Curriculum / ELA / 2nd Grade / Unit 5: Finding Your Power: Freddie Ramos / Lesson 13
ELA
Unit 5
2nd Grade
Lesson 13 of 21
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.
Explain how Freddie’s feelings about his shoes have changed and why by using details to describe characters and how characters respond to major events and challenges.
Book: Zapato Power: Freddie Ramos Springs Into Action by Jacqueline Jules — Chapters 2-3
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.
How have Freddie’s feelings about the shoes changed? Why?
Upgrade to Fishtank Plus to view Sample Response.
Questions about the text that will help guide the students understanding
Read the following sentences from page 15. "I was faster than a rocket! But still too young to leave the house without telling my mother." Explain what this means.
Describe Mom and Freddie's relationship.
Model fluent reading: Watch as I read the dialogue on these two pages. How does my voice change depending on who is speaking? What does that tell us?
Why does Mr. Vaslov give Gio a new ball?
What problems were the purple zapatos creating for Freddie?
Read the sentence from page 26. "Zapato Power was the best thing on earth when I was alone. But when I was with my friends, it felt a little like cheating." Explain why. Is it cheating?
The chapter ends by Mr. Vaslov saying, "Give me a few days to come up with something, Freddie. I'll do the best I can." What is Mr. Vaslov trying to come up with? What problem is he trying to solve?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
developing
v.
to make or bring into being
chuckled
to laugh softly
controls
n.
buttons to turn a device on or off
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.
RL.2.3 — Describe how characters in a story respond to major events and challenges.
RL.2.6 — Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
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.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).
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).
RF.2.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RL.2.1 — Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL.2.10 — By the end of the year, read and comprehend literature, including stories and poetry, 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
Explain why the chapter is titled, “Inventions Take Time” by using details to retell key events and how characters respond to major events and challenges.
Explain how Freddie feels about the shoes by using details from the text to describe how characters in a story respond to major events and challenges.
Standards
RF.2.4RL.2.3
Identify and explain the descriptive language the author uses to describe the shoes by describing how words and phrases supply meaning to a story.
L.2.6RF.2.4RL.2.3RL.2.4
Explain why the chapter is titled, “The Mysteries Begin” by using details to retell key events and how characters respond to major events and challenges.
RF.2.4RL.2.3RL.2.5
Explain why the chapter is titled, “A Pretty Regular Night for a Superhero” by using details to retell key events and how characters respond to major events and challenges.
RF.2.4RL.2.3RL.2.5RL.2.6
Use subordinating conjunctions to write more interesting and complex sentences.
L.2.1.f
Explain if Freddie is a superhero by using details to retell how characters respond to major events and challenges.
RF.2.4RL.2.3RL.2.4RL.2.6
Explain why the chapter is called, "Poopee Isn't Good for Starwood Park" by using details to retell how characters respond to major events and challenges.
RF.2.4RL.2.3RL.2.6
Explain if Freddie’s actions make him a superhero by using details to retell how characters respond to major events and challenges.
Explain why the chapter is titled, “I Solve the Final Mystery” by using details to retell key events and how characters respond to major events and challenges.
Describe Freddie and Mr. Vaslov and how they respond to key events by preparing for and participating in a class discussion using evidence from the entire text.
L.2.6RL.2.2RL.2.3RL.2.5SL.2.1SL.2.6
3 days
Write a narrative that continues Zapato Power: Freddie Ramos Takes Off and includes a strong lead and temporal words to show time passing.
W.2.3W.2.5
Explain how Freddie Ramos shows confidence by using details to describe characters and how characters respond to major events and challenges.
Explain if Freddie should have taken the wristband and why by using details to retell key events and how characters respond to major events and challenges.
Explain how what others think of him influences how Freddie behaves by using details to retell key events and how characters respond to major events and challenges.
Defend if Freddie is a superhero by using details to retell key events and how characters respond to major events and challenges.
Explain why the chapter is titled, “An Extra Button” by using details to retell key events and how characters respond to major events and challenges.
Describe Freddie and Mr. Vaslov and what motivates them both by preparing for and participating in a class discussion using evidence from the entire text.
5 days
Write a story describing how you use a superpower by writing a narrative that includes details that describe actions, thoughts, and feelings.
L.2.1.eL.2.2.eL.2.5.bW.2.3W.2.5
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