ELA  /  2nd Grade  /  Unit 5: Finding Your Power: Freddie Ramos

Finding Your Power: Freddie Ramos

Students continue to build reading and writing skills by engaging with the beginning chapter book series Zapato Power.

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ELA

Unit 5

2nd Grade

Unit Summary

In this unit, students continue to explore the characteristics of chapter books by reading and engaging with the beginning chapter book series, Zapato Power. Building off of what students learned in the Belonging and Friendship: Pinky and Rex unit, students explore what it means for two people to be friends and how friends are able to help each other by examining the somewhat unusual friendship between Freddie and Mr. Vaslov, an older man who lives and works in Freddie's apartment building. Over the course of the unit, students are challenged to think about what it means to be a superhero and the differences between using "super" powers and brain power to solve problems. It is important to note that these books are part of a beginning chapter book series; therefore, there are aspects of the plot that are less developed or not as powerful as other books that students read in the progression. It is our hope that this unit, in connection with other units from the sequence, set students up for success in reading and understanding longer chapter books.

This unit should be done predominantly as Shared Reading or Independent Reading; therefore, this unit gives students a chance to practice the reading skills they have developed in previous units. As they did in previous units, students are challenged to think about how authors develop characters throughout a single text and how that understanding builds as they read more books in a series about the same characters. Students focus on character motivation and what motivates both of the main characters, Freddie and Mr. Vaslov. Students also begin to notice the different types of descriptive language authors include—specifically figurative language—and how descriptive language helps a reader better visualize the story and bring it to life. Finally, students begin to notice how chapter titles are a clue for what is important in a chapter and can be used to guide retells and summaries of the key events within a chapter. 

When discussing the text, students use all of the strategies they have learned in previous units to participate in partner, small group, or whole-class discussions. When building on others' talk in conversations, students continue to work on linking their comments to the remarks of others and asking questions for clarification or further explanation if needed. Students also begin to critique and analyze the reasoning of others as they build on and respond to their classmates' comments.

Students continue to build their writing fluency by writing daily in response to the Target Task, with an emphasis on using expanded sentences. In this unit, students explore using apostrophes to show possession and to form contractions. Students also continue to work on refining their narrative writing skills by writing a variety of narratives, including a narrative poem, that have a strong beginning, middle, and end and use a variety of precise words and phrases to describe characters and manage the sequence of events.

Please Note: In November 2025, this unit and its lesson plans received a round of enhancements. Writing projects throughout the unit have been adjusted. This unit is now 28 instructional days (previously 27 days). Teachers should pay close attention as they intellectually prepare to account for the updated pacing, sequencing, and content.

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Texts and Materials

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Core Materials

Supporting Materials

Text Selection Rationale
All Course Materials

Assessment

The following assessments accompany Unit 5.

Content Assessment

The Content Assessment pushes students to synthesize unit content knowledge or unit essential questions in writing. The Content Assessment should be used as the primary assessment because it shows mastery of unit content knowledge and standards.

Cold Read Assessment

The Cold Read Assessment tests students' ability to comprehend a "cold" or unfamiliar passage and answer standards-based questions. The Cold Read Assessment can be given in addition to the Content Assessment as a pulse point for what students can read and analyze independently, a skill often required for standardized testing.

Fluency Assessment

The Fluency Assessment allows teachers to monitor students' oral reading fluency progress with a reading passage drawn from one of the unit's core texts. Find guidance for using this assessment and supporting reading fluency in Teacher Tools.

Unit Prep

Intellectual Prep

Unit Launch

Before you teach this unit, unpack the texts, themes, and core standards through our guided intellectual preparation process. Each Unit Launch includes a series of short videos, targeted readings, and opportunities for action planning to ensure you're prepared to support every student.

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Essential Questions

  • Can people of different ages be friends? Why or why not?
  • What is more important: brain power or superpower? Why?

Reading Focus Areas

  • To understand what happens and why it happens in a story, readers notice a character’s motivation and relationships.

  • Authors use descriptive language to help readers visualize and better understand what’s happening in the story.

