Waltrina D. Kirkland-Mullins
Literacy is a major component of the Grade 2 curriculum on a district and statewide level, with major emphasis on reading, reading comprehension, and conveying thought in both written and oral form across disciplines. In line with these requirements, OUR INTRIGUING STAR… THE SUN includes a literacy component.
Non-fictional and folkloric tales will be used for read aloud, shared, guided, and independent reading. These resources will serve as a springboard to narrative writing and as a foundation for responses to open-ended questions. Note that storywriting and open-ended writing response activities noted herein can be strategically incorporated during weeks three through six or as a follow-up to the completed unit (see Pacing Calendar Appendix A). Additionally, each open-ended question coincides with Connecticut Mastery Test (CMT) response-to-text writing strands.
By implementing this writing component, students will be able to: identify and categorize stories by genre; demonstrate their understanding of covered material through a wide range of writing styles; and recognize that non-fictional works often serve as a framework for fictional writing. Students will also create, edit, and finalize written works. (When editing, students are encouraged to remember the acronym,
COPS
C
apitalize,
O
rganize thoughts, use correct
P
unctuation, and be
S
ure the
S
entences make
S
ense. Use of this acronym reminds students to carefully proof their work before asserting, "I'm done!") The ultimate goal: students will develop and/or strengthen narrative and expository writing skills.
Springboards For Writing
Two non-fictional works and three folkloric tales from Australia, Nigeria, and the United States (Oklahoma) respectively will serve as primary springboards for responses to open ended questions and narrative writing. These selections can be read aloud during shared or guided reading with the assistance of an instructor or read by students on an independent basis. (To dispel misconceptions and stereotypes, complement story selections with a unit study on the countries/cultures from which the stories originate. With teacher/school library media specialist assistance, students can conduct special research projects on life in Australia, Italy, Nigeria, and Oklahoma past and present, comparing and contrasting similarities and differences found within each culture. Additionally, avoid the use of stereotypical vocabulary when referring to non-Western cultures [e.g., "tribe, primitive, mystical, hut, jungle..."]. Such efforts help to foster a respect and celebration of diversity.)
The following books will serve as springboards for writing:
Title: The Starry Messenger - Biography
Background Info
This Caldecott-honor book by author/illustrator Peter Sis presents the life of mathematician/astronomer Galileo Gallilei. Galileo's love of Math and Science since childhood, conviction that the Earth and other celestial bodies traveled around the Sun, and conflicts he encountered during adult years resulting from his scientific beliefs are the primary focus. Sidebar commentaries, presented artistically in script, give additional insight into Galileo's life. This information should be read aloud by the instructor.
Title: The Sun – Informational
Background Info
This non-fictional work examines the Sun as a star. Key points include the Sun's distance from earth, its size and temperature; its being the center of our solar system; its components; its thermo-nuclear power, sunspots, eclipses, prominences, flares, and aurorae. Because
The Sun
was written in 1989 and information concerning our solar system and overall universe is ever changing, complement this work with up-to-date facts found within this unit (e.g., Sun rotation, characteristics and functions of each section of the Sun, Sun color denoting temperature, convection) or at www.nineplanets.org.
Title: Sun Mother Wakes The World – Myth
Background Info
The aboriginal people of the western coast of southern Australia are said to have handed down this creation tale, retold by Diane Wolkstein. This work conveys a twofold message: It first tells of the origins of the ancestors of the Aboriginal people in this region. It subsequently explains how the Sun came to rise, set, and serve as a source of life for mankindawakening the Earth.
Title: Why the Sun and the Moon Live in the Sky - Folktale
Background Info
This Nigerian folktale is retold by Elphinstone Dayrell, a government official stationed in Nigeria who during the early 1900s collected the traditional tales of the Hausa people. This story explains why the Sun and Moon are seen in the sky. It too conveys the importance of effectively communicating and collaborating with others, emphasizing that failing to do so can lead to unanticipated circumstances.
Title: How Grandmother Spider Stole The Sun - Folktale
Background Info
This traditional tale is part of a collection of Native American folklore and myths retold by Joseph Bruchac. Handed down by the Muskogee (Creek) people of Oklahoma, the story explains how the Sun came to be in the sky and why the Fox, Possum, Spider, and Buzzard have the physical attributes they possess today. The work also conveys that those who steal will reap a revealing consequence.
