WRITING UNIT OVERVIEW Grade 2 Unit #1: Launching ... UNIT OVERVIEW Grade 2 Unit #1: Launching with...

WRITING UNIT OVERVIEW

Grade 2

Unit #1: Launching with Small Moments

Unit: Launching with Small Moments (If then book)

Time Frame: September 2 – September 19 (3 weeks)

Key Vocabulary:

Elaborate

Focus

Essential Questions:

How can writers learn to easily write lots of focused, simple, Small Moment narratives?

How can writers write longer, more elaborated, and more fully developed stories?

How can writers revise their pieces?

Mentor Texts:

First Day Jitters by Julie Danneberg

Technology:

SMART Board

CD-Rom from the unit

Common Core State Standards Teaching Points/Lesson Activity Description Assessment

CCSS.ELA-LITERACY.W.2.3

Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.


With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.


Participate in shared research and writing projects (e.g., read a number of books on a

Bend I: Teach children to write lots of focused, simple, small moment narratives easily. (1.5 weeks)

Teach students to generate ideas.

Teach students to lift the level of their stories: sequence and focus.

Teach students strategies to lift the level of their stories: envisioning.

As you teach sequence, focus, and envisioning, also support independence.

As children become more fluent, raise the bar (one way to do this is by reminding children to pay attention to conventions)

Bend II: Teach children to write longer, more developed stories. (about 1 week)

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single topic to produce a report; record science observations).


Recall information from experiences or gather information from provided sources to answer a question.


Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.


Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

CCSS.ELA-LITERACY.L.2.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.


Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


Use knowledge of language and its

Teach children to write much longer stories and to story-tell as a way to rehearse.

Teach children to start a story with a good lead. This makes it more likely that the story will be sequential and detailed.

Teach writers to tell the story bit by bit.

Teach children that a partner can help them write more elaborated stories.

As stories become longer, remind children that caring about conventions should not be postponed.

Bend III: Revise (less than 1 week)

Generate excitement for the most important writing work of all: revision.

Teach children to revise by adding detail to their texts.

Teach children that focus also counts. Writers revise by subtracting.

Provide physical tools to create new energy.

Rally energy around revision by asking children to act and then revise.

Teach writers to try out different leads and endings.

Teach the qualities of good writing.

Bend IV: Edit to prepare for publication (two days or so)

Remind students to use the conventions they already know.

Teach spelling strategies that can be applied to student writing.

Publish the writing through a celebration of the writing process.

conventions when writing, speaking, reading, or listening.


Demonstrate understanding of word relationships and nuances in word meanings.


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).


Use knowledge of language and its conventions when writing, speaking, reading, or listening.

CCSS.ELA-LITERACY.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.


Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.


Ask and answer questions about what a speaker says in order to clarify

comprehension, gather additional information, or deepen understanding of a topic or issue.


Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.


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 here for specific expectations.)

CCSS.ELA-LITERACY.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.


Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.


Describe how characters in a story respond to major events and challenges.


Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines)

supply rhythm and meaning in a story, poem, or song.


Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.


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.


Grade 2

Unit #2: Improving Narrative Writing

Unit: Improving Narrative Writing (Lessons from the Masters)

Time Frame: September 22 – October 21 (4 weeks)

Key Vocabulary:

Small Moment

Topic

Craft Move

Meaningful

Lead

Conclusion


How can writers generate ideas for small moment stories?

How can writers stretch out and magnify their small moment stories?

How can writers craft powerful beginnings and endings?

How can writers learn from a mentor authors' craft?

How can writers use these craft moves in their own writing?

How can writers revise with intention?

Mentor Texts:

Owl Moon by Jane Yolen

Diary of a Wimpy Kid by Jeff Kinney

A Series of Unfortunate Events by Lemony Snicket

The Leaving Morning by Angela Johnson

Technology:

SMART Board






With guidance and support from adults and peers, focus on a topic and strengthen writing

Bend I: Studying the Masters for Inspiration and Ideas

Teaching children that one way they can learn to write meaningful, beautiful stories is to study the craft of mentor authors.

Writers capture everyday moments and save them as possible story ideas to write later.

Teaching children what it looks and sounds like when writers tell the whole story of a tiny moment.

