BCP DRAFT LIT15
Baltimore Curriculum Project Draft Lessons
These lessons generally follow the grade-by-grade topics in the Core Knowledge Sequence, but they have been developed independent of the Core Knowledge Foundation. While the Core Knowledge Foundation encourages the development and sharing of lessons based on the Core Knowledge Sequence, it does not endorse any one set of lesson plans as the best or only way that the knowledge in the Sequence should be taught.
You may feel free to download and distribute these lessons, but please note that they are currently in DRAFT form. At this time the draft lessons on this web site do NOT have accompanying graphics, such as maps or cut-out patterns. Graphics will be added to this site later.
In participating BCP schools, these lessons are used in conjunction with the Direct Instruction skills programs in reading, language, and math. If you use or adapt these lessons, keep in mind that they are meant to address content and the application of skills. You will need to use other materials to ensure that children master skills in reading, language, and math.
Second Grade - Literature - October - Overview
Other than one saying and two poems, the month of October is dedicated to the story Peter Pan. In order to provide flexibility in book selection and scheduling, activities are provided but you may choose the number you wish to include.
Be sure to read the background information for coverage of the essential parts of the story and specifics about the author. You may want to plan time to view the Disney video at the completion of the unit or choose some additional books that enhance the theme.
Second Grade - Literature - Sayings and Phrases - October
Introduce the saying "In hot water." Remind the children of the story of The Three Little Pigs and what happened to the wolf at the end of the story. The wolf ended up "in hot water" when he came down the chimney. He got into trouble. Tell the children that when someone gets into trouble we sometimes say that the person is "in hot water."
Ask the students to recall other literary characters who did something to end up "in hot water." (examples: Goldilocks, Curious George [great example], Pinocchio, etc.) Have the students identify how that person got into trouble. You may also let the students tell of personal situations where they got "in hot water"; however using literary figures allows children to share a common knowledge.
Post the phrase and tell the students that following the rules in the classroom and school, and
doing what they are supposed to do, will keep them out of hot water.
Read one of the suggested stories, or one of your choosing, and have the students make a picture
illustrating how that character got "in hot water."
Worksheet of cauldron, figure
Popsicle stick/tongue depressor, tape
Crayons, markers, colored pencils
Provide each student with a blank figure, popsicle stick/tongue depressor, and a blank cauldron.
Have the students color the figure as a literary character and attach the stick to the back. Next,
have them write the name of the character on the front of the cauldron, color and cut a slit in the
top on the dotted line. Insert the stick in the slit and allow the character to get "in hot water."
Suggested Stories and Books
Curious George stories by H.A. Rey
Amelia Bedelia stories by Peggy Parrish
Bishop, Gavin. The Three Little Pigs. New York: Scholastic, 1989.
Galdone, Paul. The Three Little Pigs. New York: Clarion, 1970.
Marshall, James. The Three Little Pigs. New York: Penguin Books, 1989.
Voake, Charlotte. The Three Little Pigs and Other Favourite Nursery Stories. Cambridge, Candlewick Press , 1991
Zemach, Margot. The Three Little Pigs. New York: Farrar, Strauss and Giroux, 1988.
de Regniers, Beatrice Schenk. Red Riding Hood. New York: Weston Woods, 1984.
Galdone, Paul. Little Red Riding Hood. New York: McGraw-Hill, 1974.
Marshall, James. Red Riding Hood. New York: Dial Books, 1987.
Hyman, Trina Schart. Little Red Riding Hood. New York: Holiday House, 1983.
Brett, Jan. Goldilocks and the Three Bears. New York: Putnam, 1987.
Marshall, James. Goldilocks and the Three Bears. Dial: New York, 1988.
de Paola, Tomie. Strega Nona. New York: Prentice Hall, 1975.
Steig, William. Sylvester and the Magic Pebble. New York: Simon & Schuster, 1988.
Collodi, C. The Adventures of Pinocchio - Tale of a Puppet. New York: Lothrop, Lee & Shepard, 1983.
BCPDRAFT LIT 18
Second Grade - Literature - Lesson 3 - Poetry
Who Has Seen the Wind?
Listen for enjoyment.
Write another stanza to the poem.
Poem on chart paper
Make a paper fan and move among the children fanning them. Ask them if they could feel the moving air (yes). Ask them if they could see the moving air (no).
