5.4.9LA


 * Grade: 5 Unit: 4 Week: 9 Content: ELA Dates: 2/19-2/22 **

==This nine-week unit focuses on the causes and consequences of the American Civil War, as revealed through literature and informational text. ==
 * Theme: America in Conflict **


 * Theme Essential Question: How are fictionalized characters and real people changed through conflict? **


 * Essential Questions: **
 * 1) ** How can learning about America’s past Civil War put the present day Civil Wars in other countries into perspective and create understanding of both sides of the issue? **

** RL.5.6: ** Describe how a narrator’s or speaker’s point of view influences how events are described. ** RI.5.5: ** Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. ** RI.5.3: ** 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. ** RF.5.4: ** Read with sufficient accuracy and fluency to support comprehension. ** RF.5.4(a): ** Read on-level text with purpose and understanding. ** W.5.3: ** Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. ** SL.5.4: ** Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. ** L.5.4: ** Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on //grade 5 reading and content//, choosing flexibly from a range of strategies. ** L.5.4(b): ** Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., //photograph, photosynthesis//). H: Students will learn about and understand the many facets of another nation’s present-day Civil War. In doing so they will generate their own opinion of the conflict.
 * Standards **
 * Objectives **

Product
 * Assessment for Objective H **
 * 1) Individuals will create a Conflict Chronicle Board* Described below

Key Questions (match Standard)
 * 1) What questions need to be asked to get a deep understanding of the present-day civil wars going on in the world?
 * 2) How can you relate to the issues that are creating these conflicts?
 * 3) How can you determine an opinion about which side you might take by using appropriate and relevant facts?

Observable Student Behaviors (Performance)
 * 1) Students will research their chosen civil war via computers, primary and secondary sources and literature.
 * 2) Students will assemble their learnings onto a trifold poster board based on the questions in #3
 * 3) Students will be able to answer the following questions regarding their chosen conflict.
 * 4) What is the conflict?
 * 5) Why does this conflict occur?
 * 6) Who is involved on each side of the conflict?
 * 7) How is the conflict resolved? Or if it is not yet resolved: How could the conflict be resolved?
 * 8) How does the conflict affect our lives today?


 * Vocabulary **
 * ** ELA ** || || ||


 * Literacy Block **
 * Familiar Reading (15 minutes)
 * Phonics/Word Study (30 minutes)
 * Read Aloud (15 minutes)
 * Reading Workshop **
 * Book Talk/Mini Lesson (10 minutes)
 * Independent Reading – Guided Reading – Literature Study (45 minutes total)
 * Sharing/Reflection/Feedback (5 minutes)
 * Writing Workshop **
 * Writer’s talk/Mini Lesson (10 minutes)
 * Independent Writing/Guided Writing/Investigations (45 minutes total)
 * Sharing/Reflection/Feedback (5 minutes)

-what they stand for -who is involved  ||   Why is the conflict occurring? ||  -name of group -what they stand for -who is involved  || OR     Possible Resolution   || ||
 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * 1) Students will choose a present day civil war conflict to research.
 * 2) Discuss with students a system or method to take notes. (HYS – SN)
 * 3) Students should answer the following 5 questions about their civil war:
 * 4) What is the conflict?
 * 5) Why does this conflict occur?
 * 6) Who is involved on each side of the conflict?
 * 7) How is the conflict resolved? Or if it is not yet resolved: How could the conflict be resolved?
 * 8) How does the conflict affect our lives today?
 * 9) Students will assemble their tri-fold posterboard displaying their findings in the following fashion:
 * ||  Title of Conflict & Country involved   || ||
 * One Side of the conflict  ||   What is the conflict?   ||   Other side of the conflict   ||
 * -name of group
 * ||  Resolution
 * || How does this conflict affect us in the United States? || ||


 * 1) Display the boards around the room or hallway and have a “Conflict Convention” where students roam around reading the research of others.
 * 2) Optional: Students can take this further and write letters to Congress, political people involved or hold their own “Peace Convention”.


 * Homework **


 * Terminology for Teachers **

** E ** thnicity/**C**ulture | **I**mmigration/**M**igration | **I**ntercultural **C**ompetence | **S**ocialization | **R**acism/**D**iscrimination ** High Yield Strategies ** ** S ** imilarities/**D**ifferences | **S**ummarizing/**N**otetaking | **R**einforcing/**R**ecognition | **H**omework/**P**ractice | ** N ** on-**L**inguistic representation | **C**ooperative **L**earning | **O**bjectives/**F**eedback | ** G ** enerating-**T**esting **H**ypothesis | **C**ues, **Q**uestions, **O**rganizers  ||
 * ** Multicultural Concepts **

Resources

************************************************************************************************************  ** Effective Literacy for Grades 2- 4 ** ** Professional Texts for 2011-2013 ** (ISBN#)
 * Resources **
 * Professional Texts **

