaprintordigitaltexttodemonstrateunderstandingofitscharacters,setting,orplot.

OhioScienceStandards2–EarthandSpaceScience:Airhaspropertiesthatcanbeobservedandmeasured.

Methods:

Beforethestudentsarrive,theteacherwillhavethebookTheThreeLittlePigsandtheBigBadWolfsittingontheshelfattachedtothedryeraseboardatthefrontoftheclassroom.Theteacherwillhaveapremadelistofstudentsonherdeskthatshehaspairedtogetherbasedonabilityforthefollowinglesson.TheteacherwillalsohavetheYouTubevideo,“TheThreeLittleWolvesandtheBigBadPigReadAlong”pulledupontheteacher’scomputerscreensothatitwillbeeasilyaccessiblewhenitistimeforthatbook.Theteacherwillalsohaveawindspeedanemometersittingonthecorneroftheteacher’sdeskinthefront,leftcorneroftheclassroom.Theteacherwillpulluptheaveragewindspeedneededtoblowdownahouse,andtheteacherwillwritedownthewindspeedonapieceofpaper,andputitundertheanemometeronthedesk.Theprojectorremotewillbesittingbesidetheanemometer.Lastly,theteacherwillhavetwopaperplatesoverlappingeachotherandstapledtogethersothattheybecomeVennDiagrams.Theteacherwillhave25oftheseVennDiagramssittingontherightsideoftheteacher’sdeskinthefront,leftcorneroftheclassroom. Theteacherwillopenthedoorforthestudentsastheyreturnbacktotheclassroomfrommusicclass.Theteacherwillhavethestudentssitdownattheirdesksandwaitforfurtherinstructions.Onceallofthestudentsareseatedintheirassignedseats,theteacherwillgiveashortoverviewoverwhattheywillbelearning.Theteacherwillsay,“Okayguys!So,thisweekwehavebeenlearningaboutdifferentversionsofstoriesandhowtheycanbesimilaranddifferent.Todaywearegoingtolearnabouttwonewstoriesthataresimilar,butalsoverydifferent,andthenwearegoingtocompareandcontrastthestories.Cansomeonetellmewhatitmeanstocomparesomethingtoanotherthing?”Theteacherwillmoveovertothedryeraseboardatthefrontoftheroom,andgrabamarkerfromtheshelfontheboard,takeoffitslid,andpreparetowritedownthedefinitionofcompare.Thestudentswillraisetheirhandstoanswerthequestion,andtheteacherwillcallononeortwostudents,oruntilthecorrectanswerisshared.Onceitisshared,theteacherwillsay,“That’sright!Comparingiswhensomeonetakesnoteofthesimilaritiesbetweenthoughtsorobjects.”Theteacherwillwritethe

McCrackenELAUnit25

word“Comparing”onthedryeraseboardandthedefinitionunderneaththeword.Theteacherwillalsowritetheword“Contrasting”ontheothersideoftheboard.Theteacherwillthenask,“Cansomeonetellmewhatitmeanstocontrast?”Thestudentswillraisetheirhandstoanswerthequestion,andtheteacherwillcallononeortwostudents,oruntilthecorrectanswerisshared.Onceitisshared,theteacherwillsay,“That’sright!Contrastinghappenswhensomeonetakesnoteofthedifferencesbetweenthoughtsorobjects.”Theteacherwillthenwritethedefinitionofcontrastingunderneaththeword“Contrasting”onthedryeraseboard.Duringthistime,theteacherwillbeassessinghowwellthestudentsknowthetermscompareandcontrastandwhetherornottheyarepreparedforthislesson.Iftheyarenot,theteacherwillreteachexactlywhatitmeanstocompareandcontrastalongwithexamples.Whentheteacherisfinished,theteacherwilldismissthestudentsfromtheirseatsaccordingtotheirbirthdaymonth,andtellthemtogositattheLearningCircleinfrontofthedryeraseboardatthefrontoftheroom.OnceallofthestudentsareseatedattheLearningCircle,theteacherwillsitdownontherockingchairatthefrontoftheLearningCircleandgrabthebook,TheThreeLittlePigsandtheBigBadWolfoffoftheshelfattachedtothedryeraseboard.Theteacherwillthenproceedtoreadthebookandaskthefollowingquestions:QuestionsforTheThreeLittlePigsandtheBigBadWolf:

Afterpagefour:“Doyouthinkthatahousemadeofstrawwouldbeaverygoodhouse?”

Afterpagesix:“Doyouthinkahousemadeoutofstickswouldbeagoodplacetolive?”Afterpageseven:“Iwantyoutoanswerinsideofyourheads,whichkindofhouse

wouldbethebestplacetolive?Ahouseofstraw?Ahouseofsticks?Orahouseofbricks?”Afterpageten:“Wasthatveryniceofthewolftodestroythefirstlittlepigshouse?”Afterpagetwelve:“Howwouldyoufeelifsomeonedestroyedyourhouse?”Afterpagetwenty:“Whatdoyouthinkthepigisdoingtothewolf?”Afterpagetwenty-two:“Ohno!Whatdoyouthinkisgoingtohappennext?”Afterthebookisover:“Whatdidyouthinkofthisbook?Didyouthinkitwasfunny?”

Aftertheteacherreadthebookandaskedallofthequestions,theteacherwillhavethestudentsstandupalltogetheranddoten“LearningJacks”(LearningJacksarejumpingjacksthatwillhelprefocusandreengagethestudents).Asthestudentsaredoingtheirjumpingjacks,theteacherwillbepullingdowntheprojectorscreeninfrontofthedryeraseboard,andtakingtheremotefromthestackofpapers,andusingittopowerontheprojector.Afterthat,theteacherwillhavethestudentstakeadeepbreathandtrytohuffandpuffashardastheycantoseeiftheycanknockdownthewallsoftheschool.Afterthestudentsarewornoutfromhuffingandpuffing,theteacherwilltellthestudentstositbackdown,andtoplacetheirattentiononthescreen.Theteacherwillmovetothelightswitchtoturnoffthelightandthenmovetotheteacher’scomputeronthedeskatthefrontoftheclassroomandpress“Play”ontheYouTubereadalongvideo,“TheThreeLittleWolvesandtheBigBadPig.”Theteacherwillpresspauseafterthefollowingpagesandaskthefollowingquestions:QuestionsforTheThreeLittleWolvesandtheBigBadPig:

Afterpagesix:“Thatpiglooksreallymean,doesn’the?”Afterpageeight:“Doyouthinkthepigwilleventuallyblowthewolf’shousedown?”Afterpageten:“Wasthatveryniceofthepigtoteardownthewolf’shousewitha

sledgehammer?”

