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ELA G2:M3:U1

Building Background Knowledge: Learning about Plants

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 1Discovering Our Topic: Sorting Materials Related to Plants

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Mystery Bag with Plant Parts (10 minutes)

2. Work Time

A. Making Observations: Sorting Pictures Related to Plants (20 minutes)

B .Recording Observations: Recording How I Sorted (15 minutes)

3. Closing and Assessment

A. Introducing the Module Guiding Question (15 minutes)

  • I can describe how I sorted my images with my group. (SL.2.1, SL.2.3, SL.2.6)
  • I can record information about my images. (RI.2.1, W.2.8)
  • During Turn and Talk opportunities, listen as students converse about how the plant images relate to each other. Use this information to inform instruction about conversation norms in subsequent lessons. (SL.2.1)

Lesson 2Making Observations: Discussing Connections in Related Plant Sets

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A.Engaging the Learner: What Researchers Do (15 minutes)

2. Work Time

A. Reading Aloud to Build Background Knowledge: Plant Secrets, Pages 1–26 (15 minutes)

B. Independent Drawing and Writing: Ordering the Stages of a Plant (20 minutes)

3. Closing and Assessment

A. Sharing Our Work: Plants and Pollinators Research Notebook (10 minutes)

  • I can describe the connection between seeds, plants, flowers, and fruits. (SL.2.1, SL.2.3)
  • I can record information about seeds, plants, flowers, and fruits. (W.2.8, SL.2.6)
  • After Work Time B, use page 2 of students' Plants and Pollinators research notebook to measure progress toward W.2.8.

Lesson 3Reading Informational Texts: What is a Plant?

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Introducing the Unit 1 Guiding Question: How Do Plants Grow and Survive? (5 minutes)

2. Work Time

A. Engaging the Reader: Text Features in Seed to Plant (15 minutes)

B. Focused Partner Reading: Seed to Plant, Pages 1–7 (20 minutes)

C. Shared Writing: Plant Frayer Model (10 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)

  • I can answer questions using information from the text to learn about plants. (RI.2.1, RI.2.2, RI.2.6)
  • I can use text features to efficiently locate information in the text Seed to Plant. (RI.2.5, RI.2.7)
  • During the focused reading in Work Time B, use the Reading Informational Text Checklist to track students' progress toward RI.2.1, RI.2.2, RI.2.3, RI.2.4, RI.2.5, RI.2.6, and RI.2.7 (see Assessment Overview and Resources).
  • After Work Time B, collect students' Plants and Pollinators research notebook, Part I to review page 3 and measure progress toward RI.2.1, RI.2.2, and RI.2.6.
  • During Work Time C, listen for students to provide information for the Plant Frayer Model anchor chart using information from the text Seed to Plant (W.2.7, SL.2.1)

Lesson 4Reading Informational Texts: What Are the Parts of a Plant?

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Making Observations: Plant Drawings (10 minutes)

2. Work Time

A. Focused Reading: Seed to Plant, Pages 8–9 (20 minutes)

B. Engaging the Writer: Adding Labels to Plant Drawings (10 minutes)

C. Shared Writing: Plant Frayer Model (15 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)

  • I can sketch and label a scientific drawing of a plant. (W.2.7)
  • I can answer questions using information from the text to learn about the parts of a plant. (RI.2.1, RI.2.2, RI.2.4, RI.2.5, RI.2.6, RI.2.7)
  • During the Opening, circulate and monitor students' ability to sketch a scientific drawing of a plant. (W.2.7)
  • During the focused reading in Work Time A, continue to use the Reading Informational Text Checklist to track students' progress toward RI.2.1, RI.2.2, RI.2.3, RI.2.4, RI.2.5, RI.2.6, and RI.2.7 (see Assessment Overview and Resources).
  • After Work Time B, collect students' Plants and Pollinators research notebook, Part I to review page 4 and measure progress toward RI.2.5, RI.2.7, and W.2.7.
  • During Work Time C, listen for students to provide information for the Plant Frayer Model anchor chart using information from the text Seed to Plant. (W.2.7, SL.2.5)

Lesson 5Reading Informational Texts: How Do Seeds Grow Into Plants?

