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Students will explain the central message of the text on an apple and glue it to the classroom apple tree.

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LAFS.2.RL.1.2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

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Students will retell the story using a folktale of John Chapman using a story map.

On footprints, students will write the five values that John Chapman lived by. Students will describe each value in their own words.

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John Chapman set a good example for others to live by.

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Authors have central messages they want the reader to know.

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LAFS.2.W.1.3: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

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Students will use the plan to write a story using chronological order text structure and temporal words. Students will illustrate their story.

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The teacher will read aloud the books and explain the writing structure of chronological order. Students will make a plan using a flow chart graphic organizer and temporal words such as first, then, next, and finally explaining the adventure of the animal or insect they choose.

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The cricket cannot chirp. He meets other animals that can make noises.

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Mouse goes through an abandoned house with predators close by.

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Authors provide great examples of text structure. These books show chronological order.

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Chronological order is one text structure. This book shows the order a ladybug meets animals that get larger and larger.

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LAFS.2.RI.3.9: Compare and contrast the most important points presented by two texts on the same topic.

SC.2.L.17.1: Compare and contrast the basic needs that all living things, including humans, have for survival.

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Students will complete a Venn Diagram describing what animals need to survive compared to what plants need to survive.

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Students will work in collaborative groups completing a T-chart of things plants need to survive and things animals need to survive. Students will highlight the things that are the same between plants and animals.

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Greenaway describes what animals need to survive. Photographs and diagrams help the reader understand the text.

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A deciduous maple tree stands tall in a yard. The life of the maple tree is revealed from seed to adult including all the things it needed to grow so big.

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Compare and Contrast

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LAFS.2.RI.2.4: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

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Students will match words with definitions in a cut and paste activity.

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Students will work in pairs to create a Frayer Model graphic organizer to describe the meaning of academic words. Students will use tablets or computers to look up the words on a dictionary app or website for kids and teens. The organizers will be displayed in the room.
(pollination, nectar, seed, seed coat, sprout, germination, shoot, bud, flower, fruit)

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Find an app or a website with a dictionary that young kids can understand.

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Academic vocabulary is difficult for children to understand. This vocabulary-rich book helps with vivid pictures and labels.

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Students use technology to learn vocabulary.

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LAFS.2.W.3.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

SC.2.L.16.1: Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies.

LAFS.2.SL.1.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger 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.

LAFS.2.SL.2.4: Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

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Students will express what they learned while presenting their posters to the class.

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Students will work in groups of four, using defined roles, to create a poster of a life cycle. Students may choose a plant or an animal. The life cycle will be labeled.

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The tiniest seed becomes a beautiful flower and then a fruit.

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Watch a tadpole become a frog in these colorful pictures.

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This text describes six different life cycles.

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Students learn about life cycles of animals and how they depend on each other and on plants to survive.

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LAFS.2.RI.1.2: Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

SC.2.L.17.2: Recognize and explain that living things are found all over the earth, but each is only able to live in habitats that meets its basic needs.

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The teacher will give each student a reading passage about a living thing. Passages will be differentiated according to the students’ reading levels.

The student will identify the topic and the main idea of the text.

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After reading and discussing the text, the teacher will ask students to use one or two words to tell the topic of the text (living things; plants and animals).

The teacher will explain that the main idea is the most important thing about the topic, then ask for ideas. Students will use the ideas to identify the main idea. (Living things/Plants and animals need water, food, and air to help them grow and move.)

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This book will help introduce the topic.