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ELA G2:M1:U3

Performance Task: The Most Important Thing about Schools Books

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Focused Read-aloud: Contrasting and Comparing My School and a Boat School in Bangladesh

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Unit 3 Guiding Question (10 minutes)

2. Work Time

A. Focused Read-aloud: Off to Class, Pages 8–9 (20 minutes)

B. Responding to Text: How Is This School Different from Ours? (10 minutes)

C. Collaborative Conversations Protocol:  How Is This School Different from Ours? (15 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can compare and contrast my own school with a boat school in Bangladesh. (RL.2.1, RL.2.7, W.2.8)
  • I can build on others’ ideas while participating in a collaborative conversation about how schools are different. (SL.2.1, SL.2.1a, SL.2.1b)
  • During Work Time B, circulate and observe students using the Word Wall words during independent writing (W.2.8).
  • During Work Time C, use the Speaking and Listening Checklist to monitor student progress toward SL.2.1a and SL.2.1b (see Assessment Overview and Resources).

Lesson 2Focused Read-aloud: Contrasting and Comparing My School and a Tent School in Haiti

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “What Is School?” Song (5 minutes)

2. Work Time

A. Focused Read-aloud: Off to Class, Pages 18–19 (20 minutes)

B. Responding to Text: How Is This School Similar to Ours? (10 minutes)

C. Collaborative Conversations Protocol: How Is This School Similar to Ours? (20 minutes)

3. Closing and Assessment

A. Sit, Kneel, Stand Protocol: Reflecting on Learning (5 minutes)

  • I can compare and contrast my own school with a tent school in Haiti. (RI.2.7, RI.2.1, W.2.8)
  • I can clarify and ask questions about others’ ideas while participating in a conversation about how schools are similar. (SL.2.1, SL.2.1a, SL.2.1c)
  • During Work Time B, circulate and observe students using the Word Wall words during independent writing (W.2.8).
  • During Work Time C, use the Speaking and Listening Checklist to monitor student progress toward SL.2.1c (see Assessment Overview and Resources).

Lesson 3Focused Read-aloud: Contrasting and Comparing My School and A Doorstep School in India

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Small Group Work: Working with Public Notes (10 minutes)

2. Work Time

A. Focused Read-aloud: Off to Class, Pages 50–51 (20 minutes)

B. Responding to Text: How Is This School Similar to Ours? (10 minutes)

C. Collaborative Conversations Protocol: How Is This School Similar to Ours? (15 minutes)

3. Closing and Assessment

A. Engaging the Learner: Voting on Schools to Research (5 minutes)

  • I can compare and contrast my own school with a doorstep school in India. (RI.2.1, RI.2.7, W.2.8)
  • I can respond to others’ ideas while participating in a collaborative conversation about similarities in the schools we have researched. (SL.2.1, SL.2.1a, SL.2.1b, SL.2.1c)
  • During Work Time B, circulate and observe students using the Word Wall words during independent writing (W.2.8).
  • During Work Time C, use the Speaking and Listening Checklist to monitor student progress toward SL.2.1a, SL.2.1b, and SL.2.1c (see Assessment Overview and Resources).

Lesson 4Shared Research: Diving Deeper to Learn about Schools

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Revealing Research School Teams (5 minutes)

2. Work Time

A. Guided Practice: Creating Research Note-catchers (15 minutes)

B. Small Group Research, Part I: Viewing Pictures Closely (15 minutes)

C. Small Group Research, Part II: Research Schools Videos (10 minutes)

3. Closing and Assessment

A. Collaborative Conversations Protocol: Sharing Interesting Facts (10 minutes)

B. Reflecting on Learning (5 minutes)

  • I can research a school to find more details about how it is similar to and different from my school. (RI.2.1, RI.2.7, W.2.7)
  • I can respond to others’ ideas during a collaborative conversation about an interesting fact from our research. (SL.2.1, SL.2.1a, SL.2.1b, SL.2.1c, SL.2.3)
  • During Closing and Assessment A, use the Speaking and Listening Checklist to monitor students’ progress toward SL.2.1b and SL.2.1c (see Assessment Overview and Resources).

Lesson 5Unit 3 Assessment: Speaking and Listening: Sharing What We Learned from Our Research

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Reading a Letter from a Kindergarten Teacher (5 minutes)

2. Work Time

A. Unit 3 Assessment: Engaging in a Collaborative Conversation Using My Notes (25 minutes)

B. Generating Criteria for Our Performance Task: “The Most Important Thing about Schools” Book (10 minutes)

C. Analyzing a Model: Important Book Sorting Activity (15 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can respond to others’ ideas during a collaborative conversation about our research school. (SL.2.1, SL.2.1a, SL.2.1b, SL.2.1c, SL.2.3, W.2.8)
  • I can analyze a model of “The Most Important Thing about Schools” book. (W.2.2)
  • During Work Time A, use the Speaking and Listening Checklist to monitor students’ progress toward SL.2.1b and SL.2.1c (see Assessment Overview and Resources).

