DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson Name
Module Date Range
2nd Grade ELA
Module 7 Westward Expansion
1A Going West
February 1 – February 22, 2017
Module Guiding Question (to build background):
How do the events of the Western Expansion impact our current way of life?
Language Arts Objectives (LAFS):
Students will:
 Describe how an author uses reasons to support specific points in a text. (LAFS.2.RI.3.8)
 Describe the connection between a series of historical events such as colonial times and westward expansion (LAFS.2.RI.1.3)
Core Content Objectives:
Students will:
 Describe a pioneer family’s journey westward
 Describe family life on the frontier
Lesson Activities
Comprehension Questions ( w/ expected student response)
Vocabulary
Lesson
Comprehension questions are designed for students to
Core Lesson Vocabulary:
1A Going West
provide evidence-based answers that incorporate lesson
campfire, n. An outdoor fire used for warmth or cooking
(See Duval Reads Module 7 Anthology)
vocabulary.
Example: Nick and Anna gathered wood for the campfire so
During lesson introduction, the teacher will utilize a
they could roast marshmallows.
timeline to review what students have learned thus far. At Moderate Look at photo 1A-2. How does the photo of the wagon
Variation(s): campfires
the end of the lesson, the timeline will be revisited to add
train help you better understand what a wagon train is? (The photo settled, v. To move to a place and make it your home
the image card from today’s read aloud. This should be a
show a long line of wagons that seem to be moving in the same
Example: My cousins moved to California and settled into
brief activity and will serve to display the connection
their new house.
direction. This photo helps me understand that a wagon train is a
between historical events during the westward expansion. group of wagons traveling together.)
Variation(s): settle, settles, settling
Low Why does the Morgan family want to move out West?
sights, n. Things or places seen
Vocabulary Word Work
(They move out West for a better life. They would be able to own
Example: Juanita walked for hours and hours enjoying the
sights
land and farm.)
sights and sounds of New York City.
(See Duval Reads Module 7 Anthology)
Variation(s): sight
Low What difficulties did the Morgan family face on their trip?
(Their wagon broke; they lost their oxen; the weather was
sympathy, n. Feeling sorry about someone else’s trouble or
Teacher Model Activity:
sometimes bad; they had to cook on a campfire; they had to cross
misfortune
Before Reading:
Example: The merchant’s daughter felt sympathy for the
a wide river; the father got sick; etc)
Explain that author’s make specific points in a text when
High In the story Mrs. Morgan provides the reader with specific
Beast.
writing informational articles. Tell students that a specific point information about the journey from her journal. How do the journal
Variation(s): sympathies
or key point is like the main idea. It is more specific or targeted entries help you understand what the family faced?
wagon train, n. A line or caravan of wagons
information that the author wants you to know. The author also (The journal entries helps the reader follow the family’s journey
Example: The wagon train moved slowly westward over the
provide reasons that support the key point. Provide an
rough and rocky terrain.
from beginning to end. The entries tell us about the difficulties the
example such as if the author wrote Martin Luther King Jr. was family faced, the placed they visited, and how the family and others Variation(s): wagon trains
a hero (key point); He made many speech on equality
that traveled with them felt as the moved from place to place.)
(reason); He led peaceful rallies about civil rights (reason).
Low What does the journal entries contain that helps you know
Consider using a short informational passage to quickly model what is happening over time? (The date the event occurred.)
Academic Vocabulary
key point and reasons with a visible text with students.
1
During Reading:
Using a statement-evidence T chart as shown below (note:
this will need to be prepared on an anchor chart in advance)
as you read Going West, identify a key point the author makes
(on the statement side) and then in a few words jot down the
reasons/evidence the author gives in support.
For example:
STATEMENT
It was a
difficult journey
moving out
West
Moderate The author wants the reader to know that life out West
was difficult. What evidence from the story supports this idea?
(It was difficult because many of the family members were sick and
Mrs. Morgan had to take care of all of them. The Morgan family had
to rent a small house. Mrs. Morgan had to sell the last of their
possessions for food and they endured a harsh winter.)
Moderate What is the main topic of the text? (The main topic is the
difficult journey of moving out West.)
describe To convey in words the appearance, nature, and/or
attributes of literary or informational text using vivid
observations.
evidence To prove or disprove something; proof
specific points key ideas; The ability to determine the
relative importance and precise meanings of words,
sentences, paragraphs, sections, and chapters
EVIDENCE
 Many family
members were sick
 Mrs. Morgan had to
take care of the sick
family members
 The Morgan family
had to live in a
small house
 Mrs. Morgan had to
sell the last of their
possessions for
food
 They endured a
harsh winter
Check for Understanding:
Exit Ticket:
On post it notes, students will provide an additional reason that explains evidence from the text that support the author’s key point. Students will then add their post-it note onto the chart paper list.
2
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson Name
Module Date Range
February 1 – February 22, 2017
2nd Grade ELA
Module 7 Westward Expansion
2A Mr. Fulton’s Journey
Module Guiding Question (to build background):
How do the events of the Western Expansion impact our current way of life?
Language Arts Objectives (LAFS):
Students will:
 Describe how an author uses reasons to support specific points in a text (LAFS.2.RI.3.8)
 Identify the main topic of Mr. Fulton’s Journey (LAFS.2.RI.1.2)
 Describe the connection between a series of historical events such as the invention of Fulton’s steamboat and westward expansion (LAFS.2.RI.1.3)
Core Content Objectives:
Students will:
 Identify steamboats as a new means of travel that increased the movement of people west
 Explain the significance of the steamboat
 Identify Robert Fulton as the developer of the steamboat
Lesson Activities
Comprehension Questions ( w/ expected student response)
Vocabulary
Lesson
Comprehension questions are designed for students to
Core Lesson Vocabulary:
2A Mr. Fulton’s Journey
provide evidence-based answers that incorporate lesson
design, v. To create the plans for
(See Duval Reads Quarter 3 Anthology)
vocabulary.