Writers zoom in on a small moment in their stories, magnifying it

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as needed by revising and editing.


Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).










Demonstrate command of the conventions of

with details so that their reader can take it in with all their senses.

Writers spend lots of time writing and rewriting their endings, working hard to bring their stories to a satisfying conclusion.

Writers reread their writing like detectives, checking the ending punctuation to make sure it makes sense and sounds right to the reader.

Writers get stronger by looking at their writing, making plans, and setting goals.

Bend II: Noticing Author's Craft: Studying Imagery, Tension, and Literary Language in Owl Moon

Writers revise on the go, to create a particular effect on the reader.

Writers use books as writing resources. They study different parts of books and think, “Can I write like this?”

Writers make their own writing more powerful by trying out craft moves learned from mentor authors.

Writers need repeated practice at trying out different craft moves from mentor authors. One craft move they might try out is writing clues that will help add drama to their stories.

When writers study mentor authors they think not only what this author has done that they could try out but why this author has done this. Then they revise to make sure that they've emulated craft moves in ways that make sense.

Writers edit for not only standard conventions but also for the way their writing sounds. They can use mentor authors to learn about precise, beautiful language.

Writers use editing checklists to make sure their writing is ready for

standard English capitalization, punctuation, and spelling when writing.












Recount or describe key ideas or details from a text read aloud or information presented

an audience before sharing.

Bend III: Study Your Own Authors

Writers can learn from any mentor author at any time.

Writers are bold. They try new things in their writing, even if they aren't perfect at these, and then they see if the new things they tried work in their writing.

Writers work alongside other writers, helping each other revise their writing so that it is as good as it can be.

Writers get their writing ready for publication by making sure it is easy to read. This means that they can check their spelling, punctuation, and word choice.

Writers send their writing out into the world by sharing it with an audience, and celebrating all they have accomplished.

orally or through other media.


Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.










Describe how characters in a story respond to

major events and challenges.


Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.






Grade 2

Unit #3: Writing Gripping Fictional Stories with Meaning and Significance

Unit: Writing Gripping Fictional Stories with Meaning and Significance (If then book)

Time Frame: October 22 – November 21 (4 weeks)

Key Vocabulary:

Essential Questions: How can writers create tension in their stories?

How can writers revise their stories for greater meaning?

How can writers develop characters in their stories?

Mentor Texts:

Shortcut by Donald Crews

Too Many Tamales by Gary Soto

Koala Lou by Mem Fox

The Ghost-Eye Tree by Bill Martin

Technology:

SMART Board








Bend I: Think of a character and of small moment stories for that character: Generating and writing several short fiction books (about a week and a half)

Introduce the genre.

Meanwhile teach students to generate focused story ideas, choosing between them.

As children plan stories, steer them to write with focus, limiting their characters and scope to plan through storytelling and sketching.

Encourage volume in both the quantity of stories generated and the depth of individual stories.

Use writing partners to help students elaborate with focus.

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Bend II: Revise with intention: Pull readers to the edges of their seats (about 1 week)

Teach students to make their stories come alive through storytelling with detail and thinking about the internal journey of their characters.

Create tension: include obstacles, complicating problems, and challenging situations.

Bend III: Repeat the process and accumulate lessons along the way (about a week and a half)

Reflect on past work and set goals for future work.

Revise for elaboration and character. Story-tell to uncover important details and add dialogue to highlight important character traits.

Revise for meaning

Channel students to try out literary leads and endings that send a message.

Have students polish for publication.

Celebrate student writing by reading aloud and having book talks.

Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.






Grade 2

Unit #4: Information Books: Using Writing to Teach Others All about Our Favorite Topics

Unit: Using writing to teach others all about our favorite topics

Time Frame: November 24 – January 23 (6 weeks)

Key Vocabulary:

Table of Contents

Research

Comparison


How can writers generate topics for informational writing?

How can informational writers focus their writing?

How can writers use research to improve their informational writing?

How can writers revise their informational books?

Mentor Texts:

National Geographic's Animals series

Hamsters by Bobbie Kalman

Pumpkins by Ken Robbins

Technology:

SMART Board




Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.




Bend I: Write Information Books with Stamina, Volume, and Independence

Get started writing information books. Look at mentor texts and think about your own expertise.

