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Rigorous Curriculum Design—Unit Planning Organizer Blank

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DEKALB COUNTY SCHOOL DISTRICT

RIGOROUS CURRICULUM DESIGN

UNIT PLANNING ORGANIZER

Subject(s) English Language Arts

Grade and Course

2

Unit of Study

Unit 2: Information Overload

Pacing Timeframe: 8 weeks

“Unwrapped” Priority Common Core State Standards Skills and Concepts

ELAGSE2RL2: RECOUNT stories, including fables and folktales from diverse cultures, and DETERMINE their central message, lesson, or moral. ELAGSE2RI2: IDENTIFY the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. ELAGSE2W2: WRITE informative/explanatory texts in which they INTRODUCE a topic, USE facts and definitions to DEVELOP points, and PROVIDE a concluding statement or section.

“Unwrapped” Skills (Students Need

to Be Able to Do)

Unwrapped” Concepts (Students Need

to Know)

Bloom’s Taxonomy

Levels

DOK (For Overall

Standard) ELAGSE2RL2:

• Recount

• Determine

• Stories

• Fables

• Folktales

• Diverse Cultures

• Central Message

• Lesson

• Moral

2 (Understand)

2 (Skills and Concepts)

ELAGSE2RI2:

• Identify

• Topic

• Multi-Level Paragraph

• Text

• Focus

2 (Understand) 2 (Skills and Concepts)

ELAGSE2W2:

• Write

• Introduce

• Informative/ text

• Explanatory text

3 (Apply) 2 (Skills and Concepts)



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• Use

• Develop

• Provide

• Facts • Definitions

• Points

• Concluding Statements • Section

Supporting Standards

ELAGSE2RL1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. ELAGSE2RL3: Describe how characters in a story respond to major events and challenges. ELAGSE2RL5: Describe the overall structure of a story including describing how the beginning introduces the story, the middle provides major events and challenges, and the ending concludes the action. ELAGSE2RL7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. ELAGSE2RI1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. ELAGSE2RI4: Determine the meanings of words and phrases in a text relevant to a grade 2 topic or subject area. ELAGSE2RI5: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently ELAGSE2RI6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe. ELAGSE2RI7: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. ELAGSE2W7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). ELAGSE2W8: Recall information from experiences or gather information from provided sources to answer a question. ELAGSE2L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use collective nouns (e.g., group). b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). c. Use reflexive pronouns (e.g., myself, ourselves). d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). e. Use adjectives and adverbs, and choose between them depending on what is to be modified. f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). g. Creates documents with legible handwriting. ELAGSE2L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.



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a. Capitalize holidays, product names, and geographic names. b. Use commas in greetings and closings of letters. c. Use an apostrophe to form contractions and frequently occurring possessives. d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). e. Consult reference materials, including beginning dictionaries, as needed to check and correct spelling.

ELAGSE2SL1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

b. Build on others’ talk in conversations by linking their comments to the remarks of others.

c. Ask for clarification and further explanation as needed about the topics and texts under discussion.

ELAGSE2SL2: Recount or describe key ideas or details from written texts read aloud or information presented orally or through other media.

ELAGSE2SL3: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

ELAGSE2SL4: Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

ELAGSE2SL5: With guidance and support, create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts and feelings.

ELAGSE2SL6: Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.)



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ELA Overarching Standards

ELAGSE2RL10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELAGSE2RI10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELAGSE2W5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

a. May include prewriting. ELAGSE2W6: With guidance and support from adults, use a variety of tools to produce and publish writing, including digital tools and collaboration with peers.

Reading Foundational Standards Text

During your guided reading groups or RTI sessions, focus on these foundational skills identified in the Fountas and Pinnell word study continuum. Meaningful literacy centers and stations, along with student/teacher conferences, can also be utilized for student practice, remediation, and /or enrichment depending on the student’s proficiency level.

• Early Literacy Concepts: Understanding the concept of a letter and word: left-to-right directionality

• Phonological Awareness: Hearing, saying, and generating rhyming words • Letter Knowledge: Produce letter names; Recognize uppercase and lowercase letters;

Recognize consonants and vowels • Letter/Sound Relationships: Recognize and use beginning consonant sounds; Recognize and

use ending consonant sounds; Recognize words with similar beginning sounds and words with similar ending sounds

• Spelling Patterns: Recognize and use the CVVC pattern; Recognize and use simple phonograms

• High Frequency Words: Recognize and use grade appropriate high frequency words • Word Meaning: Recognize and learn concept words; Recognize and use related words • Word Structure: Understand the concept of a syllable • Word Solving Actions: Make connections between names and words; Use known words to

read and spell

ELAGSE2RF3: Know and apply grade-level phonics and word analysis skills in decoding words.