Example: Engineers continually work to design cars
During lesson introduction, the teacher will utilize
that are more fuel-efficient.
a timeline to review what students have learned
Moderate How was the mode of transportation in today’s story
Variation(s): designs, designed, designing
thus far. At the end of the lesson, the timeline will (the steamboat) used in the same manner as the one from
inventor, n. A person who invents or creates a new
be revisited to add the image card from today’s
yesterday’s selection (the wagon)? Describe their differences.
product
read aloud. This should be a brief activity and will (The steamboat traveled on water and was powered by steam
Example: Benjamin Franklin was the inventor of
serve to display the connection between
that was used to turn paddles on the back of the boat. The
bifocals, eyeglasses with two sections for near and far
historical events during the westward expansion. steam caused the boat to move more quickly. The wagon
vision.
traveled on the road by being pulled by animal or a group of
Variation(s): inventors
animals. The wagons were slow and could only go a few miles
journey, n. An act of traveling from one place to
Vocabulary Word Work
each
day.)
another
voyage
Low What is the main topic of the read-aloud? (The invention
Example: My family went on a journey to the beach last
(See Duval Reads Module 7 Anthology)
of the steamboat by Mr. Fulton.)
summer.
Moderate After the voyage Mr. Fulton tells Mr. Livingston that
Variation(s): journeys
Group Activity:
the world would never be the same. How did the steamboat
steamboats, n. Steam-powered boats
Before Reading:
Example: We enjoy watching the steamboats travel up
Students will need to create a statement evidence T- change the world? (Made transportation faster, cheaper, and
more
reliable.)
and down the Mississippi River.
chart before the read aloud. The statement will be:
Variation(s): steamboat
3
The author wants the reader to know that the
steamboat affected the Westward expansion.
Explain to students that they will be working to
answer the question: what evidence from the text
supports this idea?
During Reading:
Students will work in groups during the read aloud
and record their findings on reasons that the author
uses to support this statement. Possible answers:
movement increased because the steamboat, when
used was faster. The steamboat was cheaper. The
steamboat was more reliable than other forms of
transportation.
Moderate Why were Robert Fulton, Robert Livingston, and
others taking an important journey on the steamboat? (to see
if Fulton’s steamboat design was faster than other boats)
Inferential: Was Fulton’s voyage a success? (yes) Why? (He
showed people that his steamboat could carry people and goods
faster than other boats, and his design allowed the steamboat to
carry more people and goods on each voyage.)
Moderate Why do you think Robert Fulton worked very hard as
an inventor? (Answers may vary, but may include his interest in
inventing or his desire for wealth and/or fame.)
High What were the advantages and disadvantages of
steamboat travel? (Answers may vary but should include
steamboats could move faster, didn’t depend upon weather,
cheaper, more reliable (advantages) the disadvantages were
they had to have water, and some cities did not have rivers
between them.)
voyage, n. A journey
Example: Columbus’s first voyage to America was in
1492.
Variation(s): voyages
Academic Vocabulary
describe To convey in words the appearance, nature,
and/or attributes of literary or informational text using
vivid observations.
evidence To prove or disprove something; proof
specific points key ideas; The ability to determine the
relative importance and precise meanings of words,
sentences, paragraphs, sections, and chapters
After Reading:
Allow time for students to review their statement
evidence chart with their group. Use the check for
understanding strategy listed below to share out
students’ answers on their statement-evidence chart.
Check for Understanding:
Whip
Around
After the reading and time for students to complete their statement-evidence T-chart in group, a speaker from each group stands up. Teacher randomly calls
students
to
share
one reasons for the T-chart that their group listed, Teacher
continues to call on students. If all of a groups reasons are stated, the group speak sits down. Continue until all group
speakers are sitting.
4
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson Name
Module Date Range
February 1 – February 22, 2017
2nd Grade ELA
Module 7 Westward Expansion
3A The Journal of a Twelve-Year-Old on the Erie Canal
Module Guiding Question (to build background):
How do the events of the Western Expansion impact our current way of life?
Language Arts Objectives (LAFS):
Students will:
 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in text. (LAFS.2.RL.1.1)
Core Content Objectives:
Students will:
 Identify steamboats and canals as new means of travel that increased the movement of people west
 Describe the importance of canals
 Identify the Erie Canal as the most famous canal built during the Canal Era
Comprehension Questions ( w/ expected student
Lesson Activities
Vocabulary
response)
Lesson
Comprehension questions are designed for students Core Lesson Vocabulary:
3A The Journal of a Twelve-Year-Old on the Erie Canal
to provide evidence-based answers that incorporate Erie Canal, n. A 363-mile-long, man-made waterway
(See Duval Reads Module 7 Anthology)
lesson vocabulary.
created during the early 1800s to join the Hudson
During lesson introduction, the teacher will utilize a
Low Who wrote the journal entry that you just heard? (a River to Lake Erie in New York State
timeline to review what students have learned thus far. At
twelve-year-old boy)
Example: Last summer, we enjoyed a sailboat ride on
the end of the lesson, the timeline will be revisited to add
Moderate Why were canals built in the United States in
the Erie Canal.
the image card from today’s read aloud. This should be a
Variation(s): none
the 1800s? (so that boats could travel to cities where
brief activity and will serve to display the connection
there were no rivers, to transport goods faster)
freight, n. Goods that are moved from one place to
between historical events during the westward expansion. Low The boy and his father were not traveling on the
another by ship, train, truck, wagon, or airplane
Erie Canal because they wanted to move to the West
Example: It took the captain’s crew an entire morning
Vocabulary Word Work
like the family in the first read-aloud. They traveled back to load the large amount of freight onto his ship.
transport
and forth because of their work. What kind of work did
Variation(s): none
board
they do? (They transported freight on the Erie Canal.)
tow, v. To pull or haul
(See Duval Reads Module 7 Anthology)
Low What problems did boats on the canal face? (bad
Example: We had to tow my uncle’s car to a service
weather, moving slowly because of the amount of
station when it broke down on the highway.
