May 17-26, 2021

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Dear families,

Well, here it is…the last lengthy newsletter of what we are doing for the last week and 3 days of school. First of all, thank you all for your support this year in teaching and helping your children grow.  It isn’t always easy to throw 26 kids into a classroom with a teacher and expect everything will be sunshine and roses. 🙂 I felt a lot of sunshine, experienced some storms, and smelled some pretty sweet roses now in full bloom. Your children are wonderful little people, and I have thoroughly enjoyed my time with them.

Take care and have a phenomenal summer full of fun and adventures! Don’t forget to take time to visit the library and pick some great books to enjoy.  The PPLD (Pikes Peak Library) has a summer program in which you can earn prizes and participate in some fun activities. Check it out!

I’ve worked with your flower,
And helped it to grow.
I’m returning it now,
But I want you to know…
This flower is precious,
As dear as can be.
Love it, take care of it,
And you will see…
A bright new bloom,
With every day.
It grew and blossomed
In such a wonderful way.
In September just a bud,
January, a bloom;
Now a lovely blossom
I’m returning in June. (Okay…May!)
Remember, this flower,
As dear as can be,
Though rightfully yours,
Part will always belong to me!

In 8 school days, I will give your kids back to you feeling like the champions they are!  Remember that our relationship isn’t over…it’s only just gotten started!

Thank you for all your support!

Mrs. P. 🙂

UPCOMING DATES:
  • 5/26/21~Last Day of School: 12:00 dismissal

MATH: Finishing up! 🙂

LISTENING AND LEARNING: Fighting for a Cause

 

  • People Who Fought For a Cause
  • Susan B. Anthony: An Advocate for Women’s Rights
  • Eleanor Roosevelt: A Voice for Human Rights
  • Mary McLeod Bethune: A Dedicated Teacher
  • Jackie Robinson: Champion of Equality
  • Rosa Parks: The Mother of Civil Rights Movement
  • Martin Luther King, Jr.: Defender of the Dream
  • Cesar Chavez: Protector of Workers’ Rights
  • Celebrating Those Who Fought for a Cause
  • Review and Assess

 

The following list contains all of the core vocabulary words in Immigration in the forms in which they appear in the read-alouds or, in some instances, in the “Introducing the Read-Aloud” section at the beginning of the lesson. The inclusion of the words on this list does not mean that students are immediately expected to be able to use all of these words on their own. However, through repeated exposure throughout the lessons, they should acquire a good understanding of most of these words and begin to use some of them in conversation.

Core Vocabulary:

Lesson 1

civil rights, courage, discrimination, equal rights, inequality, nonviolence

Lesson 2

abolitionists, ballots, influential, jury, suffrage

Lesson 3

admiral, devotion, First Lady, human rights, politics

Lesson 4

federal, health care, privilege, proud, scholarship, society

Lesson 5

challenge, gamble, hostility, intimidate, teammates

Lesson 6

assign, boycott disrupted, injustice, segregation

Lesson 7

activists, band, character, extraordinary, minister, sit-ins

Lesson 8

heritage, instructing, migrant workers, organizer, plight, strikes

Lesson 9

democratic, dignity, disabilities, obstacles, taxes

Core Content Objectives

Explain that members of one powerful group often excluded members of other groups from certain rights

Describe how organizations and movements, such as the civil rights movement, were created as people fought for equal rights

Explain why fighting for important causes has helped to change laws and improve the lives of many people

Explain the terms inequality, discrimination, suffrage,

Explain the concepts of nonviolence, civil rights, and human rights

Describe the lives and contributions of Susan B. Anthony, Eleanor Roosevelt, Mary McLeod Bethune, Jackie Robinson, Rosa Parks, Martin Luther King Jr., and Cesar Chavez

Identify the main causes for which Susan B. Anthony, Eleanor Roosevelt, Mary McLeod Bethune, Jackie Robinson, Rosa Parks, Martin Luther King Jr., and Cesar Chavez fought during their lifetimes

Identify Susan B. Anthony as an abolitionist

Explain that Susan B. Anthony campaigned for women’s rights, especially the right to vote

Explain that Eleanor Roosevelt was married to President Franklin Roosevelt

Identify Eleanor Roosevelt as a First Lady

Identify the Great Depression as a difficult time in American history

Explain the role of the United Nations in the world

Explain that Jackie Robinson was a talented athlete

Identify Jackie Robinson as the first African American to play Major League Baseball in the United States

Explain the importance of the success of the Montgomery Bus Boycott

Explain the connection between Rosa Parks and Martin Luther King Jr.

Identify Martin Luther King Jr. as an important leader of the civil rights movement

Describe working conditions for migrant workers

Describe the similarities among the causes supported by Susan B. Anthony, Eleanor Roosevelt, Mary McLeod Bethune, Jackie Robinson, Rosa Parks, Martin Luther King Jr., and Cesar Chavez

Describe the similarities among the methods of protest used by Susan B. Anthony, Eleanor Roosevelt, Mary McLeod Bethune, Jackie Robinson, Rosa Parks, Martin Luther King Jr., and Cesar Chavez

May 10-14, 2021

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Dear Families,

We are officially in what I call, “The Controlled Crash!” The last weeks of school are hectic, exciting, and emotional.  Some of us are sad that school is ending for the year, and we will miss all our teachers and friends.  Some can’t wait until that last bell rings! 🙂 Whichever emotion(s) your child is feeling, just know that we will have some closure activities before school ends officially. I think everyone is ready for a break!

We will finish like we began….strong! Behavior is running high for the reasons I just mentioned.  Please remind your child that school is still school and rules are still rules. I will be integrating some ‘down time’ in the afternoons with the movie, “Maniac Magee” which is a story of an orphaned boy who finds himself in a town that is divided into East and West….Black vs White. It fits nicely into our last domain study “Fighting For a Cause”.  It also continues to examine the after effects of the Civil War.

Hang onto your hats! 13 days and counting……adore your ‘chiddlers’ as the BFG would call them!

Mrs. P. 🙂

UPCOMING DATES:
  • 5/10/21~Cogat Test Make-Ups
  • 5/11/21 ~Cogat Test 8:30-9:30 and 12:00-1:00
  • 5/26/21~Last Day of School: 12:00 dismissal

LANGUAGE ARTS (CKLA SKILLS):

Unit 6 Reader: The War of 1812

The Reader for this unit is The War of 1812. The War of 1812 is important historically as it was the first foreign conflict that the United States faced as a young nation. Although students have been listening to nonfiction selections in Listening & Learning since Kindergarten, this is the first nonfiction Reader students read as part of the Core Knowledge Language Arts (CKLA) program in Grade 2.

SPELLING: (20 Words and Alphabetical Order)

FOCUS: At this point, students have learned at least one way to write nearly every sound in English, with the exception of the very rare /zh/ as in treasure.

