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/ 3 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 have a deeper understanding of some of the hardships and realities of war as presented in the novel.

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

Evidence that students have achieved objective: Through their reading journal.

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

Day One: 1. 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, & procedure] [auditory] 2. The students will be prepared with the assigned completed reading journal pages and the called upon students will answer the selected questions from the reading journal. 3. The teacher will finish up with the reading journal questions and give the students a two minute break before beginning the next activity.

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 have the students take out their novels and the teacher will then divide the students up into small groups of 4-5 students. Within these groups the students will take turns reading the novel to the rest of their group. If a student does not feel comfortable reading to the group they may pass their turn. [CFU- content, directions, & procedure] [auditory, visual, & kinesthetic] 5. The students will take out their novels and will then get together with their assigned groups and will begin taking turns reading the novel to the rest of their group stopping once they get to page 140. If they finish reading before the teacher stops them they will take out their reading journal and complete the next three questions. 6. The teacher will go around to each group periodically listening to the students read and asking them some discussion questions based on what they are reading. [CFU-content & procedure][auditory] 7. The teacher will stop the students 5 minutes before the class has ended and will have them circle the reading journal questions #15-18 to do for homework as well as finishing reading up to page 140. [CFU-directions] [auditory] 8. The students will circle the reading journal questions that they have to complete for homework and may continue reading if they have not finished to page 140. Day Two: 9. 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 & procedure] [auditory] 10. The students will be prepared with the assigned completed reading journal pages and the called upon students will answer the selected questions from the reading journal. 11. The teacher will finish up with the reading journal questions and give the students a two minute break before beginning the next activity. 12. The teacher will stop and have the students briefly discuss with their neighbor how they might feel if they were alive during this era and what they might do if they were confronted with some of the choices such as those that they are reading about in the novel. [CFU-content][auditory] 13. The students will discuss the question with their neighbor for a few minutes before returning to whole groups discussion. 14. The teacher will bring the students back to a whole groups discussion and will ask for volunteers to give their explanations and reasoning as to what they would do if they were alive during this area and confronted with the many issues that arised. [CFU-content][auditory]

15. The teacher will have the students take out their novels. Then the teacher will begin reading the novel to the students as they follow along and will stop periodically to discuss the important pieces of what is going on in the novel, alternating between whole class discussion and small group discussion. [CFU- content, routine, & procedure] [auditory] 16. The students will follow along as the teacher reads the novel and will actively participate in the discussion questions throughout the reading. 17. The teacher will finish reading the novel and give the students a two minute break before having the students take out their reading journal to begin working on the last few questions together as a class. 18. The students will take out their reading journal and will actively participate in completing the last few questions of their reading journal as a class. [CFU-content & procedure] [auditory] 19. The teacher will have the students finish any reading journal questions that they have not finished for homework. [CFU-directions][auditory] 20. The students will go through their reading journals and complete any of the questions that they have not yet finished making sure that every question is completed at the beginning of the next class.

The students use their reading journal based on the novel that they are reading. Assessment/Evaluation They will answer the next three assigned questions of the reading journal. They will have to complete those questions for homework. The next class they will be assigned the next three questions of their reading journal for homework. After each Label: formative or summative set of assigned reading journal questions the teacher and the students will go over and describe purpose each question in a brief discussion at the beginning of each class period. (formative)

Closure

By the end of this lesson the students have a better understanding of some of the hardships and realities that many people had to face in order to make it through the Revolutionary era. They will also be able to discuss how they believe that they would handle many of these hardships and realities if they were faced with the many different issues throughout this era.

Accommodations and/or Interactions with Support Staff

Research journal with guiding questions Brainstorming topics and questions Working in small groups Frequent breaks between activities Direct instruction

Resources/Materials

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

Time Required Reflection:

2 days at 40 minutes each