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Lesson Student Table of Contents Plan Book

4-14 Man Without a Country...... 4-9 16-22 Undisturbed and Unheralded...... 10-13

Additional Source...... 24 14

Close Reading Check...... 25 15

Writing...... 26-38 16-28

Rubric...... 39 29

References...... 40 32

College and Career Readiness Standards...... 43 Introduce Book Students look at the front cover, read the title, author, and illustrator. Students read the Table of Contents. Students browse the book. Students predict what they will learn about.

First Read Teacher reads page 4 aloud. Second Read

Students read to the stop sign. Students highlight difficult and challenging words and phrases. Students use strategies to work through the decoding of words and the meaning of words. Students restate or paraphrase the text to demonstrate their understanding.

Students determine the main idea, and then write it in the margins.

Paragraph(s) 1 Paragraph(s) 2 Paragraph(s) 3

An officer, who served aboard He was an American hero He went to sea at the age of the USS John Paul Jones, shared but died lonely and without 13 and was always fighting the story of John Paul Jones. a country. with someone.

Summarize the key idea of this passage in 25 words or less.

John Paul Jones, an American Naval hero whose feats were ignored because he was always fighting with someone, died alone and without a country.

Third Read

Reread paragraph 1. Explain how the sinking of the USS John Paul Jones influenced the Chief Petty Officer. Quote and underline details from the text to support your answer

The text in paragraph 1 says the sinking of the USS John Paul Jones influenced the Chief Petty Officer to talk to “a young sailor standing nearby” as “the ship sank beneath the gentle Pacific waves.” The chief asked the sailor if he knew about the man John Paul Jones. “When the sailor admitted he knew very little, the chief decided he needed to rectify the situation immediately.”

Compare and contrast the point of view and purpose of paragraph 1 with the point of view and purpose of paragraphs 2-3.

Paragraph 1, is written in 3rd person. The purpose of this paragraph is to create the setting for the story as well as introduce the storyteller. Paragraphs 2-3 are written in 1st person, as the text is now written from the Chief Petty Officer’s point of view. The purpose of these paragraphs is to share the story of John Paul Jones from someone with a personal connection to the historical figure.

Reader Tasks - Quick Write 1 Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

ell son, there is no question 2 Wthat John Paul Jones was an authentic American hero. If any man who served this country’s Navy deserved having a ship named for him, it was Jones. Yet, just like that hulk you see out there slowly disappearing beneath the waters, his feats were

1 In January 2001, the United States ignored and largely forgotten. He died Navy sunk the Forest Sherman a lonely, angry man without a country. class destroyer USS John Paul Jones But how that could be? (DDG-32) as a target ship off the

coast of California. Witnessing the You see, I never said that this great man, 3 destruction of the ship was a Chief John Paul Jones, was easygoing. From Petty Officer who served aboard the the time he left his home in Scotland at ship in 1956 as a part of the original the age of 13 and went to sea, he was crew. As the ship sank beneath the fighting with someone. For several years gentle Pacific waves, he asked a Jones sailed aboard British slave ships. young sailor standing nearby what But this disgusted the young Scotsman, he knew about the man for whom so he quit. the ship was named, John Paul Jones. When the sailor admitted he knew very little, the chief decided he needed to rectify the situation Credit: NPS.gov Credit: immediately. The following is what John Paul Jones by Charles Willson he told the young man. Peale, c. 1781

4 Review and Explore Students discuss what was learned in the previous lesson. Students explore the page. Students identify the text features used in the text. Students predict what they will learn.

First Read Teacher reads page 5 aloud. Second Read

Students determine the main idea, and then write it in the margins.

Paragraph(s) 4 Paragraph(s) 5 Paragraph(s) 6

Jones became a captain but America, on the verge of war Jones began sailing on the USS had trouble. He killed two of with Britain, offered Jones a Alfred but once again got into his sailors and fled to America. position in the new an argument with a superior American Navy. officer. He was reassigned to the USS Ranger.

Summarize the key idea of this passage in 25 words or less.

Jones commanded his own vessel at the age of 23. However, he always found himself in trouble. Jones immigrated to America and joined the Navy. Third Read

Describe the key events that led to Jones joining the new American Navy. Quote and underline at least two statements from the text to support your answer.

Paragraph 5 states Jones was recommended “for a position in the new American Navy.” Some key events that led to this are in paragraph 4. The text says Jones “always found himself in some kind of trouble,” and “rather than face an Admiral’s court, Jones fled to America.” Also in paragraph 4, John Paul Jones “learned that his brother had passed away.” This left him “without a home” and ultimately, in paragraph 5, led him “to Philadelphia to offer his services to the second Continental Congress.”

Reread paragraphs 4-6. Explain how the author organized this section of text. Identify the primary text structure. Find and underline at least 2 signal words or phrases as evidence of the text structure.

The author used a cause and effect structure to organize this section of text. Some words that indicate this structure are: rather than, consequently, for this reason, because of this.

Reader Tasks - Quick Write 2 Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

© 2013 SNAP! Learning® All Rights Reserved. 6 4 By 1770, at the age of 23, Jones Besides that, he hated the British. For this commanded his own merchant vessel. reason, he went to Philadelphia to offer his However, he always found himself in services to the Second Continental Con- some kind of trouble. On his second gress. One member of Congress, Richard voyage as a captain, he flogged one Henry Lee, had heard of Jones. Lee rec- of his sailors so badly that the man ommended him for a position in the new died. Eighteen months later, he killed American Navy. another member of his crew in an argument over wages. Rather than face an On December 7, 1775, Jones was appointed 6 Admiral’s court, Jones fled to America. His as a 1st Lieutenant aboard the 24-gun older brother William had immigrated frigate, USS Alfred. Under his command, there previously. Unfortunately, when the USS Alfred caused substantial damage he arrived upon our shores, he learned to British shipping. Yet again, he got into that his brother had passed away. an argument with his superior officer, Consequently, Jones was without a home. this time a man named Commodore Esek Hopkins. The two men disagreed on how

5 America, at this time, was on the verge of to fight the war at sea. Because of this, war with Great Britain in a battle for in- Commodore Hopkins decided to punish dependence. Jones knew that the Amer- Jones by assigning him to a smaller ship, icans were going to need help at sea. the USS Ranger. Courtesy of the U.S. Navy Art Collection, Navy of the U.S. Courtesy

USS Alfred 5 Review and Explore Students discuss what was learned in the previous lesson. Students explore the page. Students identify the text features used in the text. Students predict what they will learn.

First Read Teacher reads page 6 aloud. Second Read

Students determine the main idea, and then write it in the margins.

Paragraph(s) 7 Paragraph(s) 8 Paragraph(s) 9

The French decided to support Jones traveled to France and While in command of his ship, the Americans following a was given command of a ship. Jones earned his fame as the victory over the British. Father of the American Navy.

Summarize the key idea of this passage in 25 words or less.

The French decided to help the Americans fight the British and gave Jones a ship. He became known as the Father of the American Navy.

Third Read

Reread paragraph 7. Explain why the French decided to help America fight the British. Quote and underline details from the text to support your answer.

Paragraph 7 states “French King Louis XVI decided to help” the Americans “fight the British,” because their victory at Saratoga “showed the French government the Americans just might win their independence.”

Reread paragraph 8. Quote and underline statements from the text that provide evidence to support the claim “everybody liked and respected” Jones.

In paragraph 8, the author claims “everybody liked and respected” Jones. It also states, “for perhaps the first time in his life, Jones did not quarrel with anyone,” and “he fought so well he was given command of the USS Bonhomme Richard.”

Reader Tasks - Quick Write 3 Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

USS Bonhomme Richard 7 A few months after Jones took charge in his life, Jones did not quarrel with of the Ranger, the American army anyone. Everybody liked and respected surprised the British and defeated them him, Americans and the French alike. in the Battle of Saratoga. This victory He was given orders to carry the fight showed the French government that to the British navy. He fought so well the Americans just might win their in- that he was given command of the USS dependence. So, the French king, Louis Bonhomme Richard. XVI, decided to help them fight the

British. The Bonhomme Richard, given to 9 America by the French, was a rebuilt

8 Jones was soon ordered to sail the merchant ship. While he was in command Ranger to Paris for a meeting with Ben of this vessel, Jones earned his fame as Franklin, John Adams, and Arthur the Father of the American Navy. Lee. They were America’s ambassadors to France. For perhaps the first time

6 Review and Explore Students discuss what was learned in the previous lesson. Students explore the page. Students identify the text features used in the text. Students predict what they will learn.

First Read Teacher reads page 7 aloud. Second Read

Students determine the main idea, and then write it in the margins.

Paragraph(s) 10 Paragraph(s) 11

Jones was given a medal by Although he was a hero, America broke its the king of France following a vows to him. He left America and became a victory at sea. man without a country.

Summarize the key idea of this passage in 25 words or less.

Jones gained victory for the Americans and French. However, America broke its vows to him. Angry, he left America, and was again without a country.

Third Read

Reread paragraphs 10-11. Explain how the author organized this section of text. Identify the primary text structure. Find and underline at least 2 signal words or phrases as evidence of the text structure.

The author used a sequential structure to organize this section of text. Some words that indicate this structure are: on September 23, 1779, after the victory, from then on, once again.

Reread paragraph 11. Explain how the American Congress breaking “its vows” influenced John Paul Jones. Quote and underline details from the text to support your answer.

Paragraph 11, states “the American Congress broke its vows to Jones.” This influenced the character of Jones as he was “angry, and worse, without a command.” Jones was so “outraged,” that he “left America for good.”

Reader Tasks - Quick Write 4 Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

© 2013 SNAP! Learning® All Rights Reserved. 10 10 On September 23, 1779, Jones led a From then on, everyone called John Paul 11 squadron of American ships against Jones a hero. However, to the shame a convoy of British ships in the Battle of the Americans, only the French put of Flamborough Head. It was during actions to their words. The American this fight that Jones shouted out to the Congress broke its vow to Jones. They captain of the HMS Serapis, “I have not had promised Jones the command of the yet begun to fight!” After the victory USS America, a 74-gun frigate. Before of the Bonhomme Richard over the Jones could take over, the Congress Serapis, the King of France gave Jones changed its mind. The ship was given the title of “Chevalier,” and a gold medal. to France. This left Jones angry, and worse, without a command. So, the outraged captain left America for good.

USS Bonhomme Richard Once again, he became a man without a country. Credit: U.S. Dept. of the Treasury Dept. U.S. Credit:

War Stamps and Bonds were issued by the U.S. government to help finance the costs of later wars.

7 Review and Explore Students discuss what was learned in the previous lesson. Students explore the page. Students identify the text features used in the text. Students predict what they will learn.

First Read Teacher reads page 8 aloud. Second Read

Students determine the main idea, and then write it in the margins.

Paragraph(s) 12 Paragraph(s) 13 Paragraph(s) 14-15

With little to do in France, Jones served well but quarreled Jones lived the last two Jones went to Russia where he with other admirals. He felt years of his life in France, was made an admiral in unwanted in Russia so he bitter and lonely. the navy. returned to France.

Summarize the key idea of this passage in 25 words or less.

Jones moved from France to Russia and back to France again. He felt unwanted and disrespected. He spent his final years bitter and lonely.

Third Read

Quote and underline statements from the text that provide evidence to support the claim in paragraph 14, Jones “spent the last two years of his life a bitter and lonely man.”

Paragraph 14 states Jones “spent the last two years of his life a bitter and lonely man.” In paragraph 13, the text states Jones felt “unwanted” and “disrespected.” Paragraph 15 also says Jones “wrote letters that nobody answered,” and even “his sisters in Scotland ignored him.”

Reread paragraph 13. Explain why “dissension turned the Empress against him.” Quote and underline details from the text to support your answer.

Paragraph 13 states “dissention turned the Empress against” Jones. The dissension was caused when Jones’ “personality once again landed him in trouble. He began to quarrel with the other Russian admirals,” and rumors spread to the Empress.

Reader Tasks - Quick Write 5 Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

© 2013 SNAP! Learning® All Rights Reserved. 12 the admirals were spreading rumors about him. This dissension turned the Empress against him. Feeling unwanted, disrespected, and with no place else to go, Jones went back to France. So again, this brave and resourceful man was without a country.

In Paris, Jones lived in a third-story 14 apartment. Unfortunately, the French Revolution had begun, and everyone

Portrait of Catherine II of Russia (1729-1796) oil on can- in the country was serving only their vas by Johann Baptist von Lampi the Elder (1751–1830) own selfish interests. Jones found

12 At first, Jones went back to France where himself with no war to fight. He spent he was appreciated. But the American the last two years of his life a bitter and War for Independence was over and he lonely man. had little to do. The only conflict at that time was between Russia and the Turks. He wrote letters that nobody answered. 15 For that reason, John Paul went to see Empress Catherine told him to “go the Russian Empress Catherine II. By mind his own business.” His sisters in 1788, he was made an Admiral in the Scotland ignored him. Even his old Russian Navy. friend, Gouverneur Morris, the American Minister to France, made little time

13 Although Jones served Catherine well, for him. his personality once again landed him in trouble. He began to quarrel with the other Russian admirals. Soon,

8 Review and Explore Students discuss what was learned in the previous lesson. Students explore the page. Students identify the text features used in the text. Students predict what they will learn.

First Read Teacher reads page 9 aloud. Second Read

Students determine the main idea, and then write it in the margins.

Paragraph(s) 16 Paragraph(s) 17

When John Paul Jones died, a French The chief finished his story of John Paul admirer paid for him to be buried in a lead Jones without saying if America ever casket filled with alcohol. honored the naval hero.

Summarize the key idea of this passage in 25 words or less.

The chief finished his story with Jones’ death in France. The young sailor was left to wonder if America ever honored the naval hero.

Third Read

Explain how the map of the Places John Paul Jones Lived contributes to your understanding of the text. Quote and underline details from the text to which the map refers.

