Brenham ISD Unit Plan
Unit 2 Fiction/Tradition Lit. 23 days | RLA 2nd Grade | |
What do we want students to know and be able to do? Step 1: Identify the essential standards for the unit. | ||
Essential Standards | Supporting Standards | |
2.3B use context within and beyond a sentence to determine the meaning of unfamiliar words 2.7C use text evidence to support an appropriate response 2.8C describe and understand plot elements, including the main events, conflict, and resolution for texts read aloud and independently 2.10A discuss the author's purpose for writing text 2.12A compose literary texts, including personal narratives and poetry | 2.2D alphabetize a series of words and use a dictionary or glossary to find words 2.3A use print or digital resources to determine meaning and pronunciation of unknown words 2.3D identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context 2.6F make inferences and use evidence to support understanding 2.6I monitor comprehension and make adjustments such as re ‐ reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down
2.7D retell and paraphrase texts in ways that maintain meaning and logical order 2.8A discuss topics and determine theme using text evidence with adult assistance 2.8B describe the main character's (characters') internal and external traits 2.8D describe the importance of the setting 2.9A demonstrate knowledge of distinguishing characteristics of well ‐ known children's literature such as folktales, fables, and fairy tales 2.11Bi develop drafts into a focused piece of writing by organizing with structure 2.11Bii develop drafts into a focused piece of writing by developing an idea with specific and relevant details 2.11Dx edit drafts using standard English conventions, including end punctuation, apostrophes in contractions, and commas with items in a series and in dates 2.11Dxi edit drafts using standard English conventions, including correct spelling of words with grade‐ appropriate orthographic patterns and rules and high‐ frequency words | |
What are the specific learning targets (bite-sized pieces of learning) that lead to students being able to accomplish the unit goals? Step 2: Unwrap the essential teks. | ||
Learning Targets (Student Objectives) | ||
What should students know and be able to do? (Information, processes, concepts, main ideas that students must know or understand) (Performance, skills, or actions students must do or demonstrate) | Big Ideas: Students will know and be able to do: 2.3B
2.7C
2.8C
2.10A
2.12A
| |
What academic language / vocabulary should students acquire and use? (Include the term and definition) | Within a sentence - a word or phrase that is a part of the sentence being considered Beyond a sentence - a word or phrase that is not a part of the sentence being considered Context - the words, sentences, or paragraphs that are written before or after another word, sentence, or paragraph to help explain its meaning; the circumstances that surround an event, situation, or character. Unfamiliar word - a word or its meaning that is not known Determine - to decide based on thought Meaning - the definition of a word or phrase; the message of a written text Respond - to formulate an answer Response - an answer or a reply expressed in words or actions Support - to provide evidence; to show to be true Text evidence - support, proof, or reasons located in a text Analyze - to study an idea or object by breaking it in smaller parts Conflict - a struggle between opposing forces that brings about action important to the plot of a literary text Determine - to decide based on thought Main event - the most important action in a literary texts Resolution - the conclusion of a story when the character’s problem has been solved Plot - the main events in a text presented in a sequence Plot elements - a part of a story, including introduction, conflict, rising action, climax, falling action, resolution Author’s purpose - the reason an author has for writing a text Discuss - the act of conversing with others about a topic Compose - to create; to write Personal narrative - a composition written about a person’s experience | |
How will we know if they have learned it? (common summative assessment) Step 3: Discuss evidence of the end in mind - How will you know if students achieved these standards? What type of task could they perform or complete by the end of the unit? With what level of proficiency? With what type of problem or text (stimulus)? Could include exemplars or a rubric. | ||
Students will demonstrate mastery of the unit by completing the following: 2.3B
2.7C
2.8C
2.10A
2.12A
| ||
Where in the unit does it make sense to see if our students are learning what we are teaching? What evidence will we collect along the way? (common formative assessment) Step 4: Plan the timing for common formative assessments - As the team designs the plan, include the quality instructional practices that support high levels of student learning. | ||
Sequential Plan for Unit Instruction and Monitoring Learning | ||
Days Into Instruction | Common Formative Assessment (What are the formative checkpoints?) | |
5, 10, 15, 20 | Context clues | |
10, 21 | Using text evidence | |
8, 16, 20 | plot | |
5, 10, 15, 20 | Author’s purpose | |
4, 8 | Brainstorming a literary text (personal narrative) | |
10, 14, 20 | Drafting a literary text (personal narrative) | |
Notes: Pull poetry into fiction texts to expose students before 4th quarter. During traditional lit bring in: folktales, fairy tales, and fables Resources -
| ||