DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
2nd Grade ELA
Module 5 The War of 1812
1A America in 1812, Part I pg. 140
November 28 – December 22, 2016
Module Guiding Question (to build background):
In what ways did the War of 1812 change the United States independence?
Language Arts Objectives (LAFS):
Students will:
 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text (LAFS.2.RI.1.2)
 Ask questions to clarify directions for the Portrait of America in 1812 activity (LAFS.2.SL.1.1c)
 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in text. (LAFS.2.RI.1.1)
 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with
scaffolding as needed at the high end of the range. (LAFS.2.RI.4.10)
Core Content Objectives
Students will:
 Explain that America fought Great Britain for independence
 Explain that the Founding Fathers wrote the Constitution
 Explain that Thomas Jefferson purchased the Louisiana Territory from the French
 Explain that Great Britain became involved in a series of wars against France
 Explain that due to a shortage of sailors, Britain began to impress, or capture, American sailors
Comprehension Questions ( w/ expected student
Lesson Activities
Vocabulary
response)
Lesson:
Comprehension questions are designed for students Core Lesson Vocabulary:
blockaded, v. To stop
America in 1812 Part I pg. 140
to provide evidence-based answers that incorporate
people or supplies from
(See Duval Reads Module 5 Read-Aloud Anthology)
lesson vocabulary.
coming into or going out of a
country
Low What’s the name of the document that became the
Vocabulary Word Work:
Example: The British
framework for the American government? (the
represent
blockaded the port so that
Constitution)
trading ships could not reach
Low
Who
is
the
Father
of
the
Constitution?
(James
Due to 2016-2017 revisions, disregard pages 138-142 of the anthology.
the American merchants.
Madison)
Variation(s): blockade,
Low What was the name of the area of land the United
Day 1- Teacher Model
blockades, blockading
States purchased from France? (the Louisiana Territory;
Before Reading:
represent, v. To act or
the Louisiana purchase)
Create a chart ahead of time or project the article entitled A New Government from the Module 5
speak officially for someone.
resource folder. Introduce the lesson by discussing main topic. Tell students that the main topic is the Low What was the name of the series of wars between
Example: Two senators are
Great Britain and France? (the Napoleonic Wars)
general theme or message of a text. Help students understand that by focusing on the title and the
elected to represent each of
Moderate
What
is
impressment?
(Impressment
was
the
images, readers can get a general idea of what a text is about. Explain to students that there is a
practice of capturing sailors and forcing them to be in the the fifty states. Variation(s):
main focus of a specific paragraph within a multi-paragraph text. Teach students what a topic
represents, represented,
British navy.) Why were the British capturing, or
sentence is and how it most often comes at the beginning or end of a paragraph.
representing
impressing, sailors on other countries’ ships? (because
During Reading:
seize, v. To use official
they did not have enough sailors to fight)
power to take something
1
Read the following article. Think aloud about your process for noticing special vocabulary or
repeated words that may provide clues to the main topic (Vocabulary that may give us clues are:
president, constitution, & president. The main topic is government).
After Reading:
Give students practice in locating the topic sentence of paragraph 2 and identify the details that
support them.
With your students’ help, think through what the topic sentence may be, and then underline or
highlight the key details (Topic sentence: Why does the government have three parts-Supporting
details: its keeps the president from becoming king, each part watches over the other parts, etc.)
High Why do you think the British and the French did not
want the United States to choose sides? (Answers may
vary but could include that it would give one of them an
advantage.)
Example: Julius Caesar was
a Roman general who
wanted to seize control of
the Roman government.
Variation(s): seizes, seized,
seizing
trade, n. The act of buying,
selling, or exchanging goods
or services. Example: Long
ago, Colonial farmers went
into town to trade items they
made or grew for items they
needed. Variation(s): trades,
traded, trading
Day 2- Teacher Model
Before Reading:
Prepare the Lakeshore magnetic Main Topic chart (it says Main Idea on the actual chart-instead of
main idea, write Main topic on the chart). Write the title of today’s text on the chart. Review
yesterday’s lesson. Tell students that today we will listen to the text, 1A America in 1812, Part 1.
Remind students that we are listening to determine the main topic of the text. Tell students that as
Academic Language:
you read, listen and pay close attention to the title and images to help determine the main topic.
main topic: What is being
During Reading:
talked about; the broad
Think aloud about your process for noticing special vocabulary or repeated words that may provide
general theme or message
clues to the main topic. After reading the first paragraph, with your students’ help, think through what
explain: To make plain or
the topic sentence may be, and highlight the key details. Write responses on the chart (in the
clear; to make known in
supporting details column). Continue to choose different paragraphs to think through the topic
detail
sentence and supporting details and add to the chart.
After Reading:
Review the supporting details that you added to your chart. Then model how to determine the main
topic of the text. After determining the main topic, add it to the chart.
Check for Understanding:
Think Pair Share: What were the things that the British were doing that angered the United States? (The British were stopping American ships, stealing their cargo, and capturing, or impressing,
American sailors. They also blockaded U.S. ports.)
Opinion Writing
Writing Standard
LAFS.2.W.1.1 Write opinion pieces in which they introduce the topic or 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. WEBB’S
DOK Level 2
Language Standard
LAFS.2.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. WEBB’S DOK Level
2
Speaking and Listening Standard
LAFS.2.SL.1.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. WEBB’S
DOK Level 2
Teacher Note: In these lessons, students will be writing their opinion about important people. Included in the Scholastic 2nd grade library provided this year are several texts that
can support these lessons. Some titles are: Let’s Read About…Cesar Chavez, Harriet Tubman, Martin Luther King, Jr., Clara Barton, Abraham Lincoln, Rosa Parks, or students may
use the information learned during the module The War of 1812. It is important that during this module, students are given the opportunity during center rotations to read books
about important people to provide them material to write about.
2
Lesson 1: Writers use character traits to create a statement of opinion.
Opening: Boys and girls, you have worked very hard on writing your opinions on _____________ (Greek Myths). Today we
are going to begin to write our opinions about real people that we are learning/have learned about. We have been reading
about [The War of 1812] and some important people in history during that time frame [list a few- James Madison, Dolly
Madison, Francis Scott Key, and Andrew Jackson]. These people were important for different reasons. These people were
important because they were brave, generous, helpful, or creative. These descriptive words are called character traits. We can
all be described with character traits. We use character traits to describe ourselves, real people, or characters in our literary
text.
Teacher note: This is a 2 day lesson.
Materials:
 Informational text on important people. (James
Madison and Martin Luther King, Jr. text
provided in resource folder)
 Chart for listing character traits or a premade
chart (see resource folder).
Teacher Model:
Note: You may read one of the text provided (Marching for Justice) or an alternate informational text of your choice.
After you read, brainstorm some possible character traits that describes Martin Luther King, Jr. [or your alternate choice (i.e. a person
from The War of 1812]. Record character traits to refer back to in the next lesson. *Teachers, you can always display a premade list or
add to a character trait list previously created.* You will use one of the character traits to write an opinion statement.
Student Work Time: Students should use this time to partner read a text about [James Madison] or a biographic informational text of
their choice. Thinking about the character traits that they will use in their opinion statement.
Closing: Teacher and students engage in discussion and map out character traits of [James Madison] or a person of student’s choice.
Retrieved from
https://www.pinterest.com/pin/101049585358847301/
on October 14, 2015.
 Character Traits List with space for additions
(see resource folder)
3
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
2nd Grade ELA
Module 5 The War of 1812
2A America in 1812, Part II pg. 150
November 28 – December 22, 2016
Module Guiding Question (to build background):
In what ways did the War of 1812 change the United States independence?
Language Arts Objectives (LAFS):
Students will:
 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text (LAFS.2.RI.1.2)
 Ask questions to clarify directions for the Portrait of America in 1812 activity (LAFS.2.SL.1.1c)
 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in text. (LAFS.2.RI.1.1)
 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with
scaffolding as needed at the high end of the range. (LAFS.2.RI.4.10)
Core Content Objectives
Students will:
 Explain that due to a shortage of sailors, Britain began to impress, or capture, American sailors
 Explain that some members of the U.S. government began to call for war
 Identify that the British controlled land in the northern Great Lakes region, the northwestern territories, and Canada
 Explain that James Madison was the president during the War of 1812
Comprehension Questions ( w/ expected student
Lesson Activities
Vocabulary
response)
Lesson:
Comprehension questions are designed for students
Core Lesson Vocabulary:
2A America in 1812 Part II pg.150
to provide evidence-based answers that incorporate
abandon, v. To stop doing something; to give up entirely.
(See Duval Reads Module 5 Read-Aloud Anthology)
lesson vocabulary.
Example: We had to abandon the idea that we would
have ice cream cones after dinner when we realized that
Vocabulary Word Work:
Low In 1812, what job did most Americans have? (In 1812, we were out of ice cream. Variation(s): none
patience
most Americans were farmers.)
committee, n. A group of people who come together to
(See Duval Reads Module 5 Read-Aloud Anthology)
Low What areas of land in North America did Britain still complete a task or make decisions
control? (the northern Great Lakes region, the northwestern Example: The parent-teacher committee is a group of
Due to 2016-2017 revisions, disregard pages 150-151 of the
territories, and Canada)
parents and teachers who work together to make our
anthology.
Moderate Think about why the U.S. government suspected school a better place. Variation(s): committees
Britain of doing to war. Describe how “arming Native patience, n. The ability to wait for a long time without
Whole Group Activity
Americans” to war against Americans was not a good idea. being upset Example: We had to have a lot of patience
Moderate Describe the people in the U.S. government who when we were waiting all day for the party to start.
Before Reading:
Variation(s): none
wanted to go to war and their purpose? (War Hawks)
Prepare the Lakeshore Main Topic Magnetic Chart. Remind students that
High Why do you think the United States wanted to have a suspicious, adj. Having or showing a feeling that
we are listening to determine the main topic of the text. Tell students that
good relationship with Britain and France? (Answers may something is wrong or that someone is behaving wrongly.
as you read, listen and pay close attention to the title and images to help
vary but could include that as a young nation, with a small Example: My dad was very suspicious that something
determine the main topic
army and navy, they did not want to go to war. They also was wrong with our car when it kept making strange
noises. Variation(s): none
wanted to trade with both Britain and France.)
During Reading:
treaty, n. An agreement between countries
4
Determine which paragraphs you will stop and discuss. Have students turn
and talk and think through what the topic sentence may be, and highlight
the key details. Write responses on the chart (in the supporting details
column). Continue to choose different paragraphs and have students turn
and talk and think through the topic sentence/ supporting details and add
to the chart.
High Why do you believe that Native Americans did not
want settlers on their land? (because they feared the
settlers would take their land away from them)
Example: The Treaty of Versailles outlined what various
nations had agreed to in order to end World War I.
Variation(s): treaties
Academic Language:
main topic: What is being talked about; the broad
general theme or message
explain: To make plain or clear; to make known in detail
After Reading:
Review the main topic of the text by reviewing the chart that you created
as a class.
Check for Understanding:
Think, Pair, Share - Choose one of the high comprehension questions and have students think about the question. Then students should discuss the question with a partner.
Opinion Writing
Lesson 2: Plan for Writing - Using a Graphic Organizer
Opening: Writers, do you remember that when we wrote our opinions about ________, we used a four square graphic organizer
to plan our thinking. Today, we are going to use the same graphic organizer to plan for our new opinion piece.
Teacher Model: Today we are going to choose one character trait that in our opinion describes President James Madison.
Then we are going to support our opinion with reasons or facts we learned from the text. We can use our opinion graphic
organizer to help us plan our writing. First, I need to think about how I would describe President James Madison. Teacher
models how to add the statement to the graphic organizer. “President James Madison was a determined man.” The title of the
text we are using is The War of 1812 so we write that here. Model writing the title on the graphic organizer.
Student Work Time: Now it’s your turn to choose a character trait that in your opinion describes ___________________. Today,
you will decide who you want to write about and choose a character trait that describes that person. You may choose one of
the people you/we have read about. When you are ready to write your opinion statement, use a graphic organizer and write
down your opinion statement. Remember to write the title of the text as well.
Closing: Select students to share their opinion statements and why they chose the person and the character trait.
5
Supporting Duval Reads Text
During Module 5, The War of 1812, the following text may
be used to gather information on James Madison
Read Aloud Anthology
 Pg. 142 – paragraph 3
 Pg. 155 – paragraph 2
 Pgs. 161-165
 Pg. 169
Materials:
 Opinion graphic organizer completed (or partially)
completed for James Madison (or important
person of your choice). (Example provided in
resource folder).
 Access to informational text about the person of
your choice (sample provided for President James
Madison and Martin Luther King, Jr.).
 List of character traits from yesterday’s lesson
 Four Square GO (see resource folder) or one of
your choice
 Chart paper
 Sticky notes for student use
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
2nd Grade ELA
Module 5 The War of 1812
3A Mr. and Mrs. Madison pg. 159
November 28 – December 22, 2016
Module Guiding Question (to build background):
In what ways did the War of 1812 change the United States independence?
Language Arts Objectives (LAFS):
Students will:
 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text (LAFS.2.RI.1.2)
 Ask questions to clarify directions for the Portrait of America in 1812 activity (LAFS.2.SL.1.1c)
 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in text. (LAFS.2.RI.1.1)
 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with
scaffolding as needed at the high end of the range. (LAFS.2.RI.4.10)
Core Content Objectives
Students will:
 Explain that James Madison was the president during the War of 1812
 Identify James Madison, a Founding Father, as the main author of the Constitution
 Identify Dolly Payne Todd as James Madison’s wife
 Identify James Madison as the fourth president of the United States
Comprehension Questions ( w/ expected student
Lesson Activities
Vocabulary
response)
Lesson:
Comprehension questions are designed for students to
Core Lesson Vocabulary:
3A Mr. and Mrs. Madison pg. 159
provide evidence-based answers that incorporate lesson citizen, n. A legal resident of a country with the
(See Duval Reads Module 5 Read-Aloud Anthology).
vocabulary.
rights of that country. Example: Joey’s uncle became
a citizen of the United States. Variation(s): citizens,
NOTE: Although the text is presented as a story with characters, the
Moderate Prior to listening to “Mr. and Mrs. Madison,”
citizenship
text purpose and structure is to provide information about Mr. and Mrs. identify what they know and have learned about the
govern, v. To rule over or be responsible for the
Madison. Teachers need to ensure that students are focusing on the
Constitution.
best interests of a nation. Example: As the first
information and facts that the text provides
Low Where did James Madison grow up? (on a large
president of the United States, George Washington
plantation in central Virginia; a home called Montpelier)
was chosen to help govern the nation. Variation(s):
Vocabulary Word Work:
Moderate When James Madison was twenty-three, he
governs, governed, governing
magnificent
became involved in politics. What was his first job in politics? looming, n. An event that one may not like but
(See Duval Reads Module 5 Read-Aloud Anthology)
(He was a government leader in the House of Burgesses in
seems likely to happen. Example: The dark clouds
Virginia.)
meant that a thunderstorm was looming. Variation(s):
Due to 2016-2017 revisions, disregard page 160 of the anthology.
