Second Grade Unit Four 2011 2012

Isaac School District No. 5
English Language Arts Curriculum Map: Grade 2

Unit 4: A Long Journey to Freedom – In this unit, students read informational text and fictionalized accounts of the African-American
journey to freedom.
Overview: Building on unit three’s “building bridges” focus, 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.
Big Ideas: Essential Questions: Vocabulary:

Good readers use word analysis skills to What do you need to remember when you action multi-syllabic
decode multi-syllabic words. are writing a narrative? apostrophe narrative
autobiography opinion piece
Characters have different points of view and How do facts and information we learn from biography point of view
perspectives. reading help to form an opinion? compare publish
conclusion reasons
Facts from informational text can be used to contrast record
form and express an opinion. dialogue reflexive pronouns
digital tools scan
facts thoughts
feelings time order words
linking words

ELA Standards/ELP Standards: Sample Activities/Assessments:
Reading Foundations (RF)
2.RF.3 Know and apply grade-level phonics
and word analysis skills in decoding words.

II-R-2: The students will identify and
manipulate the sounds of the English
language and decode words, using
knowledge of phonics, syllabication, and
words parts.
BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.
Italics: ELP Standards *ELD Methodology 7-15-2011
(ELP Direct Alignment)
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2.RF.3c Decode regularly spelled two- Instructional Routine Template: Card 10 (2.RF.3c)
syllable words with long vowels.
*Language Warm-Up (II-LS-2: HI-1)
II-R-2(D): HI-3: Reading regularly spelled
multi-syllable words by applying the most
common letter-sound correspondences,
including the sounds represented by single
letters. (LI-3)

II-LS-2: HI-1: Articulating the 44 phonemes
accurately.
2.RF.3d Decode words with common Instructional Routine Template: Card 10 (2.RF.3d)
prefixes and suffixes.

No Alignment
2.RF.3e Identify words with inconsistent but *Language Warm-Up (II-LS-2: HI-1)
common spelling-sound correspondences.

II-LS-2: HI-1: Articulating the 44 phonemes
accurately.
2.RF.3f Recognize and read grade-
appropriate irregularly spelled words.

II-R-2(D): HI-7: Reading high frequency
words and irregular sight words fluently.
2.RF.4 Read with sufficient accuracy and
fluency to support comprehension.

II-R-3: The student will read with fluency
and accuracy.

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2.RF.4a Read on-level text with purpose
and understanding.

II-R-4: HI-9: Identifying the author’s
purpose for writing a book. (LI-9)
2.RF.4b Read on-level text orally with
accuracy, appropriate rate, and expression
on successive readings.

II-R-3: HI-2: Using punctuation, including
commas, periods, question marks, and
exclamation marks to guide reading for
fluency.
ELA Standards/ELP Standards: Sample Activities/ Assessments:
Reading Literature (RL)
2.RL.3 Describe how characters in a story
respond to major events and challenges.

II-R-4: HI-10: Identifying cause and effect
of specific events in a literary selection.

II-R-4: HI-11: Describing characters from a
literary selection.

II-R-4: HI-12: Describing the setting from a
literary selection.

II-R-4: HI-13: Summarizing the key events
from a literary selection.

II-R-4: HI-14: Identifying and describing
the plot in a literary selection.
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2.RL.4 Describe how words and phrases The poems about Harriet Tubman and Abraham Lincoln are narrative poems that tell a
(e.g., regular beats, alliteration, rhymes, story. Use these questions to discuss the poems:
repeated lines) supply rhythm and meaning
• How are the poems similar and how are they different?
in a story, poem, or song.
• What poetic elements do you hear/see in the poetry (e.g., alliteration, repetition,
II-R-4: HI- 21: Identifying words that the regular beats, and rhyme)?
author selects to create a rich auditory • What is the message of each poem? Are they similar or different?
experience (alliteration, onomatopoeia) in a • Which of the poems uses formal English and which one uses more informal English?
literary selection. (2.RL.4, 2.L.3a)
2.RL.6 Acknowledge differences in the A focus question for this unit is “What would you do to be free?” Ask students to write down
points of view of characters, including their answer to that question. Henry’s “Freedom Box” is a true story of a slave’s journey to
by speaking in a different voice for each freedom. Henry was willing to face danger in order to experience freedom. As you discuss
character when reading dialogue aloud. 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
No Alignment voice with the different characters. (2.RL.6, 2RI.3, 2.SL.2)

Reading Informational Text (RI)
2.RI.3 Describe the connection between
a series of historical events, scientific
ideas or concepts, or steps in technical
procedures in a text.