Lesson 6Independent Writing: Focus Statement and Differences between Two Schools

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Working with Our Writing Partners (5 minutes)

2. Work Time

A. Independent Writing: Focus Statement (10 minutes)

B. Independent Writing: Information about Differences (25 minutes)

C. Revising and Editing: Focus Statement and Information about Differences (10 minutes)

3. Closing and Assessment

A. Pinky Partners: Sharing Our Work (10 minutes)

  • I can write a focus statement for my “The Most Important Thing about Schools” book. (SL.2.1a, SL.2.1c, W.2.2, L.2.2)
  • I can write about the differences between my school and the school that I researched using details from my notes. (SL.2.1a, SL.2.1c, W.2.2, W.2.5, L.2.2)
  • During Work Time A, Work Time B and Work Time C, use the Informative/Explanatory Writing Checklist to document students’ progress toward W.2.2 and L.2.2 (see Assessment Overview and Resources).

Lesson 7Independent Writing: Similarities between Two Schools

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Working with Our Writing Partners (5 minutes)

2. Work Time

A. Engaging the Writer: Note-taking Activity (10 minutes)

B. Independent Writing: Information about Similarities (25 minutes)

C. Revising and Editing: Information about Similarities (10 minutes)

3. Closing and Assessment

A. Pinky Partners: Sharing Our Work (10 minutes)

  • I can write about the similarities between my school and the school that I researched using details from my notes. (SL.2.1a, SL.2.1c, W.2.2, W.2.5, L.2.2)
  • During Work Time B and Work Time C, use the Informative/Explanatory Writing Checklist to document students’ progress toward W.2.2 and L.2.2 (see Assessment Overview and Resources).

Lesson 8Independent Writing: Conclusion and Revising Our “Most Important Thing about Schools” Book

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Working with Our Writing Partners (5 minutes)

2. Work Time

A. Independent Writing: Conclusion (25 minutes)

B. Revising My Writing: Using the Revising and Editing Checklist (25 minutes)

3. Closing and Assessment

A. Pinky Partners: Reflecting on Learning (5 minutes)

  • I can write a conclusion for my “The Most Important Thing about Schools” book. (SL.2.1a, SL.2.1c, W.2.2, W.2.5, L.2.2)
  • I can revise my writing using the Revising and Editing Checklist. (W.2.5, L.2.2)
  • During Work Time A and Work Time B, use the Informative/Explanatory Writing Checklist to document students’ progress toward W.2.2 and L.2.2 (see Assessment Overview and Resources).

Lesson 9Preparing for Our Celebration of Learning: Editing My “Most Important Thing about Schools” Book

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Working with Our Writing Partners (5 minutes)

2. Work Time

A. Editing My Writing: Using the Revising and Editing Checklist (25 minutes)

B. Speaking and Listening: Practicing Our Readers Theater Scripts (15 minutes)

C. Speaking and Listening: Practicing Reading Our “The Most Important Thing about Schools” Books (10 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can edit my writing using the Revising and Editing Checklist. (W.2.2, W.2.5, L.2.2)
  • I can present what I have learned about schools by preparing for the Celebration of Learning. (SL.2.1a, SL.2.4)
  • During Work Time A, use the Informative/Explanatory Writing Checklist to document students’ progress toward L.2.2 (see Assessment Overview and Resources).
  • During Work Time C, use the Speaking and Listening Checklist to monitor students’ progress toward SL.2.1a (see Assessment Overview and Resources).

Lesson 10Celebrating Our Work: Sharing What We Have Learned with Kindergarteners

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Reviewing Presentation Criteria (5 minutes)

2. Work Time

A. Celebration of Learning: Sharing What I Have Learned about Schools (30 minutes)

B. Reflecting on Learning (15 minutes)

3. Closing and Assessment

A. Pinky Partners: Sharing Our Reflections (10 minutes)

  • I can present what I have learned about schools to kindergarteners at my school. (SL.2.1a, SL.2.4)
  • I can reflect on what I have learned during this module. (W.2.8, SL.2.1a)
  • During Work Time A, use the Speaking and Listening Checklist to monitor students’ progress on the speaking and listening standards. (SL.2.1, SL.2.1a, SL.2.1b, SL.2.1c)

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