Box 1.

1 Unit Plan

Teacher Candidate: ​Ana Chavira

Grade level of unit: ​Second Grade
Theme of unit:
Folktales
Guiding Questions:
How do folktales help me identify critical pieces about interaction in communities?
Why is it crucial to have interactions in communities?
How do my actions in my community help me to thrive in my environment?

Context of Learning:
Total number of students: ​21 Students
Languages represented in the classroom: ​English, Spanish

EBs: English as a Second Language: ​11

SPED: 4

Primary Standards covered in this unit: ​Colorado Academic Standards-

(RWC.GR2.S1.GLE.2)-
(b)​ Recount or describe key ideas or details from a text read aloud or information presented orally or through
other media. (CCSS: SL.2.2)

(RWC.GR2.S2.GLE.1.a)-
(ii)​ Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding
of key details in a text. (CCSS: RL.2.1)

(RWC.GR2.S2.GLE.1.c)-
(i)​ Use information gained from the illustrations and words in a print or digital text to demonstrate
understanding of its characters, setting, or plot. (CCSS: RL.2.7)

(RWC.GR2.S2.GLE.3.b)-
(ii)​ Read grade-level text orally with accuracy, appropriate rate, and expression. (CCSS: RF.2.4b)

(RWC.GR2.S3.GLE.1.)-
(b) ​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. (CCSS: W.2.3)
(c)​ Organize ideas using pictures, graphic organizers, or story maps
(e)​ Write with precise nouns, active verbs, and descriptive adjectives

Other academic standards covered in this unit: ​Colorado Academic Standards, Teaching Tolerance
Standards
 (SS09.GR2.S2.GLE.2)​-
(d)​ Identify examples of physical features that affect human activity (DOK 1-2)

(SS09.GR2.S4.GLE.1)​-
(b)​Identify how people monitor and influence decisions in their community (DOK 1-3)
(c)​ Describe ways in which you can take an active part in improving your school or community (DOK 1-2)
(d)​ Identify and give examples of civic responsibilities that are important to individuals, families, and
communities (DOK 1-2)
(e)​ Describe important characteristics of a responsible community member (DOK 1-2)

(SS09.GR2.S4.GLE.2)-
(a)-​Give examples of ways that individuals, groups, and communities manage conflict and promote equality,
justice, and responsibility (DOK 1-2)
(d)​ Demonstrate skills to resolve conflicts or differences (DOK 1-3)

Drama(DR09.GR2.S1.GLE1-a. ​Demonstrate basic vocal quality such as tone and pace to convey a message
(DOK 1-2)

Teaching Tolerance Standards

(AC.K-2.17)​ I can and will do something when I see unfairness—this includes telling an adult.
(AC.K-2.19)​ I will speak up or do something if people are being unfair, even if my friends do not.
(DI.K-2.7)​ I can describe some ways that I am similar to and different from people who share my identities
and those who have other identities.
(DI.K-2.9)​ I know everyone has feelings, and I want to get along with people who are similar to and
different from me.

(DI.K-2.6)-​I like being around people who are like me and different from me, and I can be friendly to
everyone.
(DI.K-2.10)​-I find it interesting that groups of people believe different things and live their daily lives in
different ways.

Readings Big Idea​ (concept) I can statements​: Standards

I can (language function)
(content stem) using
(language form) with the
support of
(graphic/interactive/sensory
supports).

Lesson 1 During this lesson I can describe what a (RWC.GR2.S2.GLE.1.a-)

students will identify folktale and a porqui is by (iii)​-Recount stories,
what is a folktale? what using sentence stems and including fables and
are the characteristics of folktales from diverse
vocabulary
a folktale? For example cultures, and determine
conflict and solution. their central message,
Students will identify
what common characters
 are in a folktale?, for I can identify character, lesson, or moral. (CCSS:
example animals. problem, and solution in a RL.2.2)
pourquoi

Lesson 2 Why the During this lesson I can name characteristics of (iv)-​ Describe how
sloth is students will develop tales. characters in a story
slow deep understanding of respond to major events
the tale and make I can describe why and challenges. (CCSS:
connections to emotions RL.2.3)
teamwork is important
and teamwork when
reading a tale (RWC.GR2.S2.GLE.1.a)-
(ii)​ Ask and answer such
questions as who, what,
where, when, why, and
how to demonstrate
understanding of key
details in a text. (CCSS:
RL.2.1)

(DI.K-2.9)​ I know
everyone has feelings, and
I want to get along with
people who are similar to
and different from me.

