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2nd Grade Balanced Literacy Inspired
MELD Unit of Study
Historical Heroes, Past and Present
Authors: Amy Davis and Binh Powell
CLR$Elementary$MELD$Unit$of$Study$Second$Grade!
!
Established$Goal(s):!Students!will!present!a!book!with!4!to!5!historical!heroes!from!past!and!present.!!Students!
will!create!a!poster!of!one!hero,!dress!like!their!hero,!and!present!facts!about!their!selected!hero!to!the!class.!
!
Content$Standards:!
CCSS$SL$2.1:!Participate!in!collaborative!conversations!with!diverse!partners!about!grade!2!topics!and!texts!with!
peers!and!adults!in!small!and!larger!groups.!
CCSS$SL$2.4:!Tell!a!story!or!recount!an!experience!with!appropriate!facts!and!relevant,!descriptive!details,!
speaking!audibly!in!coherent!sentences.!
CCSS$RI$2.1:!Ask!and!answer!such!questions!as!who,!what,!where,!when,!why,!and!how!to!demonstrate!
understanding!of!key!details!in!a!text.!
CCSS$W$2.2:!Write!informative/explanatory!texts!in!which!they!introduce!a!topic,!use!facts!and!definitions!to!
develop!points,!and!provide!a!concluding!statement!or!section.!
Language$2.3.a:$$Use$knowledge$of$language$and$its$conventions$when$writing,$speaking,$reading,$or$listening.$
a.$
Compare$formal$and$informal$uses$of$English.$$$
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!
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Culminating$Task(s):$$
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Group:!Students!will!in!collaborative!groups!work!to!create!a!book!about!4G5!historical!heroes!that!will!include!a!
picture!and!a!summary.!!The!book!will!include!a!table!of!contents,!an!introduction,!a!conclusion!a!glossary.!!!
!
Individual:!Students!will!choose!one!of!the!historical!heroes!from!their!book!for!a!classroom!presentation,!and!
individually!present!their!learning!by!creating!a!poster!or!dressing!like!the!historical!heroes.!
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Lesson&Created&by&A.&Davis&and&B.&Powell&&
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MELD!Lessons!
Day!1!
Common!Core!
Standards!
Lesson!!
Speaking$and$Listening$2:!
!Recount(or(describe(key(
ideas(or(details(from(a(text(
read(aloud(or(information(
presented(orally(or(through(
other(media.(((
$
Responsive$Literacy$
$
Show!video!on!heroes!via!You!Tube!
1.!“Second!grade!saves!classmate!from!choking”!
!
2.!For!the!Heroes:!A!Pep!Talk!From!Kid!President!
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After!viewing!the!video!students!share!characteristics!
of!a!hero!using!“Give!One,!Get!One.”!!
Language$2.4e:!!Use(
Responsive$Vocabulary$$
glossaries(and(beginning(
Teacher!says:!“Today(we(are(going(to(add(to(our(
dictionaries,(both(print(and(
Personal(Thesaurus.((What(is(a(hero?”(What(are(
digital,(to(determine(or(clarify( some(synonyms(for(the(word(hero?”!!Students(use(a(
the(meaning(of(words(and(
“Give(One,(Get(One”(to(share(synonyms(with(
phrases(in(all(content(areas.(
classmates.((Use!“Pick!a!Stick”!so!students!can!
(
share!their!responses.!Teacher!records!students’!
Speaking$and$Listening$2.1:! responses!to!the!personal!thesaurus$
Participate!in!collaborative!
!
conversations!with!diverse!
What(does(“extraordinary”(mean?(What(are(some(
partners!about!grade!2!topics! synonyms(for(the(word(extraordinary?”!!!The!same!
and!texts!with!peers!and!
procedure!is!used!to!add!responses!to!the!personal!
adults!in!small!and!larger!
thesaurus.!!!
groups.!!!
