grade 2, unit 2, extreme weather

Unit Overview: Grade 2, Unit 2, Extreme Weather

Unit Focus In this unit, students will learn:

● The science behind extreme weather and how extreme weather affects individuals and communities.

● To visualize key details from the text, analyze text structure, and study how characters respond to events and challenges. They will also infer to determine the meaning of unknown words.

● In evidence based response writing, students will write an informational piece. Students should use “mentor texts” from reading instruction to help them structure their pieces appropriately.

Duration Days Traditional year- October 2 - November 9 Extended year- September 25 - November 9

DCPS units will provide students with multiple opportunities to engage in rich, rigorous text. Combined with ample opportunities to discuss text, students should be aiming to become experts in the content. During the course of the unit, students will read, write, research, take part in activities, and discuss.

Reading, Writing and Research Knowledge and Skills

Knowledge Students will know… ● There are different forms of extreme

weather ● Weather is different depending on where

you live in the world ● Weather changes how people live ● The wind has varying forms of intensity and

it affects what we can do ● Tornados can cause damage ● Being prepared for natural disasters saves

lives ● How snowstorms form ● Weather challenges living things

Skills Students will be skilled at… ● Determining the main idea and supporting

details ● Using text features to clarify and

understand text ● Identifying how characters respond to

challenges ● Using context clues to define new words ● Interpreting figurative language ● Writing informative pieces

Making Meaning with Content

Lines of Inquiry Students will keep considering…

● What are the different forms of extreme weather?

● How does weather affect the lives of living things?

● How do different types of weather influence people’s response and preparation?

Understanding Students will understand that… ● there are different types of extreme

weather ● weather is different based on where you

live ● weather affects living things ● people can take steps to prepare and

respond to extreme weather

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English Language Arts Unit 2: Extreme Weather 2nd Grade

Second grade teachers will read aloud the

majority of the texts in the beginning of the

school year to allow to better access the texts.

As the year progresses, the load of the work of

reading text should be shifted to students.

Students should always be given opportunities

for the students to work with and in the text

through annotating and discussions.

Writing Focus To evaluate student writing, teachers should use the DCPS PARCC aligned rubric and students should

have access to the DCPS student-friendly checklists.

Informative Writing: Students will write an informative/explanatory piece in which they:

● introduce a topic ● supply facts and information ● provide a concluding statement

Unit Vocabulary

Content Vocabulary climate, destroy, forecast, form, respond, locate, meteorologist, unpredictable, prepare Academic Vocabulary (from standards) recall, recount, central message, events, challenges, gather, source, connection, compare, contrast

District of Columbia Public Schools | Curriculum SY 17-18 2


Reading Standards Speaking and Listening Standards Writing Standards Language Standards

Literature 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.2.2: Recount stories, including fables and folktales from diverse cultures, and determine the 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.2.7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RL.2.9: Compare and contrast the most important points presented by two texts on the same topic.

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. (c): Ask for clarification and further explanation as needed about the topics and texts under discussion. SL.2.2: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. SL.2.3: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue SL.2.6: Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.)

W.2.2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, 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.2.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). W.2.8: Recall information from experiences or gather information from provided sources to answer a question.

L.2.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.2.1(f): Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watch the movie; The action movie was watched by a little boy). 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. (a): use sentence-level context as a clue to the meaning of a word or phrase. 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.



Informational Text RI.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.2: Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RI.2.4: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.5: Know and use various text features (e.g., captions, bold print, subheadings, glossaries,indexes, electronic menus, icons) to locate key facts or information in a text efficiently. RI: 2.6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RI.2.7: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. RI.2.8: Describe how reasons support specific points the author makes in a text. RI.2.9: Compare and contrast the most important points presented



by two texts on the same topic. Foundational Skills RF.2.4: Read with sufficient accuracy and fluency to support comprehension.



Approximate Number of Days

Learning Plans

1 Day Unit Launch: Engagement and Setting the Purpose for Learning about Extreme Weather

2 Days On the Same Day in March: A Tour of the World’s Weather, Marilyn Singer

3 Days Cloudy with a Chance of Meatballs, Judi Barrett

1 Day Writing Lesson 1

3 Days Tornado Watch (Connected Texts) Extreme Weather p.8-10, Ann O. Squire “Safe from the Storm,” Scholastic News


4 Days Hurricanes (Connected Texts) “The Wind,” James Reeves Extreme Weather Chapter 2, Ann O. Squire

1 Day Productive Struggle: 30 minutes


2 Days “Where Would You Rather Live?,” Scholastic Scope


3 Days Blizzards (Connected Texts) The Big Snow, Scholastic Article

Extreme Weather Chapter 4, Ann O. Squire


Optional



Gilberto and the Wind, Marie Hall Wild Horse Winter, Tetsuya Honda



2 Days

In this unit second graders will take on the role of a meteorologist with the job of alerting the community of an extreme weather condition. They will have to prepare a checklist of useful items in case of the extreme weather event and create a public service announcement (PSA). They will inform their community of how to stay safe and proactive in a storm.

Note: In addition to the texts listed above, it is very important to include daily read-alouds to expose students to the rich language of quality text. When choosing read-alouds for the purpose, the teacher should consider how the books will extend the student’s understanding of the theme, build vocabulary, and provide opportunities for thoughtful classroom discussions. There are also multiple opportunities to extend knowledge and vocabulary for the topic during guided reading and independent reading.



Units of Study Guidance

30-45 minutes daily should be dedicated to building knowledge through reading, writing, speaking and listening using the Units of Study. This time is dedicated to content building through the lines of inquiry. The Reading, Research, and Writing Learning Plans and the Writing Companion Document work in tandem to provide teachers with rich curriculum that allows students to:

● Build background knowledge through reading and experiences

● Read complex text

● Build and use vocabulary

● Read widely

● Respond to reading through speaking and listening

● Respond to reading through writing

● Generate writing pieces, through the writing process

In this document, you will find the Reading, Research, and Writing Learning Plans. The Writing Companion Document can be found under the Start tab.

Vocabulary instruction:

Complex texts are filled with words that enhance students’ exposure to rich vocabulary. The learning plans identify words that are worthy of teaching. These

words are chosen for their utility across texts and content and for explicit vocabulary instruction that provides students with access to the words while speaking

and writing.

There are additional words that students may need to know in order to understand a text. However, these words are best defined quickly for students; either

while reading the text, or referring to a glossary.



Unit Launch Engagement and Setting the Purpose for Learning about Extreme Weather

1-2 Days *Activities may extend beyond the Unit Launch and can be planned to last the length of the unit.

Theme Connections This unit provides students with an opportunity to learn about extreme weather, specifically tornadoes, hurricanes, and blizzards. Students need to see concrete examples in videos and pictures to provide context for the learning. This launch activity helps students develop their understanding of what extreme weather is and vocabulary that describes it.

Materials ● Prior to beginning the unit, provide a bulletin board or wall space to

display launch activity work. ● Discovery Education Video: Real World Science: Weather - Section -

Powerful Weather ● Blank paper for vocabulary detective ● Large Butcher Paper for sort illustration ● Markers and Crayons ● Teachers have access to Discovery Education video content. Once logged

in, use the search bar to locate the video: “Real World Science: Weather”

Suggested Activities Day 1:

● Introduce the term extreme weather to students. Ask what examples or ideas students have about extreme weather. Spend a few minutes allowing

students to make connections. Tell students they will be spending the next several weeks learning all about extreme weather. Before beginning,

they will watch a short video about weather. This video will introduce some of the types of weather they will learn about. www.discoveryeducation.com

○ Teacher Login: [email protected]

○ Password: DCPSTeacher1

● Watch the video from Discovery Education. The first time, watch the video all the way through without stopping.

● Now for a challenge: Tell students they are extreme (or powerful) weather vocabulary detectives. As they watch the video the second time, they are

supposed to write down as many extreme (or powerful) vocabulary words discussed in the video. Play the video, breaking several times to give

students opportunities to write down vocabulary words. (Students should not worry about spelling, but should work to record as many as possible).

● Upon completion of the video, students share out the vocabulary words that they collected.


http://www.discoveryeducation.com/


● On chart paper, write the vocabulary words from students to be an anchor chart for the unit.

○ When needed provide a definition or clarification about a vocabulary word.

Prior to Day 2:

● Group students into groups of 3-4.

● For each small group, create index cards (or cut apart paper) word cards.

○ Each card should have 1 of the words from the anchor chart.

○ Each group should have between 15-20 different words.

Day 2:

● In small groups, students use the vocabulary words generated by the class, to complete an open sort. An open sort allows students to:

○ Group words together.

○ Determine the categories.

■ The groups should sort each of the vocabulary words and identify a category heading for each of the groups.

● Once groups have sorted their vocabulary words, groups should illustrate with labels one of their categories for display on an extreme weather

board.

Additional Suggested Launch Activities: ● Extreme Weather Crash Course for Kids Video (https://www.youtube.com/watch?v=QVZExLO0MWA). Show this video before starting the activities

below. During the video ask students the following questions: ○ What is extreme or severe weather? ○ What are some different forms of extreme weather?

● Twister in a bottle ● Fog in a jar ● Flood demonstration ● Sounds of a storm

Additional Activities & Video Selections:

● Weather and climate observation videos www.education.noaa.gov/weather_andatmosphere/weather_observations ● Weather safety precaution videos www.weather.gov/owlie/safety_kt ● Weather Data Tracker www.cyberbee.com/weatherwatch ● https://jr.brainpop.com/science/weather/seasons/preview.weml ● http://video.nationalgeographic.com/video/climate-weather-sci ● FEMA Severe Weather https://www.youtube.com/watch?v=kXw1feTnkU4



On the Same Day in March: A Tour of the World’s Weather, Marilyn Singer Days

Standards Reading RI.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.2: Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. RI.2.4: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RL.2.7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RI.2.9: Compare and contrast the most important points presented by two texts on the same topic. RF.2.4: Read with sufficient accuracy and fluency to support comprehension. Speaking and Listening 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. (See grade 2 Language standards 1 and 3 for specific expectations.) Writing W.2.2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Text Focusing Question On the Same Day in March shows how weather can be different around the world. Use details from the text to compare and contrast how animals and people behave in response to the weather conditions.

Theme Connections This text, On the Same Day in March: A Tour of the World’s Weather, describes weather in seventeen different places around the world on the same day in March. The students will gather information about how weather affects people’s lives and everyday activities, and consider why different places have different weather.

Materials ● On the Same Day in March, Marilyn Singer ● Grade 2 Unit 2 On the Same Day in March Main Idea ● Gr2 Unit 2 Writing Support Illustration ● Grade 2 Unit 2 On the Same Day in March Exit Ticket

Reader and Task Considerations On the Same Day in March: A Tour of the World’s Weather might be considered a very long and complex book for some students. If necessary, read the book over the course of multiple days. It is also important to use a map or globe before each read to locate the countries/locations you will read about and to review the weather in the countries that you have already read about.



W.2.5: I can use conjunctions to write my topic sentence. W.2.8: Recall information from experiences or gather information from provided sources to answer a question. Language 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.