The map of the Places John Paul Jones Lived contributes to the text by illustrating the different countries Jones tried to call home. When the text asks in paragraph 16 if America would do the “right thing, reclaim their naval hero, and finally give this courageous warrior a country, a home,” the reader can see how Jones did indeed live as a man without a country to call home.

What is the theme of Man Without a Country? Quote details from the text to support your answer.

The title of this passage Man Without a Country accurately describes the theme of the text. John Paul Jones “was an authentic American hero,” yet his personality constantly “landed him in trouble.” He was a “brave and resourceful man” who fought many battles for many countries but he was without “a country, a home.”

Reader Tasks - Quick Write 6 Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

© 2013 SNAP! Learning® All Rights Reserved. 14 16 Finally, on July 18, 1792, John Paul Jones When the chief was finished, the 17 died alone in his apartment. His body spellbound young sailor asked if the was taken to St. Louis cemetery, the only Americans did bring Jones home, burial place in Paris for Protestants. if the country did the right thing The funeral expenses were paid for for one of its heroes. In response, by a French admirer, Pierrot Francois the chief only patted the man on Simmoneau. Monsieur Simmoneau the shoulder gently and stared out ordered that John Paul Jones be buried to sea, a wry smile on his face. in a lead casket and that it be filled with Then, after a few short moments, alcohol. He was certain that one day the he turned to the younger man Americans would do the right thing, and said before walking away, “I reclaim their naval hero, and finally believe your skipper went to the give this courageous warrior a country, Naval Academy. You might want a home. to ask him, son.”

PLACES JOHN PAUL JONES LIVED

Russia Scotland

Atlantic Ocean EUROPE NORTH Paris, France AMERICA MIDDLE EAST Philadelphia, Pennsylvania, USA

AFRICA Atlantic Ocean Indian Ocean

SOUTH AMERICA MAPMAP KEY KEY citycity © d-maps.com

9 Review and Explore Students discuss what was learned in the previous lesson. Students explore the page. Students identify the text features used in the text. Students predict what they will learn.

First Read Teacher reads page 10 aloud. Second Read

Students determine the main idea, and then write it in the margins.

Paragraph(s) 18 Paragraph(s) 19

John Paul Jones is remembered as the Jones was buried in Paris in a “Father of the United States Navy.” casket filled with alcohol.

Summarize the key idea of this passage in 25 words or less.

John Paul Jones is remembered as the Father of the United States Navy. His body was buried by the French in a casket filled with alcohol.

Third Read

Reread paragraphs 18-19. Identify the point of view and purpose of the text for these paragraphs.

Paragraphs 18-19 are written in third person. The purpose of the text is to give information about the body of John Paul Jones after his death and burial in France.

Reread paragraph 19. Explain the effects of John Paul Jones’s body being buried in a casket filled with alcohol. Quote and underline at least two statements from the text to support your answer.

Paragraph 19 states, John Paul Jones “is buried at the United States Naval Academy in Annapolis.” It also states, “his body would have been lost forever.” The casket filled with alcohol preserved the body of the naval hero.

Reader Tasks - Quick Write 7

Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

© 2013 SNAP! Learning® All Rights Reserved. 16 Undisturbed and Unheralded Note: This true account of both burials of John Paul Jones was taken from standard history texts and the memoirs of U. S. Ambassador to France, Horace Porter.

18 John Paul Jones is remembered as the the United States Naval Academy in “Father of the United States Navy.” Annapolis. However, his body would His stubborn refusal to surrender to have been lost forever if the French had the British in a sea battle during the not first filled his casket with alcohol American Revolution endeared him to before they buried him in Paris. He was his compatriots. History has kept alive buried in an unmarked grave in the St. his defiant battle cry, “I have not yet Louis Cemetery in Paris. During the begun to fight!” French Revolution, the graveyard was allowed to fall into disrepair and was 19 It is a fitting tribute to America’s first used as a dumping ground for dead dogs famous naval hero that he is buried at and horses.

10 Review and Explore Students discuss what was learned in the previous lesson. Students explore the page. Students identify the text features used in the text. Students predict what they will learn.

First Read Teacher reads page 11 aloud. Second Read

Students determine the main idea, and then write it in the margins.

Paragraph(s) 20 Paragraph(s) 21

100 years after his death, President He found the well-preserved body Roosevelt commissioned Gen. Porter to floating in a coffin filled with find the body of Jones. alcohol in a French grave.

Summarize the key idea of this passage in 25 words or less.

100 years after his death, Americans found the well-preserved body of John Paul Jones floating in a coffin filled with alcohol in a French grave. Third Read

Reread paragraph 20-21. Explain how America found the body of John Paul Jones. Quote and underline details from the text to support your answer.

In paragraph 20, the text says President Roosevelt wanted the body of Jones to be found. This was accomplished by “General Horace Porter” being commissioned “to complete the challenging task.” Paragraph 21 states, Porter then “scoured French burial records,” located “the grave,” and “hired some workers to dig up the casket.” Once opened, “inside the casket, was the well-preserved body of John Paul Jones floating in alcohol.”

The title of this passage is Undisturbed and Unheralded. Underline the line in paragraph 20, where the author uses the same phrase “undisturbed and unheralded.” Using your knowledge of prefixes and suffixes, what does the phrase “undisturbed and unheralded” mean?

In paragraph 20, the author states “for over one hundred years, John Paul Jones lay undisturbed and unheralded.” The root word of undisturbed is disturb which means “to interfere with or change position of.” The root word of unheralded is herald which means “to actively promote or acclaim.” The prefix un means “not.” This phrase means the body of Jones was left alone and he was not acclaimed as a hero until 100 years after his death when “the President commissioned General Horace Porter” to find the “hero of the high seas.” Reader Tasks - Quick Write 8 Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

© 2013 SNAP! Learning® All Rights Reserved. 18 20 For over 100 years, John Paul Jones Ambassador Porter scoured French 21 lay undisturbed and unheralded. burial records. Locating the grave Then in 1905, President Teddy he thought contained the body of Roosevelt demanded that the American Commodore Jones, he hired some hero of the high seas be found. The workers to dig up the casket. When the President commissioned General Horace lid was pried off the lead coffin, Porter Porter, the American Ambassador to could not believe his eyes. There, inside France at the time, to complete the the casket, was the well-preserved body challenging task. of John Paul Jones, floating in alcohol. Photo: Brady-Handy Collection Brady-Handy Photo:

Gen. Horace Porter, U.S. Library of Congress.

11 Review and Explore Students discuss what was learned in the previous lesson. Students explore the page. Students identify the text features used in the text. Students predict what they will learn.

First Read Teacher reads page 12 aloud. Second Read

Students determine the main idea, and then write it in the margins.

Paragraph(s) 22 Paragraph(s) 23

The alcohol in the sealed coffin Jones’s body was transported back to preserved Jones’s body. America with a great deal of fanfare.

Summarize the key idea of this passage in 25 words or less.

Jones’ body was well-preserved. A small fleet transported him back to Annapolis with a great deal of fanfare.

