Quilts: A Window to Our Heritage- Second Grade Reading/Social Studies
A Layered Curriculum Unit
Created by:
Cheryl Carpenter [ccarpenter@reg8.net]
Region VIII ESC
January 2003
Social Studies
Objectives
The student is expected to identify historic figures such as Amelia Earhart and Robert Fulton who have exhibited a love of individualism and inventiveness. TEK (2.4b)
The student is expected to draw maps to show places and routes. Social Studies TEK 2.5b)
The student is expected to interpret oral, visual, and print material by identifying the main idea, predicting, and comparing and contrasting. Social Studies TEK (2.17e)
The student is expected to create written and visual material such as stories, poems, maps, and
graphic organizers to express ideas. Social Studies TEK (2.18b)
Word identification
Objectives
The student is expected to use structural cues to recognize words such as compound, base words, and inflections such as - s,-es, -ed, and -ing. Language Arts TEK (2.5e)
The student is expected to use knowledge of word order (syntax) and context to support word
identification and confirm word meaning. Language Arts TEK (2.5g)
Vocabulary Development
Objectives
The student is expected to develop vocabulary by listening to and discussing both familiar and
conceptually challenging selections read aloud. Language Arts TEK (2.8b)
Fluency
Objectives
The student is expected to read regularly in independent-level materials (texts in which no more than approximately 1 in 20 words is difficult for the reader) Language Arts TEK (2.8a)
The student is expected to read regularly in instructional-level materials (texts in which no more than approximately 1 in 10 words is difficult for the reader; a "typical" second grader reads approximately 70 wpm). Language Arts TEK (2.8b)
The student is expected to read orally from familiar texts with fluency (accuracy, expression,
appropriate phrasing, and attention to punctuation). Language Arts TEK (2.8c)
Comprehension
Objectives
The student is expected to represent text information in different ways, including story maps, graphs, and charts. Language Arts TEK (2.9i)
The student is expected to respond to stories and poems in ways that reflect understanding and interpretation in discussion (speculating, questioning) in writing, and through movement, music, art, and drama. Language Arts TEK (2.10a)
The student is expected to connect life experiences with the life experiences, language, customs,
and culture of others. Language Arts TEK (2.13a)
Writing/Spelling
Objective
The student is expected to record his/her own knowledge of a topic in various ways such as by drawing pictures, making lists, and showing connections among ideas. Language Arts TEK (2.20b)
The student is expected to record ideas and reflections. Language Arts TEK (2.14a)
Day One - Purpose - Introduce "Sweet Clara and the Freedom Quilt." Students understand the
setting of the story.
Guided/Shared Reading
Read pp. 1-12
Before reading: Introduce vocabulary words. (freedom, seamstress, overseer, runaway, patroller, Underground Railroad, squirrel, plantation) Do a picture walk through the book asking questions such as; What do you see in this picture? What are they doing? Why are they doing that? When does this story take place? How do you know? Have the students make predictions about the story based on the title and the picture walk.
During reading: Think aloud about the predictions. Were they right?
After reading: Check the predictions; make new predictions for the rest of the story. Talk about
the setting of the story.
Vocabulary- Introduce before the story is read.
Fluency (Teacher will be doing fluency checks while students are reading.)
Choose 1
Read "Sweet Clara and the Freedom Quilt" pp. 1-12 with a tape
Partner read "Sweet Clara and the Freedom Quilt" pp. 1-12
Read "Sweet Clara and the Freedom Quilt" independently pp. 1-12
Word identification - compound words
Teach that two words can be put together to make a new word.
Choose 1
Use word cards to make new words. Write the ones that you think are real words. Check the words in the dictionary.
Go on compound word scavenger hunt in "Sweet Clara and the Freedom Quilt."
Do a word sort with compound words.
Find compound words in a newspaper or magazine. Cut out and make a collage.
Writing
Choose 1
Draw a picture of the setting of the story
Write a paragraph describing the setting of the story
Day Two - Purpose: Students understand the difference between freedom and slavery.
Guided/Shared Reading -Read the rest of "Sweet Clara and the Freedom Quilt."
Before reading: Review vocabulary words. Review the part of the story that was read yesterday. Ask the students to pay attention what it was like to be a slave as they listen to the story.
During reading: Think aloud about slavery and what it was like to be a slave.
After reading: Make T-chart comparing slavery to freedom
Vocabulary
Choose 1
Make flip shoot cards with vocabulary words.
Make four square charts with vocabulary words.
Illustrate vocabulary words.
Find the vocabulary words in the story - write the sentence where they are found.
