did you hear wind sing your name? - mondo publishing · as we continued to read did you hear wind...

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NARRATIVE 510L

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Mondo Bookshop GRade 2 1

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03-4

LITERACy STANDARDS ADDRESSED IN THIS PLAN

KEy IDEA students join in celebrating the coming of spring as they consider the central message of this narrative song of the oneida people.

RL.2.2 MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

RL.2.4 Craft & Structure sessions 1, 3 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 MAIN FOCUS Craft & Structure Sessions 2, 3 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

RL.2.7 MAIN FOCUS Integration of Knowledge & Ideas Session 3 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

RL.2.10 Range of Reading & Level of Text Complexity 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 Comprehension & Collaboration sessions 1, 2, 3 participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

L.2.4 Vocabulary Acquisition & Use session 2 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.2.4c Vocabulary Acquisition & Use additional instruction use a known root word as a clue to the meaning of an unknown word with the same root.

L.2.5 Vocabulary Acquisition & Use additional instruction demonstrate understanding of figurative language, word relationships and nuances in word meanings.

L.2.5b Vocabulary Acquisition & Use session 1 distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

RF.2.3a Phonics & Word Recognition session 2 distinguish long and short vowels when reading regularly spelled one-syllable words.

RF.2.3f Phonics & Word Recognition additional instruction Recognize and read grade-appropriate irregularly spelled words.

RF.2.4 Fluency session 2 Read with sufficient accuracy and fluency to support comprehension.

W.2.1 Text Types & Purposes Writing Task 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 to connect opinion and reasons, and provide a concluding statement or section.

W.2.8 Research to Build & Present Knowledge sessions 1, 2, 3 Recall information from experiences or gather information from provided sources to answer a question.

did You hear Wind sing Your name? Told by sandra de Coteau orie and illustrated by Christopher Canyon

GR_G2_DidYouHearWindSingName_LP.indd 1 12/15/14 4:18 PM

2 DiD You Hear WinD Sing Your name?

LEARNINg FOCUS RL.2.2

Students read closely, recount the poem, and use text evidence to determine its central message.

VOCABULARy

RL.2.4 Guide students to understand that some names in the poem are capitalized to make things in nature seem almost human. Then discuss how alliteration can help students picture those things, for example: Sun’s warmth . . . welcoming (page 8); smell the sweet scent of the sacred Cedar (page 13); trace Turtle’s tracks (page 20); sacred circle called Spring (page 32).

ELL SUPPORT

L.2.4 Vocabulary Support vocabulary words such as scent, greet, and trace in context using the ELL vocabulary strategies in Getting Started.

Corrective FeedbackHave students closely reread the text on pages 6–11 to deepen their understanding of the poem’s message. Encourage them to silently reread, stopping at key points to think and talk together about their understandings.

Session 1

PREVIEWING THE TEXT 5 minutesWith students, read the title, subtitle, and name of the storyteller. Discuss the title of the book. Then invite students to read the text on the back cover.

This book is a narrative poem from the Oneida people that is called a “Song of Spring.” Let’s discuss the meaning of the title of the book, Did You Hear Wind Sing Your Name?

I think the title is asking us if we can hear the wind. I think the title is asking if we can hear nature. I think the title asks if we pay attention to nature.

Let’s read the back cover. What do you think this poem will be about?

the beauty of nature; the signs of spring that the Oneida people celebrate

READING THE TEXT CLOSELY 10 minutesRead aloud the Author’s Note on pages 4 and 5 with students. Discuss it together.

Let’s use what the author says in this note to think about what we should look for in the narrative poem.

The author says the book reflects the “relationship Oneida people have with the natural world,” so we should look for ways the Oneida express their love of nature. The author names things in nature that are important to the Oneida, so we should look for those things in the book. The author tells us the book is “about the approach of Spring,” so we will read about things that appear at the beginning of spring.

Have students read pages 6–11 in the book. Check to see how they are doing with the application of the focus. Provide support if needed.

Who can recount, or tell us, what the beginning of the narrative poem says?

It asks us what we saw and felt in nature. It asks us if we saw Hawk, felt Sun’s warmth, and saw the trees in spring.

When we recount, we are reading parts of the text to understand it better. We can use the details that we read to understand what the poem is about and to find the author’s message. Let’s begin to think about the message in this poem.

I think the poem is telling us that nature is beautiful. I think the message is that we should appreciate things in nature. The message is that we can enjoy the season of spring with all our senses.

Those are all good responses. Let’s continue to think about the message of the poem as we finish reading it.

If you are satisfied that students can apply the focus, have them read the rest of the poem. If not, prompt students by asking: What is the poem telling us about nature? Have students reread pages 6–11 to find the answer.



DISCUSSION TIP

You may wish to have students discuss the message of the poem in pairs or small groups. Make sure each student in a group has a chance to speak.

L.2.5b VOCABULARy Closely Related Verbs

SL.2.1 DISCUSSION Collaborative

RL.2.2 COMPREHENSION Central Message

W.2.8, RL.2.2 WRITINg gather Information

COMPREHENSION SHARE

As you read the poem, imagine details and descriptions that appeal to your senses. Picturing those things will help you tell others about the poem.

DISCUSSING THE TEXT 10 minutesAfter students finish reading the narrative poem, invite them to recount portions of the text that they enjoyed. Continue to discuss the central message of the poem.

As we continued to read Did You Hear Wind Sing Your Name?, we learned about other things that happen in nature during the spring. Who would like to tell about their favorite pages of the poem?

I liked the sound of the words “the sweet scent of the sacred Cedar.” I loved the idea of tracing Turtle’s track along the Creek. I could really imagine a spring storm when I read, “Did you taste the Thunderer’s moist sky Waters?” The pages about Sunset and Grandmother Moon were my favorite.

Let’s talk about the message of the poem again. Now that you’ve finished reading the poem, what do you think its message might be?

We should appreciate the season of spring and enjoy it with all of our senses.

Focus on the verbs welcoming on page 8 and greet on page 19.

Let’s talk about Sun’s warmth on page 8.

It is welcoming. The poem says “Sun’s warmth upon your face welcoming you.”

Now let’s turn to page 19 and find a verb that means almost the same as welcome.

The verb greet means almost the same as welcome.

Who can tell me what we do when we welcome or greet people?

We meet them. We say “hello” to them.

How are these words just a little bit different from each other?

I might welcome a friend into my home. I might greet a stranger in the street.

Confirm students’ good use of the focus and encourage them to keep it in mind whenever they read narratives, or stories.

E-RESOURCEE-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note this session’s learning focus. Observe each student’s articulation and use of text evidence to evaluate effective use of the learning focus.

TEACHER’SCHOICE COMPREHENSION: CENTRAL MESSAGEE-RESOURCEE-RESOURCE Formative Assessment Have students use the blackline master on page 10 to determine the central message in Did You Hear Wind Sing Your Name? and details that support it. Review students’ answers as you evaluate their mastery of the learning focus.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE E-RESOURCEE-RESOURCE Formative/Summative Assessment Have students use the blackline master on page 11 as they read. Students will collect details from the text to answer the question: How well do you think the author uses words to express the main message of the poem? Explain your answer. Review students’ collected evidence as you evaluate their mastery of the learning focus.



LEARNINg FOCUSES RL.2.2, RL.2.5

Students return to the text to read closely, recount the poem, and use text evidence to determine its central message. They describe the overall structure of the poem, including its beginning and ending.

TEACHER TIP

Help students recall what the five senses are: seeing, hearing, touching, tasting, and smelling. Encourage students to look for ways that the descriptions in the poem appeal to the senses.

Session 2

RETURNING TO THE TEXT 5 minutesAsk students to reflect on the narrative poem they read in Session 1. Remind them what it means to recall a text and explain how it helps with their comprehension. Then have them recall how they applied the learning focus to their reading.

Let’s review what we did in our last session.

We read the narrative poem Did You Hear Wind Sing Your Name?

We told our favorite parts of the poem.

That’s right. When we recount a text, we tell about the details we read. This helps us understand the main message and we can do this to understand any text we read. What did we do next?

We talked about the message of the poem—to appreciate the season of spring and enjoy it with all of our senses.

READING THE TEXT CLOSELY 10 minutesExplain the learning focuses for this session. Invite students to reread pages 6–11. Check in to see how well they have understood the focuses. If you are satisfied that students can apply the focuses, have students reread the rest of the poem. If not, provide corrective feedback as suggested on page 2 of this lesson plan.

Let’s think about how the narrative poem Did You Hear Wind Sing Your Name? is structured, or organized. Who can tell me how the author introduces the poem?

The author begins with an Author’s Note that tells us about the poem. The Author’s Note helps us understand what the poem is about.

Now let’s talk about the main part of the poem.

The main part of the poem tells about the coming of spring. It tells us what happens in nature. It describes spring in the words of the Oneida people.

Let’s take turns naming some things in nature that are described in the main part of the poem.

The main part of the poem describes Spirit Hawk dancing on the Wind. It describes Sun’s warmth. It tells how trees change.

Formative Assessment: Fluency Listen to each student read a portion of the text. Observe how they decode words. Pay close attention to fluency as well. If students need additional practice with decoding or fluency, provide the necessary support at the end of the session. Ask students to note words or phrases they find challenging for discussion after the reading.



L.2.4 VOCABULARy Use a Variety of Strategies


COMPREHENSION SHARE

It may be difficult to identify the ending of a poem. Ask yourself: Where does the poet or storyteller wrap up ideas or bring things to a close? That is the ending of the poem.

DISCUSSING THE TEXT 10 minutesFacilitate a discussion in which students continue to recount details from the poem and talk about its structure. Remind students to take turns speaking so all may participate in the discussion.

We’ve talked about how the poem is introduced, and we’ve recalled some passages from the main part of the poem. Now let’s talk about the ending of the poem on pages 28–32. Who can tell me what the end of the poem says?

The end of the poem asks if we sense Grandmother Moon guiding us home. It asks if our heart brings home “the songs of all These living.” It asks if we travel the “sacred circle called Spring.”

These words may be hard for us to understand. Who can tell us what the poem is asking us?

The poem asks if we enjoy spring, just as other living things do.

Now let’s review the message of the poem—we should appreciate the season of spring and enjoy it with all of our senses. Does the ending of the poem fit this message?

Yes, I think the ending fits the message. The ending talks about spring in a beautiful way. The ending asks if we have enjoyed spring along with all the other living things.

Focus on the word Saplings on page 10.

Let’s reread the question on page 10. Who can tell me what is described on this page?

trees

Tell me what the text says about the White Birch.

The White Birch is standing tall.

What does this help you understand about the White Birch?

It must be a big tree. It must be fully grown.

Now let’s talk about the Aspen Saplings. What are they doing?

They are greening. They are getting green.

Let’s put the clues on this page together and figure out what a sapling is.

The birch is tall, so it isn’t a sapling. The little trees in the picture look like they have green leaves. They are greening. The little trees must be saplings. A sapling must be a young tree.

E-RESOURCEE-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note the session’s learning focuses. Observe each student’s articulation and use of text evidence to evaluate effective use of the learning focuses.

TEACHER’SCHOICE FLUENCY FOLLOW-UPFluency Practice Model adjusting reading rate to the text, slowing down for de scriptions that are complex, such as “Did you see the White Birch standing tall among the Darkwoods and the greening of the Aspen Saplings?” Have students echo read after you.

RF.2.4 FLUENCy Accuracy



TEACHER’SCHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCEE-RESOURCEE-RESOURCE Formative/Summative Assessment Have students continue to use the blackline master on page 11 as they read. Students will continue to collect details from the text to answer the questions: How well do you think the author uses words to express the main message of the poem? Explain your answer. Review students’ collected evidence as you evaluate their mastery of the learning focuses.

W.2.8, RL.2.2WRITINg

gather Information




LEARNINg FOCUSES RL.2.2, RL.2.5, RL.2.7

Students continue to read closely, recount the poem, and use text evidence to determine its central message. They continue to identify the overall structure of the poem and use information from the illustrations to better understand ideas.

RETURNING TO THE TEXT 5 minutesExplain that students will reread Did You Hear Wind Sing Your Name? one more time and discuss how the pictures in the book helped them better understand the poem.

When we first read Did You Hear Wind Sing Your Name? we recalled what the poem said and we talked about its message. Who can tell me what we focused on when we reread the poem in Session 2?

We discussed how the poem is organized. We talked about how the author began the poem, what was in the middle of the poem, and how the poem ended. We reviewed the message again.

READING THE TEXT CLOSELY 10 minutesState the learning focuses and invite students to reread pages 6–11. Check to see how they are doing with application of the focuses as you have done previously. Then have students reread pages 12–32.

Today as we reread the poem, we are going to discuss how the pictures add to our enjoyment and understanding of the poem. Let’s start by rereading pages 6–11. Now let’s talk about the pictures. I’ll start. When I read the beginning of the poem, the picture of the hawk stood out for me. The picture on page 6 helped me understand that a hawk is beautiful and strong. The picture on page 7 helped me imagine what a hawk looks like as it dances, or flies, on the wind. Who else will talk about a picture at the beginning of the poem?

The warm colors on pages 8 and 9 helped me imagine how Sun’s warmth would feel. The picture on pages 10 and 11 really helped me understand what saplings look like in the spring.

DISCUSSING THE TEXT 10 minutesFacilitate a discussion that incorporates the three learning focuses.

Who can name another picture in the middle of the book that helped clarify an idea in the poem?

The picture on pages 14 and 15 helped me understand more about the Three Sisters. I knew that the Three Sisters were plants, but the picture helped me understand how big the Three Sisters grow in the spring. The picture on pages 26 and 27 helped me understand why the poem describes the Forest bed as heaven—it’s called that because star-like plants grow there.

What did the pictures at the end of the book help you understand?

The pictures of the wolves on pages 30 and 31 helped me understand that “These living” means animals and plants that come out in the spring. The spider web on page 32 helped me connect the idea of a circle with the season of spring coming back again and again.

Session 3

VOCABULARy

RL.2.4 As students reread the poem, encourage them to notice phrases that mention the senses, such as did you see, did you feel, did you smell, did you hear, did you taste, and did you sense. Point out that phrases like these can help students identify the senses we use to appreciate nature in the spring.

COMPREHENSION SHARE

Use the pictures along with the text in a story to give you more information. You can better explain who the characters are, what challenges they face, and how characters change over time if you study the pictures.



Encourage students to share with a partner how the pictures in the poem helped them better understand the message of the poem—we should appreciate the season of spring and enjoy it with all our senses.

Turn to a partner and talk about how the pictures helped you understand the message of the poem. Remember to let one person speak at a time.

The pictures showed how beautiful the season of spring can be. The pictures showed how wonderful the world is when plants and animals come out in the spring. The pictures helped me understand that I could use all my senses to enjoy spring.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCEE-RESOURCEE-RESOURCE Formative/Summative Assessment Have students continue to use the blackline master on page 11 as they finish reading. Then ask them to write a response on a separate sheet of paper that answers the questions: How well do you think the author uses words to express the main message of the poem? Explain your answer. Have students use the text evidence they collected to support their writing.

W.2.8, RL.2.2WRITINg

Respond to Question

E-RESOURCEE-RESOURCE Summative Assessment Review with students what makes a good opinion piece. Invite students to write an opinion piece about the poem Did You Hear Wind Sing Your Name? Guide them to use the planning organizer on page 8 as they organize their constructed response. Consider having students combine all their opinion pieces and publish them together as a book.

