Quarter 2 Unit 1: Understanding Characters and Opinion Writing

(20 days)

 

Full Curriculum

 

Written Curriculum

 

Reading Standards for Literature 
Key Ideas and Details
RL.2.2    Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

 

RL.2.3    Describe how characters in a story respond to major events and challenges.

 

Craft and Structure
RL.2.6    Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

 

Reading Standards: Foundational Skills
Phonics and Word Recognition
RF.2.3    Know and apply grade-level phonics and word analysis skills in decoding words.
b.    Know spelling-sound correspondences for additional common vowel teams.
c.    Decode regularly spelled two-syllable words with long vowels.
d.    Decode words with common prefixes and suffixes.    

 

Writing Standards 
Text Types and Purposes
W.2.1    Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

 

Production and Distribution of Writing
W.2.5    With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

 

Research to Build and Present Knowledge
W.2.8    Recall information from experiences or gather information from provided sources to answer a question.

Speaking and Listening Standards
Comprehension and Collaboration
SL.2.3    Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

 

Language Standards 
Conventions of Standard English
L.2.1    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
f.    Produce, expand, and rearrange complete simple and compound sentences.

 

L.2.2    Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
d.    Generalize learned spelling patterns when writing words (e.g., cage →badge; boy → boil).

 

Vocabulary Acquisition and Use
L.2.4    Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
d.    Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
e.    Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases

 

Standards that support the focus standards
Key Ideas and Details
RL.2.1    Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

 

Fluency
RF.2.4    Read with sufficient accuracy and fluency to support comprehension.
a.    Read on-level text with purpose and understanding.
b.    Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

 

Presentation of Knowledge and Ideas    
 SL.2.6    Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.)

Language Standards 
Vocabulary Acquisition and Use   
L.2.6    Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

 

Recurring Standards
Reading Standards for Literature 
Range of Reading and Level of Text Complexity
RL.2.10    By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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Concepts and Skills

Concepts to be learned and skills to be used

When reading

• RECOUNT stories

• • DETERMINE central message or lesson

• DESCRIBE how characters respond to major events and challenges

• ACKNOWLEDGE differences in point of view of characters

• • including SPEAKING in a different voice for each character

When applying foundational skills

• KNOW and APPLY grade-level phonics and word analysis skills

• • KNOW spelling-sound correspondences for common vowel teams

  • DECODE two-syllable words with long vowels

  • DECODE words with common prefixes and suffixes

When writing

• WRITE opinion pieces

• • INTRODUCE topic or book

  • STATE an opinion

  • SUPPLY reasons that support the opinion

  • USE linking words TO CONNECT opinion and reasons

  • PROVIDE a concluding statement or section

• FOCUS on topic and STRENGTHEN writing by revising and editing (with guidance and support)

• RECALL information from experiences or GATHER information from provided sources to ANSWER a question

When speaking and listening

• ASK and ANSWER questions about what a speaker says in order to

• • CLARIFY comprehension

  • GATHER additional information

  • DEEPEN understanding of topic or issue

When using language

• DEMONSTRATE command of conventions of standard English grammar and usage

• • PRODUCE, EXPAND AND REARRANGE complete simple and compound sentences

• DEMONSTRATE command of the conventions of standard English capitalization, punctuation and spelling

• • GENERALIZE learned spelling patterns

• DETERMINE or CLARIFY the meaning of unknown and multiple-meaning words and phrases

• • USE knowledge of the meaning of individual words to PREDICT the meaning of compound words

  • USE glossaries and beginning dictionaries (both print and digital) TO DETERMINE OR CLARIFY the meaning of words and phrases

 

Essential Questions

• How does recounting the details of a story help me understand the author’s message? (RL 2.2)

• How does a character respond to major events and challenges in the story? (RL2.3)

• How does identifying the differences in points of view of characters help me understand narrative text? (RL2.6)

• How does recognizing differences in points of view help me read a text fluently? (RL2.6)

• How does using my background knowledge and information from the text help me answer a question? (W2.8)

• How do I write an effective opinion piece? (W2.1)

• How does asking and answering questions help me understand the message of the speaker? (SL2.3)