Unit-at-a-Glance Detail | EL Education CurriculumTEST2

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ELA G2:M2:U3

Writing Narratives: Becoming Paleontologists

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 1Reading and Speaking: Revisiting a Paleontologist’s Work

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Mystery Journal Entry #3 (15 minutes)

2. Work Time

A. Reading Aloud: The Big Dinosaur Dig, Pages 4–25 (15 minutes)

B. Musical Mingle: Reviewing What We Have Learned about Paleontologists (20 minutes)

3. Closing and Assessment

C. Think-Pair-Share: Working to Become Effective Learners (10 minutes)

  • I can answer questions about paleontologists using key details in the text The Big Dinosaur Dig. (RL.2.1)
  • I can use discussion norms to participate in a discussion about paleontologists. (SL.2.1, SL.2.1a, SL.2.1b)
  • During Work Time, monitor students’ general understanding of the excerpt read aloud from The Big Dinosaur Dig.
  • During the Closing, observe if students are able to reflect on the characteristics of effective learners and consider how they might show these characteristics when they write a narrative.
  • Musical Mingle

Lesson 2Reading, Writing, and Speaking: Major Events in The Big Dinosaur Dig

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Developing Language: Irregular Past-tense Verbs in “I Found a Baby Dinosaur,” Version 1 (10 minutes)

2. Work Time

A. Focused Read-aloud: The Big Dinosaur Dig, Pages 26–29 (20 minutes)

B. Developing Language: Action Verbs (25 minutes)

3. Closing and Assessment

A. Think-Pair-Share: Initiative and Perseverance (5 minutes)

  • I can describe characters’ actions in the text The Big Dinosaur Dig. (RL.2.1, RL.2.3, RL.2.5)
  • I can write a sentence to describe a paleontologist’s action. (W.2.3, L.2.1f)
  • During the Opening, use the Language Checklist (L.2.1, L.2.1d) to track students’ progress toward these language standards (see Assessment Overview and Resources).
  • During Work Time A, listen for students to describe characters’ actions using details in the text. (RL.2.1, RL.2.5)
  • During Work Time B, circulate and observe if students are able to write a sentence describing a paleontologists’ action. (W.2.3, L.2.1f)

Lesson 3Reading, Writing, Speaking: Characters’ Responses in The Big Dinosaur Dig

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Developing Language: Irregular Past-tense Verbs in “I Found a Baby Dinosaur,” Version 2 (10 minutes)

2. Work Time

A. Focused Read-aloud: The Big Dinosaur Dig, Pages 26–29 (20 minutes)

B. Developing Language: Characters’ Thoughts and Feelings (25 minutes)

3. Closing and Assessment

A. Think-Pair-Share: Collaboration and Responsibility (5 minutes)

  • I can describe characters’ responses to the major event in the text The Big Dinosaur Dig. (RL.2.3)
  • I can write sentences to describe a paleontologist’s responses to a major event. (W.2.3)

  • During the Opening, use the Language Checklist (L.2.1, L.2.1d) to track students’ progress toward these language standards (see Assessment Overview and Resources). Also, collect and check responses on the Irregular Past-tense Verbs practice sheet #1 to check progress toward L.2.1d.
  • During Work Time B, observe if students are able to write sentences describing a paleontologist’s thoughts and feelings. (W.2.3, L.2.1f)
  • During the Closing, monitor students’ ability to make connections between the habits of character of collaboration and responsibility and the work of paleontologists.

Lesson 4Reading and Speaking: Sequencing and Temporal Words in The Big Dinosaur Dig

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A. Developing Language: Irregular Past-tense Verbs in “I Found a Baby Dinosaur,” Version 3 (10 minutes)

2. Work Time

A. Focused Read-aloud: The Big Dinosaur Dig, Pages 27–28 (15 minutes)

B. Developing Language: Temporal Words (25 minutes)

3. Closing and Assessment

A. Exit Ticket: Selected Response #6 (10 minutes)

  • I can identify temporal words in the text The Big Dinosaur Dig. (RL.2.4, W.2.3)
  • I can use temporal words to show the order of events that a paleontologist might experience. (W.2.3)
  • During the Opening, use the Language Checklist (L.2.1, L.2.1d) to track students’ progress toward these language standards (see Assessment Overview and Resources). Also, collect and check responses on the Irregular Past-tense Verbs practice sheet #2 to check progress toward L.2.1d.
  • During Work Time B, circulate and observe if students are able to use temporal words to the show the order of a paleontologist’s events. (W.2.3)
  • After the Closing, collect Exit Ticket: Selected Response #6 and use to assess students’ ability to identify temporal words. (W.2.3)

