DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
2nd Grade ELA
Module 8 Insects
1A Insects Everywhere! pg 140-146
February 23- March 16, 2017
Module Guiding Question (to build background):
What are insects?
Language Arts Objectives (LAFS):
Students will:
 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding about key details in a text (LAFS.2.RI.1.1)
 With assistance, categorize and organize facts and information from Insects Everywhere (LAFS.2.W.3.8)
 Ask questions to clarify directions for a research and writing activity involving insects (LAFS.2.SL.1.3)
Core Content Objectives
Students will:
 Explain that insects are the largest group of animals on Earth
 Explain that there are many different types of insects
 Explain that most insects live solitary lives, but some, such as honeybees, paper wasps, ants, and termites, are social
 Explain that insects live in virtually every habitat on Earth, with the exception of the oceans
Lesson Activities
Lesson:
Insects Everywhere (see Duval Reads
Module 8 pg 140-146)
Vocabulary Word Work:
habitats
Group Activity:
Before Reading:
Post the magnetic Lakeshore Ask and
Answer Questions to use during the read
aloud. Explain to students they will need to
help fill out the graphic organizer. Assign
each student a box from the chart to come
up with questions.
During Reading:
Model how to ask and answer questions
about a text by completing the Ask and
Comprehension Questions ( w/ expected student response)
Comprehension questions are designed for students to provide evidencebased answers that incorporate lesson vocabulary.
Low Insects are the largest group of animals on Earth. Why do you think they are
the largest group of animals? (There are many types of insects)
Low Insects are able to survive in most habitats. In what large water habitat are
insects unable to survive? (oceans)
Moderate Many insects depend upon host plants to stay alive. In what ways do
these host plants help the insects? (provide food and a place to lay eggs)
High In the read aloud, you heard that flies are solitary, or live on their own. How
are ants, which are social insects, different from solitary insects, like a fly?
(Answers may vary but should include that social insects live in groups.)
Moderate In the read aloud you heard that ladybugs, lacewings, and ambush
bugs are some of the most helpful insects on Earth. Describe how they are
helpful. (Ladybugs-they feed on aphids and the eggs of moths and beetles that
destroy crops. Lacewings and ambush bugs also eat aphids, so farmers are
happy when they see these insects on their plants.)
Moderate In the read aloud you heard that some insects are pests. Name some
of the insects that are pests and describe why they are labeled as pests.
1
Vocabulary
Core Lesson Vocabulary:
habitats, n. The natural homes or environments
of plants and animals
Example: Desert habitats are home to plants
and animals that can survive without regular
rainfall.
Variation(s): habitat
host, n. A plant or animal on which, or in which,
another organism lives
Example: The milkweed plant is a host for the
Monarch butterfly. Variation(s): hosts
insects, n. Small animals with six legs and
three main body parts
Example: Mackenzie likes all kinds of insects,
especially butterflies.
Variation(s): insect
social, adj. Living together in organized
communities
Answer Questions graphic organizer chart
as a class while reading the read aloud,
Insects Everywhere. After the chart is
completed as a class have students practice
asking and answering questions about
today’s text.
(Grasshoppers, leafhoppers, and aphids are all pests. These insects feed off of
the leaves and stems of many plants. They can destroy the crops of farmers)
Example: The social honeybees worked all
through the night to take care of the queen bee.
Variation(s): none
solitary, adj. Living alone or in pairs
Example: The solitary fly circled the foodcovered table alone before landing on my ham
sandwich.
Variation(s): none
Academic Language:
Key details- A point of information in a text that
strongly supports the meaning or tells the story.
A statement that defines, describes or otherwise
provides information about the topic, theme or
main idea.
*Please note that it is suggested that you
begin checking trade books out from the
local library or search for insect trade
books that you may already have for
students to begin using as part for their
research project. You may also
announce to your students that they will
be researching an insect during this
module and to begin thinking about
which insect to research. Also
encourage students to check out books
from the school’s media center related to
insects.
Check for Understanding: Have students grab a partner and practice asking and answering questions about facts they learned from today’s read-aloud.
2
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
2nd Grade ELA
Module 8 Insects
2A What Makes an Insect an Insect? Pg 148-155
February 6-24, 2017
Module Guiding Question (to build background):
What are insects?
Language Arts Objectives (LAFS):
Students will:
 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding about key details in a text (LAFS.2.RI.1.1)
 Identify the main purpose of What Makes an Insect an Insect? including what the author wants to explain (LAFS.2.RI.2.6)
 With assistance, categorize and organize facts and information from What Makes an Insect an Insect (LAFS.2.W.3.8 )
 Recount a personal experience with insects with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences (LAFS.2.SL.2.4)
Core Content Objectives
Students will:
 Explain that insects are the largest group of animals on Earth
 Explain that there are many different types of insects
 Classify and identify particular insects as small, six-legged animals with three main body parts
 Identify and describe the three main body parts of insects: head, thorax, and abdomen
 Identify the placement and/or purpose of an insect’s body parts
 Describe an insect’s exoskeleton
 Explain why spiders are not insects
Essential
Question
(Standards
Driven)
How can asking
and answering
questions help me
understand key
details in a text?
Lesson Activities
Lesson:
What Makes an Insect an Insect? (see Duval
Reads Module 8 Pg 148-155)
Vocabulary Word Work:
habitats
Student Workbook Activity:
Before Reading: Review how you
generated questions during the lesson
yesterday. Explain that today as you are
Comprehension Questions ( w/ expected student
response)
Comprehension questions are designed for students
to provide evidence-based answers that incorporate
lesson vocabulary.
Low What makes an insect an insect? (All insects have
three body parts: head, thorax, and abdomen. They also
have exoskeletons, or hard outer coverings.)
Moderate In this read-aloud you heard about, and saw
pictures of, many different insects. Based on what you
heard and on the pictures you saw, what do you think the
author was trying to explain in this read-aloud? (The author
was trying to explain what makes an insect an insect and
3
Vocabulary
Core Lesson Vocabulary:
abdomen, n. The end part of an insect’s body;
the body segment that contains the digestive
and reproductive structures
Example: The abdomen is the largest body part
of most insects.
