5.4.4LA


 * Grade: 5 Unit: 4 Week: 4 Content: ELA Dates: 1/14-1/18 **

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 does reading historical examples and poetry about the Civil War conflict enable the learner to obtain perspective of Americans, and understand that they gained strength during these times of conflict?

** 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//).
 * Standards **

C: Read and write poetry about America by applying understanding of poetic devices (e.g., figure of language), word relationship, and nuances in word meanings in one’s own writing of original poems.
 * Objective: **

D: Participate in group discussions or present in a group setting.

introduced throughout the unit that can then be analyzed for word relationships and understanding.
 * 1) Students will compile a word list of new vocabulary that has been

Products: Key Questions:
 * Assessment for Objective C, D & I **
 * 1) Students will be able to create their own Civil War poem depicting the life, hardship, struggles and challenges of the Civil War. They must use at least two of these poetic devices: similes, metaphors, alliteration, and onomatopoeia to add depth to their poem.
 * 2) Students will develop a word file of new vocabuarly.
 * 1) How does reading and understanding informational text help in adding detail to original poetry pieces?
 * 2) How can understanding word origins help you as a reader and a writer?
 * 3) How can reading poems from a variety of perspectives allow the reader to better understand the Civil War time period and all that it entails?

Observable Student Behaviors:
 * 1) Students are engaged in discussions regarding meaning and interpretation of various poems.
 * 2) Students are presenting theirs and other authors’ poems.
 * 3) Students are writing and editing their own poetry.
 * 4) Students will record new words, their meanings and relationships to other words.


 * Vocabulary **

Perspective Point of view Interpretation Simile Metaphor Onomatopoeia Alliteration


 * 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) Go to the website: [|www.civilwarhome.com/poemssongs.htm] for a list of fabulous poems and songs by subject. You may read these as a group, or assign a small group of students to recite poems to the class and give their interpretations of the meanings of the poems. (MCO – EC & S & HYS – SD & CL)
 * 2) Read the book, //I, Too, Sing America: Three Centuries of African-American Poetry// by Catherine Clinton. Examine American history through the African American perspective. Discuss how this perspective is different than the prespective in poetry previously read. Compare and contrast the two different perspectives on a T-Chart. Use the information to write a piece (Informative/Explanatory) about the two perspectives.
 * 3) Give students time to create their own poems as described in Product 1.
 * 4) Students may generate their own class rubric, or teachers may use the rubric under Resources: “Other Activities”.


 * 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.


 * Other Activities, etc. **
 * This website has a variety of poems and songs related to the Civil War. Easy for kids to look up and understand. [|www.civilwarhome.com/poemssongs.htm]
 * Poetry Rubric found at []

__ Odyssey Lesson 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.

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