Tell the students to listen as you read a poem about the wind and what it does.
Have the children recount the evidence of the wind in the poem (leaves hang trembling, leaves bow down their heads). Then ask them to tell of sights they've seen that indicate that the wind is blowing. List their examples which may include: kites, clothes blowing as they hang on a line, tall grass bending, paper blowing, umbrellas inside out.
Next display the poem on chart paper. Have the children look at the repetition in the stanzas of the poem.
Who has seen the wind?
Neither you nor I:
But when ..........,
The wind is passing by. Or
Who has seen the wind?
Neither I nor you:
But when ...........,
The wind is passing through.
Have the children pay particular attention to the rhyming pattern at the ends of lines 2 and 4.
Tell the children that they are going to write more parts to the poem by filling in the third line. Identify these four lines together as a stanza.
Write some possible third lines with the students. Some ideas might be:
But when the clothes fly off the line,
But when the kites sail up and down,
Have the children write their new stanzas. If there is time allow the children to illustrate them also. Be sure that the final words in lines 2 and 4 rhyme.
Remind the students of the AABB pattern they saw last month and see if they can figure out the
pattern for this poem. It is ABCB.
BCPDRAFT LIT 19
Who Has Seen the Wind?
Who has seen the wind?
Neither I nor you:
But when the leaves hang trembling,
The wind is passing through.
Who has seen the wind?
Neither you nor I:
But when the leaves bow down their heads,
The wind is passing by.
BCP DRAFT LIT20
Second Grade - Literature - Lesson 4 -Poetry
Identify the rhyming pattern ABABCC.
Use sound effects to accompany the reading of the poem.
The presentation of Windy Nights is especially effective when the poem is accompanied by a gentle galloping sound which could be accomplished by having the students tap gently on their desks. You might also want to enhance the recitation of the poem by selecting music to play in the background. Of course, the emphasis you give the words and your tone of voice will make the greatest impact.
Questions about the poem and activities for identifying the rhyme pattern are included. You may
not wish to do both in one lesson. It may work out better in your schedule to do the activities
over several days.
Tell the students that the poem Windy Nights is another poem that could go in your weather unit. Read the poem and see if they can tell why. Ask how many students have ever heard the wind howl at night. Ask: What are some of the ways to describe the sound of the wind? (roars, growls, screams, shrieks) Does the wind sound friendly? If you were trying to get away from the wind would you walk at a slow pace? How would you move? (run, race, gallop)
Tell the students that Windy Nights was written many years ago and that there are some clues that let them know this. They may note that the man is galloping (on horseback), there are fires at night, he gallops on the highway, ships are tossed.
Ask the students to tell the kinds of feelings they get from the poem. Ask: Is this a happy poem? Is it a poem that you'd like to recite over and over again? Why or why not? Who or what is the poem about? Ask them to describe the dark man in the poem. Do they think of him with a long cape flapping? Is he tall or short? Does he speak?
Read the poem again and this time have the students accompany the reading by making a
galloping sound by tapping on their desks. Ask the students if they prefer having the poem read
this way. Can they suggest other enhancements to the reading?
Help the students to recall the AABB rhyming pattern by reciting several examples and asking the students to identify the pattern (Lesson 1). Review with the students the method of identifying patterns (rhyming of the last words in two or more lines). Tell them that you are going to read the poem and you want them to try to identify the rhyming pattern.
Read the poem. It may be too difficult for students to identify the pattern by simply listening to one reading of the poem although they will surely hear rhyming words. Help them to see the pattern by writing words that come last in each line in a column on the board. Identify that set and wet rhyme (A), high and by rhyme (B), and out and about rhyme (C), for a pattern of ABABCC. You may want to have students tell, or point out yourself, that in this poem a stanza contains six lines.
BCP DRAFT LIT 21
Whenever the moon and stars are set,
Whenever the wind is high,
All night long in the dark and wet,
A man goes riding by.
Late in the night when the fires are out,
Why does he gallop and gallop about?
Whenever the trees are crying aloud,
And ships are tossed at sea,
By, on the highway, low and loud,
By at the gallop goes he:
By at the gallop he goes, and then
By he comes back at the gallop again.
Robert Louis Stevenson
BCP DRAFT LIT 22
Second Grade - Literature - Peter Pan
Barrie, J.M. Peter Pan. New York: Henry Holt and Co., 1987. (see note)
Dubowski, Cathy East (adapted by).Peter Pan. New York: Random House, 1991.
