High Ability Language Arts Curriculum Project Phase II...with multiple exposures to the content from many different angles. Note: Johnny Tremain . ... annotation as a strategy to critically

High Ability Language Arts Curriculum Project Phase II

Unit: Values and Their Influence

Grade Level: 5

Teacher Author: Jennifer Gosch

Edition Date: 05.17

CLASSROOM USE VERSION

Indiana Academic Standards 2014

Indiana High Ability Language Arts Phase II Unit 5 May 1, 2017

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This High Ability Language Arts Unit has been developed to provide supporting materials to help educators successfully implement the Indiana Academic English Language Arts Standards 2014 for High Ability learners. Use of these resources is optional – teachers should decide which resources work best in their school for their students. This resource document is a living document and will be revised as needed. Please report concerns or broken links to Cindy Schuler, High Ability Education, Indiana Department of Education, [email protected]

The links compiled and posted in this unit have been provided to support unit content. The IDOE does not control or guarantee the accuracy, relevance, timeliness, or completeness of information contained on a linked website; does not endorse the views expressed or services offered by the sponsor of a linked website, and cannot authorize the use of copyrighted materials contained in linked websites. Users must request such authorization from the sponsor of the linked website. Efforts have been made to conform to U.S. Copyright Law. Any infringement is unintentional, and any file which infringes copyright, and about which the copyright claimant informs the Indiana Department of Education Office of High Ability Education will be removed pending resolution. This unit is being provided without charge to educators.

mailto:[email protected]


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Dedication: To the high ability students in Indiana

Acknowledgements

The teachers involved in the development of this second set of units:

Grade 2: Amy L. Jones Structure in Language and Literature

Grade 3: Claire Edwards Beauty in Interactions

Grade 4: Lauren Whiteford Systems in Life and Literature

Grade 5: Jennifer Gosch Values and their Influence

Grade 6: Monica Plantan Honor Through the Ages

Grade 7: Jason Brumback, rev* Growth: Down the Rabbit Hole

Grade 8: Jason Brumback, rev** Identity Ignition: Recognizing Self in Society

Grade 9: Katie Isch Perspectives: Turning Mirrors into Windows

Grade 10: Carol Kazmierczak Influence in the World Around Us

*revised by Project Editors

**revised by Katie Isch

Project Director: Virginia Burney, Ph.D.

Project Advisor: Kristie Speirs Neumeister, Ph.D.

Additional Project Support: Monica Plantan

Entities granting permissions for use of copyrighted materials:

• Critical Thinking Foundation

• Royal Fireworks Publishing Co., Inc.

• Spark! LLC

IDOE High Ability and Advanced Placement Coordinator:

Cynthia Schuler [email protected]

mailto:[email protected]


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TABLE OF CONTENTS

Introduction for Unit 5 - Values ........................................................................................................ 5

Lesson 1: Pre-Assessment ............................................................................................................... 20

Lesson 2: The Concept of Values – Making Generalizations ................................................. 35

Lesson 3: Introduction to Johnny Tremain ................................................................................. 41

Lesson 4: Introduction to Vocabulary and Grammar ............................................................. 63

Lesson 5: Reading Beyond the Story: Annotating A Text ...................................................... 71

Lesson 6: Values and Writing .......................................................................................................... 77

Lesson 7: Informative Writing & the Spark Problem Solving Process .............................. 82

Lesson 8: Informative Writing – Creating Interesting Introductions................................ 90

Lesson 9: Informative Writing – Crafting Solid Conclusions ................................................ 95

Lesson 10: Informative Writing – Summarizing, Paraphrasing, & Quoting .................... 99

Lesson 11: Informative Writing – Transitions and Text Features ................................... 104

Lesson 12: Informative Writing - Editing & Revising ........................................................... 110

Lesson 13: Examining The Boston Tea Party through Primary Source Documents .115

Lesson 14: Pride Goes Before a Fall – Pride and Humility ................................................. 120

Lesson 15: The Art of Persuasion – Ethos, Pathos, Logos ................................................... 123

Lesson 16: Character Change ....................................................................................................... 132

Lesson 17: Paul Revere’s Ride: Myth or Fact? ........................................................................ 136

Lesson 18: Taxation Without Representation........................................................................ 144

Lesson 19: What Do We Value? Analogical Thinking and the Shoe Culture ................ 148

Lesson 20: Values in Action .......................................................................................................... 154

Lesson 21: History – A Matter of Perspective? ....................................................................... 163

Lesson 22: And, Then What Happened? ................................................................................... 172

Lesson 23: Connecting Literature to Film .............................................................................. 178

Lesson 24: Post Assessments ....................................................................................................... 183


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INTRODUCTION FOR UNIT 5 - VALUES

OVERVIEW

This unit is designed around the concept of Values, focusing on how our values shape who we become as individuals and as a society. The selected text, Johnny Tremain, lends itself nicely to many cross- curricular ties between language arts and social studies. Selected poems connect both to the concept of values and to the historical context of the novel, and align with the 5th Grade Indiana Academic Standards for language arts and social studies. Non-fiction reading pieces include historical documents, famous Revolutionary War Era speeches, and current events. A research project is included for students to choose a topic related to Colonial America to research and write a feature article to demonstrate their understanding of the information.

Students will engage in analyzing historical speeches, role-play activities, persuasive, narrative, and expository writing, poetry responses, video reflections, and discussions. Each lesson begins with a short “Opening Activity” that focuses on vocabulary and grammar. Discussion questions are woven into every lesson to foster speaking and listening skills. Information, media, and technology skills are embedded throughout the unit in the use of online resources and student products. Alternative means of assessment can always be used in classrooms with varying degrees of available technology.

Critical thinking, creative thinking, and collaboration are addressed through various models that are incorporated in the unit. Paul’s Reasoning Model, Spark Problem Solving Process, Four-Corner Debate, Literature and Vocabulary Organizers are employed in the lessons and drive students toward deeper thinking and conceptual awareness. The unit is written for high ability learners; however, suggestions for differentiating aspects of each lesson for more typical learners are included.

Because of the nature of the cross-curricular ties to social studies content in this unit, it is best suited for use during the second semester of the school year. This allows teachers to cover the social studies standards for the years prior to the American Revolution. Teaching this unit at the same time one is teaching the social studies standards that cover the Era of the American Revolution provides students with multiple exposures to the content from many different angles.

Note: Johnny Tremain is ascribed a Lexile level of 840. We know that many high ability learners are able to handle more challenging text. However, students do their reading outside of class and the author of this Newbery Award winning book won the 1942 Pulitzer Prize for history for her biography of Paul Revere. It was selected for its representation of the genre of historical fiction, interdisciplinary content, ease of use with supporting historical readings, and great appeal for students of this age.


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CONCEPT AND GENERALIZATIONS

The Concept of Values

Generalizations are determined by students in Lesson 2. Sample generalizations include:

• Values influence choices. • Values can have a positive or negative impact. • Values are influenced by culture. • Values can be the root of conflict.

UNIT OVERVIEW BY LESSON

Lesson Numbe r

Lesson Title and Brief Description

Readings/ Resources Used

Unit Goal s

2014 Indiana Academic Standard s

1

Pre- Assessments: Administer the pre- assessments to establish baseline knowledge.

Pre Assessment includes Concept, Grammar, Expository Writing Nonfiction Reading, Narrative Writing

N/A

N/A

2

The Concept of Values: Students individually select a quote about values and reflect on its meaning. Students then work with others to define the concept and determine generalizations.

Quotes related to values

7

5.SL.1, 5.SL.2.1, 5.SL.2.2, 5.SL.2.4, 5.SL.2.5

3 Introduction to Johnny Tremain:

Johnny Tremain by Esther Forbes

A variety of online resources related to The

5, 6, 7

5.SL.2.1, 5.SL.2.2, 5.SL.3.1


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Students will work independently and in small groups to discuss their beliefs on topics related to the Revolutionary War.

American Revolution are aggregated on this Padlet site: https://padlet.com/jennifer_g_gosch/Colonial America

4

Introduction to Vocabulary and Grammar: In this lessons students use the Vocabulary Map and become familiar with the 4-Level Sentence Analysis Model used throughout the unit.


A helpful resource for the teacher is the Teacher’s Manual for The Magic Lens by Michael Clay Thompson, published by Royal Fireworks Publishing Co., Inc.

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5.RV.2.2, 5.RV.2.4, 5.RV.2.5, 5.W.5.1, 5.W.5.1d

5

Reading Beyond the Story: Annotating a Text - Students will use annotation as a strategy to critically analyze a text for a specific purpose (i.e. figurative language, description, or word choice)


1

5.RV.2.2, 5.RV.2.4, 5.RV.5, 5.W.5.1, 5.W.5.1d, 5.RL.2.2, 5.RL.2.3

6 Values and Writing: This lesson challenges students to reflect on their


Quotes on the value of hard work

Video clips found at https://padlet.com/jennifer_g_gosch/Colonial

7 5.W.5

https://padlet.com/jennifer_g_gosch/ColonialAmerica




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work ethic and habits for evidence that hard work and effort is valued. The topic of plagiarism is explored.

America

A variety of texts on topics related to Colonial America

Computers with Internet access

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Informative Writing: Students will be introduced to expository writing and use the writing process to write an informative paper.

Collection of books on the American Revolution and Colonial America

https://padlet.com/jennifer_g_gosch/Colonial America Access to a large screen on which to show video clips Computers with Internet access for students to share

2, 3, 4, 5

5.W.3.2, 5.W.4, 5.W.5

Informative Writing - Creating Interesting Introductions: A collection of articles from local publications Students will such as magazines, newspapers, or online continue using resources. Teachers will need to make copies of

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the Spark Problem Solving Process to work

these prior to teaching this lesson. Current, age-appropriate articles can be found at: http://www.timeforkids.com/ http://magazines.scholastic.com/

3

5.W.3.2, 5.W.4, 5.W.5

through the https://www.washingtonpost.com/lifestyle/ki writing process, dspost/ focusing on writing an interesting lead.

9 Informative Printed copies of news articles as well as the 3 5.W.3.2, Writing - resources previously mentioned 5.W.4, Crafting Solid 5.W.5 Conclusions: Students will continue using the Spark Problem Solving Process in writing,




http://www.timeforkids.com/

http://magazines.scholastic.com/

https://www.washingtonpost.com/lifestyle/kidspost/



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focusing on writing solid conclusions for informative writing.

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Informative Writing: Summarizing, Paraphrasing, & Quoting: Students focus on the format and body of the piece by looking at the differences between summarizing, paraphrasing, and quoting.

Declaration of the Causes and Necessity of Taking Up Arms

by John Dickinson and Thomas Jefferson Philadelphia, Pennsylvania Thursday, July 6th 1775

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5.W.3.2, 5.W.4, 5.W.5

11 Transitions and

Text Features

Collection of nonfiction books and articles

3

5.W.3.2, 5.W.4, 5.W.5

12 Editing and

Revising Johnny Tremain by Esther Forbes

3 5.W.3.2, 5.W.4, 5.W.5

13

SPSP Revisited: The Boston Tea Party – Students will study primary sources to analyze The Boston Tea Party

https://padlet.com/jennifer_g_gosch/Colonial America

4, 5

5.RN.2.3, 5.RN.3.1, 5.RN.3.3, 5.SL.2.1, 5.SL.2.4 5.SL.2.5

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Affective Lesson: Pride Goeth Before the Fall – Students will examine the difference between pride and arrogance and connect their learning to the reading of Johnny Tremain.

Johnny Tremain by Esther Forbes https://padlet.com/jennifer_g_gosch/Colonial America

6, 7

5.ML.1, 5.ML.2.2, 5.W.1, 5.SL.1, 5.SL.2.1, 5.SL.2.2, 5.SL.2.4






10

15

Persuasion: Ethos, Pathos, Logos in Historical Speeches – Students will analyze famous speeches from The American Revolution for examples of ethos, pathos, and logos.

THE CRISIS, NUMBER ONE By Thomas Paine, December 19, 1776 This speech is in the public domain and can be downloaded from Project Gutenburg. http://www.revolutionaryarchives.org/revoluti onary-philosphy/294-the-american-crisis-part- 1#p1

Give Me Liberty or Give Me Death Patrick Henry, March 23, 1775 This speech is in the public domain and can be downloaded from Project Gutenberg. http://www.revolutionarywararchives.o rg/revolutionary-philosophy/292-give- me-liberty-or-give-me-death

6, 7

5.RN.2.1, 5.RN.2.3, 5.RN.3.3, 5.RN.4.1, 5.W.3.1

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Character Changes – Students will annotate the text for examples of how the characters in Johnny Tremain have changed over time, specifically in terms of their values.


1

5.RL.2.1, 5.RL.2.2, 5.RL.2.3

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Paul Revere Fact or Myth? Students will use historical documents and literature to unravel the real story of Paul Revere

Paul Revere’s Ride Henry Wadsworth Longfellow


Students access the accounts of Paul Revere’s ride in his own words,

1, 2, 5, 6, 7

5.RL.1, 5.RL.4.2, 5.RN.3.3, 5.SL.2.1, 5.RL.2.2, 5.RL.2.4

18 Taxation Without Representation: Students will analyze the reasons leading up to the Revolutionary War to take a

Task cards for simulation activity Position cards for Four-Corner Debate

1, 4 5.RN.2.3, 5.RN.3.1, 5.RN.3.3, 5.RN.4.2

http://www.revolutionaryarchives.org/revolutionary-philosphy/294-the-american-crisis-part-1#p1



http://www.revolutionarywararchives.org/revolutionary-philosophy/292-give-me-liberty-or-give-me-death




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stand on the issues of the time period. They will defend their positions in a Four-Corner Debate.

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What Do We Value?: Analogical Thinking and The Shoe Culture – Students will learn about how values differ by circumstance and culture.

News articles that can be found at https://padlet.com/jennifer_g_gosch/Colonial America

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5.RN.2.1, 5.RN.2.2, 5.RN.4.2, 5.SL.1, 5.SL.2.1, 5.SL.2.2, 5.SL.2.4

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Problem Based Learning – Values in Action. Students will use their understanding of values to develop and execute a plan to address a problem in their community.


2, 3, 7

5.SL.1, 5.SL.2.1, 5.SL.2.4, 5.SL.2.5, 5.SL.3.1, 5.SL.4.1, 5.SL.4.2

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History – A Matter of Perspective. Students will examine how point of view and perspective impact the way a story is told. Students will also complete a timed writing assessment on analogical thinking.

Images from historical events

2, 5, 6, 7

5.RL.3.2




12

22

What Happened Next? – Students will write narrative fiction in the form of an epilogue for the novel Johnny Tremain

1, 3, 7

5.W.1, 5.W.3.3, 5.W.4

23

Connecting Literature to Film – Students will critically analyze the film version of the novel and adapt a scene to reader’s theater

Walt Disney’s 1957 film version of Johnny Tremain

1, 5, 6

5.ML.1, 5.SL.4.1, 5.SL.4.2, 5.W.4

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Post Assessments

Post Assessment includes Concept, Grammar, Expository Writing, Nonfiction Reading, Narrative Writing

N/A

N/A

MATERIALS NEEDED IN UNIT 5 Highlighted cells indicate that there are some materials that the teacher will need to supply. Most resources are found online, and links or aggregated websites are included for all such lessons.

Unit Lesson Materials Needed 5 Many Computer access – While access to computers for all

lessons is ideal, computer access is marked for lessons where it is specifically necessary for student activities. Teacher access to a computer with Internet connection and a projector is ideal for all lessons and demonstration purposes.

5 2 Paper and markers Composition notebooks

5 3 Johnny Tremain by Esther Forbes (2016 pricing <$7.00 per paperback on Amazon) Composition notebooks

5 4 A helpful resource for the teacher is the Teacher’s Manual for The Magic Lens by Michael Clay Thompson, published by Royal Fireworks Publishing Co., Inc.


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5 5 Chart paper Markers Overhead projector (if needed) Document camera, screen, projector (if available)

5 6 Social studies textbook (where available) A variety of texts on topics related to Colonial America Computers with Internet access A list of possible Colonial American research topics Examples of feature articles from a variety of print sources such as local newspapers and magazines Composition notebooks

5 7 https://padlet.com/jennifer_g_gosch/ColonialAmerica Access to a large screen on which to show video clips Computers with Internet access for students to share Composition notebooks

5 8 Composition notebooks 5 9 Composition notebooks

Post-It Notes Pencils or pens Copy paper or chart paper Markers

5 10 Highlighters 5 11 Nonfiction articles and books

Colored pencils Highlighters

5 12 Nonfiction articles and books Colored pencils Highlighters

5 13 Projector Screen


5 15 Composition Notebooks 5 16 Post-It Notes

Markers Chart paper


5 18 https://padlet.com/jennifer_g_gosch/ColonialAmerica Task cards for role playing activity Position signs for Four-Corner Debate

5 19 https://padlet.com/jennifer_g_gosch/ColonialAmerica Two types of shoes – one popular, name brand sneaker and one generic, basic shoe

5 20 Chart paper Markers

5 21 Historical images Projector





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Screen 5 22 Computers with Internet access

Word processing program 5 23 Walt Disney’s 1957 film version of Johnny Tremain

Screen 5 24 Post-Tests

INDIANA ACADEMIC STANDARDS FOR GRAMMAR

Demonstrate command of English grammar and usage, focusing on:

Pronouns – Students are expected to build upon and continue applying conventions learned previously.*

Verbs – • Writing sentences that use the perfect (e.g., I have walked, I had walked, I will have walked) verb tenses • Correctly using verbs that are often misused (e.g., lie/lay, sit/set, rise/raise)

Adjectives and Adverbs – Students are expected to build upon and continue applying conventions learned previously.*

Prepositions – Writing sentences that include prepositional phrases and explaining their functions in the sentence

Usage –Writing simple, compound, complex, and compound-complex declarative, interrogative, imperative, an exclamatory sentences, using correlative conjunctions (e.g., either/or, neither/nor)

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling focusing on: Capitalization – Applying correct usage of capitalization in writing.

Punctuation –

• Applying correct usage of apostrophes and quotation marks in writing. • Using a comma for appositives, to set off the words yes and no, to set off a tag question from the rest

of the sentence, and to indicate direct address

Spelling – Applying correct spelling patterns and generalizations in writing.

* see Appendix Grammar Standards for grammar expectations for grades K-10


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2014 INDIANA ACADEMIC STANDARDS ALIGNMENT REPORT Unit : 5 Unit Title: Values Date of Alignment: 11.1.16

Standards that are well covered within the unit and will need only practice and reinforcement in the remainder of the school year. 5.RL.1: Read and comprehend a variety of literature within a range of complexity appropriate for grades 4-5. By the end of grade 5, students interact with texts proficiently and independently. 5.RL.2.1: Quote accurately from a text when explaining what a text says explicitly and when drawing inferences from the text. 5.RL.2.2: Determine a theme of a story, play, or poem from details in the text, including how characters respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. 5.RL.2.3: Describe two or more characters, setting, or events in a story or play, drawing on specific details in the text, and how they impact the plot. 5.RL.3.2: Describe how a narrator’s or speaker’s point of view influences how events are portrayed. 5.RN.1: Read and comprehend a variety of nonfiction within a range of complexity appropriate for grades 4-5. By the end of grade 5, students interact with texts proficiently and independently. 5.RN.2.1: Quote accurately from a text when explaining what a text says explicitly and when drawing inferences from the text. 5.RN.2.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. 5.RN.2.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. 5.RN.3.1: Apply knowledge of text features in multiple print and digital sources to locate information, gain meaning from a text, or solve a problem. 5.RN.4.1: Explain how an author uses reasons and evidence to support claims in a text, identifying which reasons and evidence support which claims. 5.RN.4.2: Combine information from several texts or digital sources on the same topic in order to demonstrate knowledge about the subject. 5.RV.2.1: Select and apply context clues (e.g., word, phrase, sentence, and paragraph clues)and text features to determine the meanings of unknown words.

5. RV.2.5: Consult reference materials, both print and digital (e.g., dictionary, thesaurus), to find the pronunciation and clarify the precise meanings of words and phrases. 5.W.1: Write routinely over a variety of time frames and for a range of discipline-specific tasks, purposes, and audiences; apply reading standards to support reflection and response to literature and nonfiction texts. 5.W.3.1 : Write persuasive compositions in a variety of forms that –

• Clearly present a position in an introductory statement to an identified audience. • Support the position with qualitative and quantitative facts and details from various sources,

including texts. • Use an organizational structure to group related ideas that support the purpose. • Use language appropriate for the identified audience.

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Indiana High Ability Language Arts Phase II Unit 5

May 1, 2017

• Connect reasons to the position using words, phrases, and clauses. • Provide a concluding statement or section related to the position presented

5.W.3.2 : Write informative compositions on a variety of topics that – • Introduce a topic; organize sentences and paragraphs logically, using an organizational form that suits the topic. • Employ sufficient examples, facts, quotations, or other information from various sources and texts to give clear support for topics. • Connect ideas within and across categories using transition words (e.g., therefore, in addition). • Include text features (e.g., formatting, pictures, graphics) and multimedia when useful to aid comprehension. • Use appropriate language, vocabulary, and sentence variety to convey meaning; for effect; and to support a tone and formality appropriate to the topic and audience. • Provide a concluding statement or section related to the information or explanation presented.

5.W.3.3 : Write narrative compositions in a variety of forms that – • Develop the exposition (e.g., describe the setting, establish the situation, introduce the narrator and/or characters). • Develop an event sequence (e.g., conflict, climax, resolution) that unfolds naturally, connecting ideas and events using transitions. • Use narrative techniques, such as dialogue, description, and pacing to develop experiences and events or show the responses of characters to situations. • Use precise and expressive vocabulary and figurative language for effect. • Provide an ending that follows from the narrated experiences or events.

5.W.3.4 : Apply the writing process to – • Generate a draft by developing, selecting and organizing ideas relevant to topic, purpose, and genre; revise to improve writing, using appropriate reference materials (e.g., quality of ideas, organization, sentence fluency, word choice); and edit writing for format and standard English conventions. • Use technology to interact and collaborate with others to publish legible documents.

5.W.5: Conduct short research assignments and tasks on a topic. • With support, formulate a research question (e.g., What were John Wooden’s greatest contributions to college basketball?). • Identify and acquire information through reliable primary and secondary sources. • Summarize and paraphrase important ideas and supporting details, and include direct quotations where appropriate, citing the source of information. • Avoid plagiarism and follow copyright guidelines for use of images, pictures, etc. • Present the research information, choosing from a variety of sources.

5.W.6.1 : Demonstrate command of English grammar and usage, focusing on: 5.W.6.1 b: Verbs – • Writing sentences that use the perfect (e.g., I have walked, I had walked, I will have walked) verb tenses. • Correctly using verbs that are often misused (e.g., lie/lay, sit/set, rise/raise). 5.W.6.1.d: Prepositions – Writing sentences that include prepositional phrases and explaining their functions in the sentence.

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May 1, 2017

5.W.6.1.e – Usage – Writing correctly simple, compound, and complex declarative, interrogative, imperative, and exclamatory sentences, using correlative conjunctions (e.g., either/or, neither/nor).

5.W.6.2 : Demonstrate command of capitalization, punctuation, and spelling, focusing on: 5.W.6.2a: Capitalization – Applying correct usage of capitalization in writing. 5.W.6.2b: Punctuation – • Applying correct usage of apostrophes and quotation marks in writing. • Using a comma for appositives, to set off the words yes and no, to set off a tag question from the

rest of the sentence, and to indicate direct address. 5.W.6.2c: Spelling – Applying correct spelling patterns and generalizations in writing.

5.SL.2.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade-appropriate topics and texts, building on others’ ideas and expressing personal ideas clearly. 5.SL.2.2: Reflect on and contribute to ideas under discussion by drawing on readings and other resources. 5.SL.2.3: Establish and follow agreed-upon rules for discussion. 5.SL.2.4: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. 5.SL.2.5: Review the key ideas expressed and draw conclusions in reference to information and knowledge gained from the discussions. 5.SL.3.1: Orally summarize or respond to a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 5.SL.3.2: Summarize a speaker’s point as they relate to main ideas or supporting details and demonstrate how claims are supported by reasons and evidence. 5.SL.4.1: Using appropriate language, present information on a topic or text, narrative, or opinion in an organized manner, with effective introductions and conclusions, using appropriate structure, appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly and concisely at an understandable pace. 5.ML.1: Identify how information found in electronic, print, and mass media is used to inform, persuade, entertain, and transmit culture. 5.ML.2.2: Identify the role of the media in focusing people’s attention on events and in forming their opinions on issues.

Standards that are covered but which will need additional focus in other units.

5.RL.4.1: Analyze how visual and multimedia presentations and representations can enhance the meaning of a text. 5.RN.3.2: Compare and contrast the organizational structure of events, ideas, concepts, or information in two or more texts. 5.RN.3.3: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the perspectives the accounts represent. 5.RV.1: Build and use accurately general academic and content-specific words and phrases. 5.RV.2.2: Identify relationships among words, including multiple meanings, synonyms and antonyms, homographs, metaphors, similes, and analogies. 5.RV.3.1: Determine how words and phrases provide meaning to works of literature, including imagery, symbolism, and figurative language (e.g., similes, metaphors, hyperbole, or allusion) 5.RV.3.2: Determine the meaning of general academic and content-specific words and phrases in a nonfiction text relevant to a fifth grade topic or text. 5.RV.3.3: Analyze the meanings of proverbs, adages, and idioms in context. 5.SL.1: Listen actively and adjust the use of spoken language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 5.SL.4.2: Create engaging presentations that include multimedia components and visual displays

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May 1, 2017

when appropriate to enhance the development of main ideas or themes. 5.ML.2.1: Review claims made in various types of media and evaluate evidence used to support these claims.

Standards that have not been addressed or that will need some specific focus in other units.

5.RL.3.1: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, play, or poem. 5. RV.2.4: Apply knowledge of word structure elements, known words, and word patterns to determine meaning (e.g., word origins, common Greek and Latin affixes and roots, parts of speech)

TEACHING TIPS FOR UNIT 5 - VALUES

• Chapter questions and answers are provided for the anchor text, Johnny Tremain. These may also be used as reading checks or assessments if deemed appropriate or necessary.

• Consider making and displaying poster-sized copies of the models used throughout the unit. They are handy references for students as they analyze what they read, analyze vocabulary, and write. The teacher may also wish to make appropriate modifications to these models in order to help students use them more readily.

o Reading Analyzer o Vocabulary Map o 4-Level Sentence Analysis o Paul’s Reasoning Wheel o Spark Problem Solving Process Visual Aid o Debate o Problem Based Learning

• Discussion questions are included in each lesson and are essential to the critical and creative thinking that students are asked to do throughout the unit. These questions, too, may be used as journal prompts or may become assessment questions, at teacher discretion and/or need.

• Whenever appropriate, allow for student choice. Whenever possible, allow students to craft and submit their writing electronically. This will be especially important in schools with one- to-one technology and expectations for use.

• Incorporate technology whenever possible. The lessons were created with the idea that if technology is available, it should be used. If a school or individual teacher uses an online learning management system (Blackboard, LEARN, Canvas, etc.), parts of the lessons can be delivered through that platform. Students may also submit writing through the LMS. The lessons, however, offer teachers alternatives so that classrooms with varying degrees of technology availability may implement them.

• Students will view a variety of media throughout the unit. While the media is tied specifically to the lesson’s focus, it can also serve to address the Media Literacy standards. Through some strategically posed questions, teachers can assess students’ ability to evaluate the accuracy of information presented and identify target audiences in media presentations.

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• The “Teacher to Teacher” section of each lesson exists to provide tips and insight into each lesson. These tips are “from the trenches” and were written as the unit was piloted with my own class of high ability learners.

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LESSON 1: PRE-ASSESSMENT

I. OVERVIEW OF THE LESSON

• Administer the pre-assessments to establish baseline knowledge. It is important that these be administered prior to any instruction.

o Concept, Grammar, Expository Writing, Nonfiction Text, Narrative Writing • When these are complete, an initial discussion of the Concept of Perspective will begin.

II. STUDENT LEARNING OUTCOME OR OBJECTIVE

• To establish baseline knowledge for later assessment of growth • To guide instruction and grouping of students

III. INDIANA ACADEMIC STANDARDS

IV. INSTRUCTIONAL TIME NEEDED

• 90 - 120 minutes

V. GROUPING ARRANGEMENTS

• Students complete these individually

VI. READING SELECTIONS, WEBSITES, MATERIALS, AND EQUIPMENT NEEDED

• Pre-assessments included here

VII. LESSON, STUDENT ACTIVITIES, GUIDING QUESTIONS

• Teacher should grade pre-assessments with the rubrics provided and retain for comparison after post-test is given at the end of the unit.

VIII. HOMEWORK

IX. INTERDISCIPLINARY CONNECTIONS, ENRICHMENT POSSIBILITIES, OR RESOURCES

X. LESSON HANDOUTS OR ASSESSMENTS ATTACHED

• Handout 5:1.1 Pre-Assessment: Part A • Handout 5:1.2 Pre-Assessment: Part B • Handout 5:1.3 Rubric (for teacher use)

XI. DIFFERENTIATION SUGGESTIONS FOR MIXED ABILITY CLASSROOMS

21


• All pre-assessments are likely to provide valuable information for instructional planning and to determine growth from the beginning to the end of the unit for all students for Grade 5.

22


Handout 5:1.1 Pre-Assessment IHALA Phase II Grade 5 PART A

Note to Teachers: The pre-assessment should be given prior to any instruction from the unit provided to students in your classroom. Give Part A for Lesson 1. Teach Lesson 2 of the unit and then give Part B before teaching Lesson 3. Or, give Part A a week before beginning the unit and Part B for Lesson 1.

When ready to begin, tell your students: “Today we will complete a pre-assessment related to what we will be doing in this next unit. I am interested in knowing what you may already know; however, I do not expect that you will already know all of the answers to the questions. After we finish the unit, I expect that you will know many of these answers. Just answer the questions the best you can today.”

