2nd Grade Literacy Whole Group Lesson Plans

Selected Title:
Bun Bun Button by Patricia Polacco
Template Required by Polenta Elementary, Clayton, NC
Created for use by Grade Level as assigned by Curriculum Coach
3 days
Essential Questions OR I Can Statements

2.L.4 Determine or clarify the meaning of unknow n and multiple-meaning w ords and phrases based on grade 2 reading and content,
choosing flexibly from an array of strategies.
RF.2.4 Read w ith sufficient accuracy and fluency to support comprehension.
2.RL.1 Qtr 2 Supporting Ask and answ er such questions as w ho, w hat, w here, w hen, w hy, and how to demonstrate
understanding of key details in a text.
RL.2.2 Qtr 2 Priority Recount stories, including fables and folktales from diverse cultures, and determine their central message,
lesson, or moral.
RL.2.3 Qtr 2 Supporting Describe how characters in a story respond to major events and challenges.
SL.2.4 Qtr 2 Priority Tell a story or recount an experience w ith appropriate facts and relevant, descriptive details, speaking audibly
in coherent sentences.
RL.2.7 Qtr 2 Supporting Use information gained from the illustrations and w ords in a print or digital text to demonstrate
understanding of its characters, setting, or plot
2.W.3 Write narratives in w hich they recount a w ell-elaborated event or short sequence of events, include details to describe
actions, thoughts, and feelings, use temporal w ords to signal event order, and provide a sense of closure.
RL.2.4 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending
concludes the action.
Teacher Option #2 Day 3 - 2.H.1.1 Use timelines to show sequencing of events.

Teacher Note: This book is the first book after Winter break . In planning, the necessity of needing to reteach routines,
procedures and expectations for both Whole Group Literacy time and Guided Reading time was k ept in mind. Therefore, the
these lessons were intentionally k ept shorter than our normal time frame for Whole Group Literacy. In addition, each day is a
short review of sk ills taught before the break . Keep in mind the end of the Second Quarter is in 10 days. The question
stems used in days one and two are given in paper form to provide work samples for your use in providing written support for
grades.
To prepare in advance:
Time to reflect about The Miraculous Journey of Edward Tulane for most of Day 1s lesson
Time to reflect about Day 1 of The Arrow to the Sun (Day 3 of 7 on the plan) for Day 2s APK
Decide if youll project question stem for Day 1s SAS or make a copy for each pair
Decide if youll do Teacher Choice #1 or 2 in Day 1
Make a copy for each student of question stem for Day 2s SIS
https://docs.google.com/a/jcsnc.org/document/d/1uvqhlXEk6wh9gP1ilaY8tfP1D0K8R1DM9utQVlwz8Tw/edit?usp=sharing
Make a copy for each student of question stem for Day 3s SIS
https://docs.google.com/a/jcsnc.org/document/d/1P9nIa7TRQKFMxgMs0XlbwZkmgcOvCIg26V6xZLRjTiE/edit?usp=sharing
Consider for Center: In writing center, consider the writing prompt: Have you ever had anyone make you
something in which was so special to you like Bun Bun was to Paige? What was it who made it and why
was it so special and important? as the following standard is included on the Qt2 report card, but we have little
supporting evidence as discussed at our GL meeting 11/20/2014. 2.W.3 Write narratives in which they recount a
well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use
temporal words to signal event order, and provide a sense of closure.

Day 1 of 3
Whole Group
Component

Vocabulary

Time

5-7

Activity
nuzzle
Def. To cuddle against another person
or object close w ith your head /
shoulders.

Characteristics

loving

gentle

sw eet

comforting

Std(s)
2.L.4
Deter mi ne or
c l ar i f y the
meani ng of
unk now n and
mul ti pl e-mean
i ng w or ds and
phr ases b ased
on gr ade 2
r eadi ng and

2nd Grade Literacy Whole Group Lesson Plans

Selected Title:
Synonyms

snuggle

hug

nestle

Examples

Sarah Ruth nuzzled Jangles

Fluency

5-7

Look - Bun Bun Button wants to fly, too! Dont take that balloon
outside with Bun Bun tied to it, her gramma warned. You know what
will happen if you let it go! But Gramma, Bun Bun wants to see the
sky, Paige pleaded. Tie the string around my wrist.