Moderate Which documents is James Madison famous for
loom, looms, loomed
writing? Explain why these two documents are important?
magnificent, adj. Very great, beautiful, or
Student Workbook Page 25
(the Constitution; he also wrote the Bill of Rights; set the
impressive. Example: The king and queen lived in a
Have students complete the main topic of the text by completing workbook
moral and legal system of our nation)
magnificent palace. Variation(s): none
page 25.
Low Where did James and Dolley Madison live when they
topics, n. The key subject of a discussion, paper, or
first got married? (in James Madison’s family home,
project. Example: The teacher explained that the
Scaffolds:
Montpelier)
read-aloud topics were “Seasons and Weather” and
“Astronomy.” Variation(s): topic
 For Struggling learners:
6
Work in a teacher-led small group to guide students into
determining the main topic of the text. Guide students
into finding the topic sentence of a paragraph and help
highlight the key details. Have students add responses to
the student workbook page.
Advanced Learners:
o Provide portions of the read aloud text to the students.
Have students determine the main topic of the text and
add it to the workbook page. Have students’ find topic
sentences and highlight the key details. Students should
transfer the information onto their workbook page
o

Low Who was the French military leader who wanted France
to become the most powerful nation in the world? (Napoleon
Bonaparte)
High Why do you think James Madison was not eager to go
to war? (Answers may vary but could include: because the
United States was a young nation it did not have a large
Navy or Army/didn’t have enough money to pay for a war;
they might not win; war is bad/scary; etc.)
Moderate What did Dolley Madison help to design? (the
newly constructed interior of the President’s House, later
called the White House) Why is this structure symbolic
today? (it represents leadership of our nation).
Academic Language:
main topic: What is being talked about; the broad
general theme or message
explain: To make plain or clear; to make known in
detail
Check for Understanding:
Evaluate students' completed workbook page and provide explicit feedback based on their understanding of the lesson objective.
Opinion Writing
Lesson 3: Adding Reasons Using Linking Words
Opening: Today we are going to learn how to collect details from our text to support our opinion about our person’s character trait and
write those details. “Writers collect many details to support their opinion. We will write each of the details we find in the text on a sticky
note.”
Teacher Model: Watch me as I read text from The War of 1812 to choose details to support my opinion. Teacher models how
he/she chooses through a think aloud routine. Write phrases on a sticky note and model putting it on the back of a graphic
organizer. (We will be using the graphic organizer as a folder.)
Continue reading selection from The War of 1812 and deciding if there is or is not a supporting detail in that paragraph.
Possible options include:
Pg. 142 – “A man named James Madison had a clear vision of how the United States should govern itself. James Madison is known as
the Father of the Constitution because he put all of the ideas together by writing the Constitution…”
Pg. 155 – “President Madison did not want to rush into war. He continued to ass the British government to stop interfering… However,
the British continued to ignore the president’s requests… On June 18, 1812, the United States declared war on Great Britain.”
Continue modeling for students how to choose details to support the opinion that President James Madison was a determined man.
Did you see how I chose several reasons to support my opinion and wrote them on my sticky notes? Now I am going to
choose my three strongest details and write them on my graphic organizer? What should I do next? Correct, I am going to add
the linking words that will connect my ideas.
Student Work Time: Now it’s your turn to read and choose the details to support your opinion of your important person’s
character trait and write them on your sticky notes. Then, choose the three you feel are the strongest from the text and write
those on your graphic organizer. Do not forget to add your linking words.
Closing: Select students to share their completed graphic organizer.
7
Supporting Duval Reads Text
During Module 5, The War of 1812, the following text may
be used to gather information on James Madison
Read Aloud Anthology
 Pg. 142 – paragraph 3
 Pg. 155 – paragraph 2
 Pgs. 161-165
 Pg. 169
Materials:
 Model Four Square GO_James Madison for
teacher use
 Access to informational text for student choice
 List of character traits from previous lesson
 Opinion graphic organizers
 Chart paper
 Sticky notes
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
2nd
Course
grade ELA
Module # and Name
Module 5 The War of 1812
Lesson Name
4A Another War Already? pg. 168
Module Date Range
November 28 – December 22, 2016
Module Guiding Question (to build background):
In what ways did the War of 1812 change the United States’ independence?
Language Arts Objectives (LAFS):
Students will:
 Describe the connection between our country’s small military, farmers and the beginning battles of the war of 1812 (LAFS.2.RI.1.3)
 Identify the main topic of a multi-paragraph text- Another War Already? as well as the focus of specific paragraphs (USS Constitution) within the text. (LAFS.2.RI.1.2)
Core Content Objective(s):
Students will:
 Explain that in 1812 the United States had a small Army and small Navy
 Explain that President Madison persuaded farmers to become soldiers
 Explain that the USS Constitution became known as “Old Ironsides” because British cannonballs could not damage it
Comprehension Questions ( w/ expected student
response)
Comprehension questions are designed for
students to provide evidence-based answers
that incorporate lesson vocabulary.
Lesson Activities
Lesson:
4A Another War Already? pg. 168
(Refer to Duval Reads Module 5 Anthology).
NOTE: although the text is presented as a story with characters, the text purpose and
structure is to provide information about the war of 1812. Teachers need to ensure that
students are focusing on the information and facts provided in the text.
Vocabulary Word Work:
economy
(Refer to Duval Reads Module 5 Anthology).
Teacher Model Activity:
Before Reading:
Explain to students that good readers identify and describe the connection between information
presented in a text. Tell students that sometimes this information is how events in our history are
connected. Explain that these connections can be explained by cause and effect. Define cause as
the reason why something happens and effect as the result of what happened. Prior to the read
aloud, create an anchor chart that provides the definitions and visual examples for students of
cause and effect to support in their understanding. Introduce the anchor chart before the read
aloud.
8
Low Who did President Madison ask to join in the
fight against the British? (farmers)
Low Which country was Britain already fighting
against? (France)
Low Where did the first battle of the War of 1812
take place? (Canada)
Moderate Explain why some Native Americans
fought alongside the British? (in the hope that they
would be able to protect their land)
Moderate Think about the Navy arsenal used for
war. Why was the USS Constitution called “Old
Ironsides”? (because during battle, British
cannonballs bounced off its sides)
Moderate Why did the British want to prevent the
United States from getting supplies? (Answers may
vary but could include that without supplies, the U.S.
Vocabulary
Core Lesson Vocabulary:
assumptions, n. Things that are believed
to be true or probably true but that are not
known to be true. Example: Our
assumptions were based on our previous
experience. Variation(s): assumption
economy, n. The process by which goods
and services are bought and sold.
Example: The economy depends on
whether the merchants can purchase the
supplies they need. Variation(s):
economies
launch, n. The act of beginning a major
activity
Example: The owner of the soda company
was planning to launch a new soda.
Variation(s): launches
surrender, v. To agree to stop fighting
because you know that you will not win.
Example: The soldiers had to surrender
During Reading:
Think aloud about some of the events mentioned in the text. For example, on the fourth paragraph
of page 163, you might say “I noticed that the author wrote that the beginning of the war did not go
well of us BECAUSE the farmers who signed up to be soldiers did not a lot of military training. I
understand that the cause, lack of military training for our soldiers, resulted in the effect, the
beginning of the war did not go well for America.”
might not be able to fight and would have to
surrender.)
High Describe the effect of the Napoleonic Wars
have on the War of 1812? (The British could shift
their attention to fighting with the United States.)
After Reading:
Model comprehension of text by describing the cause or effect of the events listed below. Reread
portions of the text to model how to cite text evidence to support your notes.