McCrackenELAUnit26

Afterpagetwelve:“Doyouthinkthatthebigbadpigwillbeabletoteardownthehousemadeofconcrete?”

Afterpagesixteen:“Doyouknowwhatapneumaticdrillis?Haveyoueverseenone?”Afterpageeighteen:“Doyouthinkthatthepigwillbeabletodestroythishouse?”Afterpagetwenty:“Ohno!Whatdoyouthinkisgoingtohappen?”Afterpagetwenty-two:“Doyouthinkthatahousemadeofflowerswillstopthepig

fromdestroyingthehouse?”Afterpagetwenty-six:“Didyouseethatcoming?Iabsolutelydidnot!”Afterthebookisover:“Whatdidyouthinkofthisbook?Wasn’titsocoolthatthepig

andthewolvescouldbefriendsattheendofthebook?Ilovedthatending!” Afterthevideobookisover,theteacherwilldismissthestudentsbacktotheirdesksaccordingtothecoloroftheirpants.Astheteacherisdoingthis,theteacherwillbemovingovertothelightswitch,turningthelightsbackon,andthenmovingtothescreentorollitbackup,andthenturningofftheprojectorwiththeremote.Onceallofthestudentsarebackintheirseats,theteacherwillgraboneofthepaperplateVennDiagramsfromtheteacher’sdeskandholdituptotheclass.Theteacherwillsay,“Okayclass!Sonowthatwehaveheardtwodifferentversionsofthisstory,wearegoingtocompareandcontrastthem!WhatIhavehereinmyhandisaVennDiagramthatImadeoutofpaperplates.Injustaminute,Iamgoingtopassoneouttoeachofyouandwearegoingtocompletethisasaclass.”TheteacherwillthengrabtherestofthestackoftheVennDiagramsfromtheteacher’sdeskandpassthemouttoeachstudent.Theteacherwillthenmovebacktothefrontoftheclassroom,wheretheteacherwillplacetheirownVennDiagramonthedryeraseboardusingmagneticclips.Theteacherwillhaveablackmarkerandwilltakeoffthecap.TheteacherwillinstructandmodeltotheclasstowriteononesideoftheVennDiagram,“3Pigs”torepresentTheThreeLittlePigsandtheBigBadWolf,and“3Wolves”torepresentTheThreeLittleWolvesandtheBigBadPigontheothersideoftheVennDiagram.Inthecenterofthediagram,theteacherwillinstructandmodeltotheclasstowrite“Both”torepresentbothstories. Oncethisisfinished,theteacherwillsay,“Okayguys!Cansomeonetellmeonethingthatbothstorieshadincommon?Bydoingthis,wearecomparingthetwostories.”Thestudentswillraisetheirhandstoanswer,andtheteacherwillcallonamaximumoftwostudents.Theteacherwillwritedownashortenedversionofwhatthestudentsaidinthesectionlabeled“Both,”andwillinstructtherestoftheclasstowritethesameontheirdiagram.Theteacherwillencouragethestudentstowritesmallsothattherewillbeenoughroomonthediagram.Theteacherwillthensay,“Greatjobguys!Wenamedjusttwooutofthemanywaysthatthesetwostoriesaresimilar!CansomeonetellmeonethingaboutTheThreeLittlePigsandtheBigBadWolfthatwasdifferentfromTheThreeLittleWolvesandtheBigBadPig?”Theteacherwillcallonamaximumofthreestudents.Theteacherwillwritedownashortenedversionofwhatthestudentsaidinthesectionlabeled“3Pigs,”andwillinstructtherestoftheclasstowritethesameontheirdiagram.Theteacherwillthensay,“Greatjob!Now,cansomeonetellmeonethingaboutTheThreeLittleWolvesandtheBigBadPigthatwasdifferentfromTheThreeLittlePigsandtheBigBadWolf?Theteacherwillwritedownashortenedversionofwhatthestudentsaidinthesectionlabeled“3Wolves,”andwillinstructtherestoftheclasstowritethesameontheirdiagram.Duringthisactivity,theteacherisabletoassess

McCrackenELAUnit27

howwellthestudentsareunderstandinghowtocompareandcontrasttwostoriesbasedontheanswersthatthestudentsgivetheteacher. AftereachstudenthasamatchingVennDiagramtotheonethattheteacherhasontheboard,theteacherwilltellthemtoputtheirpencilsdownandcomebacktothelearningcircle.Theteacherwilldismissthemaccordingtowhatcolorofhairthestudentshave.Onceallofthestudentsareseated,theteacherwilltakethepremadelistfromtheteacher’sdeskandhaveitintheteacher’shand.Beforetheteacherreadsthelistofpartners,theteacherwillsay,“Alrightguys!So,forthisnextpartofthelesson,Iamgoingtopartneryouupwithyourpeers,andtogetheryouaregoingtocompletetherestofyourVennDiagram.Youandyourpartnerneedtocomeupwiththreemoredifferencesineachofthe‘3Pigs’and‘3Wolves’sectionsandtwomoresimilaritiesinthesectiontitled‘Both.’Forthestudentsthatareinreadinglevelfourorabove(thisiscodeforenrichmentstudents),Iwantyoutolistfourmoredifferencesineachoutsidesection,andfourmoresimilaritiesintheinsidesectionofthediagram.”Astheteacherexplainstheinstructions,theteacherisalsopointingtothedifferentsectionsastheteachertalksabouteachsection.Theteacherwillthenreadthelist,andpairthestudentsaccordingtotheirability.Theteacherwilltellthestudentstositabouttheroomwiththeirpartnersandworktogethertocompletethetask.Asthestudentsareworkingontheirdiagrams,theteacheristakingthewindspeedanemometerfromtheteacher’sdeskandbringingittothefrontoftheclassroomwheretheteacherwillsitdownatherchairinfrontofthedryeraseboard.Theteacherwilltakealargepieceofpaper,andplaceitonthedryeraseboard,andtheteacherwillgrabamarker.Oncethisisdone,theteacherwillalsoassesshowwellthestudentsseemtobeworkingtogether,andhowwelltheyunderstandtheconceptofcomparingandcontrastingbywalkingaroundandusingtheobservationassessmentchecklist.Asthestudentsfinish,theteachertellsthestudentstoturntheirVennDiagramsintothe“Turn-InBin,”andsitattheirseatandreadtheirbooksuntileveryoneisfinished.Theteacherwillcontinuetowalkaroundtheroomandhelpstudentsasneeded. OnceeveryoneisfinishedwiththeirVennDiagrams,theteacherwilldismissthestudentsbythecoloroftheirsockstothelearningcircleatthefrontoftheclassroom.Theteacherwillthenexplaintothestudentstheanemometerdevicethattheteacherhasintheirhand.Theteacherwillsay,“Okayguys!Hereinmyhand,Ihaveafancylittledevice.Thisdevicemeasuresthespeedofwind.So,whatwearegoingtodo,iswearegoingtohuffandpuffashardaswecan,justlikethewolfdidinthestory,andseehowfastourwindis.So,oneatatime,Iamgoingtotellyoutocomeuphere,andyouaregoingtoblowyourhardestintotheanemometer,andthenyouwillwriteyourwindspeedonthepieceofpaperontheboard.Afterthat,wearegoingtoseeifourhuffsandpuffscouldreallyblowahousedown.Areyouready?”Thestudentswillallsay“Yes!”inunison,andtheteacherwillbegincallingonstudentsaccordingtotheirbehaviortocomeupand“huff”intotheanemometer.Aftereachstudenthasblownintotheanemometerandwrittentheirwindspeedonthepaperonthedryeraseboard,theteacherwillsay,“Wow!Youguysallhuffedandpuffedreallyhard!Thosewindspeedsweresuper-fast!Doyouthinktheywerefastenoughtoblowdownahouse?Let’sfindout.”Theteacherwillthengoovertotheteacher’sdesk,wherethepaperwiththewindspeediswrittenonit.Theteacherwillgrabthepaper,walkbacktoherstudents,sitdownonthechairinfrontofthedryeraseboard,andsay,“Well,Idon’tthinkwewouldbeabletoblowdownahouse!Thewindspeedhastobearound130milesperhour!Wedidnotevencome

