DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
2nd Grade ELA
Module 2 Early Asian Civilizations
1A The Indus River Valley, Part I (pp. 130-136)
September 12-September 30, 2016
Module Guiding Question (to build background):
In what ways has early Asian civilizations influenced the way we live now?
Language Arts Objectives (LAFS):
 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in text (LAFS.2.RI.1.1)
 Compare and contrast the most important points presented by two texts on the same topic (LAFS.2.RI.3.9)
Core Content Objectives
 Identify Asia as the largest continent with the most populous countries in the world
 Locate Asia and India on a map or globe
 Explain the importance of mountains in the development of early Asian civilizations
 Explain the importance of the Indus River for the development of a civilization in ancient times
 Describe the key components of a civilization
Comprehension Questions ( w/ expected
Lesson Activities
Vocabulary
student response)
Don’t forget to teach a Learning for Life lesson during this module!
Low Which civilization in this read-aloud was common, adj. Most widely known, ordinary
Example: Almost every student in Mr. Davis’s class
built around the Indus River? (Himalayan)
Lesson
was out sick with the common cold.
Moderate Think about rivers flooding in the
1A The Indus River Valley (see Duval Reads Module 2 pp. 130-136)
Variation(s): none
spring time. What caused the waters to rise?
cultivate, v. To grow and/or tend to a crop or plant
(heavy spring rains, snow melting from the
Vocabulary Word Work
Example: Every summer, Tony and his mother
peaks
of
the
Himalayan
Mountains)
fertile
would cultivate tomatoes and cucumbers in their
Moderate Explain how did this fertile soil help garden.
the people living near the river? (It gave them Variation(s): cultivates, cultivated, cultivating
Due to 2016-2017 revisions, disregard pages 137 & 138 of the anthology. nutrient-rich land on which to cultivate crops.) fertile, adj. Rich in the materials or nutrients
Moderate Why was a civilization able to form needed to produce many strong, healthy crops
Teacher Model:
Example: Because Trish’s farmland was so fertile,
in the Indus River Valley on the continent of
Before Reading:
she always grew the biggest crops in the county.
Asia? (The fertile soil allowed people to stay
Prepare a chart entitled the Indus River.
Variation(s): none
in one place and grow many crops, which led Indus River, n. The river at the center of the first
to a larger community.)
During Reading:
civilization in early India
Model how to pick out important points/details by stopping and highlighting
Example: The Indus River flows through the
High Let’s discuss/find evidence from our
important details from the text. Add the details to your chart as you read.
countries of Pakistan and India.
text/reading about the purpose of digging
Variation(s): none
irrigation canals (to direct water to different
After Reading:
fields and to water the crops)
1
Complete the chart and review the information from the chart. Tell students
that they will use the information after reading about the Yellow and Yangtze
Rivers (lesson 8A). After reading lesson 8A, you will be comparing and
contrasting the information about the Indus, Yellow and Yangtze rivers. Be
sure to save the chart so that you can revisit the chart during lesson 8A.
irrigation canals, n. Ditches cut into the earth to
direct water where needed
Example: The Egyptians used irrigation canals to
move water from the Nile River to their crops.
Variation(s): irrigation canal
The chart should include the following:
Academic Language:
The Indus River
detail-an individual feature, fact, or item
 Located near the Himalayan Mountains
 Water from the melting snow and heavy spring rains flood the Indus
River, leaving rich soil
 People settled near the river and began to grow wheat and barley,
peas, dates, melons, and bananas
 People living near the Indus River invented irrigation canals
 There are many permanent cities by the Indus River, including
Mohenjo-dara
Check for Understanding:
3-2-1. Fist to Five. Thumbs Up, Thumps Down. Teacher asks a sequence of questions to check for understanding. Students communicate their level of understanding to teacher by
using their fingers.
Sample questions
What were some features of Indus River communities that were common among ancient civilizations? (moderate- cities with large buildings, different jobs, some form of writing)
Ask for a student to locate Asia on a map. How is Asia unique? (Low- largest continent, has the two most populous countries today, etc.)
3 fingers- I can tell others what I know
2 fingers- I understand what I learned
1 fingers- I would like to hear it again
Writing
During Module 1 students practiced developing a personal narrative for 17 academic days and it was well supported by Duval Reads text in the Fairy Tales and Tall Tales Module.
For Module 2, students will continue to practice developing a personal narrative as the teacher demonstrates different craft strategies for writing. During the Early Asian Civilizations
module, teachers should use lessons 4A, [Tiger, Brahman and the Jackal], 5A [The Blind Men and the Elephant], and 10A [Magic Paintbrush] to support developing story elements
during the writing instruction.
Writing Standards
LAFS.2.W.1.3 Write narratives in which they recount a well elaborated event or short sequence
Supporting Duval Reads Text
Personal Narrative
of events (3)
Teachers, during the Early Asian Civilizations
Focus for the week
LAFS.2.W.2.5 strengthen writing as needed by revising and editing. (3)
module, use lessons 4A, [Tiger, Brahman and the
LAFS.2.W.3.8 Recall information from experiences (2)
Jackal], 5A [The Blind Men and the Elephant], and
10A [Magic Paintbrush] to support developing story
Language Standards
LAFS.2.L.1.1 Demonstrate command of the conventions of standard English grammar and
elements during the writing instruction.
Focus for the week
usage when writing or speaking. (2)
LAFS.2.L.2.3 Use knowledge of language and its conventions.(2)
Materials
LAFS.2.L.3.4 Clarify the meaning of unknown and multiple-meaning words
2
Speaking and Listening
Standards
Focus for the week
MiniLesson
(Teacher model)
Student Work Time
(writing production)
LAFS.2.L.3.6 Use words and phrases acquired through conversations, including using
adjectives and adverbs to describe. (1)
LAFS.2.SL.1.1 Participate in collaborative conversations with diverse partners (3)
LAFS.2.SL.1.2 Recount or describe key ideas or details from a text read aloud. (2)
LAFS.2.SL.1.3 Ask and answer questions about what a speaker says. (2)
LAFS.2.SL.2.4 Tell a story with appropriate facts…and… details, speaking audibly in coherent
sentences. (2)
LAFS.2.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 for specific
expectations. (1)
 Today we are going to- “Writers, we’ve been writing about events in our lives. We’ve
noticed that through the stories I’ve read aloud to you. Today, I want to teach you about
another strategy that you can use to write about the events in your life–the outside story,
and then how you can write your thoughts and feelings about what happened –the inside
story (gesture and make fist with the other hand to show that they are two separate
“stories”).
 Watch me as I- “I’m going to read you a piece that one of my students wrote last year.
Listen closely to how Shannon writes about what happened—the outside story—and then
how she writes about her feelings about what happened—the inside story.” This morning I
gave Ms. Verna my necklace to hold. She put it on her neck. When it was time to go home,
she tried to take it off. It got stuck, but I pulled it off. I felt proud!
 Now it is your turn to-“Writers, talk with your partner about Shannon’s story. Tell your
partner the outside story—what happened. Then tell the inside story—how Shannon was
feeling.”
Today, students will accomplish two goals:
1. Write the outside story- what happened.
2. Write the inside story- how you felt or what you thought
Help students to- identify the outside and inside stories. Listen to them read their story.
Reiterate what they said and highlight this on Ronnie’s story.
Closure- Ask students to volunteer to share. Choose 2-3 students today.
3



Chart paper and marker
Teacher pre-written story on chart pad
Pre-reading of a text from the bibliography
list
Teaching Point/Notes
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
2nd Grade ELA
Module 2 Early Asian Civilizations
2A The Indus River Valley, Part II (pp. 139-143)
September 12-September 30, 2016
Module Guiding Question (to build background):
In what ways has early Asian civilizations influenced the way we live now?
Language Arts Objectives (LAFS):
 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding about key details in a text (LAFS.2.RL.1.1)
Core Content Objectives
 Identify Asia as the largest continent with the most populous countries in the world
 Locate Asia and India on a map or globe
 Explain the importance of mountains in the development of early Asian civilizations
 Explain the importance of the Indus River for the development of a civilization in ancient times
 Describe the key components of a civilization
Comprehension Questions ( w/ expected
Lesson Activities
Vocabulary
student response)
Don’t forget to teach a Learning for Life lesson during this module!
Low Near which important river is Sanjay’s
bustling, adj. Full of activity; moving busily or
city located? (the Indus River) In which area
energetically
Lesson
is the Indus River found? (ancient India) [You Example: The bustling supermarket was filled with
2A The Indus River Valley II (see Duval Reads Module 2 pp. 139-143)
may wish to remind students that the present- people buying dry food before the big storm.
day countries of Pakistan and India are both
Variation(s): none
Vocabulary Word Work
part of what we are calling ancient India.]
nestles, v. Settles in snugly and comfortably
source
Moderate Why is this river so important? (It
Example: Kent’s new kitten nestles next to its
floods and leaves fertile soil on the
mother when taking naps.