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a. Distinguish long and short vowels when reading regularly spelled one-syllable words. b. Know spelling-sound correspondences for additional common vowel teams. c. Decode regularly spelled two-syllable words with long vowels. d. Decode words with common prefixes and suffixes. e. Identify words with inconsistent but common spelling-sound correspondences. e. Identify words with inconsistent but common spelling-sound correspondences. ELAGSE2RF4: Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. d. Recognize and read grade-appropriate irregularly spelled words.

Essential Questions Corresponding Big Ideas



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Why is it important for cultures to continue to share their stories, fables, and folktales?

Why is it important to know the main topic of an informational text?

How do the paragraphs within an informational text contribute to the main topic?

How does a writer use facts and definitions to develop points?

Different cultures use stories, fables, and folktales to teach younger members of the group about the values, beliefs, and culture of the group. It is important for the reader to know the main topic of the text so that he/she can understand the author’s message. Paragraphs in a text discuss different key details that will help the reader to understand the entire main topic.

A writer chooses which facts and definitions are needed to develop his/her points in informative and explanatory texts.



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Unit Assessments Pre-Assessment Post-Assessment

Student Version: Gr2_ELA_Unit2_Preassessment_Student Teacher Version: Gr2_ELA_Unit2_Preassessment_Teacher

Student Version: DeKalb Benchmark Assessment

Teacher Version:

DeKalb Benchmark Assessment

Performance Assessment

Engaging Scenario



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The school newspaper is planning a special edition for the holidays on traditions celebrated by different cultures. You will create an article/visual representation to describe a chosen culture's tradition including when and where the tradition is celebrated, why it is celebrated, how it came to be, and how traditions and folktales are shared. Classmates will have the opportunity to participate in a gallery walk to view the presentations before they are submitted to the newspaper for publishing.

Performance Task Synopses

Task 1: ELAGSE2RI2

Students will choose a culture and tradition to study. Students will plan their newspaper article/visual

representation via a graphic organizer. Graphic organizers must include the name of the culture and a

place to write traditions and folktales.

Task 2: ELAGSE2W2, ELAGSE2RI2 and ELAGSE2L2 Students will research the culture, a tradition(s), and a folktale(s) using a variety Task 3: ELAGSE2RI2, ELAGSE2W2 Students will create a visual presentation with the information they collected (e.g., PowerPoint presentation or foldable). Task 4: ELAGSE2W2 Students will present their presentations via a gallery walk. Students will provide feedback to at least two peers offering one "glow," which is something the student well, and one "grow," which is something that the student can work on.

**Students should have the opportunity throughout the unit to engage in independent reading within their Lexile range. Also, students should be exposed to text that is at the higher end of their Lexile range.



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Performance Task 1 In Detail

Task 1 ELAGSE2RI2 Student Directions: Students will choose a culture to study. Students will plan their newspaper article/visual representation via a student-centered graphic organizer. Graphic organizers must include the name of the culture studied and a place to write traditions and folktales. Teacher Notes: If needed, give students options to choose from when selecting a culture to study. Show students a completed graphic organizer to model expectations.


Performance Task 1 Scoring Guide

4 Advanced 3 Proficient 2 Basic 1 Below Basic

All 2 criteria plus: o

o Chooses culture o Includes culture

name o Includes a place

for traditions o Includes a place

for folktales

o Meets 2 of the 4 criteria

o Meets fewer

than 2 of the 4 criteria



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Task 2: ELAGSE2W2, ELAGSE2RI2 and ELAGSE2RL2 Task 2 Student Directions: Students will research the culture, a tradition(s), and a folktale(s) using a variety of resources (i.e. encyclopedia, the internet, books). During their research, students will identify the main topic of the content presented. Task 2 Teacher Notes: Have resources ready and available for student use. Create a model to demonstrate expectations.




All 3 criteria plus: o Writes more

than one tradition

o Writes more than one folktale

o Uses more than

two resources for research

Includes additional information to support research

o Uses graphic

organizer to plan

o Writes one tradition

o Writes one

folktale o Uses two

resources for research

o Identifies main

topic

Meets _3__ of the “5” criteria

Meets fewer than __3_ of the “5” criteria



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Task 3: ELAGSE2W2, ELAGSE2RI2 Task 3 Student Directions: Students will create either an article or visual presentation with the information collected (i.e. brochure, article, PowerPoint Presentation, foldable). Task 3 Teacher Notes: Have resources ready and available for student use. Create a model to demonstrate expectations. Students may create articles, foldables, and brochures via construction paper.