Purposeful Read
Aloud

10-15

Bun Bun Button by Patricia Polacco

Read book in its entirety

ELA Focus

35-40

APK (activate prior knowledge)

Have students return to their seats and get out their portfolio of The
Miraculous Journey of Edward Tulane.
Create a Large Venn-Diagram and:
Begin by comparing and contrasting Edwards adventures to
Bun Buns
Guide students to compare and contrast how Edward looked
compared to Bun Bun.
Next, guide students in how Edwards thought and feelings
came alive to the reader and Bun Bun does not show feelings
The focus here is more to remind students of the analyzing a character
strategies taught for standard RL.2.3 in The Miraculous Journey of
Edward Tulane. more than comparing and contrasting the two
characters.
I DO/TDI (Teacher Directed Instruction: What the TEACHER
does):
Ask the students questions similar to below to enhance comprehension:
What was the secret of the Old Blue Chair?
Why did Paige want her Gramma to make her something
special?
Why will Bun Bun fly away with the balloon?
What adventures did Bun Bun experience?
What characteristics do Gramma and Lucius have in common?
(again, the focus here is more to remind students of the
analyzing strategies taught for standard RL.2.3 & 2.4 in The
Miraculous Journey of Edward Tulane. more than comparing the
two characters.. This is also the time to review character traits
discussed in week 1 day 2 of The Miraculous Journey of
Edward Tulane.
WE DO/(What the TEACHER and STUDENT do together):
Create chart (see below) matching our common assessment in
November. Through a think-aloud format, ask questions to complete
chart.
After being out for break , this is added as a reteach of the sk ill weve
already covered to prepare for subsequent lessons. Use your
professional judgement depending on your students level if this should

c ontent,
c hoosi ng
f l ex i b l y f r om
an ar r ay of
str ategi es.

RF.2.4 Read
w ith sufficient
accuracy and
fluency to
support
comprehensio
n.

RL.2.3
Describe how
characters in
a story
respond to
major events
and
challenges.
RL.2.4 Tell a
story or
recount an
experience
w ith
appropriate
facts and
relevant,
descriptive
details,
speaking
audibly in
coherent
sentences.
2.SL.1
Participate in
collaborative
conversations
w ith diverse
partners about
grade 2 topics
and texts w ith
peers and
adults in small
and larger
groups

2nd Grade Literacy Whole Group Lesson Plans

Selected Title:
be student guided as needed with students completing the chart or if it
should be more teacher directed instruction.
Character

Characters Action

Result of Action

Review and model how to think, pair, share as done in the lessons for
The Miraculous Journey of Edward Tulane..
T: (Think) Teachers begin by asking a specific question about the text.
Students "think" about what they know or have learned about the topic.
P: (Pair) Each student should be paired with another student or a small
group.
S: (Share) Students share their thinking with their partner. Teachers
expand the "share" into a whole-class discussion.
Question: Describe one of Grandmas character traits. Support
your answer with one detail from the story. (matches mCLASS
question from Jack and the Beanstalk (P) for RL.3.3) to the students.
Be sure to circulate the room and mak e anecdotal notes of students
success with this question. If you see deficits in their answering the
above question, consider using this as a focus for Guided Reading
Groups next week .
Y OU DO/(What the STUDENTS do indiv idually , in pairs, in small
groups):
Not included in this lesson

2nd Grade Literacy Whole Group Lesson Plans

Selected Title:
Day 2
Whole Group
Component

Time

Activity

Std(s)

Phonemic
Awareness

Sound Drills

Vocabulary

5-7

Text - This word was taught before the break, yet it is still a word that
the students struggle with. It is important that they solidly understand
this means THE BOOK. Take time to remind your students
vocabulary discussions you have had with you specific students
through your choice of a semantic, 4-square or anything else
appropriate for your group.

2 .L.4 I ca n
g iv e t h e
m ea n in g of
u n k n ow n a n d
m u lt iple
m ea n in g
w or ds

Fluency

5-7

Look - Bun Bun Button wants to fly, too! Dont take that balloon
outside with Bun Bun tied to it, her gramma warned. You know what
will happen if you let it go! But Gramma, Bun Bun wants to see the
sky, Paige pleaded. Tie the string around my wrist.

1.R.FS Read
with sufficient
accuracy and
fluency to
support
comprehension
.

Purposeful Read
Aloud

10-15

Bun Bun Button by Patricia Polacco

Read book page by page, being sure to stop at each point explained
in the ELA Focus portion of the lesson. Stop in other areas as time
permits.

