FRAMINGHAM Public Schools CURRICULUM UNIT TEMPLATE: May 29, 2013 2013-2014

Unit Title: Nonfiction Writing Grade Level: 2 Length: Unit Overview This non-fiction writing unit of study was created to help guide your students through the nonfiction writing process. The Common Core Standards emphasize the importance of students learning how to pull facts from the nonfiction they are reading as research. This unit is designed to help students learn that non-fiction text structures help an author organize information in an expository text. It will also teach students how their research and notes can be written to inform.

Key Understandings (Students will understand that….)  Writers can teach readers “all about” a subject.  Information can be gathered from text and used as resources for a writing topic.  Different text features signal importance.  Different text features give readers more information and a more complete understanding. Essential Questions (Students explore important ideas in the unit through such questions as…)  How do you convey information about a topic through writing?  How do you gather and organize information to help you as you write about a topic?  How can you use conventions to help the reader understand your topic?

Focus Standards (Assessed Standards in Bold) Reading for Literature (RL) Reading for RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details Information (RI) in a text. RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. 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.2.7 Explain how specific images (e.g. A diagram showing how a machine works) contribute to and clarify text.

Writing (W) 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.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. 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; 2_W6_Nonficiton Writing 5.29.13 Page 1 FRAMINGHAM Public Schools CURRICULUM UNIT TEMPLATE: May 29, 2013 2013-2014 record science observations). W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

Speaking and SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences Listening (SL) when appropriate to clarify ideas, thoughts, and feelings. [FPS implementation note: Final presentation]

Language (L) L.2.1a Use collective nouns (e.g., group). L.2.1bForm and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.2.3a Compare formal and informal uses of English L.2.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

Reading [FPS Implementation note: These standards are addressed during guided reading, shared reading, and word study.] Foundational Skills Overarching Standards 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.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 36–37 for specific expectations.) 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).

Knowledge Skills Students will know… Students will be able to…. Understand that text features organize information for the reader. Ask questions about a topic. Read and peruse through non-fiction text to answer specific questions. Locate other important information. Key Vocabulary: NON-FICTION, FEATURES OF PRINT, Use an organizer to take notes. Create headings for a table of contents. CONVENTIONS: TABLE OF CONTENTS, CAPTIONS, GLOSSARY, Determine the best format to present the information to the reader. DIAGRAMS, CLOSE-UP, CUTAWAY, MAPS AND HEADINGS Write an informational report about a topic of choice. 2_W6_Nonficiton Writing 5.29.13 Page 2 FRAMINGHAM Public Schools CURRICULUM UNIT TEMPLATE: May 29, 2013 2013-2014

Assessment We need to make sure that the assessments below asses the standards we want them to… can you bold the standards above that would be assessed by the below assessments? Does that work? Performance Assessment Other Assessment (formative and summative) TCRWP Second Grade Core Curriculum Assessment for Informational T-Chart Writing – Lucy Calkins (see Wiki) Teachers are going to need more Research Questions information/direction on this assessment. Note facts Rough Draft Final Product

2_W6_Nonficiton Writing 5.29.13 Page 3 Core Texts/Reading Selections FRAMINGHAM Public Schools CURRICULUM UNIT TEMPLATE: May 29, 2013 Informational Texts: Literary Nonfiction, History/Social Studies, Literature: Stories, Drama, Poetry 2013-2014 Science/Technical Texts will vary dependent on student topics and appropriate level of reading (Authors suggested: Gail Gibbons, Steve Jenkins Jim Arnosky). For Butterflies The Butterfly by Sabrina Crew Caterpillars and Butterflies by Stephanie Turnbull Differentiated Texts/Reading Selections Intervention Enrichment ELL Always take into consideration your students' Students can choose a topic to research and Same as intervention with some more attention personalities and learning styles. When they are develop inquiry questions, They will establish a to the specific vocabulary presented in texts. off hunting through books, check in with the perspective, take notes and present it in a Photos, pictures or realia may be necessary to ones who may need more assistance. Check the written report. make the information clearer and easier to T-Charts to make sure that the students are Students can include more in-depth information understand. understanding and able to complete the on their topic, using a larger variety of text assignment independently. Also, have some formats and text features. books in mind, so that you can guide some of the Students can write multiple reports. struggling learners toward the right books. Some information may be harder to find than others. Make sure you have resources for all of their questions. You might also have to create a teacher-made focused question/answer format where students can simply write in the answers as a means to scaffold students. (insect: is, can, has, eats) Other Resources General Resources