Due to 2016-2017 revisions, please disregard page 36 of
Variation(s): tows, towed, towing
freight, etc.)
the anthology.
Moderate How did canals like the Erie Canal increase
transport, v. To carry or move from one place to
westward expansion? (Boats on the canal transported
another
Teacher Model Activity:
freight and people faster and farther west; it cost less to
Example: Refrigerated trucks transport much of the
Before Reading:
travel on the canals than over land.)
produce that we buy in the grocery store.
Variation(s): transports, transported, transporting
5
Explain that good readers ask themselves questions and find
answers to questions when reading. Tell students that it is
important to think about key details in a text when asking and
answering questions. Project the key details questions word
web and preview with students (see resource folder).
Academic Vocabulary
key details A point of information in a text that
strongly supports the meaning or tells the story. A
statement that defines, describes or otherwise
provides information about the topic, theme or main
idea.
key ideas The ability to determine the relative
importance and precise meanings of words,
sentences, paragraphs, sections, and chapters
During Reading:
Teacher will model how to identify a key detail from the text.
Stop to think aloud and discuss key details (see example listed
below).
- The boy and Pa were traveling down the Erie Canal on
a flatboat.
- The weight of the freight made the journey down the
canal slow.
- It was cheaper to travel on the canal then on land.
- Stormy weather made the journey slower.
As you read, think aloud about questions using the question
stem boxes on the graphic organizer. Model how to complete
the word web (NOTE: a question does not need to be written in
each box; only write questions that apply to the chosen key
detail).
After Reading:
Review the completed key detail questions word web with
students. Allow time for students to Think-Pair-Share additional
questions that could be added to the word web.
Check for Understanding:
Think-Pair-Share
Think of a question that begins with one of the question stems on our word web. Make sure it focuses on the key detail in the middle of the web. Pair up with a partner. Share your
question with your partner. See if you and your partner can answer each other’s question.
6
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson Name
Module Date Range
February 1 – February 22, 2017
2nd Grade ELA
Module 7 Westward Expansion
4A The Story of Sequoyah
Module Guiding Question (to build background):
How do the events of the Western Expansion impact our current way of life?
Language Arts Objectives (LAFS):
Students will:
 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in text. (LAFS.2.RL.1.1)
 Interpret information presented, and then ask a question beginning with the word who to clarify information in The Story of Sequoyah (LAFS.2.SL.1.3)
Core Content Objectives:
Students will:
 Explain the significance of Sequoyah’s invention of the Cherokee writing system
 Explain why writing was important to Sequoyah and the Cherokee
 Describe the Cherokee writing system in basic terms
Lesson Activities
Comprehension Questions ( w/ expected student response)
Vocabulary
Lesson
Comprehension questions are designed for students to
Core Lesson Vocabulary:
4A The Story of Sequoyah
provide evidence-based answers that incorporate lesson
approach, n. A way of doing or thinking about
(See Duval Reads Module 7 Anthology)
Low What made Sequoyah famous? (He created a writing
something
system for the Cherokee.)
Example: The artist used a unique approach to create
During lesson introduction, the teacher will utilize a High Why did Sequoyah feel that writing down the
her painting.
timeline to review what students have learned thus Cherokee language was important? Use evidence from the text
Variation(s): approaches
far. At the end of the lesson, the timeline will be
to support your answer. (He wanted to capture their voice; he
concluded, v. Decided after a period of thought or
revisited to add the image card from today’s read
wanted to preserve Cherokee culture and customs; he cared
observation
aloud. This should be a brief activity and will serve about his culture and thought that writing was a way to keep the Example: After playing in the hot, bright sun all
to display the connection between historical events Cherokee strong.)
afternoon, the children concluded that it would be a
during the westward expansion.
Moderate People did not like what Sequoyah was doing at first. good idea to go swimming.
Why? (His wife thought he didn’t know what he was doing; the
Variation(s): conclude, concludes, concluding
Cherokee people thought his symbols were bad luck;
create, v. To make or produce something; to cause
Vocabulary Word Work
Sequoyah’s work was burned.) What changed their minds? (The something new to exist
create
chiefs saw how people could communicate through reading and Example: My little brother and I are going to create a
(See Duval Reads Module 7 Anthology)
writing.)
skyscraper using these blocks.
High After Sequoyah’s work was burned, he had to start over
Variation(s): creates, created, creating
Group Activity:
again. Describe the kind of writing he invented that the Cherokee generations, n. Groups of people who are born and
Before Reading:
still use today. (He invented symbols that represent the different living during the same time
Review academic language about key details and
syllables in the Cherokee language. There are eighty-four
Example: The farm had been owned by many
asking and answering questions. Project the key detail
symbols
that
stand
for
the
various
syllables.)
Does
the
English
generations of the same family.
questions word web and review as needed.
7
During Reading:
Stop to discuss key details of the text with students.
- The Cherokee people had a spoken language
but not a written language.
- Sequoyah began to think about creating a
written language for his people.
- Sequoyah’s wife was worried when he took all
of his time to create symbols for a written
language.
- Sequoyah developed a writing systems of 84
symbols to represent all of the syllables in the
Cherokee language.
- The chiefs were not sure about the writing
system.
- Sequoyah proved that his system worked and
the chiefs accepted his work.
As a class, chose one key detail to list on the word web.
Allow time for students to discuss with a partner
possible questions they could ask and answer about
the chosen key detail. Provide post-it notes to pairs.
Students will then write at least one question on their
post-it note to add to the projected word web.
language have more symbols or fewer symbols than the
Cherokee language? (fewer symbols)
Moderate Why was Sequoyah’s invention important? (What had
once only been communicated through speaking and listening
could now be written and read.)