Here are some patterns for you to be aware of:

  1. n’ and ‘kn’ > /n/
  2. ‘wr’ and ‘r’ > /r/
  3. ‘w’ and ‘wh’ > /w/
  4. ‘g’ and ‘j’ > /j/
  5. ‘f’ and ‘ff’ > /f/

SPELLING: Focus: WE ARE DONE!

GRAMMAR:

In Unit 6, students will continue to review grammar skills introduced in previous units. In addition to the parts of speech that they already know— common and proper nouns; present/ past/future-tense verbs; and adjectives—students will learn to identify and use adverbs. The focus of the remaining grammar lessons is on the sentence as a unit. Building on their knowledge of subjects and predicates, students will learn to identify complete versus incomplete sentences. They will also learn to identify run-on sentences, as well as ways to correct these sentences. Finally, they will begin to work on writing increasingly detailed sentences.

WRITING:

In Grade 2 CKLA, students have thus far practiced writing personal narratives, as well as writing new story endings and story summaries. They have also practiced persuasive writing in the context of a friendly letter. At the end of this unit, they will be introduced to expository or report writing. This form of writing is well suited to the nonfiction text they are reading.

MATH: Review of Essential Skills

LISTENING AND LEARNING: Immigration

  • E Pluribus Unum
  • A Little Giant Comes to America
  • Life in the City
  • From Ireland to New York City
  • Gold Mountain
  • A Land of Opportunity
  • A Mosaic of Immigrants
  • Becoming a Citizen
  • We the People
  • Immigration and Citizenship

Core Vocabulary:

The following list contains all of the core vocabulary words in Immigration in the forms in which they appear in the read-alouds or,
in some instances, in the “Introducing the Read-Aloud” section at the beginning of the lesson. Boldfaced words in the list have an associated Word Work activity. The inclusion of the words on this list does not mean that students are immediately expected to be able to use all
of these words on their own. However, through repeated exposure throughout the lessons, they should acquire a good understanding of most of these words and begin to use some of them in conversation.

Lesson 1

  • ancestors
  • freedom
  • immigrants
  • immigrate
  • push and pull factors

Lesson 2

  • center
  • interpreter
  • liberty
  • opportunity

Lesson 3

  • customs
  • ethnic
  • hostile
  • newcomers
  • traditional

Lesson 4

  • afford
  • blight
  • emigrated

Lesson 5

  • characters
  • exhausting
  • honor
  • responsibilities
  • wages

Lesson 6

  • homestead
  • legally
  • officially
  • support

Lesson 7

  • descendants
  • famine
  • settlers

Lesson 8

  • citizen
  • naturalized citizen
  • principles
  • rights

Lesson 9

  • amendments
  • the Bill of Rights
  • consent
  • the Constitution
  • disagreements

Lesson 10

  • guaranteed
  • jury
  • refugees

Students will: Expectations of Learning

Explain the term immigrant

Describe reasons immigrants leave their home countries to make a new home in the United States (e.g., push and pull factors)

Explain why the United States was and is called the “land of opportunity”

Identify the meaning of E Pluribus Unum

Explain the significance of Ellis Island and the Statue of Liberty

Describe how immigration has brought millions of newcomers to the United States

Describe why large populations of immigrants settled in major cities such as New York, Chicago, Philadelphia, Detroit, Cleveland, Boston, and San Francisco

Describe why some immigrants settled in the Midwest

Describe how their ancestors may have been immigrants who helped make America the country that it is today

Explain what it means to be a citizen of a country

Identify ways that a person becomes an American citizen

Identify that the government of the United States is based on the Constitution, the highest law of our land

Identify James Madison as the “Father of the Constitution”

 Explain that the United States is founded on the principle of consent of the governed, American citizens: “We the People”

Explain the basic functions of government (making and enforcing laws; settling disputes; protecting rights and liberties; etc.) by making analogies to familiar settings such as the family, the school, and the community

Identify the Bill of Rights as a document amending the Constitution

Describe the rights and responsibilities of an American citizen

Demonstrate familiarity with the songs “This Land Is Your Land”and “The Star-Spangled Banner”

May 3-7, 2021

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Dear Families,

The days are flying by so quickly! The flowers are blooming, the trees are getting lots of leaves, and your children are almost officially third graders! I can’t put into words how much I am going to miss them.

Thank you for all your support with reading, spelling, and all the other things you do at home for school! Your kids have grown so much and impress me with their skills every day. Keep up the good work and let’s  finish this year strong!

MRS. P. 🙂

UPCOMING DATES:
  • 5/5/21 ~ At-Home learning Day  (Use Canvas for assignments)
  • 5/7/21 ~ Cogat test 8:30-9:30
  • 5/11/21 ~Cogat test 8:30-9:30 and 12:00-1:00
  • 5/26/21~Last Day of School: 12:00 dismissal

LANGUAGE ARTS (CKLA SKILLS):

Unit 6 Reader: The War of 1812

The Reader for this unit is The War of 1812. The War of 1812 is important historically as it was the first foreign conflict that the United States faced as a young nation. Although students have been listening to nonfiction selections in Listening & Learning since Kindergarten, this is the first nonfiction Reader students read as part of the Core Knowledge Language Arts (CKLA) program in Grade 2.

SPELLING: (20 Words and Alphabetical Order)

FOCUS: At this point, students have learned at least one way to write nearly every sound in English, with the exception of the very rare /zh/ as in treasure.

Here are some patterns for you to be aware of:

  1. n’ and ‘kn’ > /n/
  2. ‘wr’ and ‘r’ > /r/
  3. ‘w’ and ‘wh’ > /w/
  4. ‘g’ and ‘j’ > /j/
  5. ‘f’ and ‘ff’ > /f/

SPELLING: Focus: Related to The War of 1812

  1. general
  2. mortar
  3. ragtag
  4. knotty
  5. fired
  6. peace
  7. treaty
  8. proud
  9. soldiers
  10. Mississippi
  11. traders
  12. streak
  13. defend
  14. river
  15. goods
  16. highways
  17. drains
  18. hickory
  19. orphan
  20. *New Orleans*

GRAMMAR:

In Unit 6, students will continue to review grammar skills introduced in previous units. In addition to the parts of speech that they already know— common and proper nouns; present/ past/future-tense verbs; and adjectives—students will learn to identify and use adverbs. The focus of the remaining grammar lessons is on the sentence as a unit. Building on their knowledge of subjects and predicates, students will learn to identify complete versus incomplete sentences. They will also learn to identify run-on sentences, as well as ways to correct these sentences. Finally, they will begin to work on writing increasingly detailed sentences.

