2nd grade

Unit Lesson Plans

By: Mayra Mendez-Fabiola Fraga-Nancy Ramirez-Elizabeth Velazquez

How

determined

people change

the world

Lesson 1

Topic & Subtopic

Amelia Earhart

Lead teacher:

Mayra Mendez

Lesson 3

Making Inferences

Sojourner Truth

Lead teacher:

Nancy Ramirez

Lesson 2

Monitoring

Comprehension

Navajo Code Talkers

Lead teacher:

Elizabeth Velazquez

Lesson 4

Questioning

Theodore Roosevelt

Lead teacher:

Fabiola Fraga

❖ Students analyze, make inferences, draw conclusions, and provide evidence using Biography books about historical figures to support their understanding.

❖ Students use comprehension strategies to interpret informational text and apply these strategies in future text they read.

❖ Students use biography books to glean important information and get a better understanding of how determined people impacted the world.

❖ Students learn different techniques to build schema by using a set of tools to make sense of text and become active readers.

Goals Rationales

� Goal: Students will be able

to compile and organize

important details about

Amelia Earhart by using

biography books.

� Strategy: Summarizing and

Synthesizing- Topic and

Subtopics.

� Teks: 2.14 Reading/Comprehension of

Informational Text

2.25 Research/Gathering Sources (C)

2.26 Research/ Synthesizing Information

2.30 Listening and Speaking/Teamwork

2.3 History (A)

Lesson 1 Lesson 2 Lesson 3 Lesson 4� Goal: Students will be

able to use strategies to

monitor their reading

while learning about

historical people, like the

Navajo Code Talkers.

� Strategy: Monitoring

Comprehension: The

Inner Conversation

� Teks: 2.30 Listening and

Speaking/Teamwork

2.3 A & B. Reading/Beginning

Reading/Strategies

2.14 Reading/Comprehension of

Informational Text

2.13 Citizenship

� Goal: will be merging

background knowledge with

clues in the text to come up

with an idea that is not

explicitly stated by the

author

� Strategy: Visualizing and

Inferring- Making What’s

Implicit Explicit

� Teks:

2.25 Research/Gathering Sources (b)

2.27 Research/ Organizing and Presenting

Ideas

2.14 Reading Comprehension of Informational

Text/ Expository Text

2.13 Citizenship

2.2A Creative Expression/ Performance

� Goal: Students will focus

their thoughts and

categorize relevant

information by using specific

questions as guides while

reading text.

� Strategy: Questioning-

Reading with a Question in

Mind

� Teks: 110.10.b Monitoring comprehension/Making

connections with text

110.13.b.28 Listening/Asking questions

113.13.b.4 History

110.10.b.25 Recording information

110.13.27 Research, organize, present

117.10.b.3 Creative expression

2 3

Introduction:

� A brief overview is giving by writing four different facts about Amelia Earhart on a paper airplane.

� Launch one paper airplane at a time and have a student read it aloud to the class.

� At this point, students don’t know what historical figure will be discussed, but they can begin to make an

informational guess based on the facts provided.

� This form of introduction hooks students by getting them excited through play.

Whole group/Modeling:

� Activate and build background knowledge by providing a poster about biography books.

� Discussion: remind students what biography books are, present Amelia Earhart, display different versions of

books, and set the purpose of reading by explaining that books may be used as a source to gather information

about historical figures.

� Teacher models questioning and depicting important details through a think- aloud. Then, places important detail

on Topic & Subtopic chart.

Small group/ Guided Practice:

� Continue modeling and work with students in identifying key facts. It is encouraged to make brief stops and have

group discuss in new learning by scaffolding students with questions.

� Search for information using biography books and identify key details. Student write on their sticky notes and

placed in their personal book under appropriate subtopic

� Encourage students to assist and discuss their thoughts with one another.

Closure

� As a group, teacher will encourage students to share their facts based on a subtopic.

� Use the Amelia Earhart face cut out organizer and have student place face as they state their fact to the rest of

the class.

� As a class, decided under which category the key fact should be placed (draw an arrow for overlapping facts).

Lesson 1 Rationales

1. -Principle 3 Reading

Comprehension: What Every

Teacher Needs to Know by

Maureen Mclaughlin: Teachers

influence students in reading by

being able to create

experiences and environments

that introduce, nurture, and

engage.

