UNIT TITLE: A Long Journey to Freedom
Grade Level 2
Author: commoncore.org/adapted by Randolph County Schools
Unit Overview: In this four week unit of second grade, students read informational text and fictionalize accounts of the African-American journey to freedom. Students recognize the long and multi-faceted effort to break down barriers to racial equality in the United States. By reading the true stories of Henry “Box” Brown, Rosa Parks, Ruby Bridges, the Greensboro Four, and others, students see the links between historical events. Each student writes a narrative “from a box,” (i.e., in the style of Henry’s Freedom Box). They also write an opinion piece that is published digitally in a class presentation and possibly online.
Learning Experiences from Unit 4 A Long Journey to FreedomReading / Writing/Language / Additional Literacy
*Read informational books about the African-American journey to freedom.
*Analyze narrative poetry to understand its elements, meaning, and the use of formal and informal English.
*Compare two texts (a biography and an autobiography) on the life of Ruby Bridges. / *Write a narrative as if he or she is Henry in Henry’s Freedom Box.
*Write an opinion piece, citing evidence for the opinion. / *Determine the meaning of new words using prefixes
*Use a known root word as a clue to the meaning of an unknown word
Technology
*Express an opinion by creating and displaying a PowerPoint slide show.
*Record the opinion piece being read aloud to use for a class presentation or on-line web page.
Social Studies
*Note links between historical events, including parallel connections and sequential connections. You can include timelines to show events.
Grade Level 2
Unit 4
Unit Standards/ Learning Targets / Essential Questions
Reading / RL.2.1/RI2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL.2.1: Describe how characters in a story respond to major events and challenges.
RL.2.6: Acknowledge differences in the points of view of characters, including by speak-ing in a different voice for each character when reading dialogue aloud.
RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
RI.2.4: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
RI.2.5: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
RI.2.9: Compare and contrast the most important points present-ed by two texts on the same topic. / RL.2.1/RI.2.1
· I can identify who, what, where, when, why and how to answer questions about a text.
· I can ask and answer questions before, during, and after reading a text.
RL.2.6
· I can identify a character’s point of view in a story (a character’s attitude or feelings about events in the story).
· I can show different points of view by changing my voice when I read dialogue for each character.
RL.2.9
· I can compare and contrast two or more versions of the same story.
RI.2.3
· I can identify historical events and explain how they connect.
· I can identify scientific ideas or concepts and explain how they connect.
· I can identify the steps in a process and explain how they connect.
RI.2.4
· I can identify words ad phrases that are specific to the topic/subject of a text (e.g. habitat, vapor, ecosystem)
· I can use information in a text to determine the meaning of words and phrases about the topic/subject of the text.
RI.2.5
· I can identify and give examples of text features.
· I can explain how text features help locate key facts or information.
· I can locate key facts or information about a topic using text features. / What do good readers do?
Am I clear about what I just read?
How do I know?
In what ways does creative choice impact an audience?
Whose story is it, and why does it matter?
Author’s choice: Why does it matter?
What makes a story a “great” story?
Writing/Language / W.2.1: Write opinion pieces in which they introduce the topic of 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.
W.2.3: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe action, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
W.2.5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
W.2.6: With guidance from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.2.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
W.2.8: Recall information from experiences or gather information from provided sources to answer a question. / W.2.1
· I can identify my opinion on a topic or book
· I can support my opinion with some reasons.
· I can link my opinions and reasons with connecting words.
· In can write an opinion piece with an introduction, supporting reasons, and a concluding statement/section.
W.2.3
· I can place story events in the correct order.
· I can write my own story with events placed in the correct order.
· I can describe actions, thoughts, and feelings in my story.
· I can use words to show changes in time.
· I can create an ending for my story.
W.2.5
· I can recognize that a good piece of writing requires more than one draft.
· I can revise my writing with the help of others.
· I can edit my writing by checking for errors in capitalization, punctuation, spelling, etc.
· I can prepare a new draft with changes that strengthens my writing.