Variation(s): generation
interacting, v. Talking or doing things with other
people
Example: The students were interacting with each
other to finish their project.
Variation(s): interact, interacts, interacted
Academic Vocabulary
key details A point of information in a text that
strongly supports the meaning or tells the story. A
statement that defines, describes or otherwise
provides information about the topic, theme or main
idea.
key ideas The ability to determine the relative
importance and precise meanings of words,
sentences, paragraphs, sections, and chapters
After Reading:
Using the student created questions, ask the class or
specific students the questions. Allow time for answers.
Check for Understanding:
Example/Non-Example
Review with students various information for the text. Students identify if the information for the text is an example or non-example of a key detail.
8
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson Name
Module Date Range
February 1 – February 22, 2017
2nd Grade ELA
Module 7 Westward Expansion
5A The Trail of Tears
Module Guiding Question (to build background):
How do the events of the Western Expansion impact our current way of life?
Language Arts Objectives (LAFS):
Students will:
 Describe how an author uses reasons to support specific points in a text (LAFS.2.RI.3.8)
 Identify the main topic of The Trail of Tears (LAFS.2.RI.1.2)
 Describe the connection between a series of historical events such as the Trail of Tears and westward expansion (LAFS.2.RI.1.3)
Core Content Objectives:
Students will:
 Explain that the U.S. government forced Native Americans from their lands
 Identify the Trail of Tears as a forced march of the Cherokee
Comprehension Questions ( w/ expected student
Lesson Activities
Vocabulary
response)
Lesson
Comprehension questions are designed for students to
Core Lesson Vocabulary:
5A The Trail of Tears
provide evidence-based answers that incorporate lesson
encountered, v. Unexpectedly met with or came upon
(See Duval Reads Module 7 Anthology)
vocabulary.
something
During lesson introduction, the teacher will utilize a
Example: Mustafa encountered many difficulties as he
timeline to review what students have learned thus Moderate What was the main topic of the read-aloud? (the
tried to build his own bicycle from spare parts.
far. At the end of the lesson, the timeline will be
Trail of Tears, or the forced relocation of the Cherokee people) Variation(s): encounter, encounters, encountering
revisited to add the image card from today’s read
Low Where were the Cherokee told to relocate? (“Indian
forced, adj. Involuntary or not done of one’s own
aloud. This should be a brief activity and will serve Territory,” or present-day Oklahoma)
choice
to display the connection between historical events Low What is the Trail of Tears? (the forced relocation or
Example: The emperor who desired the Great Wall of
during the westward expansion.
movement of the Cherokee from Georgia to “Indian Territory”) China to be built ordered many people into forced labor.
High What evidence from the text supports why the
Variation(s): none
Cherokee’s relocation was difficult and miserable? (They did
insisted, v. Demanded or said something firmly
Vocabulary Word Work
not have a choice; they had to leave behind their homes and
Example: Koda’s mother insisted that he brush his teeth
encountered
before bed if he did not want cavities.
businesses;
they
did
not
have
enough
supplies;
the
sick
and
(See Duval Reads Module 7 Anthology)
weak did not have time to rest; they encountered a terrible
Variation(s): insist, insists, insisting
winter storm; many people died.)
miserable, adj. Causing extreme discomfort or
Due to 2016-2017 revisions, please disregard page
Moderate Many pioneers like the Morgans chose to move to
unhappiness
53 of the anthology.
the West. However, the Cherokee were forced to move. Who
Example: Walking to the park in the newly fallen snow
insisted that the Cherokee abandon their homes and
was fun, but the walk back home was miserable
Student Workbook Activity:
businesses
and
move
from
their
lands?
(President
Andrew
because it was so cold.
Before Reading:
9
Review with students the statement-evidence chart and
academic language as needed. Tell students that today
you are going to read aloud a text about how the
Cherokee people were affected by the westward
movement. Tell students that they are going to listen for
reasons to support the key point (statement) listed on
their workbook page 70. Review the key point with
students.
Jackson, the U.S. government) Why? (The American settlers
and colonists wanted the Cherokee land and businesses for
themselves.)
Moderate Why do you think this journey is known as the Trail
of Tears? (Many people died; there was terrible suffering; it
was an extremely sad time for the Cherokee; etc.)
Variation(s): none
relocate, v. To move a home, people, or animals from
one place to another place
Example: Bailey’s father said that because his company
was moving to a different state, their family would have
to relocate, too.
Variation(s): relocates, relocated, relocating
Academic Vocabulary
describe To convey in words the appearance, nature,
and/or attributes of literary or informational text using
vivid observations.
evidence To prove or disprove something; proof
specific points key ideas; The ability to determine the
relative importance and precise meanings of words,
sentences, paragraphs, sections, and chapters
During/After Reading:
While listening to the read aloud, students will write
reasons that support the statement: The Cherokee’s
relocation was difficult and miserable.
Scaffolds:
 For struggling learners:
o Allow discussion and wait time during the
read aloud.
o Encourage students to think-pair-share
about the reasons prior to writing it on
their statement chart.
 For advanced learners:
o Students can think of additional key points
that support the main idea of the text.
Encourage students to write about or list
reasons to support their key point.
Check for Understanding:
Evaluate students' completed workbook page and provide explicit feedback based on their understanding of the lesson objective.
10
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson Name
Module Date Range
February 1 – February 22, 2017
2nd Grade ELA
Module 7 Westward Expansion
Pausing Point
Module Guiding Question (to build background):
How do the events of the Western Expansion impact our current way of life?
Language Arts Objectives (LAFS):
Students will:
 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)
 Describe how an author uses reasons to support specific points in a text. (LAFS.2.RI.3.8)
Comprehension Questions ( w/ expected
Lesson Activities
Vocabulary
student response)
Comprehension questions are designed for Core Lesson Vocabulary:
Due to 2016-2017 revisions, please disregard the directions for the
students to provide evidence-based
Give students a key domain concept or vocabulary
pausing point performance task (on page 55 of the anthology) and
answers that incorporate lesson vocabulary. word such as expansion. Have students brainstorm
the graphic organizer (page 60 of the anthology). Updated directions
everything that comes to mind when they hear the
for the performance task are below.
