DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Module 1 Module 1 Fairy Tales and Tall Tales
2nd grade ELA
Module Guiding Question (to build background):
Lesson
Date
August 15, 2016
Rituals and Routines – Day 1
What makes learning fairy tales and tall tales fun?
Lesson Activities
Before School
 Where do they line up or sit?
 What do they do while waiting?
 What behaviors are expected?
Breakfast
 Where and when do they have breakfast?
 What behaviors are expected during breakfast?
 Who cleans up?
 What do they do when they are finished eating?
Morning Procedures
 Expectations for when they enter the classroom
ELA Considerations
 Where will student materials be stored?
 How will your classroom library be organized?
 Where will students store classroom work?
 Do you have a word wall in a place where students can see the words? Is your word wall interactive or
decorative?
CHAMPs
 Explain how CHAMPs will be implemented in your classroom
Introducing Transitions
 “We will meet together for the first part of our Reading Block. Our signal for large group meeting is
_____________” (bell, chime, song, 3 claps, etc.) “Our gathering place is located _____________”
(carpet area, reading corner, front of room, etc.)
 Use a timer to practice transition with students. Note the decrease in transition time as days progress.
 When students are at the gathering place, discuss the importance of good listening. You can create an
anchor chart of what good listening looks like (teacher will model examples and non-examples with student’s
input.) “Let us make an anchor chart together and write down our ideas about what you think it might
look like and sound like in our classroom when we meet in the gathering place.”
 Read a book of your choice aloud. Model proper reading behaviors when reading aloud.
 Response to the read-aloud: Explain to students that when we read we usually respond in writing to what we
heard. Explain how you want them to transition to write at their desk (Do you give the directions before or
after they leave the gathering area? How/When do they get the materials they will need for writing?) “Today,
I want you to think about the story I read to you. I want you to watch as I model how to respond.
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Materials
CHAMPs
Anchor chart: What good listeners look and sound like
Any book of your choice to use as a read aloud
Chart paper
Student writing paper and pencils
Anchor Chart: Read to Self
Independent books for students to read
Anchor Chart: Easy, Just Right, Challenging Books
Book bags: gallon sized Ziploc bags
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(Model what it will look like. You may want them to model their favorite part of the story, their favorite
character, etc. Write at least a paragraph. Spell the words correctly. “Now, it is your turn. I want you to
think about __________________in your mind. Now tell your elbow partner what you are going to
write about.” Transition to their seats and have them write.
One of the most important goals of early mini lessons is getting your students reading “just right” books that
they enjoy. As you teach the mini lesson, create a chart with three categories, indicating the characteristics of
easy, just-right, or challenging under each. “Today we are going to talk about how readers choose
“easy,” “just right,” or “challenging” books to read. I’ll make some notes on this chart to help you.
Remember each kind of book we talk about. Sometimes, easy books are fun to read. They’re the kinds
of books you read when you want to relax. You might choose a favorite picture book you’ve heard
read aloud or a book that you have read before and enjoyed or a new book that won’t take a lot of
effort for you to read and understand. You can read the book easily and understand it very well. I’ll
write E on the chart to indicate “easy.” Just-right books are those that you understand well and can
enjoy. You read the book smoothly and have only a few places where you need to slow down • Chart(to be completed during lesson) Characteristics of easy, just right, or challenging books; 5 finger
method to figure out a word or think more about the meaning. These are the books that will help you
become a better reader each time you read. Read “just right” books to learn. I’ll write JR, for “just
right,” on the chart. Challenging books are meant to stretch your thinking. These are books may be
too difficult for you to read on your own right now, but you may find you will enjoy them later. I’ll write
C on the chart to stand for “challenging.” There may be times you would choose a challenging book,
such as when you needed to find facts on a particular topic. When you are reading today, think about
whether the book you are reading is easy, just right, or challenging for you. When you return to the
group, be prepared to share the category that best describes your choice.”
Read to Self
“Today we are going to practice Read to Self. We know the most important thing we can do to
become better readers is to spend lots of time practicing reading. Let’s begin by making another chart
with our ideas of why it is so important we read to ourselves.” (Top of chart – Read to Self, under
heading write – Why: to become a better reader)  “To become betters readers is the reason why during
our reading time we will Read to Self. Why else do we read to ourselves?” Allow discussion. (Create a
T-chart under “Why: to become a better reader”, write “students” on the top left and “teacher” on the top right.
Brainstorm appropriate Read-to-self behaviors.) “If our class were to do Read to Self independently,
which means all by yourselves, what do you think it might look, sound, or feel like?” (Record
responses under “Students”. Be sure “reading the whole time” is included.  “These are all good ideas. You
already know a lot about how Read to Self looks, feels, and sounds. What about the teacher? What
would the teacher be doing?” (Under “teacher” add: read with groups of children, read with children one at
a time, listen to children read, and help them with their reading strategies).  “Now that we have talked
about what Read to Self might look like, sound like, and feel like, is there anyone who would like to
model, or show the class?” Choose a student to model.  “Let us look as ___________ models for us.
Wow, _________ is certainly staying in one spot.” Point to anchor chart while observing each behavior.
Provide applause  “Who can tell us what you saw ________ doing while modeling Read to Self?”
Choose a few other models. Allow students time to use the anchor chart to practice Read to Self during
center time. Assign students to specific areas to practice reading independently.
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Centers: This will be a time for students to “Read to Self” as one of the centers along with choosing books to
read and placing the books into an individual book bag. It may also give you time to start the Saxon
Phonological Awareness Assessment.
Closing: Transition to gathering area and discuss what you noticed and what they noticed. Ask a few
students about their choice of books. Add to the chart about easy, just right, and challenging books.
Writing
Greetings Teachers of Primary,
Each year the school year begins afresh. You have a new genre of students and eager minds. Please access a separate document titled: Rituals and Routines for Students of Primary Grades. That
document is designed for you to choose which lessons you need to help students of primary grades get started with writing production. We have designated the first week of school to begin this
process; however, you should plan to integrate a review of rituals and routines throughout the year. Provided is a list of possible writing opportunities and development of rituals and routines. Please
choose the lesson to match the readiness of your class while increasing the integrity of what you expect students to accomplish as writers.
Best Wishes!
Ritual and Routine Mini Lesson Menu: (Lessons located on Blackboard under “Writing
Ritual and Routine Mini Lesson Menu:
Resources”)
 Grammar
Rules of Writing Sentences
 Mini Lesson 6 Journal Setup, part I
 Mini Lesson 1 Self Portraits
 Mini Lesson 7 Journal Setup, part II
 Mini Lesson 2 Structure of Writing Instruction & Sketch Practice
 Mini Lesson 8 Providing Feedback
 Mini Lesson 3 Transitions of Writing Time
 Mini Lesson 9 When You’re Done
 Mini Lesson 4 Turn and Talk
 Mini Lesson 5 Developing a Story Idea
3
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Module 1 Module 1 Fairy Tales and Tall Tales
2nd grade ELA
Module Guiding Question (to build background):
Lesson
Date
August 16, 2016
Rituals and Routines – Day 2
What makes learning fairy tales and tall tales fun?
1.
2.
3.
4.
5.
6.
Lesson Activities
Review Rituals and Routines which were taught yesterday.
Review CHAMPs
Review Transitions
Review Anchor chart: What good listeners look and sound like
Transition to Read to Someone – Model correct behaviors “Before we brainstorm the behaviors expected
when you Read to Someone | Buddy Reading, I’d like to teach you how to be good reading partners.”
Create a read to someone or Buddy Reading anchor chart
*Select a student to model with you how to sit when they Read to Someone, so that elbows and knees are
lined up, almost touching. This close proximity allows for children to read quietly and still be heard by their
partners but not loud enough for the rest of the class to hear. This sitting arrangement allows partners to look
on and read the same book if they choose. “See how easy it is for the two of us to share a book when we
sit this way? Listen how quiet our voices can be when we sit this close.” Model correctly and
incorrectly. Add the following to the anchor chart:
*Sit EEKK-Elbow to Elbow, Knee to Knee
*Use a soft voice
*Read the entire time
*Stay in one spot
*Get started right away
*Check for understanding
“An important part of reading is being able to tell someone about what you have read. Think back to
the books I have been reading to you. Put your thumb up if you remember seeing and hearing me
stop at the end of every page or so to try to remember who I was reading about and what was
happening. When we Read to Someone, we will be checking for understanding after we are done
reading each page. Let me show you what that would look like. _____ will you help me?”
Select a student to model check for understanding. Invite the student read, then you summarize what s/he
just read to you by saying, “_______, I just heard your read that____________.” Have the student indicate
whether you are right or wrong. Then, switch roles. This time you should read and have the student
summarize. If the student does not correctly summarize the text, you can prompt by reading the page again.
Review expectations for Read to Someone | Buddy Reading and select one to three sets of partners to come
to the front with their book bags and model the correct behaviors of Read to Someone or Buddy Reading,
demonstrating how to take turns reading one page at a time and checking for understanding.
Place students in various locations around the room to practice for three minutes. Signal them to return to the
gathering area to review the Read to Someone | Buddy Reading chart and engage into a discussion. Repeat
the 3 minute practice, reviewing the expectations and behaviors observed.
Title the chart “GREAT Readers Create These Habits…”
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Materials
Learning for Life Lesson: Honesty (This must be taught!)
Anchor chart: What good listeners look and sound like
Book of your choice FROM YESTERDAY to use as a read aloud
Chart paper
Student writing paper and pencils
Anchor Chart: Read to Self
Independent books for students to read
Anchor Chart: Read to Someone or Buddy Reading
Anchor Chart: Easy, Just Right, Challenging Books
Anchor Chart: GREAT Readers Create These Habits…
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Set a purpose for reading (Why am I reading this?)
Preview books before reading them (What do the cover and pictures tell me about this story?)
Think about what you already know about the topic o continue to ask yourself if things make sense
Reread what you have read if it doesn’t make sense
Predict what you think will happen next
Skip, read on and go back if necessary
Make connections to the story (text to self, text to text, text to world)
Use clues to in the text to draw conclusions (What can I figure out for myself based on what the
author has told me?) or share and discuss what you have read with others
Write about your reading to help them understand it better
Review the list and then have students get their book bags or baskets and find their reading spot to begin practicing
what they have learned. Tell them that in order to make these things become true habits…they have to be practiced
every day. Revisit this chart quickly at the beginning of independent reading for several days in a row, and then
remember to refer to it often.
7.
8.
9.
Learning for Life Lesson: Honesty
Centers: Today you should add Buddy Reading. You should have Read to self, Buddy Reading, response to
one of the books they have read, writing about their first day of school, etc. while you test Saxon Phonological
Awareness Assessment.