Writing$2.2:(Write(
Responsive$Literacy$
informative/explanatory(texts(
Shared$Writing$
in(which(they(introduce(a(
!
topic,(use(facts(and(
I!DO!–!Introduce!heroes!by!creating!a!circle!map!that!
definitions(to(develop(points,( defines!heroes.!!Teacher!says:!“You(defined(a(hero(
and(provide(a(concluding(
as___.((What(other(words(do(you(think(of(when(you(
statement(or(section.!
think(about(the(word(hero?”(
!
Teacher!says:!
“A(hero(is(an(ordinary(person(that(does(extraordinary(
things”!
!
Create!a!list!of!heroes.!
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Responsive!Classroom!
Management!
!
Resources!
www.youtube.com/(
watch?v=eK9YcZtLzQ8(
(
www.youtube.com/(
watch?v=tgF1Enrgo2g!
Give!One,!Get!One!
Personal!thesaurus!
Give!one,!Get!One!
!
Pick!a!Stick!
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!
Circle!Map!
Think!Pair!Share!!
Whip!Around!!
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We!Do!–Ask!students!to!answer!the!following!
essential$questions!about!one!of!the!heroes.!“How$
can$you$identify$different$types$of$heroes?”$
$
“How$has$the$influential$person$impacted$our$
lives?”$
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“How$has$this$person$impacted$the$world?”$
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Have!students!answer!the!questions!using!“ThinkG
PairGShare”!record!their!responses!on!a!circle!map.!
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Day!2!
Common!Core!Standards!
Language$2.4e:!!Use(glossaries(
and(beginning(dictionaries,(both(
print(and(digital,(to(determine(or(
clarify(the(meaning(of(words(and(
phrases(in(all(content(areas.(
!
!
Speaking$and$Listening$2.4:!Tell(
a(story(or(recount(an(experience(
with(appropriate(facts(and(
(relevant,(descriptive(details,(
speaking(audibly(in(coherent(
sentences.(
!
Reading$Standards$for$
Informational$Text$2.1:$Ask(and(
answer(such(questions(as(who,(
what,(where,(when,(why,(and(how(
to(demonstrate(understanding(of(
key(details(in(a(text.(
!
Lesson!
Responsive$Vocabulary$Instruction$
!
Teacher!says:!“Today(we(are(going(to(create(a(
page(in(your(personal(dictionary.((What(is(
segregation?(What(is(an(example(of(segregation?(
What(picture(comes(to(mind(when(you(hear(the(
word(segregation?((How(would(you(use(
segregation(in(a(sentence?(”!Students!work!in!
small!groups!using!“Put!your!Two!Cents!In”!to!
answer!the!questions!above.!!Students!add!
information!to!personal!dictionary.!!$
!
Responsive$Literacy$
Read!Aloud!
!
I!do:!Goal!–!“As(a(group(we(will(read(about(Rosa(
Parks(from(the(Wonders(book(pages(134Z135.”!
!Students!add!information!from!the!selection!to!the!
circle!map.!!
!
Understand!–!Students!will!understand!facts!
related!to!Rosa!Parks!and!how!she!influenced!
others’!lives.!
!
We!Do:!Teacher!says:!“On(a(Tree(map,(we(will(
answer(the(following(essential(questions:(
Who(is(this(story(about?(
Where(did(the(story(take(place?(
Why(do(you(think(the(author(included(that(detail?(
Where(in(the(passage(did(you(find(the(detail?”(
The!class!and!teacher!work!together!to!record!a!
few!responses!onto!the!tree!map.!ThinkGPairGShare!
and!Pick!a!Stick!are!used!to!obtain!student!
responses.!!!
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Responsive!
Classroom!
Management!
Resources!
Personal!Dictionary!
Put!your!Two!Cents!In!
!
Think!Pair!Share!
!
Pick!a!stick!
Wonders(California(Content(Reader(
!
Circle!map!!
!
Tree!Map!
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Writing$2.2:!Write(
informative/explanatory(texts(in(
which(they(introduce(a(topic,(use(
facts(and(definitions(to(develop(
points,(and(provide(a(concluding(
statement(or(section.!
!
You!Do:!Students!will!add!facts!onto!their!
individual!tree!maps!using!Round!Robin!
Brainstorming.!!
!
!Round!Robin!
Brainstorming!
