K.

Smith Animals in Winter

2nd grade Lesson
Web Tools Clever, Pebble go, camera reader for QR codes, canva

Standards GSE:
ELAGSE2RI2: Identify the main topic of a multi-paragraph text as well as the focus of specific
paragraphs within the text.
ELAGSE2RI6: Identify the main purpose of a text, including what the author wants to answer, explain, or
describe.
ELAGSE2SL1: Participate in collaborative conversations with diverse partners about grade 2 topics and
texts with peers and adults in small and larger groups
ELAGSE2SL2: Recount or describe key ideas or details from written texts read aloud or information
presented orally or through other media.
ELAGSE2W6: With guidance and support from adults, use a variety of tools to produce and publish
writing, including digital tools and collaboration with peers.
ELAGSE2W7: Participate in shared research and writing projects (e.g., read a number of books on a
single topic to produce a report;
ELAGSE2W8: Recall information from experiences or gather information from provided sources to
answer a question

AASL Standards:
Think
~Recalling prior and background knowledge as context for new meaning.
~Learners identify collaborative opportunities by: . Developing new understandings through
engagement in a learning group.
~Demonstrating their desire to broaden and deepen understanding.
~Developing new understandings through engagement in a learning group.
~Deciding to solve problems informed by group interaction
Create
~Using evidence to investigate questions.
~Devising and implementing a plan to fill knowledge gaps.
~Generating products that illustrate learning.
~Using a variety of communication tools and resources.
~Establishing connections with other learners to build on their own prior knowledge and create new
knowledge
Share
~Engaging in informed conversation and active debate.
~Soliciting and responding to feedback from others.
Grow
~Using reflection to guide informed decisions.
~Seeking interactions with a range of learners.
~Actively contributing to group discussions.
~Recognizing learning as a social responsibility.

Learning Learning Targets:

Targets *I can use keywords to determine the main topic of multiple paragraphs in a book.
*I can group information according to facts from a book.
*I can participate in collaborative conversations about an informational book.
*I can use digital tools and print to enhance my knowledge about a topic.
 *I can use digital tools to create a written product based on my research

Success I will know I have it when:

Criteria I have successfully explained what animals do in winter based on the book
I have enhanced my knowledge using digital tools to research the topic.
I have shared my knowledge with others by creating a product based on what I learned.

Mini Lesson 1 Mini Lesson 2 Mini Lesson 3

Lesson Lesson Activator: Researching: Application:

Teacher will read We will review the anchor We will review the anchor
aloud Animals in chart from day 1. TW tell chart from the two previous
Winter written by students the objective of the classes. Today SW apply
Henrietta Bancroft & day is to explore more acquired knowledge.
Richard G. Van information about animals
Gelder that hibernate and migrate.
SW look at books about SW join the librarians class
Comprehension animals that migrate and in Canva
strategy: Text hibernate. SW go to clever, SW partner to create a
Structure then use the PebbleGo app product about one of the
to research animals that groups from the anchor chart
Based on the read
hibernate and migrate. TW (migration, hibernation,
aloud students will place vocabulary tents on animals that hunt or animals
group the tables to help students spell that gather) explaining what
information from the hibernation and migration animals do in the winter.
book into 4 groups
As a ticket out the door, SW The librarian will place books
To lead the group
write a fact on a sticky note about animals that migrate
discussion and about migration and and hibernate on a display
figure out the four hibernation table to promote nonfiction
commonalities, checkouts.
students will use
described animals in
the book and place
them into like groups
Once students try,
teacher will then
give out the 4 power
words from the book
(migrate, hibernate,
gather, hunt)
 Then, students will
check their grouping
and regroup any
animals that need to
be corrected

Summarizer Each table group will SW partner share something SW present their Canva to
present a liked they learned from the another partner pair
group (migrate, research day
hibernate, gather,
hunt) to the class

Assessment Informal assessment As a ticket out the door, SW Librarian will evaluate
by table groups if write a fact on a sticky note circulation in this section
students could sort and place it on the over the next month
the different animals corresponding place on the
based on groups anchor chart.

I (the librarian) will pull these books for day 2 and for the display table to promote
nonfiction checkout: