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UNIT PLAN FOR THE ALMOST TRUE ADVENTURES OF HOMER P. FIGG LOGISTICS Teacher: Amy Smith Grade Level: 5 Title of Unit: The Almost True Adventures of Homer P. Figg: A Novel Study Length of Unit: 25 days STATEMENT OF PURPOSE AND RATIONALE Statement of Purpose: Students will read the Newberry Honor book, The Almost True Adventures of Homer P. Figg, which is set during the Civil War, a required topic as set forth by the NCSCOS for Social Studies for fifth grade. The students will read the entire novel in class, and will take part in various activities that combined together address all the goals and objectives of the fifth grade North Carolina Standard Course of Study for language arts, including strategies and skills to:

• read and write • comprehend text • make connections • create oral, written and visual texts • apply grammar and language conventions

In addition to the activities the students will complete during the course of the unit, the students will also create a notebook for the novel with tabs for the following sections: Characters, Vocabulary, Journal, Writer’s Craft, and Activities. The teacher will explain the use of the notebook on the first day of the novel (day 3 in the unit plan). . • In the Character section the students will focus on each character of the novel, drawing a

picture and making notes on the character’s personality and actions as determined by what they read and how they interpret the text. They will also complete the “Character Worksheet,” which requires them to write down character traits and cite specific places in the text that support their statements. This novel is especially suitable for conducting a character study, so that will be a primary focus for students.

• The Vocabulary section, where students jot down unknown words and draw conclusions about meaning using context clues and then compare how their ideas compare to what they find in a dictionary.

• Journal, where students make predictions, confirm and or disprove predictions, as well as write to a variety of prompts given by the teacher.

• Writer’s Craft section, where students make notes and keep a record of the examples of writer’s craft they discover. This book is full of figurative language, imagery, point of view, etc that students will uncover, learn about, make note of and emulate.

• Activities Section: where students store additional written and/or art activities

Throughout the unit, the teacher will begin each day by re-telling what has happened in the book, asking for volunteers and/or calling on students. In addition to the activities listed for each day of the unit, the teacher will also review vocabulary and writer’s craft daily as well. (See attachment for a daily outline of key vocabulary and writer’s craft – Resource 1)

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Rationale: In this unit, students will read an award-winning novel about the Civil War, which is also part of the fifth grade North Carolina Standard Course of Study. This novel is also a great choice for a character study, as well as other language arts activities, especially those that focus on figurative language, that fit into the NCSCOS for language arts. It is a fifth grade level book. NCSCOS Goals and Objectives Assessed: Competency Goal 1 The learner will apply enabling strategies and skills to read and write. 1.01 Expand and refine vocabulary through knowledge of prefixes, suffixes, roots, derivatives, context clues, and etymologies (word origins) to assist comprehension. 1.02 Select key vocabulary critical to the text and apply appropriate meanings as necessary for comprehension. 1.03 Increase reading and writing vocabulary through: wide reading, word study, word reference materials, content area study, writing process elements, writing as a tool, debate, discussions, seminars, examining the author's craft. 1.04 Use word reference materials (e.g., glossary, dictionary, thesaurus, online reference tools) to identify and comprehend unknown words. 1.05 Read independently daily from self-selected materials (consistent with the student's independent reading level) to: increase fluency, build background knowledge, expand and refine vocabulary. Competency Goal 2 The learner will apply strategies and skills to comprehend text that is read, heard, and viewed. 2.01 Use metacognitive strategies independently and flexibly to monitor comprehension and extend vocabulary (e.g., skim, scan, reread the text, consult other sources, ask for help, summarize, paraphrase, question). 2.02 Interact with the text before, during, and after reading, listening, and viewing by: making predictions, formulating questions, supporting answers from textual information, previous experience, and/or other sources, drawing on personal, literary, and cultural understandings. seeking additional information, making connections with previous experiences, information, and ideas. 2.03 Read a variety of texts, such as: fiction (tall tales, myths), nonfiction (books of true experience, newspaper and magazine articles, schedules), poetry (narrative, lyric, and cinquains), drama (plays and skits). 2.04 Identify elements of fiction and nonfiction and support by referencing the text to determine the: plot development, author's choice of words, effectiveness of figurative language (e.g., personification, flashback), tone. 2.05 Evaluate inferences, conclusions, and generalizations and provide evidence by referencing the text(s). 2.06 Analyze choice of reading materials congruent with purposes (e.g., reading for information, reading to extend content area learning, reading for pleasure, entertainment). 2.07 Evaluate the usefulness and quality of information and ideas based on purpose, experiences, text(s), and graphics. 2.08 Explain and evaluate relationships that are:causal.hierarchical.temporal.problem-solution.

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2.09 Listen actively and critically by: asking questions.delving deeper into the topic.elaborating on the information and ideas presented.evaluating information and ideas.making inferences and drawing conclusions.making judgments. 2.10 Identify strategies used by a speaker or writer to inform, entertain, or influence an audience. Competency Goal 3The learner will make connections through the use of oral language, written language, and media and technology. 3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:analyzing word choice and content.examining reasons for a character's actions, taking into account the situation and basic motivation of the character. creating and presenting a product that effectively demonstrates a personal response to a selection or experience.examining alternative perspectives.evaluating the differences among genres.examining relationships among characters.making and evaluating inferences and conclusions about characters, events, and themes. 3.02 Make connections within and between texts by recognizing similarities and differences based on a common lesson, theme, or message. 3.03 Justify evaluation of characters and events from different selections by citing supporting evidence in the text(s). 3.04 Make informed judgments about television, radio, video/film productions, other electronic mediums and/or print formats. 3.05 Integrate main idea and supporting details from multiple sources to expand understanding of texts. 3.06 Conduct research (with assistance) from a variety of sources for assigned or self-selected projects (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks). 3.07 Make informed judgments about: bias, propaganda, stereotyping, media techniques. Competency Goal 4 The learner will apply strategies and skills to create oral, written, and visual texts. 4.01 Read aloud grade-appropriate text with fluency, comprehension, expression, and personal style demonstrating an awareness of volume, pace, audience, and purpose. 4.02 Use oral and written language to: formulate hypotheses, evaluate information and ideas, present and support arguments, influence the thinking of others. 4.03 Make oral and written presentations to inform or persuade selecting vocabulary for impact. 4.04 Select a self-evaluated composition for publication and justify rationale for selection. 4.05 Use a variety of preliminary strategies to plan and organize the writing and speaking task considering purpose, audience, and timeline. 4.06 Compose a draft that elaborates on major ideas and adheres to the topic by using an appropriate organizational pattern that accomplishes the purpose of the writing task and effectively communicates its content. 4.07 Compose a variety of fiction, nonfiction, poetry, and drama using self-selected topic and format (e.g., poetry, research reports, news articles, letters to the editor, business letters). 4.08 Focus revision on target elements by: improving word choice, rearranging text for clarity, creating simple and/or complex sentences for clarity or impact, developing a lead, characters,

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or mood. 4.09 Produce work that follows the conventions of particular genres (e.g., essay, feature story, business letter). 4.10 Use technology as a tool to enhance and/or publish a product. Competency Goal 5 The learner will apply grammar and language conventions to communicate effectively. 5.01 Consistently use correct capitalization (e.g., names of magazines, newspapers, organizations) and punctuation (e.g., colon to introduce a list, commas in apposition, commas used in compound sentences). 5.02 Demonstrate understanding in speaking and writing by using: troublesome verbs, nominative, objective, and possessive pronouns. 5.03 Elaborate information and ideas in speaking and writing by using: prepositional phrases, transitions, coordinating and/or subordinating conjunctions. 5.04 Determine the impact of word choice on written and spoken language. 5.05 Spell most commonly used words accurately using a multi-strategy approach to the learning of new spellings. 5.06 Proofread for accuracy of spelling using appropriate strategies to confirm spelling and to correct errors. 5.07 Edit final product for grammar, language conventions, and format. 5.08 Create readable documents through legible handwriting (cursive) and word processing. NCSCOS Goals and Objectives Addressed: Social Studies Grade 5 4.05 Describe the impact of wars and conflicts on United States citizens, including but not limited to, the Civil War, World War I, World War II, the Korean War, the Vietnam War, Persian Gulf War, and the twenty-first century war on terrorism. 3.02 Examine how changes in the movement of people, goods, and ideas have affected ways of living in the United States. 1.06 Explain how people of the United States and other countries of North America adapt to, modify, and use their physical environment. ESSENTIAL QUESTION (S) What is the Civil War? When did the Civil War take place? What was life like for people who lived during the Civil War? Why did the United States have Civil War in 1861? Why did the Union and the Confederacy disagree? How can we describe and interpret the characters in a book by analyzing the text? What is figurative language and how can we use it in our own writing? What is the Emancipation Proclamation and what does it mean? How can we describe and interpret the characters in a book by analyzing the text? How can we visualize the setting of a story by analyzing the author’s words? What was the Underground Railroad? How can we dramatize a story by acting it out, writing a song or poem, or performing a dance? How can we make predictions about what is going to happen in a book, using what we have

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already read combined with our background knowledge? How do writers influence the thinking of others? How can we write to do this? How do writers entertain audiences by the creative use of language? What is figurative language and does the author use it to enhance his or her writing? Why do writer’s use different styles of writing depending on purpose? How do author’s write for newspaper articles? What are the 5 W’s? How can we organize our thoughts on paper to write or re-tell what happened in a story? How do we evaluate predictions we have made about a story after we read the text and discover what happens? How can we discover the meaning of unknown words in a text by using context clues? How do we evaluate predictions we have made about a story after we read the text and discover what happens? How do we show our understanding of a novel by answering comprehension questions? UNIT OVERVIEW Plan for unit integration The setting for this novel is during the Civil War, a topic that is part of the NCSCOS for social studies, so many of the lessons and activities will also include social studies topics. In addition, additional sources of integration include:

• Music: The students will explore music during the 1860s, listening to well-known songs such as “Dixieland” and “Battle Hymn of the Republic” as well as analyzing the lyrics and how they fit in with what was happening at that point in history.

• Art: Students will analyze how the author describes the characters and will use that information to create realistic pictures of each

• Drama: Students will demonstrate their comprehension of the text by acting it out • Technology: Students will use computers to conduct research at various points during the

unit, and they will also create videos they write and star in to demonstrate their understanding of the differing viewpoints of the Union and the Confederacy during the Civil War.

Prerequisite teacher content knowledge The Civil War began in 1861, after the election of Abraham Lincoln, when South Carolina seceded from the Union. The country was divided about many issues, including slavery, taxation, and state’s rights. The teacher will need to read the printed materials supplied by the teacher (see artifacts), which cover a wide range of topics about life during the 1860’s, including the Civil War and other noteworthy events, everyday life and the political climate and leaders of the time. The teacher will need to read the novel The Mostly True Adventures of Homer P. Figg. CONSIDERATIONS ABOUT THE LEARNERS Prior knowledge Learner will know that they live in the state of North Carolina, in the United States of America. Unique learner characteristics N/A

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CONSIDERATIONS ABOUT THE LEARNING ENVIRONMENT Physical space Desks will be arranged in groups of four, facing each other. Desks will not need to be rearranged for any of the lessons; however, for certain activities students will be allowed to leave desk groups and work in pairs in other places around the classroom (such as work tables, the carpet space, etc) if possible. Temporal resources One hour each day, for 25 days. Learning materials Student Novel Notebooks (created by teacher, tabbed and marked) The Mostly True Adventures of Homer P.Figg by Roman Philbrick, one for each student Highlighters Poster board Markers, Scissors, Glue Drawing Paper Colored Pencils Crayons Post-it notes Character Study Worksheets (see attachment) Participation Rubrics (see attachment) Examples of Figurative Language (see attachment) Map of the United States (hard copy or one posted from Internet on Smart Board) Images of old root cellars (see attachment) Copy of the Emancipation Proclamation, one for each student (see attachment) Examples of Civil War slang (see attachment) Sample newspaper advertisements (see attachment) Lyrics to song, “Just Before the Battle, Mother” (see attachment) Guiding questions for whole class discussion at the end of the book (see attachment) Test (see attachment) Reference Books:

• Armstrong, Jennifer. The American Story: 100 True Tales from American History. Random House Children’s Books: 2006.

• Erickson, P. Daily Life on a Southern Plantation, 1853. Lodestar: 1998. • Herbert, J. Civil War for Kids: A History with 21 Activities. Chicago Review Press, Inc.:

1999. • King, David. Civil War Days: Discover the Past with Exciting Projects, Games, Activities

and Recipes. Wiley & Sons: 1999 • Moore, Kay. If You Lived at the Time of the Civil War. Scholastic, Inc: 1994. • Stanchak, John. Civil War. DK Publishing, Inc.: 2000.

Printed Materials from the following web sites – (see attachment) • http://www.americancenturies.mass.edu/activities/dressup/1860_woman.html • http://www.americancenturies.mass.edu/activities/dressup/1860_man.html • http://kitiyakara.com/world/hardtimes.htm

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• http://kclibrary.lonestar.edu/19thcentury1860.htm • http://www.americancenturies.mass.edu/activities/dressup/index.html: • http://www.nps.gov/archive/gett/gettkidz/cause.htm • http://americancivilwar.com/kids_zone/causes.html • http://www.radford.edu/sbisset/civilwar.htm • http://americancivilwar.com/kids_zone/union_soldier_civil_war.html • http://www.civilwarhome.com/typicalconfedsoldier.htm • http://www.civilwarhome.com/confederateflags.htm • http://americancivilwar.com/tcwn/civil_war/civil_war_cooking.html

Picture Books: • Polacco, P. Pink and Say. Philomel: 1994. • Ringgold, F. Aunt Harriet’s Underground Railroad in the Sky. Dragon Fly Books: 1995.

Food and Snacks: • Popcorn • Lemonade • Pancakes and maple syrup

Personnel resources One teacher Technological resources SMART Board with Internet Access to the following sites:

• http://www.pdmusic.org/civilwar.html • http://livingoffgrid.org

Laptops for every student Flip video cameras (2)

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UNIT OVERVIEW AND TIMELINE DAY 1 (See the full lesson plan in Resources section) Specific expectations (goals/objectives): Students will learn what the Civil War was, when the Civil War took place, and what life was like for people who lived during the Civil War. Essential Questions: What is the Civil War? When did the Civil War take place? What was life like for people who lived during the Civil War? Teaching and learning strategies Students will listen to music from the 1860s and then will work in groups to determine what life was like in the 1860s in the United States by working in small groups to examine:

• Everyday life (food, clothing, entertainment, housing, jobs) • Map of the U.S. • Important events of the time • Leadership of the U.S.

Students will present what they discover with the class. Teacher will read the picture book Pink and Say by Patricia Pollaco to conclude the lesson. Formative or summative assessment type- strategy-tool See Resource 1b Students will write on a note card, (as exit ticket), all they can remember about life in the 1860s, including what they think was most important. Teacher will use a checklist to record understanding. Students will also write in the journals as part of the lesson wrap-up to the following prompts: What do you think it would be like to live in the 1860s? What would you like and/or not like about it? Do you think it would be easier or harder to live in 1860 than today? Teacher will review journal entries to check: was student able to identify 3 characteristics of the 1860s? Was student able to compare/contrast his or her life today with life in the 1860s? Learner considerations Students will have a variety of resources to conduct research; including using the Internet, through the use of reference books, and through the printed materials that the teacher supplies that will scaffold students’ learning. Students will work in groups created by the teacher, allowing students to help each other identify what is most important. Finally, when students present information they discovered to the class, they will be allowed to write down ideas, cut and paste images and/or convey the information verbally. Environmental considerations Students will work in desk groups so desks should be arranged in groups of four. Material resources Journals, participation rubrics, highlighters, poster board, markers, scissors, glue, reference books (see lesson plan), printed materials supplied by the teacher, note cards Other resources Laptop computers

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DAY 2 and DAY 3 (See the full lesson plan in Resources section) Specific expectations (goals/objectives): Students will be able to explain what caused the Civil War and the differences between the North and the South that contributed to the War. Essential Questions: Why did the United States have Civil War in 1861? Why did the Union and the Confederacy disagree? Teaching and learning strategies Students will be divided into two groups. One group will represent a family from the North in the 1860s, the other from the South. Each group will research why they believe their side is right (and why the other side is wrong) in terms of the Civil War. Students will create and film a video to show their arguments. Students can create any type of video they prefer and could include: a skit, debate, lecture, dance, song, etc. Formative or summative assessment type- strategy-tool See Resource 2-3 Students will write in their journals, answering the following prompt: What do I believe was the biggest factor in the start of the Civil War? Why? What did the Union believe? What did the Confederacy believe? Teacher will collect journals to assess understanding using a rubric (see resource 2-3) Learner considerations Students will have a variety of sources to conduct research, including the Internet via computers, reference books, and printed materials that the teacher supplies. Students will be allowed to record any type of video of their choice. Students will work in groups to help each other. Teacher will circulate to assist and direct students as needed. Environmental considerations Students will work in two groups, so teacher will need space for students to sit and work at desks, worktables, or on the floor in separate spaces. Students will also need two separate spaces when it is time to film their video. One group could remain in the classroom, while another may use a different space in the school. Or both groups could go outside, if weather permits. Material resources Language Arts journals, Participation rubrics, popcorn, lemonade, reference books, and printed materials supplies by teacher. Other resources Laptop computers, flip video cameras, a parent volunteer to monitor students when the two groups are separated.

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DAY 4 (See the full lesson plan in Resources section) Specific expectations (goals/objectives): Students will re-tell what happened in a passage of a novel that was read to them. Students will make predictions after hearing the text. Essential Questions: How can we make predictions about what is going to happen in a book, using what we have already read combined with our background knowledge? Teaching and learning strategies Teacher will read Chapter 1 of novel as a read aloud and do the Weave-a-Web Activity, where students stand in a circle, passing around a ball of yarn as they tell what they remember from chapter 1, forming a web. Students will write in journals, making predictions about they think is going to happen to Homer and his brother Harold next and discussing their ideas in their desk groups. Students will read chapter 2 to themselves silently to find out what really happens and discuss what really happened, compared to what they predicted, with a partner. Teacher will introduce the novel notebook, instructing students how to make notes in each section. Formative or summative assessment type- strategy-tool See Resource 4 Teacher will take anecdotal notes to see what students say during the Weave-a-Web. (See resource 4a.) Teacher will read journal entries to assess predictions (see resource 4b for rubric). Learner considerations Teacher will read aloud and students will follow along. Students will re-tell stories together during the Weave-a-Web activity, allowing students to hear what others remembered from the chapter. After students make predictions, they will read silently and review what really happened with a partner. Students will have help from the teacher and other students during every portion of this lesson. Environmental considerations Students will need enough empty space to allow students to form a circle and be able to pass the ball of yarn. Desks can be arranged according to teacher preference, but students will need to be able to discuss predictions in groups, and will also need space to partner-share after reading Chapter 2. Material resources Notebooks for each student, Pencils, Large ball of Yarn, The Mostly True Adventures of Homer P. Figg, one copy for each student and one for teacher Other resources N/A

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DAY 5 Specific expectations (goals/objectives): Students will be able to describe a character in a book by finding supporting quotes from the text. Students will write adjectives describing the character and will also draw their personal interpretation of the character, based on what they discovered in the text. Essential Questions: How can we describe and interpret the characters in a book by analyzing the text? Teaching and learning strategies Students will read chapters 3, 4, and 5 silently, working in pairs and pausing after each chapter for a mini-retell. Students will work in the same pair groups to evaluate the character Homer, by filling in the Character Study worksheet (see resource 5a) and providing examples in the text to support their characterizations. Finally, students will draw a picture of Homer. Formative or summative assessment type- strategy-tool See Resource 5b Teacher will collect character study worksheets, using a rubric (resource 5b) to check for understanding. Teacher will also review student drawings. Teacher will also circulate while students work to guide discussions and check understanding and will add this information to the rubric. Learner considerations Students will work in pairs so that they can help each other with comprehension during re-tellings. Students will also work in pairs as they complete the character study. Teacher will circulate during the lesson to ensure students understand as well as to guide and extend discussions. Environmental considerations Students will work in teacher-assigned pairs, but will be allowed to work at their desks, on the floor, or at available worktables, according to teacher preference. Material resources Student notebooks, pencils, drawing paper, colored pencils, markers, crayons, images of old root cellars (see lesson plan), Character Study worksheets, novel for each student Other resources N/A

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DAY 6 Specific expectations (goals/objectives): Students will identify an author’s use of figurative language and its role in entertaining the audience. Students will then practice writing their own figurative language. Essential Questions: What is figurative language and how can we use it in our own writing? Teaching and learning strategies Teacher will list examples of figurative language on the board from chapters 1-5 and do a mini-lesson on simile, metaphor, and personification (see resource 6a). Students will work in pairs to read chapter six and list all examples of figurative language they find while they read. Students will then write their own examples of figurative language. Formative or summative assessment type- strategy-tool See Resource 5b Teacher will collect students’ writing, asking students to label each form of figurative language they use. Teacher will create checklist (see resource 6b). Learner considerations Teacher will scaffold learning by giving students examples of personification. Students will work together and help each other fine examples on their own. Environmental considerations Students will work in pairs and desks may be arranged per teacher preference. Students are free to work in any spot in the classroom. Material resources Examples of figurative language for chapters 1-5 (see attached), paper, pencils, Homer P. Figg novels, one for each student Other resources N/A

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DAY 7 Specific expectations (goals/objectives): Students will read the Emancipation Proclamation and analyze its meaning and will be able to write their own version of the speech, revising the wording to fit today’s language. Essential Questions: What is the Emancipation Proclamation and what does it mean? Teaching and learning strategies Teacher will read chapter seven of the book aloud while students follow along. After reading book, teacher will hand out copies of the Proclamation to students (see Resourse 7a) and have them work in groups to interpret its meaning. Finally, students will write their own speeches, as if they were Abraham Lincoln, in their own language. Formative or summative assessment type- strategy-tool See Resource 7 Teacher will collect speeches to determine if students understood what the Proclamation was about and whether or not they could write speeches (see Resource 7b) Learner considerations Students will work in desk groups so desks should be arranged in groups of four. Environmental considerations Students will work in pairs and desks may be arranged per teacher preference. Students are free to work in any spot in the classroom. Material resources Copy of the Emancipation Proclamation, one for each student, paper, pencils (see attached) Other resources SMART board with Internet access to the US Archives found at www.archives.gov

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DAY 8 Specific expectations (goals/objectives): Students will be able to describe a character in a book by finding supporting quotes from the text. Students will write adjectives describing the character and will also draw their personal interpretation of the character, based on what they discovered in the text. Essential Questions: How can we describe and interpret the characters in a book by analyzing the text? Teaching and learning strategies Students will work in pairs to evaluate the character of Uncle Squinton Leach by filling in the Character Study worksheet and providing examples in the text to support their characterizations. Finally, students will draw or paint a picture of Squinton Leach. Formative or summative assessment type- strategy-tool See Resource 5a and 5b Teacher will collect character study worksheets and making notes (see checklist) about what students found. Learner considerations Students will work in pairs so that they can help each other with comprehension. Students will also work in pairs as they complete the character study. Teacher will circulate during the lesson to ensure students understand as well as to guide and extend discussions. Environmental considerations Students will work in teacher-assigned pairs, but will be allowed to work at their desks, on the floor or at available worktables. Material resources Student notebooks, pencils, drawing paper, colored pencils, paints, paintbrushes, markers, crayons, Character Study worksheets, novel for each student Other resources Access to sinks, paper towels, art smocks

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DAY 9 Specific expectations (goals/objectives): Students will analyze a passage from the text and will use the information to create their own interpretation of the setting through art. Essential Questions: How can we visualize the setting of a story by analyzing the author’s words? Teaching and learning strategies Students will read chapter eight aloud to each other in pairs (alternating pages) and will examine the setting of the Brewster kitchen, discussing what they read and drawing a picture of what the kitchen looks like based on the text. They will enjoy pancakes with real maple syrup. They will read Chapter nine and ten in pairs (conducting mini retells after each chapter). They will do analyze the character of Mr. Brewster, using the worksheet. Formative or summative assessment type- strategy-tool See Resource 9 Teacher will collect pictures and determine if students were able to re-create the kitchen as it is written in the text. Teacher will also collect Character worksheets and use checklist to determine comprehension (see Resource 5a and 5b) Learner considerations Students will work in pairs so that they can help each other with comprehension. Environmental considerations Students will work in teacher-assigned pairs, but will be allowed to work at their desks, on the floor or at available worktables. Material resources Student notebooks, pencils, drawing paper, colored pencils, markers, crayons, Character Study worksheets, novel for each student Other resources Pancakes and syrup for each student, plates, knives, forks, napkins, drinks

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DAY 10 Specific expectations (goals/objectives): Students will make connections between what is happening in the text (Underground Railroad) and other sources, including videos and books, delving deeper into a topic. Essential Questions: What was the Underground Railroad? Teaching and learning strategies Students will read chapter 12 silently and will discuss in desk groups what is happening. Students will watch video titled “A Brief History of the Underground Railroad” located on Teacher Tube and discuss what it would be like to be a slave using the Underground Railroad. Finally, teacher will read aloud the picture book, Aunt Harriet’s Underground Railroad in the Sky by Faith Ringold. Students will free write in their journal what they think and how it makes them feel, using words and phrases, not whole sentences. Formative or summative assessment type- strategy-tool See Resource 10 Teacher will use a checklist and will circulate during group discussions, making notes and asking for clarification to see if students understand the connection between the Underground Railroad and how it is portrayed in the novel. Learner considerations Students will work in groups and information will be read silently, read aloud and presented in a video format. Environmental considerations Students will work in desk groups so desks should be arranged in groups of four. Material resources Student notebooks, pencils, novel for each student, one copy of Aunt Harriet’s Underground Railroad in the Sky Other resources Smart Board with access to the Internet

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DAY 11 Specific expectations (goals/objectives): Students will be able to describe a character in a book by finding supporting quotes from the text. Students will write adjectives describing the character and will also draw their personal interpretation of the character, based on what they discovered in the text. Essential Questions: How can we describe and interpret the characters in a book by analyzing the text? Teaching and learning strategies Students will read chapters 12-14 silently in pairs; pausing after each chapter to re-tell and then working together to complete character studies of Ebenezer Smelt, Stink Mullins, and Samuel Reed, including drawing a picture of each character independently. Formative or summative assessment type- strategy-tool See Resource 5a and 5b Teacher will review students’ work to check for understanding, including how student described each character and whether or not they supported their ideas with examples from the text. Learner considerations Students will work in pairs so that they can assist each other. Teacher will circulate around room during the activity to assist students as needed. Environmental considerations Students will work in teacher-assigned pairs, but will be allowed to work at their desks, on the floor or at available worktables. Material resources Student novel notebooks, copy of the novel for each student, pencils, markers, crayons, drawing paper Other resources N/A

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DAY 12 Specific expectations (goals/objectives): Students will be able to describe a character in a book by finding supporting quotes from the text. Students will write adjectives describing the character and will also draw their personal interpretation of the character, based on what they discovered in the text. Essential Questions: How can we describe and interpret the characters in a book by analyzing the text? Teaching and learning strategies Students will read chapters 15-16 silently in pairs; pausing after each chapter to re-tell and complete character studies of Webster B. Willow Formative or summative assessment type- strategy-tool See Resource 5a and 5b Teacher will review students’ work to check for understanding, including how student described each character and whether or not they supported their ideas with examples from the text. Learner considerations Students will work in pairs so that they can assist each other. Teacher will circulate around room during the activity to assist students as needed. Environmental considerations Students will work in teacher-assigned pairs, but will be allowed to work at their desks, on the floor or at available worktables. Material resources Student novel notebooks, copy of the novel for each student, pencils, markers, crayons, drawing paper Other resources N/A

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DAY 13 Specific expectations (goals/objectives): Students will demonstrate comprehension of a text by acting out the story. Essential Questions: How can we dramatize a story by acting it out, writing a song or poem, or performing a dance? Teaching and learning strategies Teacher will divide class into five groups. Each group will create a short skit depicting either chapter 12, 13, 14, 15 or 16 of the novel. Formative or summative assessment type- strategy-tool See Resource 13 Teacher will use a checklist to assess students’ comprehension of their assigned chapter. Learner considerations Students will work in groups so they can help each other with comprehension. Students will be able to dramatize their chapter in however they wish and could include acting it out in a skit, writing a song or poem, or performing a dance. Environmental considerations Students will need to be able to spread out around the room to collaborate. Material resources Copy of the novel, paper and pencils Other resources N/A

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DAY 14 Specific expectations (goals/objectives): Students will be able to describe a character in a book by finding supporting quotes from the text. Students will write adjectives describing the character and will also draw their personal interpretation of the character, based on what they discovered in the text. Essential Questions: How can we describe and interpret the characters in a book by analyzing the text? Teaching and learning strategies Students will read chapter 17 and 18 silently and work with a partner to complete character study of Frank and Kate Nibbly. Formative or summative assessment type- strategy-tool See Resource 5a and 5b Teacher will review students’ work to check for understanding, including how student described each character and whether or not they supported their ideas with examples from the text. Learner considerations Students will work in pairs so that they can assist each other with. Teacher will circulate around room during the activity to assist students as needed. Environmental considerations Students will work in teacher-assigned pairs, but will be allowed to work at their desks, on the floor or at available worktables. Material resources Student novel notebooks, copy of the novel for each student, pencils, markers, crayons, drawing paper Other resources N/A

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DAY 15 Specific expectations (goals/objectives): Students will re-tell what happened in a passage of a novel that they read. Students will make predictions about what will happen next. Essential Questions: How can we make predictions about what is going to happen in a book, using what we have already read combined with our background knowledge? Teaching and learning strategies Students will write in journals, predicting what will happen to Mr. Willow after he marries Kate. Students will read chapters 19-21 silently and will complete character studies of Professor Fleabottom and Minerva in pairs. Formative or summative assessment type- strategy-tool See Resource 15 Teacher will review students’ work to check for understanding, including how student described each character and whether or not they supported their ideas with examples from the text. Learner considerations Students will work in pairs so that they can assist each other with. Teacher will circulate around room during the activity to assist students as needed. Environmental considerations Students will work in teacher-assigned pairs, but will be allowed to work at their desks, on the floor or at available worktables. Material resources Student novel notebooks, copy of the novel for each student, pencils, markers, crayons, drawing paper Other resources N/A

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DAY 16 Specific expectations (goals/objectives): Students will identify strategies used to influence an audience and will create an advertisement suitable for publication in a newspaper or magazine, using correct spelling and grammar conventions. Essential Questions: How do writers influence the thinking of others? How can we write to do this? Teaching and learning strategies Students will read chapters 22-24 aloud in groups of three (each student reading one chapter); pausing after each to re-tell. Students will review newspaper advertisements and will work in desk groups to write a newspaper ad for the Caravan of Miracles show. Formative or summative assessment type- strategy-tool See Resource 16 Teacher will review students’ work to find out if they understood how to write an ad to influence an audience Learner considerations Students will work in groups so that they can assist each other with. Teacher will circulate around room during the activity to assist students as needed. Teacher will provide sample newspaper ads to scaffold learning. Students can use computers to create ad, inserting graphics also. Environmental considerations Students will work in teacher-assigned pairs, but will be allowed to work at their desks, on the floor or at available worktables. Material resources Student novel notebooks, copy of the novel for each student, pencils, markers, crayons, drawing paper, examples of newspaper ads Other resources N/A

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DAY 17 Specific expectations (goals/objectives): Students will expand and refine vocabulary through the use of context clues to assist comprehension as well as examine how writer’s use of language entertains readers. Essential Questions: How do writers entertain audiences by the creative use of language? Teaching and learning strategies Teacher will read chapter 25 aloud as students follow along. Students will discuss the phrase “seeing the elephant” and if they can think of other civil war slang and/or slang we use. Teacher will hand out lists of other Civil War slang (see resource 17a) and students will work to use the slang in sentences. Formative or summative assessment type- strategy-tool See Resource 17b Teacher will fill out rubric, observing whether or not students could use slang terms appropriately in a sentence. Learner considerations Students will work in pairs so that they can assist each other with. Teacher will circulate around room during the activity to assist students as needed. Teacher will scaffold learning by supplying slang and meanings. Environmental considerations Students will work in teacher-assigned pairs, but will be allowed to work at their desks, on the floor or at available worktables. Material resources Copy of the novel for each student, pencils, sheet with civil war slang and meanings Other resources N/A

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DAY 18 Specific expectations (goals/objectives): Students will analyze a passage from the text and will use the information to create their own interpretation of the setting through art. Essential Questions: How can we visualize the setting of a story by analyzing the author’s words? Teaching and learning strategies Students will read chapters 26-28 silently, with partners, stopping after each chapter to re-tell. Students will draw a picture of the scene at the end of chapter 29. Formative or summative assessment type- strategy-tool See Resource 18 Teacher will use a checklist to assess students’ comprehension of their assigned chapter. Learner considerations Students will work in groups so they can help each other with comprehension. Students will be able to dramatize their chapter in whatever means they wish. Environmental considerations Students will need to be able to spread out around the room to collaborate. Material resources Student novel notebooks, copy of the novel for each student, pencils, markers, crayons, drawing paper Other resources N/A

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DAY 19 Specific expectations (goals/objectives): Students will identify elements of fiction by referencing the text to determine the effectiveness of figurative language Essential Questions: What is figurative language and does the author use it to enhance his or her writing? Teaching and learning strategies Students will chapter 29 silently. Students will work in desk groups to find all the uses of figurative language in the chapter and what type each is (at least 15), writing down what they find. Formative or summative assessment type- strategy-tool See Resource 6b Teacher will circulate and observe using a rubric noting if students find all the figurative language and if they are able to identify the type. Learner considerations Students will work in groups so that they can assist each other with. Teacher will circulate around room during the activity to assist students as needed. Environmental considerations Students will work in desk groups so desks should be arranged in groups of four. Material resources Copy of the novel, paper and pencils Other resources N/A

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DAY 20 Specific expectations (goals/objectives): Students will review newspaper articles, analyzing word choice and style and will create their own newspaper article based on the events in chapter 30. Essential Questions: Why do writer’s use different styles of writing depending on purpose? How do author’s write for newspaper articles? What are the 5 W’s? Teaching and learning strategies Students will read chapter 30 silently and then work in desk groups to discuss and read a copy of the newspaper, making note of writing style and technique (5 W’s). Teacher will lead and guide a whole class discussion about the 5 W’s. Students will compose their own newspaper article, using the interview Homer gave to Jonathon Griswold as the basis of the article. Formative or summative assessment type- strategy-tool See Resource 20 Teacher will collect students’ work, noting whether or not they were able to summarize the main ideas of the chapter in their newspaper article and whether or not they were able to write in the style consistent with newspaper writing, nothing how many of the 5 W’s were included. Learner considerations Students will work in groups to analyze newspaper articles and can discover together and help each other. Teacher will help lead discussion to identify the 5 W’s. Teacher will circulate during writing to help students who need it. Environmental considerations Students will work in desk groups and independently so desks should be arranged in groups of four. Material resources Student novel notebooks, copy of the novel for each student, pencils, copies of the newspaper for each desk group. Other resources N/A

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DAY 21 Specific expectations (goals/objectives): Students will create a graphic organizer to plan and organize the re-telling of the events occurring in the text. Essential Questions: How can we organize our thoughts on paper to write or re-tell what happened in a story? Teaching and learning strategies Teacher will read chapter 33 aloud, while students follow along. Students will work in groups to create a graphic organizer (on the computer, with post-it notes, on poster board, etc) to depict what happens to Homer in chapter 33. As a wrap up, students will listen to the music and sing the words Homer hears as he falls asleep, “Just Before the Battle, Mother.” Formative or summative assessment type- strategy-tool See Resource 21a Teacher will review students’ work to find out if they understood how to organize their thoughts using a graphic organizer, following a checklist. Learner considerations Students will work in groups so that they can assist each other. Teacher will circulate around room during the activity to assist students as needed. Students can create graphic organizer any way they feel comfortable. Environmental considerations Students will work in desk groups so desks should be arranged in groups of four. Material resources Student novel notebooks, copy of the novel for each student, pencils, markers, crayons, post-it notes, poster board, copies of music lyrics (see resources 21b) Other resources Laptop computers for each group

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DAY 22 Specific expectations (goals/objectives): Students will confirm or disprove predictions about they already made about a text by reading to find out what really happened and analyzing their predictions. Essential Questions: How do we evaluate predictions we have made about a story after we read the text and discover what happens? Teaching and learning strategies Students will read chapter 34 silently in pairs. Students will review prediction they made on day 15 and compare what they wrote to what really happened. Students will discuss why Harold would have been in jail. Students will read chapter 35-36 silently in pairs. Students will discuss ending. Formative or summative assessment type- strategy-tool See Resource 4 Teacher will give students an exit ticket, asking them to write how their predictions compared with what actually happened. Teacher will use a rubric to discover if students could confirm or disprove their predictions. Learner considerations Students will work in pairs so that they can assist each other. Teacher will circulate around room during the activity to assist students as needed. Environmental considerations Students will work in desk groups so desks should be arranged in groups of four. Material resources Student novel notebooks, copy of the novel for each student, pencils, Other resources N/A

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DAY 23 Specific expectations (goals/objectives): Students will respond to the text by evaluating the main characters, writer’s use of figurative language, unknown vocabulary and supplying proof from the text of their ideas. Essential Questions: How can we describe and interpret the characters in a book by analyzing the text? What is figurative language and does the author use it to enhance his or her writing? How can we discover the meaning of unknown words in a text by using context clues? Teaching and learning strategies Students will finish their novel notebooks, adding characters, vocabulary and examples of figurative language as necessary to make it complete. Formative or summative assessment type- strategy-tool See Resource 5 and 6 Teacher will review students’ work with checklist. Learner considerations Students will work in groups so they can help each other. Teacher will circulate to help students who need it. Environmental considerations Students will work independently, but teacher will circulate to assist as necessary. Material resources Student novel notebooks, copy of the novel for each student, pencils, art supplies. Other resources N/A

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DAY 24 Specific expectations (goals/objectives): Students will exchange opinions and ideas about a text that has been read and will demonstrate appropriate listening and speaking skills. Essential Questions: How do we evaluate predictions we have made about a story after we read the text and discover what happens? Teaching and learning strategies Students will be assigned groups for a “book club” type discussion. Students will enjoy refreshments and discuss the book using questions teacher provides (see Resource 24a). Teacher will provide a mini-lesson on proper book club etiquette and will tell students that she will circulate to observe if they are demonstrating these skills, which include:

• Listening respectfully to others’ opinions, ideas and beliefs, even when they are contrary to your own

• Speaking one at a time, not interrupting • Allowing everyone in the group to speak, not “hogging” the conversation

Formative or summative assessment type- strategy-tool See Resource 24b Teacher will circulate during the discussions, making a checklist and noting student responses. Learner considerations Students will work in groups so that they can assist each other. Teacher will circulate around room during the activity to assist students as needed. Environmental considerations Students will need to be able to spread out around the room to hold informal discussions, similar to what adults would do in a book club, using the carpet, work tables, or whatever space students feel most comfortable. (Note: on a nice day, this would be a good outdoor activity.) Material resources Student novel notebooks, copy of the novel for each student, pencils, copy of teacher’s discussion questions Other resources Lemonade, cookies, and/or other snacks appropriate for the class.

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DAY 25 Specific expectations (goals/objectives): Students will complete summative assessment, completing the novel study. Essential Questions: How do we show our understanding of a novel by answering comprehension questions? Teaching and learning strategies Students will complete a test on the novel, including short answer and multiple-choice questions. Formative or summative assessment type- strategy-tool See Resource 25 Teacher will take up the test and determine which questions students answered correctly and incorrectly, determining the grade. Teacher will also collect students’ novel notebooks, noting whether or not they completed it. Learner considerations Students will be tested using a combination of short answer and multiple choice. Teacher will refer to 504 plans and IEPs to create assessments with modifications that fit the learning needs of every student. These type of modifications could include: creating a computer-based test, where students can type; or giving an oral test, where students express their understanding by talking, not writing. Environmental considerations Students will work independently, so teacher can arrange desks however he or she prefers. Material resources Teacher created assessment (see resource 25), pencils for students Other resources N/A

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Lesson Plans Four Lesson Plans for: Day 1: Day 2-3 Day 4 Day 5

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GRADE/CLASS: 5 SUBJECT AREA: Social Studies UNIT TOPIC: Novel Study DAY: 1

Desired learning outcome(s): Students will be able to explain when the Civil War took place, what it was about, what everyday life was like during that time, and the outcome of the war.

Essential question(s) from learning objective: What is the Civil War? When did the Civil War take place? What was life like for people who lived during the Civil War?

NCSCOS goal and objective(s) assessed: 4.05 Describe the impact of wars and conflicts on United States citizens, including but not limited to, the Civil War, World War I, World War II, the Korean War, the Vietnam War, Persian Gulf War, and the twenty-first century war on terrorism. NCSCOS goals and objectives addressed: Social Studies 3.02 Examine how changes in the movement of people, goods, and ideas have affected ways of living in the United States. 1.06 Explain how people of the United States and other countries of North America adapt to, modify, and use their physical environment. Language Arts 2.03 Read a variety of texts, such as: fiction (tall tales, myths), nonfiction (books of true experience, newspaper and magazine articles, schedules), poetry (narrative, lyric, and cinquains), drama (plays and skits). 2.06 Analyze choice of reading materials congruent with purposes (e.g., reading for information, reading to extend content area learning, reading for pleasure, entertainment). 2.09 Listen actively and critically by: asking questions, delving deeper into the topic, elaborating on the information and ideas presented, evaluating information and ideas, making inferences and drawing conclusions, and making judgments. 3.06 Conduct research (with assistance) from a variety of sources for assigned or self-selected projects (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks). Music 6.07 Show respect while listening to and analyzing music. 7.02 Explain, using appropriate music terminology, personal reactions to specific musical works and styles. 7.03 Show respect for the musical efforts and opinions of others. 9.01 Identify the style of aural musical examples from various historical periods and cultures. Learner prior knowledge/ learner background experiences: Learner will know that they live in the state of North Caroline, in the country of the United States.

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Materials and resources needed (include authentic l i terature selection): Language Arts Journals Participation Rubric for each student Highlighters: one for each student Poster board, markers, scissors, glue Laptop Computers (one for every three students) with access to the Internet for the following sites: http://www.pdmusic.org/civilwar.html http://www.americancenturies.mass.edu/kids_home.html http://www.sonofthesouth.net/ http://www.picturehistory.com/product_search Reference Books: (six of each) Armstrong, Jennifer. The American Story: 100 True Tales from American History. Random House Children’s Books: 2006. Erickson, P. Daily Life on a Southern Plantation, 1853. Lodestar: 1998. Herbert, J. Civil War for Kids: A History with 21 Activities. Chicago Review Press, Inc.: 1999. King, David. Civil War Days: Discover the Past with Exciting Projects, Games, Activities and Recipes. Wiley & Sons: 1999 Moore, Kay. If You Lived at the Time of the Civil War. Scholastic, Inc: 1994. Stanchak, John. Civil War. DK Publishing, Inc.: 2000. Printed Resources, from the following web sites: http://www.americancenturies.mass.edu/activities/dressup/1860_woman.html http://www.americancenturies.mass.edu/activities/dressup/1860_man.html http://kitiyakara.com/world/hardtimes.htm http://kclibrary.lonestar.edu/19thcentury1860.htm http://www.americancenturies.mass.edu/activities/dressup/index.html Picture Books: Polacco, P. Pink and Say. Philomel: 1994. Teaching strategies Differentiation strategies should be infused throughout. Differentiate for content, product, and process.

Anticipatory strategies (background knowledge): Teacher will ask students to take out their journals. Teacher will play music of Dixie’s Land, Battle Hymn of the Republic, and Glory! Glory! Hallelujah! from the web site http://www.pdmusic.org/civilwar.html. As music plays, teacher will ask students to write down what the music reminds them of, or makes them think of. Teacher will let students listen to music and write for 2 minutes. Teacher will ask students to discuss what they wrote in their journals with the students in their desk group. Teacher will hand out lyrics to both songs, and explain that the music was from the 1860s, a very significant period of time in United States history. Developmental strategies: Part I: Teacher will tell students that in a couple days they are going to read a book that was

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set during that time period (Teacher can show students the book The Mostly True Adventures of Homer P. Figg). Before they read the book, they are going to work together to discover more about what life was like then First, the teacher will lead a whole class discussion on what types of information they should research if they want to know all about life during the 1860s. Teacher will say to class, “If you wanted to learn about life in the 1860s, what kinds of questions would you ask? What would you want to know?” Teacher will jot student responses down on the board. Teacher will ask guiding questions to help students come up with examples that fit the following categories:

• Everyday Life: food, clothing, (What did people eat? What did people wear?) • Everyday Life: entertainment, (kids toys and games, and adults) • Everyday Life: housing, jobs • Map –what did the U.S. look like? How many states were there? • Important Events of the Time • Leadership/politics: who was in charge? What were the issues of the day?

Teacher will divide students into six groups. Each group will research one of the information strands that was listed on the board. Students will have access to laptop computers, reference books and printed materials supplied by the teacher from the web sites listed above. Part II: When students are finished with their research, teacher will lead a whole class discussion about what students discovered, giving each group a chance to report 1 or 2 of their findings. Teacher will make notes on the board. Teacher will guide discussion to be sure students are identifying the most important events/information from the 1860s, such as: The election of Abraham Lincoln The Civil War Slavery US Map: States v. Territories Part III: Students will work together to create a poster about what they found through research to be the most significant for their strand for the 1860s. They can write, draw pictures, glue images they cut from the information packets, etc. Each student must contribute. Concluding strategies: Students will take turns coming to the front of the room to share their posters and to talk about what they discovered. Teacher will hang posters up in the classroom. Extension Activity: If time permits, teacher will read Pink and Say aloud to the whole class.

Assessment (utilize a blend of traditional and performance assessments): Exit ticket: On a note card, students will write down all they can remember about life in the 1860s. When finished, they will fold the note card in half and write their name on the back. EC accommodations/modifications to strategies or assessments: N/A refer to IEP’s or 504 plans Wrap-up and reflection by the students: Students will write in their journals and reflect on what they have learned, choosing one area to focus on from the six that have been

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discussed and comparing it to how life is today or using one or more of the following prompts: What do you think it would be like to live in the 1860s? What would you like about it? What would you not like about it? Do you think it would be easier or harder to live in 1860 than today? Reflection by the teacher: To be completed after lesson. Teacher could reflect on the following questions: • Were students able to learn about all aspects of the 1860s (learning from the other groups

as well as their own), or just the information they researched? • Were the students engaged? • Was there enough time allotted for students to complete the activity? • If I were teaching this lesson again, what would I do differently?

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Research Rubric Objective

Comments

Follows directions to the best of his/her ability

4 3 2 1

Handles books and supplies properly at all times.

4 3 2 1

Works well with his/her group

4 3 2 1

Contributes to discussion and helps create poster

4 3 2 1

Helps present groups’ research findings and listens to other groups’ presentations

4 3 2 1

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GRADE/CLASS: 5 SUBJECT AREA: Social Studies UNIT TOPIC: Novel Study DAY: 2-3 (This lesson wil l take two days to

complete.)

Desired learning outcome(s): Students will be able to explain what caused the Civil War and the differences between the North and the South that contributed to the war.

Essential question(s) from learning objective: Why did the United States have Civil War in 1861? Why did the Union and the Confederacy disagree?

NCSCOS goal and objective(s) assessed: 4.05 Describe the impact of wars and conflicts on United States citizens, including but not limited to, the Civil War, World War I, World War II, the Korean War, the Vietnam War, Persian Gulf War, and the twenty-first century war on terrorism. NCSCOS goals and objectives addressed: Social Studies 3.02 Examine how changes in the movement of people, goods, and ideas have affected ways of living in the United States. 1.06 Explain how people of the United States and other countries of North America adapt to, modify, and use their physical environment. Language Arts 2.03 Read a variety of texts, such as: fiction (tall tales, myths), nonfiction (books of true experience, newspaper and magazine articles, schedules), poetry (narrative, lyric, and cinquains), drama (plays and skits). 2.05 Evaluate inferences, conclusions, and generalizations and provide evidence by referencing the text(s). 2.09 Listen actively and critically by: asking questions, delving deeper into the topic, elaborating on the information and ideas presented, evaluating information and ideas, making inferences and drawing conclusions, making judgments. 3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by: analyzing word choice and content, examining reasons for a character's actions, taking into account the situation and basic motivation of the character, creating and presenting a product that effectively demonstrates a personal response to a selection or experience, examining alternative perspectives, evaluating the differences among genres, examining relationships among characters, making and evaluating inferences and conclusions about characters, events, and themes. 3.06 Conduct research (with assistance) from a variety of sources for assigned or self-selected projects (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks). 4.02 Use oral and written language to: formulate hypotheses, evaluate information and ideas, present and support arguments, influence the thinking of others. 4.10 Use technology as a tool to enhance and/or publish a product.

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Learner prior knowledge/ learner background experiences: Learner will know that the Civil War took place in the United States from 1861 to 1865 and that the Civil War was a war between the southern states (the Confederacy) and the northern states (the Union). Materials and resources needed (include authentic l i terature selection): Language Arts Journals Participation Rubric for each student Flip Video Cameras (2) Popcorn Lemonade Smart Board to hook cameras up to play recorded videos Laptop Computers (one for every three students) with access to the Internet for the following sites: http://www.nps.gov/archive/gett/gettkidz/cause.htm http://americancivilwar.com/kids_zone/causes.html http://www.radford.edu/sbisset/civilwar.htm http://americancivilwar.com/kids_zone/union_soldier_civil_war.html http://www.civilwarhome.com/typicalconfedsoldier.htm http://www.civilwarhome.com/confederateflags.htm http://americancivilwar.com/tcwn/civil_war/civil_war_cooking.html Reference Books: (six of each) Armstrong, Jennifer. The American Story: 100 True Tales from American History. Random House Children’s Books, 2006. Herbert, J. Civil War for Kids: A History with 21 Activities. Chicago Review Press, Inc.,1999. King, David. Civil War Days: Discover the Past with Exciting Projects, Games, Activities and Recipes. Wiley & Sons, 1999 Moore, Kay. If You Lived at the Time of the Civil War. Scholastic, Inc,1994. Stanchak, John. Civil War. DK Publishing, Inc., 2000. Printed Resources, from the web sites listed above. Picture Books: Polacco, P. Pink and Say. Philomel: 1994. Historical Fiction: Philbrick, R. The Mostly True Adventures of Home P. Figg. New York: Blue Sky Press, 2009. Teaching strategies Differentiation strategies should be infused throughout. Differentiate for content, product, and process.

Anticipatory strategies (background knowledge): Teacher will hold up the book they have been reading (The Mostly True Adventures of Homer P. Figg) and ask for a volunteer to remind the class what the major event of the day was? (Answer: Civil War). Teacher will ask class to take out their journals and for two minutes write down everything they know about what caused the Civil War. After two minutes, students will share what they wrote in pairs.

