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Fun With Food/Good Communication
Unit Overview
FUN WITH FOOD/GOOD COMMUNICATION
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2nd grade |
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10 lessons |
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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. |
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This unit consists of eight
lessons. During reading students develop and utilize strategies
to self-question and correct, infer, predict, and check cueing
systems. |
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Handouts including graphic
organizers |
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Formative and
Summative
Assessment |
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Glossary
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Unit
Plan: Lessons
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Lesson One |
Questioning using the text The Hungry Thing |
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Lesson Two |
Developing vocabulary using context clues (two sessions) |
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Lesson Three |
Developing vocabulary using the text What Happens to a Hamburger? |
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Lesson Four |
Developing vocabulary continues using the text What Happens to a
Hamburger? |
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Lesson Five |
Identifying important information using the text What Happens to
a Hamburger? |
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Lesson Six |
Developing vocabulary using base words and classroom resources using
food poems |
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Lesson Seven |
Develop new vocabulary and infer during reading using the text
Picky Mrs. Pickle or other selected text |
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Lesson Eight |
Identifying important information using the text Picky Mrs.
Pickle |
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Lesson Nine |
Summative
Assessment |
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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) |
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Context Clues |
Word |
HTML (with links to
documents) |
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Introduction to Digestion |
Word |
HTML (with links to
documents) |
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Digestion Part Two |
Word |
HTML (with links to
documents) |
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Digestion Part Three |
Word |
HTML (with links to
documents) |
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Food Poems and Base Words |
Word |
HTML (with links to
documents) |
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Picky Eater Part One |
Word |
HTML (with links to
documents) |
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Picky Eater Part Two |
Word |
HTML (with links
to documents) |
Essential
Questions:
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How is good communication practiced? |
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How does asking questions help us communicate? |
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Is the same health information important to everyone? |
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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.
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PREVIOUS LEARNING
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TARGETED LEARNING |
FUTURE LEARNING |
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Develop
and apply decoding strategies to problem-solve regularly
spelled one-or two-syllable words when reading.
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Develop
and apply decoding strategies to problem solve unknown words
when reading |
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develop
vocabulary through text using base words and classroom
resources |
R1E
Develop vocabulary through text, using base words, classroom
resources, and context clues
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Develop
vocabulary through text, using base words, synonyms and
antonyms, context clues, glossary, and dictionary
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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
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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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