Second Grade Unit Five 2011 2012

Isaac School District No. 5
English Language Arts Curriculum Map: Grade 2

Unit 5: Hand-Me-Down Tales From Around the World – In this unit, students use the poetry of Robert Louis Stevenson to examine a
wide variety of folktales and informational books about the world.
Overview: Building on previous units, students write opinions and narratives related to the folktale/world theme of this unit. Students
discuss text features as a part of reading of informational text. Although students have compared versions of tales in unit two, they will
now compare the narrative to the poetry version, using the story of the Pied Piper. Students develop independent reading skills as they
read texts on grade level (and beyond) throughout this unit.
Big Ideas: Essential Questions: Vocabulary:

The same letter combinations can make Why do we hand down stories? adjectives narrative
different sounds (e.g., ea - /long e/ bead, /e/ central message noun
bread, /long a/ break) What is the purpose of folktales and fables? character plot
conclusion plural
Different genres can deliver similar How do images support a readers’ folktale purpose
messages. understanding of text? images setting
index text features
International folktales and fables have irregular text structure
characteristics and purposes. legend verbs
lesson
Information can be learned from images,
and help clarify text.

ELA Standards/ELP Standards: Sample Activities/Assessments:
Reading Foundations (RF)
2.RF.3 Know and apply grade-level phonics
and word analysis skills in decoding words.

II-R-2: The students will identify and
manipulate the sounds of the English
language and decode words, using
knowledge of phonics, syllabication, and
words parts.

BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.
Italics: ELP Standards *ELD Methodology 7-15-2011
(ELP Direct Alignment)
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2.RF.3c Decode regularly spelled two- Instructional Routine Template: Card 10 (2.RF.3c)
syllable words with long vowels.
*Language Warm-Up (II-LS-2: HI-1)
II-R-2(D): HI-3: Reading regularly spelled
multi-syllable words by applying the most
common letter-sound correspondences,
including the sounds represented by single
letters. (LI-3)

II-LS-2: HI-1: Articulating the 44 phonemes
accurately.
2.RF.3d Decode words with common Instructional Routine Template: Card 10 (2.RF.3d)
prefixes and suffixes.

No Alignment
2.RF.3e Identify words with inconsistent *Language Warm-Up (II-LS-2: HI-1)
but common spelling-sound
correspondences.

II-LS-2: HI-1: Articulating the 44 phonemes
accurately.
2.RF.3f Recognize and read grade-
appropriate irregularly spelled words.

II-R-2(D): HI-7: Reading high frequency
words and irregular sight words fluently.
2.RF.4 Read with sufficient accuracy and
fluency to support comprehension.

II-R-3: The student will read with fluency
and accuracy.

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2.RF.4a Read on-level text with purpose
and understanding.

II-R-4: HI-9: Identifying the author’s
purpose for writing a book. (LI-9)

2.RF.4b Read on-level text orally with
accuracy, appropriate rate, and
expression on successive readings.

II-R-3: HI-2: Using punctuation, including
commas, periods, question marks, and
exclamation marks to guide reading for
fluency.

Reading Literature (RL)
2.RL.2 Recount stories, including fables Introduce the poem “The Pied Piper of Hamelin.” This poem is a narrative based on a
and folktales from diverse cultures, and legend that is thought to have happened in Hamelin, Germany. Remind students that a
determine their central message, lesson, legend is a story in which some things really happened and other things have been
or moral. exaggerated over time as the story was passed down through generations. Read the poem
to the children. Give the children an opportunity to retell the story, confirming that they
II-LS-1: HI-4: Summarizing the main idea understood the main events of the story. (The language in this poem is quite sophisticated.)
and key points/details of a presentation Reading the Kellogg version first will scaffold students’ comprehension of the poem. It will
using complete sentences. (B-4) also provide another opportunity to compare versions. Ask questions such as: How many
of you think this story could have really happened? What was the story teaching? (2.RL.2,
2.L.4a)

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Invite speakers to read folktales from home countries. As the visitor reads the story, have
. students consider what message the folktale might teach. When the story is over, the
speaker could share some information about the country from which the folktale comes.
Give an opportunity for students to ask questions about the folktale and the country.
(2.RL.2, 2.SL.3)

Have students select a folktale to read. Provide each student with a piece of plain white
paper. Then, give these instructions to the children: Read a folktale with a partner (a
stronger reader could read to a weaker reader, or they could take turns, or read chorally).
Fold your paper into fourths. Draw a picture of the main characters in one square. Draw the
setting in another square. Draw your favorite part of the plot in another square. In the last
part, write a few sentences describing what you think the folktale is teaching. Each time the
students do this activity, substitute one more square with writing instead of drawing. As a
student reads the last book independently, have them use the four-square outline to write a
retelling of the folktale. (2.RL.2, 2.RL.7, 2.RL.10)

