How Are Fictionalized Characters and Real People Changed Through Conflict

“How are fictionalized characters and real people changed through conflict?” UNIT 4 GUIDED SHARED VOCABULA WRITERS LITERATU POETRY I CAN Resources American in READING/W READING/C RY WORKSHOP RE Conflict ORD WORK LOSE CIRCLES (ET= READING Exemplary Text) January/Febr (P=Poem) uary/ (RA= Read March Aloud

Introduction to what the Pink and Say (FIRST Introduce Focus on NARRATIVE Literature Circles “I, too, sing Pink and Say by WEEK 1 Civil War is: ACTIVITY) terminology: WRITING American” Patricia Polacco Follow the Drinking Across Five Aprils Langston “ I can tell Social Studies Book Gourd - Ballad W 5.3 Hughes how January 8th (around pg. 501)- Sweet Clara and the - Cause and Effect A Ballad of the Civil Follow the Drinking Students will be divided Freedom Quilt - Characterization Dissect writing prompts War 1. Cold Read characters Gourd into groups to research SL 5.1 - Conflict and pull out information 2. The words respond to Sweet Clara and the and investigate key RL 5.1 - Poetic terms: meter, found their for their Bull Run that stood out to problems.” aspects of the civil war SL5.3 rhyme, scheme, introduction paragraph me are… Freedom Quilt in order to bring that W 5.4 metaphor, simile When Will This 3. Why was the “ information back to a W 5.8 - Symbolism FOCUS on: Cruel War Be Over? title “I, too, sing I can tell Across Five Aprils group discussion RL 5.6 America” and what an (building background RF 5.4 *Introduction and Revisit the “Close close with “I, authors A Ballad of the Civil War knowledge) - Use this text as a Begin the “Robust conclusion Reading” questions too, am viewpoint is hook to gather student Vocabulary and pull from there. America.” and how it Toolkit Lesson # 3 interest Instruction in a * Elaboration 4. How does he Bull Run “African Americans Reader’s workshop” RF 5.4 feel about being effects a Join the Fight” * Create questions and continue * Sentence Structure RF 5.4(a) sent to the story.” When Will This about Point of View throuhgout kitchen? How Cruel War Be Over? RI 5.3 and Theme (require *Figurative Language REQUIRE does the author “ I can tell SL 5.4 students to answer *Found in the 2012 STUDENTS TO make you view WARTIME how people, with evidence) November Reading * Arkansas Writing CITE EVIDENCE IN right and POETRY (READ, events, Teacher Rubric THEIR WRITEN wrong? WRITE, THINK) * Create a timeline of * Introduce TONE RESPONSE ideas, or found on blog major events from the - How is the *Style concepts are civil war authors attitude related.” conveyed through * Graphic Organizer http://international.loc.g their writing? ov/ammem/cwphtml/tl1 - What words or “ I can draw 861.html phrases point toward inferences the tone of the piece? when http://www.ducksters.co m/history/civil_war.php Send students back to reading.” write about their answers in their own “ I can write journal after a class clearly.” discussion. “Pretend you were a soldier during the time of the Civil War. Write a diary entry about your experience so far.” CCSS Activity #7 Create a matrix for Continue with writing Continue with “ I Hear WEEK 2 your poems that uses prompts, mini lessons Literature Circles America Begin creating a graphic Continue with the the following on our focuses (see Singing” by organizer about the Civil War historical categories: above for focus lesson Walt Whitman January 14 Civil War fiction read aloud: topics) -alliteration 1. Does a 1. What is the conflict? Nettie’s Trip South -allusion phrase repeat? 2. Why does this Journey to Freedom -climax Why is it conflict occur? The Silent Witness -flashback repeated? 3. Who is involved on Civil War Artist -foreshadowing each side of the Duel of the Ironclads -metaphor 2. Does the conflict? Minty: A Story of -personification author paint 4. How is the conflict Young Harriet -simile vivid pictures resolved? Tubman with the words? 5. How does this Continue Robust What words conflict affect our lives Refer to “Yellow Vocabulary Activity does he use? today? Question Sheet” for questions to ask in 3. What things reaction to the story. can you see/ Once students have Characters? read the story, they Settings? need to respond in a Objects? sorcratic circle and Problems? then return to their reading response 4. Literary journal and write their devices: reactions. - alliteration -allusion -climax -flashback -foreshadowing -metaphor -personification -simile Continue with the Continue Robust Create a writing prompt Continue with “The Eagle” by WEEK 3 Read, Write, Think Civil War historical Vocabulary Activities about a conflict in their Literature Circles Alfred Lord Lesson “Examining Plot fiction read aloud: life (Arkansas Writing Tennyson Conflict Through a Rubric) January 21 Comparison/Contract Nettie’s Trip South Refer to the Essay” Journey to Freedom CCSS Activity #9 “Yellow Sheet” The Silent Witness for questions http://www.readwritethi Civil War Artist Write a research nk.org/classroom- Duel of the Ironclads resources/lesson- Minty: A Story of essay about an event plans/examining-plot- Young Harriet in the civil war and conflict-through- Tubman the causes and 802.html effects of the conflict Begin to spotlight different forms of conflict within the literature (character vs. character, character vs. self, character vs. nature, and character vs. society) Continue Robust “Your teacher has asked Continue Literature CCSS Activity WEEK 4 Read, Write, Think Continue with the Vocabulary Activities you to write about the Circles #5 Lesson “Engaging Civil War historical most unusual object you Students in the fiction read aloud: have ever received. TSW be January 28 Collaborative Before you begin to analyzing Exploration of the Nettie’s Trip South write, think about what various Gettysburg Address” Journey to Freedom you received and what characters they The Silent Witness made it so unusual. have just read http://www.readwritethi Civil War Artist Now write an essay for about and nk.org/classroom- Duel of the Ironclads your teacher describing choose resources/lesson- Minty: A Story of the most unusual object appropriate plans/engaging- Young Harriet you have ever received. adjectives to students-collaborative- Tubman Be sure to give enough describe or exploration-888.html detail so that your explain them teacher will understand.” Read, Write, Think Read If you Traveled Continue Robust Writing to go along Continue Literature WEEK 5 Lesson “ Critical on the Underground Vocabulary Activities with the Read, Write, Circles Perspectives: Reading Railroad, If You Lived Think lesson “Choose a and Writing about When There Was perspective (slave or February 4 Slavery” Slavery in America slave owner) and justify and gather their actions” http://www.readwritethi information that will nk.org/classroom- be used for the essay resources/lesson- on slave and slave plans/critical- owner perspective perspectives-reading- (information will be writing-1060.html gathered in their journals) CCSS Activity #2 Continue Robust Continue Literature WEEK 6 Symbol Study of Complete a Vocabulary Activities “Suppose you are Circles famous American foldable with the on a flying carpet Symbols symbols on the flap that takes you February 11 and information anywhere you * Answer the question choose. Think about “How do the symbols of about them on the America provide inside where you would go strength during times of and what you would conflict?” do. Now write a story about your ride on a flying carpet. Give enough detail so that the person reading your story will understand what happened.”