WRITING:

In Grade 2 CKLA, students have thus far practiced writing personal narratives, as well as writing new story endings and story summaries. They have also practiced persuasive writing in the context of a friendly letter. At the end of this unit, they will be introduced to expository or report writing. This form of writing is well suited to the nonfiction text they are reading.

MATH: Review of skills

LISTENING AND LEARNING: Immigration

  • E Pluribus Unum
  • A Little Giant Comes to America
  • Life in the City
  • From Ireland to New York City
  • Gold Mountain
  • A Land of Opportunity
  • A Mosaic of Immigrants
  • Becoming a Citizen
  • We the People
  • Immigration and Citizenship

Core Vocabulary:

The following list contains all of the core vocabulary words in Immigration in the forms in which they appear in the read-alouds or,
in some instances, in the “Introducing the Read-Aloud” section at the beginning of the lesson. Boldfaced words in the list have an associated Word Work activity. The inclusion of the words on this list does not mean that students are immediately expected to be able to use all
of these words on their own. However, through repeated exposure throughout the lessons, they should acquire a good understanding of most of these words and begin to use some of them in conversation.

Lesson 1

  • ancestors
  • freedom
  • immigrants
  • immigrate
  • push and pull factors

Lesson 2

  • center
  • interpreter
  • liberty
  • opportunity

Lesson 3

  • customs
  • ethnic
  • hostile
  • newcomers
  • traditional

Lesson 4

  • afford
  • blight
  • emigrated

Lesson 5

  • characters
  • exhausting
  • honor
  • responsibilities
  • wages

Lesson 6

  • homestead
  • legally
  • officially
  • support

Lesson 7

  • descendants
  • famine
  • settlers

Lesson 8

  • citizen
  • naturalized citizen
  • principles
  • rights

Lesson 9

  • amendments
  • the Bill of Rights
  • consent
  • the Constitution
  • disagreements

Lesson 10

  • guaranteed
  • jury
  • refugees

Students will: Expectations of Learning

Explain the term immigrant

Describe reasons immigrants leave their home countries to make a new home in the United States (e.g., push and pull factors)

Explain why the United States was and is called the “land of opportunity”

Identify the meaning of E Pluribus Unum

Explain the significance of Ellis Island and the Statue of Liberty

Describe how immigration has brought millions of newcomers to the United States

Describe why large populations of immigrants settled in major cities such as New York, Chicago, Philadelphia, Detroit, Cleveland, Boston, and San Francisco

Describe why some immigrants settled in the Midwest

Describe how their ancestors may have been immigrants who helped make America the country that it is today

Explain what it means to be a citizen of a country

Identify ways that a person becomes an American citizen

Identify that the government of the United States is based on the Constitution, the highest law of our land

Identify James Madison as the “Father of the Constitution”

 Explain that the United States is founded on the principle of consent of the governed, American citizens: “We the People”

Explain the basic functions of government (making and enforcing laws; settling disputes; protecting rights and liberties; etc.) by making analogies to familiar settings such as the family, the school, and the community

Identify the Bill of Rights as a document amending the Constitution

Describe the rights and responsibilities of an American citizen

Demonstrate familiarity with the songs “This Land Is Your Land”and “The Star-Spangled Banner”

 

 

April 26-30, 2021

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DEAR FAMILIES,

THIS IS WHAT WE WILL BE DOING!

MRS. P. 🙂

UPCOMING DATES:
  • 4/26-4/30~MSES Book Fair
  • 5/5/21 ~ At-Home learning Day  (Use Canvas for assignments)
  • 5/7/21 ~ Cogat test 8:30-9:30
  • 5/11/21 ~Cogat test 8:30-9:30 and 12:00-1:00
  • 5/26/21~Last Day of School: 12:00 dismissal

LANGUAGE ARTS (CKLA SKILLS):

Unit 6 Reader: The War of 1812

The Reader for this unit is The War of 1812. The War of 1812 is important historically as it was the first foreign conflict that the United States faced as a young nation. Although students have been listening to nonfiction selections in Listening & Learning since Kindergarten, this is the first nonfiction Reader students read as part of the Core Knowledge Language Arts (CKLA) program in Grade 2.

SPELLING: (20 Words and Alphabetical Order)

FOCUS: At this point, students have learned at least one way to write nearly every sound in English, with the exception of the very rare /zh/ as in treasure.

Here are some patterns for you to be aware of:

  1. n’ and ‘kn’ > /n/
  2. ‘wr’ and ‘r’ > /r/
  3. ‘w’ and ‘wh’ > /w/
  4. ‘g’ and ‘j’ > /j/
  5. ‘f’ and ‘ff’ > /f/

SPELLING: Focus: Related to The War of 1812

  1. ransacked
  2. White House
  3. port
  4. harbor
  5. flag
  6. stripes
  7. ship
  8. construct
  9. commander
  10. rockets
  11. McHenry
  12. burned
  13. brave
  14. poem
  15. stitching
  16. anthem
  17. dawn
  18. fifteen
  19. giant
  20. *bomb*

GRAMMAR:

In Unit 6, students will continue to review grammar skills introduced in previous units. In addition to the parts of speech that they already know— common and proper nouns; present/ past/future-tense verbs; and adjectives—students will learn to identify and use adverbs. The focus of the remaining grammar lessons is on the sentence as a unit. Building on their knowledge of subjects and predicates, students will learn to identify complete versus incomplete sentences. They will also learn to identify run-on sentences, as well as ways to correct these sentences. Finally, they will begin to work on writing increasingly detailed sentences.

WRITING:

In Grade 2 CKLA, students have thus far practiced writing personal narratives, as well as writing new story endings and story summaries. They have also practiced persuasive writing in the context of a friendly letter. At the end of this unit, they will be introduced to expository or report writing. This form of writing is well suited to the nonfiction text they are reading.

MATH:

CHAPTER 19: Shapes and Patterns

i-Ready Math Practice or Games

Money and Time Practice

(Pull out that extra change/bills. Tell the time on an analog clock whenever you are thinking about it! 🙂

Multiplying and Dividing Numbers 0,1,2,3,5, and 10

Word Problems regrouping in ones, tens, and hundreds place

LISTENING AND LEARNING: Insects

  • Insects Everywhere!
  • What Makes an Insect an Insect?
  • Life Cycles of Insects
  • Social Insects: Bees and Wasps
  • Social Insects: Ants and Termites
  • Insects That Glow and Sing
  • Armored Tanks of the Insect World
  • Friend or Foe?

Core Vocabulary:

The following list contains all of the core vocabulary words in Insects in the forms in which they appear in the domain. These words appear in the read-alouds or, in some instances, in the “Introducing the Read-Aloud” section at the beginning of the lesson. The inclusion of the words on this list does not mean that students are immediately expected to be able to use all of these words on their own. However, through repeated exposure throughout all lessons, they should acquire a good understanding of most of these words and begin to use some of them in conversation.