Text
Other defeats at the Great Lakes area
resulted in the loss of territory north and west
of Ohio to the British. (middle of page 164)
The British were determined to ruin the U.S.
trading economy and prevent us from getting
supplies we needed. So they blockaded most
of the U.S. coastline. (middle of page 165)
The next year we sent our army back into
Canada. We took back the town we had lost
so that we could protect out territories again.
This gave us hope. (bottom of page 165)
By 1814 the end of the Napoleonic Wars was
in sight. That meant that British would have
more soldiers and naval ships available to
spare. Now they weren’t busy fighting with
France… (top of page 166)
Effect
Defeats at the Great
Lakes area
Cause
Loss of territory north
and west of Ohio
British were
determined to ruin the
U.S. trading and
prevent us from
getting supplies
We went back to
Canada and took back
towns.
They blockaded most
of the coastline
British war with France
was ending
Britain would have
more soldiers and
ships to fight us
(America).
We could protect our
territories again and
gain hope.
when they knew they couldn’t win.
Variation(s): surrendered, surrendering
vulnerable, adj. The possibility of being
exposed to dangers. Example: The kitten
felt vulnerable so she climbed a tree to get
away from the barking dog.
Variation(s): none
Academic Language:
connection a relationship or association
between one or more individuals, ideas, or
events
describe to convey in words the
appearance, nature, and/or attributes of
literary or informational text using vivid
observations
detail an individual feature, fact, or item
event an occurrence within a piece of
literary text that comprises the plot
text what is being read
cause the reason why something happens
effect the result of what happened.
Check for Understanding:
Think Pair Share:
Why do you think knowledge of our waterways was helpful for the Americans? (Answers may vary but could include an understanding of the following: We were able to sneak around the British
blockade and get the supplies we needed.)
Opinion Writing
Lesson 4: Writing an Opinion Piece
Teacher Note: This lesson will take at least two days to provide students
time to write, reread and revise.
Opening: Today we are going to review how to use our graphic organizer as a planning tool. We will begin drafting and
revising our opinion piece. We will use our plan we wrote on our graphic organizer to write an opinion piece about our
important person.
Teacher Model: Watch me as I use my graphic organizer to put my reasons into complete sentences and link the
ideas together with words such as ‘and,’ ‘also,’ ‘another,’ and ‘because.’
9
Materials:
 Opinion Writing Checklist
2nd Grade
Opinion Writing Expectations
Did you see how I started my piece? I need to tell the readers my opinion and the title of the text we used. Next I
will add my supporting details and conclusion. Try writing my piece about President James Madison with me.
Teacher solicits ideas from students. One suggestion is to start my writing with this statement: “President James Madison
was a determined leader. I learned this when I read The War of 1812.” Model using your graphic organizer to put your
reasons into complete sentences using linking words.
Model rereading your opinion piece for clarity. This is a way to teach children to self-check.
Student Work Time: Now it’s your turn to- finish putting your reasons into complete sentences and using linking
words to connect your sentences. Use the Opinion Writing Checklist. Notice in the last bullet, you are ready to
finish by creating a concluding statement. When students are finished, tell them to reread their piece to themselves;
then reread their piece to a buddy to see if their writing is clear. Make any revisions they feel will make their message clear
for other readers.
Closing: Select students to share portions of their piece: topic and opinion statement, strong relevant reasons with linking
words, or their interesting conclusion.
10
I can introduce the topic or text.
I can state my opinion.
I can supply reasons that support my opinion.
I can use linking words.
I can provide a conclusion.






Graphic Organizers from previous lessons
Access to informational text for student choice
List of character traits from previous lesson
Chart paper and pens
Marching for Justice text provided in resource folder (optional)
Conclusions Can Have… Anchor Chart from earlier lesson
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
2nd grade ELA
Module 5: The War of 1812
Pausing Point pg. 176
November 28 – December 22, 2016
Module Guiding Question (to build background):
In what ways did the War of 1812 change the United States’ independence?
Language Arts Objectives (LAFS):
•
Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. (LAFS.2.RI.1.2)
•
Describe the connection between a series of historical events, scientific ideas, or concepts, or steps in technical procedures in a text. (LAFS.2.RI.1.3)
•
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. (LAFS.2.RI.2.4)
Comprehension Questions ( w/ expected student
Lesson Activities
Vocabulary
response)
Student Performance Task
Comprehension questions are designed for students
Give the students a key module
Student Workbook Activity page 26-27
to provide evidence-based answers that incorporate
concept or vocabulary word such
(see Duval Reads Module 5 Read-Aloud Anthology)
lesson vocabulary.
as trade. Have them brainstorm
everything that comes to mind
Lesson
-see Student Performance Task
when they hear the word. Record
Pausing Point Activities pg. 176
their responses on a piece of
Choose one activity to review and reinforce the standard(s) taught thus far (see essential
chart paper, a chalkboard, or a
questions and language arts objectives)
whiteboard for reference.
Read the Pausing Point activities carefully to determine which Pausing Point activity would best
serve your students based on the students’ understanding of previously taught standards
.All students need to practice the work of the standard in preparation for the module assessment.
(see Duval Reads Module 5 Read-aloud Anthology)
Check for Understanding
Evaluate students' completed workbook page based upon constructed response rubric found in resource folder.
Opinion Writing
Lesson 4 continued: Writing an Opinion piece (see previous lesson)
11
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson Name
Module Date Range
2nd grade ELA
Module 5 The War of 1812
5A The Attack on Washington D.C. pg.182
November 28 – December 22, 2016
Module Guiding Question (to build background):
In what ways did the War of 1812 change the United States’ independence?
Language Arts Objectives (LAFS):
Students will:
 Describe the connection between a series of historical events such as the attack on Washington, D.C., and the War of 1812 (LAFS.2.RI.1.3)
 Identify the main topic of the read-aloud The Attack on Washington, D.C. (LAFS.2.RI.1.2)
Core Content Objective(s):
Students will:
 Explain how the President’s House was a house built especiallyfor the president and his family; today it is called the White House
 Explain that in 1814 the British attacked the capital, Washington,D.C.
 Explain that Dolley Madison had to escape from the President’s House
 Explain that Dolley Madison saved important papers, letters, anda portrait of George Washington
 Explain that the British army set fire to the President’s House
Lesson Activities
Comprehension Questions ( w/ expected student response)
Vocabulary
Lesson:
Comprehension questions are designed for students to provide
Core Lesson Vocabulary:
5A The Attack on Washington D.C. pg. 182
evidence-based answers that incorporate lesson vocabulary.
canvas, n. A specially prepared piece of
(Refer to Duval Reads Quarter 2 Anthology).
material that artists use to paint on.
NOTE: although the text is presented as a story with characters, the text Moderate Provide 1-2 reasons to explain why the British wanted to
Example: The artist spent hours painting his
purpose and structure is to provide information about the war of 1812.
attack Washington, D.C.? (The British thought that the U.S. might
canvas. Variation(s): canvases
Teachers need to ensure that students are focusing on the information
consider surrendering if they attacked the capital.)
delicate, adj. Easily broken or damaged
and facts provided in the text.
Low What did James Madison do when he heard that the British were Example: The tea cup is very delicate, so
coming? (He left the President’s House and went to be with the army.) handle it carefully. Variation(s): none
Vocabulary Word Work:
Moderate What did the British do when they reached the capital?
perched, v. Sitting on top of something that
quench
(They destroyed all of the public buildings.) Why did they burn the
could be easy to fall from Example: The bird
(Refer to Duval Reads Grade 2 Module 5 Read-Aloud Anthology).
was perched on one of the highest
President’s House? (That is where they thought the president was;
there are many important documents inside the President’s House.)
branches in the tree.
