Lora Alligood

Title of Unit

Fun with Maps (Comparing Texts) Curriculum English- Language Arts Area

Grade Level Time Frame

2 4 days

Content Standards: Reading Literary

ELACC2RL1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. ELACC2RL5: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. ELACC2RL7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Reading Informational

ELACC2RI1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. ELACC2RI4: Determine the meanings of words and phrases in a text relevant to a grade 2 topic or subject area. ELACC2RI5: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. ELACC2RI6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe. ELACC2RI7: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Students will understand: that key details and events can be determined using who, what, when, where and why questioning that texts/stories have a basic structure that prior knowledge and experiences can be used to determine and clarify meaning of words and phrases in a text text features and illustrations help to understand characters, setting, and plot that it is important to identify the type of text text features and their purposes

Related Misconceptions: fiction texts contain no facts non-fiction will not have story elements Proper Conceptions: There may be factual information in a fiction text Non-fiction can contain story elements

Essential Questions
Overarching Questions: How can I identify key details? How can a fiction book teach me facts? How is learning from a non-fiction book similar/different to learning from a fiction book? Why is it important to continue to learn new words? What is the genre of this text? How do texts differ structurally? How can I compare/contrast texts? Topical Questions: How can I use the 5 Ws and H? What can I learn from this text? How is a narrative structurally different from a non-fiction text? What vocabulary words are associated with maps? What is the authors purpose?

Knowledge and Skills

The understandings: (explain) some texts are fiction and others are non-fiction. (apply) maps are pictures of geographic space. (explain)certain vocabulary is associated with maps. (explain) non-fiction and fiction texts have different structures and features. (interpret) I can create map (explain) maps contain certain features. (interpret) different types of writing have different purposes. (have perspective) I can use a map (apply) I can learn from both non-fiction and fiction texts

Materials:
THEMATICALLY CONNECTED SHORT TEXTS (mixture of literary and informational): Maps

1. Me On The Map by Joan Sweeney 2. Maps and Globes by Jack Knowlton 3. There's a Map on My Lap!: All About Maps by Tish Rabe

Performance Task(s)
Task 1: Essential questions addressed by this task: How is learning from a non-fiction book similar/different to learning from a fiction book? What is the genre of this text? How do texts differ structurally? Why is it important to continue to learn new words? How can I compare/contrast texts? Can a fiction book teach me facts?

Goal: To compare non-fiction and fiction texts Role: You are a reader. Audience: Your target audience is the class (peers) and your teacher. Situation: The context you find yourself in is the classroom. Product Performance and Purpose: You will compare two texts about maps. Standards and Criteria for Success: You will complete a Venn Diagram Task 2: Essential questions addressed by this task: How can I identify key details? Why is it important to continue to learn new words?

Goal: To draw a map. Role: You are a cartographer. Audience: Your target audience is the class (peers) and your teacher. Situation: The context you find yourself in is the classroom.

