Archive+Unit+5

9:30-10:10 Lindsay McNatt Garrett Girouard
 * Grade 2**


 * Unit 5- Author Study-Vera B. Williams

Timeframe:** until 3/25/10

Explore one author's work Study this author's literary techniques Write literature responses
 * Big Ideas:**

Reading Writing
 * **Lesson** || **Intended Learning** ||
 * 1 || Learn elements of author study - Become familiar with some of Vera B. Williams' work ||
 * 2 || Start attribute chart of Williams' work - write a summary of Lucky Song ||
 * 3 || Taking notes while reading (sticky notes) ||
 * 4 || Compare and contrast stories; write opinion in response notebook ||
 * 5 || Write a story using same pattern/structure as Lucky Song or More More More Said the Baby ||
 * 6 || Students work in teams to edit student versions of story imitations ||
 * 7 || Students work in teams to edit student versions of story imitations ||
 * 8 || Create a plot map for A Chair for My Mother ||
 * 9 || Write a summary using Plot map ||
 * 10 || Make observations and inferences about a character ||
 * 11 || Make text to self connections ||
 * 12 || Make text to self connections ||
 * 13 || "Make text to text connections ||
 * 14 || Make text to world connections ||
 * 15 || Compare and contrast themes of stories ||
 * 16 || Making a chart of what good Literature Responses have ||
 * 17 || Write literature responses about one book or a comparison of books ||
 * 18 || Create rubric for literature responses (connect or do with attribute chart so students know what to strive for) ||
 * 19 || Students work in partners to edit and revise literature responses with rubric ||
 * 20 || Studetns work in partners to edit and revise literature responses with rubric ||
 * 1 || Diagnostic ||
 * 2 || Generate small moments ideas for writings ||
 * 3 || Adding details to a small moment ||
 * 4 || Studying author's style ||
 * 5 || Studying author's style ||
 * 6 || Studying author's style ||
 * 7 || Studying author's style ||
 * 8 || Adding details to a small moment by researching ||
 * 9 || Studying author's style ||
 * 10 || Using several small moments in one story ||
 * 11 || Using several small moments in one story ||
 * 12 || Using several small moments in one story ||
 * 13 || Studying author's style ||
 * 14 || Studying author's style ||
 * 15 || Studying author's style and emulating ||
 * 16 || Studying author's style and emulating ||
 * 17 || Studying author's style ||
 * 18 || Editing ||
 * 19 || Writing a short autobiography ||
 * 20 || Editing ||
 * 21 || Editing/Revising ||
 * 22 || Celebration ||
 * 23 || Assessment ||
 * 24 || Self-assessment ||

Writing a summary of the story including a topic sentence and important events
 * Reading Essential Learning:**

Students will be able to identify the main characters and events in a story and be able to write a summary in response to the text.
 * Reading Proficiency:**
 * Rubric For Written Summary ||  ||   ||   ||
 * Essential Learning for Reading ||  ||   ||   ||
 * || 4 || 3 || 2 || 1 ||
 * Topic Sentence || Grammatically and punctually correct IVF statement. || Topic sentence that identifies the item and uses a verb. || Includes some components of IVF statement. || No attempt or incomplete. ||
 * Main Characters || Identifies all main characters by name. || Identifies most main characters with some names. || May identify some main characters/focuses on unimportant characters. || Identifies no main characters. ||
 * Key Events || Identifies all key events in sequence. || Identifies most key events in sequence. || Identifies some key events may be out of sequence. || Identifies no key events. ||

Graphic Organizer with character/event identification spaces (can write or draw in it)


 * Writing Rubric**
 * Characters || Includes detailed characters. || Includes characters. || Does not name any specific characters. || No attempt. ||
 * Setting || Identifies a detailed setting. || Names a setting. || May reference a setting without any details. || No attempt/no setting identified. ||
 * Details || Provides vivid details for characters, setting and events. || Provides at least one detail for most components. || Provides very few details. || Provides no details. ||
 * Key Events || Identifies all key events in sequence. || Identifies most key events in sequence. || Identifies some key events may be out of sequence. || Identifies no key events. ||
 * Beginning/Middle/End || Separates into paragraph structure. || Clear beginning, middle, and end. || Clear beginning/end. || No clear structure. ||

Teacher made rubric for summary and graphic organizer of characters and events.
 * Assessment:**

Unit 2 Personal Narrative
 * Archive**

Unit 4 Nonfiction - All About


 * Timeframe:** until 2/12

Understand nonfiction texts Compare fiction/nonfiction Comprehension strategies Accountable talk
 * Big Ideas:**