Lesson 1

  • habitats
  • host
  • insects
  • social
  • solitary

Lesson 2

  • abdomen
  • antennae
  • exoskeletons
  • microscopic
  • thorax

Lesson 3

  • larva
  • metamorphosis
  • molt
  • nymph
  • progression
  • pupa

Lesson 4

  • colonies
  • cooperate
  • drones
  • pollen
  • societies

Lesson 5

  • aggressive
  • chambers
  • destructive
  • emit
  • nurseries

Lesson 6

  • bioluminescence
  • forelegs
  • lanterns
  • transparent
  • tymbals

Lesson 7

  • adapt
  • armor
  • beetles
  • elytra
  • mimicry

Lesson 8

  • entomologist
  • extinction
  • foe
  • pesticides
  • pollinators

Students will: Expectations of Learning

Explain that insects are the largest group of animals on Earth

Explain that there are many different types of insects

Explain that most insects live solitary lives, but some, such as honeybees, paper wasps, ants, and termites are social

Explain that insects live in virtually every habitat on Earth, with the exception of the oceans

Classify and identify particular insects as small, six-legged animals with three main body parts

Identify and describe the three main body parts of insects: head, thorax, and abdomen

Identify the placement and/or purpose of an insect’s body parts

Describe an insect’s exoskeleton

Explain why spiders are not insects

Describe the life cycles and the processes of complete and incomplete metamorphosis

Describe how some insects look like miniature versions of adults when they are born from eggs

Explain why some insects molt

Describe how some insects go through four distinct stages of development, including egg, larva, pupa, and adult

Distinguish between social and solitary insects

Describe how all members of a social insect colony come from one queen

Describe the roles of honeybee workers, drones, and queens

Describe how honeybees communicate with one another through “dances”

Describe the social behavior of ants and ant colonies

Describe the roles of worker ants, males, and queens

Compare and contrast grasshoppers and crickets

Identify ways in which insects can be helpful to people

Identify ways in which insects can be harmful to people

April 19-23, 2021

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DEAR FAMILIES,

THIS IS WHAT WE WILL BE DOING!

MRS. P. 🙂

UPCOMING DATES:
  • 4/22/21~ Earth Day
  • 4/23/21 ~ At-Home learning Day (Use Canvas for assignments)
  • 4/26-4/30~MSES Book Fair
  • 5/5/21 ~ At-Home learning Day  (Use Canvas for assignments)
  • 5/7/21 ~ Cogat test 8:30-9:30
  • 5/11/21 ~Cogat test 8:30-9:30 and 12:00-1:00
  • 5/26/21~Last Day of School: 12:00 dismissal

LANGUAGE ARTS (CKLA SKILLS):

Unit 6 Reader: The War of 1812

The Reader for this unit is The War of 1812. The War of 1812 is important historically as it was the first foreign conflict that the United States faced as a young nation. Although students have been listening to nonfiction selections in Listening & Learning since Kindergarten, this is the first nonfiction Reader students read as part of the Core Knowledge Language Arts (CKLA) program in Grade 2.

SPELLING: (20 Words and Alphabetical Order)

FOCUS: At this point, students have learned at least one way to write nearly every sound in English, with the exception of the very rare /zh/ as in treasure.

Here are some patterns for you to be aware of:

  1. n’ and ‘kn’ > /n/
  2. ‘wr’ and ‘r’ > /r/
  3. ‘w’ and ‘wh’ > /w/
  4. ‘g’ and ‘j’ > /j/
  5. ‘f’ and ‘ff’ > /f/

SPELLING: Focus: Related to The War of 1812

  1. battle
  2. British
  3. cannon
  4. Congress
  5. death
  6. Dolley
  7. hawks
  8. impressment
  9. Ironsides
  10. Madison
  11. march
  12. merchants
  13. monarchy
  14. navy
  15. painting
  16. paved
  17. president
  18. support
  19. troops
  20. Washington

GRAMMAR:

In Unit 6, students will continue to review grammar skills introduced in previous units. In addition to the parts of speech that they already know— common and proper nouns; present/ past/future-tense verbs; and adjectives—students will learn to identify and use adverbs. The focus of the remaining grammar lessons is on the sentence as a unit. Building on their knowledge of subjects and predicates, students will learn to identify complete versus incomplete sentences. They will also learn to identify run-on sentences, as well as ways to correct these sentences. Finally, they will begin to work on writing increasingly detailed sentences.

WRITING:

In Grade 2 CKLA, students have thus far practiced writing personal narratives, as well as writing new story endings and story summaries. They have also practiced persuasive writing in the context of a friendly letter. At the end of this unit, they will be introduced to expository or report writing. This form of writing is well suited to the nonfiction text they are reading.

MATH:

CHAPTER 19: Shapes and Patterns

i-Ready Math Practice or Games

Money and Time Practice

(Pull out that extra change/bills. Tell the time on an analog clock whenever you are thinking about it! 🙂

Multiplying and Dividing Numbers 0,1,2,3,5, and 10

Word Problems regrouping in ones, tens, and hundreds place

LISTENING AND LEARNING: Insects

  • Insects Everywhere!
  • What Makes an Insect an Insect?
  • Life Cycles of Insects
  • Social Insects: Bees and Wasps
  • Social Insects: Ants and Termites
  • Insects That Glow and Sing
  • Armored Tanks of the Insect World
  • Friend or Foe?

Core Vocabulary:

The following list contains all of the core vocabulary words in Insects in the forms in which they appear in the domain. These words appear in the read-alouds or, in some instances, in the “Introducing the Read-Aloud” section at the beginning of the lesson. The inclusion of the words on this list does not mean that students are immediately expected to be able to use all of these words on their own. However, through repeated exposure throughout all lessons, they should acquire a good understanding of most of these words and begin to use some of them in conversation.

