1 Melissa Merritt Spring 2013 Reading Enjoyment / Enrichment Plan Title of Unit Non-fiction / Abraham Lincoln Grade Level

Curriculum English Language Arts /Reading Time Frame Area 2 2 weeks (3 library classes)

Identify Desired Results (Stage 1) Content Standards

Tennessee 2nd Grade Standards: CC.2.R.I.1 Key Ideas and Details: Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text. CC.2.R.2 Key Ideas and Details: Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. CC.2.R.I.3 Key Ideas and Details: Describe the connection between a series of historical events, scientific concepts, or steps in a technical text. AASL Standards: 1.1.4 Understand the basic organizational structure of books. Distinguish between fiction and non-fiction books 1.1.5 Recognize and use facts that answer specific questions 1.1.6 Write, draw, or verbalize the main idea and supporting details. 1.1.7 Summarize or retell key points. 1.1.9 Listen to others with respect. Share knowledge and ideas with others by discussion and listening. 2.1.1 Answer the questions, What is this mostly about? 2.1.3 Complete a graphic organizer using concepts that were learned during the inquiry experience. 4.1.5 Demonstrate comprehension of stories read independently or shared aloud.

Understandings
Overarching Understanding Students will understand - The difference between fiction and non-fiction books. - How to identify the main idea of a story. - How to identify main characters - How to list the sequence of events in a story - How to identify the setting of a story - How to list supporting details - How to summarize and retell a story - How to make predictions. Related Misconceptions Misconceptions: - Some students think that a small picture book is fiction, even if it is about a historical character. - Students confuse topic and main idea. -

Essential Questions
Overarching Who or what is the story about? Why was it written? What happened in the story? When did the story take place? What events caused others to happen? Topical What was Abraham Lincoln like as a young man? What about Lincolns younger days might have indicated he would become a public servant and ultimately the President of the United States? What important contributions did he make as President?

Knowledge
Students will know 1. That non-fiction works are about real-life events 2. The main idea of the story is the topic plus the main details about the topic of the story.

Skills
Students will be able to 1. 2. 3. 4. 5. 6. Identify works of non-fiction versus fiction. Identify the main idea of a story Identify the setting of a story Identify the who, what, why, where, when, and how of the story Identify examples of cause and effect List events in a story in sequence

Assessment Evidence (Stage 2)

Performance Tasks: The students will complete a graphic organizer that has students identify the main character, setting, and list the main events in the proper sequence. The students will complete a graphic organizer that has them tie both books together and describe what happened in the beginning, the middle, and the end. Students will participate as a group and think about sequence and cause and effect to match dates with certain events in Lincolns life. Other Evidence: Class Discussion

Learning Plan (Stage 3)

Learning Activities: Day 1: The students will watch a Brain Pop presentation on Abe Lincoln. The teacher will read Abe Lincoln and the Muddy Pig aloud to a 2nd grade library class and ask pertinent questions throughout the reading of the book. The students will complete a graphic organizer on which they identify the main character, setting, and sequence of main events. Day 2: The teacher will read Abe Lincolns Hat aloud to a 2nd grade library class and ask pertinent questions throughout the reading of the book. The students and the teacher will discuss sequence and cause and affect pertinent to both books. The students will complete a graphic organizer on which they identify the main events from both books in sequence. Day 3: The students will use higher order thinking skills and consider cause and effect and sequence to match dates to corresponding pictures of Abe Lincolns life with captions about certain events.