Teach kids to break topics into subtopics with a table of contents.

Be ready to lead small groups and to teach strategies for those children struggling with topic choice.

Teach children to focus their topics and their chapters, lifting the level of their work.

Draft long and strong – and let the draft lead students to alter their

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With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.






Write informative/explanatory texts to examine a topic and convey ideas and information clearly.




With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

plans.

Remind children to incorporate features of nonfiction books into their texts.

Bend II: Write with Elaboration: Study a Mentor Text to Make Information Books Longer and More Interesting

Teach writers to generate and answer questions.

Provide materials that give kids growing space.

Write with examples, just like mentor authors.

Introduce students to the power – and risks – of research.

Support elaboration.

Teach students strategies for how to introduce the topic as well as conclude with a final thought.

Help students keep their engagement level high and their writing thoughtful.

Bend III: Revise One Book and Conduct Research to Create an Expert Project

Narrow the focus: guide students to choose one topic to explore in depth to create an expert project.

Teach students how to collect resources and conduct research (make close observations).

Put the research to use. Teach children a variety of formats.

Remind students of what they know about writing strong introductions and conclusions.

Bend IV: Edit, Fancy Up, and Publish the Writing so that it Teaches in Clear and Exciting Ways


With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.)


Conduct short research projects that build knowledge about a topic.








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.

Plan your celebration – the preliminaries.

Teach students the importance of making their writing easy to read.

Fancy up writing for publication by highlighting text features and rehearsing presentations.












Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent

sentences.


Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.




Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.


Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.


Grade 2

Unit 5: Lab Reports and Science Books

Unit: Lab reports and science books

Time Frame: January 23 – March 6 (6 weeks)

Key Vocabulary:

Hypotheses

Lab Report

Experiment

Compare


How can writers pose hypotheses?

How can writers revise their writing based on what they've learned?

How can science writers organize their writing?

How can writers use comparisons in their information writing?

Mentor Texts:

Forces and Motion (Hands on Science) by John Graham

Do-4U the Robot Experiences Forces and Motion by Mark Weakland

Forces Make Things Move by Kimberly Brubaker Bradley

Technology:

SMART Board




Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.



Bend I: Writing as Scientists Do

Scientists study the world around them, pose questions and hypotheses, conduct experiments, and write about their results in lab reports.

Writers study mentor texts when learning to write a new kind of writing, like procedural writing, asking what the author has done that they could try as well.

Scientists go through a process. And just like writers, scientists come up with their own ideas for what to write about. They decide on a question they want to find out about and then plan and test

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Write informative/explanatory texts to examine a topic and convey ideas and information clearly.




With guidance and support from adults, produce writing in which the development and organization are appropriate to task and

their question with an experiment, recording all the steps as they go.

Scientists spend a lot of time writing and thinking about their conclusions. They push themselves to ask Why? And then offer the best explanation they can based on their results. In this way, their conclusions often lead to more investigations and research.

When scientists want to improve their writing, they learn more about what they are investigating. That is, scientists improve their writing by learning more science and then revise their writing based on what they've learned.

Writers self-assess, making sure their writing reflects all they know how to do. Then they set goals themselves, making plans to improve as writers of informational texts.

Bend II: Writing to Teach Others about Our Discoveries

Scientists bring all they know about writing and about science to new experiments, drawing on all their knowledge to write well and conduct precise and replicable experiments.

Writers look to mentor texts for ideas about how to organize their writing.

Scientists compare the results of their experiments against other scientists' results, using these comparisons to grow and extend their thinking.

Scientists revisit their initial experiments and ask, “What do I still wonder?” Then, they use their initial results and writing to generate new experiments.

Scientists use domain-specific language when speaking and writing about their topics. They do this so that they are as precise as they can be when talking about their experiments and to show their audience that they are experts in their field.

Bend III: Writing about Forces and Motion in Information Books

purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.)


With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.)


Conduct short research projects that build knowledge about a topic.








Determine or clarify the meaning of unknown

Writers draft the chapters of their books by looking back at their tables of contents and their plans and deciding what they will writer first, then next.

Writers look at mentor texts to find ideas for their own writing, When studying information books, writers look to see how the authors integrate scientific information in their writing in a way that connects to their topics.

