Unit of Study: Books are like music?

(a focus on craft and structure)

Marin
Grade Level: 2
Dates: 2/3/14-2/24/14
Common Core State Standards
(CCSS)
What standards are addressed in this
unit?

Goals
Write in student friendly language: I can,
I will, The teacher will, etc. Should be at
least 4-6.

Bends in the Road

What are the bends that need to be
taught to meet the goals? What are the
foundational skills that need to be in
place in order to meet the goals?

Mini Lessons
What are the specific lessons that need
to be taught for those foundational skills
(bends)?

Classroom Library
What does the classroom library have to
have for this unit?

Materials and Resources

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.
1.I can explain how some words and sentences can create an
important rhythm in a story, poem, or song.
2. I can describe the most important parts of the story. Including the
importance of the beginning, the problem in the middle, and what
happens in the end.
3.I can notice the different characters and change my voice for
different characters when I read out loud.
4. I can recognize words that create meaning. .
1. Readers know that some books and songs have a rhythm when
read aloud.
2. Readers know that books can be compared to songs because they
have a beginning, middle, and end.
3. Readers know that there are different characters in a book. And
when reading out loud they can accurately change their voice to
identify which character is speaking.
4. I know word choice helps to create an overall mood or feeling of a
story, poem, or song.
Bend 1
1. Readers can hear rhyming words in a story.
2. Readers can hear rhythm in a story when read out loud.
3. Readers can tap out rhythm while they read.
Bend 2
1. Readers know who the characters are and can relate them to
each other.
2. Readers can change their voices to match the character.
3. Readers use punctuation to show characters talking.
Bend 3
1. readers can use pictures and all words on a page to figure out
unknown words.
2. readers know that authors choose their words carefully.
3. Readers use careful word choice when they are writing.
Bend 4
1. Readers know that there are lots of different words that mean
the same thing.
2. Readers look for meaning and are curious about words they do
not know.
Books will be dispersed at stations around the room. Books that have
rhyme will be placed near the writing area. Books with neat will be
placed near the musical instruments. In the main book display there
will be books about music, rhyme, and song.
Different song lyrics with rhyme, rhythm, setting, plot, genre, and
structure are available throughout the lessons. Different songs for
different interests. Different books with rhythm will also be available.
There will also be a music station with IPods that have songs with
rhymes and beat. During this unit the music area will be highlighted.
Small simple instruments such as shakers, bells, tambourines will be

Workshop Structure
Other Literacy Components
Work Students are Doing
What are student expectations? What
reading behaviors or habits are
expected?

Support for Struggling Readers

How will you support ALL learners
(UDL)?

Support for Strong Readers

How will you support ALL learners
(UDL)?

Home/School
What can be done to foster the
connection between home and school?

Assessments
Formative? Summative?

Celebrations
How will you celebrate with students? Is
there a way to involve parents? Is there
a way to share your celebration with the
school?

available.
Regular workshop applies. Different sections of reading silently,
reading with a partner, writing, working on writing, working on
vocabulary, and listening station.
Along with the workshop model, the unit will also include specific
sections of rhyming word study. Also an emphasis should be placed on
group work and also full class instruction.
When working with the full class lessons students are attentive. When
working together, students focus and stay on task. Students should be
able to show competence independently by the end of the lessons.
Choosing simpler texts when working on group work. Use of audio
books to follow along with text.
Choosing more complex texts for group work. Allowing students to
choose their own book and find rhyme or rhythm.
Students can work with their parents to find patterns and poems in
songs and books at home. Poem booklets will be sent home. Also CDs
with rhyming songs to listen to. If students do not have the means to
listen to the DCs at home thee will be an ipod that will be loaned out to
students to listen to the CDs.
Most will be formative assessments and observations. At the end of
bends more summative will be used. Not focused on multiple choice
tests but simple worksheets to test the students knowledge.
Students will perform a talent show with reading poetry or singing a
song.

file:///C:/Users/Marin/Downloads/RL.2.4.pdf
file:///C:/Users/Marin/Downloads/RL.2.5.pdf
file:///C:/Users/Marin/Downloads/RL.2.6.pdf
Bend 1
1. http://www.mfwi.edu/MFWI/Recordings/Green%20Eggs%20and
%20Ham.pdf,
http://www.buttonbass.com/HipHopCube.html
2. https://docs.google.com/a/aquinas.edu/document/d/1E5Ozw1csAIlOySy-acYdYHsDkIZr8boxwhffAmOgtQ/edit
3. http://mrscooperskclass.blogspot.com/2012/09/rhyming-yellow-day.html
Bend 2
2. http://www.youtube.com/watch?v=pJhcGepfG04&feature=kp
http://www.azlyrics.com/lyrics/beatles/obladioblada.html
Bend 3
2. http://www.metrolyrics.com/love-is-an-open-door-lyrics-kristenbell.html