- see pausing point performance task
word such as hard, soft, bumpy, sharp, etc. Record
their responses on chart paper, on a chalkboard, or a
Performance Task:
whiteboard for reference.
Students will read a text passage titled The Louisiana Purchase (Lexile
540) found on workbook pages 71-72, then write about the evidence
stated in the text to support the statement: The Louisiana purchase was
the largest and cheapest purchase in United States history.
Lesson
Pausing Point Activities
Choose one activity to review and reinforce the standard(s) taught thus
far. 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 7 Anthology)
Check for Understanding: Student Performance Task based upon constructed response rubric found in resource folder.
11
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
February 1 – February 22, 2017
2nd Grade ELA
Module 7 Westward Expansion
6A Westward on the Oregon Trail
Module Guiding Question (to build background):
How do the events of the Western Expansion impact our current way of life?
Language Arts Objectives (LAFS):
Students will:
 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)
 Identify the main topic of Westward on the Oregon Trail (LAFS.2.RI.1.2)
 Describe the connection between a series of historical events such as the Oregon Trail and westward expansion (LAFS.2.RI.1.3)
 With assistance, create and interpret a timeline related to the Oregon Trail and westward expansion (LAFS.2.RI.3.7)
 Generate questions and seek information from multiple sources to answer questions about the Oregon Territory (LAFS.2.W.3.8)
Core Content Objectives
Students will:
 Describe a pioneer family’s journey westward
Identify the Oregon Trail as a difficult trail traveled by wagon trains
Lesson Activities
Comprehension Questions ( w/ expected student response)
Vocabulary
Lesson
Comprehension questions are designed for students to
Core Lesson Vocabulary:
6A Westward on the Oregon Trail (See Duval
provide evidence-based answers that incorporate lesson
hardships, n. Difficult conditions or situations that
Reads Module 7 Read-Aloud Anthology)
vocabulary.
cause discomfort and/or suffering
During lesson introduction, the teacher will
Moderate What was the main topic of the read-aloud? (The
Example: The Pilgrims endured many hardships as
utilize a timeline to review what students have
Oregon Trail)
they traveled on the Mayflower.
learned thus far. At the end of the lesson, the
Low What was the Oregon Trail? (a trail used by pioneers to travel Variation(s): hardship
timeline will be revisited to add the image card from Missouri to the Oregon Territory)
ruts, n. Grooves worn into soft ground
from today’s read aloud. This should be a brief Low How did pioneer families travel on the Oregon Trail? (in
Example: After the heavy rain, the wheels of the truck
activity and will serve to display the connection covered wagons) About how long did it take a pioneer family to
caused deep ruts in the mud.
between historical events during the westward travel the Oregon Trail? (six months)
Variation(s): rut
expansion.
Moderate Use evidence from the text to support why some
scout, n. A person sent ahead of a traveling group to
families decided to pack all of their belongings in covered wagons
gather information about what lies ahead
and move to the Oregon Territory? (They wanted to own their own Example: The scout rode ahead of Lewis and Clark to
Vocabulary Word Work
land; it was too expensive to own land in the East; they wanted the search for a way down the mountain.
territory
adventure of a new life.)
Variation(s): scouts
(See Duval Reads Module 7 Read-Aloud
Moderate Did families usually travel by themselves on the
steep, adj. Having a very sharp slope
Anthology)
Oregon Trail or in groups? (in groups or in wagon trains) Why do
Example: Bryan spent months preparing for his steep
you think families traveled in wagon trains with a scout riding
climb up the Andes Mountains in Peru.
Teacher Model
ahead of them rather than by themselves? (The trail was
Variation(s): steeper, steepest
Before Reading:
12
Locate and prepare the Lakeshore Ask and
Answer Questions magnetic chart. Plan out
prompts and questions that you will pose to
students. Introduce the lesson by telling students
that they will hear information about the Oregon
Trail. Explain to students that while listening to the
read aloud, we will ask and answer questions
about key details from the text (see academic
language).
During Reading:
Model asking questions about a text by writing
questions on the chart. Try to ask more analytical
questions than literal such as: How was the
Oregon Trail different from the roads and highways
we have today? Elaborate on what led you to ask
the question. Demonstrate how the answers to
many of their questions can be found in the text by
revisiting where the answer can be found and rereading that specific part.
dangerous; they didn’t know the way very well; the scout could
warn them of upcoming dangers; etc.)
High What difficulties did families face as they traveled on the
Oregon Trail? Use evidence from the text. (dangers of their
wagons getting stuck in the wagon ruts; dangers of having to cross
rivers; leaving behind their possessions; weariness from walking
and from the heat; encounters with Native Americans; etc.)
High How was the Oregon Trail different from the roads and
highways we have today? (The Oregon Trail was rougher; families
followed wagon ruts instead of paved roads; there were no gas
stations or rest areas; they had to cross rivers; etc.)
High The read-aloud said that sometimes throughout the journey
on the Oregon Trail, families had to leave personal items behind to
lighten their wagon loads. How do you think families decided what
to keep and what to leave behind? (Answers may vary.)
territory, n. A specific section of land that belongs to a
government but is not yet an official state or province;
a specific area of land or a geographical region
Example: Thomas Jefferson purchased the Louisiana
Territory from France.
Variation(s): territories
Academic Vocabulary
key details A point of information in a text that
strongly supports the meaning or tells the story. A
statement that defines, describes or otherwise
provides information about the topic, theme or main
idea.
After Reading:
Review the chart of questions that you created
while reading.
Check for Understanding:
Circle, Triangle, Square-(Circle) Something that is still going around in your head (Triangle) Something pointed that stood out in your mind (Square) Something that “Squared” or
agreed with your thinking.