// Bringing Words to Life // by Beck et al (9781572307537) // Guiding Readers and Writers Grades 3-6 // by Fountas and Pinnell (9780325003108) // Is That A Fact? Teaching Nonfiction Writing, K-3 // by Tony Stead (1571103317) // Strategies That Work, 2nd edition // by Harvey and Goudvis (9781571104816) // Teaching for Comprehending and Fluency; Thinking, Talking, and Writing About Reading, K-8 by Fountas and Pinnell (0-325-00308-4) // // Teaching for Deep Comprehension // by Dorn and Soffos (9781571104038) // Teaching Reading Sourcebook, 2nd Edition // by Honig, Diamond, and Gutlohn (978-1-57128-457) // The Fluent Reader // by Rasinski (9780439332088) // The Writing Workshop: Working Through The Hard Parts (and They’re All Hard Parts) // by Katie Wood Ray (0-8141-1317-6)

// Words Their Way, Word Study for Phonics, Vocabulary, and Spelling Instruction, // 4th Edition by Bear, Invernizzi, Templeton, and Johnston (978-0-13-2239684)


 * Literary Texts **


 * Informational Texts **


 * Art, Music, and Media **


 * Manipulatives **


 * Games **

Civil War in other Countries Civil War in Sudan(Discovery Education) 1:43
 * Videos **
 * Segment Description: ** Relief workers struggled to bring food and supplies to Sudanese civilians caught in the country's civil war.

Civil War in Lebanon (Discovery Education) 2:15
 * Segment Description: ** The civil war between Muslims and Christians continued in Lebanon, although a tentative peace deal was arranged by year's end.

Civil War in Africa (Discovery Education) 1:39
 * Segment Description: ** Idi Amin takes control of Uganda, and Libya and Egypt support the government in Sudan against a Soviet-backed coup.

Civil War in Pakistan (Discovery Education) 2:55
 * Segment Description: ** East Pakistan fights Bengali rebels in a bitter civil war. The rebels eventually form their own country, Bangladesh.

The expectation for fourth grade is for students to learn the fifth 100 words by the end of the year.
 * Sight Words **
 * Fry’s List ** []

Fact vs. Opinion Students will be able to differentiate between fact and opinion when reading a variety of texts.
 * Smartboard Lessons, Promethean Lessons **
 * AEGOM Lesson EG4-016 **

Prefixes and Suffixes Students will be able to define prefixes and suffixes and deduce their meanings in context.
 * AEGOM Lesson EG5-010 **

Supporting Details Students will be able to identify the supporNng details of a passage or text.
 * AEGOM Lesson EG5-014 **

Main Idea Students will be able to identify the main idea of a passage.
 * AEGOM Lesson EG6-010 **

Irrelevant Information Students will be able to identify irrelevant information included in a passage or text.
 * AEGOM Lesson EG6-014 **

Organizational Patterns Students will be able to define and identify organizational patterns of texts, including cause and effect, comparison and contrast, sequential, problem and solution, and descriptive patterns.
 * AEGOM Lesson EG7-010 **

__ Odyssey Lessons under Common Core __ RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described. RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

RF.5.4.a-c Read with sufficient accuracy and fluency to support comprehension: Read on-level text with purpose and understanding.

W.5.3.a Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

L.5.4.a Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.


 * Other Activities, etc. **

The **Syrian uprising (2011–present)** is an ongoing internal violent conflict in [|Syria]. It is a part of the wider [|Arab Spring], a wave of upheaval throughout the [|Arab World]. Public demonstrations across Syria began on 26 January 2011 and developed into a nationwide uprising. Protesters demanded the resignation of President [|Bashar al-Assad], the overthrow of his government, and an end to nearly five decades of [|Ba’ath Party rule]. Since spring 2011, the [|Syrian government] deployed the [|Syrian Army] to quell the uprising, and several cities were besieged,[|[40]][|[41]] though the unrest continued. According to witnesses, soldiers, who refused to open fire on civilians, were summarily executed by the Syrian Army.[|[42]] The Syrian government denied reports of defections, and blamed "armed gangs" for causing trouble.[|[43]] Since early autumn 2011, civilians and army defectors began forming fighting units, which began an insurgency campaign against the Syrian Army. The insurgents unified under the banner of the [|Free Syrian Army] and fought in an increasingly organized fashion; however, the civilian component of the armed opposition lacked an organized leadership. The uprising has sectarian undertones, though neither faction in the conflict has described sectarianism as playing a major role. The opposition is dominated by [|Sunni] Muslims, whereas the leading government figures are [|Alawites], [|[44]] affiliated with Shia Islam. As a result, the opposition is winning support from the Sunni Muslim states, whereas the government is publicly supported by the Shia dominated Iran and the Lebanese Hizbullah. According to various sources, including the [|United Nations], up to 11,115–16,400 people have been killed, of which about half were protesters but also including 3,920–6,230 armed combatants.[|[32]][|[45]][|[46]][|[47]] Many more have been injured, and tens of thousands of protesters have been imprisoned. According to the Syrian government, 7,400–9,750 people, including 2,755–3,290 members of the security forces, more than 1,150–3,000 insurgents and up to 3,500 civilians, have been killed in fighting with what they characterize as "armed terrorist groups".[|[37]] To escape the violence, tens of thousands of [|Syrian refugees] have fled the country to the neighboring countries of [|Jordan] ,[|[48]] [|Lebanon], and [|Turkey] .[|[49]] The total official UN numbers of Syrian refugees reached 42,000 at the time,[|[50]] while unofficial number stood at as many as 130,000

The **Republic of the Congo Civil War**, lasting from June 1997 to December 1999, was fought between partisans of two presidential candidates, which ended in an invasion of [|Angolan forces] and installation of [|Denis SassouNguesso] to power.[|[2]] In Congo it is commonly known as the War of 5 June (//Guerre du 5 juin//). Congo's democratic progress was derailed in 1997. As presidential elections scheduled for July 1997 approached, tensions mounted between the supporters of President [|Pascal Lissouba] and former President Col. [|Denis SassouNguesso] of the [|Congolese Labor Party] (PCT). Sassou had ruled the country from 1979 to 1992, when the country was a [|Marxist-Leninist] [|single-party state] .[|[3]] When on June 5, President Lissouba's government forces surrounded Sassou's compound in [|Brazzaville], Sassou ordered his militia to resist. Thus began a 4-month conflict that destroyed or damaged much of the capital.[|[4]] In early October 1997, Angolan troops invaded Congo on the side of Sassou. Most of Brazzaville fell to rebel and Angolan forces [|[5]] on October 14, 1997, and Lissouba fled; within two days the capital was under the control of forces loyal to SassouNguesso and [|Pointe-Noire] fell with little resistance.[|[6]] Soon thereafter, Sassou declared himself President and named a 33-member government.

The **Korean War** ( [|Hangul] : 한국전쟁 ; [|Hanja] : 韓國戰爭 ; 25 June 1950 – 27 July 1953[|[9]][|[a]]) was a war between the [|Republic of Korea] (supported primarily by the [|United States of America], with contributions from allied nations under the aegis of the [|United Nations] ) and the [|Democratic People's Republic of Korea] (supported by the [|People's Republic of China] , with military and material aid from the [|Union of Soviet Socialist Republics] ). The Korean War was primarily the result of the political [|division of Korea] by an agreement of the victorious [|Allies] at the conclusion of the [|Pacific War] at the end of [|World War II]. The [|Korean peninsula] was [|ruled by the Empire of Japan] from 1910 until the end of World War II. Following the [|surrender of the Empire of Japan] in September 1945, American administrators divided the peninsula along the [|38th parallel], with [|U.S. military forces] occupying the southern half and [|Soviet military forces] occupying the northern half.[|[11]] The failure to hold free elections throughout the Korean Peninsula in 1948 deepened the division between the two sides; the North established a communist government, while the South established a capitalist one. The 38th parallel increasingly became a political border between the two Korean states. Although reunification negotiations continued in the months preceding the war, tension intensified. Cross-border skirmishes and raids at the 38th Parallel persisted. The situation escalated into open warfare when North Korean forces invaded South Korea on 25 June 1950.[|[12]] It was the first significant armed conflict of the [|Cold War] .[|[13]] In 1950 the [|Soviet Union] boycotted the [|United Nations security council], in protest at representation of China by the [|Kuomintang] / [|Republic of China] government, which had taken refuge in [|Taiwan] following defeat in the [|Chinese Civil War]. In the absence of a dissenting voice from the Soviet Union, who could have vetoed it, USA and other countries passed a security council resolution authorizing military intervention in Korea. The United States of America provided 88% of the 341,000 international soldiers which aided South Korean forces in repelling the invasion, with twenty other countries of the United Nations offering assistance. Suffering severe casualties, within two months the defenders were pushed back to a small area in the south of the [|Korean Peninsula], known as the [|Pusan perimeter]. A rapid U.N. counter-offensive then drove the North Koreans past the 38th Parallel and almost to the [|Yalu River], when the [|People's Republic of China] (PRC) entered the war on the side of North Korea.[|[12]] Chinese intervention forced the Southern-allied forces to retreat behind the 38th Parallel. While not directly committing forces to the conflict, the Soviet Union provided material aid to both the North Korean and Chinese armies. The active stage of the war ended on 27 July 1953, when the armistice agreement was signed. The agreement restored the border between the Koreas near the 38th Parallel and created the [|Korean Demilitarized Zone] (DMZ), a 2.5-mile (4.0 km)-wide fortified buffer zone between the two Korean nations. Minor outbreaks of fighting continue to the present day.

The **Russian Civil War** (25 October 1917 – October 1922)[|[6]] was a multi-party war in the former [|Russian Empire] fought between the Bolshevik [|Red Army] and the [|White Army] the loosely-allied anti-Bolshevik forces. Many foreign armies warred against the Red Army, notably the [|Allied Forces] and the pro-German armies.[|[7]] The Red Army defeated the White [|Armed Forces of South Russia] in Ukraine and the army led by [|Aleksandr Kolchak] in Siberia in 1919. The remains of the White forces commanded by [|Pyotr Nikolayevich Wrangel] were beaten in Crimea and got evacuated in the autumn of 1920. A number of independent countries – [|Finland], [|Estonia] , [|Latvia] , [|Lithuania] , and [|Poland] – established themselves in the war.

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