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RE 4030-433 Dr. Frye April 23, 2013

Andrew Garner Elizabeth Bumgarner Amanda Wiesner

HENRYS FREEDOM BOX: A TRUE STORY FROM THE UNDERGROUND RAILROAD WRITTEN BY: ELLEN LEVINE ILLUSTRATED BY: KADIR NELSON PUBLISHER: SCHOLASTIC PRESS COPYRIGHT: JANUARY 1, 2007 ISBN: 043977733X, 978-0439777339 LEXILE: 380L

I SURVIVED: THE BATTLE OF GETTYSBURG, 1863 WRITTEN BY: LAUREN TARSHIS PUBLISHER: SCHOLASTIC PRESS COPYRIGHT: FEBRUARY 1, 2013 ISBN: 0545459362, 978-0545459365 LEXILE: 660L

3 FREEDOM SUMMER WRITTEN BY: DEBORAH WILES ILLUSTRATED BY: JEROME LAQARRIQUE PUBLISER: ALADDIN COPYRIGHT: JANUARY 6, 2005 ISBN: 068987829X, 978-0689878299 LEXILE: 460L

WHO WAS HARRIET TUBMAN? WRITTEN BY: YONA ZELDIS MCDONOUGH ILLUSTRATED BY: NANCY HARRISON PUBLISHER: GROSSET & DUNLAP COPYRIGHT: 2002 ISBN: 0448428903, 9780448428901 LEXILE: 650L

MOSES: WHEN HARRIET TUBMAN LED HER PEOPLE TO FREEDOM WRITTEN BY: CAROLE BOSTON WEATHERFORD ILLUSTRATED BY: KADIR NELSON PUBLISHER: HYPERION BOOK CH COPYRIGHT: AUGUST 8, 2006 ISBN: 0786851759, 978-0786851751 LEXILE: 660L

FOLLOW THE DRINKING GOURD WRITTEN AND ILLUSTRATED BY: JEANETTE WINTER PUBLISHER: DRAGONFLY BOOKS COPYRIGHT: JANUARY 15, 1992 ISBN: 0679819975, 978-0679819974 LEXILE: 630L

JUST IN TIME, ABRAHAM LINCOLN WRITTEN AND ILLUSTRATED BY: PATRICIA POLACCO PUBLISHER: PUTNAM JUVENILE COPYRIGHT: JANUARY 6, 2011 ISBN: 0399254714, 978-0399254710 LEXILE: 570L

SWEET CLARA AND THE FREEDOM QUILT

5 WRITTEN BY: DEBORAH HOPKINSON ILLUSTRATED BY: JAMES RANSOM PUBLISHER: DRAGONFLY BOOKS COPYRIGHT: JULY 10, 1995 ISBN: 0679874720, 978-0679874720 LEXILE: 680L

WHO WAS ABRAHAM LINCOLN? WRITTEN BY: JANET PASCAL ILLUSTRATED BY: JOHN OBRIEN PUBLISHER: GROSSET & DUNLAP COPYRIGHT: NOVEMBER 20, 2008 ISBN: 0448448866, 978-0448448862 LEXILE: 720L

PINK AND SAY WRITTEN BY: PATRICIA POLACCO PUBLISHER: PHILOMEL COPYRIGHT: SEPTEMBER 15, 1994 ISBN: 0399226710, 978-0399226717 LEXILE: 590L

WE THE PEOPLE: THE BATTLE OF GETTYSBURG WRITTEN BY: MICHAEL BURGAN PUBLISHER: CAPSTONE COPYRIGHT: JANUARY 1, 2001 ISBN: 0756500982, 9780756500986 LEXILE: 620L

