Subjects By Grade
ESSENTIAL QUESTION

Using texts and illustrations, why is understanding the characters, plot and setting of a story helpful in becoming a better reader?

Common Core Standards 2017-2018 Common Assessments Print Unit 2
Primary - Reading - Grade 2 - Unit 2
Story Elements
A unit exploring characters, setting and plot in a fiction story.
OVERVIEW Show All | Hide All | Top

In this unit, students will examine the actions, sayings and feelings of characters in a story. They will also learn the importance of illustrations and texts in learning about characters, setting and plot.  Students will understand that stories have a time and place to be able to identify the setting.  Students will be able to determine the beginning, middle and end of a story.  Students will identify the problem and solution of the story.  Students will be able to ask and answer questions to help them better comprehend.  Students will use context clues to find the meaning on unknown words.     

Print Version
COMMON CORE STANDARDS Show All | Hide All | Top

RL.2.1. Ask and answer such questions as who, what, where, when, why and how, and make and support logical inferences to construct meaning from the text.

RL.2.3. Describe how characters in a story respond to major events and challenges in order to make meaning of the story development.

RL.2.5. Describe how parts of the text contribute to the overall structure of poems, stories and dramas, including but not limited to linear, non-linear and circular structures.

RL.2.6. With prompting and support, acknowledge differences in the perspectives of characters, including by speaking in a different voice for each character when reading dialogue aloud, and how those perspectives shape the content of the text.

RL.2.7. Use a story’s illustrations and words in print/non-print texts to demonstrate understanding of characters, setting and plot.

 

 L.2.4. 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 the new word formed when a known prefix is added to a known word. c. Use a known root word as a clue to the meaning of an unknown word with the same root. d. Use knowledge of the meaning of individual words to predict the meaning of compound words. e. Use glossaries and beginning dictionaries to determine or clarify the meaning of words and phrases. f. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.

Print Version
STUDENT LEARNING TARGETS Show All | Hide All | Top

Priority Statement 

2.RL.3- I can describe how characters act and feel (reaction) about the events and challenges.

 

Today I will describe how characters act and feel in the text, so I can better understand why a character reacts.  I’ll know I have it when I can read and connect the characters actions with the problems, events and challenges in the text.

 

2.RL.1- I can ask and answer questions such as who, what, where, how, when and why to show that I understand important details from the text.

 

Today I will ask and answer questions, so I can better understand important details from the text.  I’ll know I have it when I can ask and answer meaningful questions and prove my answer with evidence from the text.

 

2.RL.5-I can describe the beginning, middle and end of the story.

 

Today I will describe the beginning, middle and end of a story, so I can understand the important parts of the story.  I’ll know I have it when I can retell the story.

 

2.RL.7- I can use information from illustrations and text to better understand the characters, setting and plot.

 

Today I will use information from text and illustrations, so I can better understand the character, setting and plot.  I’ll know I have it when I can:

·         Describe the character by using the text and illustrations

·         Describe the setting by using the text and illustrations

·         Describe the plot by using the text and illustrations

 

2.L.4- I can use context clues to figure out the meaning of a word or phrase in sentences.

 

            Today I will use context clues, so that I can find out the meaning of a word or phrase.  I’ll know I have it when I can use strategies to help me determine the meaning of unknown words. 

 

 

Supporting Statement

2.RL.6-I can recognize differences in how characters feel by what the characters say and do in the story. (point of view)

 

Thinking Strategies: Making Connections, Schema, Questioning, Visualizing

Print Version
CRITICAL VOCABULARY Show All | Hide All | Top

character

character traits (adjectives) 

Note: Please make a point to use words that are more elaborate than happy, sad, mad, etc.

setting (time, place, when and where)

plot (beginning, middle, end)

illustrations

problem

solution

 

 

Print Version
LEARNING EXPERIENCES Show All | Hide All | Top
E-TOOLS Show All | Hide All | Top

Coming Soon.

RESOURCES Show All | Hide All | Top
LITERACY STRATEGIES Show All | Hide All | Top

Coming Soon.

THOUGHTFUL EDUCATION TOOLS Show All | Hide All | Top

Coming Soon.