As you read Did You Hear Wind Sing Your Name? you collected text evidence about how animals, plants, and things in nature are described in the poem. Now you will write an opinion piece that answers the question: How well do you think the author used words to express the main message of the poem? Begin your opinion piece by introducing the poem and telling what it is about. Then write your opinion and support it with text evidence. End your piece by telling what your favorite part of the poem is, and why.

TEACHER’SCHOICE Writing Task: Opinion

W.2.1WRITINg

Opinion Piece

ELL SUPPORT

RL.2.7 Discussing the Text Ask questions at students’ language proficiency levels and provide the following sentence frame for student responses: B: This picture shows ___.I/A: This illustration helped me understand ___.



WORD STUDY Root Words Point out the word warmth on page 8. Have students identify the root word in warmth and talk about the meaning of the word. Then list on the whiteboard or chart paper other words with the root word warm, such as warmish, warmly, and warming. Have students use the root word warm as a clue to the meaning of the words you listed.

Let’s find the word warmth on page 8. Who can tell me the root word in warmth?

warm

What does warm mean?

a little hot; hot, but not too hot

The word warmth is a noun with warm as its root. Warmth is a feeling, like the warmth of the sun. Now look at the words I have written. What is the root in each word?

warm

Tell me the meaning of the words.

Something that is warmish is a little warm, or sort of warm. When you dress in heavy clothes to keep out the cold, you are dressed warmly. Something that is warming makes you feel warm.

VOCABULARYNuances in Word Meanings Point out the unusual names in the poem that are given to animals, plants, and other things in nature. Guide students to determine the meaning of the words.

Let’s read page 19 together again. . . . Who will tell me what a Four-legged is? Use the picture to help you.

A Four-legged is a deer. It might also be any other forest animal with four legs.

Let’s think about what a Winged-One is.

A Winged-One is a bird.

The names Four-legged and Winged-One describe what the animals look like. The animals are named for the way they look. Let’s look at page 24 and find the name that is used for rain.

“Thunderer’s moist sky Waters”

Now tell me the unusual name that is given for all living things at the end of the poem.

These living; These

WORD RECOGNITIONLong and Short Vowels Guide students to identify the letters and sounds that differ in a list of words drawn from the text or that you have created in advance. Depending on the ability of your group, you can work with word pairs (tall, tale) or a word bank containing several pairs of words for students to locate.

Let’s practice finding some letter sounds that change one word into another word. Here is the word tall. We read this word in the book we just finished. Let’s say each sound in tall. (Say the sounds.) Now, here is a word that looks almost like tall. (Point to the word tale.) What letter is different? (Students name e.) Let’s say the sounds together. What is the word?

tale

Which sound was different from tall?

e

L.2.4c VOCABULARy Root Words

L.2.4 VOCABULARy Word Nuances

RF.2.3a PHONICS & WORD RECOgNITION Long and Short Vowels

TEACHINg TIP

Students can list names from the poem in a section of their vocabulary notebooks titled Unusual Names for Things in Nature.

TEACHER’SCHOICE Additional Instruction



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Comprehension: Central Message Think about the main message in Did You Hear Wind Sing Your name? Write the central message in the circle. in the boxes, write details from the text that support the message.

Score:

Central Message

Detail Detail

Detail Detail



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Collecting Text EvidenceHow well do you think the author uses words to express the main message of the poem? Explain your answer.

use this chart to collect evidence from the text that helps to answer the question. You can use more than one copy of this chart.

Evidence Page Number(s)

Score:



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Writing Task: Planning Your Opinion PieceThink about how the pictures help express the main message of the poem. in your opinion, what picture do you think does this best of all? First, write an opening to describe the picture you chose. include the two pages the picture is on. Then give three reasons why you think the picture expresses the poem’s message the best.

Opening (describe the picture you chose and give its page numbers)

Reasons to support your opinion (tell why you chose the picture)

1.

2.

3.

Closing (restate your opinion)

noTe: Write your response on a separate sheet of paper or on a computer. Remember to read your writing when you are done and make any necessary revisions.

Score:


did you hear wind sing your name? - mondo publishing · as we continued to read did you hear wind...

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