Third Read

Reread paragraph 23. Quote and underline statements from the text that provide evidence to support the claim that Jones was transported “across the Atlantic amidst a great deal of fanfare.”

In paragraph 23, the author claims Jones was transported “across the Atlantic amidst a great deal of fanfare.” The text also states, “Three cruiser escorts accompanied the ship,” later “seven battleships joined the convoy,” and when the Brooklyn (carrying Jones) “reached Annapolis, its escorts fired a 15-gun salute.”

Explain how the photograph of the mummy of John Paul Jones contributes to your understanding of the text. Quote and underline details from the text to which the photograph refers.

The photograph of the mummy of John Paul Jones contributes to the text in paragraph 22, as it shows how “John Paul Jones had been preserved.” The photo shows “Jones’ hair had grown to a length of 30 inches” and “the flesh remained intact and only slightly shrunken.”

Reader Tasks - Quick Write 9 Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

22 The remains of the “Father of the United States Navy” were marvelously preserved. All the flesh remained intact and only slightly shrunken. Although Jones’ hair had grown to a length of 30 inches, Porter knew it was him. He compared the face with a sculpture of Jones. Later, a panel of three physicians confirmed the identity. The alcohol in the sealed, lead coffin had done its job; John Paul Jones had been preserved.

John Paul Jones by Moreau le Jeune, 1780

Jones was transported aboard the USS 23 Brooklyn for his last journey across the Atlantic amidst a great deal of fanfare. Three cruiser escorts accompanied the ship. When the Brooklyn reached the American coast, seven battleships joined the convoy. The small fleet sailed into Chesapeake Bay. When the Brooklyn reached Annapolis, its escorts fired a 15- gun salute. John Paul Jones was finally back in the United States and ready for reburial in the newly constructed chapel Photo: U.S. Naval Institute Photo Archive Photo Institute Naval U.S. Photo: at Annapolis.

The mummy of John Paul Jones

12 Review and Explore Students discuss what was learned in the previous lesson. Students explore the page. Students identify the text features used in the text. Students predict what they will learn.

First Read Teacher reads page 13 aloud. Second Read

Students determine the main idea, and then write it in the margins.

Paragraph(s) 24 Paragraph(s) 25

Jones’s body is now in the Jones was placed in a chapel at Annapolis. dry casket.

Summarize the key idea of this passage in 25 words or less.

The body of John Paul Jones reached its final resting place at the chapel in Annapolis in a dry casket.

Third Read

Reread paragraphs 24-25. Where was the final resting place of John Paul Jones? Quote and underline details from the text to support your answer.

Paragraph 24 states the final resting place of John Paul Jones is in “a permanent crypt beneath the chapel at Annapolis.”

Identify the main idea of this page. Quote and underline at least two details that support the main idea.

The main idea of this page is stated in paragraph 25, “Jones reached his final resting place.” After 113 years, “America’s most famous naval hero was resting in a dry casket.” Paragraph 24 adds, Jones “remains to this day” in “a permanent crypt beneath the chapel at Annapolis.”

Reader Tasks - Quick Write 10 Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

John Paul Jones’s marble and bronze sarcophagus at the United States Naval Academy

24 Jones was temporarily laid in a brick vault in Bancroft Hall. In 1913, he was moved to a permanent crypt beneath the chapel at Annapolis where the “Father of the United States Navy” remains to this day.

25 Before Jones reached his final resting place, officials took one last peek at the Commodore. Beneath the lid, America’s most famous naval hero was resting in a

dry casket. The alcohol that he had been Division, MD-329-2 & Photographs Prints of Congress, Library floating in for 113 years was finally gone. Bancroft Hall at Annapolis

13 Additional Source

The “Additi onal Source” is provided Additional Source for two purposes. Directions:Carefully read the passage below. One, students will use this passage to the right to complete the Close Reading Check on the facing page. The Russian Admiral by Marion Johns Reading this passage and completi ng the Close Reading Check is meant to John Paul Jones was a naval hero. Through- 1 determine how well students are able to approach and comprehend complex and out his career in the navy, he was uncom- challenging text. monly brave. He also was highly ambitious, Over ti me, students should demonstrate desiring both honor and fame. He wanted to higher levels of profi ciency with each Close Reading Check. be an admiral. At the time, the United States did not have the rank of admiral, further Two, students will use this passage to the right as an additi onal source to angering the already frustrated Jones. How- complete the writi ng prompt located aft er John Paul Jones Memorial ever, Russia needed commanders for its navy the Close Reading Check. © Cliff via Flickr in a fight against the Turks of the Ottoman Follow these steps. Empire. Therefore, Jones soon found himself a Rear Admiral in the service of Catherine the Great, the Empress of Russia. Close Reading Check Jones fought heroically. He helped the Russians to several important victories 2 Read the passage to students. in the Black Sea. Incredibly, one night Jones had a Russian sailor row him on

Provide a litt le background a boat to the middle of the Turkish fleet. Jones wrote in giant letters on one knowledge, but not so much that Turkish ship “TO BE BURNED. PAUL JONES.” This came true as Jones’s ship the students do not need to read the passage to complete the tasks or sank the vessel the next day in battle. answer the questi ons.

3 Students read the passage Unfortunately, other Russian officers were jealous of Jones. For numerous independently. reasons, they did not like him. Therefore, the Russians recalled Jones from

Students complete the tasks and his position. He returned to St. Petersburg, the capital of Russia at the time. answer the questi ons on the facing There, he faced continued attacks on his character from rival officers. Eventu- page. ally, the betrayed Jones returned to Paris, where he died. Use the Scoring Rubric on the facing page to score each task and answer.

NOTES!

© 2013 SNAP! Learning® All Rights Reserved. 24 Scoring Rubric Total: Close Reading Check 12 Completed ALL PARTS of the task or questi on. Answered Directions:Use the passage on the facing page to answer the questions below. 3 ALL PARTS with a HIGH DEGREE of understanding. 1. Find the word rival in paragraph 3. In the space provided, write your defi- nition of the word. Then, identify the strategy you used to determine the 3 meaning. Finally, explain how this strategy was helpful to you. Completed ALL PARTS ______The word rival refers to someone competing against another to be more of the task or questi on. ______successful. I used the context clue “other Russian officers were jealous of 2 Answered ALL PARTS with an ACCEPTABLE DEGREE of Jones” to determine the meaning. When reading, I should look for context ______understanding. ______clues to help determine the meaning of words.

