Curriculum / ELA / 2nd Grade / Alternate Unit 2: Awesome Insects / Lesson 1
ELA
Alternate Unit 2
2nd Grade
Lesson 1 of 23
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Identify key information about insect bodies by reading with sufficient accuracy and fluency to support comprehension.
Book: Insect Bodies by Bobbie Kalman and Molly Aloian pp. 4 – 11
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
What are some characteristics of an insect? Name at least two to three characteristics of an insect and explain why they are important.
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
How many of these insects do you know? How do the text features on this page help you?
What did we learn about insects on these two pages? How did the text features help you better understand what you learned?
What is an exoskeleton? Why are exoskeletons important?
Model Fluent Reading: There are some new, tricky words on this page. Watch to see what I do to figure them out. (Model reading page 10). What did you notice?
Name the three body sections of an insect. Why is each one important?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
characteristics
n.
a defining trait or feature
arthropod
a type of animal whose body is made up of segments and has joints that bend
exoskeleton
a hard covering that protects animals without backbones
thorax
the middle section of an insect’s body
abdomen
the rear section of an insect’s body
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RI.2.1 — Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RI.2.4 — Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
RI.2.5 — Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
Standards that are practiced daily but are not priority standards of the unit
L.2.5.a — Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
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).
RF.2.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
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 2
RI.2.1 RI.2.4 RI.2.5
Identify and explain characteristics of an insect by identifying and explaining key details in a text Read Aloud.
Discussion & Writing
Explain which of the following images are insects by using organizing categories to defend claims or opinions about a content-related topic.
L.2.1.f RI.2.4 RI.2.7 SL.2.1 SL.2.2 W.2.1 W.2.5
Identify key information about insect life cycles by reading with sufficient accuracy and fluency to support comprehension.
RF.2.3 RF.2.4 RI.2.1 RI.2.3 RI.2.5
Describe the key phases in a complete insect life cycle by using text features and details to describe the connection between scientific ideas.
RI.2.2 RI.2.5
Describe the differences between a complete and incomplete metamorphosis using text features and details to describe the connection between scientific ideas.
RI.2.3 RI.2.5 RI.2.7
Explain what happens at each stage of the life cycle by using picture clues and details to sequence events.
L.2.1.f RI.2.3 SL.2.1 SL.2.2 SL.2.6 W.2.2
Identify key information about ants by reading with sufficient accuracy and fluency to support comprehension.
RF.2.3 RF.2.4 RI.2.1 RI.2.2 RI.2.5 RI.2.7
Argue why an ant would or would not survive in a rainforest habitat by using organizing categories to defend claims or opinions about a content-related topic.
L.2.1.f SL.2.1 SL.2.2 W.2.1
Describe the impact bees have on the natural world using key details from the text.
RF.2.3 RF.2.4 RI.2.1 RI.2.2
Describe a bee’s world by noticing key details in the text and using relevant vocabulary.
RF.2.3 RF.2.4 RI.2.2 RI.2.4 RI.2.5
Determine the main purpose of a text by reading with sufficient accuracy and fluency to support comprehension.
RF.2.3 RF.2.4 RI.2.5 RI.2.6
Argue why a bee would or would not survive in a rainforest habitat by using organizing categories to defend claims or opinions about a content-related topic.
L.2.1.f SL.2.1 SL.2.2 SL.2.6 W.2.1
Informative Writing – 3 days
Describe an insect’s life cycle by writing an informational text that uses researched facts, images, and definitions to explain what you learned.
L.2.1.f L.2.4 RI.2.3 RI.2.4 RI.2.5 W.2.2 W.2.5 W.2.7
Explain how the author uses poetry to describe an insect.
RL.2.4 SL.2.5
Identify the different ways insects can be both helpful and harmful and explain one reason why by using text features and details to describe the connection between scientific concepts.
RI.2.3 RI.2.6 RI.2.8
Identify the different ways insects can be both helpful and harmful, and explain one reason why by using text features and details to describe the connection between scientific concepts.
RI.2.2 RI.2.3 RI.2.8
Argue why it would be a good or bad thing if all the insects in our world suddenly disappeared by using organizing categories to defend claims or opinions about a content–related topic.
Informative Writing – 5 days
Describe an insect by writing an informational text that uses researched facts, images, and definitions to explain what they learned.
L.2.1.f L.2.2.e L.2.4.e W.2.2 W.2.5 W.2.7
Assessment
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