Statement of Purpose and Texts This multi text unit brings together many standards from both ELA and Social Studies to make a very informational and enjoyable unit for students to learn about what life was like for someone living during the time of the Civil War. Using numerous books and activities, students will learn about themes such as slavery, war, freedom, rights, etc. Here are the standards in which this unit touches on. SS Essential Standard: Standard: 5.C&G.1Understand the development, structure and function of government in the United States. Objective: 5.C&G.1.3 Analyze historical documents that shaped the foundation of the United States government. Standard: 5.C&G.2 Analyze life in a democratic republic through the rights and responsibilities of citizens Objective: 5.C&G.2.3 Exemplify ways in which the rights, responsibilities and privileges of citizens are protected under the United States Constitution. Using Henrys Freedom Summer and I Survived: The Battle of Gettysburg, 1863 as our main texts for this unit, students will learn about what life was like on the battlefield during the Civil War and also what is was like to be a slave with an owner. Freedom Summer is a good source to use during this unit to show what it was like before racial equality was passed. Who Was Harriet Tubman and Moses are great books for students to learn more about themes such as slavery, freedom, justice, poverty, rights, and the Underground Railroad. Follow the Drinking Gourd gives students really good examples of ways that slaves tried to escape and how they used different methods, in this case a song, to secretly send directions to one another to try and escape. Just In Time Abraham Lincoln and Who Was Abraham Lincoln both show how political figures affected the Civil War and how slavery was made illegal. Sweet Clara and the Freedom Quilt is another book that gives the perspective of a slave in hopes to escape. Pink and Say is a wonderful story that every student should read. It shows how some young soldiers interacted and were friends no matter what race they were. The Battle of Gettysburg is a good non-fiction informational book that gives students facts about what the worst battle of the Civil War was like. All of these books are wonderful resources to help build knowledge and perspective of the main themes of this unit.

INTERNET WORKSHOP
http://wiesnerag.wix.com/multitext

MULTI TEXT OUTLINE Henries Freedom Box


Shared Reading Writing Connection

I Survived: The Battle of Gettysburg, 1863 Section 1 (Chapters 1-5: pg. 1-24)
Launching the book Vocab Mini lesson o Discussion Director o Oral Activity o Written Activity

Section 2 (Chapters 6-11: pg. 25-57)


Mini Lesson o Character Sketcher o Compare/Contrast Vocab o Written Activity o Oral Activity o Assessment

Section 3 (Chapters 12-16: pg. 58-89)


Vocab Mini lesson o Written Activity o Oral Activity o Vocab Assessment o Wanted Poster o Word Wizard

I Am Poem Two Voices Poem I Survived Final Assessment

Henrys Freedom Box By: Ellen Levine Illustrated By: Kadir Nelson Shared Reading with Literary Nonfiction Page 3: Text Vocabulary: Reading Literature 4.4/ Inside-the-word strategies: I see the word master. What does the word master mean? I think it has something to do with a person having control over something, kind of like a dog having a master. So they must be talking about Henry having a person that is his owner. Page 3: Text Craft and Structure CCSS.ELA-Literacy.RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. I see a metaphor. The speaker says They are torn from the trees like slave children are torn from their families. A metaphor means comparing two things using the word like or as. Time for a quick write, here is mine he is as big as an elephant. Everyone create a metaphor and write it in your journal. Page 5: Text Vocabulary: Reading Literature 4.4/ Outside-the-word strategies: I see the word beckoned. I am, going to see if I can read the words around beckoned to see if I can figure out what the word means. It says the master wanted them to come closer to him. To e it sounds like the master is signaling for them to come closer. Beckoned must mean that the master signaled or motioned Henry and his mother to move close to him so they could hear what he had to say. Page 8: Text As Henry said good-bye to his family, he sees birds flying above him. The author puts Henrys thoughts into italics. The words Free bird! Happy Bird! have been made to stand out from the rest of the words on the page. Text Feature: I think that the words Free bird! Happy Bird! It is put into italics to show what Henry is thinking I think that making these words different from the rest, the reader is able to see that these words or more of a thought rather than Henry actually saying the words. Page 14: Text Vocabulary: Reading Literature 4.4/ Use of resources: peers, dictionaries, Internet Here I see the word worried. I am not sure what this word means. I think that I am going to look this word up on the internet. Lets see, I think I will type in worried kids definition on the Google search engine. Here I see it says a source of unhappiness. So worried must mean to make someone unhappy or upset. I think it might even mean concerned.

10 Page 24: Text The words THIS SIDE UP WITH CARE are all written in capital letters. This must mean that this is important for the people to see. The words are written so that we can see that the box has something very special inside of it. Text Feature: The writing maybe written in all capital letters because that is the way that the reader could see that this was very important information for the box. Page 26: Text Comprehension/ RI.4.1 Henry poured it onto his hand. It burned his skin down to the bone. I see that Henry did not second guess his choice to pour the vitriol onto his hand. Why do you think Henry made his hand worse without giving the pain any thought? Do you think that the pain of burning his skin off was worse than the pain of missing his wife and children? Page 30: Text Craft and Structure CCSS.ELA-Literacy.RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. Henry thought that his would bust open from being laid upside down for a long period of time. The book says, Blood rushed to his head. His face got hot. His eyes ached. He thought his head would bust open. I dont really think his head was going to bust open. I think the author was using more figurative language, like the author was using at the beginning of the book. Page 32: Text The word his is written in italics at the bottom of this page. I think that the author is trying to show how Henry was questioning the fact that the men were going to use a box to rest and sit on. To me, Henry sounds like he is in disbelief that these men could be talking about his box. I think that the author is using the italics to show Henrys thoughts, like they did earlier in the book. Text Feature: It is put into italics to show what Henry is thinking I think that making these words different from the rest, the reader is able to see that these words or more of a thought rather than Henry actually saying the words.

Page 24: Text Henry felt that he was never going to see his family again. When he was with his friends one day, he saw a crate. When Henry saw the crate it caused a light bulb go off. Because Henry was missing his family, it made him want to find a way to his family. Henry missed his family so much, that he wanted to mail himself to a place where he could be free and search for his family. Cause/Effect Relationship: Reading Informational Text 4.3

Page 38: Text Feature

11 Here on the last page of the book, there is a small box called Authors Notes. In the Authors Notes it talks about the history of the time period. There are facts that give the reader more insight to what they era was really like. It also talks about how Henry become one of the most famous runaway slaves in history. Comprehension RI.4.5 Now that we have finished to book, lets talk about what the purpose of this book was. (Use the somebody, wanted, but, so)

Who was somebody? What did they want? What was the problem? What was the solution?

12 Henrys Freedom Box: A True Story from the Underground Railroad Writing Connection For the writing connection, the students will be given a topic and ask to write a narrative nonfiction story. Writing Prompt: Create a Narrative nonfiction story pretending that you were in Henrys shoes. Write about what would happen to you if were in the box being mailed to freedom. Would you be in a large box with lots of space or would you have a small box that you barely fit in? What different ways would you travel to your destination? Would you ride on a boat, a train, a horse and buggy, or would you float in the water? What do you think that you would see when you reached your destination? Would you see family, would you a helping face, or would you find someone that would send you back to where you came from? Make sure to have at least 3 paragraphs! Rubric: Student has 3 or more paragraphs Student has included all three topics: what type of box, how they would travel, and what they would see when the box is opened. The student has written the story in a narrative voice. Spelling and grammar are correct. 1-2 points The student has only one paragraph. There is only one of the three topics discussed. 3-4 points The student has two paragraphs. There are only two of the topics discussed. 5 points The student has three or more paragraphs The student has written about all three topics.

There is no evidence that the story is a narrative. Six or more spelling mistakes.

The student writes in a narrative, but changes it up throughout the story. 3-5 spelling mistakes.

The student writes in a personal narrative throughout the entire story. 2 or fewer spelling mistakes