______Online Resources http://www.scholastic.com/teachers/top-teaching/2011/03/my-march-top-ten-list-nonfiction-reading-resources

Art/Music/Media Connections

Math/Science/Social2_W6_Nonficiton Studies Writing Connections 5.29.13 Page 4 This research unit may be used for the science unit on insects. FRAMINGHAM Public Schools CURRICULUM UNIT TEMPLATE: May 29, 2013 2013-2014

Learning Progression for this Unit 1.Discovering Non-fiction text features (RI.2.5,) 2. Mucking Around for a Topic (SL2.1 R2.10) 3. Working with a Topic (W.2.7, L.2.1b)

4.Research and Notes (W.2.8) 5. Research and Notes focusing on Using a Comma in a Series/List (L.2.1) 6. Research and Notes: Reviewing the Use of Irregular Plural Nouns (L.2.1b) 7. Research and Notes: Focusing on Using Adjectives to Describe and Compare (L.2.3) 8. Organizing Information (W.2.7, R.2.1) 9. Choosing Page Formats (W.2.4, R.2.2, R.2.5)

10. Writing a Chapter (W.2.2) 11. Using an Expert Voice (R.2.4) 12. Revising the Leads (W.2.5) 13.Revising With Pronouns (L.2.1) 14. Creating a Glossary (W.2.2, L.2,4) 15.Creating a Table of Contents (W.2.6) 16. Revising (W.2.4) 17. Editing (L.2.2) 18. Writing to Publish/Plan for Celebration (SL.2.2)

2_W6_Nonficiton Writing 5.29.13 Page 5 FRAMINGHAM Public Schools CURRICULUM UNIT TEMPLATE: May 29, 2013 2013-2014 Lesson Plan Mini-Map for Unit

2_W6_Nonficiton Writing 5.29.13 Page 6 FRAMINGHAM Public Schools CURRICULUM UNIT TEMPLATE: May 29, 2013 2013-2014 Lesson 1: Discovering Non-fiction Text Features Lesson Summary: The purpose of this lesson is to review and learn non-fiction conventions using non-fiction texts that feature the conventions mentioned below. To work on noticing, the teacher compiles a large collection of nonfiction books. Make a T-chart with the left side heading being Feature Name and the right side heading being Purpose. Students work in pairs and use post-it* notes to record their observations about text features of nonfiction books. After the students present their discoveries, an anchor chart will be created listing the types of conventions found, type of text, and its purpose. Learning Objectives: Students will be able to work on noticing and identifying conventions and its purpose. They will share their findings with the class to create a classroom resource chart (table of contents, captions, diagrams, labels, glossary, and types of print, index, close-ups, maps, and cut-away) that will be kept up through the next lessons and until you are done teaching this nonfiction unit. It will prove to be a valuable resource when the students are reading or writing nonfiction. Materials: Chart paper Various non-fiction texts selected by the classroom teacher that include the features taught. Post-it notes or Bookmarks for identifying conventions * The following is a list of all the features and their purposes. You can decide the number and order in which you will teach them each day.

 Labels help the reader understand the small parts of a picture.  Photographs help the reader see what the real topic looks like.  Captions help the reader understand what they are looking at in a picture.  Comparisons help the reader compare the item to something they are already familiar with.  Cut-Aways help the reader see what something looks like from the inside.  Maps help the reader know where something is located in the world.  Types of Print help the reader know that the word or words are important.  Close-Ups help the reader see what something looks like from up close.  Tables of Contents help the reader know how the book is organized.  Indexes help the reader find specific information in a book.  Glossaries help the reader understand the definitions of important words in the book.

Suggested Texts: Gail Gibbons, Steve Jenkins books, Jim Arnosky Scholastic Posters http://www.scholastic.com/teachers/top-teaching/2011/03/my-march-top-ten-list-nonfiction-reading-resources