13
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
February 1 – February 22, 2017
2nd Grade ELA
Module 7 Westward Expansion
7A The Pony Express
Module Guiding Question (to build background):
How do the events of the Western Expansion impact our current way of life?
Language Arts Objectives (LAFS):
Students will:
 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)
 Identify the main topic of The Pony Express by creating a quilt square (LAFS.2.RI.1.2)
 Describe the connection between a series of historical events such as the Pony Express and westward expansion (LAFS.2.RI.1.3)
 With assistance, create and interpret a timeline related to the Pony Express and westward expansion (LAFS.2.RI.3.7)
 Write simple sentences to represent details or information from “The Pony Express” (LAFS.2.W.1.2)
Make personal connections (orally or in writing) to events or experiences in a read-aloud and/or make connections among several read-alouds (LAFS.2.W.3.8)
Core Content Objectives
Students will: Identify the Pony Express as a horseback mail delivery system
Comprehension Questions ( w/ expected student
Lesson Activities
Vocabulary
response)
Lesson
Comprehension questions are designed for students to
Core Lesson Vocabulary:
7A The Pony Express (See Duval Reads Module 7
provide evidence-based answers that incorporate lesson
endurance, n. The ability to go on for a long time
Read-Aloud Anthology)
vocabulary.
despite pain or discomfort
Moderate What was the main topic of the read-aloud? (the
Example: Olympic athletes have great endurance and
During lesson introduction, the teacher will utilize Pony Express)
can exercise for a very long time.
a timeline to review what students have learned
Low What was the Pony Express? (an overland way to send
Variation(s): none
thus far. At the end of the lesson, the timeline will
mail from Missouri to California)
landmarks, n. Objects or structures on land that are
be revisited to add the image card from today’s
Moderate Why did three businessmen decide to start the
easy to see and recognize
read aloud. This should be a brief activity and will Pony Express venture? (They thought they could make money Example: The ruins of the Parthenon and the Acropolis
serve to display the connection between historical by delivering the mail to the West Coast faster than what had
are two famous landmarks in Athens, Greece.
events during the westward expansion.
been done previously by steamship.)
Variation(s): landmark
Low: Who carried the mail on the Pony Express, and how did
route, n. A way to get from one place to another place
Vocabulary Word Work
they travel the route from Missouri to California? (Young men
Example: We looked at the map to find the fastest route
endurance
carried the mail using horses as their means of transportation.) into town.
(See Duval Reads Module 7 Read-Aloud Anthology)
Moderate: Why were the young men who carried the mail
Variation(s): routes
Due to 2016-2017 revisions, disregard page 80 of
required to be small? (so the horses could go faster) What
venture, n. A business activity where a successful
the anthology.
special characteristics did the horses chosen for the Pony
result is uncertain
Express need? (The horses had to be fast and have great
Example: Opening an indoor ice park in our town is a
endurance.)
new venture for my neighbors.
14
Whole Group
Before Reading:
Prepare the Lakeshore Ask and Answer Questions
magnetic chart. Review yesterday’s lesson. Introduce
the lesson by telling students that they will hear
information about the Pony Express. Explain to
students that throughout reading the read aloud, we
will ask and answer questions about key details from
the text (see academic language).
After Reading
Model asking questions about a text by writing
questions on the chart. Elaborate on what led you to
ask the question. Demonstrate how the answers to
many of their questions can be found in the text by
revisiting where the answer can be found and rereading that specific part. Have students work in 6
groups (a “who” group, “what” group, “when” group,
“where” group, “why” group, and a “how” group). Have
each group think of a question (and answer) from the
read aloud and share their questions with the class.
Write the questions and answers on the magnetic
chart. Review all questions as a class.
Moderate: Was the route for the Pony Express riders
hazardous or safe? (hazardous) Why? (unexpected and
extreme weather, wild animals, rough landscape, horses could
stumble and fall, etc.)
Low: How was mail carried along the Pony Express? Did one
rider carry the mail the whole way? (No, mail was carried relaystyle, with riders taking certain legs, or sections, of the journey.
The riders would pass off the mail to another rider at one of the
many stations.)
Low: How did the Pony Express riders know where to go?
(They rode a set trail and used landmarks to guide them.)
Variation(s): ventures
Academic Vocabulary
key details A point of information in a text that strongly
supports the meaning or tells the story. A statement
that defines, describes or otherwise provides
information about the topic, theme or main idea.
Check for Understanding:
Think Pair Share: The Pony Express only lasted eighteen months before the telegraph made it easier, cheaper, safer, and faster to communicate from coast to coast. Why do you
think people still remember and talk about the Pony Express, even though it existed for such a short time? (Answers may vary.)
15
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
February 1 – February 22, 2017
2nd Grade ELA
Module 7 Westward Expansion
8A Working on the Transcontinental Railroad
Module Guiding Question (to build background):
How do the events of the Western Expansion impact our current way of life?
Language Arts Objectives (LAFS):
Students will:
 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)
 Describe the connection between a series of historical events such as the transcontinental railroad and westward expansion (LAFS.2.RI.1.3)
 With assistance, create and interpret a timeline related to the transcontinental railroad and westward expansion (LAFS.2.RI.3.7)
 Compare and contrast similarities and differences between the steamboat and the locomotive (LAFS.2.RI.3.9)
 Write simple sentences to represent details or information from Working on the Transcontinental Railroad (LAFS.2.W.1.2)
Core Content Objectives
Students will:
 Identify steamboats, canals, and trains as new means of travel that increased the movement of people west
 Identify the transcontinental railroad as a link between the East and the West
 Explain the advantages of rail travel
Identify “iron horse” as the nickname given to the first locomotive trains in America
Comprehension Questions ( w/ expected student
Lesson Activities
response)
Lesson
Comprehension questions are designed for
8A Working on the Transcontinental Railroad
students to provide evidence-based answers that
(See Duval Reads Module 7 Read-Aloud Anthology)
incorporate lesson vocabulary.