Strasser, Todd. Walt Disney's Peter Pan. New York: Disney Press, 1994.
Notes and Background for the Teacher
Peter Pan is introduced at this time, but it is revisited later in the year. You may wish to read some selections from the book now and others later or you may choose to do a few activities with the story now and save the others for later.
James Marshall Barrie was born in Scotland in 1860. He originally wrote of Peter Pan in a novel called The Little White Bird, published in 1902. The six chapters about Peter were extracted and became the book Peter Pan in Kensington Gardens. Peter Pan, or The Boy Who Would Not Grow Up was the play that preceded the book Peter Pan.
Be sure to tell the children that the story that you will be reading was performed on the stage years before. Tell them that the character of Peter Pan was often played by a woman who would be light enough to lift with ropes in order to "fly" and small enough to appear like a young child. (There is a video available of the musical Peter Pan starring Mary Martin. While it should not be shown in place of reading the story, selections from it may add to the experience for your students.)
Greek mythology will be covered later in the year and the character of Pan will be discussed then. You may wish to tell the children that such a character existed who was half-goat and half-man, who played a flute (the Pan flute) and frolicked and played all day. As the children hear about Peter Pan they certainly will realize that the name fits. Tell the children that sometimes people who don't want to be responsible for things they have to do are called "Peter Pan" meaning that they don't want to "grow up."
Because the original story of Peter Pan was written so many years ago, the references and vocabulary may make it too difficult to read to second graders. Several names and comments have derogatory meanings today so it is better that they not be mentioned. The sophistication of the students should be considered and the material should always be read before being presented. The chapters referenced are the best to use if you are using the original.
There are differences in the Barrie and Disney versions concerning many things including the names of the Lost Boys, the name and behavior of the Indian tribe mentioned, the plans to "do in" Peter Pan, etc., so it is very important to match activities to the version you use.
The Shadow (art activity - Shadow poses)
(Chapter 2 of the original - read only the sections that apply )
Large sheets of paper for outlining
The story of Peter's shadow is part of a rather difficult chapter in the original, but treated BCP
DRAFT LIT 23
rather lightly in the Disney version. Students will most likely be quite interested to find out that
Peter's shadow can be separated from him; that he believes he can rejoin it to himself with soap; that Wendy actually sews it back to his feet.
The children may enjoy tracing each others' outlines caught in activities that they enjoy. These
"shadow" poses could then be put around the room with a sentence or two written on each
explaining the activity during which the shadow was "lost."
I Can Fly (art activity - Drawing)
(Chapter 3 of the original)
Manila or white drawing paper
Crayons, glue, glitter or crystal dust
Peter tells the children that they can fly by thinking "lovely wonderful thoughts" and, of course, having "fairy dust" blown on them. Wendy, John and Michael each tell what thing they would like to see if they could fly and Peter convinces them that particular sight is available.
Students could either do a drawing of what "lovely wonderful thoughts" they would think in order to fly or they could draw the sights they would like to see if they could fly. Glitter or crystal dust could be sprinkled lightly on the drawings to simulate "fairy dust."
Tinker Bell (character traits)
The character Tinker Bell is quite brash in the original story and frequently responds with the words "You silly ass." Of course the term meant other things in Barrie's day and may be explained as such, but you may wish to eliminate these words of Tinker Bell altogether. Do take the time to explain that a tinker is someone who "tinkers" with, or fixes, things. See if the students can see some of the ways she "fixes" things in the story and some of the "fixes" she gets into.
The origin of fairies, as explained by Barrie, is quite charming and the students may enjoy hearing that "when the first baby laughed for the very first time, its laugh broke into a thousand pieces, and they all went skipping about, and that was the beginning of fairies."
As you read selections from the book be sure to emphasize the different behaviors of Tinker Bell. Ask the students to describe the way she treats Peter Pan as compared to the way she treats Wendy. Have them suggest a character trait to match each behavior.
Tinker Bell (description - Fairy illustration and description)
Body shapes (pattern included), paper
Crayons, glue, scissors, paper and fabric scraps, felt
Have the students brainstorm a list of words to use to describe a fairy. Make separate columns for
size, facial features, movement, voice and manner of speaking, and dress.Encourage the
children to list as many words as possible including synonyms like tiny, miniature, petite and
small. Remind the students that they may wish to give the fairy wings or
BCP DRAFT LIT 24
have it be wingless.