McCrackenELAUnit28

closetothat!Doyouthinkthatawolfwouldreallybeabletoknockahousedownwithhisbreath?”Thestudentswillanswer“no,”andtheteacherwillsay,“Idon’tthinksoeither!Butthat’swhatmakesstoriessofun!Theydon’talwayshavetobetrue.Youguysdidsuchagreatjobtoday!Iamexcitedforournextfunactivitytomorrow!” Aftertheactivityisover,theteacherwilltaketheVennDiagramsfromthe“Turn-InBin,”andassesshowwellthestudentsunderstoodtheactivitybasedontheirabilitytocorrectlycompareandcontrastthetwostories.Materials/Resources:

-Books:TheThreeLittlePigsandtheBigBadWolfretoldbyNicolaBaxter,TheThreeLittleWolvesandtheBigBadPigbyEugeneTrivizasandHelenOxenbury -Pencils -50PaperPlates:Twopaperplateswillbeoverlappingandstapledtogether.Therewillbe25ofthese. -Markers(DryEraseandnormal) -WindSpeedAnemometer -Largepieceofpaper -https://www.youtube.com/watch?v=rZpYMLp1LdQ:ThevideoReadAlongofTheThreeLittleWolvesandtheBigBadPig


Studentswillusetheirknowledgefromthepreviouslessonsonhowtwostoriescanbeverysimilar,yetverydifferent.Studentswillalsousetheirpreviousknowledgeonhowtocompareandcontrasttwodifferentsubjects.Andlastly,studentswillusetheirpreviousknowledgeonVennDiagramstocompareandcontrastthestories.Assessment:

Before-Beforetheactivitybegins,theteacherwillassesshowwellthestudentsunderstandtheconceptofcomparingandcontrastingbyaskingthestudentsthedefinitionofeachword.Ifstudentshavetroubledefiningthewords,theteacherwillexplaintheconceptagain. During-Theteacherwillassesshowwellthestudentsunderstandhowtocompareandcontrastthetwostoriesbasedontheirabilitytocommunicatethesimilaritiesanddifferencesfirst,totheteacher,andthentotheirpartner.Theteacherwillcorrectorpraisethestudentduringthe“all-class”session,andthentheteacherwillobserveandlistentoseeifthestudentsarecorrectastheycommunicatetotheirpartnerthesimilaritiesanddifferences.TheteacherwillalsousetheObservationAssessmentChecklisttoassesshowstudentsareworkingduringtheactivity. After-Theteacherwillassess,whilegradingthenowcompletedVennDiagrams,howwellthestudentsareabletocompareandcontrastthetwostoriesbasedonwhetherornottheyputthecorrectinformationinthecorrectsectionsoftheVennDiagram.

McCrackenELAUnit29


Enrichment:Fortheenrichmentstudents,theteacherwillrequirethemtowritedownfivemoredifferencesandfourmoresimilaritiesofthetwostorieswiththeirpartners.Thisallowsthestudentstothinkmoreindepthandencouragesadeeperunderstandingoftheconcept. Intervention:Fortheinterventionstudents,theteacherwillprovideavisualrepresentationofoneofthebooksbyhavingthestudentswatchavideoofthebook.Theteacherwillalsoprovidethestudentswiththeopportunitytoworkwiththeirpeerssothattheycanworktogethertobetterunderstandtheconcept.Reflection:

Thislessonisappropriateforthephysical,cognitive,language,andsocialemotionaldevelopmentofthestudents.Byinstructingthestudentstogetupanddojumpingjacksandmoveabouttheroom,thislessonisveryappropriatefortheirphysicaldevelopment.Thislessonisalsoappropriateforthestudents’cognitivedevelopment,aswellbecauseithasthestudentsparticipateinageappropriateactivitiesandlearningopportunities.Forthelanguagedevelopmentofthestudents,thislessonisappropriatebecauseitgivesthemtheopportunitytotalkandinteractwiththeteacheraswellastheirpeers.Lastly,thislessonisappropriateforthestudents’socialemotionaldevelopmentbecauseithasthestudentsworkingtogetherwiththeirpeers,whichinturncreatesrelationshipsbetweenstudents. Theteacherwillknowwhetherornotthestudentshavelearnedwhattheteacherwantedthemtobyassessingthedifferentin-classactivitiesandbyalsoassessingtheoutcomeoftheVennDiagrams.Ifthestudentshavelearnedhowtocompareandcontrastthetwostories,thentheywillbeabletoarticulatetotheteacherandtotheirpeersthemaindifferencesandsimilaritiesofthetwobooks.TheteacherwillalsoknowifthestudenthaslearnedhowtocompareandcontrastbylookingattheircompletedVennDiagrams.

McCrackenELAUnit30


McCrackenELAUnit31


LessonPlan#4


Studentswillbeabletocontrasttwodifferentversionsofthesamestoryandtheirsettings.CommonCoreContentStandards:



OhioSocialStudiesStandards2-A.8:Identifyurban,suburban,andruralareas.