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Day!3!
!
Common!Core!Standards!
Language$2.3.a:!!Use(knowledge(
of(language(and(its(conventions(
when(writing,(speaking,(reading,(or(
listening.(
a.( Compare(formal(and(
informal(uses(of(English.(((
(
!
Speaking$and$Listening$2.4:!Tell(
a(story(or(recount(an(experience(
with(appropriate(facts(and(
(relevant,(descriptive(details,(
speaking(audibly(in(coherent(
sentences.(
!
Reading$Standards$for$
Informational$Text$2.1:$Ask(and(
answer(such(questions(as(who,(
what,(where,(when,(why,(and(how(
to(demonstrate(understanding(of(
key(details(in(a(text.(
Writing$2.2:!Write(
informative/explanatory(texts(in(
which(they(introduce(a(topic,(use(
facts(and(definitions(to(develop(
points,(and(provide(a(concluding(
statement(or(section.!
Lesson!
Responsive$Language$
!
Introduce!the!linguistic!feature!Past!Tense!
Marker!–ed.!!!
!
Review!Ged!spelling!patterns.!Use!the!Rosa!
Parks!story!to!pull!out!sentences!that!include!
examples!of!words!with!–ed!spelling!patterns.!
!
Provide!examples!of!sentences!written!in!
student’s!home!language!where!the!linguistic!
feature!is!present.!!Work!with!students!to!
codeswitch!sentences!to!Standard!English.!!!
Responsive$Literacy$
Read!Aloud!
!
Students!reread!“Rosa!Parks”!and!add!details!
to!their!tree!map!by!answering!the!following!
essential!questions:!
Teacher!asks:!!
“How(do(you(know(it(is(a(key(detail?(
What(details(are(important(to(tell(the(story?(
How(do(the(key(details(make(a(difference(at(
the(end(of(the(story?(
Who,(what,(when,(where,(why,(and(how(did(
this(person(impact(society?”(
You!Do:!Students!will!insert!facts!on!a!tree!
map!during!your!lesson!
Responsive!Classroom!
Management!
Resources!
Wonders(California(Content(Reader(
(
Contrastive!Analysis!T!chart!
!
Group!talk!!
Put!your!Two!Cents!
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Wonders(California(Content(Reader(
!
Think!Pair!Share!
Whip!around!
Pick!a!stick!
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Day!4!
Common!Core!Standards!
Lesson!
Resources!
!
Language$2.3.a:!!Use(knowledge(of(
language(and(its(conventions(when(
writing,(speaking,(reading,(or(
listening.(
a.( Compare(formal(and(informal(
uses(of(English.(((
!
Speaking$and$Listening$2.4:!Tell(a(
story(or(recount(an(experience(with(
appropriate(facts(and(relevant,(
descriptive(details,(speaking(audibly(
in(coherent(sentences.(
!
Reading$Standards$for$
Informational$Text$2.1:$Ask(and(
answer(such(questions(as(who,(what,(
where,(when,(why,(and(how(to(
demonstrate(understanding(of(key(
details(in(a(text.(
!
Writing$2.2:!Write(
informative/explanatory(texts(in(which(
they(introduce(a(topic,(use(facts(and(
definitions(to(develop(points,(and(
provide(a(concluding(statement(or(
section.!
Contrastive!Analysis!T!chart!
Responsive$Language$
!
I!Do:!Compare!and!contrast!sentences!(home!
language!versus!Standard!English).!!Use!one!or!
two!sentences!from!the!student’s!writing!or!from!
the!text.!Use!the!Contrastive!Analysis!TGChart!to!
complete!this!lesson.!!!
!
Responsive$Literacy$
Read!Aloud!
!
I!Do:!Closed!Reading:!Display!the!picture!of!
Rosa!Parks!and!ask!students!to!discuss!any!
details!they!notice!in!the!photograph.!!
Teacher!says:!“What(is(the(position(of(the(
person(in(the(picture?(What(colors(did(the(artist(
use?(What(details(can(you(pull(from(the(article(
that(supports(the(work(of(the(artist?!
!