Variation(s): abdomens
antennae, n. Sensory appendages, or feelers,
on the heads of insects
reading they will write at least one question
per box on workbook page 77.
During Reading: Periodically pause and
allow students to write down questions in
their workbook.
After Reading: Students will then answer
the questions using the Ask and Answer
Questions graphic organizer.
that, although there are many different types of insects,
they all have the same body types.)
Low Crickets are unique with one particular body part. On
what part of the cricket’s body are its ears located? (its
front legs just below the knee joint)
Moderate Show image 2A-8: Cockroach, aphids,
mosquito, and bee. Look at these insect mouth parts
again. Which insects bite and chew their food?
(cockroaches) How can you tell? (by the shape of its
mouth; no long tube for sucking or sharp object for
piercing) Which insect has a mouth shaped like a straw
and is used to suck out sap from plant leaves and stems?
(aphid) Which insect has a long tongue that is used to suck
nectar from flowers? (bee) Which insect has a sharp
mouthpart that is used to pierce the skin of its prey?
(mosquito)
High Compare and contrast differences and similarities of
an insect’s skeleton to your skeleton. In what ways is an
insect’s skeleton different from yours? (It is on the outside
of the body and is called the exoskeleton; it is hard like
armor.) In what ways is it the same? (They serve the same
purpose—protection and support; both are flexible; and
both have muscles attached.)
Low Show image 2A-13: Caterpillar with focus on true legs
and prolegs. Insects have six legs. This caterpillar has
many more legs than that. Is it an insect? Why or why not?
(Yes; it has six true legs and the rest are prolegs, or false
legs.)
Example: The mosquito’s feathery antennae
provide it with a highly developed sense of
smell.
Variation(s): antenna
exoskeletons, n. The stiff body coverings of
insects, providing support and protection;
skeletons on the outside of the body
Example: The thick exoskeletons on beetles
protect them from being squashed by larger
This activity will give students practice with
animals.
asking and answering questions as they
Variation(s): exoskeleton
begin using trade books to look for
microscopic, adj. Refers to something that is
information about their insect. Please note
too small to be seen without the aid of a
that the actual research for the project will
microscope; very small
begin during the pausing point within this
Example: Tiny microscopic bugs live in the
module.
pond behind my house, but they are too small
for me to see with my eyes alone.
Variation(s): none
thorax, n. The middle part of an insect’s body
between the head and the abdomen; the body
segment that contains the heart and the leg
attachments
Example: Joshua’s favorite dragonflies have a
bright green thorax.
Variation(s): thoraxes, thoraces
Academic Language:
Key details-A point of information in a text that
strongly supports the meaning or tells the story.
A statement that defines, describes or
otherwise provides information about the topic,
theme or main idea.
Check for Understanding: Evaluate students' completed workbook page and provide explicit feedback based on their understanding of the lesson objective.
4
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
2nd Grade ELA
Module 8 Insects
3A Life Cycles of Insects pg 157-162
February 6-24, 2017
Module Guiding Question (to build background):
What are insects?
Language Arts Objectives (LAFS):
Students will:
 Identify the main purpose of What Makes an Insect an Insect? including what the author wants to explain (LAFS.2.RI.2.6)
 With assistance, categorize and organize facts and information Life Cycles of Insects (LAFS.2.W.3.8 )
Core Content Objectives
Students will:
 Describe insect life cycles and the processes of complete and incomplete metamorphosis
 Describe how some insects look like miniature versions of adults when they are born from eggs
 Explain why some insects molt
 Describe how some insects go through four distinct stages of development, including egg, larva, pupa, and adult
Essential
Question
Comprehension Questions ( w/ expected
Lesson Activities
Vocabulary
(Standards
student response)
Driven)
How can including
Comprehension questions are designed for
Core Lesson Vocabulary:
what the author
Lesson:
students to provide evidence-based answers
larva, n. The immature stage of an insect’s
wants to answer,
3A Life Cycles of Insects
that incorporate lesson vocabulary.
complete metamorphosis, between egg and
explain, or
(see Duval Reads Module 8 pg 157-162)
pupa; insect larva do not resemble the adult
describe help me
Low What word is used to describe the
insect
identify the main
Vocabulary Word Work:
progression of events, or change, that occurs in
Example: A butterfly egg turns into a larva
purpose of a text? habitats
an insect’s development?(metamorphosis)
known as a caterpillar.
Low Show Image Cards 6 (Complete
Variation(s): larvae
Teacher Model Activity
Metamorphosis) and 7 (Incomplete
metamorphosis, n. The process of change,
Before Reading: Show Author’s Purpose poster
Metamorphosis). Some insects undergo a
taking place in two or more distinct stages, in
found in resource folder. Explain that authors write for complete metamorphosis, whereas others
the life of an insect
four main purposes.
undergo an incomplete metamorphosis. What
Example: Tadpoles develop into frogs during a
1. To inform: to teach: non-fiction
stages are the same in both complete and
process of change known as metamorphosis.
2. To persuade: to convince
incomplete metamorphoses? (egg, adult)
Variation(s): metamorphoses
3. To entertain: to make you laugh: fiction
Moderate Is the change that takes place in the
molt, v. To shed old feathers, hair, skin, or
4. To express: convey an opinion or feeling
growth of human beings more like that of
shells, making way for new
complete or incomplete metamorphosis? Why?
growth
5
Explain that sometimes a title will give a hint to what
the writer wants the reader to know. Headings, author
notes, and table of contents will also help identify the
author’s purpose.
Guide students to think about the following:
1. Purpose = why they think the author wrote
the text
2. Evidence = what the author wanted the
reader to learn
3. Point of View = Did the author have a
motive? (Wrote about dogs because he loves
dogs.)
During Reading:
Model how to determine the author’s purpose by
completing the Author’s Purpose graphic organizer as
a class. (a paper copy is in the resource folder)
After Reading:
Model how to take the information from the graphic
organizer and write a paragraph explaining the
author’s main purpose of the text.
Suggested answers:
Author’s Purpose: Inform us about the different life
cycles of an insect.
Evidence: complete metamorphosis: egg, larva, pupa,
adult (go through a complete change) (butterflies,
moths, beetles, flies)
Evidence: incomplete metamorphosis: egg, nymph,
adult (looks just like the adult)
Evidence: Insects life cycle is short and so we have a
lot of insects.