*Collaborative Story Re-tell (II-LS-1: HI-4)

2.RL.4 Describe how words and phrases Introduce the unit by asking students about using their imaginations to go places. Introduce
(e.g., regular beats, alliteration, rhymes, a poet who lived over 100 years ago and also loved to go places in his imagination: Robert
repeated lines) supply rhythm and meaning Louis Stevenson. As a child, he was sometimes sick. While confined to his bed, he created
in a story, poem, or song. imaginary lands in his head, such as, “The Land of Counterpane.” He also loved the sea.
As students read his poems, have them think about his imagination and how he loved to
II-R-4: HI- 21: Identifying words that the wonder about the world. Read and reread his poetry throughout this unit, encouraging the
author selects to create a rich auditory students to look for poetic elements. Most of all, direct children to enjoy the idea of going
experience (alliteration, onomatopoeia) in a places in their minds as you read folktales from around the world. Having a large world
literary selection. map to mark the place from which the story comes will make this unit have a stronger
geography focus. (2.RL.4)

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2.RL.5 Describe the overall structure of a *Collaborative Story Re-tell (II-R-5: HI-5)
story, including describing how the
beginning introduces the story and the
ending concludes the action.

II-R-5: HI-5: Sequencing a story or event
with a beginning, middle and end with
transition words/phrases in complete
sentences.
2.RL.6 Acknowledge differences in the
points of view of characters, including by
speaking in a different voice for each
character when reading dialogue aloud.

No Alignment
2.RL.7 Use information gained from the
illustrations and words in a print or digital
text to demonstrate understanding of its
characters, setting, or plot.

II-R-4: HI-8: Extracting and interpreting
specific information from external text
features of text.

II-R-4: HI-11: Describing characters from a
literary selection.

II-R-4: HI-12: Describing the setting from a
literary selection.

II-R-4: HI-13: Summarizing the key events
from a literary selection.
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2.RL.9 Compare and contrast two or more *This or That (2.RL.9)
versions of the same story (e.g., Cinderella
stories) by different authors or from different
cultures.

No Alignment
2.RL.10 By the end of the year, read and
comprehend literature, including stories and
poetry, in grades 2-3 text complexity band
proficiently, with scaffolding as needed at
the high end of the range.

No Alignment
Reading Informational Text (RI)
2.RI.3 Describe the connection between a
series of historical events, scientific ideas or
concepts, or steps in technical procedures in
a text.

No Alignment
2.RI.5 Know and use various text features
(e.g., captions, bold print, subheadings,
glossaries, indexes, electronic menus,
icons) to locate key facts or information in a
text efficiently.

II-R-4: HI-19: Locating specific information
by using organizational features (e.g., titles,
table of contents, heading captions, bold
print, glossary, indices) in expository text.

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2.RI.6 Identify the main purpose of a text, “If the World Were a Village: A Book about the World’s People” is an informational book
including what the author wants to answer, packed with rich facts about the world. One of the interesting things about this book is that
explain, or describe. it shows the world as if it were a village of just 100 people. Although you may have time for
just a few pages, focus on how much information can be learned from the illustrations and
II-R-4: HI-9: Identifying the author’s text. Keep a list of the information that the students glean from the pages as you read.
purpose for writing a book. (2.RI.6, 2.RI.7)

2.RI.7 Explain how specific images (e.g.,
a diagram showing how a machine
works) contribute to and clarify a text.

II-R-4: HI-8: Extracting and interpreting
specific information from external text
features of text.
2.RI.10 By the end of the year, read and
comprehend informational text, including
history/social studies, science, and technical
texts, in the grades 2-3 text complexity band
proficiently, with scaffolding as needed at
the high end of the range.

No Alignment
Writing (W)
2.W.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.

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II-W-1: HI-8: Writing a short response to a
literary selection that connects text to self,
text to world, or text to other text.

ll-W-2: The student will identify and apply
conventions of standard English in his or her
communication.

Il-W-3: The students will use the steps of
the writing process as a writing piece moves
toward completion.

II-W-4: The students will integrate elements
of effective writing to develop engaging and
focused text.