We!Do:!Students!will!analyze!the!picture!of!
Rosa!Parks!to!extract!how!use!details!show!
facts!to!support!their!understanding!of!her!role!
as!a!hero.!!Students!will!insert!the!information!
on!a!circle!map!in!collaborative!groups.!!
(Optional:!Each!student!will!have!a!different!
color!pen!to!add!information!to!the!group’s!circle!
map.)!!
Responsive$Literacy$
Writing!
Put!your!Two!Cents!In!
!
Picture!of!Rosa!Parks!
Circle!map!
Think!Pair!Share!
Whip!around!
Pick!a!stick!
!
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You!Do:!Create!a!one!paragraph!summary!
about!Rosa!Parks!using!the!tree!map!and!notes!
from!the!lesson.!
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Day!5!
Common!Core!Standards!
Language$2.4e:!!Use(glossaries(and(
beginning(dictionaries,(both(print(and(
digital,(to(determine(or(clarify(the(
meaning(of(words(and(phrases(in(all(
content(areas.(
!
Speaking$and$Listening$2.4:!Tell(a(
story(or(recount(an(experience(with(
appropriate(facts(and(relevant,(
descriptive(details,(speaking(audibly(
in(coherent(sentences.(
!
Reading$Standards$for$
Informational$Text$2.1:$Ask(and(
answer(such(questions(as(who,(what,(
where,(when,(why,(and(how(to(
demonstrate(understanding(of(key(
details(in(a(text.(
Writing$2.2:!Write!
informative/explanatory!texts!in!
which!they!introduce!a!topic,!use!
facts!and!definitions!to!develop!
points,!and!provide!a!concluding!
statement!or!section.!
!
Lesson!
Responsive$Vocabulary$Instruction$
!
Add!to!personal!thesaurus!the!following!
vocabulary!–!
Immigrant!
!
Responsive$Literacy$
Reading!
!
You!Do:!Students!selfGselect!a!biography!of!a!
heroic!person.!!Students!read!the!text!silently.!!!
!
While!students!are!reading!silently,!the!teacher!
works!with!small!groups!to!provide!assistance!
with!developing!strategies!for!identify!key!ideas!
and!details!in!informational!text!using!a!tree!
map.!!!(CCSS!2.1)!
Responsive$Language$
!
We!Do:!Using!a!students’!paragraph!from!Day!
4,!model!how!to!revise!a!paragraph!to!reflect!
Standard!English!with!past!tense!–ed!verbs.!!
Model!how!to!codeswitch!by!using!a!highlighter!
to!focus!on!examples!of!home!language!in!the!
student’s!writing!sample.!!(Get!student’s!
approval!prior!to!using!their!writing!sample!for!
this!activity.)!!
!
You!Do:!Students!work!with!a!partner!to!identify!
sentences!with!past!tense!marker!–ed.!They!
use!a!highlighter!to!identify!each!sentence.!!!
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Responsive!
Classroom!
Management!
Resources!
Personal!Thesaurus!
Put!your!Two!Cents!In!!
Internet&&
Various&Biographies,&
Articles&from&encyclopedias&&
Newspapers&&
Magazines&
Nonfiction&books(
!
A!Moment!of!Silence!
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Chart!paper!and!markers!for!small!group!
activity.!!
Student!writing!sample!
(
California(Treasures((
Writing(and(Grammar(Intervention!
Teacher’s!Editions!!
Past!tense!Patterns!
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Raise!a!Righteous!Hand!
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Day!6!!
Common!Core!Standards!
Lesson!
Language$2.4e:!!Use(glossaries(and(
beginning(dictionaries,(both(print(and(
digital,(to(determine(or(clarify(the(
meaning(of(words(and(phrases(in(all(
content(areas.(
!
Responsive$Vocabulary$Instruction$
$
Add!to!personal!thesaurus!the!following!
vocabulary!–!boycott!
!
Personal!thesaurus!
Speaking$and$Listening$2.4:!Tell(a(
story(or(recount(an(experience(with(
appropriate(facts(and(relevant,(
descriptive(details,(speaking(audibly(
in(coherent(sentences.(
!