Vocabulary for Explicit Instruction

floes (noun)

(p.1)

a large sheet of floating ice.

stalking (verb)

(p. 1)

to follow in a way that is like hunting

huddled (verb)

(p. 6)

to gather in a small, close group.

sigh (verb)

(p. 7)

to breathe out with a long breath because of being sad or tired.

Sleet (noun/verb)

(p.7)

rain that freezes in the air

hoist (verb)

(p.9)

to lift or haul up using a mechanical device.

willy willies (noun)

(p. 26)

the name used by Australians for tropical cyclones or hurricanes

shear (verb)

(p. 27)

to cut off with a scissor like tool.



Learning Targets Focus of Instruction: Reading and Responding to Text and Vocabulary

I can recount and describe key details from “On the Same Day in March” text (SL.2.2) I can answer specific questions using details from the text (RI.2.1) I can read and follow along to

the text with purpose and

understanding. (RF.2.4)

Purpose for Reading: Students will become familiar with different types of weather by reading On the Same Day in March and answering the following questions.

● According to the book what are the different types of weather? ● How do you think weather might affect how people live, and what they can do?

Pre-reading

Say: In this next unit, we will be learning all about extreme weather and its effect on how people live and act. At the end of this unit we will each write an extreme weather safety brochure to teach people how to stay safe in the event of a weather related disaster. Show a globe Say: The book we will be reading will show different places all over the world. The globe is a model of the Earth. If you were way up in space looking down, this is what the Earth would look like. Place a sticker to show students their location in on the globe

First Read

● Read aloud the entire book with minimal interruptions. Stop to provide word meanings or clarify only when you know the majority of your students will be confused.

● Be sure to read the “Note from the Author” at the end of the text.

I can use illustrations to gain understanding about new places and their weather conditions. (RL.2.7) I can determine the meaning of new words using clues from the text (RI.2.4) I can answer questions using evidence from the text (RI.2.1)

Rereading for Comprehension Purpose for Reading: Students will use illustrations and the text to get information about new places , their weather conditions and the meaning of new words. Text Dependent Questions

Text-Dependent Questions Evidence-Based Responses

Think, Pair, Share: What did Frane Lessac include in the the illustration to tell you about the weather there? (p. 1-2)

Frane Lessac includes pictures of snow, and ice, to tell me that it is really cold in the Arctic. The illustrator included the polar bears to tell me you need a lot of fur or body fat to be able to survive in the Arctic.



Use the illustrations to determine why might the polar bears stalk the seals? Turn and Talk: What is another word for stalk as it’s used in the text?

Polar bears are stalking the seals to hunt them for food. They need food to help build their body fat to keep them warm in the cold temperatures during the winter season. Another word for stalk is follow, hunt, prey, etc.

On p.1 the author writes, “...the six month sun begins to rise slowly in the Arctic skies.” What does this tell you about weather in the Arctic?

This sentence tells me that the Arctic only has sunny skies for six months out of the year. It also tells the reader that the sun in Arctic rises slowly.

On p.3 the author writes, “Just when you can’t remember spring,...” Use the illustrations to determine why people in Canada have a hard time remembering spring? Scaffold: What season comes before spring? Have the students recite the seasons together. Show students where Canada is in relation to the North Pole. What might the weather and temperatures be like in the North Pole? Explain that the closer to the North Pole you are, the colder it is.

The people in Canada may have a hard time remembering spring because there is still so much snow on the ground and mountain tops. Winter comes before spring, and it looks like it’s been a long winter because snow is still on the ground. Canada is close to the North Pole. People in Canada may not remember spring because the closer your are to the North Pole the colder/cooler your temperatures will be.

Reread p.7. According to the text, how do people feel about the weather in New York?

Parents and kids are unhappy because weather is not predictable. They argue over the possible weather scenarios.

Reread p.9. Use the illustrations and details from the text to determine the weather conditions in Texas.

The weather in Texas is dry, windy and has large and tiny twisters.

On p.9 the author writes, “They said it was just a tiny twister--not big enough to spin a horse or hoist a cow.”

Hoist means to pick up.



Think, Pair, Share: Use clues from the text to determine what the word hoist means. What is another word that means the same as hoist?

Another word for hoist is pick up, lift, boost, raise, etc.

Reread p.15 Hail is round pieces of frozen rain that fall from the sky. Why does the author write, “no one is happy except little sister,who thinks the moon has broken and scattered its necklace of pearls?

The author is comparing pearl pieces to hail pieces. They are both white and round and small to medium size.

I can identify supporting details for the main idea (RI.2.2)

Reread to Gather Evidence/ Information Purpose for Reading: Students will find details to support the main idea of the text. Say: Today we will reread parts of “The Same Day in March” text to find supporting details for the main idea. A main idea is what the text is mostly about. The main idea of “The Same Day in March” is places on earth can have different weather conditions because of their location on earth. See Gr2 Unit2 On the Same Day in March Main Idea

Text Dependent Questions Evidence Based Responses

Reread paragraph two on page 32. Explain how the weather changes due to changes in seasons.

In March the seasons in the Northern hemisphere change from winter to spring causing the weather conditions to go from colder to warmer weather. In the southern hemisphere the seasons change from summer to fall; causing the weather condition to go from warmer to cooler weather.

On p. 2 the author writes, “...as the six-month sun begins to rise slowly in the Arctic skies. Using a world map or globe explain what is happening to the weather conditions and why.

The Arctic is located in the northern hemisphere of the earth. The six-month sung begins to rise tells me that the season is changing from winter to spring, and the weather is changing from colder to warm.

Reread p.4-5. The author writes, “...the biggest snow fort ever is nothing but a dragon-shaped patch. Use your

I think the spring warm temperatures melted the snow fort because Canada is located in the northern



knowledge of what happens in the northern hemisphere to determine what happened to the snow fort and explain why.

hemisphere. In March the northern hemisphere's seasons change from winter to spring.

According to p.28, what season is Argentina experiencing in March? What is another name for autumn? Turn and Talk: Use the world map or globe to explain why Argentina is experiencing autumn season in Mach.

Argentina is experiencing autumn or fall season. This country is experiencing the autumn season in March because it is located in the Southern hemisphere of the earth. This information tells me that the weather is going to be cool in this country.

Reread p.31 and paragraph 2 on p. 32. What details in the text supports the current season in Antarctica? Use the world map or globe to help determine the season.

On p. 31, the author writes, “as the six month sun begins to slice down below the Antarctic ice.” On p. 32 the author writes, “The south pole will lean farther and farther away from the sun, slipping Antarctica into six months of darkness and bitter cold.” This tells me the seasons are changing from spring to winter because the six-month sun is going far down.

I can use conjunctions to write my topic sentence. (W.2.2, W.2.5)

Writing Support Mini-lesson (aligned to Exit Ticket): Topic Sentences using While, and Although Materials:Gr2 Unit2 On the Same Day in March Organizer and Gr2 Unit 2 On the Same Day in March Exit Ticket Say: Today we are going to continue to work on improving topic sentences when we write them. In our work today we are going to pay close attention to the writing task in order to write a topic sentence using While, and Although to respond to our writing task.

● Show students the writing task; On the Same Day in March shows how weather can be different around the world. Use details from the text to compare and contrast how animals and people behave in response to the weather conditions.

● Have students Turn and Talk: What is the topic of this question. What is this question asking you to do? What does it mean to compare and contrast? Use the questions to determine what we can compare and contrast from the text.

When you are comparing and contrasting the different weather around the world we can use While,and Although to write our topic sentence. Remember a topic sentences introduce the main idea of a paragraph. It also leads and



controls the sentence of the paragraph. ● Show students some examples of how While, and Although can be used in a sentence and for comparing and

contrasting purposes. ○ While the weather in Washington D.C. is rainy, it is sunny in Maryland. ○ Although both trees and flowers have the same structure, they are not exactly alike.

● Have student Turn and Talk: What things are being compared in the sentences. ● Review the writing task, On the Same Day in March shows how weather can be different around the world.

Use details from the text to compare and contrast how animals and people behave in response to the weather conditions.

● Have students brainstorm ways they can use While and Although in their topic sentences to compare and contrast how animals and people behave in response to the weather.

● Record students responses on chart paper. Have students provide feedback to one another.

Say: Today we learned how we can use While and Although in our topic sentence to compare and contrast two things. As you write today be sure to think about what you have learned about conjunctions and how you can use them in your topic sentence.

I can gather information from provided sources to answer a question. (W.2.8)

I can compare and contrast key details in a text. (RI.2.9) I can stay focused and organized while completing my writing prompt. (W.2.2)

Exit Ticket: Type of Writing Task: Literature Task Materials: See Grade 2 Unit 2 On the Same Day in March Exit Ticket Writing Task: On the Same Day in March shows how weather can be different around the world. Use details from the text to compare and contrast how animals and people behave in response to the weather conditions. Look Fors At-A-Glance:

● Include While and Although in topic sentence ● Include details from the text to develop points ● Compare and contrast the different weather conditions

To ensure all students can complete the exit ticket, consider:

● Provide sentence stems as needed



Cloudy with a Chance of Meatballs, Judi Barrett 2-3 Days

Standards Reading 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.2.2: 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.2.7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RF.2.4: Read with sufficient accuracy and fluency to support comprehension. Speaking and Listening 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.2.3: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Writing 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.2.8 Recall information from experiences or gather information from provided sources to answer a question. Language

Text Focusing Question: How do the characters in the town of Chewandswallow respond to the weather? Use details from the text to support your answer.

Theme Connections The story illustrates the effects of extreme weather on a community. Students will be able to connect the actions of the residents of Chewandswallow in response to the weather to those of community actions in preparation and after extreme weather events.

Materials ● Cloudy With a Chance of Meatballs Text ● Post-it Notes ● Gr2 Unit 2 Cloudy with a Chance of Meatballs Writing Support ● Gr2 Unit2 Cloudy With a Chance of Meatballs Exit Ticket

Reader and Task Considerations While reading this text students will come across many compound words. Take this opportunity to reteach/review compound words. The story has weather concepts that may need to be reviewed and discussed for student understanding.


uneventfully (adverb) (p. 5) with no surprises or excitement

prepared (verb) (p. 13) ready for something

varied (verb) (p. 14) having many different forms or types

frequently (adverb) (p. 20) happening numerous times; very often

pulp (noun) (p. 23) the soft juicy part of a fruit



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.

abandon (verb) (p. 25) to leave with no intention of returning

temporary (adjective) (p. 28) for a brief or limited time


I can answer questions to show I understand the text. (RL.2.1)

I can recount and describe key details from Cloudy with a Chance of Meatballs (SL.2.2)

I can read and follow along to



Purpose for Reading: Students will become familiar with the extreme weather of the fictional town of Chewandswallow. First Read

● Preview and Predict: ○ Tell students the title of the book, and share the title page with students so that they can predict

what the book is going to be about. ○ Tell students that they will be reading a fun story that shows how one town’s extreme weather got

out of hand. ● Read the entire book aloud with minimal interruptions. Stop to provide word meanings, or clarification, only

when you know the majority of your students will be confused. ○ The goal is for students to enjoy the book, both text and illustrations, and to experience it as a whole.

