The Wild West Unit

Isaac School District No. 5
English Language Arts Curriculum Map: Grade 2

Unit 2: The Wild West - In this unit, students read literature showcasing the “Wild West”: chapter books, informational texts, songs, tall
tales, and fairy tales.
Overview: Building on the shared research in the first unit, students research an interesting person from the 1800s’ “Wild West” and write
an informational essay. Students read tall tales, and then discuss where the fiction is stretched beyond belief, and why the tale has been
told through the years. Students also read their choice of fantasy and chapter books set in different time periods of life in the west. Finally
students will study the art of George Catlin to understand his role in creating historic images of Native Americans.
Big Ideas: Essential Questions: Vocabulary:

Different letters can be combined to create How does the setting influence the story? adverb genre
the same sounds (e.g., /oa/, /ow/, /oe/, biography fantasy
/o_e/). What is the purpose of a tall tale? characters fluency
characteristics folktales
The setting influences the story. What are the characteristics of a tall tale? collective nouns point of view
compare real
There are a variety of reading genres and compound sentence simple sentence
they each serve a different purpose. contrast tall tale
dialogue Venn diagram
expression verb

ELA Standards/ELP Standards: Sample Activities/Assessments:
Reading Foundations (RF)
2.RF.3 Know and apply grade-level phonics
and word analysis skills in decoding words.

II-R-2: The students will identify and
manipulate the sounds of the English
language and decode words, using
knowledge of phonics, syllabication, and
words parts.

BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.
Italics: ELP Standards *ELD Methodology 7-15-2011
(ELP Direct Alignment)
-1-


2.RF.3b Know spelling-sound *Language Warm-Up (II-LS-2: HI-1)
correspondences for additional common
vowel teams. Instructional Routine Template: Card 7 (2.RF.3b)

II-LS-2: HI-1: Articulating the 44 phonemes
accurately.
2.RF.3c Decode regularly spelled two- *Language Warm-Up (II-LS-2: HI-1)
syllable words with long vowels.
Instructional Routine Template: Card 10 (2.RF.3c)
II-R-2(D): HI-3: Reading regularly spelled
multi-syllable words by applying the most
common letter-sound correspondences,
including the sounds represented by single
letters. (LI-3)

accurately.
2.RF.3d Decode words with common Instructional Routine Template: Card 10 (2.RF.3d)
prefixes and suffixes.

No Alignment
2.RF.3e Identify words with inconsistent but *Language Warm-Up (II-LS-2: HI-1)
common spelling-sound correspondences.

accurately.
2.RF.3f Recognize and read grade-
appropriate irregularly spelled words.

II-R-2(D): HI-7: Reading high frequency
words and irregular sight words fluently.
-2-


2.RF.4 Read with sufficient accuracy and
fluency to support comprehension.

II-R-3: The student will read with fluency
and accuracy.

2.RF.4a Read on-level text with purpose
and understanding.

II-R-4: HI-9: Identifying the author’s
purpose for writing a book. (LI-9)
2.RF.4b Read on-level text orally with
accuracy, appropriate rate, and expression
on successive readings.

II-R-3: HI-2: Using punctuation, including
commas, periods, question marks, and
exclamation marks to guide reading for
fluency.
Reading Literature (RL)
2.RL.2 Recount stories, including fables Introduce the genre of tall tales by explaining how they are stories about a special kind of
and folktales from diverse cultures, and hero that is bigger than life. Even though the story is based on a real person, the person is
determine their central message, lesson, exaggerated to be stronger or bigger than any real hero can ever be. Read about a hero
or moral. from the 1800s named John Henry. As you read the story, challenge the students to think
about the part of the story that is so amazing we know it is not really true. After the children
have enjoyed the story, go back through the story and have the students write down one
thing that might be real and one thing they think is fantasy. Ask questions such as, “Why do
you think we have this tall tale? Why do you think the story has a race between a machine
and a human? Why do you think the man beats the machine?” (2.RL.2, 2.SL.2)

-3-


II-LS-1: HI-4: Summarizing the main idea *Collaborative Story Re-tell (II-LS-1: HI-4)
and key points/details of a presentation
using complete sentences. (B-4)
2.RL.6 Acknowledge differences in the Introduce the story about a modern day cowgirl, “Cowgirl Kate and Cocoa.” Ask students
points of view of characters, including by to think, as they read the first chapter, about whether this story could really happen or if it is
speaking in a different voice for each a fantasy. Ask students to choose one or the other, real or fantasy, and find evidence in the
character when reading dialogue aloud. text to support their choice. Use a white board or Post-Its to record their thinking. As they
finish reading and writing, pair students to discuss their ideas. After they are finished
No Alignment discussing, ask them to remain partners and to experiment with reading using different
voices for different characters in the book. Monitor the reading by listening for reading with
expression and character voices. (2.RL.6, 2.RF.4)
2.RL.9 Compare and contrast two or *This or That (2.RL.9)
more versions of the same story (e.g.,
Cinderella stories) by different authors or
from different cultures.