Closing
Writing
Greetings Teachers of Primary,
Each year the school year begins afresh. You have a new genre of students and eager minds. Please access a separate document titled: Rituals and Routines for Students of Primary Grades. That
document is designed for you to choose which lessons you need to help students of primary grades get started with writing production. We have designated the first week of school to begin this
process; however, you should plan to integrate a review of rituals and routines throughout the year. Provided is a list of possible writing opportunities and development of rituals and routines. Please
choose the lesson to match the readiness of your class while increasing the integrity of what you expect students to accomplish as writers.
Best Wishes!
Ritual and Routine Mini Lesson Menu: (Lessons located on Blackboard under “Writing
Ritual and Routine Mini Lesson Menu: (Lessons located on Blackboard under “Writing
Resources”)
Resources”)
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



Mini Lesson 1 Self Portraits
Mini Lesson 2 Structure of Writing Instruction & Sketch Practice
Mini Lesson 3 Transitions of Writing Time
Mini Lesson 4 Turn and Talk
Mini Lesson 5 Developing a Story Idea
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5
Grammar
Rules of Writing Sentences
Mini Lesson 6 Journal Setup, part I
Mini Lesson 7 Journal Setup, part II
Mini Lesson 8 Providing Feedback
Mini Lesson 9 When You’re Done
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
2nd grade ELA
Module 1 Fairy Tales and Tall Tales
1A The Fisherman and His Wife (pp. 12-18)
August 15-September 9, 2016
Module Guiding Question (to build background):
What lessons can I learn from reading fairy tales and Tall Tales?
Language Arts Objectives (LAFS):
Students will:
 Recount “The Fisherman and His Wife,” and determine the central message, lesson, or moral (LAFS.2.RL.1.2)
 Describe how the fisherman feels about asking for more wishes and how the flounder feels about granting each wish in “The Fisherman and His
Wife” (LAFS.2.RL.1.3)
 Identify the characteristics of fairy tales using literary language, and explain the characteristics as they apply to the fairy tale “The Fisherman and His
Wife” (LAFS.2.RL.2.5)
 Describe illustrations of the sea in “The Fisherman and His Wife” (LAFS.2.RL.3.7)
 Summarize orally or in writing content and/or oral information presented by others by using the main events in “The Fisherman and His Wife”(LAFS.2.SL.1.2)
 Describe the actions of the characters in “The Fisherman and His Wife” (LAFS.2.SL.1.2)
 Ask questions to clarify directions for rewriting the beginning, middle, and end of “The Fisherman and His Wife” (LAFS.2.SL.1.3)
 Determine the meanings of words, such as displeases, by using the prefix dis– (LAFS.2.L.3.4b)
 Identify the correct usages of displeases and pleases and explain that they are antonyms (LAFS.2.L.3.5a)
Core Content Objectives
Students will:
 Demonstrate familiarity with the fairy tale “The Fisherman and His Wife”
 Describe the characters, plot, and setting of “The Fisherman and His Wife”
 Identify common characteristics of fairy tales such as “once upon a time” beginnings, royal characters, magical characters or events, and happy endings
 Identify the fairy tale elements of “The Fisherman and His Wife”
 Identify fairy tales as a type of fiction
Lesson
1A The Fisherman and His Wife (see Duval Reads
Module 1 pp. 12-18)
Comprehension Questions ( w/ expected student
response)
Comprehension questions are designed for students
to provide evidence-based answers that incorporate
lesson vocabulary.
Vocabulary Word Work
displeases
Moderate How do you know this is a fairy tale? (Once
upon a time; magical character)
Lesson Activities
6
Vocabulary
charming, adj. Very pleasing or appealing
Example: The ladies had lunch at the most charming little cafe.
Variation(s): none
displeases, adj. Feeling unhappy or bothered about something
Example: It displeases the baseball players when their game is
cancelled due to rain.
Variation(s): none
Due to 2016-2017 revisions, disregard pages
20, 21, & 22 of the anthology.
Teacher Model:
Before Reading:
Describe the definition of central message (see
academic language). Also explain that recounting
events in a story can help you determine the
central message. Explain that today you will hear
the fairy tale, The Fisherman and His Wife.
During Reading:
Have students listen carefully to the events in the
story so that they can help you determine the
central message.
After Reading:
Use the Theme graphic organizer chart and model
how to determine the central message by
completing the chart as a class. Use the example
found on page 23 of the anthology as a guide.
Low The fisherman caught a flounder, but then let him
go. Who did the flounder say he was? (an enchanted
prince or a prince under a magical spell)
Moderate Personification is a literary term that
describes animals or objects that behave or have
characteristics like human beings. Give an example of
personification in the tale. (the talking enchanted
prince/fish)
Low Which things do the wife tell the fisherman to ask
the flounder for? (a cottage, a stone castle, to be a
queen, and to make the sun rise and set on
command)
Moderate How does the husband feel about asking
the flounder for things over and over again?
(embarrassed, uncomfortable, bad)
Moderate How does the sea change each time the
fisherman asked the flounder for another wish? (the
water becomes darker and stirs up)
Moderate Why does the sea change each time the
fisherman asked the flounder for another wish (the fish
is angry that the wife isn’t content and asks for more
things)
Moderate The wife is discontent, not satisfied, with
what she has. What examples of her discontent can
be found in the fairy tale? (she continues to ask for
more wishes; she demands her husband asks for
more things from the flounder)
Moderate Why did the flounder take away everything
he had given the wife (she was ungrateful)
High What lesson can be learned from reading this
story? (answers will vary but should include reference
to being happy with what you have)
enchanted, adj. As if under a magic spell
Example: Kate and Jack knew they were in an enchanted forest
because there were jewels growing on the trees.
Variation(s): none
hesitated, adj. Stopped briefly before doing something
Example: The dog hesitated before going outside in the rain.
Variation(s): hesitate
might, n. Power to do something; force or strength
Example: The boy tried to open the door with all his might, but it
would not open.
Variation(s): none
Academic Language:
central message-the central purpose or gist of a passage; the
primary message expressed by a passage
event-an occurrence within a piece of literary text that comprises the
plot
evidence-to prove or disprove something; proof
fairy tale-a simple children's story about magical creatures
Check for Understanding:
Retellings: I am going to ask you a 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.
*You may choose to use one or two of the comprehension questions to ask the students during this check for understanding.
…continue to the next page for Writing Lessons
7
Writing
Teachers, plan to integrate a review or introduction of rituals and routines throughout this module. Provided is a list of possible writing opportunities and development of rituals and routines. Please
choose the routine lesson to match the readiness of your class while increasing the integrity of what you expect students to accomplish as writers.
Ritual and Routine Mini Lesson Menu:(Lessons located on Blackboard under “Writing
Ritual and Routine Mini Lesson Menu: (Lessons located on Blackboard under “Writing
Resources”)
Resources”)
 Mini Lesson 1 Self Portraits
 Grammar
Rules of Writing Sentences
 Mini Lesson 2 Structure of Writing Instruction & Sketch Practice
 Mini Lesson 6 Journal Setup, part I
 Mini Lesson 3 Transitions of Writing Time
 Mini Lesson 7 Journal Setup, part II
 Mini Lesson 4 Turn and Talk
 Mini Lesson 8 Providing Feedback
 Mini Lesson 5 Developing a Story Idea
 Mini Lesson 9 When You’re Done
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)
Supporting Duval Reads Text
Teachers, you may use the following read-aloud
text to provide examples and meaning to the craft
of writing: The Fisherman and His Wife.
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)
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- that good writers pull stories from their own life
experiences.
 Watch me as I- “Personal narrative is the fancy name for writing about your life. It might
be a small everyday happening or a large life event. Here are some events, or
experiences, from my own life that I would like to write about.”
[Teacher shares and writes a list of four to six ideas from own life.]
 Now it is your turn to- close your eyes and think about your own life. Think about some
events, or experiences, that you would like to share. Remember it might be something that
happened just this week or a long time ago. It might be something scary that happened to
you. Maybe it was a time when you got lost in a store. It might be something funny that
Options for Personal Narrative
Bibliography/Text
Baylor, Byrd. I’m in Charge of Celebrations
Baylor, Byrd. The Table Where Rich People Sit
Brett, Jan. Comet’s Nine Lives
Bunting, Eve. Fly Away Home
Clement, Rod. Grandpa’s Teeth
Clements, Andrew. Big Al
Cronin, Doreen. Duck for President
Couric, Katie. The Brand New Kid
Crews, Donald. Shortcut
French, Jackie. Diary of A Wombat
Gray, Libba Moore. My Mama Had a Dancing
Heart
Harper, Jessica. I Like Where I Am
Haseley, Dennis. A Story for Bear
Henkes, Kevin. Lilly’s Purple Plastic Purse
Hesse, Karen. Come On, Rain
Igus, Toyomi. When I was Little
Keats, Ezra Jack. Apt. 3
Meddaugh, Susan. The Witches’ Supermarket
Miller, Sara Swan. Three Stories You Can Read to
your Dog
Polacco, Patricia. Thunder Cake
Speaking and Listening
Standards
Mini Lesson
(Teacher model)
8
happened. Maybe your dog chewed your slipper or you came to school with your shirt on
backwards and inside out. Turn and talk with your neighbor about your ideas.
Student Work Time
(writing production)
Today, students will accomplish one goal:
1. Return to seats and write their list of ideas
Teachers help students to- write by asking questions of life experiences.
Closure- Have a few students share personal narrative ideas with the whole class.
Resourced from http://www.pps.k12.or.us/departments/curriculum/2022.htm
9
Materials
• Enlarged copy (or copy to put on overhead or
ELMO) of Personal Narrative Elements chart
including space for: Characters (Who?), Setting
(Where?), Events (Details), Personal Reaction
(Why it’s memorable/how you felt).
• Chart markers
• Student writing sample, teacher created personal
narrative, or familiar (SHORT) read-aloud
*sticky notes for student pairs
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
nd
2 grade ELA
Module 1 Fairy Tales and Tall Tales
2A The Emperor’s New Clothes (pp. 24-30)
August 15-September 9, 2016
Module Guiding Question (to build background):
What lessons can I learn from reading fairy tales and Tall Tales?
Language Arts Objectives (LAFS):
Students will:
 Recount “The Emperor’s New Clothes,” and determine the central message, lesson, or moral (LAFS.2.RL.1.2)
 Describe how the people feel upon seeing the Emperor in his underwear in “The Emperor’s New Clothes” (LAFS.2.RL.1.3)
 Describe the illustration of the spinners, weavers, and tailors in “The Emperor’s New Clothes” (LAFS.2.RL.3.7)
Core Content Objectives
Students will:
 Demonstrate familiarity with the fairy tale “The Emperor’s New Clothes”
 Describe the characters, plot, and setting of “The Emperor’s New Clothes”
 Identify common characteristics of fairy tales such as “once upon a time” beginnings, royal characters, magical characters or events, and happy endings
 Identify the fairy tale elements of “The Emperor’s New Clothes”
 Identify fairy tales as a type of fiction
Lesson Activities
Lesson
The Emperor’s New Clothes
(see Duval Reads Module 1 pp. 24-30)
Vocabulary Word Work
curious
Whole group Activity
Before Reading:
Review what it means to determine the central message.