Writing Assignments
Writing prompts contained herein are aligned with CMT open-ended questions/written response strands. Teachers should create a worksheet for each writing prompt noted below. Each worksheet should include space for the student's name, the date, title of the book, author's and illustrator's name, and genre. (The open-ended question or wording for the narrative writing prompt should be imprinted thereon.) By using this format, students will begin to make a connection between the creators of specific works and the genre under which the works can be classified. They will also begin to conceptualize different ways of responding to text.
Open Ended Writing Prompt #1 - Summarize This
Briefly discuss the main events of the above-referenced story. Use details from the text to support your answer in the order in which they occur. Come on! You can do it!
Objective(
s)
To demonstrate understanding of the general text.
To select, use, and summarize the primary theme of text.
Requirements
This form is to be used with our three folkloric tales and/or
The Starry Messenger
. Students will classify each literary work by genre and will include the title of the work and name of the author in their response. Students should highlight main characters, the setting, two major problems/events and corresponding solutions/outcomes in the story in sequential order. (CMT Writing Prompt A3.)
Scores/Rubric
Scores of 2, 1, or 0 will be applied based on the following criteria:
2 = student has definitively included primary characters, setting, two major
problems/events supported by two major solutions/outcomes;
sentences are well constructed; comprehension is conveyed
1 = student has generally included main characters, setting, one major
problem/event supported by one major solution/outcome;
sentences are well constructed; basic understanding is conveyed
0 = none of the above criteria have been met
Evaluation
Promote student self-evaluation. Confer with students, reviewing writing results based on achieved rubric score. Make recommendations where required. Have student edit work where necessary. Retain writing samples in student folder for future student self-evaluation, and to generally monitor student progress.
Open Ended Writing Prompt #2 - Rename It
You have just read (title of story selection). If you could rename it, what would YOU
entitle the story? Use two to three details from the story to support your title change. Come on! You can do it!
Objective
To determine the main idea/theme within a non-fictional or fictional work.
Requirements
This writing prompt serves as a comprehension exercise. It can be used for any of the five story selections. Students will classify literary work by genre and will include the title of the work and name of the author in their responses. Students should rename the story based on key events or facts cited in the story. Students should begin with the opening statement or similar wording
"if I were to change the title of this story, I would change it to…"
Student should subsequently highlight two to three major events from within the text in support of the title change. (CMT Writing Prompt A1.)
Scores/Rubric
Scores of 2, 1, or 0 should be applied based on the following criteria:
2 = student has included an appropriate new title; two to three detailed
events from text are used to effectively support the title change; sentences
are well constructed and thorough understanding is conveyed
____
1 = student has included an appropriate new title, one key event from
the text has been used to effectively support the title change;
sentences are generally well constructed; basic understanding is conveyed
0 = none of the above criteria are demonstrated; lack of understanding conveyed
Evaluation
Confer with students to review writing results based on achieved rubric score. Where necessary, have student revisit the story, highlighting key events. Have student edit and revise title and supporting events where necessary. Retain writing samples in student folder for future student self-evaluation, and to generally monitor student progress.
Open Ended Writing Prompt #3 - You're The Expert
Pretend you are a guest lecturer standing before a classroom of students who know little about the Sun. Based on your classroom and independent readings, YOU are our Sun expert! You have been asked to explain TWO KEY concepts about the Sun. Use information from the text to support your answer. Come on! You can do it!
Objective
To select, synthesize, and use relevant information to convey understanding of subject matter.
Requirements
This prompt serves as an informational writing/comprehension exercise. It should be used after having read Seymour Simon's
The Sun
and supplementary information as previously noted. Students are required to identify this literary work by genre and include the title of the work and name of the author in their response. Students should generally state two facts cited in the text, elaborating on those facts with support statements taken from the text and supplementary readings. Cited facts will vary, ranging from
why our Sun appears to be larger than other stars seen in the night sky
to the
components of the Sun and their function
. (CMT Writing Prompt C3)
Scores/Rubric
Scores of 2, 1, or 0 should be applied based on the following criteria:
2 = student has included two general statements and has provided
accurate background details from text and related readings to support
both generalizations; sentences are well constructed and thorough
understanding of subject matter is conveyed
____
1 = student has included one general statement and has provided
accurate background details from text and related readings to
support the generalization; sentences are generally well constructed;
basic understanding is conveyed
0 = none of the above criteria is demonstrated; lack of understanding conveyed
Evaluation
Confer with students to review writing results based on achieved rubric score. Where necessary, have student revisit the story, identifying key points. Have student edit and revise key points and/or supporting events where necessary. Retain writing samples in student folder for future student self-evaluation, and to generally monitor student progress.