2. Determine the main idea of each paragraph. 3 Completed SOME PARTS P1 John Paul Jones was a naval hero who became an admiral in the ______of the task or questi on. ______Russian navy. Answered SOME PARTS 1 with a LIMITED DEGREE Jones fought heroically for the Russians. ______P2 of understanding. ______P3 Jones faced attacks on his character from other officers and eventually ______left Russia. No att empt was made to 0 complete the task or 3. Summarize this passage in 25 words or less. questi on, or the answer 3 is unintelligible. ______Jones was a naval hero who became an admiral in the Russian navy. He ______was not liked by other officers and eventually left Russia. ______

4. Describe the key events that led John Paul Jones to eventually return to Paris. Cite and quote evidence from the text to support your answer. 3 Underline the evidence in the text. ______There were some key events that led John Paul Jones to return to Paris. The text ______states in paragraph 1, “He wanted to be an admiral,” but lacking the opportunity ______in the U.S. he “soon found himself a Rear Admiral in the service of Catherine the ______Great, the Empress of Russia.” Paragraph 3 says Jones later “faced continued ______attacks on his character from rival officers,” and left Russia for Paris. © 2013 SNAP! Learning® All Rights Reserved. 15

NOTES!

Read the enti re prompt to students. Reread the fi rst paragraph. In celebration of Veteran’s Day, a retired naval officer visited your class

Help students identi fy the purpose and talked about the “Father of the American Navy,” John Paul Jones. Each for writi ng. student must create an opinion essay stating whether they agree or disagree

Have students identi fy their role with the claim that John Paul Jones was a man without a country. Essays will be as the writer, the audience, the read by your teacher and the retired naval officer. format, and the topic. After reading “John Paul Jones” and “The Russian Admiral,” form an Students complete the opinion stating whether you agree or disagree with the claim that John Paul R.A.F.T. Table as illustrated. Jones was a man without a country. Choose evidence from the sources to (See completed R.A.F.T. table). support your opinion. Then, write an opinion essay several paragraphs long. Students restate the prompt using Organize and support your opinion with reasons or details from the sources. the frame at the bott om of the page as illustrated. Use your own words except when quoting directly from the sources. Be sure to cite the source title when using evidence from the sources. Reread the second paragraph.

Students underline or highlight the required elements:

1. Develop an opinion statement. R.A.F.T. Table 2. Organize and support the opinion ROLE student statement with reasons and evidence from sources. AUDIENCE Teacher & retired naval officer 3. Use your own words or quote from sources. FORMAT opinion essay . Cite sources. TOPIC John Paul Jones: A man without a country

I am ______.a student I am writi ng an ______an opinion essay for role format

______my teacher and a retired naval officer about ______. John Paul Jones: A man without a country audience topic

NOTES!

This graphic organizer provides the OPINION Sentence structure for the multi -paragraph essay, I think that John Paul Jones was not only a man with a country; he was a arti cle, report, etc. It includes an introducti on that contains man of many countries. the opinion sentence, three body paragraphs with reasons that support the opinion sentence, and a conclusion that restates the opinion sentence and CITE SOURCE SUPPORTING Reason summarizes the three supporti ng reasons. Title originally from Scotland “Mariner’s Quest” Space is provided for three body paragraphs in the MULTI-PARAGRAPH Graphic Organizer to the left and in the ensuing pages of this portf olio; however, 4 Page # students may choose as many or as Paragraph # 3 few body paragraphs as needed for this prompt. SUPPORTING Reason CITE SOURCE Using more than one source in the Title called the Father of the American Navy portf olio, students develop an opinion “Mariner’s Quest” sentence about the topic from the R.A.F.T. Table as illustrated.

Page # 10 Students organize and support Paragraph # 19 the opinion sentence with reasons and evidence from sources in the portf olio as demonstrated. SUPPORTING Reason CITE SOURCE

Title Students cite the source for each served in the Russian navy “The Russian Admiral” supporti ng reason as shown. Students do not complete the 14 Conclusion at this ti me. Page # 2 Paragraph # The examples we provide are for illustrati on purposes. Please work with students to develop their own opinion CONCLUSION sentence and supporti ng reasons and evidence.

NOTES!

The Introducti on contains three parts: a INTRODUCTION SNAPPY! Opening, the Opinion Sentence, and a Linking Sentence that links the SNAPPY! Opening to the Opinion Sentence. PLAN IT!

OPENING TYPES SNAPPY! Opening Examples PLAN IT! It was August 28, 1963 when Dr. Marti n Luther King Jr. gave a powerful speech to SF STATEMENT / FACT It is important for students to learn nearly 250 thousand people in Washington, D.C. how to write an eff ecti ve opening that hooks the reader. ? QUESTION Is it fair that one group of people is treated fairly and another group of people is treated unfairly? The table to the right provides Q “I have a dream.” four SNAPPY! openings types with QUOTE an example for each type. These It was a hot and humid day in late summer. I sat on the shoulders of my father A ANECDOTE examples are used in every portf olio. looking out over a huge crowd of nearly 250 thousand people.

Students select an opening from the Opening Types column that they SNAPPY! Opening would like to use. There once was a naval hero who fought for several different countries and in With guidance, students write a SNAPPY! opening in the SNAPPY! various wars. Opening box as illustrated.

Students copy the opinion sentence from the MULTI-PARAGRAPH Graphic Organizer on the previous page LINKING Sentences into the OPINION Sentence box as illustrated. Some say because this man lived in so many places he was a man without a country.

The linking sentences are the last This man was John Paul Jones. sentences students write.

With guidance, students write one or more sentences in the LINKING Sentences box. OPINION Sentence

These sentences link the SNAPPY! I disagree with the claim that John Paul Jones was a man without a country. I think opening sentence to the Opinion sentence so that the paragraph that Jones was not only a man with a country; he was a man of many countries. fl ows naturally.

NOTES!

INTRODUCTION SAY IT! SAY IT! With a partner, students orally rehearse the Introducti on using the SNAPPY! Opening graphic organizer from the left facing page and the frame to the left . LINKING Sentences

OPINION Sentence Teacher monitors oral rehearsal.

As students orally rehearse, they WRITE IT! may wish to change some of the A wording from the graphic organizer There once was a naval hero who fought for several different countries and to make the paragraph fl ow L naturally. in various wars. Some say because this man lived in so many places he was a

man without a country. This man was John Paul Jones. I disagree with the claim WRITE IT! OP that John Paul Jones was a man without a country. I think that Jones was not Once students are sati sfi ed with their oral rehearsal, they write their only a man with a country; he was a man of many countries. paragraph in the WRITE IT! box as illustrated.

READ IT! Students read their introducti on aloud to make sure it sounds correct.

CHECK IT! Students mark up their writi ng using the codes from the CHECK IT! box as illustrated.

The elements in the CHECK IT! box are aligned to purpose and organizati on as detailed in the rubric at the back READ IT! INDENT PARAGRAPH SF STATEMENT FACT of this lesson plan book. ? QUESTION L LINKING SENTENCES CHECK IT! Q QUOTE OP OPINION SENTENCE It is recommended that students also edit

SNAPPY! Opening SNAPPY! A ANECDOTE for writi ng conventi ons.

NOTES!

© 2013 SNAP! Learning® All Rights Reserved. 29 Body BODY PLAN IT! Students expand the 1st supporti ng PLAN IT! reason from the MULTI-PARAGRAPH Graphic Organizer into a sentence in SUPPORTING Reason the 1st SUPPORTING Reason box as illustrated to the right. John Paul Jones was originally from Scotland.

