Story “The Great Ball Game”
Author: Joseph Brushac
Cause and Effect
Another Bat fable
Unit 4: Point of View
Questions: How do readers identify an author’s point of view? How does an author support his or her viewpoint? How do readers note different characters’ points of view?
2.RI.4 Determine the meaning of words and phrases in a text relevant to grade 2 topic or subject area.
2.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 2 reading and content, choosing flexibly from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of a new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell)
c. Use a known root word as a clue to the meaning of an unknown word.
d. Use the knowledge of meanings of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly).
e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meanings of words and phrases.
2.SL.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
2.W.1 (opinion) Write opinion pieces in which they introduce a topic or book they are writing about, state an opinion, supply reasons that support that opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
2.W.2 Write informative/explanatory texts in which they produce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
Vocabulary/Conventions Focus Areas for this unit:
Prefixes, roots, and compound words; reflexive pronouns (myself, ourselves); producing and rearranging compound sentences; commas in greetings and closings in letters; use of glossaries and dictionaries.
Language Arts Academic Vocabulary:
Language Arts Domain Specific Vocabulary:
speech, text, voice, support, alliteration, rhyme, rhythm.
Unit 6: Solving Problems Involving Money
Purpose/Focus: Students solve word problems involving either dollars or cents. Example: What are some possible combinations of coins (pennies, nickels, dimes, and quarters) that equal 37 cents? Students should solve story problems connecting the different representations. These representations may include objects, pictures, charts, tables, words, and/or numbers. Students should communicate their mathematical thinking and justify their answers. . ( SJUSD Division of Instruction, June 2013)
2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and the cents symbols appropriately.
Standards for Mathematical Practice:
MP1: Make sense of problems and persevere in solving them. Interpret and make meaning of the problem to find a starting point. Plan a solution pathway instead of jumping to a solution.
MP2: Reason abstractly and quantitatively. Decontextualize (represent a situation symbolically and represent symbols) and contextualize (make meaning of the symbols in a problem) quantitative relationships.
MP6: Attend to precision. Communicate precisely with others and try to use clear mathematical language when discussing their reasoning.
MP7: Look for and make use of structure. See complicated things as single objects or as being composed of several objects.