Content:

Reading Comprehension

Grade: 2nd Grade

Unit: 9: Week of 2/6/17 - 2/10/17

Standards and Objectives for the Week

CCSS:
RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
RI.2.4: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
RI.2.5: 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.
RI.2.7: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
Vocabulary:
Caption: Words near a picture that tell about the picture or diagram
Label: Words near a diagram that tell about the diagram
Diagram: A picture that shows parts of an object.
Summary: A short description of who, what, when, where
Culminating Question: What connections exist between agents of change from times of slavery to school desegregation in Nashville?
Monday

Tuesday

Wednesday

Essential Question: What do

critical readers do to understand
the connections between images
and words in informational text?
Content Objective:
SWBAT use labels and captions to
answer unknown vocabulary
questions about a peanut plant
diagram.
CCSS Standard alignment:
RI.2.5 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.

Essential Question: What strategies

do critical readers use to make sure
they understand the words they read?

Essential Question: How do I understand

the time-based connections in a book?

Essential Question: How can I

understand the time-based
connections in a book?

Content Objectives:
SWBAT use text features to
understand new vocabulary in a text.

Content Objective:
SWBAT locate and summarize key details
in a text by answering who, what, when,
where questions.

Content Objectives:
SWBAT sequence key details on a
timeline given the date and time-
based language.

CCSS Standard alignment:

RI.2.4 Determine the meaning of
words and phrases in a text relevant to
a grade 2 topic or subject area.
RI.2.5 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.
St friendly Language Objectives:
I can use text features to help
understand new words.
When I dont know a word, I need to
stop and use a strategy.
When I dont know a word, I can keep
reading, looking for words around it to
help me or I can look in the glossary.

CCSS Standard alignment:

RI.2.3 Describe the connection between a
series of historical events, scientific ideas
or concepts, or steps in technical
procedures in a text.

CCSS Standard alignment:

RI.2.3 Describe the connection
between a series of historical events,
scientific ideas or concepts, or steps
in technical procedures in a text.

St friendly Language Objectives:

A timeline is a diagram that shows
events in order.
I can read words around a date and think
about who its about, what happened,
when it happened, and where it
happened in order to summarize a key
detail.

St friendly Language Objectives:

A timeline is a diagram that shows
events in order.
Words like before, after, and
between tell when something
happened.

St friendly Language Objectives:

Captions are words near an
image that describe the image.
Labels point to parts of a diagram
Text features help readers locate
and understand what they read.
Authors use text features to help
readers understand what they
read.

Thursday

Friday Digital Project Day

Essential Question: How can I show
my understanding of the connections
between the agents of change I
know about?
Content Objectives:
SWBAT add key details to their
annotated digital timeline

CCSS Standard alignment:

RI.2.3 Describe the connection
between a series of historical events,
scientific ideas or concepts, or steps
in technical procedures in a text.
RI.2.7: Explain how specific images
(e.g., a diagram showing how a
machine works) contribute to and
clarify a text.

St friendly Language Objectives:
I can transfer key details from my
paper annotated timeline, onto my
Popplet by making sure what I wrote
makes sense, and then typing what I
wrote.

Grade: 2nd Grade

Content: Reading Comprehension

Unit: 9: Week of 2/6/17 - 2/10/17

Vocab.
Focus

Text feature, caption,

label

Vocab.
Focus

Time-based language
as a clue, text feature,
main idea, key details
Lesson Cycle
PVR

Opening/Hook

Show the picture on page 22 in the
book George Washington Carver
with the caption covered.

Ask: What was this wagon?

Hopefully students will NOT know
what this wagon is because the
caption is covered.

Text feature, Heading,

subheading, bold print,
caption, label, main topic,
key detail
PVR
Time-based language as a
clue, text feature, main
idea, key details
Lesson Cycle

Vocab
Focus

Key detail, timeline, before,

after, summarize

Vocab.
Focus

PVR

Time-based language as a
clue, text feature, main idea,
key details

PVR

Opening/Hook

Show page 10 in Martin Luther King, Jr
(Level S). Tell students we are going to
learn about another Civil Rights change
agent, who they may already know:
Martin Luther King, Jr. Explain we are
first going to look at another change
agent who influenced MLK.