This will give them some context and a sense of completion before they dive into examining the parts of the text more carefully.

I can identify key details in text. (RL.2.2)

I can identify major story events and challenges in text. (RL.2.3) I use illustrations to help me make meaning of the events happening in the story. (RL.2.7)

Rereading for Comprehension Purpose for Reading: Students will understand how the characters of the town of Chewandswallow respond to extreme weather. Text-Dependent Questions

Text-Dependent Questions Anticipated Evidence-Based Responses

Reread pp. 3-5. Sentence Frame: Uneventfully means _______________.



The narrator explains, “Breakfast continued quite uneventfully.” What does uneventfully mean? What evidence from the text makes you think that?

● Uneventfully means without excitement. ● The text says, “all the other pancakes landed in

the pan.” That makes me think that everything else that was cooked ended up where it was supposed to be.

Reread p. 6 “That night, touched off by the pancake incident at breakfast, Grandpa told us the best tall-tale bedtime story he’d ever told.” Something happened to lead Grandpa to tell this bedtime story. What happened to “touch off” his telling of the story? (Reread about the pancake incident on pp. 3-5, as necessary.)

● While Grandpa was flipping a pancake, it flew across the kitchen and landed on Henry.

● Everyone laughed. ● The pancake incident gave Grandpa the idea for

the story about a town where food falls from the sky to feed its citizens.

Let’s look back at the illustrations and text on pp. 3-7 and pp. 28-31 of the book. Let’s now take a look at the illustrations on pp. 8-27. What is the difference between the illustrations at the beginning and end of the book compared to the illustrations in the middle of the book? Why do you think the author and illustrator made the beginning and end pages different from the pages in the middle of the book?

● On pp. 3-7 and 28-31, the illustrations in and outside the narrator’s house are done in black and white.

● The story is narrated by the little girl on pp. 3-7 and 28-31.

● The black and white pages are set in the present.

● The rest of the pages in the book which show Grandpa’s made up town of Chewandswallow have full color illustrations and Grandpa’s narration of the story.

● The author wanted the reader to know that the grandpa was telling the children a bedtime story.

Reread p. 9

Sentence Frames: On p. 7, the author wrote that _______________. I think that he named the town Chewandswallow because _______________.



Why did the author name the town Chewandswallow? Choose a sentence from p. 9 that supports your response.

● “The sky supplied all the food they could

possibly want.” ● “Everything that everyone ate came from the

sky.”

Reread up to p. 11. Chewandswallow was “very much like any other tiny [or small] town,” except for the weather. How was the weather different?

● In Chewandswallow it never rained, snowed, nor blew wind.

● It rained things like soups and juice, snowed mashed potatoes and green peas, and sometimes the wind blew in storms of hamburgers.

Reread pp. 12-13 Why did the people in Chewandswallow listen to the weather report? How did they prepare? Turn and tell your partner one way the people of Chewandswallow prepared for the weather.

Sentence Frames: People listened to the weather report because _______________. They prepared for the weather by _______________.

● The weather report would predict the next day’s food.

● The townspeople carried plates, cups, glasses, forks, spoons, knives, and napkins with them.

● They took leftovers home in case they got hungry between meals.

Use the words and pictures on p. 17 to predict the meaning of the word sanitation.

Sentence Frames: ● In the picture I see _______________, so I think

sanitation means _______________. ● In the text it says _______________, so I think

sanitation means _______________. ● In the picture I see a truck cleaning up food on the

road, so I think sanitation means to clean something.

● In the text it says, “It had to remove the food that fell on the houses and sidewalks and lawns. The workers cleaned things up after every meal…”, so I think sanitation means to clean something.



The Sanitation Department of Chewandswallow is like our sanitation department (garbage/trash collectors). How was their job unusual, or different, from what our sanitation workers (garbage/trash collectors) do? How do the sanitation workers respond to the weather?

Sentence Frames: In Cloudy With a Chance of Meatballs, the sanitation workers _______________. Sanitation workers are different here because _______________. ● They had to remove the food that fell on houses,

lawns (yards), and sidewalks. They used this food to feed the cats and dogs, fish, turtles, and whales in the ocean, and to make the soil richer (better) for the flower gardens.

● Our sanitation workers pick up trash, not food that fell from the sky like in the town of Chewandswallow.

● The sanitation workers respond to the weather by cleaning up the extra food and making sure that it doesn’t go to waste.

Reread pp. 24-27 We know the townspeople have decided to leave in response to the terrible weather. How do the townspeople use the weather to help them escape the town of Chewandswallow?

● The people glue bread together to make a boat. ● The people use pizza and cheese as their sail. ● The people build their new houses out of the bread

from their boats.

Reread p. 29 In their new town what is the weather like? How do their lives change with this weather?

● The weather in the new town is normal – there was only rain and snow.

● The kids go to school again. ● The people have to buy food at a supermarket. ● The people have to cook their food. ● No one was hit by a hamburger.

Look at the illustrations on pp. 29-31. How does the illustrator help the reader understand that the tall-tale has ended?

● The illustrations are in black and white. ● The characters are just Grandpa, Henry, and the

narrator [the little girl].

How do Henry and the narrator respond to the snow on the last page?

● They are excited about the weather. ● They go sledding.



Although this book is fiction, how do people in this text respond to weather in the same ways as others in our non-fiction texts? As needed, prompt students to review their notes on the characters’ responses in Cloudy With a Chance of Meatballs to find their answers.

● The people in this text had to stay inside when the weather was bad.

● The people had to move away when the weather was too dangerous.

● The people needed to build new houses in a new town because theirs were destroyed.

I can use details from the text to support my ideas. (RL.2.1) I can gather and organize information from sources. (W.2.8) I can ask questions about what I heard to help me understand or to get more information. (SL.2.3)

Reread to Gather Evidence/Information to Respond to Text

● Reintroduce the Text-Focusing Question: How do the characters in the town of Chewandswallow respond to the weather?

○ Allow students to partner read the text in order to practice their fluency and comprehension skills while providing details from the text.

○ Remind students that they are reading to respond to the text-focusing question. Teacher Model: “Stop and Jot”.

● Demonstrate how to write thoughts on how the characters respond to the weather on a Post-It Note. Reread p. 13 and model writing a Post-It response card.

The pictures and text show that the people carried their plates, cups, glasses, forks, spoons, knives, and napkins outside with them so that they would be prepared for any kind of weather.

● Prompt students to stop reading on p. 17 to record with their partner how the sanitation department

responded.

● Prompt students to stop reading on pp. 20 and 27, recording how the townspeople responded to the weather. Teacher Note: Remind students that their Post-It Notes should focus on how the characters respond to the weather, not just on what happened in the text literally (i.e., Some students might be confused and think they are writing a



summary of what happened on the page. For example, it would be incorrect for students to respond with “On this page it rained pancakes.”)

I can use kernel sentences to expand my sentences. (W.2.3)

Writing Support Mini Lesson (aligned to Exit Ticket): Kernel Sentence Materials: When, Where, Why, What, Who, How Chart, chart paper, “Cloudy with a Chance of Meatballs” text Say: Today we are going to think about how we can make our sentences better by expanding on them and adding details. Today we are going to think about how we can expand our sentences. Good writers make sure they provide the reader with what they need to know, want to know, and better understand. Kernel sentences help us to do just that. A kernel sentence is a simple, active, declarative sentence with only one verb and containing no modifiers or connectives.

● Present the Expanded Sentence document and read the paragraph to the class emphasizing the highlighted sentence.

Ask: Turn and Talk, Look at the highlighted sentence to determine what question words are used to expand on the words, “Everyone ate”? (where and what)

● Have students recite the “where” words used in the sentence. (came from the sky) ● Have students recite the “what” word used in the sentence. (everything) ● Record students responses on chart paper. ● Have students turn and talk to provide a more detailed word for everything. (food)

Say: Now we are going to combine all of these words to expand our sentence with detail. (The food that everyone ate came from the sky.) Extension activities:

● Provide students with various kernels. Have students use question words (who, what, when, where, why, and how to expand and make complete detailed sentences

○ For example: kernel statement: It sank ○ What? The ship ○ Where? In the ocean ○ Expanded sentence: The ship sank in the ocean.

I can recall and gather information from provided sources to answer a question. (W.2.8)

Exit Ticket

Type of Writing Task: Narrative

Materials: Gr2 Unit 2 Exit Ticket

Writing Task: Now that you have read “Cloudy with a Chance of Meatballs” that describes a town where the weather is different. Pretend you live in this town and tell what happens from your point of view. In your story, make sure you include sequence of events and details to describe your actions.



I can stay focused and organized while writing my narrative.(W.2.3)

Look Fors At-A-Glance:

● Include expanded sentences with details from the text ● Use details to describe actions and feelings ● Identify the different kinds of foods the weather will produce in your narrative.


● Provide sentence stems as needed ● Make question word anchor chart accessible ● Use illustration to support writing.



Tornado Watch Extreme Weather pp.6-10, Ann O. Squire “Safe from the Storm,” Scholastic News

Days

This learning plan includes two texts:“Extreme Weather” p.6-10, Ann O. Squire and “Safe from the Storm,” Scholastic News. These two texts share a text-focusing question and align to a shared overall meaning/big idea. These texts are intentionally paired together to provide students the opportunity to build knowledge about the formation of tornadoes and the impact they have on the environment.

Standards Reading RI.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.2: Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RI.2.5: Know and use various text features (e.g., captions, bold print, subheadings, glossaries,indexes, electronic menus, icons) to locate key facts or information in a text efficiently. RI.2.8: Describe how reasons support specific points the author makes in a text. RI.2.9: Compare and contrast the most important points presented by two texts on the same topic. Speaking and Listening SL.2.2: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Writing

Text Focusing Question How are tornadoes formed and what impact does it have on your personal safety?

Theme Connections In Extreme Weather, students are able to engage with an excerpt from the non-fiction text that provides information on extreme weather that is specific to tornados.“In Safe from the Storm”, Students read a publication about a family who experiences a storm in their hometown, in Minnesota. The narrator describes the actions she and her family took as a tornado headed towards their house. The text makes a connection to how real people respond to natural disasters.

Materials ● Text, “Safe From the Storm” ● Tornado Aftermath Video ● DCPS Annotation Guidelines ● Grade 2 Unit 2 Safe From the Storm Main Ideas and Details ● Grade 2 Unit 2 Safe From the Storm and Extreme Weather Exit Ticket

Reader and Task Considerations Both pieces of text are non-fiction and have text features to provide additional information and support in understanding concepts presented in the texts. Students may have experienced a storm or be familiar with natural disasters,


http://discoverykids.com/videos/the-devastating-power-of-tornadoes-discovery-weather/


W.2.2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 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. Language 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.

consider discussing student experiences with storms. Consider watching videos and news forecasts about natural disasters in the United States. Videos will help build background knowledge on how people prepare for storms and how people rebuild their communities after storms.


tornado (noun) a storm of very strong winds that form a cloud shaped like a funnel. Although it does not last long, a tornado destroys everything in its path

damage (verb) harm or injury that makes something less useful or valuable.

prepare (verb) to make ready

destroy (verb) to damage something so that it cannot be fixed.



