Civil War States (1862 - 1863)

LP ISBN Print: 978-1-63260-472-9 ePub: 978-1-63260-473-6

855.200.SNAP www.snaplearning.net

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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.

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 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.

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. I expect that within the month I should be released to enjoy your company, as we should be well established by that time. 14 Until then, I hope the two dollars I have enclosed will be a help to you. We are expected to receive our next paycheck once we are settled.

Your Son, Nathan G. Forbis

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) 15 Paragraph(s) 16 Paragraph(s) 17

The third letter was from the She feared that they would She hoped the words she wrote mother to her sons, as she meet each other in battle. would touch their hearts as her realized they would meet in letter would not reach them battle in their hometown. before the battle.

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

Realizing her sons would meet in battle, the mother writes a letter to her sons, knowing they would not receive it before the battle began.

Third Read

Reread the Mother’s letter. Why do you think the author chose to include this letter in the narration of the story? Cite and underline evidence to support your answer.

The author included this letter instead of just telling about it to add authenticity to the discovery Dylan made. In paragraph 15, the mother writes, “As ink stains this very paper, alarms are sounding throughout the town for evacuation.” It also creates a more personal connection between the reader and the writer of the letter. In paragraph 17 she writes, “As chaos has already erupted, I know there is no way for my words to reach you.”

Cite and underline lines in the Mother’s letter that give the reader insight into her character and emotions.

The Mother wrote her letter with anguish. In paragraph 15 she writes, “I could not leave with words unspoken,” and “I must leave this beloved home.” In paragraph 16 she added, “I feared greatly that I would lose you both.” She also wrote her letter with love as shown in paragraph 17 when she writes, “My love will speak these words to your hearts.” She ends her letter, “My love is with you both.”

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.

My Dearest Sons,

15 As the ink stains this very paper, alarms are sounding throughout the town for evacuation.

Yet, I could not leave with words unspoken. I have received letters from you both stating

Kirksville was your upcoming destination and now the townspeople are being evacuated

on warnings of a battle. I must leave this beloved home, which harbors my fondest mem-

ories of you both.

16 From the moment I held each of you in my arms for the first time, to the last time

I felt your embrace as you departed for war, this has been our home. When rumors of

the war began to break out, I feared greatly that I would lose you both, yet nothing could

have prepared me for the anguish of this day. It seems my greatest fear has come to pass.

Unbeknownst to each of you, the causes which you have so completely given your lives to

are leading you into war against one another. A mother’s love is without reproach. When

each of you passionately chose two different sides of the battle lines, I could not stand in

your way and now the unthinkable has become reality. I fear that you will not only meet

death, but that you will face it in one another.

17 As chaos has already erupted, I know there is no way for my words to reach you.

Yet, I send forth my plea, hoping that my love will speak these words to your hearts. Please,

my sons, remember that you are more than a cause and more than a solider. You are

blood, which is a bond that lives on generations after wars have ended.

My love is with you both,

Your Devoted Mother

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) 18-19 Paragraph(s) 20-21 Paragraph(s) 22-23

Dylan’s mom told him the sons The mother hoped her love Dylan and his mom planned to go did not receive their mother’s would reach the hearts of her to battlefield memorial to find out letter. sons. more about the brothers. They realized the sacrifices made in war.

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

Although the sons didn’t receive their mother’s letter, she hoped her love would reach them. Great sacrifices were made by families during the war.

Third Read

Explain how the photograph helps develop an understanding of the story. Underline the specific lines of text to which the photograph refers.

The photograph shows Dylan and his mother at the memorial for the Battle of Kirksville. In paragraph 23, in response to Dylan’s question about the fate of the brothers, his mother says, “We could go downtown tomorrow to the battlefield memorial and ask one of the historians at the museum. I’m sure they could find some records for us.”

Reread paragraph 23. Explain how the text contributes to the development of the theme. Underline and cite textual evidence to support your answer.

The theme of this story is that families make great sacrifices in time of war. In paragraph 23 Dylan’s mom says, “I’ve never truly understood the sacrifices made by so many Missourians during the Civil War.”

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.