Lesson 2: Mucking Around for a Topic Lesson Summary: This lesson focuses on giving students time to muck around and explore texts about a general topic so they can chose a smaller topic of interest. (i.e. 2_W6_Nonficiton Writing 5.29.13 Page 7 FRAMINGHAM Public Schools CURRICULUM UNIT TEMPLATE: May 29, 2013 2013-2014 the book may be on the topic of insects. During the mucking around phase, students would hone in on a few insects of interest.) Learning Objectives: Students will explore texts on a broad topic such as insects and choose three specific insects on which they are most interested in learning more about. Materials: Various texts on the broad topic spanning different ability levels. Choice form ranking order student interest. *. Lesson 3: Working With The Topic Lesson Summary: This lesson focuses on students creating a T-chart to organize information for their topic. One column on the T chart will be labeled, What I Know and the other column with be labeled Questions I Have. Teacher will model what we know about a topic and questions we have by writing them on post-it notes. The formulation of questions helps to guide research for students. For most students, questions may be formulated from the T-Chart (What I Want to Know – i.e. Who are the insect’s predators? What does it eat? What is it’s life cycle?). This lesson should be modeled on a smaller topic idea that was not selected by students. After questions are formulated, questions should be categorized to develop headings for student research (i.e. What color is the insect? How large is the insect? Does it have wings? These questions would be categorized under the heading of body features). Teacher will model putting questions into categories. (i.e. food, habitat, life cycle, predators, description.) Learning Objectives: Students will create two lists, What I Know and What I Want to Know. This format will aid the student’s research and provide an area to categorize questions. Materials T-charts Post-it notes Various texts on the smaller topic spanning different ability levels. Lesson 4: Research and Notes Lesson Summary: This lesson focuses on using a book to find answers to specific questions and recording them on post-it notes. Learning Objectives: Students will read to research. They will write/post their information under the question it answers. Materials: Data recording papers/ T-chart and post-it notes Texts related to selected smaller topic, i.e. insects Lesson 5: Research and Notes: Focusing on Using a Comma in a Series/List Lesson Summary: This lesson focuses on teaching the use of the comma in a series (i.e. It eats apples, oats, carrots and honey). Then the students will practice the skill of

2_W6_Nonficiton Writing 5.29.13 Page 8 FRAMINGHAM Public Schools CURRICULUM UNIT TEMPLATE: May 29, 2013 2013-2014 using a comma in a series while taking notes. Learning Objectives: Students will learn how to use a comma in a list or series and be given an opportunity to practice as they continue to do their research and take notes. Materials: Mastering Mechanics 2-3, Comma In a Series, p.84-85 Lesson 6: Research and Notes: Reviewing the Use of Irregular Plural Nouns Lesson Summary: This lesson focuses on reviewing irregular plural nouns (i.e. It doesn’t have any teeth). Then the students will practice the skill of using irregular plural nouns while taking notes. Learning Objectives: Students will learn the correct use of irregular plural nouns before given an opportunity to practice as they continues to do their research and take notes. Materials: Teacher made materials/lesson??? Lesson 7: Research and Notes: Focusing on Using Adjectives to Describe and Compare Lesson Summary: This lesson focuses on using adjectives to describe and lift the writing through descriptions and/or to compare objects (i.e. colorful wings, largest butterfly). Then the students will practice the skills of using adjectives to describe and compare while taking notes. Learning Objectives: Students will learn how adjectives are used to describe or compare nouns before given the opportunity to practice as they continue to do their research and take notes. Materials: Mastering Mechanics 2-3, Adjectives to Lift Description, p.70-71 Mastering Mechanics 2-3, Adjectives: Comparative and Superlative Forms, p.72-73 Lesson 8: Organizing Information Lesson Summary: This lesson focuses on students reading through notes to check that they put their notes in the correct category and then into a sequential order. Learning Objectives: Students will learn how to check their notes for organization before creating a paragraph. Materials: Student created information T-chart research papers Lesson 9: Choosing Page Formats Lesson Summary:

2_W6_Nonficiton Writing 5.29.13 Page 9 FRAMINGHAM Public Schools CURRICULUM UNIT TEMPLATE: May 29, 2013 2013-2014 The focus of this lesson is to demonstrate the different formats used to teach the reader. Using a variety of nonfiction texts, the teacher will showcase different formats and then introduce the different format templates available for their use. These templates can be used to convey different types of information (life cycle, close ups, types of food, etc.). Teacher can use pre-created model “All About” book (attached) to showcase ways to use different available templates. Students will then choose which templates they would like to use to present their information. Learning Objectives: Students will look through their notes and chose the templates that will be the best way to present their information. Materials: Pre-created model “All About” book using class templates Butterflies and Moths by Bobbie Kalman and Tammy Everts The Butterfly by Sabrina Crew Caterpillars and Butterflies by Stephanie Turnbull Other books of choice showing varied text structure and a variety of formatted templates Variety of templates for students to choose from Lesson 10: Writing a Chapter Lesson Summary: This lesson focuses on how to turn notes into a paragraph for a chapter and create a heading. Model for your students how you would transform one of your topics and fact pages from your own notes into a chapter. The teacher models, and points out when the nonfiction text features you have studied can be used. Learning Objectives: Students will turn their researched notes into paragraphs for a chapter. Student will create a heading for this information. Materials: Pre-created model “All About” book using class templates Teacher/Class notes for demonstration Variety of templates Lesson 11: Using an Expert Voice Lesson Summary: The focus for this lesson will be to demonstrate how authors of non-fiction texts use an expert voice. Another focus will be on showing how transition words such as; first, next, another important fact, also, and finally, help to organize information for the reader. Learning Objectives: Students will learn how to use an expert voice and incorporate transition words in their writing as they continue to compose paragraphs from notes. Materials: Pre-created model “All About” book using class templates Various non-fiction texts to demonstrate authors’ voice Anchor chart with transition words

