Curriculum / ELA / 2nd Grade / Alternate Unit 4: People Who Changed the World / Lesson 3
ELA
Alternate Unit 4
2nd Grade
Lesson 3 of 32
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Explain why Temple did not like hugs and what solution she invented and its impact by describing the connection between a series of events.
Book: How to Build a Hug: Temple Grandin and Her Amazing Squeeze Machine by Amy Guglielmo and Jacqueline Tourville
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Explain what Temple invented and why she invented it. How did her invention impact others?
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Questions about the text that will help guide the students understanding
Describe what hugs felt like to Temple.
“...all she saw was a tidal wave of dentist drills, sandpaper, and awful cologne coming at her all at once.” Why did Temple feel this way?
Why did Temple ask her little sister to step on her?
Temple wonders if she would ever get a hug. What does she mean?
Model fluent reading: Watch how I use punctuation to read these two pages with expression. How does using the punctuation help me?
What did Temple notice about the newborn calves?
What was Temple’s creation? What inspired her?
How would you describe Temple Grandin? Why?
How did Temple Grandin change the world?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
autism
n.
a difference in the brain that sometimes makes it harder for someone to tolerate loud sounds, bright lights, or rough surfaces (sensory inputs)
flinched
v.
to pull away suddenly in pain or fear
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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.2.6 — Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
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.2.5.a — Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
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.
Next
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.
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.
Standards
RI.2.3RI.2.8
Describe how Honda changed the world by identifying and explaining details an author uses to support an idea.
RI.2.3RI.2.6RI.2.8
RI.2.3RI.2.6
Explain what “and now Peruvians tell their own stories” means by describing how specific reasons support specific points an author makes.
L.2.5.aRI.2.3RI.2.6RI.2.8
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.2.6RI.2.3RI.2.6RI.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
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.2.6SL.2.1SL.2.6W.2.2W.2.7W.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.2.6RI.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.2.6RI.2.8SL.2.1SL.2.6W.2.2W.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.2.3RF.2.4RI.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.2.9SL.2.1SL.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.2.6RF.2.3RF.2.4RI.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.2.6SL.2.1SL.2.6W.2.2W.2.5W.2.7W.2.8
4 days
Research a local changemaker and describe how they changed your community.
L.2.2.aSL.2.3SL.2.4SL.2.5W.2.2W.2.5W.2.7W.2.8
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