Curriculum / ELA / 2nd Grade / Alternate Unit 5: Learning From Mistakes: Keena Ford / Lesson 3
ELA
Alternate Unit 5
2nd Grade
Lesson 3 of 26
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Describe how Andrew has changed and how Sharon’s and Andrew’s personalities contributed to the change by making inferences about character change and relationships.
Book: Freckle Juice by Judy Blume — Chapter 3
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
How can you explain the change in Andrew?
Describe Sharon’s and Andrew’s personalities. How do their personalities contribute to the conflict?
*Students only need to respond to one of these questions in writing. The other question can be addressed as part of the group discussion.
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
Andrew hates Sharon. Why is he running home to try her recipe?
Model fluent reading: Tell students that you will read the dialogue on this page fluently. Ask them to notice what happens to your voice as you read different characters.
Andrew says two times on this page, “I came for the key.” Why? What does it tell you about Andrew?
What is in Sharon's Secret Recipe for Freckle Juice? What do you think about it?
Why does Andrew make the recipe, even though it is ridiculous?
In what ways is Andrew changing? Why?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
conflict
n.
problem
peer pressure
influence from a friend or peer to do something
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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).
RL.2.3 — Describe how characters in a story respond to major events and challenges.
RL.2.6 — Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
RF.2.4 — Read with sufficient accuracy and fluency to support comprehension.
Standards that are practiced daily but are not priority standards of the unit
L.2.1.f — Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
L.2.4.a — Use sentence-level context as a clue to the meaning of a word or phrase.
RF.2.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
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.
RL.2.10 — 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.
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.
SL.2.2 — Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
Lesson 2
Lesson 4
Describe Sharon by making inferences based on the words and phrases Judy Blume uses to characterize and describe Sharon.
L.2.6 RF.2.4 RL.2.3 RL.2.5
Describe how Andrew is desperate by analyzing details to draw conclusions about characters’ actions and motivations.
L.2.6 RF.2.4 RL.2.3
L.2.6 RF.2.4 RL.2.3 RL.2.6
Describe how Andrew feels about Sharon by making inferences based on evidence that shows a character’s perspective on another character.
RF.2.4 RL.2.3 RL.2.6
Explain what role Miss Kelly plays in the solution to Andrew’s problem by identifying and describing roles between characters.
RF.2.4 RL.2.3
Writing
Make sentences better and more interesting by combining two or more sentences.
L.2.1.f
Discussion & Writing
Explain how other people influenced the decisions that Andrew made and what we can learn from him to make our lives better by identifying and interpreting key details that support the main lesson of a text.
L.2.1.c RL.2.2 RL.2.5 SL.2.1 SL.2.2 W.2.2
Predict what will happen in Keena Ford and the Second-Grade Mix-Up by identifying and explaining evidence about character actions and motivations.
Explain why Keena’s mom thinks a journal is a good idea by drawing conclusions about character motivation and relationships.
Describe Eric and Keena’s relationship by drawing conclusions about character motivation and relationships.
L.2.6 RF.2.4 RL.2.3 RL.2.4
Describe the relationship between Keena and her dad by identifying and describing evidence that shows character relationships and feelings.
Explain how Keena’s feelings about second grade change by identifying evidence that shows character feelings and character change.
Describe what “mess” Keena gets herself into and what she decides to do by identifying evidence that shows character conflict and perspective.
Write a letter to Keena describing what she should do by stating an opinion and supporting the opinion with details from the text and personal connections.
RL.2.2 RL.2.5 W.2.1
Describe the conflicting feelings that Keena has by identifying and explaining evidence that shows character feelings and perspective.
Describe what makes Keena believe that it really is her birthday and how her mom responds by identifying and explaining evidence that shows character feeling and perspective.
Describe how Ms. Campbell responds to Keena’s lies and what this tells us about Ms. Campbell by identifying and explaining evidence that shows character feeling and perspective.
RF.2.4 RL.2.3 RL.2.4
Write a letter to Keena describing what she should do by stating a claim and supporting the claim with details from the text and personal connections.
RL.2.2 RL.2.5 SL.2.1 SL.2.2 W.2.1
Explain how Keena feels about Linny and why they become friends by identifying and describing key details that show character feelings and relationships.
Explain why Keena decides to go into Ms. Hanson’s classroom by identifying and describing key details that show character feelings and motivations.
Analyze how Ms. Campbell is feeling and why by Close Reading a text to determine evidence that deepens understanding of character feelings and motivations.
Describe how Keena, Eric, and Ms. Campbell show forgiveness by identifying and describing key details that support the main lesson of a text.
RF.2.4 RL.2.2 RL.2.3
Discuss and debate unit Essential Questions by stating an opinion and supporting the opinion with evidence and details from the entire unit.
L.2.6 RL.2.3 RL.2.5 SL.2.1 SL.2.2 SL.2.6 W.2.8
Opinion Writing – 3 days
Write a letter to an incoming second grader describing what lessons you have learned from the unit texts and how they can apply them to their own life.
L.2.1.f L.2.2.b SL.2.4 W.2.1 W.2.5 W.2.8
Assessment
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