  • Chapter titles give readers a clue about the key events in the upcoming chapter.

Writing Focus Areas

Narrative Writing

  • Brainstorm a focused narrative with a beginning, middle, and end.

  • Write a beginning with a strong hook.

  • Write an ending that provides a sense of closure.

  • Use temporal words to show time passing.

  • Include details that show actions, thoughts, and feelings.

Poetry Writing

  • Use tools like rhyme, rhythm, and repetition for effect.

Speaking and Listening Focus Areas

  • Build on others' talk in conversations by linking their comments to the remarks of others.

  • Ask for clarification and further explanation as needed about topics and texts under discussion.

Vocabulary

Text-based

chuckledclingingconfessconcentratecontrolsdasheddevelopingexcusegroanedgulpedholleredinventorinvestigatepoutedprotestedpuzzledresistsnoopingsuspiciouswailedwhined

Root/Affix

in-

To see all the vocabulary for Unit 5, view our 2nd Grade Vocabulary Glossary.

Supporting All Students

In order to ensure that all students are able to access the texts and tasks in this unit, it is incredibly important to intellectually prepare to teach the unit prior to launching the unit. Use the intellectual preparation protocol and the Unit Launch to determine which support students will need. To learn more, visit the Supporting All Students Teacher Tool.

Content Knowledge and Connections

  • Explain that friendships come in many different forms.
  • Explain that friends help one another solve problems and help each other explore things they are interested in.
  • Explain that brain power is sometimes more important—and effective—than superpower.

Lesson Map

11
Lesson
Writing

3 days

Overview

Write a narrative that continues Zapato Power: Freddie Ramos Takes Off and includes a strong lead and temporal words to show time passing.

Materials
  • Freddie Ramos Takes Off
  • Single Point Narrative Writing Rubric 1 (G2, U5, L11)
  • Editing Checklist 1 (G2, U5)
  • Narrative Writing Rubric (G2)
  • Narrative Writing Brainstorm Graphic Organizer (GK–2)
  • Narrative Writing Brainstorm Graphic Organizer Sample Response (G2, U5, L11)
  • Mentor Text 1 (G2, U5, L11)
  • Boring Paragraph Set (G2, U5, L11)
  • Revision Strategy Menu 1 (G2, U5, L11)
Day 1 - Brainstorming

Brainstorm and plan a sequence of events that continues the story of Zapato Power: Freddie Ramos Takes Off.

Materials
  • Freddie Ramos Takes Off
  • Narrative Writing Brainstorm Graphic Organizer (GK–2)
  • Narrative Writing Brainstorm Graphic Organizer Sample Response (G2, U5, L11)

Standards

RL.2.3RL.2.5RL.2.7W.2.3

Day 2 - Drafting

Draft a narrative that continues the story of Zapato Power: Freddie Ramos Takes Off, beginning with a strong lead that hooks the reader.

Materials
  • Freddie Ramos Takes Off
  • Completed Narrative Writing Brainstorm Graphic Organizer
  • Single Point Narrative Writing Rubric 1 (G2, U5, L11)
  • Mentor Text 1 (G2, U5, L11)
  • Boring Paragraph Set (G2, U5, L11)

Standards

RL.2.5W.2.3

Day 3 - Revision & Editing

 Revise and edit a narrative story continuing Zapato Power: Freddie Ramos Takes Off.

Materials
  • Revision Strategy Menu 1 (G2, U5, L11)
  • Editing Checklist 1 (G2, U5)
  • Single Point Narrative Writing Rubric 1 (G2, U5, L11)
  • Narrative Writing Rubric (G2)

Standards

L.2.1L.2.2W.2.3W.2.5

21
Lesson
Writing

5 days

Overview

Write a narrative poem describing a superpower by including details that show actions, thoughts, and feelings.