Due to 2016-2017 revisions, please disregard page 184-185 of the
Low What items did Dolley Madison save? (letters, papers, and a
Variation(s): perch, perches, perching
anthology.
quench, v. To put something out; or to
portrait of George Washington)
Moderate Why do you think she saved a portrait of George
lessen or reduce it. Example: The shaved
Group Activity:
Washington? (Answers may vary but could include that George
ice helped quench my thirst on the hot
Day 1
summer day. Variation(s): quenched,
Washington was the first president; or that he won the Revolutionary
Before Reading:
War; she knew it would have historical significance/be important to
quenches, quenching
Review cause and effect with students. Explain that today they are going to
future generations.)
hear about an attack on Washington D.C. and the president’s house. Tell
Moderate How do you think James and Dolley Madison felt when
students to listen for the effects of this attack.
they returned to the President’s House? (Answers may vary.)
Academic Language:
During Reading:
12
Read up to image 5A-4 (top of page 184). Discuss the effects of the British
beating the U.S. army in Maryland (the British marched to Washington D.C,
people were trying to escape the city to away from the British and the roads
were jammed.)
connection a relationship or association
between one or more individuals, ideas, or
events
describe to convey in words the
appearance, nature, and/or attributes of
literary or informational text using vivid
observations
detail an individual feature, fact, or item
event an occurrence within a piece of
literary text that comprises the plot
text what is being read
cause the reason why something happens
effect the result of what happened
Day 2:
During Reading:
Continue reading the rest of the read aloud (from image 5A-4 and on).
Discuss how Mrs. Madison was effected by the British marching into
Washington D.C.
After Reading:
In groups, students will create a chart noting the effects of the attack on
Washington D.C as described in the text.
Check for Understanding:
Whip Around:
The teacher poses a question or a task; typically, students are asked to make a list of at least three items. Students then individually respond on a scrap piece of paper. Students stand and are
asked to give one of their responses. Students listen to others and check off the ones on their lists that others give. Students sit down when all three of their items have been used.
Opinion Writing
Language Standard
LAFS.2.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
e. Form and use the past tense of frequently occurring irregular verbs (e.g. sat, hid, told)
Lesson 5: Irregular Verbs
Materials:
 Anchor chart for irregular verbs
 Students' writing journals or notebooks
Opening: As we are reading and writing this year in second grade many of us have noticed that not all verbs follow the pattern
 Graphic organizer from previous lesson
of adding –ed when we want to show something already happened. I think we should start a chart so we can keep track.
 Sticky notes for students
Teacher Model: “For example, in the story Mr. and Mrs. Madison (Qtr. 2 Anthology pg. #162) we heard “James Madison was
 Marching for Justice text, with irregular verbs,
provided in resource folder (optional)
born on March 16, 1751. He grew up on a large plantation in central Virginia.” To describe where he grew up it says “grew” not
“growed.” Also, when we talk about our lessons yesterday we say “My teacher “taught” me math, not “teached” me math.”
Irregular words in the text:
The verbs that do not follow the –ed pattern are called irregular verbs. One form tells what is happening now and the other
 grow-grew
form tells what already happened. Draw two columns on your anchor chart and label. (see example)
 lead-led
 keep-kept
Irregular Verbs
 teach-taught
Present
Past
 win-won
Things happening now
Things that already
happened
grow
grew
teach
taught
Student Work/Guided Practice: Now writers, think of your own example of
irregular verbs. “Turn and Talk.” Have students share and write their ideas on the chart. Then have students look and check for
irregular verbs in their opinion pieces.
Closing: As you read and write today, be a detective looking for irregular verbs. When you find one, write it on a sticky note to
share. We will add them to our chart.
13
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
2nd grade ELA
Module # and Name
Module 5 The War of 1812
Lesson Name
6A Broad Stripes and Bright Stars pg. 189
Module Date Range
November 28 – December 22, 2016
Module Guiding Question (to build background):
In what ways did the War of 1812 change the United States’ independence?
Language Arts Objectives (LAFS):
Students will:
 Describe the connection between a series of historical events such as the Battle of Fort McHenry and the writing of The Star-Spangled Banner (LAFS.2.RI.1.3)
 Identify the main topic of Broad Stripes and Bright Stars (LAFS.2.RI.1.2)
 Determine the meaning of words or phrases in Broad Stripes and Bright Stars (LAFS.2.RI.2.4)
Core Content Objective(s):
Students will:
 Describe how the British attacked the city of Baltimore and Fort McHenry
 Explain that the U.S. commander of Fort McHenry asked for a large flag to be made to fly over Fort McHenry
 Explain that the British failed to capture Baltimore and Fort McHenry
 Explain how Francis Scott Key watched the Battle of Fort McHenry and wrote a poem that later became the national anthem
 Demonstrate familiarity with the song, The Star-Spangled Banner
Lesson Activities
Lesson:
6A Broad Stripes and Bright Stars pg. 189
(See Duval Reads Module 5 Anthology)
NOTE: although the text is presented as a story with characters,
the text purpose and structure is to provide information about the
war of 1812. Teachers need to ensure that students are focusing
on the information and facts provided in the text.
Vocabulary Word Work:
inspired
(See Duval Reads Module 5 Anthology)
Student Workbook Activity: page 31
During Reading:
Allow time for students to Think-Pair-Share about the relationship
between Mary Pickersgill’s flag, the British firing rockets at Fort
McHenry and Francis Scott Key.
After Reading:
Students will create constructed responses based upon questions on
their workbook page 31.
Comprehension Questions ( w/ expected student response)
Comprehension questions are designed for students to
provide evidence-based answers that incorporate lesson
vocabulary.
Low What did the people of Baltimore and the army do to
prepare for the British? (stored supplies, built entrenchments,
and sank their own ships in the harbor)
Low What was Mary Pickersgill asked to make? (a very large
U.S. flag)
Moderate Why did the British want to capture the city of
Baltimore? (Answers may vary but could include: Baltimore had
a deep water port and was an important trading center. It was
also close to New York, Philadelphia, and Washington.)
Moderate Why was it important that Baltimore was a deep
water port? (Large ships can more easily move in and out of
them and unload their cargo directly onto the dockside.)
Moderate Why did the commander of Fort McHenry want such
a large flag? (The commander wanted the British to be able to
see it from far away)
Moderate Why didn’t the soldiers in the fort fire back at the
British for a long time? (because the British were out of range;
their weapons would not have reached the British)
14
Vocabulary
Core Lesson Vocabulary:
confident, adj. Having a feeling or belief that you can do
something
Example: The team ran on the field, confident that they
could win the game. Variation(s): none
fort, n. A strong building or group of buildings where
soldiers live. Example: The flag was flying outside the
fort. Variation(s): forts
inspired, v. To move a person to do something or think
something, especially something creative
Example: Daniel was inspired by the president’s speech.
Variation(s): inspire, inspires, inspiring
port, n. A coastal location that has a harbor in which
ships can dock. Example: The ship’s horn sounded
loudly as it moved out of the port. Variation(s): ports
withdrew, v. To move away or back off from a particular
place. Example: The king said “good night” to his guests
and withdrew from the banquet hall. Variation(s): none
Academic Language:
connection a relationship or association between one
or more individuals, ideas, or events
Scaffolds:
 For struggling learners:
o Create a visual such as a timeline of the events that
occurred that lead up to Francis Scott Key writing the
Star Spangled Banner. Students can then use their
scaffold to help write their response.
o Consider focusing on one questions in small group with
these students. Reread portions of the text for support.
 For advanced learners:
o Encourage student to reenact the events that led up to
the writing of the Star Spangled Banner after writing
their responses to the workbook questions.
Low What did Francis Scott Key see that inspired him to write
the Star-Spangled Banner? (He saw the enormous flag flying
over the fort and knew that Fort McHenry/the city of Baltimore
had not been captured by the British.)
