1. Butterflies Thematic Unit By

2. Overview and Goals A thematic unit is a plan developed around a central concept or idea developed throughout the curriculum. I plan to do my thematic unit on butterflies. Butterflies will be my motivation and theme to help influence and teach all of the content areas such as Social Studies, English, Math, Science, Music, and Art. I plan on doing this thematic unit for second grade. My goals are for the students to discover the life cycle of a butterfly, gather information from observations to write predictions, and determine the length of a butterfly’s wingspan using a ruler.

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4. Vocabulary Objective TSWBAT identify and explain the vocabulary words by relating them back to real life. (Applying) CCSS 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.

5. Vocabulary Direct Instruction The teacher will read “Butterflies and Moths” by Larry Brimmer. The teacher will introduce the vocabulary words such as camouflage, cocoon, metamorphosis, pupa, species, antennae, and moth. TTW write the words on the Smart Board. TTW first ask the class if they have an idea of what the words mean using context clues from the text. TTW allow the students to discuss possible meanings while guiding them to the correct meanings. TTW give the students the definitions of each word and display it on the Smart Board. Once the teacher displays the definition, TTW ensure understanding by having the children come up and act out each word or find an item in the classroom that could represent it. Student Practice TTW break the class into groups of four. TSW play “I have who has” with the new vocabulary words. Each student will get two cards. Assessment TTW walk around the class to assess the children’s understanding of the new material.

6. Grammar Objective TSWBAT create compound sentences by transforming them from simple sentences. CCSS L.2.1.F. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy ).

7. Grammar Direct Instruction TTW read the story “The Hungry Caterpillar” by Eric Carle. TTW pull out one simple sentence from the story and ask the students, “How can we expand and develop on this sentence.” The teacher will help the students expand the simple sentence. The teacher will make an anchor chart pulling out words that can help make compound sentences. The anchor chart will include for, and, nor, but, or, yet, and so. The teacher will use one of the compound words and model turning a simple sentence to a complex compound sentence. The teacher will model a couple of times until the students grasp the idea. Student Practice TTW have each compound word on an index card. She will break the class into seven different groups. Each group will receive one compound word connector. The groups must form a simple sentence about butterflies and use one of the compound word connectors to make it a complex compound sentence. The students will present their sentences to the class and the class will have to discover their compound word connector. Assessment The teacher will observe the use of the compound words during the presentations and record if the students understood the concept or need help.

8. Reading Objectives TSWBAT determine the characters, plot, and settings using the illustrations and context clues. CCSS RL.2.7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plots.

9. Reading Direct Instruction TTW read the story “Caterpillar Caterpillar” by Vivian French. As the teacher reads the story, she will display the pictures and text on the Smart Board to allow the students to follow along. The teacher will explain how the pictures in the story help convey the message of the text. TTW stop before ending the story and have the students predict what happens in the story by just showing the students the illustration. TTW allow the students to tell the class of their ideas. TTW read the last page of the story. TTW point out how the illustrations helped guide the story’s main ideas. Student Practice TTW provide the students with a complex sentence about butterflies. TSW use that sentence to create a picture that supports the main idea. TSW present their pictures to the class. The class must try to guess their main idea using the picture to guide them. TSW announce their main idea after a few students guess. Assessment TTW walk around the class and mark whether the pictures relate to the main idea or not. TTW pick up the final projects to determine if the students understood the lesson.

10. Phonics Objectives TSWBAT identify long vowel words found in a book. CCSS Rf.2.3.C. Decode regularly spelled two- syllable words with long vowels.

11. Phonics Direct Lesson TTW watch the “Long Vowels” YouTube video about long vowel to introduce the concept. The teacher will provide the students with a copy of the story “The Lamb and the Butterfly” by Eric Carle.The teacher will point out to the class that the word butterfly has a long “I” sound. The teacher will remind the class of the long vowel rules. Rule 1: When a word has two vowels, usually the first vowel says its name and the second vowel is silent. Rule 2: If a word has one vowel and it comes at the end of the word, that word usually has a long vowel sound. Rule 3: The vowel i and o have the long vowel sound when followed by two or more consonants usually has a long vowel sound. TTW provide the class with a few examples of each rule. Student Practice TTW have the students use the copy of “The Lamb and the Butterfly” by Eric Carle.. TSW create a AEIOU long vowel flip book out of construction paper. TSW record each word they find from the text that is a long vowel and place them under the correct flip book vowel. Assessment TTW collect the flip books and grade for accuracy.

12. Writing Objective TSWBAT justify their opinions using evidence from the story. CCSS W.2.1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also ) to connect opinion and reasons, and provide a concluding statement or section.

