CAEP UNIT PLAN

Demetria DeVincenzo
Subject Area: Language Arts
Grade Level: 2
Unit Theme: Story Critical Characters, Setting, Objects

Part II
Desired Results:
Established Goals:

CCSS

Students will be able to
ELA-Literacy.L.2.1.f
Produce, expand, and rearrange complete simple and compound sentences (e.g.,
The boy watched the movie The little boy watched the movie; The action movie was
watched by the little boy).
ELA-Literacy.L.2.3
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
ELA-Literacy.SL.2.1
Participate in collaborative conversations with diverse partners about grade 2 topics and
texts with peers and adults in small and larger groups.
ELA-Literacy.W.2.8
Recall information from experiences or gather information from provided sources to answer a
question.

NJCCCS
1.3.P.D.6 Create more recognizable representations as eye-hand coordination and fine motor
skills are developed.
1.3.P.D.1 Demonstrate the safe and appropriate use and care of art materials and told.

Understandings:

Students will understand that
- General details are broad and specific details are more descriptive.
- General details are weak details that should not be used in their writing.
- Elaborate language makes for a more entertaining story.

Essential Questions:
1. What are general details?
2. What are specific details?
3. Why do we use elaborate details in a story?

Part III Assessment Evidence:

Formative Assessments:
-
-
-
-
-
-

Teacher observation
Class Discussion
Worksheet on General/Specific Details
White Boards
Group Work
Exit Ticket

Summative Assessment:
Each student is responsible for writing an elaborative segment about a scarecrow which
they will present to the class.





Demetria DeVincenzo
Grade: 2
Date: October 11, 2016

Day: 1 of 3
Subject: Language Arts
Time: 45 min

Blooms Taxonomy: Comprehension

Objective:

Students will be able to see the difference between showing and telling by completing a
general or specific picture activity after reviewing multiple examples as a class and in
groups.


CCSS
ELA-Literacy.L.2.1.f
Produce, expand, and rearrange complete simple and compound sentences (e.g.,
The boy watched the movie The little boy watched the movie; The action movie was
watched by the little boy).
ELA-Literacy.L.2.3
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
ELA-Literacy.SL.2.1
Participate in collaborative conversations with diverse partners about grade 2 topics and
texts with peers and adults in small and larger groups.


Instructional Strategies:
Opening:
1.The teacher will have all of the students sit in their desks and read the objective for
today.(Purpose Setting)
2.The teacher will review the objective for today by asking the students if they have
ever heard of general details versus specific details. (Assessment of Background
Knowledge)
3. The teacher will display a collection of thematic pictures on the board.(Anticipatory
Set)

Presentation:

4.The teacher will then write an overly general description of these pictures on the
board. Example: It was a cute dog.

5.The teacher will then ask the class which picture she is describing and She will then ask
the students Why can we not determine which dog we are talking about by using a general
adjective cute? Anticipated Response: It does not give us enough detail to know
which dog we are talking about.
6.The teacher will then explain that more detail is necessary in order to figure out the
picture. (Input)

7.She will then have the students come up with details that are more specific so we
know which dog we are talking about and write them on their answers on dry erase

boards and hold them up. Anticipated Responses: white and furry, spotted, black and
white, brown with floppy ears, etc. (Checking for Understanding)

8. The teacher will then make a list of several specific details that the students wrote on
their boards on the classroom whiteboard and then will give examples of overly general
adjectives for cute-nice, attractive, interesting, awesome, cool. (Modeling)

9. The teacher will then discuss the difference between weak/general words and strong
specific words with the students .
10. The teacher will show a Brain Pop Video on Writing with the senses. The teacher will stop
the video at the key moments and will ask questions to check for understanding. (Input)
(Checking for Understanding).

10. She will then ask the students again if anyone knows the difference between general
details or specific details.( activating prior knowledge, Assessment of Background
Knowledge)

11. Once we have discussed general and specific details the students will fill out a
worksheet identifying which sentence uses effective specific details.(Input)

12. Once the students have completed the worksheet we will review it together as a
class on the Elmo.(Checking for Understanding)

Guided Practice:

13. The teacher will then tell the students to put away their dry erase boards.

14. The teacher will then group the students together to begin the next activity.

15. The teacher will explain to the students that she will give each group a set of
thematic pictures and it is their job as a group to come up with specific details about
their pictures and also general details about the pictures, like we did on the board earlier.
(Input)

16. The teacher will distribute the pictures to the groups and walk around the room
guiding students who are struggling. (Checking for Understanding)

17. If some students need to be challenged more the teacher will encourage them to try to
write more examples for each and for those struggling the teacher will encourage them to
write at least 1 or 2 sentences each.

