Curriculum / ELA / 2nd Grade / Alternate Unit 3: Lessons from Anansi the Spider / Lesson 14
ELA
Alternate Unit 3
2nd Grade
Lesson 14 of 19
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Explain why Spider decided to throw the pot on the ground by describing how characters in a story respond to major events and challenges.
Book: The Adventures of Spider: West African Folktales by Joyce Cooper Arkhurst — "How the World Got Wisdom"
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Why did Spider decide to throw the pot on the ground?
Does this fit with what we have learned about Spider so far? Defend why or why not.
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
Model fluent reading: “Remember, storytellers often introduce their story by speaking directly to the reader. Watch me as I read this introduction like a storyteller would. What do you notice?”
The author says, “Wisdom is another word for good sense.” What does that mean?
Why did Spider want to hide the pot of wisdom?
Why does Spider think the silk-cotton tree is a good place to hide the pot of wisdom?
Describe what happened to Spider when he tried to climb the tree.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
wisdom
n.
good sense; knowledge
wise
adj.
having good understanding/judgment about what is good or true
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L.2.6 — Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
RL.2.2 — Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
RL.2.3 — Describe how characters in a story respond to major events and challenges.
RL.2.9 — Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
Standards that are practiced daily but are not priority standards of the unit
L.2.1.e — Use adjectives and adverbs, and choose between them depending on what is to be modified.
L.2.1.f — Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
L.2.4.a — Use sentence-level context as a clue to the meaning of a word or phrase.
RL.2.10 — By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2—3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
SL.2.1 — Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL.2.2 — Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
Lesson 13
Lesson 15
Explain why people in West Africa tell folktales about Spider by making inferences about key details that support the central message of a story.
RL.2.1 RL.2.2
Describe Spider by describing how characters in a story respond to major events and challenges.
L.2.6 RL.2.2 RL.2.3
Discussion & Writing
Recount “How Spider Got a Thin Waist” and determine the central message or lesson.
RL.2.2 SL.2.1 SL.2.2 SL.2.4
Retell “Why Spider Lives in Ceilings” and determine the central message or lesson.
RL.2.2 RL.2.5 RL.2.9 SL.2.1 SL.2.2 SL.2.4
Writing
Construct better and more informative sentences by using question words to add more details.
L.2.1.e L.2.1.f
Explain if Spider had been helpful or not by explaining how characters in a story respond to major events and challenges.
L.2.6 RL.2.2 RL.2.3 RL.2.9
Retell “How Spider Got a Bald Head” and determine the central message or lesson.
Retell “How Spider Helped a Fisherman” and determine the central message or lesson.
Explain what lesson Spider learned and how he learned it by recounting stories and determining their central lesson.
Retell “Why Spiders Live in Dark Corners” including the central message or lesson.
Retell “How the World Got Wisdom” and determine the central message or lesson.
RL.2.2 RL.2.5 SL.2.1 SL.2.2 SL.2.4
Argue if Spider has more positive or negative traits by defending claims or opinions to content-related questions.
L.2.6 RL.2.3 RL.2.9 SL.2.1 SL.2.2 W.2.1
3 days
Perform a reader’s theater version of Anansi by reading with sufficient accuracy and fluency.
RF.2.3 RF.2.4 RL.2.4 SL.2.4
Narrative Writing – 4 days
Write a trickster tale featuring Spider that includes details about a beginning, middle, and end.
L.2.2.c L.2.6 W.2.3 W.2.5
Assessment
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