Evidence: a cicada has a long life cycle because they
stay in a nymph stage for 13-17 years underground in
a tree’s roots.
(Incomplete; Like insect nymphs, human infants
resemble their adult parents from birth.)
High In today’s read-aloud, you heard that beetle
larvae are called grubs. From that information
alone, can you tell whether beetles undergo
complete or incomplete metamorphosis? How?
(Yes, they must go through a complete
metamorphosis because the terms larva and
larvae, although similar to the nymph stage of
incomplete metamorphosis, are only used to
describe those insects undergoing a complete
change in which the young do not resemble the
adult insects.)
Moderate Most insects molt or shed their
exoskeletons. Why do most insects molt? (to
make way for new growth)
Low In which stage of development do insects
often look like tiny worms? (larval stage; larvae)
Moderate In which season(s) of the year would
you expect to see the most insects? Why?
(Answers may vary, but should include the fact
that many insects lay eggs that hatch in spring.)
Check for Understanding: Turn and Talk: What do you think the author wants to answer, explain, or describe in this read aloud?
6
Example: As it grows, a snake will molt, leaving
behind the skin it sheds.
Variation(s): molts, molted, molting
nymph, n. The immature stage of an insect that
does not undergo a complete metamorphosis,
between egg and adult; the nymph resembles
the adult insect
Example: The nymph stage of a cicada can last
for years before the cicada emerges as a fullydeveloped, winged adult.
Variation(s): nymphs
progression, n. A continuous and connected
series of actions or events
Example: The progression of the phases of the
moon from new moon to full moon and back to
new moon again follows a predictable pattern.
Variation(s): progressions
pupa, n. The inactive, immature
Academic Language:
Describe-To convey in words the appearance,
nature, and/or attributes of literary or
informational text using vivid observations.
Explain-To make plain or clear; to make known
in detail.
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
2nd Grade ELA
Module 8 Insects
4A Social Insects: Bees and Wasps pg 164-171 February 6-24, 2017
Module Guiding Question (to build background):
What are insects?
Language Arts Objectives (LAFS):
Students will:
 Identify the main purpose of What Makes an Insect an Insect? including what the author wants to explain (LAFS.2.RI.2.6)
 With assistance, categorize and organize facts and information Life Cycles of Insects (LAFS.2.W.3.8 )
Core Content Objectives
Students will:
 Explain that most insects live solitary lives, but some, such as honeybees and paper wasps, are social
 Distinguish between social and solitary insects
 Describe how all members of a social insect colony come from one queen
 Describe the roles of honeybee workers, drones, and queens
 Describe how honeybees communicate with one another through “dances”
Essential
Question
(Standards
Driven)
How can including
what the author
wants to answer,
explain, or
describe help me
identify the main
purpose of a text?
Lesson Activities
Lesson:
Social Insects: Bees and Wasps (see Duval
Reads Module 8 pg 164-171)
Vocabulary Word Work:
Cooperate
Student Workbook Activity:
Have students determine the author’s
purpose by completing the Author’s Purpose
graphic organizer found on page 78 in their
student workbook. Students will then take the
information from the graphic organizer and
write a paragraph explaining the author’s
Comprehension Questions ( w/ expected student
response)
Comprehension questions are designed for students
to provide evidence-based answers that incorporate
lesson vocabulary.
Low The queen bee is always the largest bee in the hive,
and she has only one job to do. What is the job of the
queen bee? (She must lay eggs, lots and lots of eggs. She
must produce more queens for other hives and make sure
there are enough worker bees to do the work in her own
hive).
Low Why are there more female bees than male bees in
the hive? (The females are the worker bees and many
more of them are needed to do the work of the hive.)
Low What are the male bees called? (drones)
7
Vocabulary
Core Lesson Vocabulary:
colonies, n. Communities of animals living
close together, often sharing a physically
connected structure like a beehive
Example: Scientists are concerned over the
disappearance of some bee colonies.
Variation(s): colony
cooperate, v. To work together for the good of
everyone or everything involved
Example: Students cooperate with their
teachers and their classmates so that everyone
can learn.
Variation(s): cooperates, cooperated,
cooperating
main purpose of the text either on the back of
the workbook page or attached to the
workbook page.
Scaffold:
 For struggling learners:
o In a teacher-led group use
the author’s purpose poster
found in resource folder.
Go through the questions
to fill in the boxes on the
graphic organizer. Ask
students WHY they think
the author wrote the text
and place the answer in
author’s purpose box.
Continue the same process
for each box. Students
should give at least two
pieces of evidence.
Provide sentence starters
for students to write their
paragraph.
Moderate Honeybees and paper wasps are social insects?
How do you know they are social? (Both live in
communities, or groups.) What are these groups
called?(colonies)
High Show image 4A-11: Paper wasp nest. Both
honeybees and wasps build nests for their colonies.
Describe how the nests are the same and how they are
different. (Same: Both have cells or chambers to hold the
developing eggs. Different: Honeybees construct their
honeycombs with wax from their abdomens, whereas
wasps scavenge for building materials to build their papery
nests. Wasps do not store honey in their nests.)
Moderate Why do you think it is important for honeybees
to perform the waggle dance? (It is a means of
communication, letting their fellow foragers know where the
best flower nectar can be found.)
High Which member(s) of the hive do you think are most
important to the hive’s survival? (Answers may vary. Be
sure to discuss the cooperative nature of the hive—all roles
are necessary and equally important but emphasize that all
members of the colony come from the one queen.)
drones, n. Male bees in social bee colonies
whose job is to fertilize the queen
Example: The queen bee left her hive to mate
with the drones before returning to the hive to
lay her eggs.
Variation(s): drone
pollen, n. A fine, powdery substance produced
within flowers, its transport from flower to flower
being necessary for new flower seeds to grow
Example: Many fruit trees depend upon the
honeybee to transport pollen to the tree so it will
produce fruit.
Variation(s): none
societies, n. Groups of people or animals living
together in organized communities
Example: Social ants live in societies called
colonies.
Variation(s): society
Academic Language:
describe-To convey in words the appearance,
nature, and/or attributes of literary or
informational text using vivid observations.
explain-To make plain or clear; to make known
in detail.
