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LP ISBN Print: 978-1-63260-298-5 ePub: 978-1-63260-299-2 Copyright © 2013 SNAP! Learning® 4325 N. Golden State Blvd. #102 Fresno, Ca 93722 855.200.SNAP www.snaplearning.net ALL RIGHTS RESERVED. This book contains material protected under International and Federal Copyright Laws and Treaties. Any unauthorized reprint or use of this material is prohibited. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system without express written permission from the author / publisher. LP 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. © 2013 SNAP! Learning® All Rights Reserved. 4 Man Without a Country Fictional account based on true facts from the life of John Paul Jones 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 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) 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 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.

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