After the class has completed the lists give each student a body shape and a piece of paper
for mounting. Encourage the students to consider whether or not to attach wings to the shape and
demonstrate how this can be accomplished. Next, encourage the children to use bits of paper, yarn, fabric, etc. to create and clothe fairies. Have the students name the fairies and write a sentence or two telling something about each. (Ariel flutters dreamily from flower to flower. or
Pip angrily tosses berries at nearby field mice.)
Neverland or Never Land (map making)
Paper, crayons, pencils, rulers
There are several descriptions of the island and its flora and fauna. It houses not only the Lost Boys and Tinker Bell, but a tribe of Indians, a lagoon of mermaids, countless fairies, and a crew of pirates. Much of the land is covered with a forest and there are toadstools and mosses. As you discuss the island with the students be sure to use as many geographic terms as possible. Be sure that they can define lagoon and island.
Have the students work in groups to make maps of Neverland. Together decide what should be
included on the maps (forest, lagoon, Indian settlement, etc.) Review the concept of map key or
legend and have the students decide which symbols should be used on their maps. Then have the
students create their own representations of Neverland.
Pockets (prediction - Character pockets)
Pocket patterns, paper
Scissors, glue, crayons
Peter tells Wendy that the Lost Boys do not have pockets and that she could make them ever so happy if she sewed pockets for all of them. Have the students suggest items that might be found in the pockets of various characters. If the students have difficulty have them think about what the character might have in his or her pocket if he or she were living today. Some thoughts might be fairy dust for Tinker Bell, super glue for Peter Pan (in case his shadow gets unstuck), a sewing kit for Wendy, storybooks for the Lost Boys, etc.
Give each child a page of pocket patterns. Have the students write the name of the character on
the front and color appropriately. After the students attach the pockets to another piece of paper,
have them draw a picture of the selected item underneath so the pocket can be lifted to reveal the
I Don't Want to Grow Up (evaluation - Write or illustrate)
Manila or white drawing paper, writing paper
BCP DRAFT LIT 25
Peter makes it very clear that he does not want to grow up. He doesn't want to go to
school, he doesn't want to have to wear "grown-up" clothes, he doesn't want to have to shave or go to work each day. Tell the children that Peter Pan has many good reasons for not wanting to grow up and ask if they can think of reasons for not wanting to grow up. Use a sheet of chart paper to list their ideas.
After the students have exhausted their reasons for not wanting to grow up ask them to think of the positive reasons for growing up. Write this list on a separate sheet of chart paper.
When you have finished listing all their ideas compare the two charts. Would the students want to join Peter Pan in Never Land?
Have the students illustrate or write a reason that they would or would not want to grow up.
Display their thoughts on a board that says "I don't want to grow up" or "I can't wait to grow up"
or use both.
An Alphabet for Peter Pan
Using chart paper list each letter of the alphabet and leave space beside. Help the students to
brainstorm a word from the story Peter Pan for each letter of the alphabet. Some possible
(B) = Barrie version (D) = Disney version
A - Arrow
B - Big Ben, Blackfoot Tribe (D)
C - Crocodile, Cubby (D), Curly (B), Captain
D - Darling
E - End, England
F - Fairy, fly, forest, fairy dust, Foxy (D)
G - Glasses, green, grow up
H - Hook,
I - Indians, island
J - John
K - Kiss, keel
L - Lagoon, lantern, Lost Boys
M - Michael, mermaids, mother
N - Nana, Never Land, nursery, Nibs (B)
O - Only (as in Peter was the only boy who didn't grow up.)
P - Pirates, pockets, Peter Pan, plank
Q - Question
R - Reptile, Rabbit (D), Raccoon Twins (D)
S - Smee, shadow, Skunk (D), Slightly (B)
T - Tiger Lily, Tinker Bell, Ticktock, teddy bear, Tootles (B)
U - Underwater (mermaids), umbrella
V - Visit
BCP DRAFT LIT 26
W - Wendy, window
X - X marks the spot
Y - Yawn
Z - Zoom, zip
You may limit this activity to simply making the list or you may wish to make a class
alphabet book, assigning letters and illustrations to students. You might also have the students give sentences for each of the words. The completed work could be put on the classroom library shelf or shared with students in other classes.