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ELA G2:M4:U1

Pollinator Characters Who Work Hard to Help Others

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 1Determining Story Elements and Central Message: “The Bear and the Bee”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: “The Bear and the Bee” (10 minutes)

2. Work Time

A. Sort: Story Elements and Central Message in “The Bear and the Bee” (25 minutes)

B. Language Dive: Central Message of “The Bear and the Bee” (20 minutes)

3. Closing and Assessment

A. Introducing the Unit 1 Guiding Question (5 minutes)

  • I can recount “The Bear and the Bee” using the story elements. (RL.2.1, SL.2.2)
  • I can determine the central message of “The Bear and the Bee” based on how the characters respond to the problem/challenge. (RL.2.2)
  • During Work Time A, circulate as students work on the Poster Sort to determine their comprehension of story elements in “The Bear and the Bee.” (RI.2.1, RI.2.5, RI.2.7, W.2.7)

Lesson 2Close Read-aloud, Session 1: The Little Hummingbird

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “We Do What We Can” (10 minutes)

2. Work Time

A. Close Read-aloud, Session 1: The Little Hummingbird (40 minutes)

3. Closing and Assessment

A. Oral Recounting: The Little Hummingbird (10 minutes)

  • I can recount the story The Little Hummingbird using the story elements. (RL.2.1, RL.2.2, RL.2.3, RL.2.6, SL.2.2)
  • During the close read-aloud in Work Time A, use the Reading Literature Checklist to track student progress towards RL.2.1, RL.2.2, RL.2.3, RL.2.6, and RL.2.7 and the Language Checklist to track student progress towards L.2.4 and L.2.4b (see Assessment Overview and Resources).
  • During Work Time A, circulate as students engage in the Role-Play protocol and notice if they are demonstrating understanding of the story elements by observing the choices they make to act out The Little Hummingbird. (RL.2.1, RL.2.2)

Lesson 3Writing about Literature: The Central Message in The Little Hummingbird

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “We Do What We Can” (10 minutes)

2. Work Time

A. Close Read-aloud, Session 2: The Little Hummingbird, Pages 11–16 (20 minutes)

B. Close Read-aloud, Culminating Task: The Little Hummingbird (25 minutes)

3. Closing and Assessment 

A. Reflecting on Learning: Working to Contribute to a Better World (5 minutes)

  • I can determine the central message of The Little Hummingbird based on how the character’s respond to the problem/challenge. (RL.2.1, RL.2.2, RL.2.3)
  • I can write a paragraph recounting The Little Hummingbird and its central message.” (RL.2.2, SL.2.2, W.2.2)
  • After Work Time B, collect student writing from the culminating task and use the Reading Literature Checklist to track students’ progress toward RL.2.2 (see Assessment Overview and Resources).

Lesson 4Determining Story Elements and Central Message: The Lizard and the Sun

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “We Do What We Can” (10 minutes)

2. Work Time

A. Reading Aloud: The Lizard and the Sun (25 minutes)

B. Role-Play Protocol: The Lizard and the Sun (20 minutes)

3, Closing and Assessment 

A. Oral Recounting: The Lizard and the Sun (5 minutes)

  • I can recount the story The Lizard and the Sun by using story elements from the text. (RL.2.1, RL.2.2, SL.2.2)
  • I can determine the central message of The Lizard and the Sun based on how the characters respond to the problem/challenge. (RL.2.1, RL.2.2, RL.2.3, RL.2.6)
  • During Work Time A, listen as students describe other things that could be described as “smooth” or “sharp” and use the Language Checklist to track students’ progress toward L.2.5.a  (see Assessment Overview and Resources).
  • During Work Time B, circulate as students engage in the Role-Play protocol and notice if they are demonstrating understanding of the story elements by observing the choices they make to act out The Lizard and the Sun. (RL.2.1, RL.2.2, RL.2.6, SL.2.2)

Lesson 5Writing about Literature: The Central Message in The Lizard and the Sun

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “We Do What We Can” (10 minutes)

2. Work Time

A. Oral Recounting: The Lizard and the Sun (20 minutes)

B. Independent Writing: Story Elements and Central Message of The Lizard and the Sun (25 minutes)

3. Closing and Assessment 

A. Reflecting on Learning: Working to Contribute to a Better World (5 minutes)

  • I can recount the story The Lizard and the Sun using the story elements. (RL.2.1, RL.2.2, SL.2.2)
  • I can write a paragraph describing the central message from The Lizard and the Sun. (RL.2.2, SL.2.2, W.2.2)
  • Collect student writing from Work Time B and use the Reading Literature Checklist to track students’ progress toward RL.2.2 (see Assessment Overview and Resources).