Check for Understanding: Evaluate students' completed workbook page and provide explicit feedback based on their understanding of the lesson objective.
8
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson Name
Module Date Range
2nd grade ELA
Module 8 Insects
Pausing Point pg 173-179
February 6-24, 2017
Module Guiding Question (to build background):
What are insects?
Language Arts Objectives (LAFS):
Students will:
•
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding about key details in a text (LAFS.2.RI.1.1)
•
Identify the main purpose of What Makes an Insect an Insect? including what the author wants to explain (LAFS.2.RI.2.6)
•
Participate in a research project on insects (LAFS.2.W.3.7)
•
Ask questions to clarify directions for a research and writing activity involving insects (LAFS.2.SL.1.3)
•
Recount a personal experience with insects with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences (LAFS.2.SL.2.4)
Essential
Comprehension
Question
Lesson Activities
Questions ( w/ expected
Vocabulary
(Standards
student response)
Driven)
Comprehension
Core Lesson
How can I ask and Lesson:
questions are designed
Vocabulary:
answer questions Pausing Point (see Duval Reads Module 8 pg 173-179)
for students to provide
such as who,
evidence-based answers Give students a key
what, where,
At this point, students should know which insect that they would like to research. It is suggested that
that incorporate lesson
domain concept or
when, why and
teachers utilize the media center or local library for books. Teachers may also encourage parents to
vocabulary.
vocabulary word such
how about key
utilize the local libraries for books to complete research. Here are a few websites that you may find
as exoskeleton. Have
details in a text?
helpful while students are researching their insects:
them brainstorm
San Diego Zoo Insect Page
-see Duval Reads Module
everything that
How can I identify http://kids.sandiegozoo.org/animals/insects
8 Read-aloud anthology
comes to mind when
the main purpose University of Michigan Wasps, Bees, and Ants
they hear the word,
of a text?
http://www.biokids.umich.edu/critters/Hymenoptera/pictures
such as external
Honeybee Mystery
skeleton, protective
http://kids.nationalgeographic.com/kids/stories/animalsnature/honey-bee-mystery
covering, waterproof,
Insects
etc. Record their
http://www.insects.org
responses on chart
paper, a chalkboard,
Introduce the Insect Research graphic organizer found in the student workbook pages 79-81. Explain
or a whiteboard for
how to use the graphic organizer while reading trade books and looking at websites. Ask and Answer
reference.
such questions as what, where, why, and how while researching your insect. The information should be
included in the graphic organizer. Students should look through their book about their insect and
9
ask/answer questions while reading. Students are encouraged to work each day on the graphic
organizer. The graphic organizer should be completed before the first Module Review. (5pts) See the
Rubric for Completed Graphic Organizer. Students will complete at least two sections of the graphic
organizer until you reach the Module Review.
Complete at least one section today, during the Pausing Point. Model how to complete a section by
completing a shared entry based upon the read aloud 4A: Social Insects: Bees and Wasps and start a
class, shared research project (based upon the upcoming read alouds) to use as a model.
*You may choose to paste portions of the Insect Graphic organizer in the interactive journal.
The completed Insect Research graphic organizer will be a total of 6 points out of the total 20 points for
the research. See check for understanding below.
Insect Research Project Summary (more details on each lesson curriculum guides):
 Pausing Point- introduce Insect Research graphic organizer, students choose insect for
project, begin research and fill out at least one box on the Insect Research graphic organizer
(LAFS.2.RI.1.1)
 Lessons 5A, 6A, 7A and 8A- provide time for students to research their chosen insect and fill
out at least two boxes on their Insect Research graphic organizer per day (LAFS.2.RI.1.1)
 Module Review Day 1- Students continue research and begin to pre-write their research
paper. Based on their research, students answer an extended response question on the main
purpose of their research paper. Students should use their Insect Research graphic organizer
to reference when writing their extended response answer. (LAFS.2.RI.2.6)
 Module Review Day 2- Students continue pre-writing process by answering an extended
response question on reasons that will support key points in their research paper. Students
should use their Insect Research graphic organizer to reference when writing their extended
response answer. (LAFS.2.RI.3.8)
 Module Assessment- Using their completed graphic organizer and extended response prewriting questions, students will write an informative piece on their chosen insect.
(LAFS.2.W.1.2)
Check for Understanding: Use the rubric for completed graphic organizers (see resource folder or Module 8 Assessment document) to assess student performance with trade
books/insect related websites and completion of the assigned sections of the Insect Research graphic organizer
10
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson Name
Module Date Range
2nd grade ELA
Module 8 Insects
5A Social Insects: Ants and Termites pg 180-186
February 6-24, 2017
Module Guiding Question (to build background):
What are insects?
Language Arts Objectives (LAFS):
Students will:
 Describe the reasons or facts the author of Social Insects: Ants and Termites gives to support the statement that ants are social insects (LAFS.2.RI.3.8)
 Generate questions and gather information from multiple sources to answer questions about insects (LAFS.2.W.3.8 )
Core Content Objective(s):
Students will:
 Explain that most insects live solitary lives, but some, such as ants and termites, are social
 Distinguish between social and solitary insects
 Describe how all members of a social insect colony come from one queen
 Describe the social behavior of ants and ant colonies
 Describe the roles of worker ants, males, and queens
Essential
Question
Comprehension Questions ( w/ expected
Lesson Activities
Vocabulary
(Standards
student response)
Driven)
Lesson:
Comprehension questions are designed for Core Lesson Vocabulary:
How can I
Social Insects: Ants and Termites
students to provide evidence-based
aggressive, adj. Forceful or
describe how an
(see Duval Reads Module 8 pg 180-186)
answers that incorporate lesson
ready to attack
author uses
vocabulary.
Example: The mother bear
reasons to
Vocabulary Word Work:
became aggressive, wanting
support specific
destructive
Low Are ants and termites considered social
to protect her cubs.
points in a text?
or solitary insects? (social)
Variation(s): none
Student Workbook Activity:
High The author of this read-aloud made the
chambers, n. Empty,
After Reading:
statement that ants are social insects. What
enclosed spaces; rooms
Teacher may decide to model how to complete two boxes of the Insect
reasons, or facts, did the author give to
Example: Bees develop in
Research graphic organizer found on pages 79-81 in the student workbook
support this statement? (Ants live and work
separate chambers in a
as a shared entry based upon today’s read aloud.
together cooperatively in colonies with
hive.
specialized jobs.)