All 4 criteria plus:

o Includes more

than one tradition

o Includes more than one folktale

o Includes additional information to support research

o Creates

article/visual o Includes one

tradition o Includes one

folktale o Identifies main

topic

o Meets _2__ of the “4” criteria

o Meets fewer than

_1__ of the “4” criteria



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Task 4: ELAGSE2W2

Task 4 Student Directions: Students will present their presentations via a gallery walk. Students will provide feedback to at least two peers offering one “glow,” something the student did well, and one “grow,” something the student can work on.

Task 4 Teacher Notes: Students may move around to room to view presentations. Provide students with a clipboard and T-Chart to keep feedback organized. Students may share feedback with their two peers once students have seen all presentations. Refrain from sharing feedback in a whole group setting to avoid decreases in student confidence.




All 4 criteria plus:

o Provides feedback to more than two peers

o Provides more than one “glow” and more than one “grow” to peers

o Provides feedback to 2 peers

o Provides one

“glow” per peer o Provides one

“grow” per peer o Shares

feedback

Meets 2 of the 4 criteria

Meets fewer than 2 of

the 4 criteria



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Instructional Strategies Instructional Strategies

Research-Based Effective Teaching Strategies

21st Century Learning Skills

Learning Objectives (posted and referenced)

Identifying Similarities and Differences

Summarizing and Note Taking

Reinforcing Effort, Providing Recognition

Homework and Practice

Nonlinguistic Representations

Cooperative Learning

Purposeful small group instruction

Increased think time

Setting Objectives, Providing Feedback

Check for Understanding

Generating and Testing Hypotheses

Cues, Questions, and Advance Organizers

Interdisciplinary Non-Fiction Writing

Teamwork and Collaboration

Initiative and Leadership

Curiosity and Imagination

Innovation and Creativity

Critical thinking and Problem Solving

Flexibility and Adaptability

Effective Oral and Written Communication

Accessing and Analyzing Information

Other

Intervention Strategies Intervention Strategies

(Tiers 1, 2, 3) Additional Supports in

Classroom

Specially Designed Instruction for Special

Education Students

Strategies for English Language Learners



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Intervention Strategies (Tiers 1, 2, 3)

Additional Supports in Classroom

Specially Designed Instruction for Special

Education Students

Strategies for English Language Learners

Re-voicing

Explaining

Prompting for participation

Challenging or countering

Asking “Why?” “How?”

Reread

Practice new academic vocab.

Assistive technology

Pre-teach & re-teach in a different way

Repetition

Use of manipulatives

Collaborative work

Direct/explicit instruction

“Chunking”

Accommodating different

learning styles

Create differentiated text sets

Providing additional guided practice

Conferencing

Additional time

Small group collaboration

Modify quantity of work

Take student’s dictation

Scaffold information

Differentiated content process or product

Consistent reward system

Refer to students’ IEP or 504 plan

Assistive technology

Visuals/Realia

Front-loading

Echoing/Choral response

Color-coding

Multiple exposures in

different media

Pair-share

Modeling

Language scaffolds: eg, sentence frames

Deconstruct complex sentences and texts

L1 support

increased opportunities for student-student talk

Strategic vocabulary instruction

Additional think time



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Strategies for Gifted Learners

Tier 1: Low Preparation Tier 2: Medium Preparation

Flexible-Learning Groups by Readiness, Interest, Learning Profiles

Gifted Education Cluster Classes

Choice of Books Gifted Education Collaboration Classes

Homework Options Tiered Activities and Products

Use of Reading Buddies Use of Literature Clubs

Various Journal Prompts Multiple Testing Options

Student/Teacher Goal Setting Multiple Texts

Varied Pacing with Anchor Options Alternative Assessments

Work Alone or Together Subject Advancement within class

Flexible Seating Curriculum Compacting

Varied Scaffolding Tiered Centers

Varied Computer Programs Spelling by Readiness

Design-A-DAY Varying Organizers

Varied Supplemental Materials Community Mentorships

Computer Mentors Stations

Think-Pair-Share by Readiness, Interest, Learning Profiles

Group Investigations

Open-ended Activities Students are Assessed in Multiple Ways

Explorations by Interest Student choice in selecting learning activities.

