Curriculum / ELA / 2nd Grade / Alternate Unit 4: People Who Changed the World / Lesson 1
ELA
Alternate Unit 4
2nd Grade
Lesson 1 of 32
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Describe what steps Honda took toward making his dream come true and why by identifying and explaining details an author uses to support an idea.
Book: Honda: The Boy who Dreamed of Cars by Mark Weston pp. 1 – 13
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
What steps did Honda take toward making his dream come true? Why?
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
What was Soichiro Honda’s dream? Why?
Even though the garage owner treated Soichiro poorly at first, he did not quit. Why not? What does this show about him?
Model fluent reading: How does my fluent reading help you better understand what Soichiro is thinking?
Why did the garage owner finally agree to show Soichiro how to make basic car repairs?
How was Soichiro’s dream starting to come true?
What was the piston ring? Why was it important for Soichiro?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
mechanic
n.
a person who works to repair tools, machines, or motors
dedicated
adj.
being faithful or devoted to something
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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.2.8 — 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).
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.2.7 — Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify 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 2
RI.2.3 RI.2.8
Describe how Honda changed the world by identifying and explaining details an author uses to support an idea.
RI.2.3 RI.2.6 RI.2.8
Explain why Temple did not like hugs and what solution she invented and its impact by describing the connection between a series of events.
RI.2.3 RI.2.6
Describe why Julio devoted his medical skills to the study of the Indigenous history of Peru by explaining details an author uses to support an idea.
Explain what “and now Peruvians tell their own stories” means by describing how specific reasons support specific points an author makes.
L.2.5.a RI.2.3 RI.2.6 RI.2.8
Writing
Use subordinating conjunctions to write more interesting and complex sentences.
L.2.1.f
Explain why a classmate called Charles “indefatigable” by identifying and explaining details an author uses to support an idea.
L.2.6 RI.2.3 RI.2.6 RI.2.8
Explain how Charles Henry Turner filled the world with “questions, questions, questions” and why it is important.
Explain how Wu Chien Shiung lived up to her name by identifying and explaining details the author uses to support an idea.
Explain why Wu Chien Shiung was called the “Queen of Physics” and defend whether others thought so or not by describing the connection between a series of events.
RI.2.3
Discussion & Writing
Write an informational report describing how a person made the world a better place by stating a claim and including supporting details from the text.
L.2.6 SL.2.1 SL.2.6 W.2.2 W.2.7 W.2.8
Explain how Wangari changed the country by identifying and describing the connection between a series of events.
Explain why the author describes Jane as a brave woman who was not afraid to do something that had never been done before by describing how specific reasons support specific points an author makes.
RI.2.6 RI.2.8
Describe Mario’s nagging question and why it was important by describing the connection between a series of events.
Explain what Mario means when he says, “We saved our planet once. We can do it again” and why it is important.
Explain how Will Allen can “see what others can’t see” by describing how specific reasons support a specific point an author makes.
L.2.6 RI.2.8 SL.2.1 SL.2.6 W.2.2 W.2.7
Describe Sonia’s childhood by identifying and describing the connection between a series of events.
Explain what the author means by “You never know what can happen—especially when you water a flower” by describing how specific reasons support specific points an author makes.
Describe how Sonia learned the lesson “You have to get up and try again. That is something really hard to do…” by describing the connection between a series of events.
RF.2.3 RF.2.4 RI.2.3
Describe Sonia Sotomayor’s career as a judge by describing the connection between a series of events.
Compare and contrast Sonia Sotomayor: A Judge Grows in the Bronx with Sonia Sotomayor by identifying and explaining points presented by two texts on the same topic.
RI.2.9 SL.2.1 SL.2.6
Explain how Hope helped Barack Obama make his dreams come true by describing how specific reasons support a specific point an author makes.
Describe two times that Obama “got up and did something” by describing the connection between a series of events.
Compare and contrast Barack Obama: Son of Promise, Child of Hope and Barack Obama by identifying and explaining points presented by two texts on the same topic.
Explain why Malala is a warrior with words by describing how specific reasons support specific points an author makes.
Describe Malala using two examples from the text.
L.2.6 RF.2.3 RF.2.4 RI.2.3
Compare and contrast Malala Yousafzai: Warrior with Words and Malala Yousafzai: Champion for Education by identifying and explaining points presented by two texts on the same topic.
L.2.6 SL.2.1 SL.2.6 W.2.2 W.2.5 W.2.7 W.2.8
Informative Writing – 4 days
Research a local changemaker and describe how they changed your community.
L.2.2.a SL.2.3 SL.2.4 SL.2.5 W.2.2 W.2.5 W.2.7 W.2.8
Assessment
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