Student Name_________________________________________________ Date Given______________

Part A

Section I Concept of Values Student Score

1. What are values? In the space below, write as many examples of values as you can come up with in the next five minutes.

2. Describe how values are related to the following: a. personal property

b. family

23


c. education

3. What are three things that are true about all values? These should be statements that would be true for all the examples you have given in number 1.

a. Values______________________________________________________________________

b. Values______________________________________________________________________

c. Values______________________________________________________________________

Total Score for Concept Section (20 possible)

Section II Grammar Student Score

1. In the following paragraph, correct the mistakes in grammar and usage.

Write the correction above the mistake.

Hey I got a fitbit for my birthday and now I chart how many steps I take each day would

you like to go walking with me asked Sean. This was seans suggestion when I called to

see if he could come over to my house. I guess he doesnt want to set around all day and

play minecraft our favorite video game. At first I wasn’t to sure about this new exercise

plan of Seans but I have been walking with him on wednesdays thursdays and fridays.

The mile’s are adding up quickly. What a great way to get me up and moving.

Total Score for Grammar Section (20 possible)

24


Section III Expository Writing Student Score

Explain why you would or would not like to be a passenger on a space shuttle. Consider both the rewards and the risks of space travel in your explanation.

Plan your work on this page and write on the lines that follow the planning area; these lines continue on the next page.

25


Total Score for Expository Writing (20 points possible)

26


Handout 5:1.2

Pre Assessment Part B


Section IV Nonfiction Reading Student Score

Article from the National Archives website www.ourdocuments.gov

Read the selection below and respond to the questions.

Soviet scientists stunned the world on October 4, 1957, when they launched

a satellite, called Sputnik I, into orbit around the earth. It weighted 184 pounds. A

month later they exceeded their previous mark by launching a larger satellite that

weighed 1,120 pounds and carried a dog. This amazing scientific accomplishment sent

a shock wave through America. The military significance of Sputnik was lost on no one,

for if the Soviets could fire heavy objects into outer space, they could certainly reach

America with intercontinental missiles loaded with nuclear warheads. A space and

arms race fever swept the nation, and by January 31, 1958, America regained some

confidence and prestige by launching Explorer I, a grapefruit sized-sized (2.5 pounds)

satellite, into orbit. To stay competitive in this race, President Eisenhower proposed

and Congress passed the National Defense and Education Act, which authorized $887

million in loans and grants to aid college students in teaching sciences and languages.

Between 1958 and 1961, a series of unmanned launches by the Americans and the

Soviets resulted in the launch of the first man into space by the Soviets on April 12,

1961. Just over 20 days later, on May 5, Alan B. Shepard, Jr., became the first American

in space.

John Glenn blasted into orbit around the earth on February 20, 1962. Encased

in a bulky pressurized suit, strapped into a seat, and crammed into a tiny capsule,

Glenn put his life at risk as he traveled at 17,500 miles per hour 160 miles above Earth.

With great skill, courage, and grace, Glenn manually piloted Friendship 7 when the

autopilot function failed. Mission Control was also concerned about whether the

capsule's life-saving heat shield would hold when Glenn reentered the atmosphere.

After Glenn began his second orbit, Mission Control received a signal that the heat

http://www.ourdocuments.gov/

27


shield, designed to prevent the capsule from burning up during reentry, was loose.

Although it could have been a faulty signal, Mission Control took no chances. Normally,

the retropacket package would be jettisoned after the rockets were fired to slow the

capsule for reentry. In this case, however, Glenn was ordered to retain the retropack

to hold the heat shield in place. While struggling to maintain control of the spacecraft,

Glenn watched as huge chunks flew past the window and wondered whether it was

the retropack or heat shield breaking up. The heat shield held. If it hadn't, Glenn and

his capsule would have been incinerated. Glenn returned to Earth after five hours,

suffering no injury more severe than scraped knuckles, sustained as he prepared to

exit the capsule after a safe splashdown.

In the flood of enthusiasm after Glenn’s flight, President John F. Kennedy

proposed a new challenge on September 12, 1962, in an address at Rice University:

There is no strife, no prejudice, no national conflict in outer space as yet. Its

hazards are hostile to us all. Its conquest deserves the best of all mankind, and its

opportunity for peaceful cooperation many never come again. But why, some say, the

moon? Why choose this as our goal? And they may well ask why climb the highest

mountain? Why, 35 years ago, fly the Atlantic? Why does Rice play Texas?

We choose to go to the moon. We choose to go to the moon in this decade and do the

other things, not because they are easy, but because they are hard, because that goal will

serve to organize and measure the best of our energies and skills, because that challenge

is one that we are willing to accept, one we are unwilling to postpone, and one which we

intend to win, and the others, too.

1. Write a two or three sentence summary of the reading.

28


2. After reading the selection, why do you think Sputnik caused the United States to become heavily involved in the “space race.” Explain your thinking based on evidence from the text.

3. In your own words, explain the part of President Kennedy’s address when he asked a series of questions that included, “Why climb the highest mountain . . . Why does Rice play Texas.”?

4. What does this passage tell us about values?

Total Score for Fiction Reading (20 points possible)

29


Section V Narrative Writing Student Score

Write a story about the discovery of life on another planet.

Plan your work in the space provided and write on the lines that follow the planning area.

30


Total Score for Narrative Writing (20 points possible) Total Score for Concept (20 Points Possible) Total Score for Grammar (20 Points Possible) Total Score for Nonfiction Reading (20 Points Possible) Total Score for Expository Writing (20 Points Possible)

Total Score (100 Points Possible)

31


Handout 5:1.3 (for Teacher Use Only)

Scoring Rubrics and Answer Keys

Part A

Section I – Concept Rubric

Criteria Maximum 20

Examples of the Concept Give one point for every good example up to a maximum of 8 points

Application of Concept to Real World Issues

Give 2 points for each strong applications of the concept of values. (6)

Generalizations Give 2 points for each appropriate generalization about values. (6)

Maximum total of 20 points possible - Enter score on last page of student test.

Section II Grammar and Usage Answer Key

Other corrections may be acceptable. 20 possible pts.

“Hey, I got a Fitbit for my birthday, and now I chart how many steps I take each day. Would you like

to go walking with me?” asked Sean. This was Sean’s suggestion when I called to see if he could come

over to my house. I guess he doesn’t want to sit around all day and play Minecraft, our favorite video

game. At first I wasn’t too sure about this new exercise plan of Sean’s, but I have been walking with

him on Wednesdays, Thursdays, and Fridays. The miles are adding up quickly. What a great way to

get me up and moving!

There are about 20 errors, depending on how certain items are handled. Give 1 point for each error for a maximum total of 20 points possible. Enter score on last page of student test.

32


May 1, 2017

Section III Expository Writing Rubric

Criteria 5 points 3 – 4 points 1-2 points 0 points

Opening Statement/ Opinion

I wrote a very clear statement about my topic with some supporting reasons.

I wrote a very clear statement about my topic.

I wrote a short sentence with little detail.

I did not give an opening statement about my topic.

Reasons and Elaboration

I wrote 4 or more good details and each were well explained.

I wrote 3 good details and each were well explained.

I wrote 1 or 2 details, and at least one of them was explained.

I did not give details or I did not explain them well.

Conclusion

I wrote a strong conclusion that restated my position or my summary.

I just restated my first opinion or topic.

My conclusion did not match my first statement.

I did not give a conclusion.

Grammar and Mechanics

I used correct grammar, spelling, and mechanics of English

I made 1 or 2 misspellings or other errors.

I made 2 - 4 misspellings or errors.

I made 5 or more errors.

Total

/20

Part B

Nonfiction Reading Answer Key - Possible responses (student responses will vary)

1. Write a two - three sentence summary of the reading.

The Soviet’s launch of Sputnik created a space race in the United States. In the years that immediately followed, the U.S. launched several satellites and put the first man into space. After John Glenn’s space flight, President John F. Kennedy offered a new challenge: to put a man on the moon!

2. After reading the selection, why do you think Sputnik caused the United States to

become heavily involved in the “space race.” Explain your thinking based on evidence from the text.

America was concerned that if the Soviets had the power to put heavy objects in outer space, they could reach American soil with nuclear missiles. The U.S. saw the launch of Sputnik as a military threat.

33


May 1, 2017

3. In your own words, explain the part of President Kennedy’s address when he asked a series of questions that included, “Why climb the highest mountain . . . Why does Rice play Texas.”?

President Kennedy was making a point about why we would want to do something as difficult as putting a man on the moon. He asked these questions as an analogy to why we would want to put a man in space – because by having these goals we “serve to organize and measure the best of our energy and skills . . . a challenge we intend to win.” (similar answers acceptable)


Possible answers, but there may be others:

• After the launch of Sputnik, America placed value on space travel. • Kennedy’s speech – values of hard work and determination are highlighted • Value of human life – command center called John Glenn back to earth due to potential

faulty heat shield

Section IV Nonfiction Reading Rubric – 20 points possible

Enter score on last page of student test.

Criteria 5 points 3-4 points 1-2 points 0 points

Q#1 Synthesis

I very effectively interpret the selection in a concise way.

I effectively summarize the selection in a fairly concise way.

I wrote a somewhat effective summary, but it is not concise.

I wrote no response or a response that does not summarize the passage.

Q#2 Inference

I wrote a highly appropriate and well described inference.

I wrote an appropriate and fairly well described inference.

I wrote an inference that is not among the most important or my idea is not well explained.

I wrote no idea from passage that is not important and not well explained.

Q#3 Analysis

I wrote a very effective analysis of selected quote.

My analysis of includes details from the reading.

My analysis is not well supported with details from the reading.

My analysis is not clear and lacks support from the reading.

Q#4 Conceptual Understanding

I wrote very insightful concept statement that is well supported from the selection.

I wrote a concept statement that is insightful and supported from the selection.

I wrote a concept statement that is not well supported with details from the reading.

I wrote a concept statement that is not clear and lacks support from reading.

Total

/20

34


Section V Narrative Writing Rubric – 20 points possible


Criteria 5 points 3 -4 points 1-2 points 0 points

Organization

I wrote a real or imagined narrative with a focused and logical plot and effective transitions from beginning to end.

I wrote a real or imagined narrative that has an evident plot and connected ideas.

I wrote real or imagined narrative that has some connected ideas in the plot; some events are confusing.

I wrote a real or imagined narrative with no clear plot; ideas are somewhat random.

Elaboration

I included thorough details, meaningful dialogue, and effective description to advance the story and/or illustrate the experience.

I included some details, dialogue, and/or description to adequately expresses experiences and events.

I included a few details and/or descriptions that unevenly express the experiences or events.

I used limited details, descriptions, and dialogue, and the events and experiences are confusing.

Language and Vocabulary

I used sensory details and figurative language to effectively express events or experiences

I used some sensory details and figurative language to express events or experiences.

I used few sensory details and figurative language to express events or experiences.

I did not use sensory details or figurative language; events and experiences are unclear.






Total

/20

35


LESSON 2: THE CONCEPT OF VALUES – MAKING GENERALIZATIONS


• Students individually select a quote about values and reflect on its meaning. Students then work with others to define the concept and determine generalizations.

II. STUDENT LEARNING OUTCOME OR

OBJECTIVE

• To develop a working definition for the concept of values

• To determine generalizations around the concept of values


• 5.SL.1, 5.SL.2.1, 5.SL.2.2, 5.SL.2.4, 5.SL.2.5


• 45-60 minutes


• Students will work independently at first, and then they will be placed in groups of three or four to collaborate and discuss before coming back to a whole group discussion.


• Each student will need one composition notebook that will be used throughout the unit. • Handout 5:2.1 – Quotes About Values • Large chart paper – one per group • Markers


Teacher to Teacher:

This lesson was full of rich discussion in my classroom. My students struggled at first to dissect the quote they were given and come up with an idea of what they thought the quote was really about. I spent time with several students asking probing questions to get them thinking in the right direction. But, once those wheels started turning, the kids were on a roll!

Be sure to circulate around the room and listen to each student as they engage in discussion with their groups. I was able to learn a lot about what my class already believed to be true about the concept of values as I listened to them talk with each other about these quotes. This information helped me as I planned future lessons and pulled articles and resources related to this concept.

~JG

36


• Teacher should make copies of and cut apart the quotes handout so that each student may randomly select a quote.

• Once students have selected their quote, they should read and reflect on what the quote means to them. Allow students time to write down their initial thoughts about the quote in a “quick write” format in their composition notebook. Some suggestions to help get students thinking might include:

• What do you think this quote is really about? How could you rewrite this quote in your own words to better understand its message?

• Is there a lesson that you can learn from this quote? What might that be? • Who said this quote? What point do you think they were trying to make?

• After students have had time to record their personal thoughts on the selected quotes, they will need to form groups of three to four students, making sure that everyone in the group has selected a different quote.

• Each member of the group should share out their quote and their personal thoughts. The group should take a few minutes to discuss each quote, using the large chart paper to make observations about the questions that follow. These should be projected on the board or posted for students to reference during their discussions.

• Do the quotes share a common idea? What are some similar ideas you notice across 2 or more quotes?

• What do you know about the people from whom these quotes came? • What can you say about the context in which these quotes may have been

spoken? • Do your personal reflections on these quotes have anything in common? If so,

what? • What implications might these quotes have for society today?

• After each group has had time to work on their collaborative chart paper observations, the teacher should invite each group to share out the commonalities they noticed in their discussion.

• Using chart paper, white board, or interactive white board, the teacher should record the observations that are common among several groups. From these common observations, the teacher should guide the students to an understanding of the concept of values to include (but, not limited to):

• Values are important principles that… 1. Influence choices 2. Can have a positive or negative impact 3. Are influenced by culture 4. Could lead to conflict

• Teacher should post the agreed upon definition and generalizations about values in a prominent place in the classroom to be referred to throughout the teaching of this unit.

• Possible discussion questions:

37


• Which of these generalizations has the greatest personal significance for you? Why?

• Why are values important to the success of an individual or society as a whole?

• What happens when values differ between individuals or groups? • In what situations might one’s values be compromised? Is this avoidable or

necessary?

VIII. HOMEWORK


• Social Studies – Consider the sources of the selected quotes. Students can research their quote to find out more about the sources and the settings in which the quotes were spoken.


• 5:2.1 - Quotes About Values


• All students can participate in this lesson. In classrooms in which high ability students are clustered with general education students, high ability students should always work with other high ability students in collaborative activities.

38


Handout 5.2.1 Quotes About Values

“It’s not hard to make decisions once you know what your values are.” ~ Roy E. Disney

“Strength and wisdom are not opposing values.” ~ William J. Clinton

“Courage is what it takes to stand up and speak. Courage is also what it takes to sit down and listen.” ~Sir Winston Churchill

“Strive not to be a success, but rather to be of value.” ~Albert Einstein

“Let us remember we are all part of one American family. We are united in common values, and that includes belief in equality under the law, basic respect for public order, and the right of peaceful protest.” ~Barack Obama

“I think the world would be a lot better off if more people were to define themselves in terms of their own standards and values and not what other people said or thought about them.” ~ Hillary Clinton

“If we are to achieve a richer culture, rich in contrasting values, we must recognize the whole gamut of human potentialities, and so weave a less arbitrary social fabric, one in which each diverse human gift will find a fitting place.” ~ Margaret Mead

“We pay a price when we deprive children of the exposure to the values, principles, and education they need to make them good citizens.” ~Sandra Day O’Connor

39


“You just decide what your values are in life and what you are going to do, and then you feel like you count, and that makes life worth living. It makes my life meaningful.” ~Annie Lennox

“Somehow, we have come to the erroneous belief that we are all but flesh, blood, and bones, and that’s all. So we direct our values to material things.” ~Maya Angelou

“All of my Polynesian counterparts in the NFL with roots in American Samoa understand how the values embedded in our South Pacific culture – community, hard work, perseverance, respect – contribute directly to our success.” ~Troy Polamalu

“I am an American, steeped in American values. But I know on an emotional level what it means to be of the Chinese culture.” ~Amy Tan

“We need to instill the values that are important for future generations, and above all we have to show boys how to respect women.” ~Charlene – Princess of Monaco

“Striving for success without hard work is like trying to harvest where you haven’t planted.” ~ David Bly

“Always do right. This will gratify some people and astonish the rest.” ~ Mark Twain

“Never give up, for that is just the place and time that the tide will turn.” ~ Harriet Beecher Stowe

“A river cuts through rock, not because of its power, but because of its persistence.” ~ James N. Watkins

40


“By failing to prepare, you are preparing to fail.” ~ Benjamin Franklin

“As you grow up, always tell the truth, do no harm to others, and don’t think you are the most important being on earth. Rich or poor, you then can look anyone in the eye and say, ‘I’m probably no better than you, but I’m certainly your equal.” ~ Harper Lee

“No one has ever become poor by giving.” ~ Anne Frank

41


LESSON 3: INTRODUCTION TO JOHNNY TREMAIN


• In this lesson, students use an Anticipation Guide to form opinions on statements that relate to the causes of the Revolutionary War and that can also be applied to modern situations.


OBJECTIVE

• Students will form an opinion about key ideas that will develop in the reading of Johnny Tremain


• 5.SL.2.1, 5.SL.2.2 • 5.SL.3.1


• 45-60 minutes


• Individual for initial Anticipation Guide activity • Whole group for discussion


• Copies of the novel Johnny Tremain by Esther Forbes (one per student preferred, but books can be shared if necessary) • Handout 5:3.1– Anticipation Guide • Composition notebooks • Markers • Chart paper


Teacher to Teacher:

The use of an Anticipation Guide such as this has been highly engaging in my own classroom. Giving students the opportunity to express their opinions about “real-life” issues is always a great way to gauge their understanding, too.

The Reading Timeline provided here is meant to help keep students on pace with the reading of Johnny Tremain and focused on their comprehension of the storyline. The questions included with the timeline are not intended as homework or as a means to hold students accountable for their reading, but rather as guiding discussion questions for whole class or small group discussions.

This lesson does require some advance preparation for the teacher. Please be sure to read the lesson plans in time to prepare materials accordingly.

~JG

42


• The teacher should prepare the statements for the Anticipation Guide activity ahead of time. Things to consider when preparing for this activity are as follows:

o The most effective statements for an activity such as this are those statements that are easily related to universal themes or current issues in the news. Handout 5.3.1 – Anticipation Guide has been created for use, but teachers should feel free to come up with their own statements for this activity as well.

o The teacher should decide on the best method for students to record their positions on the Anticipation Guide statements. Some may prefer using a scale of 1-10 set up, while others may want to use a “hot/cold” design. For the purposes of this unit, the scale of 1-10 design has been included in Handout 5:3.1 – Anticipation Guide.

o Teachers should have the selected statements written on large chart paper for use as whole class Anticipation Guides that will be the focus of discussion at the end of this lesson.

o It is recommended that after the discussion of the whole class Anticipation Guides, the teacher save the guides to be revisited later in the unit to examine how opinions have/have not changed.

• Students will use Handout 5:3.1 – Anticipation Guide independently first to document their opinions on the given statements in their journals. Some teachers may prefer to post Handout 5:3.1 on the board or project it on the screen rather than copying it for each student. If this is preferred, students will need to record their answers in their composition notebooks.

o Students will complete their Anticipation Guide individually, giving a brief justification for each position.

• Using the large chart paper Anticipation Guide that the teacher has created prior to beginning this lesson, the students will put their name or initials on Post-It Notes to place themselves in the appropriate spots on the large Anticipation Guide. This will allow the class to see the opinions of their peers and make some generalizations about the opinion of the class as a whole.

o Discussion questions/topics for this activity may include: What do we notice about the opinions of our classmates on each

statement? Are there any “outliers”? What might be the reason that there is such a

broad range of opinions for this statement? What are some possible reasons that our class seems to agree on other statements?

What influenced your personal opinion on these statements as you thought about your own position on the ideas? How did your personal values come into play? Which of the generalizations about values impacted the way you developed your opinion for these statements?

VIII. HOMEWORK

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May 1, 2017

• Complete the reading of Chapter 1, “Up And About” through section 4. Refer to the reading timeline’s guided questions to help you focus your reading. Consider planning ahead to budget your reading time.

IX. INTERDISCIPLINARY CONNECTIONS OR ENRICHMENT POSSIBILITIES

• Teachers and students may wish to set up an online discussion forum to collaborate during the reading of this novel. ClassChatter.com, TodaysMeet.com, Google Docs, or various learning management systems (Blackboard, Canvas, etc.) offer such a mechanism to exchange ideas that may enhance student comprehension during this novel’s periods of independent reading.

• This unit is rich with interdisciplinary connections to social studies content regarding Colonial America and the Revolutionary War. If you are in a departmentalized setting, you may want to work closely with the social studies teacher in planning the teaching of this unit.

• Various online resources to The American Revolution are aggregated on this Padlet site: https://padlet.com/jennifer_g_gosch/ColonialAmerica (To access the website directly, click on the site and scroll to “source” at the bottom of the page.)

• Journal Prompt: Any of the study questions can be used as writing prompts or reading comprehension checks throughout the reading of Johnny Tremain.


• Handout 5:3.1 – Anticipation Guide • The Reading Timeline and Study Guide, a student edition without answers, is also

posted by section on the Padlet Resources page. https://padlet.com/jennifer_g_gosch/ColonialAmerica

XI. DIFFERENTIATION SUGGESTIONS FOR MIXED ABILITY CLASSROOMS • Teachers may choose to allow students to collaborate on the Anticipation Guide

activity rather than work independently if they feel that their students need the support of a peer to develop a strong opinion on the statements. High ability students should work with other high ability students.



44


May 1, 2017

Handout 5:3.1 – Anticipation Guide

Name:

Date:

Directions: Place an X on the scale provided to record your personal opinion about the following statements. Once you have recorded your position, write two or three sentences to justify your beliefs.

1. All people who live in a community should be required to pay taxes there.

Strongly Neutral/ Strongly Disagree Unsure Agree

1 5 10

2. Loyalty and patriotism are essential values for the citizens of a nation to possess.


1 5 10

3. It is never acceptable to destroy someone else’s property.


1 5 10

45


4. A person should work if they want to eat.


1 5 10

5. Family always comes first.


1 5 10

6. Desperate times call for desperate measures.


1 5 10

46


Handout 5:3.2 Name: _________________________________

Reading Pacing & Study Guide Date: __________________________________

Johnny Tremain, by Esther Forbes, is divided into 12 chapters, each of which is divided into 4-6 parts. Chapters average around 20-25 pages. We will usually read a chapter in its entirety, but there are some lessons that only require parts of a chapter to be read.

Chapter One: Up and About Questions to contemplate; notes to consider

Chapter 1, parts 1-3 (pages 1-18)

• What is an apprentice? • How does Dove feel about Johnny? Support your

answer with evidence from the text. • Why is Johnny so well-liked? • What surprises Johnny about the project Mr. Hancock

brings into the shop? Why? • What one word would you use to describe Johnny’s

character? Why? Chapter 1, parts 4-6 (pages 18-24)

• To whom does Johnny claim to be related? How does he know this to be true?

• Why did Johnny’s mother insist that Johnny be trained in a trade?

• What are the differences in lifestyle between Johnny and Merchant Lyte?

• What do you think makes Johnny look at the cup with such a critical eye?

• Why do you think Johnny’s mother had such strict instructions about Johnny contacting Merchant Lyte?

Chapter Two: The Pride of Your Power


• On page 26, Johnny looks around Mr. Revere’s shop and notes that it is the kind of shop he will have for himself one day. Why does he say this shop is “not much like Mr. Lapham’s”? What might this observation reveal about Johnny’s character?

• Why does Johnny tell Mr. Revere that he could never leave the Laphams? Do you think his claim is true? Use evidence from the text to support your answer.

• What does Mr. Lapham mean by “God’s going to send you a dire punishment for your pride.”?

• What is dangerous about the plan Mrs. Lapham and Johnny agree upon to ensure the sugar basin is finished in time?

• Dove and Dusty are giggling when Dove fetches the crucible for Johnny. What are they planning? Why?

47


• Johnny is severely injured at the end of this section. Do you think Dove is directly responsible for the injury or not? Use evidence from the text to support your answer.


• What does Johnny come to realize about the severity of his injury in this section?

• After seeing his injured hand for the first time, Johnny goes into the workshop and sees Dove sitting at his bench, using his tools. Why do you think this angers Johnny?

• What does Dove’s comment when Johnny tries to correct his technique reveal about Dove’s character?

• On page 37, the author says “If you can’t do, you had best shut up.” What do you think this means?

• Johnny goes for a walk by the wharf near the end of section 4. How do the other boys seem to treat him?

• How has Johnny’s role in the Lapham household changed?

• What does Mr. Lapham encourage Johnny to do? Why? • Why does Mr. Lapham say that he will never turn Johnny

out? What does this reveal about Mr. Lapham’s character?

• At the end of this section, Mr. Lapham tells Johnny about a conversation he had with Dove after the accident. How does Johnny feel about this? Use evidence from the text to support your answer.

Chapter Three: An Earth of Brass


• Why doesn’t Johnny want to work in any other trade besides his own?

• Johnny’s life has changed significantly since the beginning of the book. Describe the differences that you have noticed. Use evidence from the text to support your answer.

• Why does Mr. Lapham think the Boston Observer is “wicked”?

• In this section, Johnny tells Rab all about his situation. What does Johnny realize about himself as he talks with Rab?

• What does Johnny appreciate about the short time he has spent with Rab?

• What is Johnny’s first impression of Mr. Tweedie? • How does Lavinia Lyte compare with Madge and

Dorcas? • Why doesn’t Mr. Hancock want Johnny to work for him? • What is significant about the gift Johnny receives from

Mr. Hancock? Chapter 3, parts 4-5 (pages 58-64)

• Why does Johnny regret his purchases?

48


• How does Mrs. Lapham feel about the gifts Johnny brings to the girls?

• Why does Isannah react as she does when Johnny picks her up? How does this make Cilla feel? How does Johnny feel?

• What do you think has changed in Johnny since the beginning of the story that has allowed him to cry in this section?

• What is the significance of where Johnny ends up resting and experiencing a flood of emotion in this section?

• Johnny decides to change his course by seeking out Merchant Lyte. His mother gave him strict instructions about when he should finally seek his relative’s help. Do you think Johnny has reached the point at which his mother would agree that he should go to Merchant Lyte for help? Why or why not? Defend your answer with evidence from the text.

Chapter Four: The Rising Eye

Chapter 4 (pages 65-84)

• Johnny imagines all of the fine things he will soon be able to buy. Why does he say he won’t buy Mrs. Lapham a single thing?

• Why do you think Merchant Lyte reacts the way he does when Johnny first speaks to him?

• What does Johnny mean when he says “Lift my eyes? I can’t see that far down in the dirt even to know they are there.”?

• Rab tells Johnny that Merchant Lyte is “trying to ride two horses.” What do you suppose this means?

• How does Merchant Lyte paint a picture with words that leads to Johnny’s arrest?

• Who are the Sons of Liberty? • Why does Mrs. Lapham refuse to let Cilla testify on

Johnny’s behalf? • What punishment does Merchant Lyte suggest for

Johnny? Do you think that is an appropriate consequence for the crime with which he has been charged? Why or why not?

• How do Isannah’s actions in the courtroom in this section compare to the way she treated Johnny earlier in the story? What has changed in their relationship?

Chapter Five: The Boston Observer


• Why does Mr. Quincy tell Johnny to watch out for himself?

• What is keeping Johnny from sleeping at the Lapham’s house or taking Rab up on his offer to let him stay with him?

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• Why does Johnny return to Merchant Lyte’s home? How does this encounter end?

• What is significant about the horse that Johnny must learn to ride?

• How is the manner in which Mrs. Lorne treats Johnny different from the way that Mrs. Lapham treated him? What does this say about the character of these two women?

• What upsets Johnny when he sees Cilla at the water pump? Why?

• How is Johnny influenced by Rab? Use examples from the text to support your answer.

• Rab’s actions surprise Johnny in two ways in this chapter. How do these actions compare with the impression Johnny has developed of Rab?

Chapter Six: Salt-Water Tea


• Sam Adams comes to Mr. Lorne’s shop for help in this chapter. What is so urgent about his needs that it would cause Mr. Lorne, Rab, and Johnny to agree to break the Sabbath?

• Johnny must deliver a secret message to a group of men around Boston in this chapter. What can you say about these men and their character?

• Why do you suppose Dr. Warren is so interested in Johnny’s hand? Use evidence from the text to support your answer.

• The Boston Observers devise a plan during their meeting in the attic where Rab and Johnny sleep. What exactly are they planning to protest? How? Why?

• What do you think Admiral Montague means when he says “…you’ve got to pay the fiddler yet.”?

• Why does the author point out that all of the Observers knew that the fiddler would have to be paid?

Chapter Seven: The Fiddler’s Bill


• What has London decided to do in response to the events of The Boston Tea Party in the previous chapter?

• How would you characterize Mr. Lorne in this section? • What is meant by this description? “…and off the ships

poured a flood, scarlet as a tide of blood.” • Why does Johnny criticize the Minute Men as the

practice their drills behind Grandshire Silsbee’s barn? • Why does Johnny become so upset with Rab in this

section? • How does Johnny prevent Goblin from being used by the

British? Chapter 7, parts 4-5 (pages 146-155)

• How has Johnny’s view of Mrs. Lapham changed over time? What do you think has caused this change in him?

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• What upsets Johnny about the way Cilla and Isannah are treated in this section? Why?

Chapter Eight: A World To Come


• What does Lavinia Lyte’s reaction to the silver being left behind reveal about her values? Is this the type of reaction that you would expect from her? Why or why not?

• Johnny and Cilla return to the Lyte’s country house in this section. What does the author’s description of this house reveal about the Lyte family’s values? What does this house say about Merchant Lyte in particular? Use examples from the text to support your answers.

• Explain why Johnny refuses to take his silver cup from the Lyte’s house.

• Why is it so important to Rab for him to acquire a good weapon?

• How has Johnny’s view of Cilla changed over time? How is the change in their relationship indicative of what Johnny values?