Lesson 1

  • habitats
  • host
  • insects
  • social
  • solitary

Lesson 2

  • abdomen
  • antennae
  • exoskeletons
  • microscopic
  • thorax

Lesson 3

  • larva
  • metamorphosis
  • molt
  • nymph
  • progression
  • pupa

Lesson 4

  • colonies
  • cooperate
  • drones
  • pollen
  • societies

Lesson 5

  • aggressive
  • chambers
  • destructive
  • emit
  • nurseries

Lesson 6

  • bioluminescence
  • forelegs
  • lanterns
  • transparent
  • tymbals

Lesson 7

  • adapt
  • armor
  • beetles
  • elytra
  • mimicry

Lesson 8

  • entomologist
  • extinction
  • foe
  • pesticides
  • pollinators

Students will: Expectations of Learning

Explain that insects are the largest group of animals on Earth

Explain that there are many different types of insects

Explain that most insects live solitary lives, but some, such as honeybees, paper wasps, ants, and termites are social

Explain that insects live in virtually every habitat on Earth, with the exception of the oceans

Classify and identify particular insects as small, six-legged animals with three main body parts

Identify and describe the three main body parts of insects: head, thorax, and abdomen

Identify the placement and/or purpose of an insect’s body parts

Describe an insect’s exoskeleton

Explain why spiders are not insects

Describe the life cycles and the processes of complete and incomplete metamorphosis

Describe how some insects look like miniature versions of adults when they are born from eggs

Explain why some insects molt

Describe how some insects go through four distinct stages of development, including egg, larva, pupa, and adult

Distinguish between social and solitary insects

Describe how all members of a social insect colony come from one queen

Describe the roles of honeybee workers, drones, and queens

Describe how honeybees communicate with one another through “dances”

Describe the social behavior of ants and ant colonies

Describe the roles of worker ants, males, and queens

Compare and contrast grasshoppers and crickets

Identify ways in which insects can be helpful to people

Identify ways in which insects can be harmful to people

April 12-16, 2021

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DEAR FAMILIES,

THIS IS WHAT WE WILL BE DOING!

MRS. P. 🙂

UPCOMING DATES:
  • 4/23/21 ~ At-Home learning Day (Use Canvas for assignments)
  • 4/26-4/30~MSES Book Fair
  • 5/5/21 ~ At-Home learning Day  (Use Canvas for assignments)
  • 5/7/21 ~ Cogat test 8:30-9:30
  • 5/11/21 ~Cogat test 8:30-9:30 and 12:00-1:00
  • 5/26/21~Last Day of School: 12:00 dismissal

LANGUAGE ARTS (CKLA SKILLS):

Unit 6 Reader: The War of 1812

The Reader for this unit is The War of 1812. The War of 1812 is important historically as it was the first foreign conflict that the United States faced as a young nation. Although students have been listening to nonfiction selections in Listening & Learning since Kindergarten, this is the first nonfiction Reader students read as part of the Core Knowledge Language Arts (CKLA) program in Grade 2.

SPELLING: (20 Words and Alphabetical Order)

FOCUS: At this point, students have learned at least one way to write nearly every sound in English, with the exception of the very rare /zh/ as in treasure.

Here are some patterns for you to be aware of:

  1. n’ and ‘kn’ > /n/
  2. ‘wr’ and ‘r’ > /r/
  3. ‘w’ and ‘wh’ > /w/
  4. ‘g’ and ‘j’ > /j/
  5. ‘f’ and ‘ff’ > /f/

SPELLING: Focus: Pattern: -ge/-dge/-tion

  1. revenge
  2. large
  3. judge
  4. fudge
  5. nudge
  6. huge
  7. nation
  8. attention
  9. direction
  10. fraction
  11. locomotion
  12. stations
  13. option
  14. action
  15. change
  16. range
  17. cottage
  18. addition
  19. caption
  20. Europe (tricky word)

GRAMMAR:

In Unit 6, students will continue to review grammar skills introduced in previous units. In addition to the parts of speech that they already know— common and proper nouns; present/ past/future-tense verbs; and adjectives—students will learn to identify and use adverbs. The focus of the remaining grammar lessons is on the sentence as a unit. Building on their knowledge of subjects and predicates, students will learn to identify complete versus incomplete sentences. They will also learn to identify run-on sentences, as well as ways to correct these sentences. Finally, they will begin to work on writing increasingly detailed sentences.

WRITING:

In Grade 2 CKLA, students have thus far practiced writing personal narratives, as well as writing new story endings and story summaries. They have also practiced persuasive writing in the context of a friendly letter. At the end of this unit, they will be introduced to expository or report writing. This form of writing is well suited to the nonfiction text they are reading.

MATH:

CHAPTER 17: Picture Graphs/Data

i-Ready Math Practice or Games

Money and Time Practice

(Pull out that extra change/bills. Tell the time on an analog clock whenever you are thinking about it! 🙂

Multiplying and Dividing Numbers 0,1,2,3,5, and 10

Word Problems regrouping in ones, tens, and hundreds place

Spiral Assessments : addition with/without regrouping and subtraction with/without regrouping

Basic Facts: Dice/Cards                                          

Focus: Coins/Bills to $20/values/real world problems

Listening and Learning Domain: The U.S. Civil War

  • Harriet Tubman, Part I
  • Harriet Tubman, Part II
  • The Controversy Over Slavery
  • Abraham Lincoln
  • The Division of the United States
  • The War Begins
  • Robert E. Lee
  • Clara Barton
  • The Emancipation Proclamation
  • Ulysses S. Grant
  • The End of the War

Students will be able to:

Demonstrate familiarity with slavery and the controversy over slavery in the United States

Describe the life and contributions of Harriet Tubman

Identify the Underground Railroad as a system of escape for enslaved Africans in the United States

Demonstrate familiarity with the poems “Harriet Tubman” and “Lincoln”

Demonstrate familiarity with the song “Follow the Drinking Gourd”

Differentiate between the North and the South

Describe the adult life and contributions of Abraham Lincoln

Differentiate between the Union and the Confederacy and the states associated with each

Describe why the southern states seceded from the United States

Identify the U.S. Civil War, or the War Between the States, as a war waged because of differences between the North and the South

Identify the people of the North as “Yankees” and those of the South as “Rebels”

Define the differences between the Union and the Confederacy

Explain Abraham Lincoln’s role in keeping the Union together during the U.S. Civil War

Identify Robert E. Lee as the commander of the Confederate Army

Explain why Lee was reluctant to command either the Union or Confederate Army

Identify Clara Barton as the “Angel of the Battlefield” and the founder of the American Red Cross

Describe the work of the American Red Cross

Identify Abraham Lincoln as the author of the EmancipationProclamation

Explain the significance of the Emancipation Proclamation

Identify Ulysses S. Grant as the commander of the Union Army

Explain that the North’s victory re-united the North and the South as one country and ended slavery

Vocabulary: Bolded are words to master

Lesson 1: plantations, slavery, survival, value, wages

Lesson 2: conductor, contributions, gourd, passengers, rebellious

Lesson 3: abolitionists, cotton, agriculture, economy, factories

Lesson 4: candidates, debates, expand, government, politicians

Lesson 5: Confederacy, deleted, heritage, seceded, Union

Lesson 6: civilians, Civil War, clash, devastated, flee, Rebels

Lesson 7: advisors, frail, generals, oath, wastelands

Lesson 8: compassionate, countless, disasters, wounded

Lesson 9: abolished, Cabinet, emancipation, proclamation, scroll

Lesson 10: ammunition, defeat, rations, surrendered, Yankees

Lesson 11: equality, monument, prosperity, ransacked, rival, United

April 5-9, 2021

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DEAR FAMILIES,

THIS IS WHAT WE WILL BE DOING!