High How would our history change if the British had taken over
Fort McHenry? (Answers may vary.)
High Why is this selection titled Broad Stripes and Bright Stars?
Can you think of a better title? (Answers may vary.)
describe to convey in words the appearance, nature,
and/or attributes of literary or informational text using
vivid observations
detail an individual feature, fact, or item
event an occurrence within a piece of literary text that
comprises the plot
text what is being read
cause the reason why something happens
effect the result of what happened
Check for Understanding:
Evaluate students' completed workbook page and provide explicit feedback based on their understanding of the lesson objective.
Opinion Writing
Writing Standard
LAFS.2.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
Language Standard
LAFS.2.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Lesson 6: Writer’s edit to make pieces easier to read.
Materials:
 Teacher or student opinion piece to use for
Opening: Writers, today we are going to revisit our opinion pieces to see if they are ready to edit. Editing strengthens our
modeling.
writing and makes it easier for others to read.
 Highlighter markers for each student
 Previously made Anchor Charts
Teacher Model: Watch me as I check my spelling. Model for students using a highlighter to mark the words that they need to check
 Access to informational text for student choice
for spelling. I am thinking about the resources I can use – the text, word wall, and dictionaries. Did you see how I used other
 Opinion graphic organizers
resources in the room to help me check my spelling? I used my highlighter to circle and underline words I think I need to
 Chart paper
check; then I edited my writing. I can also use the highlighter to check my punctuation, and use of capital letters carefully
 Sticky notes for student use
 Students' writing journals or notebooks
Student Work Time: Writers, today you will finish writing your opinion piece and then work with a partner to edit for spelling,
punctuation, and capital letters. We have also been working on the correct use of irregular nouns and verbs so please check
your work to make sure you are following the rules for irregular nouns and verbs.
Closing: Select students to share how using the highlighter helped them notice their spelling, punctuation, and capitalization for editing.
15
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
2nd Grade ELA
Module 5 The War of 1812
7A: The Battle After the War pg. 199
November 28 – December 22, 2016
Module Guiding Question (to build background):
In what ways did the War of 1812 change the United States independence?
Language Arts Objectives (LAFS):
Students will:
 Describe how words and phrases supply meaning in the text The Battle After the War (LAFS.2.RI.2.4)
 Describe the connection between a series of historical events such as the Battle of New Orleans and the War of 1812 (LAFS.2.RI.1.3)
 Recount a personal experience with appropriate facts and relevant, descriptive details about an example of “where there’s a will there’s a way” (LAFS.2.SL.2.4)
Core Content Objectives
Students will:
 Explain that General Andrew Jackson’s army was made up of militiamen, soldiers, farmers, Native Americans, African Americans, and pirates
 Explain that the Battle of New Orleans actually took place two weeks after the War of 1812 was over
Lesson Activities
Comprehension Questions ( w/ expected student response)
Vocabulary
Comprehension questions are designed for students to
Core Lesson Vocabulary:
Lesson:
provide evidence-based answers that incorporate lesson
astonished, n. Feeling or showing great surprise or
7A: The Battle After the War pg. 199
vocabulary.
wonder
(See Duval Reads Module 5 Read-Aloud Anthology)
High Why was this read-aloud titled “The Battle After the War”? Example: Jontel was astonished to see a rainbow
(because the Battle of New Orleans took place after the War of
after the storm.
Vocabulary Word Work:
1812 was officially over)
Variation(s): astonish, astonishing, astonishes
astonished
Moderate Why did the British want to gain control of the
retreated, n. To move backward to avoid danger
(See Duval Reads Module 5 Read-Aloud Anthology)
Mississippi River? (The Mississippi River was a very important
Example: The kitten retreated to his basket when he
trading link and connected many parts of the United States; the
heard thunder.
Whole Group Activity
British wanted to stop trading and prevent Americans from
Variation(s): retreat, retreats, retreating
Before Reading:
strategically, adj. Of or relating to a general plan
getting the supplies they needed; etc.)
Review the chart How to Find the Meaning of Unknown Words (2.4)
Moderate Why was General Andrew Jackson’s army such a
that is created to achieve a goal
(Either already posted in your room from previous modules or in the
mixture of different kinds of soldiers and people? (The
Example: The dog was sitting strategically under the
teacher resource folder.)
table, in hopes that some scraps might fall on the
British army was twice the size of the American army; Andrew
After Reading:
Jackson needed as many men as possible; he took anyone
floor.
Project 7A resource sheet found in the teacher resource folder and read
willing to volunteer; etc.)
Variation(s): strategic
the text with them. Model for them how to find the meaning of “truce” by
Low Two days before Christmas, the British army was just eight truce, n. An agreement to stop fighting, arguing,
underlining: *hundreds of British soldiers had been lost or injured. *had
miles from the city of New Orleans. What did General
etc., for a certain period of time
no choice *raised a white flag *one British officer stepped forward and
Jackson do when he heard this? (He ordered the construction of Example: The siblings called a truce and stopped
offered his sword to a U.S. commanding officer.
entrenchments, or defensive walls, across the swampy land
tickling each other.
Truce mean to give up, to admit defeat
around the city.)
Variation(s): none
Low Where did the battle of New Orleans take place? (in a
Have students work in pairs to figure out the meaning of “retreated” using wooded area south of the city)
Academic Language:
the same method as you modeled. When students have finished have
Low Was the Battle of New Orleans the last battle in the War of describe: To convey in words the appearance,
them share their answers.
nature, and/or attributes of literary or informational
1812? (No, the last battle was fought at Fort Bowyer in
Alabama.)
text using vivid observations.
16
If time permits, you can play the Battle of New Orleans song and find how
the song is connected to the text read.
https://www.youtube.com/watch?v=VL7XS_8qgXM
(Battle of New Orleans song with words)
Moderate Why didn’t the British and Americans know that the
war was over before January? (Communication traveled slowly
because of no phones, internet, etc.)
Moderate Why do you suppose the British wanted to fight the
Americans again at Fort Bowyer? (Answers will vary.)
determine: To conclude or ascertain, as after
reasoning, observation, etc.
explain: To make plain or clear; to make known in
detail
Identify: To recognize or establish as being a
particular person or thing;
main topic: What is being talked about; the broad
general theme or message
recount: To relate or narrate; tell in detail; give the
facts or particulars of; to narrate in order; to tell one
by one; enumerate
Check for Understanding: As students are working together teacher should walk around to determine who is struggling in order to remediate.
Opinion Writing
LAFS.2.L1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. c. Use an apostrophe to
form contractions and frequently occurring possessives.
Lesson 7: Using apostrophes correctly in writing
Materials
 Samples of text from familiar reads with apostrophes
Opening: Writers, as I was reading through your work, I noticed that we have some confusion about when to use an apostrophe and
(Read Aloud Anthology pgs. 163-164, Marching for
when you don’t need one.
Justice)
• Using Apostrophes Anchor Chart (resource folder)
Teacher Model: Show the premade chart. There are two reasons to use an apostrophe. The first is in contractions such as
• Sticky notes for student use
didn’t or he’d. Point to examples on chart and defined contractions.
 Students’ opinion pieces
The second reason is to show possession. Use an apostrophe before the ‘s’ to show who or what owns or has something.
 Students' writing journals or notebooks
For example, (point to chart) “each state’s population” or “James Madison’s family home.” We don’t need an apostrophe in
plurals – problems, sailors, ships!
Language Standard
Student Work Time:
Turn and talk about other contractions you might use in your opinion piece. Students write on sticky notes and add to chart.
Turn and talk about other possessives you might use in your opinion piece. Student’s write possessives with apostrophes on sticky
notes to add to the chart.
