UNIT TITLE: A Long Journey to Freedom
Grade Level 2
Author: commoncore.org/adapted by Randolph County Schools
Unit Overview: In this four week unit of second grade, students read informational text and fictionalize accounts of the
African-American journey to freedom. Students recognize the long and multi-faceted effort to break down barriers to racial
equality in the United States. By reading the true stories of Henry “Box” Brown, Rosa Parks, Ruby Bridges, the Greensboro
Four, and others, students see the links between historical events. Each student writes a narrative “from a box,” (i.e., in the
style of Henry’s Freedom Box). They also write an opinion piece that is published digitally in a class presentation and possibly
online.
Reading
Learning Experiences from Unit 4 A Long Journey to Freedom
Writing/Language
*Read informational books about the AfricanAmerican journey to freedom.
*Write a narrative as if he or she is Henry in
Henry’s Freedom Box.
*Analyze narrative poetry to understand its
elements, meaning, and the use of formal and
informal English.
*Write an opinion piece, citing evidence for the
opinion.
*Compare two texts (a biography and an
autobiography) on the life of Ruby Bridges.
Additional Literacy
*Determine the meaning of new words using
prefixes
*Use a known root word as a clue to the
meaning of an unknown word
Technology
*Express an opinion by creating and displaying
a PowerPoint slide show.
*Record the opinion piece being read aloud to
use for a class presentation or on-line web
page.
Social Studies
*Note links between historical events, including
parallel connections and sequential
connections. You can include timelines to show
events.
Grade Level 2
Unit 4
Unit Standards
Q = Quizzes
T = Tests
P = Prompts
Reading
Learning Targets
Assessment Codes
SA = Student Self-Assessment
WS = Work Samples
PT = Performance Tasks
RL.2.1/RI2.1: Ask and answer such
questions as who, what, where,
when, why, and how to
demonstrate understanding of key
details in a text.
RL.2.1: Describe how characters in
a story respond to major events
and challenges.
RL.2.6: Acknowledge differences in
the points of view of characters,
including by speak-ing in a
different voice for each character
when reading dialogue aloud.
RI.2.3: Describe the connection
between a series of historical
events, scientific ideas or
concepts, or steps in technical
procedures in a text.
RI.2.4: Determine the meaning of
words and phrases in a text
relevant to a grade 2 topic or
subject area.
RI.2.5: Know and use various text
Essential
Questions
O = Observations
C = Checklists/Notes
RR =Reading Record
RL.2.1/RI.2.1
 I can identify who, what, where, when, why
and how to answer questions about a text.
 I can ask and answer questions before, during,
and after reading a text.
RL.2.6
 I can identify a character’s point of view in a
story (a character’s attitude or feelings about
events in the story).
 I can show different points of view by
changing my voice when I read dialogue for
each character.
RL.2.9
 I can compare and contrast two or more
versions of the same story.
RI.2.3
 I can identify historical events and explain
how they connect.
 I can identify scientific ideas or concepts and
explain how they connect.
 I can identify the steps in a process and
explain how they connect.
RI.2.4
 I can identify words ad phrases that are
specific to the topic/subject of a text (e.g.
habitat, vapor, ecosystem)
 I can use information in a text to determine
the meaning of words and phrases about the
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What do good readers do?
Am I clear about what I just
read?
How do I know?
In what ways does creative
choice impact an audience?
Whose story is it, and why does
it matter?
Author’s choice: Why does it
matter?
What makes a story a “great”
features (e.g., captions, bold print,
subheadings, glossaries, indexes,
electronic menus, icons) to locate
key facts or information in a text
efficiently.
RI.2.9: Compare and contrast the
most important points present-ed
by two texts on the same topic.
Writing/Language W.2.1: Write opinion pieces in
which they introduce the topic
of book they are writing about,
state an opinion, supply reasons
that support the opinion, use
linking words (e.g., because, and
also) to connect opinion and
reasons, and provide a
concluding statement or section.
W.2.3: Write narratives in which
they recount a well-elaborated
event or short sequence of
events, include details to
describe action, thoughts, and
feelings, use temporal words to
signal event order, and provide
a sense of closure.
W.2.5: With guidance and
support from adults and peers,
focus on a topic and strengthen
writing as needed by revising
and editing.
W.2.6: With guidance from
adults, use a variety of digital
tools to produce and publish
writing, including in collaboration
with peers.
topic/subject of the text.
RI.2.5



