2009Storytelling

=Second Grade Unit 1: Storytelling=

What will the do? //Comprehension and Analysis of Grade-Level-Appropriate Text// 2.2 State the purpose in reading (i. e., tell what information is sought). 2.3 Use knowledge of the author's purpose( s) to comprehend informational text. 2.4 Ask clarifying questions about essential textual elements of exposition (e.g., //why, what if, how).// 2.5 Restate facts and details in the text to clarify and organize ideas. 2.6 Recognize cause-and-effect relationships in a text. 2.7 Interpret information from diagrams, charts, and graphs. || //Students will understand that. . .// Retelling or telling a story using first next, next, last format The format of narrative stories, genres of storytelling (Fairy tales, folks tales, fables, etc.) Purpose of storytelling, cause and effect in stories What's the purpose of the story? || The background and vocabulary on each story, the different genres, the structure (using graphic organizers) || • What key knowledge and skills will students acquire as a result of this unit? • What should they eventually be able to so as a result of such knowledge and skills? || ====//Students will be able to know. . .//==== • Through what authentic performance tasks will students demonstrate the desired understandings? Whole class graphic organizers doing storymap, cause and effect, elements of genres, and discussions of what's the lesson • By what criteria will performances of understanding be judged? Informal teacher observation || ===Other Evidence:=== • Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results? • How will students reflect upon and self-assess their learning? || What learning experiences and instruction will enable students to achiever the desired results? How will the design Objective explore storytelling unit Topic Goal talking about the "map" of the story as a class. Into/Intro watch "Wandering Beaver" Activity discuss how the map can also tell about story Objective2 explore how we can retell stories Topic2 What's next? Goal2 re-telling a story as a class. Into/Intro2 watch Mouse Around Activity2 create a visual organizer as a class that shows what happened Objective understand storytelling Topic Goal learning about cause and effect Into/Intro watch A Boy, A Dog, and A Frog Activity discuss cause and effect in Mouse Around, and A Boy, A Dog, and A Frog Objective2 explore storytelling Topic2 Goal2 learn more about stories Into/Intro2 watch Five Creatures Activity2 do storytelling activities Objective explore storytelling genres Topic Goal identifying the elements of fariy tales. Into/Intro watch Rapunzel Activity share the elements of fairy tales on a graphic organizer as a class Objective2 explore storytelling genres Topic2 Goal2 identifying the elements of folk tales. Into/Intro2 watch A Story, A Story Activity2 share the elements of folk tales on a graphic organizer as a class Objective understand lessons in storytelling Topic Goal answering the question, what is the lesson of this story? Into/Intro watch Red Riding Hood Activity answer, what is the lesson as a class Objective2 understand lessons in storytelling Topic2 Goal2 answering the question, what is the lesson of this story? Into/Intro2 watch Aesop's Fables Activity2 answer, what is the lesson as a class || rss url="http://www.diigo.com/rss/user/Mizmercer/2unit1" link="true" number="20" ||
 * ==Stage 1 - Desired Results== ||
 * ===Establish Goals:===
 * //What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address?//**
 * California State Standard: Reading Comprehension**
 * ===Understandings:===
 * • What are the big ideas?**
 * • What specific understandings about them are desired?**
 * • What misunderstandings are predictable?**
 * ????** || ===Essential Questions:===
 * •** **What provocative questions will foster inquiry, understanding, and transfer of learning?**
 * ^  || ===Essential Background:===
 * • What background knowledge and skills will students need to have or be brought up to speed on and how will this be done?**
 * ====//Students will know . . .//====
 * Think of these as secondary skills / content ||
 * ==Stage 2 – Assessment Evidence== ||
 * ===Performance Tasks:===
 * ==Stage 3 - Learning Plan== ||
 * ===Learning Activities:===
 * Week One**
 * Week Two**
 * Week Three**
 * Week Four**
 * ===Links:===