Curriculum / ELA / 2nd Grade / Alternate Unit 2: Awesome Insects / Lesson 19
ELA
Alternate Unit 2
2nd Grade
Lesson 19 of 23
Jump To
Lesson Notes
There was an error generating your document. Please refresh the page and try again.
Generating your document. This may take a few seconds.
Are you sure you want to delete this note? This action cannot be undone.
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.
Book: Helpful and Harmful Insects by Bobbie Kalman and Molly Aloian pp. 16 – 21
We participate in the Amazon Associate program. This means that if you use this link to make an Amazon purchase, we receive a small portion of the proceeds, which support our non-profit mission.
Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Identify the different ways insects can be both helpful and harmful. Pick one reason insects are helpful and explain why. Make sure to include two to three details.
Upgrade to Fishtank Plus to view Sample Response.
Questions about the text that will help guide the students understanding
Are bees helpful or harmful? Describe how you know using evidence from the text.
Are ants helpful or harmful? Describe how you know using evidence from the text.
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 18). What did you notice?
Are silkworm caterpillars helpful or harmful? Describe how you know using evidence from the text.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
fertile
adj.
healthy for growing
Bring your most engaging lessons to life with comprehensive instructional guidance, detailed pacing, supports to meet every student's needs, and resources to strengthen your lesson planning and delivery.
RI.2.3 — Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
RI.2.6 — Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
RI.2.8 — Describe how reasons support specific points the author makes in a text.
Standards that are practiced daily but are not priority standards of the unit
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).
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.
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.2.5 — 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.
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
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.
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
Describe a bee’s world by noticing key details in the text and using relevant vocabulary.
RF.2.3RF.2.4RI.2.2RI.2.4RI.2.5
Determine the main purpose of a text by reading with sufficient accuracy and fluency to support comprehension.
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
RI.2.3RI.2.6RI.2.8
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
Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.
Create a free account to access thousands of lesson plans.
Already have an account? Sign In
See all of the features of Fishtank in action and begin the conversation about adoption.
Learn more about Fishtank Learning School Adoption.
Yes
No
We've got you covered with rigorous, relevant, and adaptable ELA lesson plans for free