Content Area:

Language Arts/ Literature

Grade: Second

Diane LeFevers
Shakerag Elementary
6-7 weeks

COURSE DESCRIPTION:
Students will understand that problem solving is a key aspect of literature, which helps readers
connect with characters in a story. Students will make connections between events that occur
within the stories we read and their own lives. Through class discussions, students will share
their own ideas and respond critically to characters and events within literature. This unit will
ask students to express their own opinions on literature both through oral and written
communication, synthesizing information learned in class with their own experiences. The
duration of this unit is 6 to 7 weeks of instructional time.

PREREQUISTES:
Eligibility in the Fulton County School System Talented and Gifted Program

ESSENTIAL QUESTIONS:
1. How can we identify problems within a story and come up with solutions to creatively
respond to these problems?
2. How can we answer questions about a text (who, what, when, where, why, and how) to
better understand the text? How does answering these questions help us understand how
major characters respond to events and challenges?
3. How can decision-making be reflected in literature?
4. How can we make connections between the stories read in class to decision-making
events in our own lives?

GRADE 2 STANDARDS:
English Language Arts Standards
ELACC2RL1

Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
ELACC2RL3: Describe how characters in a story respond to major events and challenges.
ELACC2RL7: Use information gained from the illustrations and words in a print or digital text
to demonstrate understanding of its characters, setting, or plot.
ELACC2W1: Write opinion pieces in which they introduce the topic or book they are writing
about, state an opinion, supply reasons that support the opinion, use linking
words (e.g., because, and, also) to connect opinion and reasons, and provide a
concluding statement or section.
ELACC2W8: Recall information from experiences or gather information from provided
sources to answer a question.
ELACC2L1:
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
(f) Produce, expand, and rearrange complete simple and compound sentences.
ELACC2SL1: Participate in collaborative conversations with diverse partners about grade 2
topics in small groups.
a. Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time
about the topics and texts under discussion).
b. Build on others talk in conversations by linking their comments to the
remarks of others.
c. Ask for clarification and further explanation as needed about the topics
and texts under discussion.
ELACC2SL2: Recount or describe key ideas or details from written texts read aloud or
information presented orally or through other media.
ELACC2SL3: Ask and answer questions about what a speaker says in order to clarify
comprehension, gather additional information, or deepen understanding of a
topic or issue.
ELACC2L2:
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
ELACC2L3:
Use knowledge of language and its conventions when writing, speaking,
reading, or listening.

Mathematics Standards
MGSE2.MD7 Tell and write time from analog and digital clocks to the nearest 5 minutes
:
MGSE3.MD.1 Tell and write time to the nearest minute and measure elapsed time in intervals
in minutes. Solve word problems involving addition and subtraction of time
intervals in minutes.

TAG LEARNING OBJECTIVES:

Advanced Communication Skills

ACS1.

The student uses written, spoken, and technological media to convey new learning
or challenge existing ideas.

ACS2.

The student produces written and/or oral work that is complex, purposeful, and
organized, includes relevant supporting examples and manipulation of language.

ACS4.

The student uses a variety of multi-media and innovative technology to create

illustrations, models, charts, tables, and graphs as tools for communication.

ACS8.

The student participates in small group discussions to argue persuasively or

reinforce others good points.

ACS9.

The student maintains a journal or log for self-reflection and/or self-evaluation.

ACS10.

The student supports and defends his/her own opinions while respecting the
opinions of others.

Creative Thinking & Creative Problem Solving Skills

CTCPS1.
CTCPS2.

CTCPS4

The student questions accepted practices, rules, and existing principles to discover
new knowledge.
The student designs, applies, evaluates, and adapts a variety of innovative strategies
to when problem solving (e.g., recognizes problems, defines problems, identifies
possible solutions, selects optimal solution, implements solution, and evaluates
solution).
The student demonstrates skills in fluency and flexibility to solve problems or
create new products.
The student recognizes and assumes risks as a necessary part of problem solving.