Reading$Standards$for$
Informational$Text$2.1:$Ask(and(
answer(such(questions(as(who,(what,(
where,(when,(why,(and(how(to(
demonstrate(understanding(of(key(
details(in(a(text.!!
Responsive$Literacy$
$
I!do:!Goal!–!As!a!group!we!will!read!about!Cesar!
Chavez!from!the!leveled!practice!readers.!!!
!
Understand!–!Students!will!understand!facts!
related!to!Cesar!Chavez!and!how!he!influenced!
others’!lives.!
!
We!Do:!On!a!tree!map,!well!will!answer!the!
following!essential!questions!orally!
Who(is(this(story(about?(
Where(did(the(story(take(place?(
Why(do(you(think(the(author(included(that(
detail?(
Where(in(the(passage(did(you(find(the(detail?(
!
In!collaborative!groups,!students!will!read!about!
Cesar!Chavez!in!the!leveled!readers.!!Their!
practice!readers!are!based!on!their!reading!
level.!!Students!will!add!to!the!circle!map!by!
start!with!the!student!that!read!the!orange!book,!
then!the!blue!and!then!the!green.!
!
Responsive$Language$
$
I!!Do:!Review!Past!Tense!Marker!–ed.!!Provide!
an!example!of!how!to!codeswitch!a!sentence!to!
Standard!English.!!
Practice!Reader!–!!
Three(American(Heroes(
!
Circle!map!!
Language$2.3.a:!!Use(knowledge(of(
language(and(its(conventions(when(
writing,(speaking,(reading,(or(
listening.(
a.( Compare(formal(and(informal(
Lesson&Created&by&A.&Davis&and&B.&Powell&&
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Responsive!
Classroom!
Management!
Resources!
Group!talk!!
Put!your!Two!Cents!
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Think!Pair!Share!
Whip!around!
Pick!a!stick!
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!
Tree!map!
!
California(Treasures((
!
Writing(and(Grammar(Intervention!Teacher’s!
Editions!!
Past!tense!Patterns!
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uses(of(English.(((
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We!Do:!Work!together!to!complete!“Past!Tense!
Patterns”!from!!California(Treasures((
Writing(and(Grammar(Intervention!
!
You!Do:!Revise!your!paragraph!to!reflect!
Standard!English!by!codeswitching!past!tense!G
ed!markers.!
Writing$2.2:!Write(
Responsive$Literacy$
informative/explanatory(texts(in(which(
$
they(introduce(a(topic,(use(facts(and(
You!Do:!On!Day!5,!students!silently!read!a!
definitions(to(develop(points,(and(
biography!about!a!hero.!!!Students!will!insert!
provide(a(concluding(statement(or(
facts!about!the!hero!they!are!reading!about!into!
section.!
a!tree!map.!
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Tree!Map!
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Day!7!
Common!Core!Standards!
Language$2.4e:!!Use(glossaries(and(
beginning(dictionaries,(both(print(and(
digital,(to(determine(or(clarify(the(
meaning(of(words(and(phrases(in(all(
content(areas.(
!
Lesson!
Responsive$Literacy$
$
Word!study!–!Capitalization!with!proper!nouns!
!
I!Do:!Pulling!out!sentences!with!proper!nouns!
from!Cesar!Chavez!to!highlight!where!we!use!
capitals.!
Responsive$Literacy$
!
Reread!Cesar!Chavez!and!add!details!to!your!
tree!map!on!the!following!essential!questions:!
!
How(do(you(know(it(is(a(key(detail?(
What(details(are(important(to(tell(the(story?(
How(do(the(key(details(make(a(difference(at(the(
end(of(the(story?(
Who,(what,(when,(where,(why,(and(how(did(this(
person(impact(society?(
!
Speaking$and$Listening$2.4:!Tell(a(
story(or(recount(an(experience(with(
appropriate(facts(and(relevant,(
descriptive(details,(speaking(audibly(
in(coherent(sentences.(
!