 * **Lesson** || **Intended Learning** ||
 * 1 || Activate back ground knowledge; identify author's purpose; what new information did we learn from this "all about" book on neighborhoods? ||
 * 2 || Introduction to nonfiction text features to see how authors structure the texts. (table of contents, labels, etc.) ||
 * 3 || Examining text features/organization to see what the author is trying to tell you about this topic (purpose) ||
 * 4 || Structure: headings ||
 * 5 || Response: think about author's message and then think about how it connects to you. ||
 * 6 || Nonfiction text features: Bold, glossaries, caption, labels, diagrams ||
 * 7 || Compare fiction and nonfiction: How to comprehend fiction ||
 * 8 || Beatrix Potter: exploring a nonfiction text (relates to lesson 8) ||
 * 9 || Identify what they learned from a nonficton text (questioning, work with partners, contribute ideas) Venn Diagram ||
 * 10 || Share three things they learned about Potter and Monet. Could these two lessons be used to introduce the unit? ||
 * 11 || Wonder, make personal connections, contribute ideas ||
 * 12 || Review the book The Art Lesson; Draw, Draw, Draw (biography): wondering, contributing ideas (comprehension) ||
 * 13 || "Meeting as a Class" - class norms, reading community (consider building this in to other lessons) ||
 * 14 || Review biographies & other nonfiction: use schema, wondering, questioning to build comprehension (preview to wonder - use nonfiction text features) ||
 * 15 || Use schema, wondering, questioning for comprehension (preview) ||
 * 16 || Use schema, wondering, questioning for comprehension (preview) ||
 * 17 || Fishes - expository text to use schema, wondering, questioning for comprehension (preview) Note: what are the features of expository texts? ||
 * 18 || Fishes - use schema, wondering, questioning for comprehension (vocabulary from the text) ||
 * 19 || Use schema, wondering, questioning for comprehension (moves them to reading independently without stopping, re-read what they just read, discuss) (have them search for specific information) ||
 * 20 || Use schema, wondering, questioning to improve comprehension (consider using a theme for the nonfiction texts) ||
 * 21 || Use schema, wondering, questioning to improve comprehension (vocabulary) ||
 * 22 || Use schema, wondering, questioning to improve comprehension ||
 * 23 || Make bubbles - how-to texts ||
 * 24 || Respond to non-fiction using schema. ||


 * Essential Learning:** Accessing nonfiction text features to make relevant wonderings, questions, and relationships to background knowledge and to confirm whether or not their question was answered

Students will be able to identify with 80% accuracy non-fiction text features (heading, bold print, diagrams, captions, glossary (4/5)) and be able to use these text features to help them ask relevant questions and look for answers to those questions within the text.
 * Proficiency:**

Assessment completed using ActivExpressions on Promethean Board
 * Assessment:**

Collect & Chart Data** || **Step 2 Analyze Strengths & Obstacles** || **Step 3 Establish Goals: Set, Review, Revise** || **Step 4 Select Instructional Strategies** || **Step 5 Determine Results Indicators** || **Next Steps** ||
 * **Date** || **Step 1
 * 2/23 ||  ||   || Current: no proficiency

(9/15) Hamdi Dnaeya Jason? Gage Lammaria Kenny Lajoy Laya Dionnta? //Zakayla// Cindy
 * Lindsay's Goal:**

(11/12)
 * Garrett's Goal**

Osman Anhthu Anganae Angelina Lily Jovani Estavan Aaliyah Lawrence Aidani Phillip //Donna// ||  ||   || For this unit next year, think about ways to make the questions specific to the text feature. Ultimately, give them the opportunity to generate questions themselves.Intended learning seems to be appropriate for next year. ||
 * 2/2 ||  ||  ||





||  ||   ||   || 
 * 







||  || We added students to potential proficients. || Select books with better diagrams. Isolate diagrams and do a whole class wondering.

Captions: pull out examples and non-examples of captions. Have students match them.

"Wonder wall"

More practice with bold words.

Give students opportunities to find the answers to their questions and wondering. || Student work or teacher collected data. || Analyze your student work. List what work you brought in Step 1. Complete the remainder of the cycle. ||
 * 1/26 ||  ||   ||   || Modeled identification of features during the read aloud. Students point it out on the checklist.

Students select NF books from library with at least 3 features. Students identify those features during conferring.

Look at how they test this on CSAP.

Brain pop video; pulling out features to highlight on Promethean board. || Consider doing a clicker quiz. Create the quiz in CSAP style. || Dive deep into the structure of independent work and refine how to gather evidence about which features/questioning are mastered by which students. ||
 * 1/12 ||  || **Obstacles:** Inability to read; lack vocabulary; text features are new; materials they can access


 * Strengths:** labels, table of contents || Current: no proficiency

(9/15) Hamdi Dnaeya Jason? Gage Lammaria Kenny Lajoy Laya Dionnta? //Zakayla// Cindy
 * Lindsay's Goal:**

(11/12)
 * Garrett's Goal**

Osman Anhthu Anganae Angelina Lily Jovani Estavan Aaliyah Lawrence Aidani Phillip //Donna// ||  ||   || Look head to see where you will address the features. Name the strategies you will try and bring related evidence. ||.
 * 12/8 ||  ||   ||   ||   ||   || We finished identifying the intended learnings and determined what is essential in the unit. Next time we will define proficiency, design the pre-assessment and determine the administration schedule. Also consider compiling nonfiction texts. ||
 * 12/1 ||  ||   ||   ||   ||   || Continue charting the intended learnings. Determine what is essential. ||