After Reading:
Have students act out the fairy tale. As a class, determine
the central message of the fairy tale.
Comprehension Questions ( w/ expected student response)
Comprehension questions are designed for students to
provide evidence-based answers that incorporate lesson
vocabulary.
Low Intrigue means to draw an interest of someone or
something. What do the swindlers promise the emperor about
these clothes that intrigues him? (They say the clothes are
special; they are tailored with magic and only clever people can
see them.)
Low The emperor finds great pleasure in wearing the new
clothes. Who makes the emperor’s new clothes? (Two swindlers
who pretend to be able to weave magic cloth.)
Moderate Why would the men pretend to be master weavers?
(to trick the emperor into paying a lot of money for the clothes)
10
Vocabulary
curious, adj. Having a desire to learn more
about something
Example: The puppy was curious about the new
fallen snow.
Variation(s): none
ignorant, adj. Lacking knowledge or information
Example: The visitors were ignorant of the local
customs.
Variation(s): none
inspect, v. To look carefully at something
Example: Sam’s uncle asked the mechanic to
inspect his car for problems before his long trip.
Variation(s): inspected, inspects
Low Why do the prime minister and town’s people pretend to
see the emperor’s new clothes? (They do not want to seem like
fools.)
High What problem does the prime minister face? How does the
king’s perception of him affect the problem? Use information
from the text in your answer. (The prime minster was sent by the
emperor to view the new clothes. He did not see anything as the
weavers were presenting the clothes; however he did not want
to admit that he did not see anything as he thought that he would
be labeled a fool. He is known to be an intelligent man and could
not be viewed as a fool).
High What does the author reveal about the emperor’s
weaknesses? Use the text to explain. (The emperor did not want
people to think that he was not intelligent. Instead of telling the
truth about not seeing the cloth, he pretended to see the cloth
and paid the swindlers for their services. He even paraded
around town wearing nothing so that people would not think he
was not intelligent).
Moderate How is the emperor’s march through the street a
turning point in the text? Use details from the text in your
answer. (Throughout the story, everyone pretended to see the
emperor’s clothes. While the emperor was marching through the
street, a child yelled “he hasn’t got anything on”. This event
helped the emperor realize that he had been tricked).
High A person of integrity speaks up for what is right, even when
others will not. Who has the most integrity in the story? Why?
(The child who shouted “he hasn’t got anything on”/because he
was the only one brave enough to admit that he did not see
anything on the emperor.)
Moderate Do you think there is a lesson to be learned from this
story? Why? (Answers may vary, but prompt students to discuss
things such as not to pretend to know something you do not,
trust your instincts, or sometimes you need to speak up, even if
it is difficult).
intelligent, adj. Able to easily learn or
understand things
Example: Dolphins are one of the most intelligent
animals.
Variation(s): none
Academic Language:
central message-the central purpose or gist of a
passage; the primary message expressed by a
passage
event-an occurrence within a piece of literary
text that comprises the plot
evidence
-to prove or disprove
something; proof
fairy tale-a simple children's story about magical
creatures
Check for Understanding:
Think, Pair, Share - Choose one of the high comprehension questions and have students think about the question. Then students should discuss the question with a partner.
11
…continue to the next page for Writing Lessons
Writing
Teachers, plan to integrate a review or introduction of rituals and routines throughout this module. Provided is a list of possible writing opportunities and development of rituals and routines. Please
choose the routine lesson to match the readiness of your class while increasing the integrity of what you expect students to accomplish as writers.
Ritual and Routine Mini Lesson Menu: (Lessons located on Blackboard under “Writing
Ritual and Routine Mini Lesson Menu: (Lessons located on Blackboard under “Writing
Resources”)
Resources”)
 Mini Lesson 1 Self Portraits
 Grammar
Rules of Writing Sentences
 Mini Lesson 2 Structure of Writing Instruction & Sketch Practice
 Mini Lesson 6 Journal Setup, part I
 Mini Lesson 3 Transitions of Writing Time
 Mini Lesson 7 Journal Setup, part II
 Mini Lesson 4 Turn and Talk
 Mini Lesson 8 Providing Feedback
 Mini Lesson 5 Developing a Story Idea
 Mini Lesson 9 When You’re Done
Mini Lesson
(Teacher model)




Student Work Time
(writing production)
Today we are going to learn- how stories have familiar elements or parts
Watch me as I- discuss the elements of a personal narrative from the chart
Did you see how I- Teacher read a mentor text to demonstrate each element of a
personal narrative
Now it is your turn to- Provide student pairs with mentors texts and sticky notes to mark
elements as they find them.
Today, students will accomplish one goal:
1. As students write to include 2 of the 4 elements of a personal narrative
ClosureTeacher selects 1-2 students to share. Then the class identifies the elements.
“Writers, as _____ reads her/his piece, listen for the elements.”
“Turn and talk to your partner about the different elements _____ used.”
As students share the different elements, the teacher points to those elements on the chart.
Resourced from http://www.pps.k12.or.us/departments/curriculum/2022.htm
12
Supporting Duval Reads Text
Teachers, you may use the following read-aloud
text to provide examples and meaning to the craft
of writing: The Emperor’s New Clothes
Anchor Chart
Personal Narrative
Characters/ who
Setting/ where & when
Events/ details about what happened
Personal reaction/ how you felt
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
2nd grade ELA
Module # and Name
Module 1 Fairy Tales and Tall Tales
Lesson
3A Beauty and the Beast, Part I ( pp.31-37)
Module Date Range
August 15-September 9, 2016
Module Guiding Question (to build background):
What lessons can I learn from reading fairy tales and Tall Tales?
Language Arts Objectives (LAFS):
Students will:
 Recount “The Beauty and the Beast, Part II” and determine the central message, lesson, or moral (LAFS.2.RL.1.2)
 Describe how the beast feels when the merchant takes his rose in “Beauty and the Beast, Part I” (LAFS.2.RL.1.3)
 Describe an illustration of the beast in “Beauty and the Beast, Part I” (LAFS.2.RL.3.7)
 Compare and contrast orally the characteristics of fairy tales in The Fisherman and His Wife” with the characteristics of fairy tales in “The Emperor’s New Clothes”
(LAFS.2.RL.3.9)
 Recount “Beauty and the Beast, Part I” through a sequence of events in the fairy tale (LAFS.2.SL.1.2)
 Gather evidence from the story to help determine major events to place in the interactive journal (LAFS.2.W.3.8)
 Determine the meanings of words, such as misfortune, by using the prefix mis- (LAFS.2.L.3.4b)
 Identify the correct usages of misfortune and fortune and explain that they are antonyms (LAFS.2.L.3.5a
Core Content Objectives
Students will:
 Demonstrate familiarity with the fairy tale “Beauty and the Beast
 Describe the characters, plot, and setting of “Beauty and the Beast”
 Identify common characteristics of fairy tales such as “once upon a time” beginnings, royal characters, magical characters or events, and happy endings
 Identify the fairy tale elements of “Beauty and the Beast”
 Identify fairy tales as a type of fiction
Lesson Activities
Lesson
Beauty and the Beast, Part I (see Duval Reads
Module 1 pp.31-37)
Vocabulary Word Work
fortune
Comprehension Questions ( w/ expected student response)
Comprehension questions are designed for students to provide
evidence-based answers that incorporate lesson vocabulary.
Moderate How do you know that this story is a fairy tale? (it begins
with the words once upon a time; there is magic; it is fiction; etc.)
Low What happens to the merchant’s fortune? (He loses it all.) What
happens to the merchant’s family when he loses his fortune? (They
become poor and find themselves living in the country as peasants.)
13
Vocabulary
astonished, adj. Feeling or showing great surprise
or amazement
Example: Trent’s baseball team was astonished by
their big victory.
Variation(s): astonish, astonishing
fearsome, adj. Causing fear or very frightening
Teacher Modeling:
Before Reading:
Review the previous lesson and the steps you took to
determine the central message. Introduce the read
aloud and tell students that there are two parts to
Beauty and the Beast.
During Reading:
Highlight some of the evidence/events that may help
students determine the central message.
After Reading:
Gather some evidence from part I that will help you
determine the central message as a class. Place
information gathered from part I, in the first evidence
box on student workbook page 3. Tell students that
they will complete the story map and use the story
map to write a paragraph after reading part II of
Beauty and the Beast.
Low Does the merchant have any chances to restore his fortune?
(Yes; one of the merchant’s lost ships arrived at the port.) Is he able to
restore his fortune? (No, because the cargo on the merchant’s ship
has been stolen.)
Moderate What can you tell about the beast from reading part I of
Beauty and the Beast? Use the text to tell how you know this. (He is
described as fearsome. He is half man and half beast; he has a
low, gruff voice and gets angry at the merchant.) What
other words might you use to describe the beast? (scary, sad,
generous, polite, etc.)
Moderate What is unusual about the beast’s palace? (the garden is
untouched by snow and bad weather)
Moderate Based on the events in the text, who are the main
characters in Beauty and the Beast part I? Use the text to explain.
(The main characters in the fairy tale are the merchant and the beast.
In the text, we hear more about the merchant and the beast than the
other characters- the merchant’s daughters)
Moderate Why is the merchant being punished? (because he took
a rose from the beast)
Moderate Who is likely to save the merchant? Use the text to
support your answer. (answers may vary but should reference that
Beauty always tried to make the best of things)
High Beauty can be described as humble. What happens in the story
that proves she is? (she always tried to make the best of
things, when her father asked his daughters what he might bring them
when he returned from his trip, she only wanted something simple-a
rose). Can you think of another word to describe Beauty? Use the text
to provide evidence. (answer may vary but
should include evidence from the text)
Example: The tiger is one of the most fearsome
animals in the jungle.
Variation(s): none
fortune, n. Great wealth or riches
Example: Part of the king’s fortune included
castles, jewels, and very fine horses.
Variation(s): fortunes
merchant, n. Someone who buys and sells goods
Example: The merchant had his own market to sell
his goods.
Variation(s): merchants
Academic Language:
central message-the central purpose or gist of a
passage; the primary message expressed by a
passage
event-an occurrence within a piece of literary text
that comprises the plot
evidence
-to prove or disprove something;
proof
fairy tale-a simple children's story about magical
creatures
Check for Understanding: Evaluate students' completed workbook page and provide explicit feedback based on their understanding of the lesson objective.