• Why does Sam Adams say that the time for peace is past?

• How are the values of both Sam Adams and John Otis revealed in their positions about war and peace? Explain how their positions, and their values, are different with examples from the text.

• What does Mr. Otis mean by his statement “Some will give up their lives that a man can stand up.”?

Chapter Nine: The Scarlet Deluge


• How has Johnny’s view of Dove changed since their days in the Lapham’s shop? What does this change reveal about how Johnny’s values have changed?

• Why do you think Dove is supportive of the British in spite of the way the British soldiers treat him?

• Lieutenant Stranger takes Johnny out to jump horses. What does this break in regulation say about Lieutenant Stranger’s character and his values?

• What does Pumpkin mean when he tells Johnny that the “papers went where they’ll do a deal of good.”?

• The author says that due to a shortage of lead in the area women were taking their beautiful pewter items to be re-formed into bullets. What does this action reveal about what these women valued?

• How does Pumpkin’s fate impact Johnny? Chapter Ten: ‘Disperse, Ye

Rebels’

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• Mr. Revere and Dr. Warren develop a strategy to warn the colonists about British movements at the beginning of this chapter. What is their plan?

• Why doesn’t Johnny want Rab to leave for Lexington? • What does Dove reveal to Johnny that leads Johnny to

believe that Colonel Smith is going to be moving on a campaign?

Chapter Eleven: Yankee Doodle


• As Johnny stands and watches the British troops march out of Boston on their way to battle, he has mixed feelings. When he begins to think about the differences in the British soldiers and the Minute Men he feels sick to his stomach. Why?

• What is ironic about the manner in which Uncle Lorne hid from the British soldiers that came to find him?

• Why isn’t Cilla going with the Lyte’s to London? Why is Merchant Lyte glad that she is staying behind in Boston?

• How does the conversation about Isannah going to London with the Lyte’s further reveal the differences in values between Cilla and Lavinia?

• Why do you think Lavinia takes the time to explain what she knows about her family to Johnny?

Chapter Twelve: A Man Can Stand Up

Chapter 12 (239-256)

• Johnny is struck by the sheer number of Minute Men that have seemingly left their lives at the drop of a hat to fight for their rights. What does this sense of urgency with which these men responded to the call to arms say about their values?

• As Johnny prepares to leave for Lexington he sees another large burial party and notices that “all who had hats doffed them as friend or foe passed by”. What can thus be said about the true values of these Colonials?

• Dr. Warren tells Johnny that “Rab played a man’s part. Look that you do the same.” What does he mean by this?

• How do you think Johnny’s life might be different after Dr. Warren operates on his hand? Why?

• Johnny Tremain ends with these words: “Hundreds would die, but not the thing they died for. ‘A man can stand up…’” What can you infer the author means by these final words?

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Handout 5:3.3

Teacher’s Edition Reading Timeline & Study Guide

**Possible responses to questions are offered in italics after each question.**

Chapter One: Up and About Questions to contemplate; notes to consider


• What is an apprentice? A person who works for another in order to learn a trade

• How does Dove feel about Johnny? Support your answer with evidence from the text. Dove resents Johnny because he is favored by everyone over Dove.

• Why is Johnny so well-liked? Johnny is very skilled at his craft

• What surprises Johnny about the project Mr. Hancock brings into the shop? Why? Johnny is surprised that Mr. Lapham is the original artist because Johnny has never seen this level of craftsmanship from Mr. Lapham

• What one word would you use to describe Johnny’s character? Arrogant, proud, cocky, etc.


• To whom does Johnny claim to be related? How does he know this to be true? Merchant Lyte – his mother told him they were related before she died

• Why did Johnny’s mother insist that Johnny be trained in a trade? She wanted Johnny to be something and refused to let him grow up “untaught” like Dove and Dusty

• What are the differences in lifestyle between Johnny and Merchant Lyte? Johnny lives a very simple life while Merchant Lyte lives very luxuriously

• What do you think makes Johnny look at the cup with such a critical eye? He has been trained as a silversmith now and has developed a keen eye for craftsmanship

• Why do you think Johnny’s mother had such strict instructions about Johnny contacting Merchant Lyte? Mother wanted Johnny to take care of himself and not depend on anyone else for his needs.

Chapter Two: The Pride of Your Power


• On page 26, Johnny looks around Mr. Revere’s shop and notes that it is the kind of shop he will have for himself one day. Why does he say this shop is “not much like Mr. Lapham’s”? Johnny notices that Mr. Revere’s shop is much nicer than Mr. Lapham’s. What might this observation reveal about Johnny’s character? Johnny wants to work with the best of the best – equipment and men.

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• Why does Johnny tell Mr. Revere that he could never leave the Laphams? He believes that he is the reason the Lapham’s and the shop are still surviving. Do you think his claim is true? Answers may vary, but should be supported with textual evidence. Use evidence from the text to support your answer.

• What does Mr. Lapham mean by “God’s going to send you a dire punishment for your pride.”? Mr. Lapham is a very religious man who believes that pride is a sin. He believes that God will punish Johnny harshly for being so arrogant.

• What is dangerous about the plan Mrs. Lapham and Johnny agree upon to ensure the sugar basin is finished in time? The plan requires them to break the Sabbath. If an official were to find out that they broke this law, they could be harshly punished.

• Dove and Dusty are giggling when Dove fetches the crucible for Johnny. What are they planning? They are planning to trick Johnny and give him a broken crucible to work with. Why? They are jealous of the attention Johnny gets from the Laphams and they want to humble Johnny a bit.

• Johnny is severely injured at the end of this section. Do you think Dove is directly responsible for the injury or not? Answers may vary. Use evidence from the text to support your answer.


• What does Johnny come to realize about the severity of his injury in this section? He will no longer be able to be a silversmith.

• After seeing his injured hand for the first time, Johnny goes into the workshop and sees Dove sitting at his bench, using his tools. Why do you think this angers Johnny? Johnny believes that Dove is responsible for his injury, and thinks that he did it on purpose to get rid of Johnny.

• What does Dove’s comment when Johnny tries to correct his technique reveal about Dove’s character? Dove is taunting Johnny by asking him to show him how to hold the crimping iron. This could lead the reader to believe that Dove did intend for Johnny to be injured during the prank.

• On page 37, the author says “If you can’t do, you had best shut up”. What do you think this means? Answers will vary

• Johnny goes for a walk by the wharf near the end of section 4. How do the other boys seem to treat him? The other boys seem to feel sorry for him

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• How has Johnny’s role in the Lapham household changed? He used to be the one everyone depended on for the family’s success. Now, he seems to be in the way and a burden for the family to care for.

• What does Mr. Lapham encourage Johnny to do? Find new work that he can do Why? Johnny needs to be able to support himself as he gets older.

• Why does Mr. Lapham say that he will never turn Johnny out? He made a promise to Johnny’s mother and he will not break it. What does this reveal about Mr. Lapham’s character? He is a man of his word – honest and trustworthy.

• At the end of this section, Mr. Lapham tells Johnny about a conversation he had with Dove after the accident. How does Johnny feel about this? Johnny is furious about this conversation and says he will get revenge on Dove for the accident. He calls Dove names and threatens that he will eventually get his revenge. Use evidence from the text to support your answer.

Chapter Three: An Earth of Brass


• Why doesn’t Johnny want to work in any other trade besides his own? Johnny looks down on the other tradesmen because he thinks that being a silversmith is above all of the other trades.

• Johnny’s life has changed significantly since the beginning of the book. Describe the differences that you have noticed. Answers will vary. Use evidence from the text to support your answer.

• Why does Mr. Lapham think the Boston Observer is “wicked”? Mr. Lapham is a Torie and the Boston Observer is a Whig publication.

• In this section, Johnny tells Rab all about his situation. What does Johnny realize about himself as he talks with Rab? He realizes that he has been treating everyone very poorly.

• What does Johnny appreciate about the short time he has spent with Rab? He has gained a new confidence in himself

• What is Johnny’s first impression of Mr. Tweedie? He dislikes Mr. Tweedie and thinks he is timid and odd.

• How does Lavinia Lyte compare with Madge and Dorcas? Lavinia is fair, elegant, and wealthy while Madge and Dorcas are hardworking girls of larger stock.

• Why doesn’t Mr. Hancock want Johnny to work for him? He isn’t satisfied with the level of use Johnny has with his injured hand.

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• What is significant about the gift Johnny receives from Mr. Hancock? It is silver coins instead of copper. Silver is worth far more than copper.


• Why does Johnny regret his purchases? He has squandered a lot of the money on things that will not help him get ahead in life.

• How does Mrs. Lapham feel about the gifts Johnny brings to the girls? She believes he has stolen them or gotten them in an uncouth manner

• Why does Isannah react as she does when Johnny picks her up? She is disgusted by Johnny’s injured hand. How does this make Cilla feel? Cilla is angry with Isannah and feels sorry for Johnny. How does Johnny feel? Johnny is hurt by Isannah’s reaction.

• What do you think has changed in Johnny since the beginning of the story that has allowed him to cry in this section? Answers will vary.

• What is the significance of where Johnny ends up resting and experiencing a flood of emotion in this section? He is crying at the spot where his mother is buried in an unmarked grave. It is as if the young boy is crying out for his mother’s guidance, love, and devotion

• Johnny decides to change his course by seeking out Merchant Lyte. His mother gave him strict instructions about when he should finally seek his relative’s help. Do you think Johnny has reached the point at which his mother would agree that he should go to Merchant Lyte for help? Answers will vary. Why or why not? Defend your answer with evidence from the text.

Chapter Four: The Rising Eye


• Johnny imagines all of the fine things he will soon be able to buy. Why does he say he won’t buy Mrs. Lapham a single thing? Mrs. Lapham has made it very clear that she doesn’t trust Johnny and thinks he is good for nothing since his injury.

• Why do you think Merchant Lyte reacts the way he does when Johnny first speaks to him? It is not uncommon for poor boys to come begging for his help, claiming that they are distant relatives.

• What does Johnny mean when he says “Lift my eyes? I can’t see that far down in the dirt even to know they are there.”? He is implying that Mrs. Lapham’s girls are beneath him in status.

• Rab tells Johnny that Merchant Lyte is “trying to ride two horses.” What do you suppose this means? Merchant Lyte is trying to appear loyal to Britain and

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sympathetic toward the colonists at the same time, rather than choosing one side.

• How does Merchant Lyte paint a picture with words that leads to Johnny’s arrest? He tells the story of how his cup was stolen from his house, and leads the sheriff to believe that Johnny stole the cup.

• Who are the Sons of Liberty? A secret group of colonists that works to further the cause of the Revolution

• Why does Mrs. Lapham refuse to let Cilla testify on Johnny’s behalf? Merchant Lyte has bribed the Lapham’s not to testify for Johnny.

• What punishment does Merchant Lyte suggest for Johnny? Death. Do you think that is an appropriate consequence for the crime with which he has been charged? Why or why not? Answers will vary.

• How do Isannah’s actions in the courtroom in this section compare to the way she treated Johnny earlier in the story? Earlier she was appalled by Johnny’s injured hand and didn’t want to have anything to do with him. Now, she is very affectionate towards him. What has changed in their relationship? Answers will vary.

Chapter Five: The Boston Observer


• Why does Mr. Quincy tell Johnny to watch out for himself? Merchant Lyte is a powerful man and will likely try to get back at Johnny for embarrassing him in the courtroom.

• What is keeping Johnny from sleeping at the Lapham’s house or taking Rab up on his offer to let him stay with him? His pride. He does not want to take advantage of his friends. He wants to earn his keep.

• Why does Johnny return to Merchant Lyte’s home? How does this encounter end? He wants to sell his cup to Merchant Lyte. But, instead, Merchant Lyte steals it from him.

• What is significant about the horse that Johnny must learn to ride? Goblin has never been tamed because he is so skittish and afraid of everything.

• How is the manner in which Mrs. Lorne treats Johnny different from the way that Mrs. Lapham treated him? Mrs. Lorne is very patient, kind, and loving. Mrs. Lapham treated Johnny with disdain. What does this say about the character of these two women? Answers will vary.

• What upsets Johnny when he sees Cilla at the water pump? She is working very hard to handle the chores that Johnny used to do for the Laphams. Why? This upsets Johnny because he sees how Lavinia Lyte is showing favor to Isannah and is abusing Cilla.

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• How is Johnny influenced by Rab? Johnny has noticed the way that Rab can hold his tongue and temper. He begins to watch himself in these situations after he realizes that Rab’s way is better. Use examples from the text to support your answer.

• Rab’s actions surprise Johnny in two ways in this chapter. How do these actions compare with the impression Johnny has developed of Rab? Johnny has always thought Rab was very quiet and reserved. Yet, he really lets loose and has a good time at the barn dance. Secondly, Rab surprises Johnny when he fights for the Webb twins in the butcher shop.

Chapter Six: Salt-Water Tea


• Sam Adams comes to Mr. Lorne’s shop for help in this chapter. What is so urgent about his needs that it would cause Mr. Lorne, Rab, and Johnny to agree to break the Sabbath? Mr. Adams has information about British ships that are coming into the Boston Harbor. He needs this information spread quickly so that the Sons of Liberty can take action.

• Why do you suppose Dr. Warren is so interested in Johnny’s hand? Use evidence from the text to support your answer. Dr. Warren probably believes that he could help Johnny if he were permitted to look at his injured hand and treat it.

• The Boston Observers devise a plan during their meeting in the attic where Rab and Johnny sleep. What exactly are they planning to protest? How? Why? They plan to board the ships and dump the tea into the Harbor at night by dressing up in Native American costumes. They are protesting the taxing of the colonies by the British king when the colonies are not receiving the “benefits” of being British citizens.

• What do you think Admiral Montague means when he says “…you’ve got to pay the fiddler yet.”? It was a threat, of sorts, that the British would not respond well to the dumping of the tea. This destruction of property as an act of civil disobedience would not go unpunished.

• Why does the author point out that all of the Observers knew that the fiddler would have to be paid? The author wants the reader to understand that the Observers were well aware of the risks involved in taking such actions against the British before they committed the act of dumping the tea.

Chapter Seven: The Fiddler’s Bill


• What has London decided to do in response to the events of The Boston Tea Party in the previous chapter?

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Boston’s port is being shut down to all ships except the British royal warships and transports until the tea has been paid for.

• How would you characterize Mr. Lorne in this section? Determined to continue working for the cause of liberty.

• What is meant by this description? “…and off the ships poured a flood, scarlet as a tide of blood.” A mass of British soldiers in red uniforms is flooding into Boston.

• Why does Johnny criticize the Minute Men as they practice their drills behind Grandshire Silsbee’s barn? He is jealous of Rab’s dreams and ability to join the Minute Men when he is old enough. Johnny knows that he would never be able to join the fighting because of his injured hand. So, he is critical of them because he is trying to convince himself that he really isn’t missing much by not joining their fight.

• Why does Johnny become so upset with Rab in this section? Rab is paying a lot of attention to Cilla, and Cilla seems to like Rab more than she does Johnny.

• How does Johnny prevent Goblin from being used by the British? Johnny intentionally scares Goblin by flapping a sheet from the clothesline in the wind, so Goblin is spooked and throws Lieutenant Stranger off into a puddle.


• How has Johnny’s view of Mrs. Lapham changed over time? What do you think has caused this change in him? He now recognizes how hard she worked to provide for her family, and for him. He realizes that she is not the ogress that he thought she was. He is able to see this now because of the things he has endured since leaving the Lapham’s and he appreciates her sacrifices and work.

• What upsets Johnny about the way Cilla and Isannah are treated in this section? Why? This is the first time he has really seenwith his own eyes how differently the two girls are treated in the Lyte household. He is angry that Cilla is basically a servant while Isannah is treated like one of the family.

Chapter Eight: A World To Come


• What does Lavinia Lyte’s reaction to the silver being left behind reveal about her values? Is this the type of reaction that you would expect from her? Why or why not? Lavinia is not concerned about the silver and says that it has probably already been taken by the rebels. Her reaction is unexpected because she comes from a family that seems to value wealth and riches above all else.

• Johnny and Cilla return to the Lyte’s country house in this section. What does the author’s description of this house reveal about the Lyte family’s values? What does

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this house say about Merchant Lyte in particular? Use examples from the text to support your answers. The house is very elaborate and ornate to display the family’s status in the community. However, there are quite a few items that seem to be of sentimental value to the family, especially to Merchant Lyte.

• Explain why Johnny refuses to take his silver cup from the Lyte’s house. Johnny has learned much about the family and is not impressed with their values. He decides that he is better off having no ties to them, thus he leaves his silver cup behind.

• Why is it so important to Rab for him to acquire a good weapon? He is determined to fight for the Minute Men and cannot do so without his own weapon since there is no official army to supply weapons and equipment.

• How has Johnny’s view of Cilla changed over time? How is the change in their relationship indicative of what Johnny values? He used to see Cilla as a silly little girl, but now he recognizes her worth as a young woman. She works hard and sticks to her own beliefs, both of which Johnny admires greatly. Johnny has also matured into a hard working, determined young man who does not compromise his beliefs.

• Why does Sam Adams say that the time for peace is past? The colonists have tried to accomplish their goals in a peaceful way, without violence, but their voices have not been heard by the monarchy. The only remaining choice is war.

• How are the values of both Sam Adams and John Otis revealed in their positions about war and peace? Explain how their positions, and their values, are different with examples from the text. Sam Adams seems to be willing to do whatever it takes to reach his goals of liberty for the colonies. John Otis is much more passive and not willing to confront those in power in the same way that Adams is. Adams is willing to go to war for freedom, while Otis maintains that war is not worth the trouble and that the colonies should remain at peace with Britain and be grateful for it.

• What does Mr. Otis mean by his statement “Some will give up their lives that a man can stand up.”? He is alluding to the fact that the war will be long and many lives will be lost. His statement means that there will be many who die early in the war, only to give others the chance to stand up for freedom and join the fight.

Chapter Nine: The Scarlet Deluge


• How has Johnny’s view of Dove changed since their days in the Lapham’s shop? What does this change reveal

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about how Johnny’s values have changed? Johnny is slowly becoming more friendly with Dove because he sees the futility in being at odds with him. This shows that Johnny may be beginning to value other people’s feelings instead of just his own.

• Why do you think Dove is supportive of the British in spite of the way the British soldiers treat him? Dove is too weak in his character to stand up for himself. He sees the British as the stronger force, and so he sides with them.

• Lieutenant Stranger takes Johnny out to jump horses. What does this break in regulation say about Lieutenant Stranger’s character and his values? Lt. Stranger cares more about himself and his desires than he does his responsibilities to his troops. He is willing to break rank and have fun with Johnny, who is a known Whig, in spite of his position as an officer in the British forces.

• What does Pumpkin mean when he tells Johnny that the “papers went where they’ll do a deal of good.”? There are many British soldiers that do not agree with the British government’s actions toward the colonists. Since the papers have landed with the British troops, they will likely be read by men who are sympathetic toward the Rebels…maybe even men who would be willing to help the Rebel cause.

• The author says that due to a shortage of lead in the area women were taking their beautiful pewter items to be re-formed into bullets. What does this action reveal about what these women valued? They value liberty and personal freedom more than wealth and luxury.

• How does Pumpkin’s fate impact Johnny? Johnny becomes more resolute in his pursuit of liberty because he considers the sacrifice that Pumpkin made and believes that every man’s actions will matter, even if he is not physically able to fight in battle.

Chapter Ten: ‘Disperse, Ye Rebels’


• Mr. Revere and Dr. Warren develop a strategy to warn the colonists about British movements at the beginning of this chapter. What is their plan? Once Revere knows how the British will invade he will signal to Colonel Conant in Charlestown by hanging lanterns in the spire of Christ’s Church to tell them whether the British will be on land or sea.

• Why doesn’t Johnny want Rab to leave for Lexington? Johnny knows that the fighting will be heavy in Lexington and he is fearful for his friend.

• What does Dove reveal to Johnny that leads Johnny to believe that Colonel Smith is going to be moving on a

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campaign? Colonel Smith has ordered that Dove prepare his campaign saddle instead of his parade saddle.

Chapter Eleven: Yankee Doodle


• As Johnny stands and watches the British troops march out of Boston on their way to battle, he has mixed feelings. When he begins to think about the differences in the British soldiers and the Minute Men he feels sick to his stomach. Why? Johnny recognizes that the Minute Men are at a major disadvantage in terms of training and equipment. He feels like these men have left their families and loved ones to march right into the hands of Death.

• What is ironic about the manner in which Uncle Lorne hid from the British soldiers that came to find him? Hiding inside a feather bed leaves him covered in feathers, which is ironic because being tarred and feathered was a common punishment for colonials.

• Why isn’t Cilla going with the Lyte’s to London? Why is Merchant Lyte glad that she is staying behind in Boston? Cilla has chosen to stay behind because she is a Whig and wants liberty from Britain. Mr. Lyte is relieved that she is staying behind so that there is someone to look after his property in Boston.

• How does the conversation about Isannah going to London with the Lyte’s further reveal the differences in values between Cilla and Lavinia? Cilla values her independence, no matter the cost. Lavinia values her status in society.

• Why do you think Lavinia takes the time to explain what she knows about her family to Johnny? Even though the two are on opposite sides of the Revolution, Lavinia still values the ties of family. In spite of their difference in social status, she cannot deny that they have a blood relation. Therefore, she gives him the information that ties them together as family.

Chapter Twelve: A Man Can Stand Up

Chapter 12 (239-256)

• Johnny is struck by the sheer number of Minute Men that have seemingly left their lives at the drop of a hat to fight for their rights. What does this sense of urgency with which these men responded to the call to arms say about their values? They value liberty for themselves and those they love over their own life. Because they were willing to leave absolutely everything behind, they have demonstrated what they are willing to give up in the pursuit of liberty.

• As Johnny prepares to leave for Lexington he sees another large burial party and notices that “all who had

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hats doffed them as friend or foe passed by”. What can thus be said about the true values of these Colonials? Everyone seems to value life, whether it is a Whig or Tory life, everyone values life. Therefore, when there is a group that is mourning the loss of life; out of respect for the value of life, all people doff their hat.

• Dr. Warren tells Johnny that “Rab played a man’s part. Look that you do the same.” What does he mean by this? There is no time to childish displays of emotion in a time of war. Rab made his choice to fight for liberty and lost his life in so doing. Dr. Warren is trying to encourage Johnny to continue Rab’s legacy by playing an integral role in the Revolution.

• How do you think Johnny’s life might be different after Dr. Warren operates on his hand? Why? Johnny might gain confidence, he could end up able to fight in battle and play a more visible role in the war.

• Johnny Tremain ends with these words: “Hundreds would die, but not the thing they died for. ‘A man can stand up…’” What can you infer the author means by these final words? Many would eventually die for the cause of liberty, but the cause of liberty would never die. It will continue to live on in the hearts of men, generation after generation. And, there will forever be men willing to give their lives so that others can continue to stand up.

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LESSON 4: INTRODUCTION TO VOCABULARY AND GRAMMAR


• To introduce students to the vocabulary and grammar models that will be used throughout the unit.


OBJECTIVE

• Students will use a Vocabulary Map to analyze vocabulary words from the reading.

• Students will use Four-Level Sentence Analysis to study grammar.


• 5.RV.2.2, 5.RV.2.4, 5.RV.2.5 • 5.W.5.1, 5.W.5.1d


• One hour


• Whole class for instruction • Small group for collaboration • Individual for practice and homework


• Copy of the novel Johnny Tremain • Dictionary (text or online) • Handouts:

Handout 5:4.1 - Vocabulary List for Johnny Tremain Handout 5:4.2 – Vocabulary Map Handout 5:4.3 – Vocabulary Map – Teacher Example Handout 5:4.4 - 4-Level Analysis Handout 5:4.5 – 4-Level Analysis – Teacher Example

Teacher to Teacher:

This lesson introduces the grammar and vocabulary models that will be used throughout the unit. Each lesson from this point forward begins with an “Opening Activity” focused on grammar and vocabulary work. Some teachers may need to provide more support for their students based on their prior understanding of grammar. The 4-Level Analysis model is part of Michael Clay Thompson’s work. A description of the 4-level-analysis is contained in the Appendix: Grammar Resource or can be viewed as a textbook as The Magic Lens, available for purchase through Royal Fireworks Press.

~JG

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Teacher Resource for 4-Level Analysis – View the Appendix: Grammar Resource and/or The Magic Lens by Michael Clay Thompson

Note: Teachers may want to purchase The Magic Lens by Michael Clay Thompson available from Royal Fireworks Publishing Co., Inc.


Vocabulary Map

• Teachers will guide students through the use of the Vocabulary Map, using the word granaries (granary) from the student’s reading: “Cats in malt houses, granaries, ship holds, mansions and hovels caught a last mouse, settled down to wash their fur and sleep.”

• Distribute a copy of the Vocabulary Map to each student. Use the Teacher Example to guide the discussion. Have dictionaries available for each group.

• Students will write the word granaries in the center of the map • Have students locate the word in the reading and write the sentence in the “Sentence”

cell of the map. • Students will locate the definition and write it in the appropriate cell, followed by any

synonyms or antonyms that they can locate for the word. • In the analysis section of the map, students may use the dictionary to help them think

about the part of speech, word families, stems (or prefixes, suffixes, root words), and the word’s origin.

• Student groups will then develop their own sentences, examples, or analogies for the word granaries in the “Example” cell of the map.

• This will be a good time to discuss any other difficult vocabulary from the novel.

4- Level-Analysis

• Note to Teacher: This whole-to-part grammar model works well with sentences pulled from the literature. Depending on the abilities of the students, grammar lessons may require some large and small group instruction, which is not included in this unit. Consult the Appendix: Grammar Resource in this unit. Several activities can make good use of the students’ composition notebooks for note taking and grammar practice.

• Distribute copies of the 4-Level Analysis Handout. • Allow students time to complete as many of the levels as possible; break into small

groups for additional discussion; and then return to full group to share answers and discuss.

VIII. HOMEWORK

• Continue reading Johnny Tremain • Complete a blank Vocabulary Map for one of the words from the list for tonight’s

reading.

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• An in-depth study of vocabulary connects students to key roots and stems in the Latin language and the understanding that a majority of English words have been derived from Latin. Investigate using Caesar’s English by Michael Clay Thompson for extended study.


• Handout 5:4.1 – Vocabulary for Johnny Tremain • Handout 5:4.2 – Vocabulary Map • Handout 5:4.3 – Vocabulary Map – Teacher Example • Handout 5:4.4 – 4-Level Analysis • Handout 5:4.5 – 4-Level Analysis – Teacher Example


• As noted previously, some students may need additional grammar instruction prior to beginning the 4-Level Analysis included in this unit. Grammar may need to be done in small groups so that high ability students can advance more quickly into more complex grammar analysis. Use the Grammar section of the Pre-Assessment to group students for instruction.

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Handout 5:4.1 Name: ________________________________

Vocabulary List for Johnny Tremain Date: _________________________________

Chapter One – “Up and About” (pp. 1-31) Part 1: granaries, apprentice, stout, wallow, breeches, swinish, infernally, flaccid, annealing, revel, ethereal, spindly, innumerable, crucible Part 2: venerable, deacon, gruel, petticoat, genteel, trencher, pious, divot, pinafore Parts 3-6: splayed, cheeky, affluence, garlands, repousse, replica, kinship

Chapter Two – “The Pride of Your Power” (pp. 32-49) Parts 1-5: beaux, tyranny, eloquence, piteous, insufferable, poultice, laudanum, yoke, hearth, piety

Chapter Three – “An Earth of Brass” (pp. 50-72) Parts 1-5: genial, unruffled, aloof, maimed, belligerent, arrogance, diffidently, impotence, gumption, gallows, spinster, tattered, ciphering, wattles

Chapter Four: “The Rising Eye” (pp. 71-92) Parts 1-5: sanctuary, exuberant, sniveling, translucent, repeal, Tories, Whig, spinet, apparition, nonchalance, florid, pallet, perturbed, taut, enigmatic, imposture

Chapter Five: “The Boston Observer” (pp. 93-113) Parts 1-4: seditious, fallow, scurvy, knave, fagots, smooch, equitation, talon, cavorting, notoriously, wary, dawdling, surtout, careen, atrophy, abet, expansive, truss

Chapter Six: “Salt-Water Tea” (pp. 114-138) Parts 1-6: grievance, placard, treason, obdurate, scullery, forlorn, sullen, pullet, truckle bed, soot, demeanor, jargon

Chapter Seven: “The Fiddler's Bill” (pp. 139-166) Parts 1-5: paroxysm, submission, gesticulate, oppression, berth, wharf (wharves), inundate, yokel, misdemeanor, fret, gawky, commandeer, ruefully, belligerently, provincials, ogress, rowel, lascivious, impudent

Chapter Eight: “A World To Come” (pp. 167-193) Parts 1-5: fripperies, routed, chaise, lucid, intoxicated

Chapter Nine: “The Scarlet Deluge” (pp. 194-213) Parts 1-5: enmity, garrulous, indolent, concoction, maudlin, bilious, lassitude, qualm

Chapter Ten: "Disperse Ye Rebels!” (pp. 214-230) Parts 1-4: queue, impersonate, disconsolate, sullenly, garret, quiver, inebriated, disperse

Chapter Eleven: “Yankee Doodle” (pp. 231-250) Parts 1-5: haggard, lenient, glibly, sundry, tremolo, maliciously

Chapter Twelve: “A Man Can Stand Up” (pp. 251-269) Parts 1-5: trod, prophecy, gaudy, doff, belfry, gawk, trivial, jubilant

Definition

Source Sentence

Word

Antonyms

Student Sentence

Origin


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Handout 5:4.3 Name_____T_e__a_c_h__e_r__E_x__a_m__p__le______________

Vocabulary Map – Teacher Example

Definition

a storehouse for threshed grain

Source Sentence “Cats in malt houses, granaries, ship holds, mansions and hovels caught a last mouse, settled down to wash their fur and sleep.”

Word

granaries

Antonyms

Student Sentence

The wheat farmer was proud of how full his granaries were after the long fall harvest.