Writers use comparisons in their information books. They compare something that is new for their readers to something their readers already know.

Science writers use special strategies to share hard-to-understand concepts with their readers. Some of these strategies include slowing down the writing, magnifying pictures or images, and drawing pictures to show the insides of objects.

Writers of information books craft introductions that engage their readers' attention and writer conclusions that highlight key information about their topics.

Writers edit their books by rereading and making their writing easier to read, inserting capitals, commas, and apostrophes where appropriate.

Writers share their information books and lab reports with others, inviting their audience to participate in their hands-on experiments and sharing with them their scientific findings.

and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.


















Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.


Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.


Grade 2

Unit #6: Writing About Reading

Unit: Writing About Reading

Time Frame: March 9 – April 2 (4 weeks)

Key Vocabulary:

Evidence

Opinion


How can writers use evidence to support their opinion?

How can writers write with a specific audience in mind?

How can writers form strong opinions?

How can writers use comparisons to support their opinions?

Mentor Texts:

Henry and Mudge

Pinky and Rex

Mercy Watson

Technology:

SMART Board




Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.



Bend I: Letter Writing: A Glorious Tradition

Writers are often inspired by their reading and reach out to others to share their ideas about characters.

Writers use conversations as rehearsals for writing, and they need to be mindful of their writing energy.

Writers look closely at the pictures in their books to help them develop opinions.

Writers who write about books often need to retell part of the tory in order to help their readers fully understand their opinion.

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Write opinion pieces on topics or texts, supporting a point of view with reasons.






Writers write with a specific audience in mind, angling their writing toward their readers and writing as if they are talking to them.

Writers use checklists to make sure they are doing everything they know to do to make their opinion pieces the best they can be, and they set goals for themselves to become even better opinion writers.

Bend II: Raising the level of Our Letter Writing

Writers make their letter writing stronger by writing opinions about more than one part of the book and planning for the different parts of their letter before drafting.

When writing about reading, writers read closely and carefully, paying attention to details that others may pass over. They use these details to grow new ideas.

When supporting opinions about a text, writers look for multiple pieces of evidence to support each idea.

Writers can turn to mentor texts whenever they have a question about writing. In this case, they'll inquire into how and why an author uses capital letters.

Writers often add little fun extras to fancy up their writing and draw in and entertain their readers.

Bend III: Writing Nominations and Awarding Favorite Books

Writers of nominations choose topics that they have strong opinions about, making cases for the them by including evidence.

Opinion writers use specific evidence from the book to support their thinking. Sometimes the portion of the text that proves their opinion can be added directly to their writing through the use of quotation marks.

Writers often make comparisons to support their opinions. When writing about books, they compare characters, series, or kinds of











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 here for specific

books to explain why they think one is better or best.

Writers use mid-sentence punctuation to help highlight ideas for their readers.

Writers read and study the work of other writers and then try to incorporate what they have learned into their own writing. In this case, the focus will be on writing introductions and conclusions.

Writers use tools to help them evaluate their writing, figure out what they are doing well, and then make a plan for what they want to do better.

When writers meet one writing goal, they set a new goal for themselves. Writers work continuously to get better.

Writers share their books – and nominations – with an audience, in the hopes of convincing them to read the books they love.

expectations.)








Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

CCSS.ELA-LITERACY.RF.2.3

Know and apply grade-level phonics and word analysis skills in decoding words.


Read with sufficient accuracy and fluency to support comprehension.


Grade 2

Unit #7: Writing Persuasive Reviews

Unit: Writing Persuasive Reviews

Time Frame: April 6 – May 1 (3 weeks)

Key Vocabulary:

Persuade

Reviews

Paragraph

Counterargument


How do writers persuade their reader?

How do writers form a strong opinion with evidence?

How do writers use mentor texts to help shape their opinion?

Mentor Texts:

Check, Please! By AJ Stern

Click, Clack, Moo by Doreen Cronin

Grace for President by Kelly DiPucchio

Technology:

SMART Board




Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.




Bend I: Get Kids Started Writing Lots and Lots of Reviews and Living Differently because they are Critics (about 1 week)

Involve students in the process of gathering mentor texts – then immerse them in reading persuasive reviews and noticing characteristics of the genre.