story?
I can identify and give examples of text
features.
I can explain how text features help locate
key facts or information.
I can locate key facts or information about a
topic using text features.
W.2.1
 I can identify my opinion on a topic or book
 I can support my opinion with some reasons.
 I can link my opinions and reasons with
connecting words.
 In can write an opinion piece with an
introduction, supporting reasons, and a
concluding statement/section.
W.2.3
 I can place story events in the correct order.
 I can write my own story with events placed in
the correct order.
 I can describe actions, thoughts, and feelings
in my story.
 I can use words to show changes in time.
 I can create an ending for my story.
W.2.5
 I can recognize that a good piece of writing
requires more than one draft.
 I can revise my writing with the help of others.
 I can edit my writing by checking for errors in
capitalization, punctuation, spelling, etc.
 I can prepare a new draft with changes that
strengthens my writing.
W.2.6
 I can identify digital tools (e.g. Word, Publisher,
PowerPoint) that will help me produce and
publish my writing.
 I can use digital tools to produce and publish
my writing.
 I can use digital tools to collaborate/work with
others.
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What do good writers do?
What’s my purpose and how
do develop it?
Writing clearly: What makes a
difference?
Final product: What does it
take?
W.2.7: Participate in shared
research and writing projects
(e.g., read a number of books on
a single topic to produce a
report; record science
observations).
W.2.8: Recall information from
experiences or gather
information from provided
sources to answer a question.
Additional
Literacy
RF.2.3: Know and apply gradelevel phonics and word analysis
skills in decoding words.
Distinguish long and short vowels
when reading regularly spelled
one-syllable words.
Know spelling-sound
correspondences for additional
common vowel teams.
Decode regularly spelled twosyllable words with long vowels.
Decode words with common
prefixes and suffixes.
RF.2.4: Read with sufficient
accuracy and fluency to support
comprehension.
Read grade-level text with
purpose and understanding.
Read grade-level text orally with
accuracy, appropriate rate, and
expression.
W.2.7
 I can define research and explain how it is
different from other types of writing.
 I can research a topic with others.
 I can word with others to write about a
research topic.
W.2.8
 I can answer questions using information
recalled or gathered.
RF.2.3
 I can identify the most common short and
long vowel patterns (CVC, CVCE, VCE)
 I can distinguish between words with short
vowel and long vowel patterns.
 I can identify common vowel teams.
 I can say the individual sounds a vowel team
creates.
 I can identify two syllable words.
 I can decode two syllable words with long
vowels.
 I can identify words with common prefixes an
suffixes.
 I can decode words by breaking them into
units of meaning (e.g. un+happy=unhappy)
 I can identify words with similar patters that
create different sounds (e.g. bead/head,
doll/roll, hint/pint)
 I can recognize irregularly spelled words (rule
breakers)
 I can read irregularly words without having to
sound the out.
RF.2.4
 I can read second grade text fluently and
show comprehension through voice, timing,
and expression.
 I can recognize when a word I have read
does not make sense within the text.
 I can self-correct misread or misunderstood
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What do good researchers
do?
“Cut and Paste:” What’s the
problem?
How do sounds and letters
create words?
When a word doesn’t make
sense, what can I do?
Vocabulary: short vowel
pattern, long vowel pattern,
vowel team, syllable, prefix,
suffix, spelling pattern, irregular
What do good readers do?
Why does fluency matter?
Vocabulary: fluent, voice,
timing, expression, context clue
What makes a presentation
“great”?
Use context to confirm or selfcorrect word recognition and
understanding, rereading as
necessary.
SL.2.6: Produce complete
sentences when appropriate to
task and situation in order to provide requested detail or
clarification.
L.2.3: Use knowledge of language
and its conventions when writing,
speak-ing, reading, or listening.
a. Compare formal and informal
uses of English.
L.2.4a . Use sentence-level context
as a clue to the meaning of a
word or phrase.
L.2.4b. Determine the meaning of
the new word formed when a
known prefix is added to a known
word (e.g., happy/unhappy,
tell/retell).
L.2.4c. Use a known root word as a
clue to the meaning of an
unknown word with the same root
(e.g., addition, additional).