Text #1: Extreme Weather pp.8-10, Ann O. Squire

Learning Target Focus of Instruction: Reading and Responding to Text and Vocabulary

I can answer specific questions using details from the text and video (RI.2.1) I can recount and describe key details from “Extreme Weather” text (SL.2.2) I can follow along and read the text with purpose and understanding. (RF.2.4)

Purpose for Reading: Students will inquiry about tornadoes by watching a video and reading Extreme Weather pp. 8-10. Pre-reading Say: Over the next few days we will inquiry about tornadoes as a form of extreme weather. As we learn about tornadoes we will begin gathering information to be able to answer the big question “How do tornadoes and hurricanes affect people’s lives?” In order to do this we will watch a video on the aftermath of a tornado as well as read parts of the text Extreme Weather to answer the following questions:

● How do tornadoes form? ● What kind of destruction can a tornado cause? ● How can a tornado impact a community?

Share this video about the aftermath of a tornado with students. http://discoverykids.com/videos/the-devastating-power-of-tornadoes-discovery-weather/ First Read

● Read Extreme Weather, pp. 8-10, with minimal interruptions.

I can describe the relationship between tornadoes and its effects on a community. (RI.2.3) I can describe key details from a text read aloud. (SL.2.2)

Rereading for Comprehension Purpose for Reading: Students will reread text to answer the following text-dependent questions to focus on the causes and effects of tornadoes. Teacher Note: As you read, stop to allow students to record notes about the causes of tornadoes and the effects of tornadoes on people’s lives. “Out of a Thunderstorm” Text Dependent Questions


What causes a tornado? (p. 8) ● First, a tornado forms in a thundercloud. ● Next, a spinning funnel of wind reaches from



the cloud down to the ground. ● Finally, the funnel’s whirling winds can reach

speeds of 300 miles an hour.

What are some of the effects of a tornado? What happens as a result of a tornado? (p. 10)

● Tornadoes can uproot trees, destroy buildings, and toss cars like toys.

● They can be huge and develop quickly causing people to not have enough time to find shelter.

● Tornadoes kill many people each year.

What are some of the reasons why tornadoes are so dangerous? Use evidence from the text to support your answer. (pages 8-10)

● Winds in tornadoes reach speeds of 300 miles per hour.

● They can happen anywhere at anytime. ● They uproot trees, destroy buildings, and toss

cars like toys. ● They can travel from 1 to 50 miles. ● They develop very quickly and move

unpredictably. ● Tornadoes are hard to avoid. ● People often do not have time to seek shelter. ● Tornadoes kill many people every year.

I can explain the relationship between a series of events. (RI.2.3) I can record information from text to help me answer questions. (W.2.8)

Reread to Gather Evidence/Information and Respond to Text Purpose for Reading: Students will reread their text and notes to record the causes of tornadoes and the effects of tornadoes on people’s lives on their Cause and Effect Charts.

“Out of a Thunderstorm”

What CAUSES tornadoes? (How are they formed?)

What are the EFFECTS of tornadoes? (What can happen because of tornadoes?)



Text #2: “Safe From the Storm,” Scholastic News


I can use various text features to gain information about the text. (RI.2.5) I can follow along and read Safe from the Storm with purpose and understanding. (RF.2.4)

First Read Purpose for Reading: Students will use text features to read the text to gain an understanding of tornadoes. Students will show an understanding about tornadoes and the Baysinger family by answering the following questions:

● What additional information about the Baysinger family do the maps and labels give the reader? ● How does the information in the caption support the picture? ● How does the information in each section relate to the headings? ● What information can you gather about tornadoes from the diagram and sidebar provided in the text?

Pre-reading Say: Over the next few days we will explore safety precautions people take when responding to tornadoes. As we determine the safety precautions for dealing with hurricanes we will work towards being able to answer the big question, “ How are tornadoes formed and what impact does it have on your personal safety?” Teacher Note:

● Students will listen to the text with minimal interruptions. Provide a copy of the article for all students. ● After reading, have students stop and jot one new detail they learned about tornadoes and their impact on

people.

I can answer specific questions using key details from the text to show my understanding (RI.2.1, RI.2.2) I can use context clues from the text to determine the meaning of words. (L.2.4)

Rereading for Comprehension Purpose for Reading: Students will reread the text using key details to answer specific questions about tornadoes, while annotating the text.

● See DCPS Annotation Guidelines Pre-reading Say: As we reread “Safe from the Storm” today we will focus on understanding the information the author wants us to know about how tornadoes are formed, the Baysinger family, and how they respond to tornadoes. In order to understand the information we will take a look as some words used to describe the tornadoes. Some of the words you may have seen or heard of before and some you may not have seen or heard. In order to think about the meaning of these words we are going to use context clues. Context clues are clues the author gives readers within the text. The clues might come from different text features like pictures, title, headings, etc., or the clues might come from examples provided in the text. Optional Context Clue Anchor Chart:



Text-Dependent Questions


p. 1, What are some examples of how tornadoes destroy communities? Prompt students to circle the word, destroy and write what it means in the margin.

Tornadoes destroy communities by: ● flipping cars over ● smashing windows ● ripping trees from the ground ● destroying houses

p. 4, What does it mean to be prepared? How did the Baysingers prepare for the storm? Prompt students to return to the text and underline examples to support their answer.

● To be ready ● They watched the weather forecast. ● They hid in the basement supply closet. ● They had candles ready to help them see in the

dark.



p. 7 How did the tornado affect the family and the town? Prompt students to use the annotation of underlining to show examples from the text.

The tornado affected the family in a variety of ways. It caused a lot of damage, smashing homes, stores, a post office and a church. The Baysinger home was destroyed and had to be rebuilt.

Ask students to focus on the box “How Tornados Work”. Ask them to explain how this diagram contributes to the text and clarifies the reader’s understanding of tornados.

Answers will vary ● The diagram shows how a tornado moves. ● The wind power of a tornado explains why glass

windows can smash and why cars flip over.

Extension Activity:

● Vocabulary Acquisition - post the definition of the vocabulary words and encourage students to provide examples to support the meaning of each word.

I can determine the main idea and supporting details of a multi-paragraph text. (RI.2.5)

I can recall information and gather text information to answer a question. (W.2.8)

Reread to Gather Evidence/ Information Purpose for Reading: Students will re-read the text to determine the main idea and details.

Pre-reading

● Say: The main idea is the big idea for a section of a text, and the details are information that support the main idea.

● See Grade 2 Unit 2 Main Idea and Supporting Details



Opportunity for Student Collaboration:

● Have students read the section “The Storm Moves In”. Students can read in pairs, small groups or independently.

○ “Stop and Jot”: the main idea and supporting details on the graphic organizer. ● Ask students to identify the main idea and details for this section. Repeat with “Picking Up the Pieces”.

○ “Stop and Jot”: the main idea and supporting details on the graphic organizer. ● Close the reading by asking students to Think-Pair-Share: what is the whole article about?

Connecting Texts: Extreme Weather pp.8-10, Ann O. Squire and Safe from the Storm, Scholastic


I can compare and contrast specific points the authors make when writing about the formation process of a tornado. (RI.2.3) (RI.2.8)(RI.2.9)

Reading for Comprehension Purpose for Reading: Students will read both Extreme Weather pp. 8-10 and Safe from the Storm texts to connect the ideas and information that is presented in both texts. Text Dependent Questions




Reread pg. 8 in Extreme Weather and How Tornadoes Work Section from Safe from the Storm. How do both texts explain how tornadoes form? What additional piece of information does Safe from the Storm provide you about the formation process?

Both texts explain tornadoes forming by a spinning column or funnel of air that starts from a storm cloud to the ground. The additional piece of information that Safe from the Storm tells the reader is that a tornado is formed during a giant thunderstorm called a supercell.

When are tornadoes most likely to occur? Which text includes this piece of information?

Tornadoes are most likely to occur during the spring season. Extreme Weather text provides this information to the reader.

On p. 9 of Extreme Weather the author explains the U.S. central plains from South Dakota down to Texas is nicknamed Tornado Alley. Use details from Safe from the Storm to explain why it’s no surprise that Jackie Baysinger was able to see a real life tornado.

Its no surprise that Jackie Basinger was able to see a real life tornado because she and her family live in a town named Buffalo Lake, Minnesota. Their town is located within the U.S. central plains to Texas, Tornado Valley that Extreme Weather describes.

How do both authors present information about tornadoes? What is similar and different about how the authors present information on tornadoes.

Both author give readers information about Tornados. They focus in on how a tornado is formed, and how it can impact both the environment and people in the environment. The difference between how the information is presented is that on pp.8-10 of Extreme Weather the author focuses describing a tornado and its impacts, while Safe from the Storm author presented the information through a first hand experience by the Baysinger family.




Writing Support Mini Lesson (aligned to Exit Ticket): Kernel Sentence Materials: When, Where, Why, What, Who, How Chart, chart paper, “Safe From the Storm and Extreme Weather” text Say: In writing we have been learning about expanding our sentences. Today we are going to continue to practice revising and expanding basic sentences.

● Show students the sentence “She picked apples.” Explain that this sentence is boring and would sound much better if we expanded it by adding details. The details will come from including question words within the sentence.

Ask: Students will recite the question words. (who, what, when, where, why, and how) ● Now that you know the question words turn and talk and answer who, where, and when ● Record responses (possible response: who- My sister, where- at the farm, when- this afternoon)

Say: Now we are going to combine all of these words to expand our sentence with detail. (This afternoon, my sister picked apples at the farm.) Extension activities:

● Provide students with various kernels. Have students use question words (who, what, when, where, why, and how) to expand and make complete detailed sentences

○ For example: kernel statement: went fishing ○ Who? My family ○ Where? At the lake ○ When? This evening ○ Expanded sentence: My family went fishing this afternoon at the lake.

I can recall information and gather text information to answer a question. (W.2.8) I can stay focused and organized to complete my writing. (W.2.2)

Exit Ticket: Type of Writing Task: Informative Materials: Grade 2 Unit 2 Safe from the Storm and Extreme Weather Exit Ticket Writing Task: Write a paragraph describing how tornadoes are formed and what impact they have on your personal safety? Be sure to include a topic sentence, supporting details, and closing sentence. Look Fors At-A-Glance

● Expanded sentences with supporting details ● Introduce your topic and provide facts to support your writing ● Use descriptive words from the texts to explain the formation of tornadoes

To ensure all student can complete the exit ticket, consider:

● Provide sentence stems as needed ● Use illustration to support your writing



Hurricanes “The Wind,” James Reeves

Extreme Weather Chapter 2, Ann O. Squire Days

This learning plan includes two texts: “The Wind,” James Reeves and “Extreme Weather” chapter 2 p.17-23, Ann O. Squire. These two texts share a text-focusing question and align to a shared overall meaning/big idea. These texts are intentionally paired together to provide students the opportunity to build knowledge about the wind and the impact it has on the environment.

Standards Reading 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.2.4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. RI.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RI.2.8: Describe how reasons support specific points the author makes in a text. RI.2.9: Compare and contrast the most important points presented by two texts on the same topic. RF.2.4: Read with sufficient accuracy and fluency to support comprehension.

Text Focusing Question Describe the destruction wind can cause a community.

Theme Connections The poem, “The Wind” describes how wind is all around us, and how we experience it every day. Students will understand how the wind affects lives, especially when it is being described as gentle or violent. This text explores four types of extreme weather: tornadoes, hurricanes, droughts, and blizzards. The following lessons will focus on tornadoes and hurricanes, and the causes of these types of weather and their effect on how people live. These lessons will also serve to support the Writing Companion lessons publication of a safety brochure on either tornadoes or hurricanes.



Speaking and Listening 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. Writing W.2.2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 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. Language 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.2.6: 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).

Materials ● Student copies of “The Wind” by James Reeves ● Gr2 Unit2 The Wind Figurative Language Student Facing Document ● Extreme Weather, Ann O. Squire ● Gr2 Unit2 Extreme Weather Cause and Effect Charts ● Gr2 Unit2 The Wind and Extreme Weather Exit Ticket

Reader and Task Considerations The poem contains figurative language and interesting adjectives to describe the intensity of the wind. Consider having students act out certain adjectives and discuss the meaning of figurative language in the poem. Numbering the lines of the poem will help students use the poem to respond to questions and discuss their understanding. This book has 5 chapters. For the purpose of this lesson sequence students will focus on chapters 1-2. This text is an advanced text with advanced vocabulary. For each chapter, there is content-specific vocabulary by topic. A note-taking sheet is provided to help support students’ comprehension of content in each chapter.


strip (verb) (line 2) to take off

drive (verb) (line 3) to move

steal (verb) (line 4) to move gently

scent (noun) (line 6) the smell

rave (verb) (line 7) to be crazy

riot (noun/verb) (line 7) to be wild and out of control

spent (adverb) (line 8) to be finished, exhausted or tired



Chapter 2: Windy and Wet

typhoon, cyclone, or hurricane (noun) (p. 17)

a tropical storm that forms over the ocean

storm surge (noun) (p. 20)

water that is pushed towards the land by strong winds

coastline (noun) (p. 21)

the place where land meets the ocean

meteorologists (noun) (p. 22)

scientists who predict the weather

levees (noun) (p. 23)

walls built on the coastline used to stop water from getting on to land

Text #1: “The Wind,” James Reeves


I can form inferences about the

subject of the poem. (RL.2.1)

I can understand lines and

stanzas contribute to the

structure of poetry. (RL.2.4)


the poem with purpose and


Purpose for Reading: Students will become familiar with poetry genre; its format, and the subject of the poem by doing the following activity and answering the following questions:

● Using details from the poem, what do you think the subject of poem is? ● What could be a good title for this poem? Use details from the poem to explain your thinking.

Pre-reading:

● Say: Over the next few days we are going to read our poem to make meaning of the message the author wants us to know. We will be working to answer the big question,“The word extreme means something that is beyond what is average or normal. Using details from the poem “The Wind”to explain how wind can be a form of extreme weather.” In order to do that we will do inferencing (guessing) activity and answer these questions to get a better understanding of the poem and our overall unit of Extreme Weather.

● Using details from the poem, what do you think the subject of poem is?



● What could be a good title for this poem? Use details from the poem to explain your thinking? Activity:

● Prior to reading the poem, cover up the title. Read the poem aloud as a riddle as your first read. Invite students infer (guess) what the subject of thee poem is.

Teacher Note:

● Number each line of the poem, explaining to students that each number represents a line within the poem ● Color coordinate each stanza explaining to students that each stanza represents a group of lines related to

each other through rhyme or rhythm ● Provide students with sentences frames to answer the questions:

○ I think the subject of the poem is ______________ because __________________. ○ A good title for the poem is _________________ because____________________.

I can use key details from the poem to answer specific questions in a discussion to understand the text (SL.2.2) I can determine the meanings of figurative language to make meaning of the poem (L.2.4)

Rereading for Comprehension Purpose for Reading: Students will determine the literal meaning of the figurative language to make meaning of the poem. Say: Most of the language that we use is literal language. Literal language are words or groups of words that mean exactly what they say. For example, if I ask you to sharpen your pencil I want you to do exactly that: sharpen your pencil. Sometimes, though, words don’t mean exactly what they say. For example, have you ever heard someone say “it’s raining cats and dogs” or “I told you a million times to clean your room”. Authors use figurative language because they want to get the reader to create an image in their minds, create sounds in their ears, create flavors in their mouth, create scents in their noses, and provide things to feel. In order to understand figurative language you must do two things:

● Determine if the language being used is real or fake ● Use your 5 senses to help you think of the real meaning of the words or phrases


Text-Dependent Questions Anticipated Evidence-Based Answers

According to the author what are some things wind can do?

The wind can: ● Get through doorways ● Strip leaves from the great oak tree ● Drive storm-clouds and shake tall towers ● Steal through a garden and not wake the flowers ● Move seas and sink ships



● Carry a house-top or the scent of pink ● Rave and riot ● Lie quiet

On line 7 the author writes, “When I am angry I can rave and riot;” Rave and riot means to be crazy and out of control. What are some details the poem give that shows the wind is raving and rioting?

● Line 2: “And strip the leaves from the great oak tree

● Line 3: “I can drive storm-clouds and shake tall towers

● Line 5: “Seas I can move and ships I can sink” ● Line 6: “I can carry a house-top”

On line 8 the author writes, “And when I am spent, I lie quiet as quiet.” Turn and Talk: What would cause the wind to lie quiet?

Tiredness would cause the wind to lie quiet.

On line 8 the author writes, “And when I am spent, I lie quiet as quiet”. What are some details the poem gives that shows the wind is being quiet?

● Line 1: “I can get through a doorway without any key”

● Line 4: “Or steal through a garden and not wake the flowers”

● Line 6: “...carry [sic] the scent of pink”

Reread line 2. What does the line, “And strip the leaves from the great oak tree” show about the wind?

Line 2 shows the reader that the wind is powerful enough to take off the leaves from trees.

The author writes, “I can drive storm clouds…” What image of the clouds and wind does the author want to show the reader?

The author wants to show the reader the wind can blow the clouds far away.

Reread line 4. Describe what kind of sound is the author thinking of when he says, “Or steal through a garden and not wake the flowers.”

The kind of sound the author is thinking about is a quiet sound because the poem says “...and not wake the flowers.”

Extension Activity

● Gather objects for students to use as props in order to represent each detail in the poem ○ Give each student one prop (be sure every student has a prop or picture). Instruct students to listen

carefully as you read the poem and hold up the appropriate props as they hear it mentioned in the



poem.

● Poem Prop Sort ○ Prepare two sheets of paper, one labeled “Rave and Riot” and another labeled “Quiet as Quiet”. Lead

the class in sorting their props into these two categories. Have the class recall the part of the poem the item represents ; discuss whether the examples shows that the wind can “rave and riot” or whether the wind can lie ”quiet as quiet”.

Text #2: Extreme Weather Chapter 2, Ann O. Squire

I can recount and describe key details from text and video (SL.2.2) I can answer specific questions using details from the text and video(RI.2.1) I can read and view the video with purpose and understanding. (RF.2.4)

Purpose for Reading: Students will inquiry about hurricanes by watching a video and reading Chapter 2: “Windy and Wet” in the text Extreme Weather. Pre-reading Say: Over the next few days we will inquiry about hurricanes as a form of extreme weather. As we learn about hurricanes we will begin gathering information to be able to answer the big question, “ How do tornadoes and hurricanes affect people’s lives?” In order to do this we will watch a video on hurricanes as well as read parts of the text Extreme Weather to answer the following questions:

● How do hurricanes form? ● What kind of destruction can a hurricane cause? ● How can a hurricane impact a community?

Share this video about hurricanes with students http://video.nationalgeographic.com/video/101-videos/hurricanes-101 First Read

● Read Chapter 2: “Windy and Wet” with minimal interruptions.

I can answer questions to better understand a text. (RI.2.1) I can identify cause and effect relationships within the “Extreme Weather” text (RI.2.3)

Rereading for Comprehension Purpose for Reading: Students will reread the text to answer text-dependent questions focused on the causes and effects of hurricanes. Teacher Note: As you read, stop to allow students to record notes about the causes of tornadoes and the effects of tornadoes on people’s lives.



Chapter 2: “Windy and Wet”


What does the author mean when she says a hurricane can “wreak havoc”? (p. 17)

● It means that it does a lot of damage because of its high winds and heavy rain.

How and where do hurricanes form? (p. 18) ● First, hurricanes typically form near the equator where the ocean water is warmest. The water heats the air above it.

● Next, the air rises and cooler air rushes to replace it.

● Finally, this cycle of air changes makes winds that push the air around into a spiral that keeps growing as long as it is over warm water.

What are the effects of hurricanes? (p. 20)

● Hurricanes can dump many inches of rain in less than a day.

● They can also make a storm surge which can flood the coast line.

Turn and talk What effects did Hurricane Katrina have on the people in this community? (p.23)

● Thousands of homes and buildings were destroyed. Nearly 2,000 people lost their lives.

Why do hurricanes stop growing when they reach land? How is land air different than ocean air? (p. 21)

● Hurricanes need a constant supply of warm, wet air to survive.

● When they reach land or colder ocean water, they stop growing.

● When it encounters land formations, it slows down and dies out.

Teacher Note: You may decide to read the remaining chapters, using a similar cause/effect structure, as time allows.

I can explain the relationship between a series of events. (RI.2.3)

Reread to Gather Evidence/Information to Respond to Text Purpose for Reading: Students will reread their text and notes to record the causes of hurricanes and the effects of tornadoes on people’s lives on their Cause and Effect Charts.



I can record information from text to help me answer questions. (W.2.8) I can compare and contrast key points on the same topic. (RI.2.9)

Chapter 2: “Windy and Wet”

What CAUSES hurricanes? (How are they formed?)

What are the EFFECTS of hurricanes? (What can happen because of hurricanes?)

Extension Activity: Students can compare and contrast the information they have learned about tornadoes and hurricanes and how these extreme weather events affect people’s lives.

Connecting Texts: “The Wind,” James Reeves and Extreme Weather Chapter 2, Ann O. Squire Days


I can compare and contrast the most important points the author makes in The Wind and Extreme Weather (RI.2.9) I can identify specifics points the authors make about extreme weather. (RI.2.8)

Reading for Comprehension Purpose for Reading: Students will read both The Wind and Extreme Weather to connect the ideas and information that is presented in both texts. Text Dependent Questions

Text Dependent Questions Anticipated Evidence-Based Responses



Both texts give readers information about the wind. Which text gave more information to help you understand how this weather can be extreme? What did the text include to provide more information?

