Worksheets+for+Thematic+Unit

Worksheets for Thematic Unit: Native Americans 2nd Grade


 * //Day 1://**

//**Day 2:**//
 * **Building A Structure : Making a Teepee** ||
 * Teacher Name: **Ms. Kanani** ||  ||   ||   ||
 * Student Name: ||  ||
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Construction -Materials || Appropriate materials were selected and creatively modified in ways that made them even better. || Appropriate materials were selected and there was an attempt at creative modification to make them even better. || Appropriate materials were selected. || Inappropriate materials were selected and contributed to a product that performed poorly. ||
 * Construction - Care Taken || Great care taken in construction process so that the structure is neat, attractive and follows plans accurately. || Constuction was careful and accurate for the most part, but 1-2 details could have been refined for a more attractive product. || Construction accurately followed the plans, but 3-4 details could have been refined for a more attractive product. || Construction appears careless or haphazard. Many details need refinement for a strong or attractive product. ||
 * Student Name: ||  ||
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Construction -Materials || Appropriate materials were selected and creatively modified in ways that made them even better. || Appropriate materials were selected and there was an attempt at creative modification to make them even better. || Appropriate materials were selected. || Inappropriate materials were selected and contributed to a product that performed poorly. ||
 * Construction - Care Taken || Great care taken in construction process so that the structure is neat, attractive and follows plans accurately. || Constuction was careful and accurate for the most part, but 1-2 details could have been refined for a more attractive product. || Construction accurately followed the plans, but 3-4 details could have been refined for a more attractive product. || Construction appears careless or haphazard. Many details need refinement for a strong or attractive product. ||
 * Construction -Materials || Appropriate materials were selected and creatively modified in ways that made them even better. || Appropriate materials were selected and there was an attempt at creative modification to make them even better. || Appropriate materials were selected. || Inappropriate materials were selected and contributed to a product that performed poorly. ||
 * Construction - Care Taken || Great care taken in construction process so that the structure is neat, attractive and follows plans accurately. || Constuction was careful and accurate for the most part, but 1-2 details could have been refined for a more attractive product. || Construction accurately followed the plans, but 3-4 details could have been refined for a more attractive product. || Construction appears careless or haphazard. Many details need refinement for a strong or attractive product. ||

//**Day 3:**//

//**Day 4:**// Post-Assessment: After completing the lesson activities, students will be assessed on their Native American writing project, and their oral/readers’ theater presentation with the following rubrics (created on rubistar.4teachers.org):
 * ||  || ** Writing: Famous Native American **

Teacher Name: **Ms. Epifanio**

Student Name: || || ** Oral Presentation Rubric: Group Presentation/ Pocahontas Reader's Theater **
 * CATEGORY || ** 4 ** || ** 3 ** || ** 2 ** || ** 1 ** ||
 * ** Intro-duction ** || First sentence clearly identifies chosen famous Native American. || First sentence briefly states the students’ chosen famous Native American. || A mention was made about the chosen famous Native American; however, it was not clearly stated in the first sentence. || No mention of the chosen famous Native American was made in the first sentence. ||
 * ** Focus on Assigned Topic ** || The entire paragraph is related to the assigned topic and allows the reader to understand much more about the topic. || Most of the paragraph is related to the assigned topic. The paragraph wanders off at one point, but the reader can still learn something about the topic. || Some of the paragraph is related to the assigned topic, but a reader does not learn much about the topic. || No attempt has been made to relate the paragraph to the assigned topic. ||
 * ** Accuracy of Facts ** || All facts presented in the paragraph are accurate. || Almost all facts presented in the paragraph are accurate. || Most facts presented in the paragraph are accurate (at least 70%). || There are several factual errors in the paragraph. ||
 * ** Organiza-tion ** || The paragraph is very well organized. One idea or scene follows another in a logical sequence with clear transitions. || The paragraph is pretty well organized. One idea may seem out of place. Clear transitions are used. || The paragraph is a little hard to follow. The transitions are sometimes not clear. || Ideas seem to be randomly arranged. ||
 * ** Spelling and Punctua-tion ** || There are no spelling or punctuation errors in the final draft. Names and places are spelled consistently throughout. || There is one spelling or punctuation error in the final draft. || There are 2-3 spelling and punctuation errors in the final draft. || The final draft has more than 3 spelling and punctuation errors. ||
 * ** Neatness ** || The final draft of the paragraph is readable, clean, neat and attractive. It is free of erasures and crossed-out words. It looks like the author took great pride in it. || The final draft of the paragraph is readable, neat and attractive. It may have one or two erasures, but they are not distracting. It looks like the author took some pride in it. || The final draft of the paragraph is readable and is attractive. However, it looks like parts of it might have been done in a hurry. || The final draft is not neat or attractive. It looks like the student just wanted to get it done and didn't care what it looked like. ||
 * ** Writing Process ** || Student devotes a lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works hard to make the paragraph wonderful. || Student devotes sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works and gets the job done. || Student devotes some time and effort to the writing process but was not very thorough. Does enough to get by. || Student devotes little time and effort to the writing process. Doesn't seem to care. ||

Teacher Name: **Ms. Epifanio**

Student Name: || ||
 * CATEGORY || ** 4 ** || ** 3 ** || ** 2 ** || ** 1 ** ||
 * ** Speaks Clearly ** || Speaks clearly and distinctly almost all of (100-95%) the time, and mispronounces no more than one word. || Speaks clearly and distinctly almost all of (100-95%) the time, but mispronounces two- three words. || Speaks clearly and distinctly most (94-85%) of the time. Mispronounces two-three words. || Often mumbles or cannot be understood OR mispronounces more than three words. ||
 * ** Volume ** || Volume is loud enough to be heard by all audience members throughout the presentation. || Volume is loud enough to be heard by all audience members at least 90% of the time. || Volume is loud enough to be heard by all audience members at least 80% of the time. || Volume is often too soft to be heard by all audience members. ||
 * ** Enthus-iasm ** || Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. || Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. || Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. || Very little use of facial expressions or body language. Did not generate much interest in topic being presented. ||