AL25C_FPBSELL2_M2_112908

GRADE 2

Module 2

The American West LE A R N

2 | Module 2

The American West How has life in the American West changed over time?

Name

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2 | Module 2

Contents The American West | How has life in the American West changed over time?

Lesson 2 Notice and Wonder Chart | Buffalo Bird Girl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Fluency Practice | Buffalo Bird Girl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Lesson 3 Seasons Organizer | Buffalo Bird Girl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Gallery | “Native American Tribes” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Lesson 6 Venn Diagram | Buffalo Bull, Grazing on the Prairie and Buffalo Hunter . . . . . . . . . . . . . . . . . . . . . . . . . 9

Lesson 8 Notice and Wonder Chart | Where the Buffalo Roam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Fluency Practice | Where the Buffalo Roam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

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2 | Module 2

Lesson 10 Vocabulary Chart | Where the Buffalo Roam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Writing Model | Module 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Lesson 11 Informative Writing Planner | Module Task 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Module Task 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Lesson 15 Read Aloud | “Life in a Soddy” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Notice and Wonder Chart | “Life in a Soddy” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Fluency Practice | “Life in a Soddy” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

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Lesson 16 Question Word Cards | “Life in a Soddy” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Noun Cards | Singular and Irregular Plural Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Language Practice | Irregular Plural Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Gallery | “Homesteaders” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Lesson 17 Flowchart | “Life in a Soddy” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Informative Writing Planner | Module Task 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Lesson 18 Author’s Purpose Organizer | “Life in a Soddy” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Lesson 19 Read Aloud | “Little Dugout on the Prairie” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

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Module Task 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Lesson 20 Read Aloud | Excerpt from “What About the Native Americans?” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Topic and Details Map | Excerpt from “What About the Native Americans?” . . . . . . . . . . . . . . . . . . . . 57

Lesson 22 Notice and Wonder Chart | The Buffalo Are Back . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Fluency Practice | The Buffalo Are Back . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Verb Cards | Present and Past Tense Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Language Practice | Irregular Past Tense Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Lesson 23 Story Map | The Buffalo Are Back . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Informative Writing Planner | Module Task 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

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Lesson 24 Relationship Cards | The Buffalo Are Back . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

Module Task 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Lesson 27 Notice and Wonder Chart | Powwow Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Fluency Practice | “Celebrating Powwows” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Informative Writing Planner | Module Task 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

Lesson 28 Read Aloud | “Celebrating Powwows” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Story Map | Powwow Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

Lesson 29 Drum’s Heartbeat Chart | Powwow Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

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Module Task 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Lesson 35 Informative Writing Planner | End-of-Module Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104

End-of-Module Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 Works Cited . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

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L2 | Notice and Wonder Chart

2 | Module 2 | Lesson 2

Buffalo Bird Girl | Write one thing you notice and one thing you wonder.

A two-column chart with headings labeled Notice and Wonder.

Notice

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2 | Module 2 | Lesson 2

Wonder

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L2 | Fluency Practice Buffalo Bird Girl

2 | Module 2 | Lesson 2

A two-column chart with headings labeled Initials and Comments.

1. Ask a friend or adult to listen to you read.

2. Read aloud the fluency passage three to five times.

3. Focus on the day’s fluency element as you read.

4. Ask the listener to initial and comment below.

Initials Day 1 Accuracy Day 2 Phrasing Day 3 Expression Day 4 Rate Retelling Arts & Letters | © Great Minds PBC

Comments Fluency Elements Accuracy: Correctly decode the words.

Phrasing: Group words into phrases, and pause for punctuation.

Expression: Use voice to show feeling.

Rate: Read at an appropriate speed.

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2 | Module 2 | Lesson 2

Buffalo Bird Girl

by S. D. Nelson

Work began early every day. I remember awaking to the comforting sound of a crackling morning fire. My grandmother and aunts would already be awake, preparing breakfast. I learned by watching and then by doing. A favorite breakfast for us children was hot corn porridge.

To make it, Grandmother would pound hard kernels of corn into a fine meal in a wooden mortar. She boiled dried squash and beans in a clay pot filled with river water. Then she added the cornmeal mixed with roasted buffalo fat to the pot of vegetables. It tasted delicious!

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L3 | Seasons Organizer

2 | Module 2 | Lesson 3

Buffalo Bird Girl | Draw and write what the Hidatsa did in each season.

