Second Grade–Unit 5

 Hand Me Down Fables From Around the World        

Unit 5 LA Standards

Social Studies

Managing Student Work in Labs

Informational Questioning Stems

Literature (Narrative) Questioning Stems

(6 Weeks)

Essential Questions

“I Can Statements

& Assessments

Instructional Activities

           Lesson Resources

1. What language components are needed when reading and writing?                                              

This means I can use the correct grammar, vocabulary, and language conventions when reading, speaking, and writing.

-ask and answer questions and use text features to clarify understanding

 -use text features in informational texts to aid in comprehension

-understand and use regular and irregular forms of plural nouns correctly in speaking and writing

-read a variety of texts, ‘harvest” information, and create narrative and opinion “close writes”

-determine the meaning of new words based on knowledge of compound words, base words, and prefixes/suffixes

-understand and use frequently occurring prepositions

-use language skills learned in reading and writing

Suggested Texts  

Text Features in Informational Text

Plural Nouns Activities

Additional Resources - Plural Nouns

Text Structures and Features

Scroll down to 2nd -3rd grade  day 2  Text structures


Narrative and Opinion Writing

The Paperboy

2.  What can be learned from fables?

This means I can retell and compare and contrast fables from diverse cultures and countries.

-explore and explain the elements of fables

-understand and explain fables and how they

 connect generations

-compare and contrast fables by title, author,

 country of origin, moral or central message,

 and other story elements

-connect fables and folktales to maps and globes

-recount stories, including fables and folktales, from diverse cultures, and determine their central message, lesson or moral and write imaginary narratives

-understand the elements of fables and create a new fable

-ask and answer questions of a speaker who reads or discusses a fable from their native country

-know and apply grade-level phonics and word analysis in decoding words and begin using dictionaries to clarify the meaning of words and phrases

Suggested Texts

Elements of Fables  

Fables Connect Generations

Compare and Contrast Fables

Independent Reading of Fables

Recount and Explain the Message of Fables

Shared Narrative Writing

Speakers/Shared Informative/Explanatory Writing

A Froggy Fable

3.  What is the difference between fables and folktales?


This means I can retell and compare and contrast fables and folktales and determine the author’s central message or moral presented.

-compare and contrast folktales by title, author,

 country of origin, and other story elements

-compare and contrast different versions of the

 same folktales

-identify and recount the problem and solution, the central message or moral, and the sequence of events in a folktale

-identify, understand meaning, and use new vocabulary and read texts fluently

-connect folktales to maps and globes

-compare and contrast fairytales with folktales and folktales with fables

Suggested Texts 

What is a folktale?

Patricia Polacco

Stone Soup-Compare and Contrast

Why Turtles Have Patchy Shells

Anansi The Spider

Peter and the Wolf

Independent Folktale Reading

Compare and Contrast Fairytales, Folktales, Fables

Mapping Around the World Video

Fairytales and Folktales

Kids Network Foktales

From Around the World,

4  What information can be learned from poetry?

This means I can describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

-listen, learn, memorize and record, and write grade appropriate poetry

-compare a poetic version and a prose version of folktale

-understand poetry elements of rhyming words

-use Bloom’s Taxonomy terms to help in writing poetry

Robert Louis Stevenson

and Narrative Writing

Pied Piper of Hamelin

and Opinion Writing



Poetry for Kids

Bloom’s Taxonomy

Utah State SOCIAL STUDIES Core Curriculum Standards  

Enduring Understanding: Students will use geographic tools and skills to locate and describe places on earth (maps and globes)

Essential Questions

“I Can Statements

& Assessments

Instructional Activities

Lesson Resources

5. How do we read maps and globes?

This means I can use geographic tools and skills to demonstrate the ability to read maps and globes.

-connect folktales to maps and globes

-compare and contrast the difference between maps and globes, and participate in collaborative discussions to deepen understanding

-identify community traffic signs and symbols, and know their meanings

-identify and use key features, symbols, and use information on a map and globe

-locate your city, the state of Utah, and the United States on a variety of maps and on a  globe

Suggested Texts

Vocabulary for Unit

Mapping Folktales and Fables

Looking at Maps and Globes

Me on the Map

Traffic Signs & Bike Safety

Cardinal Directions & Map Features/Symbols

Bio-Poem About Where Do I live? 

Drawing Maps & Writing

Treasure Map Activity

Culminating Activity for Maps and Globes

6.  Where are the continents located?

This means I can locate the north and south poles and the continents on maps and globes

-use text features to gather information about topics

-compare and contrast two informational texts on the same topic and use a variety of digital tools to publish writing

-locate and label the following on a map or a globe: the seven continents, the five oceans, the poles, and the equator

-describe how geographic aspects of the area affect a community and influence culture (e.g., river, mountain, and desert)

Suggested Texts

Equator, North Pole, South Pole

Comparing Two Informational Texts & Writing

Copycat Continents Memory Game