Students elaborate the 1st supporti ng reason with explanati ons, examples, personal experiences, or details from the text in the ELABORATE box.

Students copy the cited source informati on from the MULTI- ELABORATE PARAGRAPH Graphic Organizer as illustrated in the CITE SOURCE column He was born and spent his youth in that country. Jones left Scotland to become a to the right. sailor. Leaving a nation for a job does not mean the country is no longer your home. Students quote or paraphrase evidence from the cited source in the QUOTE or PARAPHRASE box.

The TRANSITIONS Table provides various transiti ons students may use in constructi ng the body paragraph. QUOTE or PARAPHRASE a reason from a source CITE SOURCE Column 1 lists transiti ons “He left his home in Scotland at the age of 13 and went Title to be used with the 1st supporti ng “Mariner’s Quest” reason sentence in the paragraph. to sea.”

2 4 Column lists transiti ons to be Page # used with quoti ng or paraphrasing Paragraph # 3 evidence from the text.

TRANSITIONS Table

1 First 2 The author states The fi rst reason The text says To begin with The author says Initi ally According to ______,author In the fi rst place

NOTES!

© 2013 SNAP! Learning® All Rights Reserved. 30 Body BODY SAY IT! SAY IT! With a partner, students orally rehearse this body paragraph using 1 Transiti on , 1st supporti ng reason the graphic organizer, the

elaborate TRANSITIONS Table from the left facing page and the frame to the left . Transiti on 2 , quote or paraphrase a reason from a source Teacher monitors oral rehearsal.

WRITE IT! As students orally rehearse, they may wish to change wording from SR the graphic organizer and try To begin with, John Paul Jones was originally from Scotland. He was born diff erent transiti ons from the EL TRANSITIONS Table to make the and spent his youth in that country. Jones left Scotland to become a sailor. paragraph fl ow naturally.

Leaving a nation for a job does not mean the country is no longer your home. Q WRITE IT! According to Bill Coate, “He (Jones) left his home in Scotland at the age of 13 Once students are sati sfi ed with CS and went to sea.” (“Mariner’s Quest”) their oral rehearsal, they write their paragraph in the WRITE IT! box as illustrated.

READ IT! Students read their paragraph aloud to make sure it sounds correct.

CHECK IT! Students mark up their writi ng using the codes from the CHECK IT! box as illustrated. READ IT! INDENT PARAGRAPH Q QUOTE The elements in the CHECK IT! box are aligned to purpose and organizati on, T TRANSITIONS P PARAPHRASE and evidence and elaborati on as CHECK IT! SR SUPPORTING REASON detailed in the rubric at the back of EL ELABORATION CS CITE SOURCE this lesson plan book.

Peer editi ng is encouraged once students become profi cient with marking up, NOTES! editi ng, and revising their own writi ng.

PLAN IT! BODY Students expand the 2nd supporti ng PLAN IT! reason from the MULTI-PARAGRAPH Graphic Organizer into a sentence in SUPPORTING Reason the 2nd SUPPORTING Reason box as illustrated to the right. Jones is called the Father of the American Navy.

Students elaborate the 2nd supporti ng reason with explanati ons, examples, personal experiences, or details from the text in the ELABORATE box.

Students copy the cited source ELABORATE informati on from the MULTI- PARAGRAPH Graphic Organizer as Only a nation that considered him part of their country would give Jones such a title. illustrated in the CITE SOURCE column to the right. The Americans even sent an ambassador to retrieve his body from France. Further,

Students quote or paraphrase Jones received a welcoming ceremony when his body arrived on U.S. soil and was evidence from the cited source in the QUOTE or PARAPHRASE box. given a permanent memorial at the Naval Academy. The TRANSITIONS Table provides various transiti ons students may use in constructi ng the body paragraph. QUOTE or PARAPHRASE a reason from a source CITE SOURCE

Title Column 1 lists transiti ons to be “It is a fitting tribute to America’s first famous naval used with the 2nd supporti ng reason “Mariner’s Quest” sentence in the paragraph. hero that he is buried at the United States Naval

Academy in Annapolis.” Page # 10 Column 2 lists transiti ons to be used with quoti ng or paraphrasing Paragraph # 19 evidence from the text.

TRANSITIONS Table

1 Second In additi on 2 The author states The second reason Further The text says Another reason Furthermore The author says Additi onally According to ______,author

NOTES!

© 2013 SNAP! Learning® All Rights Reserved. 32 Body BODY SAY IT! SAY IT! With a partner, students orally rehearse this body paragraph using 1 Transiti on , 2nd supporti ng reason the graphic organizer, the TRANSITIONS Table from the left elaborate facing page and the frame to the left . Transiti on 2 , quote or paraphrase a reason from a source Teacher monitors oral rehearsal.

WRITE IT! As students orally rehearse, they may wish to change wording from SR the graphic organizer and try Additionally, Jones is called the Father of the American Navy. Only a nation diff erent transiti ons from the EL TRANSITIONS Table to make the that considered him part of their country would give Jones such a title. The paragraph fl ow naturally.

Americans even sent an ambassador to retrieve his body from France. Further, WRITE IT! Jones received a welcoming ceremony when his body arrived on U.S. soil and Once students are sati sfi ed with was given a permanent memorial at the Naval Academy. The text says “It is their oral rehearsal, they write their paragraph in the WRITE IT! box as Q a fitting tribute to America’s first famous naval hero that he is buried at the illustrated. CS United States Naval Academy in Annapolis.” (“Mariner’s Quest”) READ IT! Students read their paragraph aloud to make sure it sounds correct.

CHECK IT! Students mark up their writi ng using the codes from the CHECK IT! box as illustrated.

READ IT! The elements in the CHECK IT! box are INDENT PARAGRAPH Q QUOTE aligned to purpose and organizati on, T TRANSITIONS P PARAPHRASE and evidence and elaborati on as CHECK IT! SR SUPPORTING REASON detailed in the rubric at the back of this lesson plan book. EL ELABORATION CS CITE SOURCE

Peer editi ng is encouraged once students become profi cient with marking up, NOTES! editi ng, and revising their own writi ng.

PLAN IT! Body Paragraph 4 BODY Students expand the 3rd supporti ng PLAN IT! reason from the MULTI-PARAGRAPH Graphic Organizer into a sentence in SUPPORTING Reason the 3rd SUPPORTING Reason box as illustrated to the right. John Paul Jones served in the Russian navy.

Students elaborate the 3rd supporti ng reason with explanati ons, examples, personal experiences, or details from the text in the ELABORATE box.

Students copy the cited source informati on from the MULTI- ELABORATE PARAGRAPH Graphic Organizer as illustrated in the CITE SOURCE He pledged his loyalty to Russia and was accepted as one of its warriors. Though column to the right. Jones did not become a Russian citizen, going to war for the nation suggests he felt at Students quote or paraphrase evidence from the cited source in the home there. QUOTE or PARAPHRASE box.