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I SURVIVED: The Battle of Gettysburg Section 1 (Chapters 1-5: Pages 1-24)- Amanda Mini Lesson 1 Launching the Book After passing out the book we will focus on a few questions to get students curious about the book. 1. Lets look at the cover of the book; what do you notice? 2. What predictions can you make just by looking at the front cover? 3. Perhaps it looks like the boy in the picture is running what do you think hes running from? 4. If they notice the flags on the cover I notice two American flags on the cover I wonder why? Next, we will read the back of the book. The very first sentence will most likely gain the attention of the boys; The bloodiest battle in American history is underway From there students will most likely assume that the boy on the cover is Thomas. Students now know that Thomas and his little sister are fleeing the farm where they were slaves. Students can also have an opportunity to change their predictions such as; 1. Does Thomas fight with the Army? 2. Do the two children find freedom? 3. What do you think will happen when it comes time for the battle? Now, I will model a few things that I may write about in my journal; 1. As I look at this cover and read the introduction on the back Im reminded of another book that we have read recently- Henrys Freedom Box. Remember how Henry was trying to run away from the tobacco factory to find his family. When I made this connection it made me wonder why Thomas and Birdie are running; maybe they were separated from their parents. 2. Who are the two armies that are fighting each other? 3. What exactly is Gettysburg? (I know from the back cover that the battle takes place in Pennsylvania but thus far it has not informed us as to what Gettysburg is) Vocabulary: 1. Ferocious (Pg. 7)2. Searing (Pg. 7)3. Craned (Pg. 18)4. Spurting (Pg. 18)5. Hurled (Pg. 21)Now that the book has been introduced we will go over the vocabulary words for this section and how they are pronounced. I will take time to write each word on board so that students can

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see the word and then I will say the word first and invite students to repeat the word after me; repeat 3 times. Mini Lesson Discussion Director Remember how we learned about Cause and Effect during the Henrys Freedom Box book? I am going to pass out sticky notes for everyone and altogether we will read the first nine pages together. As we read try to mark at least 3 parts that Make you very excited Make you feel empathetic Make a connection with something else weve learned Make you play a movie in your head Now, you are going to become the TEACHERS! I want you to take your three things and in your response journals were going to turn them into questions. Remembering that questions begin with; Who, What, When, Where, Why and How. Lets do a few examples; who would like to donate one of their sticky notes for the class? Sticky Note: Thomas has a sister named Birdie So what is a question that we can create from this? -How are Thomas and Birdie alike, how are they different? Sticky Note: Clem was sold to a farm in Mississippi I think we could make a Cause and Effect question out of this Because Birdie saw the same men that took Clem coming for Thomas; Thomas and Birdie did what? Give students an opportunity to answer the question they have created. So, now you know a little better how to do your job this job is called the Discussion Director. This means that when we finish this section we will have a discussion and you all will be the teachers based on the questions you come up with as you read. Remember to first make notes with your sticky notes and then you can create the questions for the discussion.

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Discussion Director Section I (pp. 1-24)

Directions: Your job is to involve the students in your group by thinking and talking about the section of the book you have just read. You are going to ask questions that really help the students in your group think about the reading. Your questions should require students to discuss their interpretations of the text and connect background experience and knowledge with the text. You want all students involved in the discussion and talking about issues that come up during the reading. Your job as the Discussion Director is to come up with five (5) thinking questions. You really want to make your group THINK about the reading. You are trying to make sure everyone in your group understands or comprehends the reading. It is very important that you ask your group critical thinking questions and NOT easy, right- there, in-the-book questions. You want the members of you group to stop, think, look back at the text, and synthesize and interpret what they have read. Remember you may wish to begin your questions with the following words/phrases: Who?, What?, Where?, When?, Why?, How?, If_______ then________? You need to write down the following: 1. the questions 2. your answers to your questions

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3. the page numbers where the students can reference the text to justify their responses to your questions

Your Turn! This is what your paper should look like:

Question:____________________________________________________ _____________________________________________________________ _________________________________________________

Answer:_____________________________________________________ _____________________________________________________________ _________________________________________________

Page and Par. #:_________________________________

Question:____________________________________________________ _____________________________________________________________ _________________________________________________

Answer:_____________________________________________________ _____________________________________________________________ _________________________________________________

Page and Par. #:_________________________________

Template Designed by Dr. Elizabeth Frye

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Orthograph y Ferocious P. 7 Phonology fuh-roh-shuh s Story Context In the story, Thomas describes the dogs who chase after them as ferocious. He also later referred to the dogs as vicious. Thinking about Clem gave Thomas a searing pain that he describes as even worse then being whipped by his master. Meaning Violently cruel World Context Other Forms Ferociously, ferociousness

Searing P. 7

seer-ing

to burn injuriously or painfully or char the surface of

Craned P. 18

kreyn-d

Thomas was holding Birdie when the skunk was near them he craned his neck so that he could also see what the soldiers were doing without moving much so that he wouldnt disturb the skunk. When the soldier was hit in the face, blood was spurting from his nose.

to stretch (the neck) as a crane does.