18 “But Mom, there is no address on this letter. How did she “Wow, I wonder what happened to them?” 22 get it to her sons?” Dylan asked. asked Dylan.

19 “She didn’t my love,” Dylan’s mom responded quietly. “If His mom answered, “We could go downtown tomorrow 23 they were evacuating the town, the battle was about to to the battlefield memorial and ask one of the historians begin. There would be no way for her to get this letter to at the museum. I’m sure they could find some records for them before the fight broke out.” us. And I am sure they would be very interested in these letters. To think, we’ve walked through that park dozens of 20 “So why did she write it then?” times, even read the memorial plaques, yet I’ve never truly understood the sacrifices made by so many Missourians 21 “I guess she felt that if she spoke the words, somehow during the Civil War.” through her love, the hearts of her sons would receive them.”

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) 24 Paragraph(s) 25 Paragraph(s) 26

Missouri, a border state, had Colonel Porter led an army His men were dispatched soldiers loyal to both sides of of Confederate recruits into throughout the town. the Civil War. Kirksville.

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

Missouri, a border state, was home to Confederate and Union soldiers. Colonel Porter dispatched his Confederate soldiers throughout the town of Kirksville.

Third Read

Reread paragraphs 25-26. Explain why Porter sent many of his soldiers out of town before the battle began. Underline and cite textual evidence.

In paragraph 25, the text states, that many of Porter’s soldiers “were new to the unit and lacked experience and even arms.” For this reason, in paragraph 26, the text says “A large party was sent out into the woods west of town to escape what was likely certain death.”

Reread paragraph 24. Identify the claim the author makes in this paragraph. Underline and cite evidence the author gives to support the argument or claim.

In paragraph 24, the author claims, “Missourians faced the battlegrounds long before blood was actually shed on their homeland.” She supports this claim with the statements, “Missouri witnessed many clashes between the rivals,” “both sects held mass demonstrations,” and they also recruited soldiers.

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.

24 The morning of August 6, 1862, brought the front lines of led his troops into the small town of Kirksville to join the Civil War to the small town of Kirksville, MO. Located forces with Capt. Mathias (Tice) Cain. Cain had sent word in Adair County, northeastern Missourians faced the that the Rebellion had “taken Kirksville.” McNeil and his battlegrounds long before blood was actually shed on their Loyalist regiment were close behind Porter’s arrival. homeland. Recruiting campaigns for both Loyalist and Rebellion causes were strong in the border states. Missouri Porter arrived in Kirksville at approximately 8 o’clock in 26 witnessed many clashes between the rivals. In 1861, both the morning. He immediately dispatched some men to set sects held mass demonstrations in Kirksville to gain up positions at the courthouse located in the town square. support for their causes as well as recruit soldiers. Knowing he was being followed, Porter expected an attack from the northeast. He ordered the remainder of his men 25 One of the most successful recruiters in Missouri was to be dispersed behind houses and within various crops Colonel Joseph Porter. He led a company of about 2,200 to the north and the east of town. Since many of his men men. Since Porter was a recruiter, most of his soldiers were lacked weapons and training, a large party was sent out new to the unit and lacked experience and even arms. For into the woods west of town to escape what was likely a little more than a week prior to the Battle of Kirksville, certain death. Union Colonel John McNeil and his troop of 1,000 men had been in constant pursuit of Porter’s forces. Col. Porter

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) 27 Paragraph(s) 28-29 Paragraph(s) 30

Union forces captured the town Confederate losses were much The Battle of Kirksville secured of Kirksville. greater than Union losses. Missouri as a Union state. The instigator of the battle disappeared.

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

The Union victory at Kirksville caused great losses to the Confederate side and help secure Missouri’s position as a Union state.

Third Read

Reread paragraph 29. What can be inferred about Captain Cain from the line “his family stated they never heard from him again.” Underline and cite details from the text to support your answer.

In paragraph 29, the text states that Captain Cain had boasted of the “Confederate dominance over the town of Kirksville.” Following the battle his family stated, “They never heard from him again.” The reader can infer that either he was killed in the battle and his body overlooked, or he deserted and did not fight in the battle.

Explain how the map helps develop an understanding of the alignment of states during the Civil War. Underline the specific lines of text to which the map refers.