Due to 2016-2017 revisions, disregard pages 144 & 145 of the anthology. surrounding land, which makes it easier to
Variation(s): nestle, nestled, nestling
grow crops.)
recede, v. To draw back or move away from a
Whole Group Activity
Moderate Explain how the mighty Indus
certain point
Before Reading:
River is helpful to the people of MohenjoExample: June watched the water recede from the
Review the chart entitled the Indus River. Tell students that today you will hear daro? (it gives them water for crops; helps
beach and leave behind beautiful seashells.
a story about a little boy who lived in Mohenjo-daro. Ask students to listen for
them transport or move goods over long
Variation(s): recedes, receded, receding
information that relates to information gained during yesterday’s read aloud
distances; etc.)
source, n. The start or cause of something
about the Indus River.
Moderate Explain how the mighty Indus
Example: The sun is the source of light and heat
River is harmful to the people of Mohenjofor planet Earth.
After Reading:
daro? (Floods their houses; can destroy
Variation(s): sources
Have students turn and talk in pairs and discuss some of the things that they things in its path; etc.)
heard in the text that relates to yesterday’s read aloud-see examples below.
High Sanjay waited for nine years to listen to Academic Language:
the holy man. How do you think he felt when detail-an individual feature, fact, or item
4

Flooding (Lesson 1A mentioned how the Indus River would flood. In
today’s read aloud, we heard about how Sanjay’s family felt during a
flood).
 Mohenjo-daro (Lesson 1A mentioned the start of Mohenjo-daro,
today we read about a child living in Mohenjo-daro).
 Jobs (Lesson 1A described how everyone had a job to do. In today’s
real aloud we heard about a few jobs)
Allow some of the pairs to share what they discussed.
Check for Understanding: Turn and Talk-see whole group activity.
MiniLesson
(Teacher model)
Student Work Time
(writing production)
he was invited? (Answers may varyhonored- provide examples, scared- provide
examples, etc.)
Writing
Today we are going to learn- talked about how endings need to be connected to what is
important in your piece and also leave a lasting impression. Another way to learn how to
write good endings is to look at how authors write endings.
 Teach (modeling):
“Let’s look at some different kinds of endings together. Listen while I read the ending of
Shortcut by Donald Crews: ‘We walked home without a word. We didn’t tell Big Mama. We
didn’t tell Mama. We didn’t tell anyone. We didn’t talk about what had happened for a very
long time. And we didn’t take the shortcut again.’
“Donald Crews helped us, as readers, understand the lesson of the writing. Teaching a
lesson is one kind of ending that an author may choose to use. Let’s listen to another kind
of ending. In the book Coming On Home Soon by Jacqueline Woodson, the author
focuses in on the how the girl still hopes that her mother will come home soon. This is an
ending where the author zooms in to finish the story.” Teacher reads ending: ‘Inside, it’s
warm and quiet. Stew cooking on the stove. Outside, snow falls and falls and somewhere
there’s my mama loving me more than rain. Loving me more than snow. Cleaning trains.
And coming on home soon.’
“At the end of Apt. 3 by Ezra Jack Keats, the author writes about Sam and Ben’s feelings
towards a new friend. Listen to the words he uses to show how they think and feel.”
Teacher reads ending: “’Then the dark room was filled with wild, noisy, happy music. It
bounced from wall to wall to wall. Sam and Ben looked at each other. They couldn’t wait
for tomorrow.’”
Today, students will accomplish one goal:
1. Write the ending for your piece, you may want to use one of these ending
choices- a lesson learned, a thought or feeling, or a zoom-in of the most important part. Think
about your story and what message or idea you want to leave with the reader. Remember that
the ending closes the piece and leaves a lasting impression.”
Teacher help students with- writing endings through conferencing and questioning strategies.
Closure- Select 3 students to share that have different endings.

5
Supporting Duval Reads Text
Teachers, during the Early Asian Civilizations
module, use lessons 4A, [Tiger, Brahman and the
Jackal], 5A [The Blind Men and the Elephant], and
10A [Magic Paintbrush] to support developing story
elements during the writing instruction.
Materials
• Chart paper and marker.
• Teacher pre-written story on chart pad.
• Copies of endings from Shortcut by Donald
Crews, Coming On Home Soon by Jacqueline
Woodson, Apt. 3 by Ezra Jack Keats
Teaching Point/Notes
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
2nd grade ELA
Module 2 Early Asian Civilizations
4A The Tiger, the Braham, and the Jackal (pp. 146-153)
Module Guiding Question (to build background):
In what ways has early Asian civilizations influenced the way we live now?
Module Date Range
September 12-September 30, 2016
Language Arts Objectives (LAFS):
Students will:
 Acknowledge different points of view of the characters in an Indian folktale (LAFS.2.RL.2.6)
 Recount information from The Tiger, the Brahman, and the Jackal, an Indian folktale, and determine the central message of the folktale (LAFS.2.RL.1.2)
 Describe how the tiger, the Brahman, the buffalo, the tree, and the jackal respond to challenges in The Tiger, the Brahman, and the Jackal (LAFS.2.RL.1.3)
 Compare and contrast two versions of the Indian folktale The Tiger, The Brahman and the Jackal (LAFS.2.RL.3.9)
Core Content Objective(s):
Students will:
 Demonstrate familiarity with the folktale The Tiger, the Brahman, and the Jackal
 Describe the characters, plot, and setting of the folktale The Tiger, the Brahman, and the Jackal
 Identify trickster tales as a type of fiction
Lesson Activities
Don’t forget to teach a Learning for Life lesson during this
module!
Lesson
4A The Tiger, the Braham, and the Jackal
(see Duval Reads Module 2 pp. 146-153)
Vocabulary Word Work
unjust
Due to 2016-2017 revisions, please disregard page 154 of
the anthology.
Whole Group Activity : Student Workbook pp. 19-24
Before Reading:
Comprehension Questions ( w/ expected student response)
Comprehension questions are designed for students to
provide evidence-based answers that incorporate lesson
vocabulary.
Low Who was the trickster in this tale? That is, which character
fooled other characters? (the jackal) Who did the jackal fool?
(the Brahman and the tiger)
Low How is telling the story? (the narrator)
Moderate Why does the pious Brahman agree to let the tiger
out? (Because he feels sorry for him.)
Moderate What is the tiger’s point of view when he calls the
Brahman pious, asks for help and sobs? (The tiger is trapped
and trying to escape. He want the Brahman feel sorry for him
and help him so he calls him pious. He know this will remind the
Brahman to be kind and help him.)
6
Vocabulary
contrary, n. the opposite of what was
previously stated
Example: Manuel was sure his sister made a
mistake, but, on the contrary, her homework
was completed correctly. Variation(s): none
devour, v. to eat very quickly; to gobble up
Example: When I feed my dog his dinner, he
will usually devour it in a few minutes.
Variation(s): devours, devoured, devouring
distracted, adj. unable to focus or
concentrate on something
Example: Olivia had a hard time finishing her
homework because she was distracted by all
the noise around her. Variation(s): none
pious, adj. religious
Explain to students that the narrator is someone who is not a
character in the story but tells the reader what is happening.
Explain that the narrator gives the reader background
information and key details that are not included in a dialogue
(or when the characters are talking).
During Reading:
Display part of the text to students. Point to where the narrator
is telling the story. Then explain how the quotation marks tell
the reader that a character is speaking. Model how to
distinguish what character is speaking. Tell students that good
readers use different voices for different characters when
reading aloud. Model how to use different voices for different
characters for with a selected part of the text.
After Reading: Use Student Workbook pp. 19-24
Model and guide students as they practice orally speaking in
different voices for different characters using the reader’s
theater script (pages 155-160 of the read aloud anthology as
well as in the student workbook). If time allows, students can
present portion(s) of the script in front of the class. (NOTE:
The reader’s theater script, includes an elephant as a
character instead of a buffalo. Explain to students to
sometimes different versions of the same story can have
different details- LAFS.2.RL.3.9).
Low Who does the Brahman ask about the tiger’s decision to eat
him? (a buffalo, a banyan tree, and the jackal)
Moderate Do the buffalo, the tree, and the jackal think the tiger’s
decision are just or unjust? (The buffalo and the tree think it is
just; the jackal doesn’t give a direct answer because he pretends
to not understand.) Why do the buffalo and tree think the tiger is
not being unjust? (Because they are mistreated even though
they help others, they think it’s okay for the tiger to mistreat/eat
the Brahman. People cut the tree’s branches even though it
provides shade; the buffalo is abandoned by his owner after he
is of no use to the owner.)
High How is the jackal’s point of view different than the buffalo
and the banyan tree? (The jackal wants to help the Brahman. He
tricks the tiger back into the cage by acting as if he does not
understand.)
High Explain the lesson you think there is to be learned from this
story? (Answers may vary.)
High How is the reader’s theater version of this folktale different
than the read aloud version? (The reader’s theater version
includes an elephant instead of a buffalo. The script does not
include quotation marks to note dialogue. The Brahman asks the
tree first in the script and second in the read aloud. The tree and
the elephant are not upset at men but fairness in general. The
script focuses on fairness and thanking others.)
Example: Trudy’s grandmother was a pious
woman who prayed many times a day.
Variation(s): none
unjust, adj. not right or fair
Example: Melissa claimed that she was
innocent and that her punishment was unjust.
