Curriculum / ELA / 2nd Grade / Alternate Unit 2: Awesome Insects / Lesson 2
ELA
Alternate Unit 2
2nd Grade
Lesson 2 of 23
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Identify and explain characteristics of an insect by identifying and explaining key details in a text Read Aloud.
Book: Insect Bodies by Bobbie Kalman and Molly Aloian pp. 12 – 19
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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
Look at the headings on these two pages. Why are the headings important? What do they tell us?
Why are insect eyes and antenna an important part of insect bodies?
Model fluent reading: Remember, the text features help us learn more about the topic. We should not skip any of the text features! As I read this page, I want you to notice how I use the text features to help me better understand what I am reading. (Do a Think Aloud about the illustrations of the straight and curled proboscis)
Describe insect legs. Why are they important?
Are “wings” a characteristic of all insects? Defend your thinking.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
compound eyes
n.
an eye made up of many parts called facets
antennae
a body part that insects use as feelers
mouthparts
a body part that insects use to grip, cut, crush, or eat their food
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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.2.4.a — Use sentence-level context as a clue to the meaning of a word or phrase.
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).
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 1
Lesson 3
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
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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