No Alignment

Reading Informational Text (RI)
2.RI.1 Ask and answer such questions as “Bill Pickett: Rodeo-Ridin’ Cowboy” is a true story of an African-American cowboy. After the
who, what, where, when, why, and how to story is read, display the same kind of chart from the unit one segment on fiction. Again,
demonstrate understanding of key details in remind the students that these are interrogatives and must be amplified to focus on the
a text. story. Ask students to choose two questions to answer and write on their white boards.
Share the responses from the students and add to the class chart. (2.RI.1, 2.SL.2)
II-R-4: HI-3: Locating facts and answering
questions about text. *Reverse Questioning (II-R-4: HI-4, II-LS-2: HI-5)

II-R-4: HI- 4: Asking questions to clarify
text.

-4-


II-LS-2: HI-5: Asking and responding to
academic questions using complete
sentences (e.g., expressing probabilities,
and hypothetical questions, etc.). (LI-5)

2.RI.3 Describe the connection between a
series of historical events, scientific ideas or
concepts, or steps in technical procedures in
a text.

No Alignment

2.RI.4 Determine the meaning of words and
phrases in a text relevant to a grade 2 topic
or subject area.

II-L-2: HI-5: Applying knowledge of
grade-level vocabulary (including content
area words) in text. (LI-5)
2.RI.6 Identify the main purpose of a text,
including what the author wants to
answer, explain, or describe.

II-R-4: HI-9: Identifying the author’s
purpose for writing a book.
2.RI.9 Compare and contrast the most
important points presented by two texts on
the same topic.

No Alignment
-5-


Writing (W)
2.W.2 Write informative/explanatory texts By reading the informational books during this unit, students learn about Native Americans,
in which they introduce a topic, use facts African Americans, and Caucasians during the 1800s in the “Wild West.” Give the students
and definitions to develop points, and this prompt: “Write about the person most interesting to you from the Wild West days. Be
provide a concluding statement or sure to answer the questions ‘who, what, where, when, why, and how’ as you write about
section. your person. Use online sources and books to do your research. ”When students are
finished with their research, pair them according to related choices to allow sharing of
II-W-1: HI-3: Completing a written summary information. After the first draft is written, have them spend time revising the work with
of the key events of ideas of informational peers or the teacher. (2.W.2, 2.W.3, 2.W.5, 2.L.3)
text using simple sentences.

ll-W-2: The student will identify and apply
conventions of standard English in his or her
communication.

Il-W-3: The students will use the steps of
the writing process as a writing piece moves
toward completion.

II-W-4: The students will integrate elements
of effective writing to develop engaging and
focused text.

II-W-5: The students will demonstrate
research skills by using a variety of
reference materials to complete a variety of
writing tasks.

-6-


2.W.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.

II-W-1: HI-1: Writing a narrative or short
story that includes a main idea, character,
setting, and a sequence of events.

ll-W-2: The student will identify and apply
communication.

Il-W-3: The students will use the steps of
the writing process as a writing piece moves
toward completion.

focused text.
2.W.5 With guidance and support from
adults and peers, focus on a topic and
strengthen writing as needed by revising
and editing.

focused text.

-7-


2.W.8 Recall information from experiences
or gather information from provided sources
to answer a question.

II-W-5: The students will demonstrate
research skills by using a variety of
reference materials to complete a variety of
writing tasks.
Language (L)
2.L.1 Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.

II-L-1: The student will identify and apply
communications.
2.L.1a Use collective nouns (e.g., group.) Create a running list of collective nouns in this unit (e.g., a herd or drove of cows; a herd or
band of horses; a flock of sheep; and a band, tribe, or nation of Native Americans). Keep a
No Alignment growing word bank of people, vocabulary, and phrases that come up in this unit. These
might be used in later student writing. (2.L.1a, 2.RI.4)
2.L.1d Form and use the past tense of * Verb Tense Study (II-L-1(V): HI-9)
frequently occurring irregular verbs (e.g.,
sat, hid, told).