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: "Plants around the World" (5 minutes)

2. Work Time

A. Focused Reading: Seed to Plant, Pages 10–13 (25 minutes)

B. Developing Language: How a Plant Grows (10 minutes)

C. Shared Writing: Seed Frayer Model (10 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)

  • I can answer questions using information from the text to learn about how seeds grow into plants. (RI.2.3, RI.2.4)
  • During the focused reading in Work Time A, continue to use the Reading Informational Text Checklist to track students' progress toward RI.2.1, RI.2.2, RI.2.3, RI.2.4, RI.2.5, RI.2.6, and RI.2.7 (see Assessment Overview and Resources.)
  • After Work Time B, collect students' Plants and Pollinators research notebook, Part I to review page 5 and measure progress toward RI.2.3 and RI.2.4.
  • During Work Time C, listen for students to provide information for the Seed Frayer Model anchor chart using evidence from the text Seed to Plant. (W.2.7, SL.2.1)

Lesson 6Unit 1 Assessment: Using Strategies to Read Informational Text

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: "Plants around the World" (10 minutes)

2. Work Time

A. Unit 1 Assessment: Using Strategies to Read Informational Text: Seed to Plant, Pages 14–15 (20 minutes)

B. Reading Aloud to Research Plant Needs: Seed to Plant, Pages 14–15 (15 minutes)

C. Independent Writing: Plant Needs (10 minutes)

3. Closing and Assessment

A. Sharing Our Work: Informational Paragraphs (5 minutes)

  • I can efficiently find information to answer questions about what plants need to grow. (RI.2.1, RI.2.2, RI.2.3, RI.2.4, RI.2.5, RI.2.6, RI.2.7)
  • I can write supporting details about what a plant needs to grow and survive. (W.2.7, W.2.8)
  • During the Opening, listen for students to share a growing knowledge about compound words. (L.2.4d)
  • During Work Time C, circulate and observe whether students are able to write supporting details about plant needs and their related plant parts. (W.2.7)
  • During the Closing, listen as students share their writing. Notice whether they are able to speak clearly to share their work and listen respectfully as a classmate shares.
  • Back-to-back and Face-to-Face

Lesson 7Reading Informational Texts: How Do Flowers Help Plants Grow and Survive?

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: "Plants around the World"(5 minutes)

2. Work Time

A. Focused Reading: Seed to Plant, Pages 18–21 (10 minutes)

B. Reading Aloud to Research Flowers: Plant Secrets, Pages 13–18 and 29 (15 minutes)

C. Engaging the Researcher: Using a Diagram to Create a Flower Model (25 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • can describe the characteristics of a flower using the Frayer Model. (RI.2.1, RI.2.3, SL.2.1)
  • I can build a model of a flower and label its parts. (SL.2.5)
  • After Work Time B, collect students' Plants and Pollinators research notebook, Part I to review page 7 and measure progress toward RI.2.1 and W.2.7.
  • During Work Time B, listen for students to provide information for the Flower Frayer Model anchor charts using evidence from the text Plant Secrets. (W.2.7, SL.2.1)

Lesson 8Reading Informational Texts: How Do Fruits Help Plants Grow and Survive?

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Shared Writing: Fruit Frayer Model (20 minutes)

B. Language Dive: Plant Secrets (15 minutes)

C. Independent Writing: Module Guiding Question (15 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can describe the characteristics of a fruit using the Frayer model. (RI.2.1, RI.2.3, SL.2.1)
  • I can record my thinking about important details for each stage of a plant. (W.2.7, SL.2.1)
  • During Work Time A, listen for students to provide information for the Flower Frayer Model anchor charts using evidence from the text Plant Secrets. (W.2.7, SL.2.1)
  • After Work Time B, collect students' Plants and Pollinators research notebook, Part I to review page 8 and measure progress toward RI.2.1 and W.2.7.

Lesson 9Reading Informational Text: Different Kinds of Seed Dispersal

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Reading Aloud to Research Seed Dispersal: From Seed to Plant, Pages 12–17 (20 minutes)

B. Making Observations: Seed Dispersal Challenge (30 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can answer questions about the different kinds of seed dispersal in the text From Seed to Plant. (RI.2.1, RI.2.3, SL.2.1)
  • I can document my predictions and observations about the different kinds of seed dispersal after participating in a seed dispersal challenge. (W.2.7, SL.2.1)
  • During the research read-aloud in Work Time A, continue to use the Reading Informational Text Checklist to track students' progress toward RI.2.1 and RI.2.3 (see Assessment Overview and Resources).
  • After Work Time B, collect students' Plants and Pollinators research notebook, Part I to review page 8 and measure progress toward W.2.7.

Lesson 10Speaking and Listening: Science Talk

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Engaging the Speaker: Preparing for a Science Talk (20 minutes)

B. Science Talk Protocol: ͞How Plants Grow and Survive͟ (20 minutes)

3. Closing and Assessment

A. End of Unit Reflection (15 minutes)

  • I can participate in a Science Talk about how plants grow and survive. (SL.2.1, SL.2.3)
  • I can reflect on my learning from this unit. (W.2.8)
  • After Work Time B, collect students' Plants and Pollinators research notebook, Part I to review page 11 and measure progress toward W.2.8.
  • During the Science talk, listen for students to share information they have learned to answer the Unit 1 guiding question: "How do plants grow and survive?" (SL.2.1, SL.2.3)

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