Methods:

Beforethestudentsarrivetoclass,theteacherwillhave25copiesofthe“Contrast”worksheetprintedandsittingontheleftcorneroftheteacher’sdeskinthefar,leftcorneroftheclassroom.Theteacherwillalsohavethethreebooks,TheThreeLittlePigsandtheBigBadWolf,TheThreeNinjaPigsandtheBigBadWolf,andTheThreeLittleWolvesandtheBigBadPigsittingonthedryerasemarkershelfonthedry-eraseboardatthefrontoftheclassroom.Theteacherwillalsohavethewebsitehttps://www.ixl.com/social-studies/grade-2pulledupontheteacher’scomputersothatitiseasilyaccessiblewhenthestudentsarrive.Thisisaquizthatwillhelprefreshthestudents’mindsonthedifferenttypesoflivingareas.Theprojectorremotewillbesittingontopofthe“Contrast”worksheets. Theteacherwillgodowntothegymwheretheteacherwillpickupthestudentsfromrecess.Theteacherwillwalkthestudentstotheirclassroomwheretheteacherwillopenthedoorforthestudents,andaskthemtotakeaseatattheirassigneddesks.Theteacherwillthendismissthestudentstoputtheirjacketawayaccordingtotheirbirthdaymonth.Whilethestudentsareputtingtheirjacketsaway,theteacherwillwalkovertotheteacher’sdesk,makesurethequizispulleduponthecomputer,taketheprojectorremotefromthestackofpaper,andturntheprojectoron.Theteacherwillthenwalkovertothe“pull-down”screenfortheprojectorinfrontofthedryeraseboard,andpulldownthescreen,sothatthestudentswillbeabletoseewhatisonthecomputer.Afterallofthestudentshaveputtheirjacketsaway,theteacherwillaskthemalltoquietdownandtoturntheirattentiontothescreen.Beforetheteacherwalksbacktothecomputertostartthequiz,theteacherwillask,“Cananyonetellmeoneofthethreelivingareasthatwehavebeenlearningaboutthisweek?”Thestudentswillraisetheirhandstoanswer.Theteacherwillcallonastudent,andoncethecorrectanswerhasbeengiven,theteacherwillthenasktheclassfortheremaininglivingareasuntilallthreelivingareashavebeenmentioned.

Afterthat,theteacherwillsay,“Greatjob,guys!Iamsogladthatyouarecatchingonsoquickly!Today,wearegoingtotakealittlegroupquiztogether.”Theteacherwillmotionto

McCrackenELAUnit32

theprojectedcomputerscreenandsay,“Behindmeisthequiz.So,whatisgoingtohappenisIamgoingtoaskyouguystopickoutthepicturethatbestdescribeseitherarural,urban,orsuburbanlivingarea.Afterthat,Iwillclickontheanswerthatyougavemetoseeifitisright.Thisisafunwaytoreviewwhatwehavealreadylearned.Areyouready?Nodyourheadonceifyouunderstand.”Thestudentswillallnodtheirheadonce.Ifsomestudentsdonotnodtheirheads,theteacherwillretelltheinstructionsinawaythatthestudentsunderstandbest.Theteacherwillthenmoveovertothecomputerandwillstartthequiz.Foreachquestion,theteacherwillcallonastudenttoanswerit.Thequizwillsaywhetherornottheansweriscorrect.Onceallofthequestionshavebeenansweredcorrectlyandeachstudenthasgottenthechancetoanswer,theteacherwilldismissthestudentstotheLearningCircleatthefrontoftheclassroom,infrontofthedry-eraseboard,accordingtothecoloroftheirhair.Whilethestudentsarecomingtositdown,theteacherwillbeputtingthepull-downscreenbackup,turningofftheprojectorwiththeremote,andthenwalkingovertothecomputertoclosethequizwebsite.

AftereachstudentisseatedattheLearningCircle,theteacherwilltakethebook,TheThreeNinjaPigsfromthechalkshelfonthedry-eraseboard.Theteacherwillsay,“Alrightguys!Soyesterday,wegottoreadtwodifferentbooksaboutthethreelittlepigs,orwolvesandabigbadwolforpig!Today,wegettoreadanotherversionofthatstory.Doyouknowwhataversionmeans?”Theteacherwillthencallontwoorthreestudentsandseeiftheyknowtheanswer.Iftheydo,theteacherwillsay,“That’sright!Aversionisaformofanoriginalthoughtorstory!”Ifthecorrectanswerisnotgiven,theteacherwillsay,“You’reclose;aversionisaformofanoriginalthoughtorstory.Thisversionisaboutthreelittlepigs,butthey’reninjas!Areyoureadytohearit?Alright,let’sbegin.”Theteacherwillthenaskthefollowingquestionsduringthebookreading.TheThreeNinjaPigsbookquestions: Afterpagefour:“Wow!Whatdoyouthinkisgoingtohappennext?” Afterpagesix:“Oh,no!Whatdoyouthinkaboutthefirstpigdroppingout?” Afterpageeight:“Thatpigwasbeingveryprideful.Whatdoyouthinkisgoingtohappentohim?” Afterpagefourteen:“Uh,oh!Wasthatveryniceforthepigtosay?Doyouthinkthewolfwillgetmad?” Afterpagesixteen:“DoyouthinkthatPigNumberTwowillbebetterpreparedthanPigNumberOne?Doyouthinkthewolfwilleatthepigs?” Afterpageeighteen:“Whatdoyouthinkthetwopigswilldo?Wherewilltheygo?” Afterpagetwenty-two:“Doyouthinktheothertwopigsweregoodninjassincetheyweren’tpolite?WhatdoyouthinkaboutPigNumberThree?Doyouthinkshewillbeabetterninja?” Afterpagetwenty-eight:“Doyouthinkthewolfreallyranaway?WouldyoubescaredofPigNumberThree?” Afterthebookisover:“Wow!Ilikedthatbook,didn’tyou?Whattypeoflivingareadoyouthinkthisbooktookplacein?Urban,suburban,orrural?”Theteacherwillcallonthestudentsuntilthecorrectanswerisgiven. Afterthebookisfinished,theteacherwilltellthestudentstojumpup,anddoten“LearningJacks”(LearningJacksarefivejumpingjacksthatwillhelprefocusandreengagethe

McCrackenELAUnit33

students).Afterthestudentsarefinishedwiththeir“LearningJacks,”theteacherwillaskthestudentstositbackdownattheLearningCircle.

