English Language Arts Unit Plan

Unit Plan Title: Make Way for Ducklings Comprehension

Grade: 2nd
Week 1 Monday Tuesday Wednesday Thursday Friday

Lesson Title Make Way for Summarizing Key Oral Discussion of Beginning Writing Sequence of Events
Ducklings Details of Make Make Way for Process with Personal Story
Comprehension Way for Ducklings Ducklings Sequence of Events
Questioning
State ELA Literature Literature Speaking and Writing Writing
Standards Key Ideas and Key Ideas and Listening Text Types and Text Types and
Details Details Comprehension and Purposes Purposes
Collaboration
2.RL.1 Ask and 2.RL.1 Ask and 2.W.3 Write 2.W.3 Write
answer such answer such 2.SL.2 Recount or narratives in which narratives in which
questions as who, questions as who, describe key ideas they recount a well- they recount a well-
what, where, when, what, where, when, or details from a elaborated event or elaborated event or
why, and how to why, and how to text read aloud or short sequence of short sequence of
demonstrate demonstrate information events, include events, include
understanding of understanding of presented orally or details to describe details to describe
key details in a text key details in a text through other actions, thoughts, actions, thoughts,
(“Common Core (“Common Core media (“Common and feelings, use and feelings, use
State Standards,” State Standards,” Core State temporal words to temporal words to
2010). 2010). Standards,” 2010). signal event order, signal event order,
and provide a sense and provide a sense
of closure of closure

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 (“Common Core (“Common Core
State Standards,” State Standards,”
2010). 2010).

Learning The student will be The student will be The student will be The student will be The student will
Objectives able to state key able to form a able to orally able to sequence effectively be able
details of a story summary of the key present a summary events in a story. to sequence events
when asked a details of a story. of the key details of in their own
question. a story. The student will be writing.
able to effectively
use transition words
in a story.
Instructional Prior Knowledge / Prior Knowledge / Discussion / Questioning Peer Review /
Strategies Think-Pair-Share Repeated Reading / Oral fluency Strategy / Prior Questioning
Choral Reading / Knowledge / Echo
Choral Reading /
Interactive Read-
Aloud
Summary of The lesson will start The lesson will start The lesson will start The lesson will start The lesson will start
Instruction by activating by asking prior by having students by using the by asking students
student’s prior knowledge pull out their questioning strategy to share the subject
knowledge to find questions about summaries they to draw prior of their story they
out what they know what they read wrote about the knowledge from the are writing. Next I
about ducks and about yesterday. story Make Way for students to see what will go over what
ducklings. Students Next the class will Ducklings by they remember their story should
will then watch preform a repeated Robert McCloskey. about the story possess in their
about ducks and reading of Make Students will then Make Way for final write by
ducklings in their Way for Ducklings be instructed to Ducklings by making a list on the
habitat through a by Robert create a circle with Robert McCloskey white board that
video on YouTube McCloskey through their chairs in order and recording their says: “Each story
called “Ducklings | choral reading. to make a meeting responses on the must have a
Baby Ducks | After reading the space for a white board. Next I sequence of events,
Animal Habitats | story the class will discussion. will play the strong details about

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Jack Hartmann.” discuss the six Students will each YouTube video the characters
Next I will read the types of questions be asked to orally called “Reading feelings, thoughts
story Make Way for they learned about read their summary Comprehension and actions, use
Ducklings by yesterday. The of the story to the Strategies: transitional words
Robert McCloskey students will use class. After each Sequence of to move from one
while students what they know student reads their Events” and then event to another,
follow along on about these summary two ask students “Does have closure, and
their individual questions to create students of the our story Make be in complete
copy while I also a summary of what readers choosing Way for Ducklings sentences.” I will
display the story happened in the can then ask a have a sequence of explain the
under the document story by stating question about why events?” While importance of each
camera so students who were the they stated waiting for a yes. I of these parts.
know where to characters in the something or a will then tell Students will then
follow along with story, where the praise. Once all students we should have twenty
me. Then I will setting was, what students have take another look at minutes to
explain what the problem was, completed reading Make Way for complete their first
questioning is and when the story took their summary the Ducklings by draft. Once time is
the six types of place, how they class can discuss Robert McCloskey up students must
them (who, what, resolved the why they provided to see what the trade papers with
where, when, why, problem, and all the key details from the sequence of events another person to
and how). Students information that fits story and how they are with echo peer review them.
will then be asked into the questions. pertained to the six choral reading parts Once the student
various questions This summary must types of questions. of the story. I will receives their paper
about the details in include at least five do an interactive back they can do
the story where complete sentences read-aloud stopping their last edit and
they must then use or more to fulfill all to ask the students write their final
the think-pair-share the answers to the questions to add to copy where they
strategy to discuss questions. our list on the white must write in
their answer. This board. Once the pencil, trace it in
will continue to story is complete pen, and draw a
through multiple we will put the picture of one of
questions. ideas into a the events.
sequence of events