Noun

Latin

Origin


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______________________

Handout 5:4.4 Name: Four-Level Analysis Worksheet

SENTENCE:

PARTS OF SPEECH:

PARTS OF THE

SENTENCE:

PHRASES:

CLAUSES:

Johnny always stood before it as he dressed.

Thompson, M.C. (2012) The Magic Lens, Vol. 1, 3rd Edition. Unionville, NY: Royal Fireworks Publishing Co., Inc. Used with permission.

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______________________ __________

May 1, 2017

Handout 5:4.5 Name: Four-Level Analysis Worksheet

Teacher Example

Johnny always stood before it as he dressed.

n adv v prep pn conj pn v

[subject------][----- predicate ------------ ]

[prep phrase]

Thompson, M.C. (2012) The Magic Lens, Vol. 1, 3rd Edition. Unionville, NY: Royal Fireworks Publishing Co., Inc. Used with permission

SENTENCE:

PARTS OF SPEECH:

PARTS OF THE

SENTENCE:

PHRASES:

CLAUSES:


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LESSON 5: READING BEYOND THE STORY: ANNOTATING A TEXT


• Using the strategy of annotation to focus reading and critically analyze a text.


OBJECTIVE

• Students will use annotation as a strategy to critically analyze a text for a specific purpose (i.e. figurative language, description, or word choice)


• 5.RV.2.2, 5.RV.2.4, 5.RV.2.5 • 5.W.5.1, 5.W.5.1d • 5.RL.2.2, 5.RL.2.3


• 45-60 minutes


• Small groups of 4-5 for collaboration


• Handout 5:5.1 – Modeling Annotating a Text • Handout 5:5.2 – Annotation Collaboration • Handout 5:5.3 – Independent Practice • Copies of Johnny Tremain by Esther Forbes • Chart paper • Markers • Overhead projector (if needed) • Document camera, screen, projector (if available)


Lesson:

• Annotating a text is useful across content areas as a tool for students to look closely at a text

Teacher to Teacher:

This lesson is foundational for future lessons in this unit. It is critically important that this lesson be taught well so that students are able to use the strategy of annotating a text throughout the reading of Johnny Tremain. In classrooms where technology is limited, the teacher should plan to write the passages on chart paper or on an overhead projector for use in the lesson. For helpful tips for the teacher to watch in advance on teaching annotation, see the video clips that are available at https://padlet.com/jennifer_g_gosch/ColonialAmerica .

Because it is recommended that teachers use this unit during the second semester of the year, it is likely that some teachers may have already introduced the strategy of annotation. This lesson should be used to strengthen that strategy and teach students how to use it for multiple purposes.

~JG



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and analyze it for various purposes such as characterization, description, author’s purpose,

etc. This lesson will focus on teaching the strategy of annotation for a specific purpose. While

it is enjoyable to just read a novel for the story, students need to learn the skills of reading

closely to better understand how the story is put together. This will help students get more

out of all of their reading and it will help them develop into good writers. Students need to

learn how to write clearly and communicate effectively. One part of learning how to write is

dissecting what we read to see how professional writers ply their craft.

• “Annotate – to add notes to (as text or diagram) giving explanation or comment”

Teaching students to purposefully annotate a text will help them to dig deeper into the text

and analyze it critically.

• Teacher should use Handout 5:5.1 to model for students how to annotate the passage by

preparing the text on a piece of chart paper beforehand or projecting it onto the board for the

whole class to see. As the teacher reads the passage, they will annotate for characterization

– making notes about how the author develops the characters in the story.

Questions to think about/ask students while modeling:

• Where do I see the author giving details/insight into the characters of this passage? How do

the actions of the characters help us better understand the character’s values?

• How does the choice of words used to describe the character(s) influence the way I view this

character?

• What does the author want me to feel about the character(s)?

• How do the characters view each other? How does this affect the story?

• After the teacher has modeled the strategy for the class and answered any questions the

students may have about annotating a text, students should be arranged in groups of 4-5 to

work collaboratively on Handout 5:5.2.

• It may be beneficial to return to a whole group setting after this time of collaboration in order

to talk through the strategy again. This would allow for time to talk about what the students

struggled with in trying out the strategy, and what they found to be easy.

VIII. HOMEWORK

• Read Johnny Tremain Chapter 1, parts 5-6 • Handout 5:5.3 – Independent Practice


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• Annotating a text can be used across content areas as a strategy to help students comprehend a text. Teachers can use this strategy for all types of texts – informational articles, textbook passages, poetry, fiction, etc.


• 5:5.1 – Modeling Annotation • 5:5.2 – Annotation Collaboration • 5:5.3 – Independent Practice


• During the collaboration phase of this lesson, the teacher may need to work with a group of students that need additional support while working through the annotation of the passage. The teacher may assign reading groups on the basis of ability and have them rotate their time with the teacher to develop their annotation skills and discuss the reading.

• Some students may need a passage selected by the teacher for the homework, rather than self-selecting the passage to annotate.

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Handout 5:5.1

Modeling Annotating a Text

Mr. Lapham, as befitted his venerable years and his dignity as master of the

house, sat in an armchair at the head of the table. He was a peaceful, kind, remote

old man. Although his daughter-in-law was always nagging him to collect bills,

finish work when promised, and discipline his apprentices, nothing she said

seemed to touch him. He did not even bother to listen.

His dull, groping eyes lingered kindly over his boys as they trooped in for

breakfast.

‘Good morning, Dove, Dusty. Good morning, Johnny.’

‘Good morning, sir.’

He took his time blessing the meal. He was a deacon at the Cockeral Church and

very pious.

Breakfast was good, although no more than a poor artisan could afford – milk

and ale, gruel, sausages, and corn bread. Everything was plentiful and well

cooked. The kitchen was as clean as or cleaner than many of those in the great

houses. Every member of the household had a clean shirt or petticoat. Mrs.

Lapham was a great manager, but she cared nothing for genteel manners and

was the first to laugh at Dorcas’s ‘If it please you, Mother – just a touch more

maple syrup for me.’ ‘Gimme that there syrup pitcher’ was good enough for her.

Excerpt from Johnny Tremain by Esther Forbes; Chapter 1, Part 2, page 8 (A Yearling Book

edition)

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Handout 5:5.2 Name: ________________________________

Annotation Collaboration Date: _________________________________

Directions: Work with your group to read this passage from Johnny Tremain and annotate it for characterization. Remember to not only highlight the text, but also to make notes about your thinking in the margins.

‘What’s wrong, Cilla?’

‘Johnny…it’s Isannah. She’s sick again.’

‘What does her mother say?’

Cilla began to cry. ‘I don’t want to tell her. She’d just say p-p-p-oor Ba-a-Baby wasn’t worth raising.’

Johnny was tired. At the moment he had a sneaking sympathy with Mrs. Lapham’s point of view.

‘What seems to be wrong?’

‘She’s so hot. She says if she can’t get a breath of air, she’ll throw up.’ This was a very old, but dire threat.

‘There might be a little down at the end of the wharf. Fetch her down.’

Seemed it was always like this. Whenever things went wrong and he was tired, Cilla was after him to help her nurse Isannah. Nevertheless he carried her in his thin, strong arms. She was a tiny child for eight. The whity-gold hair that he secretly admired so much got into his mouth and he wished she was bald. Isannah giggled. On one side of the deserted wharf were warehouses, on the other were ships. The child grew heavier and heavier.

‘Want to walk now, Isannah? You’d be cooler walking.’

‘I like to ride.’

‘Well – just so you are satisfied.’

‘Johnny,’ said Cilla crossly, ‘are you being sarcastic to baby?’

‘Yes.’

‘How do you feel dear?’

‘I feel like I’m going to throw up.’

‘Oh, you get down, then,’ said Johnny. ‘That settles it.’ But he carried her to the very end of the wharf.

Excerpt from Johnny Tremain by Esther Forbes; Chapter 1, Part 5, page 19 (A Yearling Book edition)

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Handout 5:5.3 Name: ________________________________

Independent Practice - Annotation Date: _________________________________

Directions: As you are reading Johnny Tremain Chapter 1, Parts 5-6 for homework, select a passage that you can use to annotate for characterization. You may choose to copy the passage on the lines below and annotate in the margins. Alternately, you may choose to use Post-It Notes in your book to annotate instead. Remember to not only highlight the text, but also to make notes about your thinking in the margins using Post-It Notes. Please remember not to mark in your book, if it does not belong to you personally.

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LESSON 6: VALUES AND WRITING


• This lesson challenges students to reflect on their work ethic and habits for evidence that hard work and effort is valued.

II. STUDENT LEARNING OUTCOME OR OBJECTIVE • Students will understand the importance of hard

work, effort, and honesty as they relate to the research and writing process.


• 5.W.5


• 45-60 minutes


• Small group for collaboration • Whole class for discussion


• Handout 5:6.1 – Post-It Note Collaboration • Post-It Notes • Teacher prepared posters (these can be printed on copy paper or written on chart paper) of

the following quotes: o “Let me win, but if I cannot win, let me be brave in the attempt.” – Eunice

Kennedy Shriver o “There are no secrets to success. It is the result of preparation, hard work, and

learning from failure.” – Colin Powell o “The three great essentials to achieve anything worthwhile are: hard work,

stick-to-itiveness, and common sense.” – Thomas Edison o “Without hard work, nothing grows but weeds.” – Gordon B. Hinckley o “What is success? I think it is a mixture of having a flair for the thing that you

are doing; knowing that it is not enough, that you have got to have hard work and a certain sense of purpose.” – Margaret Thatcher

• Composition notebooks for journal entry

Teacher to Teacher:

Plagiarism is a major issue in our digital society. It has become quite easy to find information on any given topic online, which is a blessing and a curse for our students.

This lesson is intended to help students understand why plagiarism is wrong and how to avoid it. Teachers should make a solid connection to the concept of values throughout this lesson and use the generalizations from lesson 2 to help students see that the act of plagiarism is not in line with what we know and understand about values.

This lesson is one that has stuck with my students. I hear them referring back to the things they learned quite frequently.

~JG

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• Begin this lesson by arranging students in groups of 4 for collaboration and discussion • Distribute a copy of Handout 5:6.1 – Post-It Note Collaboration to each group and invite

students to use a Post-It Note to first document their own thoughts on the ideas presented. Students should then share their individual thoughts with their group and develop one answer for the group by combining the ideas of each group member.

• Allow time for each group to share their thoughts from Handout 5:8.1 and combine the common ideas into one answer that is representative of the ideas of the whole class. Teachers should direct the class discussion in such a way that students realize that it is satisfying and rewarding to work hard for the things one wants in life.

• Ask the students to decide if it is a valid statement to say that, as a class, we value success through hard work. The teacher should guide the conversation in such a way that the students are able to come to this understanding for themselves and can agree that success through hard work is something to be valued greatly.

• Ask the class to consider the word “fraud” and make a list or thought web of the things that come to the students’ minds when they hear that word. Most likely, students will connect the word fraud to the act of stealing, crime, being fake, etc.

o Give the class the definition of “fraud” as wrongful or criminal deception intended to result in financial or personal gain.

o Ask the class to give examples of fraud. Some possible answers might include tax fraud, mail fraud, identity theft, etc.

• Post the quotes that were prepared before this lesson in various places around the room so that students can move around from quote to quote and consider how each quote relates to the concept of values. Students should use Post-It Notes to quickly jot down their thoughts on each quote and stick their ideas to the wall space beside each quote. The teacher should allow no more than 2-3 minutes for each rotation as students move from quote to quote.

o Once students have had time to visit each quote, the teacher should ask the class what the common theme is amongst all of the quotes. Guide the class to an understanding that the greatest successes in life do not come from laziness and apathy, but rather from hard work, determination, and resilience in effort.

• Ask students to think of a word that means “to steal or pass off the words or ideas of another as one’s own.” They should be able to identify that this word is plagiarize.

o Challenge students to articulate their thoughts on plagiarism. What exactly constitutes plagiarism? Is it ever acceptable to plagiarize? Whom does plagiarism hurt? How? Is plagiarism a type of fraud? Explain. What can you do to be sure you do not plagiarize?

• The Padlet site https://padlet.com/jennifer_g_gosch/ColonialAmerica has a collection of videos and other helpful resources that teachers may find appropriate for their students. It is recommended that teachers use a video clip or two to give students a stronger sense of why plagiarism is never acceptable.


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• Ask students to revisit the definition and generalizations for values from the beginning of this unit.

o Values are important standards that… Influence choices Can have a positive or negative impact Are influenced by culture

o Ask students to consider Does our definition of values impact our choice to plagiarize or not? How?

o If we claim to value success and hard work, is there room for plagiarism in our work?

• The idea of plagiarism through the lens of values. o Teachers may want to show the class some resources that are available to help

one check for plagiarism. Websites such as the following can prove very useful for both teachers and students:

www.plagiarism.org www.duplichecker.com www.paperrater.com

o These sites are all free (some have limits on the number of pieces a person can check per day). These resources are especially useful for students in classrooms with 1:1 technology.

VIII. HOMEWORK

• Continue reading Johnny Tremain • Journal entry – Give students a prompt related to values and hard work and ask that they

complete a one-page journal reflection on what they learned during this lesson. Possible prompts: o How do you personally value hard work? o How do your personal values influence your decisions in school? o What is the “big deal” about plagiarism? How does it reflect a person’s values?


• The Padlet site https://padlet.com/jennifer_g_gosch/ColonialAmerica contains many resources to extend this lesson into topics like copyright, fair use, public domain, etc.

• Students can look for the various ways that writers cite their sources in local publications, science journals, online blogs, etc.


• Handout 5:6.1 – Post-It Note Collaboration


• All students should be able to participate in this lesson due to its whole group and supportive small group design.

http://www.plagiarism.org/

http://www.duplichecker.com/

http://www.paperrater.com/


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• Some teachers may prefer to scaffold the journal assignment for homework in such a way that students needing more support, rather than an open-ended prompt, are presented with specific questions to answer in relation to the concept.


Handout 5:6.1 Name: ________________________________

Post-It Note Collaboration Date: _________________________________

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Group Answer:


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LESSON 7: INFORMATIVE WRITING & THE SPARK PROBLEM SOLVING PROCESS


• Students will be introduced to expository writing and begin the process of writing an informative paper.


OBJECTIVE

• Students will become familiar with the elements of the writing process and use these steps to write an informative paper.


• 5.W.3.2; 5.W.4; 5.W.5


• Two 45-60 minute class periods


• Whole class for the introduction of the writing process

• Small group for collaboration and discussion


• A collection of books, articles, websites, or other resources for students to use in their selection of a research topic. These items may be found and borrowed from a local library or the school library.

• Handout 5:7.3 – Informative Research Paper Proposal


DAY ONE

Lesson: • Teacher should take time before teaching this lesson to become familiar with the Spark Problem

Teacher to Teacher:

If you have access to a poster maker, I highly recommend making poster sized copies of both images for the Spark Problem Solving Process so that you can display them in your classroom and refer to them often. I also printed out smaller size copies of these documents in full color for my students to glue inside their composition notebooks.

My students struggled initially with the task of writing an essential question to address in their research. We spent some time together collaborating on various questions that could be answered through several different “topics.” In the end, this additional time paid off because we ended up with some fascinating essential questions and very intriguing research papers!

~JG


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Solving Process (SPSP) as seen in Handout 5:7.1. While this problem solving strategy will not be taught explicitly through this particular lesson, it is the framework for how students will work through the writing process. The Spark Problem Solving Process will be used, along with other problem solving and critical thinking strategies, in Lesson 20 when students work collaboratively to plan and execute a community service project.

Special attention should be given to the second, third, and fourth phases in the process – these will most often be revisited throughout the use of this model.

Look at this process through the analogy of climbing a mountain. Many times, climbers must descend part of the mountain and try again later due to various outside factors. The same is true about revisiting certain phases of this problem solving process.

Teachers should find the connections between the phases of the writing process and the phases of the SPSP.

• Guide the class in a discussion of the research process. The students will be tasked with writing an expository research paper on a topic related to the time of the American Revolution (roughly 1765-1785, but teachers should feel free to widen that range to include other topics related to Colonial America). The class should identify the “Problem/Potential” in this case as needing to write this informational piece.

• Continue discussing this writing assignment and the writing process keeping the SPSP in the back of your mind. Phase Two of the SPSP is “Parameters” – in our case, the parameters can be identified as Handout 5:7.2 – Informational Research Paper Rubric

Go over the rubric with the students, pointing out that they should try to adhere to the left side of the rubric to score well on the assignment.

• Phase Three of the SPSP is “Possibilities”. For this step, students should get into small groups of 3-5 students each to brainstorm a list of possible research topics. Encourage students to consider historical events, people, issues, etc. Students should be able to connect their research topic to the concept of values. If they have internet search capabilities in the classroom they can see how much information might be available on possible topics of choice. Teachers may also have a collection of pre-selected books, articles, websites, or other resources that students can browse through as they look for a research topic that is of interest to them. Differentiation strategies for this lesson are included at the end of the lesson plan.

Some possible research topics might include: o A comparison of the topography of Britain and America to learn about the

various struggles colonists might have had in adjusting to a new geographic location. Implications for farming, architecture, native people groups, etc. could also be explored, as well as the way values impacted choices made during this time.

o Economic issues that the colonists faced after leaving Britain could lead students to an interesting research experience. The taxes imposed on colonists and the basic economic system established in the colonies are also great research ideas. How are colonial values reflected in the decision to leave Britain and start over in a strange new world?

o Colonial societal norms compared to modern day norms would allow students to compare and contrast the values of both time periods.

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o The American colonists came from various religious backgrounds in Europe to purse the freedom of religion. Researching the history of these religions and how colonists’ beliefs influenced their values is another topic idea that ties the concept of this unit to the content of the time period.

o There were different economic opportunities as well. For many of the earliest settlers as well as later immigrants, they were “doomed” to lives of servitude or imprisonment if they stayed in their native countries. Students may find it interesting to research the risks that colonists took in coming to America. How are personal values revealed in the risks colonists chose to take?

o Students might also consider researching the systems of education, government, business, technology of the time period, occupations, medical or scientific advancements, gender roles, etc.

• Teachers should take time during this lesson to conference very briefly with each student to ensure that everyone has a viable research topic that will enable each student to find adequate information to use in the writing of their expository paper.

DAY TWO

Begin this class period with phase four of the SPSP – “Push, Pull, Piggyback” – in the back of your mind. Explain to the students that refining ideas by exploring all facets of each option will help develop a high quality final product – in this case, a research paper. Be sure that students understand that it is appropriate that this phase be revisited frequently during this research and writing project.

Give students a few minutes to think about their chosen research topic. During this thinking time, students should write down two things they find interesting about their chosen topic and two things they are wondering about their topic. This can be done in their composition notebooks.

Invite students to arrange themselves in groups of 3-4 students each to share their topic ideas with one another. During this time, the teacher may need to model the “push, pull, piggyback” phase of the SPSP in order to help students understand this phase.

Students will spend 10-15 minutes engaging each other in a session of “push, pull, piggyback” to refine their research topic ideas. Encourage students to challenge each other’s thinking and to develop a research topic that they find interesting to learn more about and that there is sufficient information to support the choice of topic.

Phase Five of the SPSP is “Proposal”. Students should now be ready draft a proposal for their research papers. Use Handout 5:7.3 for students to submit their proposals for approval. Students should identify the essential question(s) the research will answer.

Once proposals have been approved, students are ready to begin researching and writing their articles.

VIII. HOMEWORK

• Continue reading Johnny Tremain • Complete Handout 5:7.3 – Informative Research Paper Proposal

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• Students may be interested in researching a topic with cross-curricular ties such as science or medical technology during Colonial times.

• Some links to additional resources are included on the Padlet site https://padlet.com/jennifer_g_gosch/ColonialAmerica

• Students can look at historical newspapers online through The Library of Congress archives and conduct a study of how news was spread during this time period, how type was set, where the paper came from that was used, etc.


• Handout 5:7.1 – Spark Problem Solving Process • Handout 5:7.2 – Expository Research Writing Rubric • Handout 5:7.3 – Informative Research Paper Proposal


• More/less time may be needed for students to complete all phases of this writing project

• Some students may need additional scaffolding supports for their research. Teachers may need to provide more supports for some learners. This could include a list of topics known to have plenty of information; a collection of resources within the classroom to get them started; more frequent teacher checkpoints, etc.

• Students may choose to work with a research partner to develop their ideas and write their articles.

• The Padlet site (https://padlet.com/jennifer_g_gosch/ColonialAmerica) for this unit may be helpful in finding additional resources and graphic organizers that some students might need to complete their writing piece.



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Handout 5:7.1 Name: ________________________________

SPARK Problem Solving Process Date: _________________________________

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Handout 5:7.2 Name: ________________________________

Informative Writing Rubric Date: _________________________________

4 3 2 1 Essential Question (x2)

Essay flawlessly addresses a precise essential research question and

Essay adequately addresses a solid essential research

Essay addresses a weak essential question. The reader does not

No essential research question is addressed.

provides the reader question. The gain adequate with ample reader gains an knowledge upon information to gain understanding of reading the an understanding of the topic. piece. the topic.

Organization (x2)

The essay is well- organized. Transitions are

The essay is organized for the most part. Some

The essay is not organized consistently.

Shows lack of organization. The structure of

flawless, text elements are Several the essay is features are used to either missing or elements are confusing. enhance the misused. missing or writing, misused. information has been summarized, paraphrased, and quoted properly.

Information (x3)

Essay provides a wealth of information. The

Essay shows evidence of research.

Essay contains weak research from few

Lacks evidence of research. Information is

writer appears to Information is sources. inaccurate. be an expert on the synthesized from Citation is topic. All multiple sources. missing or information is inaccurate. accurate and cited properly from multiple sources.

Conventions Essay is enhanced by above grade- level application of conventions.

Grade-level application of conventions leads to very few errors.

Frequent errors are present, but do not cause difficulty in reading the piece.

Significant errors make the essay extremely difficult to read and/or understand.

(grammar, spelling, punctuation, capitalization) (x1)

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Handout 5:7.3 Name: ________________________________

Informative Research Proposal Date: _________________________________

Directions: Use this form to draft a proposal for your informative writing piece. You will need to submit your proposal to the teacher for approval before you begin working on the writing assignment.

Essential question to be addressed in my

research

Things I already know about this topic

Things I want to find out about this topic

Resources (books, websites, etc.) that I

know I can use to find information

Teacher’s Approval

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LESSON 8: INFORMATIVE WRITING – CREATING INTERESTING INTRODUCTIONS


• Students will continue using the Spark Problem Solving Process to work through the writing process. This lesson focuses on writing interesting introductions for informative writing.


OBJECTIVE

• Students will be able to write interesting introductions for informative writing through the use of an effective lead.


• 5.W.3.2; 5.W.4; 5.W.5


• 45-60 minutes


• Whole class for the skills lesson • Small group for collaboration and discussion • Individual for practice


• Handout 5:8.1 –Types of Leads • Document camera and projector or overhead, chart paper/markers, or board • Handout 5:8.2 – Writing Interesting Introductions • A collection of articles from local publications such as magazines, newspapers, or

online resources. Teachers will need to make copies of these prior to teaching this lesson. o Current, age-appropriate articles can be found at:

http://www.timeforkids.com/ http://magazines.scholastic.com/ https://www.washingtonpost.com/lifestyle/kidspost/

Teacher to Teacher:

It is very likely that to this point in their education your students, like mine, have been taught a “formula” for informative writing. This formula has served them well…until now.

In this lesson, students may struggle with understanding that the introduction for informative writing can be written in any number of ways. For the sake of simplicity, I’ve highlighted 7 of those ways in this lesson.

You may choose, as I did, to have your students work on the identification of various types of leads in a digital format rather than paper/pencil. I have shared the link for the Google Doc I created for this lesson on the Padlet site. Feel free to use that as you see fit!

~JG




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• Highlighters VII. LESSON, STUDENT ACTIVITIES, GUIDING QUESTIONS

Lesson: • Remind students that they are going to be writing an informative research paper on their

chosen topic from Lesson 7. Teachers should have already touched base with each student to be sure that everyone has a workable topic related to the time period. It is important that every student’s topic is such that the student will be able to find ample information as they conduct their research.

• Ask the class to consider the old adage “you only have one chance to make a first impression.” Invite students to share their thoughts on this statement and discuss its validity and value as it pertains to our writing. Students should be able to articulate that the first impression a reader gets of a piece of writing is found in the introduction. Express to students the importance of learning how to write effective, interesting introductions.

• Using the articles the teacher has prepared from the local newspaper, magazines, or other publications from the community, the teacher should now point out the introductions for several examples and allow students to discuss what makes these introductions interesting and effective. Students should highlight the hook or lead in each article.

• As students share their ideas, the teacher should lead the class to an understanding that a good introduction is able to “hook” the reader into reading the rest of the piece through the use of what writers call a “lead.”

• Distribute copies of Handout 5:8.1 – Types of Leads to each student. Students will use this handout to jot down notes on the 7 types of leads that writers tend to use. As students write on their handout, the teacher should display the handout using a document camera or projector. If this technology is not available, the teacher can create an anchor chart, use an overhead projector, or write the notes for this lesson on the board for students to copy.

1. Begin with a Quote – Starting your writing with a famous quote about your topic or a quote from an expert in your topic can hook the reader by making them wonder how your writing relates to the quote you chose. The key to remember when using this strategy is to be sure you can effectively connect your writing to the quote.

2. Use an Anecdote – An anecdote is a short, interesting, oftentimes funny story about an event or a person. Using an anecdote to begin your writing can be an effective way to hook your reader by grabbing their attention and connecting them to your topic.

3. Make a Comparison – By showing your reader how your topic might compare with a book, movie, or experience you help them better understand your piece because they can connect it to something with which they are already familiar.

4. Use Vivid Description – Writers can immediately hook their readers by appealing to the senses through vivid description.

5. Startle Your Reader – Beginning your writing with a startling fact or statistic related to your topic will draw your reader in very quickly.

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6. Open with Dialogue – Can you find a short piece of dialogue related to your topic? If so, it can help you hook your reader by adding credibility to your piece. Be sure to use quotation marks to show that you are using a direct quotation, and always cite your sources!

7. Make Your Piece Universally Relative – Use something that every reader can relate to in your introduction. Make your reader connect to your topic through a universally shared feeling or experience.

• After leading the class through the notes on the seven types of leads, the teacher should arrange small groups of students around various copies of the articles previously distributed. Help students analyze the articles’ introductions to identify how the writer hooked the reader.

• Encourage students to read the articles in their entirety and decide if the writer was able to “hook” them. Challenge students to rewrite the introductions for articles that did not hook them as a reader.

• Provide time for students to share their findings and how they have rewritten the introductions of the articles with the rest of the class.

VIII. HOMEWORK

• Continue reading Johnny Tremain • Handout 5:8.2 – Writing Interesting Introductions for students to use as homework

to practice writing leads for their introduction to their expository research piece.


• Students can continue developing their journalistic writing by creating a class newsletter or blog site.


• Handout 5:8.1 – Types of Leads • Handout 5:8.2 – Writing Interesting Introductions



• Some students may need additional scaffolding supports for their research. Teachers may need to provide more supports for some learners. This could include preselected examples of each type of lead that can then be used as an identification activity for the struggling student to learn the types of leads.

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May 1, 2017

Handout 5:8.1 Name: ________________________________

Seven Types of Leads Date: _________________________________

7 Types of Leads 1. Begin with a Quote

2. Use an Anecdote

3. Make a Comparison

4. Use Vivid Description

5. Startle Your Reader

6. Open with Dialogue

7. Make Your Piece Universally Relative

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Handout 5:8.2 Name: ________________________________

Writing Interesting Introductions Date: _________________________________

Directions: Use the space below to practice writing at least three different types of leads for the introduction to your piece. After you have written at least three different leads, decide which one is the most interesting and effective to use in your writing. Then, use the space at the bottom of this handout to draft the introduction for your expository research piece.

1. Type of lead used:

Lead:


Lead:


Lead:

Introduction Draft:

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LESSON 9: INFORMATIVE WRITING – CRAFTING SOLID CONCLUSIONS


• Students will continue using the Spark Problem Solving Process to work through the writing process. This lesson focuses on writing solid conclusions for informative writing.


OBJECTIVE

• Students will be able to write solid conclusions for informative writing.


• 5.W.3.2; 5.W.4; 5.W.5


• 45-60 minutes


• Whole class for the skills lesson • Small group for collaboration and discussion • Individual for practice


• Handout 5:9.1 –That’s A Wrap! • A collection of articles from local publications such as magazines, newspapers, or

online resources. Teachers will need to make copies of these prior to teaching this lesson. o Current, age-appropriate articles can be found at:

http://www.timeforkids.com/ http://magazines.scholastic.com/ https://www.washingtonpost.com/lifestyle/kidspost/

• Highlighters


Lesson:

Teacher to Teacher:

It’s worth noting that because this unit should be taught in the second semester of the year, this writing task is likely not the first exposure students will have to informative writing.

I designed the lesson with the goal of providing options for writing conclusions other than summarizing the information included in the body of the writing.

My students did well with this lesson and were able to use the three strategies they learned in their writing. It certainly made reading their papers much more interesting for me!

~JG




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Arrange students in groups of 3-4 to allow some time for them to revisit the SPSP in terms of their homework from the last class time. Students should have completed Handout 5:7.2 – Writing Interesting Introductions and written a draft of the introduction for their informational writing assignment. During the first 15-20 minutes of this class time, encourage students to share their homework with the group and allow classmates to “push/pull/piggyback” as they make each of their introductions more interesting and effective.

Since the class has already agreed that first impressions are very important, ask them to consider the value of a lasting impression. Express to them that, oftentimes, it is our last interactions with something that we remember most.

Engage students in a very brief conversation about what they have been previously taught in regard to writing conclusions. It is very likely that the most common strategy that students will mention is to summarize the paper’s main points and “tie it all together” with a final statement on the topic.

Explain to students that this lesson aims to add new strategies for writing effective conclusions to each student’s arsenal of writing techniques.