Turn and talk about other plurals you might use in your opinion piece. Add to chart.
Provide students time to prepare their opinion piece for the celebration.
Closing: Review the chart and display it for students’ continued use.
17
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
2nd Grade ELA
Module 5 The War of 1812
8A: Peace and Pirates pg. 206
November 28 – December 22, 2016
Module Guiding Question (to build background):
In what ways did the War of 1812 change the United States independence?
Language Arts Objectives (LAFS):
Students will:
 Determine the meaning of words or phrases in the text. (LAFS.2.RI.2.4)
 Describe the connection between a series of historical events such as the Battle of New Orleans and the War of 1812 (LAFS.2.RI.1.3)
 Compare and contrast similarities and differences between the pirates and privateers during the War of 1812 (LAFS.2.RI.3.9)
 Ask questions to clarify directions for researching the War of 1812 (LAFS.2.SL.1.3)
 Provide antonyms of core vocabulary words, such as dejected and jubilant (LAFS.2.L.3.5a)
 Distinguish shades of meaning among closely related adjectives (LAFS.2.L.3.5b)
Core Content Objectives
Students will:
 Explain that the Battle of New Orleans actually took place two weeks after the War of 1812 was over
 Describe how the War of 1812 was considered a second war for independence
Lesson Activities
Comprehension Questions ( w/ expected student response)
Vocabulary
Lesson
Comprehension questions are designed for students to provide evidence- Core Lesson Vocabulary:
8 Peace and Pirates pg. 206
based answers that incorporate lesson vocabulary.
ancestors, n. A person in someone’s family from the
(See Duval Reads Module 5 Read-Aloud Anthology)
past
Low What skills did Jean and Pierre Lafitte have that made them successful
Example: Simon found out that his ancestors came
Vocabulary Word Work
pirates? (Jean was an excellent sailor and navigator; Pierre was an excellent
to America a long time ago on a ship.
astonished
smuggler.)
Variation(s): ancestor
(See Duval Reads Module 5 Read-Aloud Anthology)
Moderate Why was it difficult for the United States to get supplies during the
dejected, adj. To feel sad because of failure or loss
War of 1812? (because the British had
Example: The football players felt dejected after they
Student Workbook Activity Page 32
blockaded many of their ports)
lost the playoff game.
Have students follow along on workbook page 32 as you
Variation(s): deject
Low What did General Jackson offer to do if Jean and Pierre agreed to help
read the paragraph. Have students follow the same
him to defeat the British? (General Jackson offered to pardon them of their
jubilant, adj. To feel or express great joy
procedure as the previous lesson about finding meaning of crimes if they would agree to help him to defeat the British.)
Example: The football players felt jubilant after they
unknown words.
won the playoff game.
High What knowledge did Jean and Pierre have that the
British did not? (Jean and Pierre knew their way through the jungle-like
Variation(s): none
Scaffolds
swamplands around New Orleans and the British did not.) How did this
navigator, n. A person who finds out how to get to a
place
knowledge help them? (Answers may vary.)
 For struggling learners
Moderate How are pirates and privateers the same? (Answers may vary, but
Example: My mother is usually the navigator when
o In a teacher led center have students,
my family goes on a road trip.
should include that they are sailors on private ships.) How are they different?
with guidance, highlight and underline
Variation(s): navigators
(Answers may vary, but should include that privateers were hired to help the
the clues to the meaning of the
government.)
patriots, n. People who love and strongly support, or
unknown words. Provide sentence
fight, for their
High Since Jean and Pierre Lafitte were born in the 1770’s, how are they
starters for the short answers.
country
related to Adele, Jean, and Grandfather Lafitte? (They are Adele and Jean’s
 For advanced learners
18
o
Have students research more
information about the Battle of New
Orleans, Jean and Pierre Lafitte, or
pirates/privateers. Students could
then present this information to their
class via a power point, poster, or
booklet.
great, great, great, great, great, great, great, great, great, great, great, great
grandfather. (20 years per great) and one less great for grandfather Lafitte.)
High Why do you think Adele wasn’t sure that they should tell anyone about
their pirate ancestors? (Answers may vary.) Would you want to tell if your
ancestors were pirates?
Moderate Why do you suppose Grandfather Lafitte kept the poster? (Answers
may vary.)
High Do you think that Andrew Jackson would have won the Battle of New
Orleans without the assistance of Jean and Pierre Lafitte? (Answers may vary.)
Do you think it was right to pardon them? (Answers may vary.)
Example: The Founding Fathers are considered
patriots for all they did for our country.
Variation(s): patriot
Academic Language:
antonyms: The opposite meaning of a word
describe: To convey in words the appearance,
nature, and/or attributes of literary or informational
text using vivid observations.
determine: To conclude or ascertain, as after
reasoning, observation, etc.
explain: To make plain or clear; to make known in
detail
identify: To recognize or establish as being a
particular person or thing;
main topic: What is being talked about; the broad
general theme or message
Check for Understanding:
Evaluate students' completed workbook page and provide explicit feedback based on their understanding of the lesson objective.
Opinion Writing
Lesson 8: Writing Celebration
Opening: Writers, today is a very special day because we celebrating all of the wonderful opinion pieces we have been writing
about important people
Teacher Model: Writers, when we share in a community of writers we have a chance to give feedback to the author. During our
opinion lessons, we have worked on identifying character traits, stating opinions, and choosing strong supporting details.
After sharing, each author will call on a few students to offer feedback on what worked well in their opinion piece. Share
sentence frames for students to use when giving feedback.
 “I agree with your opinion that ___________________ (person) is ____________________ (character trait).
 ____________________ (Specific detail) supported your opinion that ___________________.
 I like the way you restated your opinion by saying _________________.
Student Work Time: Students share their opinion pieces and the audience gives feedback using the sentence frames.
Closing: After listening to others’ opinion pieces and feedback you can provide students an opportunity to reflect on how they can make
their piece stronger.
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Materials
 Students’ opinion pieces
 Students' writing journals or notebooks
 Sentence frames on chart or copied for
students notebooks
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
2nd grade ELA
Module 5: The War of 1812
Module Review pg. 214
November 14 – December 9, 2016
Module Guiding Question (to build background):
In what ways did the War of 1812 change the United States’ independence?
Language Arts Objectives (LAFS):
 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. (LAFS.2.RI.1.2)
 Describe the connection between a series of historical events, scientific ideas, or concepts, or steps in technical procedures in a text. (LAFS.2.RI.1.3)
 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. (LAFS.2.RI.2.4)
Lesson Activities
Due to 2016-17 revisions, please disregard pages 216-219 in the anthology.
Module Review:
Module Review pg. 214
Choose one activity to review and reinforce the standards being assessed.
Read the Module Review activities carefully to determine which Module Review activity would
best serve your students based on the students’ understanding of the assessed standards.
All students need to practice the work of the standard in preparation for the module assessment.
(see Duval Reads Module 4 Read-aloud anthology)
Comprehension Questions ( w/ expected student
response)
Comprehension questions are designed for students to
provide evidence-based answers that incorporate lesson
vocabulary.
-based on teacher selected activities
Check for Understanding
based on teacher selected activities
Second Grade Module 5 Document Based Question Lesson Guide
Teacher Note: The DBQ requires a minimum of 4 days of lessons, however more days may be needed to complete the activities.
20
Vocabulary
Give the students a key module
concept or vocabulary word such
as quench. Have them brainstorm
everything that comes to mind
when they hear the word. Record
their responses on a piece of
chart paper, a chalkboard, or a
whiteboard for reference.
DBQ Introduction
Teachers, you will use this basic structure to introduce DBQs to your students. There are several documents, tasks and
activities included in the DBQ. You will need to evolve the pacing according to student readiness in your classroom. A
basic framework has been provided for you.