2. -Principle 1: Support making

connections in what they are

learning by actively engaging in

talk. (Social constructivism).

3. -Principle 7: Teacher and

students practice using text

features, active talk, listening,

reading and writing skills to

organize and identify important

information.

4. -Harvey & Goudvis (chp.33-

40; chp. 2 pg. 25) state that

students must read with a

purpose. Therefore, a teacher

assess comprehension for the

effectiveness of instruction.

Supporting Books and Graphic Organizers❏ Amelıa Earhart by Marilyn Rosenthal

and Daniel Freeman

❏ Flyıng Ace: The Story of Amelıa

Earhart by Angela Bull

❏ Who was Amelıa Earhart? by Kate

Boehm Jerome

❏ Amelıa Earhart by Lucia Raatma

Lesson 2 Rationales

1. On Strategies That Work

by Stephanie Harvey &

Anne Goudvis Chapter 6 it

states that monitoring their

comprehension keeps them

engaged and allows them to

build their understanding.

2. On Strategies That Work

by Stephanie Harvey &

Anne Goudvis Chapter 6

they explain that monitoring

comprehension allows

readers to pay attention to

their own thinking.

3. On Strategies That Work

by Stephanie Harvey &

Anne Goudvis Chapter 6

states that when readers

write down their thinking

as they read they add to

their store of knowledge,

remember the information,

and better learn to

understand it.

Introduction:

� Students are given a small dictionary with the Navajo Code and they are to decipher the code I have provided to them

using the dictionary.

� Students are asked if they believe codes code be useful and if so they were to give examples of how they could be used.

� Students are then asked if they can identify the code that was used to help World War II.

� Then I introduced the Navajo Code Talkers and gave a brief description about them.

Whole group/Modeling:

� Introduced students to the strategy we would be focusing on: Reading Comprehension: The Inner Conversation.

� Explained some ways we could monitor our comprehension as we read by providing a graphic organizer.

� Teacher modeled the strategy with the book The Navajo Code Talkers by Andrew Santella

� Teacher frequently stops to provide feedback on the different methods one can monitor their comprehension as they

read.

Small group/ Guided Practice:

� Teachers continue to model to remind students what they are expected to do and remind them to stop often to write

down their questions and thought.

� Students take turns reading from the section given to the group. Groups are given different sections to read from the

same book.

� As students read from their section they are to monitor their reading by stopping as they read to write down

questions, thoughts, or suggestions they have.

Closure

� Groups come back together to discuss what they learned from their section in the book with the rest of the class.

� After all groups have shared about their section the teacher then briefly explains events or parts groups might have

missed.

� As a group we create our own graphic organizer to help us monitor our reading. We do this by sharing the different

ways we each monitored our reading.

❖ Navajo Code Talkers by Andrew Santella

❖ Navajo Code Talkers Dıctıonary by the Department of the NavyNaval Historical Center

❖ Navajo Code Talkers Video Clip

Supporting Books and Graphic Organizers

Lesson 3Introduction:

● Pass out three giant puzzle pieces that read: Schema, Evidence and Inference.

● Ask the students to read the puzzle pieces and put it together

● After the pieces are put together I will go over Schema, Evidence and Inference

Whole Group/Modeling:

● I will introduce Sojourner Truth by showing the class a poster with a few images of her.

● Than i will ask the class if they know anything about her or what inference they can make about the images.

● One of the lead teachers will be writing down what the students say.

● After we are done using our schema and making inferences, I will read “Aint I A Woman” to the class

● After the reading I will ask the class what evidence they found on Sojourner Truth and what inferences they could

make based on what was read.

Small Group/Guided Practice

● each teacher will model by continuing with a brief read-aloud. “My Name Is Truth: The Life of Sojourner Truth” by

Ann Turner

● After the reading, as a group the student will draw an inference of what they think is going to happen next

● The groups should discuss what they are going to say for the group discussion and the teacher in the group should

write down what the students drew and why.

Closure

● Each teacher of the group will ask a group member to share what inferences they made based on their group

drawing.