Lesson 3 Why Students will continue I can identify cause and (RWC.GR2.S2.GLE.1.c)-
Mosquito analyzing features of effect (i)​ Use information gained
Buzz in tales and pourquois, from the illustrations and
People’s make connections to I can identify characters, words in a print or digital
Ears citizenship and text to demonstrate
problem and solution in a
responsibility, while understanding of its
practicing fluency in a pourquoi characters, setting, or plot.
readers theater (CCSS: RL.2.7)
(RWC.GR2.S2.GLE.3.b)-
(ii)​ Read grade-level text
orally with accuracy,
appropriate rate, and
expression. (CCSS:
RF.2.4b)

(d)​ Identify and give

examples of civic
responsibilities that are
important to individuals,
families, and communities
(DOK 1-2)
(e)​ Describe important
characteristics of a
 responsible community
member (DOK 1-2)
DR09.GR2.S1.GLE1-a.
Demonstrate basic vocal
quality such as tone and
pace to convey a message
(DOK 1-2)

Lesson 4 Why Hear a reading, of a I can describe a problem in a (DI.K-2.7)​ I can describe
Frogs and wonderful friendship but pourquoi some ways that I am
Snakes get told to never play similar to and different
Never together again. The play I can identify when someone from people who share my
Play addresses the important identities and those who
is not showing kindness to
Together topic of diversity and have other identities.
compassion. Students diversity and speak up
will practice fluency with (DI.K-2.9)​ I know
a simplified script, everyone has feelings, and
identify problem make I want to get along with
connections to kindness people who are similar to
and diversity and different from me.

Lesson 5 Papalotzin Students will understand (AC.K-2.17)​ I can and will

and the in what ways or in what I can identify when do something when I see
Monarchs: situations do people someone is not showing unfairness—this includes
discourage friendships telling an adult.
A kindness to diversity and
with others, and reflect (AC.K-2.19)​ I will speak
Bilingual on whether that has a speak up up or do something if
Tale of positive or negative people are being unfair,
Breaking impact in the I can identify characters, even if my friends do not.
Down communities we live in. problem and solution in a
(DI.K-2.6)-​I like being
Walls pourquoi
around people who are like
me and different from me,
and I can be friendly to
everyone.
(DI.K-2.10)​-I find it
interesting that groups of
people believe different
things and live their daily
lives in different ways.
 Lesson 6 During this lesson I can write my own (b) ​Write narratives in
students will write their pourquoi/ tale using the which they recount a
own personal folktale characteristics I learned well-elaborated event or
short sequence of events,
about
include details to describe
actions, thoughts, and
I can identify character, feelings, use temporal
problem, and solution in a words to signal event
pourquoi order, and provide a sense
of closure. (CCSS: W.2.3)
(c)​ Organize ideas using
pictures, graphic
organizers, or story maps
(e)​ Write with precise
nouns, active verbs, and
descriptive adjectives

For your lesson

Title Author

Why Mosquitoes Buzz in People’s Ears A Ian James

Folktale from West Africa

“Papalotzin and the Monarchs: A Bilingual Rigoberto Gonzalez

Tale of Breaking Down Walls”

"Why Frogs and Snakes Never Play Jeff Sapp

Together”

Box 2.1 Lesson 1

Teacher: Ana Chavira
Lesson Component
Warm Up​ (2-5 min)
Use previously learned
material. Build around these
skills:
● Decoding and spelling
● Vocabulary
● Oral language
● Fluency practice
● Writing
Teach​ (5-10 min)
Explicitly model, show, and
tell.
● “I Do”
● “We Do”
What is a folktale?How do folktales help me identify critical pieces
about interaction in communities?
Activities or Routines
Target Standard (s)
I can describe what a folktale and a porqui is by using sentence stems and
vocabulary
(T)A folktale tells about the origin of nature‚ like who will be the sun or
how night came.
(T) “The word “pourquoi” — pronounced por-kwa — comes from the
French word for “why.” A pourquoi is different from a folktale. A
folktale tells about the origin of nature‚ like who will be the sun or how
night came. A pourquoi tells about an explanation of nature that came
later‚”(TT)
(T)Practice vocabulary, teacher shares word, defines vocabulary
a. Pourquoi
b. folktale
c. Explanation
d. Generation
e. culture
(S) repeat word, check for context clues,
(S)Practice vocabulary by clapping out the syllables of the word
f. (t) folk-tale
Target Standard (s)
(T) teachers ​uses vocabulary it in a sentence for context clues about
definitions
(T) Teacher says “I will use the vocabulary word in a sentence to help you
understand the meaning”
(T) you repeat the process turn and talk to partner use the vocabulary
word in your own words
(S) students turn and talk with partners (2 min)
(T) teacher asks some students to share out (2)
Practice with Students​ (5-10 Target Standard (s)
min) (T) Teacher says “We will be using and reading about this vocabulary in
Guided Practice: “We Do,” this uni, listen to when the vocabulary is heard”
“You Do” (T) says “ out end product will be a pourquoi you create on you own
● Worde decoding about the trait of an animal or a nature foltake
● Passage reading (T) says during the week we will listen to pourquois and tales
● Use feedback and
correction routines
with minimal verbiage
and optimal rate of
student response.

