Civil War States (1862 - 1863)
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LP ISBN Print: 978-1-63260-472-9 ePub: 978-1-63260-473-6 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 Divided Family .............................................................................................................4-10 4-7 Battle of Kirksville ........................................................................................................12-14 8-9 Call to Arms (fictional) ...................................................................................................16 10 Timeline of Missouri as a Border State ...........................................................................18 11 Poem: HE DIED AT HIS POST (Union) by J.W.Holman ........................................................20 12 Poem: ONLY A SOLDIER’S GRAVE (Confederate) by S.A. Jones ..........................................22 13 Additional Narrative .....................................................................................................24 14 Close Reading Check .....................................................................................................25 15 Writing .....................................................................................................................26-42 16-32 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) 1-4 Paragraph(s) 5-6 Paragraph(s) 7-8 Dylan told his mom he found a He had found a packet of old His mom opened the letters. cutout in the wall of the attic. letters. Summarize the key idea of this passage in 25 words or less. Dylan found a packet of old letters in a cutout in the attic. His mom opened them carefully. Third Read Reread paragraphs 1-5. Explain how the author uses this introduction to the story to grab the readers’ attention and hook them into the story. Cite and underline evidence from the text. The author uses the introduction in paragraphs 1-5 to hook readers into the story. She creates a sense of mystery with the line, “Mom, look what I found,” in paragraph 1. In paragraph 3, Dylan explains he found a cutout in the attic wall. Finally, in paragraph 5, Dylan adds to the mystery when he says, “At first, I didn’t see anything but then, under the dust, something caught my eye and I pulled it out.” Reread paragraph 6. Explain how the author’s choice of words contributes to your visualization of the packet of letters. The packet of letters was very old. The author uses these words to create a picture for the reader: misshapen, years of dirt, worn, decades of decay, and rotted. 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 Divided Family 1 “Mom, look what I found!” shouted Dylan as he rushed Dylan’s mom gently took the misshapen package from 6 down the stairs. his hands and walked into the kitchen. Even beneath the years of dirt, she could tell it was a collection of letters 2 “What is it?” asked his mother. held together by a worn ribbon. She took a dishtowel and carefully wiped the surface of the envelopes. One by one, 3 Dylan replied, “I went up in the attic to get Dad’s old fishing she removed each item and laid them on the counter. It gear. He said I could borrow it to go fishing with Brandon. appeared that decades of decay had rotted through many When I went up to get everything, I couldn’t find the tackle of the envelopes at the bottom of the pile. They literally box. I started looking everywhere and, in the back corner, fell to pieces when separated from the whole. However, the I found a small cutout in the wall. Did you know that was top three letters in the set remained pliable. The first two there, Mom?” letters were addressed to a Mrs. Harold L. Forbis, while the last letter contained no official addressee but bore only the 4 “Well you know this house is very old, like many of the words “My Sons.” houses here in Kirksville. This house was home to many families before us, so it doesn’t surprise me that you found “Whoa!” gasped Dylan. “Do you think it’s okay if we open 7 something we have never seen before.” them?” 5 “I haven’t even gotten to the coolest part, Mom,” Dylan ex- “Well I think it’s safe to say that the original owners of 8 claimed. “I was so curious about the cutout that I went and these letters are not going to be coming back for them,” got my flashlight to look into it. I thought maybe there was laughed Dylan’s mom as she tenderly unfolded the letters. something awesome in there. At first, I didn’t see anything but then, under the dust, something caught my eye and I pulled this out. What do you think it is?” 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) 9-11 Paragraph(s) 12-14 The first letter was to a mother from The second letter was from her other her son fighting with the Union forces son fighting on the Confederate side headed towards Kirksville. also heading towards Kirksville. Summarize the key idea of this passage in 25 words or less. The first two letters were from brothers fighting on opposing sides, to their mother, explaining that they were headed towards Kirksville. Third Read Reread the brothers’ letters. What do the letters reveal about the character of the brothers? Underline and cite evidence in the text to support your answer. The letters reveal the brothers’ commitment and loyalty to their cause. In paragraph 10, Daniel says, “As you know, while there is still breath in the Union cause, we will let no such attempt prevail.” In paragraph 13, Nathan says, “the concern over Northeast Missouri’s loyalty to the rebellion will no longer be in question.” They both mention their interest in hearing from home and they include money for their mother. Reread paragraphs 10 and 13. What can the reader infer from the brothers’ letters? Underline and cite details from the text to support your answer. From the brothers’ letters, the reader can infer that they will face each other on opposite sides of battle in their hometown of Kirksville. In paragraph 10, Daniel says, “Col. McNeil is leading us out of our station here in Macon to pursue the Rebels and Col. Porter near Kirksville.” In paragraph 13, Nathan says, “Our regiment is set to establish permanency in Kirksville within the week.” 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 Macon July 24, 1862 Dear Mother, 9 I know a great deal of time has passed since my last letter. I have not had anything to say as very little has changed in our situation, so I have waited until now to write. I have not received a letter from Sarah for some time now. Please let her know that I think of her often and would receive any news from her with gratitude. 10 I was recently transferred to the artillery division in our regiment as Col. McNeil is leading us out of our station here in Macon to pursue the Rebels and Col. Porter near Kirksville. We have received information that his troops are joining with other Confeder- ate forces already claiming they have taken Northeast Missouri. As you know, while there is still breath in the Union cause, we will let no such attempt prevail. Our cause is just and we will see victory for the Union and our great state of Missouri. 11 You will find enclosed five dollars. I am sorry for the delay but our State Bounty just became due so I took the earliest opportunity to set aside the majority to be payable to you. Your Affectionate Son, Daniel D. Forbis Novinger August 1, 1862 My Dearest Mother, 12 I hope my last letter greeted you well. I have yet to receive your response, but we have been transferred so frequently it is not difficult to understand why letters are scarce. 13 Our regiment is set to establish permanency in Kirksville within the week. Col. Porter has received word that Capt. Cain of the Northeast Missouri recruiters is already encamped there. I am sure you have seen our troops in town. We are there to claim Adair County as Confederate ground, so that the concern over Northeast Missouri’s loyalty to the Rebellion will no longer be in question.