Lesson 5Reading and Speaking: Role-Play and Analyzing a Narrative Writing Model

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Developing Language: Irregular Past-tense Verbs in “I Found a Baby Dinosaur,” Version 1 (10 minutes)

2. Work Time

A. Role-Play: The Big Dinosaur Dig, Pages 26–29 (20 minutes)

B. Back-to-Back and Face-to-Face: Analyzing a Narrative Writing Model (25 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can show characters’ actions and feelings by role-playing excerpts from the text The Big Dinosaur Dig. (RL.2.1, RL.2.3)
  • I can identify criteria for a piece of compelling narrative writing. (SL.2.1, SL.2.1a, SL.2.1b, W.2.3)
  • At the end of the Opening, collect Irregular Past-tense Verbs practice sheet #3 and use it to assess students’ progress toward L.2.1d.
  • During Work Time A, circulate as students participate in the Role-Play protocol and monitor their ability to act out the parts of Josh and Chewie based on the text.
  • During Work Time B, observe if students are able to correctly identify the criteria found on the Compelling Narrative about Discovering a Fossil anchor chart within the Narrative Booklet: Teacher Model. (W.2.3)

Lesson 6Narrative Writing: Drafting the Beginning of My Narrative as Josh

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Reviewing the Purpose of Writing Partners (5 minutes)

2. Work Time

A. Independent Writing: Planning the Beginning of My Narrative as Josh (15 minutes)

B. Independent Writing: Drafting the Beginning of My Narrative as Josh (20 minutes)

C. Revising and Editing: Improving the Beginning of My Narrative (15 minutes)

3. Closing and Assessment

A. Pinky Partners: Sharing Our Work (5 minutes)

  • I can draft the beginning of my narrative based on Josh’s experience in The Big Dinosaur Dig. (W.2.3, W.2.5, L.2.6, SL.2.1, SL.2.1a)
  • I can edit my narrative to include irregular past-tense verbs correctly. (W.2.5, L.2.1d)
  • During Work Time B, use the Narrative Writing Checklist to document students’ progress toward W.2.3 and L.2.2 (see Assessment Overview and Resources).

Lesson 7Narrative Writing: Drafting the Middle of My Narrative as Josh

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Developing Language: Volley for Vocabulary (5 minutes)

2. Work Time

A. Independent Writing: Planning the Middle of My Narrative as Josh (15 minutes)

B. Independent Writing: Drafting the Middle of My Narrative as Josh (20 minutes)

C. Revising and Editing: Improving the Middle of My Narrative (15 minutes)

3. Closing and Assessment

A. Pinky Partners: Sharing Our Work (5 minutes)

  • I can draft the middle of my narrative based on Josh’s experiences in The Big Dinosaur Dig. (W.2.3, W.2.5, L.2.6, SL.2.1, SL.2.1a)
  • I can revise my narrative to include temporal words.
  • I can edit my narrative to include irregular past-tense verbs correctly. (W.2.5, L.2.1d) (review)
  • During Work Time B, use the Narrative Writing Checklist to document students’ progress toward W.2.3 and L.2.2 (see Assessment Overview and Resources).

Lesson 8Narrative Writing: Drafting the End of My Narrative as Josh

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Reviewing Learning Targets (5 minutes)

2. Work Time

A. Independent Writing: Planning the End of My Narrative as Josh (15 minutes)

B. Independent Writing: Drafting the End of My Narrative as Josh(20 minutes)

C. Revising and Editing: Improving the End of My Narrative (15 minutes)

3. Closing and Assessment

A. Pinky Partners: Sharing Our Work (5 minutes)

  • I can draft the end of my narrative based on Josh’s experiences from The Big Dinosaur Dig. (W.2.3, W.2.5, L.2.6, SL.2.1, SL.2.1a)
  • I can revise my narrative to include temporal words.
  • I can edit my narrative to include irregular past-tense verbs correctly. (W.2.5, L.2.1d) (review)

  • During Work Time B, use the Narrative Writing Checklist to document students’ progress toward W.2.3 and L.2.2 (see Assessment Overview and Resources).

Lesson 9Narrative Writing: Revising and Editing Using a Checklist

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A. Engaging the Learner: Reviewing Learning Targets (5 minutes)

2.  Work Time

A. Revising and Editing: Using Teacher Feedback to Improve Our Narratives (25 minutes)

B. Peer Critique: Editing Our Narratives with Writing Partners (20 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)

  • I can revise my narrative using a Revising and Editing Checklist. (W.2.3, W.2.5, L.2.6, SL.2.1, SL.2.1a)
  • I can edit my narrative using a Revising and Editing Checklist. (W.2.5, L.2.1d)
  • During Work Time B, use the Narrative Writing Checklist to document students’ progress toward W.2.3 and L.2.2 (see Assessment Overview and Resources).