No Alignment

2.RI.8 Describe how reasons support
specific points the author makes in a text.

II-R-4: HI-9: Identifying the author’s
purpose for writing a book.

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2.RI.9 Compare and contrast the most Read aloud the two texts about Ruby Bridges “Ruby Bridges Goes to School” and ”The
important points presented by two texts Story of Ruby Bridges.” Before reading, explain that one of the books is an autobiography
on the same topic. “Ruby Bridges Goes to School: My True Story,” that Bridges wrote about her own
experiences. Explain that the other book, “The Story of Ruby Bridges,” is biographical,
No Alignment which means that an author wrote the book about Bridges’ life. When you finish reading
each book aloud, have the students choose the most important parts of the story. Then,
have them compare how the books are similar and how they are different. (There are
several other opportunities to do this compare/contrast activity, or assessment, with other
topics, e.g., Greensboro Sit-In and Martin Luther King, Jr.) (2.RI.9, 2.RI.3, 2.SL.3)

Writing (W)
2.W.1 Write opinion pieces in which they Give the students this prompt: “Choose one of the people studied in this unit who you think
introduce the topic or book they are is the greatest hero in this long journey to freedom. Draw a detailed picture of the person.
writing about, state an opinion, supply Write an opinion piece introducing the person and giving strong reasons why you chose her
reasons that support the opinion, use or him. Give two or three reasons why the person was chosen, using words like “because”
linking words (e.g., because, and, also) and “also.” Use as many details as you can and close your piece with a strong statement.”
to connect opinion and reasons, and (2.W.1)
provide a concluding statement or
section.

II-W-1: HI-8: Writing a short response to a
literary selection that connects text to self,
text to world, or text to other text.

ll-W-2: The student will identify and apply
conventions of standard English in his or
her communication.

Il-W-3: The students will use the steps of
the writing process as a writing piece moves
toward completion.
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II-W-4: The students will integrate elements
of effective writing to develop engaging and
focused text.

2.W.3 Write narratives in which they After reading about Henry’s journey to freedom in “Henry’s Freedom Box,” introduce this
recount a well-elaborated event or short narrative prompt: “Write a story as if you are in the box headed for freedom. Begin your
sequence of events, include details to story as you get into the box and end the story as the box is opened at your destination. Be
describe actions, thoughts, and feelings, sure to describe the action in the story, your thoughts, and feelings. Use words to show
use temporal words to signal event time order and end with a strong conclusion.” To help the students with thoughts and
order, and provide a sense of closure. feelings, you may want to have them journal after imagining what it would be like to be
stuck in a box for a long period of time. (2.W.3)
II-W-1: HI-1: Writing a narrative or short
story that includes a main idea, character,
setting, and a sequence of events.

ll-W-2: The student will identify and apply
her communication.

toward completion.

II-W-4: The students will integrate elements
of effective writing to develop engaging and
focused text.
2.W.6 With guidance and support from Students can publish their opinion pieces by scanning the drawing and putting it into a
adults, use a variety of digital tools to Power Point slide. Opinion pieces could be recorded and played as the drawing is
produce and publish writing, including in projected. These slides and recordings could be posted on a web page to be viewed by
collaboration with peers. friends and relatives. Arrange the Power Point slides chronologically to reinforce the linking
of ideas in this long journey to freedom. (2.W.6, 2.SL.5)

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toward completion.

Language (L)
2.L.1 Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.

II-L-1: The student will identify and apply
her communications.

2.L.1a Use collective nouns (e.g., group).

No Alignment

2.L.1c Use reflexive pronouns (e.g., myself,
ourselves).

No Alignment

2.L.1d Form and use the past tense of Revise the “stories from inside a box” (see Narrative Writing activity) by focusing on action
frequently occurring irregular verbs (e.g., words. Discuss the present tense and past tense of verbs, focusing particularly on irregular
sat, hit, told). verbs such as “I hide, I hid” and “I sit, I sat.” (2.L.1d)

II-L-1(V): HI-9: Producing declarative, *Verb Tense Study (II-L-1(V): HI-9)
negative, and interrogative sentences using
irregular simple past tense verbs with
subject-verb agreement.