Asthestudentsaresettlebackintotheirspots,theteacherwilltakethedry-erasemarkerfromthedryerasemarkershelfontheboard,andwilldrawthreecolumns,andwilllabeleachoneeither,“TheThreeLittlePigsandtheBigBadWolf,TheThreeLittleWolvesandtheBigBadPig,orTheThreeNinjaPigs”Aftertheteacherisfinishedwritingthebooktitlesontheboard,theteacherwilltakethethreebooksfromthedryerasemarkershelfonthedry-eraseboard,andwillholdthemuptotheclass.Theteacherwillsay,“Alright,class!Now,wearegoingtovoteonourfavoriteversionofTheThreeLittlePigs.Injustamoment,Iamgoingtoholduponebookatatime,andyouaregoingtovoteonyourfavorite.Nowremember,youcanonlyvoteonce.Okay?Alright.Let’sgetstarted.”Theteacherwillthenholdupthefirstbookandwillsay,“Okay,wholovedTheThreeNinjaPigsthebest?Ifit’syourfavorite,Iwantyoutostand-up,putyourhandup,andthenpairupwithsomeonewhohastheirhandupandmovetotheback,leftcorneroftheroom.”Aftereachbook,theteacherwilltellthestudentstomovetotheback,leftcorneroftheroom(TheThreeNinjaPigs),theback,rightcorneroftheroom(TheThreeLittlePigsandtheBigBadWolf),orstaystandingintheLearningCircle(TheThreeLittleWolvesandtheBigBadPig).Whilethishappens,theteacherwillwritedowntallymarksthatrepresentstudentswhovotedforeachbook.Thestudentswillstandup,puttheirhandup,andpairupwithstudentsandmovetoeithertheback,leftcorneroftheclassroom,theback,rightcorneroftheclassroom,ortostayseatedattheLearningCircle.Thisvotingandmovingtodifferentareasoftheclassroomwillcontinueuntilallstudentshavevotedontheirfavoritebook,andarestandinginthecorrectplaces.

Afterthat,theteacherwillaskthestudentstoturntotheirpartnerthattheypairedupwithandtellthemthreethingsaboutthebookthatwastheirfavorite.TheteacherwillbewalkingaroundtheroomwiththeObservationAssessmentChecklist,watchingthestudentsinteractwithoneanother,andalsoactingasastand-inwhenastudentdoesnothaveapartner.Afterthis,theteacherwilldismissthestudentsbythebookonwhichtheyvotedtogobacktotheirseats.Asthestudentsaremakingtheirwaybacktotheirseats,theteacherwillbewalkingovertotheteacher’sdeskandgrabbingthestackof“Contrast”worksheets.Theteacherwillalsoaskthestudentsatthistimetogetoutapencilwhentheyreturntotheirseats.Aftereachstudentisbackintheirseat,theteacherwillpassoutone“Contrast”worksheettoeachstudentsittingattheirseat.Wheneachstudenthasapaperandpencil,theteacherwillgotothefrontoftheclassroom,infrontofthedry-eraseboard,withacopyoftheworksheet,andwillexplainthedirectionsofthesheet.Theteacherwillsay,“Alright,guys!Hereisaworksheetforyouguystocomplete.IwantyoutopicktwooutofthethreeTheThreeLittlePigsbooksthatwereadthisweek.Onceyouhavepickedoutyourtwostories,Iwantyoutowritetheirtitlesunderneath‘Story#1’and‘Story#2.’Afterthat,youaregoingtofilloutthe‘characters’sectionforeachstory.Thisiswhereyoutellmeabouttheanimalsinthestory.Tellmeiftherewerethreelittlepigs,orthreelittlewolves,orthreeninjapigs.Thenextsectioniswhereyoutellmethesetting,orwherethestorytookplace.Afterthat,youaregoingtofilloutwhetherthestorywasinarural,urban,orsuburbansetting.Andlastly,inthiscolumn,youwilltellmeinthreesentences,youcanusethebackifyoudon’thaveenoughroom,whathappenedineachstory.”

McCrackenELAUnit34

Aftertheteacherisfinishedgivingdirectionstothestudents,theteacherwilltellthestudentstobeginworkingontheworksheet.Theteacherwillthenstopateachenrichmentstudent’sdesk,andtellthosestudentsthattheyneedtowritefivesentencesthattellwhathappenedineachstory.Theteacherwillalsotellthestudents,“Youguysaredoinggreat!Whenyoufinish,pleaseturnitintothe‘Turn-InBin,’andreadyourfree-readingbooks.”Asthestudentsareworkingontheirworksheets,theteacherwillwalkaroundtheroom,tohelpthestudents,keepthemontask,andencouragethemastheyunderstandthetopic.Onceallofthestudentshavefinishedtheirworksheets,orthefifteen-minutetimelimitisover,theteacherwilltaketheworksheetsoutofthe“Turn-InBin,”movethemtotheleft,uppercorneroftheteacher’sdeskandmoveontothenextlessontheteacherhasplannedfortheday.Materials/Resources:

-Books:TheThreeLittlePigsandtheBigBadWolfretoldbyNicolaBaxter,TheThreeLittleWolvesandtheBigBadPigbyEugeneTrivizasandHelenOxenbury,andTheThreeNinjaPigsbyCoreyRosenSchwartz. -Pencils -Dry-EraseMarkers -“Contrast”worksheet:Theteacherwillneed25copiesforthislesson.

• https://www.ixl.com/social-studies/grade-2/identify-urban-suburban-and-rural-areasTheteacherwillusethislinktopulluptheonlinequizoverthedifferentlivingareas.


Studentswillusetheirknowledgefromthepreviouslessonthattwostoriescanbeverysimilar,yetverydifferent.Theywillalsousetheirpriorknowledgeonhowtocompareandcontrastthesedifferentstories.Studentswillusetheirpriorknowledgeonhowtowritesentencestodescribeeventsfromthestoriesthattheyread.Lastly,studentswillusetheirpriorknowledgeonlivingareastodescribewherethestoriestookplace.Assessment:

Before-Beforetheactivitybegins,theteacherwillassesshowwellthestudentsunderstandtheconceptoflivingareasbyaskingthestudentstodescribeeachlivingareaaboutwhichtheyhavebeenlearning. During-Theteacherwillassesshowwellthestudentsunderstanddifferentlivingareasbasedonthequizthattheclasstooktogether.Theteacherwillalsoassessthestudentsonhowwelltheyarelisteningtodirectionsastheyvote,gototheirsectionoftheroom,andthentellapartnertheirfavoriteaspectsofthebooksbyusingtheObservationAssessmentChecklist.Theteacherwillassesshowwellthestudentsareunderstandingthetaskofcontrastingthetwocharactersandtheirhomes,astheteacherwalksaround,helpsthestudents,andwatchesthestudentswork. After-Theteacherwillassess,whilegradingthenowcompleted“Contrast”worksheets,howwellthestudentsunderstoodtheconceptofcontrastingthecharactersoftwodifferent,yetsimilar,stories.

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Enrichment:Fortheenrichmentstudents,theteacherwillrequirethemtowritedownfivesentencesdescribingtheeventsthattookplaceineachstory.Thiswillhelpthestudentsgodeeperintotheirunderstandingofhowtosummarizeanddescribeastory. Intervention:Fortheinterventionstudents,theteacherwillprovideavisualrepresentationofthedifferentlivingareasbyprovidinganinteractivequizthatshowsaplethoraofdifferenttypesofrural,urban,andsuburbanlivingareas.Theteacherwillalsoprovideatimeforallstudentstosharetheirfavoritepartsofthestorywhichallowsstudentstocometogethertobeexcitedaboutthedifferentstoriesaswellasreadingbooks.Reflection:

Thislessonisappropriateforthephysical,cognitive,language,andsocialemotionaldevelopmentofthestudents.Byinstructingthestudentstogetupanddojumpingjacks,andmoveabouttheroom,thislessonisveryappropriatefortheirphysicaldevelopment.Thislessonisalsoappropriateforthestudents’cognitivedevelopmentaswellbecauseitrequiresthestudentstoparticipateinageappropriateactivitiesandlearningopportunities.Forthelanguagedevelopmentofthestudents,thislessonisappropriatebecauseitgivesthemtheopportunitytotalkandinteractwiththeteacher,aswellastheirpeers.Lastly,thislessonisappropriateforthestudents’socialemotionaldevelopmentbecauseithasthestudentstalkingwiththeirpeers,anditgivesthemtheopportunitytocreateasharedinterestwithoneanother. Theteacherwillknowwhetherornotthestudentshavelearnedwhattheteacherwantedthemtobyassessingthedifferentin-classactivitiesandbyalsoassessingtheoutcomeofthe“Contrast”worksheet.Ifthestudentshavelearnedhowtocontrastthetwostories,thentheywillbeabletodescribeonpaperthedifferentcharacters,settings,livingareas,andeventsofthestories.Theteacherwillalsoknowifthestudenthaslearnedthedifferencesoflivingareasbyassessinghowwellthestudentsansweredthequestionsontheonlinequiz.

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“Contrast”WorksheetforLesson4

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StudentName

Stud

ent#

1

Stud

ent#

2

Stud

ent#

3

Etc.

Providesoverallunder-standingofactivity.

Isabletoprovideevidencetosupportwhyeachbookwasthestudent’sfavorite.

Stayingontaskwiththeirpartner.

Bodylanguageandfacialexpressionsshowthatthestudentunderstandstheactivity.

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FinalAssessment


Studentswillbeabletocompareandcontrasttwoversionsofthesamestorybydifferentauthors.CommonCoreContentStandards:



CCSS.MATH.CONTENT.2.MD.A.1:Measurethelengthofanobjectbyselectingandusingappropriatetoolssuchasrulers,yardsticks,metersticks,andmeasuringtapes.Methods:

Beforethestudentsarriveintheclassroom,theteacherwillhavetwenty-fivecopiesoftheGingerbreadManVennDiagramsittingonthetop,leftcorneroftheteacher’sdeskintherightcorneroftheclassroom.Allaroundtheroom,theteacherwillhavecutoutgingerbreadhousestapedtothewalls,bookshelves,thedryeraseboard,etc.Thesehouseswillbeusedforameasurementactivity.BesidethestackofVennDiagrams,theteacherwillhavethirteenrulerssittingontopofapremadelistofpartners.Theteacherwillpairstudentsupaccordingtoability.Theteacherwillputstrugglingmathstudentswithstudentswhounderstandmathatamorein-depthlevel.Theteacherwillalsohavetwenty-fivecopiesoftheshortstoryTheGingerbreadManprintedandsittingbesidethegingerbreadhousesontheleftsideofthedesk,inthefrontoftheclassroom.TheteacherwillalsohavetheprojectorscreenpulleddownandTheGingerbreadBabyRead-Alongpulleduponthecomputersothatitisreadyforthestudentstowatch.TheprojectorremotewillbeontopofthestackoftheVennDiagramsontheteacher’sdesk. Theteacherwillthenopenthedoorontherightsideoftheclassroomandwelcomethestudentsbackintotheclassroomfromrecess.Theteacherwilltellthestudentstositattheirseats,andwaittobedismissedtoputtheircoatsintheircubbies.Theteacherwillthendismissthestudentsaccordingtothecoloroftheirshirttogoputtheircoatsintheircubbies.Aftereachstudenthasputtheircoatawayandsatbackdownintheirseats,theteacherwillsay,“Alrightguys!So,thisentireweekwehavelearnedaboutcomparingandcontrastingdifferentversionsofstories.Today,wearegoingtoputyourknowledgetothetestandseehowwellyoucancompareandcontrasttwonewstoriesonyourown.First,Iamgoingtoseewhatyouguysknowaboutcomparingandcontrasting.Cansomeonepleasetellmewhatcomparingmeans?”Theteacherwillprovideawaittimetoallowthestudentstoreallythinkaboutthequestion.Then,theteacherwillcallonasmanystudentsasnecessaryuntilthecorrectanswerisgiven.Theteacherwillthensay,“Greatjob!Comparingiswhensomeonetakesnoteofthesimilaritiesbetweenthoughtsorobjects.Now,cansomeonetellmewhatcontrastingmeans?”

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Theteacherwillagainprovideanappropriatewaittimeforthestudents,andthentheteacherwillcallonasmanystudentsasnecessaryuntilthecorrectanswerisgiven.Ifitisgivenrightaway,theteacherwillcallonmorestudentstoassesshowwelltheotherstudentsunderstandtheconcept.Theteacherwillthensay,“That’sright!Contrastinghappenswhensomeonetakesnoteofthedifferencesbetweenthoughtsorobjects.Now,wearegoingtowatchaRead-AlongofthebookTheGingerbreadBabybyJanBrett.So,injustaminuteIwantyoualltocometotheLearningCircleandturnyourlisteningearsonsothatyoucanpayattentiontodetailtodowellontheactivity!”TheteacherwillthendismissthestudentstotheLearningCircleaccordingtothefirstletterintheirfirstname.Whiletheteacherisdoingthis,theteacherwillbemovingovertotheteacher’sdesk,grabbingtheprojectorremotefromthestackoftheVennDiagrams,andturningtheprojectoronwiththeremotesothatthestudentscanbegintoseetheRead-Along. DuringtheRead-Along,theteacherwillbestandingattheteacher’scomputer,andwillstopthevideoandaskthefollowingquestionsafterthefollowingpageshavebeenread.QuestionsfortheGingerbreadBaby:

Afterpagefive:“Oh,no!Mattieshouldhavebeenmorecareful!WhatdoyouthinktheGingerbreadBabyisgoingtodonext?”

Afterpagenine:“ThisGingerbreadBabyiscrazy!Doyouthinkhewillgeteaten?”Afterpageeleven:“DoyouthinkthatMattiewillbeabletocatchtheGingerbread

Baby?”Afterpagethirteen:“Thatwasn’tverynice,wasit?WhydoyouthinktheGingerbread

Babyissonaughty?”Afterpagefifteen:“DoyouthinkMattiewillbepatientthistimewhenheisbakingthe

Gingerbread?”Afterpagenineteen:“ThisGingerbreadBabyisgettingveryprideful.Whatdoyouthink

isgoingtohappentohim?”Afterpagetwenty-one:“Oh,no!DoyouthinkthattheGingerbreadBabyisgoingto

drown?WhatdoyouthinkMattieisuptorightnow?”Afterpagetwenty-five:“Doyouknowwhattweakedmeans?”Theteacherwillpause

andwaitforthestudents’response.“Itmeanstopinchorsqueeze!”Afterpagetwenty-seven:“WhatdoyouthinktheGingerbreadBabysmells?”Afterpagetwenty-nine:“Whatdoyouthinkhappenedtothehouse?”Afterthebookisover:“Wow!WhatafunversionoftheGingerbreadManstory!Iloved

it.Didn’tyou?”Afterthebookisover,theteacherwillexitoutofthelink,taketheprojectorremote,

turnofftheprojector,takethestackofrulersfromthedeskandthepieceofpaperthathasthelistofpartnerswrittenonit,andthenwalkovertothepull-downscreenandputitbackintoplace.Whiletheteacherisdoingthis,theteacherwillhavethestudentsstandup,anddoten“LearningJacks”(LearningJacksarefivejumpingjacksthatwillhelprefocusandreengagethestudents).Oncetheyarefinished,theteacherwillsay,“Alright,guys!Nowwearegoingtodoafunactivity!Whoremembershowtomeasureitems?Rememberwejustlearneditafewmonthsago?Well,nowwearebringingitback.Now,cananyonepleasecomeuphereandshowmewherethetwo-inchesmarkisonmyruler?”Thestudentswillraisetheirhandsandtheteacherwillcallonastudent.Thestudentwillmaketheirwaytotheteacherwhois

McCrackenELAUnit40

standingatthefrontoftheLearningCircleinfrontofthedryeraseboard.Thestudentwillshowtheteacherwherethetwo-inchmarkis,andwillsitbackdownattheLearningCircle.Theteacherwillsay,“Awesomejob!Dideveryoneseethat?Nodyourheadonceifyoudid.”Thestudentswillnodtheirheadsonceandthentheteacherwillsay,“Doyouseeallofthegingerbreadhousestapedallovertheroom?Well,todaywearegoingtomeasurethehousestoseeifourgingerbreadmanwhoistwo-inchestall,”theteacherwillpointtothetwo-inchmarkontheruler,“canliveinthehouses.Injustaminute,Iamgoingtopairyouupandyouandyourpartneraregoingtogotothescrappaperbin,eachtakeonepiece,comebacktoyourseatandwritethenumbersonethroughfiveverticallyonyoursheet.”Ifstudentsarestartingtodrift,theteacherwillsay,“Let’smakesurewehaveourlisteningearson!It’sveryimportantthatyoulisten!”Theteacherwillthensay,“Afteryouhavewrittenonethroughfive,youaregoingtogoallaroundtheroomandfindandmeasureeachhouse.Eachhousehasanumberonit.Ifthehouseisbiggerthantwo-inchesandthegingerbreadmancanfit,thenmakeacheckmarknexttothenumberofthegingerbreadhouse.Ifthehouseissmallerthantwo-inchesandthegingerbreadmancan’tfit,thenmakean‘x’marknexttothenumberofthegingerbreadhouse.Youdonothavetogoinorder,butyouneedtomakesurethatyouputthecheckor‘x’nexttothenumberofthehouse.So,ifyoumeasuredhousenumberfourfirst,youputthecheckor‘x’nexttothenumberfour,notthenumberone.”

Aftertheteacherisdoneexplaining,theteacherwillaskifthereareanyquestions.Theteacherwillanswerthequestions,andthenbegintopairthestudents.Thestudentswillbegintomeasurethehouses.Astheyaredoingthis,theteacherwillbewalkingaroundtheroomwiththeObservationAssessmentChecklistaskingthestudentsquestions,andhelpingthembypushingtheminsteadofgivingthemtheanswerswhentheyneedhelp.Astheactivitystartstocometoanend,theteacherwillsay,“Alrightguys,itlookslikeyouarealmostfinished.Whenyouaredone,Iwantyoutoputyournameonyourscrappaper,putitinthe‘Turn-InBin’andthencomebacktoyourseatandreadyourfreereadingbookuntilallofourfriendsarefinished.”Oncethestudentsarefinishedandaresittingbackintheirseats,theteacherwillwalkovertotheteacher’sdesk,takethetwenty-fivecopiesoftheGingerbreadManshortstory,walkbackovertothefrontoftheclassroomandwillsay,“Greatjobmeasuring,guys!” Astheteacheristalking,theteacherwillbewalkingaroundtheroomandgivingeachstudentacopyofthestory.“Next,wearegoingtoreadanotherversionoftheGingerbreadMantogetherasaclass.Thisisareallycoolversionbecauseithaspicturestogoalongwiththewords.So,ifyouhavetroublereadingaword,youcanlookatthepicturesnexttotheword.Iamgoingtobecallingonyouindividuallytoreadashortpartofthestory.Ready?”Theteacherwillcallonastudenttoreadeachparagraphinthestory.Atotalofsixteenstudentswillreadapassageinthestory.Assoonasthestoryisover,theteacherwilltellthestudentstojumpupanddofifteen“LearningJacks.”Whenthejumpingjacksarefinishedandthestudentsaresittingbackintheirseats,theteacherwillwalkovertotheteacher’sdeskandtakethestackofGingerbreadManVennDiagrams.Theteacherwillthenwalkbacktothefrontoftheclassroom,andholduponeoftheVennDiagrams.Theteacherwillsay,“Okay,guys.Nowthatwehavereadourtwostories,itistimetocompareandcontrastthem!Thedirectionsatthetopofthissheetsay,‘pleasewritesixdifferencesineachgingerbreadmanandsixsimilaritiesintheovalbetweenthegingerbreadmen.’RememberhowwedidthisonWednesdaywithourpaperplateVennDiagrams?Itisthesameidea.Ontherightside,youwillwritesixfactsabout