Lesson 10Preparing for the Unit 3 Assessment: Planning a New Narrative

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Introducing the Unit 3 Assessment (5 minutes)

2. Work Time

A. Musical Mingle: Choosing and Discussing a Fossil Photo (15 minutes)

B. Independent Writing: Planning a New Narrative (20 minutes)

C. Back-to-Back and Face-to-Face: Giving Feedback on the Beginning of Our Narratives (10 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)

  • I can organize my ideas for a narrative about discovering a fossil. (W.2.3, L.2.1d)
  • I can give and use kind, helpful, and specific feedback when planning my narrative. (L.2.6)
  • During Work Time B, use the Narrative Writing Checklist to document students’ progress toward W.2.3 and L.2.2 (see Assessment Overview and Resources).

Lesson 11Unit 3 Assessment, Part I: Drafting a New Narrative

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: Introducing the “Celebration of Learning” Song (10 minutes)

2. Work Time

A. Unit 3 Assessment, Part I: Drafting the Narrative (25 minutes)

B. Mini Lesson: Drawing Pictures to Match the Words (5 minutes)

C. Independent Drawing: Drawing Pictures for Our Narratives (15 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can draft a new narrative about discovering a fossil. (W.2.3, L.2.1d, L.2.6)
  • I can draw pictures to match the words in my narrative. (SL.2.5)
  • At the end of Work Time C, collect student narratives to begin using the Narrative Writing Rubric to monitor progress toward W.2.3 (see Assessment Overview and Resources).
  • Read student narratives to complete a Revising and Editing Checklist for each student to return to them in Lesson 12. (W.2.5)

Lesson 12Unit 3 Assessment, Part II: Revising and Editing a New Narrative

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Reviewing Our Work (10 minutes)

2. Work Time

A. Unit 3 Assessment, Part II: Revising and Editing Our Narratives (20 minutes)

B. Mini Lesson: Adding Important Details (5 minutes)

C. Independent Drawing: Adding Important Details (20 minutes)

3. Closing and Assessment

A. Song and Movement: “Celebration of Learning” Song (5 minutes)

  • I can make improvements to my narrative using the Revising and Editing Checklist. (W.2.5, L.2.1d, L.2.6)
  • I can draw pictures to show details from my narrative. (SL.2.5)
  • At the end of Work Time C, collect student narratives and use the W.2.5 Revising and Editing Rubric to monitor students’ progress toward W.2.5 (see Assessment Overview and Resources).

Lesson 13Writing and Drawing: Preparing to Share Our Learning

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “Celebration of Learning” Song (5 minutes)

2. Work Time

A. Mini Lesson: Adding Careful and Accurate Color (10 minutes)

B. Independent Drawing: Adding Careful and Accurate Color (15 minutes)

C. Engaging the Learner: Making an Exit Ticket for the Celebration of Learning (25 minutes)

3. Closing and Assessment

A. Exit Tickets: Creating the Final Product (5 minutes)

  • I can illustrate my narrative using careful and accurate colors. (SL.2.5)
  • I can ask questions for visitors to use during our Celebration of Learning Day using what I have learned from this module. (W.2.8, SL.2.1, SL.2.1a)
  • Circulate during the independent work and conversations during Work Time C to check on comprehension and content understanding. Support students with resources in the room from the module (Word Wall words, anchor charts, texts, etc.).

Lesson 14Speaking and Listening: Preparing for Our Celebration of Learning

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “Celebration of Learning” Song (10 minutes)

2. Work Time

A. Speaking and Listening: Practicing Reading Our Narratives (30 minutes)

B. Musical Mingle: Unit 3 Guiding Question (10 minutes)

3. Closing and Assessment

A. End of Module Reflection (10 minutes)

  • I can prepare for the Celebration of Learning by rehearsing the “Celebration of Learning” song and my narrative about fossils. (SL.2.1, 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 B, consider using the Speaking and Listening Checklist to track new progress on speaking and listening standards as students participate in the Musical Mingle protocol (SL.2.1, SL.2.1a)

Lesson 15Celebrating Our Work: Sharing What We Learned with Others

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Reviewing Our Celebration of Learning and Criteria (15 minutes)

2. Work Time

A. Celebration of Learning: Sharing Our Narratives and Exit Tickets (35 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)

  • I can present my learning about fossils and paleontologists to visitors at our Celebration of Learning. (SL.2.4)
  • I can reflect on what I have learned during this module. (SL.2.1, SL.2.1a)

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