Curriculum / ELA / 2nd Grade / Alternate Unit 4: People Who Changed the World / Lesson 11
ELA
Alternate Unit 4
2nd Grade
Lesson 11 of 32
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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.
Book: Honda: The Boy who Dreamed of Cars by Mark Weston
Book: How to Build a Hug: Temple Grandin and Her Amazing Squeeze Machine by Amy Guglielmo and Jacqueline Tourville
Book: Sharuko: Peruvian Archeologist by Monica Brown
Book: Buzzing with Questions: The Inquisitive Mind of Charles Henry Turner by Janice N. Harrington
Book: Queen of Physics: How Wu Chien Shiung Helped Unlock the Secrets of the Atom by Teresa Robeson
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Pick one person you learned about. Explain how he or she changed the world and what it took to do it.
An example response to the Target Task at the level of detail expected of the students.
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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).
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.2.6 — Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
W.2.2 — Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
W.2.7 — Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
W.2.8 — Recall information from experiences or gather information from provided sources to answer a question.
Standards that are practiced daily but are not priority standards of the unit
L.2.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
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.2.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
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.2.2 — Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
Lesson 10
Lesson 12
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.
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
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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