Reading$Standards$for$
Informational$Text$2.1:$Ask(and(
answer(such(questions(as(who,(what,(
where,(when,(why,(and(how(to(
demonstrate(understanding(of(key(
details(in(a(text.(
!
Writing$2.2:!Write(
Responsive$Literacy$$
informative/explanatory(texts(in(which(
$
they(introduce(a(topic,(use(facts(and(
You!Do:!Students!will!use!the!essential!
definitions(to(develop(points,(and(
questions!above!to!add!information!to!their!
provide(a(concluding(statement(or(
individual!tree!maps.!!
section$
Resources!
Practice!Reader’s!–!Three(American(Heroes!
Tree!Map!
!
Discussion!Protocol!
Raise!a!Righteous!
Hand!
Group!talk!!
Put!your!Two!Cents!in!!
Think!Pair!Share!
Whip!around!
Pick!a!stick!
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Moment!of!Silence!
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Day!8!
Common!Core!Standards!
Language$2.4e:!Use(glossaries(and(
beginning(dictionaries,(both(print(and(
digital,(to(determine(or(clarify(the(
meaning(of(words(and(phrases(in(all(
content(areas.!
Lesson!
Responsive$Language$
$
Review!Ged!spelling!patterns.!Use!the!Cesar!
Chavez!story!to!pull!out!words!that!include!
spelling!pattern.!
!
Speaking$and$Listening$2.4:$Tell(a(
Responsive$Literacy$
story(or(recount(an(experience(with(
Read!Aloud!
appropriate(facts(and(
$
(relevant,(descriptive(details,(
I!Do:!Close!Reading:!Display!the!picture!of!
speaking(audibly(in(coherent(
Cesar!Chavez!and!discuss!art!features!like!
sentences.(
position!of!the!person,!colors!and!focused!
!
details!from!the!article.!
Reading$Standards$for$
We!Do:!Students!will!analyze!a!picture!of!Cesar!
Informational$Text$2.1:$Ask(and(
Chavez!to!extract!how!the!artist!use!details!to!
answer(such(questions(as(who,(what,( show!facts!their!understanding!of!her!role!as!a!
where,(when,(why,(and(how(to(
hero.!!!
demonstrate(understanding(of(key(
!
details(in(a(text.(
Teacher!says:!“What(is(the(position(of(the(
!
person(in(the(picture?(What(colors(did(the(artist(
use?(What(details(can(you(pull(from(the(article(
that(supports(the(work(of(the(artist?!
!
Students!will!insert!the!information!on!a!circle!
map!in!collaborative!group.!!(optional:!Each!
student!will!have!a!different!color!pen!to!add!to!!
the!same!circle!map.)!!
Writing$2.2:!Write(
Responsive$Literacy$
informative/explanatory(texts(in(which(
$
they(introduce(a(topic,(use(facts(and(
You!Do:!Students!work!in!small!groups.!Teacher!
definitions(to(develop(points,(and(
says:!“Work(in(small(groups(to(create(a(one(
provide(a(concluding(statement(or(
paragraph(summary(about(Cesar(Chavez(using(
section.$
the(tree(map(and(notes(from(the(lesson.”!
!
Resources!
Practice!Reader’s!–!Three(American(Heroes!
Picture!Cesar!Chavez!
!
Discussion!Protocol!
Pick!A!Stick!
Group!talk!!
Put!your!Two!Cents!in!!
Think!Pair!Share!
Whip!around!
Pick!a!stick!
!
!
Circle!map!
!
!
Practice!Reader’s!–!Three(American(Heroes(
(
Tree!Map!with!facts!about!Cesar!Chavez!
!
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Day!9!
Common!Core!Standards!
Language$2.4e:!Use(glossaries(and(
beginning(dictionaries,(both(print(and(
digital,(to(determine(or(clarify(the(
meaning(of(words(and(phrases(in(all(
content(areas.!
Speaking$and$Listening$2.4:$Tell(a(
story(or(recount(an(experience(with(
appropriate(facts(and(
(relevant,(descriptive(details,(
speaking(audibly(in(coherent(
sentences.(
!