Writing
Teachers, plan to integrate a review or introduction of rituals and routines throughout this module. Provided is a list of possible writing opportunities and development of rituals and routines. Please
choose the routine lesson to match the readiness of your class while increasing the integrity of what you expect students to accomplish as writers.
14
Ritual and Routine Mini Lesson Menu: (Lessons located on Blackboard under “Writing
Resources”)
 Mini Lesson 1 Self Portraits
 Mini Lesson 2 Structure of Writing Instruction & Sketch Practice
 Mini Lesson 3 Transitions of Writing Time
 Mini Lesson 4 Turn and Talk
 Mini Lesson 5 Developing a Story Idea
Mini Lesson, continued
(writing production)
Ritual and Routine Mini Lesson Menu: (Lessons located on Blackboard under “Writing
Resources”)
 Grammar
Rules of Writing Sentences
 Mini Lesson 6 Journal Setup, part I
 Mini Lesson 7 Journal Setup, part II
 Mini Lesson 8 Providing Feedback
 Mini Lesson 9 When You’re Done
Today, students will accomplish one goal:
1. As students write to include all 4 of the 4 elements of a personal narrative
ClosureTeacher selects 1-2 students to share. Then the class identifies the elements.
“Writers, as _____ reads her/his piece, listen for the elements.”
“Turn and talk to your partner about the different elements _____ used.”
As students share the different elements, the teacher points to those elements on the chart.
15
Supporting Duval Reads Text
Teachers, you may use the following read-aloud
text to provide examples and meaning to the craft
of writing: Beauty and the Beast, Part 1
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
2nd grade ELA
Module 1 Fairy Tales and Tall Tales
4A Beauty and the Beast, Part II (pp. 39-45)
August 15-September 9, 2016
Module Guiding Question (to build background):
What lessons can I learn from reading fairy tales and Tall Tales?
Language Arts Objectives (LAFS):
Students will:
 Recount “The Beauty and the Beast, Part II” and determine the central message, lesson, or moral (LAFS.2.RL.1.2)
 Describe how Beauty’s feelings changed from the beginning to the end of “Beauty and the Beast, Part II” (LAFS.2.RL.1.3)
 Describe an illustration in “Beauty and the Beast, Part II” (LAFS.2.RL.3.7)
 Identify new meanings for familiar words, such as tunes, and apply them accurately (LAFS.2.L.3.4c)
 Explain the meaning of the common saying “better late than never” and use in appropriate contexts (LAFS.2.L.3.6)
Core Content Objectives
Students will:
 Demonstrate familiarity with the fairy tale “Beauty and the Beast”
 Describe the characters, plot, and setting of “Beauty and the Beast”
 Identify common characteristics of fairy tales such as “once upon a time” beginnings, royal characters, magical characters or events, and happy endings
 Identify the fairy tale elements of “Beauty and the Beast”
 Identify fairy tales as a type of fiction
Comprehension Questions ( w/ expected student
Lesson Activities
Vocabulary
response)
Lesson:
Comprehension questions are designed for
constant, adj. Happening all the time, over a long
Beauty and the Beast, Part II (see Duval Reads Module 1 pp. 39- students to provide evidence-based answers that period of time
45)
incorporate lesson vocabulary.
Example: The constant noise in the lunchroom was
Low Who is the royal character in this fairy tale? (the too loud to hear over.
Vocabulary Word Work:
beast)
Variation(s): none
constant
Moderate How does the beast reassure Beauty that
despite, adj. Without being stopped; anyway
he is not as fearsome as she thinks? (he has polite
Example: Mariah played in the soccer game despite
Student Workbook Activity Page 3:
manners and is able to keep up a pleasant
her injury.
Before Reading:
conversation)
Variation(s): none
Review yesterday’s lesson. Have students discuss some of the
Low What request does the beast grant, or give
determined, adj. With strong feeling that you are
events that happened in Beauty and the Beast Part I.
going to do something
Beauty after she decides to stay with him at his
After Reading:
Example: Irma was determined to learn to ride her
palace? (to go home and see her father)
bike.
16
Have students independently complete workbook page 3 from
the previous lesson by completing the evidence boxes. Also have
students complete the central theme or message of the story and
what the author wants you to learn boxes by writing a paragraph
about each. If time does not permit, have students write the
paragraphs as an independent journal center activity.
Moderate Why does Beauty have a sorrowful look on Variation(s): none
her face one night after dinner? State the words or
sorrowful, adj. Feeling or showing great sadness
phrases from the text that make you think so. (She
Example: The students were sorrowful when their
misses her family. In the text she says “I miss my
favorite teacher moved away.
family, especially my father. I worry he may need
Variation(s): none
me”)
Moderate How does the beast feel after Beauty
Academic Language:
makes the request? State the words or phrases from central message-the central purpose or gist of a
the text that make you think so. (The beast feels
passage; the primary message expressed by a
afraid. He is afraid that Beauty will not return. In the
passage
text, the beast says “ if you leave me, I fear that I will event-an occurrence within a piece of literary text that
never see you again and I will be alone forever)
comprises the plot
evidence
-to prove or disprove something;
High What is the fairy tale’s lesson? Give examples
from the text. (Never judge a book by its cover-never proof
judge someone by how they look or what they have.
fairy tale-a simple children's story about magical
Beauty decided to marry the beast despite how he
creatures
looked. She loved him because of how he treated
her).
Check for Understanding: Evaluate students' completed workbook page and provide explicit feedback based on their understanding of the lesson objective.
Writing
Teachers, plan to integrate a review or introduction of rituals and routines throughout this module. Provided is a list of possible writing opportunities and development of rituals and routines. Please
choose the routine lesson to match the readiness of your class while increasing the integrity of what you expect students to accomplish as writers.
Ritual and Routine Mini Lesson Menu: (Lessons located on Blackboard under “Writing
Ritual and Routine Mini Lesson Menu: (Lessons located on Blackboard under “Writing
Resources”)
Resources”)
 Mini Lesson 1 Self Portraits
 Grammar
Rules of Writing Sentences
 Mini Lesson 2 Structure of Writing Instruction & Sketch Practice
 Mini Lesson 6 Journal Setup, part I
 Mini Lesson 3 Transitions of Writing Time
 Mini Lesson 7 Journal Setup, part II
 Mini Lesson 4 Turn and Talk
 Mini Lesson 8 Providing Feedback
 Mini Lesson 5 Developing a Story Idea
 Mini Lesson 9 When You’re Done
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)
17
Supporting Duval Reads Text
Teachers, you may use the following read-aloud
text to provide examples and meaning to the craft
of writing: Beauty and the Beast, Part II
Materials
Speaking and Listening
Standards
Mini Lesson
(Teacher model)
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)
Personal Narrative Sample:
One sunny weekend morning Checko
and I got our go-carts out of the garage
and we got on our go-carts and we zipped
onto the street. We skidded and we made
black marks on the street. Then we went
to the zoo. We had peanut butter and jelly
sandwiches and bananas with chocolate.
Resourced from http://www.pps.k12.or.us/departments/curriculum/2022.htm
Student Work Time
(writing production)


Day 1 student pairs work together to improve the sample by adding and elaborating the
element of character
Day 2 student pairs work together to improve the sample by adding and elaborating the
element of setting
18
Teaching Point/Notes
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
2nd grade ELA
Module 1 Fairy Tales and Tall Tales
Pausing Point (pp. 47-51)
August 15-September 9, 2016
Module Guiding Question (to build background):
What lessons can I learn from reading fairy tales and Tall Tales?
Language Arts Objectives (LAFS):
Students will:
Recount stories, including fables and folktales, from diverse cultures, and determine their central message, lesson, or moral (LAFS.2.RL.1.2)
Lesson Activities
Lesson: Student Workbook page 4
(See Duval Reads pp. 47-51)
Comprehension Questions ( w/
expected student response)
-see Student Performance Task
Pausing Point Activities
Due to 2016-2017 revisions, disregard Performance Task on pages 47-48,
52, & 53 of the anthology. See student workbook page 4.
-Choose one activity to review and reinforce the standard(s) taught thus far
(see essential questions and language arts objectives). Read the Pausing
Point activities carefully to determine which Pausing Point activity would best
serve your students based on the students’ understanding of previously taught
standards. All students need to practice the work of the standard in
preparation for the module assessment.
(see Duval Reads Quarter 4 Read-aloud Anthology)
Check for Understanding:
Student Performance Task on student workbook page 3 based upon constructed response rubric found in resource folder.
…continue to the next page for Writing Lessons
19
Vocabulary
Give students a key module concept or vocabulary
word such as fairy tale. Have them brainstorm
everything that comes to mind when they hear the
word, such as royalty, magic, etc. Record their
responses on chart paper, a chalkboard, a whiteboard,
or their interactive journals for reference.
Writing
Teachers, plan to integrate a review or introduction of rituals and routines throughout this module. Provided is a list of possible writing opportunities and development of rituals and routines. Please
choose the routine lesson to match the readiness of your class while increasing the integrity of what you expect students to accomplish as writers.
Ritual and Routine Mini Lesson Menu: (Lessons located on Blackboard under “Writing
Ritual and Routine Mini Lesson Menu: (Lessons located on Blackboard under “Writing
Resources”)
Resources”)
 Mini Lesson 1 Self Portraits
 Grammar
Rules of Writing Sentences
 Mini Lesson 2 Structure of Writing Instruction & Sketch Practice
 Mini Lesson 6 Journal Setup, part I
 Mini Lesson 3 Transitions of Writing Time
 Mini Lesson 7 Journal Setup, part II
 Mini Lesson 4 Turn and Talk
 Mini Lesson 8 Providing Feedback
 Mini Lesson 5 Developing a Story Idea
 Mini Lesson 9 When You’re Done
Mini Lesson
(Teacher model)
Personal Narrative Sample:
One sunny weekend morning Checko
and I got our go-carts out of the garage
and we got on our go-carts and we zipped
onto the street. We skidded and we made
black marks on the street. Then we went
to the zoo. We had peanut butter and jelly
sandwiches and bananas with chocolate.
Resourced from http://www.pps.k12.or.us/departments/curriculum/2022.htm
Student Work Time
(writing production)
Differentiated collaboration
 Student pairs work together to improve the sample by adding and elaborating the element
of events (more than one)
 Student pairs work together to improve the sample by adding and elaborating the element
of personal reaction
20
Supporting Duval Reads Text
Teachers, you may use the following read-aloud
text to provide examples and meaning to the craft
of writing: Beauty and the Beast, part I & II
Teaching Point/Notes
Personal Narrative Checklist
 Characters/ who
 Setting/ where & when
 Events/ details about what
happened
 Personal reaction/ how you felt
Teaching Point/Notes
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
2nd grade ELA
Module 1 Fairy Tales and Tall Tales
5A Paul Bunyan (pp. 54-60)
August 15-September 9, 2016
Module Guiding Question (to build background):
What lessons can I learn from reading fairy tales and Tall Tales?