Spurting P. 18

Spurt-ing

To gush or burst

Hurled P. 21

Hurl-d

Thomas hurled the skunk toward the men.

To throw or fling with great force

You can have an emotional searing pain or you can have a searing pain from being burned. Like, I touched the stove and a searing, hot pain shot up my entire arm! While I was driving I stopped at a stop sign and I craned my neck so that I could look both ways before driving on. When I squeezed my Capri Sun Pouch the juice came spurting out! When I used to play basketball I hurled the ball all the way across the court!

Sear, seared

Crane, craning,

Spurt, spurtive, spurtively, spurter,

Hurler, outhurl, hurling, unhurl

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Activity: Oral I am going to give you an example and if you think that the sentence I say means ferocious then say ferocious. -A mail man was attacked by an incredibly nasty dog- ferocious -A fireman gently helped a kitten out of a tree- not ferocious -A gorilla growled at and bit a scientist who was doing research-ferocious I am going to give you an example and if you think that the sentence I say is an example of searing then say searing. -The girl jumped into the nice cool pool- not searing -On a hot summer day the sun burned my skin and now my whole body is bright red!- searing -My puppy is very sick and I hate leaving her by herself when I think about it, it makes my heart hurt so badly!- searing (emotion) I am going to give you an example and if you think the sentence that I say is an example of craning then say craning -The giraffe stretched its neck as far as it would go so that it could reach the leaves to eat for dinner- craned -The boy touched his toes with his fingers in PE class- not How might you use the word hurled when talking about a football team? I am going to give you an example and if you think that the sentence that I say is an example of spurting then say spurting -When giving my dog a bath a nail cut a hole in the hose and water started bursting out of the hole-spurting -My mom poured me a glass of lemonade at dinner-not

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Written Activity Complete the following sentences as you would like; so long as they make sense based on the vocabulary word given: 1. The gorillas at the zoo were ferocious because________________________________________________________________________ __________________________________________________________ 2. Thomas felt a searing pain when he thought about Clem because________________________________________________________________________ ___________________________________________ 3. Your mom was craning her neck when she was cooking dinner because________________________________________________________________________ _______ 4. The gym teacher hurled the ball to teach us_____________________________________________________________________________ _______________________________________________________ 5. The Capri Sun pouch started spurting juice because I______________________________________________________________________________ _______________________________________________

20 MINILESSON 2: I SURVIVED: THE BATTLE OF GETTYSBURG, 1863 (Section 2 pg. 25-57) Compare and Contrast/Characterization (Character sketcher) Directions: While reading section 2 of I Survived, pay attention to character traits (physical and implied) of Thomas and Birdie. Choose four descriptive traits for both characters. Record the page and paragraph where you found the traits and then explain how that trait describes the character. Then try your best to illustrate the character in the empty box provided. After that, write a paragraph comparing and contrasting the character traits of Thomas and Birdie. Are they similar, are they different, give some examples to support your ideas. Thomas 1. TRAIT: Explain: 2. TRAIT: Explain: 3. TRAIT: Explain: 4. TRAIT: Explain: PAGE: PAGE: PAGE: PAGE: PARAGRAPH: PARAGRAPH: PARAGRAPH: PARAGRAPH:

Illustrate:

21 Birdie 1. TRAIT: Explain: 2. TRAIT: Explain: 3. TRAIT: Explain: 4. TRAIT: Explain:

PAGE: PAGE: PAGE: PAGE:

PARAGRAPH: PARAGRAPH: PARAGRAPH: PARAGRAPH:

Illustrate:

Compare and contrast paragraph:

22 SECTION 2 VOCABULARY
Vocab Word Phonology Story Context A few early-rising soldiers stood groggily and shaved in front of mirrors hung from tree branches. In her hands was a little doll Henry had made for her, a tattered sock stuffed with straw, with two cracked buttons as eyes. The Union soldiers stood up, catching their breath, running to help the few men who lay on the ground, wincing in pain He felt the mens hands on him, and he had a strange wilting feeling, as if he was a plant suddenly withering away in the sun. The cruel glint in his eye. Definition Out of context usage example I was groggily after reading my textbook for two hours The elbow on my sleeve is tattered, so I need to put a patch on it Synonyms

Groggily Pg. 26

Grog-gi-ly

Unsteady slow reaction

dazed

Tattered Pg. 26

Tat-tered

Torn

destroyed

Wincing Pg. 49

Win-cing

To draw back because of pain

The dog was wincing after it hurt its paw

flinch

Withering Pg. 54

With-er-ing

To become dry and shriveled

The flower was withering because it had not rained in weeks

Shrivel

Glint Pg. 56

Glint

A small shine of light

Sneered Pg. 56

Sneered

This is the one I told you about, sneered the tall man.

expressing haste

Burly Pg. 57

Bur-ly

But the burly man grabbed the tall mans arm and yanked him back hard.

Large and strong

There was a glint when I quickly shined my flashlight on the mirror The dog sneered at me when I didnt share my bacon with it. Big foot is very burly.

flash

mock

husky

Written Activity: use complete sentences


1. When was a time when you were groggily?

2. What is something that you have seen that was tattered?

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3. Give an example of why someone would be wincing

4. Explain in your own words what withering means

5. Explain in your own words what glint means

6. Give an example of something burly

Oral Activity: In groups of three, act out each word with a small skit without using words. Perform this charade activity in front of the teacher to show you understand that word.

Vocabulary Assessment: 1. After waking up from a bad nights rest you may feel a. burly b. tattered c. groggily d. glint 2. A very large man is a. tattered b. withering c. sneered d. burly 3. If a flower is shriveling up in the sun it is a. withering b. sneered c. burly d. groggily 4. The dog a. groggily b. sneered c. wincing d. tattered 5. The dog was a. burly b. glint at me when I didnt share my food with him

after it hurt its paw

24 c. tattered d. wincing 6. If my sock is ripped and has holes in it, it is a. burly b. glint c. tattered d. sneered 7. There was a a. sneered b. burly c. glint d. groggily in the mirror when I flashed my flashlight on it

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Mini Lesson Section 3 (page 58-89) Begin with a simple scenario with the students: I was reading a book the other day and I came across a word that I would have loved to share with the class. The word was flattered. I looked up the definition of the word, found a few synonyms and wrote a few ways that I could use this word in my everyday life. I will then ask the students why I would want to learn all about these new words. Teach and explain: The situation that I just shared with you happens to me every day.I learn a new word. I want to show you a way that you can record the word and gather more information about the word, so you can use it in your everyday life. You want to become a word wizard. To learn a new word, you need to know what the word is. You must find a definition of the word that you understand. Then, you want to create your own definition. Be creative and come up with a definition that you will always be able to remember. You also want to find a few synonyms. This may help with your understand of the word. Then you want to create connections that you have with the word. Finally you want to draw a picture that will help remind you of that word. Teacher Engages Students: Have the students choose a word that they would like to complete a word wizard on. Using the following chart for the students to fill in: The word: Definition from dictionary Your definition Synonyms Connections Happy Feeling or showing contentment Feeling accomplished, showing joy Glad, pleased, cheerful, joyful When I get to play with my sister, I am a very happy person.

Image:

Students engage in Independent Practice: Have the students create their own chart on a piece of paper. Invite the students to reread through chapter 13 of Gettysburg. Give the students a sticky-note and ask them to write their word on the sticky-note and place it on the page where they found their word. Next have the students fill out the chart that they have created. I will have the students create a

26 word wizard wall where they display the words that they would like for their classmates to state using in their everyday life.

