Writing for Understanding

Writing Task Conceptual Planner

Teacher: Mary Dupont Grade: 2

Time: 1 week Informative/Explanatory

Topic/Subject/ Text

Lighthouses/U.S. Regional Studies/Beacons of Light by Gail Gibbons

Central Ideas

Content Standard: U.S. Regional Study

CC Reading Standard: RI.2.10: By the end of the year, read and comprehend informational texts, including history/social studies, science and technical texts, in the grades 2-3 text complicity band proficiently, with scaffolding as needed at the high end of the range.

CC Writing Standard: W.2.2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points and provide a concluding statement or section

Focusing Question: Why do we have lighthouses?

Focus Statement: Lighthouses have many features that help warn sailors of danger.

EVIDENCE
What is the lighthouse feature? How does it help sailors?
Beacon of light Warns them of hidden dangers (rocks, sandbars, reefs, land)
Fresnel lens Bends light bean making it visible for miles
Fixed lights Shines all of the time
Flashing lights Flashes (differing lights help sailors identify specific lighthouses)
Distinctive shape/patterns Helps to identify specific lighthouse locations
Fog horns Distinctive sounds/blasts identify particular lighthouses

Plans to Gather and Record Evidence

Circle all that apply.

1. Evidence will be recorded by

Full group small group individual student

2. Evidence will be recorded on

chart graphic organizer whiteboard sorting mats other:______________

3. Evidence will be recorded in

words/phrases pictures drawings objects photos audio file video file

Oral Processing: Understanding of evidence will be built through...

Discussion: Turn/Talk and whole group discussion as evidence is discussed and explore

Sorting/Sequencing: Evidence sorted on graphic organizer

Activity: Students will explore different types of light through hands on artifacts.

Other: They also will listen to audio sounds of different foghorns and view photos of specific lighthouses to study design and patterns.

Test Drive:

Lighthouses have many characteristics that help sailors avoid dangers at sea. First of all they shine lights to warm sailors of rocky shores or dangerous waters. There are many different lights. Some flash and some shine all of the time. Fresnel lights have many prisms that make the beam shine farther. Also lighthouses have special designs or patterns that make them unique. Each was built specially to fit into its location. When sailors recognize lighthouses they know where they are and what dangers to avoid. Lastly, lighthouses have special foghorns and radio beacons that give off warnings. Every foghorn has its own special sound. Lighthouses are important for the safety of ships and sailors.

Notes/Observations

Anticipated student need	Instructional support
Anticipated Need	Instruction
Clarification of key vocabulary words	Discuss through class read-aloud and discussion
Transition words	Mini-lesson/models
Writing Structure	Five finger paragraph with elaboration
Understanding of specific concepts	Demonstrate with objects, photos and audio video

Observations on Text Complexity: Where will students need support?

Meaning: “Fixed lights” vs. “flashing”, wick lights, description of fresnel lens, determine meaning of “characteristic”

Structure: Each group marks the pages that answer their research question with a sticky note

Language: thrash, beacon, outbuildings, remote, landmarks, vessels, reflectors, distinctive,

diaphone

Knowledge: science vs. Laymen’s knowledge of lighthouses

“veer away” “plot position” land obstacles including harbors, sandbars, ledges