CTCPS9.
CTCPS10

The student monitors and reflects on the creative process of problem solving for
future applications.

Higher Order Critical Thinking Skills (HO/CTS)

HOCTS1
HOCTS2
HOCTS3

The student asks probing, insightful, and relevant questions.

The student responds to questions with supporting information that reflects in-depth
knowledge of a topic.
The student conducts comparisons using criteria.

HOCTS4
HOCTS5
HOCTS7

The student makes and evaluates decisions using criteria.

The student predicts probable consequences of decisions.
The student examines an issue from more than one point of view.

RESOURCES:
Books:
Blaine, Marge. The Terrible Thing That Happened at Our House. 1975.
Carle, Eric. The Grouchy Ladybug. 1977.
Carle, Eric. The Mixed-up Chameleon. 1998.
Fatio, Louise. The Happy Lion. 1954.
Murphy, Stuart J, Its About Time. 2015.
Murphy, Stuart J. Lemonade for Sale. 1998.
Peet, Bill. The Wump World. 1970.
Pilkey, Dave. The Hallo-wiener. 1999.
Viorst, Judith. Alexander and the Terrible, Horrible, No Good, Very Bad Day. 1987.
Ward, Lynd. The Biggest Bear. 1952.
Blaine, Marge. The Terrible Thing That Happened at Our House. 1975.

Technology:
The Mixed-up
Chameleon video:
Lions at Zoo video:
Poem-Smart Shel
Silverstein:
National Geographic
Website:
Zoo Atlanta Website:
The Grouchy
Ladybug Video:

Applications:
Aurasma app
Book Creator app

https://m.youtube.com/watch?
list=PLEO3A_017FKSSK9srW0_YA4ea85hQyRrP&params=OAFIAVg
E&v=7IPoXKX_Gbs&mode=NORMAL
https://m.youtube.com/watch?v=CRwzbssaZmw
http://www.youtube.com./watch?v=xaTCkX6mY3g
www.Nationalgeographic.com/education
http://www.zooatlanta.org/#tGGau
https://www.youtube.com/watch?
v=RFNZvJbzmms&list=PLsx2IHcoDYfsEeAUYa_yTbASfxvg73aMB

Lesson 1: Literature: The Hallo-wiener by Dav Pilkey

Community Circle Lesson
Essential Question:
How can we identify the problem in the story? What connections can we make from this
story to our own lives? How can we use this information to come up with a creative
solution to the storys problem?
Objective: The students will identify the problem within the text. Students will draw
connections to the text through class discussions. Students will respond to the story and
identify a solution to the problem.
Hook: Close your eyes and think of a time that someone was teasing you. Did the person
say something that was hurtful? How did their words make you feel? Did anyone jump in to
try to help you?
Activity:
Community Circle LessonRead The Hallo-wiener by Dav Pilkey
After reading allow students to share their connections with the storys main character,
Oscar. Have you ever been teased like Oscar was? Allow students to note/discuss similarities
and differences in their experiences. Why did Oscar wear the costume that his mother gave
him even though he didnt really want to? Would you have done the same thing? What does it
mean to be a hero? Was Oscar really a hero? What makes someone a hero?
Conclusion: Review the problem in the story. How would you solve the problem in the
story? After the final discussion, allow students to respond in their journals.

Lesson 2: Literature: The Mixed-up Chameleon by Eric Carle

Problem and Solution
Essential Question:
What is the problem within this story? How did the main character solve this problem?
What connections can we make between our own lives and the events that occurred within
the story?
Objective: The students will identify the problem and solution in the story. Students will
discuss how events within the story compare to events in their own lives.
Hook: Play video The Mixed-up Chameleon by Eric Carle
Activity:

Allow students to work with a partner to complete the Problem/Solution graphic organizer.
Then meet with the whole group to discuss their ideas.
Students can select to either draw a comic strip or do a skit to show how the problem was
solved in the story.
Conclusion:
How is the problem solved? How does the story end? Have you ever felt the way that the
chameleon felt in the story? What did you learn from the story that the author didnt
even say? What else did this story make you think about?
Resources: Problem/solution graphic organizer

Lesson 3: Literature: Alexander and the Terrible, Horrible, No Good, Very

Bad Day by Judith Viorst
Who, What, When, Where, Why, How
Essential Question:
How does answering questions (who, what, when, where, why, and how) help you
understand literature? How do the decisions of characters relate to decisions we make in
our own lives?
Objective: The students will listen to the story Alexander and the Terrible, Horrible, No
Good, Very Bad Day and answer the questions who, what, when, where, why, and how.
Students will express their own ideas through written work.

Hook: Display a t-chart on the whiteboard. The chart is labeledGood Day/ Bad Day.
Allow students to brainstorm ideas to add to each side of the chart.
Activity:
Read aloud the story. Then divide the class into groups of 3. Allow each group to work
together to answer the questionswho, what, when, where, why, and howabout the
story on chart paper. Then have students do a gallery walk to look at each groups
ideas and discuss.
Students can now work alone or with a partner to create a story. They may choose to
write about a terrible, horrible, very bad day or change to an awesome, wonderful, very
good day. (The stories can be made on the Book Creator I-pad app, a PowerPoint, or
drawn on paper.) Make sure to answer all of the 6 questions when you are creating
your own pieces!

Conclusion:

Students will share their own pieces with the group when completed.

Lesson 4: Literature: The Happy Lion

Who, What, When, Where, Why, How
Essential Question:
How does answering questions (who, what, when, where, why, and how) help you
understand a text? How can we predict the ending of a story using the answers to these
questions and our own previous experiences?
Objective: The students will listen to a story and answer questions (who, what, when, where,
why, and how). Students will work with peers to formulate an appropriate ending for the
story, using previous experiences and details from the text to guide their responses.
Hook: YouTube video-Lions at the Zoo
Activity: Introduce the vocabulary for the story:
Bonjour = hello or good day in French
hubbub = a great disturbance or noise and confusion
surrounded = to close off on all sides to prevent escape
ogre = a huge, terrifying and ugly make-believe being
balconies (balcony) = a porch high above the ground on the side of a building - plural
au revoir = goodbye in French
Junior Great Booksread pages 9-11 of The Happy Lion to the class. Then put the
students in groups of 4-5 students. Pass out envelopes with clues for the remainder of the
story. Allow students to sort the clues in a manner that makes sense. Glue the sorted clues on
chart paper and give each section that you sorted a title. Discuss the clues with your group and
the teacher. Work with your group to then formulate your prediction for the storys ending and
write it on the chart paper.
Conclusion: Review the answers to who, what, where, when, why and howfor the story
with your individual groups. Then allow each group to present their prediction of the
conclusion for The Happy Lion. Compare and contrast the various endings with the authors
ending for the story.
Resources: The Happy Lion Clues

Lesson 5: Literature: The Wump World by Bill Peet

Who, What, Where, When, Why and How--Compare and Contrast
Essential Question: How does answering questions (who, what, where, when, why, and how)
help you understand a text? How can we draw conclusions and make decisions based on what
we have read? How do problems within literature connect to problems within our own lives?
Objective: The students will listen to a story and answer questions (who, what, when, where,
why, and how) on the text. Students will use their own experiences to draw conclusions about
the best response to problems presented in the story. Students write their own ideas and
opinions as responses to the text.
Hook: Read the following quote from the book. Zooming straight for the earth came a
flock of potbellied monsters, with tails and fins, spitting fire and shooting out streaks
of black smoke. Will this book be fiction or nonfiction? What will these characters be
like?
Activities:

Partner read the story, The Wump World by Bill Peet.

Work with your partner to answer the 5 W and H questions for the story
on a whiteboard.
Use a Venn diagram to compare and contrast Wumps and Pollutians.