2_W6_Nonficiton Writing 5.29.13 Page 10 FRAMINGHAM Public Schools CURRICULUM UNIT TEMPLATE: May 29, 2013 2013-2014 Lesson 12: Revising with Leads Lesson Summary: This lesson focuses on the variety of leads authors use. Teacher will discuss the need to grab the reader’s attention from the very start by providing several examples of texts to use as exemplars. The teacher will read aloud several examples and discuss the characteristics of these leads and record the attributes on chart paper. Asking, Does it grab your attention? How? Why? Is it creative or interesting? In what ways? An anchor chart will be created listing the different leads students can use, such as questions, riddles, fun headings and ellipses. Learning Objectives: Students will become familiar with various types of leads used for nonfiction writing. Students will create or revise the introductions to their nonfiction piece based on their discoveries in this lesson. Materials: Examples of Leads Texts that employ various types of leads including: Butterflies and Moths by Bobbie Kalman and Tammy Everts Lesson 13: Revising with Pronouns Lesson Summary: This lesson focuses on revising a finished chapter using appropriate pronouns. Learning Objectives: Students will revise their own completed chapters using appropriate pronouns. Materials: Mastering Mechanics 2-3, Pronouns: Clarify Meaning p.60-61 Lesson 14: Creating a Glossary Lesson Summary: This lesson focuses on locating important words the reader will need defined. The words will be made bold in the report and defined for a glossary entry. The teacher will return to the class created book to determine 4 or 5 words that will be included in a glossary for the book. Have students help alphabetize the words and model how to complete the glossary page by filling in the definitions. Learning Objectives: Students will choose important words that the reader will need defined and create an accurate definition for it. The students will then need to alphabetize their list of words for a glossary. Materials: Various non-fiction texts with a glossary Template for glossary page Lesson 15: Creating a Table of Contents Lesson Summary: This lesson uses a variety of non-fiction texts to demonstrate how an author helps the reader locate information by organizing their chapters in a

2_W6_Nonficiton Writing 5.29.13 Page 11 FRAMINGHAM Public Schools CURRICULUM UNIT TEMPLATE: May 29, 2013 2013-2014 sequence. Students will then write a Table of Contents for their own books. Learning Objectives: Students will organize their chapters for a Table of Contents. Materials: Variety of non-fiction texts with a Table of Contents Template for Table of Contents Lesson 16: Revising Lesson Summary: This lesson will focus on having student partnerships revise for content and understanding. Model for students how you would revise for understanding. The author might also revise by adding more descriptive words and details to illustrations. Learning Objectives: Student partner pairs will revise with a “new set of eyes”. Partners will check for understanding making sure the author has provided enough information about a topic and that the information makes sense. Materials: Student created books Possible list of questions to listen for??? Lesson 17: Editing Lesson Summary: This lesson focuses on editing for grammar, spelling, capitals, punctuation, irregular and collective plurals, pronouns and adjectives for description and compare, leads and a comma in a series. Learning Objectives: Students will edit their drafts for the final time. Materials: Student created books Lesson 18: Writing to Publish/Plan for Celebration Lesson Summary: This lesson focuses on final publishing of books. Students can either copy their final draft over or type it on the computer. Emphasize that as writers, our goal is to produce a polished piece. Learning Objectives: Students will create a final product to present to an audience. Once the students have published the whole class celebrates by having students share their work in some way. (Students sit in author’s chair, invite another class, parents, administrators, others to come hear student read and/or share their work. Materials: Student created books

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