Ask: What text features do you see on
this page?

Have students TPS responses and
record on a sticky note

Opening/Hook

Tell a quick story of important dates in
your life.

Example: I was born in November of
1990. In 1994, I lost my first tooth. In
1998, I broke my arm on the beach in
Florida. In 2001, I got my first cell phone
for Christmas. I graduated from high
school in May of 2009. Then, I went to
college from 2009-2012 in Austin, Texas. I
graduated in 2012, then taught
elementary school in North Carolina for
two years. I moved back to Austin in
2014, and taught there until 2015. In July,
I moved to Tennessee to go to school to
be a better teacher. I graduated from
college again in 2016.

Ask: Can you remember all of the details
in my life?

No!

What would help you remember the
details of my life?

A timeline!

Remember, a timeline is a diagram that
organizes important events. Readers use
timelines to help them remember
important events about an event or
person.

Share out responses.

First, next, last, in the

beginning, at the end,
before, after, between

Vocab.
Focus

First, next, last, in the

beginning, at the end,
before, after, between,
key detail
Time-based language
as a clue, text feature,
main idea, key details

Time-based language as a
clue, text feature, main
idea, key details
Lesson Cycle

PVR

Opening/Hook

Tell students we are going to be
adding more to our MLK, Jr. timelines.
Today were going to learn more
about the details of MLKs life. Lets
listen to a BrainPop to see if we have
all the important dates from Martins
life on our timeline

Show the Brainpop Jr. for Martin
Luther King, Jr.
https://jr.brainpop.com/socialstudies
/biographies/martinlutherkingjr/

Ask: What details did we not include
in our timelines from yesterday?

Have students TPS about how they
could summarize their idea in one
sentence with who, what, when,
where details included.

Opening/Hook

Note: Assuming students have
already been set up with Popplet
accounts and have titled their
Popplet.

Show the example Popplet annotated
timeline:

Lesson Cycle

Remind students that we are working
to create an annotated timeline
online with text features like those
we have been talking about.

Content: Reading Comprehension

Grade: 2nd Grade

Unit: 9: Week of 2/6/17 - 2/10/17

Review text features anchor chart
(label, diagram, caption).

Key Points
Critical readers can use text
features like labels and captions to
make sure they understand what
they read.

Key Points
Critical readers notice when they dont
understand what a word means. Then,
they can look for clues around the
unknown word, or look in the books
glossary to find out what the unknown
word means.

Key Points
Timelines organize important events in
order from oldest to newest. When
making a timeline, we look for a date and
think about the most important detail
around that date to summarize it. We can
ask ourselves: Who is this about? What
happened? When did it happen?

Introduction to new material

Drive the key point that critical
readers use text features like
captions next to an image or
diagram to understand what they
read.

Uncover the caption, and read it
aloud.

Discuss the ways a caption
supports readers in understanding
the pictures and text in a
nonfiction story.

Introduce new text features using
visuals on anchor chart: caption,
label, diagram

Introduction to new material

Point out the different bold print on
this page for the new word nonviolent.
Note: Students have experience with
glossaries, but not bold print. Explain
that bold print in nonfiction signals an
important word, and it usually means
this word is defined in the glossary at
the back of the book. Note: This may
be a good time to point out that bold
print in nonfiction is a signal of a new
word, whereas bold print in fiction
often signals emphasis.

Tell students if the author puts a word
in bold print, we need to pay special
attention to it. When we dont know
the word we can take several steps to
figure it out.

Begin an anchor chart titled:

Introduction to new materials

Review timelines by looking at this
example.

Ask questions, and have students answer
using whiteboards:
What does this timeline show?
What is the first date pictured
on the timeline?
What is the last event shown on
the timeline?
What happened in 1783?
When was the steam-powered
train driven?

Additional questions:
Does this timeline have a bunch
of sentences on it? No, just one
sentence. We want to only list a
few words in a sentence when
were making a timeline. This

Key Points
Timelines organize important events
in order from oldest to newest.
Sometimes a text does not say exactly
when something happens. If it says
before, after or between that tells
us when something happened. Good
readers think about these words to
understand the order of events.
Introduction to new material

Show the timeline of transportation
firsts from yesterday. Tell students
that we can describe time in ways
other than just dates.