13. Writing Direct Instruction TTW read the story, “Farfallina and Marcel” by Holly Keller. TTW discuss story elements. TTW discover the character, plot, and settings. TTW record the student’s responses on the Smart Board. TTW then have the students provide more details about each character including looks and personalities. Student Practice TSW write an opinion letter to the author about what Marcel and Farfallina will do next. TSW present their letters to the class. Assessment TTW pick up the letters and grade them for spelling. TTW then mail the letters to the author.

14. Math Objective TSWBAT compare the measurements of a butterfly’s wingspan to that of other wingspans. CCSS 2.MD.A.1Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

15. Math Direct Instruction TTW read the story “Butterflies and Moths” by Larry Brimmer. TTW point out how the story talked about wingspans of butterflies. TTW ask the class, “How do you think we could measure a butterfly’s wingspan?” TTW hear the student’s responses and guide them to the answer she wants. TTW then pull out a drawing of a butterfly, which is scaled, to size of an actual butterfly. TTW measure the butterfly’s wingspan and announce his/her findings. TTW ask the class, “Do you think birds have a smaller or larger wingspan?” Student Practice TTW break the class into five different groups. Each group will receive a different animal/insect that flies. TSW measure the length of their wingspans using appropriate measuring tools. TSW present their findings to the class and indicate whether it was smaller or larger than a butterfly. Assessment TTW assess the students by walking around the class and observing the measuring tool they are using and if they use the correct labels.

16. Science Objective TSWBAT explain the life cycle of a butterfly. CCSS/ELA LS-E-B1 Compare the life cycles of selected organisms

17. Science Direct Instruction TTW read the book, “From Caterpillar to Butterfly” by Deborah Heiligman. TTW point out that the book talks about life cycles of a butterfly. TTW ask the class, “What do you think a life cycle is?” TTW guide the students to the correct answer. TTW remind the students of their vocabulary words. TTW go over the stages a caterpillar goes through to become a butterfly. TTW write the stages on the Smart Board and use the book as evidence. Student Practice TSW create a butterfly life cycle. TTW provide the students with a cut out of a butterfly. On each section of the wing, the students will write the name of the stage as well as a picture of what they would look like. TSW then decorate the butterfly however they would like. On the butterfly’s body, TSW write one interesting fact they learned about butterflies. Assessment TTW pick up the butterflies and grade for accuracy on the stages and drawings.

18. Music Objective TSWBAT create a song about butterflies CCSS/ELA Standard #4: Composes and arranges music within specified guidelines.

19. Music Direct Instruction TTW discuss how we change any fact into a song. TTW provide the students with a video called “Butterfly, Butterfly.” TTW point out how people like me and you created this song. TTW remind the students that some songs have rhymes. TTW point out that “Inside Butterflies” by Hazel Davies. Student Practice TTW break the class into groups of five. TTW give each group a topic from “Inside Butterflies” by Hazel Davies. TSW create a rhyming song based on their topics. TSW present their song to the class. Assessment TTW walk around the class and observe the process and record which students are grasping the idea and which are struggling.

20. Art Objective TSWBAT produce their interpretation of the story. CCSS TH-CE-E4 Create story lines for improvisation

21. Art Direct Instruction TTW read the story “Farfallina and Marcel” by Holly Keller. TTW review the setting, plot, and characters. TTW ask the class, “What do you think the message of the story is?” TTW review the main concept of the story. Student Practice TTW break the class into groups of three. TSW be given a different “twist” to the story. TTW have the students come up and act out how the story would be different. Assessment TTW record the interpretations.

22. Culminating Activity Objective TSWBAT examine the life cycle of a butterfly and record their findings. CCSS/ELA LS-E-B1 Compare the life cycles of selected organisms

23. Culminating Activity Direct Instruction TTW dicuss the life cycle, habitat, and feedind habitis of a butterfly using the book “Inside Butterflies” by Hazel Davies as proof. Student Practice TSW record the changes the caterpillars/butterflies make each day in their observation logs. Assessment At the end of the life cycle, the teacher will pick up their observation logs and grade for completeness.

24. References Brimner, L. D. (1999). Butterflies and Moths. New York, LA: Children's Press. Keller, H. (n.d.). Farfallina and Marcel. New York, NY: Greenwillow Books. Carle, E. (1969). The Very Hungry Caterpillar. New York, NY: Philomel Books. Carle, E. (1988). The Lamb and the Butterfly. New York, NY: Orchard Books. Davies, H. (2011). Inside Butterflies. New York, NY: Sterling Childrens Books. Heiligman, D., & Weissman, B. (1996). From caterpillar to butterfly. New York: HarperCollins. French, V., & Voake, C. (1995). Caterpillar, caterpillar. Cambridge, Mass.: Candlewick Press.