Variation(s): none
Academic Language:
point of view- the narrator’s perspective from
which the events are depicted; the vantage
point from which a story is told, how a
character thinks or feels
narrator- someone who tells a story
characters- the people, animals, or other
creatures in the story
dialogue- a conversation between two or
more people or characters in a text
text- what is being read
Check for Understanding:
Merry Go Round Retell
As a whole group or in small groups, tell students that they will be working together to recount the story of The Tiger, The Brahman and the Jackal. Allow appropriate wait time and
review the story so students can gather their thoughts before it is their turn. The first students begins by orally retelling the first major event in the story. Then each student there
after continues to retell the major events in the story in sequential order until the story conclusion. Provide guidance and scaffolding as needed. This activity will help students prior
to the reader’s theater performance.
Writing
Mini Lesson
(Teacher model)
Teacher model- Explain to students how you will use writing conferences to help them
organize their writing, analyze their writing and work collaboratively. During today’s session
practice with small student groups the art of conferencing. While other students are waiting for
time with you, ask them to engage in independent reading.
Self-Study/Professional Development for Classroom educators:
Building a Community of Writers
7
Teaching Point/Notes
Refer to the document titled: Guided Writing
This online workshop on Building a Community of Writers guides users through nurturing a
classroom of writers, how to establish shared values of good writing, and encourages teachers
to become a member of the writing community by sharing their own. See link below:
Nurturing a Structured Classroom (by Annenberg Learner)
8
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
2nd grade ELA
Module 2 Early Asian Civilizations
5A The Blind Men and the Elephant (pp. 161-168)
Module Guiding Question (to build background):
In what ways has early Asian civilizations influenced the way we live now?
Module Date Range
September 12-September 30, 2016
Language Arts Objectives (LAFS):
Students will:
 Acknowledge the points of view of characters in The Blind Men and the Elephant (LAFS.2.RL.2.6)
 Describe how each of the blind men in The Blind Men and the Elephant respond to challenges (LAFS.2.RL.1.3)
 Describe the characters and plot of The Blind Men and the Elephant, including how the beginning introduces the story (LAFS.2.RL.2.5)
 Use information gained from the illustrations and words in The Blind Men and the Elephant to demonstrate understanding of its characters, setting, or plot (LAFS.2.RL.3.7)
Core Content Objective(s):
Students will:
 Demonstrate familiarity with the poem The Blind Men and the Elephant
 Describe the characters, plot, and setting of the poem The Blind Men and the Elephant
Comprehension Questions ( w/
expected student response)
Comprehension questions are
designed for students to provide
evidence-based answers that
incorporate lesson vocabulary.
Low Touching which part of the
elephant made one blind man bawl, or
cry? (his side or body).
Low How did the elephant resemble, or
was like, a wall? Continue this type of
questioning with each part of the
elephant.
High How does image 5A-4 help you
understand the characters and plot?
(The image shows the men touching
different parts of the elephant. This
shows that they did not feel or
Lesson Activities
Don’t forget to teach a Learning for Life lesson during this module!
Lesson
The Blind Men and the Elephant
(see Duval Reads Module 2 pp. 161-168)
Vocabulary Word Work
resembles
Teacher Model Activity
Before Reading:
Review academic vocabulary: narrator, dialogue and points of view. Tell students that
today you are going to read a poem based upon a fable from India and work together
to identify and explain the points of view of the characters in the poem.
9
Vocabulary
bawl, v. To cry out loudly
Example: Oliver’s baby sister would bawl
whenever she was hungry.
Variation(s): bawls, bawled, bawling
grope, v. To reach about or search blindly and
uncertainly
Example: Elaine had to grope around the
cupboard for candles after the power went out.
Variation(s): gropes, groped, groping
marvel, n. Something that makes you feel
wonder, surprise, or admiration
Example: Juanita thought the painting a
marvel with its bright colors and wonderful
shapes.
Variation(s): marvels
During Reading:
Stop at various points in the text and model how to use different voices for the different
characters. Allow time for students to act out sections of the poem and use voices for
each of the blind men. Discuss how what each character thinks or feels (their point of
view) and why the characters think or feel that way.
After Reading:
Model how to complete the point of view graphic organizer which is found in the
teacher resource folder for each of the six blind men. Sample answers provided below.
Character
blind man 1
Point of View
believes the elephant
is like a wall
Why?
because he only touch the
elephant’s side
blind man 2
believes the elephant
is like a spear
because he only touches
the tusks
blind man 3
believes the elephant
is like a snake
because he only touches
the trunk
blind man 4
believes the elephant
is like a tree
because he only touches
the elephant’s leg
blind man 5
believes the elephant
is like a fan
because he only touches
the elephant’s ear
blind man 6
believe the elephant
is like a rope
because he only touches
the tail
Narrator
knows that all of the
blind men and partly
right but all wrong
because the narrator states
it at the end of the poem;
narrator is “all knowing” as
in they know all the story
details
understand what the whole elephant
looks like.)
Moderate What could the men have
done to get a more accurate
observation of the elephant? (Answers
may vary.)
Moderate What clues are given that let
you know India is the setting of this
poem? (men of Hindustan; elephants
live in Asia)
Low How does the poem end? (The
men are arguing about who is right
since each of them had a different idea
or perspective about what an elephant
looks like.)
High How was the narrator’s
perspective or point of view different
than the characters (the blind men)?
(The narrator knows that all of the men
and partly right but all wrong. The
narrator knows all parts of the elephant
and not just one like each of the blind
men.)
observation, n. The act of paying close
attention to or studying something
Example: After much observation, the
scientists finally decided on a name for the
mysterious, deep-sea creature.
Variation(s): observations
resembles, v. Has a likeness to or is similar to
something
Example: Looking up at the sky, Hernando
thought to himself, “That cloud resembles a
rabbit.”
Variation(s): resemble, resembled, resembling
Academic Language:
point of view- the narrator’s perspective from
which the events are depicted; the vantage
point from which a story is told, how a
character thinks or feels
narrator- someone who tells a story
characters- the people, animals, or other
creatures in the story
dialogue- a conversation between two or
more people or characters in a text
text- what is being read
Check for Understanding:
Think Pair Share
What do you think the author meant when he wrote, “Though each was partly in the right, And all were in the wrong!”? (Each of the six blind men correctly described the part of the
elephant they were able to touch, but none of them accurately described what an elephant was actually like.)
…see next page for Writing lesson.
10
Writing
Writing Standards
Personal Narrative
Language Standards
Speaking and Listening
Standards
MiniLesson
(Teacher model)
Student Work Time
(writing production)
LAFS.2.W.1.3 Write narratives in which they recount a well elaborated event or short
sequence of events (3)
LAFS.2.W.2.5 strengthen writing as needed by revising and editing. (3)
LAFS.2.W.3.8 Recall information from experiences (2)
LAFS.2.L.1.1 Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking. (2)
LAFS.2.L.2.3 Use knowledge of language and its conventions.(2)
LAFS.2.L.3.4 Clarify the meaning of unknown and multiple-meaning words
LAFS.2.L.3.6 Use words and phrases acquired through conversations, including using
adjectives and adverbs to describe. (1)
LAFS.2.SL.1.1 Participate in collaborative conversations with diverse partners (3)
LAFS.2.SL.1.2 Recount or describe key ideas or details from a text read aloud. (2)
LAFS.2.SL.1.3 Ask and answer questions about what a speaker says. (2)
LAFS.2.SL.2.4 Tell a story with appropriate facts…and… details, speaking audibly in coherent
sentences. (2)
LAFS.2.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 for specific
expectations. (1)
 Day 1 Introduce a list of temporal words. Discuss with students the appropriate time and
place to use them in a personal narrative.
 This lesson will be more effective and efficient if you pre-teach/discuss temporal words in
the stories read aloud (i.e. Duval Reads, touchtone text).
 Today we are going to- “Writers, today we are going to learn how to use transition or
temporal words that help us go from one step to the next.
 Watch me as I- As I read, I want you to listen for the words the author uses that take us
from one event to the next. Listen for words or phrases that help us connect ideas and
events. Model the first couple of pages by reading aloud.
 Did you see how I- used and read temporal words that are on our Transition Chart?
 Now it is your turn to-put your name on a sticky note and stick it on the word you use.
Also, when you are reading independently, if you discover a temporal word that not on the
chart, please give it to me so I can add it.
Today, students will accomplish one goal:
1. Add temporal words to his/her small moment story
Help students to- use the chart to add temporal words to their personal narrative story
Closure- Choose 2 students to share that have used different temporal words in their stories.
Ask them to read the specific sentence with the temporal word (no need to read the entire
piece).
11
Supporting Duval Reads Text
Teachers, during the Early Asian Civilizations
module, use lessons 4A, [Tiger, Brahman and the
Jackal], 5A [The Blind Men and the Elephant], and
10A [Magic Paintbrush] to support developing story
elements during the writing instruction.
Anchor Charts
Google search keyword: common core temporal
words
Teaching Point/Notes
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
nd
2 Grade ELA
Module 2 Early Asian Civilizations
Pausing Point
September 12-September 30, 2016
Module Guiding Question (to build background):
In what ways has early Asian civilizations influenced the way we live now?
