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Reading Enrichment Unit

Title: Ruffing It Out! Grade Level: 2nd Curriculum Area: ELA


grade

Time Frame: 3 - 40 minute segments for 2nd grade Created by: Megan Anderson

Step 1: Establishing Goals & Content Standards

Standards for 2nd grade:


ELAGSE2RL1: Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
ELAGSE2RL2: Recount stories, including fables and folktales from diverse cultures, and
determine their central message, lesson, or moral.
ELAGSE2RL3: Describe how characters in a story respond to major events and challenges.
ELAGSE2RL5: Describe the overall structure of a story including describing how the
beginning introduces the story, the middle provides major events and challenges, and the
ending concludes the action.
ELAGSE2RI6: Identify the main purpose of a text, including what the author wants to
answer, explain, or describe.
ELAGSE2RL9: Compare and contrast two or more versions of the same story (e.g.,
Cinderella stories) by different authors or from different cultures.
ELAGSE2W8: Recall information from experiences or gather information from provided
resources to answer a question.
ELAGSE2SL1: Participate in collaborative conversations with diverse partners about
grade 2 topics and texts with peers and adults in small and larger groups.

AASL Standards:
AASL 1.1.6: Read, view, and listen for information to be presented in any format (e.g.,
textual, visual, media, digital) in order to make inferences and gather meaning.
AASL 1.4.2: Use interaction with and feedback from teachers and peers to guide own
inquiry process.
AASL 2.1.5: Collaborate with others to exchange ideas, develop new understandings, make
decisions and solve problems.

Understandings: Essential Questions

Overarching Topical

- Students will discuss connections - What text -Can I name the


between the old folktale The Boy Who features setting, main
Cried Wolf and the story Marley: The will help characters, lesson
Dog Who Cried Woof. me locate learned, beginning,
information middle, and end of a
- Determine characters in a story, major to help me story?
events, challenges, introduction, middle, understand
and endings of stories, and main purpose the text?
of the text.

- Participate in discussion with peers about


textual evidence.

Related Misconceptions:

- A story CAN NOT be comparable with another folktale or fable.

- Valuable information can only be determined AFTER reading the entire book.

Knowledge: Skills:
Students will know. Students will be able to.

- Students will know how to determine - Students will be able to determine


characters from a text. the main characters, theme,
setting, and beginning, middle, and
- Students will know that several different end of a story.
types of information can be gathered from
a text. - Students will be able to compare
two texts.

Stage 2: Assessment Evidence

Performance Task Description:

Goal:

- Students will be able to name the elements of a story (setting, theme, main characters,
beginning, middle, and end of stories)
- Students will be able to compare two texts to one another.

Role:

Students will first take on the role of an active listener as the discussion of The Boy
Who Cried Wolf compares the theme to our new book Marley: The Dog Who Cried Woof.
Next, the students think critically as they determine the different elements of the story. The
students will then collaborate with peers by watching a curated list (thematic display) of
similar stories that are read aloud, and then compare and contrast the stories together.

Audience:

2nd grade English Language Arts students


Situation:

To help assist the 2nd grade English Language Arts teachers in teaching and
ellaborating on these specific standards, the Enrichment Unit will take place during their first
three days of the new unit. The students will participate in a 40 minute unit in the media center
for three days in a row. The students will compare and contrast The Boy Who Cried Wolf to
the book Marley: The Dog Who Cried Woof. The students will then be read the story the next
day, and the students will be taught elements of the story: setting, theme, main characters,
beginning, middle, and end. Lastly, students will explore the curated list of resources
(thematic display), where they will compare and contrast the other stories to Marley: The Dog
Who Cried Woof with a group of peers.

Product/Performance:

- Students will orally determine the similarities between The Boy Who Cried Wolf and
Marley: The Dog Who Cried Woof.

- Students will orally determine the elements of the story (performance).

- Students will collaborate with peers to determine similarities and differences between
other stories provided in the curated list (thematic display). Differentiation: Students
may be guided towards drawing a chart and labeling the elements of each story.
-

Standards:

ELAGSE2RL1: Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
ELAGSE2RL2: Recount stories, including fables and folktales from diverse cultures, and
determine their central message, lesson, or moral.
ELAGSE2RL3: Describe how characters in a story respond to major events and challenges.
ELAGSE2RL5: Describe the overall structure of a story including describing how the
beginning introduces the story, the middle provides major events and challenges, and the
ending concludes the action.
ELAGSE2RI6: Identify the main purpose of a text, including what the author wants to
answer, explain, or describe.
ELAGSE2RL9: Compare and contrast two or more versions of the same story (e.g.,
Cinderella stories) by different authors or from different cultures.
ELAGSE2W8: Recall information from experiences or gather information from provided
resources to answer a question.
ELAGSE2SL1: Participate in collaborative conversations with diverse partners about
grade 2 topics and texts with peers and adults in small and larger groups.

Stage 3: Learning Plan

Day 1:
As the 2nd grade students join me for their first day of the Unit, I will direct them towards the
back of the library center onto the rug. After the students are seated around the stool in which
I will sit on, I will give the following instruction:

Good Morning everyone! Today we are going to discuss the similarities between the
old folktale The Boy Who Cried Wolf and our story Marley: The Dog Who Cried
Woof. Has anyone ever heard of the folktale The Boy Who Cried Wolf? Pause for
students to give their recollections. Yes, the folktale was an old story about a boy who
kept asking for help when he didnt need it. Then, when he really did need help, no
one thought that he was actually in trouble! That would be terrible. That teaches us
that we should never lie to get attention, because no one would ever believe us again.

Now I am going to read Marley: The Dog Who Cried Woof and I want you to think to
yourself how the two stories may be similar. Read entire book without stopping for
inferences. Now, can anyone tell us how the stories are similar? Wait for responses to
develop. Thats right! Marley kept barking at everything he saw or heard. Eventually,
the family paid no mind to his barking at all. Then, one day when his little human
brother started to crawl away outside, no one came to the rescue when he barked.
Thank goodness the family decided to check on what Marley was barking at, right?
Tomorrow, we are going to read the same story, but this time we are going to
determine the literary elements of the story. See you tomorrow!

Day 2:

As the 2nd graders enter the library on the second day of their Unit, I will ask them to sit in the
same location that they were at the following day. I will then state:

Good Morning class! Yesterday, I promised you that we would read are wonderful
story Marley: The Dog Who Cried Woof again. Today, I want you to look for the
literary elements of the story. Show diagram of Literary Elements to be filled
out during session.

Setting: Main Lesson


Character Learned

Events Events Events


from from from End:
Beginnin Middle:
Discuss each literary element and write the answers on the chart. Students should
be collaboratively and actively discussing their answers and thoughts.

Day 3:
As the students enter the library for their third and final day for the Enrichment Unit, the
students will be directed to sit at one of the eight tables in the media center that contain two
chromebooks on each table. Students will be directed to the List.ly link (https://list.ly/l/1fBv),
which will direct them to the curated sources for the unit. All of the read aloud books are from
the I Can Read! Marley series for 2nd grade. The students will be tasked to work with their
peers at their table, or in groups, to watch the different read alouds and then discuss the
literary elements of the stories. The students will be directed to the chart made the day before,
to give guidance to what they are to be looking for. The students will then be asked to
compare and contrast the stories.