Curriculum Document. Subject: Language Arts : Writing Grade: 2 August, 2012

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1 Curriculum Document Subject: Language Arts : Writing Grade: 2 August, 2012 Unit Title And Pacing Essential Questions and Standards Student Learning Objectives Instructional Strategies Activities/ Materials / Technology Interdisciplinary Connections Cultural Diversity Modifications ESL / Special Education Academic Support/ G&T Assessments Formative Summative Benchmarks Launching 23 days What are the steps of the writing process? How can the writing process help me to become a better writer? How can I choose a writing topic? (W.2.8) Why is it important to write sequentially? How does editing improve my writing? How does revising improve my writing? How are editing and revising different? understand and explain his role and procedures in the writing workshop. recall information from personal experiences in order to choose a writing topic.(w.2.8) recount an event sequentially. revise in order to strengthen writing by adding details. edit in order to improve spelling, capitalization, and punctuation. ( W.2.5) share completed writing with peers. (SL.2.4) Introduce and implement procedures of Writing Workshop. Brainstorm writing ideas. Draw/sketch writing ideas. Plan writing with a partner. Model and implement use of 5 fingers to tell/plan stories sequentially. Model and implement the spelling of challenging words by stretching them out and recording each sound. Model and implement use of the word wall as a spelling tool. Introduce rereading as part of revision process. Benchmarks- Group Strategic to select best writing piece to share. Draw/sketch sequential events then label with a peer or Orally tell story to a Scribe to provide story starter prompts. (i.e. I remember when, I really like, It was a dark, rainy day, etc.) Written story starting prompts. Picture prompts. Formative- Respond in writing to the prompt- Tell Me About Your Favorite Holiday. Summative-Student to select best writing piece to share. Teacher to evaluate using rubric.

2 Teacher to evaluate using rubric.model and implement peer reading in order to revise. Model and implement peer reading in order to edit. Oral sharing of stories as an end of unit celebration. Storybook Weaver computer writing program. 1 Personal Narrative 30 days How can I choose a writing topic? (W.2.8) How do details enhance my story? How does dialogue enhance my story? How can an interesting story lead/beginning contribute to my story? Why is it important to end a story by providing closure? How can reading literature improve my recall information from personal experiences in order to choose a writing topic.(w.2.8) recount a specific event (small moment) using details to describe actions, thoughts and feelings. tell a story sequentially. include a clear beginning. include an Introduce concept of personal narrative. Introduce concept of small moment. Brainstorm writing topics. Use mentor texts as exemplars. Oral planning of stories with partner. Sketch a small moment, then add details to the sketch. Skip lines in order to facilitate revisions. Introduce use of writer s caret for revision. Draw/sketch sequential events then label with a peer or Plan a story using a sequential time line. Orally tell story to a Formative- Respond in writing to this prompt- Write about the Best Day You Ever Had. to select best personal narrative to share. Teacher to evaluate using rubric.

3 writing? (RL.2.5) Why are ending punctuation marks necessary? How can I spell challenging words independently? ending that provides a sense of closure. edit for ending punctuation. edit for correct use of capital letters. Introduce use of quotation marks when using dialogue. Identify and use feeling words to describe characters. Story starting prompts. Storybook Weaver computer writing program. 4-Square graphic organizer use with pictures and/or words. Introduce webbing. 2 use word wall and other environmental print to help spell words. revise story by adding dialogue. revise story by adding details. publish and share a personal narrative story.

4 Nonfiction Research Project/ Report 29 days Where do I get ideas for nonfiction writing? (W.2.8) How can I use what I already know about a topic to help my writing? How can I create headings for my nonfiction book? Why is it important to include at least 3 supporting details for each of my topics? How can reading nonfiction literature about my topic help with my research paragraph? Why is it important to include nonfiction features like a table of contents and diagrams in my nonfiction book? How can I learn the meaning of challenging words? brainstorm nonfiction topics of interest. (W.2.8) think about what they already know to brainstorm paragraph topics. (W.2.8) think about what they want to know about their topic. (W.2.8) read nonfiction literature to learn about their topic. include a topic sentence, supporting details, and a conclusion in each paragraph. include additional nonfiction features like a table of contents, diagrams, and lables to develop points. highlight important vocabulary Introduce concept of nonfiction writing. Brainstorm nonfiction topics of interest. Think about what the writer knows and wants to know about the topic. Introduce the structure of a paragraph with a topic sentence, supporting details, and a conclusion. Participate in shared writing. Use mentor texts as exemplars to show how text features are helpful. Show how nonfiction books are written page to page. Introduce ways to learn challenging vocabulary. Participate in peer revisions. Plan a paragraph using a graphic organizer. Orally tell ideas/details to a peer or teacher scribe. Topic starting prompts. Storybook Weaver computer writing program. 4-Square graphic organizer use with pictures and/or words. Webbing ideas 3 Formative: Respond in writing to- Tell me about a season of the year. (Teacher should be looking for parts of a paragraph) presents nonfiction book. Teacher to evaluate using rubric.