Language Arts Objectives (LAFS):
Students will:
 Use illustrations and words in print or digital print to demonstrate understanding of the characters, setting, or plot in the tall tale, Paul Bunyan (LAFS.2.RL.3.7)
 Describe major events and challenges in the tall tale, Paul Bunyan (LAFS.2.RL.1.3)
 With assistance, categorize and organize characteristics about the tall tale “Paul Bunyan” into a paragraph (LAFS.2.W.3.8)
Retell content and/or oral information presented by others by using the main events in “Paul Bunyan” (LAFS.2.SL.1.2)
Core Content Objectives
Students will:
 Identify tall tales as a type of fiction
 Demonstrate familiarity with the tall tale “Paul Bunyan”
 Identify the characters, plot, and setting of “Paul Bunyan”
 Identify exaggeration and larger-than-life characters as characteristics of tall tales
Identify the exaggerations in “Paul Bunyan”
Comprehension Questions ( w/ expected student
Lesson Activities
Vocabulary
response)
Comprehension questions are designed for students admiration, n. A feeling of deep respect and
Day 1
to provide evidence-based answers that incorporate liking
Lesson
lesson vocabulary.
Example: Liz had a great deal of admiration for
Paul Bunyan (see Duval Reads Module 1 pp. 54-60)
her younger sister, who always tried her best.
Complete Introducing the Read-Aloud and complete the first half of Low Who is the legendary character of this tall tale?
Variation(s): none
Presenting the Read-Aloud (the first two pages).
(Paul Bunyan)
colossal, adj. Unbelievably large or great
Low What are some astonishing characteristics or things Example: On Jim’s family trip across the United
Vocabulary Word Work
that Paul Bunyan does to make him a larger-than-life
States, they stopped to drive up Pike’s Peak, a
admiration
colossal mountain in Colorado.
character? (He slept in a covered wagon and then on a
floating raft as a baby; when he rolled over he created
Variation(s): none
Teacher Model:
gigantic waves; when he sneezed, he blew the birds
frontier, n. The unsettled part of the American
Before Reading:
from California to Maine; etc.)
West
Introduce the read aloud by telling students that Paul Bunyan is a
Moderate An exaggeration is an overstatement of the
Example: Lewis and Clark explored the frontier
tall tale (see academic language to define for students).
with a skilled group of woodsmen.
truth. What things happen in this tall tale that can be
During Reading:
called exaggerations? (Paul Bunyan clearing the heavily Variation(s): frontiers
Discuss the images as you read and model how to use illustrations
forested Midwest; Paul and Babe doing the work of a
from the story to help students understand the plot.
21
After Reading:
Model how to use illustrations and details from the story to
understand the characters, setting, or plot by choosing image 5A1, 5A-2 or 5A-3 to write a paragraph about how the illustration
provides information about the characters, setting, or plot.
hundred men; Paul and Babe straightening the river;
inseparable, adj. Seemingly always together; not
etc.)
able to be separated
High How does the use of exaggeration in the tall tale
Example: The two brothers were inseparable
help you understand Paul Bunyan (answers may vary
during the summer.
but prompt students to discuss things such as it helps
Variation(s): none
you understand that Paul was larger than life, bigger
Day 2
than real people, stronger than real people and that
Academic Language:
Lesson
exaggeration-to magnify beyond the limits of
these were challenges; but he used them to his
Paul Bunyan (see Duval Reads Module 1 Read-aloud anthology)
advantage)
truth; overstate; represent disproportionately
Review what was read on the previous day. Complete the rest of
Low What are some things in this story that probably
Illustration-a sketch, drawing or picture; a picture
Presenting the Read-Aloud.
could happen in real life? (A boy can take care of an ox
or diagram that helps make something clear or
Before Reading:
calf; a person can cross the country; people can build
attractive
Review what you read on the previous day. Read the rest of Paul
plot--the structure of a story. The sequence in
new homes; etc.)
Bunyan.
Low What are things in this story that could not happen
which the author arranges events in a story.
Student Workbook Page 7:
in real life? (An ox cannot be blue; a man cannot make
tall tale-a fanciful or greatly exaggerated story
Have students complete workbook page 7 by writing a paragraph
an ax from a tree trunk; men cannot skate on a giant
describing the characters, setting, or plot of the tall tale using the
frying pan; etc.)
illustration.
Moderate Use the details from the text to tell about the
setting. How do these details help you visualize the
setting? (Answers may vary but should include some of
the following details: the story begins in a little town in
Maine. Paul’s family moved from the East Coast to the
West Coast-Minnesota. Minnesota was full of sawmills
and lumberjacks. The details of both settings help me
picture that the East Coast was too small for Paul and
that the West Coast was more fitting. The West Coast
had a lot of trees and rivers, etc.)
Check for Understanding: Evaluate students' completed workbook page and provide explicit feedback based on their understanding of the lesson objective.
Circle, Triangle, Square-(Circle) Something that is still going around in your head (Triangle) Something pointed that stood out in your mind (Square) Something that “Squared” or
agreed with your thinking.
Writing
Teachers, plan to integrate a review or introduction of rituals and routines throughout this module. Provided is a list of possible writing opportunities and development of rituals and routines. Please
choose the routine lesson to match the readiness of your class while increasing the integrity of what you expect students to accomplish as writers.
Ritual and Routine Mini Lesson Menu: (Lessons located on Blackboard under “Writing
Ritual and Routine Mini Lesson Menu: (Lessons located on Blackboard under “Writing
Resources”)
Resources”)
 Mini Lesson 1 Self Portraits
 Grammar
Rules of Writing Sentences
 Mini Lesson 2 Structure of Writing Instruction & Sketch Practice
 Mini Lesson 6 Journal Setup, part I
 Mini Lesson 3 Transitions of Writing Time
 Mini Lesson 7 Journal Setup, part II
 Mini Lesson 4 Turn and Talk
 Mini Lesson 8 Providing Feedback
 Mini Lesson 5 Developing a Story Idea
 Mini Lesson 9 When You’re Done
22
Mini Lesson
(Student Production)

Student pairs present and share a polished copy of the original sample. Use the personal
narrative checklist.
Supporting Duval Reads Text
Teachers, you may use the following read-aloud
text to provide examples and meaning to the craft
of writing: Paul Bunyan




23
Personal Narrative Checklist
Characters/ who
Setting/ where & when
Events/ details about what happened
Personal reaction/ how you felt
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
2nd grade ELA
Module 1 Fairy Tales and Tall Tales
6A Pecos Bill (pp. 62-69)
August 15-September 9, 2016
Module Guiding Question (to build background):
What lessons can I learn from reading fairy tales and Tall Tales?
Language Arts Objectives (LAFS):
Students will:
 Compare and contrast orally the characteristics of tall tales in “Paul Bunyan” with the characteristics of tall tales in “Pecos Bill” (LAFS.2.RL.3.9)
 Use illustrations and words in print or digital print to demonstrate understanding of the characters, setting, or plot in the tall tale, Pecos Bill (LAFS.2.RL.3.7)
 Describe major events and challenges in the tall tale, Pecos Bill (LAFS.2.RL.1.3)
 With assistance, categorize and organize characteristics about the tall tale “Pecos Bill” and “Paul Bunyan” into a chart (LAFS.2.W.3.8)
Core Content Objectives
Students will:
 Identify tall tales as a type of fiction
 Demonstrate familiarity with the tall tale “Pecos Bill”
 Identify the characters, plot, and setting of “Pecos Bill”
 Identify exaggeration and larger-than-life characters as characteristics of tall tales
Identify the exaggerations in “Pecos Bill”
Comprehension Questions ( w/ expected
Lesson Activities
Vocabulary
student response)
Comprehension questions are designed for energy, n. Power; the ability to be active
Day 1
students to provide evidence-based
Example: The children had a lot of energy to
answers that incorporate lesson vocabulary. burn at recess.
Lesson
Variation(s):
Pecos Bill (see Duval Reads Module 1 pp. 62-69)
Low Tall Tales usually include amazing
persuaded, v. Caused to do something by
Complete Introducing the Read-Aloud and complete the first half of Presenting
adventures. What amazing adventures does
asking, convincing, or arguing
the Read-Aloud (the first two pages).
Pecos Bill have? (He was raised by coyotes; he Example: The kids persuaded their parents
to get pizza for dinner.
defeats a giant rattlesnake; he tames a
Vocabulary Word Work
mountain lion; he rides a cyclone; etc.)
Variation(s): persuade
tame
Moderate What is the setting of this tall tale, or relaxed, v. Not tight or carefully controlled
where do most of Bill’s adventures take place? Example: Pearl relaxed the tension on the
Teacher Model:
(Texas) How do you know that this tall tale
leash so her dog could run in front of her.
Before Reading:
Variation(s): relax
takes place in Texas? (Answers may vary, but
Review some of the events that happened in Paul Bunyan. Tell students that
should include that Texas was part of the
tame, v. To train to obey people
today you will hear another tale tall entitled, Pecos Bill. Tell students that you will American frontier and many tall tales are set in
Example: The cowboy needed to tame his
compare and contrast information from both tall tales.
the frontier.)
wild horse.
24
During Reading:
While reading, stop and ask students questions about the events in the story.
After Reading: Use workbook page 5
Ask students to think about the two tall tales: Paul Bunyan and Pecos Bill. Model
how to think about how the two tall tales were alike and different. As a class,
begin filling out student workbook page 5 by noting things about the tall tale, Paul
Bunyan on the first “different” box. Have students refer back to the previous
student workbook page 4: Paul Bunyan as a reference tool.
Day 2
Lesson
Pecos Bill (see Duval Reads Module 1 Read-aloud anthology)
Review what you read on the previous day.
Complete the rest of Presenting the Read-Aloud.
Student Workbook Page 8
Before Reading:
Review yesterday’s lesson by asking questions about the read aloud.
After Reading:
Complete student workbook page 8. After completing student workbook page 8,
students will write a paragraph about how the two tall tales are alike and different
(information from student workbook page 7 and 8). If time does not permit, have
students write the paragraph as an independent writing center activity.
Low What are some things in this story that can
happen in real life? (A family can travel west
looking for a new home; people can raise cattle;
etc.)
Moderate What are examples of
Exaggeration in this tall tale? (A boy cannot be
raised by a coyote pack; a man cannot squeeze
the meanness out of a snake; A cowboy could
not lasso a cow with a snake; a man cannot
ride a mountain lion or a cyclone; etc.)
High How does Bill feel when he starts living
like a man? Use words from the text that make
you think so. (Answers may vary, but should
include that Bill had trouble living like a man at
first. He couldn’t stand the way his clothes
scratched and pulled at his skin, etc.)