Language Arts Objectives (LAFS):
Students will:
 Ask and answer questions such as who, where, when, why and how to demonstrate understanding about key details in a text (LAFS.2.RL.1.1 and LAFS.2.RI.1.1)
 Acknowledge differences in points of view of characters, including by speaking in a different voice for each character when reading dialogue and aloud (LAFS.2.RL.2.6)
Comprehension Questions (w/ expected
Lesson Activities
Vocabulary
student response)
Comprehension questions are designed for
Due to 2016-2017 revisions, please disregard pages 174-180 of the anthology.
students to provide evidence-based answers Academic Language:
that incorporate lesson vocabulary.
point of view- the narrator’s
Pausing Point
perspective from which the
Group Performance Task Part 1- Reader’s Theater
What is your character’s point of view?
events are depicted; the
During this module, students will be completing a performance task assessment in which
vantage point from which a
groups will present information on either India or China. The first part of the performance task Why do you think your character said ________? story is told, how a character
is to review and present a folktale from their assigned country. Divide students into two groups
thinks or feels
based upon their interest (either India group or China group). Explain that part of the
What questions could you ask yourself to help
narrator- someone who tells a
assessment will be to perform a reader’s theater script from their assigned/chosen Asian
you better understand the story?
story
country. Allow time for students to review the reader’s theater scripts, practice their assigned
characters- the people,
role and present their folktale. The two scripts are The Gift of the Wali Dad: A Tale of India
animals, or other creatures in
and Pakistan and The Magic Brocade: A Tale of China (see resource folder for printable
the story
scripts. If teacher chooses, additional scripts can be found at www.aaronshep.com/rt)
dialogue- a conversation
between two or more people
Students will be graded based upon the Reader’s Theater rubric (see resource folder). A
or characters in a text
grading sheet based upon the rubric is provided in the student workbooks. The total 30
text- what is being read
possible points for the performance task which include 15 points from the Pausing Point
script- written text of a play or
reader’s theater and 15 points from Module Assessment research and presentation.
move
Asian Civilizations Performance Task Assessment:
 Pausing Point 1 & 2- Student select one of the two countries and preform reader’s
theater for a folktale from their country (LAFS.2.RL.2.6 and LAFS.2.RL.1.1)
 Lesson 11A, 12A and 14A- Students read two texts about their country
12
Allow time for students to compare and contrast the information from the two
texts and identify the meaning of an unknown word after the daily read aloud
and during centers.
o Gather pictures books, printed articles or other text on both India and China.
Consider your student’s reading level and abilities.
o A district provided resource that will help find information for the project is Kids
InfoBits. This website reads online text to students. Directions can be found in
the resource folder.
o Consider creating a research center where students can work with their groups
to read and comprehend the two texts to prepare for the presentation.
(LAFS. 2. RI.1.1, LAFS.2.RI.2.4 and LAFS.2.RI.3.9)
Module Assessment Day 1- Students will complete the Asian Civilizations Research
Project graphic organizer based upon two articles about their country. Allow time for
students to prepare their presentation during the whole group reading lesson and
during centers as needed. (LAFS. 2. RI.1.1, LAFS.2.RI.2.4 and LAFS.2.RI.3.9)
Module Assessment Day 2- Group presentation on their chosen Asian country (LAFS.
2. RI.1.1, LAFS.2.RI.2.4 and LAFS.2.RI.3.9)
o


Check for Understanding:
Use the rubric to grade each student’s performance task including delivery, teamwork and participation. Record student’s score on their grading sheet in the workbook.
Writing
Mini Lesson
(Teacher model)



Today we are going to learn- different ways to make our writing better. We can use
carets and revision strips to add or change words. We have been using details to tell
more and make our writing interesting for the reader. We have also been using
descriptive language (adjectives and verbs) to create a picture for the reader. Writers
can use words and tools to revise in a special way called “Show, not tell.”
Watch me as I- Teacher models a think-aloud. (Teacher topic may vary) I want to use
show, not tell to make my piece of writing better. Here is my story: “The other day I went
to the store to buy something for my class. The store was not open yet and I was
frustrated. Someone came to open the door. I was happy!” Now I want to add some words
to describe how I felt. Instead of ‘frustrated’ I will write: ‘When I saw the store was closed
my mouth fell open and I just stood there with my eyes bugged out. Then I flopped down
and sat crisscross on the ground.’
Did you see how I- “I will reread to see how this sounds.” Teacher rereads. “Now I need
to show my reader how I felt happy when the store clerk came and opened the door.
Instead of writing ‘I was happy’ I will write ‘I jumped up with a huge smile on my face. I
13
Supporting Duval Reads Text
Teachers, during the Early Asian Civilizations
module, use lessons 4A, [Tiger, Brahman and the
Jackal], 5A [The Blind Men and the Elephant], and
10A [Magic Paintbrush] to support developing story
elements during the writing instruction.

Materials
Student writing
Student Work Time
(writing production)
could feel my breathing relax and I wanted to hug the clerk.’ Now I have used words to
express how I felt instead of just telling the reader how I felt.”
 Now it is your turn to- revise or practice showing, not telling in one of your pieces.
You can use a caret or revision strip to add words. If you start a new piece, you may
want to express how you felt by using words that show, not tell. I will be looking for
people who use show, not tell in their writing.”
Today, students will accomplish two goals:
1. Revise work
2. Include new ideas to show and not tell
ClosureAt the end of writing time, call on students to share places in their work where they used words
to show, not tell.
14



Where the Wild Things Are by Maurice
Sendak (or other familiar mentor text with
descriptive language)
Chart paper and marker
Teacher pre-written narrative on chart pad
Teaching Point/Notes
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
2nd Grade ELA
Module 2 Early Asian Civilizations
8A The Yellow and Yangtze Rivers (pp.181-186)
Module Guiding Question (to build background):
In what ways has early Asian civilizations influenced the way we live now?
Language Arts Objectives (LAFS):
Compare and contrast the most important points presented by two texts on the same topic (LAFS.2.RI.3.9)
Core Content Objectives
 Identify Asia as the largest continent with the most populous countries in the world
 Locate Asia and India on a map or globe
 Explain the importance of mountains in the development of early Asian civilizations
 Explain the importance of the Indus River for the development of a civilization in ancient times
 Describe the key components of a civilization
Comprehension Questions ( w/ expected
Lesson Activities
student response)
Don’t forget to teach a Learning for Life lesson during this module! Low What two rivers did you hear about in today’s
read-aloud? (the Yellow and the Yangtze rivers) In
which country are these rivers found? (China) On
Lesson
The Yellow and the Yangtze Rivers (see Duval Reads Module 2 pp.181- which continent? (Asia) [Have a student locate
Asia and China on a world map or globe.]
186)
Moderate What makes the Yellow River yellow? (It
Vocabulary Word Work
travels its long route through the high plateaus of
conquer
the mountains; rain and wind wash the silt, a
combination of soil, sand, and clay, from the
Due to 2016-2017 revisions, disregard page 187 of the anthology.
mountains into the river, making it a muddy yellow.)
Moderate Explain the reasons why the Chinese
Student Workbook Page 25
nicknamed the Yellow River “Mother River” and
Before Reading:
“China’s Great Sorrow”? (The Yellow River creates
Review the information from the chart that you created entitled, The
fertile land for crops, but its flooding can also
Indus River. Tell students that they will describe how the rivers are alike destroy surrounding cities and can cause the
and different.
people there pain or sorrow.)
Low What do the Chinese sometimes call the
Yangtze River? (China’s Rice Bowl) Why? (The
After Reading:
fertile soil and climate are perfect for growing rice.)
Have students complete workbook page 25 by reading the information
High What special jobs do you think people might
about the Indus River, then completing information about the Yellow and have had along the Yellow and Yangtze rivers?
15
Module Date Range
September 12-September 30, 2016
Vocabulary
plateaus, n. High, wide, flat ground
Example: On their vacation to the Grand Canyon,
Mack took pictures of many natural bridges and
plateaus.
Variation(s): plateau
silt, n. A mixture of soil, sand, and clay
Example: Jimmy caught a fish with silt all over its
fins.
Variation(s): none
sorrow, n. Deep suffering or pain that results from
a loss or misfortune
Example: Amy felt great sorrow after losing the
ring her mother had given her.
Variation(s): sorrows
Yangtze River, n. The longest river in China
Example: The Yangtze River is the third-longest
river in the world.
Variation(s): none
Yellow River, n. A river that flows through China’s
northeastern lands
Yangtze Rivers. Have students then think about how the rivers are alike.
Finally, if time permits have students write at least a paragraph
describing how the rivers are alike and how they are different. This
paragraph can be either written on the back of the workbook page or
attach a sheet of paper to the workbook page. Students may complete
the paragraph as a center activity as needed.
(Answers may vary, but may include builders,
stonemasons, farmers, etc.)
Example: The Yellow River was the home of the
first Chinese civilization.
Variation(s): none
Academic Language:
compare-to examine (two or more objects, ideas,
people, etc.) in order to note similarities
contrast-to examine (two or more objects, ideas,
people, etc.) in order to note differences
At
Check for Understanding: Evaluate students' completed workbook page and provide explicit feedback based on their understanding of the lesson objective.
