5.4.3LA


 * Grade: 5 Unit: 4 Week: 3 Content: ELA Dates: 1/7-1/11 **


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


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


 * Essential Questions: **
 * 1) How can reading with accuracy enhance your understanding of how people, places or important events are related in history?

** 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//). introduced throughout the unit that can then be analyzed for word relationships and understanding. Product
 * Standards **
 * Objectives **
 * 1) Gain a deep understanding of a selected incident, person or battle by reading a variety of grade level text with accuracy, clarity and use of proper word decoding skills.
 * 2) Students will compile a word list of new vocabulary that has been
 * Assessment for Objective B & I **
 * 1) Students will create a Circle Book on a particular event, person, or battle of the Civil War.
 * 2) Students will develop a word file of new vocabulary.

Key Questions (match Standard) 1. How do you maximize your reading for accuracy, fluency and comprehension? 2. Why is reading on-level text important to obtain the author’s purpose and information? 3. What skills are needed to determine unknown words in text?

Observable Student Behaviors (Performance)
 * 1) Students will randomly choose (drawing from a hat) an event, person, battle, freedom movement to learn about in-depth. *See suggested activity #1
 * 2) Read fiction and non-fiction text to gather information on their specific topic.
 * 3) Create a Circle Book where they will summarize, explain, illustrate and share their opinion on their specific topic. See Resources for Circle Book Creation
 * 4) Students will record new words, their meanings and relationships to other words.


 * 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)


 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * 1) Students will randomly pick from the following topics for their circle book. (Teachers may exchange or add to this list according to their resources or preferences.)
 * Abraham Lincoln || Jefferson Davis || Battle of Gettysburg || Battle of Vicksburg ||
 * Battle of Shiloh || Battle of Bull Run || Harriet Tubman || Frederick Douglass ||
 * Robert E. Lee || Ulysses S. Grant || Battle of Antiedam || Sojourner Truth ||
 * Dred Scott Decision || Missouri Compromise || Underground Railroad || Battle of Manassas ||
 * Weapons || Uniforms || Slavery || Manufacturing ||
 * Stonewall Jackson || Emancipation Proclomation || Division of States || Appomattox ||


 * 1) Students will read self-selected literature to research their particular topic. Teacher is there to facilitate the finding of appropriate level and topic texts. Internet usage is also suggested. (MC – EC & HYS – SN)
 * 2) After researching their topic, they will fill in the Circle Book Template, color and cut out to construct the final product. (HYS – OF) *See “Other Activities” at the bottom resource section of the lesson for Circle Book Template.
 * 3) They will present their topic to the class with clarity and organization. (MC – S)


 * 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 **
 * Stories **

(Dear America Series) (Patricia C. McKissack) (Dear America Series) ( KarenHesse)
 * // Bull Run // (Paul Fleischman)
 * // Maritcha: A Nineteenth-Century American // Girl (Tonya Bolden)
 * // Ballad of the Civil War // (Mary Stoltz and Sergio Martinez)
 * // Across Five Aprils // (Irene Hunt)
 * // A Picture of Freedom: The Diary of Clotee, a Slave Girl, Belmont Plantation, Virginia, 1859 //
 * // Underground Man // (Milton Meltzer)
 * // Steal Away…to Freedom // (Jennifer Armstrong)
 * // Dear Austin: Letters from the Underground Railroad // (Elvira Woodruff and Nancy Carpenter)
 * // A Light in the Storm: the Civil War Diary of Amelia Martin, Fenwick Island, Delaware, 1861 //
 * // When Will This Cruel War be Over? The Civil War Diary of Emma Simpson, Gordonsville, Virginia, 1864 // (Dear America Series)(Barry Deneberg)
 * // Just a Few Words, Mr. Lincoln // (Jean Fritz)

(Dear America Series) ( KarenHesse)
 * The stories, picture books & poems below are not provided: **
 * Stories **
 * // After the Rain: Virginia’s Civil War Diary, Book Two // (Mary Pope Osborne) (EA)
 * // A Time to Dance: Virginia’s Civil War Diary, Book Three (Mary Pope Osborne) (EA) //
 * // The Journal of James Edmond Pease: A Civil War Union Soldier, Virgina, 1863 // (Dear America Series) (Jim Murphy) (EA)
 * // Charley Skedaddle // (Patricia Bearry)
 * // A Light in the Storm: the Civil War Diary of Amelia Martin, Fenwick Island, Delaware, 1861 //
 * Picture Books **
 * // Follow the Drinking Gourd // (Jeanette Winter)
 * // Sweet Clara and the Freedom Quilt // (Deborah Hopkins)


 * Poems **
 * “The New Colossus” (Emma Lazarus) (EA)
 * “The Eagle” (Alfred Lord Tennyson)
 * “I Hear America Singing” (Walt Whitman) (EA)
 * “I, Too, Sing America” (Langston Hughes) (E)
 * INFORMATIONAL TEXTS **


 * Informational Books **
 * // You wouldn’t Want to Be a Worker on the Statue of Liberty! A Monument You’d Rather Not Build // (You wouldn’t Want to….Series) (John Malam and David Antram)
 * // A History of US: War, Terrible War, 1855-1865 // (Joy Hakem) (E)
 * // You Wouldn’t Want to Be a Civil War Soldier: A War You’d Rather Not Fight // (You Wouldn’t Want To…Series) (Thomas Ratliff and David Antram)
 * // If You Lived at the Time of the Civil War // (If You…Series) (Anne Kamma and Pamela Johnson)
 * // If You Traveled on the Underground Railroad // (If You..Series) (Ellen Levine and Larry Johnson)
 * // If you Lived When There was Slavery in America // (If you…Series) (Anna Kamma and Pamela Johnson)
 * // Outrageous Women of Civil War Times // (Mary Rodd Furbee)
 * // Sojourner Truth: Ain’t I a Woman? // (Frederick McKissack and Patricia C. McKissack)
 * // The Abolitionist Movement // (Cornerstones of Freedom) (Elaine Landau)


 * The informational texts and speeches below are not provided: **


 * Information Books **
 * // “Underground Railroad” : The New Book of Knowledge // (Henrietta Buckmaster) (E)
 * // The Abraham Lincoln You Never Knew // (James Lincoln Collier and Greg Copeland)
 * // Your Travel Guide to the Civil War // (Passport to History) (Nancy Day)
 * // I lift My Lamp: Emma Lazarus and the Statue of Liberty // (Nancy Smiler Levinson)
 * Speeches **
 * // The Gettysburg Address // (Abraham Lincoln) (E) (Note: The Gettysburg Address is a CCSS exemplar text for grades 9-10.)


 * ART, MUSIC, AND MEDIA **
 * Art **
 * Alexander Gardner, President Abraham Lincoln in the tent of General George B. McClellan After the Battle of Antietam (October 3, 1862)


 * Music and Songs **
 * Patrick S. Gilmore, “When Johnny Comes Marching Home” (1863)
 * Julia Ward Howe, “The Battle Hymn of the Republic” (1861)
 * Daniel Decatur Emmett, “Dixie” (1861)
 * “Goober Peas”


 * Media **
 * Civil War photographs


 * Manipulatives **


 * Games **

The American Civil War: The Causes of War (Discovery Education) 20 different segments 29:53
 * Videos **
 * Segment Description: ** At a time when the North and South differed economically and socially, political compromise could no longer quell the division between the two factions. States' rights versus the constitution, tariffs, division of labor, slavery, abolitionism, and legislative mandates all led to the Great War.

The American Civil War: Reconstruction (Discovery Education) 10 different segments 25:46
 * A Segment of: ** [|**The American Civil War: Reconstruction**]
 * Segment Description: ** After the Civil War, President Johnson attempted to implement President Lincoln's plans for Reconstruction, but Congress took over the process of reconstructing the South. The 13th, 14th, and 15th Amendments to the Constitution freed the slaves, gave them citizenship, and guaranteed the right to vote regardless of race. Such advances met with opposition from groups such as Southern white supremacists, and economic progress in the South was undermined by Northern opportunism.

Lincoln Delivers the Address (Discovery Education) 6:42
 * Segment Description: ** Includes a reenactment of Lincoln's delivery of the Gettysburg Address and commentary on the speech's impact in American history.

Songs about Slavery (Discovery Education) 7:12
 * Segment Description: ** Members of the capella group Sweet Honey In the Raw perform and share their historical knowledge of slavery.

Lady Liberty (Discovery Education) 5:26
 * Segment Description: ** In June 1885, the Statue of Liberty arrives in New York as a gift from France and soon becomes a welcoming symbol of freedom for immigrants.

Reading Rainbow: Following the Drinking Gourd (Discovery Education) 4 segments 25:36
 * A Segment of: Reading Rainbow: Following the Drinking Gourd Segment Description: ** Discover the places and faces waiting inside books. Host LeVar Burton shares stories about slavery and the Underground Railroad including Following the Drinking Gourd by Jeanette Winter. The program explores stories about slaves who risked their lives for freedom by following the Underground Railroad. A Picture Book of Harriet Tubman by David A. Adler; Sweet Clara and the Freedom Quilt by Deborah Hopkinson.

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 **

[|__Civil War__] [SMART Notebook lesson]This lesson is to provide students with an introduction to the Civil War and an overview of the reasons for the war. Primary resources are used to enrich & engage student learning. The class will gain some background knowledge.

[|__Civil War Introduction__] [SMART Notebook lesson]Fun introduction to the Civil War.

[|__Myths of the Underground Railroad__] [SMART Notebook lesson] Students will be able to understand why myths prevail in Underground Railroad stories that have been passed down over time.

See Circle Book Description and pages to print off below. Print pages 7-10.
 * Other Activities, etc. **

__ 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/orcharacters; 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.

1. Provide students with one copy each of the attached pages. Students should get 4 total pieces of paper. 2. Students should pick a topic from those listed on the table in step 1. 3. On the drawing template (page 1 of the circle books), have students write the title of their chosen topic in large letters and include their name and an illustration. 4. On the writing template (page 2), have students write a brief summary of the information gathered on their topic. 5. On the drawing/writing template (page 3), have students draw a picture of a monument they create depicting their topic. Write a description of the monument and how each component represents the topic. 6. On the writing template (page 4), ask students to respond to the following statement: This topic was important to the Civil War because…… 7. After they have completed their pages, have students cut out the four circles and fold each in half. 8. Instruct students to glue the right half of page 1 to the left half of page 2 as shown below. Then have them glue the right half of page 2 to the left half of page 3, and the left half of page 3 to the left half of page 4. Finally, ask them to complete the circle book by gluing the right half of page 4 to the left half of page 1.
 * // CREATING THE CIRCLE BOOK //**


 * Display Idea: ** Hang a string high across your classroom. Tie varying lengths of thread from the string at intervals across the room. Tie a paper clip to the end of each piece of thread and hang a circle book from each paper clip. When a breeze blows, the circle books spin and create a vibrant display to jazz up the classroom.

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