Options for Competition Simulations

Tier 3: High Tier 4: Advanced/Autonomous

Advanced Content English/language arts, mathematics, science and/or social studies courses

Above grade level accelerated English/language arts, mathematics, science and/or social studies courses

Resource Classes Advanced Placement Classes

Independent/Directed Study International Baccalaureate Classes

Socratic Seminars Internship/Mentorships

Whole Grade Acceleration

Instructional Resources and Materials Suggested Resources Suggested Technology Resources



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Fables Project

(3).pdf • “Why Mosquitoes Buzz in People’s Ears”

by Verna Aardema

• “Why the Sun and the Moon Live in the Sky” by Elphinstone Dayrell

• “Why Snails Have Shells: Minority and Han Folktales from China” by Carolyn Han

• “Tikki Tikki Tembo” by Arlene Mosel

Word Study Continuum

www.lexile.com

Guided reading books

Novels

Leveled books

Lucy Calkins Units of Study for Writing (Informational Unit)

Writing checklists, rubrics, and other resources available at http://www.heinemann.com (teachers must create a free account and register using their Units of Study kit)

• http://www.parenting-by-example.com/free-fables-for-children

• http://www.primaryresources.co.uk/english/englishC3.htm

• http://www.watchknowlearn.org/Category.aspx?CategoryID=2598

• Graphic organizers http://www.pearsonlongman.com/ae/download/shiningstar/graphic_organizers_6_10.pdf

• Writing Units of Study

https://readingrecovery.clemson.edu/home/teaching-writing/writing-workshop/

• Lexiles

https://lexile.com/using-lexile/lexile-measures-and-the-ccssi/text-complexity-grade-bands-and-lexile-ranges/

Unit Vocabulary Unit Vocabulary Terms Interdisciplinary Connections

Academic / Tier 2 Unit-Specific / Domain / Tier 3

http://www.lexile.com/

http://www.heinemann.com/

http://www.parenting-by-example.com/free-fables-for-children



http://www.primaryresources.co.uk/english/englishC3.htm

http://www.primaryresources.co.uk/english/englishC3.htm

http://www.watchknowlearn.org/Category.aspx?CategoryID=2598

http://www.watchknowlearn.org/Category.aspx?CategoryID=2598

http://www.pearsonlongman.com/ae/download/shiningstar/graphic_organizers_6_10.pdf










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Recount Analyze Central Idea Central Message Determine Lesson Summarize/Summary Focus Write Points Statement Section

Fable

Folktale

Diverse cultures

Moral

Theme

Lesson

Convey

Main topic

Multi-paragraph

Facts

Details

Informative/explanatory

Definitions

Students could conduct research during both ELA and social studies time. Students could also apply

what they are learning from this ELA Unit during science and social studies (e.g., conducting

additional research on topics related to science and social studies standards).



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Weekly Planner Course: 2nd English Language Arts Unit: 2 - Information Overload

Pacing Priority (in bold) and Supporting Standards

Engaging Learning Experiences

Core Instruction (in bold) and additional

resources

Formative Assessments

Week 1

ELAGSE2RL2 ELAGSE2RI2 ELAGSE2W2 ELAGSE2RL1 ELAGSE2RI1

Introduce Engaging Scenario And Students will begin reading folktales from different cultures and informational texts about different cultures on their Lexile levels. Use centers and stations for spiral review of all literacy components (comprehension, fluency, phonemic awareness, writing, grammar, vocabulary, guided reading, etc.) Note to Teachers: Students should have daily opportunities throughout the year to engage in independent reading within their Lexile range. In addition, students should also be exposed to and interact with text that is within or above their grade

Reading Use reading pre-assessment data to begin guided reading instruction Recount/retell (or graphically represent) key details from literary texts, including fables and folktales from diverse cultures Determine central message, lesson, or moral of fables and folktales Writing Begin informational writing Writing Units of Study Unit 1 Sessions 1-3

Pre-Assessment Discussion of the Essential Questions (throughout the unit) Writing Units of Study On Demand Performance Assessment (See Chapter 2 of Writing Pathways for explicit guidance) Suggested informal progress monitoring checks:

• Observation

• Anecdotal Notes

• Checklists

• Conferencing

Thumbs Up/Thumbs Down Exit Ticket Think-Pair-Share Response Cards



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resources


level text complexity band.

Week 2

ELAGSE2RL2 ELAGSE2RI2 ELAGSE2W2 ELAGSERI4

Task 1: Students will choose a culture and tradition to study. Students will plan their newspaper article/visual representation via a graphic organizer. Use centers and stations for spiral review of all literacy components (comprehension, fluency, phonemic awareness, writing, grammar, vocabulary, guided reading, etc.) Purposeful independent reading

Reading Identify the main topic of a multi-paragraph informational text Continue to model how to determine central message, lesson or moral of Informational text Use Reading pre-assessment data to begin guided reading instruction Writing Informational writing Writing Units of Study Unit 1 Sessions 4-6

Task 1 scoring guide Suggested informal progress monitoring checks:

• Observation

• Anecdotal Notes

• Checklists

• Conferencing




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resources


Week 3

ELAGSE2RL2 ELAGSE2RI2 ELSGSE2W2 ELSGSE2RI5 ELAGSE2RI7

Task 2: Students will research the culture, a tradition(s), and a folktale(s) using a variety of resources During their research, students will identify the main topic of the content presented. Use centers and stations for spiral review of all literacy components (comprehension, fluency, phonemic awareness, writing, grammar, vocabulary, guided reading, etc.) Purposeful independent reading

Reading Identify the main topic of a multi-paragraph informational text Continue guided reading Writing Continue informational writing Writing Units of Study Unit 1 Sessions 7-9


• Observation

• Anecdotal Notes

• Checklists

• Conferencing


Week 4

ELAGSE2RL2 ELAGSE2RI2 ELAGSE2W2 ELAGSE2RL7 ELSGSE2RI6 ELAGSE2W7

Task 2: Students will research the culture, a tradition(s), and a folktale(s) using a variety of resources During their research, students will identify the main topic of the content presented. Use centers and stations for spiral review of all literacy components (comprehension, fluency, phonemic awareness, writing, grammar, vocabulary, guided reading,

Reading Continue guided reading Writing Continue Informational Writing Writing Units of Study Unit 1 Sessions 10-12


• Observation

• Anecdotal Notes

• Checklists

• Conferencing




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resources


etc.) Purposeful independent

reading

Week 5

ELAGSE2RL2 ELAGSE2RI2 ELAGSE2W2 ELAGSE2RI5 ELAGSE2W7

Task 3: Students will create either an article or visual presentation with the information collected (i.e. brochure, article, PowerPoint Presentation, foldable). Use centers and stations for spiral review of all literacy components (comprehension, fluency, phonemic awareness, writing, grammar, vocabulary, guided reading, etc.) Purposeful independent reading

Reading Model how to create a PPT and foldable Continue guided reading Writing

Continue Informational Writing Writing Units of Study Unit 1 Sessions 13-15


• Observation

• Anecdotal Notes

• Checklists

• Conferencing


Week 6

ELAGSE2RL2 ELAGSE2RI2 ELAGSE2W2 ELAGSE2RI5 ELAGSE2W7

Task 4: Students will present their presentations via a gallery walk. Students will provide feedback to at least two peers. Use centers and stations for spiral review of all literacy components

Reading Monitor students' visual presentations Continue guided reading Writing

Continue informational writing Writing Units of Study Unit 1 Sessions


• Observation

• Anecdotal Notes

• Checklists

• Conferencing



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resources


(comprehension, fluency, phonemic awareness, writing, grammar, vocabulary, guided reading, etc.) Purposeful Independent Reading

16-18 Thumbs Up/Thumbs Down Exit Ticket Think-Pair-Share Response Cards

Week 7

ELAGSE2RL2 ELAGSE2RI2 ELAGSE2W2 ELAGSE2RI6 ELAGSE2W7 ELAGSE2W8

Task 4: Students will present their presentations via a gallery walk. Students will provide feedback to at least two peers offering one “glow,” something the student did well, and one “grow,” something the student can work on. Use centers and stations for spiral review of all literacy components (comprehension, fluency, phonemic awareness, writing, grammar, vocabulary, guided reading, etc.) Purposeful independent reading

Reading Continue guided reading Provide relevant information during reading (e.g., personal experiences, facts, definitions, examples) to elaborate or clarify subject and details. Writing Organize writing with a beginning, middle and end Use simple transition words that show order (e.g., first, next, finally).

Continue Informational Writing Writing Units of Study Unit 1 Sessions 19


• Observation

• Anecdotal Notes

• Checklists

• Conferencing




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resources


Week 8

ELAGSE2RL2 ELAGSE2RI2 ELAGSE2W2 ELAGSE2RI6 ELAGSE2W7 ELAGSE2W8

Review Use centers and stations for spiral review of all literacy components (comprehension, fluency, phonemic awareness, writing, grammar, vocabulary, guided reading, etc.) Purposeful independent reading

Reading Continue guided reading Writing Use paragraphs to transition between ideas when appropriate Provide a concluding statement/section/paragraph Write informative/ explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement.

Post Assessment Determine central message, lesson or moral. Suggested informal progress monitoring checks:

• Observation

• Anecdotal Notes

• Checklists

• Conferencing


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