Variation(s): chamber
Allow students to read more of their trade book or look at appropriate insect
Moderate Queen bees and wasps lay their
destructive, adj. Causing a
related websites to help students find out more about their insects. Students
eggs in cells within their nests. Where do ant
large amount of damage or
will complete two sections of the Insect Research graphic organizer.
queens lay their eggs? (They build a special
harm
11
The completed Insect Research graphic organizer will be a total of 6 points
out of the total 20 points for the research. See Check for Understanding
below.
Insect Research Project Summary (more details on each lesson
curriculum guides):
 Pausing Point- introduce Insect Research graphic organizer,
students choose insect for project, begin research and fill out at
least one box on the Insect Research graphic organizer
(LAFS.2.RI.1.1)
 Lessons 5A, 6A, 7A and 8A- provide time for students to research
their chosen insect and fill out at least two boxes on their Insect
Research graphic organizer per day (LAFS.2.RI.1.1)
 Module Review Day 1- Students continue research and begin to
pre-write their research paper. Based on their research, students
answer an extended response question on the main purpose of their
research paper. Students should use their Insect Research graphic
organizer to reference when writing their extended response
answer. (LAFS.2.RI.2.6)
 Module Review Day 2- Students continue pre-writing process by
answering an extended response question on reasons that will
support key points in their research paper. Students should use
their Insect Research graphic organizer to reference when writing
their extended response answer. (LAFS.2.RI.3.8)
 Module Assessment- Using their completed graphic organizer and
extended response pre-writing questions, students will write an
informative writing piece on their chosen insect. (LAFS.2.W.1.2)
chamber in the underground tunnel and seal
themselves inside to lay the eggs.)
Moderate How often does the queen ant leave
her nest? (never; After she mates, she loses
her wings. She lays eggs within the same
nest, never leaving for the remainder of her
life-ten, twenty, or more years.) How is this
different from the queen wasp? (The queen
wasp retains her wings and leaves her nest
each season, beginning a new colony after a
winter of hibernation.)
Moderate Both honeybees and ants have
clever ways of carrying food back to their
nests. What are they? (Honeybees’ hairy legs
act like baskets to carry pollen; ants have an
extra stomach, or crop, for storage.)
High Compare and contrast some ways that
termites are different from ants. (Termites
have incomplete metamorphosis, whereas
ants are complete; termites have multiple
kings and queens, whereas ants have only
one queen; male termites serve the hive in
many ways, whereas the only role of a male
ant is to mate with the queen.)
Moderate Why does the author use the word
destructive to describe termites? (Answers
may very but should refer to termites having
the ability to destroy things such as walls of a
house)
Example: The destructive
puppy chewed through the
new sofa.
Variation(s): none
emit, v. To send out or give
off
Example: Fire alarms emit a
very loud noise so people
will hear them easily.
Variation(s): emits, emitted,
emitting
nurseries, n. Places to
breed and care for young
animals and plants
Example: Worker ants feed
baby ants in separate
chambers, or nurseries.
Variation(s): nursery
Academic Language:
describe-to convey in words
the appearance, nature,
and/or attributes of literary
or informational text using
vivid observations.
fact-a piece of information
provided objectively and
present as true
Check for Understanding: Use the rubric for completed graphic organizers (see resource folder or Module 8 Assessment document) to assess student performance with trade
books/insect related websites and completion of the assigned sections of the Insect Research graphic organizer
12
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson Name
Module Date Range
2nd grade ELA
Module 8 Insects
6A Insects that Glow and Sing pg 187-193
February 6-24, 2017
Module Guiding Question (to build background):
What are insects?
Language Arts Objectives (LAFS):
Students will:
 Describe the facts the author of Insects that Glow and Sing give about fireflies, grasshoppers, and crickets (LAFS.2.RI.3.8)
 Generate questions and gather information from multiple sources to answer questions about insects (LAFS.2.W.3.8 )
 Participate in shared research projects on insects (LAFS.2.W.3.7)
Core Content Objective(s):
Students will:
 Classify and identify insects as small six-legged animals with three body parts
 Identify and describe the three body parts of insects: head, thorax, and abdomen
 Identify the placement and/or purpose of an insect’s body parts
 Describe an insect’s exoskeleton
 Compare and contrast grasshoppers and crickets
Essential
Question
Comprehension Questions ( w/
Lesson Activities
Vocabulary
(Standards
expected student response)
Driven)
Lesson:
Comprehension questions are
Core Lesson Vocabulary:
How can I
Insects that Glow and Sing
designed for students to provide
bioluminescence, n. Light given
describe how an
(see Duval Reads Module 8 pg 187-193)
evidence-based answers that
off by some plants and animals,
author uses
incorporate lesson vocabulary.
such as fireflies, caused by a
reasons to
Vocabulary Word Work:
Low How do fireflies communicate with
biochemical reaction
support specific
transparent
one another? (by flashing their lanterns, Example: The night sky was filled
points in a text?
or lights)
with the bioluminescence of
Student Workbook Activity:
Low In what body part is the firefly’s
dancing fireflies.
After Reading:
lantern located? (the abdomen)
Variation(s): none
Teacher may decide to model how to complete two boxes of the Insect
Low In which section of the grasshopper forelegs, n. The front legs of a
Research graphic organizer on pages 79-81 in the student workbook as a
four-legged animal
are the hearing organs located?
shared entry based upon today’s read aloud.
(abdomen)
Example: Since kangaroos hop,
High Compare and contrast the way
they use their forelegs more for
fireflies communicate with one another to balancing than they do for
the way grasshoppers communicate with walking.
13
Allow students to read more of their trade book or look at appropriate insect
related websites to help students find out more about their insects. Students
will complete two sections of the Insect Research graphic organizer.
The completed Insect Research graphic organizer will be a total of 6 points
out of the total 20 points for the research. See check for understanding
below.