Word Bellowed pg. 59

Phonology Bel-low-ed

Meaning Yelling, shouting out loud To limp while walking

Context Birdie hears a voice yelling out to drop the weapons. Lester was limping because he was in pain due to the wound on his leg. The gun was shining because of the rays of sun that were hitting the gun. Henry threw the gun into the water that was fast and churning or rolling.

Hobbling Pg. 59

Hob-bling

Glinting Pg. 61

Glint-ing

Churning Pg. 61

Billowing Pg. 63

A ray of light shining off of an object. Churn-ing Means to mix something , to blend things together, stirring, rolling Bil-low-ing Flowing, like a high wave,

Connection The teacher bellowed Stop running in the halls Yesterday I was playing ball and I stepped in a hole. I was hobbling for the next two hours. The metal was glinting in the sun light.

Different Forms Bellow, bellowing,

Hobble, hobbled

glint

I am so hungry that stomach is churning

Churn, churns

Steely Pg. 69

Ste-le

Faltered Pg. 76

Fal-tered

There was a storm coming and the clouds were rolling like waves in the ocean. Something The captain is that is talking to his men hard, can and he gives them a be a cold look. coolness, has strength To The horses were stumble, walking unsteadily. to lose They were your stumbling down the footing rocky road. and trip

The bus was billowing over the hills on the way to school. The teacher looked at the boy with a steely gaze, he knew what he had done

billow

Steelie

When I was outside playing, I faltered over the rock on the ground.

Falter, faltering

27 Written Activity #1 Directions: Look at the vocabulary listed in the middle column. Using these eight vocabularies, find the synonyms and the antonym. Please use the dictionary that you have been provided with. You may work independently or with a partner. No more than two in a group.

Synonym

Word Bellowed Hobbling Glinting Churning Steely Faltered Billowing

Antonym

Written Activity #2 Directions: Reading the following sentences and answer them accordingly 1) Describe a time when someone bellowed at you. What did they say?

2) Describe a time when you were hobbling.

3) Give an example of something glinting.

4) Name a time when you saw something churning.

5) Name a time when you something billowing. Where were you at?

6) Can you think of a time that someone glazed at you with a steely gaze? How did this make you feel?

7) Describe a time that you faltered. Did you get hurt?

Oral Activity #1 During line-up time, ask the students which sentence represents the word. This is called example/nonexample. You can come up with these on the spot whenever you have extra time on your hands. By having the students say it is an example or not an example helps the students see how the words can be used in everyday life. For example: The smoke was billowing out of the factory.

28 He had a smile on his face when he looked at me with a steely gaze- nonexample She faltered and walked with grace- nonexample I could feel my stomach churning as I waited to take my test

Final Vocab Assessment: 1. Elizabeths father bellowed at her dont forget your lunch money What does the word bellow mean? A. Whispered B. Talked C. Yelled D. Smiled 2. The suns rays were _____________ off of my bedroom mirror. 3. The clouds were billowing overhead. The storm was getting closer and closer. What does billowing mean? A. Rolling B. Rain C. Gracefully D. Falling 4. As I waited for lunch, my stomach was ____________ with hunger 5. The horse faltered as it made its way up the rocky cliff. What does the word faltered mean? A. Ran B. Stumbled C. Sat D. Waited 6. My sister was ______________ over to mom after she fell in the hole. 7. David had a ________look on his face. His stair was cold and rough.

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Section 3

Wanted!

Missing!

Directions: You will be creating a wanted or missing poster through a GLOG for one of the characters listed below: Birdie Thomas Henry Green Lester You need to include the following categories on your wanted or missing poster: -physical description of the character -how the character acts -likes and dislikes of the character -talents, hobbies, and interests -known hangouts -last place seen -wanted for OR missing since Be sure to complete your wanted poster with an illustration of your character as well as any other fun facts (such as rewards, alias, or nickname). Have lots of fun with this! Template was created from the work of Dr. Elizabeth Frye

Word Wizard
Section 3 In every section of our reading, you will be learning and using many new words. Your job is to become a WORD WIZARD and to create an entry in your Word Wizard Notebook for each new word. Each entry will include the following: a. the word and the page and paragraph where it is located

30 b. a child-friendly definition for the word (remember to use your context clues) c. synonyms you know (remember to use your character trait sheet and the THESAURUS) d. any associations/connections you may have with that word e. an illustration or sketch of the word After you discuss the word, you may be asked to write a sentence using 4 or more of the following: who, what, where, when, why or how.