W.2.6
· I can identify digital tools (e.g. Word, Publisher, PowerPoint) that will help me produce and publish my writing.
· I can use digital tools to produce and publish my writing.
· I can use digital tools to collaborate/work with others.
W.2.7
· I can define research and explain how it is different from other types of writing.
· I can research a topic with others.
· I can word with others to write about a research topic.
W.2.8
· I can answer questions using information recalled or gathered. / What do good writers do?
What’s my purpose and how do develop it?
Writing clearly: What makes a difference?
Final product: What does it take?
What do good researchers do?
“Cut and Paste:” What’s the problem?
Additional Literacy / RF.2.3: Know and apply grade-level phonics and word analysis skills in decoding words.
Distinguish long and short vowels when reading regularly spelled one-syllable words.
Know spelling-sound correspondences for additional common vowel teams.
Decode regularly spelled two-syllable words with long vowels.
Decode words with common prefixes and suffixes.
RF.2.4: Read with sufficient accuracy and fluency to support comprehension.
Read grade-level text with purpose and understanding.
Read grade-level text orally with accuracy, appropriate rate, and expression.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
SL.2.6: Produce complete sentences when appropriate to task and situation in order to pro-vide requested detail or clarification.
L.2.3: Use knowledge of language and its conventions when writing, speak-ing, reading, or listening.
a. Compare formal and informal uses of English.
L.2.4a . Use sentence-level context as a clue to the meaning of a word or phrase.
L.2.4b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
L.2.4c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). / RF.2.3
· I can identify the most common short and long vowel patterns (CVC, CVCE, VCE)
· I can distinguish between words with short vowel and long vowel patterns.
· I can identify common vowel teams.
· I can say the individual sounds a vowel team creates.
· I can identify two syllable words.
· I can decode two syllable words with long vowels.
· I can identify words with common prefixes an suffixes.
· I can decode words by breaking them into units of meaning (e.g. un+happy=unhappy)
· I can identify words with similar patters that create different sounds (e.g. bead/head, doll/roll, hint/pint)
· I can recognize irregularly spelled words (rule breakers)
· I can read irregularly words without having to sound the out.
RF.2.4
· I can read second grade text fluently and show comprehension through voice, timing, and expression.
· I can recognize when a word I have read does not make sense within the text.
· I can self-correct misread or misunderstood words using context clues.
· I can reread with corrections when necessary
· I can read fluently (easy, smooth, and authmatic).
SL.2.6
· I can recognize a complete sentence (a group of words that express a complete thought).
· I can speak using complete sentences when asked to provide details or clarification.
L.2.3
· I can recognize and explain how formal English (e.g. written language) differs from informal English (e.g. spoken language).
· I can use formal and informal English when appropriate.
L.2.4
· I can determine the meaning of unknown words using context clues (e.g. definitions, examples, restatements) in a sentence.
· I can recognize and define common prefixes (e.g. un, dis-, re-).
· I can break down unknown words into units of meaning (prefix, root) to determine definitions.
· I can recognize compound words (words composed of two or more words) and predict the meaning using the individual words.
I can determine the meaning of an unknown word by using glossaries and beginning dictionaries. / How do sounds and letters create words?
When a word doesn’t make sense, what can I do?
Vocabulary: short vowel pattern, long vowel pattern, vowel team, syllable, prefix, suffix, spelling pattern, irregular
What do good readers do?
Why does fluency matter?
Vocabulary: fluent, voice, timing, expression, context clue
What makes a presentation “great”?
“What I say” verus “how I say it”, does it really matter?
Vocabulary: complete sentences, clarification
How does situation affect meaning?
How does author’s choice impact an audience?
Vocabulary: formal English, informal English
When a word doesn’t make sense, what can I do?
How do I use what I know to figure out what I don’t know?