II-L-1(V): HI-9: Producing declarative,
negative, and interrogative sentences using
irregular simple past tense verbs with
subject-verb agreement.

-8-


2.L.1e Use adjectives and adverbs, and *Syntax Surgery (II-L-1(ADJ): HI-1, HI-2; II-L-1(ADV): HI-1, HI-2, HI-3, HI-4, HI-5)
choose between them depending on what is
to be modified. *Sentence Building (II-L-1(ADJ): HI-1, HI-2; II-L-1(ADV): HI-1, HI-2, HI-3, HI-4, HI-5)

II-L-1(ADJ): H-1: Producing a series of
adjectives in the correct order.

II-L-1(ADJ): HI-2: Using nouns as
modifiers.

II-L-1(ADV): HI-1: Using “when and
“frequency” adverbs.

II-L-1(ADV): HI-2: Using “frequency”
adverbs.

II-L-1(ADV): HI-3: Using “where” adverbs
(i.e., here, there).

II-L-1(ADV): HI-4: Using “how/degree”
adverbs.

II-L-1(ADV): HI-5: Using adjectival adverbs.

-9-


2.L.1f Produce, expand, and rearrange *Syntax Surgery (II-W-2: HI-12, HI-13, HI-14, HI-15)
complete simple and compound
sentences (e.g., The boy watched the *Verb Tense Study (II-W-2: HI-12, HI-13, HI-14, HI-15)
movie; The little boy watched the movie;
The action movie was watched by the
little boy).

II-W-2: HI-12: Using declarative sentences
(S-V, S-V-C, S-V-O), positive (I am tall.) and
negative (I am not tall.) sentence
construction forms, in a variety of writing.

II-W-2: HI-13: Using interrogative
sentences in a variety of writing
applications.

II-W-2: HI-14: Using exclamatory
sentences in a variety of writing
applications.

II-W-2: HI-15: Using imperative sentences
in a variety of writing applications.

2.L.1g Write multiple sentences in an order
that supports a main idea or story.

- 10 -


2.L.2 Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.

communications.

II-W-2: The student will identify and apply
communications.
2.L.2e Consult reference materials,
including beginning dictionaries, as needed
to check and correct spellings.

II-W-2: HI-4: Using resources to spell
words.

2.L.3 Use knowledge of language and its
conventions when writing, speaking,
reading, or listening.

communications.

communications.

- 11 -


2.L.3a Compare formal and informal uses of *Function Junction (II-LS-2: HI-4)
English.

II-LS-2: HI-4: Initiating conversations using
formal and informal socio-functional
communication in complete sentences.
(e.g., greetings, courtesies, farewells,
apologies, and invitations, etc.).
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.

II-L-2: The student will acquire English
language vocabulary and use it in relevant
contexts.
2.L.4c Use a known root word as a clue to *Morph House (II-L-2: HI-8)
the meaning of an unknown word with the
same root (e.g., addition, additional).

No Alignment
2.L.4e Use glossaries and beginning
dictionaries, both print and digital, to
determine or clarify the meaning of words
and phrases.

II-L-2: HI-13: Determining the meaning of a
word by using resources.

- 12 -


2.L.5 Demonstrate understanding of word
relationships and nuances in word
meanings.

contexts.
2.L.5a Identify real-life connections between
words and their use (e.g., describe foods
that are spicy or juicy).

No Alignment
2.L.6 Use words and phrases acquired
through conversations, reading and being
read to, and responding to texts, including
using adjectives and adverbs to describe
(e.g., When other kids are happy that makes
me happy).

contexts.
Speaking and Listening (SL)
2.SL.2 Recount or describe key ideas or
details from a text read aloud or information
presented orally or through other media.

II-LS-1: HI-2: Summarizing main ideas and
supporting details from read-alouds (fiction
and non-fiction) in complete sentences.(B-2)
- 13 -


2.SL.4 Tell a story or recount an experience
with appropriate facts and relevant,
descriptive details, speaking audibly in
coherent sentences.

II-LS-2: The student will express orally his
or her own thinking and ideas.

2.SL.6 Produce complete sentences when
appropriate to task and situation in order to
provide requested detail or clarification.
(See grade 2 Language standards 1 and 3.)

communications.

communications.