Materials
  • Freddie Ramos Springs Into Action
  • Freddie Ramos Takes Off
  • Single Point Narrative Writing Rubric 2 (G2, U5, L21)
  • Editing Checklist 3 (G2, U5, L21)
  • Narrative Writing Rubric (G2)
  • Superpowered Poem Sample Response (G2, U5, L21)
  • "What Makes a Superhero?" Graphic Organizer (G2, U5, L21)
  • Superhero Illustration Sample Response (G2, U5, L21)
  • "What Makes a Superhero?" Graphic Organizer Sample Response (G2, U5, L21)
  • "What Makes a Superhero?" Graphic Organizer Model (G2, U5, L21)
  • Narrative Writing Brainstorm Graphic Organizer (GK–2)
  • Narrative Writing Brainstorm Graphic Organizer Sample Response (G2, U5, L21)
  • Mentor Text 2 (G2, U5, L21)
  • Stanza Topic Cards (G2, U5, L21)
  • Revision Strategy Menu 2 (G2, U5, L21)
  • Notice and Wonder Peer Feedback Form (G2, U5, L21)
Day 1 - Brainstorming

Generate ideas for a narrative poem by brainstorming possible superpowers, origin stories, challenges, and lessons learned.

Materials
  • Freddie Ramos Takes Off
  • Freddie Ramos Springs Into Action
  • "What Makes a Superhero?" Graphic Organizer (G2, U5, L21)
  • Superhero Illustration Sample Response (G2, U5, L21)
  • "What Makes a Superhero?" Graphic Organizer Sample Response (G2, U5, L21)
  • "What Makes a Superhero?" Graphic Organizer Model (G2, U5, L21)

Standards

RL.2.7W.2.3

Day 2 - Planning

Plan a narrative poem by organizing their superhero ideas into a clear beginning, middle, and end that includes a problem, solution, and lesson.

Materials
  • Freddie Ramos Takes Off
  • Freddie Ramos Springs Into Action
  • Completed What Makes a Superhero? Graphic Organizer
  • Narrative Writing Brainstorm Graphic Organizer (GK–2)
  • Narrative Writing Brainstorm Graphic Organizer Sample Response (G2, U5, L21)
  • Mentor Text 2 (G2, U5, L21)

Standards

RL.2.4RL.2.5W.2.3

Day 3 - Drafting

Draft a narrative poem by organizing their superhero ideas into a clear beginning, middle, and end that includes a problem, solution, and lesson.

Materials
  • Freddie Ramos Takes Off
  • Freddie Ramos Springs Into Action
  • Completed Narrative Writing Brainstorm Graphic Organizer
  • Completed What Makes a Superhero? Graphic Organizer
  • Mentor Text 2 (G2, U5, L21)
  • Single Point Narrative Writing Rubric 2 (G2, U5, L21)
  • Stanza Topic Cards (G2, U5, L21)

Standards

RL.2.4RL.2.5W.2.3

Day 4 - Revision & Editing

 Revise and edit a narrative superhero poem.

Materials
  • Editing Checklist 3 (G2, U5, L21)
  • Single Point Narrative Writing Rubric 2 (G2, U5, L21)
  • Revision Strategy Menu 2 (G2, U5, L21)
  • Notice and Wonder Peer Feedback Form (G2, U5, L21)

Standards

L.2.2W.2.3W.2.5

Day 5 - Publishing

Publish a narrative poem describing a superpower by including details that show actions, thoughts, and feelings.

Materials
  • Narrative Writing Rubric (G2)
  • Superpowered Poem Sample Response (G2, U5, L21)

Standards

SL.2.5W.2.3W.2.5

Common Core Standards

Core Standards

RL.2.2
RL.2.3
RL.2.4
RL.2.5
RL.2.6
RF.2.4
W.2.1
W.2.3
W.2.5
W.2.8
L.2.1
L.2.1.e
L.2.1.f
L.2.2
L.2.2.c
L.2.2.e
L.2.4
L.2.5
L.2.5.b
L.2.6
SL.2.1
SL.2.2
SL.2.5
SL.2.6

Supporting Standards

RL.2.1
RL.2.7
RL.2.9
RL.2.10
RF.2.3
L.2.3
L.2.4.a
L.2.5.a
SL.2.1.a
SL.2.1.b
SL.2.4
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