I can use words like First, next, last, in
the beginning, at the end, before,
after, between. All of these words
describe when something happened.

A text may say something like this:
The first mode of transportation was
horse-drawn public service. After that,
the steam boat was built. Between
1801 and 1903, the gasoline-powered
car was invented. The last mode of
transportation to be invented was the
hybrid car.

Key Points
Timelines organize important events
in order from oldest to newest. When
we work on computers, we can use
the keyboard to write key facts on
our timeline.

Introduction to new material

Today we are going to focus on how
to transfer the key details we have in
our paper annotated timeline, onto
the digital Popplet.

When we are transfering this
information, we just need our
annotated timeline and the computer.
We can re-read what we wrote on our
annotated timeline. Then, we need to
make sure we included who its
about, what happened, where it
happened, and when it happened.
Once weve checked to make sure it
makes sense, we can type in the date
in the top box, and the key detail in
the bottom box. Later we will add a
picture!

Note: Refer to anchor chart as a
reminder/scaffold

Content: Reading Comprehension

Grade: 2nd Grade

Unit: 9: Week of 2/6/17 - 2/10/17

Remind students that they already
have experience with a diagram
and labels: a timeline is a type of
diagram! The dates on a timeline
are labels!

Ask: Why would an author put a
caption or label near an image?

Answer: To help readers
understand what they are looking
at. To help readers understand
something that was talked about
in the text.

Show students how the caption on
page 22 represents the
information in the text above.

Set Purpose:. We are going to read
about another change agent who
was a plant doctor. When we read
the book, we are going to notice
text features like captions, labels
and diagrams so we can
understand the book. Lets think
about why authors use these text
features.

Strategies for figuring out new words:

1) Look in the word for a part I know

nonviolent non = not, violent =
hurting someone

2) Look around the word for clues to
help


Martin decided that he, too, wanted to

use peaceful, nonviolent ways to help

people.

3) Look in the glossary at the back of
the book for a definition

nonviolent (adj.) peaceful (p.9)

Once I figure out what the word
means, I always go back and re-read
to make it make sense.

Set Purpose: We are going to read

about MLK. Lets work together to use
the strategies we talked about to
figure out words we dont know.
Review strategies.

way its not too confusing for

our readers.

Tell students we are going re-read our
MLK book, this time stopping when we
hear a date so we can capture these key
details. Well just think about the most
important details around that date,
because we only want to write one or
two sentences. To do this we can re-read
the words around the date, and ask
ourselves who is this about? What
happened? When did it happen? Where
did it happen? Write this on an anchor
when introducing.

Ex:

To
summarize key details, I can think:
1. Who is this about?
2. What happened?

3. When did it happen?
4. Where did it happen?
Then I can write one or two sentences
about the event.

Tomorrow well add more information
and think more about the order.

Set Purpose: Lets read about MLK, and

listen for dates so we can record them on
a timeline. Were going to think about the
most important information around that
date, and just write one or two sentences
about that date. We can ask ourselves
who is this about? What happened?
When did it happen? Where did it
happen?

Good readers can understand this

language and know its talking about
time.

Set Purpose: Im going to show you

how I can describe time using these
words, and then were going to work
together to add details to an MLK
timeline using this time language.

Set Purpose: Were going to transfer

details from your annotated timeline
paper onto the Popplet. Then, you
guys will get to put in one date on
your timeline.

Content: Reading Comprehension

Grade: 2nd Grade

Unit: 9: Week of 2/6/17 - 2/10/17

Model/Think Aloud:

Read up to page 13, thinking aloud
about each caption and its
purpose. Some captions teach new
words, some captions describe
pictures, and some teach new
facts.

For each feature, say I bet the
author used this (text feature) so
that I can better understand
_______________.

Stop on page 15 to discuss the
segregated school. Model
recording this in the GP table, and
thinking about where in the table
it should go based on the labels in
the table. (under column for
caption, next to teacher example).

Thinking aloud about purpose of
this caption: This caption tells me
about the picture, and shows me
what the school Carver went to
may have looked like.

Continue to page 26 to talk about
the timeline as a diagram with
labels.

Think aloud about the purpose of
the diagram: to show the order of
events in Carvers life. Input this
into the table.

Model/Think Aloud:

First, model thinking aloud about how
to figure out what nonviolent means.
Refer back to the chart going in order
from top Notice the word non in
nonviolent, and think aloud about how
you know this word means not. Plug in
not violent And re-read the sentence
to see if it makes sense.

Model checking yourself by looking
in the back of the book for the
definition in the glossary, and looking
at words around the word (peaceful)

Begin reading Martin Luther King, Jr.

Have students show a stop sign on
their hands when you come to a bold
print word. Do this for the first 2 words
(segregated, civil rights). Think aloud
about which strategies you could use
to figure out what the word means.

Stop reading after page 10 so you can
begin guided practice on the graphic
organizer.

Model/Think Aloud:

Re-read the MLK text from the beginning.
Have students hold up a stop sign to
signal they have recognized a date.

The teacher will stop reading, then think
aloud about summarizing the key details
into one or two sentences, then model
writing the key detail on the GP.

Write the following questions on the
board:
Who is this about?
What happened?
When did it happen?
Where did it happen?

In the book, stop at the following
dates/pages to think aloud about how to
summarize the details:
January 15, 1929 (p. 5) MLK,
Jr. born in Atlanta, Georgia
Summer of 1953 (p.10) MLK
and Coretta get married

Model/Think Aloud:


Read the following words, and show
students how these words are
described on the timeline.

The first mode of transportation was
horse-drawn public service. After that,
the steam boat was built. Between
1801 and 1903, the gasoline-powered
car was invented. The last mode of
transportation to be invented was the
hybrid car.

Model going back to the passage to
order this information (use the
PowerPoint provided).

Think aloud about the words that tell
you when something is happening.

The teacher should annotate the text,
underlining information that is
important and drawing lines to where
it may go as she thinks aloud.

Then, think aloud using the anchor
from yesterday to answer who?
What? When? Where? Questions in
one or two sentences.

Model/Think Aloud:

Which date should I start with on my
timeline? The first date!

But tell students if we need to change
something on Popplet its really easy.

Model inputting the first date
(Harriet Tubman) onto the Popplet.

Grade: 2nd Grade

Content: Reading Comprehension

Unit: 9: Week of 2/6/17 - 2/10/17

Guided Practice:

Show page 28-29. Have students
turn and talk about the text
features they see on this page.

Allow a couple students to come
up and point to the text features:
Caption: The George
Washington Carver
Museum at Tuskegee
Institute
Diagram: Timeline at
bottom of page
Label: Dates on timeline

Give feedback on student
responses

Allow students to write in this
information on their graphic
organizer GP

Have students turn and talk with a
partner about the purpose of each
caption, diagram and label.

Share out student responses

Guided Practice:

With students help, after you have
thought aloud to model which strategy
you would use to figure out the first 2
words, begin asking questions to
scaffold students understanding of
how to choose a strategy to discover
meaning of the unknown word.
Questions may include:
Equality (p. 10)
o Are there any
words in this word
we know? Equal
the same
o Where can I look if
I cant find
anything to help
me here?
o Now that I figured
it out, what do I
always need to
do? (Re-read!)

Have students record the words
nonviolent and equality in their GP
graphic organizer

Remember to stop reading at the end
of page 10.

Move to the images to further scaffold
understanding.

Show how bold print can also be in
images and captions.

Guided Practice:

Scaffold students understanding of
summarizing key details by allowing them
to talk with a partner about what is most
important about the following dates as
you read. Remember to answer: Who?
What? When? Where? Questions.

As students begin to get the hang of it,
they should work independently to
capture key details.

Dates/pages:
1954 (p.11) Schools are
integrated no longer divided
by race
December 1955 (p.13) Rosa
Parks would not give up her
seat on the bus. Black people
protested.
November 1956 (p.14) Laws
said blacks and whites could no
longer be separate on the bus

Guided Practice:

The teacher and students will chorally
read the text together, then the
teacher will call students to come up
and annotate where they think
different pieces of information should
go. The rest of the class will have the
GP in front of them as well. They can
either show agree/disagree symbols.
Then, together, they will TPS about
how to summarize using who? What?
When? Where questions. Refer to
anchor for a scaffold.