MRS. P. 🙂

UPCOMING DATES:
  • 4/7/21 ~ At-Home learning Day (Use Canvas for assignments)
  • 4/8/21~Class Pictures Outdoors
  • 4/23/21 ~ At-Home learning Day (Use Canvas for assignments)
  • 4/26-4/30~MSES Book Fair
  • 5/5/21 ~ At-Home learning Day  (Use Canvas for assignments)
  • 5/7/21 ~ Cogat test 8:30-9:30
  • 5/11/21 ~Cogat test 8:30-9:30 and 12:00-1:00
  • 5/26/21~Last Day of School: 12:00 dismissal

LANGUAGE ARTS (CKLA SKILLS):

Unit 6 Reader: The War of 1812

The Reader for this unit is The War of 1812. The War of 1812 is important historically as it was the first foreign conflict that the United States faced as a young nation. Although students have been listening to nonfiction selections in Listening & Learning since Kindergarten, this is the first nonfiction Reader students read as part of the Core Knowledge Language Arts (CKLA) program in Grade 2.

SPELLING: (20 Words and Alphabetical Order)

FOCUS: At this point, students have learned at least one way to write nearly every sound in English, with the exception of the very rare /zh/ as in treasure.

Here are some patterns for you to be aware of:

  1. n’ and ‘kn’ > /n/
  2. ‘wr’ and ‘r’ > /r/
  3. ‘w’ and ‘wh’ > /w/
  4. ‘g’ and ‘j’ > /j/
  5. ‘f’ and ‘ff’ > /f/

SPELLING: Focus: Bossy R (ar/er/ir/ur/or)

    1. after
    2. barber
    3. camera
    4. difference
    5. birthday
    6. swirling
    7. thirteen
    8. chirping
    9. burden
    10. furnace
    11. hamburger
    12. turtle
    13. marker
    14. parcel
    15. ramparts
    16. safari
    17. informer
    18. organize
    19. perform
    20. war

GRAMMAR:

In Unit 6, students will continue to review grammar skills introduced in previous units. In addition to the parts of speech that they already know— common and proper nouns; present/ past/future-tense verbs; and adjectives—students will learn to identify and use adverbs. The focus of the remaining grammar lessons is on the sentence as a unit. Building on their knowledge of subjects and predicates, students will learn to identify complete versus incomplete sentences. They will also learn to identify run-on sentences, as well as ways to correct these sentences. Finally, they will begin to work on writing increasingly detailed sentences.

WRITING:

In Grade 2 CKLA, students have thus far practiced writing personal narratives, as well as writing new story endings and story summaries. They have also practiced persuasive writing in the context of a friendly letter. At the end of this unit, they will be introduced to expository or report writing. This form of writing is well suited to the nonfiction text they are reading.

MATH:

CHAPTER 17: Picture Graphs/Data

i-Ready Math Practice or Games

Money and Time Practice

(Pull out that extra change/bills. Tell the time on an analog clock whenever you are thinking about it! 🙂

Multiplying and Dividing Numbers 0,1,2,3,5, and 10

Word Problems regrouping in ones, tens, and hundreds place

Spiral Assessments : addition with/without regrouping and subtraction with/without regrouping

Basic Facts: Dice/Cards                                          

Focus: Coins/Bills to $20/values/real world problems

CKLA DOMAIN: THE U.S. CIVIL WAR

  • Harriet Tubman, Part I
  • Harriet Tubman, Part II
  • The Controversy Over Slavery
  • Abraham Lincoln
  • The Division of the United States
  • The War Begins
  • Robert E. Lee
  • Clara Barton
  • The Emancipation Proclamation
  • Ulysses S. Grant
  • The End of the War

Students will be able to:

Demonstrate familiarity with slavery and the controversy over slavery in the United States

Describe the life and contributions of Harriet Tubman

Identify the Underground Railroad as a system of escape for enslaved Africans in the United States

Demonstrate familiarity with the poems “Harriet Tubman” and “Lincoln”

Demonstrate familiarity with the song “Follow the Drinking Gourd”

Differentiate between the North and the South

Describe the adult life and contributions of Abraham Lincoln

Differentiate between the Union and the Confederacy and the states associated with each

Describe why the southern states seceded from the United States

Identify the U.S. Civil War, or the War Between the States, as a war waged because of differences between the North and the South

Identify the people of the North as “Yankees” and those of the South as “Rebels”

Define the differences between the Union and the Confederacy

Explain Abraham Lincoln’s role in keeping the Union together during the U.S. Civil War

Identify Robert E. Lee as the commander of the Confederate Army

Explain why Lee was reluctant to command either the Union or Confederate Army

Identify Clara Barton as the “Angel of the Battlefield” and the founder of the American Red Cross

Describe the work of the American Red Cross

Identify Abraham Lincoln as the author of the Emancipation Proclamation

Explain the significance of the Emancipation Proclamation

Identify Ulysses S. Grant as the commander of the Union Army

Explain that the North’s victory re-united the North and the South as one country and ended slavery

Vocabulary: Bolded are words to master

Lesson 1: plantations, slavery, survival, value, wages

Lesson 2: conductor, contributions, gourd, passengers, rebellious

Lesson 3: abolitionists, cotton, agriculture, economy, factories

Lesson 4: candidates, debates, expand, government, politicians

Lesson 5: Confederacy, deleted, heritage, seceded, Union

Lesson 6: civilians, Civil War, clash, devastated, flee, Rebels

Lesson 7: advisors, frail, generals, oath, wastelands

Lesson 8: compassionate, countless, disasters, wounded

Lesson 9: abolished, Cabinet, emancipation, proclamation, scroll

Lesson 10: ammunition, defeat, rations, surrendered, Yankees

Lesson 11: equality, monument, prosperity, ransacked, rival, United

March 29-April 2, 2021

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DEAR FAMILIES,

THIS IS WHAT WE WILL BE DOING!

MRS. P. 🙂

LANGUAGE ARTS (CKLA SKILLS):

Unit 6 Reader: The War of 1812

The Reader for this unit is The War of 1812. The War of 1812 is important historically as it was the first foreign conflict that the United States faced as a young nation. Although students have been listening to nonfiction selections in Listening & Learning since Kindergarten, this is the first nonfiction Reader students read as part of the Core Knowledge Language Arts (CKLA) program in Grade 2.

SPELLING: (20 Words and Alphabetical Order)

FOCUS: At this point, students have learned at least one way to write nearly every sound in English, with the exception of the very rare /zh/ as in treasure.