18. Once the students completed a few sentences, the groups will come up and present
to the class their specific and general sentences.

Closing:
19. When all of the groups have presented they will return to their seats.

20. The teacher will then ask the students:
Why is it important to know the difference between general and specific details?
Anticipated Response: It will help us with our writing and to become more descriptive.
To write stronger sentences
(Tying coherent parts to a whole) (Summary of Major Points)

21. The teacher will then hand a post it note to each child for their exit slip.

22. She will tell each child to write their name on the post it and answer the question
on the board Write down the difference between a general detail and a specific detail.

23. Once you have finished come up to the board and stick it on the wall.

Assessment:

Individual Measurability: Steps 5, 10, 16, 20

Formative Assessment: Steps 7, 21

Differentiation:
Varying Content:
-The teacher is appealing to visual learners by using thematic pictures in the opening
and
by displaying the worksheet page on the Elmo. The teacher is appealing to auditory
learners by
reading the questions aloud.
Varying Process:
-The teacher will display examples on the board to help struggling students.

-The teacher will also encourage students who need to be more challenged to try to
come
up with more examples and for struggling students to write only 1 or 2 sentences.

Technology:
-The Elmo will be used to display the worksheet page on the board.
A Brain Pop video on writing with the senses will also be shown.

Demetria DeVincenzo

Grade: 2

Day: 2 of 3

Subject: Language Arts

Date: October 13, 2016

Time: 45 min

Blooms Taxonomy: Application

Objective:

Students will be able to apply questions to create a paragraph of elaborative detail describing a

character by writing an elaborative segment about a scarecrow after making charts as a class and
generating discussions.

CCSS

ELA-Literacy.SL.2.1
Participate in collaborative conversations with diverse partners about grade 2 topics and
texts with peers and adults in small and larger groups.

ELA-Literacy.W.2.8
Recall information from experiences or gather information from provided sources to answer a
question.



Instructional Strategies:

Opening:

1. The teacher will have all of the students sit in their desks and read the objective for
today.(Purpose Setting)
2. The teacher will review the objective for today by asking the students if they have ever
heard of the word elaborative; before. (Assessment of Background Knowledge)
3. The teacher will then further explain that elaborative means very detailed and reference
the previous lesson where they learned about general versus specific detail.
4. The teacher will then show a picture of a scarecrow on the board. (Anticipatory Set)
Presentation
5. The teacher will tell the students that they will be making a chart to elaborately describe this
scarecrow. (Input)
6. The teacher will ask the students to start with the first box HOW BIG/SMALL? And to
compare the scarecrows height to things we know.
7. The teacher will model the first example He is as tall as a cornstalk. (Modeling)
Anticipated Responses: About the size of a second grade, the same height as me.
8. The teacher will then move on to the next section WHAT WAS HE WEARING?
Anticipated Responses: Overalls Teacher asks, What color were the overalls? Blue like
jeans, Are they new or old? Old, How do you know theyre old? They have rips and
tears.(Checking for Understanding)

9. The teacher will then write in the box Old ragged overalls smudged with dirt-holes in the
knees.
10. The teacher will then ask what else he is wearing
Anticipated Responses: A long sleeve red and blue farmer shirt with buttons. The teacher
will then write on the chart: a long-sleeved red-and-blue checkered farmer shirt buttoned up the
front . (Checking for Understanding)
11. The teacher will continue to fill out the chart with the class WHAT WAS HIS HEAD MADE
OUT OF? WHAT WERE HIS FEATURES (EYES, NOSE, MOUTH) LIKE? HOW IS IT
MOVING? WHAT WAS UNUSUAL ABOUT THE SCARECROW?


Guided Practice:
13. The teacher will then tell the students to take out their journals.
14. She will then form a detailed elaborative segment on the board for the students to model and
complete as a class. (Modeling)
15. The elaborative segment will include all of the details on the chart describing the character in
a well put together paragraph.
16. The students will all have the same paragraph written down in their journal as the final
product.