5 by creating bold face words. 4 share paragraphs with partners to ensure their topics are developed. Fiction Story Writing 24 days How is a fiction story different than a personal narrative? How can I sequence the events in my story? How can an interesting story lead or ending contribute to my story? How can I include personal experiences when writing a story? (W.2.8) How can I incorporate dialogue into my story? publish and share a nonfiction book. brainstorm topics of interest for ideas for their fiction stories. (W.2.8) create story maps including all story elements to plan out the sequential order of their story. share their story map with a partner to discuss theme or message of the story. share their story map with a partner to check the sequence of events. Introduce concept of fiction stories. Brainstorm ideas for fiction stories. Introduce concept of story map for brainstorming and sequencing events in a fiction story. Oral planning of a shared writing. Oral planning of a fiction story with a partner using a story map as a guide. Use mentor texts as exemplars for setting and action leads. Use mentor texts as exemplars for strong endings. Draw/sketch sequential events then label with a peer or Plan a story using a sequential time line. Orally tell story to a Story starting prompts. Formative- Student plan out a fiction story using a B,M,E story map. (Teacher should be looking for all story elements) to select best fiction story to share. Teacher to evaluate using rubric.

6 How are editing and revising different? draft the beginning, middle, and end of their story including pictures to develop details in their writing. Introduce proper punctuation when including dialogue in fiction stories. Identify overused words and replace them with vivid words. Storybook Weaver computer writing program. 4-Square graphic organizer use with pictures and/or words. 5 add details to their stories by including dialogue. Introduce webbing. Introduce use of different story maps. create setting and action leads for their story. create a strong ending by using action to describe a small moment. strengthen their piece by eliminating overused words. strengthen their piece by editing punctuation, capitalization, and quotation marks, and spelling.

7 publish and share a fiction story. 6 Test Prep 10 Days What is the proper structure of a sentence? (L.2.1) How can I include compound sentences in my writing? (L.2.1) How can knowledge of prefixes help me learn challenging words? (L.2.4) How can knowledge of suffixes help me learn challenging words? (L.2.4) identify and write proper sentences with a subject and predicate. (L.2.1) blend more than one sentence to create a compound sentence. (L.2.1) learn the meaning of different prefixes to exclude tired words in their sentences. (L.2.4) Introduce the structure of a sentence. Review the parts of speech. Introduce compound words Introduce the meaning of different prefixes and suffixes Use new vocabulary in writing and in speech Introduce compound sentences. Plan a sentence using a graphic organizer. (Who, Did What, Why) Sentence starters Shared writing Orally tell sentence to a Formative- Student writes a complete sentence. (Teacher check for structure and punctuation) complete an assessment on sentences and sentence variety. What is a compound word? (L.2.4) learn the meaning of different suffixes to exclude tired words in their writing. (L.2.4) identify and use compound words in sentences. (L.2.4) revise and edit their sentences to

8 make them the best they can be. 7 Poetry 20 Days What do I already know about poetry? (W.2.8) What do I want to know about poetry? (W.2.8) Where do poets get ideas? (W.2.8) What do poems sound like? (SL.2.5) How is a poem different from a narrative? How can I include different poetry features in my own writing? What is beautiful language? (L.2.5) How can I include poetic words in my poems? (L.2.5) create a KWL about the genre of poetry. (W.2.8) understand the use of rhyming words when creating couplet poems. (L.2.1) chart how poets get ideas. Writers will use a four room image graphic organizer to create a poem. Writers will include poetic features like repeated words and beautiful language into their poems. (L.2.5) revise and edit their poems. Introduce concept of poetry. Brainstorm ideas for poems. Introduce concept of four room image when observing an object to create a poem Oral planning of shared writings. Participate in shared writings to show examples of the use of different poetic features. Use mentor texts as exemplars for couplets, repetition, and beautiful language. Introduce proper punctuation. Identify overused words and replace them with vivid words Draw/sketch sequential events then label with a peer or Plan a poem using a four room image. Orally tell poem to a Poem starting prompts. Storybook Weaver computer writing program. Introduce webbing. Formative- Student completes a KWL about poetry. to select best poem to share. Teacher to evaluate using rubric.

9 publish and share selected poems. 8 Author Study 20 days Why do we write letters? (W.2.1) What are the important parts of a letter? (W.2.1) What should I include in a letter to an author? (W.2.1) How can I learn about an author? (W.2.8) What questions should I address to the author? (W.2.1) How can I clearly state an opinion and use details from stories to support my thoughts? (W.2.1) list points that they would like to include in a letter to an author. (W.2.8) consider questions, opinions, and connections that they would like to include in a letter to an author. (W.2.8) participate in a shared writing of a letter. draft a letter to a familiar author using the list of major points. Introduce concept of friendly letters Brainstorm major points to include in the letter. Think about what the writer knows and wants to know about the author. Introduce the structure of a letter with heading, greeting, body, closing, and signature. Participate in shared writing. Use mentor texts and student letters as exemplars to show what a friendly letter looks and sounds like. Participate in peer revisions. Orally tell letter to a Written friendly letter starting prompts. Formative- Student writes a friendly letter to a classmate. (Teacher checks the structure of letter) shares their friendly letter. Teacher to evaluate using rubric. How can a Writer s Checklist help me with revising and editing? How does writing in a journal help me as a writer? (W.2.8) create journal entries to record what they have learned about their author. use a Writer s Checklist to

10 revise and edit their letters. 9 participate in peer editing to make their letter the best it can be. create correctly addressed envelopes to send their letters. (W.2.6) publish, share, and send their letters.