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Developmental strategies: Part I: Teacher will divide class into two groups or families and explain that for this activity, Group 1 is the Grant Family, and they live in Boston, Massachusetts. Group 2 is the Lee Family, and they live in Atlanta, Georgia. Each family is going to make a video explaining their rationale for the Civil War, and more specifically, why they believe their side is right. Before they can make their video, they have to work together as a group to extensively research their beliefs, as well as provide arguments against the other side. Each family should also research who the leaders for their side were, as well as the battles they lost and won. Students will have access to the Internet sites listed above, reference books and printed materials. Once students have finished research and checked in with the teacher (see Part II), they can begin to write the script for the video. Part II: Teacher will meet with each group after they have conducted the research to guide the project and check for understanding, making sure that students have discovered the most important causes of the war, from their assigned perspective, and that they have been thorough. This is a good place to conclude Day 1. Part III: 15 min: Students will work together to film a video, with their interpretation/arguments for their side of the Civil War, from the perspective of the Union (the Grants) or the Confederacy (the Lees). Students will use flip cameras. All students will be required to participate. The video can be a skit, a song, a poem, or any other expression the group agrees upon. Concluding strategies: Teacher will upload the two videos to the computer to be played on the SMART Board. Students will watch the videos and eat popcorn and lemonade. Extension Activity: If time permits, teacher will line students up in chairs in two lines facing each other and have them debate their side, giving each side a chance to speak and the other to refute.

Assessment (utilize a blend of traditional and performance assessments): In their journal, students will write to the following prompt: What do I believe was the biggest factor in the start of the Civil War? Why? Teacher will collect journals to assess students’ understanding of the causes of the civil war. EC accommodations/modifications to strategies or assessments: N/A refer to IEP’s or 504 plans

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Wrap-up and reflection by the students: Students will work in pairs, (putting one Grant with one Lee) and discuss the causes of the Civil War. Reflection by the teacher: To be completed after lesson. Teacher could reflect on the following questions: • Were students able to learn more about the causes of the Civil War? • Were the students engaged? • Was there enough time allotted for students to complete the activity? • Was the group size appropriate for the activity? If not, what size would have been better. • If I were teaching this lesson again, what would I do differently?

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GRADE/CLASS: 5 SUBJECT AREA: Language Arts UNIT TOPIC: Novel Study DAY: 4 Desired learning outcome(s): Students will be able to retell the main events of a chapter that is read to them and will be able to make a prediction about what is going to happen next in the novel, based on what they have already read. Essential question(s) from learning objective: How can we summarize what we have just read by telling our classmates what happened? How do we predict what is going to happen in a story?

NCSCOS goal and objective(s) assessed: 2.01 Use metacognitive strategies independently and flexibly to monitor comprehension and extend vocabulary (e.g., skim, scan, reread the text, consult other sources, ask for help, summarize, paraphrase, question). 2.02 Interact with the text before, during, and after reading, listening, and viewing by: making predictions, formulating questions, supporting answers from textual information, previous experience, and/or other sources, drawing on personal, literary, and cultural understandings, seeking additional information, making connections with previous experiences, information, and ideas. 2.03 Read a variety of texts, such as: fiction (tall tales, myths).nonfiction (books of true experience, newspaper and magazine articles, schedules).poetry (narrative, lyric, and cinquains), drama (plays and skits). NCSCOS goals and objectives addressed: Social Studies 3.02 Examine how changes in the movement of people, goods, and ideas have affected ways of living in the United States. 1.06 Explain how people of the United States and other countries of North America adapt to, modify, and use their physical environment. Learner prior knowledge/ learner background experiences: Learner will know that the Civil War took place in the United States from 1861 to 1865 and that the Civil War was a war between the southern states (the Confederacy) and the northern states (the Union). Materials and resources needed (include authentic l i terature selection): Novel notebooks (one per student; tabbed and labeled) Pencils Large ball of Yarn The Mostly True Adventures of Homer P. Figg by Roman Philbrick, 25 copies Teaching strategies Differentiation strategies should be infused throughout. Differentiate for content, product, and process. Anticipatory strategies (background knowledge): Teacher will tell a story to get students ready to listen to the first chapter of the book. “Class, I

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want you to close your eyes and listen a story I am telling you about the main character of the book we are going to start today. Try to picture what I am saying in your mind, and think about how it makes you feel. I can see everyone’s faces so I know if your eyes are closed. Pretend you are a little boy named Homer P. Figg. You mother just died and your dad was already dead before you were born. You have a brother, an older brother you adore, named Harold. Unfortunately, when your mother dies the only relative you have left that can take care of you is an uncle, who overworks you on his farm, doesn’t give you enough food to eat so you are always hungry, and makes you sleep in the barn, where it is cold and stinky with the smell of animals. Even though your living situation is pretty bad, you have a very good sense of humor and adventure and you like to exaggerate when you tell stories to make them more interesting. The story is over and you can open your eyes. I am passing out the books. I am going to read the first chapter aloud, but I want you to follow along in your book.” Developmental strategies: Part I: Teacher will read Chapter 1 to the class, asking students to follow along. Part II: Students stand and form a circle, standing shoulder-to-shoulder distance apart. Teacher will hand one student a ball of yarn, and ask the student to share one thing they remember about the story with the class, throwing or passing the ball of yard to the next student, holding onto the end, forming a web. Part III: Students go back to their seats and write in their journals, making a prediction about what they think is going to happen to Homer and Harold next. Students will share in their desk group what they predicted will happen. Teacher will lead a whole class discussion, asking students to volunteer their predictions. Concluding strategies: Students will read Chapter 2 silently to find out what happened. Students will write in their journals, summarizing what happened to Homer and Harold and writing about how it compared with their prediction. They will share what they wrote and thought with a partner. Assessment (utilize a blend of traditional and performance assessments): Teacher will take anecdotal notes to see what students say about what they remember from the text to assess understanding during the Weave-a-Web. (See checklist in artifacts.) Teacher will read journal entries to read predictions. EC accommodations/modifications to strategies or assessments: N/A refer to IEP’s or 504 plans Wrap-up and reflection by the students: Students will discuss what happened in chapter 2 with their desk group. Reflection by the teacher: To be completed after lesson.

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Civil War Video Participation Rubric Objective

Comments

Follows directions to the best of his/her ability

4 3 2 1

Handles books and supplies properly at all times.

4 3 2 1

Works well with his/her group

4 3 2 1

Contributes to discussion and helps create script for video.

4 3 2 1

Participates in video production, including taking on a speaking role.

4 3 2 1

Watches videos of own group and other group respectfully.

4 3 2 1

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GRADE/CLASS: 5 SUBJECT AREA: Language Arts UNIT TOPIC: Novel Study DAY: 5 Desired learning outcome(s): Students will be able to make judgment and or characterizations of the main characters in a book based on supporting evidence in the text. Essential question(s) from learning objective: How can we describe the characters in a book by analyzing the text?

NCSCOS goal and objective(s) assessed: 3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by: analyzing word choice and content, examining reasons for a character's actions, taking into account the situation and basic motivation of the character, creating and presenting a product that effectively demonstrates a personal response to a selection or experience, examining alternative perspective, evaluating the differences among genres, examining relationships among characters, making and evaluating inferences and conclusions about characters, events, and themes. 3.02 Make connections within and between texts by recognizing similarities and differences based on a common lesson, theme, or message. 3.03 Justify evaluation of characters and events from different selections by citing supporting evidence in the text(s). NCSCOS goals and objectives addressed: Social Studies 3.02 Examine how changes in the movement of people, goods, and ideas have affected ways of living in the United States. 1.06 Explain how people of the United States and other countries of North America adapt to, modify, and use their physical environment. Learner prior knowledge/ learner background experiences: Learner will know that the Civil War took place in the United States from 1861 to 1865 and that the Civil War was a war between the southern states (the Confederacy) and the northern states (the Union). Learner will have read the first two chapters of The Mostly True Adventures of Homer P. Figg by Roman Philbrick. Materials and resources needed (include authentic l i terature selection): Novel notebooks (one per student; tabbed and labeled), pencils Drawing Paper, enough for each student to have 5 Colored pencils, markers, crayons Images of old root cellars (see below) Character Study worksheets, enough for each student to have one. The Mostly True Adventures of Homer P. Figg by Roman Philbrick, 25 copies Teaching strategies Differentiation strategies should be infused throughout. Differentiate for content, product, and process.

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Anticipatory strategies (background knowledge): Teacher will ask a volunteer to raise their hand and tell me where we left Homer yesterday? (Answer: His brother, Harold was sold into the Union Army by his uncle, and Homer was locked in the root cellar.) Teacher will say, “Does anyone know what a root cellar is? I would be surprised if any one did know this, because most people do not have them anymore.” Teacher will put up images of old root cellars on the document camera or on the SMART board:

Teacher will say, “Class, what do you think it would be like to be locked in a root cellar, all by yourself? Discuss that with the person sitting next to you.” Developmental strategies: Part I: Students will be grouped in pairs to read chapters 3, 4 and 5 silently. After both have finished each chapter, pairs will pause for partner talk, or mini-retells. Part II: Students will go back to their seats and tell the class that today they are going to look

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more closely at Homer’s character. Students will work in the same pair group and talk about Homer, finding examples in the book to support their ideas. For example, if I say that Homer likes to exaggerate, I can find details to support that claim on page 7.) Students need to come up with a minimum of 5 character traits with supporting page numbers. Teacher will pass out “Character Study” worksheet to help students (see work sheet at the end of the lesson plan). Part III: Students will go back to their desks and draw a picture of Homer for their notebook, using art materials of their choice. Concluding strategies: Teacher will lead a whole class discussion, asking for volunteers to tell what they think about Homer as a character. Teacher will write student responses on the board. Assessment (utilize a blend of traditional and performance assessments): Teacher will take anecdotal notes to see what students say about what they remember from the text to assess understanding. (See checklist in artifacts.) Teacher will read journal entries to read predictions. EC accommodations/modifications to strategies or assessments: N/A refer to IEP’s or 504 plans Wrap-up and reflection by the students: Students will write in their journals to the following prompt: If I met Homer, would I like him? Why or why not? Reflection by the teacher: To be completed after lesson.

