The Battle of Monmouth

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LESSON 13 TEACHER’S GUIDE The Battle of Monmouth by Daniel Rosen Fountas-Pinnell Level S Nonfiction Selection Summary Fought in New Jersey in 1778, the Battle of Monmouth was an important battle in the American Revolution. Although there was not a clear winner, it proved to the greatly outnumbered American soldiers that they could stand and ﬁ ght the British Army. Number of Words: 1,285

Characteristics of the Text Genre • Nonfi ction Text Structure • Eight chapters • Sequential text structure Content • American Revolution and basic military strategy • Key military fi gures: George Washington, Baron Friedrich von Steuben, General Charles Lee • Molly Pitcher Themes and Ideas • The Battle of Monmouth was a key battle in the American Revolution. • Although neither side won the battle, it gave Americans confi dence. • George Washington was a talented military strategist. Language and • Descriptive language Literary Features • Expository text Sentence Complexity • A mixture of short and complex sentences • Short sentences used to emphasize important points Vocabulary • Some military terms such as strategy, foe, retreat, and column • Proper names: Baron Friedrich von Steuben; Monmouth, New Jersey; Valley Forge Words • Some multisyllable words: Revolution, legendary, admiration, strategy, and confi dence Illustrations • Color photographs and illustrations with captions Book and Print Features • Map, chart, and timeline • Table of contents • Glossary © 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

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5_307503_BL_VRTG_L13_BattleOfMonmouth.indd 1 11/5/09 10:59:48 AM The Battle of Monmouth by Daniel Rosen Build Background Help students use their knowledge of the American Revolution to visualize the text. Build interest by asking a question such as the following: How might the weather and other conditions have an effect on the outcome of a battle? Read the title and explain that a war is made up of individual ﬁ ghts, called battles. Specify that the Battle of Monmouth was one important battle in the Revolutionary War. Then read the author and talk about the cover photograph.

Introduce the Text Guide students through the text, noting important ideas and nonfi ction features. Help with unfamiliar language so they can read the text successfully. Give special attention to target vocabulary. Here are some suggestions: Page 3: Have students read the fi rst sentence in the second paragraph. Suggested Language: The American Revolution had begun in 1775. The word revolution means “a sudden and complete change.” The Americans fought the British because the Americans wanted a complete change. What kind of change did they want? Page 5: Have students read the captions. Baron Friedrich von Steuben and George Washington were both famous, or legendary, offi cers in the American army. What do you know about George Washington? Washington brought Baron Friedrich von Steuben to America to teach American soldiers how to fi ght. Page 6: Read the fi rst sentence. George Washington had a strategy for winning the American Revolution. Ask: What’s another word for strategy? Look at the places marked on the map. Which of these places have you heard of before? Page 9: Read the heading on the page. Ask: Why might an offi cer leading soldiers in battle order a retreat? Now turn back to the beginning and read about why the Battle of Monmouth was an important battle in the American Revolution.

Target Vocabulary

foes – enemies, p. 5 magniﬁ cent – very beautiful and revolution – a sudden and formal – follows set traditions or impressive, p. 8 complete change, p. 3 rules, p. 5 plunged – dived in suddenly, shimmering – reﬂ ecting light in gushed – poured out in a forceful p. 11 a sparkling, glimmering way, way, p. 5 retreat – withdraw from an p. 11 legendary – famous, p. 5 attack, p. 9 strategy – a plan for reaching a goal, p. 6

Grade 5 2 Lesson 13: The Battle of Monmouth © Houghton Mifflin Harcourt Publishing Company

55_307503_BL_VRTG_L13_BattleOfMonmouth.indd_307503_BL_VRTG_L13_BattleOfMonmouth.indd 2 77/29/09/29/09 112:48:192:48:19 PPMM Read Have students read silently while you listen to individual students read aloud. Support their understanding of the text as needed.

Remind students to use the Analyze/Evaluate Strategy and to think carefully about the text and form an opinion about it.

Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the text. Suggested language: What did you ﬁ nd most interesting about the Battle of Monmouth? What other details would you like to ﬁ nd out about it?

Ways of Thinking As you discuss the text, help students understand these points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text • Although neither side won, the • General Washington was a • Photographs, a map, and a text Battle of Monmouth was an talented military strategist. box support text. important battle in the American • Conﬁ dence is an important • A chart summarizes the results Revolution. military tool. of the battle. • The American army gained • A time line shows battles of the conﬁ dence from the battle. American Revolution at a glance. • General Charles Lee disobeyed Washington’s orders.

Choices for Further Support • Fluency Invite students to choose a passage from the text to read aloud in partners. Suggest that they try reading a couple of pages as if they were teaching this information to a class. • Comprehension Based on your observations of the students’ reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to go back to the text to support their ideas. • Phonics/Word Work Provide practice as needed with double consonants, using examples from the text. Point out this spelling pattern in words such as battle (p. 3), Valley (p. 4), command (p. 7), ofﬁ cers (p. 9), and shimmer (p. 11).

Grade 5 3 Lesson 13: The Battle of Monmouth © Houghton Mifflin Harcourt Publishing Company

5_307503_BL_VRTG_L13_BattleOfMonmouth.indd 3 11/5/09 11:00:28 AM Writing about Reading

Vocabulary Practice Have students complete the Vocabulary questions on BLM 13.1.

Responding Have students use their Reader’s Notebook to complete vocabulary activities on page 15. Remind them to answer the Word Teaser on page 16. (Answer: retreat)

Reading Nonfi ction Nonfiction Features: Table of Contents and Charts Remind students that nonfi ction has many features to help readers fi nd and understand important information. A table of contents and charts are two of these features. Explain that a table of contents is similar to a brief outline of a selection. If the chapters are titled, as they are in this book, the table of contents provides clues to what the main ideas of the text will be. Point out that reading the table of contents in a nonfi ction selection is a good way to preview the text. Ask students to think of another chapter they would like to add to the book. What title would they give the chapter and where would they place it in the table of contents? Have students explain their choices. Charts can provide a great deal of information at a glance. Point out that the chart on page 13 compares how the British and American armies fared in the Battle of Monmouth. Have students make comparisons based on the information in the chart. Have them discuss and present their points of view on how a chart gives them a different way to think about the information.

Writing Prompt: Thinking About the Text Have students write a response to the prompt on page 6. Remind them that when they think about the text, they reﬂ ect back on the text. They should notice and evaluate language, genre, literary devices, and how the text is organized.

Assessment Prompts • Which sentences in the chapter “Lee Retreats” show that Washington was unhappy with General Lee? • How does the author organize the information in the chapter “Washington Takes Command”? • What is the most important thing that the author wants readers to understand about the Battle of Monmouth?

Grade 5 4 Lesson 13: The Battle of Monmouth © Houghton Mifflin Harcourt Publishing Company

5_307503_BL_VRTG_L13_BattleOfMonmouth.indd 4 12/9/09 2:51:55 PM English Language Development Reading Support Pair advanced and intermediate readers to read the selection softly, or have students listen to the audio or online recordings. Have beginning speakers read the captions.

Cognates Point out the English words and their Spanish equivalents: battle (batalla), revolution (revolucíon), legendary (legendario), strategy (estrategia), colonies (colonias), and magniﬁ cent (magníﬁ co).

Oral Language Development Check student comprehension, using a dialogue that best matches your students’ English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the student. Beginning/Early Intermediate Intermediate Early Advanced/ Advanced Speaker 1: Who did the Americans Speaker 1: Why did Washington bring Speaker 1: What was fi ght in the American Revolution? Baron von Steuben to Valley Forge? Washington’s plan to win the American Revolution? Speaker 2: the British Speaker 2: He brought him to teach soldiers how to fi ght the British. Speaker 2: He fought small battles Speaker 1: Which side won the Battle instead of large ones. of Monmouth? Speaker 1: What did General Lee do that made George Washington angry? Speaker 1: Why was the Battle of Speaker 2: neither side Monmouth so important? Speaker 2: He told his soldiers to retreat. Speaker 1: Besides gun shots, what Speaker 2: It gave the Americans killed soldiers in the battle? confi dence that they could fi ght Speaker 2: the heat the British.

Lesson 13 BLACKLINE MASTER 13.1 Name Date

The Battle of Target Vocabulary Monmouth Target Vocabulary Complete the Web with words that relate to the Target Vocabulary word in the center. Then use one of the related words in a sentence with the Target Vocabulary word. Make Webs and write sentences for five of the other Target Vocabulary words on a separate sheet of paper. Possible responses shown. Vocabulary

legendary formal gushed strategy retreat foes shimmering magni cent revolution plunged

hero story

legendary: famous

admired timeless

Sentence: ______My class is reading a story about the legendary hero, Hercules.

03_5_246253RTXEAN_L13_TV.indd 1 12/1/09 2:14:12 PM Grade 5 5 Lesson 13: The Battle of Monmouth © Houghton Mifflin Harcourt Publishing Company

Confirming Pages

5_307503_BL_VRTG_L13_BattleOfMonmouth.indd 5 1/12/10 2:15:25 AM Name Date The Battle of Monmouth

Thinking About the Text Think about the questions below. Then write your answer in one or two paragraphs.

Remember that when you think about the text, you reflect back on the text. You notice and evaluate language, genre, literary devices, and how the text is organized.

This selection has many kinds of text features that help the reader. It includes a table of contents, a map, a chart, a time line, and a glossary. Explain how each feature is helpful. Which one of these was most helpful to you? Why?

55_307503_BL_VRTG_L13_BattleOfMonmouth.indd_307503_BL_VRTG_L13_BattleOfMonmouth.indd 6 77/29/09/29/09 112:48:212:48:21 PPMM Lesson 13 BLACKLINE MASTER 13.1 Name Date

The Battle of Monmouth Target Vocabulary Target Vocabulary

Complete the Web with words that relate to the Target Vocabulary word in the center. Then use one of the related words in a sentence with the Target Vocabulary word. Make Webs and write sentences for five of the other Target Vocabulary words on a separate sheet of paper. Vocabulary

legendary formal gushed strategy retreat foes shimmering magni cent revolution plunged

hero story

legendary: famous

Sentence: ______

5_307503_BL_VRTG_L13_BattleOfMonmouth.indd 7 1/12/10 2:15:48 AM 55_307503_BL_VRTG_L13_BattleOfMonmouth.indd 8 _ 3 0 7 5 0 3 _ B The BattleofMonmouth• Student L _ V TheweatherwashotandsteamyinMonmouth,New 2 R Grade 5 Grade © Houghton Publishing Harcourt Mifflin Company T aeSlcinTx rosSelf-Corrections Errors SelectionText page G _ Omission sentence, orphrase Repeated word, Read wordcorrectly L 1 3 _ B a t eairCd Error Code Behavior t l e O Comments: f America afreenation. soldiers inthefield.Whathappenedthisdaywouldhelpmake with armiesthislarge.Bothhadmorethan10,000 about tobeginwasspecial.Nootherbattlehadbeenfought years earlier. Manybattleshadbeenfought,butthebattle could wintoday. war sofar, butGeneralGeorgeWashington thoughthisarmy across afield.TheBritishhadwonmostofthebattlesinthis Jersey. ItwasJune28,1778.Two armiesfacedeachother M o n m o The AmericanRevolutionhadbegunin1775,threelong u t h . i n d d

8 cat — cat ® cat ✓ 1 0 0 Date Date 8 LEVEL Substitution Word told Insertion Self-corrects eairCd Error Code Behavior

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