Product Performance and Purpose: You will make a map for a friend. You will use another students map. Standards and Criteria for Success: You will find the intended hidden object using the map. Day 1 T - Teacher will give a Map Pretest. (Reading a Map from SuperTeacher: http://www.superteacherworksheets.com/maps/neighborhood-map_WMZNN.pdf) Teacher will use results to determine how much vocabulary should be introduced. Book Talk The teacher will say: Who enjoys books by Dr. Seuss like The Cat in the Hat? I love reading them because of the nonsense words and the funny rhymes. I have a book here that is not written by Dr. Seuss, but it is written in the same style. That means that it sounds like a Dr. Seuss book. The pictures are also like the illustrations in a Dr. Seuss book. The author and illustrator got permission to use Dr. Seuss style. While most Dr. Seuss books are fiction, this book is about maps. It is non-fiction. I bet if you have younger brothers and sisters, you have seen a show called The Cat in the Hat Knows a Lot about That. On the show the Cat in the Hat takes two kids on trips in his Thing-a-ma-jigger. They have fun travelling all over and learning all kinds of things. This book reminds me of that show, because it teaches us about maps in a really fun way. Did you know that a map is kind of like an orange? Dont believe me? Youll have to wait until tomorrow when we will read Theres a Map on my Lap!: All About Maps! Day 2 Hook: The teacher will start a discussion; can we learn from fiction? Explore and Experience, Enable and Equip / Reflect, Rethink, Revise: Teacher will read Theres a Map on my Lap!: All About Maps. (Alternative: show the video of the reading online at http://www.youtube.com/watch?v=NazvXwWumaQ) Students will discuss whether or not we can learn from fiction. Day 3. Hook: Use http://www.google.com/earth/index.html to type in your current location. Explore and Experience, Enable and Equip / Reflect, Rethink, Revise Teacher will show the class the book Me on the Map and ask the students if they think this story will give them facts about real maps, non-fiction, or if this is a make-believe, fiction book. Explain that sometimes it can be a little bit of both. This book gives facts about maps through a fiction story. Ask the students to watch for ways that the author teaches facts through this fiction book and through the diagrams and illustrations.

Read Me On The Map or watch the read aloud on video; http://www.youtube.com/watch?v=1f7ebZMLn08 Students will compare texts (Me on the Map and Theres a Map on my Lap) using a Venn diagram. The teacher can make and print Venn Diagrams using http://www.math-aids.com/Venn_Diagram/

Day 4 Hook: Use http://www.google.com/earth/index.html to type in a famous location. Discuss why we need maps? What is we did not have them? Explore and Experience, Enable and Equip / Reflect, Rethink, Revise: Teacher will show the book The Story of Maps and globes. The Story of Maps and Globes read online http://www.youtube.com/watch?v=wToSNRE8Sno Review the parts of the map. Allow students to create a map of the classroom. Explain that the map must include a map key, scale or grid, compass, and legend. When maps are complete let the students get with a partner and give each group a small post-it note. The group decorates the post-it note with a unique design so that they will be able to identify their note. One partner hides the post-it note in the room and puts a small pencil mark on their map. The other partner must use the map created to find the post-it note. Web 2.0 tool integration: the teacher will create a class book blog using a free web 2.0 toll such as Weebly (www.weebly.com). Students will summarize the book they likes best and tell why they recommend it. Alternate Assessment: Students must follow directions to create the map; http://www.superteacherworksheets.com/map-skills_MDTR.html Alternate Assessment: Students create a flip book with words and pictures based on their planet, continent, country, state, town, street and ending with a picture of themselves. Alternate Lessons: This can also be taught as a much longer unit incorporating the extended text Gooney Bird on the Map by Lois Lowry. For the Teacher: Additional Related Materials http://www.edhelper.com/community13_0_0.htm http://www.edhelper.com/community4_1_1.htm
http://player.discoveryeducation.com/index.cfm?guidAssetId=D90F4C51-5E648C6-9D4F53139D745455UnitedStreaming

Readworks.org a school map

http://www.superteacherworksheets.com/maps/usa-capitals_WMWTM.pdf http://www.superteacherworksheets.com/maps/compass-points_WMZNW.pdf http://www.superteacherworksheets.com/maps/where-i-live_WMZNZ.pdf Bibliography Lesson adapted from:

2nd Grade English Language Arts." Muskogee County School District. 16 March 2014.
https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCgQFjAA&url=http s%3A%2F%2Fwww.muscogee.k12.ga.us%2FForStaff%2Fdivisions2%2FAcademics%2FElementaryEd %2FElemEdTeacherResources%2FShared%2520Documents%2F2nd%2520Grade%2520Q3%2520Part %25201%2520ELA.doc&ei=6yQmU5imOMmb2QXLmIGYCQ&usg=AFQjCNFy7D7EF06rDTPsGHS dc2xOsEZiIw&sig2=3Y5Fejjb9xqIVPKiyqZVCw