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Resources

Resource 1 Daily Guide to Writer’s Craft and Vocabulary from The Almost True Adventures of Homer P. Figg Day Key Vocabulary Writer’s Craft 1, 2 Civil, Union, Confederacy,

states’ rights

4 Fever, boils and Pestilence, schoolmarm, flinty, negroes, chawing, logging camp,

Old Truth (personification)

5 Carcass, Pitchfork, whiskey, packhorse, prodigious, conscription, enrollment, magistrate, guardian, superiors, root cellar, hickory stick, expired, foundation, fruitful,

Still as rabbits (simile) Like a saber (simile) SWANG! (Onomatopoeia) As deliberate as an army advancing (simile) Madder than a bolt of lightning (metaphor) Eyes as black as buttons (simile) Like the rat he is (simile) That stinks to high heaven (hyperbole) Like a slave (simile) Like a mole (simile) My heart jumps into my throat (hyperbole) Like he hasn’t slept in a thousand years (simile) Feel the eyes of the forest (personification) Shadows look like hungry bears (simile)

6 Weasel, kin, deeds, bills of sale,

Light of day catch me sure as Christmas (simile) Like a sack of beans (simile) Charm of an energetic weasel (metaphor) Trussed up like a hog (simile) Like bits of black glass (simile) Like a toad studies a fly (simile)

7 Emancipation, Emancipation Proclamation, gemstones, fugitives, privy

White eyes as big as saucers (simile) straight as a schoolmarm’s ruler (simile)

9 Thoroughbred racehorse, Quaker, spring water, minerals, elixir, murmur, tourmaline, Frederick Douglas, Underground Railroad, righteousness, baffles,

Voices that sound like running water (simile) Like pale white birds (simile) Voice that rattles the china (hyperbole) Like it was leaking out of an old handpump (simile) Scrub him until he bleeds (hyperbole) Soapy kind of gleam in her eye (metaphor) Eyes of an eagle (simile) The color of dirt (metaphor) Staring like a great bearded bard owl (simile)

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Like I have a few, fat lies stuck in my throat (simile) A gentle murmur that sounds like a deep river (simile) River that cries like a baby (simile)

10 Sell them like cattle (simile) Like he was something Squint owned (simile)

11 steamship By a tree that measured a mile high from roots to top (hyperbole) Looks like a jack-o-lantern with one snaggle tooth (simile) Tressed up like a turkey (simile) Like a thick blanket that won’t let you breathe (simile) Swinging a six-foot iron bar like it’s a baseball bat and Stink Mullins is a cheap home run (simile and metaphor) Like a bag of smelly potatoes (simile) Swings that heavy bar like it was a twig (simile) Sounds like a cold steel snake eager to strike (simile) Drops the iron bar like its burning his hands (simile) No more sense than a hungry mouse (metaphor)

12 Stovepipe hat, abolitionist, schooners, paddlewheel steamships, sloops, ferryboats, ports, vessels, cobblestones,

Like he’s got something sticky on his boots (simile) Looks like he’s studying his nose (simile) Like they’re on their way to church (simile) Like we’re floating through a storybook (simile) Like the steam whistle sounding alive, like the whole train is saying… (simile) No more sense of direction than a blind kitten (metaphor) Gets my goat (idiom) Hasn’t the sense God gave to a billy goat (metaphor)

14 Ruffians, steerage, justice of the peace

Eyes blink like little mouse eyes (simile) Shivers like a mouse (simile) If the cabins were any smaller they’d be cages (metaphor), and me and Mr. Willow would be clucking like chickens (simile) Whoosh! (Onomatopoeia) Like the ocean is telling me a story (personification) Shoes polished like black mirrors (simile) Little eyes as cold as chips of black ice (simile) Eyes shining like brown little pebbles (simile) Like a skinny worm about to be breakfast for a really smart robin (simile) Like a fox deciding which chicken to eat (simile) Looks as dumb as a sack of rocks (simile) Eyes like a sick kitten (simile) Pipe coming at me like a big gray bullet (simile)

15 Pail of slops, cannibals, skulkers, coppers,

After about a hundred years of feeling miserable and scared (hyperbole) Just like an animal (simile)

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Lively gray eyes that sparkle with mischief (metaphor) Hair so red it looks like her head is on fire (simile) Drawings move up her arms like pictures in a book (simile) His lies are as sweet as honey and as twice as smooth (simile) Taking a bath is like drowning (simile) Rinse me like I was a potato (simile) Slings me over her hip like a sack of laundry (simile) Scrub me like a load of dirty shirts (simile) Language that sounds like a bag of bells falling down the stairs (simile) The world has ears (personification)

16 Rheumatic joints It may tip over like a dinner plate and fall into the seat (simile) Looks like the whole world is on the move (hyperbole) It looks like its made of fog and sticks (simile) Big as life (simile) Feels like someone gave you a silver dollar (simile) Boots are polished like black glass (simile) Buttons on his coat are five dollar gold pieces that glow like little suns (simile) Tumble about like chipmunks (simile) Squealing like a trapped animal (simile)

17 quarry Spits about a quart of tobacco juice on one squirt (hyperbole)

18 Camphor, chicory, staunch

Looks like a giant head (simile) Looks like a thing alive (simile) Fly like a bird (simile) The balloon looks so peaceful you’d never know when it gets loose it has a mind to kill the people that are trying to help it (personification) Like the hawk, he has the look of a dangerous creature (simile) Hide in the branches like a squirrel (simile) Face swole up like an overripe melon (simile) Like somebody let the air out of him (simile) Eyes gleam like black pebbles at the bottom of a cold stream (simile)

19 Rickety Climb that rickety old roof like a monkey (simile) Rising so fast it leaves my stomach back there in the elm tree (hyperbole) Like being on a rocket without the sparkles (simile) No bigger than tiny little ants (metaphor) Cough me out like a fur ball (simile) Cornfields look like ragged green patches on a big old quilt

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(simile) Train tracks are like stitches in the ground (simile) Villages that look like toys (simile) Like a mother hen watching over her egg (simile) Looks like its breathing (simile) Like waves in a silk pond (simile) Falling from the sky like a bird with a broken wing (simile)

20 Requisitioned Drop through the air like a screaming stone (simile) Chop ole Abe down like Washington chopped down the cherry tree (simile)

21 parlay A good surgeon is like a butcher (simile) The war is a meat grinder (metaphor) Bullets cleaving the air like invisible knives (simile) Cling to the pony as if in a bad dream (simile) Like rocks being skipped on a pond (simile) Men digging like dogs in the dirt (simile) Spent bullets spattering like hard rain on the broken ground (simile) Trees burning like Christmas candles (simile) It felt longer than forever (hyperbole) It was as if my ears had been stuffed with thick cotton (simile)

22 Bayonet, telegraph Get fat as ticks (simile) Eyes glowing like he’s been to Heaven (simile) Bullets striking all around like hornets swarming (simile) Snick-snick-snick (onomatopoeia) Chops little bits out of trees, like they are being attacked by small invisible axes (simile) Gunfire spits and pops like a full load of popcorn (simile) Clear as a bell through the fog comes his order (simile) Teeth snapping like dogs at the scent of death (simile) Fall like rag dolls (simile) Leaning into the lead-filled air as if he is leaning into warm summer rain (simile) Holes appear like stars in the billowing flag (simile) Stuck itself in his leg like a dart in a board (simile) It was as if the rebels only wanted to give us a little slap (simile) It was like an earthquake (simile) Me and Harold are like tourmaline (simile)

Resource 1a

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Name: EXIT TICKET: Complete the following questions and turn in this card before you leave for the day. Write down at least three things you learned today about what life was like in the 1860s, including the most important events of the day.

Resource 1b Teacher Checklist to Evaluate Exit Ticket Student Name Answers Given Was the Civil

War Included? Was Abraham Lincoln Included?

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Resource 2-3 Journal Checklist Student Name Journal

Response Included Slavery?

Include states’ rights?

Included tariffs?

Resource 4a Weave-a-Web Checklist Student Name Summary of Comments Resource 4b Journal Assessment Rubric Student Name Prediction Make Sense? Y or N

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Resource 5a Character Study Worksheet

Character Name: Book: Character Trait Direct Quote and Page Number

Resource 5b

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Character Study Rubric Student Name Character Trait(s) Page #(s) Make Sense? Resource 6a Figurative Language in Chapters 1-5 Example of Figurative Language Type of Figurative

Language Page #

“Telling the truth don’t come easy to me, but I will try, even if old Truth ain’t nearly as useful as a fib sometimes.”

Personification

7

We’re under that moldy hay, holding still as rabbits Simile 13 At each count he thumps the pitchfork into the floorboards, making those sharp tines ring like a saber.

Simile 13

SWANG! SWANG! Onomatopoeia 13 Working closer to where we’re hiding, as deliberate as an army advancing.

Simile 13

Squints there, of course, looking madder than a bolt of lightning

Metaphor 15

Marston has got a skinny white beard down to his waist and eyes as black as buttons.

Simile

15

That’s what Squint done with Harold, sold him like a slave for two hundred and fifty dollars, even though he’s white and supposed to be free.

Simile

22

Figure he’s going around to the bulkhead to check for me in the root cellar, but all he does is scratch his belly and yawn like he hasn’t slept in a thousand years, and then he goes back inside.

Hyperbole

24

In the dark I feel the eyes of the forest upon me, and it keeps my heart pumping so hard and fast my ears are hot.

Personification

25

Then I get to fussing that bears might get him, bears as big as boulders, and it makes me so fearful that the shadows start to look like hungry bears, and the spruce branches are the bears’ long teeth, snapping at us from behind.

Simile, Metaphor

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Resource 6b Checklist for Figurative Language Understanding Student Name

Simile? Metaphor? Personification? Hyperbole? Trouble Spots

Resource 7a The Emancipation Proclamation ( From www.archives.gov) November 30, 2010 The Emancipation Proclamation January 1, 1863 A Transcription

By the President of the United States of America:

A Proclamation.

Whereas, on the twenty-second day of September, in the year of our Lord one thousand eight hundred and sixty-two, a proclamation was issued by the President of the United States, containing, among other things, the following, to wit:

"That on the first day of January, in the year of our Lord one thousand eight hundred and sixty-three, all persons held as slaves within any State or designated part of a State, the people whereof shall then be in rebellion against the United States, shall be then, thenceforward, and forever free; and the Executive Government of the United States, including the military and naval authority thereof, will recognize and maintain the freedom of such persons, and will do no act or acts to repress such persons, or any of them, in any efforts they may make for their actual freedom.

"That the Executive will, on the first day of January aforesaid, by proclamation, designate the States and parts of States, if any, in which the people thereof, respectively, shall then be in rebellion against the United States; and the fact that any State, or the people thereof, shall on that day be, in good faith, represented in the Congress of the United States by members chosen thereto at elections wherein a majority of the qualified voters of such State shall have participated, shall, in the absence of strong countervailing testimony, be deemed conclusive evidence that such State, and the people thereof, are not then in rebellion against the United States."

Now, therefore I, Abraham Lincoln, President of the United States, by virtue of the power in me vested as

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Commander-in-Chief, of the Army and Navy of the United States in time of actual armed rebellion against the authority and government of the United States, and as a fit and necessary war measure for suppressing said rebellion, do, on this first day of January, in the year of our Lord one thousand eight hundred and sixty-three, and in accordance with my purpose so to do publicly proclaimed for the full period of one hundred days, from the day first above mentioned, order and designate as the States and parts of States wherein the people thereof respectively, are this day in rebellion against the United States, the following, to wit: Arkansas, Texas, Louisiana, (except the Parishes of St. Bernard, Plaquemines, Jefferson, St. John, St. Charles, St. James Ascension, Assumption, Terrebonne, Lafourche, St. Mary, St. Martin, and Orleans, including the City of New Orleans) Mississippi, Alabama, Florida, Georgia, South Carolina, North Carolina, and Virginia, (except the forty-eight counties designated as West Virginia, and also the counties of Berkley, Accomac, Northampton, Elizabeth City, York, Princess Ann, and Norfolk, including the cities of Norfolk and Portsmouth[)], and which excepted parts, are for the present, left precisely as if this proclamation were not issued. And by virtue of the power, and for the purpose aforesaid, I do order and declare that all persons held as slaves within said designated States, and parts of States, are, and henceforward shall be free; and that the Executive government of the United States, including the military and naval authorities thereof, will recognize and maintain the freedom of said persons. And I hereby enjoin upon the people so declared to be free to abstain from all violence, unless in necessary self-defence; and I recommend to them that, in all cases when allowed, they labor faithfully for reasonable wages. And I further declare and make known, that such persons of suitable condition, will be received into the armed service of the United States to garrison forts, positions, stations, and other places, and to man vessels of all sorts in said service. And upon this act, sincerely believed to be an act of justice, warranted by the Constitution, upon military necessity, I invoke the considerate judgment of mankind, and the gracious favor of Almighty God. In witness whereof, I have hereunto set my hand and caused the seal of the United States to be affixed. Done at the City of Washington, this first day of January, in the year of our Lord one thousand eight hundred and sixty three, and of the Independence of the United States of America the eighty-seventh. By the President: ABRAHAM LINCOLN WILLIAM H. SEWARD, Secretary of State.

Resource 7b Student Name

Summary of speech Did Students understand?

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Resource 9 Text describing the Brewster kitchen: “Mouth shut, I take time to survey Mrs. Bean’s magnificent kitchen. The room is bigger than Squint’s whole house, with a fry stove and a bake stove and a full fireplace with a Dutch oven. Pantry has more canned goods than the general store in Pine Swamp, and there are three different slate sinks, one for washing dishes and one for rinsing vegetables, and one just for the heck of it, I guess. Loads of cupboards with glass fronts, copper pots of every size, rock-maple countertops, a butter urn Mrs. Bean says belongs in a museum. And drawers. There are big drawers and little drawers and bread drawers and linen drawers, and drawers for extra things left over.

Student

Nam

e

Fry Stove? Bake Stove?

Fireplace with Dutch Oven?

Pantry Sink – washing dishes

Sink – rinsing veggies

Sink – for the heck of it

Cupboards with glass fronts

Copper pots

Rock-maple countertops

Butter urn Big drawers

Little drawers

Bread drawers

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Resource 10 Underground Railroad Comprehension Checklist: Student Name (group)

What is the Underground Railroad?

How is what we’ve read in the book different from what we saw on the video and in the picture book?

How do you think the slaves in the cellar felt?

What do you think of the people who served as conductors?

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Resource 13 Dramatization Checklist Student Names in Group

Events depicted Events Omitted

Resource 16 Checklist for Newspaper Advertising Group Names Words Used to

Influence Proper Grammar Conventions

Problem Areas?

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Resource 17a Civil War Slang Taken from the back of The Almost True Adventures of Homer P.Figg

Slang Meaning

Beehive

backpack

Big bugs

Important people

Bread bag A supply bag worn over the shoulder; a havershack

Bummer

A solider who deliberately lags behind

Cabbaging

stealing

Dog robber

cook

Fire and fall back

Vomit in fear

Fresh fish

New recruits

Go boil your shirt

Take a hike

Grab a root

eat

Gunboats

Army shoes

Layouts or coffee coolers

Those who avoided battle

Let ‘er rip

Bring it on

Lucifers

Matches

Muggins

A scoundrel

Pie eater

A boy from the country

Rag out

Dress well

Shin plasters

Paper money

Sow belly

Bacon

Wrathy

angry

Top rail First class

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Resource 17b Slang Checklist Student Name(s) Slang Used Correctly?

Resource 18 Text describing the scene: “This high up you can’t see people or animals, and the cornfields look like ragged green patches on a big old quilt. Train tracks are like stitches in the ground, mending the world together. Beyond the forests and the fields and villages that look like toys, and the snaky silver rivers glinting in the sun, the great curved edge of the earth blends into the sky. That’s where Heaven and earth must meet, in a haze of blue mist at the far end of the world.”

Student

Nam

e

Cornfields Train tracks Forests Fields Villages River Edge of the earth

Blue mist Resource 20 Checklist for Newspaper Writing Group Names W’s Addressed Proper Grammar

Conventions Problem Areas?

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Resource 21a Checklist for Graphic Organizer Activity Group Names

Homer Meets Up with Willow?

Willow’s Story?

Willow Met Harold?

Homer Finds Harold?

Harold in Jail?

Homer Finds Harold (he cries)

Resource 21b Just Before the Battle, Mother (1864) Words and Music by George Frederick Root 1. Just before the battle, Mother, I am thinking most of you. While upon the field we're watching, With the enemy in view. Comrades brave are round me lying, Fill'd with tho'ts of home and God; For well they know, that on the morrow, Some will sleep beneath the sod. CHORUS Farewell, Mother, you may never (you may never Mother) Press me to your breast again; But O, you'll not forget me, Mother, (you'll not forget me,) If I'm number'd with the slain. 2. Oh, I long to see you, Mother, And the loving ones at home; But, I'll never leave our banner, Till in honor I can come. Tell the traitors all around you, That their cruel words, we know, In ev'ry battle kill our soldiers By the help they give the foe. (CHORUS)

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3. Hark! I hear the bugles sounding, Tis the signal for the fight, Now, may God protect us, Mother, As He ever does the right. *Hear "The Battle-Cry of Freedom," How it swells upon the air; Oh, yes we'll rally round the standard, Or we'll perish nobly there. (CHORUS)

Resource 24a Book Club Questions (Students may also discuss other items; these questions are just to get conversation started.)

1. Did you like the book? Why or why not? 2. Which character was your favorite? Which character did you like the least? Why? 3. If you could create a new ending to the book, what would it be? 4. What was the most memorable part of the book for you? 5. Do you think the boys ever see their uncle again? If so, what do you think happens? 6. Why did their uncle sell Harold to the Union Army? 7. Who is Mr. Samuel Reed? 8. What was the most exciting part of the book for you? 9. Of all the characters that were not very nice (Uncle Squinton, the Nibblys, Smelt and

Stink) who do you think was the worst? Why? 10. What do you think Mr. Brewster does after the war ends, and when there are no more

slaves to help? Resource 24b Checklist for Book Club Discussions Student Name

Listens Respectfully

Participates by offering ideas

Not interrupting

Allowing Others to Speak

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Resource 25 Test Questions 1. In Chapter 1, Homer describes his uncle by saying “I can’t tell you what I think of Squinton Leach, but it approximates what I think of a rabid skunk, or scabs on my backside, or a bad toothache.” From this description, what can we guess about Homer’s feelings for his uncle?

a.) Homer loves his uncle and thinks he is a very nice man b.) Homer really dislikes his uncle and thinks he is awful and mean c.) Homer is neutral in his feelings for his uncle, meaning, he doesn’t like or dislike him

2. What happens that makes Uncle Squinton decide to sell Harold to the Union Army? Answer: While feeding the hogs, Homer eats a scrap of stale bread intended for the hogs. Squint catches Homer, but Homer doesn’t stop eating. When Squint raises a fist to hit Homer, Harold stops him and tells his uncle that Homer is eating because he’s hungry, that Squint doesn’t feed either of them well enough. Harold prevents Squint from hitting Homer, and as a result, Squint ends up falling face first into the hog pen. This makes Squint mad, and he goes to make the deal to sell Harold. 3. Why is the United States at war? Answer: Civil War is the war between the North (the Union) and the South (confederacy). Issues that sent the country to war include tariffs, states’ rights and slavery. 4. Who are Stink and Smelt? What does the author write about them to reveal their character? Provide at least three examples from the book to support your ideas. 5. The Title of Chapter 10 is “When the River Cries Like a Baby.” What type of figurative language is the author using here? a.) Simile b.) Metaphor c.) Hyperbole d.) Personification 6. Who is Mr. Samuel Reed and what is his role in the novel? Answer: The conductor of the Underground Railroad, the man who will lead slaves to safety up north. 7. Describe the characters of Kate and Frank Nibbly using metaphor. Answer: A metaphor is a figure of speech which involves an implied comparison between two relatively unlike things using a form of the verb be. The comparison is not announced by like or as. Example: Frank Nibble was a weasel. 8. Telling lies comes easily to Homer. Find two examples in the novel when Homer lies. In these instances, why does he lie? 9. Who was President of the United States during this novel?

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10. What document made slaves free? 11. At the end of the novel, in the last chapter, Colonel Chamberlain tells Homer that if the war is still going on in two years, when he is officially old enough to be a soldier, he will call him back to join the 20th Maine. What has Colonel Chamberlain seen in Homer that suggests Homer could be an excellent soldier? 12. Homer is upset when he sees the wounded soldiers and hears their screams and crying, and he comforts himself by imagining his life after he finds his brother. Reread his dream on page 180. What does this tell us about Homer? 13. Which sentence below contains an example of hyperbole? a.) When I got home from school my mom asked me a million questions. b.) My soup was so hot it felt like fiery lava. c.) The tree looked down on me, with menacing eyes and a snarling grin. d.) When it snows, the world is a sparkling crystal paradise. 14. Harold confesses to Homer that he knew he was being sold into the Army but he was glad to go. Why did he feel this way? 15. When Professor Fleabottom was accused of being a spy on page 164, how do we know he is guilty? 16. When Mr. Brewster sends Homer off to find his brother, he won’t give Homer any guns. Why? 17. Who won the Civil War? 18. In Chapter 25, Homer talks about “seeing the elephant.” What does “seeing the elephant” mean? What kind of language is this? 19. When Homer traveled with Professor Fleabottom, why did he like playing the part of the pig boy? 20. What happened to Homer and Harold at the end of the novel?