G2 ELA Week 7 LP - dcps.instructure.com

Elementary ELA Grade 2: Unit 6: Exploring Our Neighbors: Canada and Mexico

Distance Learning Packet Week 7

Grade 2 Distance Learning Week 7

Exploring Our Neighbors

District of Columbia Public Schools of 42

Unit Overview In this unit, you will learn about two countries that neighbor the United States—Canada and Mexico—by comparing and contrasting cultural differences as well as making text connections. By the end of the unit, you will understand the idea that where we live affects how we live.

Lines of Inquiry You will study these questions:

• Why are Canada, Mexico, and the U.S. significant countries on the continent of North

America?

• How can where people live affect how they live?

• How is life in the U.S. similar and different from life in neighboring countries; Canada

and Mexico?

Understandings By the end of this unit, you will understand:

• Canada and Mexico are geographically our neighbors. They border the United States.

• There are similarities and differences between Mexico and Canada.

• Children in Canada and Mexico experience some things that are the same, and other

things that are different.

Writing Focus Within this unit of study, you will become an expert on the three great countries in North

America to write an opinion piece, sharing your opinion: I want to visit...Canada or Mexico.

You will write an opinion piece that -

• Introduces a topic

• States an opinion

• Supplies a reason for the opinion

• Provides a concluding statement or section

• Uses capital letters correctly

• Uses correct punctuation for ending marks, commas, and apostrophes

• Uses spelling patterns

Culminating Task You will become ambassadors for your school and country. This task will provide an

opportunity for you to write about how your life is special and how it might be alike or

different to our neighbors in North America. During this unit, you will conduct research

about children's lives in Mexico and Canada. You will use your research to think about what

is similar and different in your life. Finally, you will create a blog post about how your life is

similar and different to children’s lives in Mexico and Canada.

Focus Standards Reading Writing Language

RL.2.1 RI.2.1 RI.2.8

RL.2.2 RI.2.2 RI.2.9

RL.2.3 RI.2.4

W.2.1 W.2.8

W.2.2

W.2.7

L.2.1 L.2.6

L.2.2

L.2.4




Week 7 Overview

Text(s) Canada: The People, by Bobbie Kalman and “Countries of the World: Mexico,” by National Geographic Kids

Text-Focusing Question

What is the cultural history of people living in Canada and Mexico?

Content Vocabulary

native, culture, immigrant, ethnic

Daily Sequence Day One Day Two Day Three Day Four

• Content

Vocabulary

• First Read

• Read and

Respond to Text

• Second Read

• Reread for

Comprehension

• Reread to Gather

Information

• Exit Ticket

• Writing in

Response to Text




Day 1: New Sound and Spelling Practice Objective Today you will review two suffixes (-er, -est) by reading words with the suffixes.

Directions A suffix is an ending that can be added to a base word. The suffixes -er and -est are added to base words to compare.

Base Word: small + Suffix: -er = smaller (more small)

Base Word: small + Suffix: -est = smallest (most small) ________________________________________________________

Sam is small. Mike is smaller than Sam. Ben is the smallest. ________________________________________________________

Note: You can find a foundational literacy lesson supporting today’s learning on the DCPS YouTube channel.

Activity A Add -er and -est to each word. Write the new words in the chart. (Remember, if the base word ends with an e, drop the e before adding an -er or -est.)




Activity B Read the first sentence in each pair. Complete the second sentence by adding -er or -est to the underlined word.




Day 1: Content Vocabulary

Objective Today you will continue to explore the topic of North America and learn vocabulary words that you will see as you read and write about Canada and Mexico.

Directions £ Activity 1: Look at the picture, read the word, and read the definition.

£ Activity 2: Cut out the boxes below and sort into three piles:

1. pictures

2. words

3. definitions

£ Match the picture, words, and definitions and paste into the blank table.

£ In your own words, tell a family member about what each new word means.

Activity 1

Look Read Word Define

native

a group of people who were already living in an

area (such as North America or Africa) when Europeans first arrived

culture

language, customs, ideas and art of a particular

group of people

immigrant

a person who moves from the country where

he or she was born to another country

ethnic groups of people who

have the same customs, religion, origin, etc.




Activity 2

Page Intentionally Left Blank




Directions: Cut out the boxes below, and sort into three piles: 1) pictures 2) words and 3) definitions.

Match together and paste into the blank table.

groups of people who

have the same customs, religion, origin, etc.

native

ethnic

a person who moves

from the country where he or she was born to

another country

language, customs, ideas and art of a particular

group of people

immigrant

a group of people who were already living in an area (such as North America or Africa) when Europeans first arrived

culture




Look Read Word Define




Day 2: Sound and Spelling Practice Objective Today you will practice spelling words with the suffixes -er and -est.