- 14 -


Teacher’s Notes UNIT 2:

- 15 -


Suggested Works
(E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other works identified as exemplars.
Highlighted titles indicate works referenced in Unit 2.
Literary Texts Literary Texts Informational Texts
Stories Stories (Read Aloud) Informational Text

• Cowgirl Kate and Cocoa (Erica Silverman and • The Cowboy and the Black-Eyed Pea (Tony • Cowboys and Cowgirls: Yippee-Yay (Gail
Betsy Lewin) (E) Johnston) Gibbons) (EA)
• Cowgirl Kate and Cocoa: Partners (Erica • The Gingerbread Cowboy (Janet Squires and Holly • Cowboys (Lucille Recht Penner)
Silverman and Betsy Lewin) (EA) Berry) • I Want to Be a Cowboy (Dan Liebman)
• Ghost Town at Sundown (Mary Pope Osborne) • The Tortoise and the Jackrabbit (Susan Lowell) • The Very First Americans (Cara Ashrose)
(EA) • The Toughest Cowboy: or How the Wild West Was
• Buffalo Before Breakfast (Mary Pope Osborne Tamed (John Frank and Zachary Pullen) Informational Text (Read Aloud)
and Sal Murdocca) (EA)
• Little Red Riding Hood (Trina Schart Hyman) Poems • Black Cowboy, Wild Horses: A True
• Little Red Cowboy Hat (Susan Lowell and Randy Story (Julius Lester and Jerry Pinkney)
Cecil) • How I Spent My Summer Vacation (Mark Teague) • Bill Pickett: Rodeo-Ridin’Cowboy (Andrea D.
• Little Red Riding Hood: A Newfangled Prairie and Brian Pinkney)
Poems (Read Aloud) Wild Tracks! A Guide to Nature’s Footprints (Jim
Tale (Lisa Campbell Ernst) •
• “The Princess and the Pea”in Fairy Tales from Arnosky) (E)
• “Buffalo Dusk” (Carl Sandburg)
Hans Christian Anderson (Hans Christian • B is for Buckaroo: A Cowboy Alphabet (Louise
• “Home on the Range” (Brewster Higley) Doak Whitney and Sue Guy)
Anderson)
• The Gingerbread Man (Karen Lee Schmidt) • Cactus Hotel (Brenda Z. Guiberson)
Native American Stories
• Justin and the Best Biscuits in the World (Mildred • Wild West (DK Eyewitness Books)(Stuart
Pitts Walter and Cathrine Stock) Gift Horse: A Lakota Story (S.D. Nelson) Murray)
•
• Dancing with the Indians (Angela Shelf Medearis) Crazy Horse’s Vision (Joseph Bruchac, S.D. • You Wouldn’t Want to Live in a Wild West
•
Nelson, Curtis Zunigha, and Robert Tree Cody) Town! (Peter Hicks, David Salariya, and David
Antram)
• A Boy Called Slow (Joseph Bruchac)

- 16 -


Art, Music, and Media Tall Tales Website References

Art • Paul Bunyan (Steven Kellogg) Instructional Routines:
• John Henry (Julius Lester and Jerry Pinkney) http://csi.boisestate.edu/readingfirst/resources/coach
• George Catlin, The White Cloud, Head Chief of es.shtml
• Pecos Bill (Steven Kellogg and Laura Robb)
the Iowas (1830-1870)
• Johnny Appleseed (Steven Kellogg)
• George Catlin, A Comanche Family Outside Their
Teepee (1841)
• Edward S. Curtis, Cheyenne Maiden (1930)
Songs
• Edward S. Curtis, A Smoky Day at the Sugar
Bowl-Hupa (1923) • “Git Along, Little Dogies” (Traditional Cowboy
• Frederic Remington, Fight For The Water Hole Ballad)
(1903)
• Frederic Remington, A Dash for the Timber
(1899)

- 17 -


*ELD Methodologies
The methodologies indicated below support the identified standards that are presented in Unit 2. Standards may lend themselves to additional methodologies.

*Language Warm-Up

*Collaborative Story Re-tell

*This or That

*Reverse Questioning

*Verb Tense Study

*Syntax Surgery

*Sentence Building

*Function Junction

*Morph House

- 18 -

The Wild West Unit

Recomendados

Recomendados

Más contenido relacionado

La actualidad más candente

La actualidad más candente (14)

Similar a The Wild West Unit

Similar a The Wild West Unit (20)

Más de Isaac_Schools_5

Más de Isaac_Schools_5 (20)

Último

Último (20)

The Wild West Unit