2014-2015 Curriculum Blueprint
Grade:
2
Unit 1
Course: ELA
Approximate Time:
20 days
Lexile Band 420-650
Unit Overview
In this unit, students will recount details from stories including fables and folktales in order to determine the central message as well as identify diverse cultures while reading
a similar versions of a story. Using illustrations students will explain how visual images within a text contribute to its meaning. The student will write a narrative in which they
recount key details from a text to determine a central message, lesson, or moral.
Learning Goal
Students will recount stories and details from diverse cultures, ask and answer
who, when, why, where and how questions, as well as explain characters based
on illustrations in order to determine central topic or theme.
RL.1.1 Scale RL.1.2 Scale RL.3.7 Scale
Students will understand how to write a narrative to develop events using
effective technique, descriptive details, and clear event sequences.
W.1.3 Scale
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Essential Question
How can an author use key details in a text to convey a central message?
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How do the illustrations and text interact to provide the reader with an understanding
of the story?
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What is the purpose of conveying a message or moral in written language?
Published Product for Unit 1
After reading Wolf! Wolf create a flow map of events in the story. Write a one paragraph narrative using details from the story. Begin by identifying the genre, include your
reason for your answer. After analyzing the illustrations, determine the setting, explain how the villagers were feeling in the story and why the wolf changed his plans to eat
the goat. In your conclusion, state what lesson these animals can teach us.
Focused Writing Standard
2.W.1.3 (DOK 3) Write a narrative in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use
temporal words to signal event order, and provide a sense of closure.
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Reading Standards
2.RL.1.1 (DOK 2) Ask and answer such questions as who, what, when, where, why, and how to demonstrate understanding key details in a text.
 Identify key details in text.
 Describe key details of the text using who, what, where, when, why, and how.
 Determine the answers of informational texts using who, what, where, when, why, and how.
First grade: Ask and answer questions about key details in text.
Third grade: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
2.RL.1.2 (DOK 3) Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
 Identify fables and folktales from diverse cultures.
 Define diverse cultures.
 Recount details of a story (e.g., fables and folktales).
 Determine the message, lesson or moral of a story (e.g., fables and folktales).
First grade: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson or moral.
Third grade: Recount stories, including fables and folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details
in the text.
2.RL.3.7 (DOK 2) Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
 Obtain information from illustrations and words in various types of text.
 Recognize digital text.
 Identify plot.
 Explain characters based on illustrations and words in print.
 Explain setting based on illustrations and words in print.
 Explain plot based on illustrations and words in print.
 Understand characters from illustrations and words in digital text.
 Understand setting from illustrations and words in digital text.
 Understand plot from illustrations.
First grade: Use illustrations and details in a story to describe its characters, setting, or events.
Third grade: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
Speaking and Listening Standards
2.SL.1.1 Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about the
topics and texts under discussion).
2.SL.1.3 Ask and answer questions about what a speaker says in order to clarify
comprehension, gather additional information, or deepen understanding of a
topic or issue.
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Language Standards
2.L.1.1 Demonstrate command of the conventions of standard English grammar and
usage when speaking or writing.
Literary Texts
Literary Tasks
Teach and Model
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Little Flap Learns to Fly Reading/Writing Workshop pg.
22 Unit 1,week 1
Finding Cal Reading/Writing Workshop pg. 54 Unit 1,
week 3
The Boy Who Cried Wolf Reading/Writing Workshop
pg. 118 Unit 2, week 2
Why the Sun and Moon Live in the Sky
Reading/Writing Workshop pg.304, Unit 4, week 4
2.RL.3.7 After reading Little Flap Learns to Fly, look for important information by looking for key details in the
illustrations. Create a tree map listing those key details from the illustrations.
2.RL.1.1 (DOK 2) After reading, Finding Cal, construct a tree map in which you identify and describe details of
the text using who, what, when, why, and how.
2.RL.1.2 (DOK 3) Create a sequencing map to recount details from the fable The Boy Who Cried Wolf. Using the
map write a short response in which you determine the lesson of the folktale. Use textual evidence to support
your answer.
2.RL.3.7 (DOK 2) After reading Help!, create a compare/contrast thinking map based on the illustrations on
pages 14 and 17. Create a writing piece demonstrating how the reader interprets the illustrations.
Apply with Close Reading
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Help! A story of Friendship Wonders Literature
Anthology, pg. 10, Unit 1, week 1
Not Norman, Wonders Literature Anthology, pg.60,
Unit 1, week 3
How the Beetle Got Her Colors, Wonders Literature
Anthology, pg. 370, Unit 4, week 4
Various Cinderella stories pg. 161- 163, Unit 2, week 2
Dancing Rose
Wolf! Wolf!, Wonders Literature Anthology, pg.136,
Unit 2, week 2
2.RL.1.1 (DOK 2) After reading Not Norman, create a tree map with the main topic and details of the story.
2.SL.1.2(DOK 2) Using the tree map from Not Norman as a guide, discuss with a partner the following questions:
Why doesn’t Norman like his pet? Why wasn’t anyone listening to the boy’s story? How can a pet fish be an
important friend? What made the boy change his mind about Norman?
2.RL.1.2 (DOK 2) After reading How the Beetle Got her Colors, create a tree map recalling details from the story
and create a written piece determining the message.
2.RL.1.2 (DOK 2) After reading, the traditional Cinderella and viewing Dancing Rose on Safari Montage, define
the differences within the cultures.
2.RL.3.7 (DOK 2) After viewing the digital text of Dancing Rose on Safari Montage, create a double bubble map
comparing it to the traditional Cinderella story. Write a paragraph explaining how the characters and setting
were different in the digital text, be sure to identify cultural differences as well as details.
2.SL.1.2 (DOK 2) After you read Yeh-Shen, A Chinese Cinderella, Rhodopis, An Egyptian Cinderella, and A Zuni
Cinderella Story turn and talk to your partner and identify the diverse cultures as well as lessons learned.
*Students should interact with the selected texts
multiple times to master the three focus reading
standards within this unit. PLC’s should collaborate
to determine the order of instruction and strategies
that support the learning goal.
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2.RL.1.2 (DOK 3) After reading Wolf! Wolf! Have a collaborative discussion about who and what tricks were
played by the boy and the wolf and discuss why you think they played them. Use textual evidence, including
dialogue and details to support your discussion.
*The tasks provided are a sampling therefore additional tasks would be required to ensure
adequate practice and deepening of knowledge to ensure mastery of the focus standards.
Higher Order Questions Link to Webb’s DOK Guide
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking, listening, and writing throughout the unit.
3.RL.1.1 (DOK )
3.RL.1.2 (DOK 2)
3.RL.3.7 (DOK 3)
*What happened in the text? How do you know?
* What lesson(s) can be learned from the
folktale?
* How do the pictures and text together help you
better understand ____(characters, setting, plot)?
*What is the moral of the fable?
*How does the image the author included on
page/section help you understand ______?
* How did the character react?
*How does the author help you learn about ___?
*Where did ___occur, How do you know?
*What is the central message of the myth?
How did you determine the central message?
*What was the reaction of _____? What key details
support your answer?
*What key details from the text support the
lesson/moral/central message?
* Why did ____ happen?
*How did the author use details to convey the
lesson/moral/central message?
*Who was affected by____?
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*What new information have you gained from the
image provided?