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

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ELA G2:M4:U2

Reading and Writing Opinions: Helping Pollinators

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 1Introducing Opinions and Reasons: Pollinators and the Dangers They Face

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Introducing Unit 2 Guiding Questions (5 minutes)

2. Work Time

A. Research Reading: A Place for Bats (20 minutes)

B. Exploring Opinions: Hey, Little Ant (30 minutes)

3. Closing and Assessment

A. Building Vocabulary: Plants and Pollinators Word Wall (5 minutes)

  • I can begin to determine the author’s opinion in A Place for Bats by listening to sections read aloud. (RI.2.1, RI.2.2, RI.2.8)
  • I can discuss my opinion and reasons to support it with my classmates. (SL.2.1a, SL.2.6)
  • During Work Time A, listen for students to determine the author’s opinion in the text A Place for Bats. (RI.2.1, RI.2.2, RI.2.8)
  • During Work Time B, observe as students match opinions with reasons from the text Hey, Little Ant. As students share their opinions in small groups, consider using the Speaking and Listening Checklist to measure progress toward SL.2.1a and SL.2.6 (see Assessment Overview and Resources).

Lesson 2Research and Note-taking: A Place for Bats

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Vote with Your Feet Protocol: Reviewing Learning Targets and Opinions (10 minutes)

2. Work Time

A. Reading Aloud to Take Notes: Dangers That Bats Face (20 minutes)

B. Reading Aloud to Take Notes: Reasons Bats Are Important (20 minutes)

3. Closing and Assessment

A. Introducing Habits of Character: Working to Contribute to a Better World (10 minutes)

  • I can write notes about the dangers bats face after reading sections of A Place for Bats. (RI.2.1, RI.2.2, RI.2.4)
  • During discussion and note-taking in Work Times A and B, consider using the Reading Informational Text Checklist to track students’ progress toward RI.2.1, RI.2.2, RI.2.2, and RI.2.8 (see Assessment Overview and Resources).

Lesson 3Research Reading: Dangers That Bats Face

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets and Resting Like Bats (10 minutes)

2. Work Time

A. Reading Aloud to Determine the Gist: “Bats’ Roosts in Danger!” (20 minutes)

B. Partner Reading and Response: “Bats’ Roosts in Danger!” (20 minutes)

3. Closing and Assessment 

A. Working to Contribute to a Better World: Our Strengths Help Us Grow (10 minutes)

  • I can describe key points from “Bats’ Roosts in Danger!” about the dangers that bats face. (RI.2.1, RI.2.2, RI.2.4)
  • I can identify reasons in the text that support the author’s opinion in “Bats’ Roosts in Danger!” (RI.2.8)
  • After the lesson, use the Reading Informational Text Checklist to review students’ Protecting Pollinators research notebook and track progress toward RI.2.1, RI.2.2, RI.2.4, and RI.2.8 (see Assessment Overview and Resources).
  • After Work Time B, review page 3 of students’ Protecting Pollinators research notebook to track students’ progress toward RI.2.2 and RI.2.8.

Lesson 4Comparing Two Texts and Shared Writing: Why People Should Protect Bats

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: “The Butterfly Garden” (10 minutes)

2. Work Time

A. Comparing and Contrasting Texts on the Same Topic: Bats (20 minutes)

B. Shared Writing: Planning an Opinion Piece about Why People Should Protect Bats (10 minute)

C. Shared Writing: Writing an Introduction and Focus Statement (15 minutes)

3. Closing and Assessment

A. Vote with Your Feet Protocol: Comparing Two Texts (5 minutes)

  • I can compare and contrast A Place for Bats with “Bats’ Roosts in Danger!” (RI.2.9)
  • I can plan the introduction and focus statement for a shared opinion piece about why people should work to protect bats. (W.2.1)
  • After the lesson, use the Reading Informational Text Checklist to review students’ Protecting Pollinators research notebook and track progress toward RI.2.9 (see Assessment Overview and Resources).

Lesson 5Shared Writing: Why People Should Protect Bats and Research Reading: Butterflies

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: “The Butterfly Garden” (10 minutes)

2. Work Time

A. Shared Writing: Writing Reasons and a Conclusion (25 minutes)

B. Partner Reading and Response: A Place for Butterflies (20 minutes)

3. Closing and Assessment

A. Vote with Your Feet Protocol: Working to Contribute to a Better World (5 minutes)

  • I can write reasons to support the opinion that people should protect bats. (W.2.1)
  • I can begin to determine the author’s opinion in A Place for Butterflies by listening to sections read aloud. (RI.2.1, RI.2.2, RI.2.4, RI.2.8)
  • After the lesson, use the Reading Informational Text Checklist to review students’ Protecting Pollinators research notebook and track progress toward RI.2.1, RI.2.2, RI.2.4, and RI.2.8 (see Assessment Overview and Resources).

Lesson 6Unit 2 Assessment, Part I: Reading an Opinion and Partner Reading: “Help Protect Butterflies!”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Preparing for Unit 2 Assessment, Part I: Butterfly Breaths (2 minutes)

2. Work Time

A. Unit 2 Assessment, Part I: Reading an Opinion (35 minutes)

B. Movement, Partner Reading, and Note-taking: “Help Protect Butterflies!” (20 minutes)

3. Closing and Assessment

A. Feedback and Celebration (3 minutes)

  • I can respond to questions about key details from “Help Protect Butterflies!”
  • I can write notes about the dangers that butterflies face after reading “Help Protect Butterflies!”
  • Collect students’ Unit 2 Assessment, Part I: Reading an Opinion and use the Reading Informational Text Checklist to track students’ progress toward RI.2.1, RI.2.2, RI.2.4, RI.2.8, and RI.2.9 (see Assessment Overview and Resources).

Lesson 7Finding Reasons to Support an Opinion: A Place for Butterflies

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Shades of Meaning: “The Butterfly Garden” (10 minutes)

2. Work Time

A. Research Reading and Note-taking: A Place for Butterflies (20 minutes)

B. Language Dive and Reading Aloud to Take Notes: Reasons Butterflies Are Important (25 minutes)

3. Closing and Assessment

A. Pinky Partners Protocol: Working to Contribute to a Better World (5 minutes)

  • I can write relevant notes about the dangers that butterflies face. (RI.2.1, RI.2.2, RI.2.4)
  • I can write relevant notes about reasons why it is important to protect butterflies. (RI.2.1, RI.2.2, RI.2.4, RI.2.8)
  • During discussion and note-taking in Work Times A and B, consider using the Reading Informational Text Checklist to track students’ progress toward RI.2.1, RI.2.2, and RI.2.8 (see Assessment Overview and Resources). 

Lesson 8Unit 2 Assessment, Part II: Drafting an Introduction and Opinion

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Shades of Meaning: “The Butterfly Garden” (10 minutes)

2. Work Time

A. Unit 2 Assessment, Part II, Session 1: Drafting an Introduction (20 minutes)

B. Unit 2 Assessment, Part II, Session 2: Drafting an Opinion (20 minutes)

3. Closing and Assessment

A. Musical Mingle Protocol: Working to Contribute to a Better World (10 minutes)

  • I can write an introduction for my opinion piece that describes the dangers that butterflies face. (W.2.1, W.2.7, W.2.8)
  • I can write a focus statement for my opinion piece that states an opinion about why people should protect butterflies. (W.2.1, W.2.7, W.2.8)
  • During Work Times A and B, use the Opinion Writing Checklist to track students’ progress toward W.2.1,  W.2.7, and W.2.8 (see Assessment Overview and Resources).

Lesson 9Unit 2 Assessment, Part II: Drafting Supporting Details

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Entrance Ticket: “The Butterfly Garden” (10 minutes)

2. Work Time

A. Unit 2 Assessment, Part II, Session 3: Drafting Supporting Details (40 minutes)

3. Closing and Assessment

A. Musical Mingle Protocol: Working to Contribute to a Better World (10 minutes)

  • I can demonstrate an understanding of irregular plural nouns and shades of meaning of closely related words. (L.2.1.b, L.2.5.b)
  • I can write reasons to support the opinion that people should protect butterflies. (W.2.1, W.2.7, W.2.8)
  • During Work Times A and B, use the Opinion Writing Checklist to track students’ progress toward W.2.1, W.2.7, and W.2.8 (see Assessment Overview and Resources).

Lesson 10Unit 2 Assessment, Part II: Drafting a Conclusion and Revising Opinion Piece

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “The Butterfly Garden” (5 minutes)

2. Work Time

A. Unit 2 Assessment, Part II, Session 4: Drafting a Conclusion (20 minutes)

B. Revising Our Opinion Writing: Adding Linking Words (10 minutes)

C. Revising Our Opinion Writing: Adding Words with Shades of Meaning (15 minutes)

3. Closing and Assessment

A. Sharing Our Work: Opinion Writing (10 minutes)

  • I can write a conclusion for my opinion piece for why people should protect butterflies. (RI.2.8, W.2.1, W.2.7, W.2.8)
  • I can revise my opinion piece to include linking words and phrases. (W.2.5, L.2.5b)
  • Collect students’ opinion pieces and use the Opinion Writing Checklist to track students’ progress toward W.2.1, W.2.5, W.2.7, and W.2.8. Also, use the Language Checklist to track students’ progress towards L.2.5b (see Assessment Overview and Resources).

Lesson 11Collaborative Conversations: Unit 2 Guiding Questions

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poem and Movement: “The Butterfly Garden” (5 minutes)

2. Work Time

A. Preparing for a Collaborative Conversation: Rereading Student Notes (20 minutes)

B. Collaborative Conversations Protocol: Unit 2 Guiding Questions (20 minutes)

C. Think-Pair-Share: Reflecting on the Collaborative Conversations Protocol (5 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)

  • I can discuss the dangers that pollinators face and why we should protect/help them with my classmates. (SL.2.1, SL.2.1a, SL.2.1b, SL.2.1c)
  • As students participate in the Collaborative Conversations protocol, circulate and use the Speaking and Listening Checklist to gather data toward SL.2.1, SL.2.1.a, SL.2.1b, and SL.2.1.c.

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