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2.L.1f Produce, expand and rearrange *Syntax Surgery (II-W-2: HI-12, HI-13, HI-14, HI-15)
complete simple and compound
sentences (e.g., The boy watched the *Verb Tense Study (II-W-2: HI-12, HI-13, HI-14, HI-15)
movie; The little boy watched the movie.
The action movie was watched by the
little boy.)

II-W-2: HI-12: Using declarative sentences
(S-V, S-V-C, S-V-O), positive (I am tall.) and
negative (I am not tall.) sentence
construction forms, in a variety of writing.

II-W-2: HI-13: Using interrogative
sentences in a variety of writing
applications.

II-W-2: HI-14: Using exclamatory
sentences in a variety of writing
applications.

II-W-2: HI-15: Using imperative sentences
in a variety of writing applications.

2.L.1g Write multiple sentences in an order
that supports a main idea or story.

2.L.2 Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.

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her communications.

II-W-2: The student will identify and apply
her communications.
2.L.2c Use an apostrophe to form
contractions and frequently occurring
possessives.

II-W-2: HI-7: Using periods, question
marks, exclamation points, commas for
items in a series (e.g., eggs, milk, bread,
bananas, etc.), and apostrophes
(possessives, contractions).

2.L.3 Use knowledge of language and its
conventions when writing, speaking,
reading, or listening.

her communications.

II-W-2: The student will identify and apply
her communications.

2.L.3a Compare formal and informal uses of *Function Junction (II-LS-2: HI-4)
English.

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II-LS-2: HI-4: Initiating conversations using
formal and informal socio-functional
communication in complete sentences (e.g.,
greetings, courtesies, farewells, apologies,
and invitations, etc.).

2.L.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.

II-L-2: The student will acquire English
language vocabulary and use it in relevant
contexts.

2.L.4b Determine the meaning of the new As you have the students read the literature of this unit, look for words that might lend
word formed when a known prefix is added themselves to a discussion of affixes and roots. Teach the students that by knowing the
to a known word (e.g., happy/ unhappy, tell/ root word, you can approximate the meaning of another word that they may not know. For
retell). example, if the children have learned the meaning of “judge” and then come across the
word “judgment,” they may have an idea of its meaning, especially if they see “judgment” in
II-L-2: HI-8: Constructing meaning by context as they read. Encourage students to use dictionaries to determine accurate
applying knowledge of prefixes. meanings and to check spelling while writing. (2.L.4b, 2.L.4c)

2.L.4c Use a known root word as a clue to *Morph House (II-L-2: HI-8)
the meaning of an unknown word with the
same root (e.g., addition, additional).

No Alignment

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2.L.5 Demonstrate understanding of word
relationships and nuances in word
meanings.

contexts.

2.L.5a Identify real-life connections between
words and their use (e.g., describe foods
that are spicy or juicy).

No Alignment
2.L.5b Distinguish shades of meaning While the class is focused on Ruby Bridges, show the students some photographs of
among closely related verbs (e.g., toss, Bridges and the Norman Rockwell painting, “The Problem We All Live With,” which was
throw, hurl) and closely related adjectives painted after a photograph of her. Use these questions to discuss the title and the painting:
(e.g., thin, slender, skinny, scrawny).
• Do you think it is a good name for the painting? Why or why not?
II-L-2: HI-11: Clarifying word meaning by • Knowing the story of Ruby Bridges, what details from her character can you see in
applying knowledge of synonyms and the painting? (Note: You should look for adjectives and character vocabulary in the
antonyms to enhance vocabulary. conversation. – brave, strong, courageous, fearless) (2.L.5b, 2.L.6, 2.SL.3)

2.L.6 Use words and phrases acquired *Vertical Sentence (II-L-2: HI-11)
through conversations, reading, and being
read to, and responding to texts, including
using adjectives and adverbs to describe
(e.g., When other kids are happy that
makes me happy.)

contexts.
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Speaking and Listening (SL)
2.SL.1 Participate and collaborative *This or That (II-LS-1, 2, II-LS-1: HI-7, II-LS-2: HI-5)
conversation with diverse partners about
grade 2 topics and texts with peers and *Function Junction (II-LS-1, 2, II-LS-1: HI-7, II-LS-2: HI-5)
adults in small and larger groups.

II-LS-1: The student will listen actively to
the ideas of others in order to acquire new
knowledge.