The text Extreme Weather gives readers more information about how wind destroys communities. The photos in the text Extreme Weather showed an amusement park washed away due to the high winds that caused a hurricane. Another photo showed a street that is flooded in a city.

Use both text to describe how extreme winds can cause a hurricane?

Hurricanes are caused by … ● Warm water, ● moist air, and ● Winds that are wild and out of control

Think, Pair, Share: Using what you learned about Wind from both text, what advice would you give to stay safe during this extreme?

I would advise people to… ● stay inside. ● do not live near or move to coastal areas. ● live or move to areas near mountains or hills to

avoid flooding.

I can use adjectives to make my sentences more interesting and detailed. ( L.2.6) I can answer who, where, when, and what questions about a topic to provide more details in my writing. (W.2.5)

Support for Writing Mini Lesson (aligned to the Exit Ticket) : Kernel Sentence Materials: When, Where, Why, What, Who, How Chart, chart paper, “The Wind and Extreme Weather” text Say: In writing we have been learning about expanding our sentences. The more questions you answer within the sentence, the more detailed your sentence becomes. Today we are going to continue to practice expanding basic sentences by answering more questions and adding adjectives. An adjective is word or phrase that describes an attribute. We’re going to create a list of adjectives and use it to help us create more detailed and interesting sentences.

● Show students the sentence “leaves fall.” Explain that this sentence is boring and would sound much better if we expanded it by first answering a few question before putting the sentence together.

Ask: Students will recite the question words. (who, what, when, where, why, and how) ● Now that you know the question words turn and talk and answer who, where, what, and when ● Record responses (possible response: who- My parents and I, where- to the ground, when- this evening, what-

watched) Say: Now we are going to combine all of these words to expand our sentence with detail. (This afternoon, my parents and I watched the leaves fall to the ground.) Now, we can provide more details to this sentence by including an adjective.



Ask: How would you describe the leaves? (Possible response: the leaves are orange and red) Say: Now we need to include the adjective in our sentence. (This afternoon, my parents and I watched the orange and red leaves fall to the ground.) Our sentence sounds much better and is more interesting now that we’ve answered some questions and included an adjective. Extension activities:

● Provide students with various kernels. Have students use question words (who, what, when, where, why, and how) to expand and use adjectives to create a more detailed sentence.

○ For example: kernel statement: prepare dinner ○ Who? My mom ○ When? Last night ○ Adjective: a delicious ○ Expanded sentence: Last night, my mom prepared a delicious dinner.

I can recall and gather information from provided sources to answer a question. (W.2.8) I can stay focused and organized to complete my writing. (W.2.2)

Exit Ticket Type of Writing Task: Research Simulation Materials: Gr2 Unit 2 Exit Ticket, list of adjectives Writing Task: Write a paragraph describing the destruction wind can cause a community. Be sure to include details from the text to support your writing. Look Fors At-A-Glance

● Expand sentences using adjectives ● Introduce a topic using facts and details to support your writing ● Include facts about how the wind impacts the community


● Provide sentence stems when needed ● Make list of adjectives readily available for all students ● Pair students with partners to check for complete sentences



“Where Would You Rather Live?” Scholastic Scope 2 Days

Standards Reading RI.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RI.2.5: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. RF:2.4: Read with sufficient accuracy and fluency to support comprehension. Speaking and Listening 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. (See grade 2 Language standards 1 and 3 for specific expectations.) Writing 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.2.8: Recall information from experiences or gather information from

Text Focusing Question What are the impacts of hurricanes and earthquakes on people and their communities ?

Theme Connections The article, “Where Would You Rather Live?”, compares and contrasts natural disasters in Miami, Florida and Southern California. The article talks about a boy who lives in Miami, Florida the hurricane capital of the United States and a girl who lives in California where earthquakes are very common. This article informs the reader about hurricanes and earthquakes. It describes the damages that both of these extreme catastrophes can cause and it explains why they happen.

Materials ● Annotation Guide ● Gr2 Unit 2 Where Would You Rather Live? Effects T-Chart ● Gr2 Unit 2 Where Would You Rather Live? Exit Ticket ● Copies of the article “Where Would You Rather Live?”

Reader and Task Considerations Some students might not be familiar with earthquakes or hurricanes, it is important to help build their background knowledge by showing students pictures and/or videos of these natural disasters.



provided sources to answer a question. Language 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.2.6: 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).


devastate (verb) (p. 18) to destroy, ruin

disaster (noun) (p. 18) a sudden accident causing widespread damage or suffering such as an earthquake, flood, fire

violent (adjective) (p. 18) extreme force, harsh, severe

ferocious (adjective) (p. 18) savage, vicious, extremely intense, strong and violent

forecast (noun) (p. 18) to predict weather conditions

hammer (verb) (p. 18) to hit, to pound

isolate (verb) (p. 19) to set apart from other things

massive (adjective) (p. 19) very large

region (noun) (p. 19) a large continuous area

spare (verb) (p. 19) to save

thrash (verb) (p. 19) to cause to move in a violent manner

zones (noun) (p. 19) an area that is distinct from others due to its appearance, use, environment




I can read and follow along to Where Would You Rather Live text with purpose and understanding. (RF.2.4) I can ask and answer questions about hurricanes and earthquakes. (RI.2.1)

Purpose for Reading: Students will read and follow along to Where Would You Rather Live text to continue to explore hurricanes as extreme weather, and begin to inquire about earthquakes as a form of extreme weather. Pre-reading Say: Over the next few days we will explore extreme weather of hurricanes and earthquakes in order to describe their impact on people and communities. We will use all of the information on hurricanes and earthquakes and their impact on people and communities to be able to answer our big questions, “What are the impacts of hurricanes and earthquakes on people and their communities?” First Read

● Teacher reads aloud “Where Would You Rather Live?” point out the different text features and the information provided in them, and elaborating on text vocabulary with minimal interruption.

● Make sure each student has a copy of the text so they can follow along. After Read Discussion

● How does the text describe extreme weather of hurricanes? ● How does the text describe extreme weather of an earthquake? ● Where would you rather live? Why?

I can answer specific questions using details from the text to support my ideas. (RI.2.1) I can use text features to locate key facts or information quickly. (RI.2.5) I can ask for clarification and further explanation about a text when I am confused. (SL.2.1c) I can annotate my text to help me understand the information. (W.2.8)

Rereading for Comprehension Purpose for Reading: Students will use text features to reread the text to get an in depth understanding of hurricanes, earthquakes and what they can do.

● See Annotation Guide Teacher Note: Prior to having students annotate the text, model the thinking process behind each annotation, and review the different ways to annotate. Text-Dependent Questions


What is the hurricane capital of the United States? What does this mean “the hurricane capital?” How does the author describe it? (p. 18)

Miami, Florida is the hurricane capital of the United States. It is called that since it has been thrashed by 28 hurricanes.



What is a storm surge? What can a storm surge do? (p. 18)

A storm surge is a wall of ocean water that lurches onto the land. It crushes everyone and anything in its path.

What do people do before a hurricane strikes? Why do they do these things? (p. 18)

Before a hurricane strikes people plan and get all the supplies that may need. People board up all the windows in their houses, store up on water, batteries, flashlights, food, and medicine.

What is an earthquake? (p. 19)

An earthquake is when two tectonic plates suddenly slip past each other and send shockwaves through the ground.

What would happen if “the Big One” struck California? (p. 19)

● Buildings would crumble ● Bridges would collapse ● Fires would break out because of broken gas

lines ● Water supply would fill with sewage ● Thousands of people could die.

Extension Activity:

● Students think about a question they have, jot it, then turn to a partner, and share their questions. Once they have shared and listened, students write two additional questions they have. Ask the student partners to look in the text to find answers to their questions, jotting the answers as well as which questions cannot be answered by the article.

I can determine a connection between extreme weather conditions and its effects on people and their communities (RI.2.3) I can gather and organize information from sources. (W.2.8)

Reread to Gather Evidence/ Information Purpose for Reading: Students will reread the text to gather information on the effects of hurricanes in Miami, and earthquakes in California and find connections between the two forms of extreme weather. Students should record their responses in the Gr2 Unit2 Where Would You Rather Live? Effects T-chart.

Text: Where Would You Rather LIve?

Grade 2 Unit 2 Where Would You Rather Live? Effects T-chart



What are the effects of hurricanes on people in Miami? What are the effects of earthquakes on people in California?

I can use adjectives to make my sentences more interesting and detailed. ( L.2.6)


Exit Ticket- Mini Lesson: Kernel Sentence Materials: When, Where, Why, What, Who, How Chart, chart paper, “Where Would You Rather Live” text Say: In writing we have been learning about expanding our sentences. We’ve also learned how to include adjectives to make our sentences more interesting. Today we are going to continue to practice expanding basic sentences by answering more questions and adding adjectives. We’re going to look at some sentences from the text to see how the writer used adjectives to make sentences sound more interesting. Remember, an adjective is a describing word.

● Show students the sentence “A hurricane is a fierce spiraling storm that forms over warm water . Ask: What is the adjective in this sentence? What words are used to describe a hurricane? (fierce, and spiraling) Say: Great! Fierce means strong and powerful. The word fierce as used in the sentences describes how the storm spiraled. It spiraled in a strong and powerful way. Ask: Turn and talk, what does the word spiraling or spiral mean? (a curve that forms a circle and continue to move)

● Show students the sentence “Alejandro has lived through his share of ferocious storms. Ask: What is the adjective in the sentence? (ferocious). Think, Pair, Share: What does the word ferocious mean? Say: Exactly! Ferocious means unpleasant, extreme, and violent. The word ferocious as used in the sentence describes the hurricanes. Extension activities:

● Provide students with various sentences on laminated strips of paper. Have students use a dry erase marker and circle the adjective in each sentence..

○ For example: I ate a huge slice of pizza. ○ The student should circle the word huge. Huge, describes the size of the pizza.



I can gather information from provided sources to answer a question. (W.2.8) I can stay focused and organized to complete my writing. (W.2.3)

Exit Ticket: Type of Writing Task: Informative Writing (responding to text) Materials: Gr2 Unit 2 Where Would You Rather Live Exit Ticket, Question chart, and list of adjectives Writing Task: Imagine that you lived through a hurricane or earthquake in your community. Write an adventure story of how you survived through the hurricane or earthquake experience. Be sure to describe your actions, thoughts, and feelings throughout the story. Look Fors At-A-Glance

● Use adjectives in your adventure story ● Describe your actions, thoughts, and feelings ● Use details from the text to support your actions within your adventure story


● Provide sentence stems as needed ● Make list of adjectives readily available for all students ● Pair students with partners to check for complete sentences



Blizzards “The Big Snow,” Scholastic Article

Extreme Weather Chapter 4 pp.31-33, Ann O. Squire 2-3 Days

This learning plan includes two texts: “The Big Snow,” Scholastic Article and “Extreme Weather pp.31-33,” Ann O. Squire. These two texts share a text-focusing question and align to a shared overall meaning /big idea. The texts are intentionally paired together to provide students the opportunity to build knowledge about winter snow storms and the impact they have on the environment.

Standards Reading RI.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.2: Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RI.2.4: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.5: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. RI.2.6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RI.2.8: Describe how reasons support specific points the author makes in a text. RI.2.9: Compare and contrast the most important points presented by two texts on the same topic. RF.2.4: Read with sufficient accuracy and fluency to support comprehension.

Text Focusing Question How can people be affected by winter storms?

Theme Connections This lesson allows students to connect an informational article about extreme weather to the overview unit theme.

Materials: ● The Big Snow and Extreme Weather pp.31-33 texts ● Gr2 Unit 2 The Big Snow Cause and Effect ● Gr2 Unit 2 The Big Snow Exit Ticket



Speaking and Listening 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. Writing W.2.2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.8: Recall information from experiences or gather information from provided sources to answer a question. Language 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.2.6: 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).

Reader and Task Considerations This article was written in 2002, but appears to be written in ‘real time.’ It is important that students are able to find that information out, using the cues on p. 7. The vocabulary in this article is particularly domain specific. The weather words will be new to students. Providing additional supports, pictures, etc. will help students understand.


enormous (adjective) huge

destructive (adjective) causing great harm (destruction)

toppled (verb) to fall forward

moist (adjective) moderately or slightly wet

spawned (verb) to produce in large number



Text #1: “The Big Snow,” Scholastic Article


I can use my background about snowstorms to make predictions (RI.2.1) I can follow along to The Big Snow for purpose and understanding. (RF.2.4)

Purpose for Reading: Students will read to inquiry about snowstorms as a form of extreme weather. Pre-reading Say: Over the next few days we will read two texts, The Big Snow, and pp.31-33 of Extreme Weather book, to gain knowledge about winter storms. We will use the information we gather to answer the big question “How can people be affected by winter storm?” In order to work towards answering the big question, we will answer the following questions:

● How does snow affect you? ● Make a prediction of how snow may affect people who live in the New England area (use the map and what

you know about temperatures and weather conditions for places that are close to the Arctic.) First Read

● Teacher reads aloud “Where Would You Rather Live?” showing illustrations, and elaborating on text vocabulary with minimal interruption.

● Make sure each student has a copy of the text so they can follow along. After Reading Discuss

● How does snow affect you? ● Make a prediction of how snow may affect people who live in the New England area (use the map and what

you know about temperatures and weather conditions for places that are close to the Arctic.) Teacher Note:

● Consider showing students a map of the United States indicating the locations of Washington D.C. and New England.

● Create a T-Chart and jot down student ideas

How does snow affect people in our class? Predictions of how snow might affect people in New England?



I can answer specific questions using details from the text. (RI.2.1) I can explain how snowstorms are formed. (RI.2.3) I can determine the author’s purpose in writing “The Big Snow” article. (RI.2.6)

Rereading for Comprehension Purpose for Reading: Students will reread the text to answer text dependent questions in order to determine the author’s purpose in writing the article. Pre-reading: Say: As we reread “The Big Snow” article we will gain a deep understanding of how snowstorms are formed, important roles scientist play when forecasting a snowstorm, and how a snowstorm can affect people. By the end of our lesson, we will be able determine the author’s purpose in writing this article. Optional Anchor Chart:

Create the T-Chart below to jot down student responses from text-dependent questions



How do snow storms form? How do snow storms affect the lives of people?


Text-Dependent Questions Evidence-Based Response

The author describes the location in more than one way in this text--where did the storm take place? (p. 1)

● New Hampshire ● Across New England ● Southern New England

How did the storm affect people’s lives? (p. 1) The city was shut down. They closed schools, banks, airports, and roads to make sure that everyone was safe. The storm was so large that some people got stuck at work overnight, and even when they returned home their doorways were under snow. They had to shovel to get into their homes.

What is a meteorologist? (p. 3) How does a meteorologist help the community during a storm?

A Meteorologist is a scientist who studies the weather. Part of the job of the meteorologist is to predict the forecast, and inform others of what is expected of the weather.

Walter Drag says “I had seen warning signs of the storm days before” (p. 3). What warning signs did he see?

A large mass moving, jet stream in the south, and cold air pulling from Canada.

What is a mass? Where did Drag notice the first major mass before the storm? (p. 3)

A mass is a big chunk of moist air. Drag noticed this large mass in the Gulf of Mexico.



I can use text features to better understand the text. (RI.2.5) I can determine the meaning of new words using context clues.(RI.2.4)

What causes a winter storm? (p. 3) When a cold air mass and a warm air mass meet winter storms are formed.

Why is the forecast so important today? How do you think people would feel if meteorologist stopped giving the forecast on the news?

Student Frame: The forecast is so important today because ________________________________. I feel that if meteorologist stopped giving the forecast then ______________________.

Extension Activity This text provides students with additional opportunities to review text features. Consider asking students the following questions :

● What are the text features the author uses to support the reader’s understanding of snowstorms? ● How do the text features support the author’s purpose in writing the text?

Vocabulary Acquisition

● Bold words are a text feature that stand out in text. They call attention to readers new words or vocabulary that readers may or may not know.

○ The author has provided us with bold words and their definitions. Look on the bottom of page 6, find the word forecast. The word is in bold font, but also has the definition right behind it. What does forecast mean?

○ What other words did the author showcase in this way?



I can gather and organize information from sources. (W.2.8) I can use key details from the text to support my ideas. (RI.2.2) I can ask questions for clarification and further explanations about a text when I am confused. (SL.2.1)

Reread to Gather Evidence/ Information Purpose for Reading: Students will reread parts of the text to gather and organize key details to show their understanding.

● Introduce the text focusing question for collaborative discussion and/or short constructed response: How did the snowstorm affect people’s lives in New England? Explain to students they will use the evidence they gather to help them respond to their exit ticket.

● Use Gr 2 Unit 2 Blizzards Cause and Effect to gathering evidence .

What are the CAUSES of winter storms?

(How are they formed?)

What are the EFFECTS of winter storms?

(What can happen because of winter storms?)

Text #2: Extreme Weather p.31-33, Ann O. Squire


I can ask what, who, why, how, and when questions to support

Pre-reading



my understanding of the text. (RI.2.1) I can read and follow along to the text for purpose and understanding. (RF.2.4)

Say: We started collecting information about winter’s extreme weather in The Big Snow. Today we are going to read another part of Extreme Weather text to continue to build our knowledge about this topic. First Read

● Teacher reads aloud “pages 31-33 in Extreme Weather?” showing illustrations, and elaborating on text vocabulary with minimal interruption.

● Make sure each student has a copy or access to the text so they can follow along. After Reading

● Provide time for students to ask clarifying questions through class discussion, stop and jot, or Wonder Wall. ● Explain to students as they reread the text closing, they will be able to find details to answer their questions.

Review student questions in the following lessons.

I can identify key details in the text to determine the causes and effects of Blizzards. (RI.2.2) I can explain how severe winter weather can impact the environment. (RI.2.3)

Rereading for Comprehension Purpose for Reading: Students will reread the text focusing on the key details to explain how winter storms are created and the effects they have on the environment. See Gr2 Unit 2 Blizzards Cause and Effect Text Dependent Questions

Text Dependent Questions Anticipated Evidence-Based Responses

Refer to the text to list the dangerous winter weather conditions.

Heavy snow, strong winds, blizzard conditions, ice, and extremely cold temperatures.

Based on the text, which region of the country is mostly affected by extreme winter conditions.

States in the East Coast (specifically New York) are mostly affected by extreme winter conditions.

Turn and Talk: Describe what took place during The Great White Hurricane”?

A snow storm took place that blocked roads and trains services, shut down telephone and telegraph lines, and caused the death of 400 people.

Think, Pair, Share: Why does the author name the The author names the snowstorm of 1888 The Great



snowstorm in 1888 The Great White Hurricane? White Hurricane because high winds like a hurricane pushed the snow into drifts as high as 50 feet.

How can winter storms put people in danger?

Winter storms can people in danger because... ● telephone lines can go out causing people to lose

communication with one another. ● people can die. ● the snow can damage communities.

What tip does the author gives readers on how to stay protected during a storm?

The author suggests layers of warm clothing to help protect during a freezing weather.

Connecting Texts: “The Big Snow,” Scholastic Article and Extreme Weather Chapter p.31-33, Ann O. Squire Days


I can compare and contrast important points about winterstoms. (RI.2.9) (RI.2.8)

Rereading for Comprehension Purpose for Reading: Student will reread the texts to identify how the two texts are connected by comparing and contrasting important points presented in the texts. See Gr2 Unit 2 Blizzards Cause and Effect Text Dependent Questions


How are The Big Snow and p.31-33 from Extreme Weather connected?

Both of the texts give me information about winter storms.

Turn and Talk: Explain how the text features in both texts helped you understand information about snowstorms.

Answers may vary. Students can utilize the following sentence stems to answer the question.

● The picture helped __________________. ● I learned ___________ information from the



caption. ● The diagram helped me see ______________.

Reread p. 31 from Extreme Weather and paragraph 4 in The Big storm. Think, Pair, Share: What details from p. 31, Extreme Weather, and The Big Snow show that people were not prepared for the snowstorm.

● In Extreme Weather the text says, “In these days before accurate weather forecasting, people were unprepared for the storm’s severity.”

● In The Big Storm, the text says, “I had seen warning signs of the storm days before on my computer models, but I didn’t tell people yet.

What detail from the Big Snow shows the statement in Extreme Weather, In these days before accurate weather forecasting…, to still be true?

The meteorologist in The Big Snow shows that weather forecasting may still not be accurate because he wasn't sure the moist air would move North and come into contact with the colder air moving down from Canada.

Turn and Talk: Use details in both texts to determine the struggles people and a community will have if they are not prepared for a winter storm.

People and communities will struggle with… ● high levels of snow. ● people dieing. ● blocked roads and train services. ● loss of communication. ● being snowed in. ● loss of power lines and electricity

if they are not prepared for a winter storm.

Think, Pair, Share: Think about what struggles people will have during a winter storm. What are some things you can do to prepare yourself for a storm?

I think I would need… ● a shovel. ● food and water. ● snow boots to walk in the snow. ● flashlights.

I can restate the question to write my topic sentence. (W.2.2)

Support for Writing Mini Lesson (aligned to Exit Ticket): Topic Sentence Materials: Sentence Strips, and Chart paper Say: We have worked on different ways to write a topic sentence. Today we are going to learn another way to help us write a topic sentence.

● Show students the writing prompt; How can people be affected by winter storms?



When writing a topic sentence you can restate the question in your sentence. Let’s take a look at some other questions we have worked on in this unit to practice restating the question in our topic sentence.

● Show students the following question: ○ On the Same Day in March shows how weather can be different around the world. Use details from the

text to compare and contrast how animals and people behave in response to the weather conditions. As I read this questions, I can tell it is fully loaded with information. If I want to create a topic sentence where I am restating the question in my topic sentence then I need to be clear with what my question is here. I am going to look for any kind of question words to help me find the actual question. Here where it says, how animals and people behave in response to the weather conditions is my question. I know I can not use how in my topic sentence because it is a questions word but I can use, Animals and people behave… as part of my topic sentence. Let’s take a look at another question where we can practice restating the question in our topic sentence.

● Show students the following question: ○ How do the characters in the town of Chewandswallow respond to the weather?

Ask: ● What is the question here? How do you know? What question word helped you? ● Think, Pair, Share: How can you restate part of the question in your topic sentence? (The characters in the town

of Chewandswallow respond to the weather... Say: Today we practiced writing a topic sentence by restating part of the question. When you write be sure to remember how to determine what the question is, and how you can take parts of the question to include in your topic sentence.

I can gather information from provided sources to answer a question. (W.2.8) I can stay focused and organized to complete my writing. (W.2.2)

Exit Ticket Type of Writing Task: Research Simulation Task Materials: Gr 2 Unit 2 Safe From the Storm and Extreme Weather Exit Ticket Writing Task: How can people be affected by winter storms? Look Fors At-A-Glance

● Write topic sentence by restating the question ● Introduce a topic and use facts to support your writing ● Include information about snow to support your writing


● Provide sentence stems if needed ● Pair students to ensure topic sentences have been restated ● Use illustration to support your writing



Optional Lesson Gilberto and the Wind, Marie Hall

3-4 Days

Standards Reading 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.2.3: Describe how characters in a story respond to major events and challenges RL.2.7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RF.2.4: Read with sufficient accuracy and fluency to support comprehension. Speaking and Listening 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. Writing W.2.2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.8: Recall information from experiences or gather information from provided sources to answer a question. Language L.2.1: Demonstrate command of the conventions of standard English

Text Focusing Question How do the words and illustrations work together to show how Wind affects Gilberto?

Theme Connections The fiction text, Gilberto and the Wind tells the story of a young boy who has adventures and plays with the wind. The young boy experiences challenging situations. The text and illustrations depict how gentle and strong winds can cause challenging situations for people.

Materials ● Text, Gilberto and The Wind ● Gr2_Unit2_GilbertoandtheWind_ExitTicket ● Chart Paper for T-Chart

○ Wind (action) | Gilberto’s Feelings

Reader and Task Considerations The wind is personified. Explain to students personification is when you assign characteristics of a person to a thing. Throughout the book Gilberto refers to the wind talking to him and doing things with him like a friend. **Number the pages of book beginning with the first page of text.



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.2.6: 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).


blur (verb) to become less clear or harder to see

scatter (verb) to throw around in different directions


I can answer specific questions about the text by recounting key details (RL.2.1) I can share key details of a story that was read aloud. (SL.2.2)




First Read Purpose for Reading: Students will read to explore windy weather and the different ways it can affect someone by answering the following questions:

● According to the text how is the wind gentle? ● Explain how the wind is strong? ● Think, Pair, Share: How can the wind affect someone? Use details from the text to explain your thinking.

Pre-reading Say: Over the next couple of days we will read the text Gilberto and the Wind to gather additional information on how wind can be a form of extreme weather. As we read we will work on cause and effect to work on our big question “How do the words and illustrations work together to show how Wind affects Gilberto?” Extension Activity

● After reading, have students demonstrate with their bodies strong wind and gentle wind.

I can answer specific questions to better understand the text (RL.2.1) I can identify cause and effect relationships between Gilberto and the Wind (RL.2.3)

Rereading for Comprehension (Summarizing and Interpreting Text) Purpose for Reading: Students will explore cause and effect relationships between the main characters. Pre-reading: Say: As we reread Gilberto and the Wind we will focus on how the wind affects Gilberto. In order to determine how the wind affects Gilberto we will look at cause and effect relationships within the text. The cause is why something happens and the effect is what happened. For example: if the cause is choosing not to brush your teeth twice a day, the effect would be your teeth falling out.



I can use the text and illustrations to gain understanding of the text (RL.2.7)

Optional Anchor Chart



How does Wind help Gilberto? Use evidence from the text and illustrations.

● Knocks the apples down, provides entertainment: kite, sailboat, bubbles, etc.

What activities can Gilberto do with or because of Wind? Why does Gilberto need Wind to do these activities?

● Fly a kite, sail a paper sailboat, blow bubbles, move a pinwheel

● Wind keeps the kite up and moving. Wind pushes the sailboat. Wind floats the bubbles. Wind blows the pinwheel so Gilberto doesn't have to.

pp. 2-3, The author is not saying “the wind”, just “Wind”. She also capitalizes the “W” in wind. Why might she do that?

The author is showing that Wind is a name and giving Wind personality.

pp. 4-5, “Turn and Talk”: How does Wind try on ● Wind blows through the clothes. It takes the



clothes? Why would the clothes be too small for Wind? Describe Wind’s personality on this page, citing words from the text

shape of the clothes. ● Wind is strong, he pulls out the clothespins ● Wind is playful, he tries on the clothes ● Wind is messy, he twists the apron strings

What challenges does Gilberto face because of Wind? Use evidence from the text and illustrations.

The Wind took the balloon, tried to take the umbrella, broke the umbrella, and wouldn’t fly Gilberto’s kite.

pp. 6-7, How is Wind acting like a person on these pages? Stop and Jot: How did Gilberto feel when Wind broke his umbrella? Cite evidence from the words or pictures to support your claim, (T-Chart)

● Wind yanks the umbrella out of Gilberto’s hand.

● Frustrated, upset

pp. 20-21, Blur is one of our target words. Which illustrations show the pinwheel as a blur? Which do not? “Turn and Talk”: How does Gilberto feel when he and Wind play with the pinwheel? Cite evidence from the text. (T-Chart)

● Allow students to point out the pictures.

● Happy, he’s having fun because Wind is copying him by blowing the pinwheel

pp. 21-22, What can Wind do with soap bubbles, and what can he not do?

● Wind can carry bubbles away and make them burst.

● Wind cannot blow bubbles.

What trouble does Wind cause? Locate illustrations in the text to support your answer.

● Stirs up dirt the gets in Gilberto’s face, breaks trees and fences, makes Gilbertos afraid

p. 27, How does Wind go to sleep? ● Wind blows gently or does not blow at all.

How did Wind change throughout the story? ● Throughout the story Wind goes between light and playful to strong and mean. At the end the story Wind becomes very strong then so light Gilberto could be barely feel it.



Optional Lesson Wild Horse Winter, Tetsuya Honda

3-4 Days

Standards Reading 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.2.3: Describe how characters in a story respond to major events and challenges. 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.2.7: Use information gained from the illustrations and the words in a print or a digital text to demonstrate understanding of its characters, setting, or plot. RF.2.4: Read with sufficient accuracy and fluency to support comprehension. Speaking and Listening SL.2.2: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Writing W.2.2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.8: Recall information from experiences or gather information from provided sources to answer a question Language 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

Text Focusing Question How did the blizzard affect colt and other horses?

Theme Connections Based on a real event, this suspenseful story tells the miraculous saga of a herd of beautiful wild horses. It specifically details the life of a young colt as it matures and follows the lead of its protective mother to overcome a raging blizzard. This text has a direct connection with the line of inquiry . Students will grasp a better understanding of how weather affects living things.

Materials ● Chart paper/chart on smart board/chart on projector or elmo ● Gr2_Unit2_WildHorseWinter_ExitTicket ● Gr2_Unit2_WildWinterHorse_CauseEffect

Reader and Task Considerations Wild Horse Winter incorporates the changing of seasons. There might be a few students who are still struggling to remember the seasons and their order. Review this with the students before beginning the text. This book has very vivid illustrations which will be helpful for students.



capitalization, punctuation, and spelling when writing. 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).


survive (verb) to continue to live despite serious injury or threat to one’s life

anxious (verb) to be nervous or worried

desperate (adjective) frantic, in hopeless need of something

nibble (verb) to eat in small bites


I can recount and describe key details from “On the Same Day in March” text (SL.2.2) I can read and follow along with the text for purpose and understanding. (RF.2.4)

First Read Purpose for Reading: Students will read to explore the relationship between the colt and the winter weather by answering:

● What weather event occurred? ● How did that affect the horses?

First Read ● Teacher reads Wild Horse Winter, showing illustrations, and elaborating on text vocabulary with minimal

interruption. ● Make sure each student has a copy of the text so they can follow along or has visible access to the the text.

I can demonstrate my understanding of a text by asking and answering who, what, where, when, why and how questions about a text.(RL.2.1) I describe the structure of a text by telling about the beginning and the concluding action.(RL.2.5)

Rereading for Comprehension Purpose for Reading: Students will read to explore the cause and effect relationship between the horses and the blizzard to answer the text focusing question How did the blizzard affect colt and other horses?

● Students ask and answer questions about Wild Horse Winter, citing evidence from the text. ● Differentiation: Prior to a reread, preview questions with students so that they can make connections and

answer with ease. ● Have students track the causes and effects using Gr2_Unit2_WildWinterHorse_CauseandEffect. This will help

them complete the written response to text.




I can identify cause and effect relationships between the blizzard and the horses (RL.2.3) I can use the text and illustrations to demonstrate my understanding of setting (RL.2.7) I can use the words and phrases I learned through Wild Winter Horses in my conversations and writing (L.2.6)

What caused the horses to leave the prairie? Use details from the text to explain why.

● There wasn’t any food ● It was too cold

What are difference between summer and winter on the prairie? What affect does this have on the horse?

● In the summer, it is warm and there is grass for the horses

● In the winter, it is cold, snow is on the ground, days are shorter, and they horse can’t find

● The horses have to leave their home in search of food and warmth.

What natural protection did the colt have to help him stay warm?

● He grew (had) a thick coat

p.16 How did the horses survive the blizzard? ● The horses stayed together ● The horses snuggled up with each other ● The horses’ bodies were buried under the snow

and kept their heads above and out of the snow

Affect means to change. Explain how the blizzard affected the horses’ journey?

The blizzard affected the horses’ journey because of: ● Strong winds made it hard for the horses to be

able to walk ● Deep snow drifts caused the horses to almost

become buried by the snow ● the colt had a hard time keeping his head above

the snow ●

How do the author and illustrator work together to show us what a blizzard is and what the horses went through?

● The brown horse came white, could only see their head, the pages are blurry white with snowflakes swirling. The illustrator shows how much snow has fallen by how much of the horse is covered. The author says “deep drifts,” “horses couldn’t move” “snow came swirling from the sky,”

p. 16 What clue does the author give us that the horses are okay?

● “Strange puffs of steam rose from the ground, but the horses were nowhere to be seen.”

pp. 17-18 Look at the illustration, what is different about ● The colors are bright, not gray. It’s morning, a



these pages than the blizzard pages? What is the illustrator showing us?

new day-- the horses are going to be okay.

What did the horses find at the sea? ● They found kelp ● Warmer climate


grade 2, unit 2, extreme weather

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