Curriculum / ELA / 2nd Grade / Alternate Unit 2: Awesome Insects / Lesson 16
ELA
Alternate Unit 2
2nd Grade
Lesson 16 of 23
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Explain how the author uses poetry to describe an insect.
Book: Insectlopedia by Douglas Florian — "The Caterpillar," "The Dragonfly," and "The Army Ants"
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Pick one of the poems. How does the author describe the insect? Draw a visual to match the poem.
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
“Leave” is a multiple-meaning word. What meanings of the word “leave” are used in the poem?
“Fatterpillar” is a made-up word. What image is the poet trying to create by using this word? Why?
How does the author use description to describe each stage of the caterpillar’s life cycle?
What do you know about dragons? What is a demon? What does that help you to understand about dragonflies?
How does the author use description to describe how dragonflies are demons?
The author uses rhyming words in this poem. Which words rhyme? Why does the author include these rhyming words? How do they make a reader feel?
Why does the author start the poem with the lines “Left/Right Left/Right”? What image is the author trying to create?
The poet uses short sentences. Why?
What message is the author trying to convey about ants?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
Review all vocabulary from previous lessons.
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RL.2.4 — Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
SL.2.5 — Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
Standards that are practiced daily but are not priority standards of the unit
L.2.1.a — Use collective nouns (e.g., group).
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.2.10 — 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.
Lesson 15
Lesson 17
Identify key information about insect bodies by reading with sufficient accuracy and fluency to support comprehension.
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
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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