II-LS-2: The student will express orally his
or her own thinking and ideas.
II-LS-1: HI-7: Responding to academic
discussions by sharing one’s view on facts,
ideas, and/or events using academic
vocabulary.

II-LS-2: HI-5: Asking and responding to
academic questions using complete
sentences. (e.g., expressing probabilities,
and hypothetical questions, etc.).

2.SL.1b Build on others’ talk in conversation
by linking their comments to the remarks of *Function Junction (II-LS-1: HI-5)
others.

II-LS-1: HI-5: Responding to social
conversations by rephrasing and repeating
information, asking questions, and
expressing one’s thoughts.

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2.SL.2 Recount or describe key ideas or
details from a text read aloud or information
presented orally or through other media.

II-LS-1: HI-2: Summarizing main ideas and
supporting details from read-alouds (fiction
and non-fiction) in complete sentences.
(B-2)

2.SL.3 Ask and answer questions about
what a speaker says in order to clarify
comprehension, gather additional
information, or deepen understanding of a
topic or issue.

II-LS-2: HI-6: Asking and responding to
social and academic questions using
complete sentences.

2.SL.5 Create audio recordings of stories or
other visual displays to stories or recounts
of experiences when appropriate to clarify
ideas, thoughts and feelings.

No Alignment

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Teacher’s Notes UNIT 4:

- 14 -


Suggested Works
(E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other works identified as exemplars.
Highlighted titles indicate works referenced in Unit 4.
Literary Texts Literary Texts Informational Texts
Stories Poems Informational Text

• Freedom on the Menu: The Greensboro Sit- • “Words Like Freedom” (Langston Hughes) (EA) • Henry’s Freedom Box: A True Story from
Ins (1960) (Carole Boston Weatherford and the Underground Railroad (1849) (Ellen
Jerome Lagarrigue) Poems (Read Aloud) Levine and Kadir Nelson)
• Rosa Parks (Rookie Biographies) (1955)
Stories (Read Aloud) • “Rosa” (Rita Dove) (Wil Mara)
• “Merry-Go-Round” (Langston Hughes) (EA) • Ruby Bridges Goes to School: My True
• Dear Mr. Rosenwald (1920) (Carole Boston • “Harriet Tubman” (Eloise Greenfield) Story (1960) (Ruby Bridges)
Weatherford)
• “Lincoln” (Nancy Byrd Turner) • Martin Luther King and the March on
• Finding Lincoln (1951) (Ann Malaspina and Washington (1963) (Frances E. Ruffin and
Colin Bootman) Stephen Marchesi) (E)
• The Other Side (1950s) (Jacqueline Art, Music, and Media • Martin’s Big Words: The Life of Dr. Martin
Woodson and E.B. Lewis) Luther King, Jr. (1963)(Doreen Rappaport
• A Sweet Smell of Roses (1963) (Angela Art and Bryan Collier)
Johnson and Eric Velasquez)
• Freedom Summer (1964) (Deborah Wiles • Norman Rockwell, The Problem We All Live Informational Text (Read Aloud)
and Jerome Lagarrigue) With (1963)
• Photographs of Ruby Bridges (1963) • Moses: When Harriet Tubman Led Her
People to Freedom (c.1820-1913) (Carole
Film Boston Weatherford and Kadir Nelson)
• Lincoln: A Photobiography (Russell
• Disney, “Disney’s Ruby Bridges” (1998)
Freedman) (E)
• A Picture Book of Jesse Owen (1935)
(David A. Adler and Robert Casilla)
• The Story of Ruby Bridges (1960) (Robert
Coles and George Ford) (E)
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(Continued)
Informational Text (Read Aloud)
• Sit-In: How Four Friends Stood Up by Sitting
Down (1960) (Andrea D. and Brian Pinkney)
• Birmingham, 1963 (1963) (Carole Boston
Weatherford)
Website References
Instructional Routines:
http://csi.boisestate.edu/readingfirst/resources/coach
es.shtml

*ELD Methodologies
The methodologies indicated below support the identified standards that are presented in Unit 4. Standards may lend themselves to additional methodologies.

*Language Warm-Up

*Verb Tense Study

*Syntax Surgery

*Function Junction

*Morph House

*Vertical Sentence

*This or That

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Second Grade Unit Four 2011 2012

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Second Grade Unit Four 2011 2012