Insect Research Project Summary (more details on each lesson
curriculum guides):
 Pausing Point- introduce Insect Research graphic organizer,
students choose insect for project, begin research and fill out at
least one box on the Insect Research graphic organizer
(LAFS.2.RI.1.1)
 Lessons 5A, 6A, 7A and 8A- provide time for students to research
their chosen insect and fill out at least two boxes on their Insect
Research graphic organizer per day (LAFS.2.RI.1.1)
 Module Review Day 1- Students continue research and begin to
pre-write their research paper. Based on their research, students
answer an extended response question on the main purpose of their
research paper. Students should use their Insect Research graphic
organizer to reference when writing their extended response
answer. (LAFS.2.RI.2.6)
 Module Review Day 2- Students continue pre-writing process by
answering an extended response question on reasons that will
support key points in their research paper. Students should use
their Insect Research graphic organizer to reference when writing
their extended response answer. (LAFS.2.RI.3.8)
 Module Assessment- Using their completed graphic organizer and
extended response pre-writing questions, students will write an
informative writing piece on their chosen insect. (LAFS.2.W.1.2)
one another. (answers may vary but
should include that fireflies communicate
with one another by flashing their
lanterns. They are silent communicators.
Male grasshoppers use their wings for
communicating with one another.
Female grasshoppers do not sing, but
they listen very carefully. Both insects
use a form of communication).
High Compare and contrast the location
of a grasshopper’s hearing organs to the
location of the hearing organs of a
cricket. (Answers may vary but should
include that the grasshopper’s hearing
organs are located on the sides of their
abdomens. The cricket’s hearing organs
are located on its forelegs. Both insects
have hearing organs.)
Moderate You heard in the read-aloud
about a tradition in some Asian countries
where crickets are kept in cages. Is it
males or females that are caged? Why
are they caged? (male; so people can
hear them sing)
Moderate Do grasshoppers, crickets,
and fireflies all have exoskeletons? How
do you know? (Yes, they are all insects
and all insects have exoskeletons.)
Low How do the male grasshoppers
make their singing sounds? (They rub
body parts together, sometimes wings
and sometimes legs and wings together.)
Variation(s): foreleg
lanterns, n. Lights that have a
covering, usually made of glass
Example: The campers all carried
lanterns as they went from tent to
tent.
Variation(s): lantern
transparent, adj. A clear material
that allows objects behind it to be
seen
Example: The bird bumped into
the transparent window, thinking
that it was flying onto the porch.
Variation(s): none
tymbals, n. Thin skins that help
produce sounds in some insects
Example: Vibrating tymbals are
responsible for the cicadas’
piercing sounds on a summer’s
night.
Variation(s): tymbal
Academic Language:
describe-to convey in words the
appearance, nature, and/or
attributes of literary or
informational text using vivid
observations.
fact-a piece of information
provided objectively and present
as true
Check for Understanding: Use the rubric for completed graphic organizers (see resource folder or Module 8 Assessment document) to assess student performance with trade
books/insect related websites and completion of the assigned sections of the Insect Research graphic organizer
14
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson Name
Module Date Range
2nd grade ELA
Module 8 Insects
7A Armored Tanks of the Insect World pg 194-199
February 6-24, 2017
Module Guiding Question (to build background):
What are insects?
Language Arts Objectives (LAFS):
Students will:
 Describe the reasons or facts the author of Armored Tanks of the Insect World gives to explain why beetles are the largest group of insects on Earth (LAFS.2.RI.3.8)
 Generate questions and gather information from multiple sources to answer questions about beetles (LAFS.2.W.3.8 )
Core Content Objective(s):
Students will:
 Classify and identify particular insects as small, six-legged animals with three main body parts
 Identify and describe the three body parts of insects: head, thorax, and abdomen
 Identify the placement and/or purpose of an insect’s body parts
 Describe an insect’s exoskeleton
Essential
Question
Comprehension Questions ( w/
Lesson Activities
Vocabulary
(Standards
expected student response)
Driven)
Comprehension questions are
Core Lesson Vocabulary:
How can I
Lesson:
designed for students to
adapt, v. Change in order to
describe how an
Armored Tanks of the Insect World
provide evidence-based
adjust to new conditions
author uses
(see Duval Reads Module 8 pg 194-199)
answers that incorporate
Example: Children must adapt to
reasons to
lesson vocabulary.
new classrooms every year.
support specific
Vocabulary Word Work:
Variation(s): adapts, adapted,
points in a text?
mimicry
High The beetle’s front wings are adapting
called elytra. How do beetles’
armor, n. Protective layer or
Student Workbook Activity:
front wings differ from those of
shell of some plants and animals
After Reading:
other insects? (Their front wings
Example: A turtle’s protective
Teacher may decide to model how to complete two boxes of the Insect Research
are not really wings at all, but
shell provides heavy armor
graphic organizer on pages 79-81 in the student workbook as a shared entry based hard, protective coverings.)
against its predators.
upon today’s read aloud.
Moderate Why is it important for
Variation(s): none
beetles to have two sets of wings? beetles, n. Insects known for
Allow students to read more of their trade book or look at appropriate insect related (One set is for protection and one their tough outer coverings,
websites to help students find out more about their insects. Students will complete
is for flying; it also gives them a
including hardened forewings
two sections of the Insect Research graphic organizer.
double chance at survival.)
15
The completed Insect Research graphic organizer will be a total of 6 points out of
the total 20 points for the research. See check for understanding below.
Insect Research Project Summary (more details on each lesson curriculum
guides):
 Pausing Point- introduce Insect Research graphic organizer, students
choose insect for project, begin research and fill out at least one box on
the Insect Research graphic organizer (LAFS.2.RI.1.1)
 Lessons 5A, 6A, 7A and 8A- provide time for students to research their
chosen insect and fill out at least two boxes on their Insect Research
graphic organizer per day (LAFS.2.RI.1.1)
 Module Review Day 1- Students continue research and begin to pre-write
their research paper. Based on their research, students answer an
extended response question on the main purpose of their research paper.