McCrackenELAUnit41

TheGingerbreadBaby,andontheleftside,youwillwritesixfactsaboutTheGingerbreadMan.Makesurethatyouhavesixbulletpointsineachsection,okay?AsIampassingthesepapersout,Iwantyoutogetyour‘blinders’out.”(‘Blinders”aretwofoldersthatthestudentssetupontheirdeskssothattheirneighborscannotseetheirwork)“IfyouhaveanyquestionsIwillcomeandhelpyou,butyouknowthatIwon’tgiveyoutheanswers!”TheteacherwillpassouttheVennDiagrams,andchecktoseethateachstudenthastheir“blinders”setupontheirdesks.WhentheteacherispassingtheVennDiagramsout,theteacherwillalsobeinstructingtheEnrichmentstudentstowritefivesentencesonthebackofthepaperthatdescribeswhichbookwastheirfavoriteandwhy.Astheteacheriswalkingaround,theteacherwillalsosay,“Whenyouarefinished,pleaseturnyourVennDiagramsintothe“Turn-InBin”andreturntoyourseatswhereIwantyoutokeepyourblindersupandreadyourfreereadingbook.”Theteacherwillwalkaroundtheroomandobservetoseewhatthestudentsaredoing,iftheyneedhelp,oriftheyaredistracted.Thiswillhelpkeepthestudentsontask.AfterallthestudentshaveturnedtheirVennDiagramsin,theteacherandthestudentswillmoveontothenextlessonoftheday. Materials/Resources:

-Books:TheGingerbreadBabybyJanBrett-readalongonYouTube https://www.youtube.com/watch?v=TSZiceeXaAA -TheGingerbreadManStoryPrintout:Theteacherwillneed35copiesforthislesson. -ThirteenRulers -GingerbreadManVennDiagram:Theteacherwillneed35copiesforthislesson. -PrintedGingerbreadHomes:Fivehousesofassortedsizestapedthroughouttheroom. -ScrapPaper -Pencils -Blinders-Twofoldersperstudenttosetuptomakealittle‘office’sothattheir

neighborscannotseetheirpapersConnectiontoPriorKnowledge:

Studentswillusetheirknowledgefromthepreviouslessonthattwostoriescanbeverysimilar,yetverydifferent,andhowtocompareandcontrastthesedifferentstories.Studentswillalsousetheirpriorknowledgeonhowtousearulertocorrectlymeasurethehousestoseeinwhichhousesthegingerbreadmancouldlive.Assessment:

Before-Beforetheactivitybegins,theteacherwillassesshowwellthestudentsunderstandtheconceptofcomparingandcontrastingbyquicklyreviewingthedefinitionofboth,andobservinghowmuchthestudentsknowaboutthisconcept.Theteacherwillalsoassesshowwellthestudentsremembertheconceptsofaruler. During-WiththeObservationAssessmentChecklisttheteacherwillassesshowwellthestudentsunderstandhowtomeasureusingaruler.Theteacherwillalsoassesshowwellthestudentsunderstandtheconceptofcomparingandcontrastingtwodifferentversionsofthesamestorybywalkingaroundtheroomandwatchingthestudentswork.

McCrackenELAUnit42

After-Theteacherwillassess,whilegradingthenowcompletedGingerbreadManVennDiagrams,howwellthestudentsunderstoodtheconceptofcomparingandcontrastingthetwodifferentversionsofthestory.SpecialNeedsofStudents:

Enrichment:Fortheenrichmentstudents,theteacherwillrequirethemtowriteonthebackoftheirVennDiagrampapersashortparagraphthatdescribeswhichbookwastheirfavoriteandwhy.Thiswillhelpthestudentsgodeeperintotheirunderstandingofhowtosharetheiropinionandgiveevidencetosupportit. Intervention:Fortheinterventionstudents,theteacherhasprovidedaversionofTheGingerbreadManthathasdescriptivepicturesnexttothewordsthatstudentsmaystruggletoread.Thishelpsthestudentshaveavisualrepresentationofthewordswhichinturnhelpsthestudentsmakeaconnectionwiththewordtothepicture.Reflection:

Thislessonisappropriateforthephysical,cognitive,language,andsocialemotionaldevelopmentofthestudents.Byinstructingthestudentstogetupanddojumpingjacksandmovearoundtheroom,thislessonisveryappropriatefortheirphysicaldevelopment.Thislessonisalsoappropriateforthestudents’cognitivedevelopmentbecauseithasthestudentsparticipateinageappropriateactivitiesandlearningopportunities.Forthelanguagedevelopmentofthestudents,thislessonisappropriatebecauseitgivesthemtheopportunitytotalkandinteractwiththeteacher,aswellastheirpeers.Lastly,thislessonisappropriateforthestudents’socialemotionaldevelopmentbecauseithasthestudentstalkingwiththeirpeersandworkingtogethertomeasurethegingerbreadhouses. Theteacherwillknowwhetherornotthestudentshavelearnedwhattheteacherwantedthemtobyassessingthedifferentin-classactivitiesandbyalsoassessingtheoutcomeoftheVennDiagram.Ifthestudentshavelearnedhowtocontrastthetwostories,thentheywillbeabletodescribeonpapersixdifferencesforeachbookandsixsimilarities.Theteacherwillalsoknowifthestudenthaslearnedhowtomeasureitemsbycheckingtoseeiftheirmeasurementsofthegingerbreadhousesarecorrect.

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TheGingerbreadManStory–Onecopyisneeded

perstudent.

McCrackenELAUnit44

McCrackenELAUnit45

McCrackenELAUnit46

McCrackenELAUnit47

GingerbreadHouses:Thesearetobecutoutandtapedthroughouttheclassroomforthestudentstomeasure.

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McCrackenELAUnit49

McCrackenELAUnit50

McCrackenELAUnit51

FinalAssessmentRubric

2nd Grade ELA Unit · McCracken ELA Unit 1 2nd Grade ELA Unit English Language Arts Literacy...

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