RCC Lesson 7 (RL.2.

2) - Group
A
Monday April 3: video

Tuesday April 4:
1. Read the standard at the top of the page and talk about it. Create our
own learning objective for the week.
2. This week and the week after spring break we will be reading and
recounting fables and folktales.
3. Fables are short stories that include animals as characters and are
meant to teach a lesson.
a. Do you know any fables or folktales?
i. Example: Goldilocks and the Three Bears
4. Recounting means including just the most important events of a story.
When you recount a story, you tell only the most important events
from the beginning, middle, and end of the story, using your own
words.
a. What are words that I might use to recount a story?
i. Who, what, where, when, why and how.
5. Building Background
a. What are the signal words for sequence?
i. Then, next, after that, later, in a while
ii. Have them recount their morning.
6. READ
a. Read aloud the Read section
i. Its helpful to recount stories after you read them to make
sure you have understood what happened at the
beginning, in the middle, and at the end.
b. Look at the picture and tell me what you see:
i. I see an alligator biting an elephants nose and the
elephant pulling away and then his nose is long.
c. Read the words under each of the pictures. Talk about what is
going on in the cartoon.
 RCC Lesson 7 (RL.2.2) - Group
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Wednesday Apr. 5:
NEED: packet and half sheet of paper
1. Opening: What is our purpose for meeting today?
a. Have a student read the I can statement they came up with.
2. Get Started: Today we are doing to dig deeper into the cartoon and
really understand it and start to recount it.
3. THINK:
a. Read aloud the THINK section.
i. We are going to use the chart to help us.
ii. Beginning section together, Middle with a partner, and
End individually.
iii. Share our charts.
4. TALK:
a. Read the prompt aloud.
b. Partners talk about which events in the chart will be most helpful
when recounting the story.
5. QUICK WRITE
a. What did you do yesterday? What were the most important
events of your day? Why were they important? When did they
happen? Was anybody else there? Recount what happened.
6. WRAP UP
a. What have you learned so far?
b. In the next section, well read a fable and think about how to
recount it. This will help you focus on the most important details
in the story.
 RCC Lesson 7 (RL.2.2) - Group
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Thursday- Apr. 6:
1. Opening: What is our purpose for meeting today?
a. Have a student read the I can statement they came up with.
2. Get Started: Today we will read a fable about a lion and a mouse.
First, we will read the story to understand what the author says. Then
youll reread it to identify the most important events of the story.
3. READ:
a. Read aloud the title nd author of the story. Aesops fables have
been told and retold for a very long time. Look at the illustration.
i. What do you think this story is about?
ii. Why do you think that?
b. Read the story
c. Clarify words
d. Questions:
i. How does the mouse meet the lion? (The mouse climbed
onto the sleeping lion by accident.)
ii. Why does the mouse say that he will one day help the lion?
(He wants the lion to set him free.)
iii. Why is the lion surprised that the mouse says he can help
him? (A mouse is so small and the lion is big and strong.
He does not think a small mouse could do anything to help
him.)
4. DEVELOP LANGUAGE:
a. Write The brown pony ate two apples. On a whiteboard.
b. What are the nouns in this sentence? (pony, apple)
c. Are there any adjectives in the sentence? (brown, two)
d. Lets find some adjective in the fable. (small, warm, soft,
sleeping, huge, little, tiny)
5. EXPLORE:
a. One student reads the EXPLORE prompt.
b. Closely reread the story with a partner and highlight any
important events that need to be included in the recounting of
the story.
 RCC Lesson 7 (RL.2.2) - Group
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Thursday Mar. 9:
1. THINK
a. Read the THINK prompt
b. Use THINK ALOUD:
i. I know that the casue is why something happened nd the
effect is what happened. I need to remember the
difference as I reread to gather text evidence.
ii. First I need to find the effect, or what happened, if warm air
rising. I will look in the article to see where the writer
 RCC Lesson 7 (RL.2.2) - Group
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Friday Mar. 10:
1. TALK
a. Read aloud the TALK prompt.
b. Have partners respond to the prompt.
c. Ask volunteers to share their understandings with the class.
2. WRITE
a. Read aloud the WRITE prompt
b. Go through the prompt to find out what they need to do.
i. What happens inside a cloud that causes rain or snow to
fall? Use signal words to explain the cause-and-effect
relationship.
c. Give students the sentence frames to create their answer in.
i. Answer: Rain and snow falls from clouds because they get
too heavy. The text states, Inside, the cloud, the water
droplets move around very quickly. They bump into one
another and stick together. As a result, the droplets get
bigger and heavier and fall as rain or snow.