Writing
MiniLesson
(Teacher model)
Teacher model- Explain to students how you will use writing conferences to help them
organize their writing, analyze their writing and work collaboratively. During today’s session
practice with small student groups the art of conferencing. While other students are waiting for
time with you, ask them to engage in independent reading.
Self-Study/Professional Development for Classroom educators:
Differentiated Instruction for Second Language Learners and Students of Varying Reading
Skill, and for Younger Learners
Writing instruction with new language learners should be done carefully, slowly and with deep
consideration of the student's abilities. Fitzgerald and Amendum, in their chapter from the
Graham book below, suggest three writing activities that are particularly beneficial for
multilingual learners – Daily News, dialogue journals, and writing persuasive essays using a
mnemonic device.
Understanding the "Silent Period" with English Language Learners describes ways teachers
can communicate verbally and nonverbally with students
16
Teaching Point/Notes
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
2nd Grade ELA
Module 2 Early Asian Civilizations
9A Paper, Writing and Calligraphy (pp188-192)
September 12-September 30, 2016
Module Guiding Question (to build background):
In what ways has early Asian civilizations influenced the way we live now?
Language Arts Objectives (LAFS):
Students will:
 Determine meaning of words and phrases in Paper, Writing, and Calligraphy (LAFS.2.RI.2.4)
 Interpret information from a Civilizations Chart and connect it to information learned in Paper, Writing, and Calligraphy (LAFS.2.RI.3.7)
 Compare and contrast orally Chinese writing with written English (LAFS.2.RI.3.9)
Core Content Objectives
Students will:
 Locate Asia, India, and China on a map or globe
 Describe the key components of a civilization
 Describe contributions of ancient China (e.g., paper, silk, writing, the Great Wall)
Lesson Activities
Don’t forget to teach a Learning for Life lesson during this module!
Lesson
9A Paper, Writing and Calligraphy
(See Duval Reads Grade 2 Module 2 pp. 188-192)
Vocabulary Word Work
durable
Due to 2016-17 revisions, please disregard pages 193-196 in the
anthology.
Teacher Model
Before Reading: (Before this lesson create the chart How to Find the
Meaning of Unknown Words 2.4 from the resource folder.) Explain to
students that today they are going to learn a very important strategy in
reading. “Many times, as readers, we come to an unknown word and we have
no earthly idea what it means. There are some neat strategies to help you
discover the meaning of the unknown words.” Go over the chart with the
Comprehension Questions ( w/ expected student
response)
Comprehension questions are designed for
students to provide evidence-based answers that
incorporate lesson vocabulary.
Low Today the ancient Chinese use characters to
represent their spoken words in writing. What writing
surface did the Chinese invent? (paper)
Moderate Before the Chinese invented paper, explain
other kinds of writing surfaces the Chinese used? (The
Chinese used bone, clay pottery, metal vases, silken
cloth, wood, and bamboo strips.)
Moderate How did the Chinese develop the right form
of paper for writing? (They experimented over and over
again with different materials until they discovered the
right combination that gave them a lightweight, smooth,
and durable product.)
17
Vocabulary
character, n. A symbol or picture used
in a system of writing
Example: A smiley face is a character
used to represent happiness.
Variation(s): characters
durable, adj. Something that is strong
and made to last for a very long time
Example: The Egyptian pyramids were
made with durable materials and have
remained intact for thousands of years.
Variation(s): none
remarkable, adj. To be recognized as
uncommon or extraordinary
Example: The birth of the baby elephant
was a remarkable experience at the
zoo.
Variation(s): none
students. This will help students as you are modeling during reading the
Moderate Why was it not easy for the ancient Chinese
lesson.
to get copies of books? Explain Why not? (Because
During: After reading the first paragraph project the first paragraph for
each book had to be copied by hand.)
students to see. Do a think-aloud about the word character. “I am going to
High Why do you think it was so important to the
read the sentence with the word character in it. Does this tell me what
ancient Chinese to have paper for writing and block
character means? No, now I will read the next sentence. Wow! The
printing to make copies of writing? (Answers may vary.)
sentence tells me exactly what character means. I don’t even have to use my
strategy chart. Let’s continue.”
After finishing the paragraph with image 9A-4 once again project the
anthology with the paragraph. “Now when I read this paragraph I was thinking
that a symbol was a musical instrument. Let’s see which strategy I could use
to figure out the meaning of symbol.” Read the first sentence. “I notice the
comma after symbol and then it says or characters. So now I know symbols
are characters in the language. Looking at my strategy chart that would be an
appositive. Let’s continue.”
Continue with the lesson choosing a few more examples. Possible words:
After 9A-6 Bamboo (appositive)
After 9A-7 hemp (appositive)
After Reading Review with students the different strategies for find the
meaning of unknown words. Show image 9A-9. Explain that the image can
help too. Reread the paragraph which goes with image 9A-9. Ask what the
image shows. How did the image give us a clue about Block Printing? (The
image shows the men block printing.) How did the text help? (The text
explained in detail what block printing is.) Elicit that using the image and text
together helps you understand the term block printing.
Check for Understanding: Informal teacher observation of students answering questions about the meaning of unknown words.
…continue to the next page for Writing Lessons
Academic Language
determine To conclude or ascertain, as
after reasoning, observation, etc.
meaning The interpretation or
significance of a word, phrase, or text
Writing
Writing Standards
Personal Narrative
LAFS.2.W.1.3 Write narratives in which they recount a well elaborated event or short sequence
of events (3)
LAFS.2.W.2.5 strengthen writing as needed by revising and editing. (3)
LAFS.2.W.3.8 Recall information from experiences (2)
Language Standards
LAFS.2.L.1.1 Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking. (2)
LAFS.2.L.2.3 Use knowledge of language and its conventions.(2)
LAFS.2.L.3.4 Clarify the meaning of unknown and multiple-meaning words
LAFS.2.L.3.6 Use words and phrases acquired through conversations, including using
adjectives and adverbs to describe. (1)
18
Supporting Duval Reads Text
Teachers, during the Early Asian Civilizations
module, use lessons 4A, [Tiger, Brahman and
the Jackal], 5A [The Blind Men and the
Elephant], and 10A [Magic Paintbrush] to
support developing story elements during the
writing instruction.
Speaking and Listening
Standards
Mini Lesson
(Teacher model)
Student Work Time
(writing production)
LAFS.2.SL.1.1 Participate in collaborative conversations with diverse partners (3)
LAFS.2.SL.1.2 Recount or describe key ideas or details from a text read aloud. (2)
LAFS.2.SL.1.3 Ask and answer questions about what a speaker says. (2)
LAFS.2.SL.2.4 Tell a story with appropriate facts…and… details, speaking audibly in coherent
sentences. (2)
LAFS.2.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 for specific
expectations. (1)
 Review the list of temporal words. Discuss with students the appropriate time and place to
use them in a personal narrative.
 This lesson will be more effective and efficient if you pre-teach/discuss temporal words in
the stories read aloud (i.e. Duval Reads, touchtone text).
 Today we are going to- continue developing our story through the use of transition or
temporal words, words that help us go from one event to the next.
 Watch me as I- As I read, I want you to listen for the words the author uses that take us
from one event to the next. Listen for words or phrases that help us connect ideas and
events. Read aloud pages of a piece of text in the middle to demonstrate that temporal
words can also move time in the middle of a story or an event.
 Did you see how I- used and read temporal words that are on our Transition Chart?
 Now it is your turn to-put your name on a sticky note and stick it on the word you use.
Also, when you are reading independently, if you discover a temporal word that is not on the
chart, please give it to me so I can add it.
Today, students will accomplish one goal:
1. Add temporal words to his/her small moment story
Help students- use the chart to add temporal words to their personal narrative story. ClosureChoose 2 students to share that have used different temporal words in their stories. Ask them to
read the specific sentence with the temporal word (no need to read the entire piece).
19
Anchor Charts
Google search keyword: common core temporal
words
Teaching Point/Notes
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
2nd grade ELA
Module 2 Early Asian Civilizations
Module Guiding Question (to build background):
In what ways has early Asian civilizations influenced the way we live now?
Lesson
10A The Magic Paintbrush (pp. 197-201)
Module Date Range
September 12-September 30, 2016
Language Arts Objectives (LAFS):
Students will:
 Acknowledge differences in the points of view of character, including by speaking in a different voice for each character when reading dialogue and aloud (LAFS.2.RL.2.6)
 Recount information from The Magic Paintbrush, a Chinese folktale, and determine the central message of the folktale (LAFS.2.RL.1.2)
 Describe how Ma Liang, the teacher, and the emperor respond to challenges in The Magic Paintbrush (LAFS.2.RL.1.3)
 Describe the characters and plot of The Magic Paintbrush including how the ending concludes the story (LAFS.2.RL.2.5)
 Use information gained from the illustrations and words in The Magic Paintbrush to demonstrate understanding of its characters, setting, or plot (LAFS.2.RL.3.7)
Core Content Objective(s):
Students will:
 Locate Asia and China on a map or globe
 Demonstrate familiarity with the folktale The Magic Paintbrush
 Describe the characters, plot, and setting of the folktale The Magic Paintbrush
 Identify folktales as a type of fiction
Lesson Activities
Don’t forget to teach a Learning for Life lesson during this module!
