Curriculum / ELA / 2nd Grade / Alternate Unit 5: Solving Mysteries: The Fenway Foul-up / Lesson 5
ELA
Alternate Unit 5
2nd Grade
Lesson 5 of 21
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Explain why the chapter was titled “Sunflower Seeds” by recounting key details in a text and describing the features of a mystery.
Book: Ballpark Mysteries #1: The Fenway Foul-Up by David A. Kelly — Chapter 3
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Explain why the chapter is titled “Sunflower Seeds.”
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
Describe what happened with the man. Based on what happened, could the man be considered a suspect? Why?
What does it mean to be caught red-handed? What was Mike doing that led to him being caught "red-handed?”
What is a ransom note? What did the ransom note say?
Were Mike and Kate right to be suspicious about the man in the Yankees cap? Why or why not?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
squinted
v.
to look by partly closing your eyelids
clumsy
adj.
awkward; without physical grace or control
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L.2.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
RL.2.2 — Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
RL.2.5 — Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
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.
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.2.6 — Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
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.
Lesson 4
Lesson 6
Explain what makes Fenway Park unique by answering questions to demonstrate understanding of key details.
RI.2.1
Describe three baseball-specific words and why they are important to the game by determining the meaning of words in a story and explaining how they are connected.
RI.2.1 RI.2.4
Explain how David A. Kelly starts the story The Fenway Foul-Up and why by describing the overall structure of a story, including how the beginning introduces the story and the aspects of a mystery.
RF.2.4 RL.2.3 RL.2.5
Describe how Kate and Mike respond to the news that Big D’s bat had been stolen by describing how characters in a story respond to major events and challenges.
RF.2.4 RL.2.3 RL.2.6
L.2.4 RF.2.4 RL.2.2 RL.2.5
Writing
Identify the four different types of sentences and explain when they are used.
L.2.1.f
Write a newspaper article detailing what has been happening at Fenway Park by retelling key details and characters’ perspectives on events.
L.2.6 RL.2.2 RL.2.5 RL.2.6 W.2.3
Describe Mike and Kate and how their different strengths make them a good team by describing how characters in a story respond to major events and challenges.
L.2.6 RF.2.4 RL.2.2 RL.2.3
Explain what Kate means by “It’s probably been right in front of us all this time” by describing how characters respond to major events and challenges.
Explain if Kate and Mike are right to suspect Kevin or if they are unfairly jumping to conclusions about him by describing how different characters respond to major events and challenges.
Discussion & Writing
RL.2.2 RL.2.5 RL.2.6 W.2.3
Explain if Kate and Mike are right to suspect the photographer or if they are unfairly jumping to conclusions about him by describing how different characters respond to major events and challenges.
Explain the significance of the sentence, “Suddenly, the pieces fell into place” by describing how different characters respond to major events.
Debate if Mike and Kate have solved the mystery and why by describing how characters respond to major events.
RF.2.4 RL.2.3
Explain why Kate and Mike were MVPs by determining the central message of a story.
RF.2.4 RL.2.2
L.2.6 RL.2.2 RL.2.5 W.2.3
Discussion
Describe how David A. Kelly uses elements of mystery to develop the plot of the story by describing the overall structure of a story and how elements of mystery help drive the plot of a story.
RL.2.5 SL.2.1 SL.2.2 SL.2.3 SL.2.6 W.2.2
Narrative Writing – 4 days
Brainstorm and write the first chapter of a mystery book that demonstrates an understanding of the story elements in a mystery.
L.2.1.b L.2.1.f L.2.6 RL.2.5 W.2.3
Assessment
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