Moderate Why is Pecos Bill’s ride on the
cyclone an important part of the story? (it
explains how the grand canyon was formed,
according to the tall tale)
Low Are tall tales fiction or nonfiction? (fiction)
How do we know this is a tall tale? (Answers
may vary, but may include that there is
exaggeration and a main character that seems
larger than life and has amazing adventures.)
Variation(s): tamed, taming
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
exaggeration-to magnify beyond the limits
of truth; overstate; represent
disproportionately
Illustration-a sketch, drawing or picture; a
picture or diagram that helps make
something clear or attractive
plot--the structure of a story. The sequence
in which the author arranges events in a
story.
tall tale-a fanciful or greatly exaggerated
story
Check for Understanding: Evaluate students' completed workbook page and provide explicit feedback based on their understanding of the lesson objective.
Writing
Teachers, plan to integrate a review or introduction of rituals and routines throughout this module. Provided is a list of possible writing opportunities and development of rituals and routines. Please
choose the routine lesson to match the readiness of your class while increasing the integrity of what you expect students to accomplish as writers.
Ritual and Routine Mini Lesson Menu: (Lessons located on Blackboard under “Writing
Ritual and Routine Mini Lesson Menu: (Lessons located on Blackboard under “Writing
Resources”)
Resources”)
 Mini Lesson 1 Self Portraits
 Grammar
Rules of Writing Sentences
 Mini Lesson 2 Structure of Writing Instruction & Sketch Practice
 Mini Lesson 6 Journal Setup, part I
 Mini Lesson 3 Transitions of Writing Time
 Mini Lesson 7 Journal Setup, part II
 Mini Lesson 4 Turn and Talk
 Mini Lesson 8 Providing Feedback
 Mini Lesson 5 Developing a Story Idea
 Mini Lesson 9 When You’re Done
25
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)
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)
Connection:
Previously I showed you how I would use the Personal Narrative Elements chart to plan out
my piece about my cat, Spencer.”
Teach (modeling):
“Today I will revisit the chart and I will show you how I use it to write my narrative. I want you
to watch closely the steps I take as I write my narrative.
“Spencer and I are the main characters. The setting is my bedroom at night and I am
asleep in my bed. The events are ‘dreaming I was swimming, waking up because Spencer
is licking me, and hugging Spencer while I fall back to sleep.’ The personal reaction is ‘I
am happy to have a friend like Spencer.’
“I reviewed the information on the personal narrative elements chart and now I am ready
to write. Teacher touches first page, if using booklet, or first line of chart paper. “On my first
page I will write, ‘I was dreaming about swimming when suddenly I woke up.’ On the next
page I’ll write, ‘My cat, Spencer, was licking my face. No wonder I felt wet! On the third page
I’ll write, ‘I hugged Spencer close and fell back to sleep.’ The last page is for my personal
reaction so I’ll write ‘I was so happy to have a friend like Spencer.’” [NOTE: This is NOT a
lesson about sounding out words with students. The teacher writes quickly.] “I am finished
with my writing. Now I am going to reread my writing to make sure it makes sense.”
[Teacher rereads writing as if reading it to her/himself].
Speaking and Listening
Standards
MiniLesson
(Teacher model)
Student Work Time
Independent Practice:
Supporting Duval Reads Text
Teachers, you may use the following read-aloud text
to provide examples and meaning to the craft of
writing: Pecos Bill
Materials
• Teacher’s completed Personal Narrative Elements
chart
• Enlarged booklet or chart pad, markers
• Teacher-created narrative or provided example
• Booklets or other paper choice available to students
Anchor Charts
Teaching Point/Notes
26
(writing production)
Go back to your seats and start writing, take out your personal narrative elements charts
and use it to help you plan your personal narrative. Think about the steps that I took as a
writer. As you are writing today, I will be looking to see how you use your personal
narrative elements chart to help you write your own personal narrative.
Closure:
Teacher shares one or two students’ writing who attempt to use the chart to plan their
narrative.
Resourced from http://www.pps.k12.or.us/departments/curriculum/2022.htm
27
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
2nd grade ELA
Module 1 Fairy Tales and Tall Tales
7A John Henry (pp. 71-78)
August 15-September 9, 2016
Module Guiding Question (to build background):
What lessons can I learn from reading fairy tales and Tall Tales?
Language Arts Objectives (LAFS):
Students will:
 Describe how the words from the “Ballad of John Henry” tell the story about John Henry (LAFS.2.RL.2.4)
 Use illustrations and words in print or digital print to demonstrate understanding of the characters, setting, or plot in the tall tale, Johns Henry (LAFS.2.RL.3.7)
 Describe major events and challenges in the tall tale, John Henry (LAFS.2.RL.1.3)
 Compare and contrast the characteristics of tall tales in “Paul Bunyan” and “Pecos Bill” with the characteristics of tall tales in “John Henry” (LAFS.2.RL.3.9)
 Identify new meanings for familiar words, such as tracks, and apply them accurately (LAFS.2.L.3.5 a)
 With assistance, find phrases from John Henry’s ballad and determine the meaning of the phrases and place into a chart (LAFS.2.W.3.8)
Core Content Objectives
Students will:
 Identify tall tales as a type of fiction
 Demonstrate familiarity with the tall tale “John Henry”
 Identify the characters, plot, and setting of “John Henry”
 Identify exaggeration and larger-than-life characters as characteristics of tall tales
Identify the exaggerations in “John Henry”
Comprehension Questions ( w/ expected student
Lesson Activities
response)
Comprehension questions are designed for students
Lesson
to provide evidence-based answers that incorporate
John Henry (see Duval Reads Module 1 pp. 71-78)
lesson vocabulary.
Vocabulary Word Work
Moderate A steam drill is a machine that makes tunnels
feat
by drilling holes in mountain sides. Why did people start
using steam drills rather than relying on people to cut
Teacher Model:
through rocks and mountains? (It was difficult work for
Before Reading: Create a chart to look similar to the activity sheet
people; the drills were faster than most people.)
located in the Duval Reads Module 1 anthology page 79 or use a
Low Why does John Henry feel that he could beat the
document camera to project the activity sheet.
steam drill? (Answers may vary but should include that he
was known to be undefeated in steel-driving competitions,
During Reading:
when he hit the spikes, sparks flew, etc.)
28
Vocabulary
challenge, n. A difficult task or problem
Example: The math problem was a challenge,
but the students were happy when they
accomplished it.
Variation(s): none
compete, v. To try to be better than someone
else at something
Example: The athletes at the Olympics
compete to be the best.
Variation(s): competes
feats, n. Achievements or deeds that require
courage or strength
Model how to find interesting phrases from the ballad of John Henry
while reading. For example, when you come to the phrase, “Well, a
man ain’t nothin’ but a man. But before I let a steam drill beat me
down”-write it down on the chart or project it on the screen (if you are
using the activity sheet from the anthology). Explain what the phrase
means: John Henry was getting ready for his competition with the
steam drill. He sang this part of the ballad to say, I am only a man
and not a machine and I will try my best not to let the machine beat
me/or win.
After Reading:
Find more phrases in the read aloud and determine the meaning of
the phrases as a class. Add the phrases and meanings to your chart.
Low The main character in a tall tale usually has an
amazing or unbelievable childhood. What is special about
John Henry’s childhood? (John Henry is born with a
hammer in his hand.)
High Feats are achievements that require courage or
strength. What amazing feats does John Henry perform?
(He can work longer and faster than a steam drill.)
Moderate What parts of this story can really happen?
(People really did lay railroad tracks; people had the
dangerous task of digging tunnels; etc.) What parts of this
story are exaggerations? (John Henry is born with a
hammer in his hand; as a boy he can do the work of a
man; etc.)
Moderate A legend is someone who is well-known for
doing something extremely well. Why is John Henry
considered a legend? (Answers may vary, but should
include that he was known as the most courageous man
who ever worked the railroad.)
High How is the John Henry tall tale different from the
other tall tales you have heard? (Answers may vary, but
may include that John Henry was a real person; the story
did not have as many adventures; John Henry did not
create/invent anything in nature; fewer exaggerations;
etc.)
Example: The acrobat landed gracefully on the
mat after the last of her amazing feats.
Variation(s): feat
solution, n. Something that solves a problem
Example: Wearing an extra coat was the
perfect solution to my problem of being cold.
Variation(s): solutions
steam, n. The hot air and/or water droplets
created when water is boiled
Example: The steam from the shower got on
the bathroom mirror.
Variation(s): none
Academic Language:
ballad-a simple narrative poem of folk origin,
composed in short stanzas and adapted for
singing
exaggeration-to magnify beyond the limits of
truth; overstate; represent disproportionately
meaning-the interpretation or significance of a
word, phrase, or text
tall tale-a fanciful or greatly exaggerated story
Check for Understanding: Turn and Talk- Have students turn and talk about one of the interesting phrases from the ballad of John Henry. Then have students discuss the
meaning of the phrase.
Writing
Teachers, plan to integrate a review or introduction of rituals and routines throughout this module. Provided is a list of possible writing opportunities and development of rituals and routines. Please
choose the routine lesson to match the readiness of your class while increasing the integrity of what you expect students to accomplish as writers.
Ritual and Routine Mini Lesson Menu: (Lessons located on Blackboard under “Writing
Ritual and Routine Mini Lesson Menu: (Lessons located on Blackboard under “Writing
Resources”)
Resources”)
 Mini Lesson 1 Self Portraits
 Grammar
Rules of Writing Sentences
 Mini Lesson 2 Structure of Writing Instruction & Sketch Practice
 Mini Lesson 6 Journal Setup, part I
 Mini Lesson 3 Transitions of Writing Time
 Mini Lesson 7 Journal Setup, part II
 Mini Lesson 4 Turn and Talk
 Mini Lesson 8 Providing Feedback
 Mini Lesson 5 Developing a Story Idea
 Mini Lesson 9 When You’re Done
29
MiniLesson
(Teacher model)
Student Work Time
(writing production)
Teach (modeling):
“Today we are going to look at a personal narrative one of my former students wrote. In this
piece, you will hear phrases/sentences where the author wandered off topic and started to
write about something that had nothing to do with what the writing is about.” Teacher reads
aloud:
‘One sunny weekend morning Checko and I got our go-carts out of the garage and we got
on our go-carts and we zipped onto the street. We skidded and we made black marks on the
street. Then we went to the zoo. We had peanut butter and jelly sandwiches and bananas
with chocolate.’ “Turn and share with your neighbor what you think this piece is mostly about
(go-carts) and any phrases or sentences you heard that did not go with the topic.” Teacher
puts transparency of the piece on overhead/Elmo, and then asks for volunteers to share.