During lesson introduction, the teacher will utilize a timeline to
Moderate What is the main topic of the read-aloud?
review what students have learned thus far. At the end of the
(the transcontinental railroad)
lesson, the timeline will be revisited to add the image card from
Low What was the first transcontinental railroad in the
today’s read aloud. This should be a brief activity and will serve
United States? (a railroad system that spanned the
to display the connection between historical events during the
continental United States from the East Coast to the
westward expansion.
West Coast)
Low What was a nickname for the locomotive train?
(the “Iron Horse”) Why was the locomotive called the
Vocabulary Word Work
“Iron Horse”? (The locomotive was made of iron and
convenient
had the power of many horses in a single machine.)
(See Duval Reads Module 7 Read-Aloud Anthology)
Moderate Before the transcontinental railroad, how
Due to 2016-2017 revisions, disregard pages 92-96 of the
did people travel to the West? (by wagon, by horse, by
anthology.
16
Vocabulary
Core Lesson Vocabulary:
ancestor, n. A person who lived a long, long time
ago from whom another is directly descended; a
forefather
Example: Michelle’s ancestor came to the “New
World” on the Mayflower many, many years ago
before the United States was formed.
Variation(s): ancestors
convenient, adj. Suitable for your needs; causing
the least difficulty
Example: It was convenient for Josh that his mom
packed him an afternoon snack so he wouldn’t be
hungry during his piano lesson.
Variation(s): none
Group Activity:
Before Reading:
Prepare the Lakeshore Ask and Answer Questions magnetic chart.
Review yesterday’s lesson. Introduce the lesson by telling students
that they will hear information about the transcontinental Railroad.
Explain to students that throughout reading the read aloud, we will ask
and answer questions about key details from the text (see academic
language).
After Reading:
Model asking questions about a text by writing questions on the chart.
Elaborate on what led you to ask the question. Demonstrate how the
answers to many of their questions can be found in the text by
revisiting where the answer can be found and re-reading that specific
part. Have students work in 6 groups (a “who” group, “what” group,
“when” group, “where” group, “why” group, and a “how” group). Have
each group think of a question (and answer) from the read aloud and
share their questions with the class. Write the questions and answers
on the magnetic chart. Review all questions as a class.
boats on rivers or canals) Why did people decide to
build a transcontinental railroad? (Trains were faster,
cheaper, and more convenient.)
Moderate What were some of the hardships that
workers faced in building the transcontinental railroad?
(They felt extreme fatigue because the work was very
hard; they worked long hours for very little pay; they
had to work in difficult weather; the work was
dangerous; etc.)
Moderate What changes did the transcontinental
railroad bring? (More people moved to the West; there
was more interaction between the East and the West.)
High Why do you think the Union Pacific Railroad and
the Central Pacific Railroad were forced to join their
tracks rather than be allowed to build their own
separate transcontinental railroads? (This saved time,
money, and effort.)
iron horse, n. A nickname for the first
locomotives
Example: The loud whistle and hissing steam of
the “iron horse” was a shock to the Native
Americans living on the previously quiet prairie.
Variation(s): iron horses
spanned, v. Covered the length of something
from one end to the other
Example: Maria’s large chalk drawings spanned
from one end of her driveway to the other.
Variation(s): span, spans, spanning
transcontinental railroad, n. A railroad system
that stretches all the way from the East Coast to
the West Coast of the continental United States
Example: Many people across the country
contributed to the building of the transcontinental
railroad.
Variation(s): transcontinental railroads
Academic Vocabulary
key details A point of information in a text that
strongly supports the meaning or tells the story. A
statement that defines, describes or otherwise
provides information about the topic, theme or
main idea.
Check for Understanding:
Circle, Triangle, Square-(Circle) Something that is still going around in your head (Triangle) Something pointed that stood out in your mind (Square) Something that “Squared” or
agreed with your thinking.
17
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
February 1 – February 22, 2017
2nd Grade ELA
Module 7 Westward Expansion
9A The Buffalo Hunters
Module Guiding Question (to build background):
How do the events of the Western Expansion impact our current way of life?
Language Arts Objectives (LAFS):
Students will:
 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)
 Identify the main topic of The Buffalo Hunters by creating a quilt square (LAFS.2.RI.1.2)
 Write simple sentences to represent details or information from The Buffalo Hunters (LAFS.2.W.1.2)
 Make personal connections (orally or in writing) to events or experiences in a read-aloud and/or make connections among several read-alouds (LAFS.2.W.3.8)
 Interpret information presented, and then ask a question beginning with the word who to clarify information in The Buffalo Hunter (LAFS.2.SL.1.3)
Core Content Objectives
Students will:
 Explain that westward expansion meant displacement of Native Americans
 Explain that the development of the railroad ushered in a new era of mass exodus of the Native Americans from their land
 Describe the effect of diminishing buffalo on the life of Plains Native Americans
 Explain that the U.S. government forced Native Americans from their lands
 Identify “iron horse” as the nickname given to the first locomotive trains in America
Comprehension Questions ( w/ expected student
Lesson Activities
Vocabulary
response)
Lesson
Comprehension questions are designed for
Core Lesson Vocabulary:
9A The Buffalo Hunters
students to provide evidence-based answers that
bison, n. Large, shaggy mammals also known as
(See Duval Reads Module 7 Read-Aloud Anthology)
incorporate lesson vocabulary.
buffalo
During lesson introduction, the teacher will utilize a timeline to
Example: The bison huddled together in the herd to
review what students have learned thus far. At the end of the
Low What was the main topic of the read-aloud? (the
keep warm during the winter storm.
lesson, the timeline will be revisited to add the image card from
bison, or buffalo; how the buffalo were hunted, etc.)
Variation(s): none
today’s read aloud. This should be a brief activity and will serve to
Low Who were the Lakota Sioux? (Native Americans
charged, v. Ran or rushed at, sometimes as if to
display the connection between historical events during the
who lived on the plains and hunted bison.)
attack
westward expansion.
Moderate [Show Image Card 13 (Bison).] What is this Example: On his horse Bucephalus, Alexander the
a picture of? What are bison? (Bison are large, shaggy Great charged into battle against the Persians.
mammals also known as buffalo.) Why were bison so
Variation(s): charge, charged, charging
Vocabulary Word Work
important to the Lakota Sioux? (Bison were
skilled, adj. Trained or experienced in something
solemnly
considered sacred and necessary to the Lakota Sioux that requires a certain ability
(See Duval Reads Module 7 Read-Aloud Anthology)
because they were their main source of food, clothing, Example: The skilled chef prepared the perfect dish
shelter, and tools.)
to serve at the grand opening of the restaurant.
18
Due to 2016-2017 revisions, disregard pages 104-105 of the
anthology.
Student Workbook:
Before Reading:
Review yesterday’s lesson. Introduce the lesson by telling students
that they will hear information about Buffalo Hunters. Explain to
students that throughout reading the read aloud, we will ask and
answer questions about key details from the text (see academic
language).
During Reading:
Allow students to have their workbooks open to page 73 to write
questions as you are reading the text aloud. Pause throughout the
read-aloud to give them an opportunity to write questions.
After Reading:
Have students complete workbook page 73 by answering their own
questions from the read aloud.
Moderate Why was Running Fox’s first bison hunt
special for him? (It was his first bison hunt, and
Running Fox would be helping his tribe by hunting the
bison; it was an honor to be chosen to ride with the
skilled bison hunters.)
Moderate What was the “iron horse”? (a nickname for
the steam locomotive) Why did Chief Red Cloud speak
solemnly about the presence of the “iron horse” on
Native American lands? (He felt the people who
created the “iron horse” were destroying the bison and
their hunting grounds; the Lakota Sioux were forced to
relocate to different and smaller areas of land.)
High Explain how did the hunters follow the bison
herds? (They followed on foot or on horseback.) How
did they hunt? (They charged on horseback at high
speeds to round up the herds and hunted the bison
using bows and arrows.)
Variation(s): none
solemnly, adv. In an unsmiling or serious manner
Example: The new president solemnly swore to
protect the country.
Variation(s): none
Academic Vocabulary
key details A point of information in a text that
strongly supports the meaning or tells the story. A
statement that defines, describes or otherwise
provides information about the topic, theme or main
idea.
Scaffolds:
 For Struggling learners:
o Work in a teacher-led small group to guide
students into asking and answering questions
about key details from the text. Have students
add responses to the student workbook page.
 Advanced Learners:
o Provide portions of the read aloud text to the
students. Have students ask and answer
questions about key details from the text.
Check for Understanding: Evaluate students' completed workbook page and provide explicit feedback based on their understanding of the lesson objective.
19
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
nd
February 1 – February 22, 2017
2 Grade ELA
Module 7 Westward Expansion
Module Review
Module Guiding Question (to build background):
How do the events of the Western Expansion impact our current way of life?
Language Arts Objectives (LAFS):
Students will:
 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)
 Describe how an author uses reasons to support specific points in a text. (LAFS.2.RI.3.8)
Lesson Activities
Lesson
Module Review (See Duval Reads Module 7 ReadAloud Anthology)
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.
Comprehension Questions ( w/ expected student
response)
Comprehension questions are designed for
students to provide evidence-based answers that
incorporate lesson vocabulary.
-based upon teacher-selected activities (see Module
Review)
Check for Understanding:
Based on teacher chosen activities
20
Vocabulary
Core Lesson Vocabulary:
Give students a key domain concept or vocabulary word such
as expansion. Have students brainstorm everything that
comes to mind when they hear the word such as hard, soft,
bumpy, sharp, etc. Record their responses on chart paper, on
a chalkboard, or a whiteboard for reference.
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
February 1 – February 22, 2017
2nd Grade ELA
Module 7 Westward Expansion
Module Assessment
Module Guiding Question (to build background):
How do the events of the Western Expansion impact our current way of life?
Language Arts Objectives (LAFS):
Students will:
 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)
 Describe how an author uses reasons to support specific points in a text. (LAFS.2.RI.3.8)
Comprehension Questions ( w/ expected
Lesson Activities
Vocabulary
student response)
Due to 2016-2017 revisions, disregard student assessment sheets on
Comprehension questions are designed for Core Lesson Vocabulary:
pages 117-120 of the anthology. The updated assessment document
students to provide evidence-based
N/A
questions can be found in the student workbook. The teacher directions, answers that incorporate lesson
answer key, rubric and data tracker can be found in the resource folder. vocabulary.
See module assessment
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 this Module Assessment (read
aloud, reading on their own, selected response questions, extended or
constructed response questions, etc.)
Students will read the text titled The Pony Express (540 Lexile) and answer
two constructed response questions found in student workbook pages74-76.
An answer key that includes sample responses and a 2-point constructed
response rubric are provided for grading and data analysis.
Check for Understanding:
Module Assessment
21
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
February 1 – February 22, 2017
2nd Grade ELA
Module 7 Westward Expansion
Culminating activities
Module Guiding Question (to build background):
How do the events of the Western Expansion impact our current way of life?
Language Arts Objectives (LAFS):
Students will:
 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)
 Describe how an author uses reasons to support specific points in a text. (LAFS.2.RI.3.8)
Lesson Activities
Lesson
Culminating Activities
Based on the student’s end of module
assessment, choose activities to remediate
needed weaknesses and provide opportunities
for enrichment. (See Duval Reads Module 8
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 upon teacher-selected activities (see Culminating
Activities)
Check for Understanding:
Based on teacher chosen activities
22
Vocabulary
Core Lesson Vocabulary:
Review core vocabulary words based upon students’
performance on the end of the module assessment.