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)
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)


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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