Unit Plan 5 (Grade 2 ELA): Strong Beginnings & Endings in Narratives

Focus: Leads, transitions, endings that follow from events

Grade Level: 2

Subject Area: English Language Arts (Writing • Reading Literature • Language)

Total Unit Duration: 5 sessions (one week), 45–60 minutes per session

I. Introduction

Great stories start strong, move clearly, and finish in a way that makes sense. This week, writers study how beginnings set up who/where/when and how endings conclude the action (RL.2.5). Students will try different lead types, use transitions to show order (W.2.3), and check their verbs—especially irregular past tense (sat, ran, told)—to keep the story time consistent (L.2.1d). By Friday, each student will revise a short narrative so the beginning invites readers in and the ending follows from the events.

II. Objectives and Standards

Learning Objectives — Students will be able to…

1. Identify and write a strong beginning that introduces the story (who/where/when) and an ending that concludes the action (RL.2.5).
2. Use temporal transitions (first, next, after, finally) to show event order in a short narrative (W.2.3).
3. Form and use the past tense of common irregular verbs (sat, ran, came, went, told, made, ate, gave, took) in narrative sentences (L.2.1d).
4. With guidance, revise an existing draft to strengthen the lead/end and edit for irregular past tense and end punctuation (W.2.3; L.2.1d).

Standards Alignment — CCSS Grade 2

• W.2.3, RL.2.5, L.2.1d

Success Criteria — student language

• My beginning tells who/where/when and makes you want to keep reading.
• My story uses first/next/after/finally (or similar) to show order.
• My ending fits the events (result/feeling/lesson) and concludes the action.
• I used irregular past verbs correctly (went, not “goed”; ate, not “eated”).