Conclusion: Share partner work and Venn diagrams with the group.
Extension: Students pick an activitywrite a persuasive letter to the Pollutians to
encourage them to stop polluting their planet.
Write a newspaper article about the events in the story.
Make a cartoon strip about what happens when the Pollutians come to Earth.
Resources: Venn diagram

Lesson 6: Literature & Math : The Grouchy Ladybug by Eric Carle

Graduated Difficulty Lesson
Language Arts Essential Question:
What problems are present within this story? How do characters solve the problems
presented? What experiences from our own life can we use to solve problems presented in
literature? How does problem solving in literature connect to problem solving in math?
Objective: The students will identify the problem and solution in the story. Students will use
the text to draw connections to their own lives. Students will respond to the text through their
own creative writing.
Hook: Show the video of The Grouchy Ladybug by Eric Carle
Activity:
Allow students to work with a partner to reread the story and complete the
Problem/Solution graphic organizer. Then meet with the whole group to discuss their ideas.
Extension: Students may either create another story about a grouchy character, or write a
sequel to the story.
Conclusion:
How is the problem solved? How does the story end?
Resources: Problem/solution graphic organizer
Additional Math Lesson
Math Essential Questions:
How do we tell time to the nearest 5 minutes?
What strategies can I use to help me tell time to the nearest 5 minutes?
What does it mean to tell time to the nearest minute?
Objectives: The students will
1. Know
a) That there are 60 minutes in one hour.
b) How to tell time on a digital clock and an analog clock.
2. Understand
a) How to solve word problems related to time.
b) How to ask and answer questions about the times shown on clocks.
c) How solving word problems in math relates to problem solving in literature
3. Do
a) Students will match the time shown on a digital clock with the same time shown on an
analog clock.
b) Students will solve word problems related to the times shown on a clock.
Activities: See Expanded Lesson Plan
Resources: Graduated Difficulty Task Worksheets Level A, B, and C
Self Evaluation Worksheet, Judy clocks

Lesson 7: Literature: Lemonade For Sale by Stuart J. Murphy

Decision Making Lesson
Essential Question: How can decision-making be reflected in literature? How can we draw
connections from literature to our own lives? How can these connections be used to help us
make decisions?
Objectives: The students will
a) Know
a. Use illustrations to describe key ideas
b. Ask & answer questions about key details in the text
b) Understand
a. The costs and benefits of personal spending and saving choices.
b. The connections between the story and their personal lives.
c. How to prioritize spending choices.
c) Do
a. Make decisions based on details from the text and prior knowledge.
b. Communicate their ideas and decisions through a creative piece of work.
Activities: See expanded lesson plan
Resources: Priority Pyramid Graphic Organizer, I-Pads, Book Creator app., Aurasma app.

Lesson 8: Literature: The Biggest Bear by Lynd Ward

Mystery Lesson

Essential Question:
How does answering questions (who, what, when, where, why, and how) help you
understand a text and how major characters respond to events and challenges? How can
we draw conclusions about a story based on inferences from the text? How can we use our
experiences to make predictions about story endings?
Objectives: The students will
a. Know
i. That illustrations help show key story information
b. Understand
i. How to use information from a text to make inferences about the actions
of characters in a story
ii. How to use their own experiences to draw conclusions about a storys
ending
c. Do
i. Answer questions (who, what, when, where, why, and how) about a
story
ii. Sort and organize clues from the story
iii. Make inferences about the storys ending
iv. Predict the conclusion of the story
Activities:
See expanded lesson plan
Resources:
The Biggest Bear Mystery Clues
The Biggest BearMystery Clues with illustrations (ESOL)
Technology: interactive whiteboard, I-Pads, Book Creator app.

