Second Grade Weekly Reading Plans Journey to Freedom Week 1 Common Core Objectives:

RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (time line How was the life of Abraham Lincoln important to slavery?) RI.2.5: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. RI.2.6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe. (why did the author write this text? What does the author want to describe or explain?)

Essential Question: What do you need to remember when you are writing a narrative? I can statement: I can explain the life of Abraham Lincoln. I can identify text features in the book. I can use text features to locate information. I can identify the subject and main idea of a paragraph. Vocabulary (words to discuss while reading book) politician assassinate lawyer slaves Civil War The Union surrender disagreed

Weekly Literature: National Geographic Kids Abraham Lincoln by Caroline Crosson Gilpin *When writing this plan, Scholastic Book Clubs had these for $1 or 45 points. *You will need enough books for the students to work with a partner or small group or one for every student. This book will be used for the entire week lesson so one book per student would be the best scenario. Technology Links: Useful links to embed when needed Video - http://video.nationalgeographic.com/video/kids/history-kids/abraham-lincoln-kids/ (approx 3 min)
This video uses some of the text features from the book.

History Videos for Kids "Getting to Know: Abraham Lincoln" YouTube Video
http://www.youtube.com/watch?v=oj6ipJ-ft4I Brain Pop Jr. Video - http://www.brainpopjr.com/socialstudies/biographies/abrahamlincoln/grownups.weml

Standard/Lesson Day 1 Reading Skill: Reading Nonfiction Tell the students that they are going to begin their Journey to Freedom unit by learning about Abraham Lincoln. They will learn about Abraham Lincoln by reading the book, National Geographic Kids: Abraham Lincoln by Caroline Crosson Gilpin While reading about Abraham Lincoln, tell the students they will also learn about main ideas, text features and time lines. Read the book with the students. As they read, stop and discuss some of the unknown vocabulary words. Discuss key points while reading. When finished, have the students answer the questions in the student response book. Pages 1 - 4 Day 2 Reading Skill: Know and use text features Review text features learned in previous units. List these on chart paper or refer to them if they are hanging on charts around the room. Ask the students why they think authors include a variety of text features when they write. Discuss the importance of being able to understand the information better when text features are used and they also help to locate information more effectively. Have the students use the book to answer the following question: I want to know about Slavery. What page should I read to find out more about slavery? What text feature was used to help me locate information faster? Have the students share some of the text features they see in this book. When they share, have them give the page number so that other students can turn and see the text feature being described. Students will work together to go on a Text Feature Scavenger Hunt. They will go through their book to locate the text features and put a tally mark in their response booklet each time they locate a text feature. The photographs are numerous so the booklet states for them to use page 4 30 for data collection. They should find 31 photographs. That will be the most they will find of any text feature. When they are done collecting data, they will create a simple bar graph. The bar graph sheet has been created on a separate piece of paper in case you want to make changes. Students will need to add the scale on the left side. Pages 5 6 of response booklet Day 3 Reading Skill: Finding the subject and the main idea Tell them that authors will indent paragraphs to show when a

Materials

Book

Student response book

Book

Student Response Book

Graph sheet

paragraph begins. However, this author does not do that. He uses spaces to separate the paragraphs. This will be important when they are working in small groups. They will need to know how to identify the different paragraphs. Explain the steps when looking for the subject of a paragraph. You can find a subject by looking at several things: -The title or heading -The first sentence -Any key or repeated words or names As a class, have the students turn to page 6. -Have the students look at the title - A Country Boy. The title provides the students with a clue boy. -Have the students look at the first sentence Lincoln was born in a one room log cabin in Kentucky on February 12, 1809. -Look at key or repeated words or names - Point out that the next sentences starts with He. Authors will name a subject and then use pronouns to refer to the subject. _ The subject of this page is Abraham Lincoln. Next, Ask Whats the main idea? In order to find the main idea, you have to figure out what the author is trying to tell you about the subject. -Often times the main idea will come in the 1st sentence. Sometimes the main idea will be in the last sentence and sometimes you have to find the main idea by piecing sentences together. Today we will practice finding the main idea by looking at the first sentence of each paragraph. Have the students practice by working in their student response book pages 7 8. They can work independently or with a partner depending upon the number of books available. When complete, share answers as a class and check for understanding.

Book

student Response book

Day 4 Reading Skill: Timeline Authors who write nonfiction will organize the information in different ways. This book is organized in chronological order. The author has arranged the details in the order in which they happened in time. You can tell If the book is written in chronological order by looking for the following: -times -dates -transition words Ask the students to look for those things in the book and give page numbers when they find them. Tell the students that time lines are often used to keep up with a lot of

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Response

dates. Show them an example of a time line on page 28. Have the students complete the timeline in their response book by using their book as a reference to locate information. Pages 9 10. They will need to go through their book in chronological order to complete the timeline.

book

Day 5 Reading Skill Students will complete a weekly test on skills learned throughout the week. To complete the response booklet and turn it in for a grade, students will need to complete the 3 bullets on the back of the response booklet. Reading Test