Reading$Standards$for$
Informational$Text$2.1:$Ask(and(
answer(such(questions(as(who,(what,(
where,(when,(why,(and(how(to(
demonstrate(understanding(of(key(
details(in(a(text.(
!
Writing$2.2:!Write(
informative/explanatory(texts(in(which(
they(introduce(a(topic,(use(facts(and(
definitions(to(develop(points,(and(
provide(a(concluding(statement(or(
section.$
!
Lesson!
Responsive$Language$
Contrastive!analysis!
!
I!Do:!Compare!and!contrast!sentences!(home!
language!versus!Standard!English).!!Use!one!or!
two!sentences!from!the!student’s!writing!or!from!
the!text.!
!
Responsive$Literacy$
$
We!Do:!Reread!Cesar!Chavez!silently!
Resources!
Contrastive!analysis!T!
chart
Discussion!Protocol!
Raise!a!Righteous!
Hand!
!
Practice!Reader’s!–!Three(American(Heroes!! Moment!of!Silence!
Responsive$Literacy$
!
$
We!do:!Groups!share!the!paragraphs!they!wrote!
about!Cesar!Chavez.!Students!provide!feedback!
to!groups!on!how!to!revise!their!paragraphs.!!!
!
You!do:!!Students!write!the!first!draft!of!their!
paragraph!about!a!hero.!!!
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Pick!a!Stick!
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Day!10!
Common!Core!Standards!
Language$2.4e:!Use(glossaries(and(
beginning(dictionaries,(both(print(and(
digital,(to(determine(or(clarify(the(
meaning(of(words(and(phrases(in(all(
content(areas.!
Speaking$and$Listening$2.4:$Tell(a(
story(or(recount(an(experience(with(
appropriate(facts(and(relevant,(
descriptive(details,(speaking(audibly(
in(coherent(sentences.(
!
Reading$Standards$for$
Informational$Text$2.1:$Ask(and(
answer(such(questions(as(who,(what,(
where,(when,(why,(and(how(to(
demonstrate(understanding(of(key(
details(in(a(text.(
!
Lesson!
Responsive$Language$
!
We!Do:!The!class!works!together!to!identify!and!
codeswitch!linguistic!features!in!group!
paragraphs.!!!
!
You!Do:!Teacher!says:!“Revise(your(paragraph(
to(reflect(Standard(English,(past(tense(Zed(
markers.”(
!
Resources!
!
Students’!draft!of!their!paragraphs!
Discussion!Protocol!
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Students&begin&work&on&Culminating&Task&over&the&course&of&several&days&
Common&Core&State&Standards&
Culminating&Tasks&
Resources&
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Rubric&
Language$2.4e:!Use(glossaries(
Culminating$Task(s):$$
and(beginning(dictionaries,(both(
!
print(and(digital,(to(determine(or(
Group:!Students!will!in!collaborative!
clarify(the(meaning(of(words(and(
groups!to!create!a!book!about!4G5!
phrases(in(all(content(areas.&
historical!heroes!that!will!include!a!
$
Speaking$and$Listening$2.4:$
picture!and!a!summary.!!The!book!will!
Tell(a(story(or(recount(an(
include!a!table!of!contents,!an!
experience(with(appropriate(facts(
introduction,!a!conclusion!a!glossary.!!!
and(
!
(relevant,(descriptive(details,(
Individual:!Students!will!choose!a!hero!
speaking(audibly(in(coherent(
sentences.(
for!a!classroom!presentation!and!
!
individually!present!their!learning!by!
Reading$Standards$for$
creating!a!poster!or!dressing!like!the!
Informational$Text$2.1:$Ask(and(
hero.!
answer(such(questions(as(who,(
what,(where,(when,(why,(and(how( &
to(demonstrate(understanding(of(
key(details(in(a(text.(
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Internet&&
Various&Biographies,&
Articles&from&encyclopedias&&
Newspapers&&
Magazines&
Nonfiction&books&
Writing$2.2:!!Write(
informative/explanatory(texts(in(
which(they(introduce(a(topic,(use(
facts(and(definitions(to(develop(
points,(and(provide(a(concluding(
statement(or(section.!
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