ELA Focus

35-40

APK (activate prior knowledge)

In the same fashion as you did in instruction of The Arrow to the Sun,
review the strategies for analyzing illustrations with the students. Use
the scanned document here as well.
After being out for break , this is added as a reteach of the sk ill weve
already covered to prepare for subsequent lessons.
TDI (Teacher Directed Instruction)
Present to the students page 7; when Paige finds Bun Bun.
Through a think-aloud format, describe Paiges feelings based
on the illustrations; re-read the passage. Again, through a
think-aloud format, direct the students in understanding that
the words themselves, reminding them that is the text, do not
explicitly say that she is happy, joyful or excited. Yet from
the illustration, we can see that clearly. Refer to the
previously mentioned chart as needed.
Present to the students page 13; when Bun Bun first begins
to float in the air. Through a think-aloud format, describe
Paiges feelings based on the illustrations; re-read the
passage. Direct the students in understanding that the words
themselves, reminding them that is the text, do not explicitly
say that she doesnt yet know whats happening to Bun Bun,
but the animals do. Yet from the illustration, we can see that
clearly. Refer to the previously mentioned chart as needed.
WE DO/(What the TEACHER and STUDENT do together):

2.SL.1 Participate
in collaborative
conversations
w ith diverse
partners about
grade 2 topics
and texts w ith
peers and adults
in small and larger
groups
RL.2.3 Describe
how characters
in a story
respond to major
events and
challenges.
RL.2.7 Qtr 2
Supporting Use
information
gained from the
illustrations and
w ords in a print
or digital text to
demonstrate
understanding of
its characters,
setting, or plot

2nd Grade Literacy Whole Group Lesson Plans

Selected Title:
Use your professional judgement depending on your students level if
this should be student guided as needed with students completing the
chart or if it should be more teacher directed instruction.
Present to the students page 15; when Bun Bun is floating
high in the air. Guide the students to describe Paige and
Grandmas feelings based on the illustrations. After students
have shared, re-read the passage. Direct the students in
understanding that the words themselves, reminding them
that is the text, could be confusing because the words skip
and bounced are usually HAPPY words. Yet in this case,
they dont mean happy skipping and bouncing. and from the
illustration, we can see that clearly. Refer to the previously
mentioned chart as needed.
SAP(Student Assisted Practice)
Very quickly review how to think, pair, share.
T: (Think) Teachers begin by asking a specific question about the
text. Students "think" about what they know or have learned about the
topic.
P: (Pair) Each student should be paired with another student or a
small group.
S: (Share) Students share their thinking with their partner. Teachers
expand the "share" into a whole-class discussion.
Present to the students page 27; when Bun Bun is being mended by
Gramma. Pose this question to the students: Describe Grammas
feelings based on the illustrations. After students have shared,
re-read the passage. Direct the students in understanding that the
words themselves, reminding them that is the text, do not explicitly
say that she is happy and excited. Yet from the illustration, we can
see that clearly. Refer to the previously mentioned chart as needed.
If time permits, repeat with the next page. Do not do the last page,
rather save that for the SIS portion of the lesson.
SIS (Students Identifying Success)
Project the last page on the SMARTboard and read the passage for
the students.
Pass out to students the previously copied paper. Read aloud the
question. Explain how Paige feels at the end of the story. Use a
detail from the story to support your answer. (matches mCLASS
question from Kwan the Artist (L) for RL.2.3). Allow students to
complete, but consider timing them to redirect classroom
management. Collect. You will need the responses for tomorrows
lesson if you choose Teacher Choice #1. No need to grade in
advance. While this standard doesnt reflect the need to use the
illustrations, it is an important aspect of understanding the characters;
therefore, it has been included here to connect this idea.for the
students. For below benchmark students; however, the last mCLASS
question that uses the word illustrations, RL.2.7, is a level K so for
many of our students it will match skills and vocabulary needed to be

2nd Grade Literacy Whole Group Lesson Plans

Selected Title:
successful. If you choose Teacher Choice #2, consider using the
responses to guide interventions in your Guided Reading Group next
week.
Keep in mind the end of the Second Quarter is in 9 days. The
question stems used in days one and two are given in paper form to
provide work samples for your use in providing written support for
grades.

2nd Grade Literacy Whole Group Lesson Plans

Selected Title:
Day 3
Whole Group
Component

Time

Activity

Std(s)

Phonemic
Awareness

Sound Drills

Vocabulary

5-7

Do a Side-By-Side Four-Square or Word Web with the words

of the Feelings & Character Trait as many students know
these two, but are confusing them in their comprehension
questions. Allow the previous lessons conversation about
Paige and Grammas feelings to serve as a baseline for the
discussion about feelings. Then, move to character trait,
pointing out that if we said Grammas character trait was
Happy, that wouldnt be true on the pages that she was
upset...and if we said her character trait was Sad, that
wouldnt be true at the beginning or the end. Same for Paige.
Also, through the investigation of Character Trait, point out
that there is a Character (the who) of a story and that
characters trait.