Lesson Component Activities or Routines

Apply​ to Text Reading for Target Standard (s)
Comprehension (10 min) Target: I can identify character, setting, problem and solution in a
Oral and Written Language pourquoi.
● Ask text-dependent
questions. Generate (T) I am going to show you two videos, as you are seeing the videos think
class discussion for about character, setting, problem and solution
(T) these videos will help us meet our second learning target, repeat after
deeper understanding.
me the learning target
● Focus on word,
(S) students repeat target
sentence, passage
meanings, and See videos
structure. https://www.youtube.com/watch?v=V6Hq-5zBHoQ
● Equip students with
language to express https://www.youtube.com/watch?v=yA5QbOZzDFM
ideas and higher-level
thinking. (T) what was the setting?
Who were the characters?
What was the problem?
How did the problem get solved?
What does dis pourquoi tell us?

(S) students respond

Repeat the process after video 2

 Writing​ (10 min)
● Move from oral
language to written
response.
● Teach syntax and
sentence structure
● Paragraph and
summary writing
Closure
Reflection
My next steps are to continue to observe the type of discussions students engage in with each other, and the
type of language they use in learning. I will make sure their discussions are rich and positive and that they
continue to use the mindful skills and positive vocabulary. I do not believe reteaching is necessary, but I can
display pictures of the video and ideas throughout the lesson to help students remeber what are the
characteristics of a pourqui
Box 2.2 Lesson 2
Teacher: Ana Chavira
Lesson Component
Title of Lesson: ​Legend Lesson
Why the Sloth is Slow?
Enduring Idea:
1. Students are making
connections to what
they are reading.
2. Students can reenact to
retell a story
3. Students are observing
emotions when
listening to a tale.
Exit ticket:
(T) repeat our learning target with me: I can identify character, setting,
problem and solution in a pourquoi.
(S) students repeat
(T) get a sticky note and write on your sticky note your choice of
character, setting, problem, or solution you remember from the videos,
sticky note on board
(S) 2 minutes to write-down
(T) teacher shares out a couple to whole group
Why the Sloth is Slow? How did listening to the story help you define
characters?
Activities or Routines
Standards
Drama(DR09.GR2.S1.GLE1-a. ​Demonstrate basic vocal quality such as
tone and pace to convey a message (DOK 1-2)
Target:
I can identify character, setting, problem and solution in a pourquoi.
I can read with fluency when reading my lines
Students Can
a. By enacting the tale students will have a deep understanding of the
tale and make connections to emotions.
i. For example they will identify feelings and gestures, like
when the sloth rejected the animals.
b. Acting the tale will reinforce their identification of main ideas.
i. Acting is retelling, students will need to know details and
main characters.
Measurable Assessment: Students Can:
1. Remembering what is a. Act the story according to the book
read and share i. Are the emotions/gestures they are expressing while acting
information with others it coherent with the tale.
Teacher Assessment Reflection:
a. Was proper time laid out? I will have to time the lesson the first time
around to see if arrangements need to be made.

Essential Question Students can:

1. How does observing a. When asking students how did the animals feel when the sloth did
people help you create not listen to the jungle animals.
characters? b. Students can tell you how this tale is different to their own real life.
a. How did i. Name characteristics of tales, myths, and legends.
listening to the 1. Often set in ancient times
story help you 2. Involves animals and nature
define a. Like the jungle
characters? c. Name characteristics of the picture drawings in the book.
2. How do people in other i. Ask if they have traveled to places where these drawings
cultures move can be seen.
differently? 1. Ex. Brazil, South America, Asia, Etc.
a. How was this
myth/legend
different from
real life?
3. How do the
illustrations help you
figure out the meaning
of the text?
a. Were the
pictures
useful?

