Teacher Candidate: Cortney Estes Unit Title: The Revolutionary War

Date: ______________ Subject: ELA/Reading Grade Level: 5

Essential Question(s): What was life like for people during the Revolutionary War; specifically those in Valley Forge, Pennsylvania? Lesson Title/Number Common Core, State Standards, and/or Performance Indicators Dear America: The Winter of Red Snow/ 1 Writing Standards K-5 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Speaking and Listening Standards K-5 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Lesson Objectives
(Blooms Taxonomy)

1. Students will begin to understand what life was like during the Revolutionary War era as presented in the novel.

Must be numbered.

Acceptable Evidence
*Could be collected for accountability/auditing purposes.

Evidence that students have achieved objective: Through their reading journal Through their vocabulary word map Day One: 1. The teacher will discuss some brief information about the Revolutionary War with the students. The students will turn and talk to their neighbor about any previous knowledge they have about the War, and then giving them an opportunity to share with the class. [CFU- content & procedure] [auditory] 2. The teacher will transition to introducing the novel Dear America- The Winter of Red Snow: The Revolutionary War Diary of Abigail Jane Stewart (Valley Forge, Pennsylvania, 1777). While introducing the novel the teacher will hand a novel and a reading journal packet to each student. [auditory & kinesthetic] 3. The students will scan the reading journal as the teacher is describing the novel.

Procedure
Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

Label: Bell Ringer

Also may be called: set induction, anticipatory set, introduction/review

Label: visual, auditory, and kinesthetic

Accommodations for learning modalities Label: Checks for Understanding: directions, procedures/routines, and/or content (formative)
Ex. (CFU directions)

4. The teacher will give the students a two minute break to get up and stretch before beginning to read the novel. 5. The teacher will read through the novel up to page 40, stopping periodically for discussion on various aspects of the novel. Asking questions about the point of view of the novel, and any predictions that the students may have about what may be coming. Every few questions the teacher will have the students turn to a partner and discuss the question. [CFU- content & procedure] [auditory] 6. The students will follow along in the novel as the teacher reads. They will actively participate in the discussion throughout the reading. [auditory & kinesthetic] 7. The teacher will finish reading the selection and have the students pull out their reading journal packet. The students will get a two minute break to get up and stretch before beginning the next task. The teacher will have the students work with their neighbor and have them begin looking at the questions that are being asked of them based on what was just read. [CFUcontent, directions, & procedure] [auditory, visual, & kinesthetic] 8. The students will use their book and the information from what was just read to begin answering the reading journal questions #1-3 based on the reading with their partner. 9. The teacher will have the students complete the assigned reading journal pages for homework to go over at the beginning of the next class if they do not finish in class. [CFU-content, routine, & procedure] Day Two: 10. The students will come into class and pick up the new vocabulary word map packet before going to their seats. 11. The teacher will have the students take out their reading journals and begin going over the assigned journal pages as a whole group by calling on several students who have their hands raised to answer the questions. [CFU- content & routine] [auditory] 12. The students will be prepared with the completed assigned reading journal pages and the called upon students will answer the selected questions from the reading journal. 13. After going over all of the assigned questions the teacher will have each of the students brainstorm what they think is going to happen next in the novel. [CFU-procedure] [auditory] 14. The teacher will finish up with the reading journal questions, give the students a two minute break to stretch and then begin explaining the next activity using the vocabulary word map. 15. The students will put away their reading journals for the time being and

will take out their vocabulary word map packet that they grabbed at the beginning of class and will follow along with the teacher as they explain what they will be doing. [CFU- content & procedure] [auditory, visual, & kinesthetic] 16. The teacher will divide the students up into five different groups. Each group will be assigned a specific vocabulary word from the previous days in class reading. They will work together to complete the vocabulary word map by the end of the period. [CFU-content, directions, & procedure] [auditory, visual, & kinesthetic] 17. The teacher will give the students a two minute break to get up and stretch before having the students break up into their groups. 18. The students gather into their groups and will work on their assigned vocabulary word in their word map packet. They will work collaboratively as a group to complete the word map before the conclusion of the period. 19. The teacher will direct the students attention to the board in the room that has their homework listed for the night to be completed for the next class. [CFU-routine] [auditory] 20. The students have to read through page 60 of their novel and complete the assigned reading journal questions #4-6 that following along with the assigned reading for homework to be gone over at the beginning of the next class. [CFU-procedure]

Assessment/Evaluation The students will be given a reading journal based on the novel that they are reading. On the first day they will be paired with a partner to begin answering the first three questions of their reading journal. If they do not finish the questions with Label: formative or summative their partner in class, they will have to complete those questions for homework. and describe purpose The next class they will be assigned the next three questions of their reading journal for homework. After each set of assigned reading journal questions the teacher and the students will go over each question in a brief discussion at the beginning of each class period. (formative) The students will be given a vocabulary word map in which they will be assigned a vocabulary word. They will be put into groups based on their assigned vocabulary word and they will be directed to fill in their vocabulary word map. In this vocabulary word map they will have to draw a picture illustrating the assigned word, give the definition, write down a synonym or two, and write down an antonym or two based on their assigned word. (formative)

Closure

By the end of this lesson the students will begin to understand and acquire knowledge of some of the realities and hardships that many people faced as a result of the war. They will also become more knowledgeable about some of the newer vocabulary words that are being used throughout the novel. Through this lesson they will have the chance to work with their fellow peers to learn the responsibilities of working with a small group to accomplish a specific task.

Accommodations and/or Interactions with Support Staff

Research journal with guiding questions Brainstorming topics and questions Working in small groups Frequent breaks between activities Graphic organizer (vocabulary word map) Direct instruction

Resources/Materials

Dear America- The Winter of Red Snow: The Revolutionary War Diary of Abigail Jane Stewart (Valley Forge, Pennsylvania, 1777) Vocabulary word map Reading journal

Time Required Reflection:

2 days at 40 minutes each