2.L.4 I can give

the meaning of
unknow n and
multiple meaning
w ords

Fluency

5-7

Look - Bun Bun Button wants to fly, too! Dont take that balloon
outside with Bun Bun tied to it, her gramma warned. You know what
will happen if you let it go! But Gramma, Bun Bun wants to see the
sky, Paige pleaded. Tie the string around my wrist.

1.R.FS Read w ith

sufficient
accuracy and
fluency to support
comprehension.

Purposeful Read
Aloud

10-15

Bun Bun Button by Patricia Polacco

Read book in its entirety

ELA Focus

35-40

APK (activate prior knowledge)

Teacher Choice #1:
If you choose Teacher Choice #2, consider doing this during Guided
Reading Groups next week .
Take the collected papers from yesterday and read aloud the question
(matches mCLASS question from Kwan the Artist (L) for RL.2.3)
Remember, that while this standard doesnt reflect the need to use
the illustrations, it is an important aspect of understanding the
characters; therefore it has been included here to connect this
idea.for the students. For below benchmark students; however, the
last mCLASS question that uses the word illustrations, RL.2.7, is a
level K so for many of our students it will match sk ills and vocabulary
needed to be successful.
DO NOT call out each childs name, rather simply read the answer
they wrote. Ask guiding questions like: did this student provide a
detail, did this student give a feeling, did this students answer make
sense and connect to the story, did the detail connect to the feeling?
Refer back to verbiage used in both yesterdays and previous lessons
to guide your discussions.

(Teacher Option
#2 in APK; 2.H.1.1
Use timelines to
show sequencing
of events.)
2.RL.1 Ask and
answ er such
questions as
w ho, w hat,
w here, w hen,
w hy, and how to
demonstrate
understanding of
key details in a
text.
RL.2.3 Describe
how characters
in a story respond
to major events
and challenges.
2.SL.1 Participate
in collaborative
conversations
w ith diverse

2nd Grade Literacy Whole Group Lesson Plans

Selected Title:
Teacher Choice #2: Have students return to their seats and get out
their Portfolio of The Miraculous Journey of Edward Tulane. Briefly
discuss the timeline of the portfolio. On the board, create a quick
timeline of Bun Buns life in the story. This activity will help connect
that the timeline can help us determine the beginning, middle, and
end of the story. If you choose this APK, refer back to this during the
TDI & SAS
TDI (Teacher Directed Instruction)
In the same fashion as you did in Week 1 Day 2 of instruction of The
Miraculous Journey of Edward Tulane, and other lessons, review the
5 Ws and remind students that these should be included when
retelling a story. After being out for break , this is added as a reteach
of the sk ill weve already covered to prepare for subsequent lessons.
Identify all the Ws in this story with the students.
Using strategies and organizers previously used in your class, review
beginning, middle and end. Guide students in developing the B, M, E
SAP(Student Assisted Practice)
Use your professional judgement depending on your students level if
this should be student guided as needed with students completing the
chart or if it should be more teacher directed instruction.
Direct students to think, pair, share each section B, M, E. Depending
on classroom management and your specific students skills, decide
if youre going to have them share after each section to ensure all are
on target or provide all parts and then share. Either way, be sure that
as they write and practice retelling Bun Buns story to their partner
they are thinking about the following questions:. How does it begin?
What happens in the middle? How does it end?
SIS (Students Identifying Success)
Pass out the previously copied paper to the students. Read aloud the
question. How do Paiges actions change what happens in the
story? Use a detail from the story to support your answer.
(matches mCLASS question from The Miller, His Son, and Their
Donk ey (N) for RL.2.3) Allow students to complete, but consider
timing them to redirect classroom management. Collect. Consider
using the responses to guide interventions in your Guided Reading
Group next week.
Keep in mind the end of the Second Quarter is in 8 days. The
question stems used in days one and two are given in paper form to
provide work samples for your use in providing written support for
grades.

partners about
grade 2 topics
and texts w ith
peers and adults
in small and larger
groups
2.SL.1 Participate
in collaborative
conversations
w ith diverse
partners about
grade 2 topics
and texts w ith
peers and adults
in small and larger
groups

2.RL.1 Ask and

answ er such
questions as
w ho, w hat,
w here, w hen,
w hy, and how to
demonstrate
understanding of
key details in a
text.
RL.2.3 Describe
how characters
in a story respond
to major events
and challenges.

2.W.3 Write
narratives in
w hich they
recount a
w ell-elaborated
event or short
sequence of
events, include
details to describe
actions, thoughts,
and feelings, use
temporal w ords to
signal event
order, and
provide a sense
of closure.