Unit Plan - Name Ame Anargyros November 4 2013 Curriculum...

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Name: Ame Anargyros November 4, 2013 Curriculum Unit Plan: Subject Area: English Language Arts Grade Level:2 nd grade Unit Title: This School is a Zoo CCSS- Grade Level Content Expectatio n Instructional Objectives (Must contain a performance) Purpose/Rational e (Must connect all lessons in the unit together) METS-S (focused on student using technology) OR NETS-T (focused on teacher’s using technology) Tools and Resources Lesson Assessment s English Language Arts/ (One of the 5 +1 lessons) ( Phonemic Awareness) CCSS. ELA- Literacy.RI .2.7 Explain how specific images contribute to and clarify a text. CCSS.ELA- Literacy.RF .2.3. Know and apply grade- level phonics and word analysis skills in decoding words. Paper bag Select objects/objec t images Chart paper Marker s Index cards 1 Students will chant beginning and ending phonemes in words, match objects with the same beginning or ending sound, identify whether a key phoneme occurs at the beginning or end of a word and connect phonemes with written letters Students will become familiar with beginning and ending sounds of familiar words. Smart board, Elmo Students should be assessed through observation and anecdotal notes during the games and activities. Students can also be assessed using the worksheet they complete individually to see if they are able to isolate the phonemes.
CCSS.ELA- Literacy.RF .2.3(a) Distinguish long and short vowels when reading regularly spelled one- syllable words. English Language Arts/ (One of the 5 +1 lessons) (Phonics) CCSS.ELA- Literacy.R L.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. Smart board, Elmo Dr. Seuss's Mr. Brown Can MOO! Can You? (Rando m House 1970) General classroom supplies (paper, pens, pencils, markers, and so forth) Internet connection Cinquain Reflections Worksheet . 2 Students will explore the connection with between letters and letter combinations (graphemes) and sounds (phonemes) by identifying sound words, or onomatopoeia, in texts they hear (or read) and matching words to sounds they hear. Explore a variety of strategies to spell the sound words that they associate with sounds they have heard. Compose a Children can learn from the sounds around them, verbal spoken words become the language that we learn. This lesson will be used to teach the sound of the word and how it too can describe its meaning or define it. Have students, either in writing or in a conference setting, answer questions from the
poem or other text that focuses on sound words. English Language Arts/ (One of the 5 +1 lessons) (Vocabulary) CCSS .ELA- Literacy.RF .2.3 Know and apply grade-level phonics and word analysis skills in decoding words. The student will be able to hear the word read out loud by the teacher and be able to identify the word on the bingo chart. Bingo sheets, word list, bowl, scissors English Language Arts/ (One of the 5 +1 lessons) (Fluency) CCSS.ELA- Literacy.RF .2.4b Read grade-level text orally with accuracy, appropriate rate, and expression on Students will construct sentences to be read one word at a time to increase fluency. Students can read their sentences one word at a time as they go into Albert the Alligators mouth. With practice the words will begin to flow. Worksheet, scissors, white board (or Smart board), marker Time students from beginning to end between the first and second reading. 3 Students will become familiar with and able to identify sight words. Smart board Students should turn in their game sheets after the games and activities. If there are words that have been called and un marked or miss marked the teacher will be able to identify which are being missed. Smart board
successive readings. English Language Arts/ (One of the 5 +1 lessons) (Comprehension) CCSS .ELA- Literacy.R L.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrat e understandi ng of its characters, setting, or plot. Smart board Elmo Paper, pencil Based on questions answered during readings, the teacher can determine students who may need additional guidance. Worksheets should be filled out and turned in to verify lesson comprehensi on. 4 Students will determine the main character’s motivation for his actions at the end of the story by identifying and analyzing his thoughts, emotions, and actions. I anticipate students will listen and ask questions about the story, some will have heard the story already and now the answers while others may have a difficult time understanding. I plan to read a passage, stop, and review and ask questions to determine comprehension.
English Language Arts/ (One of the 5 +1 lessons) ( Writing) CCSS.ELA- Literacy.W.2 .5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. Students will explore the connections between words and images using rebus books, define and explore rhyme by identifying rhyming words and reflect on their writing process. Children learn language first by connecting what they see to verbal cues and descriptions audibly. The next step is to learn to read and write the language. Using pictures to convey an idea is a progressive way to connect this next step. Smart board I Love You: A Rebus Poem by Jean Marzollo and book: Our Class Took a Trip to the Zoo by Shirley Neitzel and Nancy Winslow Parker Crayons Website: Reggie the Rhyming Rhino During your class discussion after sharing the finished poem, encourage students to reflect on the process of writing the poem. Help them to share what they have learned. Encourage them to reflect on the process of rebus writing, choosing rhymes, completing the pattern of the poem, and sharing their poem with an audience. Encour age students to assess their own participation in the writing process. 5 Unit Assessment: Upon completion of this unit I hope to see that the students will have a better understanding of each of the five + one English language arts objectives for teaching reading. I will use a rubric to assess the student’s Friday journal entry that will be focused on the subject matters we have discussed. The comprehension of the book Fireflies , a Rebus poem, Site words, and beginning and ending sounds.
5+1 Trait Writing Model : This School is a Zoo Teacher Name: Mrs. Anargyros Student Name: ________________________________________ CATEGORY 4 3 2 1 Word Choice Writer uses vivid words and phrases that linger or

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