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/ 2 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 know several new vocabulary meanings of words throughout the novel and will have gained a deeper understanding of what many people went through during the Revolutionary War era.

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. Through their drawing of a scene from the novel. Day One: 1. The teacher will 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 completed assigned reading journal pages and the called upon students will answer the selected questions from the reading journal. 3. 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]

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 finish up with the reading journal questions and will give the students a two minute break to get up and stretch before getting back into their groups. 5. The teacher will have the students get back into their groups from the previous days class. From these groups the teacher will divide the students up into five different groups so that each group will have one student who was assigned a different word. Each group should have every word represented in the new group. [CFU-procedure] 6. The students will gather into their new groups. 7. The teacher will have the students discuss the different words in their new groups and each student will fill in the rest of their vocabulary word map with the help from the other students in the group. [CFU-content & procedure][auditory, visual, & kinesthetic] 8. The teacher will go around and work with each group to assess the groups collaboration and completion of the vocabulary word map. [CFU-content & routine] 9. The students will complete their vocabulary word maps within in their groups and will ask the teacher for help if needed. 10. The teacher will give the students a two minute break to get up and stretch before having them return to their own seats. 11. The teacher will have the students go back to their own seats, put away their vocabulary word map packets and take out their novels. 12. The teacher will begin reading the novel. Throughout the novel the teacher will stop periodically to discuss what is going on and periodically have them discuss with their neighbor what is going on in the novel. The teacher will then ask the students if there are any volunteers for reading aloud. [CFU-content. Procedure, & routine] [auditory] 13. Some of the students will volunteer to read a portion of the novel aloud. 14. The teacher will continue to stop periodically throughout the novel to discuss what is happening and will finish reading up to page 80. The teacher will then direct the students to the board where the homework for the night is listed, having the students complete the reading journal questions #7-11. [CFU-content, routine, & procedure][auditory & visual] 15. The students will follow along as the teacher reads. The students will then take out their journal pages and will circle the questions #7-11 that they have to do for homework that night. Day Two: 16. 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- routine & content] [auditory] 17. 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. 18. The teacher will finish up with the reading journal questions, give the students a two minute break and will then explain the next activity to the students. 19. The teacher will explain that the students are going to have 20 minutes to draw and color a picture based on a scene from the novel. The teacher will choose several of the students to reiterate the directions. [CFU- content & directions] [auditory] 20. The students will draw and color a picture based on a scene from the novel. 21. The teacher will give the students a two minute break before have the students explain the scene that they drew. 22. The teacher will give the students an opportunity to explain the scene that they drew. The teacher will then hang the students pictures on the bulletin board. [CFU-content] [auditory, visual, & kinesthetic] 23. The teacher will have the students take out their novels and will have the have the students take note of the assigned reading journal questions #1214 that they have to complete for homework as well as finishing their reading up to page 120. The teacher will then have the students read silently for the last few minutes of class. [CFU-directions & routine][auditory & visual] 24. The students will circle the reading journal questions #12-14 that they have to complete for homework and will then read silently for the last few minutes of 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) The students will be divided up so that each new group has every word represented. Within the groups each student will have to define their word, give some synonyms, antonyms, and describe what they drew to represent the vocabulary word. (formative) The students will choose a scene from the portion of the novel that they read and they will then have to draw a picture of this scene. After they have finished their drawing they will then have to describe that scene to the rest of the students as well as why they chose to draw that particular scene from the reading. (formative)

Closure

By the end of this lesson the students will have gained knowledge of several different vocabulary terms from throughout the novel. They will have also acquired a deeper understanding of what life was like for many of the people that were around during the Revolutionary War era. They will learn how people lived and what people had to do for the soldiers that came to their town.

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 organizers (vocabulary word map) Direct instruction Visually representing knowledge through a picture

Resources/Materials

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

Time Required Reflection:

2 days at 40 minutes each