Fluency (Teacher will be doing fluency checks while students are reading.)
Choose 1
Read "Sweet Clara and the Freedom Quilt" with a tape.
Partner read "Sweet Clara and the Freedom Quilt."
Read "Sweet Clara and the Freedom Quilt" independently.
Word identification - compound words
Choose 1
Write a poem or a story using compound words.
Go on a compound word scavenger hunt in the book that you are reading.
Do a word sort with compound words.
Make a picture collage of compound words.
Write 5 sentences using compound words.
Find compound words in a newspaper or magazine. Cut out and make a collage.
Use word cards to make new words. Write the ones that you think are real words. Check the
words in the dictionary.
Writing
Choose 1
Write a paragraph telling what it was like to be slave.
Pretend that you are Clara. Write a letter to your mother.
Day Three - Purpose: Students understand that people pass on information and skills to other
people in various ways. Maps are one way that information is passed on from person to person.
Guided/Shared Reading
Before reading: Discuss various ways that the students get information from others. Ask them to look for ways that Clara received and passed on information.
During reading: Think aloud about the times and ways that Clara receives and gives information.
After reading: Make a T-chart showing how Clara received information and how she passed on
information. Discuss why Clara made the quilt and what the quilt was telling people who looked
at it.
Vocabulary
Choose 1
Make flip shoot cards with vocabulary words.
Make four square charts with vocabulary words.
Illustrate vocabulary words.
Play Jeopardy with vocabulary words
Find the vocabulary words in the story - write the sentence where they are found.
Fluency (Teacher will be doing fluency checks while students are reading.)
Choose 1
Read "Sweet Clara and the Freedom Quilt" with a tape.
Partner read "Sweet Clara and the Freedom Quilt."
Read "Sweet Clara and the Freedom Quilt" independently.
Read another book about quilts or about the Underground Railroad.
Word identification
Choose 1
Write a poem or a story using compound words.
Go on a compound word scavenger hunt in the book that you are reading.
Do a word sort with compound words.
Make a picture collage of compound words.
Write 5 sentences using compound words.
Find compound words in a newspaper or magazine. Cut out and make a collage.
Use word cards to make new words. Write the ones that you think are real words. Check the
words in the dictionary.
Writing
Choose 1
Write a note to a friend telling them how to get to your house.
Pretend you are Clara. Write a note to Aunt Rachel thanking her for all that she did for you.
Level B
Day Four - Purpose - Students understand that maps represent location and that maps are one
way to pass on important information to others.
Have a discussion about maps. Show examples of maps. Maps can be made of different
materials. Talk about places that they have been and how they got there. Talk about the
importance of maps.
Choose 1
New students have a lot to learn when coming to a new school. What can you do to make it easier for them when they come to your school? Design a product that new students can use.
Your teacher has just told your class that you will be getting a new student next week. This student is special because he is blind. He will need to know how to get around in your classroom. What can you make that will help him?
Your pen pal whom you have never met is coming to visit you next weekend. They have never been to your town. How will they find your house? Make something that you can send to them to help them find you successfully.
Vocabulary
Choose 1
Make flip shoot cards with vocabulary words.
Make four square charts with vocabulary words.
Illustrate vocabulary words.
Play Jeopardy with vocabulary words
Find the vocabulary words in the story - write the sentence where they are found.
Write sentences using the vocabulary words.
Fluency (Teacher will be doing fluency checks while students are reading.)
Choose 1
Read "Sweet Clara and the Freedom Quilt" with a tape.
Partner read "Sweet Clara and the Freedom Quilt."
Read "Sweet Clara and the Freedom Quilt" independently.
Read another story independently. Choices might be other stories related to the Underground
Railroad or quilts.
Word identification
Choose 1
Write a poem or a story using compound words.
Go on a compound word scavenger hunt in the book that you are reading.
Do a word sort with compound words.
Make a picture collage of compound words.
Write 5 sentences using compound words.
Find compound words in a newspaper or magazine. Cut out and make a collage.
Use word cards to make new words. Write the ones that you think are real words. Check the
words in the dictionary.
Day Five - Purpose: The student will evaluate some aspect of "Sweet Clara and the Freedom
Quilt."
Choose 1
Would you rather live in slavery or in freedom? Why? Use examples from "Sweet Clara and the Freedom Quilt" to explain your answer.
Watch the video of "Sweet Clara and the Freedom Quilt." Make a chart, write a paragraph, or
draw pictures to show the similarities and differences between the book and the video. Which
one do you like best? Why?