In this unit, students will be introduced to poetry.  Students will learn about the different types of poetry characteristics through the use of poetry books, prezi presentations, music, and spoken word.

In this unit, students read the core texts The Hundred Dresses and Garvey’s Choice as a way of exploring what it means to be accepting and tolerant of themselves and others. The Hundred Dresses challenges students to think about the different roles associated with bullying through the eyes of the narrator, who struggles with her own involvement with a classmate who is bullied. Garvey’s Choice illustrates the way others influence the way we see ourselves, both positively and negatively, and the power of accepting ourselves by tracing Garvey’s path to self-discovery and acceptance. Both texts are full of moments and messages that are easily relatable for students at this grade level. Therefore, it is our hope that the experiences of the characters in both texts will serve as a neutral launching point for deeper discussions about bullying, tolerance, acceptance, and forgiveness.

In reading, the main focus of the unit is on identifying and tracing the central message across a longer text. Over the course of the text, students will develop a deep understanding of each character’s thoughts, feelings, and motivations, which will help them identify and explain how the central message is developed and conveyed through the characters. Students will also begin to understand how successive parts of a text build on each other to push the plot forward. Particularly with Garvey’s Choice, students will analyze the genre features of novels written in verse and how each part helps build and develop the central message. This unit also focused on point of view. Students will begin to notice the point of view in which a story is told and compare that with their own point of view.

Students will work with a partner to write, solve, check, and animate a division story problem based on a division expression using a sharing model.

In this BrainVenture student take a look at the manatee and its environment in the Everglades of Florida. Students read and watch videos about the manatee then do a comparison of the sea cow and the cow. Students are also prompted to help save the manatees by writing a letter.

Students animate an ocean wave, then tell a story that takes place on the high seas.

Adventure on the High Seas is a one-hour activity designed to be completed within 45-75 minutes. Students will watch a series of videos and create one coding project with opportunities to personalize their work using “Add-Ons,” which are mini-coding challenges that build on top of the core project.

Students create a new presentation, or take an existing one, and make it interactive in Scratch.

Students use code to tell fun and interactive stories. Storytelling emphasizes creativity by encouraging students to tell a unique story each day.

Storytelling is a complete theme designed to be completed over eight, 45-75 minute sessions. For each Activity, students will watch a series of videos and create one coding project with opportunities to personalize their work using “Add-Ons,” which are mini-coding challenges that build on top of the core project.

This lesson will work to prepare students mentally for the coding exercises that they will encounter over the length of this course. In small teams, students will use physical activity to program their classmates to step carefully from place to place until a goal is achieved.

In Unit 3, students use the research they have gathered throughout Units 1-2 about three water issues--access to water, demands on water, and water pollution--to create a video public service announcement (PSA). In the first half of the unit, they analyze an authentic model PSA to generate criteria for an effective PSA before choosing one of the water issues as their PSA topic. In pairs, they then write a script and create a storyboard outlining their PSA.
Students launch their PSAs for a live audience for the performance task in Lesson 13, so they write an invitational letter to a potential guest for the mid-unit assessment. Students pay particular attention to using capital letters and commas appropriately in the letter's mailing address. In the second half of the unit, students plan and create their video PSAs using technology tools for the end of unit assessment. They then prepare presentations to precede their PSAs for the PSA live launch during Lesson 13.
RI.3.1, W.3.2, W.3.4, SL.3.4, SL.3.6, L.3.1c, and L.3.2b.

The curriculum map is the single-best source to understand the year’s work in the module lessons for each grade level: a detailed view of the scope and sequence of the modules showing module titles, topics, targets, and standards explicitly taught and formally assessed in each module.

A compendium of protocols (structured conversations) used in the EL Education Language Arts Curriculum Module Lessons, as well as writing rubrics (opinion, informative, narrative), speaking and listening checklists, and an explanation of conversation cues. Serves as a critical ongoing reference document alongside the K–5 module lessons in the EL Education Language Arts Curriculum.

Students brainstorm a list of bucket fillers together to inspire acts of kindness locally and globally

Introduction to Informative Writing
1. Students will work in partners or small groups around the room with small sets of text. There can be pre-selected groupings of texts or students may be permitted to work with one book at a time, coming up to get a new one once they have finished. Students should have sticky notes or some kind of note-taking document to write down the similarities among the informative texts.
2. Students put sentences in order. They will pair up with another group and share their paragraph with their group members. They will discuss why they put their sentences in the order that they did, referencing the checklist as they tell why.
3. Students will work in partners or small groups to determine whether texts are informativeor not informative. Students should be prepared to share why they labeled one text informative or not informative.

Students will practice vocabulary terms while also working on their speaking skills including eye contact and volume.

For this lesson, students will learn what linking verbs are through videos and a website. They will practice identifying linking verbs through online games. To end the lesson, they will write a paragraph about themselves using linking verbs.

Learning to Write an Opinion (5 days)
Day 1. For this end of year project, you are going to do one last book review, but this time it is going to be in the form of an advertisement. You will share your ads with the 2nd graders as a preview for what they will be reading next year and your goal is to get them excited about 3rd grade reading.
Students will choose their favorite book from the year and begin planning the draft of their advertisement with the checklist as their guide. Offer support to students and coach them about the features of an advertisement.
Book Review Opinion Checklist Sample
Day 2. Yesterday you started the draft of your advertisement and planned out the elements from the beginning of the checklist. Today you will finish your draft using the elements of the checklist as a guide. We will look back at the book review checklist.
Day 3. Today you will need to revise and edit your advertisement and then have a partner revise and edit. Then you will create your final ad with any artwork you want to include. Be sure to think about making a lasting memory for your reader:
-Revise and edit advertisement
-Peer revise and edit
-Create final draft with added artwork
Day 4. Today you will practice presenting your advertisements to a partner.
Review the presentation skills for the presenter and the listener.
Day 5. You will share your advertisements with a lot of 2nd graders today.
Students will present advertisements (and listen and offer feedback or ask questions if their partner is also sharing a review or ad).

The best way to learn something is to repeat, retell and teach something to others. Students will learn about events in history. They can be scientific or historical events. Students may read about them in a history book or even in a book of historical fiction.

For the students to independently access Seesaw App, use a variety of tools to upload their speech articulation activity to share with parents.

Students investigate three-dimensional objects. They compare what constellations look like when seen from different angles. They make a model of a constellation and look at it from different sides to discover that the relative position of the stars changes depending on our perspective. They understand that stars are not located on the same plane and or the same distance.