2.W.3 Write narratives in which they Give the students this prompt: “Write an imaginary narrative telling about a time you
recount a well-elaborated event or short passed through a mysterious door and ended up in a different country. The country may be
sequence of events, include details to from our folktale unit, from a book you have read, or just a place you want to visit. Be sure
describe actions, thoughts, and feelings, to say where you find the door, the country where the door leads, and how you arrive back
use temporal words to signal event where you began. Include details to describe action, thoughts, and feelings. Add temporal
order, and provide a sense of closure. words to signal event order. End your story well, thinking about how authors conclude
stories.” (2.W.3, 2.L.2a)
II-W-1: HI-1: Writing a narrative or short
story that includes a main idea, character,
setting, and a sequence of events.

ll-W-2: The student will identify and apply
communication.

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Il-W-3: The students will use the steps of
the writing process as a writing piece moves
toward completion.

II-W-4: The students will integrate elements
of effective writing to develop engaging and
focused text.
2.W.7 Participate in shared research and
writing projects (e.g., read a number of
books on a single topic to produce a report,
record science observations).

II-W-5: The students will demonstrate
research skills by using a variety of
reference materials to complete a variety of
writing tasks.

Language (L)
2.L.1 Demonstrate command of the
conventions of standards English in
grammar and usage when writing or
speaking.

II-L-1: The student will identify and apply
communications.

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2.L.1b Form and use frequently occurring *Verb Tense Study (II-L-1(N): HI-3)
irregular plural nouns (e.g., feet, children,
teeth, mice, fish). *Sentence Patterning (II-L-1(N): HI-3)

II-L-1(N): HI-3: Converting a given singular
noun into a plural noun, including irregular.

2.L.1e Use adjectives and adverbs, and *Syntax Surgery (II-L-1(ADJ): HI-1, HI-2; II-L-1(ADV): HI-1, HI-2, HI-3, HI-4, HI-5)
choose between them depending on what is
to be modified. *Sentence Building (II-L-1(ADJ): HI-1, HI-2; II-L-1(ADV): HI-1, HI-2, HI-3, HI-4, HI-5)

II-L-1(ADJ): H-1: Producing a series of
adjectives in the correct order.

II-L-1(ADJ): HI-2: Using nouns as
modifiers.

II-L-1(ADV): HI-1: Using “when and
“frequency” adverbs.

II-L-1(ADV): HI-2: Using “frequency”
adverbs.

II-L-1(ADV): HI-3: Using “where” adverbs
(i.e., here, there).

II-L-1(ADV): HI-4: Using “how/degree”
adverbs.

II-L-1(ADV): HI-5: Using adjectival adverbs.

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2.L.1f Produce, expand, and rearrange *Syntax Surgery (II-W-2: HI-12, HI-13, HI-14, HI-15)
complete simple and compound
sentences (e.g., The boy watched the *Verb Tense Study (II-W-2: HI-12, HI-13, HI-14, HI-15)
movie; The little boy watched the movie;
The action movie was watched by the
little boy.)

II-W-2: HI-12: Using declarative sentences
(S-V, S-V-C, S-V-O), positive (I am tall.) and
negative (I am not tall.) sentence
construction forms, in a variety of writing.

II-W-2: HI-13: Using interrogative
sentences in a variety of writing
applications.

II-W-2: HI-14: Using exclamatory
sentences in a variety of writing
applications.

II-W-2: HI-15: Using imperative sentences
in a variety of writing applications.

2.L.1g Write multiple sentences in an order
that supports a main idea or story.

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2.L.2 Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.

II-L-1: The student will identify and apply
communications.

II-W-2: The student will identify and apply
communications.
2.L.2a Capitalize holidays, product
names, and geographic names.

II-W-2: HI-6: Capitalizing the pronoun “I,”
the first word of a sentence, proper nouns
(names, days, months, and titles).
2.L.2d Generalize learned spelling patterns
when writing words (e.g., cage → badge;
boy → boil).

No Alignment
2.L.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.

II-L-2: The student will acquire English
language vocabulary and use it in relevant
contexts.
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2.L.4a Use sentence-level context as a clue
to the meaning or a word of phrase.

II-L-2: HI-4: Using grade specific academic
vocabulary and symbols within context.
2.L.5 Demonstrate understanding of word
relationships and nuances in word
meanings.

contexts.
2.L.5b Distinguish shades of meaning *Vertical Sentence (II-L-2: HI-11)
among closely related verbs (e.g., toss,
throw, hurl) and closely related
adjectives (e.g., thin, slender, skinny,
scrawny).

II-L-2: HI-11: Clarifying word meaning by
applying knowledge of synonyms and
antonyms to enhance vocabulary.

2.L.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.)

contexts.
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Speaking and Listening (SL)
2.SL.1 Participate in collaborative *This or That (II-LS-1, 2, II-LS-1: HI-7, II-LS-2: HI-5)
conversations with diverse partners about
grade 2 topics and texts with peers and *Function Junction (II-LS-1, 2, II-LS-1: HI-7, II-LS-2: HI-5)
adults in small and larger groups.