Here are some patterns for you to be aware of:

  1. n’ and ‘kn’ > /n/
  2. ‘wr’ and ‘r’ > /r/
  3. ‘w’ and ‘wh’ > /w/
  4. ‘g’ and ‘j’ > /j/
  5. ‘f’ and ‘ff’ > /f/

SPELLING: Focus: Irregular Sounds (kn, wr, rr, soft g, ph)

  1. noise
  2. night
  3. kneel
  4. wrinkle
  5. ripple
  6. ferret
  7. window
  8. whistle
  9. western
  10. jungle
  11. jolly
  12. gentle
  13. ginger
  14. margin
  15. photo
  16. dolphin
  17. graph
  18. finish
  19. traffic
  20. Britain (Tricky Word)

GRAMMAR:

In Unit 6, students will continue to review grammar skills introduced in previous units. In addition to the parts of speech that they already know— common and proper nouns; present/ past/future-tense verbs; and adjectives—students will learn to identify and use adverbs. The focus of the remaining grammar lessons is on the sentence as a unit. Building on their knowledge of subjects and predicates, students will learn to identify complete versus incomplete sentences. They will also learn to identify run-on sentences, as well as ways to correct these sentences. Finally, they will begin to work on writing increasingly detailed sentences.

WRITING:

In Grade 2 CKLA, students have thus far practiced writing personal narratives, as well as writing new story endings and story summaries. They have also practiced persuasive writing in the context of a friendly letter. At the end of this unit, they will be introduced to expository or report writing. This form of writing is well suited to the nonfiction text they are reading.

MATH:

CHAPTER 17: Picture Graphs/Data

i-Ready Math Practice or Games

Money and Time Practice

(Pull out that extra change/bills. Tell the time on an analog clock whenever you are thinking about it! 🙂

Multiplying and Dividing Numbers 0,1,2,3,5, and 10

Word Problems regrouping in ones, tens, and hundreds place

Spiral Assessments : addition with/without regrouping and subtraction with/without regrouping

Basic Facts: Dice/Cards                                          

Focus: Coins/Bills to $20/values/real world problems

DOMAIN: THE U.S. CIVIL WAR

  • Harriet Tubman, Part I
  • Harriet Tubman, Part II
  • The Controversy Over Slavery
  • Abraham Lincoln
  • The Division of the United States
  • The War Begins
  • Robert E. Lee
  • Clara Barton
  • The Emancipation Proclamation
  • Ulysses S. Grant
  • The End of the War

Students will be able to:

Demonstrate familiarity with slavery and the controversy over slavery in the United States

Describe the life and contributions of Harriet Tubman

Identify the Underground Railroad as a system of escape for enslaved Africans in the United States

Demonstrate familiarity with the poems “Harriet Tubman” and “Lincoln”

Demonstrate familiarity with the song “Follow the Drinking Gourd”

Differentiate between the North and the South

Describe the adult life and contributions of Abraham Lincoln

Differentiate between the Union and the Confederacy and the states associated with each

Describe why the southern states seceded from the United States

Identify the U.S. Civil War, or the War Between the States, as a war waged because of differences between the North and the South

Identify the people of the North as “Yankees” and those of the South as “Rebels”

Define the differences between the Union and the Confederacy

Explain Abraham Lincoln’s role in keeping the Union together during the U.S. Civil War

Identify Robert E. Lee as the commander of the Confederate Army

Explain why Lee was reluctant to command either the Union or Confederate Army

Identify Clara Barton as the “Angel of the Battlefield” and the founder of the American Red Cross

Describe the work of the American Red Cross

Identify Abraham Lincoln as the author of the Emancipation Proclamation

Explain the significance of the Emancipation Proclamation

Identify Ulysses S. Grant as the commander of the Union Army

Explain that the North’s victory re-united the North and the South as one country and ended slavery

Vocabulary: Bolded are words to master

Lesson 1: plantations, slavery, survival, value, wages

Lesson 2: conductor, contributions, gourd, passengers, rebellious

Lesson 3: abolitionists, cotton, agriculture, economy, factories

Lesson 4: candidates, debates, expand, government, politicians

Lesson 5: Confederacy, deleted, heritage, seceded, Union

Lesson 6: civilians, Civil War, clash, devastated, flee, Rebels

Lesson 7: advisors, frail, generals, oath, wastelands

Lesson 8: compassionate, countless, disasters, wounded

Lesson 9: abolished, Cabinet, emancipation, proclamation, scroll

Lesson 10: ammunition, defeat, rations, surrendered, Yankees

Lesson 11: equality, monument, prosperity, ransacked, rival, United

March 15-19, 2021

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Dear Families,

The last week before Spring Break! I know the kids are ready for a break and some down time….teachers, too! LOL! Let’s finish the week strong and sail into our break with satisfaction!

Mrs. P. 🙂

UPCOMING EVENTS:

  • 3/16/21 ~ Space Foundation field trip
  • 3/22-26/21 ~ Spring Break
  • 4/7/21 ~ No school: Teacher work day
  • 5/4/21 ~ Cogat test 8:30-9:30
  • 5/5/21 ~ No school: Teacher work day
  • 5/6/21 ~ Cogat test 8:30-9:30
  • 5/7/21 ~ Cogat test 8:30-9:30

LANGUAGE ARTS (CKLA):

SKILLS: Unit 5

• /u/ spelled ‘u’ (but), ‘o’ (son), ‘ou’ (touch), ‘o_e’ (come)
• /ə/ (also called the schwa sound) spelled ‘a’ (about), ‘e’ (debate)

• /ə/ + /l/ spelled ‘al’ (animal), ‘il’ (pencil), ‘el’ (travel), ‘le’ (apple)

• /sh/ + /ə/ + /n/ spelled ‘tion’ (action)

The Reader for this unit is Sir Gus. It is a fictional Reader detailing the serendipitous undertakings of Sir Gus, one of King Alfred’s knights. Despite his title as “Sir Gus the Fearless,” Sir Gus actually has many different fears. In this Reader, Sir Gus has to face a thief, a troll, pirates, an evil wizard, and an enemy king.

SPELLING:None: Assessment Week

GRAMMAR:

  • capitalization and punctuation
  • verb tenses identifying and using verbs in the present, past, and future tenses
  • introduce adjectives/adverbs
  • identify the subject and predicate

MATH: Review Skills

Basic Fact Practice/Money and Time Practice

Multiplying and Dividing Numbers 0,1,2,3,5, and 10

Word Problems regrouping in ones, tens, and hundreds place

PULL OUT THAT EXTRA CHANGE AND TELL TIME ON AN ANALOG CLOCK OFTEN!

DOMAIN: The U.S Civil War

  • Harriet Tubman, Part I
  • Harriet Tubman, Part II
  • The Controversy Over Slavery
  • Abraham Lincoln
  • The Division of the United States
  • The War Begins
  • Robert E. Lee
  • Clara Barton
  • The Emancipation Proclamation
  • Ulysses S. Grant
  • The End of the War

Students will be able to:

Demonstrate familiarity with slavery and the controversy over slavery in the United States

Describe the life and contributions of Harriet Tubman

Identify the Underground Railroad as a system of escape for enslaved Africans in the United States

Demonstrate familiarity with the poems “Harriet Tubman” and “Lincoln”

Demonstrate familiarity with the song “Follow the Drinking Gourd”

Differentiate between the North and the South

Describe the adult life and contributions of Abraham Lincoln

Differentiate between the Union and the Confederacy and the states associated with each

Describe why the southern states seceded from the United States

Identify the U.S. Civil War, or the War Between the States, as a war waged because of differences between the North and the South

Identify the people of the North as “Yankees” and those of the South as “Rebels”

Define the differences between the Union and the Confederacy

Explain Abraham Lincoln’s role in keeping the Union together during the U.S. Civil War

Identify Robert E. Lee as the commander of the Confederate Army

Explain why Lee was reluctant to command either the Union or Confederate Army

Identify Clara Barton as the “Angel of the Battlefield” and the founder of the American Red Cross

Describe the work of the American Red Cross

Identify Abraham Lincoln as the author of the Emancipation Proclamation

Explain the significance of the Emancipation Proclamation

Identify Ulysses S. Grant as the commander of the Union Army

Explain that the North’s victory re-united the North and the South as one country and ended slavery

Vocabulary: Bolded are words to master

Lesson 1: plantations, slavery, survival, value, wages

Lesson 2: conductor, contributions, gourd, passengers, rebellious

Lesson 3: abolitionists, cotton, agriculture, economy, factories

Lesson 4: candidates, debates, expand, government, politicians

Lesson 5: Confederacy, deleted, heritage, seceded, Union

Lesson 6: civilians, Civil War, clash, devastated, flee, Rebels

Lesson 7: advisors, frail, generals, oath, wastelands

Lesson 8: compassionate, countless, disasters, wounded

Lesson 9: abolished, Cabinet, emancipation, proclamation, scroll

Lesson 10: ammunition, defeat, rations, surrendered, Yankees

Lesson 11: equality, monument, prosperity, ransacked, rival, United

March 15-19, 2021

Posted on by
Reply

Dear Families,

The last week before Spring Break! I know the kids are ready for a break and some down time….teachers, too! LOL! Let’s finish the week strong and sail into our break with satisfaction!

Mrs. P. 🙂

UPCOMING EVENTS:

  • 3/16/21 ~ Space Foundation field trip
  • 3/22-26/21 ~ Spring Break
  • 4/7/21 ~ No school: Teacher work day
  • 5/4/21 ~ Cogat test 8:30-9:30
  • 5/5/21 ~ No school: Teacher work day
  • 5/6/21 ~ Cogat test 8:30-9:30
  • 5/7/21 ~ Cogat test 8:30-9:30

LANGUAGE ARTS (CKLA):

SKILLS: Unit 5

• /u/ spelled ‘u’ (but), ‘o’ (son), ‘ou’ (touch), ‘o_e’ (come)
• /ə/ (also called the schwa sound) spelled ‘a’ (about), ‘e’ (debate)

• /ə/ + /l/ spelled ‘al’ (animal), ‘il’ (pencil), ‘el’ (travel), ‘le’ (apple)

• /sh/ + /ə/ + /n/ spelled ‘tion’ (action)

The Reader for this unit is Sir Gus. It is a fictional Reader detailing the serendipitous undertakings of Sir Gus, one of King Alfred’s knights. Despite his title as “Sir Gus the Fearless,” Sir Gus actually has many different fears. In this Reader, Sir Gus has to face a thief, a troll, pirates, an evil wizard, and an enemy king.

SPELLING:None: Assessment Week

GRAMMAR:

  • capitalization and punctuation
  • verb tenses identifying and using verbs in the present, past, and future tenses
  • introduce adjectives/adverbs
  • identify the subject and predicate

MATH: Review Skills

Basic Fact Practice/Money and Time Practice

Multiplying and Dividing Numbers 0,1,2,3,5, and 10

Word Problems regrouping in ones, tens, and hundreds place

PULL OUT THAT EXTRA CHANGE AND TELL TIME ON AN ANALOG CLOCK OFTEN!

DOMAIN: The U.S Civil War

  • Harriet Tubman, Part I
  • Harriet Tubman, Part II
  • The Controversy Over Slavery
  • Abraham Lincoln
  • The Division of the United States
  • The War Begins
  • Robert E. Lee
  • Clara Barton
  • The Emancipation Proclamation
  • Ulysses S. Grant
  • The End of the War

Students will be able to:

Demonstrate familiarity with slavery and the controversy over slavery in the United States

Describe the life and contributions of Harriet Tubman

Identify the Underground Railroad as a system of escape for enslaved Africans in the United States

Demonstrate familiarity with the poems “Harriet Tubman” and “Lincoln”

Demonstrate familiarity with the song “Follow the Drinking Gourd”

Differentiate between the North and the South

Describe the adult life and contributions of Abraham Lincoln

Differentiate between the Union and the Confederacy and the states associated with each

Describe why the southern states seceded from the United States

Identify the U.S. Civil War, or the War Between the States, as a war waged because of differences between the North and the South

Identify the people of the North as “Yankees” and those of the South as “Rebels”

Define the differences between the Union and the Confederacy

Explain Abraham Lincoln’s role in keeping the Union together during the U.S. Civil War

Identify Robert E. Lee as the commander of the Confederate Army

Explain why Lee was reluctant to command either the Union or Confederate Army

Identify Clara Barton as the “Angel of the Battlefield” and the founder of the American Red Cross

Describe the work of the American Red Cross

Identify Abraham Lincoln as the author of the Emancipation Proclamation

Explain the significance of the Emancipation Proclamation

Identify Ulysses S. Grant as the commander of the Union Army

Explain that the North’s victory re-united the North and the South as one country and ended slavery

Vocabulary: Bolded are words to master

Lesson 1: plantations, slavery, survival, value, wages

Lesson 2: conductor, contributions, gourd, passengers, rebellious

Lesson 3: abolitionists, cotton, agriculture, economy, factories

Lesson 4: candidates, debates, expand, government, politicians

Lesson 5: Confederacy, deleted, heritage, seceded, Union

Lesson 6: civilians, Civil War, clash, devastated, flee, Rebels

Lesson 7: advisors, frail, generals, oath, wastelands

Lesson 8: compassionate, countless, disasters, wounded

Lesson 9: abolished, Cabinet, emancipation, proclamation, scroll

Lesson 10: ammunition, defeat, rations, surrendered, Yankees

Lesson 11: equality, monument, prosperity, ransacked, rival, United