Content Standard: B. LITERATURE AND CULTURE
Students will use reading, listening, and viewing strategies to experience, understand, and appreciate literature and culture.
Common Assessment(s):

Performance Indicators Students will be able to:	Essential Elements (Specific grade level learning objectives)	Suggested Performance Activities (Relating to Assessments)	Suggested Assessments	Vocabulary * Indicates a word the teacher uses to help students start to understand
1. Understand the basic plot of simple stories	* Problems * Events *Solution	#Students will practice writing or telling the plot of short stories which they have read or heard	Students will write or tell the plot of short stories which they have read or heard.	plot problem/solution happening main idea
2. Draw logical conclusions about what will happen next or how things might have turned out differently in a story.	Students will be able to predict and state a different possible outcome.	#1. Students will practice giving reasons for their prediction about what will happen next and how they came to these conclusions. #2a. Student will read sections of a book and then categorize and discuss possible predictions about what will happen next in the story or book. 2b. They will tell why they made these predictions about what will happen next in the story or book. 2c. They will then read and/or listen to the text about what will happen next in the story or book. Then they will discuss how the text proves their predictions. # 3. They will practice telling and writing different logical endings to the story or book based on information provided by the text. 4a. The student can read or hear a variety of books with the same title (ex. 3 Little Pigs) make a T-chart or story map showing how the text are alike or different. 4b. The students can practice using a compare and contrast chart after reading or hearing similar books. Examples- The Three Little Pigs, The True Story of The 3 Little Pigs! by Jon Scieszka; The Three Little Wolves and the Big Bad Pig, by Eugene Trivizas and Helen Oxenbury; Goldilocks and the Three Bears, Somebody and the Three Blairs, by Marilyn Tolhurst	#1 or 2. After doing activities like 1 or 2, the student will then listen to or read a book. He/she will make a prediction about what will happen next and give logical reasons supported by the text for their conclusions. #3. The student will create a new ending for a book that he/she read. #4. Create a new story about 3 Whatevers (Little, Big, etc.) by changing the characters and/or problem. Template for story of 3 Example: first grade, The Three Little Stories.url http://www.bathpublic schools.com/fms/ grade1/threestories.htm 4 Second Grade 2000 draft of MAP task. Story of 3. Create a story map which includes; characters-who, setting-where, problem-what, solution-how of 3 different stories of three (containing three characters). He/she will then map their own story of 3 and write it as a new story of 3 Whatevers.	*logical conclusion prediction happen main idea details plot characters story map setting/where character/who problem/what solution/how
3. Identify differences and similarities in story elements (e.g., plot, setting, characters, conflict resolution) in works from various cultures.	Recognize similarities and differences from various cultures in text.	# a. The students will practice by reading or listening to stories or books from different cultures and compare story elements (e.g., plot, setting, characters, conflict resolution) of those books based on the same idea. #b. Students will learn how to use Venn Diagrams, T-charts. Examples: Red Riding Hood, Lon Lo Po; Cinderella, Princess Furball	After reading or listening to stories o r books from different cultures the students will make a T - chart or Venn diagram to compare the story elements (e.g., plot, setting, characters, conflict resolution) in those books based on the same idea. Examples: Red Riding Hood, Lon Lo Po; Cinderella, Princess Furball	T - Chart culture compare contrast plot setting characters, conflict resolution Venn diagram
4. Distinguish between fiction and nonfiction.	Students will be able to identify fiction from non-fiction stories/books.	# The students will participate in classroom discussion using a variety of books or stories identifying why they are fiction or nonfiction books. Example: Bob the Snowman/ Weather words/ The Cloud Book, Tomie de Paola Sun Up Sun Down/ The Rooster Off to See the World My Shadow by Robert L. Stevenson/175 Science Experiments to Amuse and Amaze Your Friends by Brenda Walpole (Random House) Page 133 Playing with Shadows/ Science For Life and Living Grade 2, the shadow experiment. Shadow Experiment <http://www.bathpu blicschools.com/ fms/grade2/ shadowba.html > See MLR Science 2.G The Universe	MAP Task: Character Bookmark Make a bookmark and write a piece justifying why the book is fact or fiction	fiction nonfiction *distinguish fact make believe prove identify *justify