Lesson 6Determining Story Elements and Central Message: "The Ants and the Grasshopper”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Song and Movement: “We Do What We Can” (5 minutes)

2. Work Time

A. Reading Aloud: “The Ants and the Grasshopper” (10 minutes)

B. Role-Play Protocol: “The Ants and the Grasshopper” (20 minutes)

C. Engaging the Artist: Watercoloring Technique (20 minutes)

3. Closing and Assessment 

A. Reflecting on Learning: Working to Contribute to a Better World (5 minutes)

  • I can recount the fable “The Ants and the Grasshopper” using the story elements. (RL.2.1, RL.2.2, SL.2.2)
  • I can determine the central message of “The Ants and the Grasshopper” based on how the characters respond to the problem/challenge. (RL.2.1, RL.2.2, RL.2.3, RL.2.6)
  • During Work Time A, listen as students describe other things that could be described as “bright” and use the Language Checklist to gather data toward L.2.5.a (see Assessment Overview and Resources).
  • During Work Time B, circulate as students engage in the Role-Play protocol and notice if they are demonstrating understanding of the story elements by observing the choices they make to act out “The Ants and the Grasshopper.” (RL.2.1, RL.2.2, RL.2.6, SL.2.2)

Lesson 7Writing about Literature: The Central Message in “The Ants and the Grasshopper”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Entrance Ticket: “We Do What We Can” (10 minutes)

2. Work Time

A. Oral Recounting: “The Ants and the Grasshopper” (10 minutes)

B. Independent Writing: Story Elements and the Central Message of “The Ants and the Grasshopper” (15 minutes)

C. Engaging the Artist: Painting Scenes from “The Ants and the Grasshopper” (20 minutes)

3. Closing and Assessment

A. Sharing Our Artwork: Similarities and Differences (5 minutes)

  • I can recount the fable “The Ants and the Grasshopper” using the story elements. (RL.2.1, RL.2.2, SL.2.2)
  • I can write a paragraph describing the central message from “The Ants and the Grasshopper.” (RL.2.2, SL.2.2, W.2.2)
  • After the lesson, review student work on the Entrance Ticket: “We Do What We Can” to measure progress toward RL.2.4 and L.2.4b.
  • During Work Time C, circulate as students work on the watercolor paintings and notice how they are connecting their paintings to story elements from “The Ants and the Grasshopper.” (RL.2.1, SL.2.2)

Lesson 8Determining Story Elements and Central Message: “Bunnyyarl the Flies and Wurrunnunnah the Bees”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Partner Reading: “Bunnyyarl the Flies and Wurrunnunnah the Bees” (15 minutes)

B. Role-Play Protocol: “Bunnyyarl the Flies and Wurrunnunnah the Bees” (15 minutes)

C. Engaging the Artist: Painting a Scene from “Bunnyyarl the Flies and Wurrunnunnah the Bees” (20 minutes)

3. Closing and Assessment

A. Sharing Our Artwork: Similarities and Differences (5 minutes)

  • I can recount the folktale “Bunnyyarl the Flies and Wurrunnunnah the Bees” using the story elements. (RL.2.1, RL.2.2, SL.2.2)
  • I can determine the central message of “Bunnyyarl the Flies and Wurrunnunnah the Bees” based on how the characters respond to the problem/challenge. (RL.2.1, RL.2.2, RL.2.3, RL.2.6)
  • During Work Time B, circulate as students engage in the Role-Play protocol and notice how they demonstrate understanding of story elements by observing the choices they make to act out “Bunnyyarl the Flies and Wurrunnunnah the Bees.” (RL.2.1, RL.2.2, RL.2.6, SL.2.2)

Lesson 9Writing about Literature: The Central Message in “Bunnyyarl the Flies and Wurrunnunnah the Bees”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Oral Recounting: “Bunnyyarl the Flies and Wurrunnunnah the Bees” (15 minutes)

B. Independent Writing: Story Elements and the Central Message of “Bunnyyarl the Flies and Wurrunnunnah the Bees” (15 minutes)

C. Engaging the Artist: Painting a Scene from “Bunnyyarl the Flies and Wurrunnunnah the Bees” (20 minutes)

3. Closing and Assessment

A. Sharing and Reflecting on Artwork (5 minutes)

  • I can recount the fable “Bunnyyarl the Flies and Wurrunnunnah the Bees” using the story elements. (RL.2.1, RL.2.2, SL.2.2)
  • I can write a paragraph describing the central message from “Bunnyyarl the Flies and Wurrunnunnah the Bees.” (RL.2.2, SL.2.2, W.2.2)
  • During the oral recounting in Work Time A, circulate and use the Speaking and Listening Checklist to track students’ progress toward SL.2.2 (see Assessment Overview and Resources).
  • Collect students’ Fables and Folktales response notebook and use the Reading Literature Checklist to track students’ progress toward RL.2.2 (see Assessment Overview and Resources).

Lesson 10Reading, Speaking, and Listening: Comparing and Contrasting “The Ants and the Grasshopper” and “Bunnyyarl the Flies and Wurrunnunnah the Bees”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Comparing and Contrasting Story Elements: “The Ants and the Grasshopper” and “Bunnyyarl the Flies and Wurrunnunnah the Bees” (15 minutes)

B. Language Dive: “The Ants and the Grasshopper” (20 minutes)

C. Independent Writing: Compare and Contrast T-Chart (15 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

  • I can compare and contrast story elements from “The Ants and the Grasshopper” and “Bunnyyarl the Flies and Wurrunnunnah the Bees.”
  • I can compare and contrast two versions of the same story using a sentence frame from “The Ants and the Grasshopper.”
  • During Work Time C, circulate as students compare and contrast the two fables and notice if they are demonstrating understanding of the story elements by comparing and contrasting. (RL.2.2, RL.2.9)

Lesson 11Unit 1 Assessment, Parts I and III: Recounting the Story and Determining the Central Message and Creating Videobooks

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Unit 1 Assessment, Part I: Responding to a Read-aloud and Recounting and Determining the Central Message in a Story (35 minutes)

B. Unit 1 Assessment, Part III: Creating a Videobook (15 minutes)

3. Closing and Assessment

A. Song and Movement: “We Do What We Can” (5 minutes)

  • I can recount story elements from The Ant and the Grasshopper. (RL.2.1, RL.2.2, SL.2.2)
  • I can write a paragraph describing the central message of The Ant and the Grasshopper. (RL.2.2, W.2.2)
  • I can fluently read aloud a page of “Bunnyyarl the Flies and Wurrunnunnah the Bees” for a videobook. (RL.2.6, SL.2.5)
  • After Work Time A, collect Part I of students’ Unit 1 Assessment to track their progress toward RL.2.1, RL.2.2, RL.2.3, and RL.2.6 (see Assessment Overview and Resources).
  • After Work Time B, view students’ “Bunnyyarl the Flies and Wurrunnunnah the Bees” videobooks and use the Speaking and Listening Checklist to track students’ progress toward SL.2.5 (see Assessment Overview and Resources).

Lesson 12Unit 1 Assessment, Parts II and III: Comparing and Contrasting Two Versions of a Story and Creating Videobooks

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Unit 1 Assessment, Part II: Comparing and Contrasting Two Versions of a Story (20 minutes)

B. Unit 1 Assessment, Part III: Creating a Videobook (20 minutes)

3. Closing and Assessment 

A. Back-to-Back and Face-to-Face Protocol: Reflecting on Learning (15 minutes)

  • I can compare and contrast the stories The Ant and the Grasshopper and “Bunnyyarl the Flies and Wurrunnunnah the Bees.” (RL.2.9)
  • I can fluently read aloud a page of “Bunnyyarl the Flies and Wurrunnunnah the Bees” for a videobook. (RL.2.6, SL.2.5)
  • After Work Time A, collect Part II of students’ Unit 1 Assessment to track progress toward RL.2.6 and RL.2.9 (see Assessment Overview and Resources).
  • After Work Time B, view students’ “Bunnyyarl the Flies and Wurrunnunnah the Bees” videobooks and use the Speaking and Listening Checklist to track students’ progress toward SL.2.5 (see Assessment Overview and Resources).

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