Distribute Handout 5:9.1 – That’s A Wrap! and copies of the articles from local publications that were used in Lesson 8. It may also be very helpful for students to use work produced by classmates for this activity. If available, teachers may choose to use student-produced work for this lesson in addition to the published articles.

Invite students to work collaboratively with a partner or in a group of three students to try to identify what strategy the writers used to write the conclusion for the sample articles. Students may want to highlight the key words that signal a specific type of conclusion is being used. After students have had 15-20 minutes to analyze the articles, pull everyone back together to explain the three most common types of conclusions.

o Be sure that all students understand that an effective conclusion serves to help the reader “wrap up” the information they have learned through reading a particular piece. For the purposes of this unit, we will use the following strategies for writing conclusions:

Pose a Question – Asking a question can force the reader to look at the information that’s been presented from a new perspective. This can encourage the reader to continue learning about the topic through their own research.

Challenge the Reader – A call to action of some sort can often engage the reader by making them feel responsible for making a difference in some way. This causes the reader to continue thinking about your writing beyond the final word on the page.

So What? – Does your topic have any implications for the future or is there a moral lesson of some sort that should be considered? Relating your topic to your reader on a personal and moral level will cause them to consider how it applies to them.

VIII. HOMEWORK

• Continue reading Johnny Tremain

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May 1, 2017

• Handout 5:9.1 – That’s A Wrap! for students to use as homework to practice using a new strategy for writing an effective conclusion.


• Students can continue developing their journalistic writing by creating a class newsletter or blog site.


• Handout 5:9.1 – That’s A Wrap!



• Some students may need additional scaffolding supports for their research. Teachers may need to provide more supports for some learners. This could include preselected examples of each type of conclusion that can then be used as an identification activity for the struggling student to learn the types of conclusions.

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Handout 5:9.1 Name: ________________________________

That’s A Wrap! Date: _________________________________

Good writers craft effective conclusions that help the reader to “wrap up” what they have read and learned by reading the piece. Use the space below to experiment with at least two different strategies for writing the conclusion for your informational paper.

Pose a Question Challenge the Reader So What? Summary Forces the

reader to consider a new perspective

Encourages the reader to continue learning through their own research

A call to action engages the reader & makes them feel responsible to make a difference

Causes the reader to continue thinking about your writing beyond the final word on the page

Best used with topics that have implications on the future or a moral lesson of some sort

Allows the reader to consider how it applies to them

Summarizes the main points of the piece

Often mirrors the introduction

Draft Conclusion #1

__________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________

Draft Conclusion #2

__________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________

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LESSON 10: INFORMATIVE WRITING – SUMMARIZING, PARAPHRASING, & QUOTING


• Students will continue using the Spark Problem Solving Process as they work through the writing process. This lesson focuses on the format and body of the piece by looking at the differences between summarizing, paraphrasing, and quoting.


OBJECTIVE

• Students will be able to effectively summarize, paraphrase, and quote information to use in an informative writing assignment.


• 5.W.3.2; 5.W.4; 5.W.5


• Two 45-minute class periods


• Whole class • One-on-one with teacher for writing conferences


• Handout 5:10.1 – Paraphrase, Summarize, & Quote


Lesson:

• Begin by drawing a Venn Diagram with three circles on the board, or projecting one on the screen so that the class can see it. Label one of the circles “Paraphrase”, one “Summary”, and one “Quote”. Ask students to share what they know about these three skills in terms of research. Write the students’ ideas in the appropriate section of the diagram as they are shared with the class. Discuss how these three terms are alike and how they are different for us as readers and writers.

Teacher to Teacher:

This was a tough one for us! The reading of the historical text was very challenging for my class, so we did it as a whole class. If your students are able to read it on their own, you may want to have them complete this activity in small groups instead.

~JG


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o Paraphrase: v. to express the meaning of given information or text using different

words, usually in an effort to achieve greater clarity. n. a rewording of something written or spoken by someone else

o Summarize: v. to give a brief statement of the main points of something

o Quote: v. to repeat or copy, typically with an indication that one is not the

original author or speaker • The Padlet site https://padlet.com/jennifer_g_gosch/ColonialAmerica has a few

links to helpful resources that may be used to help students further understand the differences in these terms. Teachers should use these resources to continue the discussion of these terms and how good writers use paraphrasing, summarizing, and quoting to improve their craft.

• Once the class has a general understanding of the similarities and differences in these three terms, continue with the lesson.

• Use Handout 5:10.1 – Paraphrase, Summarize, & Quote to demonstrate for students how to paraphrase, summarize, and quote from a text. This handout can be projected on the screen and used as a direct instruction tool to aid in the modeling of these three skills.

• Read the selected text together as a class. Then, model for students how this text could be effectively paraphrased, summarized, and quoted for use in your own writing.

DAY TWO

Lesson:

• Review the terms paraphrase, summarize, and quote to check for understanding after students have completed the homework. Be sure that everyone has a solid understanding of the similarities and differences between these terms and how they are used in writing.

• At this level of writing, our students should be able to cite sources properly using in- text citations and a works-cited page at the end of their piece. For this piece, the format should be as follows:

o Last Name, First Name. Title, Year o Forbes, Esther. Johnny Tremain, 1943.

• Teachers should be sure that students know how to find the publication year for a source and that everyone understands how to format the works-cited page.

• For in-text citations, students should follow the format: o (Last Name, page #).

“This time no one asked to see the color of Mr. Quincy’s money” (Forbes, 99).

• This class period should be organized as a Writer’s Workshop so that the students have a fair amount of time to work on their informative writing piece.


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• As students are working on their writing, the teacher should conduct a short writer’s conference with each student to go over their work thus far. Items to go over during writer’s conferences might include:

o Topic choice – One last check to be sure the topic is relevant and approved o Introduction o Conclusion o Correct use of summary, paraphrase, and quote based off of Handout 5:10.2 o Suggestions for improvement of the piece in terms of clarity and content

VIII. HOMEWORK

DAY ONE • Handout 5:10.2 – Independent Practice – Paraphrase, Summarize, and Quote • Continue Reading Johnny Tremain

DAY TWO

• Continue working on informative writing piece • Continue reading Johnny Tremain


• The skills of paraphrasing, summarizing, and quoting are essential for students to understand in order for them to become great readers, writers, and speakers. These skills can be transferred across all content areas and disciplines.

• A fun game that students might enjoy is to conduct an activity in which these skills are done only orally. One person gives a bit of information, such as what they did with their family over the weekend, verbally. Then, the teacher calls on three students – one to paraphrase the information, one to summarize it, and one to quote from it.


• Handout 5:10.1 –Paraphrase, Summarize, and Quote • Handout 5:10.2 – Independent Practice - Paraphrase, Summarize, and Quote

XI. Differentiation Suggestions for Mixed Ability Classrooms

• Some students may need to use a simpler text in order to complete this lesson. The teacher should feel free to find texts that are appropriate for the students’ reading levels.

• Students may benefit from an activity in which the teacher prepares a paraphrase, summary, and quote from a particular text and the students then are tasked with identifying which is which based on the information from the lesson.


May 1, 2017

Handout 5:10.1 Name: ________________________________

Paraphrase, Summarize, & Quote Date: _________________________________

Directions: Read the following excerpt from “Declaration of the Causes and Necessity of Taking Up Arms” by John Dickinson and Thomas Jefferson. You may find it helpful to annotate the text for clarity as you read. Then, write a paraphrase, summary, and a quote for the selection in the spaces provided. This excerpt is taken from The Avalon Project at Yale University. http://avalon.law.yale.edu/18th_century/arms.asp

Declaration of the Causes and Necessity of Taking Up Arms by John Dickinson and Thomas Jefferson Philadelphia, Pennsylvania Thursday, July 6th 1775

“Several threatening expressions against the colonies were inserted in his majesty's speech; our petition, tho' we were told it was a decent one, and that his majesty had been pleased to receive it graciously, and to promise laying it before his parliament, was huddled into both houses among a bundle of American papers, and there neglected. The lords and commons in their address, in the month of February, said, that "a rebellion at that time actually existed within the province of Massachusetts- Bay; and that those concerned with it, had been countenanced and encouraged by unlawful combinations and engagements, entered into by his majesty's subjects in several of the other colonies; and therefore they besought his majesty, that he would take the most effectual measures to enforce due obedience to the laws and authority of the supreme legislature." -- Soon after, the commercial intercourse of whole colonies, with foreign countries, and with each other, was cut off by an act of parliament; by another several of them were entirely prohibited from the fisheries in the seas near their coasts, on which they always depended for their sustenance; and large reinforcements of ships and troops were immediately sent over to general Gage.”

Paraphrase Summarize

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Quote

http://avalon.law.yale.edu/18th_century/arms.asp


May 1, 2017

Handout 5:10.2 Name: ________________________________

Independent Practice – Date: _________________________________ Paraphrase, Summarize, & Quote

Directions: While you are conducting your own research for your informational writing piece, find a particular piece of text that you would like to use in your paper. In the spaces below, paraphrase, summarize, and quote from your selected text. Title of selected work:

Author: Date of Publication:

Paraphrase

Summarize

Quote

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LESSON 11: INFORMATIVE WRITING – TRANSITIONS AND TEXT FEATURES


• Students will continue using the Spark Problem Solving Process as they work through the writing process. This lesson focuses on the format and body of the piece by examining text features and exploring transitions in writing.


OBJECTIVE • To be able to use transitions and text

features effectively in an informative writing assignment.


• 5.W.3.2; 5.W.4; 5.W.5




• Whole class • Small group • Individual


• Teacher selection of non-fiction books with a variety of text features • Pre-selected article with text features • Highlighters or colored pencils to color code text features • Handout 5:11.1 – Transition Word Sort • Handout 5.11.2 – Self-Evaluation


DAY ONE – Text Features

Lesson:

Teacher to Teacher:

The trick here is to get students to understand how to use text features effectively to enhance the reading of their writing. We struggled initially as students just wanted to use text features randomly, without purpose. After some additional time spent analyzing the use and purpose of text features, students were able to transfer that understanding to their writing.

~JG


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May 1, 2017

Using a non-fiction book from your classroom or school library, guide students through a short lesson on the text features that are used in informational text. Specifically, draw their attention to the following:

o Captions o Bold print o Italics o Diagrams o Maps o Labels o Headings o Photographs o Tables, charts, graphs

As you find these text features, ask the students to determine why the author uses each type of text feature and how these items enhance the reader’s understanding of the topic. Discuss how each text feature is used and why a particular text feature is used in a particular way.

Use the Padlet site at https://padlet.com/jennifer_g_gosch/ColonialAmerica to find an article, or use one from your own collection, that can be printed to give students the opportunity to collaborate on the task to find various text features.

Divide students into pairs for this activity. Hand out copies of informational articles that contain multiple examples of text features.

It is recommended that various articles be used, rather than having everyone use the same text. This way, some groups may find different text features than others and this will facilitate a richer discussion for the class as a whole.

Ask students to use a color coded system to mark the text features that they find in the articles. Each text feature should be labeled using a different color. For example, students might choose to label all of the headings with red, all of the diagrams with blue, all of the bold print with green, etc.

As students identify and label each type of text feature, they should write a brief explanation of how that text feature helps them better understand the article.

Once groups have had ample time to complete this activity, call the class back together to discuss their findings. Possible discussion questions include:

o How are captions and labels similar? How are they different? o How do the text features in the article relate to the content of the article? o Which text feature does the author use most effectively? What makes you say

this? o Which text feature helped you understand the content of the article in the best

way? o How would this article have been different if the author had not used any text

features? o How do you think you can use text features in your own writing to help your

readers better understand the content?



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o What text features were not used by this author? How could one or more of the text features not used have been included? How would the use of one or more of these text features have impacted the reader of the piece?

If time allows, give students the rest of the class period to work on their informative writing piece. Teachers may need to use this time to conference with students who need additional support in the writing process. When conferencing with students, draw attention back to the Spark Problem Solving Process and guide each student’s understanding to see that the writing process follows this model.

DAY TWO - Transitions

Lesson: Ask students to share what comes to mind when they think of the word transition.

Record student answers on the board. Then, as a class, sort the words into categories based on similarity and/or difference in the connotative definitions of the words listed. The teacher should steer the discussion toward a working definition of the word transition as it is related to writing.

Transitions are words or phrases that connect a writer’s thoughts together in order to help the reader follow the author’s train of thought. Some people refer to transitions in writing as bridges that keep the reader from getting lost or confused.

Distribute Handout 5:11.1 – Transition Word Sort and divide students into groups of 3-4. Students will follow the directions on the handout to organize the transition words into groups based on the function of the word. For example, words like first, next, and finally could be grouped together as words that tell the sequence of something.

Once students have had ample time to complete the activity, call the class back together to share out how different groups organized the transition words. Explain that the use of transition words is critical to the development of a good essay. Help students see that without transition words, the reader will easily become lost and not understand what the writer is trying to say.

Distribute copies of the articles that were copied prior to this class period for students to use in small groups. Instruct students to read the article and highlight the transition words that the author uses throughout the piece. Then, students should sort the transition words used into categories based on similar function (similar to the activity done with Handout 5:11.1).

Some teachers may also choose to use student work in this activity. It may be helpful for students to see the way peers use, and often misuse, text features in their writing. If student work samples are available and appropriate for use in this way, teachers should include such samples in this lesson.

As a class discuss the value that transition words might have for a reader. How do these words and phrases aid in the comprehension of the piece? What would it be like to read a piece that did not use these transition words, or used them ineffectively? How do transition words benefit the writer? Invite students to share their ideas with the class.


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Once students have a solid understanding of the value and use of transitions in writing, use the rest of this class period as a workshop – students should continue working on their informative writing assignment, and the teacher should continue to conference with students about their writing.

When conferencing with students, draw attention back to the Spark Problem Solving Process and guide each student’s understanding to see that the writing process follows this model.

Students should complete Handout 5.11.2 – Self-Evaluation before conferencing with the teacher.

VIII. HOMEWORK

• Continue working on informative writing assignment • Continue reading Johnny Tremain • Complete draft of informative writing piece for the next class period


• Students will use the writing skills covered in this lesson throughout their educational career. Some students may find it interesting to look at a comparison between the ways we use transition words in speaking differently than writing. Is there a noticeable difference in the way writers use transitions in literary works versus informational writing?


• Handout 5:11.1 – Transition Word Sort POSSIBLE ANSWERS

• Sequence: first, then, eventually, finally, meanwhile, previously, subsequently

• Compare/Contrast: after all, conversely, however, in spite of, likewise, rather, similarly, on the contrary

• Summarize: As a result, therefore, accordingly, in short, in other words, it seems

• Illustrate/Example: For instance, specifically, this can be seen in…, for example, in particular

XI. Differentiation Suggestions for Mixed Ability Classrooms

The Padlet site https://padlet.com/jennifer_g_gosch/ColonialAmerica has additional resources and activities that may be helpful for more typical grade level learners.

Make copies of print articles, but cover up the text features before giving the article to students to read. This can help create interest in figuring out what’s missing and how it impacts the comprehension of the text, thus showing students the purpose and value of text features.



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Transitions that help form a sequence

May 1, 2017

Handout 5:11.1 Name: ________________________________

Transition Word Sort Date: _________________________________ Directions: Work with your small group to organize the transition words and phrases below into categories based on the function of the transition. First, decide on a label for the category. Then, write all the transitions that fit into each category. An example is provided for you.

First Previously Subsequently Conversely After all In other words However Specifically Rather Therefore Eventually Similarly Then Accordingly In particular As a result This can be seen in… On the contrary In contrast Finally For instance Meanwhile It seems In short In spite of For example

In other words Likewise

First Then

Transitions that… Transitions that…

Transitions that…

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Handout 5:11.2 Name: ________________________________

Self-Evaluation Date: _________________________________

Directions: Use this form to analyze your own writing before conferencing with your teacher about your piece. When you have completed this form, you are ready to conference with your teacher.

1. I have written a solid introduction that: “Hooks” my reader Sparks the reader’s interest Includes some background information

2. I have written a conclusion that: Leaves a lasting impression Effectively “wraps up” my essay Does not include new information

3. I have used my sources appropriately and have not plagiarized another’s

work. I effectively used at least two quotes or paraphrases I correctly summarized information from my sources I used multiple sources for my research

4. I used transitions well in my essay My transitions logically connect my ideas I used various types of transitions My transitions help my reader better understand my writing

5. I have included multiple text features in my essay My text features add value to my essay I have included text features in logical places I have used more than 2 types of text features

6. The aspect of my writing of which I am most proud is

because


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LESSON 12: INFORMATIVE WRITING - EDITING & REVISING


• Students will continue using the Spark Problem Solving Process as they work through the writing process. This lesson focuses on the final stages of the writing process as it looks at editing and revising.


OBJECTIVE • To objectively read one’s own work, as well as that of a peer, for the purpose of editing

and revising a piece of writing for publication.


• 5.W.3.2; 5.W.4; 5.W.5




• Whole class • Individual • Pairs


• Handout 5:12.1 – Rainbow Editing • Colored pencils


DAY ONE

Lesson:

• Many times students at this age will say they are “finished” with a writing piece as soon as they have completed the writing of the assignment. Fifth graders tend to get

Teacher to Teacher:

There are many great ideas for peer editing available online. This one worked well for my class because it provided clear structure for their work and gave them the organization they needed to better understand the process.

~JG


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DAY TWO

stumped at the point of going back through their work to edit and revise for clarity or to make their writing better in some way. This lesson will help students see that the writing process is not truly complete until a piece has been fully edited and revised, and that many times the editing and revising requires multiple attempts!

• Merriam-Webster defines the word edit as “to prepare (something written) to be published or used: to make changes, correct mistakes, etc., in (something written).” Guide students to an understanding that taking the time to edit our writing is part of the “preparation for publishing.” Stress that a piece of writing is not complete until it has been edited.

• Students should come prepared to this class period with the draft of their informative writing piece. Each student will need to use their own draft along with Handout 5:12.1 – Rainbow Editing. Students should use a printed out copy of their draft for this activity. However, if printing is not available, this activity can also be completed digitally by changing the font colors of specific pieces of the writing, or by highlighting certain parts in different colors.

• To begin, the teacher should model the use of Handout 5:12.1 for the class to see how this activity works. You may use a preselected piece of writing, such as a piece of student work, a journal entry, or even a published article from another source. Read through the sample piece and follow the directions on the handout to color code the items of focus.

• Help students understand that spending the time editing their work is valuable. Discuss with the class the value of this task and ask them share the ideas they have about the value of editing their work. (Many students will recognize that editing helps them see mistakes they made before they turn their work in to be graded. Some students might say that editing helps them be sure they are submitting their best work to be assessed.)

• Once you have modeled the use of the handout in the editing process, give students time to work on editing their own piece. Teachers may find it helpful to use this extra class time to continue conferencing with students about their writing.

Lesson: Merriam-Webster defines the word revision as “a change or a set of changes that corrects or

improves something; a new version of something; something (such as a piece of writing or a song) that has been corrected or changed”

Ask students to reflect back on the Rainbow Editing activity from the previous lesson. Encourage students to share with the class and discuss the elements of their writing that they need to improve. As students share, ask for those who have similar issues with their writing to raise their hands. This will help students to see that everyone has something that needs to be improved in their writing. Discuss the value of this realization – that no one’s piece of writing is perfect the first time they write it. Everyone has ways in which they can improve their piece and make it better, clearer, more concise, etc.

Today’s lesson will take the editing process a step further to review and revision. Arrange students in groups of 6.


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Assign each group member one of the following focus areas. You should have one

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group member for each of the following areas: Capitalization and punctuation - red Word Choice - orange Transitions - yellow Figurative Language - green Spelling - blue Informative content – violet

Each group member should use the colored pencil specified for their role in the revision process. For example, the student focusing on capitalization will use a red colored pencil.

Arrange the groups into small circles so that each group is its own circle. Students will need a clean copy of their rough draft for this activity. Students will

pass their rough draft to the person on the right. That person will review the piece only for the focus area for which they are responsible.

The teacher should set a time for 5-7 minutes (depending on the size of the class, the length of the work produced by students, and the time allotted for this lesson). Students will have only this amount of time to review the piece of writing and make suggestions before passing it along to the next person in the group.

When the timer goes off, the students pass the paper to the right again until all 6 group members have had a chance to review each piece of writing for their specific focus.

Once everyone has reviewed all 6 pieces of student work, each student will have a rough draft that is full of revisions and suggestions to help them in preparing their final draft.

Teachers should circulate throughout the room during this activity to ensure that everyone is offering constructive criticisms and making helpful comments and suggestions for their peers.

Once this activity is completed, allow students to use the rest of the class period to work on the final draft of their paper. Teachers may continue to conference with specific students as needed.

Final writing pieces should be turned in at the beginning of the next class. These pieces can then be combined into a class book about the time period that can be

added to the school library.

VIII. HOMEWORK

DAY ONE

• Complete Handout 5:12.1 – Rainbow Editing • Continue reading Johnny Tremain

DAY TWO

• Complete final draft of informative writing piece


• Students may be interested in studying journalism and the writing process as it relates to news media

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• Invite a news writer to come speak to the class about being a professional writer, or arrange a Skype or Google Hangout with one. Students need to know that writing is a process!


• Handout 5:12.1 – Rainbow Editing

XI. Differentiation Suggestions for Mixed Ability Classrooms • Students may need additional work with the editing and revision process. Teachers

can find resources to help struggling writers on the Padlet site at https://padlet.com/jennifer_g_gosch/ColonialAmerica


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Handout 5:12.1 Name: ________________________________

Rainbow Editing Date: _________________________________

Directions: Use your colored pencils to underline or circle the following aspects of your essay. Your paper should be all the colors of the rainbow when you are finished.

Red- Use a red colored pencil to circle your introduction and conclusion.

Orange - Use an orange colored pencil to underline any parts where you have summarized or paraphrased information from your research.

Yellow- Use an yellow colored pencil to underline the quotes in your piece.

Green – Use a green colored pencil to circle the text features in your piece.

Blue – Use a blue colored pencil to circle the transitions in your piece.

Violet – Use a violet colored pencil to draw brackets around key pieces of information that significantly contribute to the content of your piece.

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LESSON 13: EXAMINING THE BOSTON TEA PARTY THROUGH PRIMARY SOURCE DOCUMENTS


Students will use primary source documents to closely examine the context of The Boston Tea Party.


OBJECTIVE

To examine historical documents and determine how and why differences in the representation of an event occur through art, published work, and media reports.


• 5.RN.2.3 • 5.RN.3.1, 5.RN.3.3 • 5.SL.2.1, 5.SL.2.2, 5.SL.2.4, 5.SL.2.5


Two 45-60 minute class periods


Whole class to review Small groups of 3-4 to collaborate


• Padlet site - https://padlet.com/jennifer_g_gosch/ColonialAmerica • Computers with Internet access • Projector and screen


Lesson:

• Divide students into groups of 3-4 students each. Assign each group one of the primary source documents provided on the Padlet site

documents and comparing those to artwork from the time period was a very eye-opening experience for my class. We were able to really discuss how perspective impacts our understanding. Students were engaged in a lively discussion about what really happened that cold December night in Boston Harbor. ~JG

source primary the classroom. in our conversation

Examining

Teacher to Teacher: This lesson created a very interesting


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https://padlet.com/jennifer_g_gosch/ColonialAmerica. These can be used as printed versions of the source, or students can access them digitally.

• Draw students’ attention to chapter 6 of Johnny Tremain. This is the chapter about The Boston Tea Party.

• Students should discuss the telling of the events in the novel and compare/contrast them to the primary source document they are assigned.

• Encourage students to take notes on the way these two versions of the same event compare. Are there any differences that the students notice in the way the author has portrayed the event as compared to the way the information is presented in the primary source? Why would those differences exist?

• Groups may need to use class time to do very brief research about The Boston Tea Party to give themselves a better understanding of the issue and events of this time in history.

• The teacher may want to provide links that students can use for this research. Some links are included on the Padlet site https://padlet.com/jennifer_g_gosch/ColonialAmerica

• Each group will share their findings with the class in an informal oral presentation before the end of class.

DAY TWO – Who Was Esther Forbes?

• Invite students to conduct a quick search online to find information about the author of Johnny Tremain, Esther Forbes.

• Display these guiding questions for the students to use as they focus their quick research:

Where did Esther Forbes grow up? When did she live? How might Esther Forbes’ interests have been influenced by her family and

childhood? How might her values have been influenced by her upbringing? In what ways could her values have impacted her writing? What prestigious awards and accolades did Esther Forbes receive for her

work as an author? • After students have had enough time to find answers for the guiding questions, call

the class back together for a whole group discussion. During this discussion, guide students to an understanding of the way that Esther Forbes was clearly influenced by her family, her heritage as a New Englander and the rich history there, as well as the values with which she was raised. All of these factors led her to a career in writing historical fiction pieces to retell the stories of her heritage.

• Explain to students that the actual events of The Boston Tea Party may have been very different than the way that they have been retold throughout the years through much-loved literature, poetry, song, and art.

• Show the class Handout 5.13.1 and ask students the following: o How are the participants in this art piece portrayed?



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o Does this conflict with the primary source information about The Boston Tea Party that you examined in the last class period? How so?

o Why would the artist choose to portray the participants in this way? Why would the colonists have chosen to dress in this manner?

• Guide the class in a discussion of how the colonists’ values impacted their choices in the events leading up to and including The Boston Tea Party. Students should be able to come to the conclusion that because the colonists valued their freedoms and wanted independence from Great Britain, they likely dressed as Native Americans to show the king that they identified more as Americans than as Brits.

• Remind the class that our generalizations about values tell us that values influence choices and that values are influenced by culture.

o Ask students to write a journal entry in their composition notebooks to describe how their own values influence their choices and how their own culture influences their values.

VIII. HOMEWORK

• Continue reading Johnny Tremain • Journal entry


• Some classes may want to spend more time on the Social Studies content surrounding The Boston Tea Party

• Students could research the events leading up to the Revolutionary War and create a timeline to show the sequence of these events

• A great speaking and listening activity could be developed using the podcast about The Boston Tea Party found on the Padlet site at https://padlet.com/jennifer_g_gosch/ColonialAmerica.

Here a historian discusses the portrayal of The Boston Tea Party participants as Indians. Using the speaking and listening standards, students could be asked:

• Who is the speaker? What are his credentials? • Where is this lecture being held?

• How does what this speaker says compare to what you have found in your own research?


• Handout 5.13.1


• This entire lesson can be done in a whole class setting for those classrooms in which more scaffolding is needed


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• Teachers can more closely direct the research element of this lesson by giving students copies of articles or links to specific websites about Esther Forbes rather than allowing students to find these resources on their own.


Handout 5:13.1 Historical Art

Copy of lithograph by Sarony and Major, 1846 – image. This media is available in the holdings of the National Archives and Records Administration, catalogued under the ARC Identifier (National Archives Identifier) 53289

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LESSON 14: PRIDE GOES BEFORE A FALL – PRIDE AND HUMILITY


• Students will watch and discuss various clips that illustrate pride vs. humility to examine the value of humility and identify its power in people they admire.


OBJECTIVE

• To make inferences about how someone is feeling

• To identify the value of humility and understand its worth

• To recognize the value of humility in someone close to oneself and communicate its significance


• 5.ML.1 • 5.ML.2.2 • 5.W.1 • 5.SL.1 • 5.SL.2.1, 5.SL.2.2, 5.SL.2.4


• 45 minutes


• Whole class for viewing and discussing the video clips • Individual for reflection and writing


• A collection of video clips that can be used in this lesson can be found on this Padlet site - https://padlet.com/jennifer_g_gosch/ColonialAmerica -, along with various resources that have been used in the teaching of this unit.

• Access to a large screen on which to show the clips, or computers with Internet access for students to share

• Composition notebooks • Pencils


between pride and arrogance will be key to the effectiveness of this lesson. You may need to pull in additional resources – videos, stories, photographs, etc. – to help your students visually see the difference between these two attributes. Additionally, taking the focus off of celebrities and athletes and putting it on people that the students know personally will help them better understand this affective lesson. ~ JG

difference the Understanding

Teacher to Teacher:



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Lesson: • Open this lesson with a discussion about the proverb “pride goes before a fall” by

asking students if they have ever heard that saying before, and if they know what it means. Give students time to think about the proverb and examples of when they have known it to be true. Teachers may want to offer some ideas to get the discussion started.

What is pride? Define it in 5 words or fewer. • Can you think of any synonyms for pride? (arrogance, hubris, conceit,

etc.) What is the antonym/opposite of pride? (modesty, humility, etc.) Does pride fit our definition of a value? Why or why not? What is humility? Define it in 5 words or fewer?

• What synonyms can you think of for humility? (diffidence – one of the vocabulary words from chapter 3)

Does humility fit our definition of a value? Why or why not? Can you think of examples of when it might be useful to have a proud attitude?

A humble attitude? • One can have pride in one’s work founded on conscientiousness and

being agreeable. Arrogance is associated with boastful, selfish, and egotistical behavior.

Make a list of all of those admirable (such as humility, service, grace, dignity, patriotism, loyalty, etc.) and less than admirable traits (such as arrogance, greed, haughtiness, etc.) or behaviors and which characters are exhibiting which traits in the book Johnny Tremain.

• Relate the proverb to the reading of Johnny Tremain, making note of how Johnny thought of himself and acted in the beginning of the book to how he has been humbled since his injury. Was Johnny proud or arrogant? What evidence from the text supports your opinion?

• Show a few different video clips that illustrate the value of humility. Some sample clips are found on the Padlet site for this unit.

After each clip, ask students how they saw pride and humility play out in the clip.

Draw the students’ attention to the value of humility being superior to an attitude of pride in most instances.

• Invite students to think of the people in their life that they most admire. These should be people relatively close to the student and not celebrities, athletes, etc.

• Ask students to make a list of the characteristics that person emulates What is it that you admire about that person? How do they treat you? How do they treat others? How does that make you feel? In what ways is this person a role model for you? How can you use this person as an example for how you want to live your own

life? Give examples of situations in which you know this person has demonstrated

humility. What makes that admirable?

