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CRP LP Assumed Identity V2 LP ISBN Print: 978-1-63260-376-0 ePub: 978-1-63260-377-7 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 Disguised Identity............................................................................................................4 4 Sarah Emma Edmonds .....................................................................................................6 5 Jennie Hodgers ................................................................................................................8 6 Loreta Janeta Velazquez ...................................................................................................10 7 Acknowledged Identity .................................................................................................12-14 8-9 Revealed Identity: The Trial of Jennie Hodges/Albert D.J. Cashier ................................16-22 10-13 Additional Source .........................................................................................................24 14 Close Reading Check .....................................................................................................26 16 Writing .....................................................................................................................28-42 18-32 Rubric ...........................................................................................................................43 33 References ....................................................................................................................44 36 College and Career Readiness Standards .............................................................................47 Introduce Book Students look at the front cover, read the title, author, and illustrator. Students browse the Table of Contents and book to predict what they will learn about. First Read Teacher reads page 4 aloud. Second Read Students read to the stop sign highlighting difficult and challenging words and phrases. Students use strategies to work through the decoding and 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) 1-2 Paragraph(s) 3 Paragraph(s) 4 Harsh conditions faced both Women were to remain at Some women assumed a male soldiers and families at home home and forbidden to join identity to join the war effort. during the Civil War. the war. Summarize the key idea of this passage in 25 words or less. Harsh conditions faced soldiers and families during the Civil War. Some women, forbidden to join the war effort, assumed male identities to join the fight. Third Read Reread paragraph 4. Explain why some women assumed a male identity and joined the war effort. Underline and cite details from the text to support your answer. During the Civil War, some women assumed a male identity and joined the war effort. In paragraph 4, the text states, “instead of waiting for bad news from the battlefields, some women decided to boldly join in the war effort.” It adds, “these brave women decided to assume the identity of men so they could seize a weapon and fight.” Reread paragraphs 1-2. Identify the claim the author makes in paragraph 1. Underline and cite evidence the author gives to support the argument or claim. In paragraph 1, the author claims that analysis of the Civil War has proven “the conditions faced by soldiers, and those that remained on the home front, were nothing short of complete devastation.” He supports this with the statement “combatants fought with inadequate weapon supplies, clothing, and food.” In paragraph 2, he adds “thousands of American families were fatherless for a significant time, many forever.” 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 Disguised Identity Battle of Chickamauga Lithograph by Kurz & Allison 1 The historical analysis of the American Civil War (1861- During the war, the choices for women were limited to 3 1865) has consistently proven over the last 150 years that staying at home, watching and caring for children or prop- the conditions faced by soldiers, and those that remained erty, or helping out with odd jobs around the community. on the home front, were nothing short of complete devas- The thought of grabbing a musket was deemed unladylike, tation. Often, combatants fought with inadequate weapon unacceptable, and, more importantly, illegal. supplies, clothing, and food, especially the soldiers repre- senting the Confederate States. Regardless, instead of waiting for bad news from the bat- 4 tlefields, some women decided to boldly join in the war 2 While the plight of the soldiers was alarming, it sometimes effort. The laws for both the North and South were explic- pales in comparison to the conditions faced by the families it: No Women Allowed! Therefore, these brave women fighting to survive without a man in the house. In fact, it decided to assume the identity of men so that they could is estimated that over 4 million men were sent to fight in seize a weapon and fight. In fact, these women often ex- America’s bloodiest conflict, and over 600,000 lost their celled to higher ranks than the men and fought just as lives. This means that thousands of American families were hard, and as long, as their male counterparts. fatherless for a significant time, many forever. 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 highlighting difficult and challenging words and phrases. Students use strategies to work through the decoding and 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) 5 Paragraph(s) 6 Paragraph(s) 7 Sarah Edmonds, raised on a She entered the U.S., assumed a She received promotions for farm in Canada, performed the male identity, and held various outstanding efforts. same tasks as boys. non-fighting infantry positions. Summarize the key idea of this passage in 25 words or less. Sarah Edmonds grew up on a farm in Canada, entered the U.S. assuming a male identity, and was praised for her efforts during the war. Third Read Reread paragraph 7. Explain why the author chose to include this quote. Underline and cite textual evidence. In paragraph 7, the author includes a quote from a Congressional Report stating that Edmonds as Franklin Thompson served with “intelligence and efficient aid.” The inclusion of this quote illustrates the fact that women could perform service in the war effort, even though they were banned by law. Reread paragraph 5. Explain why Sarah Emma Edmonds felt “competent enough to compete with the men” in the Civil War. Underline and cite textual evidence. Sarah Emma Edmonds felt “competent enough to compete with the men” because of her upbringing. In paragraph 5, the text states she was raised “on a farm that required girls to perform the same tasks as the boys.” She “developed a mental and physical toughness.” Sarah “rode horses, fished, hunted, chopped wood, and milked cows.” 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 Sarah Emma Edmonds “Franklin Thompson” 5 Sarah Emma Edmonds became an overnight hero for Michigan Infantry Volunteers. She held the positions of women of the Civil War. Raised in New Brunswick, Canada, male nurse, the regiment postmaster, and the division on a farm that required the girls to perform the same tasks mail clerk. as the boys, Sarah developed a mental and physical tough- ness. She rode horses, fished, hunted, chopped wood, and She consistently received promotions for outstanding 7 milked cows. Therefore, she felt competent enough to efforts. Thompson, according to a Congressional Report, compete with the men. “gave his heart and soul to the regiment, sharing in all its toils…never absent from duty, obeying all orders with in- 6 In 1860, with Civil War looming in the United States, Sarah telligence…and efficient aid to the Union cause.” Edmonds crossed the border into the United States and changed her achieved great heights during her enlistment period, identity. She dressed as a man, called herself “Franklin giving great hope to others. Thompson,” then enlisted in Company F of the Second 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 highlighting difficult and
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