words using context clues.
I can reread with corrections when necessary
I can read fluently (easy, smooth, and
authmatic).
SL.2.6
 I can recognize a complete sentence (a
group of words that express a complete
thought).
 I can speak using complete sentences when
asked to provide details or clarification.
L.2.3
 I can recognize and explain how formal
English (e.g. written language) differs from
informal English (e.g. spoken language).
 I can use formal and informal English when
appropriate.
L.2.4
 I can determine the meaning of unknown
words using context clues (e.g. definitions,
examples, restatements) in a sentence.
 I can recognize and define common prefixes
(e.g. un, dis-, re-).
 I can break down unknown words into units of
meaning (prefix, root) to determine
definitions.
 I can recognize compound words (words
composed of two or more words) and predict
the meaning using the individual words.
I can determine the meaning of an unknown word by
using glossaries and beginning dictionaries.
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“What I say” verus “how I say
it”, does it really matter?
Vocabulary: complete
sentences, clarification
How does situation affect
meaning?
How does author’s choice
impact an audience?
Vocabulary: formal English,
informal English
When a word doesn’t make
sense, what can I do?
How do I use what I know to
figure out what I don’t know?
Vocabulary: context clue,
prefix, root word, compound
word, glossary, dictionary
Suggested Learning Experiences
Lesson Plans and Activities
Reading Units of Study - The Comprehension Toolkit – Whole Group Reading Mini-Lessons
Determine Importance
Cluster 5: Determine Importance
16. Figure Out What’s Important
Separate important information
17. Paraphrase Information
Merge your thinking to make meaning
Unit Texts
Any Nonfiction Text
Any other informational Nonfiction texts on
other countries
18. Organize Your Thinking As You Read
Take notes to record information
District Suggested Texts
Crackle, Flash, Boom
TT 2/3
Prairie Dog Homes
ST
Amazing Helen Keller
Poster
Totem Poles, Family Stories
ST
From Egg to Salamander
TT – 2/3
Crackle, Flash, Boom
TT – 2/3
From Egg to Salamander
TT – 2/3
Yellow – The Primary Comprehension Toolkit Tradebooks or Keep Reading! Sourcebook
Purple – Toolkit Texts – Grades 2-3
Green – Posters from Toolkit
Pink – Short Texts
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Additional Reading Mini-Lessons/Shared Reading and Shared Writing Activities
Jan Richardson Strategies
In Fiction Literature:
VIP Literal Level (page 215)
Who and What Literal (page 216)
In Informational texts:
VIP Literal Level (page 218)
Main Idea Question/Details (page 218)
Lesson Plan Links and Activities
Discovery Streaming Videos
*Reading Rainbow: Following the Drinking Gourd
*Reading Rainbow: Show Way
SMART Exchange Lessons on Black History
http://exchange.smarttech.com/search.html?q=black+history&subject=All+subjects&grade=Grade+2&region=en_US
The Underground Railroad-Scholastic Resource
http://teacher.scholastic.com/activities/bhistory/underground_railroad/
Black History-Scholastic Resource
http://teacher.scholastic.com/activities/bhistory/index.htm
http://commoncorepcssd.wikispaces.com/2nd+Grade+Unit+4+Week+4+ELA
Ruby Bridges Resources
http://www.civiced-ri.org/rubybridges.pdf
*This site includes lessons designed to integrate the concepts of civic education and civic
responsibility across the curriculum using Robert Cole’s book, The Story of Ruby Bridges.
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*Expectations*Essential Questions
*Activities for Reading, Writing, and Social Studies
*Photo Analysis Selection
Technology Ideas
Writing
*Publish Class Books
*Book reviews
*Develop a timeline that highlights the important events in their lives.
*Research and develop a timeline that highlights the important events in historical figures lives such as Martin Luther King
Jr., Harriet Tubman, Ruby Bridges, etc.
Social Studies
*Interview your grandparents
*Current Events
*Develop a timeline that highlights the important events in their lives.
*Research and develop a timeline that highlights the important events in historical figures lives such as Martin Luther King
Jr., Harriet Tubman, Ruby Bridges, etc.
Additional Resources
*Inside and Outside: Paradox of the Box (LearnNC) (RL.2.3)
Note: This lesson includes Henry’s Freedom Box, highlighting the idea of symbol and introducing paradox .
*Ellen Levine Reads Henry Freedom's Box (Scholastic, Author Interviews) (RL.2.6)
Note: In this video, the author reads the story and gives an interview.
*A Class of One (PBS, an interview with Ruby Bridges Hall, 1997) (SL.2.2)
*Martin Luther King Jr.'s "I Have a Dream" Speech (American Rhetoric: Top 100 Speeches) (SL.2.3)
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Class Discussion
* A focus question for this unit is “What would you do to be free?” Ask students to write down their answer to that question. Henry’s Freedom Box
(Ellen Levine) is a true story of a slave’s journey to freedom. Henry was willing to face danger in order to experience freedom. As you discuss the
book, be sure to discuss the characters, setting, plot, and message of the book. Students may enjoy listening to the author read the story, noting
the way she changes her voice with the different characters. (RL.2.6, RI.2.3, SL.2.2)
The poems about Harriet Tubman (“Harriet Tubman,” Eloise Greenfield) and Abraham Lincoln (“Lincoln,” Nancy Byrd Turner) are narrative poems
that tell a story. Use these questions to discuss the poems:
•How are the poems similar and how are they different?
•What poetic elements do you hear/see in the poetry (e.g., alliteration, repetition, regular beats, and rhyme)?
•What is the message of each poem? Are they similar or different?
•Which of the poems uses formal English and which one uses more informal English? (L.2.3a, RL.2.4)
Writer’s Workshop
Opinion/ Shared Research
Choosing a person studied who you think is the greatest hero and write about them
Write a story as if you were in the box headed to freedom (Henry’s Freedom Box)
Writing for Readers: Teaching Skills and Strategies (editing and revising)
(16 sessions)
Teach revising and editing unit through the above pieces
Part One: Inspiring Children to Write for Readers
Session I:Inspiring Children to Write for Readers Page: 1
Session II: Examining Readable and Unreadable Writing Page 9
Part Two: Recording Sounds, Words, Silences, and Meanings
Session III: Stretching and Writing Words Page 19
Session IV: Writing with Sight Words Page 27
Session V: Spacing Words Page 36
Session VI: Checking Content: Focused Small Moment Stories Page 45
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Part Three: Focusing on High Frequency Words
Session VII: Learning More Sight Words Page 51
Session VIII: Using Personal Word Walls Page 57
Session IX: Writing More, and More Clearly Page 65
Part Four: Writing with Partners
Session X: Writing for Partners Page 71
Session XI: Revising with Partners Page 79
Session XII: Peer-Editing: Adding More Sounds Page 89
Session XIII: Peer-Editing Spelling Page 97
Session XIV: Peer-Editing: Punctuation Page 103
Part Five: Preparing for Publication
Session XV: Selecting Easy-to-Read Writing Page 109
Session XVI: Sharing and Reflection: An Author’s Celebration Page115
Narrative Writing Idea:
After reading about Henry’s journey to freedom (in Henry’s Freedom Box), introduce this narrative prompt: “Write a story as if you are in the
box headed for freedom. Begin your story as you get into the box and end the story as the box is opened at your destination. Be sure to
describe the action in the story, your thoughts, and feelings. Use words to show time order and end with a strong wrap-up.” To help the
students with thoughts and feelings, you may want to have them journal after spending several minutes in a well-ventilated, open box.
(W.2.3)
Language Activity
Revise the “stories from inside a box” (see Narrative Writing activity) by focusing on action words. Discuss the present tense and past tense
of verbs, focusing particularly on irregular verbs such as “I hide, I hid” and “I sit, I sat.” (L.2.1d)
Writing / Media
Students can publish their opinion pieces by scanning the drawing and putting it into a Power Point slide. Opinion pieces should be
recorded and played as the drawing is projected. These slides and recordings could be posted on a web page to be viewed by friends
and relatives. Arrange the Power Point slides chronologically to reinforce the linking of ideas in this long journey to freedom. (W.2.6, SL.2.5)
Science Activities
TASC/CIBLKit
Omit Investigation 1 - Exploring Air
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Investigation 2
Observing Weather - (A visit from a real meteorologist would be fabulous)
Part 1 - Weather Calendars – (pages 9 – 12)
Class Discussion: How can we keep a record of daily weather conditions?
Part 2 - Measuring Temperature – Students construct a thermometer.
Part 3 – Watching Clouds – Students observe and compare different types of clouds. Teacher briefly discusses only the three main types of clouds.
Part 4 – Measuring Rain – Divide into 2 sessions. – Students construct rain gauge.
Investigation 3: Wind Explorations
Part 2: Wind Speed (Page 14)
Follow the investigation, however make these adjustments.
·
Start at number 3 with a BRIEF introduction to the anemometer. Ask: What do meteorologists use this tool to measure?
·
Students create an anemometer in small groups (Materials: Various sized plastic cups, Super jumbo and Jumbo straws, Tape)
·
Students should be investigating the answer to this question: What do meteorologists use this tool to measure?
·
Complete sections 1, 6, and 7.
Part 4: Wind Vanes (Page 25)
·
Have a BRIEF discussion about wind vanes. Ask: What do meteorologists use this tool to measure?
·
Students create a wind vane in small groups (Materials: Wind vane pointer, Wind vane tail, Jumbo and Super jumbo straws)
·
Students should be investigating the answer to this question: What do meteorologists use this tool to measure?
·
Students report findings.
Omit Investigation 4: Looking for Change
Word Study/Vocabulary Lessons
Continue Vocabulary Notebooks
Phonics Lessons
Word Study Lessons from Words Their Way (page and sort numbers based on second edition of Words Their Way, Word Sorts for Within Word
Pattern Spellers)
R Influenced Vowel Patterns

Sort 28 or, ore, oar, w+or page 67

Sort 29 ur, ure, ur-e page 68
Dipthongs

Sort 31 Long-o, oi, oy page 80

Sort 32 oo, oo page 81

Sort 33 aw, au, o page 82

Sort 34 wa, al, ou page 82
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
Sort 35 ou, ow page 83
Language Goals

Compare formal and informal uses of English.

Use sentence level context as a clue to the meaning of a word or phrase.

Determine the meaning of the new word formed when a known prefix is added to a known word (unhappy, retell).

Use a known root word as a clue to the meaning of an unknown word with the same root (addition, additional).
Linda Hoyt Interactive Read Alouds
Character Development page 117 Mufaro’s Beautiful Daughters
http://teachertube.com/viewVideo.php?title=Mufaro_s_Beautiful_Daughters&video_id=187121
Biography page 237 Martin’s Big Words
http://teachertube.com/viewVideo.php?video_id=77151&title=Martins_Big_Words
Conventions page 311 Yo! Yes?
http://pbskids.org/go/video/?category=Between%20the%20Lions&pid=2FEYGa_SnRO_huctu2FNvHivhxH0Hub0
Reader’s theater; Biography, repetition page 240 Continuing the Dreama and Rosa Parks
Unit Materials/Resources
Poems
Vocabulary
*action
*“Words Like Freedom” (Langston Hughes) (EA)
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*“Harriet Tubman” – Eloise Greenfield
*Abraham Lincoln” – Nancy Byrd Turner
**compare and contrast the message of the poems, poetic
elements, style of poetry, formal vs. informal English
*autobiography
Poems (Read Aloud)
*feelings
*“Rosa” (Rita Dove)
*biography
*conclusion
*linking words
*“Merry-Go-Round” (Langston Hughes) (EA)
*“Harriet Tubman” (Eloise Greenfield)
*narrative
*“Lincoln” (Nancy Byrd Turner)
*opinion piece
*reasons
Stories
*Freedom on the Menu: The Greensboro Sit-Ins (1960)
(Carole Boston Weatherford and Jerome Lagarrigue)
*record
*scan
*Henry’s Freedom Box
*thoughts
*Freedoms Summer
*time order words
*Martin’s Big Words
*Ruby Bridges Goes to School: My True Story
*A Picture Book about Jesse Owens
* Dear Mr. Rosenwald (1920) (Carole Boston Weatherford)
*Finding Lincoln (1951) (Ann Malaspina and Colin Bootman)
*The Other Side (1950s) (Jacqueline Woodson and E.B. Lewis)
*A Sweet Smell of Roses (1963) (Angela Johnson and Eric
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Velasquez)
*Freedom Summer (1964) (Deborah Wiles and Jerome
Lagarrigue)
Informational Texts
•Henry’s Freedom Box: A True Story from the Underground
Railroad (1849) (Ellen Levine and Kadir Nelson)
•Rosa Parks (Rookie Biographies) (1955) (Wil Mara)
•Ruby Bridges Goes to School: My True Story (1960) (Ruby
Bridges)
•Martin Luther King and the March on Washington (1963)
(Frances E. Ruffin and Stephen Marchesi) (E)
•Martin’s Big Words: The Life of Dr. Martin Luther King, Jr.
(1963)(Doreen Rappaport and Bryan Collier)
•Moses: When Harriet Tubman Led Her People to Freedom
(c.1820-1913) (Carole Boston Weatherford and Kadir Nelson)
•Lincoln: A Photobiography (Russell Freedman) (E)
•A Picture Book of Jesse Owen (1935) (David A. Adler and
Robert Casilla)
•The Story of Ruby Bridges (1960) (Robert Coles and George
Ford) (E)
•Sit-In: How Four Friends Stood Up by Sitting Down (1960)
(Andrea D. and Brian Pinkney)
•Birmingham, 1963 (1963) (Carole Boston Weatherford)
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Informational Text (Read Aloud)
•Moses: When Harriet Tubman Led Her People to Freedom
(c.1820-1913) (Carole Boston Weatherford and Kadir Nelson)
•Lincoln: A Photobiography (Russell Freedman) (E)
•A Picture Book of Jesse Owen (1935) (David A. Adler and
Robert Casilla)
•The Story of Ruby Bridges (1960) (Robert Coles and George
Ford) (E)
•Sit-In: How Four Friends Stood Up by Sitting Down (1960)
(Andrea D. and Brian Pinkney)
•Birmingham, 1963 (1963) (Carole Boston Weatherford)
General Reference
Art
•Norman Rockwell, The Problem We All Live With (1963)
•Photographs of Ruby Bridges (1963)
**While the class is focused on Ruby Bridges, show the
students some photographs of Bridges and the Norman
Rockwell painting, “The Problem We All Live With,” which was
painted after a photograph of her. Use these questions to
discuss the title and the painting:
•Do you think it is a good name for the painting? Why or why
not?
•Knowing the story of Ruby Bridges, what details from her
character can you see in the painting? (Note: You should
look for adjectives and character vocabulary in the
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conversation.) (L.2.5b, L.2.6, SL.2.3)
E-Books
*Rosa Parks
Songs
www.osblackhistory.com/songs.php (scroll to the bottom for
song lyrics)
-Swing Low Sweet Chariot
-Follow the Drinking Gourd
-The Ballad of the Underground Railroad
-Wade in the Water
-Darlin Nelly Gray
Teacher Notes:
The books in this unit can be taught in chronological order,
beginning in the middle 1800s with the Underground
Railroad, Tubman, and Lincoln; moving to Jesse Owen, and
then Rosenwald (1920), Rosa Parks (1955), Ruby Bridges and
the Greensboro Sit-In (1960), and, finally, Martin Luther King,
Jr.. The connections between historical events (RI.2.3) will be
seen as a long journey if each book is linked to the other as
related stories.
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