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

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