Fun With Food/Good Communication
Unit Overview
FUN WITH FOOD/GOOD COMMUNICATION
| 2nd grade |
| 10 lessons |
| Students read stories about food. Students utilize comprehension strategies during reading to decode unknown words and improve vocabulary skills. Students identify important information and the message being conveyed by each story. A connection is made to Health and Science Education. |
| This unit consists of eight lessons. During reading students develop and utilize strategies to self-question and correct, infer, predict, and check cueing systems. |
| Handouts including graphic organizers |
| Formative and Summative Assessment |
| Glossary |
Unit Plan: Lessons
| Lesson One |
Questioning using the text The Hungry Thing |
| Lesson Two |
Developing vocabulary using context clues (two sessions) |
| Lesson Three |
Developing vocabulary using the text What Happens to a Hamburger? |
| Lesson Four |
Developing vocabulary continues using the text What Happens to a Hamburger? |
| Lesson Five |
Identifying important information using the text What Happens to a Hamburger? |
| Lesson Six |
Developing vocabulary using base words and classroom resources using food poems |
| Lesson Seven |
Develop new vocabulary and infer during reading using the text Picky Mrs. Pickle or other selected text |
| Lesson Eight |
Identifying important information using the text Picky Mrs. Pickle |
| Lesson Nine |
Summative Assessment |
| Lesson Ten |
Completion of Summative Assessment |
This unit consists of ten lessons to be taught in a two-week period. Each lesson is designed for a fifty-minute period.
Students
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Questioning |
Word |
HTML (with links to documents) |
|
Context Clues |
Word |
HTML (with links to documents) |
| |
Introduction to Digestion |
Word |
HTML (with links to documents) |
| |
Digestion Part Two |
Word |
HTML (with links to documents) |
| |
Digestion Part Three |
Word |
HTML (with links to documents) |
| |
Food Poems and Base Words |
Word |
HTML (with links to documents) |
| |
Picky Eater Part One |
Word |
HTML (with links to documents) |
| |
Picky Eater Part Two |
Word |
HTML (with links to documents) |
Essential Questions:
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How is good communication practiced? |
| |
How does asking questions help us communicate? |
| |
Is the same health information important to everyone? |
| |
Must all people practice the same health habits to be healthy? |
Summative Assessment and Scoring Guides:
Students read the story Gregory, the Terrible Eater by Mitchell Sharmat, answers multiple choice and constructed response questions, and complete a performance event.
PREVIOUS LEARNING |
TARGETED LEARNING |
FUTURE LEARNING |
Develop and apply decoding strategies to problem-solve regularly spelled one-or two-syllable words when reading.
|
R1C Develop and apply decoding strategies to problem solve unknown words
|
Develop and apply decoding strategies to problem solve unknown words when reading |
develop vocabulary through text using base words and classroom resources |
R1E Develop vocabulary through text, using base words, classroom resources, and context clues
|
Develop vocabulary through text, using base words, synonyms and antonyms, context clues, glossary, and dictionary
|
Utilize strategies to self-question and correct, infer, predict and check using cueing systems (meaning, structure, visual) during reading and read aloud with assistance.
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R3G Develop and utilize comprehension strategies during reading |
Utilize comprehension strategies during reading.
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Identify important information in text using teacher assistance (i.e., T-charts, Webs, K-W-L charts and others). |
W3B Identify important information in text |
Identify important information in text to complete an organizer
|
Identify with teacher assistance, simple messages conveyed through oral and visual media. |
IL2 Identify intended messages conveyed through oral and visual media with assistance.
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Identify intended messages conveyed through oral and visual media. |
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