Writing Prompt #5 - Narrative Writing Assignment
Long, Long, ago, people across cultures created myths and/or folklore to explain things that happen in nature. Pretend you are a person who lived long, long ago. Create a story to explain why the Sun rises and sets. We want to feel, taste, see, and hear your story! Come on! You can do it!
Objective
To create a descriptive fictional work that includes structure and organizational patterns.
Requirements
Students will use their imagination to create their own folkloric tale. The story creation should include an engaging beginning, a well-defined setting, characters consistent throughout, a well-described series of events/problems, an engaging conclusion/resolution, and an attention-grabbing closing statement.
Scores/Rubric
Scores of 6, 5, 4, 3, 2, or 1 should be applied based on the following criteria:
6 = student has included an engaging beginning; sentences are well constructed;
organization, elaboration, and fluency are well developed; overall storyline
is well defined.
____
5 = student has included a somewhat engaging beginning; sentences are
generally well constructed; organization, elaboration, and fluency are
evident; overall storyline is well defined.
4 = student has included a descriptive beginning; sentences are somewhat
descriptive but inconsistent throughout; organization, elaboration, and
fluency are conveyed
3 = student has included a simple beginning, middle, and end; sentences are
minimally descriptive but generally well constructed; organization and
fluency are evident
2 = student has not included the beginning, middle, and/or end; sentences are
minimally descriptive and unorganized; fluency is minimally evident,
storyline is vague
1
|
= no storyline is conveyed
|
Evaluation
Confer with students to review writing results based on achieved rubric score. Where necessary, have student revisit the story, editing and revising where required. Final product can be formally typed and illustrated by student for display. Retain original writing samples in student folder for future student self-evaluation, and to generally monitor student progress.
Writing Prompt #6 - My Trip to the Sun!
You are on board a special spacecraft en route to the Sun. Tell us all about your travel adventureincluding all you discover when you reach your destination. We want to see, touch, taste, and feel your excursion. Give it your best! Come on! You can do it!
Objective
To create a fictional work grounded in factual information
To create a literary piece that includes structure and organizational patterns.
Requirements
Students will use their imagination to create their own Sci-Fi adventure. The story should be written in the first person. It should include an engaging beginning and a well-defined setting. Descriptive language should be used throughout, coupled with a well-defined series of events. Accurate information concerning attributes of the Sun and related concepts should be included. An engaging conclusion reflective of the return to planet Earth, and an attention-grabbing closing statement should be included.
Scores/Rubric
Scores of 6, 5, 4, 3, 2, or 1 should be applied based on the following criteria:
6 = student has included an engaging beginning; sentences are well constructed;
organization, elaboration, and fluency are well developed; includes eight to
ten accurately depicted pieces of factual information; overall storyline is
well defined.
____
5 = student has included an engaging beginning; sentences are well constructed;
organization, elaboration, and fluency are well developed; includes six to
seven pieces of accurately depicted factual information; overall storyline is well defined.
4 = student has included a descriptive beginning; sentences are somewhat
descriptive and well constructed; includes four to five pieces of accurately
depicted factual information; organization, elaboration, and fluency
are conveyed; overall storyline is well defined.
3 = student has included a simple beginning, middle, and end; sentences are
minimally descriptive but well constructed; includes three pieces of
accurately depicted, factual information; organization and fluency
are evident; overall storyline is generally well defined.
2 = student has presented story in an unorganized way; no descriptive words
are used throughout; one factual piece of information is contained therein;
sentences are not well constructed; fluency is not evidenced; overall
storyline is undefined.
1 = no storyline conveyed
Evaluation
Confer with students to review writing results based on achieved rubric score. Where necessary, have student revisit the story, editing and revising where required. Final product can be formally typed and illustrated by student for display. Retain original writing samples in student folder for future student self-evaluation, and to generally monitor student progress.