A chart with four boxes labeled Summer, Fall, Winter, and Spring.

Summer

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Fall

Winter

Spring

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L3 | Gallery

2 | Module 2 | Lesson 3

“Native American Tribes”

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L6 | Venn Diagram

2 | Module 2 | Lesson 6

Buffalo Bull, Grazing on the Prairie and Buffalo Hunter | Complete the Venn diagram.

A Venn diagram with two overlapping circles labeled Buffalo Bull Grazing on the Prairie and Buffalo Hunter. The area of overlap is labeled Both.

Buffalo Bull, Grazing on the Prairie

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Buffalo Hunter Both

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L8 | Notice and Wonder Chart

2 | Module 2 | Lesson 8

Where the Buffalo Roam | Write two things you notice and two things you wonder.

A two-column chart with headings labeled Notice and Wonder.

Notice

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2 | Module 2 | Lesson 8

Wonder

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L8 | Fluency Practice A two-column chart with headings labeled Initials

2 | Module 2 | Lesson 8

Where the Buffalo Roam

and Comments.

1. Ask a friend or adult to listen to you read.

2. Read aloud the fluency passage three to five times.

3. Focus on the day’s fluency element as you read.

4. Ask the listener to initial and comment below.

Initials Day 1 Accuracy Day 2 Phrasing Day 3 Expression Day 4 Rate Retelling Arts & Letters | © Great Minds PBC

Comments Fluency Elements Accuracy: Correctly decode the words.

Phrasing: Group words into phrases, and pause for punctuation.

Expression: Use voice to show feeling.

Rate: Read at an appropriate speed.

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2 | Module 2 | Lesson 8

Where the Buffalo Roam

by Kate Waters

A bison has a hump on the back of its neck. Inside is solid muscle and bone.

The hump helps the bison lift its huge head to sniff for danger.

In winter, a bison uses its head as a snowplow to uncover food.

Bison use their short tails as flyswatters when flies and ticks bite.

Bison also signal for the herd with their tails.

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L10 | Vocabulary Chart

2 | Module 2 | Lesson 10

Where the Buffalo Roam | Write the meaning of unknown words from the text.

A three-column table with headings labeled Word, What I Think the Word Means, and Glossary Definition.

Word

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What I Think the Word Means

Glossary Definition

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L10 | Writing Model

2 | Module 2 | Lesson 10

Module 2 | Label the sentences of the paragraph.

In the past, Native American tribes in the Great Plains had many uses for buffalo. Buffalo were very important to the Hidatsa. They used buffalo bones to make tools. They used fat from the buffalo to cook. The buffalo were important to the Hidatsa in many ways.

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L11 | Informative Writing Planner

2 | Module 2 | Lesson 11

Module Task 1 | Write evidence notes to tell where bison live.

A chart with four boxes labeled Introduction, Focus, Evidence, and Conclusion.

Introduction Focus Evidence Conclusion Introduction Bison live in North America.

Focus Bison are land animals.

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2 | Module 2 | Lesson 11

Evidence

Conclusion Bison have lived on the land of North America for thousands of years.

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Module Task 1

2 | Module 2 | Module Task 1

Prompt: Complete the paragraph about bison. Write two evidence sentences about where bison live.

Bison live in North

America. Bison are land animals.

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2 | Module 2 | Module Task 1

Bison have lived on the

land of North America for thousands of years.

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Read Aloud

2 | Module 2 | Lesson 15

by Marcia Amidon Lusted

1

I

n the spring of 1879, Jerry Shores, a former enslaved person, moved his family westward. They joined one of

The Shores family near Westerville, Nebraska.

the first emigrant wagon trains to Nebraska.

The Shores family traveled in three wagons.

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The Shoreses settled on a homestead claim

Shores drove one wagon. His son drove

in Nebraska. Since Nebraska was mostly

another one. And his 16-year-old daughter

treeless prairie land, it was impossible to build

drove the third wagon.

any kind of wooden structure. But good,

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2 | Module 2 | Lesson 15

cheap material was available. In fact, it was all around them. It was sod, the earth and grass beneath their feet. Some settlers referred to it as “prairie marble.” They used it to build a sod house, or soddy. For most families on the prairie, building a soddy was the first thing they

Sod is a section of grass-covered soil

did to keep the family safe and protected from

held together by matted roots.

the weather.

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worked well. Builders cut the sod into strips

The first step was to find a flat section of

18 inches wide by 24 inches long and 4 to

land. A one-room sod house was usually 16 feet

6 inches deep. Each brick weighed about

by 20 feet. Space was cleared of grass, smoothed

50 pounds. The average sod house required

out with a spade, and packed down to make a

about 3,000 bricks and weighed almost 90 tons.

hard earth floor.

4

It was important to use the right kind of grass for a sod house. Grass with dense roots held the soil together. Buffalo grass, wheat grass, and Indian grass were varieties that Homesteaders break their first piece of sod.

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2 | Module 2 | Lesson 15

5

Once the site was prepped and ready, the

make the walls stronger. They used loose dirt

Shoreses established the perimeter of the house. They lay two side-by-side rows of

and mud to fill in cracks between the bricks.

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As the walls grew higher, the builders

bricks grassside down. Exposing the roots to

positioned wooden frames where the windows

the top allowed them to grow into the layers

and door would go. They laid sod all around

of brick placed on top. After a few layers,

the frame, leaving a gap at the top (filled

the builders turned the next layers to lie

with rags or grass) to allow room for the sod

horizontally instead of vertically in order to

to settle without crushing the glass in the window. Wooden pegs held the frames in place in the sod walls.

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Once the walls were the correct height, usually about 8 feet, the builders placed a wooden ridgepole across the length of the house, from one end of the sod house to the other, to support a roof. A sod house roof was sometimes made out of lumber covered with

A close-up of a sod house reveals the brickwork.

shingles or tarpaper, but more often it simply was covered with thinner sod bricks.

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2 | Module 2 | Lesson 15

A ridgepole is the horizontal beam at the ridge of a roof to which the rafters are attached.

to filter through. Sod roofs also held on to water, so even after a rainstorm was over, the soggy material would drip for days. If the ridgepole decayed, the entire roof might collapse inward.

9 This Nebraska sod house shows the large tree trunk used as a ridgepole for the roof—the end is sticking out.

8

Sod houses were sturdy and fireproof.

Snow often made its way into the house through the smallest crack. Many

builders let the sod walls settle for as long as six weeks before smoothing them and coating

They were warm in the winter and cool in

the inside walls with plaster. Sometimes

the summer. Above all, they were cheap to

dwellers lined the walls with newspaper or

construct. But what was it like to live in

fabric. The floors in most sod houses were

one? The roof often leaked. Nebraska sod

simply packed dirt. Some families covered

contained sand, which made it easier for water

the ground with carpets. Families with more

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2 | Module 2 | Lesson 15

means built a floor of split logs or acquired wide wood planks from a sawmill.

Some women complained that

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nothing was ever clean in a sod house.

Fleas, rats, mice, and snakes were a constant problem. Those creatures liked to live in the cracks between the bricks. Women learned to cook with lids on their pots to keep mud—or worse—

Sod houses lasted only about six or seven years and required frequent maintenance.

from falling into the food. Beds had to go in the center of the room beneath the ridgepole,

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For all its hardships, life in a soddy on the

where they were most likely to stay dry. After a

prairie became a symbol, too. It represented

long, soaking rain, almost everything in a sod

an opportunity for people to own their own

house had to be moved outside to dry in the

home and their own land as they built new

sunshine.

lives in the West.

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L15 | Notice and Wonder Chart

2 | Module 2 | Lesson 15

“Life in a Soddy” | Write two things you notice and two things you wonder.

A two-column chart with headings labeled Notice and Wonder.

Notice

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2 | Module 2 | Lesson 15

Wonder

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L15 | Fluency Practice “Life in a Soddy”

2 | Module 2 | Lesson 15

A two-column chart with headings labeled Initials and Comments.

1. Ask a friend or adult to listen to you read.

2. Read aloud the fluency passage three to five times.

3. Focus on the day’s fluency element as you read.

4. Ask the listener to initial and comment below.

Initials Day 1 Accuracy Day 2 Phrasing Day 3 Expression Day 4 Rate Retelling Arts & Letters | © Great Minds PBC

Comments Fluency Elements Accuracy: Correctly decode the words.

Phrasing: Group words into phrases, and pause for punctuation.

Expression: Use voice to show feeling.

Rate: Read at an appropriate speed.

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2 | Module 2 | Lesson 15

“Life in a Soddy”

by Marcia Amidon Lusted

Sod houses were sturdy and fireproof. They were warm in the winter and cool in the summer. Above all, they were cheap to construct. But what was it like to live in one? The roof often leaked. Nebraska sod contained sand, which made it easier for water to filter through. Sod roofs also held on to water, so even after a rainstorm was over, the soggy material would drip for days.

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L16 | Question Word Cards

2 | Module 2 | Lesson 16

“Life in a Soddy” | Cut out the cards.

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Who?

What?

When?

Where?

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L16 | Noun Cards

2 | Module 2 | Lesson 16

Singular and Irregular Plural Nouns | Cut out the cards.

A two-column chart with headings labeled Singular and Irregular Plural.

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Singular

Irregular Plural

bison

bison

child

children

life

lives

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2 | Module 2 | Lesson 16

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Singular

Irregular Plural

woman

women

mouse

mice

person

people

man

men

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L16 | Language Practice

2 | Module 2 | Lesson 16

Irregular Plural Nouns | Complete each sentence with the correct irregular plural noun.

Many

(person)

chose to move west to make a new life.

Settlers built sod houses to live in. They built houses 16 by 20

(foot)

sod houses. Sometimes, rats, the cracks of the walls. The

. Even the (mouse) (woman)

(foot)

(child)

helped build

, and snakes would live in had to clean the sod houses

often. Everyone in the family helped with the house.

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L16 | Gallery

2 | Module 2 | Lesson 16

“Homesteaders”

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L17 | Flowchart

2 | Module 2 | Lesson 17

“Life in a Soddy” | Draw and describe the last three steps in building a sod house.

A flowchart showing how one step leads to another. Arrows point from one box to another in the direction of the flow. In order, the headings are Step 1, Step 2, Step 3, Step 4, and Step 5.

Step 1

Find a flat piece of land.

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Step 2

Find grass with strong roots.

Cut sod into strips.

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2 | Module 2 | Lesson 17

Step 3

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Step 4

Step 5

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L17 | Informative Writing Planner

2 | Module 2 | Lesson 17

Module Task 2 | Fill in the planner with details for your paragraph.

A chart with four boxes labeled Introduction, Focus, Evidence, and Conclusion.

Introduction Focus Evidence Conclusion Introduction Some settlers in the West lived in sod houses.

Focus

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2 | Module 2 | Lesson 17

Evidence needed the right grass heavy sod bricks fire protection leaky roofs snow in cracks animals and insects in between bricks

Conclusion

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L18 | Author’s Purpose Organizer

2 | Module 2 | Lesson 18

“Life in a Soddy” | Write notes about the author’s purpose in each section of text.

A chart with four boxes labeled Paragraph 1, Paragraph 2, Paragraphs 3-7, and Paragraphs 8-11.

Paragraph 1

Paragraph 2

to describe how the Shoreses traveled west to Nebraska

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2 | Module 2 | Lesson 18

Paragraphs 3–7

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Paragraphs 8–11

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Read Aloud

2 | Module 2 | Lesson 19

Little Dugout on the Prairie from “A Home in the Ground”

by Ann Parr

T

rees were scarce on the prairie, so settlers had to make do using sod and dirt as building materials. Many

homes, churches, schools, post offices, stores, and spaces for protecting livestock began as dugouts. The dugouts were replaced with aboveground wooden structures as soon as lumber could be obtained.

Dugouts often began as caves dug into the slope of a creek or riverbank. Water was nearby, and the thick layer of dirt overhead made a good roof, providing insulation and

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2 | Module 2 | Lesson 19

protection, while concealing the home from

overhead. Snow blocked the doorway.

view. But floods from the rising river often

A riverbank dugout was cooler in the

destroyed both the insides and the outsides

summer and warmer in the winter,

of the dugouts. Collapsing roofs plagued

but overall, not safe.

the dwellers when animals fell through from

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Module Task 2

2 | Module 2 | Module Task 2

Prompt: Complete the paragraph about life in a sod house.

Some settlers in the West

lived in sod houses.

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2 | Module 2 | Module Task 2

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2 | Module 2 | Module Task 2

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Read Aloud

2 | Module 2 | Lesson 20

excerpt from

What About the Native Americans?

by Mikal Eckstrom

T

he Homestead Act of 1862 offered a wide range of people the opportunity

to own land. But the land that settlers hoped to claim was not uninhabited. Native Americans had lived throughout North America for centuries.

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2 | Module 2 | Lesson 20

First, early European settlers along the East Coast displaced them. Then, as the colonists increased in number and the individual colonies formed a nation, the US government grew more aggressive in its ways to make room for European settlers. The government used removal, treaties, and armed conflicts to push Native Americans off the land and restrict their movements.

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L20 | Topic and Details Map

2 | Module 2 | Lesson 20

Excerpt from “What About the Native Americans?” | Write the key details and main topic of the text.

A box for the Main Topic. Boxes for the Key Details are underneath.

Main Topic

Key Detail

Key Detail

Key Detail

Arts & Letters | © Great Minds PBC

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L22 | Notice and Wonder Chart

2 | Module 2 | Lesson 22

The Buffalo Are Back | Write two things you notice and two things you wonder.

A two-column chart with headings labeled Notice and Wonder.

Notice

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Arts & Letters | © Great Minds PBC

2 | Module 2 | Lesson 22

Wonder

Arts & Letters | © Great Minds PBC

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L22 | Fluency Practice The Buffalo Are Back

2 | Module 2 | Lesson 22

A two-column chart with headings labeled Initials and Comments.

1. Ask a friend or adult to listen to you read.

2. Read aloud the fluency passage three to five times.

3. Focus on the day’s fluency element as you read.

4. Ask the listener to initial and comment below.

Initials Day 1 Accuracy Day 2 Phrasing Day 3 Expression Day 4 Rate Retelling Arts & Letters | © Great Minds PBC

Comments Fluency Elements Accuracy: Correctly decode the words.

Phrasing: Group words into phrases, and pause for punctuation.

Expression: Use voice to show feeling.

Rate: Read at an appropriate speed.

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2 | Module 2 | Lesson 22

The Buffalo Are Back

by Jean Craighead George

One day a young girl walked into her house in Kansas waving a six-foot blade of grass. “Where did you find that?” her father asked.

“That’s buffalo grass. It’s been extinct for years—or so we thought.”

“In my schoolyard,” she said. “That is land that was never plowed,” her father told her. Like many other people living on the prairie, he longed to see the beautiful grasses again. “Let’s try to find more of these native grasses,” he said. Perhaps the tall grass could come back to the plains.

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Arts & Letters | © Great Minds PBC

L22 | Verb Cards

2 | Module 2 | Lesson 22

Present and Past Tense Verbs | Cut out the cards.

A two-column table with headings labeled Present Tense and Past Tense.

Present Tense

Past Tense

begin

began

take

took

dig

dug

Arts & Letters | © Great Minds PBC

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2 | Module 2 | Lesson 22

Present Tense

Past Tense

draw

drew

drive

drove

eat

ate

Arts & Letters | © Great Minds PBC

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2 | Module 2 | Lesson 22

Present Tense

Past Tense

get

got

grow

grew

make

made

Arts & Letters | © Great Minds PBC

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2 | Module 2 | Lesson 22

Present Tense

Past Tense

see

saw

sell

sold

sit

sat

Arts & Letters | © Great Minds PBC

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L22 | Language Practice

2 | Module 2 | Lesson 22

Irregular Past Tense Verbs | Complete each sentence with the correct irregular past tense verb.

Then, in step 6, write one sentence with any irregular past tense verb.

1. Many settlers 2. The bison 3. Settlers 4. The Hidatsa 5. Women and girls 6.

Arts & Letters | © Great Minds PBC

(make)

their homes from sod. grass.

(eat)

their trip in the spring.

(begin)

corn.

(grow) (dig)

in the ground to plant corn. .

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L23 | Story Map

2 | Module 2 | Lesson 23

The Buffalo Are Back | Write what happens in the middle and at the end of the story.

Four boxes with headings labeled Characters, Setting, Problem, and Solution.

Beginning

Middle

The Native Americans and buffalo live together on the prairie. They take care of the grass and each other.

The government had soldiers and settlers kill buffalo. Native Americans could not survive on the plains without the buffalo.

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2 | Module 2 | Lesson 23

Middle

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End

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L23 | Informative Writing Planner

2 | Module 2 | Lesson 23

Module Task 3 | Fill in the planner with details for your paragraph.

A chart with four boxes labeled Introduction, Focus, Evidence, and Conclusion.

Introduction Focus Evidence Conclusion Introduction

Focus

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Arts & Letters | © Great Minds PBC

2 | Module 2 | Lesson 23

Evidence

Conclusion

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L24 | Relationship Cards

2 | Module 2 | Lesson 24

The Buffalo Are Back | Cut out the cards.

buffalo

Arts & Letters | © Great Minds PBC

Native Americans

prairie

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Module Task 3

2 | Module 2 | Module Task 3

Prompt: Write a paragraph to tell how people helped save the buffalo in the West.

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2 | Module 2 | Module Task 3

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2 | Module 2 | Module Task 3

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2 | Module 2 | Module Task 3

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L27 | Notice and Wonder Chart

2 | Module 2 | Lesson 27

Powwow Day | Write two things you notice and two things you wonder.

A two-column chart with headings labeled Notice and Wonder.

Notice

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Arts & Letters | © Great Minds PBC

2 | Module 2 | Lesson 27

Wonder

Arts & Letters | © Great Minds PBC

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L27 | Fluency Practice “Celebrating Powwows”

2 | Module 2 | Lesson 27

A two-column chart with headings labeled Initials and Comments.

1. Ask a friend or adult to listen to you read.

2. Read aloud the fluency passage three to five times.

3. Focus on the day’s fluency element as you read.

4. Ask the listener to initial and comment below.

Initials Day 1 Accuracy Day 2 Phrasing Day 3 Expression Day 4 Rate Retelling Arts & Letters | © Great Minds PBC

Comments Fluency Elements Accuracy: Correctly decode the words.

Phrasing: Group words into phrases, and pause for punctuation.

Expression: Use voice to show feeling.

Rate: Read at an appropriate speed.

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2 | Module 2 | Lesson 27

“Celebrating Powwows”

by Shawn Termin

Dancers swirl. Moccasins move up and down. Beads glitter. Feathers soar with the dancers. This is a special time. My family has traveled many miles to be together. We are at a powwow.

Going to a powwow is fun. Dancing in a powwow is even more fun.

Many American Indian families dance. It brings parents and children together. Parents help make their children’s dance outfits. Each feather and design is important. They have special meanings.

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L27 | Informative Writing Planner

2 | Module 2 | Lesson 27

Module Task 4 | Fill in the planner with details for your paragraph.

A chart with four boxes labeled Introduction, Focus, Evidence, and Conclusion.

Introduction Focus Evidence Conclusion Introduction

Focus

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Arts & Letters | © Great Minds PBC

2 | Module 2 | Lesson 27

Evidence

Conclusion

Arts & Letters | © Great Minds PBC

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Read Aloud

2 | Module 2 | Lesson 28

Celebrating Powwows

by Shawn Termin

1

D

ancers swirl. Moccasins move up and down. Beads glitter. Feathers soar with

the dancers. This is a special time. My family has traveled many miles to be together. We are at a powwow.

2

Going to a powwow is fun. Dancing in a powwow is even more fun. Many American Indian families dance. It brings parents and children together. Parents help make their children’s dance outfits. Each feather and design is important. They have special meanings.

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2 | Module 2 | Lesson 28

3

Most powwows are in the summer. It is good to be outdoors. Families camp out.

Tents, campers, and tipis are everywhere.

A small village comes alive.

4

“Dancers, line up! Grand Entry in five minutes!” A voice booms over the loudspeakers.

5

No one wants to miss the Grand Entry.

The crowd hurries to find a seat. Dancers form a line at the dance circle entrance. It is a thrilling sight. Tradition is everywhere.

6

The powwow begins. The drums echo in the air. An honor guard carries flags into the circle. One is the United States flag. The other is Canada’s. Leading them is the Indian flag, the staff, a curved stick covered in fur and eagle feathers. One by one, the dancers enter.

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2 | Module 2 | Lesson 28

Their outfits make a rainbow of color. The rainbow becomes a circle. After everyone enters the dance arena, the dancing stops. An elder blesses the gathering. The drum plays a veteran’s honor song. Veterans are people who served in the armed services. They are like warriors of the past. Then it is time to dance. The emcee calls for an Intertribal.

This is a social dance. Everyone—adults and children—dance together. Another social dance is the Round Dance. Everyone is invited to join. You do not have to be a Native American. All dancers join hands.

This is a friendship dance.

7

Some powwows are traditional. They are social gatherings. Other powwows have dance contests where cash prizes are

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2 | Module 2 | Lesson 28

given out. The dance contest is divided into four main areas: Traditional, Fancy, Grass, and Jingle. Dancers are judged. Their steps are watched. Every movement counts. Are their outfits proper? There are many good dancers.The best will win prize money.

8

Cone-shaped tin jingles cover the dress of a woman Jingle Dress Dancer. These jingles create a soft melody of tinkling sounds. This is a musical dance. Every movement is heard.

This is an Ojibwe dance of dignity.

9

All too soon the weekend comes to an end. Tents and tipis come down. Outfits are packed away. Families return home. They remember the songs, the gifts, new friends, and the dances. They have new memories— powwow memories!

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L28 | Story Map

2 | Module 2 | Lesson 28

Powwow Day | Complete the story map.

Five boxes with headings labeled Characters, Setting, Beginning, Middle, and End.

Characters

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Setting

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2 | Module 2 | Lesson 28

Arts & Letters | © Great Minds PBC

Beginning

(pages 3–7)

Middle

(pages 8–21)

End

(pages 22–29)

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L29 | Drum’s Heartbeat Chart

2 | Module 2 | Lesson 29

Powwow Day | Complete the chart.

A two-column chart. The first column is labeled What River Says About the Drum. The second column is labeled How River Feels.

Three rows are labeled page 12, page 21, and page 27.

What River Says About the Drum

page 12

page 21

page 27

How River Feels

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Module Task 4

2 | Module 2 | Module Task 4

Prompt: Write a paragraph to tell why powwows are important to some Native nations in the United States and Canada.

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2 | Module 2 | Module Task 4

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2 | Module 2 | Module Task 4

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2 | Module 2 | Module Task 4

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L35 | Informative Writing Planner

2 | Module 2 | Lesson 35

End-of-Module Task | Fill in the planner with details for your paragraph.

A chart with four boxes labeled Introduction, Focus, Evidence, and Conclusion.

Introduction Focus Evidence Conclusion Introduction

Focus

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2 | Module 2 | Lesson 35

Evidence

Conclusion

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End-of-Module Task

2 | Module 2 | End-of-Module Task

Prompt: Write a paragraph to tell why the buffalo were important to the Lakota.

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2 | Module 2 | End-of-Module Task

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2 | Module 2 | End-of-Module Task

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2 | Module 2 | End-of-Module Task

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2 | Module 2

Credits Great Minds® has made every effort to obtain permission for the reprinting of all copyrighted material. If any owner of copyrighted material is not acknowledged herein, please contact Great Minds for proper acknowledgment in all future editions and reprints of this module.

Cover: Among the Sierra Nevada, California, 1868, Albert Bierstadt (1830–1902), Oil on canvas, 183 × 305 cm, Bequest of Helen Huntington Hull, 1873 Courtesy of the Smithsonian American Art Museum; pages 2, 5 and 7–9, Courtesy of the Minnesota Historical Society; page 8, Everett Collection/Shutterstock.com, RichVintage/Getty Images, Abbie Warnock-Matthews/Shutterstock.com, Wikimedia Commons, Jim Parkin/Shutterstock.com; pages pages 10, 13 and 15, The Charles and Valerie Diker Collection of Native American Art, Gift of Valerie-Charles Diker Fund, 2017; page 22, Nebraska State Historical Society (https://creativecommons.org/licenses/by/4.0/); page 23, ER_09/Shutterstock. com, Library of Congress, Prints & Photographs Division; page 24, Lee Rentz/Alamy Stock Photo; page 25, Library of Congress, Prints & Photographs Division; page 26, Nebraska State Historical Society; page 32, Nebraska State Historical Society (https://creativecommons.org/ licenses/by/4.0/); pages 22–26, Life in a Soddy, by Marcia Amidon Lusted, from Cobblestone Magazine, vol. 40, no. 8, 2019. Copyright © by Carus Publishing Company. Adapted and reproduced with permission. All Cricket Media material is copyrighted by Carus Publishing Company, d/b/a Cricket Media, and/or various authors and illustrators. Any commercial use or distribution of material without permission is strictly prohibited; pages 28, 31, 33, 35, 39, 41, 42, 46 and 57, Courtesy of the Minnesota Historical Society; page 41, Everett Collection/ Shutterstock.com, Foxys Graphic/Shutterstock.com, Nebraska State Historical Society (https://creativecommons.org/licenses/by/4.0/); pages 48–49, A Home in the Ground, by Ann Parr, art by Lori McElrath-Eslick, from Cricket Magazine, vol. 44, no. 6, 2016. Copyright © by Carus Publishing Company. Adapted and reproduced with permission. All Cricket Media material is copyrighted by Carus Publishing Company, d/b/a Cricket Media, and/or various authors and illustrators. Any commercial use or distribution of material without permission is strictly prohibited; pages 54–55, What About the Native Americans?, by Mikal Eckstrom, from Cobblestone Magazine, vol. 40, no. 8, 2019.

Copyright © by Carus Publishing Company. Adapted and reproduced with permission. All Cricket Media material is copyrighted by Carus Publishing Company, d/b/a Cricket Media, and/or various authors and illustrators. Any commercial use or distribution of material without permission is strictly prohibited; pages 58, 61, 63, 72 and 77, © Dirk Bakker / Bridgeman Images; pages 84, 87, 96 and 99, George Ostertag / Alamy Stock Photo; pages 92–95, Celebrating Powwows, by Shawn Termin, from AppleSeeds Magazine, vol. 1, no. 2, 1998. Copyright © by Carus Publishing Company. Adapted and reproduced with permission. All Cricket Media material is copyrighted by Carus Publishing

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2 | Module 2 Company, d/b/a Cricket Media, and/or various authors and illustrators. Any commercial use or distribution of material without permission is strictly prohibited; page 92, Petr Podrouzek/Shutterstock.com; page 93, Stéphane Groleau /Alamy Stock Photo; page 94, Jim Parkin/Shutterstock.com; page 95, George Ostertag /Alamy Stock Photo; Border images: The Metropolitan Museum of Art; Courtesy of the Minnesota Historical Society; Dirk Bakker Bridgeman Images; George Ostertag/Alamy Stock Photo.

All other images are the property of Great Minds.

Selected dictionary content appearing in Arts & Letters curriculum materials is used with permission of Merriam-Webster © 2025.

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2 | Module 2

Works Cited Craighead George, Jean. The Buffalo Are Back. Illustrated by Wendell Minor, Dutton Children’s Books, 2010.

“Demystified: How Are Buffalo and Bison Different?” Encyclopaedia Britannica, 4 May 2020, app.boclips.com/ videos/61c1df584a0cb63c9f1e5d20.

Eckstrom, Mikal. “What About the Native Americans?” Cobblestone, vol. 40, no. 8, 1 Oct. 2019, pp. 12–15, cricketmedia.widencollective. com/dam/assetdetails/asset:7bfa7517-4e89-48b9-b54c-25ec4ed2cd15.

Lusted, Marcia Amidon. “Life in a Soddy.” Cobblestone, vol. 40, no. 8, 1 Oct. 2019, pp. 18–20, cricketmedia.widencollective.com/dam/ assetdetails/asset:25b581e1-a4ab-414c-8b6b-1d2f2561bcbe.

Myers, Marya. The Lakota and the Buffalo. Illustrated by Madelyn Goodnight. Geodes, level 2, module 2, set 1, Great Minds PBC, 2018.

Nelson, S. D. Buffalo Bird Girl: A Hidatsa Story. Abrams Books for Young Readers, 2012.

Parr, Ann. “Little Dugout on the Prairie.” Information box. “A Home in the Ground.” Illustrated by Lori McElrath-Eslick. Cricket, vol. 44, no. 6, 1 July 2016, pp. 34–35, cricketmedia.widencollective.com/dam/assetdetails/asset:daf1c9a0-0def-42a8-8302-290eb83bc54c.

Sorell, Traci. Powwow Day. Illustrated by Madelyn Goodnight, Charlesbridge, 2022.

Termin, Shawn. “Celebrating Powwows.” AppleSeeds, vol. 1, no. 2, 1 Oct. 1998, pp. 4–9, cricketmedia.widencollective.com/dam/ assetdetails/asset:c7a6391d-3602-472f-8751-dfca80e8aa9e.

Waters, Kate. Where the Buffalo Roam: Bison in America. Penguin Young Readers, 2017.

WIDA. WIDA English Language Development Standards Framework 2020 Edition: Kindergarten–Grade 12. Board of Regents of the University of Wisconsin System, wida.wisc.edu/sites/default/files/resource/WIDA-ELD-Standards-Framework-2020.pdf.

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Knowledge is your superpower.

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Among the Sierra Nevada, California, 1868

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Albert Bierstad Oil on canvas Bequest of Helen Huntington Hull, 1873. The Smithsonian American Art Museum, Washington, D.C.