Students should use their Insect Research graphic organizer to reference
when writing their extended response answer. (LAFS.2.RI.2.6)
 Module Review Day 2- Students continue pre-writing process by
answering an extended response question on reasons that will support key
points in their research paper. Students should use their Insect Research
graphic organizer to reference when writing their extended response
answer. (LAFS.2.RI.3.8)
 Module Assessment- Using their completed graphic organizer and
extended response pre-writing questions, students will write an informative
writing piece on their chosen insect. (LAFS.2.W.1.2)
High The author of today’s readaloud gave several reasons why
there are more beetles in the
insect group than any other
insect. What are some of those
reasons and which do you think is
the best reason? Why? (Answers
may vary, but may include their
heavy armor, including
exoskeleton and elytra; ability to
fly; mimicry tactics; ability to
adapt; etc.)
Low Why can’t beetles survive
underwater without coming to the
surface? (Like us, they need to
come to the surface to breathe in
oxygen from the air.)
Low What do dung beetles do
with the dung that they collect?
(They lay their eggs in it, providing
a nutritious and readily available
meal for their young when they
hatch.)
Example: Beetles have the ability
to adapt to nearly every
environment on Earth, both land
and water.
Variation(s): beetle
elytra, n. Hardened front wings
of beetles that cover and protect
the back wings
Example: The beetle’s elytra are
not used for flight, but provide
excellent protection for its
delicate back wings.
Variation(s): elytron
mimicry, n. The close
resemblance of one plant or
animal to another, often serving
a protective purpose
Example: A wasp beetle’s
mimicry, which makes it look like
a stinging wasp, keeps its
predators away.
Variation(s): none
Academic Language:
describe-to convey in words the
appearance, nature, and/or
attributes of literary or
informational text using vivid
observations.
fact-a piece of information
provided objectively and present
as true
Check for Understanding: Use the rubric for completed graphic organizers (see resource folder or Module 8 Assessment document) to assess student performance with trade
books/insect related websites and completion of the assigned sections of the Insect Research graphic organizer
16
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson Name
Module Date Range
2nd grade ELA
Module 8 Insects
8A Friend or Foe pg 200-206
February 6-24, 2017
Module Guiding Question (to build background):
What are insects?
Language Arts Objectives (LAFS):
Students will:
 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding about key details in a text (LAFS.2.RI.1.1)
 Identify the main topic of Friend or Foe (LAFS.2.RI.1.2)
 Describe the connections between actions taken by humans and the extinction of some insects (LAFS.2.RI.1.3)
Core Content Objective(s):
Students will:
 Explain that insects are the largest group of animals on Earth
 Explain that there are many different types of insects
 Identify ways in which insects can be helpful to people
 Identify ways in which insects can be harmful to people
Essential
Question
Comprehension Questions ( w/
Lesson Activities
Vocabulary
(Standards
expected student response)
Driven)
Lesson:
Comprehension questions are designed Core Lesson Vocabulary:
Friend or Foe
for students to provide evidence-based entomologist, n. One who studies
How can I ask and (see Duval Reads Module 8 pg 200-206)
answers that incorporate lesson
insects
answer questions
vocabulary.
Example: The entomologist
such as who,
Vocabulary Word Work:
traveled to rainforests worldwide to
what, where,
foe
Moderate What was the main topic of
compare the kinds of insects living
when, why and
today’s read-aloud? (how people can harm in each one.
how about key
Student Workbook Activity:
the habitat of insects and contribute to their Variation(s): entomologists
details in a text?
After Reading:
extinction)
extinction, n. The dying out of a
Teacher may decide to model how to complete two boxes of the Insect
Moderate Who is the narrator of today’s
species until it no longer exists
Research graphic organizer on pages 79-81 in the student workbook as a read-aloud? (an entomologist, or someone Example: Some scientists believe
shared entry based upon today’s read aloud.
who studies insects)
that the extinction of the dinosaurs
Low What are the characteristics of a bug? occurred many millions of years
Allow students to read more of their trade book or look at appropriate
(beak-like
ago.
insect related websites to help students find out more about their insects. mouth and triangular head)
Variation(s): none
foe, n. Enemy or opponent
17
Students will complete two sections of the Insect Research graphic
organizer.
The completed Insect Research graphic organizer will be a total of 6
points out of the total 20 points for the research. See check for
understanding below.
Insect Research Project Summary (more details on each lesson
curriculum guides):
 Pausing Point- introduce Insect Research graphic organizer,
students choose insect for project, begin research and fill out at
least one box on the Insect Research graphic organizer
(LAFS.2.RI.1.1)
 Lessons 5A, 6A, 7A and 8A- provide time for students to
research their chosen insect and fill out at least two boxes on
their Insect Research graphic organizer per day (LAFS.2.RI.1.1)
 Module Review Day 1- Students continue research and begin
to pre-write their research paper. Based on their research,
students answer an extended response questions on the main
purpose of their research paper. Students should use their
Insect Research graphic organizer to reference when writing
their extended response answer. (LAFS.2.RI.2.6)
 Module Review Day 2- Students continue pre-writing process
by answering an extended response question on reasons that
will support key points in their research paper. Students should
use their Insect Research graphic organizer to reference when
writing their extended response answer. (LAFS.2.RI.3.8)
 Module Assessment- Using their completed graphic organizer
and extended response pre-writing questions, students will write
an informative writing piece on their chosen insect.
(LAFS.2.W.1.2)
High You heard in the read-aloud that
people can be foes, or enemies, to insects.
How are insects foes to people? (Answers
may vary, but may include the fact that
they can destroy crops, they carry
diseases, and they can cause injury.)
Low Name one of the many useful
products that are produced by insects.
(honey; beeswax for candles, wood polish,
lipsticks; silk)
Moderate Show Image Cards 18 (Cicada)
and 19 (Ladybug).
Which one of these two insects is also a
bug? (cicada)
How do you know? (It has a beak-like
mouth and piercing mouthparts, which are
the traits that define a bug.)
High You heard in the read-aloud about a
better way for farmers to control pests.
What was it? (introduce natural enemies,
one insect against another) Do you think
that would work? Why or why not?
(Answers may vary.)
Example: The Athenians and
Spartans of ancient Greece fought
together against their foe, the
Persian Empire.
Variation(s): foes
pesticides, n. Substances used to
destroy insects that threaten the
life or
health of plants and animals
Example: Some people prefer to
eat organic plants because they
are not sprayed with chemical
pesticides.
