Module 22: Historic Journeys-Language Arts 2 - Course Guide
Module Overview:
In this module, learners develop reading, writing, and language skills while working with informational texts and opinion writing. Learners practice identifying words with the -ow and -ou patterns and recognizing high-frequency words such as around, down, and found, while using context clues and making real-world connections to understand new vocabulary. As they read grade-level texts, learners focus on identifying and citing the most important points from two texts and building reading fluency. Learners also strengthen grammar skills by recognizing and adding phrases to sentences and combining phrases to improve clarity. Throughout the module, learners move through the writing process to plan, draft, revise, edit, and publish an opinion piece, while practicing proper formation of the cursive lowercase letters x and z.
Module Materials:
| Lesson # | Lesson Title | Material(s) |
|---|---|---|
| 1 | 22.1 Historic Journeys | None |
| 2 | 22.2 Historic Journeys |
Writing Notebook Handwriting Notebook |
| 3 | 22.3 Historic Journeys | None |
| 4 | 22.4 Historic Journeys |
pipe cleaners (chenille stems) (optional) wax craft sticks (optional) highlighters (assorted colors) |
| 5 | 22.5 Historic Journeys | None |
Module Objectives:
| Lesson # | Lesson Title | Objective(s) |
|---|---|---|
| 1 | 22.1 Historic Journeys |
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| 2 | 22.2 Historic Journeys |
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| 3 | 22.3 Historic Journeys |
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| 4 | 22.4 Historic Journeys |
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| 5 | 22.5 Historic Journeys |
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Module Key Words:
| Key Words | Words of the Week | Spelling Words | Vocabulary Words |
|---|---|---|---|
|
context clues fluency graphic organizer key points phrase opinion rough draft revise edit publish |
around down found |
owl frown clown brown crown house mouse count couch mouth |
opinion insist hesitate wise support |
Module Assignments:
| Lesson # | Lesson Title | Page # | Assignment Title |
|---|
Learning Coach Notes:
| Lesson # | Lesson Title | Notes |
|---|---|---|
| 1 | 22.1 Historic Journeys | In this module, students will once again practice finding the main idea and supporting details of a text. If your learner is on level, you can ask them guiding questions to help them find the main idea: “What is the story about?” When they answer, ask them, “What about_____?’ or “Why was that important?” If your learner needs some additional help, write the sentences from a paragraph on pieces of paper and ask them to put the main idea on the top and the supporting details on the “legs” underneath. Model your thinking about how the main idea is the one that all the legs support. If your learner can easily find the main idea, research another historical event with them. Work together to find the details and to find similarities among all three events. |
| 2 | 22.2 Historic Journeys | Your learner might struggle with when to use the -ou or -ow vowel teams in the middle of a word to make the /ow/ sound. Word families can help them learn the spellings. A good practice activity is to sort words into groups based on their spelling. If your learner is proficient with using the vowel teams, you can enrich their learning by studying homophones (words that sound alike but that are spelled differently) that use the /ow/ sound. Ask them to find a creative way to remember the difference between fowl and foul or flower and flour, for example. They might draw pictures or make up a rhyme. |
| 3 | 22.3 Historic Journeys | Use the vocabulary words to show your learner that changing a suffix can change the part of speech and the use of a word. For example, review the word insist. Ask your learner to name (or give them) some other words that are related (insistence, insistent). Identify the part of speech of each word and model how to determine its meaning by using the base word and the suffix. If this activity is challenging for your learner, you can instead focus on vocabulary words with multiple meanings. Review the meaning of the word support as a verb. Give your learner a sentence using the word support as a noun. Ask them to determine its meaning and explain how using the word as a noun is different than using it as a verb. |
| 4 | 22.4 Historic Journeys | Finding the main idea of a passage is a very important reading skill. If your learner struggles to find the main idea, use graphic organizers to help them visualize the concepts. You can also orally ask them to tell you the main idea of a video or show they are watching and then list some supporting details. To extend learning, you can provide an unusual main idea and ask your learner to supply supporting details. You could also give your learner a group of common words and ask them to categorize the words, generating a main idea that each word would support. |
| 5 | 22.5 Historic Journeys | You can work with your learner on their final revisions before they are ready to publish. Encourage them to record themselves reading their work and listen to their recording, thinking of ways to improve their paragraph. If your learner struggles to add convincing reasons, review the event with them and ask them what parts would have been fun to see. If they struggle with adding sensory details, ask them to close their eyes and pretend to be at the event. Ask what they see, hear, feel, etc.? You can write their ideas down for them to turn into sentences. |
Module Guiding Questions:
When a student starts a lesson ask them questions to check for prior knowledge and understanding and to review concepts being taught. At the end of the lesson ask the questions again to see if their answer changes.
| Lesson Title | Question |
|---|---|
| 22.1 Historic Journeys |
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| 22.2 Historic Journeys |
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| 22.3 Historic Journeys |
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| 22.4 Historic Journeys |
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Module Video Questions:
When a student watches a video take time to ask them questions about what they watched. Suggested questions for the videos in this module are listed here. Suggestion: Have the student watch the entire video first all the way through. Then have them watch the video a second time, as they watch it pause the video and ask the questions.
| Lesson Title | Video | Question |
|---|
Module Suggested Read Aloud Books:
Take time to read to your student or have them read aloud to you. Read a different book each day. While reading the book point out concepts being taught. You may purchase these books or find them at your local library. Suggested things to discuss while reading the book:
- What is the main idea?
- What are three things new you learned?
- How does this book relate to what you are learning about?
| # | Book | Author | Lexile Level |
|---|---|---|---|
| 1 | Ten Mile Day and the Building of the Transcontinental Railroad | Mary Ann Fraser | |
| 2 | Locomotive | Brian Floca | |
| 3 | Moonshot: The Flight of Apollo 11 | Brian Floca | |
| 4 | One Giant Leap: A Historical Account of the First Moon Landing | Robert Burleigh |
Module Outing:
Take some time to apply what your student is learning to the real world. Suggested outings are below.
| # | Outing |
|---|---|
| 1 | A meaningful outing for this module could include visiting a local history museum, historic landmark, or transportation museum where learners can explore how people traveled and the journeys that shaped communities and history. During the visit, learners can observe exhibits, read informational displays, and listen to stories about explorers, settlers, or travelers while identifying the most important points from what they see and hear. After the outing, learners can connect their experience to the module by discussing the journeys they learned about and writing an opinion piece explaining which historic journey or type of travel they believe was most important and why. This experience helps learners connect real-world learning with the module’s focus on vocabulary, identifying key ideas from texts, and supporting opinions with reasons. |