Resources and Materials Students Can

1. Book a. Take up different roles using resources and materials.
2. Jungle b. Read with fluency
3. Leaves
4. Saws
5. Stuffed animals
a. Sloth
b. Turtle
c. Monkey

Motivation: Why the Sloth is Slow

1. Why the Sloth is Slow
tale
 Activities: Students Can
1. Reenact the book a. Give roles
i. Sloth
ii. Turtle
iii. Other animals
b. Pay close attention to emotions students can explain and portray, is it
accordingly with the book?

Closure (T) Read learning target

I can identify character, setting, problem and solution in a pourquoi. I can read
with fluency when reading my lines

(S) enact the play/reader teather

(T) Ask students to identify character, setting, problem, and solution

Who were the characters?
What was the problem?
How did the problem get solved?
What does dis pourquoi tell us?

Reflection:
The lesson is intended to model positive civic responsibility, this lesson should ideally not be re-taught as a
whole, if inappropriate social behaviors are still happening, you can revisit the classroom agreements built. The
focus is building teamwork, norms and the expectation of positive social interaction during readers theater, this
lesson would ideally be taught after they’ve practiced their lines, the sooner the better, to lay a foundation for
accuracy.

Box 2.3 Lesson 3

Teacher: Ana Chavira Grade: Why do Mosquito Buzz in People’s Ears

Lesson Component Activities or Routines

 Warm Up​ (2-5 min)
Use previously learned
material. Build around these
skills:
● Decoding and spelling
● Vocabulary
● Oral language
● Fluency practice
● Writing
Teach​ (5-10 min)
Explicitly model, show, and
tell.
● “I Do”
● “We Do”
Lesson Component
Box 2.4 Lesson 4
Teacher
Lesson Component
Target Standard (s)
I can describe what a folktale and a porqui is by using sentence stems and
vocabulary
(T)A folktale tells about the origin of nature‚ like who will be the sun or
how night came.
(T) “The word “pourquoi” — pronounced por-kwa — comes from the
French word for “why.” A pourquoi is different from a folktale. A
folktale tells about the origin of nature‚ like who will be the sun or how
night came. A pourquoi tells about an explanation of nature that came
later‚”(TT)
(T)Practice vocabulary, teacher shares word, defines vocabulary
g. Pourquoi
h. folktale
i. Explanation
j. Generation
k. culture
(S) repeat word, check for context clues,
(S)Practice vocabulary by clapping out the syllables of the word
l. (t) folk-tale
Target Standard (s)
(T) Tell students this is a new pourquoi with a new setting new character
and a new problem
(T) tell students to identify in the pourquoi the problem
(T) ask students to reflect how did mosquitos actions affect all the other
animals
Activities or Routines
Why Frogs and Snakes Never Play Together
Activities or Routines
Warm Up​ (2-5 min)
Use previously learned
material. Build around these
skills:
● Decoding and spelling
● Vocabulary
● Oral language
● Fluency practice
● Writing
Teach​ (5-10 min)
Explicitly model, show, and
tell.
● “I Do”
● “We Do”
Target Standard (s)
I can describe what a folktale and a porqui is by using sentence stems and
vocabulary
(T)A folktale tells about the origin of nature‚ like who will be the sun or
how night came.
(T) “The word “pourquoi” — pronounced por-kwa — comes from the
French word for “why.” A pourquoi is different from a folktale. A folktale
tells about the origin of nature‚ like who will be the sun or how night
came. A pourquoi tells about an explanation of nature that came
later‚”(TT)
(T)Practice vocabulary, teacher shares word, defines vocabulary
m. Pourquoi
n. folktale
o. Explanation
p. Generation
q. culture
(S) repeat word, check for context clues,
(S)Practice vocabulary by clapping out the syllables of the word
r. (t) folk-tale
Target Standard (s)
(T) Tell students this is a new pourquoi with a new setting new character
and a new problem
(T) tell students to identify in the pourquoi the problem
(T) ask students to reflect how did mosquitos actions affect all the other
animals

Practice with Students​ (5-10 Target Standard (s)

min) Vocabulary word citizenship
Guided Practice: “We Do,”
“You Do” Ask students what does it mean to be a citizen of a community
● Worde decoding
● Passage reading Ask students to think about if mosquito was a good citizen
● Use feedback and
Why did he lose his voice?
correction routines
with minimal verbiage
Students will independently read the pourquoi again
and optimal rate of
student response. Students will find a partner to share how did mosquitoes actions affect
everyone in the jungle
 Lesson Component Activities or Routines
Apply​ to Text Reading for Target Standard (s)
Comprehension (10 min)
Oral and Written Language Students will create an anchor chart with thier table about mosquitos
● Ask text-dependent pourqui
questions. Generate About setting, problem, characters and solution
class discussion for
deeper understanding.
● Focus on word,
sentence, passage
meanings, and
structure.
● Equip students with
language to express
ideas and higher-level
thinking.