The teacher can add comments to
clarify the relationship these time-
based words have with one another.

Only work on the first 3 events in the
text (first 3 sentences).

Guided Practice:

Allow students to work on their
annotated Popplet timeline.

Content: Reading Comprehension

Grade: 2nd Grade

Unit: 9: Week of 2/6/17 - 2/10/17

Ask questions to drive students toward
understanding how to transfer context
clue strategy knowledge for an image
and caption.

Fill in the word overcrowded with
students, then allow students to TPS
with a partner to do the word Jim
Crow Laws. Share out.

After students share out, have
partners of students come up to show
how they would fill in graphic
organizers based on their discussion.

Independent Practice:

Show students IP and read directions
aloud. They will use the water fountain
segregation image and the text at the
bottom of the IP to complete their
work.

Independent Practice:

Show IP

Independent Practice:

Show students IP and read directions
aloud.

Assessment

- Peanut plant Diagram with text
feature questions
Closing:

Have students record one fact and
draw one picture about George

Independent Practice:

Students will add key details to their
timeline that uses time-based
language.

Assessment

- Graphic Organizer IP with water
fountain images and MLK text

Closing:

Play Rags to Riches to review text
features:
https://www.quia.com/rr/902827.html

Independent Practice:

Students should have at least three
event on their annotated timeline.

Assessment

- MLK key details IP

Assessment

- MLK timeline IP

Assessment

- Popplet annotated timelines

Closing:

Have students record one fact and draw
one picture about MLK, Jr. on their
annotated timeline worksheet.

Closing:

Have students add one new fact and
draw one new picture about MLK, Jr.

Closing:

Teacher will check in with each
student to see progress.

Grade: 2nd Grade

Content: Reading Comprehension

Unit: 9: Week of 2/6/17 - 2/10/17

Washington Carver on their
annotated timeline worksheet.

Differentiation
- Read aloud questions for
students having difficulty
reading questions
- For students unable to
respond in writing to the
TDQs, allow them to
answer orally
- For students with special
needs, allow them to
add on to the graphic
organizer rather than
responding to TDQs
Materials

Time for Kids George

Washington Carver
GP Graphic Organizer
IP Peanut Plant Diagram
Clipboards and pencils
for students to complete
I do/we do on carpet
Annotated timeline
graphic organizer

Have students sit in table groups and
work together to choose the type of
text feature being described. Students
can record their answer on a
whiteboard.

Have students show whiteboards to
see answers.

Call on one table group to defend their
answer and explain why they chose
this.

Differentiation
- Read aloud text for students
having difficulty reading
passage
- For students unable to
respond in writing to the
TDQs, allow them to answer
orally

Materials

on their annotated timeline

worksheet.

Martin Luther King, Jr. (Level

S on RAZ)
Sticky notes
Word learning strategies
anchor
GP Graphic Organizer
Water Fountain IP
Projected PPT with images
and text features
Clipboards and pencils for
students to complete I
do/we do on carpet

Read aloud text for students

having difficulty reading
passage
For students unable to respond
in writing to the questions,
allow them to answer orally
Differentiated text set on RAZ

Martin Luther King, Jr. (Level S

on RAZ)
Projected timeline from RAZ
Who? What? When? Where?
Timeline anchor chart
GP and IP with Date/Key detail
boxes
IP with MLK text
Whiteboards
Markers
Clipboards and pencils for
students to complete I do/we
do on carpet
Annotated timeline worksheet

Differentiation
- Read aloud text for
students having difficulty
reading passage
- Differentiated text set on
RAZ
- For students unable to
respond in writing to the
questions, allow them to
answer orally

Differentiation
- For students who type
slower, fast finishers can
help
- For fast finishers who input
one date quickly, they can
add more

Materials

Materials

MLK Jr Brainpop Jr
Projected timeline
Who? What? When?
Where? Timeline anchor
chart
Projected text that
correlates with timeline
(PPT)
GP and IPs with MLK, Jr.
story
Clipboards and pencils for
students to complete I
do/we do on carpet
Annotated timeline
worksheet

Annotated timeline from

previous sessions
Who? What? When?
Where? Timeline anchor
chart
Popplet.com
Computers