Animals Building Homes

By

Jessica Pearce

Name: Jessica Pearce

Unit Topic: Reading/Language Arts
Grade level(s)/Course: 2nd Grade

Description of General Context:

My class is made up of 18 students, 9 are female and the other 9 are male. There are two students with
IEPs, one with a full time assistant, in the classroom. The lessons of this unit all take place during the time allotted
to language arts daily, 9:40-10:20.

Textbook or Instructional Program (if any):

Title: Journeys
Publisher/Date of Publication: Houghton Mifflin Harcourt/2012
Amount of time devoted each day or week in your classroom:
Forty minutes are devoted each day of the school week in the classroom. This allows for about 3 hours and
20 minutes of reading/language arts instruction a week.

INFORMATION ABOUT THE UNIT

Language Arts Standards Grade Level Expectations Selected:
2.L.1.b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
2.RI.7 Explain how specific images (e.g., a diagram showing how a machine works0 contribute to and clarify a
text
2.RL.1 Ask and answer questions as who, what, where, when, why and how to demonstrate understanding of key
details in a text.
2.RI.10 By the end of the year, read and comprehend informational texts, including history/social studies, science
and technical texts, in the grades 2-3 complexity band proficiently, with scaffolding as needed at the high end of
the range.
2.RF.3.c Decode words with common prefixes and suffixes.
Preliminary Enduring Understanding Expected:
Students are to understand the text and graphic features in a story and how they help us to better
comprehend the words, including irregular plural nouns and works with common prefixes, and the story that we
are reading, Animals Building Homes.
Preliminary Objective(s) for the Unit:
Students will be able to appropriately use and understand different text and graphic features and how
they impact our comprehension of a story.

Students will be able to demonstrate their knowledge of frequently occurring irregular plural nouns.

Students will be able to decode words they may not know using prefixes, suffixes, and the base word.
Students will be able to use their comprehension skills to answer questions about the story and to
demonstrate understanding of key details in the text.

Students will be able to read and understand the information gained from the text they are reading.
Tentative Academic Language Expected:
Text features glossary, table of contents, titles, headings, subheadings, pictures, graphs, captions, etc.
Prefix
Suffix
Plural
Irregular

Unit Title: Animals Building Homes

Lesson Title: Irregular Plural Nouns
Date Taught: Monday, October 13, 2014
Instructional Time: 40 minutes
Objective(s):
-Upon completing the SMART document and the Falling for Plural Nouns Scoot activity,
students will be able to correctly identify how you would turn a certain singular noun into a plural
noun.
Outline:
-The students will enter the classroom and I will have a SMART document on irregular plural
nouns set up and ready for them to view. Once everyone enters the classroom and sits on the
front carpet, we will begin. I will go through the document pages discussing how you make certain
singular nouns into plural nouns. Upon completing this, I will give directions for our Falling for
Plural Nouns Scoot game. When I am done giving directions, I will hand out the worksheets to
each student and have them begin the game. Finally, when the activity is finished, the students
will turn in their worksheets and be dismissed.
Assessment of Learning:
-Formative assessments will include questioning students and observing them during the
SMART document presentation and their Falling for Plural Nouns Scoot activity.
-Summative assessment includes students completed Falling for Plural Nouns Scoot activity
worksheet that will be checked for all the correct answers.

Unit Title: Animals Building Homes

Lesson Title: Text and graphic features
Date Taught: Tuesday, October 14, 2014
Instructional Time: 40 minutes
Objective(s):
-Upon completing the SMART document and the class worksheet, students will be able to
successfully use text and graphic features.
Outline:

-The students will enter the classroom and I will have a SMART document on text and graphic
features set up and ready for them to view. Once everyone enters the classroom and sits on the
front carpet, we will begin. I will go through the document pages and we will discuss the different
types of text and graphic features there are. Then the students will head back to their table spots
and open to the correct page. From here, I will read the story Animals Building Homes to my
students. After completing the story, I will show a t-map up on the SMART board and the students
will help me to complete the t-map about text and graphic features.
Assessment of Learning:
-Formative assessments will include questioning students and observing them during the
SMART document presentation, the reading of the story, and completion of the t-map.
-Summative assessment includes the answers given on the class t-map about the story
Animals Build Homes and text and graphic features.

Unit Title: Animals Building Homes

Lesson Title: Story Comprehension
Date Taught: Wednesday, October 15, 2014
Instructional Time: 40 minutes
Objective(s):
-Upon completing the story and activity, students will be able to answer questions about
Animals Building Homes in order to demonstrate understanding of details in the text.
-Students will be able to read and understand the information gained from the text they are
reading.
Outline:
-The students will enter the classroom and sit down on the front carpet. I will go through the
directions of reading with a partner and then some of the tough questions on the tri-fold brochure.
When I dismiss the students, I will pick the partners for them so that students are working with
someone they usually do not work with and has a varying ability level. The students will then
begin to work as I observe them and help with any questions the students may have.
Assessment of Learning:
-Formative assessments will include observing the students as they read the story together
and work as partners to complete the tri-fold brochure.
-Summative assessment includes students completed tri-fold brochure that will be turned in
when it is completed to be checked.

Unit Title: Animals Building Homes

Lesson Title: Prefixes Un- and ReDate Taught: Thursday, October 16, 2014
Instructional Time: 40 minutes
Objective(s):
-Upon completing the SMART document and the activity, the students will be able to decode
words they may not know using prefixes and base words.
Outline:
-The students will enter the classroom and I will have a SMART document on un- and reprefixes set up and ready for them to view. Once everyone enters the classroom and sits on the
front carpet, we will begin. I will go through the document pages discussing prefixes, what they
mean, and how they work. After the SMART document is finished, I wil give directions on the
activity that the students will be doing next. The students will be split into four groups, work
together in those groups to define words with prefixes, and then record them on their worksheets.
When I see the students are done at one group, they will rotate to the next group. When the
rotation has gone full circle, the students will turn in their recording worksheet and be dismissed.
Assessment of Learning:
-Formative assessments will include questioning students and observing the students during
the SMART document presentation and their rotating prefix activity.
-Summative assessment includes students completed prefix rotating activity and correcting all
of the worksheets for the right answers.