Teacher crosses out shared phrases/sentences. “Writers, sometimes when we write, we put
words and sentences into our writing that do not make it better. Sometimes those words and
sentences make our writing unfocused. When that happens, we cross out those words and
sentences. Now let’s reread, leaving out the crossed out parts and see if it makes more
sense.”
Resourced from http://www.pps.k12.or.us/departments/curriculum/2022.htm
Today’s goal:
“Today during writing workshop you might choose to go back into a narrative you have
already written and take something away that doesn’t add to your writing, that doesn’t help
you stay on topic. If it doesn’t stay on topic, cross it out.”
30
Supporting Duval Reads Text
Teachers, you may use the following read-aloud text
to provide examples and meaning to the craft of
writing: John Henry


Materials
Student writing sample or teacher provided
sample (see sample on next page)
Overhead/Elmo
Teaching Point/Notes
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
2nd grade ELA
Module 1 Fairy Tales and Tall Tales
8A Casey Jones (pp. 80-87)
August 15-September 9, 2016
Module Guiding Question (to build background):
What lessons can I learn from reading fairy tales and Tall Tales?
Language Arts Objectives (LAFS):
Students will:
 Describe how the words from the “Ballad of Casey Jones” tell the story about Casey Jones (LAFS.2.RL.2.4)
 Compare and contrast orally the characteristics of tall tales in “Paul Bunyan,” “Pecos Bill” “John Henry,” and “Casey Jones” (LAFS.2.RL.3.9)
 Describe major events and challenges in the tall tale, Casey Jones (LAFS.2.RL.1.3)
 Use illustrations and words in print or digital print to demonstrate understanding of the characters, setting, or plot in the tall tale, Casey Jones (LAFS.2.RL.3.7)
 Find phrases from John Henry’s ballad and determine the meaning of the phrases and place into a chart (LAFS.2.W.3.8)
Core Content Objectives
Students will:
 Identify tall tales as a type of fiction
 Demonstrate familiarity with the tall tale “Casey Jones”
 Identify the characters, plot, and setting of “Casey Jones”
 Identify exaggeration and larger-than-life characters as characteristics of tall tales
Identify the exaggerations in “Casey Jones”
Comprehension Questions ( w/ expected student
Lesson Activities
Vocabulary
response)
Comprehension questions are designed for students mounted, v. To get on or climb up
Lesson:
to provide evidence-based answers that incorporate Example: The cowboy mounted his horse.
Casey Jones (see Duval Reads Module 1 (pp. 80-87)
lesson vocabulary.
Variation(s): mount
legendary, adj. Well-known; famous; like or having to
Vocabulary Word Work:
Low Who is the legendary character of this tall tale?
do with a legend
legendary
(Casey Jones)
Example: Lewis and Clark blazed a legendary trail
High Why is Casey Jones considered a remarkable
across the Louisiana Territory.
Student Workbook Page 9:
child? (He could drive a train before he could walk; as a
Variation(s): none
Before Reading
baby, he said “choo choo.”)
passengers, n. People traveling from one place to
Review yesterday’s read aloud and the chart that you created. High What remarkable feats does Casey Jones
another in a car, bus, or train
After Reading:
Example: The passengers got onto the bus at the bus
accomplish? (He was always on time.)
Have students complete workbook page 9 by finding
Moderate Were there any characters in this fictional tall stop.
interesting phrases from the Casey Jones’ ballad and
tale that were real figures? (yes, Casey Jones) What
Variation(s): passenger
determine the meaning of each phrase.
pride, adj. A feeling of respect for yourself
parts of this story could really happen? (People really
Scaffolds:
can be engineers and drive trains.)
31


For Struggling learners:
o Find interesting phrase from the ballad.
Work in a teacher-led small group to guide
students into determining the meaning of
the phrases that you found.
For Advanced Learners:
o Provide portions of the read aloud text to the
students. Have students find interesting
phrases and determine the meaning of the
phrase.
Low What parts of this story could not really happen?
(Cows won’t make more milk, or chickens lay more eggs
because of the sound of a train whistle; trains don’t really
go faster than the speed of light; etc.)
Moderate How do you know this story is a tall tale?
(There’s humor, exaggeration, a larger-than-life
character, etc.) [Have students give examples of each of
these characteristics.
High How is the Casey Jones tall tale similar to the John
Henry tall tale? (Answers may vary, but may include that
John Henry and Casey Jones were both real people;
Both tall tales did not have as many adventures; Both
men did not create/invent anything in nature; fewer
exaggerations; both tall tales included trains/railroads,
etc.)
High How is the Casey Jones tall tale different from the
Paul Bunyan and Pecos Bill tall tale? Answers may vary,
but may include that Casey was a real person unlike
Paul Bunyan and Pecos Bill; the story did not have as
many adventures; Casey Jones did not create/invent
anything in nature; fewer exaggerations; etc.)
Example: The musicians took great pride in their
performance.
Variation(s): none
Academic Language:
ballad-a simple narrative poem of folk origin,
composed in short stanzas and adapted for singing
exaggeration-to magnify beyond the limits of truth;
overstate; represent disproportionately
meaning-the interpretation or significance of a word,
phrase, or text
tall tale-a fanciful or greatly exaggerated story
Check for Understanding:
Turn and Talk- Have students turn and talk about one of the interesting phrases from the ballad of Casey Jones. Then have students discuss the meaning of the phrase.
…continue to the next page for Writing Lessons
Writing
Teachers, plan to integrate a review or introduction of rituals and routines throughout this module. Provided is a list of possible writing opportunities and development of rituals and routines. Please
choose the routine lesson to match the readiness of your class while increasing the integrity of what you expect students to accomplish as writers.
Ritual and Routine Mini Lesson Menu: (Lessons located on Blackboard under “Writing
Ritual and Routine Mini Lesson Menu: (Lessons located on Blackboard under “Writing
Resources”)
Resources”)
 Mini Lesson 1 Self Portraits
 Grammar
Rules of Writing Sentences
 Mini Lesson 2 Structure of Writing Instruction & Sketch Practice
 Mini Lesson 6 Journal Setup, part I
 Mini Lesson 3 Transitions of Writing Time
 Mini Lesson 7 Journal Setup, part II
 Mini Lesson 4 Turn and Talk
 Mini Lesson 8 Providing Feedback
 Mini Lesson 5 Developing a Story Idea
 Mini Lesson 9 When You’re Done
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.
32
Teaching Point/Notes
Self-Study/Professional Development for Classroom educators:
Reading and Writing Conferences: A Blended Approach
Here's a resource on Reading and Writing Conferences: A Blended Approach that includes
a short video on conferences as well as the organization, assessment, and communication
with parents about writing. See link below:
Reading and Writing Conferences: scheduling and organizing (by Scholastic)
33
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
2nd Grade ELA
Module 1 Fairy Tales and Tall Tales
Module Review (pp. 89-91)
August 15-September 9, 2016
Module Guiding Question (to build background):
What lessons can I learn from reading fairy tales and tall tales?
Language Arts Objectives (LAFS):
Students will:
 Recount events in a fairy tale and determine the central message, lesson, or moral (LAFS.2.RL.1.2)
 Use illustrations and words in print or digital print to demonstrate understanding of the characters, setting, or plot in a tall tale(LAFS.2.RL.3.7)
 Compare and contrast orally the characteristics of tall tales (LAFS.2.RL.3.9)
 Describe how the words from the “Ballad of John Henry” and “Ballad of Casey Jones” tell the story about the two characters
 (LAFS.2.RL.2.4)
Comprehension Questions ( w/
Lesson Activities
Vocabulary
expected student response)
Comprehension questions are
Module Review: (Duval Reads pp. 89-91)
designed for students to
Give students a key module
Choose one activity to review and reinforce the standards being assessed.
provide evidence-based
concept or vocabulary word
Read the Module Review activities carefully to determine which Module Review activity would best serve
answers that incorporate
such as tall tale. Have them
your students based on the students’ understanding of the assessed standards.
lesson vocabulary.
brainstorm everything that
All students need to practice the work of the standard in preparation for the module assessment.
comes to mind when they hear
(see Duval Reads Quarter 1 Read-aloud anthology)
-based on teacher selected
the word, such as
activities
exaggeration, humor, etc.
Record their responses on
chart paper, a chalkboard, or a
whiteboard for reference.
Check for Understanding: based upon teacher selected activities
Writing
Teachers, plan to integrate a review or introduction of rituals and routines throughout this module. Provided is a list of possible writing opportunities and development of rituals and routines. Please
choose the routine lesson to match the readiness of your class while increasing the integrity of what you expect students to accomplish as writers.
Ritual and Routine Mini Lesson Menu: (Lessons located on Blackboard under “Writing
Ritual and Routine Mini Lesson Menu: (Lessons located on Blackboard under “Writing
Resources”)
Resources”)
 Mini Lesson 1 Self Portraits
 Grammar
Rules of Writing Sentences
 Mini Lesson 2 Structure of Writing Instruction & Sketch Practice
 Mini Lesson 6 Journal Setup, part I
 Mini Lesson 3 Transitions of Writing Time
 Mini Lesson 7 Journal Setup, part II
 Mini Lesson 4 Turn and Talk
 Mini Lesson 8 Providing Feedback
 Mini Lesson 5 Developing a Story Idea
 Mini Lesson 9 When You’re Done
34
Writing Standards
Personal Narrative
Language Standards
Speaking and Listening
Standards
Mini Lesson
(Teacher model)
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)
 Today we are going to learn- that a good lead grabs the readers’ attention and makes
them want to read on. Today we are going to investigate different types of leads.
 Teach (modeling): When I read aloud Helen Keller and the Big Storm by Patricia Lakin
there is a hint of a problem. This is one way a writer can start. Today we will be focusing
on four different kinds of leads: description of character, description of setting, a hint of a
problem, and dialogue.” Refer to chart paper with identified leads/definitions. Read an
example of each type of lead (i.e., character: Diary of a Wombat by Jackie French; setting:
When I Was Little by Toyomi Igus; dialogue: Grandpa’s Teeth by Rod Clement; hint of a
problem: I Like Where I Am by Jessica Harper). Then model looking over the choices on
the chart and deciding which type of lead you just read. “As partners you will get an
example of a lead from a story. You will read the lead and decide what kind of lead it is
and why you think so.” Choose a student to be your partner and model reading the lead
and discuss with your partner to decide what type of lead you read. “Now we will read the
lead example.” (Read it aloud.) “Next, we will look at our Leads Chart to remind ourselves
of our choices and then talk together to decide which type of lead we read.
 We think this is an example of a ____________ lead” (insert choice from chart).
 Now it’s your turn to: Teacher distributes examples of leads to partners and allows a few
minutes for students to read lead, identify type of lead and come up with their reasons.
“Who would like to share the lead from _________ (name of book) and tell how they know
what type of lead it is?” Rest of class gives thumbs up if they agree. Make sure each lead
35
Materials
• Chart paper with leads and definitions under
each
• Chart markers
• Examples of various leads from literature
models typed on strips (one per strip) that can be
glued to chart under appropriate lead category
(may want to have copy of mentor texts on
hand)
Teaching Point/Notes
Student Work Time
(writing production)
passed out gets read and identified. As students share their leads, glue copy of lead under
correct lead heading.
Resourced from http://www.pps.k12.or.us/departments/curriculum/2022.htm
Today, students will accomplish two goals:
1. Revise opening of story
2. Revise opening of paragraphs
Teachers help students to-Today as you are writing, see how you can use one of these
examples of leads to revise the beginning of a piece you have already written or you may
choose to begin a new piece. If you choose to work on a previously written piece, you may
want to use one of the revision strips we learned about earlier to add to your story.
ClosureStudents share their newly revised lead and share what type it is.
36
Teaching Point/Notes
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
nd
2 Grade ELA
Module 1 Fairy Tales and Tall Tales
Module Assessment
August 15-September 9, 2016
Module Guiding Question (to build background):
What lessons can I learn from reading fairy tales and tall tales?
Language Arts Objectives (LAFS):
Students will:
 Recount stories, including fables and folktales, from diverse cultures, and determine their central message, lesson or moral (LAFS.2.RL.1.2)
 Describe how words and phrases supply rhythm and meaning in a story, poem or song (LAFS.2.RL.2.4)
 Use information gained from the illustrations and words in print or digital text to demonstrate understanding of its characters, setting, or plot (LAFS.2.RL.3.7)
 Compare and contrast two or more versions of the same story by different authors or from different cultures (LAFS.2.RL.3.9)
Comprehension Questions ( w/
Lesson Activities
Vocabulary
expected student response)
Comprehension questions are
Before the Module Assessment, review some of the test taking strategies with your students (see the K-2 Test
designed for students to provide
n/a
Taking Strategies document in the resource folder). Select the strategies that apply to the type of test they will
evidence-based answers that
be taking during this Module Assessment (read aloud, reading on their own, selected response questions,
incorporate lesson vocabulary.
extended or constructed response questions, etc.)
-see Module Assessment questions
Due to 2016-2017 revisions, disregard student assessment sheets on pages 105-108 of the anthology. The
updated assessment document questions can be found in the student workbook. The teacher directions, answer
key, rubric and data tracker can be found in the resource folder.
You will have the choice to give either the Standards Based Module Assessment or the Content Based Module
Assessment (taken from Core Knowledge). You do not have to give both assessments to your students.
Standards Based Module Assessment: Workbook pages 10-14
The assessment includes two read aloud texts from Duval Reads Grade 1 Module 3 Different Lands, Similar Stories
(both read alouds can be found in the Grade 2 Quarter 1 anthology on pages 96-104). Both texts are above the grade
level text complexity band, so teachers will read the text and questions aloud to students. Students will then answer
twelve selected response questions (on student workbook pages 10-14) which will assess their listening comprehension.
The assessment has two parts. Both parts will be taken on the same day to support RI.3.9 (comparing and contrasting).
An answer key, rubric, and data tracker are provided for grading and data analysis.
37
Part 1: Tell students that you are going to read a story titled Little Red Riding Hood. Remind them to listen carefully and
pay attention to the images as they will be answering questions afterwards. Read the “Presenting the Read Aloud”
section to students without stopping to ask questions or promoting discussions. Then read aloud the questions and
answer choices to students. Allow time for students to answer the questions on the student assessment sheet.
Part 2: Tell students that you are going to read a story titled Hu Gu Po. Remind them to listen carefully and pay attention
to the images as they will be answering questions afterwards. Read the “Presenting the Read Aloud” section to students
without stopping to ask questions or promoting discussions. Then read aloud the questions and answer choices to
students. Allow time for students to answer the questions on the student assessment sheet.
Content Based Module Assessment: Workbook pages 15-16
Part 1:
Directions: I am going to read several sentences about the tall tales you have recently heard. If what I describe in the
sentence is true of the tall tales, circle the smiling face. If what I describe in the sentence is false, circle the frowning face.
1. Tall tales are fictional stories. (smiling face)
2. Tall tale characters are just like you or me. (frowning face)
3. An important part of tall tales is exaggeration. (smiling face)
4. Exaggeration means describing the truth exactly as it is without overstating it. (frowning face)
5. The settings of tall tales are often places on the American frontier. (smiling face)
6. The tall tale character Paul Bunyan was a famous logger who cleared land in the frontier with his blue ox, Babe.
(smiling face)
7. The tall tale about Casey Jones said that he rode a horse. (frowning face)
8. The tall tale character Pecos Bill was also a logger like Paul Bunyan. (frowning face)
9. The tall tale about John Henry said that he was born with a hammer in his hand. (smiling face)
Part 2:
Directions: I am going to read some questions. After I read each one, think about the answer. Write words, phrases, or
sentences that come to mind when you hear each question.
Note: You may have some students respond orally if they are not able to respond in writing.
1. Who was your favorite fairy tale character? Why? (If needed, remind students of the fairy tales they heard at the
beginning of the module: “The Fisherman and His Wife,” “The Emperor’s New Clothes,” and “Beauty and the Beast.”)
2. Identify two exaggerations from any of the tall tales you heard. Make sure to also identify the character in each
exaggeration. (If needed, remind students of the tall tales they heard during this module: “Paul Bunyan,” “Pecos Bill,”
“John Henry,” and “Casey Jones.”)
3. What was your favorite fairy tale or tall tale setting? Why?
Check for Understanding:
Module Assessment
See Writing lesson on next page
38
Writing
Teachers, plan to integrate a review or introduction of rituals and routines throughout this module. Provided is a list of possible writing opportunities and development of rituals and routines. Please
choose the routine lesson to match the readiness of your class while increasing the integrity of what you expect students to accomplish as writers.
Ritual and Routine Mini Lesson Menu: (Lessons located on Blackboard under “Writing
Ritual and Routine Mini Lesson Menu: (Lessons located on Blackboard under “Writing
Resources”)
Resources”)
 Mini Lesson 1 Self Portraits
 Grammar
Rules of Writing Sentences
 Mini Lesson 2 Structure of Writing Instruction & Sketch Practice
 Mini Lesson 6 Journal Setup, part I
 Mini Lesson 3 Transitions of Writing Time
 Mini Lesson 7 Journal Setup, part II
 Mini Lesson 4 Turn and Talk
 Mini Lesson 8 Providing Feedback
 Mini Lesson 5 Developing a Story Idea
 Mini Lesson 9 When You’re Done
Mini Lesson
(Teacher model)
Student Work Time
(writing production)

Today we are going to learn- to look at how we can make our writing more interesting to
the reader by adding details that describe the sights, sounds, smells, tastes, textures and
emotions.
 Teach (modeling):“I read Owl Moon to you a few days ago. In the book, Pa and the little
girl are searching for an owl. Remember the part where they finally heard the owl? (Read
page 18 aloud.) The author, Jane Yolen, could have said, ‘Pa called out and an owl
answered back’ (in boring voice) but instead she paints us a beautiful picture of the sights
and sounds that occurred in that moment. As I reread this page, listen carefully for the
details, special words and phrases (groups of words) she uses, to help us create pictures
in our minds. Notice words that pop out in your mind.
 Now it is your turn to- Turn and talk about one idea you heard.
Resourced from http://www.pps.k12.or.us/departments/curriculum/2022.htm
Today, students will accomplish two goals:
1. Add details to writing OR
2. Start a new piece
Teacher help students with- adding details. Use conferring strategies.
Closure- Teacher chooses 2-3 students who have used details in their writing to share.
39



Materials
Owl Moon by Jane Yolen or other mentor
text with strong examples of detail (most
effective for this lesson when previously
read and concept of “details” pre-taught
through Read Aloud)
Paper choice (booklets, journals, blank
paper, writing paper)
Chart paper and markers, optional
Teaching Point/Notes
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
2nd Grade ELA
Module 1 Fairy Tales and Tall Tales
Culminating Activities (pp. 111-115)
August 15-September 9, 2016
Module Guiding Question (to build background):
What lessons can I learn from reading fairy tales and tall tales?
Language Arts Objectives (LAFS):
Students will:
 Recount events in a fairy tale and determine the central message, lesson, or moral (LAFS.2.RL.1.2)
 Use illustrations and words in print or digital print to demonstrate understanding of the characters, setting, or plot in a tall tale(LAFS.2.RL.3.7)
 Compare and contrast orally the characteristics of tall tales (LAFS.2.RL.3.9)
 Describe how the words from the “Ballad of John Henry” and “Ballad of Casey Jones” tell the story about the two characters (LAFS.2.RL.2.4)
Lesson Activities
Culminating Activities:
- Based on the student’s end of module assessment, choose activities to remediate needed weaknesses and
provide opportunities for enrichment. Remediation activities should be standards-based and align to the data
collected from journal artifacts and the end of module assessment. (see Duval Reads Grade 2 Quarter 1
Anthology)
Comprehension Questions
(w/ expected student response)
Comprehension questions are
designed for students to
provide evidence-based
answers that incorporate
lesson vocabulary.
Vocabulary
Review core vocabulary words
based upon students’
performance on the end of
module assessment.
-based upon chosen lesson
activities (see Culminating
Activities)
Check for Understanding:
Student work samples and teacher observation (with anecdotal notes) can be utilized as assessments to determine success of remediation and enrichment.
Writing
Teachers, plan to integrate a review or introduction of rituals and routines throughout this module. Provided is a list of possible writing opportunities and development of rituals and routines. Please
choose the routine lesson to match the readiness of your class while increasing the integrity of what you expect students to accomplish as writers.
Ritual and Routine Mini Lesson Menu: (Lessons located on Blackboard under “Writing
Ritual and Routine Mini Lesson Menu: (Lessons located on Blackboard under “Writing
Resources”)
Resources”)
 Mini Lesson 1 Self Portraits
 Grammar
Rules of Writing Sentences
 Mini Lesson 2 Structure of Writing Instruction & Sketch Practice
 Mini Lesson 6 Journal Setup, part I
 Mini Lesson 3 Transitions of Writing Time
 Mini Lesson 7 Journal Setup, part II
 Mini Lesson 4 Turn and Talk
 Mini Lesson 8 Providing Feedback
 Mini Lesson 5 Developing a Story Idea
 Mini Lesson 9 When You’re Done
40
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:
Beginning Procedures for Writing Conferences
Wondering how to get started with writing, and writing conferences? Two Writing Teachers
offer a short video on Beginning Procedures that you may find useful.
Writing Conferences: procedures (blogger)
41
Teaching Point/Notes