Variation(s): pesticide
pollinators, n. Insects that carry
pollen from one plant to another, a
necessary act for new plant growth
Example: Bees and butterflies are
both important pollinators,
collecting pollen from one plant and
depositing it on another.
Variation(s): pollinator
Academic Language:
describe-to convey in words the
appearance, nature, and/or
attributes of literary or informational
text using vivid observations.
fact-a piece of information
provided objectively and present as
true
Check for Understanding:
Use the rubric for completed graphic organizers (see resource folder or page 213 of the anthology) to assess student performance with trade books/insect related websites and
completion of the assigned sections of the Insect Research graphic organizer.
18
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson Name
Module Date Range
2nd grade ELA
Module 8 Insects
Module Review pg 207-213
February 6-24, 2017
Module Guiding Question (to build background):
What are insects?
Language Arts Objectives (LAFS):
Students will:
 Identify the main purpose of What Makes an Insect an Insect? including what the author wants to explain (LAFS.2.RI.2.6)
 With assistance, categorize and organize facts and information Life Cycles of Insects (LAFS.2.W.3.8 )
Essential
Comprehension
Question
Lesson Activities
Questions ( w/ expected
Vocabulary
(Standards
student response)
Driven)
Module Review pg 207-213
Comprehension
Day 1:
questions are designed Academic Language:
How can I identify Students will respond to the extended response prompt below:
for students to provide
describe-to convey in words
the main purpose Identify the main purpose of the text that you are using to complete your research. Then identify
evidence-based
the appearance, nature,
of a text?
the main purpose of your research paper and write at least one paragraph including what you, the answers that
and/or attributes of literary
author, wants to answer, explain, or describe about your insect. (LAFS.2.RI.12.6)
incorporate lesson
or informational text using
How can I
This extended response will be 4 point of the research project. See check for understanding below. vocabulary.
vivid observations.
describe how an
Things to consider: Why are you writing the text? Do you want us to know everything about the
fact-a piece of information
author uses
topic or just some things?
N/A
provided objectively and
reasons to
present as true
support specific
Day 2:
points in a text?
Students will respond to the extended response prompt below:
Describe how the author uses reasons to support specific points in the text that you are using to
complete the research on your insect. Write at least one paragraph using reasons to support
specific points about your insect in your paper. (LAFS.2.RI.3.8)
This extended response will be 4 point of the research project. See check for understanding below.
Things to consider: What are some key points the author wants you to know about this topic?
What are key points you want us to know about your insect? How does the author make his/her
point clear? Are there illustrations that help support the points?
Check for Understanding:
Evaluate student’s extended responses using the 4-point Extended Response Rubric (see resource folder or page 212 of the anthology)
19
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson Name
Module Date Range
2nd grade ELA
Module 8 Insects
Module Assessment
February 6-24, 2017
Module Guiding Question (to build background):
What are insects?
Language Arts Objectives (LAFS):
Students will:
 Plan, draft, and edit an informative text that presents information from about an insect, including an introduction to a topic, relevant facts, and a conclusion (LAFS.2.W.1.2)
Essential
Comprehension
Question
Questions ( w/
Lesson Activities
Vocabulary
(Standards
expected student
Driven)
response)
Due to 2016-2017 revisions, disregard student assessment sheets on pages 211-213 of the anthology. The Comprehension
N/A
How can I write an updated assessment rubric can be found in the resource folder.
questions are
informative writing Module Assessment
designed for students
piece that
(see Duval Reads Module 8 Read-aloud anthology)
to provide evidenceincludes my topic,
based answers that
supporting facts
Students will write an informative text introducing a topic, using facts and definitions to develop points, provide a
incorporate lesson
and definitions, a
concluding statement and add linking words. Allow students to use the completed Insect graphic organizer and
vocabulary.
concluding
extended response writing from the Module Review days to write their informative piece.
statement and
N/A
linking words?
The informative writing will be 6 points of the total 19 points for the research project. See check for understanding
below.
Please note: During this module assessment, it is suggested that you use all of the activities completed during the
Pausing Point, Module Review, as well as the final Informative paper about a specific insect (research paper) as
their Module Assessment grade. The rubrics for each of the activities are included. Please see the checklist located
in the anthology.
Check for Understanding:
Using the 6-Point Informative/ Explanatory Writing Rubric for Writing Standard 2, Grade 2, evaluate students writing.
Remember that informative writing in Grade 2 includes:
□ Topic
□ Supporting facts and definitions
□ Concluding statement
□ Linking words
20
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson Name
Module Date Range
2nd grade ELA
Module 8 Insects
Culminating Activities pg 214
February 6-24, 2017
Module Guiding Question (to build background):
What are insects?
Language Arts Objectives (LAFS):
Students will:
 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding about key details in a text (LAFS.2.RI.1.1)
 Identify the main purpose of What Makes an Insect an Insect? including what the author wants to explain (LAFS.2.RI.2.6)
 Describe how an author uses reasons to support specific points in a text (LAFS.2.RI.3.8)
 Plan, draft, and edit an informative text that presents information from about an insect, including an introduction to a topic, relevant facts, and a conclusion (LAFS.2.W.1.2)
 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing (LAFS.2.W.2.5)
Essential Question
Comprehension Questions ( w/
Lesson Activities
Vocabulary
(Standards Driven)
expected student response)
Comprehension questions are
How can I write an informative
Lesson: Culminating Activities (see Duval Reads Module 8 pg 214)
designed for students to provide
n/a
writing piece that includes my
You may choose to use this time to have students focus on
evidence-based answers that
topic, supporting facts and
strengthening their writing by revising and editing their final Insect
incorporate lesson vocabulary.
definitions, a concluding
informative paper.
statement and linking words?
n/a
Remediation opportunities include:
How can I describe how an
• targeting Review Activities
author uses reasons to support • revisiting trade books used for research to strengthen their writing
specific points in a text?
• rereading and discussing select read-alouds that may help students
with their final paper.
How can I identify the main
purpose of a text?
You may wish to extend this exercise by allowing students to create a
display board or a poster centered on their informative paper about
How can I describe how an
their insect. Have students share their display board or poster and
author uses reasons to support information about their specific insect.
specific points in a text?
Check for Understanding:
Based on teacher selected tasks
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