Vocabulary: context clue, prefix, root word, compound word, glossary, dictionary
Suggested Learning Experiences
Lesson Plans and ActivitiesReading Units of Study - The Comprehension Toolkit – Whole Group Reading Mini-Lessons
Determine Importance
Cluster 5: Determine Importance / Unit Texts / District Suggested Texts
16. Figure Out What’s Important
Separate important information / Any Nonfiction Text / Crackle, Flash, Boom
TT 2/3
Prairie Dog Homes
ST
Amazing Helen Keller
Poster
17. Paraphrase Information
Merge your thinking to make meaning / Any other informational Nonfiction texts on other countries / Totem Poles, Family Stories
ST
18. Organize Your Thinking As You Read
Take notes to record information / From Egg to Salamander
TT – 2/3
Crackle, Flash, Boom
TT – 2/3
From Egg to Salamander
TT – 2/3
Yellow – The Primary Comprehension Toolkit Tradebooks or Keep Reading! Sourcebook
Purple – Toolkit Texts – Grades 2-3
Green – Posters from Toolkit
Pink – Short Texts
Additional Reading Mini-Lessons/Shared Reading and Shared Writing Activities
Jan Richardson Strategies
In Fiction Literature:
VIP Literal Level (page 215)
Who and What Literal (page 216)
In Informational texts:
VIP Literal Level (page 218)
Main Idea Question/Details (page 218)
Lesson Plan Links and Activities
Discovery Streaming Videos
*Reading Rainbow: Following the Drinking Gourd
*Reading Rainbow: Show Way
SMART Exchange Lessons on Black History
http://exchange.smarttech.com/search.html?q=black+history&subject=All+subjects&grade=Grade+2®ion=en_US
The Underground Railroad-Scholastic Resource
http://teacher.scholastic.com/activities/bhistory/underground_railroad/
Black History-Scholastic Resource
http://teacher.scholastic.com/activities/bhistory/index.htm
http://commoncorepcssd.wikispaces.com/2nd+Grade+Unit+4+Week+4+ELA
Ruby Bridges Resources
http://www.civiced-ri.org/rubybridges.pdf
*This site includes lessons designed to integrate the concepts of civic education and civic
responsibility across the curriculum using Robert Cole’s book, The Story of Ruby Bridges.
*Expectations*Essential Questions
*Activities for Reading, Writing, and Social Studies
*Photo Analysis Selection
Technology Ideas
Writing
*Publish Class Books
*Book reviews
*Develop a timeline that highlights the important events in their lives.
*Research and develop a timeline that highlights the important events in historical figures lives such as Martin Luther King Jr., Harriet Tubman, Ruby Bridges, etc.
Social Studies
*Interview your grandparents
*Current Events
*Develop a timeline that highlights the important events in their lives.
*Research and develop a timeline that highlights the important events in historical figures lives such as Martin Luther King Jr., Harriet Tubman, Ruby Bridges, etc.
Additional Resources
*Inside and Outside: Paradox of the Box (LearnNC) (RL.2.3)
Note: This lesson includes Henry’s Freedom Box, highlighting the idea of symbol and introducing paradox .
*Ellen Levine Reads Henry Freedom's Box (Scholastic, Author Interviews) (RL.2.6)
Note: In this video, the author reads the story and gives an interview.
*A Class of One (PBS, an interview with Ruby Bridges Hall, 1997) (SL.2.2)
*Martin Luther King Jr.'s "I Have a Dream" Speech (American Rhetoric: Top 100 Speeches) (SL.2.3)
Class Discussion
* A focus question for this unit is “What would you do to be free?” Ask students to write down their answer to that question. Henry’s Freedom Box (Ellen Levine) is a true story of a slave’s journey to freedom. Henry was willing to face danger in order to experience freedom. As you discuss the book, be sure to discuss the characters, setting, plot, and message of the book. Students may enjoy listening to the author read the story, noting the way she changes her voice with the different characters. (RL.2.6, RI.2.3, SL.2.2)
The poems about Harriet Tubman (“Harriet Tubman,” Eloise Greenfield) and Abraham Lincoln (“Lincoln,” Nancy Byrd Turner) are narrative poems that tell a story. Use these questions to discuss the poems: