26 The U.S. Civil War 2 | Harriet Tubman, Part II
Make personal connections orally about the pros and cons of
being rebellious (W.2.8)
Determine the meaning of multiple-meaning words and phrases,
such as fl ies (L.2.5a)
Identify and express physical sensations, mental states, and
emotions of themselves, Harriet Tubman, and the enslaved
Africans in the read-aloud “Harriet Tubman, Part II”
Share writing with others
Prior to listening to “Harriet Tubman, Part II,” predict orally
whether Harriet Tubman fi ghts for and wins her freedom, and
then compare the actual outcome to the prediction
Prior to listening to “Harriet Tubman, Part II,” identify orally
what they know and have learned from the previous read-aloud
“Harriet Tubman, Part I”Core Vocabulary
conductor, n. A person who led or directed enslaved Africans to freedom
during the Civil War using the Underground Railroad
Example: Harriet Tubman was a famous conductor on the Underground
Railroad.
Variation(s): conductors
contributions, n. Money, materials, information, or labor given by
someone to help others
Example: Every year, my parents make several contributions to the
American Red Cross to help people in need.
Variation(s): contribution
gourd, n. A plant whose hard-shelled fruit is sometimes dried and
hollowed out to be used as a tool
Example: Tommy used the hollowed-out gourd to scoop water out of
the pond.
Variation(s): gourds
passengers, n. Enslaved Africans who traveled to freedom on the
Underground Railroad
Example: Many of the passengers on the Underground Railroad were
caught before they could reach freedom.
Variation(s): passenger
rebellious, adj. Resisting, or fi ghting, being controlled by someone else
Example: Because John would not stay in his room, his parents told him
he was being rebellious.
Variation(s): none