2nd Grade Quarterly Summative Assessments:
Q1 2.W.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to
describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
ENDURING UNDERSTANDING: Democratic societies must balance their rights and responsibilities of
individuals with the common good.
ESSENTIAL QUESTIONS:
What are the roles and responsibilities of citizens and government in a democratic society?
How does a democratic society address the needs of its population while protecting the rights
of individuals?
Why do we have rules and laws and what would happen if we didn’t?
Writing Prompt #1
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4- Part Prompt:
What are some important roles you play in your school community? Why are they important?
List some of the ways you behave in class that make your classroom a great place for teaching and
learning.
What kind of learning environment would you class be if you were not expected to follow classroom
rules?
In conclusion, why is it important that the members of any community have roles and responsibilities?
Rational:
These prompts invite careful reflection about the different aspects of the Essential Questions above.
By addressing each question separately, students are likely to develop their ideas in a more efficient and
reflective way.
The Conclusion prompt at the end invites students to think critically and analytically. Their response here is a
great way to assess if students got the big idea of this unit.
Writing Prompt #1 Narrative
4- Part Prompt:
Name:_____________________
What are some important roles you play in your school community? Why are they important?
List some of the ways you behave in class that make your classroom a great place for teaching
and learning.
_________________________
What kind of learning environment would your class be if you were not expected to follow
classroom rules?
__________
In conclusion, why is it important that the members of any community have roles and
responsibilities?
2nd Grade Q1 Writing Prompt #2 Part A
Name:
Date:
Think about what you have learned about the roles and responsibilities we have as citizens.
What are some important roles you play in your classroom or school community? Why are
they important?
2nd Grade Q1 Writing Prompt #2
Teacher writes on board:
Write a list of rules we have in our classroom. Then, write a friendly letter to your parents and
share at least 5 reasons about why it is important to have classroom rules and what would
happen if there were no rules for you and your classmates to follow.
NOTE: Student graphic organizers for this prompt are included.
Material Need:
Copies of student graphic organizers
Pencils
Anchor Charts created during unit for student reference.
Student notebooks kept during the Quarter to be used as a reference.
2nd Grade Q1 Writing Prompt:
Name:
Date:
Friendly Letter Format Checklist:
I added the date (Heading)
My letter has a greeting
I added at least 5 reasons
I included what I think would happen in my classroom if we didn’t have classroom
rules.
My story has an ending or closure.
My writing is neat
My letter has a closing
I signed my letter.
2nd Grade Q1 Writing Prompt:
Name:
Date:
Write a list of rules we have in our classroom. Then, write a friendly letter to your parents
and share at least 5 reasons about why it is important to have classroom rules and what would
happen if there were no rules for you and your classmates to follow.
Our Classroom Rules:
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2nd Grade Q1 Writing Prompt graphic organizers for students:
Q3Writing Standards for Literacy
2.W.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.
Summative Assessment: Time: 2-3 days: Teacher reads the story titled: Henry’s Freedom Box by Ellen
Lavine. Students complete the tasks included.
Day 4: Writing Prompt: Think about Henry’s Freedom Box. Write some ideas you have about how being a
slave it is an unfair way to live. Make sure you include some supporting details from the book.
Standards-Based Criteria: Students must include in their informative/explanatory pieces a topic, use resources
such as classroom created Anchor Charts, Articles or books they read or listened to develop their ideas. A
concluding statement must be included whenever this raises the quality of the writing piece.
2nd Q3 Writing Prompt
Name:
Date:
Think about Henry’s Freedom Box. Write some ideas you have about how being a slave it is
an unfair way to live. Make sure you include some supporting details from the book.
Henry’s Freedom Box: Resources:
Henry's Freedom Box Storia Teaching Guide: http://www.scholastic.com/teachers/lesson-plan/henrys-freedom-boxstoria-teaching-guide
Lesson:
Objective
Students will:
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Activate prior knowledge about slavery and the Underground Railroad
Identify new information about slavery and the Underground Railroad
Make connections with story and new information learned
Materials
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Chart paper
Large and small Post-it notes
Henry’s Freedom Box by Ellen Levine, illustrated by Kadir Nelson
Comprehension Quiz (PDF)
Vocabulary Worksheet (PDF)
Vocabulary Worksheet Answers (PDF)
Slavery and Underground Railroad Thinking Chart (PDF)
Set Up and Prepare
Each student should have a copy of Slavery and Underground Railroad Thinking Chart.
Create a class Slavery and Underground Railroad Thinking Chart on chart paper.
Directions
This lesson uses the book as a starting point for a Social Studies unit on slavery and the Underground Railroad.
1. Before reading the book have students complete the “What I ‘think’ I know” section of the Slavery and
Underground Railroad Thinking Chart. Give small post-it notes to each student to write their thinking on so
later they can move their thinking to another section of the chart. It is important that students understand that
some of the information that they write in this section may wind up not being true as they learn more about
slavery and the Underground Railroad.
2. Share student responses as a class. On large post-it notes, place students’ ideas on the class thinking chart.
3. Explain to the students that they are going to read a story about slavery and the Underground Railroad.
Before reading, have the students write down questions they might still have about slavery or the Underground
Railroad. When the students are finished writing their questions, have them turn to a partner and share
questions. By doing this, all students will feel that they have been given a chance to share their thinking. After 2
minutes of sharing, elicit some questions to write on the class thinking chart.
4. Explain to the students that although the book they are going to have read to them is a picture book, it is
based on a true story. They will learn a great deal of information about slavery and how slaves were treated.
Instruct them to write down the information they learn about slavery and the Underground Railroad on post-it
notes when the teacher pauses throughout the story. Pause several times throughout the story to give students an
opportunity to write down the ideas/facts they are learning.
For example: Pause after the fourth page of words. Some possible responses students might have are:
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Slaves weren’t allowed to know their birthdays
Slave children can be taken away from their families
Slave master’s lived in big houses
Slaves could be freed by their owners
Slaves could be given away by their masters
5. After reading the book have students share some of the information they learned about slavery. Write their
ideas on post-it notes and add it to the “Facts I’ve Learned” section of the thinking chart.
6. Have the students go back and look at the first section “What I ‘think’ I know” of the class chart. Ask
students if any of their responses here were proven true by the story. If so, move those post-it notes from “What
I think I know” to the “Facts I’ve Learned” section.
7. Students can also write down any connections they made with the story in the last column. Remind students
that there are 3 different types of connections they can make.
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Text to Text
Text to Self
Text to the World
8. Use this chart during the rest of the Social Studies unit. Students can add to the “Facts Learned”, “Questions I
still have” and “Connections” sections of the chart. Students will look forward to moving the information in the
“What I think I know” to the “Facts Learned” section.
Lesson Extension
Use this book to discuss theme with students. Students can make a T-chart with different themes on the left and
proof from the story to support the theme on the right side.
Students can research important people that had an impact on slavery and the Underground Railroad. Have each
student collect information on one person and display the information in a PowerPoint slide. Put all the slides
into one PowerPoint presentation that you can present to the class and other students learning
Assess Students
Did students identify new information about slavery and the Underground Railroad? Were the students able to
make connections between the story and their lives, other books, or the world?
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Part of Collection:
Historical Fiction Genre Study, The Underground Railroad
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Subjects:
Cleverness, Slavery, Underground Railroad, Abolition, Story Elements, Reading Response,
Determination and Perseverance, African American, Social Studies through Literature
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Skills:
Reading Comprehension, Social Studies, Listening Comprehension, Research Skills, Vocabulary,
Writing
2nd Q4
ENDURING UNDERSTANDING: United States American settlers, wanting more land, will lead to westward expansion and affect
the lives of the people on the land.
ESSENTIAL QUESTIONS:
How did Manifest Destiny influence westward expansion?
How were Native Americans affected by westward expansion as a result of manifest destiny?
What did pioneers encounter as they moved west?
Teacher resources:
http://wv.kyschools.us/students/middleschool/eighth/barth/Documents/08%20Westward%20Movement/Westward
%20Movement.pdf
Norma, I want to create a writing prompt having students reference some of the slides in the link above.
How would you suggest I go about it?