Grade+2


 * Curriculum overview for the year**

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


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

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 3**:

**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

Information Skills for Grade 2
Library orientation Finding books that inspire more reading (Info Fluency 2.3.2) Shares favorites with others (Info Fluency 3.2.1) Asking Questions/Finding answers Fact vs. Opinion/Fact vs. Myth: using bins of nonfiction and other texts Animal stories Evaluating how illustrations in picture books work with story using bins of picture books 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)
 * 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)
 * Finds fiction books for enjoyment using A-Z order (Info Fluency 1.3.1)
 * Uses some Dewey numbers (Info Fluency 1.3.1)
 * Finds different formats (online storybooks, audio books, magazines, etc.) and different genres of reading material
 * 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**
 * 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)
 * 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) [[file:Fact vs mth op.doc]]
 * Fables
 * Picture books
 * Beginner chapter books
 * Arts Integration**
 * 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**
 * Connect to an animal they love after an introduction to where animals live[[file:habitats086.pdf]] (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**
 * Rural, Suburban, Urban observations with Googlemaps
 * Lesson description[[file:display culture 2nd.docx]]
 * Chart [[file:googlemaps urban suburban rural.docx]]
 * Geography: Dream Vacation writing task: Pick a country, research on National Geographic website, and type a paragraph. See dream vac bulletin board for lesson description.[[file:My dream vacation organizer.docx]][[file:dream vac bulletin board.docx]][[image:dream vacation organizer student work.jpg width="192" height="246" align="right"]][[image:dream vacation student work.jpg width="192" height="247"]]

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. Here are their reasons why Ba brought the lotus seed to America:
 * Immigration and Change:**