Activity Add -er and -est to each word. Write the new words in the chart.




Use some of the new words you wrote to complete the sentences.




Day 2: First Read: Read and Respond to Text

Objective Today you will read part of the texts, Canada: The People, by Bobbie Kalman and reread part of

“Countries of the World: Mexico, from National Geographic Kids, and answer questions about the

texts. While you read, think about the cultural history of people living in Canada and Mexico.

Directions £ Read segments from Canada: The People and “Countries Of The World: Mexico.”

£ Answer the questions below using complete sentences and appropriate grammar and

punctuation.

£ Be sure to use evidence from the text to support your answers.




Text(s) & Activity

Canada: The People by Bobbie Kalman




Countries Of The World: Mexico By National Geographic Kids, adapted by Newsela staff on 06.07.18

People And Culture

Mexico has a rich history. For many years, the land was ruled by different groups of native peoples. Later, the Spanish took over. Today, most Mexicans are mestizos. That means they have a mix of native and Spanish ancestry.

Mexico has been home to many artists. Long ago, the Maya made amazing sculptures and jewelry. So did other native groups. Modern Mexican artists include great painters and photographers.

History

The Olmecs were the first ancient civilization in Mexico. They lived in southeastern Mexico about 3,200 years ago. The Olmecs were later followed by other native groups. They include the Maya, the Toltec and the Aztec peoples.

Mexico's ancient societies built huge cities and pyramids. They created great works of art. They studied the stars and planets, too.

In the early 1500s, the Spanish came to Mexico. This was about 500 years ago. The Spanish brought diseases that made the Aztec people sick. They also attacked and destroyed the Aztec capital, called Tenochtilán.

In 1810, a war started. The native people of Mexico wanted to rule themselves. It was the Mexican War of Independence. The war ended in 1821. The Spanish settlers lost. They no longer ruled over this land.


Exploring our Neighbors


Day 2: First Read: Read and Respond to Text Text(s) & Activity

Text-Dependent Questions Evidence-Based Responses

Using details and photographs in the text, what descriptive words can you use to describe people who

live in Canada and Mexico?

How are the people of Canada similar to the people of Mexico?

Grade 2 Distance Learning Week 7 Exploring Our Neighbors


Day 3: Fluency Practice Objective Today you will practice reading and writing words with the suffixes -er and -est.






Activity A Mark the word that completes each sentence. (Note: If the base word ends with a y, change y to an i before adding -er or -est. If the base word is a consonant-vowel-consonant (cvc) word, double the final consonant before adding -er or -est.)



Activity B Add an -er or -est to the words in the box to complete each sentence.



Day 3: Second Read: Reread for Comprehension/Gather Information Objective Today you will reread and annotate Canada: The People and “Countries of the World: Mexico” to

gather evidence and information that will support you in answering questions about the text.

Directions As we reread this article, we will consider the cultural history of neighboring people in Canada and Mexico by annotating the text. £ Reread Canada: The People and “Countries of the World: Mexico” and use the annotation key

below to mark up the text.

£ Using your annotations, answer the questions below.

£ Be sure to use evidence from the text to support your answers.

Activity Annotation Key

* Star words and phrases that show the cultural history of Canada and Mexico.

Circle any keywords or phrases that are confusing or unknown.

? (Question Mark) shows questions that you have during the reading. Write the question in the margin.

Margin Notes show clarifying statements in the margins.

Chunked Text Text-Dependent

Questions Evidence-Based Responses

Canada's population is a mixture of people from all kinds of cultural backgrounds The first people to live on the land that is now called Canada were native peoples who came from Asia thousands of yeas ago. Europeans settled in Canada about five hundred years ago. Throughout Canada's more recent history, immigrants from Europe, Asia, and Africa have continued to come to Canada.

Reread, “A Mixture of

People” section on p. 4. How

does the author describe the

people living in Canada?



Chunked Text Text-Dependent

Questions Evidence-Based Responses

A refugee is a person escaping harsh conditions, war, or persecution in his or her own country.

In Canada: The People, use the clues found in

the text to figure out what

the word, “refugee”

means.

Mexico has a rich history. For many years, the land was ruled by different groups of native peoples. Later, the Spanish took over. Today, most Mexicans are mestizos. That means they have a mix of native and Spanish ancestry.

In “Countries of the World:

Mexico,” reread the section, “People and Culture”. The

word, “originated,”

means to start or come into being. Which cultural group originated in

Mexico? What cultural

groups currently live in Mexico?

