Division of School Improvement - Model Curriculum Units

UNIT OVERVIEW

The overall theme of this unit is incorporating the elements of language through poetry and prose. The first part of this unit includes identifying rhythm, rhyme, and alliteration in fiction and nonfiction text, with assistance. In addition, the second part of the unit includes knowing and applying proper uses of punctuation, capitalization, and spelling in second grade. Note: Daily oral language and reading fiction and nonfiction literature in poetry and prose will be needed daily. Be sure to include poetry when doing daily oral language. This will help students to acquire and maintain the objectives.

ESSENTIAL QUESTIONS

§ How does the correct use of standard English conventions (punctuation, spelling, and capitalization) affect overall communication?

§ How do literary devices contribute to the understanding of spoken communication?

UNIT PLAN

Lesson One	Rock N’Rhythm & Rhyme (Part One) § Literature: “Friends” by Crystal Bowman; “Sharing” and “Complainin’ Jack” by Shel Silverstein; “Fog” by Carl Sandburg; “Fruits in a Basket” and “Leaves Around the Year” by Mary Sulllivan § Supplies: Pencil, paper, chart paper § Handouts: KWL chart § Formative Assessment: provided
Lesson Two	Rock N’Rhythm & Rhyme (Part Two) § Literature: “Reachin’ Richard” and “Spoiled Brat” by Shel Silverstein; “Tadpoles” and “Animal Homes” by Mary Sullivan § Supplies: Poetry, songs, chants on tape or website; chart paper, sentence strips, pocket chart, pre-made rhyming cards, stickynotes, computer lab or Smart Board § Handouts: I-Have-Who-Has § Formative Assessment: provided
Lesson Three	Rock N’Rhythm & Rhyme (Part Three) § Literature: The song “A-Hunting We Will Go” § Supplies: Overhead, transparency, computer lab or Smart Board, pencil or pen, paper § Handouts: Verse Frame § Formative Assessment: provided
Lesson Four	Rock N’Rhythm & Rhyme (Part Four) § Literature: Franny and Ginny by Pat Cummings, The Frogs Who Wore Red Suspenders by Jack Prelutsky, George Washington’s Teeth by Deborah Chandra & Madeleine Comora § Supplies: Overhead, construction or copy paper, sticky notes, scissors, I Have Who Has game cards § Handouts: I Have Who Has § Formative Assessment: provided
Lesson Five	Always Allow Alliteration (Part One) § Literature: “Four Freckled Frogs” and “Two Blue Cockatoos” by Ruth Thomson; Thank you for the Thistle by Dorie Thurston; Some Smug Slug by Pamela Duncan Edwards; Dr. Seuss’s ABC by Dr. Seuss; Berenstains’s B Book by Jan and Stan Berenstain § Supplies: Nursery rhymes and tongue twisters, pre-made word cards, sentence strips, overhead, transparencies, writing utensils § Handouts: Alliteration § Formative Assessment: provided
Lesson Six	Always Allow Alliteration (Part Two) § Literature: “There’s a Zoo in Room 22” by Judy Sierra; “Timothy Tunny Swallowed a Bunny” by Bill Grossman § Supplies: Nursery rhymes and tongue twisters, prose with alliteration, paper, writing utensils § Handouts: Alliteration § Formative Assessment: provided
Lesson Seven	Capitalization and Punctuation § Literature: “Do you Have a Pet?”, “Did you See the Jet Plane?”, “Leaves Around the Year” and “Why Told my Secret?” by Mary Sullivan § Supplies: Overhead and transparencies, sentence strips, paper, magazines with photographs, writing utensils, slips of paper with types of sentences, index cards, capitalization and punctuation worksheets § Handouts: None § Formative Assessment: provided
Lesson Eight	Spelling, Capitalization, and Punctuation § Literature: None § Supplies: Chart paper, soft ball, writing prompts, writing utensils, list of high-frequency words § Handouts: High-frequency second grade word list § Formative Assessment: provided

GRADE-LEVEL EXPECTATIONS

Targeted Learning for this unit represents the specific Grade-Level Expectations that are taught and assessed in this unit. Mastery of these skills is expected mastery of students at this grade level. Previous Learning indicates students’ probable beginning skill level. Future Learning provides the “next step” for instruction or student application of Communication Arts skills and concepts.

PREVIOUS LEARNING	TARGETED LEARNING	FUTURE LEARNING
The students must be able to read and respond to rhythm, rhyme, and alliteration in poetry and prose.	R2B: The students will identify author’s use of rhythm, rhyme, and alliteration in poetry and prose, with assistance.	The students must be able to understand rhythm, rhyme, and alliteration in order to comprehend and enjoy reading a variety of text.
The students must be able to read and respond to rhyme in nonfiction text.	R3B: The students will identify author’s use of rhyme in nonfiction text, with assistance.	The students must be able to understand rhyme in order to comprehend and enjoy reading nonfiction text.
The students must have grade level appropriate knowledge of conventions of capitalization, spelling and punctuation. The students should be able to capitalize names of people and beginning words of sentences.	W2B: Students will use conventions of capitalization in written text including days of the week and names of towns, cities, and states.	The student must able to apply conventions of writing in order to communicate effectively.
The students must know how to use a period at the end of a sentence.	W2C: The students will compose text using correct ending punctuation in declarative and interrogative sentences and commas in dates.	The student must able to apply conventions of writing in order to communicate effectively.
The students must know correct spelling of their first and last names, CVC words, high frequency words, phonetic spelling, and be able to use classroom resources to verify correct spelling.	W2E: The students will use correct spelling of words with simple spelling patterns, high-frequency words, and transitional spelling. The students will use classroom resources to verify correct spelling.	The student must able to apply conventions of writing in order to communicate effectively. The students must be able to utilize a variety resources in order to be successful in school and the workplace.