Lesson
The Magic Paintbrush
(see Duval Reads Module 2 pp. 197-201)
Vocabulary Word Work
praise
Due to 2016-2017 revisions, disregard page 202-203 of the
anthology.
Student Workbook Page 26
Before Reading:
Comprehension Questions ( w/ expected student
response)
Comprehension questions are designed for
students to provide evidence-based answers that
incorporate lesson vocabulary.
Vocabulary
beggar, n. A poor person who begs
Example: Many people ignored the beggar on
the street as he asked for spare change.
Variation(s): beggars
Low Who are the characters in today’s read-aloud?
cork, n. A stopper made out of the bark of a
(Ma Liang; the teacher; the emperor; the old man in
cork oak tree
Ma Liang’s dream)
Example: The cork floated easily on the water
Low Where is the story set? (China, a country in Asia) because it was lightweight.
Low At the beginning of the story, what does Ma Liang Variation(s): corks
want to do? (paint) Why can’t he? (He is poor and
praise, n. Congratulations or admiration
doesn’t have a paintbrush.)
Example: Gilly received much praise for her
Moderate Why doesn’t the teacher at the school loan science project.
Ma Liang a paintbrush? (because Ma Liang is a poor
Variation(s): praises
20
Explain to students that today you are going to read a folktale from
China and they should be listening for the points of view for the
characters during the story.
After Reading:
On page 26 of the student workbook, students will use the graphic
organizer to write about the points of view of each character and site
evidence (why) from the text to support each character’s perspective
Character
Ma Liang
Emperor
Narrator
Point of View
Why?
beggar) Provide reasons why you think that was just
or unjust of the teacher? (Answers may vary.)
Moderate Explain why does the emperor want the
magic paintbrush? (He is greedy and wants to make
himself a richer man.)
Moderate How is Ma Liang able to outsmart the
greedy emperor? (He paints a strong wind that tosses
the boat like a little cork on the water; the emperor and
his officials wash up on the shore of the island, with no
way to get back to the palace.)
High How is the emperor’s point of view (or
perspective) different than Ma Liang? (The emperor
wants to use the magic paintbrush for his own benefit.
He is only thinking of himself. Ma Laing has a
perspective to help other. He was once unable to paint
so now that he can, he wants to help others.)
scowl, n. A frown of anger or disapproval
Example: Chris’s mother gave him a scowl
when she saw him being mean to his sister.
Variation(s): scowls
Academic Language:
point of view- the narrator’s perspective from
which the events are depicted; the vantage
point from which a story is told, how a
character thinks or feels
narrator- someone who tells a story
characters- the people, animals, or other
creatures in the story
dialogue- a conversation between two or more
people or characters in a text
text- what is being read
Scaffolds:
 For struggling learners:
o Reread parts of the text for each of the characters. Work in
a teacher-led small group to guide the students on how the
dialogue between Ma Liang and the emperor explain the
character’s points of view.
 For advanced learners:
o Provide portions of the read aloud text to the students.
Have students write a reader’s theater script with an
explanations of each character and their points of view
through word choice, character descriptions and listing
specific actions for each character.
Check for Understanding: Evaluate students' completed workbook page and provide explicit feedback based on their understanding of the lesson objective.
Retellings
I am going to ask a question. I will give you a minute to think about the question, and then I will ask you to turn to your neighbor and discuss the question. Finally, I will call on
several of you to share what you discussed with your partner.
Sample questions:
 What kind of a person is Ma Liang? (kind, generous, talented, etc.) What kind of a person is the emperor? (greedy, mean, etc.)
 What would you paint if you had a magic paintbrush like Ma Liang? (Answers may vary.)
…continue to the next page for Writing Lessons
Writing
Mini Lesson
(Teacher model)

Today we are going to learn- different ways to make our writing better. We can use
carets and revision strips to add or change words. We have been using details to tell
more and make our writing interesting for the reader. We have also been using
21
Supporting Duval Reads Text
Teachers, during the Early Asian Civilizations
module, use lessons 4A, [Tiger, Brahman and the
Student Work Time
(writing production)
descriptive language (adjectives and verbs) to create a picture for the reader. Writers
can use words and tools to revise in a special way called “Show, not tell.”
 Watch me as I- Teacher models a think-aloud. (Teacher topic may vary) I want to use
show, not tell to make my piece of writing better. Here is my story: “The other day I went
to the store to buy something for my class. The store was not open yet and I was
frustrated. Someone came to open the door. I was happy!” Now I want to add some words
to describe how I felt. Instead of ‘frustrated’ I will write: ‘When I saw the store was closed
my mouth fell open and I just stood there with my eyes bugged out. Then I flopped down
and sat crisscross on the ground.’
 Did you see how I- “I will reread to see how this sounds.” Teacher rereads. “Now I need
to show my reader how I felt happy when the store clerk came and opened the door.
Instead of writing ‘I was happy’ I will write ‘I jumped up with a huge smile on my face. I
could feel my breathing relax and I wanted to hug the clerk.’ Now I have used words to
express how I felt instead of just telling the reader how I felt.”
 Now it is your turn to- revise or practice showing, not telling in one of your pieces.
You can use a caret or revision strip to add words. If you start a new piece, you may
want to express how you felt by using words that show, not tell. I will be looking for
people who use show, not tell in their writing.”
Today, students will accomplish two goals:
1. Revise work
2. Include new ideas to show and not tell
ClosureAt the end of writing time, call on students to share places in their work where they used words
to show, not tell.
22
Jackal], 5A [The Blind Men and the Elephant], and
10A [Magic Paintbrush] to support developing story
elements during the writing instruction.




Materials
Student writing
Where the Wild Things Are by Maurice
Sendak (or other familiar mentor text with
descriptive language)
Chart paper and marker
Teacher pre-written narrative on chart pad
Teaching Point/Notes
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
2nd Grade ELA
Module 2 Early Asian Civilizations
11A The Importance of Silk (pp. 204-209)
Module Guiding Question (to build background):
In what ways has early Asian civilizations influenced the way we live now?
Language Arts Objectives (LAFS):
Students will:
 Determine meaning of words and phrases in The Importance of Silk (LAFS.2.RI.2.4)
Module Date Range
September 12-September 30, 2016
Core Content Objectives
Students will:
 Locate Asia and China on a map or globe
 Describe the key components of a civilization
 Describe contributions of ancient China (e.g., paper, silk, writing, the Great Wall)
 Describe silk making
Comprehension Questions ( w/
expected student response)
Comprehension questions are designed
for students to provide evidence-based
answers that incorporate lesson
vocabulary.
Lesson Activities
Don’t forget to teach a Learning for Life lesson during this module!
Lesson
11A The Importance of Silk
(see to Duval Reads Grade 2 Module 2 pp. 204-209)
Vocabulary Word Work
emerged and plunged
(see to Duval Reads Grade 2 Module Read-Aloud Anthology).
Due to 2016-17 revisions, please disregard page 210 in the anthology.
Group Activity
Before Reading:
Review with students the strategy chart from lesson 9 about finding meanings of unknown
words. Explain that today they will practice this together in order to start preparing for their final
project.
After Reading:
23
Low What were some Chinese
contributions you heard about in today’s
read-aloud? (silk, paper, printing,
gunpowder, matches, plows, kites,
fireworks, rockets, and compasses)
Moderate Despite the natural barriers, how
were people in Europe and other parts of
the world able to learn about and trade for
these inventions from faraway Asia? (The
Silk Roads)
Moderate Provide examples why trade
routes from Europe to China are called The
Silk Roads? (They were named for the
beautiful silk fabric invented by the
Vocabulary
barriers, n. Obstacles that block
something or someone’s way
Example: The heavy snowstorm
left icy barriers all along the
sidewalks and streets.
Variation(s): barrier
emerge, v. To come out or rise
into view
Example: Whales must emerge
from below the water so they can
breathe.
Variation(s): emerges, emerged,
emerging
plunged, v. Threw oneself or
pushed something forcefully into a
liquid or other material
Example: The hot children jumped
off the dock and plunged into the
cool water below.
Project 11A sheet from the resource file. (The answer key is also attached in the file). Start by
reading the paragraph and having students follow along.
Think-Pair-Share to figure out the meaning of Silk Roads. Have pairs share their answers and
how they came up with the answer. You may need to guide them in getting all ways of figuring
out the meaning. Continue with “extraordinary” using the same method.
Asian Civilizations Performance Task Assessment:
Allow time for students to work on their group research project.
 Lesson 11A, 12A and 14A- Students read two texts about their country
o Allow time for students to compare and contrast the information from the two texts
and identify the meaning of an unknown word after the daily read aloud and during
centers.
o Gather pictures books, printed articles or other text on both India and China.
Consider your student’s reading level and abilities.
o A district provided resource that will help find information for the project is Kids
InfoBits. This website reads online text to students. Directions can be found in the
resource folder.
o Consider creating a research center where students can work with their groups to
read and comprehend the two texts to prepare for the presentation.
(LAFS. 2. RI.1.1, LAFS.2.RI.2.4 and LAFS.2.RI.3.9)
Chinese, which for many years was the
main item traded on these roads.)
Moderate Why was trade so important to
people from different lands? (Answers may
vary.)
High Why do you think the Chinese kept
silk production a secret for so many years?
(Answers may vary-to keep the process to
themselves, to protect their way of life, etc.)
Variation(s): plunge, plunges,
plunging
trade, n. The process of buying,
selling, or exchanging goods; an
exchange
Example: The spice trade led
people to travel far and wide in
search of new spices to buy and
sell.
Variation(s): none
Academic Language
determine To conclude or
ascertain, as after reasoning,
observation, etc.
meaning The interpretation or
significance of a word, phrase, or
text
See Module Assessment curriculum guide for more information on the module performance task
assessment.
Check for Understanding:
Think-Pair-Share during group activity
Writing
Mini Lesson
(Teacher model)
Teacher model- Explain to students how you will use writing conferences to help them
organize their writing, analyze their writing and work collaboratively. During today’s session
practice with small student groups the art of conferencing. While other students are waiting for
time with you, ask them to engage in independent reading.
Self-Study/Professional Development for Classroom educators:
Differentiated Instruction for Second Language Learners and Students of Varying Reading
Skill, and for Younger Learners
Writing instruction with new language learners should be done carefully, slowly and with deep
consideration of the student's abilities. Fitzgerald and Amendum, in their chapter from the
24
Teaching Point/Notes
Refer to the Bb document: Guided Writing
Graham book below, suggest three writing activities that are particularly beneficial for
multilingual learners – Daily News, dialogue journals, and writing persuasive essays using a
mnemonic device.
Understanding the "Silent Period" with English Language Learners describes ways teachers
can communicate verbally and nonverbally with students
25
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
2nd Grade ELA
Module # and Name
Module 2 Early Asian Civilizations
Lesson
Lesson 12A: China’s Great Wall (pp. 212218)
Module Date Range
September 12-September 30, 2016
Module Guiding Question (to build background):
In what ways has early Asian civilizations influenced the way we live now?
Language Arts Objectives (LAFS):
Students will:
 Determine meaning of words and phrases in China’s Great Wall (LAFS.2.RI.2.4)
Core Content Objectives
Students will:
 Locate Asia and China on a map or globe
 Describe the key components of a civilization
 Describe contributions of ancient China (e.g., paper, silk, writing, the Great Wall)
 Explain the significance of the Great Wall of China
Comprehension Questions (
w/ expected student
response)
Comprehension questions
are designed for students to
provide evidence-based
answers that incorporate
lesson vocabulary.
Lesson Activities
Don’t forget to teach a Learning for Life lesson during this module!
Lesson
12A China’s Great Wall
(Refer to Duval Reads Grade 2 Module 2 pp. 212-218)
Vocabulary Word Work
defense
Due to 2016-17 revisions, please disregard pages 219-222 in the anthology.
Student Workbook Page 27
Have students complete the workbook page 27 about unknown words. When finished, students can begin
working on reading two books/articles about their country.
Answer Key
Word
Meaning
how
vast
large and open appositive
26
Low What contribution did you
hear about in today’s read
aloud? (the Great Wall of
China) Describe what the Great
Wall looks like. (It spans more
than four thousand miles along
the northern part of China and
includes watchtowers at various
intervals along the way.)
Moderate Why was the Great
Wall of China first built? (for
Vocabulary
defense, n. The act of providing
protection or safeguarding against
an attack
Example: Sunscreen is a good
defense against the harmful rays of
the sun.
Variation(s): defenses
intervals, n. The spaces between
two or more objects or moments in
time
Example: The chef requested his
dinner tables to be placed at ten-foot
intervals.
Variation(s): interval
span, v. To extend across an
amount of space or a period of time
fertile
Land good for
growing crops
Contrasting statement:
land far north of these rivers, it is very cold
and dry, and almost no crops grow there
Scaffolds
 For Struggling Learners
o Work with these students in a small group. Together complete the first word, vast. Then have
them complete the next word by themselves or with little help.
 For Advanced Learners:
o These students may work on their projects finding the meaning of unknown words from their
articles/books.
Asian Civilizations Performance Task Assessment:
Allow time for students to work on their group research project.
 Lesson 11A, 12A and 14A- Students read two texts about their country
o Allow time for students to compare and contrast the information from the two texts and
identify the meaning of an unknown word after the daily read aloud and during centers.
o Gather pictures books, printed articles or other text on both India and China. Consider your
student’s reading level and abilities.
o A district provided resource that will help find information for the project is Kids InfoBits. This
website reads online text to students. Directions can be found in the resource folder.
o Consider creating a research center where students can work with their groups to read and
comprehend the two texts to prepare for the presentation.
(LAFS. 2. RI.1.1, LAFS.2.RI.2.4 and LAFS.2.RI.3.9)
See Module Assessment curriculum guide for more information on the module performance task
assessment.
defense from northern nomads
who invaded China on
horseback, stealing food, gold,
and animals)
Low Who helped to build the
Great Wall of China?
(soldiers, peasants, prisoners;
Donkeys and goats were
sometimes used to transport
building materials, but people
did most of the work.) Do you
think that building the wall was
easy work? (Answers may
vary.)
Moderate Why did the Chinese
build watchtowers at intervals
on the Great Wall? (Supplies
were stored inside the tall
spires; soldiers kept watch for
invading warriors; Alert signals
were sent from watchtower to
watchtower.)
High How is China’s Great Wall
still important today? (The wall
is now a tourist attraction that
people from all over the world
travel to visit. It is an important
part of Chinese history.)
Example: The farmer built a bridge
to span all the way across the pond.
Variation(s): spans, spanned,
spanning
transport, v. To carry or move from
one place to another
Example: Alex used a wheelbarrow
to transport dirt from his backyard to
the garden in his front yard.
Variation(s): transports, transported,
transporting
Academic Language:
determine To conclude or
ascertain, as after reasoning,
observation, etc.
meaning The interpretation or
significance of a word, phrase, or
text
Check for Understanding: Evaluate student’s completed workbook page and provide explicit feedback based on their understanding of the lesson objective.
…continue to the next page for Writing Lessons
Writing
Writing Standards
Personal Narrative
Focus for the week
LAFS.2.W.1.3 Write narratives in which they recount a well elaborated event or short
sequence of events (3)
LAFS.2.W.2.5 strengthen writing as needed by revising and editing. (3)
LAFS.2.W.3.8 Recall information from experiences (2)
27
Materials
•
•
1 revision pen per pair
A student’s writing sample with errors to correct
Language Standards
Focus for the week
Speaking and Listening
Standards
Focus for the week
Mini Lesson Days
(Teacher model)
Student Work Time
(writing production)
LAFS.2.L.1.1 Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking. (2)
LAFS.2.L.2.3 Use knowledge of language and its conventions.(2)
LAFS.2.L.3.4 Clarify the meaning of unknown and multiple-meaning words
LAFS.2.L.3.6 Use words and phrases acquired through conversations, including using
adjectives and adverbs to describe. (1)
LAFS.2.SL.1.1 Participate in collaborative conversations with diverse partners (3)
LAFS.2.SL.1.2 Recount or describe key ideas or details from a text read aloud. (2)
LAFS.2.SL.1.3 Ask and answer questions about what a speaker says. (2)
LAFS.2.SL.2.4 Tell a story with appropriate facts…and… details, speaking audibly in coherent
sentences. (2)
LAFS.2.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 for specific
expectations. (1)
 Today we are going to learn- how to use the editing checklist for punctuation and
capitalization
 Watch me as I- check for punctuation and capital letters. I am going to reread [a
student’s] narrative. I want you to watch as I read this piece. Teacher reads aloud as if
talking to her/himself, sharing thinking out loud, and changes lowercase letters to
uppercase in the title and first two parts of the writing piece.
 Now it is your turn to- use a checklist and edit your partner’s paper and your own paper.
Today, students will accomplish two goals:
1. Check personal narrative for punctuation
2. Check personal narrative for capital letters
•
•
•
•
Transitional Words (see next page)
Photocopy of the student writing sample for
partners to edit together
Editing Checklist, class sets
Various anchor charts, see below
Editing Checklist
 I used correct punctuation at the end of my
sentences (periods, question marks,
exclamation marks).
 I used capital letters at the beginning of my
sentences, peoples’ names and for the pronoun
“I.”
 I checked to make sure my word wall words are
correctly spelled.
 I used correct spacing between my words.
My signature:
_________________________________
My partner’s signature:
_________________________________
Teaching Point/Notes
28
Transition Word Chart
Retrieved from http://cdnll.reallygoodstuff.com/images/xxl/157181_a.jpg on May 1, 2016.
29
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
2nd Grade ELA
Module 2 Early Asian Civilizations
Lesson 14A: Chinese New Year (pp 230-234)
Module Guiding Question (to build background):
In what ways has early Asian civilizations influenced the way we live now?
Language Arts Objectives (LAFS):
Students will:
 Determine meaning of words and phrases in Chinese New Year (LAFS.2.RI.2.4)
Module Date Range
September 12-September 30, 2016
Core Content Objectives
Students will:
 Locate Asia and China on a map or globe
 Describe the Chinese New Year
Comprehension Questions ( w/ expected student
Vocabulary
response)
Don’t forget to teach a Learning for Life lesson during this module!
Comprehension questions are designed for
adhering, v. Following or holding
students to provide evidence-based answers
onto
Lesson
that incorporate lesson vocabulary.
Example: Adhering to old routines
14A Chinese New Year
can be difficult when moving to a
(Refer to Duval Reads Grade 2 Module 2 pp 230-234)
Low What do people celebrate and hope for during new place.
Chinese New Year celebrations? (prosperity, good
Variation(s): adhere, adheres,
Vocabulary Word Work
fortune, luck)
adhered
prosperous
Low What symbols of good luck are displayed
banished, v. Sent or drove away
(Refer to Duval Reads Grade 2 Module 2 Read-Aloud Anthology).
during the Chinese New Year? (the color red and
Example: The good king banished
dragons; Red is used to decorate homes and
the wicked pirate for stealing his
Due to 2016-17 revisions, please disregard pages 235-236 in the anthology.
streets; people wear red clothing; people parade the ships.
streets in dragon costumes.)
Variation(s): banish, banishes,
Moderate How do people prepare for the Chinese
banishing
Project:
New Year?
grudges, n. Bad feelings held
This will be a time for students to work together reading their two resources about their (They clean their homes, buy new clothes and get
against one or more persons
country and completing the graphic organizers found on page 20 in the student
new haircuts, prepare special foods, set off
Example: Even though her
workbook.
fireworks which they believe will banish evil spirits,
brothers apologized, Andrea was
and forget grudges; they also allow children to stay
still holding grudges instead of
Asian Civilizations Performance Task Assessment:
up late, adhering to a traditional belief that each
forgiving them.
Allow time for students to work on their group research project.
extra wakeful hour will add years onto their parents’ Variation(s): grudge
lives.)
30
Lesson Activities

Lesson 11A, 12A and 14A- Students read two texts about their country
o Allow time for students to compare and contrast the information from the
two texts and identify the meaning of an unknown word after the daily
read aloud and during centers.
o Gather pictures books, printed articles or other text on both India and
China. Consider your student’s reading level and abilities.
o A district provided resource that will help find information for the project is
Kids InfoBits. This website reads online text to students. Directions can
be found in the resource folder.
o Consider creating a research center where students can work with their
groups to read and comprehend the two texts to prepare for the
presentation.
(LAFS. 2. RI.1.1, LAFS.2.RI.2.4 and LAFS.2.RI.3.9)
See Module Assessment curriculum guide for more information on the module
performance task assessment.
High Explain the differences between the Chinese
New Year celebration and New Year’s in the United
States. (New Year’s in the United States happens
on the same day every year, January 1, and lasts
for one day. The Chinese New Year begins with a
new moon in either January or February and lasts
two weeks. They are celebrated with different
activities.)
Low What is the Chinese lunar calendar? (a
calendar based on the cycles of the moon with
names for each new year) What is each new year
named after? (one of the twelve animals that,
according to a Buddhist legend, came to visit the
Buddha when he was dying: rat, ox, tiger, rabbit,
dragon, snake, horse, sheep, monkey, rooster, dog,
and pig/boar).
prosperous, adj. Having good
fortune or success
Example: Everyone in the
neighborhood wished the new
store owners a prosperous start.
Variation(s): none
Academic Language
determine To conclude or
ascertain, as after reasoning,
observation, etc.
meaning The interpretation or
significance of a word, phrase, or
text
Assessment/ Performance Task: Unknown Words for project
Writing
Mini Lesson
(Teacher model)




Today we are going to learn- how to use the editing checklist for spelling.
Watch me as I- check for spelling errors and spelling correctness. I am going to reread [a
student’s] narrative. I want you to watch as I read this piece. Teacher reads aloud as if
talking to her/himself, sharing thinking out loud, and corrects spelling errors in the writing
piece.
Now it is your turn to- use a checklist and edit your partner’s paper and your own paper.
Other checklist tools:
31
Anchor Chart
Student Work Time
(writing production)
Today, students will accomplish three goals:
1. Check personal narrative for punctuation
2. Check personal narrative for capital letters
3. Check personal narrative for correct spelling
Teaching Point/Notes
32
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
2nd Grade ELA
Module 2 Early Asian Civilizations
Module Assessment
September 12-September 30, 2016
Module Guiding Question (to build background):
In what ways has early Asian civilizations influenced the way we live now?
Language Arts Objectives (LAFS):
Students will:
 Ask and answer questions such as who, where, when, why and how to demonstrate understanding about key details in a text (LAFS.2.RL.1.1 and LAFS.2.RI.1.1)
 Acknowledge differences in points of view of characters, including by speaking in a different voice for each character when reading dialogue and aloud (LAFS.2.RL.2.6)
 Determine the meaning of words and phrases in a text (LAFS.2.RI.2.4)
 Compare and contrast the most important points presented by two texts on the same topic (LAFS.2.RI.3.9)
Comprehension Questions
Lesson Activities
Vocabulary
( w/ expected student response)
Don’t forget to teach a Learning for Life lesson during this module!
Comprehension questions are
designed for students to provide n/a
Due to 2016-2017 revisions, please disregard pages 244-251. The module assessment grading rubric for the evidence-based answers that
performance task can be found in the student workbook. The rubrics for grading can be found in the
incorporate lesson vocabulary.
resource folder.
What questions could you ask
Module Assessment:
yourself to help you understand the
Group Performance Task Part 2- Asian Research Project Workbook page 29, rubric page 30
text?
Students will complete a group performance task to present key points from their Asian country. The presentation
will include at least one unknown word they learned during their research as well as compare and contrast two text What does the word ______
for their research. This information will be recorded on the Asian Civilizations Research Project graphic organizer in mean? How do you know?
the student workbook (page 29). Using the graphic organizer, students will prepare their presentation in a way to
inform their audience about their selected country.
How was the first text different than
the second text? How are they
Groups may choose to write a paragraph, create notecards, record their presentation or create a poster/chart to
similar?
present their assignment. Allow students to choose how they wish to present their information but the goal is for
students to synthesize the information from their research (listening to the module read alouds and reading or
hearing text on their selected country), compare and contrast key points from two texts and explain the meaning of
at least one unknown word from a text.
Students will be graded based upon a performance task rubric for their Asian Research Project (see resource
folder). A grading sheet based upon the rubric is provided in the student workbooks. The total 30 possible points for
the performance task are combined points from the Pausing Point reader’s theater and the Module Assessment
research and presentation.
33
A performance task rubric is provided (see resource folder).
Asian Civilizations Performance Task Assessment:
 Pausing Point 1 & 2- Student select one of the two countries and preform reader’s theater for a folktale from
their country (LAFS.2.RL.2.6 and LAFS.2.RL.1.1)
 Lesson 11A, 12A and 14A- Students read two texts about their country
o Allow time for students to compare and contrast the information from the two texts and identify the
meaning of an unknown word after the daily read aloud and during centers.
o Gather pictures books, printed articles or other text on both India and China. Consider your student’s
reading level and abilities.
o A district provided resource that will help find information for the project is Kids InfoBits. This website
reads online text to students. Directions can be found in the resource folder.
o Consider creating a research center where students can work with their groups to read and
comprehend the two texts to prepare for the presentation.
(LAFS. 2. RI.1.1, LAFS.2.RI.2.4 and LAFS.2.RI.3.9)
 Module Assessment Day 1- Students will complete the Asian Civilizations Research Project graphic
organizer based upon two articles about their country. Allow time for students to prepare their presentation
during the whole group reading lesson and during centers as needed. (LAFS. 2. RI.1.1, LAFS.2.RI.2.4 and
LAFS.2.RI.3.9)
 Module Assessment Day 2- Group presentation on their chosen Asian country (LAFS. 2. RI.1.1,
LAFS.2.RI.2.4 and LAFS.2.RI.3.9)
Check for Understanding:
Use the Asian Civilizations Research Project performance task rubric and record student’s score on the grading sheet in the workbook. Student’s research, note taking on graphic
organizer and presentation of information combine as the overall performance task to demonstrate understanding of module standards.
…continue to the next page for Writing Lessons
Writing
Grammar Mini Lesson
(Teacher model)


Focus- LAFS.2.L.1.1 grammar and usage when writing or speaking
LAFS.2.L.1.2 capitalization, punctuation, and spelling
Today we are going to learn- how to use the acronym CUPS to support correctness in
our writing. We will focus on the P and S. See Anchor Chart.
34
Teaching Point/Notes

Student Work Time
(writing production)
Watch me as I/Listen to me as I- read aloud text that shows a reader how to ‘how to’ do
something.
 Did you see how- the author used [grammar example] and [grammar example] to write
the ‘how to’? This is what you will practice today.
 Now it is your turn to- accomplish more writing by including correct grammar usage like
the author.
This lesson repeats in module 3
Today, students will accomplish two goals:
1. Return to ‘how to’ draft and continue writing.
2. Use correct grammar structures by following the rules of punctuation [P] and spelling
[S] (use references, i.e. word wall, dictionary, thesaurus, an MKO [more knowledge
other]).
3. Source of Anchor Chart https://www.teacherspayteachers.com/Product/EditingWriting-CUPS-518305l retrieved on June 24, 2016
35