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 while filling it out
on the “Sequence
Events Graphic
Organizer”
worksheet under
the document
camera for Make
Way for Ducklings.
I will also
brainstorm
transitional words
with the students
and fill them out on
butcher paper as we
go. Now I will let
student’s prewrite
using a new
“Sequence Events
Graphic Organizer”
worksheet to create
their own story with
their imagination.
Once students
complete prewrite
they will move on
to their first draft of
their story.
Differentiation I will differentiate I will differentiate I will differentiate I will differentiate I will differentiate
this lesson by this lesson by this lesson by this lesson by this lesson by
allowing English allowing students to allowing students to allowing the helping students
language learners draw pictures for share their students to draw write words when
(ELL) a chance to each of these drawings if they pictures in the asked and assisting
work with another questions if the were unable to “Sequence Events students in writing.

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 student that also student is still write or allow a Graphic Organizer”
speaks their native mastering how to friend or myself to worksheet if they
language. While write in complete read their summary are unable to write
also partnering sentences. aloud. sentences. Or work
students with a with a partner to
student at grade create a story so
level or above combine their
reading skills.
performance with a
student that needs
extra assistance.
Materials,  A copy of Make  A copy of Make  Each students  A copy of Make  Final writing
Resources, and Way for Way for summarize Way for paper with
Technology Ducklings by Ducklings by sheet Ducklings by room for picture
Robert Robert Robert at top
McCloskey McCloskey McCloskey  Extra lined
 White board in  White board in  A copy of paper for more
front of the front of the “Sequencing pages
classroom classroom Events Graphic  Pencil for each
 Dry erase  Dry erase Organizer” student
marker marker worksheet  White board
 Pencil for each  A copy of  White board in  Dry erase
student summarize front of the marker
 Document sheet for each classroom
camera student  Dry erase
 Projector  Pencil for each marker
student  Pencil for each
students
 Plain lined
paper for each
student
 Document
camera

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  Projector
 Computer
 Butcher paper
 Marker

Formative Students will be The students will be The students will be I will assess the I will assess
Assessment asked an exit ticket assessed when I asked an exit ticket students based upon students based upon
question by wander the class question pertaining their prewrite on their final copy of
answering one and check for to their summary. their “Sequence their paper.
more question understanding Events Graphic
about the story throughout their Organizer”
before moving on. writing of their worksheet.
summaries.
Summative As a summative assessment each student will be given a multiple-choice assessment. The questions will be
Assessment about the six types of questions (who, what, where, when, why, and how), key details of a story, sequence of
(a short description events, and transitional words.
of the summative
assessment)

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 Materials

“Sequencing Events Graphic Organizer” Worksheet

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Final Writing Paper

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 References

Anovellife. (2011). Reading Comprehension Strategies: SEQUENCE OF EVENTS. Retrieved from https://www.youtube.com/watch?

v=ZEWitdYB6_Y

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects -

Grade 2. (2010). Retrieved from https://www.oregon. gov/ode/educator-resources/standards/ELA/Documents/Grade%202.pdf

Jack Hartmann Kids Music Channel. (2016). Ducklings | Baby Ducks | Animal Habitats | Jack Hartmann (Video File). Retrieved

from https://www.youtube.com/watch?v=ULjeJQVK41E

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