● Ms. Fraga and her group will go first because she has the first eight pages, than Ms.V, than Ms. Mendez and then

Ms.Ramirez

● A student from each group will come up and place their poster on the whiteboard for everyone to see.

● Lead teacher will ask the students questions such as: Was your inference correct? Did your questions get

answered?

Rationales

1. On Strategies That Work

by Stephanie Harvey &

Anne Goudvis Chapter 9

pg. 132 states that when

you use visuals it helps

construct meaning.

2. Strategies That Work

Harvey & Goudvis pg.135

states “..visualizing is all

about-taking the words of

the text and mixing them

with the reader's

background knowledge to

create pictures in the

mind.”

3. Students infer and draw

conclusions from

informational text using

features and text

structure.

Graphic Organizers

Graphic Organizers and Students WorkStudents Art

Lesson 4Introduction: � Revisit the biography book that has been presented in previous lessons,

questioning the students on what is a biography and adding to it the word

autobiografia and discuss.

� Question the students about who they think we will talk about in this lesson.

Whole Group:

� Show the students a video clip from A Night at the Museum

� Inform the students that today they will learn about Theodore Roosevelt.

� Model the questioning strategy reading with a question in mind.

Present the question to the students and model by using a think aloud, Theodore Roosevelt:

The Adventurous President.

� Write important details pertaining to the question in the Notes and Thinking sections while vocalizing the

thinking behind the reasoning of what is written.

Small Group:

� Teachers continue modeling the strategy in a smaller setting using To Dare Mighty Things:

The Life of Theodore Roosevelt.

� The same book is divided into four sections, with four different questions.

� Students will write down/draw responses for their corresponding question in

Notes and Thinking sections of their graphic organizer.

Closure:

� Students will share one thing that they wrote/drew in their booklet,

using a Teddy face prop.

� After the students have shared, review past historical figures from previous lessons

and the concept of biography and autobiography.

Rationales:

1. In the text Strategies that Work by Harvey & Goudvis on page 67 it states that “When kids are able to view the illustrations and photographs in relation to the language, they have a better shot at making sense of the ideas, story lines, and information in the text.

2. Providing students with choices on how to complete their work gives them a sense of ownership, while further helping linguistically diverse learners.

3. Students visualize and create mental images in a supported environment to make sense of what they read, and later share their ideas with their peers.

Graphic Organizers & Books

● Theodore Roosevelt: The Adventurous President by the Editors of TIME For Kids

● The Camping Trip That Changed America: Theodore Roosevelt, John Muir, and our National Parks by Barb Rosenstock

● Camping with the President by Ginger Wadsworth

● You’re on your Way, Teddy Roosevelt by Judith St. George

BibliographyI am Amelia Earhart by Brad MeltzerA role model for women to not be afraid to follow

their dreams. She was determined to learn how

to fly airplanes and was the first woman to break

many records.

● Citation: Brad Meltzer. I am Amelia

Earhart New York: Penguin Books

2014. Print.

My Name Is Truth: The Life of Sojourner Truth

by Ann Turner

My name is Truth is the story of Isabella

Baumfree also known as Sojourner Truth. This

book begins with Sojourner as a child and goes on

to tell us major events and accomplishments in

her life. This book informs us about a former

slave who made a big differences in our life and in

history.

● Citation: Turner, Ann Warren, and

James Ransome. My Name Is Truth:

The Life of Sojourner Truth. New York:

HarperCollins, 2015. Print.

To Dare Mighty Things: The Life of Theodore

Roosevelt

Teddy Roosevelt was a sickly, but determined

child, who ended up changing the United States

and the world. Author Doreen Rappaport

cleverly ties in quotes from Teddy with the text to

bring forth an engaging narrative about the 26th

president of the United States.

● Citation: Rappaport, Doreen, and C. F.

Payne. To Dare Mighty Things: The

Life of Theodore Roosevelt. Print.

Navajo Code Talkers by Andrew Santella

A brief explanation about the Navajo

Code Talkers and their secret code. The

book explains how the code helped win

WW II and a brief history about how the

marines came across the language. As

well as some background information

about the Navajos.

● Citation: Santella, Andrew.

Navajo Code Talkers.

Minneapolis, Minn; Compass

Point Publisher. 2004. Print.