At-a-Glance Chart | EL Education Curriculum

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ELA G2:M4

Providing for Pollinators

Each module is approximately 6-8 weeks of instruction broken into 3 units. The "week at a glance" chart in the curriculum map gives the big picture, breaking down the module into a detailed week-by-week view. It shows how the module unfolds, the focus of each week of instruction, and where the six assessments and the performance task occur.

Weeks 1-3 Unit 1: Pollinator Characters Who Work Hard to Help Others

Lesson #Instructional FocusCCS StandardsAssessments
Week 1
  • Exploring prefixes and finding meaning through repeated lines in the song “We Do What We Can”
  • Close read-aloud of The Little Hummingbird to understand the central message
  • Focused read-aloud of The Lizard and the Sun to analyze characters who work hard to help others
  • Beginning the cycle of reading, role-play, and determining the central message of a folktale
  • Developing fluency through the Role-Play protocol
  • RL.2.1
  • RL.2.2
  • RL.2.3
  • RL.2.4
  • RL.2.7
  • W.2.2
  • SL.2.2
  • L.2.4
  • L.2.4a
  • L.2.4b
  • L.2.5a
  • Close Read-aloud, Culminating Task: The Little Hummingbird (RL.2.2, W.2.2, SL.2.2)
Week 2
  • Exploring prefixes and finding meaning through repeated lines in the song “We Do What We Can”
  • Continuing the cycle of reading, role-play, and determining the central message of two new fables
  • Partner Reading: “Bunnyyarl the Flies and Wurrunnunnah the Bees”
  • Independent Writing: Determining the Central Message of “The Ants and the Grasshopper” and “Bunnyyarl the Flies and Wurrunnunnah the Bees”
  • Creating watercolor scene paintings to illustrate the text “Bunnyyarl the Flies and Wurrunnunnah the Bees”
  • Comparing and contrasting two versions of the same fable
  • RL.2.1
  • RL.2.2
  • DRL.2.3
  • RL.2.4
  • RL.2.6
  • RL.2. 9
  • SL.2.2
  • SL.2.5
  • L.2.4b
  • L.2.5a
  • Entrance Ticket: “We Do What We Can” (RL.2.4, L.2.4b)
Week 3
  • Unit 1 Assessment, Part I: Responding to a Read-aloud and Recounting and Determining the Central Message in a Story
  • Unit I Assessment, Part II: Creating a Videobook of Stories
  • Reflecting on the Unit 1 guiding question
  • RL.2.1
  • RL.2.2
  • RL.2.3
  • RL.2.6
  • RL.2.9
  • SL.2.2
  • SL.2.5
  • Unit 1 Assessment: Reading, Comparing and Contrasting, and Creating a Videobook of Stories (RL.2.1, RL.2.2, RL.2.3, RL2.6, RL.2.9, SL.2.2, and SL.2.5)

Weeks 4-5 Unit 2: Reading and Writing Opinions: Helping Pollinators

Lesson #Instructional FocusCCS StandardsAssessments
Week 4
  • Exploring irregular plural nouns and shades of meaning through the poem “The Butterfly Garden”
  • Introducing opinions and reasons with the engagement text Hey, Little Ant!
  • Vote with Your Feet protocol: Forming an opinion
  • Research Reading of informational texts A Place for Bats and “Bats’ Roosts in Danger!”
  • Taking notes about the dangers that bats face and why they are important
  • Shared Writing: Opinion piece about why people should protect bats
  • Comparing and contrasting two texts about bats
  • RI.2.1
  • RI.2.2
  • RI.2.4
  • RI.2.8
  • RI.2.9
  • W.2.1
  • L.2.1b
  • L.2.5b
  • N/A
Week 5
  • Exploring irregular plural nouns and shades of meaning through the poem “The Butterfly Garden”
  • Research Reading of informational texts A Place for Butterflies
  • Taking notes about the dangers that butterflies face and why they are important
  • Unit 2 Assessment, Parts I and II
  • RI.2.1
  • RI.2.2
  • RI.2.4
  • RI.2.8
  • RI.2.9
  • W.2.1
  • W.2.5
  • L.2.1b
  • L.2.5b
  • Entrance Ticket: “The Butterfly Garden” (L.2.1b, L.2.5b)
  • Unit 2 Assessment: Reading and Writing Opinions

Weeks 6-7 Unit 3: Taking Action Through Literacy and Artwork: Helping Butterflies

Lesson #Instructional FocusCCS StandardsAssessments
Week 6
  • Introducing challenge to protect butterflies with Amanda’s letter
  • Performance Task Writing: Wildflower seed packet writing piece
  • Creating multiple drafts of scientific drawing of butterfly
  • Participating in critique and revision of butterfly drawings
  • Using word processing tool to type opinion piece
  • RI.2.1
  • W.2.1
  • W.2.6
  • W.2.8
  • SL.2.1a
  • SL.2.1b
  • SL.2.6
  • L.2.1c)
  • L.2.2b
  • L.2.2e
  • L.2.3a
  • Performance Task: Wildflower Seed Packet (W.2.1, W.2.2, W.2.5, W.2.6, W.2.7, W.2.8)
Week 7
  • Shared Writing: Celebration of Learning welcome letter
  • Read directions and assemble wildflower seed packets
  • Independent Writing: Reflection on Module 4 Work and Learning notebook
  • Unit 3 Assessment
  • Performance Task and Celebration of Learning
  • RI.2.3
  • W.2.8
  • SL.2.1a
  • SL.2.1b
  • SL.2.6
  • L.2.1c
  • L.2.2a
  • L.2.2b
  • Unit 3 Assessment: Presentation and Reflection on Habits of Character, Work, and Learning (SL.2.1a, SL.2.1b, SL.2.6)
  • Performance Task: Wildflower Seed Packet (W.2.1, W.2.2, W.2.5, W.2.6, W.2.7, W.2.8)

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