VIII. HOMEWORK

• Students should use their ideas from reflecting on the video clips to write a letter to the person that they admire. In the letter, students should thank their role model for setting a good example and give reasons why they admire them. These letters can be

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given to the person to whom they were written at a later time. • Continue reading Johnny Tremain


• Students could find biographies or autobiographies of interest to them and explore how the value of humility has helped others make a difference in their community.



• Students may work collaboratively to think of a person whom they admire within the school rather than in their personal life.

• Some students may prefer to make a card instead of writing a letter to the person whom they admire. All students should be required to write a note or letter of some sort as it is good practice for the everyday use of writing in life.

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Teacher to Teacher:

I really enjoyed teaching this lesson. The video included on the Padlet site was very helpful for my class in understanding the differences in these three rhetorical devices. There was a fair amount of struggle with comprehending the excerpts from historical speeches, so I helped my students annotate those excerpts for clarity and understanding prior to completing the activity.

~JG

LESSON 15: THE ART OF PERSUASION – ETHOS, PATHOS, LOGOS


• Students will read excerpts from famous historical speeches and examine the text for use of ethos, pathos, and logos


OBJECTIVE

• To identify ethos, pathos, and logos as rhetorical devices used in persuasion

• To analyze the use of these rhetorical devices for effectiveness

• To select the rhetorical device that is most appropriate to use in various types of arguments

• To write arguments that effectively use ethos, pathos, and logos


• 5.RN.2.1, 5.RN.2.3 • 5.RN.3.3 • 5.RN.4.1 • 5.W.3.1


• 45-60 minutes


• Whole class, small group, and individual


• Johnny Tremain • Handout 5:15.1 - Ethos, Pathos, and Logos in the Revolution • Composition notebooks


Lesson:

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• Introduce the concept of ethos, pathos, and logos as rhetorical devices by showing a video clip to engage your students and help them realize that they see and use these devices regularly without even knowing it. There are a couple of clips available for use on the Padlet site at https://padlet.com/jennifer_g_gosch/ColonialAmerica.

• Some teachers may want to engage students in a brief discussion following the video clip to help point students towards example of ethos, pathos, and logos in the media. Possible guiding questions for such a discussion might include:

o What examples of these types of appeals have you seen in advertisements or commercials recently?

o Where else might we see ethos, pathos, and logos being used in our society? o Which of these rhetorical devices do you feel is most effective in your own

situations of persuasion? Why? • Direct students’ attention to Handout 5:15.1 – Ethos, Pathos, and Logos in the

Revolution. For this activity, students will read and analyze historical speeches for the use of rhetorical devices.

o Teacher should model the activity for the students by working through a couple of the excerpts as a class. Then, allow students to work with a partner or in a small group to complete the activity.

VIII. HOMEWORK

• Assign students a prompt to write their own persuasive piece in their composition notebooks focused on using ethos, pathos, and logos to strengthen their argument. These should be assessed for evidence of rhetorical devices used in persuasion.

• Possible prompts: o All-girl schools have been gaining popularity in recent years because of the

belief that girls learn better when they aren’t competing with or intimidated by boys, who statistically get more attention in the classroom. Do you think single-sex schools are a good idea? Why or why not? Use specific reasons and examples to support your position.

o Research shows that the average American watches as much as six hours of television each day. Do you think this is too much? Write an essay convincing readers to spend less time in front of the TV.

o Write an essay convincing readers to break a specific habit that is harmful to their physical, emotional, or financial health.



• Persuasion is used across content to convince us to believe one thing or another. Students will be exposed to persuasion in every content area. Helping them to understand these rhetorical devices will strengthen their comprehension in other areas naturally.

• Aristotle produced in-depth work around these concepts of ethos, pathos, and logos. A historical research project could spark an interest in some students.

• Dramatic audio versions of these speeches are linked to the Padlet site at https://padlet.com/jennifer_g_gosch/ColonialAmerica. Some students may be



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interested in listening to the entire speech. Some students may wish to memorize a passage from a famous speech to recite for the class.


• Handout 5:15.1 – Ethos, Pathos, and Logos in the Revolution


• In a mixed ability classroom, teachers may choose to cut Handout 5:12.1 into parts and assign groups a different excerpt to analyze collaboratively. Groups could then share their findings with the whole class. However, high ability students should always be grouped together.

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Handout 5:15.1 Name: ________________________________

Ethos, Pathos, Logos in the Revolution Date: _________________________________

Directions: Examine the following excerpts from famous historical speeches to find examples of ethos, pathos, and logos. Highlight the line(s) where you see the speaker use ethos, pathos, or logos. Then, on the lines that follow the excerpt, explain which type of rhetorical device was used and how it impacts the argument the speaker is making.

THE CRISIS, NUMBER ONE By Thomas Paine, December 19, 1776 This speech is in the public domain and can be downloaded from Project Gutenburg. http://www.revolutionaryarchives.org/revolutionary-philosphy/294-the-american-crisis-part-1#p1

1. “I once felt all that kind of anger, which a man ought to feel, against the mean principles that are held by the Tories: a noted one, who kept a tavern at Amboy, was standing at his door, with as pretty a child in his hand, about eight or nine years old, as I ever saw, and after speaking his mind as freely as he thought was prudent, finished with this unfatherly expression, "Well! give me peace in my day." Not a man lives on the continent but fully believes that a separation must some time or other finally take place, and a generous parent should have said, "If there must be trouble, let it be in my day, that my child may have peace;" and this single reflection, well applied, is sufficient to awaken every man to duty.”

2. “The heart that feels not now is dead; the blood of his children will curse his cowardice, who shrinks back at a time when a little might have saved the whole, and made them happy.”

3. “Not all the treasures of the world, so far as I believe, could have induced me to support an offensive war, for I think it murder; but if a thief breaks into my house, burns and destroys my property, and kills or threatens to kill me, or those that are in it, and to "bind me in all cases whatsoever" to his absolute will, am I to suffer it?”


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Give Me Liberty or Give Me Death Patrick Henry, March 23, 1775 This speech is in the public domain and can be downloaded from Project Gutenberg. http://www.revolutionarywararchives.org/revolutionary-philosophy/292-give-me- liberty-or-give-me-death

4. “No man thinks more highly than I do of the patriotism, as well as abilities, of the very worthy gentlemen who have just addressed the House. But different men often see the same subject in different lights; and, therefore, I hope it will not be thought disrespectful to those gentlemen if, entertaining as I do opinions of a character very opposite to theirs, I shall speak forth my sentiments freely and without reserve. This is no time for ceremony. The question before the House is one of awful moment to this country.”

5. “For my own part, I consider it as nothing less than a question of freedom or slavery; and in proportion to the magnitude of the subject ought to be the freedom of the debate. It is only in this way that we can hope to arrive at truth, and fulfill the great responsibility which we hold to God and our country.”

6. “Should I keep back my opinions at such a time, through fear of giving offense, I should consider myself as guilty of treason towards my country, and of an act of disloyalty toward the Majesty of Heaven, which I revere above all earthly kings.”

7. They tell us, sir, that we are weak; unable to cope with so formidable an adversary. But when shall we be stronger? Will it be the next week, or the next year? Will it be when we are totally disarmed, and when a British guard shall be stationed in every house? Shall we gather strength by irresolution and inaction? Shall we acquire the means of effectual resistance by lying supinely on our backs and hugging the delusive phantom of hope, until our enemies shall have bound us hand and foot? Sir, we are not weak if we make a proper use of those means which the God of nature hath placed in our power. The millions of people, armed in the holy cause of liberty, and in such a country as that which we possess, are invincible by any force which our enemy can send against us.”



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8. “There is no retreat but in submission and slavery! Our chains are forged! Their clanking may be heard on the plains of Boston! The war is inevitable—and let it come! I repeat it, sir, let it come.”

9. “The next gale that sweeps from the north will bring to our ears the clash of resounding arms! Our brethren are already in the field! Why stand we here idle? What is it that gentlemen wish? What would they have? Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery? Forbid it, Almighty God! I know not what course others may take; but as for me, give me liberty or give me death!”

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Handout 5:15.1 - KEY Name: ANSWER KEY

Ethos, Pathos, Logos in the Revolution Date: _________________________________

Directions: Examine the following excerpts from famous historical speeches to find examples of ethos, pathos, and logos. Highlight the line(s) where you see the speaker use ethos, pathos, or logos. Then, on the lines that follow the excerpt, explain which type of rhetorical device was used and how it impacts the argument the speaker is making.

THE CRISIS, NUMBER ONE By Thomas Paine, December 19, 1776 This speech is in the public domain and can be downloaded from Project Gutenburg. http://www.revolutionaryarchives.org/revolutionary-philosphy/294-the-american-crisis-part-1#p1

1. “I once felt all that kind of anger, which a man ought to feel, against the mean principles that are held by the Tories: a noted one, who kept a tavern at Amboy, was standing at his door, with as pretty a child in his hand, about eight or nine years old, as I ever saw, and after speaking his mind as freely as he thought was prudent, finished with this unfatherly expression, "Well! give me peace in my day." Not a man lives on the continent but fully believes that a separation must some time or other finally take place, and a generous parent should have said, "If there must be trouble, let it be in my day, that my child may have peace;" and this single reflection, well applied, is sufficient to awaken every man to duty.”

Pathos – an emotional appeal is used here to tug at the heartstrings of the colonists to pursue independence now in order that their children may live in peace in the future.

2. “The heart that feels not now is dead; the blood of his children will curse his cowardice, who shrinks back at a time when a little might have saved the whole, and made them happy.”

Pathos – Paine again uses emotional appeal to get to the hearts of colonial fathers that would have to leave their families to engage in the Revolution.

3. “Not all the treasures of the world, so far as I believe, could have induced me to support an offensive war, for I think it murder; but if a thief breaks into my house, burns and destroys my property, and kills or threatens to kill me, or those that are in it, and to "bind me in all cases whatsoever" to his absolute will, am I to suffer it?”

Ethos- here we see Paine use an appeal to ethics. He uses a common anecdotal story to cause his audience to put themselves in the position of having to make a choice to do the right thing to protect their family and home.



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Give Me Liberty or Give Me Death Patrick Henry, March 23, 1775 This speech is in the public domain and can be downloaded from Project Gutenberg. http://www.revolutionarywararchives.org/revolutionary-philosophy/292-give-me-liberty-or- give-me-death

4. “No man thinks more highly than I do of the patriotism, as well as abilities, of the very worthy gentlemen who have just addressed the House. But different men often see the same subject in different lights; and, therefore, I hope it will not be thought disrespectful to those gentlemen if, entertaining as I do opinions of a character very opposite to theirs, I shall speak forth my sentiments freely and without reserve. This is no time for ceremony. The question before the House is one of awful moment to this country.” Ethos – Henry is appealing to his audience’s ethical conscience in the belief that differing opinions should be respected, considered, and valued.

5. “For my own part, I consider it as nothing less than a question of freedom or slavery; and in proportion to the magnitude of the subject ought to be the freedom of the debate. It is only in this way that we can hope to arrive at truth, and fulfill the great responsibility which we hold to God and our country.” Pathos – The speaker compares the British rule of the colonies to that of slaves and masters.

The colonists have firsthand experience with the concept of slavery, and thus feel the emotional impact of the comparison.

6. “Should I keep back my opinions at such a time, through fear of giving offense, I should consider myself as guilty of treason towards my country, and of an act of disloyalty toward the Majesty of Heaven, which I revere above all earthly kings.”

Ethos – Henry is, once again, appealing to his audience’s ethical conscience by saying that if he does not share his opinions about seeking independence from Britain he is committing treason against Heaven.

7. They tell us, sir, that we are weak; unable to cope with so formidable an adversary. But when shall we be stronger? Will it be the next week, or the next year? Will it be when we are totally disarmed, and when a British guard shall be stationed in every house? Shall we gather strength by irresolution and inaction? Shall we acquire the means of effectual resistance by lying supinely on our backs and hugging the delusive phantom of hope, until our enemies shall have bound us hand and foot? Sir, we are not weak if we make a proper use of those means which the God of nature hath placed in our power. The millions of people, armed in the holy cause of liberty, and in such a country as that which we possess, are invincible by any force which our enemy can send against us.” Ethos & Logos are seen here in this appeal to both ethics and logic. Henry is engaging his audience with logic in saying that waiting around for the “right time” is futile because there is no time like the present. He also appeals to ethics in noting that God has given the colonists the strength needed to withstand the war with Britain.

8. “There is no retreat but in submission and slavery! Our chains are forged! Their clanking may be heard on the plains of Boston! The war is inevitable—and let it come! I repeat it, sir, let it come.” Pathos – Henry uses the bondage of chains in slavery to drive home his emotional appeal

that the only option the colonies have is to fight for independence from Britain.



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9. “The next gale that sweeps from the north will bring to our ears the clash of resounding arms! Our brethren are already in the field! Why stand we here idle? What is it that gentlemen wish? What would they have? Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery? Forbid it, Almighty God! I know not what course others may take; but as for me, give me liberty or give me death!”

Pathos – Henry uses one final emotional appeal to stir strong feelings about the value of freedom in his audience. By saying that he would choose death before living without liberty, he makes the greatest emotional appeal of all and ends his speech with fervor.

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LESSON 16: CHARACTER CHANGE


• To revisit the strategy of annotating a text and use it for noting how characters have changed over time, specifically how a change in attitude or behavior might indicate a change in values.


OBJECTIVE

• To effectively use the strategy of annotation and use it to examine character change


• 5.RL.2.1, 5.RL.2.2, 5.RL.2.3


• 45-60 minutes


• Small groups of 3-4 students each


• Johnny Tremain • Post-It Notes • Pencils or pens • Copy paper or chart paper • Markers • Padlet site https://padlet.com/jennifer_g_gosch/ColonialAmerica • Handout 5:16.1 – Character Change


Lesson: • Arrange students in groups of 3-4 and ask each group to come up with a list of as many

ideas as possible to answer the question “What makes a character change?”. Students should write all of the ideas their group has on a piece of plain

white copy paper, or chart paper

Teacher to Teacher:

We have talked a lot about character change throughout the reading of this novel. Our class was easily able to identify many examples of how the characters have changed over time and the conversation flowed freely. I required my students to use text evidence to support their claims, which was a great way to reinforce that skill for test-prep!

~JG


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Allow 3-5 minutes for students to complete their lists • Give each group a brief time to share their ideas with the whole class • Show the video clip from the Padlet site

https://padlet.com/jennifer_g_gosch/ColonialAmerica to illustrate a character change from pop culture that most students will be familiar with.

• Ask students what they believe caused Gru to change in this clip. • Ask students to turn their paper over to make a new list of ideas and pose the question

“Johnny has undergone a transformation in his character because of the events that have taken place in the story. Why has he changed so much because of these things? What do these changes show us Johnny is learning about his values?”

• Allow students a few minutes to write down all of the ideas that come to mind on the back of their original paper

• Invite students to dig into their copy of Johnny Tremain to find the examples they have given in their groups. Provide Post-It Notes for students to use to annotate their book for these examples of character change. Remind students to give details to support their thinking, not just write down the change that took place; and to focus their attention on what Johnny is learning about his own values?

• Point out to the class that usually when we see a character change in a story, we can identify four different areas in which the change is evident. We can see a change in the characters:

• Words – Oftentimes the way a character speaks to others, or the tone that we can infer a character using changes over time due to circumstances or developments in the story.

• Beliefs – In many examples of character change we can see that a character develops new thoughts or beliefs about something because of the events that have taken place in the story. A character’s beliefs give us insight to their values.

• Interactions – Character change is also evidenced in the relationships and interactions a character has with other characters in the story. Some relationships may grow stronger while others dissolve. Or, new relationships are formed because of the circumstances taking shape in the story.

• Behavior – When the behavior of a character becomes different, we know that the character is undergoing a change of some sort. Different types of trials and experiences that a character goes through can cause changes in the character’s behavior.

VIII. HOMEWORK

• Continue reading Johnny Tremain • As students read Johnny Tremain for homework, ask them to find and annotate

examples of how the characters have changed over time. Remind them to give details about their thinking, not to just mark the examples with Post-Its.

• Students may use Handout 5:16.1 to analyze a character’s changes in the selected reading for homework.


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• Students may want to look for other aspects of a character’s change other than the four mentioned in the lesson. Some students may be able to identify more areas in which a change can be seen.

• Students can look at historical examples of people who have changed over time in the four ways (or others) mentioned in this lesson.


• Handout 5:16.1 – Characters Change Over Time


• Teacher can pre-select passages from the text that show character change and guide students through identifying which of the four aspects of the character are changing in that selection.

• Teacher can narrow down the task by focusing only on one character, such as Johnny, to analyze and examine how he has changed over the course of the story.


Handout 5:16.1 Name: ________________________________

Characters Change Over Time Date: _________________________________

Directions: Use this graphic organizer to analyze a character and document how and why they have changed over time. Remember to use evidence from the text to support your answers. You may find it helpful to look back at your annotations as you complete this activity.

Interactions

CHANGE

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Beliefs Beliefs

Behavior

Behavior

Words Interactions Words


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LESSON 17: PAUL REVERE’S RIDE: MYTH OR FACT?


• Students will annotate and analyze Longfellow’s poem “Paul Revere’s Ride” and compare it to the account of the events in Johnny Tremain as well as primary source documents to determine fact from myth in this American legend.


OBJECTIVE

• To analyze and compare multiple accounts of the same event to determine facts from myths.


• 5.RL.1, 5.RL.4.2 • 5.RN.3.3 • 5.SL.2.1, 5.RL.2.2, 5.RL.2.4


• Three 45-60 minute class periods


• Small group (2-3 students) • Whole Group • Individual


• Johnny Tremain • Padlet site https://padlet.com/jennifer_g_gosch/ColonialAmerica • Post-It Notes • Handout 5:4.3 – Vocabulary Map • Handouts 5:17.1, 5:17.2, 5:17.3 • Projector with screen


Teacher to Teacher:

My students were challenged with the comprehension of Longfellow’s poem. We ended up going stanza by stanza to talk about what each section meant and make notes in the margins to help with comprehension. My class loved the research of trying to distinguish fact from myth. They really enjoyed figuring out this mystery!

We tied it all back to the concept of values by asking ourselves how the values of the different sources would have impacted the way they “reported” the events of that night in Boston.

~JG



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DAY ONE

Lesson: • Teacher should arrange students in groups of 2-3, and give each student a copy of

Handout 5:17.1 – “Paul Revere’s Ride” • Allow students time to read through the entire poem in their groups and annotate the

text for clarity of meaning. The poem was written on the eve of the Civil War in 1860, which results in some difficulty in language. Teachers should reassure students that while the words on the page may seem difficult to decipher, the story is there and can be broken down into smaller sections and made clearer for readers through annotation.

• Teacher should bring the students together as a whole group and conduct a choral style reading of the poem, allowing students to interject with some of the annotations from their small group. Give students the opportunity to read out loud, and take time to help the students “translate” the poem into a modern vernacular that everyone can understand.

• Once the poem has been read and “translated”, review the story the poem tells of Paul Revere’s midnight ride. Be sure to point out the details about the historical event that Longfellow includes in his work. Students should use the margins of their handout to make notes about the story.

DAY TWO Lesson:

• Draw students’ attention to Chapter 10 of Johnny Tremain where Esther Forbes

writes about Paul Revere’s plan to warn the rebels of the British troops advancements. Students should work in their small groups to compare and contrast the telling of this event by both Longfellow and Forbes. Allow about 15 minutes for students to make and record their observations on Post-It Notes.

• Use the video included on the Padlet site at https://padlet.com/jennifer_g_gosch/ColonialAmerica to introduce students to the idea that Longfellow’s poem is largely a myth. The Padlet site also contains a link that will be helpful in locating primary source documents for this historical event.

• Students should have access to the accounts of Paul Revere’s ride in his own words, either electronically using the links on the Padlet site, or print versions of the transcripts from his own accounts.

• Give students time to research Paul Revere’s ride in small groups of 2-3 students. This can be done online, or through print resources that have been gathered by the teacher prior to the beginning of this lesson. Give each student a copy of Handout 5:17.2 – Paul Revere’s Ride Fact or Myth? Students will use these graphic organizers to record their findings regarding the facts and myths surrounding this historical event. This should be started in class and completed as homework.


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DAY THREE

Lesson: • Students should hand in their fact or myth graphic organizers at the beginning of this

class period. • Teacher should conduct a discussion of the facts and myths that students included on

their homework. Possible discussion questions might include: • Why do you think Longfellow’s poem was written? (The poem was actually written

on the eve of the Civil War in 1860 to help warn the American Union that it was in danger of disintegrating.)

• Why might Longfellow have taken the liberties he did in describing the historical event? (Scholars believe that Longfellow likely knew the real story of Paul Revere’s ride because Revere’s personal account of the event had been published in a popular magazine that Longfellow had surely read. However, as with much of literature, Longfellow took many creative liberties with the event to make his narrative poem more appealing to his audience.)

• Students will now use the information they have learned over the last few class periods to write an informational essay, using the SEES model included in Handout 5:17.3, to teach others about the myths in Longfellow’s poem and the facts of Paul Revere’s ride. Give students time in class to complete the planning page of Handout 5:17.3 so that they can use it to write the rough draft of their essay as homework. NOTE: Handout 5:17.3 is designed for use with one paragraph only. Explain to students that they will need to follow the template given for each paragraph of their essay. Or, make multiple copies of this document to give to each student as they organize their information to write their rough draft.

DAY FOUR

Lesson:

• During this class period, the teacher should allow students time to work on their essays. Students should work together to peer edit their pieces. Additionally, the teacher should conference with each student to go over their writing strengths and weaknesses. Final copies of the essay should be turned in at the beginning of the next class period.

VIII. HOMEWORK

• Day One – Continue reading Johnny Tremain • Day Two – Complete Handout 5:17.2 and continue reading Johnny Tremain • Day Three – Complete a rough draft of the informative essay and continue reading

Johnny Tremain. • Day Four – Make revisions and complete final draft of informative essay. Continue

reading Johnny Tremain.


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• Some students may wish to memorize and recite Longfellow’s poem or other famous speech of the time as a theatrical extension to this lesson.

• Further research into the primary source documents about Paul Revere’s ride would enable students to map out Revere’s route based on Revere’s account of the event.


• Handout 5:17.1 – Paul Revere’s Ride by Longfellow • Handout 5:17.2 – Fact or Myth? • Handout 5:17.3 – SEES Paragraph Organizer


• In classrooms where a cluster model has been used to create a community of learners with mixed abilities, always be sure that high ability students are working with other high ability learners.

• Teachers may need to work closely with some groups of students to help support the annotation of Longfellow’s poem and allow other groups to work with less teacher involvement.

• Teachers could create a set of index cards that contain the myths and the facts about Paul Revere’s ride and use the set to have students identify which are myths and which are facts.


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Handout 5:17.1 Paul Revere’s Ride by H.W. Longfellow

Paul Revere’s Ride Henry Wadsworth Longfellow, 1807 - 1882

Listen, my children, and you shall hear Of the midnight ride of Paul Revere, On the eighteenth of April, in Seventy-Five: Hardly a man is now alive Who remembers that famous day and year.

He said to his friend, “If the British march By land or sea from the town to-night, Hang a lantern aloft in the belfry-arch Of the North-Church-tower, as a signal-light,-- One if by land, and two if by sea; And I on the opposite shore will be, Ready to ride and spread the alarm Through every Middlesex village and farm, For the country-folk to be up and to arm.”

Then he said “Good night!” and with muffled oar Silently rowed to the Charlestown shore, Just as the moon rose over the bay, Where swinging wide at her moorings lay The Somerset, British man-of-war: A phantom ship, with each mast and spar Across the moon, like a prison-bar, And a huge black hulk, that was magnified By its own reflection in the tide.

Meanwhile, his friend, through alley and street Wanders and watches with eager ears, Till in the silence around him he hears The muster of men at the barrack door, The sound of arms, and the tramp of feet, And the measured tread of the grenadiers Marching down to their boats on the shore.

Then he climbed to the tower of the church, Up the wooden stairs, with stealthy tread, To the belfry-chamber overhead, And startled the pigeons from their perch On the sombre rafters, that round him made Masses and moving shapes of shade,-- By the trembling ladder, steep and tall, To the highest window in the wall, Where he paused to listen and look down A moment on the roofs of the town, And the moonlight flowing over all.

Beneath, in the churchyard, lay the dead, In their night-encampment on the hill, Wrapped in silence so deep and still That he could hear, like a sentinel’s tread, The watchful night-wind, as it went Creeping along from tent to tent, And seeming to whisper, “All is well!” A moment only he feels the spell Of the place and the hour, and the secret dread Of the lonely belfry and the dead; For suddenly all his thoughts are bent On a shadowy something far away, Where the river widens to meet the bay, -- A line of black, that bends and floats On the rising tide, like a bridge of boats.

Meanwhile, impatient to mount and ride, Booted and spurred, with a heavy stride, On the opposite shore walked Paul Revere. Now he patted his horse’s side, Now gazed on the landscape far and near, Then impetuous stamped the earth, And turned and tightened his saddle-girth; But mostly he watched with eager search The belfry-tower of the old North Church, As it rose above the graves on the hill, Lonely and spectral and sombre and still. And lo! as he looks, on the belfry’s height, A glimmer, and then a gleam of light! He springs to the saddle, the bridle he turns, But lingers and gazes, till full on his sight A second lamp in the belfry burns!

A hurry of hoofs in a village-street, A shape in the moonlight, a bulk in the dark, And beneath from the pebbles, in passing, a spark Struck out by a steed that flies fearless and fleet: That was all! And yet, through the gloom and the light, The fate of a nation was riding that night; And the spark struck out by that steed, in his flight, Kindled the land into flame with its heat.

He has left the village and mounted the steep, And beneath him, tranquil and broad and deep, Is the Mystic, meeting the ocean tides; And under the alders, that skirt its edge, Now soft on the sand, now loud on the ledge, Is heard the tramp of his steed as he rides. It was twelve by the village clock


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When he crossed the bridge into Medford town. He heard the crowing of the cock, And the barking of the farmer’s dog, And felt the damp of the river-fog, That rises when the sun goes down.

It was one by the village clock, When he galloped into Lexington. He saw the gilded weathercock Swim in the moonlight as he passed, And the meeting-house windows, blank and bare, Gaze at him with a spectral glare, As if they already stood aghast At the bloody work they would look upon.

It was two by the village clock, When be came to the bridge in Concord town. He heard the bleating of the flock, And the twitter of birds among the trees, And felt the breath of the morning breeze Blowing over the meadows brown. And one was safe and asleep in his bed Who at the bridge would be first to fall, Who that day would be lying dead, Pierced by a British musket-ball.

You know the rest. In the books you have read, How the British Regulars fired and fled,-- How the farmers gave them ball for ball, From behind each fence and farmyard-wall, Chasing the red-coats down the lane, Then crossing the fields to emerge again Under the trees at the turn of the road, And only pausing to fire and load.

So through the night rode Paul Revere; And so through the night went his cry of alarm To every Middlesex village and farm,-- A cry of defiance, and not of fear, A voice in the darkness, a knock at the door, And a word that shall echo forevermore! For, borne on the night-wind of the Past, Through all our history, to the last, In the hour of darkness and peril and need, The people will waken and listen to hear The hurrying hoof-beats of that steed, And the midnight message of Paul Revere.


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Handout 5:17.2 - Fact or Myth?

Name:

Date:

Directions: Use this graphic organizer to record the facts you have found regarding Paul Revere’s ride as well as the myths you have uncovered in your research.

FACTS MYTHS

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Handout 5:17.3 - S.E.E.S. Paragraph Organizer Name

Evidence

Cite specific evidence or give specific examples to

support your claim.

Summary

Summarize the paragraph with a

concluding sentence.

Statement

State your claim as the opening sentence.

Explanation

Explain why you believe what you do.

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LESSON 18: TAXATION WITHOUT REPRESENTATION


• To examine the issues that faced Colonial Americans prior to the Revolutionary War


OBJECTIVE

• To identify causes of the Revolutionary War, take a position on a cause, and defend it in a Four-Corner Debate.


• 5.RN.2.3 • 5.RN.3.1 • 5.RN.3.3 • 5.RN.4.2


• One hour


• Whole class


• Padlet site - https://padlet.com/jennifer_g_gosch/ColonialAmerica • Task cards for role playing activity • M&Ms (or similar treat) • Small paper cups • Position signs for Four-Corner Debate • Handout 5:18.1 - Discussion Questions Based on Universal Intellectual Standards


Lesson:

• There are many engaging activities that can be used to begin this lesson. Several versions of an activity that is often referred to as “The King’s M&M’s” can be found

Teacher to Teacher:

This is my favorite lesson of the whole unit!

Be sure to follow the directions for the simulation very closely, and DO NOT try to make things “fair” in terms of who ends up with more treats in the end. This is critical for the outcome of the activity.

Using a Four Corner Debate with this simulation was a fantastic way to tie this activity back to the concept of values. My class had really great points to make in regard to the questions from the Anticipation Guide in lesson 3.

Enjoy! ~JG


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online. There is a link to a common version on the Padlet page at https://padlet.com/jennifer_g_gosch/ColonialAmerica.

This activity is highly recommended to help students understand why the colonists were so angered over the Stamp Act and Tea Act, and taxation without representation in general.

This role-playing activity should take approximately 30 minutes It is highly recommended that the teacher use an all-natural or allergen-free

candy when conducting this activity. • After completing the role-playing activity, write the following statements on white

copy paper and put each statement in a separate corner of the classroom. Strongly Agree Agree Disagree Strongly Disagree

• Revisit the statements from the Anticipation Guide used in Lesson 3. Teacher should choose a few of these statements to use in the Four-Corner Debate. Choose the statements that will have the greatest diversity in student opinion.

• Teacher will explain the rules for the Four-Corner Debate: Students will have 5 seconds to get to the corner that represents their stance

once the issue statement has been read. • No one may remain neutral.

Groups will have 3 minutes to form a statement justifying their position and 2 minutes to report when asked. (No one else may speak during the reporting).

Once all groups have reported their stances, groups will have 3 minutes to formulate rebuttals and discuss evidence.

Each group will give their rebuttals. (No one else may speak during the reporting.)

Students will be given 10 seconds to switch corners. The next statement will be read. Note: If there is little diversity in opinion on an issue, move on to the next statement.

• Handout 5:18.1 may be used by teacher after initial group reports if support is needed to add depth and complexity to the activity.

• Follow-up discussion question: • What new insights did you gain from this debate about the issues in

the book?

VIII. HOMEWORK

• Journal Entry – Choose one of the issue statements from the debate and write a persuasive paragraph outlining your stance. These will be assessed for effectiveness in use of ethos, pathos, and/or logos.


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• Research different points of view on one of the issues statements • Create an infomercial defining and defending your position on one of the issue

statements.


• Handout 5:18.1 Discussion Questions Based on Universal Intellectual Standards


• The role playing element of this lesson must be whole class in order to have enough “players” to make the activity impactful. With smaller numbers of participants, the impact is lessened because there is less of a difference in the number of candies each student ends up with.

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Handout 5:18.1 DISCUSSION QUESTIONS BASED ON UNIVERSAL INTELLECTUAL STANDARDS

These questions may be used by the teacher after the initial group reports.

Paul and Elder’s List of Universal Intellectual Standards Clarity Could you elaborate further?

Accuracy How could we check on that?

Precision Could you be more specific?

Could you illustrate what you mean?

How could we find out if that’s true?

Could you give me more details?

Could you give me an example? How could we verify or test that?

Could you be more exact?

Relevance How does that relate to the problem?

Depth What factors make this a difficult problem?

Breadth Do we need to look at this from another perspective?

How does that bear on the question?

What are some of the complexities of this issue?

Do we need to consider another point of view?

How does that help us with the issue?

What are some of the difficulties?

Do we need to look at this another way?

Logic Does all this make sense together?

Significance Is this the most important problem to consider?

Does your first paragraph fit with your last?

Is this the central idea to focus on?

Does what you say follow the evidence?

Which of these facts are the most important?

Adapted from Paul, R. and Elder, L. (October 2010)

©Foundation for Critical Thinking, online at website: www.criticalthinking.org

http://www.criticalthinking.org/

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LESSON 19: WHAT DO WE VALUE? ANALOGICAL THINKING AND THE SHOE CULTURE


• Students will consider what is significant in today’s society through analogical thinking


OBJECTIVE

• To use analogical thinking to evaluate what is valued in today’s society and understand the implication of our values on our communities


• 5.RN.2.1, 5.RN.2.2 • 5.RN.4.2 • 5.SL.1 • 5.SL.2.1, 5.SL.2.2, 5.SL.2.4


• One 30-45 minute class period


• Whole class • Small group • Partners


• Padlet site https://padlet.com/jennifer_g_gosch/ColonialAmerica There are a couple of news articles linked to the Padlet site that can be used

for building background knowledge about the concept of Shoe/Sneaker Culture. These articles have a Lexile level between 1000-1200, and may need to be read in a Guided Reading group setting for some mixed-ability classrooms.

~JG

perseverance, you’ll be able to have some really deep discussions about societal values through this lesson!

and patience some With

analogically.

shoe were

this ready to think about

Pushing my students to think critically about this concept was tricky. I front-loaded quite a bit of information on the idea of culture before my students

Teacher to Teacher:


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• Two types of shoes – one popular, name brand sneaker and one generic, basic shoe • Handout 5.19.1 – Paul’s Reasoning • Handout 5.19.2 – Six Hats


Lesson:

• Teacher should become familiar with the concept of “Shoe (or Sneaker) Culture” prior to this lesson. A Google search will quickly provide multiple resources to help one gain an understanding of this idea.

• The Padlet site contains several helpful links for this lesson including news articles and websites. The Padlet can be found at https://padlet.com/jennifer_g_gosch/ColonialAmerica.

• There is an article about the rise of Sneaker Culture at https://goo.gl/rzLFgh. This article will be used for informational text analysis using Paul’s Reasoning Model as a homework assignment on Day One of this lesson. Teachers may choose to use the article digitally or in print form based on the technology available to the students.

DAY ONE • Pose the following writing prompt to students and allow between 20-30 minutes for

student responses. Write a short, but descriptive narrative about your typical day at school. Start

with waking up in the morning and tell the story of your day through the time you get in bed to sleep at night. Use sensory description and dialogue to help engage your reader in the story. The entire story should be written from the point of view of the shoes you wear to school.

• Give a few students time to share their writing with the class. Make note of the similarities and differences in the stories. Guide students to draw conclusions about these similarities and come to an understanding that no matter what type/brand of shoe the student wears, their school experiences are largely the same.

• Explain to students that this is an example of analogical thinking. When we think analogically we consider the relationship between seemingly unrelated things in order to better understand something or to look at it from a new perspective. This can help us problem solve, create, and develop ideas. Challenge students to discuss the following analogies in small groups:

How is a shoe like a car? • You ride in a car to drive from place to place just like your body “rides”

in your shoes when you walk/run from place to place. Shoes need to be replaced/repaired from time to time just like cars. Cars are often a “status symbol” in our culture just as shoes are.

How is our class like a jigsaw puzzle?


https://goo.gl/rzLFgh%2520


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• We need each person to complete the class just like each piece is needed to complete the puzzle. We are diverse just like the pieces of a puzzle are all different. Each of us is unique like a puzzle piece.

• Pair students up and ask them to discuss the general purpose of shoes (to protect feet from the elements and injury, socially/culturally "required" in public places, prevents the spread of some diseases such as viruses like warts and irritations such as athlete's foot, some shoes have more specific purposes like work boots, cleats, orthotics, etc.).

• Once students have made these generalizations and understand that all shoes have the same basic purpose and function. Style and brand aside, shoes serve the same purpose.

Ask/Discuss: • Is the value of a shoe related to its function and purpose? In what ways

are shoes also regarded as a status symbol? o Note the use of the word value in this question. In this sentence,

the word means worth. This difference in usage may provide an interesting point of discussion about the definitions and uses of the word values.

• Does brand name, location of purchase, or style have any impact on or change the shoe's function and purpose? How? Why?

• Does brand name, location of purchase, or style change the value of a shoe? How? Why?

• Homework - develop a purpose/mission statement for shoes; and read the Shoe Culture article.

DAY TWO • Use Handout 5.19.1 – Paul’s Reasoning Model to discuss the article on Shoe Culture.

This handout will guide your discussion and encourage higher level thinking as it relates to the article.

• In small groups, students should share their mission statement for shoes. • As a class, develop and write a collaborative mission statement for shoes and post this

in the room either by putting it on the board, on chart paper, or projecting it on a screen.

• Introduce the Six Hats technique to encourage flexible thinking. There are many things available online to help teach this strategy to students - printable posters, videos, etc. The Padlet site contains links to some of these. Handout 5.19.2 can also be used to help students understand this technique.

• Arrange students in groups of 4-5. Do not create groups of six and assign one color hat to each student. Follow the directions on Handout 5.19.2 to discuss the Shoe Culture article that students read for homework as well as the issue of Shoe Culture in general. Ask groups to address the concerns that Shoe Culture raises and the implications of this ideology.

• Once all groups have had time to conduct their discussion using Six Hats, as a class develop an action plan for moving forward. During this discussion, encourage the class to “put on” various hats as needed to engage in flexible thinking. Follow the guidelines for the technique on Handout 5.19.2. Consider:


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• What values are reflected in a Shoe Culture society? • Are those the same values that we, as a class, deem to be most

important? • The implications of adhering to a Shoe Culture.

• How are members of society impacted by this ideology? • Should everyone in a particular community be able to participate in

the culture of that community? • What prevents someone from being able to participate in the Shoe

Culture? • Should the class consider taking action on this issue?

• If so, what should be done? If not, why? • What options are available to the class for addressing the issue? How will we affect a change in our community?

• Homework - Students should write a reflection in their journals addressing the question How does acceptance of a Shoe Culture reflect your individual values as well as our societal values?

DAY THREE • Show the students two types of shoes. It is recommended that one shoe be a popular

name brand sneaker and the other be a very generic, basic shoe. If actual shoes are not available, pictures of shoes would also work.

Ask the students which shoe is more valuable and why. Ask if one of the shoes does a better job fulfilling the intended purpose of a

shoe than the other and why. Teacher should play “Devil’s Advocate” during this brief discussion to cause

students to question their own position on this topic. • Engage students in a discussion of Shoe Culture. Possible discussion questions might

include: What is the intended purpose of shoes in general? Are shoes a necessity or a luxury? Have you ever wanted a particular pair of shoes really badly simply because

of the brand name? Explain. Do you consider some shoes more valuable than others? Why or why not?

• Challenge students’ thinking by posing the following question: Do you think all cultures value shoes in the same way?

Ask students to consider how children without shoes of their own might view the idea of Shoe Culture. The Padlet site contains links to a couple of different organizations that are

working to provide shoes for those without any of their own. This could lead to an extension project/community service project.

• Challenge students to consider another point of view by asking them what an immigrant or refugee to our country might think about our Sneaker/Shoe Culture. Would this person understand our values? Would they value the same things? Why or why not?


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• Pose this final discussion question: What are some material things that you care about? How do these things reflect, or not reflect, your personal values?

VIII. HOMEWORK

• Continue reading Johnny Tremain • Journal Entry – Respond to this prompt: Do your personal values (important

standards) match up with what you value (place worth on)? Explain.


• Shoe drive for one of the organizations mentioned on the Padlet site


• Handout 5.19.1 – Paul’s Reasoning • Handout 5.19.2 – Six Hats


• The article used to analyze informational text in this lesson has a Lexile Level of about 1220L. This may not be an appropriate reading level for some students to read independently. Teachers may choose to read and discuss this article in a guided reading setting to provide additional supports for some students. Then, Handout 5.19.1 can be used in small groups to analyze the article.

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Handout 5.19.1 Based upon the work of Richard Paul

Write your ideas in the spaces provided, out in the margins, or on the back of the paper.

Paul's Reasoning

Model

provide?

http://www.criticalthinking.org/ctmodel/logic-model1.htm

http://www.criticalthinking.org/ctmodel/logic-model1.htm

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LESSON 20: VALUES IN ACTION


• In this lesson, the class will identify a problem within the school or community and develop a plan for how to address it.


OBJECTIVE • Students will look for an opportunity to

put their values into action by organizing a school/community project that reflects what the class values.


• 5.SL.1; 5.SL.2.1; 5.SL.2.4; 5.SL.2.5; 5.SL.3.1; 5.SL.4.1; 5.SL.4.2


• 3-5 class periods (The exact amount of time will depend on the project your students design and the time frame you construct for the completion of the project.)


• Whole group for initial discussion of ideas • Small group for collaborative work


• Johnny Tremain • Handout 5:20.1 – SPARK Problem Solving Process (If possible, make a poster of this

handout with your school’s poster maker, or project the handout on your board so that it can be seen by everyone and referred to often.)

• Handout 5:20.2 – Six Hats

Teacher to Teacher:

After weeks of talking about values, this lesson helps students put their words into action. Spend some extra time helping your students decide on a project that they can really get excited about, and you will not regret it!

Teaching the Spark Problem Solving Process, SCAMPER as a strategy for creative thinking and “brainstorming”, and the Six Hats strategy for flexible thinking will give your students more tools in their toolbox to use the next time they need to “think outside the box”.

This lesson and the work that goes into it will reward you tenfold when your students are able to understand that they have the power to make a big impact on their world.

~JG

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Lesson: • As mentioned in Lesson 7, students will learn how to use the Spark Problem Solving

Process in this lesson. Teacher should take time before teaching this lesson to become very familiar with the Spark Problem Solving Process (SPSP) as seen previously in Handout 5:7.1 and again in this lesson as Handout 5:20.1.

Special attention should be given to the second, third, and fourth phases in the process – these will most often be revisited throughout the use of this model.

Stress to students the value and importance of looking at this process through the analogy of climbing a mountain. Many times, climbers must descend part of the mountain and try again later due to various outside factors. The same is true about revisiting certain phases of this problem solving process.

• Begin by asking students to revisit the definition and generalizations about values from the beginning of this unit.

Values – important standards that… 1. Impact choices 2. Can be influenced by culture 3. Can have a positive or negative impact

• Phase One of the SPSP is Problem/Potential Identification. Explain to students that they are being challenged with the task of designing and executing a community service project that reflects the values that the class deems important. Be sure that the class understands that the goal of this lesson is to complete a project that reflects the class’s value(s) and provides help or assistance to the local community. Try to guide the class in the direction of a project that will address a problem or a specific need within the community. Some ideas to get students thinking might include:

• School grounds clean-up • Donate recess time to be a Buddy Reader with a younger student • Collect gently used books to donate to a shelter for women and children • Volunteer to help the school librarian re-shelve books • The Padlet site https://padlet.com/jennifer_g_gosch/ColonialAmerica has a

couple of suggestions for service organizations that work to provide shoes for underdeveloped populations, which might be a nice way to tie Lesson 19 to this project.

Students should begin this phase by brainstorming a list of values that they deem important. Ask students to do this in pairs or small groups and then share with the whole group to come up with a list that represents the values of the class. Possible responses may be values such as caring for other people, helping the elderly, caring for animals, respecting the environment, assisting those less fortunate, etc.

• Phase Two of the SPSP is Parameters. In this phase, we need to identify the boundaries that we must consider when we are designing our class service project. Ask the students to think about the parameters of a school-based service project. Examples: must be safe


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for students/school, cost to execute, must benefit the community, must reflect values, etc. • Guide students in a discussion of the most important values that the class mentioned

previously. As a class, decide on which value will be the focus of the service project. Explore the idea that sometimes the things one values can be in conflict

with each other. For example, one might hold the value of honesty in high regard, yet tell “little white lies” to avoid hurting someone’s feelings because they also value kindness.

Values often have to be prioritized, like in the example mentioned. How might the class’s values need to be prioritized?

• Phase Three of the SPSP is Possibilities. Now, we need to generate a list of all the possible ways that a service project could be designed and executed to reflect the top value. It is very likely that your class, like mine, will come up with a list of extremely common service project ideas like a canned food drive, donating money to a charity, gently used book collection, etc. We will use the SCAMPER strategy to help us refine our ideas and generate new possibilities as we continue through the SPSP with Phase Four, Push/Pull/Piggyback.

DAY TWO • In the Push/Pull/Piggyback phase of the Spark Problem Solving Process, we need to

challenge ourselves to really examine the possibilities for projects and figure out which idea is best. SCAMPER will help us as we consider these possibilities. You can find more detailed information on this strategy here: http://litemind.com/scamper .

S – Substitute – Instead of a baby shower, could we have a puppy shower for a local animal shelter? We could provide collars, toys, treats, etc. for shelter dogs.

C – Combine – Could we combine our project with another school event (such as field day or a school carnival) to increase publicity and participation?

A – Adapt – How could we adapt our idea based on a previously successful project that we know of?

M – Magnify/Minimize – How can we exaggerate our idea to make it bigger and gain publicity or participation? Do we need to minimize our idea to make it more manageable?

P – Put to Other Uses – What aspects of our idea could we use differently? Or, are there things from other projects that we could reuse to make our project better?

E – Eliminate – What part(s) of our project would be best to eliminate in order to make the project more streamlined or effective?

R – Rearrange (or Reverse) – Could the project be enhanced by changing the order of something? What parts of the project might be impacted by rearranging the sequence of the process?

DAY THREE • Once the class has reached an idea for a project, we should use another creative

thinking strategy to thoroughly discuss all aspects of the service project idea. Six Hats is a strategy that we will use to teach students to think flexibly about the challenge.

http://litemind.com/scamper

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There are many things available online to help teach this strategy to students - printable posters, videos, etc. The Padlet site contains links to some of these. Handout 5.20.2 can also be used to help students understand this technique.

Arrange students in groups of 4-5. Do not create groups of six and assign one color hat to each student. Follow the directions on Handout 5.20.2 to discuss the class’ idea for a service project. Students will all assume the role of the same color hat at the same time as they discuss the idea. It is very important to follow the order of yellow, black, green, white, red, blue during this flexible thinking exercise.

• Yellow Hat – What I like about this idea is… This idea is a good one because… The community will benefit from our idea in…

• Black Hat – This idea won’t work because… Have we considered the negative impact this would have on (environment, budget, etc)?

• Green Hat – What are all of the ways we can improve our idea? If we changed the idea will work! How can we avoid the problem of ? Here’s a way to address this concern…

• White Hat – What information do we still need to know? We need more evidence before making a decision.

• Red Hat – I cannot wait to start this project! Who else is nervous? Anxious? Afraid?

• Blue Hat – What have we accomplished so far? What do we need to do next to be most effective? Do we need to revisit any of the hats before making a final decision?

• Once all groups have had time to conduct their discussion using Six Hats, as a class, develop an action plan for moving forward. During this discussion, encourage the class to “put on” various hats as needed to engage in flexible thinking. Follow the guidelines for the technique on Handout 5.20.2.

• As a class, decide on the project(s) that are going to be completed. Some classes may decide that one whole class project is the best option. Other classes may want to divide the class into a few groups to run multiple smaller projects.

• Where appropriate, invite community partners to come and speak (in person or virtually through Skype or Google Hangout) to the class or groups of students about the needs that exist in your community.

• Phase Five of the SPSP is the Proposal Phase. Here we need to develop a project proposal that can be submitted to the principal for approval before moving forward. Have small groups of students discuss the best way to present the class’ idea to the principal. Should the proposal be submitted in written form? Should we elect a small group that can represent the class and present the project to the principal during lunch or recess time? Should we invite the principal to our classroom for a presentation of the project idea? This phase of the process may take an entire class period (or more) on its own.

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• Phase Six is the Product. This is when we will put everything together to execute our plan and complete the values service project for our local community. This phase may need to take place outside of class time in order to accommodate the parameters of the project. During this phase, students are working to meet the goal of actually put their values into action.

• Phase Seven is Proof. Through the careful and deliberate execution of the service project, ideally, the “proof is in the pudding” and the local community benefits from the hard work and effort the class has put forth.

• The final phase of the SPSP is Playback. In this phase, we will reflect on the entire process and look for the ways that we can gather feedback on the project. Are there things that should be changed or considered the next time we conduct a project like this? How could the project be improved? This phase can be done individually through reflective journal writing. The teacher should develop a short list of guiding questions specific to the class’ project for the students to use as they write this reflection.

• Invite students to share all of the ideas they can come up with for how to use their understanding of values to have a positive impact on your school community in a service project of some sort. Some ideas to get students thinking might include:

• School grounds clean-up • Donate recess time to be a Buddy Reader with a younger student • Canned food drive • Collect gently used books to donate to a shelter for women and children • Volunteer to help the school librarian re-shelve books • The Padlet site https://padlet.com/jennifer_g_gosch/ColonialAmerica has a

couple of suggestions for service organizations that work to provide shoes for underdeveloped populations, which might be a nice way to tie Lesson 19 to this project.

• Once the class has a list of several options for possible service projects, divide the class into small groups and assign each group one of the suggested projects. Challenge students to consider and document the following:

• What supplies or materials would be needed? • What type of manpower is required? • How many people stand to benefit from the project? How many people would be

able to participate in the service project? • What type of impact will the project have on the school community? • Are there any costs associated with completing this project? • What value/values does this project reflect that we want to highlight? • Make a T-Chart to illustrate the positive impact compared to the costs associated

with the project. • As a class, decide on the project(s) that are going to be completed. Some classes may

decide that one whole class project is the best option. Other classes may want to divide the class into a few groups to run multiple smaller projects.

• Where appropriate, invite community partners to come and speak (in person or virtually


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through Skype or Google Hangout) to the class or groups of students about the needs that exist in your community.

• Decide on a timeline for the projects to be implemented and completed. Allow class time for students to develop a strategic plan for the projects.

• Complete the service work and make a difference in your community!

VIII. HOMEWORK



• Students may realize a need for a long-term service project and want to start an extracurricular club to continue this work.


• Handout 5:20.1 – Spark Problem Solving Process • Handout 5:20.2 – Six Hats


• Teachers may need to provide greater scaffolding for groups when developing a service project. Simple, short-term projects may be more easily managed in classrooms where time restraints are a major roadblock.

• Teachers could have small groups work together to go through each phase of this lesson collaboratively. Each group could develop a short “commercial style” presentation for their suggested service project. These should be informative and persuasive and will be used for the class to narrow down the possibilities to 3 or less projects. Students will need at least one class period to work on these presentations. When groups are ready to present, allow at least one class period for all groups to present their commercials.


Spark Problem Solving Process

This universal problem solving process can be used to solve a physical problem, to design an engineering solution to a problem, to solve an everyday problem, to develop a project or grant proposal, to write a paper, to write a book, to do research, etc.

Copyright 2016 Spark! LLC

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Handout 5:20.2

Six Hats

One of the most popular of Edward de Bono’s techniques is called “Six Hats.” The idea behind six hats is to remind us to be flexible in our thinking of an issue or an idea; multiple perspectives exist, each with its own value. Each perspective needs to be heard, but no perspective should dominate or the discussion may easily be derailed. When using the Six Hats technique, participants first learn the role of each hat, and then together they put on the same hat and discuss only within the parameters of that hat’s style. After a few minutes, they all take off that hat, and put on another one and proceed to continue the discussion only now within the context of their new hat. The conversation continues until all hats have been worn (for equal amounts of time), and the Blue Hat thinking determines if any hats need to be put on again or the most effective way to proceed. The following is a description of each of the hats and its purpose.

The White Hat: The White Hat represents a sheet of paper full of information. The hat is neutral and objective, concerned primarily with what we know and what we need to find out. The white hat’s emphasis is on data gathering and facts.

Questions/Comments from the White Hat: What information do we have? What information is missing that we still need to know? Are there conflicting data reports? We need more evidence before we decide.

The Yellow Hat: The Yellow Hat represents the sun. Sunny and positive, the Yellow Hat is always searching for the value and benefits of the ideas being considered.

Questions/Comments from the Yellow Hat: This idea has merit because…; What I like about this proposal is… What benefits can we see as a result of using this strategy?

The Black Hat: The Black Hat represents the color of a judge’s robes. As the Devil's advocate, the Black Hat is looking for and introducing reasons why an idea may not work. Serious, cautious, and careful, the Black Hat may prevent people from getting hurt or choosing an ultimately harmful solution.

Questions/Comments from the Black Hat: I am worried that if we act on this idea an unintended consequence might be…; This suggestion is not likely to work because… We tried something similar, and it was not effective because…Have we considered the negative impact this would have on [environment, group of people, achievement, etc.]?

The Green Hat: The Green Hat represents the color of new vegetation. The Green Hat generates new possibilities, better alternatives, and new ideas as they arise spontaneously or in response to other ideas. This hat is great to follow the Black Hat as it can stimulate suggestions to counter the Black Hat’s objections.


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Questions/Comments from the Green Hat: What are all the ways this might be improved… If we change [insert element] then it could work; How can we avoid [insert objection] from being a problem? Here’s a way to address this concern…

The Red Hat: The Red Hat represents the color of the heart and emotion. The Red Hat expresses the feelings and emotions associated with the ideas on the table. The Red Hat never attempt to justify feelings.

Questions/Comments from the Red Hat: Who else is a nervous wreck about this proposal?; I am excited for this new change! I love that idea. I am uncomfortable with the plan.

The Blue Hat: The Blue Hat represents the color of the sky that is above all else. This hat manages and organizes the thinking suggesting the use of other hats to further thinking. The Blue Hat is big picture thinking and can serve to moderate the discussion and suggest ways to improve it.

Questions/Comments from the Blue Hat: What have we achieved so far: Let’s take inventory of where we are in the process. Where do we need to go next to be most effective?; Do we need to revisit any hats before we make a decision?

How to use the Hats

• Everyone should use the same colored hat at the same time. The idea is to maximize use of parallel thinking as everyone pursues the same perspective. Do not have each person in a group represent a different hat; that leads only to argument and defending one’s position.

• Each color is used for a short time, a few minutes, and then a switch is made to another color. • It is possible to return to a color to address new thinking, e.g. after objections are brought up

by the Black Hat, it may be important to get more information (White) or to think of new ideas for solutions to address an issue (Green).

• While there could be reasons to alter this order, one order that works is: yellow, black, green, white, red, blue.

• It is important that the process be regarded as a game with everyone obeying the rules; that is, everyone should be taking on the thinking style of the group’s current hat.

• To represent the hats, you might give each participant a small index card (or paint chip) to represent the color of the hat being discussed. On the card, the description of the hat as well as sample questions/comments from the hat could be included to help spark discussion.


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LESSON 21: HISTORY – A MATTER OF PERSPECTIVE? “There are three sides to every story: your side, my side, and the truth. And no one is lying.”

-Robert Evans


• This lesson provides an opportunity for students to consider how, and possibly why, perspective shapes recorded history.


OBJECTIVE

• Students will be able to identify various perspectives in the American Revolution and explain how those perspectives influence the way these historical events have been recorded.


• 5.RL.3.2 • 5.RN.3.3 • 5.SL.1; 5.SL.2.1; 5.SL.2.2; 5.SL.2.3;

5.SL.2.4; 5.SL.2.5; 5.SL.3.2


• 5 class periods


• Whole class • Small group


• Various images from the American Revolution • Handout 5.21.1 – Point of View and Perspective • Handout 5.21.2 – Socratic Seminar


Lesson: • Review the concept of point of view with the whole class. First- and third-person

Teacher to Teacher:

This lesson includes an opportunity for students to learn from an expert in the field of journalism. Teachers will need to plan ahead for this and make arrangements for a local news reporter or journalist from a local publication to come and speak to the class.

A timed writing assessment is also embedded in the final day of this lesson. This prompt is excellent practice for state assessments and will give you the opportunity to see how well your students can apply the analogical thinking learned in previous lessons.

~JG


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point of view is a fourth grade standard in Indiana; so students should already be quite familiar with the concept. A quick review of first-person, second-person, third- person omniscient, and third-person limited points of view should be enough to help students recall which is which.

Ask students to turn and talk to a classmate to contrast point of view with perspective. Students may be able to articulate that point of view refers to the way the author chooses to allow the reader to see and hear the events of a story, whether that be a first, second, or third person point of view. Perspective, however, is the way we understand what’s happening in the story and how we feel about it. Perspective can differ because of our opinions, beliefs, experiences, and values.

• Facilitate a brief class discussion about how our perspective can be shaped by our values. Direct students back to the definition and generalizations about values that were developed at the beginning of the unit. Some examples may include:

During the Age of Exploration, monarchies spent large sums of money and explorers risked their lives to claim new lands as their own (often pillaging and destroying native communities in the process) because they valued power and prestige.

Students sacrifice free time in order to study for exams because they value academic performance.

Shoppers spend hours cutting coupons and “shopping around” because they value saving money.

• Project images from various events of the American Revolution. Use these images to discuss the various perspectives that are present in them. Compare and contrast the various perspectives in these events.

• Use Handout 5.21.1 for students to work in small groups and discuss the excerpts from Johnny Tremain. Students should be able to infer the values of a particular character based on their words and actions in the text.

• Allow time for the class to discuss Handout 5.21.1. Guide this discussion to allow students to an understanding of how a person’s individual values greatly impact that person’s perspective on a given event.

DAY TWO

Lesson:

• Ask students to work in small groups of 3-4 to come up with a list of events from the American Revolution that are portrayed in Johnny Tremain such as The Stamp Act of 1765, The Boston Tea Party, Battle of Lexington and Concord, etc. Put each of these events in the center section of a large sheet of chart paper, one event for each sheet of paper. (See attached example)

• Based on the number of historical events mentioned by the class, divide the students into groups so that each event is being covered by one small group of students.

• Then, allow time for students to discuss the event that their group has been assigned. Groups should have access to the Internet or other resources to gather additional

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information on the historical event. The focus of these discussions should center on how different people involved in the event would have had differing perspectives on said event.

• On the large chart paper, students should record their ideas about how various people would have perceived the historical event at the time. Attention should also be drawn to how the values of these people would have had an effect on their perspective.

• After groups have completed filling out the large chart paper graphic organizer, allow time for each group to share their work with the class.

• Challenge the class to think about the manner in which these historical events would have been covered by the news media of the time period. Discuss the fact that news spread slowly due to a lack of technology and the slow speed of travel.

• Pose a question as to whether or not the perspectives of journalists or news reporters might play a part in how news is (or isn’t) covered. Challenge students to consider how both point of view and perspective may be factors in how history has been recorded.

• Allow time for students to discuss the implications of perspective on recorded history. As students begin to consider this, begin preparing for conducting a Socratic Seminar during the next class period.

DAY THREE • Use this class period to conduct a Socratic Seminar. Handout 5.21.2 gives detailed

information for teachers about this strategy for a class discussion. • At the conclusion of the Socratic Seminar, invite students to consider the fact that

the events of today become tomorrow’s history. Challenge students to think about how our own perspectives factor into how we record and report modern history.

• If you have prearranged for a local journalist to visit your class during the next class period, ask the students to develop questions that they have regarding the relationship between perspective, values, and recording/reporting news events. Use these questions as appropriate when the journalist visits.

DAY FOUR

DAY FIVE

• Use the students’ questions from the last class period to facilitate a question and

answer time with the local expert. • This class period will be used to give students a timed writing prompt to determine

their level of understanding and application of analogical thinking. This is a great way to help students practice the timed writing that is used on state assessments.

o Teachers should either write the prompt on the board, project it to the front of the room, or provide planning and lined paper with the prompt printed at the top similar to what is seen on state assessments.

o Use the following prompt: How is the transformation we see Johnny undergo in the novel similar to the transformation that our nation went through during the American Revolution? Give students the class period to ponder, plan, and produce their writing. Be sure to collect their work at the end of class and not to let them take it home as homework, as that would defeat the purpose of the timed practice.