A Document Based Question (DBQ) is an authentic assessment whereby students interact with historical texts. A DBQ
asks students to read and analyze historical records, gather information and fill in short scaffolding response questions,
assimilate and synthesize information from several documents, and then respond to an assigned task, by using
information gleaned from the documents as well as their own outside information.
This DBQ is aligned with the Core Knowledge Listening and Learning domain, The War of 1812. It is meant to follow the
unit so that students have already been exposed to the knowledge and vocabulary gained from the read alouds.
With prompting, scaffolding, and support, the students will review the series of pictures and text over the next four days
to determine what events contributed to the start of the War of 1812. After reviewing the documents with partners and
whole group, students will complete the writing task.
Writing Task:
Using evidence found in the following documents, your knowledge of our readings, and at least four of the vocabulary
words from above, explain the events that contributed to the start of the War of 1812.
Teacher Notes:
1. Students should be given the opportunity to discuss the documents with partners and/or small groups.
Students should not be expected to work through the documents independently. The teacher should monitor
their understanding of the documents through whole group discussion before moving on to the writing task.
2. As a teacher, you know your students and where they are on the developmental spectrum in writing. After the
students have a solid understanding of the documents, the students are expected to tackle the writing piece
independently. However, please scaffold and support this writing as needed by your students. For example,
you could provide additional support through shared writing beforehand as an example, or provide additional
graphic organizers as needed.
3. Allow for several class sessions to complete this DBQ.
DBQ Day 1
Day 1
 Review vocabulary
 Review writing task
Helpful Vocabulary:
trade
blockade
farmer
merchant
navy
sailor
seize
citizen
suspicious
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impressment
economy
soldier
Materials
Please review the DBQ materials
located in the Gr 2 Module 5
Resource Folder on Blackboard.
Student documents are provided in
the student workbook pages 43-48.
DBQ Day 2
Day 2
Review
Discuss
Teacher model: Document A
Students complete: Document B
DBQ Day 3
Day 3
Review
Discuss
Differentiated Tasks: Teachers, assign students the appropriate document according to their reading level.
Document C or Document D
Day 4
Review
Discuss
Writing Task
DBQ Day 4
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DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
2nd grade ELA
Module 5: The War of 1812
Module Assessment
November 28 – December 22, 2016
Module Guiding Question (to build background):
In what ways did the War of 1812 change the United States’ independence?
Language Arts Objectives (LAFS):
•
Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. (LAFS.2.RI.1.2)
•
Describe the connection between a series of historical events, scientific ideas, or concepts, or steps in technical procedures in a text. (LAFS.2.RI.1.3)
•
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. (LAFS.2.RI.2.4)
Comprehension Questions ( w/
Lesson Activities
Vocabulary
expected student response)
Due to 2016-2017 revisions, disregard student assessment sheets on pages 221-227 of the anthology. The updated
Comprehension questions are
assessment document questions can be found in the student workbook. The teacher directions, answer key, rubric and
designed for students to provide
n/a
data tracker can be found in the resource folder.
evidence-based answers that
incorporate lesson vocabulary.
Before the Module Assessment, review some of the test taking strategies with your students (see the K-2 Test Taking
Strategies document in the resource folder). Select the strategies that apply to the type of test they will be taking during
-see Module Assessment questions
this Module Assessment (read aloud, reading on their own, selected response questions, extended or constructed
response questions, etc.)
Standards Based Module Assessment:
Student Workbook pages 33-37
This assessment includes two texts, War Hawks (Lexile 790) and Saving the USS Constitution (Lexile 780). Both texts are on the
high end of the 2-3 grade text complexity band, so teachers can read the text and questions aloud to students if scaffolding is
needed (see LAFS.2.RI.4.10). Read the text aloud to students and allow time for students to answer the questions for part 1 before
reading the text for part 2. The student sheet (see workbook page 55-59) includes both texts for students to follow along or read on
their own. An answer key, rubric, and data tracker are provided for grading and data analysis.
The questions assess the language arts objectives for this module (see Module Assessment in resources). Use the assessment
data to plan for remediation and enrichment during the culminating activities lesson days. A data tracker for the module
assessment is provided as an optional resource.
Content Based Module Assessment:
Student Workbook pages 39-42
Part 1: Directions: I am going to read several sentences about events and people from the War of 1812. Place the number next
to the image that corresponds to the answer.
1. I was the president during the War of 1812. (James Madison)
2. I saved a portrait of George Washington. (Dolley Madison)
3. I wrote the national anthem “The Star Spangled Banner.” (Francis Scott Key)
4. I put together a ragtag army to win the Battle of New Orleans.(Andrew Jackson)
5. I was built especially for the president and his family. (The President’s House, or White House)
6. The British cannonballs bounced off my sides. (USS Constitution)
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7. I was called “Old Ironsides” because I was hard to sink. (USS Constitution)
8. I saw an enormous flag flying and knew that Baltimore had been saved. (Francis Scott Key)
9. I was the first First Lady of the United States. (Dolley Madison)
10. I did not want to go to war with Great Britain. (James Madison)
11. The British army set fi re to me and Dolley Madison had to escape. (The President’s House, or White House)
12. I ordered the construction of entrenchments, or walls, around New Orleans. (Andrew Jackson)
Part 2: Directions: Use Workbook page 40 to identify the three locations that you learned about that were involved in the War of
1812. Place the number on the map in the proper location.
1. The Chesapeake: This includes the coastal cities of Baltimore and Washington, D.C.
2. New Orleans: The British wanted to seize New Orleans to gain control of the Mississippi River.
3. Lake Erie: The British planned to come from Canada to fight New York.
Directions: Now identify the three cities that were involved in the War of 1812 battles that you learned about. Place the
letter on the map in the proper location.
4. Washington, D.C.: The British attacked the capital city, Washington, D.C.
5. Baltimore: The Battle of Fort McHenry was near Baltimore, Maryland.
6. New Orleans: The Battle of New Orleans was two weeks after the war ended.
Part 3: Directions: Write at least one complete sentence to answer each question. Note: You may need to have some students
respond orally if they are not able to respond in writing.
1. Why was the War of 1812 called the second war for independence?
2. How is “The Star-Spangled Banner” connected to the War of 1812?
3. What was impressment?
4. Why did the British want to control New Orleans?
5. What was the most interesting thing you learned about the War of 1812?
Check for Understanding
Module Assessment
Document Based Question
Continue with DBQ activities
24
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
2nd grade ELA
Module 5: The War of 1812
Culminating Activities: pg. 229
November 28 – December 22, 2016
Module Guiding Question (to build background):
In what ways did the War of 1812 change the United States’ independence?
Language Arts Objectives (LAFS):
•
Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. (LAFS.2.RI.1.2)
•
Describe the connection between a series of historical events, scientific ideas, or concepts, or steps in technical procedures in a text. (LAFS.2.RI.1.3)
•
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. (LAFS.2.RI.2.4)
Comprehension Questions ( w/
Lesson Activities
Vocabulary
expected student response)
Comprehension questions are
Culminating Activities: pg. 229
designed for students to provide
Review core vocabulary words
- Based on the student’s end of module assessment, choose activities to remediate needed weaknesses and provide
evidence-based answers that
based upon students’
opportunities for enrichment. Remediation activities should be standards-based and align to the data collected from
incorporate lesson vocabulary.
performance on the end of
journal artifacts and the end of module assessment.
module assessment.
(see Duval Reads Grade 2 Module 5 Anthology)
-based upon chosen lesson activities
(see Culminating Activities)
Check for Understanding
Student work samples and teacher observation (with anecdotal notes) can be utilized as assessments to determine success of remediation and enrichment.
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