Summary of What I’ve Learned Write a summary of the texts highligting key points, ideas, and details. You can use the following to help you get started: These texts are mainly about…

(Consider the 5W’s + H: What, Where, When, Why, Who, and How when completing your summary.)



Tomorrow, you will use what you have learned from the texts from today and write to the prompt: How are the people and history of Canada and Mexico similar and different?



Day 4: Phonics Fun! Objective Today you will practice identifying base words and suffixes.





Note: You can find a foundational literacy lesson supporting today’s learning on the DCPS YouTube channel. Game Materials • Word Cards • Recording Sheet • Scratch Paper • Pencil How to Play 1. Place word cards face down in a stack. Provide each player with scratch paper and a pencil. 2. Taking turns, each player selects the top card from the stack and reads it. 3. Each player writes the word on their scratch paper and identifies the base word and suffix. 4. Write the word, base word, and suffix on the recording sheet



Activity

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Word Cards



Recording Sheet



Day 4: Exit Ticket: Writing in Response to Text

Objective Today you will show what you’ve learned about Mexico and Canada’s people through writing. You will learn about and practice using helping words, examples, and definitions, which will support your readers to understand new words.

Directions £ Complete the writing mini lesson. Look at the word bank and the example sentences using the strategy. You will then practice your own sentences.

£ Be sure to use helping words, examples, and definitions with at least two new vocabulary words in your piece.

£ Using the evidence, you have gathered, choose one of the Outline Organizers provided on the next 2 pages to plan your writing

£ Draft your written response on the lined paper provided or using other materials found at home.

£ Use the checklist found below to edit and revise your work.

Activity Strong writers use “helping words,” examples, and definitions so the reader can understand new words as they read. Helping words give clues to what the new word means. Some of the helping words in the text are: or, like, are, called, which, such as. An example is when the author uses a word and then writes about something that shows what it is, or what it does. A definition is when the author provides the meaning of the word or phrase. Below you will find each of these illustrated about soccer. The vocabulary words are underlined and the helping words, examples, and definitions are bolded.

o Helping Word: The soccer pitch, or field, is 120 yards long.

o Example: When a player from the Portland Thorns kicked the ball out of bounds, the

Washington Spirit was awarded a throw-in, and threw the ball to her teammate.

o Definition: The goalkeeper is the defensive player who makes sure the opposing team does not get the ball into the goal to score. They are the only player that can use their hands to stop a ball on the field.



Now, it’s your turn. You can use the chart to practice using helping words, examples, and definitions.

Sentence Types

Directions: Choose vocabulary words form the word box on the next page to practice the three strategies authors use to support their readers to learn unfamiliar words.

Helping Words (or, like, are, called, which, such as)

Example

Definition



Now it’s time to plan your writing using one of the outline organizers. Then, draft your piece using your sentences with two new vocabulary words to answer the question: How are the people of Canada and Mexico similar and different?

Use what you have learned from, Canada: The People and “Countries of the World: Mexico” to respond to the question. You can use the word bank below to help you use words that might be new to you.

Second Grade Informative Writing Student-Friendly Checklist

Purpose: Reading Comprehension or Research

❏ I answered the question. ❏ I used evidence.

Organization (Written Expression)

❏ I used two different types of sentences. ❏ I wrote different parts. ❏ Each part told different information on the topic. ❏ I wrote a sentence or a part that concluded my writing.

Elaboration (Written Expression)

❏ I used words to show I am an expert on the topic. ❏ I used drawings, captions, or diagrams. ❏ I got my information from talking to people, reading books, and from my own

experiences.

Language and Conventions (Writing)

❏ I used capital letters correctly. ❏ I used correct punctuation for ending marks, commas, and apostrophes. ❏ I used spelling patterns. ❏ I used resources to help me find words I cannot spell.

Word Bank

Canada: native, culture, immigrant, ethnic,

Mexico: ancient culture, civilization, settlers



Single Paragraph Outline Topic Sentence

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Detail 1 ------------------------------------------------------------------------------------------

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Detail 2

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Detail 3 ------------------------------------------------------------------------------------------

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Conclusion Sentence

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Introduction Thesis/Claim - Write an opinion statement about an important idea.

Supporting Idea 1

Topic Sentence ________________________ ________________________________________________ Evidence/Details

Supporting Idea 2


Supporting Idea 3


Conclusion - Restate the thesis/claim.



How are the people of Canada and Mexico similar and different?

G2 ELA Week 7 LP - dcps.instructure.com

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