Grade 2: Listening & Learning Domain 5 Anthology "The War of 1812"

This Tell It Again! Read-Aloud Anthology for The War of 1812 contains background information and resources that the teacher will need to implement Domain 5, including an alignment chart for the domain to the Common Core State Standards; an introduction to the domain including necessary background information for teachers, a list of domain components, a core vocabulary list for the domain, and planning aids and resources; 8 lessons including objectives, read-alouds, discussion questions, and extension activities; a Pausing Point; a domain review; a domain assessment; culminating activities; and teacher resources. By the end of this domain, students will be able to:

1. Explain that America fought Great Britain for independence;
2. Explain that the Founding Fathers wrote the Constitution;
3. Explain that Thomas Jefferson purchased the Louisiana Territory from the French;
4. Explain that Great Britain became involved in a series of wars against France;
5. Explain that due to a shortage of sailors, Britain began to impress, or capture, American sailors;
6. Explain that some members of the U.S. government began to call for war;
7. Identify that the British controlled land in the northern Great Lakes region, the northwestern territories, and Canada;
8. Explain that James Madison was the president during the War of 1812;
9. Identify James Madison, a Founding Father, as the main author of the Constitution;
10. Identify Dolley Payne Todd as James Madison’s wife;
11. Identify James Madison as the fourth president of the United States;
12. Explain that in 1812 the United States had a small army and a small navy;
13. Explain that President Madison persuaded farmers to become soldiers;
14. Explain the USS Constitution became known as “Old Ironsides” because British cannonballs could not damage it;
15. Explain how the President’s House was a house especially built for the president and his family; today it is called the White House;
16. Explain that in 1814 the British attacked the capital, Washington, D.C.;
17. Explain that Dolley Madison had to escape from the President’s House;
18. Explain that Dolley Madison saved important papers, letters, and a portrait of George Washington;
19. Explain that the British Army set fire to the President’s House;
20. Describe how the British attacked the city of Baltimore and Fort McHenry;
21. Explain that the U.S. commander of Fort McHenry asked for a large flag to be made to fly over Fort McHenry;
22. Explain that the British failed to capture Baltimore or Fort McHenry;
23. Explain how Francis Scott Key watched the battle of Fort McHenry and wrote a poem that later became the national anthem;
24. Demonstrate familiarity with the song, “The Star-Spangled Banner”;
25. Explain that General Andrew Jackson’s army was made up of militiamen, soldiers, farmers, Native Americans, African Americans, and pirates;
26. Explain that the Battle of New Orleans actually took place two weeks after the War of 1812 was over;
27. Describe how the War of 1812 was considered a second war for independence;
28. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song;
29. Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a nonfiction/informational read-aloud;
30. Answer questions that require making interpretations, judgments, or giving opinions about what is heard in a nonfiction/informational read-aloud, including answering why questions that require recognizing cause/effect relationships;
31. Identify the main topic of a multi-paragraph nonfiction/informational read-aloud as well as the focus of specific paragraphs within the text;
32. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a nonfiction/informational read-aloud;
33. Determine the meaning of unknown words and phrases in nonfiction/informational read-alouds and discussions;
34. Compare and contrast (orally or in writing) similarities and differences within a single nonfiction/informational read-aloud or between two or more nonfiction/informational read-alouds;
35. Listen to and demonstrate understanding of nonfiction/informational read-alouds of appropriate complexity for grades 2–4;
36. Plan and/or draft, and edit an opinion piece in which they introduce a topic, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provides a concluding statement or section;
37. Plan and/or draft, and edit an informative/explanatory text that presents information from a nonfiction/informational read-aloud that introduces a topic, uses facts and definitions to develop points, and provides a concluding statement or section;
38. Participate in shared research and writing projects (e.g., after listening to several read-alouds, produce a report on a single topic);
39. Make personal connections (orally or in writing) to events or experiences in a fiction or nonfiction/informational read-aloud and/or make connections among several read-alouds;
40. With assistance, categorize and organize facts and information within a given domain to answer questions;
41. Generate questions and gather information from multiple sources to answer questions;
42. Use agreed-upon rules for group discussion (e.g., look at and listen to the speaker, raise hand to speak, take turns, say “excuse me” or “please,” etc.);
43. Carry on and participate in a conversation over at least six turns, staying on topic, linking their comments to the remarks of others, with either an adult or another child of the same age;
44. Ask questions to clarify information about the topic in a fiction or nonfiction/informational read-aloud;
45. Retell (orally or in writing) important facts and information from a fiction or nonfiction/informational read-aloud;
46. Ask questions to clarify directions, exercises, classroom routines, and/or what a speaker says about a topic to gather additional information, or deepen understanding of a topic or issue;
47. Recount a personal experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences;
48. 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;
49. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification;
50. Use word parts to determine meanings of unknown words in fiction or nonfiction/informational read-alouds and discussions;
51. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy);
52. Provide synonyms and antonyms of selected  core vocabulary words;
53. Determine the meaning of unknown and multiple meaning words and phrases in fiction or nonfiction/informational read-alouds and discussions;
54. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny);
55. Learn the meaning of common sayings and phrases;
56. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy);
57. Prior to listening to a read-aloud, identify orally what they know and have learned about a given topic;
58. Prior to listening to a read-aloud, orally predict what will happen based on images or text heard and then compare the actual outcome to the prediction;
59. Share writing with others; and
60. Rehearse and perform a read-aloud for an audience using eye contact, appropriate volume, and clear enunciation.

Downloadable Resources

Resources may contain links to sites external to the EngageNY.org website. These sites may not be within the jurisdiction of NYSED and in such cases NYSED is not responsible for its content.

Common Core Learning Standards

CCLS State Standard
RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply...
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding...
RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within...

Curriculum Map