Section 3 words from Gettysburg bellowed Hobbling Glinting Churning Billowing Steely Faltered
Outline created by Dr. Elizabeth Frye

p. 59 p. 59 p. 61 p. 61 p. 63 p. 69 p. 76

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Writing an I Am Poem Model 1st Stanza I am __________________ I wonder________________ I hear __________________ I see ____________________ I want __________________ I am ____________________ 2nd Stanza I feel________________ I touch_______________ I worry_______________ I dream_______________ I believe _____________ I am ___________________ 3rd Stanza I say_____________ I try______________ I hope_____________ I wish_____________ I understand_____________ I am ______________

Example I am the sixteenth president of the United States I wonder if this country will ever get along. I hear the cries of slaves I want to do what is right I am the sixteenth presidents of the United States I feel strongly about the freedom of slaves I touch the whips the of the began this war I worry there will never be peace I dream all men will be equal I believe in the freedom of all slaves I am the sixteenth president of the United States I say slaver is a monster that haunts us all I try to do what is right for all men

32 I hope as president that I can make change I wish change will come soon I understand change takes time I am the sixteenth president of the United States

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34 I am in a box. an army. I have to search for my family, protect my sister I am married with children. I will stay in this box to stand for friends to What I believe in. I am a runaway. I am marching with I have to I am a runaway, I am a child myself. I will fight with my gain my freedom!

35 I SURVIVED FINAL ASSESSMENT Match the following characters with their roles 1. 2. 3. 4. 5. 6. Thomas Birdie Captain Campbell Henry Green Mr. Knox Clem a. The soldier whos life Thomas saved b. The main character c. The leader of the Norths army d. Thomas and Birdies cousin e. Thomas sister f. Thomas and Birdies owner

1. b 2. e 3. c 4. a 5. f 6. d Multiple Choice 7. Thomas picked up a toy that was splattered with blood and knew it meant that Birdie was taken on the way to Gettysburg. What was the toy? a. A doll b. A stuffed animal c. A ball d. A trumpet Pg. 50 Para. 11 8. What does Mary do? (Hint* Henrys sweetheart) a. Maid b. Nurse c. Teacher d. Waitress Pg. 46 Para. 2 9. How did Thomas say he felt when he was with Mr. Knox? a. Strong and Brave b. Weak and Helpless c. Smart and Tired d. Crazy and Responsible Pg. 56 Para. 1 10. When Thomas was about to be shot he had two concerns, which of the following was one of them? a. He was afraid of dying b. That he would be sent back to Mr. Knox c. He didnt want to leave Birdie alone d. That he would never learn to read Pg. 79 Para. 6

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Short Answer 11. What were Thomas and Birdie running from? ________________________________________________________________________ 12. Clem used the dirt on the floor to practice letters; Thomas said sometimes it looked as if he had spelled out his dreams. When telling this story, Thomas accidentally tells Henry something that he tries not to think about. What part is hard for Thomas to think about? ______________________________________________________________________ ______________________________________________________________________ 13. At the very end of the story, what was Birdie so excited about? ________________ ______________________________________________________________________ 14. The Battle of Gettysburg is known as the ________________ battle in American history. 15. Where is Gettysburg? ______________________________________________________________________

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UNIT RUBRIC

ACTIVITY INTERNET WORKSHOP SHARED READING WRITING CONNECTION MINI LESSON ACTIVITIES VOCAB ACTIVITIES VOCAB ASSESSMENTS I AM POEM TWO VOICES POEM FINAL ASSESSMENT

SCORE /10 /10 /10 /15 /15 /19 /10 /10 /15

TOTAL SCORE /114