5.4.7LA


 * Grade: 5 Unit: 4 Week: 7-8 Content: ELA Dates: 2/4-2/8 **


 * 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 you effectively be a partner in a group decision to form opinions based on fact and feelings? **

** RL.5.6: ** Describe how a narrator’s or speaker’s point of view influences how events are described.
 * Standards **
 * 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//).
 * Objectives **

G: Students will participate in a group doing in-depth research on a single topic related to the Civil War period.

D: Participate in group discussions and/or present in a group setting

Product
 * Assessment for Objectives G and D **
 * 1) Students will create a visual (presentation board, Powerpoint, brochure, etc.) that depicts their opinion and findings from their research.
 * 2) Students will write a persuasive essay that will be read to the class to persuade the listeners to the resulting opinion of the group.
 * 3) Students will need to present a bibliography of the resources used in their research.

Key Questions (match Standard)
 * 1) What is needed to make an educated decision on a two-sided topic?
 * 2) How do you gather relavant information on both sides of an issue?
 * 3) How do you organize your research so it flows logically?

Observable Student Behaviors (Performance)
 * 1) Students will be researching with texts, non-fiction materials, computers, etc.
 * 2) Students will be collaborating with their group in creating and preparing for their presentation.
 * 3) Students will be consolidating resources for a bibliography.
 * 4) Students will be presenting their opinion of a side of an issue to the rest of the class.


 * 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 pick a topic of choice from the list provided. Students will work with others who chose the same topic. (Teacher should be certain to divide students equally.)
 * 2) Forging for Freedom – Abolishionists
 * 3) Under the Radar – Underground Railroad workers & escapees
 * 4) Why not Slavery? – Plantation owners needed workers for a growing nation
 * 5) United or Divided – Two countries or one United States – Benefits of one or the other.
 * 6) Leadership for One or for All? – Leaders of the country at that time (Lincoln, Davis, Lee…)
 * 7) Congress and the Conflict or Compromise – What did Congress to do keep the conflict at bay or to begin it?
 * 8) The Dreaded Dred Scott Decision – This expands almost 2 decades of court decision-making.
 * 9) Women and War – Do they mix? – Roles of Women throughout the years of the conflict
 * 10) *Teacher can develop any other topics where there are two sides of the issue.

**Teachers may choose to create their own rubric or have the class come up with one. Either way, the rubric needs to be determined prior to work beginning.**
 * 1) Allow for many opportunities for research on computers, at media center, reading non-fiction texts, etc..
 * 2) Students will create bibliography lists of information as they research (HYS – SN)
 * 3) Teachers may need to teach bibliography writing, note-taking, outlining, etc.
 * 4) Students will need to meet and collaborate their thoughts on both the persuasive essay and the visual presentation. (MCO – S & RD)
 * 5) Students will present their persuasive essay and visual presentation to the class. (MCO – S & RD)

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 ** (ISBN#)
 * Resources **
 * Professional Texts **
 * Professional Texts for 2011-2013 **

// 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 ** []


 * __Smartboard Lessons__, Promethean Lessons **

Fact vs. Opinion Students will be able to differentiate between fact and opinion when reading a variety of texts.
 * 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.

__Odyssey Lessons under Common Core__
 * Other Activities, etc. **

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.

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