Lesson 9: Literature: The Terrible Thing That Happened at Our House by

Marge Blaine
Creative Problem Solving Lesson
Essential Question:
What was the problem in the story? How was the problem solved in the story? How can
we use our own experiences to draw conclusions about a text? How can determine the
best solution to a particular problem?
Objectives: The students will
a) Know
a. That illustrations can be used to describe key ideas
b. How to ask & answer questions about key details in the text
b) Understand
a. Paying attention to the key details in a story helps us understand the central
message in a story
b. How to infer possible solutions to the problem within the story
c) Do
a. Describe how characters in a story react to major events and challenges
b. Make predictions about the storys ending based upon prior knowledge
c. Rank the best solutions to the storys problem
Activities:
See expanded lesson plan
Resources:
Technology: interactive whiteboard, I-Pads, Book Creator app
Story maps
Worksheets for Creative Problem Solving Lesson-(included in expanded lesson plans)

Performance Assessment:
Content Area Standards: English Language Arts
ELACC2RL1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
ELACC2RL3: Describe how characters in a story respond to major events and challenges.
TAG Standards:
Advanced Communication Skills:
ACS1: The student uses written, spoken, and technological media to convey new learning or challenge
existing ideas.
ACS2: The student produces written and/or oral work that is complex, purposeful, and organized,
includes relevant supporting examples and manipulation of language.
ACS4: The student uses a variety of multi-media and innovative technology to create illustrations,
models, charts, tables, and graphs as tools for communication.

Performance Task:

Imagine you are a book review critic for Scholastic selected to present a book for second grade
teachers. Your job is to create an info-graphic describing your storys main characters and
challenges this character faces within the story. You will need to answer questions (who, what,
when, where, why, and how) about your story and present how your character responds to
challenges. The info-graphic you create should be detailed and creative in order to attract the
attention of the second grade teachers. Your info-graphic will be presented to the second grade
teachers in hopes that your book will be purchased for their classrooms.
G Create an info-graphic about a story where the characters face a major problem.

R You are appointed by the Scholastic Book Fair as a book review critic.

A Your audience is a group of teachers deciding if they will purchase the book for their classrooms.

P You will create an info-graphic explaining the details of the story and response of the characters to
challenges in the story in order to convince the teachers to purchase your book for their classrooms.

E Your work will be judged by how descriptive, informative, and engaging your info-graphic is to the
teachers.

RUBRIC FOR PERFORMANCE TASK

ACS1: The student

uses written, spoken,
and technological
media to convey new
learning or challenge
existing ideas.
ACS2: The student
produces written
and/or oral work that
is complex,
purposeful, and
organized, includes
relevant supporting
examples and
manipulation of
language.
ACS4: The student
uses a variety of
multi-media and
innovative technology
to create illustrations,
models, charts, tables,
and graphs as tools for
communication.
ELACC2RL1: Ask
and answer such
questions as who,
what, where, when,
why, and how to
demonstrate
understanding of key
details in a text.
ELACC2RL3:
Describe how
characters in a story
respond to major
events and challenges.

Not Meeting
Expectations

Approaching
Expectations

Meeting
Expectations

Exceeding
Expectations

I did not show

new learning.

I attempted to
show new
learning.

I showed new
learning in one
area.

I showed new
learning in more
than one area.

I did not
produce any
written or oral
work.

I attempted to
produce written
or oral work.

I produced
written or oral
work that was
organized.

I produced
written or oral
work that was
organized,
complex, and
purposeful.

I did not use

technology.

I attempted to use
technology to
create tools for
communication.

I used
technology to
create tools for
communication.

I used more than

one source of
technology to
create tools for
communication.

I did not
demonstrate
understanding of
the text.

I attempted to
demonstrate
understanding of
the text.

I demonstrated
understanding of
the text.

I used the
answers to
questions to
demonstrate
understanding of
the text.

I did not
describe the
responses of
characters in the
story to a major
event.

I attempted to
describe the
responses of
characters in the
story to a major
event.

I described one
response of
characters in the
story to a major
event.

I described more
than one response
of characters in
the story to major
events.

Points

COMMENTS:

TOTAL
POINTS: