Zapato Power

Students continue to build reading and writing skills by engaging with the beginning chapter book series Zapato Power, exploring what it means for people to be friends and how they can help each other.

Unit Summary

In this unit, students continue to explore the characteristics of chapter books by reading and engaging with the beginning chapter book series Zapato Power. Building off of what students learned in Unit 2, Pinky and Rex, students will explore what it means for two people to be friends and how friends are able to help each other by examining the somewhat unusual friendship between Freddie and Mr. Vaslov, an older man who lives and works in Freddie’s apartment building. Over the course of the unit students will also be challenged to think about what it means to be a superhero, and the differences between using “super” powers and brain power to solve problems. It is important to note that these books are part of a beginning chapter book series; therefore, there are aspects of the plot that are less developed or not as powerful as other books that students read in the progression. The chapter book series does, however, introduce students to a male Hispanic protagonist, something that is often missing from children’s literature, and helps students explore similar themes and topics from other units with texts that are accessible. It is our hope that this unit, in connection with other units from the sequence, will set students up for success in reading and understanding longer chapter books.

This unit should be done predominately as shared or independent reading; therefore, this unit gives students a chance to practice the reading skills they have developed in previous units. Similar to with Pinky and Rex, students will be challenged to think about how authors develop characters over the course of a single text and how that understanding builds as they read more books in a series about the same characters. Particularly, students will focus on character motivation and what motivates both of the main characters, Freddie and Mr. Vaslov. Students will also begin to notice the different types of descriptive language authors include, specifically figurative language, and how figurative language helps a reader better understand characters and how they are feeling. Finally, students will begin to notice how chapter titles are a clue for what is important in a chapter and can be used to guide retells and summaries of the key events within a chapter.

 

Texts and Materials

Core Materials

Supporting Materials

See Text Selection Rationale

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Assessment

This assessment accompanies Unit 4 and should be given on the suggested assessment day or after completing the unit.

Unit Prep

Essential Questions

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  • Can people of different ages be friends?
  • How can friends help and support one another?*
  • What makes someone a superhero?
  • How can I track character motivation over the course of a story? Over the course of multiple stories?

Reading Enduring Understandings

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  • Most stories follow a similar structure. The beginning of the story introduces the characters, and something happens that initiates the problem or challenge. The middle of the story is dedicated to trying to solve the problem. In the end, the character either gets what he wants or doesn’t, and learns something from the experience.
  • A character’s response is what a character does, thinks, feels, or says because of an event that happens in the story. A character’s response to events helps a reader learn more about a character’s personality.
  • Some authors include chapter titles. Chapter titles most often connect with the most important ideas or events in a chapter. Chapter titles are sometimes used to build suspense and hook a reader in.
  • Descriptive language is vivid and specific language that helps a reader visualize and imagine a scene. Authors use descriptive language to help bring a story to life.

Writing Focus Areas

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Narrative Writing Focus Areas

  • Brainstorm and include events relevant to the focus.
  • Develop a focused narrative with a beginning, middle, and end.
  • Zoom in on one moment by including details to describe a character’s actions, thoughts, and feelings.

Narrative writing in this unit builds on to work done in unit two. At the end of the unit students will brainstorm and write their own narratives with a focus on using details to zoom in on one moment.

Language Focus Areas

  • use adverbs to describe
  • use different types of sentences, including declarative, interrogative, imperative, and exclamatory. 

The main language focus of this unit is on using adverbs to describe. Students will be introduced to adverbs and practice using adverbs to tell more about how, when and where something happens.

Writing-About-Reading Focus Areas

  • Correctly answers question
  • Selects and explains best evidence
  • Uses effective organization

The writing about reading focus of this unit is on answering the question correctly and selecting and explaining evidence.

Foundational Skills

Fluency Focus Areas

  • Use proper intontation to show interpretation of the text. 
  • Read with expression and volume to mach interpretation of the passage. 

The main focus of this unit is on reading with expression, particularly character dialogue, in order to show understanding of the text. In both core texts the character dialogue reveals a lot about character motivations, feelings, and perspectives. Therefore a large focus of this unit should be on including opportunities for students to practice rereading dialogue with intonation, expression, and volume to match interpretation of the passage.

Suggested Supports: 

  • Teachers should pick a section of text each day to use as a model for features of text complexity and fluent reading. After reading a section of text aloud, teachers should prompt students to explain what they noticed about the way they were reading. Students should then have a chance to mimic or practice the teacher model. 
  • Each of the Zapato Power texts include a lot of dialogue. Students should be challenged to read the dialogue in multiple different ways, depending on needs and placement within the unit. Note: Reading dialogue with expression is best practiced when rereading a text so that students have had a chance to determine how characters are feeling and what expression to use prior to practicing fluency. Rereading should happen during each lesson, even if it’s just a page or two of the text. 
  • When rereading together as a class, groups of students could be responsible for particular character dialogue. (E.g. everyone shared reads a page together, and then the class goes back and rereads with a lense on expression and each student has a different role). 
  • When rereading in partners students could each assume the role of a particular character. 
  • Teachers could create fluency scripts using the dialogue from each core text. Students could act out different sections of each text. 
  • If needed, add an additional fluency and rereading lesson in between when students finish the book and when students retell and analyze the characters. 

Vocabulary

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Literary Terms

descriptive language, dialogue, illustration

Text-based

puzzled, investigate, realize, advice, concentrate, confess, whined, pouted, gulped, inventor, hollered, cranky, controls, suspicious, excuses, resist, snooping, supposed

Content Knowledge and Connections

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Explain that friendships come in lots of different forms.

Explain that friends help one another solve problems and help each other explore things they are interested in.

Lesson Map

1

  • Freddie Ramos Takes Off — Ch.1

    RL.2.3

    RF.2.4

Explain how Freddie feels about the shoes by using details from the text to describe how characters in a story respond to major events and challenges.

2

  • Freddie Ramos Takes Off — Ch. 2

    RL.2.3

    RL.2.4

    RF.2.4

Identify and explain the descriptive language the author uses to describe the shoes by describing how words and phrases supply meaning to a story.

3

  • Freddie Ramos Takes Off — Ch. 3

    RL.2.3

    RL.2.5

    RF.2.4

Explain why the chapter is titled “The Mysteries Begin” by using details to retell key events and how characters respond to major events and challenges.

4

  • Freddie Ramos Takes Off — Ch. 4

    RL.2.3

    RL.2.5

    RL.2.6

    RF.2.4

Explain why the chapter is titled “A Pretty Regular Night for a Superhero” by using details to retell key events and how characters respond to major events and challenges.

5

  • Freddie Ramos Takes Off — Ch. 5

    RL.2.3

    RL.2.4

    RL.2.6

    RF.2.4

Explain if Freddie is a superhero by using details to retell how characters respond to major events and challenges.

6

  • Freddie Ramos Takes Off — Ch. 6

    RL.2.3

    RL.2.6

    RF.2.4

Explain why the chapter is called "Poopes isn't good for Starwood Park" by using details to retell how characters respond to major events and challenges.

7

  • Freddie Ramos Takes Off — Ch. 7

    RL.2.3

    RF.2.4

Explain if Freddie’s actions make him a superhero by using details to retell how characters respond to major events and challenges.

8

  • Freddie Ramos Takes Off — Ch. 8

    RL.2.3

    RF.2.4

Explain why the chapter is titled “I Solve the Final Mystery” by using details to retell key events and how characters respond to major events and challenges.

9

Writing

  • Freddie Ramos Takes Off

    RL.2.3

    RL.2.5

    SL.2.1

    SL.2.6

    L.2.6

Describe Freddie and Mr. Vaslov and how they respond to key events by preparing for and participating in a class discussion using evidence from the entire text.

10

  • Freddie Ramos Springs Into Action — Ch. 1

    RL.2.3

    RL.2.6

    RF.2.4

Explain how Freddie Ramos shows confidence by using details to describe characters and how characters respond to major events and challenges.

11

  • Freddie Ramos Springs Into Action — Ch. 2-3

    RL.2.3

    RL.2.6

    RF.2.4

Explain how Freddie’s feelings about his zapatos have changed and why by using details to describe characters and how characters respond to major events and challenges.

12

  • Freddie Ramos Springs Into Action — Ch. 4

    RL.2.3

    RL.2.6

    RF.2.4

Explain why the chapter is titled “Inventions Take Time” by using details to retell key events and how characters respond to major events and challenges.

13

  • Freddie Ramos Springs Into Action — Ch. 5

    RL.2.3

    RF.2.4

Explain if Freddie should have taken the wristband and why by using details to retell key events and how characters respond to major events and challenges.

14

  • Freddie Ramos Springs Into Action — Ch. 6

    RL.2.3

    RF.2.4

Explain how what others think of him influences how Freddie behaves by using details to retell key events and how characters respond to major events and challenges.

15

  • Freddie Ramos Springs Into Action — Ch. 7

    RL.2.3

    RF.2.4

Defend if Freddie is a superhero by using details to retell key events and how characters respond to major events and challenges.

16

  • Freddie Ramos Springs Into Action — Ch. 8

    RL.2.3

    RF.2.4

Explain why the chapter is titled “An Extra Button” by using details to retell key events and how characters respond to major events and challenges.

17

Writing

  • Freddie Ramos Springs Into Action

    RL.2.3

    RL.2.5

    SL.2.1

    SL.2.6

    L.2.6

Describe Freddie and Mr. Vaslov and what motivates them both by preparing for and participating in a class discussion using evidence from the entire text.

18

Discussion

  • Freddie Ramos Springs Into Action

    RL.2.3

    SL.2.1

Discuss unit essential questions by preparing for and participating in a class discussion using evidence from the entire text.

19

Assessment

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Writing

    W.2.1

    W.2.3

    W.2.5

Write a story describing how you use a superpower by writing a narrative that includes details that describe actions, thoughts, and feelings. 

Common Core Standards

Language Standards
  • L.2.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  • L.2.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

  • L.2.4 — 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.

  • L.2.5 — Demonstrate understanding of word relationships and nuances in word meanings.

  • 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).

Reading Standards for Literature
  • RL.2.2 — Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

  • RL.2.3 — Describe how characters in a story respond to major events and challenges.

  • RL.2.4 — Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

  • RL.2.5 — Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

  • 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.

  • 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.

Reading Standards: Foundational Skills
  • RF.2.4 — Read with sufficient accuracy and fluency to support comprehension.

Speaking and Listening Standards
  • 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.

  • SL.2.6 — Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Writing Standards
  • W.2.1 — 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.

  • 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.

  • W.2.5 — With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

  • W.2.8 — Recall information from experiences or gather information from provided sources to answer a question.