2.5 Heroes – Royal Towns
This inquiry set is designed to introduce students to the lives and pasts of American heroes and their hometowns. Students will learn what every day characteristics our past American heroes, like Royal Towns who was raised in Oakland, had and their various contributions to their hometowns.
- HSS 2.5 Students understand the importance of individual action and character and explain how heroes from long ago and the recent past have made a difference in others\' lives (e.g., from biographies of Abraham Lincoln, Louis Pasteur, Sitting Bull, George Washington Carver, Marie Curie, Albert Einstein, Golda Meir, Jackie Robinson, Sally Ride).
Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and responding using gestures, words, and learned phrases.
Contribute to class, group, and partner discussions, including sustained dialogue, by listening attentively, following turn-taking rules, asking relevant questions, affirming others, and adding relevant information.
Contribute to class, group, and partner discussions, including sustained dialogue, by listening attentively, following turn-taking rules, asking relevant questions, affirming others, adding pertinent information, building on responses, and providing useful feedback.
Describe ideas, phenomena (e.g., plant life cycle), and text elements (e.g., main idea, characters, events) based on understanding of a select set of grade-level texts and viewing of multimedia, with substantial support.
Describe ideas, phenomena (e.g., how earthworms eat), and text elements (e.g., setting, events) in greater detail based on understanding of a variety of grade-level texts and viewing of multimedia, with moderate support.
Describe ideas, phenomena (e.g., erosion), and text elements (e.g., central message, character traits) using key details based on understanding of a variety of grade-level texts and viewing of multimedia, with light support.
Describe the language writers or speakers use to present an idea (e.g., the words and phrases used to describe a character), with prompting and substantial support.
Describe the language writers or speakers use to present or support an idea (e.g., the author\'s choice of vocabulary or phrasing to portray characters, places, or real people), with prompting and moderate support.
Describe how well writers or speakers use specific language resources to support an opinion or present an idea (e.g., whether the vocabulary used to present evidence is strong enough), with light support.
Write very short literary texts (e.g., story) and informational texts (e.g., a description of a volcano) using familiar vocabulary collaboratively with an adult (e.g., joint construction of texts), with peers, and sometimes independently.
Write short literary texts (e.g., a story) and informational texts (e.g., an explanatory text explaining how a volcano erupts) collaboratively with an adult (e.g., joint construction of texts), with peers, and with increasing independence.
Write longer literary texts (e.g., a story) and informational texts (e.g., an explanatory text explaining how a volcano erupts) collaboratively with an adult (e.g., joint construction), with peers and independently.
Support opinions by providing good reasons and some textual evidence or relevant background knowledge (e.g., referring to textual evidence or knowledge of content).
Support opinions by providing good reasons and increasingly detailed textual evidence (e.g., providing examples from the text) or relevant background knowledge about the content.
Support opinions or persuade others by providing good reasons and detailed textual evidence (e.g., specific events or graphics from text) or relevant background knowledge about the content.
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
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.
Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2—3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
What makes someone heroic? Who are some people who have made a difference in our lives?
- Students read the short biography (Student Handout 1) of Royal Towns. This can be done as a whole class, a partner read, or independently depending on the reading level of the students. Make sure that students are familiar with the concepts “integration” and “segregation” as they go through the biography.
- Students participate in a collaborative discussion about the life of Royal Towns. The class records examples from the reading on the Evidence Chart to answer the questions “What evidence is there that Royal Towns showed courage? What evidence is there that Royal Towns helped others? What evidence is there that Royal Towns did something important?
- Finally, students complete one of the Exit Tickets completing the question frame. Students could also include a drawing of the hero in action.