Subject Area Language Arts

Grade Level 2
Page 1 Baillie Rutherford Topic Printing Program
Length of Unit (Days) 5 days

Table of Contents

1. Essential/Inquiry Questions (Page 2)

2. Unit Summary/Goals (Page 3)

3. Weekly Plans (Page 4)

4. Unit Assessment Plan (Page 9)

5. Assessments (Page 11)

6. Assessment tool overview (Page 13)

 Subject Area Language Arts
Grade Level 2
Page 2 Baillie Rutherford Topic Printing Program
Length of Unit (Days) 5 days

Unit Plan Rationale

Essential (core) Questions
- Are students able to recognize and practice how to write legibly?
Inquiry Questions
­ Can students recognize giraffe, turtle, and worm letters?
­ Can students get their letters to sit on the line?
­ Can students make proper spaces in between words?

General Learning Outcomes

Students will…
GLO’s:
4. Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of
communication.

Specific Learner Outcomes

Students will…
­ print legibly and efficiently, forming letters of consistent size and shape, and spacing words appropriately

­ use margins and spacing appropriately

 Subject Area English Language Arts
Grade Level Grade 1
Page 3 Baillie Rutherford Topic What is Friendship?
Length of Unit 12 days
(days)

Unit Summary / Goals

Unit Summary
­ This unit will be mostly review from Grade 1. Students should have learnt how to properly write
letters before coming into Grade 2. This will be a pre-assessment unit for myself to see where the
students are at, and how I can help them to become great printers.
­ We will be reinforcing giraffe, turtle, and worm letters to make sure students can recognize what
categories each letter fits in to. We will also be talking about making sure we are printing on the lines
so we don’t have any popcorn letters or sinking letters. The last concept we will be reviewing is spaces.
I will be reinforcing the fact that we need spaces in between each word we write. We will be talking
about spaghetti and meatball spaces.
Goals
­ I hope students can grasp the concept of giraffe, turtle, and worm letters.
­ I hope students can write their letters on the line without having any popcorn or sinking letters.
­ I hope students can improve their legibility in their writing.
­ I hope students can properly use spaces between each word.
­
Cross Curricular

Resources
 Subject Area English Language Arts
Grade Level Grade 1
Page 4 Baillie Rutherford Topic What is Friendship?
Length of Unit 12 days
(days)

Monday
Week theme: Printing
Theme: Animal letters
Activities:
1. I will introduce the letters categories (giraffe, turtle, and worm)
 Giraffe (sit on the top and bottom line)
 Turtle (sit on the bottom and go to the middle line)
 Worm (touch the middle and go under the line)
Week 1 2. I will then call out letters and have students tell me which category they think they
would fit into. Students will show me with their body when a letter is called out
 Giraffe (stand tall)
 Turtle (hands and knees)
 Worm (lying on the floor)
3.
Assessments:
I will be pre-assessing to see where students are at with their printing knowledge from Grade 1
SLO’s:

Tuesday
Theme: Reinforce animal letters
Activities:
1. I will review what we talked about the day before on the types of letters. We will do a
couple examples of each letter and why they would be a giraffe, turtle, or worm.
2. I will then split students into groups and they will be rotating around stations where it
helps them to practice ‘sorting’ the letters into their proper categories.
Assessments:
I will be walking around taking anecdotal notes on whether they can properly sort the letters
into their correct categories
SLO’s:
 Subject Area English Language Arts
Grade Level Grade 1
Page 5 Baillie Rutherford Topic What is Friendship?
Length of Unit 12 days
(days)

Wednesday
Theme: Writing on the line
Activities:
1. I will introduce popcorn letters (above the line), sinking letters (below the line), and
sticky letter (on the line). Emphasize that giraffe and turtle letters stand on the printing
line and that only worm letters can go below the line. Worms belong under the ground.
2. I will then put a sentence up on the board with sinking, popcorn, and sticky letters and
we will edit it as a class. I will have one student at a time come up and find one letter to
fix and then explain to me what is wrong with that letter. Other students can show with
their bodies whether it was a popcorn (jump up in the air) or whether it was a sinker
(hold nose and pretend to sink under water)
3. Students will then take the worksheet to do at their spot and they will start by circling
the letter that need to be fixed and they will have that checked by a teacher before
moving on to rewrite the sentences.
Assessments:
I will take in the worksheet for an assessment to see if they are understanding what it means to
write on the line. I will also be taking anecdotal notes during the class discussion.
SLO’s:
Thursday
Theme: Spacing
Activities:
1. I will introduce spacing and see whether students remember the importance of putting
spaces in between each word. I will ask them the strategies they use to put spaces in
between words (finger spaces, whisper space, put in boxes). I will then introduce
spaghetti and meatball spacing: spaghetti (small spaces) meatballs (bigger space
needed to separate words).
2. I will have students complete a worksheet where they have to circle the space mistakes
and once they have circled every mistake they can start rewriting the sentences.
Assessments:
I will take in the worksheet for an assessment to see if they are understanding what it means to
use proper spaces. I will also be taking anecdotal notes during the class discussion.
SLO’s:

Friday
Theme: Practice all 3 concepts
Activities:
1. I will have stations out where students can practice making sentences using proper
spacing, writing sentences on the lines with no popcorn or sinking letters, and sorting
into giraffe, turtle, and worm words. It will be a review of all 3 lessons.
Assessments:
I will be walking around and taking anecdotal notes on where students need more help.
 Subject Area English Language Arts
Grade Level Grade 1
Page 6 Baillie Rutherford Topic What is Friendship?
Length of Unit 12 days
(days)

SLO’s:

Monday
Week Theme:
Theme:
Text:
Activities:
Assessments:
SLO’s:

Week 2 Tuesday
Theme:
Text: N/A
Activities:
Assessments:
SLO’s:

Wednesday
Theme:
Text:
Activities:
Assessments:
SLO’s:

Thursday
Theme:
Text:
Activities:
Assessments:
SLO’s:

Friday
Theme:
Text:
Activities:
Assessments:
SLO’s:
 Subject Area English Language Arts
Grade Level Grade 1
Page 7 Baillie Rutherford Topic What is Friendship?
Length of Unit 12 days
(days)

Monday
Week Theme:
Theme:
Text:
Activities:
Assessments:
SLO’s:

Week 3
Tuesday
Theme:
Text:
Activities:
Assessments:
SLO’s:

Wednesday
Theme:
Text:
Activities:
Assessments:
SLO’s:

Thursday
Theme:
Text:
Activities:
Assessments:
SLO’s:

Friday
Theme:
Text:
Activities:
Assessments:
SLO’s:
 Subject Area English Language Arts
Grade Level Grade 1
Page 8 Baillie Rutherford Topic What is Friendship?
Length of Unit 12 days
(days)

Monday
Week Theme:
Theme:
Text:
Activities:
Assessments:
SLO’s:

Week 4 Tuesday
Theme:
Text: N/A
Activities:
Assessments:
SLO’s:

Wednesday
Theme:
Text: N/A
Activities:
Assessments:
SLO’s:

Thursday
Theme:
Text:
Activities:
Assessments:
SLO’s:

Friday
Theme:
Text:
Activities:
Assessments:
SLO’s:
 Subject Area English Language Arts
Grade Level Grade 1
Page 9 Baillie Rutherford Topic What is Friendship?
Length of Unit 12 days
(days)

Unit Assessment Plan (Evaluation)

Desired Results
Established Goals – GLO(s):

1. Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of
communication.

Understandings: Essential (core) Questions

Students will understand that…
- It is important to make your letters as
tall as a giraffe, as round as a turtle,
and go underground like a worm.
- It is important to make your letters sit
on the line.
- It is important to put spaces in
between every word.
- Are students able to recognize and practice how
to write legibly?
Inquiry Questions
- Can students recognize giraffe, turtle, and worm
letters?
- Can students get their letters to sit on the line?
- Can students make proper spaces in between
words?

Prior understandings… Students will be able to…

The following SLOs are outcomes that
students are expected to have already
addressed in ********. These will provide
foundational understandings for students to
apply to this unit:
- Print their letters neatly using the animal rules.
- Print nicely on the line.
- Put spaces in between every word.

- Print letters legibly from left to right,

using lines on a page as a guide
- use appropriate spacing between letters
in words and between words in
sentences
 Subject Area English Language Arts
Grade Level Grade 1
Page 10 Baillie Rutherford Topic What is Friendship?
Length of Unit 12 days
(days)

Where does this lead?

The following SLOs designate what students will need to know for future learning. These SLOs are
specifically taken from grade *****, as a monitor for how this unit will prepare students for upcoming
learning outcomes.

- print legibly, and begin to learn proper alignment, shape and slant of cursive writing
- space words and sentences consistently on a line and page
 Subject Area English Language Arts
Grade Level Grade 1
Page 11 Baillie Rutherford Topic What is Friendship?
Length of Unit 12 days
(days)

Assessments
Class Correction Anecdotal
Title
Learning Discussions Sheets Notes
Type Formative
Outcomes (Formative/Summative)
Formative Formative

Weighting 50% 50%

N/A
print legibly and efficiently,
forming letters of consistent
√ √ √
size and shape, and spacing
words appropriately

use margins and spacing

√ √ √
appropriately
 Subject Area English Language Arts
Grade Level Grade 1
Page 12 Baillie Rutherford Topic What is Friendship?
Length of Unit 12 days
(days)
 Subject Area English Language Arts
Grade Level Grade 1
Page 13 Baillie Rutherford Topic What is Friendship?
Length of Unit 12 days
(days)

Assessment Tool Overview

Assessment
Assessment Assessment
Assessment Tool Brief Description FOR
AS Learning OF Learning
Learning
Class discussions will be used to review the
information they should have been taught last
Class Discussions √
year, and to allow students to ask questions to
ensure that they understand the concept at hand.

The correction sheets will be used to see if the

Correction Sheets students can pick out the mistakes and to see if √
they understand the objectives being taught.

I will be taking anecdotal notes while students

are working to document their process and to
Anecdotal Notes √ √
document whether they need more help with
this or if they are meeting grade level.