The TRANSITIONS Table provides various transiti ons students may use in constructi ng the body paragraph. QUOTE or PARAPHRASE a reason from a source CITE SOURCE Column 1 lists transiti ons to be While in the service of the Russian navy, Jones fought Title used with the 3rd supporti ng reason “The Russian Admiral” sentence in the paragraph. heroically in the Black Sea and led the country to many

2 14 Column lists transiti ons to be important victories. Page # used with quoti ng or paraphrasing Paragraph # 2 evidence from the text.

TRANSITIONS Table

1 Third Last 2 The author states The third reason Lastly The text says The last reason Finally The author says A fi nal reason A fi nal idea According to ______,author

NOTES!

BODY SAY IT! SAY IT! With a partner, students orally rehearse this body paragraph using 1 Transiti on , 3rd supporti ng reason the graphic organizer, the elaborate TRANSITIONS Table from the left facing page and the frame to the left . Transiti on 2 , quote or paraphrase a reason from a source Teacher monitors oral rehearsal.

WRITE IT! As students orally rehearse, they may wish to change wording from SR the graphic organizer and try Lastly, John Paul Jones served in the Russian navy. He pledged his loyalty to diff erent transiti ons from the EL TRANSITIONS Table to make the Russia and was accepted as one of its warriors. Though Jones did not become paragraph fl ow naturally.

a Russian citizen, going to war for the nation suggests he felt at home there. P WRITE IT! The author states that while in the service of the Russian navy, Jones fought Once students are sati sfi ed with heroically in the Black Sea and led the country to many important victories. their oral rehearsal, they write their CS paragraph in the WRITE IT! box as (“The Russian Admiral”) illustrated.

READ IT! Students read their paragraph aloud to make sure it sounds correct.

CHECK IT! Students mark up their writi ng using the codes from the CHECK IT! box as illustrated.

READ IT! The elements in the CHECK IT! box are INDENT PARAGRAPH Q QUOTE aligned to purpose and organizati on, T TRANSITIONS and evidence and elaborati on as P PARAPHRASE CHECK IT! SR SUPPORTING REASON detailed in the rubric at the back of this lesson plan book. EL ELABORATION CS CITE SOURCE

Peer editi ng is encouraged once students become profi cient with marking up, NOTES! editi ng, and revising their own writi ng.

Paragraph 4 PLAN IT! BODYBody Paragraph 4 CONCLUSION It is important for students to learn how PLAN IT! to write an eff ecti ve closing. CLOSING TYPES SNAPPY Closing Examples The table to the right provides four SUPPORTING Reason SNAPPY! Closing Types with an example ? WONDER /QUESTION I wonder what Marti n Luther King would think of America today? for each type. These examples are used in every portf olio. M MESSAGE / MORAL Peaceful protests can lead to change.

He will long be remembered for his peaceful eﬀ orts to make change. Students restate or paraphrase PS POWERFUL STATEMENT the opinion sentence from the ELABORATE CC CLEVER CONNECTION The dream lives on! Introducti on in the Restate the OPINION box. Restate the OPINION Students summarize the supporti ng reasons from the body in the I disagree with the claim that John Paul Jones was a man without a country. SUMMARIZE the Supporti ng Reasons box.

Students select a SNAPPY! Closing Type from the SNAPPY! Closing Table SUMMARIZE the Supporting Reasons as illustrated by the red circle in the fi rst column of the table at the top of As noted above, he had his homeland of Scotland, he is considered the Father of the the page. American Navy, and he served in the Russian navy. Students create a SNAPPY! Closing and write it in the SNAPPY! Closing box. SNAPPY! Closing The TRANSITIONS Table provides various transiti ons students may use John Paul Jones was a man of many countries. He had an opportunity to truly live as a in constructi ng the Conclusion. citizen of the world as he joined himself with not just one, but three countries. Column 1 lists transiti ons to be used with restati ng the opinion sentence in the paragraph. TRANSITIONS Table

Column 2 lists transiti ons to be 1 In closing To conclude 2 As stated, As discussed, used with summarizing the three In summary To sum up As noted, In other words, supporti ng reasons. To summarize In brief As shown above, Therefore, In conclusion

NOTES!

BODY CONCLUSIONParagraph 4 SAY IT! SAY IT! With a partner, students orally rehearse the Conclusion using the Transiti on 1 3rd supporti ng reason Transiti on , restate or paraphrase the opinion graphic organizer, the TRANSITIONS Table from the left facing page and 2 elaborate Transiti on , summarize supporti ng reasons the frame to the left . Transiti on 2 quote or paraphrase a reason from a source , SNAPPY! closing Teacher monitors oral rehearsal.

WRITE IT! As students orally rehearse, they may wish to change wording from ROP For these reasons, I disagree with the claim that John Paul Jones was a the graphic organizer and try SR diff erent transiti ons from the man without a country. As noted above, he had his homeland of Scotland, he is TRANSITIONS Table to make the paragraph fl ow naturally. SR SR considered the Father of the American Navy, and he served in the Russian navy. PS WRITE IT! John Paul Jones was a man of many countries. He had an opportunity to truly Once students are sati sfi ed with live as a citizen of the world as he joined himself with not just one, but three their oral rehearsal, they write their paragraph in the WRITE IT! box as countries. illustrated.

READ IT! Students read their conclusion aloud to make sure it sounds correct.

CHECK IT! Students mark up their writi ng using the codes from the CHECK IT! box as illustrated.

The elements in the CHECK IT! box are READ IT! INDENT PARAGRAPH PARAGRAPH Q? QUOTEWONDER / QUESTION aligned to purpose and organizati on as detailed in the rubric at the back T TRANSITIONS M MESSAGE / MORAL P PARAPHRASE of this lesson plan book. CHECK IT! SR SUPPORTING REASONS REASON PS POWERFUL STATEMENT ROP RESTATE OPINION CS CITE SOURCE

EL ELABORATION CLOSING SNAPPY! CC CLEVER CONNECTION It is recommended that students also edit © 2013 SNAP! Learning® All Rights Reserved. for writi ng conventi ons. 27 Peer editi ng is encouraged once students become profi cient with marking up, editi ng, and revising their own writi ng. NOTES!