Writing​ (10 min) Students will write about a time they were good members of a community
● Move from oral
language to written
response.
● Teach syntax and
sentence structure
● Paragraph and
summary writing

Box 2.5 Lesson 5

Teacher: Ana Chavira
Lesson Component
Warm Up​ (2-5 min)
Use previously learned material.
Build around these skills:
● Decoding and spelling
Papalotzin and the Monarchs: A Bilingual Tale of Breaking Down Walls
Activities or Routines
Target Standard (s)
(RWC.GR2.S2.GLE.1.a-)(iii)​-Recount stories, including fables and folktales
from diverse cultures, and determine their central message, lesson, or moral.
 ● Vocabulary
● Oral language
● Fluency practice
● Writing
Teach​ (5-10 min)
Explicitly model, show, and tell.
● “I Do”
● “We Do”
Practice with Students​ (5-10
min)
Guided Practice: “We Do,”
“You Do”
● Worde decoding
● Passage reading
● Use feedback and
correction routines with
minimal verbiage and
optimal rate of student
response.
Lesson Component
Apply​ to Text Reading for
Comprehension (10 min)
Oral and Written Language
● Ask text-dependent
questions. Generate
class discussion for
deeper understanding.
● Focus on word,
sentence, passage
meanings, and
structure.
● Equip students with
language to express
(CCSS: RL.2.2)​(iv)-​ Describe how characters in a story respond to major
events and challenges. (CCSS: RL.2.3)
(SS.GR2.S4.GLE.2.a)​- Give examples of ways that individuals, groups, and
communities manage conflict and promote equality, justice, and responsibility
(DOK 1-2)
I can describe what are the characteristics of a folktale
I can describe what are the characteristics of a pourquoi
Target Standard (s)
(RWC.GR2.S1.GLE.2.b)​-Recount or describe key ideas or details from a text
read aloud or information presented orally or through other media.
(CCSS:SL.2.2)
Target Standard (s)
(RWC.GR2.S2.GLE.1.a-)(iii)​-Recount stories, including fables and folktales
from diverse cultures, and determine their central message, lesson, or moral.
(CCSS: RL.2.2)​(iv)-​ Describe how characters in a story respond to major
events and challenges. (CCSS: RL.2.3)
(SS.GR2.S4.GLE.2.a)​- Give examples of ways that individuals, groups, and
communities manage conflict and promote equality, justice, and responsibility
(DOK 1-2)
1. Students will have a readers theater session to practice their reading
fluency and public speaking
a. there will be two readers theater groups based on reading
levels
b. Ana will accommodate and practice with the students that
need help with reading their lines
Activities or Routines
Target Standard (s)
(RWC.GR2.S1.GLE.2.b)​-Recount or describe key ideas or details from a text
read aloud or information presented orally or through other media.
(CCSS:SL.2.2)
(SS.GR2.S4.GLE.2.c)​- Identify and give examples of appropriate and
inappropriate uses of power and the consequences (DOK 1- 3)
(AC.K-2.17)​ I can and will do something when I see unfairness—this
includes telling an adult.
(AC.K-2.19)​ I will speak up or do something if people are being unfair, even
if my friends do not.
Text-Dependent Questions:
1. What happened as a result of the Great Wall?
2. What does the word “concerned” mean in this sentence?
a. what context clues in the readings help you determine what
the word means?
 ideas and higher-level 3. What happened once the monarch butterflies fell to the ground?
thinking. 4. How did Papalotzin resolve the story’s problem?