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VIII. HOMEWORK

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• Day one: Continue reading Johnny Tremain • Day two: Prepare for Socratic Seminar and continue reading Johnny Tremain • Day three: Prepare questions for a local journalist regarding perspective and

reporting.


• Students may be interested in re-writing the reports of the historical events from a different perspective.


• Handout 5.21.1 – Point of View and Perspective • Handout 5.21.2 – Socratic Seminar


• Teachers may choose to use alternative passages from Johnny Tremain that lend themselves to a more obvious analysis of the character’s perspectives and values.

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Handout 5:21.1 Name

Directions: In your group, discuss the excerpts from Johnny Tremain with regard to point of view and perspective. Read each passage aloud and think about how the scene would be perceived differently by each of the characters listed, based on their values. Record the group’s answers after discussing each question.

1. “’My master, Mr. John Hancock, Esquire, bids me leave these coins-one for each of the poor work- boys-hoping they will drink his health and be diligent at their benches.’ Then he was gone.

‘Hoping they will vote for him-when they are grown up and have enough property.’

‘Don’t you ever vote for Mr. Hancock, sir?’ asked Johnny.

‘I never do. I don’t hold much with these fellows that are always trying to stir up trouble between us and England. Maybe English rule ain’t always perfect, but it’s good enough for me. Fellows like Mr. Hancock and Sam Adams, calling themselves patriots and talking too much. Not reading God’s Word-like their parents did-which tells us to be humble. But he’s my landlord and I don’t say much.’”

Excerpt from Johnny Tremain by Esther Forbes p. 18

Copyright 1943

From which point of view is this scene told?

How do you know?

Mr. Lapham’s values:

Mr. Hancock’s values:

How might each of these characters’ values affect their perspective in this passage?

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2. “Johnny had taken some pains with his costume. He had sewed for hours on the red blanket Mrs. Lorne had let him cut up and he had a fine mop of feathers standing upright in the old knitted cap he would never wear on his head, but when he started to put on his disguise, Rab said no, wait a minute. Then he divided the boys into three groups. Beside each ship at the wharf they would find a band of men. ‘You,’ he said to one group of boys, ‘will join the boarding party for the Dartmouth. You for the Eleanor. You for the Beaver.’ Each boy was to speak softly to the leader and say, ‘Me. Know. You,’ for that was the countersign. They would know the three leaders because each of them would wear a white handkerchief about the neck and a red string about the right wrist. Then he turned to Johnny. You can run faster than any of us. Somehow get to Old South Church…”

Excerpt from Johnny Tremain by Esther Forbes p. 122-123

Copyright 1943

From which point of view is this scene told?

How do you know?

Rab’s values:

Johnny’s values:

How might each of these characters’ values affect their perspective in this passage?

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Handout 5:21.2 Name: ___Teacher Information________

Critical Thinking: Socratic Seminars* Purpose: Civil discourse is needed in many venues and promotes collaboration and problem solving. Socratic discussion is a technique used to develop civil conversation with the goal of understanding the thoughts and opinions of others. This differs from debate where the purpose is to find flaws in what others are saying and proving that they are wrong.

The power lies in the students owning the learning.

Role of the teacher:

• Selecting an issue that has NO absolute answer, a passage that is rich in inference or open to interpretation, or a topic that can bring up valuable additional perspectives.

• Providing students with the questions in advance and providing a short amount a time to finalize thoughts/answers prior to beginning the discussion.

• Observing, modeling with previously prepared prompts only when there is a lull in the conversation, but otherwise leaving it to the students to keep the discussion moving. Let them wait 60 seconds before jumping in to rescue.

• Encouraging thoughtful reflection on the topic by the follow-up activity. • Not summing up with what the teacher thinks are the important take-aways or by

providing students with the answer that will be required on the test (this diminishes the value of the discourse)

• Establishing a safe environment for exchange of viewpoints, fostering open-mindedness, and promoting deeper understanding of issues or text.

Rules for the discussion:

1. Listen carefully. (No speaking until the current speaker has finished. Use the conch (ala Lord of the Flies) or ask the speaker to select the next respondent from among those indicating a desire to speak next.)

2. Refer directly to the text. (Number the lines.) 3. Build on previous comments in a respectful way. (Post possible response starters in the

room.)

Ways to Enter the Discussion: • I agree/disagree with (insert name) because… • I can add to (insert name)’s point and say that… • There is evidence for what (insert name) is saying in the reading. On line , you can

see…. • Can you clarify what you mean by... • Would you agree with the statement (insert your idea)? • I think I understand what you are getting at, but I am not sure. Can you explain it a little

bit more? • Can you show me the part of the reading that made you think that?


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• I interpreted things differently. What I think is……. • You make an interesting point, but I have a different opinion. My opinion is…

Set-Up: One circle for up to 25 students and/or using an inner circle and outer circle.

Ideas for increasing engagement: • Before beginning: Are there any words or terms that we need to define before beginning? • Inner circle responsible for one poem (novel passage, piece of art, speech, etc.), outer

circle a related work. Switch. • Outer circle uses a rubric for constructive feedback and collaborates with inner circle

partner on improvement. (If number of students or classroom space requires this.) • Hot seat in the inner circle where an outer circle person can ask to temporarily be allowed

to contribute a thought and then jump back to their place in the outer circle. • Extra credit points awarded by teacher or group for especially well formulated additions. • Develop students as facilitators by having them prepare the questions. • Use exit slips

o What comments were particularly helpful to you in developing your own thinking?

o What holes did you discover in your own reasoning? o Were there some of your classmates not participating? o What question would have encouraged them to participate? o Were there some who dominated the discussion? o In what ways could you have contributed differently that would have enhanced

the discussion? • Use follow-up writing: Sample: Do you think MacArthur would likely agree with the

biographer’s interpretation of the event? Support your view with 3 direct quotes from the readings.

Tips for developing good questions:

Use Paul’s Reasoning Model to teach students how to view issues or events where two or more people or groups have conflicting views and a vested interest in the outcome. Or, use Paul’s Reasoning Model to look at an issue, article or piece of literature. These can be posted as well. Questions to ask: • What is the central issue?

o Could you put that another way? o Could you give an example? o Is there anything else involved here that is relevant?

• What are the differing points of view of stakeholders? o Who would have a different opinion of this? o What would be the objection? Can an alternative be proposed?

• Are there underlying assumptions? o What else could we assume instead?

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• What data or evidence would each stakeholder group use to defend their position? o What evidence is there? o Is there any reason to doubt the evidence? o What other data or evidence do we need?

• What inferences can be made based on data or evidence? • What are the implications or consequences of any proposed action?

o What effect would that have? o What is the likelihood of that happening?

*Used with permission of Kristie Speirs Neumeister & Ginny Burney

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LESSON 22: AND, THEN WHAT HAPPENED?


• Students will begin a short narrative writing piece about what happened to Johnny after Esther Forbes’ story ended.


OBJECTIVE

• Students will write short narratives that use techniques such as dialogue, description, and pacing effectively to show the responses of the characters to situations.


• 5.W.1 • 5.W.3.3 • 5.W.4


• Four 45-minute class periods


• Whole class • Individual • Small Group


• Computers with Internet access • Word processing program or access to Google Docs • Handout 5.22.1 – Colliding Characters • Handout 5.22.2 – Epilogue Analyzer


DAY ONE

Lesson:

Teacher to Teacher:

Once the novel came to a close my students were eager to make up stories about what happened next. This opportunity to write an epilogue of sorts for Johnny Tremain is a great way to reinforce some narrative writing pieces.

My students loved the chance to be creative and decide how the story would really end!

~JG

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DAY TWO

• Briefly revisit with the class the idea that hard work is valued on the path to success. Remind students of the work that goes into the writing process, and that writing provides us with an opportunity to showcase our talents in different ways.

• Write the word epilogue on the board and ask students to break the word down into its root words.

• Students should be able to identify the Greek roots of epi – meaning “in addition” and logos – meaning “speech.” Guide students in a very short discussion of what an epilogue is and the purpose it serves. Use this as an opportunity to engage students’ interests and get the excited about the task they will be working on for the next couple of class periods. This activity should be a fun, creative way for students to demonstrate their narrative writing abilities. Inform students that the next couple of class periods will be spent writing the epilogue for Johnny Tremain.

• Dialogue and description are the key focuses in the Indiana Academic Standards for fifth grade narrative writing. Therefore, the focus of the writing activity will be dialogue and description.

• Use the rest of this class period to provide a fair amount of time for students to begin working on writing their epilogue to Johnny Tremain in a “Free Write” type setting. Simply allow the students to begin writing “the rest of the story” with regard to what they would like to see happen to Johnny and the characters from the novel. The only instruction that MUST be given is that students should include dialogue in their writing. If at all possible, this writing should be done electronically using a word processing program or Google Docs.

• Encourage students to be creative and descriptive in their writing.

Lesson:

Draw students’ attention to the very beginning of chapter 6, part 4 of Johnny Tremain. This passage is nearly all dialogue. Read the passage aloud to the class and ask for students to point out the things they notice about how Esther Forbes wrote this passage. Students should notice that every time a new character speaks the author starts a new line of text, and that Forbes does not distinguish which character is speaking by using the typical “he said” type of quotation attribution tag.

Ask students what they think about this style of writing dialogue. Do you understand what is being talked about in this section? Explain. Are you able to distinguish which character is speaking? How?

• Do you get a sense of the mood or tone of this passage? How does the author manage to reveal this without the typical “he said” attribution tag for the quotes? (Direct students’ attention to the understanding that it is because Forbes writes with such detail and clear characterization that she is able to leave the attribution tags off of her dialogue passages without confusing the reader.)

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DAY THREE

Lesson:

Inform the class that standard convention for writing dialogue is that each time a new character speaks, the writer begins a new paragraph, set off by indenting. Some students may already have been taught this convention of writing, but many likely have not.

Project Handout 5.22.1 on the board for all students to see. If projecting this document is not an option due to technology limitations, you may need to print it out for each student or create a similar document on chart paper.

Using the handout for guidance, challenge students to evaluate their own writing from the last class period. Draw students’ attention to the standard convention of a new speaker = a new line. Once students have had a chance to evaluate their writing, invite them to make the needed adjustments to the format of their piece by revising their writing so that each time a different character speaks, a new line of text is used.

Then, ask the class to revisit the style in which Esther Forbes wrote – without using any attribution tags. Encourage students to think about the pros/cons for this style of writing. Students should be encouraged to decide whether or not this style of writing best suits their own needs as writers. Some students may feel confident in their writing style to try Forbes’ model and not include attribution tags in their dialogue. Others may feel that there is more clarity when the tags are included. Neither style is more correct than the other, it is simply a matter of preference. However, allowing the students the opportunity to analyze Forbes’ craft in this way helps them to understand that there are certain “rules” or conventions that should be followed (such as new speaker = new line); but there are other elements of writing that are left to an individual author’s style.

Challenge students to experiment with Forbes’ style of writing by removing the attribution tags from their epilogue piece. Students may then share their writing with a partner to get constructive feedback as to whether or not the writing remains clear without the tags.

For those students that decide to keep the attribution tags in their dialogue, some attention should be given to the diversification of the tags. For example, instead of using the tag he said, challenge students to vary the word choice by using words like stated, declared, implored, etc.

Use the remainder of the class period for students to continue working on their epilogue pieces.

• Use this class period as a writer’s workshop time. Students should continue working on their narrative writing piece/epilogue. The teacher should use this class period to conference with students.

• The epilogues should be completed for assessment before the next class period.

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DAY FOUR

• Use this class period to give students an opportunity to share their writing with one another. Some teachers may wish to give students the opportunity to read their epilogues aloud in class. Others may choose to arrange students in small groups of 5-6 for sharing and discussion. Still other teachers may want to allow an opportunity to students to work together to create a skit that can be performed for the class to share the ideas written in the epilogues.

VIII. HOMEWORK

• Work on writing an epilogue for Johnny Tremain


• This lesson lends itself nicely to possible connections to drama/theater. Students can use their understanding of character development to create and share dramatic representations of their writing.


• Handout 5.22.1 –Colliding Characters • Handout 5.22.2 – Epilogue Analyzer


• Teachers in mixed ability classrooms may choose to arrange students in groups of 2-3 to collaborate during the writing process.

• Some additional scaffolding may be required for some students. • Teachers may need to provide more detailed instructions for the creative writing activity

on Day One.

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Handout 5:22.1 – Colliding Characters Name

1. Select a different color highlighter or colored pencil for each of the characters in your writing piece.

2. Identify all of the dialogue in your writing.

3. Use a different color to highlight or underline each character’s dialogue.

4. Take notice! • Are there any instances where two colors run into, or collide with, each

other in your writing? • If so, you have a case of COLLIDING CHARACTERS! • You then need to go back into your writing and give each character a

new line to properly format the dialogue in your piece.

5. You will know you are finished when every time a new character speaks, you have started a new line of text.

6. JUST SAY NO TO COLLIDING CHARACTERS!

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Handout 5:22.2 – Epilogue Analyzer Name

4 3 2 1 Character Integrity of the Character Some character Little attention is

characters is integrity is integrity is given to clearly mostly evident. There character maintained. All maintained. may be some integrity. Events events of the Most events of question about of the epilogue epilogue remain the epilogue the events of the do not remain true to the remain true to epilogue being true to the characters as the characters. true to the characters as developed in the characters as developed in the novel. developed in the novel. novel.

Description The epilogue is The epilogue The epilogue is Little detail is written with contains written with given in the great detail and adequate some detail. writing. The description. The description to reader struggles writing very help the reader to develop a clearly provides develop a mental mental picture of the reader with a picture of the the events. mental picture of events. the events.

Organization Maintains clear Uses clear Organization is Lacks organization and organization and inconsistent. organization. formatting formatting with through all parts, occasional minor including the inconsistencies. required dialogue.

Conventions Contains no Minimal errors of Frequent errors Significant errors (grammar, errors of convention do of convention of convention punctuation, convention. not affect the cause some make reading the spelling, reader’s confusion for the piece difficult. capitalization) understanding of reader.

the piece.

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LESSON 23: CONNECTING LITERATURE TO FILM


• Students will compare and contrast the film version of Forbes’ novel to the book and work collaboratively to adapt a scene from the movie into a reader’s theater script.


OBJECTIVE

• Students will be able to critically review a media version of literature and creatively adapt it to a reader’s theater version.


• 5. RL.2.2; 5.RL. 2.3; 5.RL.3.1; 5.RL.3.2; 5.RL.4.1 • 5.ML.1; 5.ML.2.2 • 5.SL.4.1; 5.SL.4.2 • 5.W.4


• Three to four 45-minuter class periods


• Whole class • Small group


• Film version of Johnny Tremain – The 1957 Walt Disney version is available on Amazon or through the public library.

• Handout 5.23.1 – Book to Film Comparison • Handout 5.23.2 – Thinking Critically About Film


• The Disney film Johnny Tremain is 80 minutes long. Teachers will need to plan accordingly for showing this film.

• Distribute Handout 5.23.1 – Book to Film Comparison. Students will use this handout to document the differences in the film version of the story as they watch the movie.

Teacher to Teacher:

This lesson uses the Disney film version of Johnny Tremain. You should make sure to refer to your school’s guidelines for copyright Fair Use and for showing a movie during class time.

The Disney film version of Esther Forbes’ novel is vastly different from the book. This lesson helps students critically analyze the film to see how the portrayal of certain characters and the elimination of some scenes changes the story completely.

We discussed why Disney may have made the changes to the story that they did when producing this film. Could the time period in which the film was created have played a part in those decisions? What values were in play in the production of the film? How did the goal of making money impact the production?

There is a lot to talk about with this lesson!

~JG

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• After showing the full film version of Johnny Tremain, arrange students in groups of 4-6 students to discuss their completed Book to Film Comparison charts. As students are discussing these comparisons, they should use Handout 5.23.2 – Thinking Critically About Film to add depth to the discussion.

• Once students have had time to discuss the many differences between the film and book, arrange the class into small groups to work on a reader’s theater script.

• Students should choose a scene from the movie that they feel was not a good representation of the events of the novel. Then, groups will work together to create a reader’s theater script adaptation of the scene to perform for the class.

• Group size will depend on the scene students wish to represent in their adaptation. Some groups may need to be larger to accommodate the number of characters involved while others may have very few characters.

• Give students adequate time to develop their scripts and rehearse a couple of times before beginning presentations.

• As groups present their adaptations, challenge students’ thinking by asking each group why they selected the scene they chose to rewrite. Ask students to articulate what it was about the film version of the scene that disappointed them.

• After all groups have had a chance to perform their skit, bring the class back together for a discussion. Consider the following:

o Which version of Johnny Tremain do you feel was more entertaining? Why? o Which version of the story was more historically accurate? What factors may have

contributed to this? (Students should realize that because Forbes was a known historian, her depiction of the events was likely more accurate because her values affected her work.)

o Why do film producers choose to leave parts of the book out of the film versions? How do you think producers decide what scenes get cut from a film?

o Why did the film producers leave so many characters out of the film version? How does the absence of these characters change the story?

o Do you feel that the concept of values was well represented in the film and/or the novel? In what scene from the movie can you plainly see the values of characters being revealed? In the novel? Explain using text evidence.

VIII. HOMEWORK


• Teachers may choose to assign parts of the book to groups of students to cover the entire novel. These can then be assembled into a reader’s theater version of the novel as a whole.

• Students may enjoy adapting the novel to a theatrical performance that could be produced and shown to a larger audience.

• Some students may be ready to use technology to create a video film critique or movie trailer for the film.


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• Handout 5.23.1 – Book to Film Comparison • Handout 5.23.2 – Thinking Critically About Film


• It may be necessary to show the film in a more controlled environment in order to keep students engaged and focused on comparing the movie to the book. Teachers may want to show a portion of the movie and then stop to discuss it and direct students in filling out their comparison charts.

• Teachers may assign certain scenes to groups of students for the adaptation to reader’s theater. This will allow for greater control of group size, etc.


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Book Both Film

May 1, 2017

Handout 5:23.1 – Book to Film Comparison Name

Directions: Complete this T-Chart as you watch Johnny Tremain. Consider each of the categories and compare/contrast the book to the movie.

Characters

Setting

Events

Theme

Tone

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Handout 5:23.2 – Thinking Critically About Film

Directions: Use these discussion questions to guide your group’s conversation about the film.

1. Think about the character of Johnny. Do you think the movie did a good job representing his character from the book? What evidence from the book and/or the film supports your opinion?

2. Why would the producers of the film have left out characters that played a role in the story in the book? How did that affect the storyline?

3. What scenes did you notice that were vastly different between the book and movie? Which version do you think told the story better? Why?

4. If you were producing a film version of Johnny Tremain and could only choose one more scene from the book to include in the movie, which scene would you choose? Why?

5. Which version of the story do you prefer? The film or the book? Why?

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LESSON 24: POST ASSESSMENTS


• Administer the post-assessments to establish baseline knowledge. It is important that these be administered after all instruction.

o Concept, Grammar, Expository Writing, Nonfiction Text, Narrative Writing

II. STUDENT LEARNING OUTCOME OR OBJECTIVE

• To determine assessment of growth



• 60 - 90 minutes


• Students complete these individually


• Post-assessments included here


• Administer the post-assessments and compare to pre-assessments as a measurement of growth.

• Teacher should grade post-assessments with the rubrics provided and compare to retained pre-assessments for comparison at the end of the unit.

VIII. HOMEWORK



• Handout 5:24.1 Post-Assessment: Part A • Handout 5:24.2 Post-Assessment: Part B • Handout 5:24.3 Rubric (for teacher use)

XII. DIFFERENTIATION SUGGESTIONS FOR MIXED ABILITY CLASSROOMS

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• All post-assessments are likely to provide valuable information for instructional planning and to determine growth from the beginning to the end of the unit for all students for Grade 5.

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Handout 5:24.1

Post-Assessment IHALA Phase II Grade 5 PART A


Part A

Section I Concept of Values Student Score

1. What are values? In the space below, write as many examples of values as you can come up with in the next five minutes.

2. Describe how values are related to the following: a. communities

b. jobs

c. government

3. What are three things that are true about all values? These should be statements that would be true for all the examples you have given in number 1.

d. Values______________________________________________________________________

e. Values______________________________________________________________________

f. Values______________________________________________________________________

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Total Score for Concept Section (20 possible)

Section II Grammar Student Score

In the following paragraph, correct the mistakes in grammar and usage. Write

the correction above the mistake.

Wow what a great little league season we had. Our baseball team the chargers played

in the championship game although we didnt win that game we played well and our

coach was proud of us at our team celebration he said its not always about winning the

game. the hard work determination and sportsmanship also make winners out of all of

us. Coaches words made me proud of our accomplishments and Im already signed up

to play with the chargers again next season, what a difference a year will make

Total Score for Grammar Section (20 possible)

187


Section III Expository Writing Student Score

Explain how Americans today show their appreciation for our soldiers? How do we demonstrate that we value their service?

Plan your work on this page and write on the lines that follow the planning area; these lines continue on the next page.

188


Total Score for Expository Writing (20 points possible)

189


Handout 5:24.2

Post-Assessment Part B


Section IV Nonfiction Reading Student Score

Article from the National Archives website www.ourdocuments.gov

Read the selection below and respond to the questions.

At the end of the Battle of Gettysburg, more than 51,000 Confederate and

Union soldiers were wounded, missing, or dead. Many of those who died were laid in

makeshift graves along the battlefield. Pennsylvania Governor Andrew Curtin

commissioned David Wills, an attorney, to purchase land for a proper burial site for

the deceased Union soldiers. Wills acquired 17 acres for the cemetery, which was

planned and designed by landscape architect William Saunders.

The cemetery was dedicated on November 19, 1863. The main speaker for the event

was Edward Everett, one of the nation’s foremost orators. President Lincoln was also

invited to speak “as Chief Executive of the nation, formally [to] set apart these grounds

to their sacred use by a few appropriate remarks.” At the ceremony, Everett spoke for

more than 2 hours; Lincoln spoke for 2 minutes.

President Lincoln had given his brief speech a lot of thought. He saw meaning

in the fact that the Union victory at Gettysburg coincided with the nation’s birthday;

but rather than focus on the specific battle in his remarks, he wanted to present a

broad statement about the larger significance of the war. He invoked the Declaration

of Independence, and its principles of liberty and equality, and he spoke of “a new

birth of freedom” for the nation. In his brief address, he continued to reshape the aims

of the war for the American people—transforming it from a war for Union to a war for

Union and freedom. Although Lincoln expressed disappointment in the speech

initially, it has come to be regarded as one of the most elegant and eloquent speeches

in U.S. history.

Four score and seven years ago our fathers brought forth, upon this continent, a

new nation, conceived in liberty, and dedicated to the proposition that "all men are

http://www.ourdocuments.gov/


190

created equal"

Now we are engaged in a great civil war, testing whether that nation, or any nation so

conceived, and so dedicated, can long endure. We are met on a great battle field of that

war. We have come to dedicate a portion of it, as a final resting place for those who died

here, that the nation might live. This we may, in all propriety do. But, in a larger sense,

we cannot dedicate -- we cannot consecrate -- we cannot hallow, this ground-- The brave

men, living and dead, who struggled here, have hallowed it, far above our poor power to

add or detract. The world will little note, nor long remember what we say here; while it

can never forget what they did here.

It is rather for us, the living, to stand here, we here be dedicated to the great task

remaining before us -- that, from these honored dead we take increased devotion to that

cause for which they here, gave the last full measure of devotion -- that we here highly

resolve these dead shall not have died in vain; that the nation, shall have a new birth of

freedom, and that government of the people by the people for the people, shall not perish

from the earth.

1. Write a two or three sentence summary of the reading.

2. After reading the selection, why do you think President Lincoln was able to get his message across in a 2-minute speech? Explain your thinking based on evidence from the informational text and/or the speech itself.


191

3. In your own words, explain the part of President Lincoln’s Gettysburg address when he said, “But, in a larger sense, we cannot dedicate -- we cannot consecrate -- we cannot hallow, this ground-- The brave men, living and dead, who struggled here, have hallowed it, far above our poor power to add or detract.”


Total Score for Nonfiction Reading (20 points possible)

Section V Narrative Writing Student Score


192

Write a story about a special place that you or an imaginary character value.

Plan your work in the space provided and write on the lines that follow the planning area.


193

Total Score for Narrative Writing (20 points possible) Total Score for Concept (20 Points Possible) Total Score for Grammar (20 Points Possible) Total Score for Nonfiction Reading (20 Points Possible) Total Score for Expository Writing (20 Points Possible)

Total Score (100 Points Possible) Handout 5:24.3 (for Teacher Use Only)


194

Scoring Rubrics and Answer Keys

Part A

Section I – Concept Rubric

Maximum total of 20 points possible - Enter score on last page of student test.

Criteria Maximum 20

Examples of the Concept Give one point for every good example up to a maximum of 8 points

Application of Concept to Real World Issues

Give 2 points for each strong applications of the concept of values. (6)

Generalizations Give 2 points for each appropriate generalization about values. (6)

Section II Grammar and Usage Answer Key

Other corrections may be acceptable. 20 possible pts.

Wow, what a great little league season we had! Our baseball team, the Chargers, played in the

championship game. Although we didn’t win that game, we played well and our coach was proud of

us. At our team celebration he said, “It’s not always about winning the game. The hard work,

determination, and sportsmanship also make winners out of all of us.” Coach’s words made me proud

of our accomplishments, and I’m already signed up to play with the Chargers again next season. What

a difference a year will make!

There are about 20 errors, depending on how certain items are handled. Give 1 point for each error for a maximum total of 20 points possible. Enter score on last page of student test.

Section III Expository Writing Rubric


195

Criteria 5 points 3 – 4 points 1-2 points 0 points Opening Statement/ Opinion

I wrote a very clear statement about my topic with some supporting reasons.

I wrote a very clear statement about my topic.

I wrote a short sentence with little detail.

I did not give an opening statement about my topic.

Reasons and Elaboration

I wrote 4 or more good details and each were well explained.

I wrote 3 good details and each were well explained.

I wrote 1 or 2 details, and at least one of them was explained.

I did not give details or I did not explain them well.

Conclusion

I wrote a strong conclusion that restated my position or my summary.

I just restated my first opinion or topic.

My conclusion did not match my first statement.

I did not give a conclusion.






Total

/20

Part B Nonfiction Reading Answer Key - Possible responses (student responses will vary)

1. Write a two - three sentence summary of the reading. The Civil War had ended with more than 51,000 Union and Confederate soldiers wounded or dead, and the governor of Pennsylvania determined that the Union soldiers who had died at the Battle of Gettysburg deserved a proper burial place. The cemetery land was acquired, and President Lincoln was invited to speak at its dedication ceremony. His speech lasted only two minutes but is considered one of the most elegant speeches in American history -- the Gettysburg Address.

2. After reading the selection, why do you think President Lincoln was able to get his

message across in a 2-minute speech? Explain your thinking based on evidence from the informational text and/or the speech itself.

Lincoln thought he should focus on the “big picture” of the war, rather than on the specific battle. The Union victory at Gettysburg was on our nation’s birthday so Lincoln wanted to talk about the principles in the Declaration of Independence. His focus was on the sacrifice of the brave soldiers, living and dead, who brought us a “new birth of freedom.” He even says in the speech, “The world will little note, nor long remember what we say here; while it can never forget what they did here.” 3. In your own words, explain the part of President Lincoln’s Gettysburg address when

he said, “But, in a larger sense, we cannot dedicate -- we cannot consecrate -- we cannot hallow, this ground-- The brave men, living and dead, who struggled here, have hallowed it, far above our poor power to add or detract.”


196

President Lincoln was saying that the dedication ceremony can’t bless (hallow) the ground nearly as well as the men who fought have blessed it. Their sacrifice blessed the land beyond any words that can be said. (similar answers acceptable)


Possible answers, but there may be others:

• Value of the sacrifice of those who fought the war • Value of America’s freedom – a rebirth of freedom after this war • Value of a decent burial (human life) – dedicating a burial site for those who died at the

battleground

Section IV Nonfiction Reading Rubric – 20 points possible


Criteria 5 points 3-4 points 1-2 points 0 points

Q#1 Synthesis

I very effectively interpret the selection in a concise way.

I effectively summarize the selection in a fairly concise way.

I wrote a somewhat effective summary, but it is not concise.

I wrote no response or a response that does not summarize the passage.

Q#2 Inference

I wrote a highly appropriate and well described inference.

I wrote an appropriate and fairly well described inference.

I wrote an inference that is not among the most important or my idea is not well explained.

I wrote no idea from passage that is not important and not well explained.

Q#3 Analysis

I wrote a very effective analysis of selected quote.

My analysis of includes details from the reading.

My analysis is not well supported with details from the reading.

My analysis is not clear and lacks support from the reading.

Q#4 Conceptual Understanding

I wrote very insightful concept statement that is well supported from the selection.

I wrote a concept statement that is insightful and supported from the selection.

I wrote a concept statement that is not well supported with details from the reading.

I wrote a concept statement that is not clear and lacks support from reading.

Total

/20

Section V Narrative Writing Rubric – 20 points possible

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May 1, 2017


Criteria 5 points 3 -4 points 1-2 points 0 points

Organization

I wrote a real or imagined narrative with a focused and logical plot and effective transitions from beginning to end.

I wrote a real or imagined narrative that has an evident plot and connected ideas.

I wrote real or imagined narrative that has some connected ideas in the plot; some events are confusing.

I wrote a real or imagined narrative with no clear plot; ideas are somewhat random.

Elaboration

I included thorough details, meaningful dialogue, and effective description to advance the story and/or illustrate the experience.

I included some details, dialogue, and/or description to adequately expresses experiences and events.

I included a few details and/or descriptions that unevenly express the experiences or events.

I used limited details, descriptions, and dialogue, and the events and experiences are confusing.

Language and Vocabulary

I used sensory details and figurative language to effectively express events or experiences

I used some sensory details and figurative language to express events or experiences.

I used few sensory details and figurative language to express events or experiences.

I did not use sensory details or figurative language; events and experiences are unclear.






Total

/20