Curriculum overview for the year



Unit 1: How do pourquoi tales and fables teach lessons?
Pourquoi tales/Fables: Determining the lesson and the narrative structure



Unit 2: How can you use your keyboarding skills to create visual (and correctly punctuated) poetry?


Unit 3:
How do stories give you ideas on how to solve conflicts with others?
Characters with different points of view: Making illustrated stories based on Leo Lionni’s stories


Unit 4:
What was it like to live in NYC a long time ago? NYC Historical Fiction

Unit 5: Looking at NYC online
Unit 6: Reading poetry aloud (Ashley Bryan!)
Unit 7: Information texts about animals
Unit 8: Making nonfiction books

Other lessons/ideas to feed into units:

Information Skills for Grade 2

Library orientation
  • Sections of the library (Info Fluency 1.3.1)
  • Finding just right books in different sections of the library: poetry, nonfiction, and picture plus (Info Fluency 1.3.13)
Finding books that inspire more reading (Info Fluency 2.3.2)
  • Finds fiction books for enjoyment using A-Z order (Info Fluency 1.3.1)
  • Uses some Dewey numbers (Info Fluency 1.3.1)
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Students select books on their nonfiction topics. We write their topics and call numbers. We read the decimal numbers correctly. Then we put the dewey numbers in order like a bookshelf.

  • Finds different formats (online storybooks, audio books, magazines, etc.) and different genres of reading material
Shares favorites with others (Info Fluency 3.2.1)
  • Shares favorites with others and writes reviews with assistance using graphic organizer (Info Fluency 3.2.1)
  • Celebrates when they read all of one series, one subject, or one author (Info Fluency 2.3.1, 2.3.3)
  • Listens to book talks and read alouds (Info Fluency 2.3.1, 2.3.5)
ELA Integration
Asking Questions/Finding answers
  • Asks questions using question words (Info Fluency 1.2.1)
  • Uses catalog and Dewey Decimal system for inquiry with assistance (Info Fluency 2.3.7)
  • Uses nonfiction books to find answers (Info Fluency 1.3.10, 1.3.13)
Fact vs. Opinion/Fact vs. Myth: using bins of nonfiction and other texts
  • Distinguishes fact from opinion using Welcome Books (Info Fluency 1.3.11)
  • Distinguishes fact from myth (nonfiction article, sharks discussion, Little Red Riding Hood and Aesop's tale of a Dog and a Wolf) (Info Fluency 1.3.11)
Animal stories
  • Fables
  • Picture books
  • Beginner chapter books
Arts Integration
Evaluating how illustrations in picture books work with story using bins of picture books
  • Illustrations and words working together (Info Fluency 2.1.1, 2.1.4; Arts Literacy 1)
  • Write a response to a book of choice about your observations of the artwork and/or questions you have (Info Fluency 2.1.5; Arts Literacy 2)
  • Mediums illustrators use: try them and reflect on experiences with media (Info Fluency 2.2.4; Arts Literacy 4)
  • Parts of books including layout, end papers, etc. (Info Fluency 2.1.2; Arts Literacy 2)
Science Integration
Animal Study (Info Fluency 1.3.2, 1.6.1)
Inquiry process (Connect 1.1, Wonder 1.2, Investigate 1.3, Construct 1.4, Express 1.5, Reflect 1.6)
  • Connect to an animal they love after an introduction to where animals live (Info Fluency 1..1.1, 1.1.2)
  • Ask questions about the animal (Info Fluency 1.2.1)
  • Investigate using books and pebblego database (Info Fluency 1.3.3).
  • Practice "fact" notemaking using IIM method and graphic organizers on pebblego (Info Fluency 1.3.14, 3.3.2, 1.4.2)
  • Create a book using PPT and printing out a copy (Info Fluency 1.5.2, 1.5.4)
  • Cite sources using title and author (Info Fluency 1.3.7, 3.3.2, 3.2.5)

Technology Skill integration

  • Internet Safety: Netsmartz (Information Fluency 3.3.10): Talk about the wizzywigs!
  • Hyperstudio: Using images and text together to create a NYC mulitmedia presentation (Info Fluency 1.5.4, 3.2.1, 3.2.5, 1.6.3)

Social Studies Integration/Visual Literacy

New York City
  • Brainstorm and web places they know about in NYC. Use coffee table NYC books to scaffold (Info Fluency 1.1.2)
  • Look up and "collect" NYC images including historical photographs and photos they take themselves. Do visual literacy discussion: What do you notice? What does it tell you about NYC? (Info Fluency 1.3.9, 1.4.1)
  • NYC read alouds: Sky Boys, New York State of Mind, On the Day Peter Stuyvesant Sailed
  • The Blizzard of 1888, Old Penn Station, Liberty! (Info Fluency 2.1.5, 2.1.6)
  • The Little House rural>urban>suburban and village>small town>city>metropolis (Info Fluency 2.1.5, 2.1.6)
  • Map study: integrate NYC read alouds with map searches (All I See by Cynthia Rylant, Go Wild in NYC)

Geography

Immigration and Change:
We compared two historical fiction stories, with embedded timelines, about immigration: "All the Way to America" by Dan Yacarrino and "The Lotus Seed" by Sherry Garland. We did a close reading of "The Lotus Seed." The students compared the reasons for immigration and the symbolic treasures the immigrants brought with them to their new homeland. Scan 44.jpegScan 45.jpeg
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Here are their reasons why Ba brought the lotus seed to America:
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