Text-Self Questions:

1. What words would you use to describe Papalotzin?

Writing​ (10 min) (DI.K-2.7)​ I can describe some ways that I am similar to and different from
● Move from oral people who share my identities and those who have other identities.
(DI.K-2.9)​ I know everyone has feelings, and I want to get along with people
language to written
who are similar to and different from me
response.
1. perform a readers theater about a pourquoi reading to our buddy
● Teach syntax and
crew fifth graders
sentence structure 2. planning process for the pourquoi they will create
● Paragraph and summary
writing

Closure Students will reflect on their learning in whole-group discussion, we will

discuss the folktales/pourquoi read and the videos we observed. Talk about
what lessons did these folktales and pourquois teach us. Students will then
create their own pourquoi. Each student will create their own folktale and/or
pourquoi this will be added to students portfolios to share with parents during
student led conferences in the Spring. I will create a summary of the tales we
read during the unit and the discussions we had as a class about subjects of
diversity, and inclusion.

Reflection
I was really looking forward to doing this lesson because it involved reading a bilingual article found in Teaching
Tolerance. With this reading I could practice social justice and teach students about prejudice and excluding
others in a friendly reading. Through the read students learn the importance of valuing differences, other cultures
and beliefs and how positive it can be to include everyone.I was glad to see students responded well to me, they
were really amazed by the fact I speak Spanish too when I read the text in Spanish and even though classroom
management at times was hard, students did actively participate in our conversation about folktales and pourquoi.
By the response from students and from their active participation in the discussion about the tale I know student
will successfully meet the learning target of creating their own tale. During whole-group discussion I prompted
students to tell me main the before and after trait they choose about an animal. Students were engaged during my
reading, and were eager to answer questions and start writing their own tale. Students were also actively engaged
while I was explaining what a folktale and pourquoi is and were asking questions. One student even made a
connection to a monarch butterfly and how they are special and spoke about in their home country.My next steps
are to focus on the type of discussions students engage after reading and listening to folkatels, I will make sure
their discussions are rich in communication and habit skill like compasion. I am also curious to observe weather
their behavior changes out in recess. I would like to incorporate more movement or drama by using puppets in
lessons about folktales and pourquoi, students participated in a readers teacher but did not act out any of the roles.

Box. 2.6 Lesson 6

Teacher: Ana Chavira
Lesson Component
Warm Up​ (2-5 min)
Use previously learned material.
Build around these skills:
● Vocabulary
● Oral language
● Fluency practice
● Writing
Teach​ (5-10 min)
Explicitly model, show, and tell.
● “I Do”
● “We Do”
Practice with Students​ (5-10
min)
Guided Practice: “We Do,”
“You Do”
● Passage reading
● Use feedback and
correction routines
with minimal verbiage
and optimal rate of
student response.
Lesson Component
During this lesson students will write their own personal folktale
Activities or Routines
Target Standard (s)
(RWC.GR2.S3.GLE.1.)-
(c)​ Organize ideas using pictures, graphic organizers, or story maps
(e)​ Write with precise nouns, active verbs, and descriptive adjectives
I can describe what a pourquoi is
I can write my own pourquoi about an animal trait
(T) tell me what will you need to include in your pourqoui
Target Standard (s)
(RWC.GR2.S3.GLE.1.)-
(c)​ Organize ideas using pictures, graphic organizers, or story maps
(e)​ Write with precise nouns, active verbs, and descriptive adjectives
(T) model brainstorming with students in whole group
(T) pick a trait
Pick an animal
Pick a problem
Draw a picture
Target Standard (s)
(RWC.GR2.S3.GLE.1.)-
(b) ​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. (CCSS: W.2.3)
(T) now we will write what we brainstomed in our plan answering why
who, what, when
Activities or Routines
Apply​ to Text Reading for Target Standard (s)
Comprehension (10 min) (RWC.GR2.S3.GLE.1.)-
Oral and Written Language (b) ​Write narratives in which they recount a well-elaborated event or
● Ask text-dependent short sequence of events, include details to describe actions, thoughts,
and feelings, use temporal words to signal event order, and provide a
questions. Generate sense of closure. (CCSS: W.2.3)
class discussion for (SS09.GR2.S4.GLE.2)-
(a)-​Give examples of ways that individuals, groups, and communities
deeper understanding.
manage conflict and promote equality, justice, and responsibility (DOK
● Focus on word, 1-2)
sentence, passage (d)​ Demonstrate skills to resolve conflicts or differences (DOK 1-3)
meanings, and
(S)Writing their folktale on bighorn sheep- .
structure.
● Equip students with
language to express
ideas and higher-level
thinking.

Writing​ (10 min) (S) Writing their folktale on bighorn sheep- .

● Move from oral (S) editing
language to written
response.
● Teach syntax and
sentence structure
● Paragraph and
summary writing