WRITE IT! FINAL DRAFT

Students compose their fi nal draft using WRITE IT! There once was a naval hero who fought for several different the introducti on, body paragraphs, and conclusion from the WRITE IT! steps on countries and in various wars. Some say because this man lived in so many places he the previous pages. was a man without a country. This man was John Paul Jones. I disagree with the claim I that John Paul Jones was a man without a country. I think that Jones was not only a ALIGNMENT TO RUBRIC man with a country; he was a man of many countries. States a clear opinion statement To begin with, John Paul Jones was originally from Scotland. He was born and spent his youth in that country. Jones left Scotland to become a sailor. Leaving a nation Well-organized with for a job does not mean the country is no longer your home. According to Bill Coate, introducti on, body, and “He (Jones) left his home in Scotland at the age of 13 and went to sea.” (“Mariner’s conclusion Quest”) Uses appropriate transiti ons Additionally, Jones is called the Father of the American Navy. Only a nation that considered him part of their country would give Jones such a title. The Americans Quotes from sources to even sent an ambassador to retrieve his body from France. Further, Jones received a support reasons B welcoming ceremony when his body arrived on U.S. soil with a permanent memorial at the Naval Academy. The text says “It is a fitting tribute to America’s first famous naval Paraphrases from sources to support reasons hero that he is buried at the United States Naval Academy in Annapolis.” (“Mariner’s Quest”) (Cites sources) Lastly, John Paul Jones served in the Russian navy. He pledged his loyalty to Russia and was accepted as one of its warriors. Though Jones did not become a Uses appropriate vocabulary Russian citizen, going to war for the nation suggests he felt at home there. The author from sources. states that while in the service of the Russian navy, Jones fought heroically in the Black Sea and led the country to many important victories. (“The Russian Admiral”) For these reasons, I disagree with the claim that John Paul Jones was a man without a country. As noted above, he had his homeland of Scotland, he is considered C the Father of the American Navy, and he served in the Russian navy. John Paul Jones was a man of many countries. He had an opportunity to truly live as a citizen of the world as he joined himself with not just one, but three countries.

NOTES!

READ IT! CHECK GENRE I INTRODUCTION Students read their fi nal draft aloud to make sure it sounds correct. INFORMATIONAL B BODY OPINION CHECK IT! CHECK IT! NARRATIVE C CONCLUSION Students mark up their writi ng using the codes from the CHECK IT! box as RUBRIC illustrated. The elements in the CHECK IT! box are aligned to purpose and organizati on PURPOSE & States a clear opinion, stays on topic as detailed in the rubric. ORGANIZATION Is well-organized

Has an introducti on and conclusion It is recommended that students do a fi nal Uses appropriate transiti ons edit for writi ng conventi ons.

Peer editi ng is encouraged once students SUBTOTAL become profi cient with marking up, editi ng, and revising their own writi ng. EVIDENCE & Quotes or paraphrases from sources to support the opinion ELABORATION statement and supporti ng reasons Elaborates the opinion statement and supporti ng reasons with examples, personal experiences, or details from the text Rubric Develops ideas clearly using appropriate vocabulary (uses vocabulary from sources) Place a “1” in the score box if the student has met the Style is appropriate for the format and audience writi ng descriptor. (formal and academic)

SUBTOTAL Place a “0” in the score box if the student has not met the writi ng descriptor. CONVENTIONS Uses proper spelling, punctuati on, and capitalizati on

Uses correct grammar and sentence formati on Total the score.

SUBTOTAL

TOTAL SCORE

NOTES!

Callo, Joseph. (2011). John Paul Jones: America’s First Sea Warrior. Annapolis, MD: Naval Institute Press.

Foner, Eric and Garraty, John A. (ed.). (1991). The Readers’ Companion to American History. New York: Houghton Mifflin Harcourt Publishing Company.

Morison, Samuel Eliot. (1999). John Paul Jones: A Sailor’s Biography. Annapolis, MD: US Naval Institute Press.

“Niles’ Weekly Register Articles Relating to John Paul Jones.” Biographies in Naval History. http://www.history.navy.mil/bios/jones_jp_niles.htm

Thomas, Evan. (2003).John Paul Jones: Sailor, Hero, Father of the American Navy. Waterville, ME: Thorndike Press.

Images Page 4 John Paul Jones by Charles Willson Peale, oil on canvas, NPS.gov, PD-ART http://commons.wikimedia.org/wiki/File:John_Paul_Jones_by_Charles_Wilson_Peale,_c1781.jpg

Page 5 Continental Ship Alfred by W. Nowland Van Powell, oil painting, U.S. Naval History and Heritage Command Photograph, PD. http://commons.wikimedia.org/wiki/File:NH_85212-KN.jpg

Page 6 The Bonhomme Richard, 1779. Copy of artwork by F. Muller, 1883 - 1966, U.S. National Archives and Records Administration, PD. http://commons.wikimedia.org/wiki/File:The_Bonhomme_Richard,_1779._Copy_of_artwork_by_F._Muller,_1883_-_1966_-_NARA_-_512971.tif

Page 7 John Paul Jones color poster by James Daugherty, United State Dept. of Treasury, PD http://digital.library.unt.edu/ark:/67531/metadc329/

Page 8 Portrait of Catherine II of Russia (1729-1796) by Johann Baptist von Lampi the Elder, oil on canvas, PD. http://commons.wikimedia.org/wiki/File:Johann-Baptist_Lampi_d._%C3%84._007.jpg

Page 11 Gen. Horace Porter, U.S.A by Matthew Brady or Levin Handy, Brady-Handy Collection, PD http://www.loc.gov/pictures/item/brh2003001303/PP/

Page 12 John Paul Jones Mummy, US Naval Institute Photo Archice http://www.usni.org/magazines/navalhistory/2012-01/resurrection-john-paul-jones

John Paul Jones Portrait (engraving) by Jean-Michel Moreau and Jean Baptist Fossoyeux, PD-US http://commons.wikimedia.org/wiki/File:John_Paul_Jones_by_Moreau_le_Jeune_1780.jpg

Page 13 John Paul Jones’ Tomb by U.S. Navy photo by Photographer’s Mate 1st Class Kevin H. Tierney, PD http://commons.wikimedia.org/wiki/File:US_Navy_050527-N-6077T-007_Father_of_the_U.S._Navy,_John_Paul_Jones,_is_entombed_at_ the_U.S._Naval_Academy_and_is_guarded_by_Midshipman_24-hours_a_day,_three_hundred_sixty_five_days_a_year.jpg

U.S. Naval Academy, Bancroft Hall, Annapolis by John T. Lowe (Historic American Buildings Survey), PD http://commons.wikimedia.org/wiki/File:Bancroft_Hall_US_Naval_Academy_LOC_084380.jpg

CEE AD CAREER READIE TADARD

LITERARY TEXT INFORMATIONAL TEXT

DT Details in Text Inference DT Details in Text Inference

CM enral essage Th ee M Main Idea Sum ar

CSE Characters, Settings, and Events Rel Relationships in Text

Wo Wo Ph Words and Phrases Ph Words and Phrases

SS or rre TS e rre TS e rre

PoV Point of View Pur Purpose PoV Point of View

Illustrations Visual Visual Images TF e eares in Stories Information

RE Reasons and Evidence

CC Compare and Contrast CC Compare and Contrast

TC Text Complexity TC Text Complexity

FOUNDATIONAL SKILLS WRITING

Ph Phonics and Word Recognition Informational / Explanatory WR

Fl len Nar Narrative

SPEAKING AND LISTENING O A Opinion / Argumentative

CD Collaborative Discussion CW Coherent Writing

Po Presentation of Information WP Writing Process

MM Multimedia RoW Range of Writing

LANGUAGE

WM Word Meaning FL Figurative Language, WR Word Relationships

fv Recommended READABILITY CCR Stretch Title Word Count Grade Type Lexile FP* Lexile Range

5 Mariner’s Quest 1000 Z 770 - 980 1656

*Fountas and Pinnell EAN