WEEK 7 Research the Union and Read Aloud Continue Robust Continue Literature Confederacy Troops- *You Wouldn’t Vocabulary Activities The students will Circles Spotlight what life was Want to be a Civil write a paper from like for both sides- either the Answer the question War Soldier February 18 *Eyewitness Book perspective of a about why each side union soldier or the fought the war on the Civil War *America’s Civil perspective of a *Create a t-chart and War confederacy soldier discuss both sides and and justify why they their standings on would have fought economy, slavery, for that side USING government, etc. EVIDENCE/ INFORMATION found in the text Read, Write, Think Continue Robust Continue Literature WEEK 8 “Strategic Reading and The students will Vocabulary Activities CCSS Activity #11 Circles Writing: Summarizing be completing the Antislavery read, write, think The students will be Biographies” lesson by creating a writing a narrative set during the time February 25 http://www.readwritethi biocube on a nk.org/classroom- famous antislavery of the civil war resources/lesson- figure in history plans/strategic-reading- (cubes will be writing-summarizing- created in math 1017.html class)

WEEK 9 The students will Finish up reading Continue Robust The students will Continue Literature research in depth, their the Civil War Vocabulary Activities write a biography Circles key historical figure for historical fiction on a famous key the biography they are going to write during books found in the figure in the Civil the writing block library War, using their March 4 biocube as a graphic organizer

http://www.pbs.org/ civilwar/war/biogra phies/barton.html