Curriculum / ELA / 2nd Grade / Alternate Unit 2: Awesome Insects / Lesson 12
ELA
Alternate Unit 2
2nd Grade
Lesson 12 of 23
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Describe a bee’s world by noticing key details in the text and using relevant vocabulary.
Book: Bees by Laura Marsh pp. 16 – 23
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Describe a bee’s world. Use two to three of the following vocabulary words in your response: “solitary,” “social,” “hive,” and “honeycomb.”
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Questions about the text that will help guide the students understanding
Describe solitary bees. What text features helped you learn more about them?
Describe social bees. What text features helped you learn more about them?
Model fluent reading: Watch me as I read these two pages. What do I do as a fluent reader?
(Depending on student needs, model slowing down to decode a new word, reading with expression, or self-correcting after reading a word incorrectly.)
How did the text features on pages 22-23 help you understand the bee life cycle?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
solitary
adj.
alone
social
with others
hive
n.
an open space within a tree, structure, or box where social bees live together
honeycomb
a sheet of six-sided cells made of beeswax
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RI.2.2 — Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the 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.
RF.2.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.4 — Read with sufficient accuracy and fluency to support comprehension.
Standards that are practiced daily but are not priority standards of the unit
L.2.1.a — Use collective nouns (e.g., group).
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).
RI.2.10 — By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, 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.
Next
Determine the main purpose of a text by reading with sufficient accuracy and fluency to support comprehension.
Identify key information about insect bodies by reading with sufficient accuracy and fluency to support comprehension.
Standards
RI.2.1RI.2.4RI.2.5
Identify and explain characteristics of an insect by identifying and explaining key details in a text Read Aloud.
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.fRI.2.4RI.2.7SL.2.1SL.2.2W.2.1W.2.5
Identify key information about insect life cycles by reading with sufficient accuracy and fluency to support comprehension.
RF.2.3RF.2.4RI.2.1RI.2.3RI.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.2.2RI.2.5
Describe the differences between a complete and incomplete metamorphosis using text features and details to describe the connection between scientific ideas.
RI.2.3RI.2.5RI.2.7
Explain what happens at each stage of the life cycle by using picture clues and details to sequence events.
L.2.1.fRI.2.3SL.2.1SL.2.2SL.2.6W.2.2
Identify key information about ants by reading with sufficient accuracy and fluency to support comprehension.
RF.2.3RF.2.4RI.2.1RI.2.2RI.2.5RI.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.fSL.2.1SL.2.2W.2.1
Describe the impact bees have on the natural world using key details from the text.
RF.2.3RF.2.4RI.2.1RI.2.2
RF.2.3RF.2.4RI.2.2RI.2.4RI.2.5
RF.2.3RF.2.4RI.2.5RI.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.fSL.2.1SL.2.2SL.2.6W.2.1
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.fL.2.4RI.2.3RI.2.4RI.2.5W.2.2W.2.5W.2.7
Explain how the author uses poetry to describe an insect.
RL.2.4SL.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.2.3RI.2.6RI.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.2.2RI.2.3RI.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.
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.fL.2.2.eL.2.4.eW.2.2W.2.5W.2.7
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