Create a shared experience so that students can practice coming up with, and then supporting, an opinion when faced with a differing opinion.

Remind students of sources for review ideas.

Live life as a reviewer: teach students to be aware of their opinions and on the lookout for facts to support them.

Teach students to organize and plan opinion writing, angling their

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reviews toward their audience.

Bend II: Make Reviews More Persuasive: Add Details and more Specific Language and use Mentor Texts (about 1 week)

Plan a guided inquiry that allows students to examine and notice features of persuasive reviews.

Encourage students to come up with relevant details by using their senses and studying artifacts and mentor texts.

Introduce sticky notes as a tool to support revision work.

Teach students to celebrate by using thought prompts, choosing relevant details, and including small moments.

Teach children that review writers have a logical, organizing structure to their writing.

Teach students to consider audience when doing revision work.

Push your students to even higher levels: teach counterargument and paragraphing and introduce lined paper.

Bend III: Get Ready to Share Your Reviews with the World (about 1 week)

Guide students as they select a persuasive to publish. Which idea do they want to get out into the world? Which piece of writing can benefit from revision?

Teach students to revise with the lens of making their writing as persuasive as it can be.

Teach strategies for making writing readable. Readers can't be persuaded if they can't read what you have to say.

Writers publish their reviews.












Ask and answer such questions as who, what,

where, when, why, and how to demonstrate understanding of key details in a text.












Grade 2

Unit #8: Poetry, Big Thoughts in Small Packages

Unit: Poetry

Time Frame: May 4 – June 11 (6 weeks)

Key Vocabulary:

Rhythm

Structure

Conversation Poem

List Poem

Point of View


How can poets convey feeling with their words?

How can poets use comparisons to make their writing more powerful?

How can poets use structure and line breaks in their writing?

How can poets use mentor texts to make their poems stronger?

Mentor Texts:

Aquarium by Valerie North

Between Two Trees by Kristine O'Connell George

Valentine for Ernest Mann by Naomi Nye

Lullaby by Kristine O'Connell George

Go Wind by Lilian Moore

Way Down in the Music by Eloise Greenfield

Poem by Langston Hughes

Inside my Heart by Zoe Ryder White

Maples in October by Amy Ludwig VanDerwater

Old Elm Speaks (mentor book)

Technology:

SMART Board




Write opinion pieces in which they introduce

Bend I: Seeing with Poets' Eyes

Poets see the world through special lenses. They see with both their hearts and their minds, and they write about the world in a

Post Assessment

the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.












Write narratives to develop real or imagined

fresh, unusual ways.

Poets are intentional about their line breaks, trying out a few different ways until their words look and sound right to them.

Poets choose topics that mean a lot to them, and then they anchor those topics in a meaningful small moment, image, or object.

Poets are always on the lookout for poems, mining their notebooks and their lives for ideas that have both strong feelings and concrete details.

Poets edit their poems, paying close attention to spelling. Young poets circle words that look incorrectly spelled and draw on strategies to fix these.

Bend II: Delving Deeper: Experimenting with Language and Sound to Create Meaning

Poets think carefully about the words that they choose, searching for precisely the right ones to match what they are trying to say.

Poets repeat words, lines, sounds, and images to give their poems rhythm, sound, and music and to bring out the meaning.

Poets consider the mood they want a poem to convey, and they make sure that the mood matches the poem's meaning.

One way poets make meaning is to compare one thing to another.

One way poets make a comparison powerful is to stretch it across many lines, adding in actions that correlate with the comparison.

Bend III: Trying Structures on for Size

Poets experiment with different structures. In this case, students will study two mentor poems with different structures (a conversation poem and a list poem) and add these structures to their repertoire.

Poets often study other poems to learn about how they are

experiences or events using effective technique, descriptive details, and clear event sequences.












structured, and try out those new structures in their own poems.

Students will learn that there is a relationship between structure and meaning in poetry. Poets choose a structure that is the right fit for what they want to say.

Poets sometimes write from a point of view other than their own.

Poets revise by replacing vague feeling words with images that show rather than tell.

Poets often read their poems aloud to find trouble spots.

Poets share their poems with the larger community.

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