II-LS-1: The student will listen actively to
the ideas of others in order to acquire new
knowledge.

II-LS-2: The student will express orally his
or her own thinking and ideas.

II-LS-1: HI-7: Responding to academic
discussions by sharing one’s view on facts,
ideas, and/or events using academic
vocabulary.

II-LS-2: HI-5: Asking and responding to
academic questions using complete
sentences. (e.g., expressing probabilities,
and hypothetical questions, etc.).
2.SL.1b Build on others’ talk in conversation *Function Junction (II-LS-1: HI-5)
by linking their comments to the remarks of
others.

II-LS-1: HI-5: Responding to social
conversations by rephrasing and repeating
information, asking questions, and
expressing one’s thoughts.

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2.SL.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.

II-LS-2: HI-6: Asking and responding to
social and academic questions using
complete sentences.

2.SL.4 Tell a story or recount an
experience with appropriate facts and
relevant, descriptive details, speaking
audibly in coherent sentences.

II-LS-2: The student will express orally his
or her own thinking and ideas.

2.SL.5 Create audio recordings of stories or Revisit the Robert Louis Stevenson poetry, reminding students how they have used their
poems; add drawings or other visual imaginations to visualize the folktale being read and the places being read about. Discuss
displays to stories or recounts of how repeated readings may deepen a poem’s meaning, and challenge the students to
experiences when appropriate to clarify memorize one of the poems to share in front of the class. Record the students’ poetry
ideas, thoughts, and feelings. performances with a video camera. (2.SL.5, 2.RL.4)

No Alignment

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Teacher’s Notes UNIT 5:

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Suggested Works
(E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other works identified as exemplars.
Highlighted titles indicate works referenced in Unit 5.
Literary Texts Literary Texts Informational Texts
Stories Poems Informational Text

• The Treasure (Uri Shulevitz) (E) • “The Land of Counterpane” (Robert Louis If the World Were a Village: A Book about the
•
• Itching and Twitching: A Nigerian Stevenson) World’s People (David Smith and Shelagh
Folktale (Patricia C. and Robert L. McKissack, • “Foreign Lands” (Robert Louis Stevenson) Armstrong) (E)
and Laura Freeman) • “The Land of Story Books (Robert Louis Stevenson) Art Around the World (Discovery World)
•
• The Girl Who Wore Too Much: A Folktale from • “At the Seaside” (Robert Louis Stevenson) (Heather Leonard) (E)
Thailand (Margaret Read McDonald andYvonne
• “Where Go the Boats” (Robert Louis Stevenson) • Shoes, Shoes, Shoes (Around the World Series)
Lebrun Davis)
• “My Bed is a Boast” (Robert Louis Stevenson) (Ann Morris)
• Caps for Sale: A Tale of a Peddler (Esphyr
• Weddings (Around the World Series) (Ann
Slobodkina)
Poems (Read Aloud) Morris and Ken Heyman)
• The Enormous Turnip (Alexei Tolstoy and Scott
• Loving (Around the World Series) (Ann Morris
Goto)
• “The Pied Piper of Hamelin” (Robert Browning) (E) and Ken Heyman)
• Liang and the Magic Paintbrush (Demi)
• Bread, Bread, Bread (Around the World Series)
• Stone Soup (Ann McGovern and Winslow Pinney (Ann Morris and Ken Heyman)
Pels)
Art, Music, and Film • Houses and Homes (Around the World Series)
• Cuckoo/Cucú: A Mexican Folktale (Lois Ehlert
(Ann Morris and Ken Heyman)
and Gloria de Aragon Andujar)
Music
• Moon Rope/Un lazo a la luna: A Peruvian
Folktale (Lois Ehlert and Amy Prince) Website References
• Sergei Prokofiev, Peter and the Wolf (1936) Instructional Routines:
http://csi.boisestate.edu/readingfirst/resources/coach
Film es.shtml
• Peter and the Wolf, Suzie Templeton, dir, 2006
If the World Were a Village of 100 People:
http://www.youtube.com/watch?v=f6mr12zroxA&feat
ure=related
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*ELD Methodologies
The methodologies indicated below support the identified standards that are presented in Unit 5. Standards may lend themselves to additional methodologies.

*Language Warm-Up

*Collaborative Story Re-tell

*This or That

*Verb Tense Study

*Sentence Patterning

*Syntax Surgery

*Sentence Building

*Vertical Sentence

*Function Junction

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