Rain and snow falls from

clouds because
. The text states,
. They bump into one
another and . As
a result,
.
 RCC Lesson 7 (RL.2.2) - Group
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Monday Mar. 13:
1. Opening: What is our purpose for meeting today?
a. I can understand cause-and-effect relationships and how and why
events happen.
2. GET STARTED: Today we will read another science article. First, we will
read to understand what the article is about. Then we will reread with
a partner to identify cause-and-effect relationships.
3. BACKGROUND
a. Read the title.
b. What do you know about deserts?
i. They have ten inches or less of rain in a year.
ii. There isnt much water for animals to drink.
iii. Many times, the rain evaporates befoe it can hit the
ground!
iv. They aer very hot during the day but very cold at night.
v. The Sahara Desert is the largest hot and dry desert in the
world.
vi. The anials that live in the desert have bodies that require
very little water.
vii. Many animals bury themselves in the ground during the
day because its so hot and then hunt for food at night.
viii. Some desert animals include birds (road runners and owls),
snakes, lizards, scorpions, and camels.
c. What do you predict this section will be about? Why?
4. READ
a. Read to understand the concept and check words you dont know
b. Clarify words
5. WORD LEARNING STRATEGY
a. Use Context Clues
i. Extreme
ii. What does the word extreme means as it is used in this
sentence? (outside of what is ordinary or expected)
iii. What words in the sentence help you figure out the
meaning? (the difference between the high and low
temperatures)
iv. The author gives examples of the word, can you find any of
them.
6. READ
a. Was your prediction correct?
b. What is the article about? (cold deserts in the world)
c. Where do cold deserts exist? (Asia, Africa, South America, China, the
US, and Antarctica)
 RCC Lesson 7 (RL.2.2) - Group
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d. What makes Antarctica a desert? (it actually gets very little snow or
rain.)
e. What causes a rain shadow desert? (Large mountains block rain or
snow from reaching a place.)

Tuesday Mar. 14:

1. Opening: What is our purpose for meeting today?
a. I can understand cause-and-effect relationships and how and why
events happen.
2. THINK
a. Read Question 1 Part A
i. B because when it does snow, the snow doesnt melt
b. Read Question 1 Part B
i. A and E
c. Intergrating Standards:
i. Why is there little plant life in Antarctica and the Gobi
Desert? Use evidence from the text to identify at least one
cause-and-effect relationship that might have caused this.
(Antarctica is very colf, and there is little snow or rain available
for plants ot use, so most plants cant live there. Because of the
wind and extremes in temperature in the Gobi Desert, most
plants cant liv there.)
ii. What is this article mostly about? (what causes frozen
deserts and how difficult it is to live there)
3. TALK
a. Read prompt
b. Turn to partner and discuss
 RCC Lesson 7 (RL.2.2) - Group
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Tuesday Mar. 14:
1. Opening: What is our purpose for meeting today?
a. I can understand cause-and-effect relationships and how and why
events happen.
2. WRITE
a. Prompt: Why is the Gobi Desert a desert? Explain at least two
cause-and-effect relationships that might have caused this.
b. The Gobi desert is a desert because the Himalayas block any wet
weather from reaching that area, so very little can grow. The
text states, Heavy winds whip through the Gobi plains. As a
result, there is no sand or plants.

The Gobi Desert is a desert

because
, so
. The text states,
.
As a result,
.