Closing:
20. The teacher will then ask the students:
Why is it important to write with elaborately and with vivid details?
Anticipated Response: It makes your story more exciting to read and gives you more
information.
(Tying coherent parts to a whole) (Summary of Major Points)
21. The teacher will then hand a post it note to each child for their exit slip.
22. She will tell each child to write their name on the post it and answer the question on the
board Write down an example of an elaborate detail describing something in our classroom.
23. Once you have finished come up to the board and stick it on the wall.


Assessment:

Individual Measurability: Steps 8, 10, 20

Formative Assessment: Steps 21

Differentiation:
Varying Content:
-The teacher is appealing to visual learners by displaying the scarecrow picture on the
board and by displaying the worksheet page on the Elmo. The teacher is appealing to auditory
learners by reading the questions aloud.


Varying Process:
-The teacher will display examples on the board to help struggling students.
-The teacher will also encourage students who need to be more challenged to try to come
up with more examples and for struggling students to write only 1 or 2 sentences.
Technology:
The Elmo will be used to display the worksheet page on the board.

Demetria DeVincenzo

Grade: 2

Day: 3 of 3

Subject: Language Arts

Date: October 14, 2016

Time: 45 min

Blooms Taxonomy: Application

Objective:

Students will be able to apply questions to create a paragraph of elaborative detail describing a
character by writing an elaborative segment about a scarecrow after making charts as a class and
generating discussions.

CCSS

CCSS.ELA-Literacy.W.2.8
Recall information from experiences or gather information from provided sources to answer a
question.
CCSS.ELA-Literacy.W.2.5
With guidance and support from adults and peers, focus on a topic and strengthen writing as
needed by revising and editing.

NJCCCS
1.3.P.D.6 Create more recognizable representations as eye-hand coordination and fine motor
skills are developed.
1.3.P.D.1 Demonstrate the safe and appropriate use and care of art materials and told.



Instructional Strategies:

Opening:

1. The teacher will have all of the students sit in their desks and read the objective for
today.(Purpose Setting)
2. The teacher will review the objective for today by reminding the students of the previous
lesson from the day before and ask them to give some elaborate details of our character.
(Assessment of Background Knowledge)
3. The teacher will then read the paragraph that was produced by the class and display it on
the board.
4. The teacher will then show a new picture of a scarecrow on the board as well for
reference when they begin to write their own paragraph today. (Anticipatory Set)
Presentation:
5.The teacher will then tell the students that we will be referencing the chart we made as well
and that we are going to write our own paragraphs about our scarecrows.. (Input)
6. The teacher will inform the students that before we begin writing we will take a look at some
sentence starters to help us.
7. The teacher will model the first example The scarecrow was as big as.. (Modeling)
Anticipated Responses: a cornstalk.
8. The teacher will also read some possible detail generating questions to the students such as
What were the scarecrows features like? What was it wearing?
9. The teacher will ask the students to write down a detail generating question on their white
board and to hold it up when they are finished. (Checking for Understanding)

Guided Practice:
10. The teacher will then allow the students to work on the describing character worksheet and
circulate the room assisting any struggling students.(Checking for Understanding)

11. Any students that the teacher sees that is a strong example will read outloud offering
encouragement.

12. Once each childs sentence starter worksheet has been checked the teacher will allow them to
form a paragraph using the worksheet as a guide. (Input)
13. The teacher will walk around assisting the students with their writing. (Checking for
Understanding)
Closing:
14. Once everyone has completed their paragraphs and they have been checked the students can
work on building the scarecrow activity.
15. Students must use appropriate colors when coloring the scarecrow and it must match their
scarecrow writing.
15. The students will hand in their paragraphs when they are completed as well.
16. The teacher will also inform the students that we will presenting our elaborate segments
about our scarecrows tomorrow. (Summary of Main Points).



Assessment:

Individual Measurability: Steps 10, 13, 15

Formative Assessment: Steps 9, 16

Differentiation:

Varying Content:
-The teacher is appealing to visual learners by displaying the paragraph and chart on the
board and by displaying the worksheet page on the Elmo. The teacher is appealing to auditory
learners by reading the questions aloud.

Varying Process:
-The teacher will display examples on the board to help struggling students.
-The teacher will also have sentence starters available for struggling students to use as
guidance when writing.
-The teacher will also encourage students who need to be more challenged to try to come
up with more details and include more sentences into their paragraph.


Technology:
The Elmo will be used to display the worksheet page on the board.