PREVIOUS LEARNING

TARGETED LEARNING

FUTURE LEARNING

The students must be able to read and respond to rhythm, rhyme, and alliteration in poetry and prose.

R2B: The students will identify author’s use of rhythm, rhyme, and alliteration in poetry and prose, with assistance.

The students must be able to understand rhythm, rhyme, and alliteration in order to comprehend and enjoy reading a variety of text.

The students must be able to read and respond to rhyme in nonfiction text.

R3B: The students will identify author’s use of rhyme in nonfiction text, with assistance.

The students must be able to understand rhyme in order to comprehend and enjoy reading nonfiction text.

The students must have grade level appropriate knowledge of conventions of capitalization, spelling and punctuation.

The students should be able to capitalize names of people and beginning words of sentences.

W2B: Students will use conventions of capitalization in written text including days of the week and names of towns, cities, and states.

The student must able to apply conventions of writing in order to communicate effectively.

The students must know how to use a period at the end of a sentence.

W2C: The students will compose text using correct ending punctuation in declarative and interrogative sentences and commas in dates.

The student must able to apply conventions of writing in order to communicate effectively.

The students must know correct spelling of their first and last names, CVC words, high frequency words, phonetic spelling, and be able to use classroom resources to verify correct spelling.

W2E: The students will use correct spelling of words with simple spelling patterns, high-frequency words, and transitional spelling. The students will use classroom resources to verify correct spelling.

The student must able to apply conventions of writing in order to communicate effectively. The students must be able to utilize a variety resources in order to be successful in school and the workplace.

SHOW-ME STANDARDS ALIGNMENT

Goal 1: Students in Missouri public schools will acquire the knowledge and skills to gather, analyze and apply information and ideas.

1.5 comprehend and evaluate written, visual and oral presentations and works

1.6 discover and evaluate patterns and relationships in information, ideas and structures

Goal 2: Students in Missouri public schools will acquire the knowledge and skills to communicate effectively within and beyond the classroom.

2.1 plan and make written, oral and visual presentations for a variety of purposes and audiences

2.2 review and revise communications to improve accuracy and clarity

UNIT BIBLIOGRAPHY

Lesson 1: “Friends” by Crystal Bowman

“Sharing” by Shel Silverstein (Falling Up)

“Complainin’ Jack” by Shel Silverstein (Falling Up)

“Fog” by Carl Sandburg

Kagan, Spencer. Cooperative Learning. CA: Kagan Cooperative Learning.

“Fruits in a Basket” by Mary Sullivan

“Leaves Around the Year” by Mary Sullivan

Lesson 2: “Reachin’ Richard” by Shel Silverstein (Falling Up)

“Spoiled Brat” by Shel Silverstein (Falling Up)

“Animal Homes” by Mary Sullivan

“Tadpoles” by Mary Sullivan

http://www.kinderplanet.com/music.htm

Lesson 3: http://www.readwritethink.org/lessons/lesson_view.asp?id=264 (lesson plan)

http://www.readwritethink.org/materials/wordmaker/ (Word Maker)

Lesson 4: Franny and Ginny by Pat Cummings

George Washington’s Teeth by Deborah Chandra & Madeleine Comora

I Have Who Has

“The Frog Who Wore Red Suspenders” by Jack Prelutsky

Lesson 5: “Four Freckled Frogs” by Ruth Thomson

“Two Blue Cockatoos” by Ruth Thomson

Thank You for the Thistle by Dorie Thurston

Some Smug Slug by Pamela Duncan Edwards

Dr. Seuss’s ABC Book by Dr. Seuss

Berenstains’ B Book by Jan and Stan Berenstain

Nursery rhymes http://www.zelo.com/farmily/nursery/

Alliteration lesson plan http://w3.trib.com/~johnbn/poetry/freelp.html

Lesson 6: http://devotion.brookline.mec.edu/classes/Yee/alliterationpoems/

“There’s a Zoo in Room 22” by Judy Sierra

“Timothy Tunny Swallowed a Bunny” by Bill Grossman

Nursery rhymes http://www.zelo.com/farmily/nursery/

Lesson 7: Harvey, Stephanie and Anne Goudvis. Strategies That Work. Portland, ME: Stenhouse Publishers, 2000.

“Do You Have a Pet?” by Mary Sullivan

“Did You See the Jet Plane?” by Mary Sullivan

“Leaves Around the Year” by Mary Sullivan

“Who Told My Secret?” by Mary Sullivan

Lesson 8: None

Additional Resources:

Poetry Place Anthology by Scholastic (1983)

101 Thematic Poems for Emergent Readers by Mary Sullivan/Scholastic

Poetry Projects with Pizzazz by Michelle O’Brien-Palmer/Scholastic

A Poem A Day by Helen H. Moore/Scholastic