The map shows how the states aligned during the Civil War. In paragraph 30 the text states, the Battle of Kirksville “was pivotal in determining the control of the state of Missouri.” The map clearly shows the strategic location of Missouri as a border state between the Union and Confederate states.

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 27 McNeil and his troops arrived in Kirksville around 10 they had been caught by Union forces in a previous o’clock from the expected northeast route, with his 1,000 battle, yet were released under an oath that they would men and five cannons ready to fight. Within an hour, the not reenlist in Confederate forces. As captives of this Union completed its final preparations and was ready to battle, these men had violated their paroled oath and engage the enemy. However, McNeil was uncertain of their rejoined the Rebellion. The sentence for such violation exact location. Nine men volunteered to ride into town was death by firing squad. The sentence was carried out to discover the location of the enemy. As they rode into immediately. the town square, they drew gunfire from the northeast, so McNeil called for cannon fire to be dispatched in that It was discovered after the battle that the instigator of 29 direction. Ground troops were deployed into the fields the clash, Captain Cain who had claimed Confederate and through the houses to root out Confederate forces. dominance over the town of Kirksville, which drew in Within three hours, Union troops had commandeered troops from both parties, disappeared during the Battle the town of Kirksville. of Kirksville. His family stated they never heard from him again. 28 At the conclusion of the battle, the Rebellion suffered significantly greater losses than the Loyalists. Over 150 While the battle of Kirksville was not one of the largest 30 Confederate soldiers were killed with another 300-400 conflicts in the Civil War, it was pivotal in determining wounded. Only six Union men were counted dead and the control of the state of Missouri. With McNeil’s victory 32 wounded. The Northerners also captured 47 prisoners. came the securing of Adair County and northeast Missouri After the battle, Col. McNeil and his men conducted for the Loyalist cause. It is still considered one of the most interrogations with each one of the prisoners. Fifteen of important Civil War encounters within Missouri. the men apprehended had been paroled, which meant

CIVIL WAR STATES (1862 - 1863)

CANADA

WASHINGTON TERRITORY

DAKOTA TERRITORY

NEBRASKA TERRITORY NEVADA TERRI- UTAH TORY COLORADO TERRITORY TERRITORY

INDIAN NEW MEXICO TERRITORY PACIFIC TERRITORY ATLANTIC OCEAN OCEAN ARIZONA TERRITORY

MAP KEY Union states Confederate states disputed areas territories GULF OF other countries MEXICO MEXICO CUBA 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) 31 Paragraph(s) 32 Paragraph(s) 33

In his speech, Colonel Porter He called on all men to serve A Union recruitment poster said that the Confederacy the cause. urged men to join the Missouri would govern itself. Riflemen.

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

Men in Missouri were recruited by both the Union and Confederate armies.

Third Read

Reread the speech. The speaker use words that would incite the crowd and call them to action. Cite and underline these words in the text.

Words that would incite the crowd and call them to action include: threatened, arrogant, narrow-minded, futile, invaded, foes, desolate, and oppressor.

Determine the purpose and point of view of the speaker. Underline and cite evidence in the text to support your answer.

This speech is written in the first person point of view. Words which indicate this include: I, we, our, us, and my. The purpose of the speaker is to encourage the audience to enlist in the fight. In paragraph 32 he says, “TO ARMS MEN, TO ARMS!”

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.

31 Freemen of the great state of Missouri! I am here today, to declare to you that the freedoms we have enjoyed are now threatened! The arrogant, narrow-minded men of Wash- ington think that our customs, which are rich in history and tradition, are futile. They consider it their innate right to dictate to us how we can work and trade. Now, even our very soil has been invaded by our Abolitionist foes! Shall we wait until our homes are laid desolate? NEVER! The great men of the Confederacy will not stand idle while they claim our lands, our workers, and our rights as freemen! We WILL govern ourselves!

Colonel Joseph Porter 32 So I say to you, render the service due your state and your

country. Let us rally together to press back the oppressor. to posterity that our lives were bravely given as we protected Fly to arms my brave brothers! Let us drive back the brutal our firesides and the honor of our wives and daughters. OT invading adversary. All men willing to serve our just cause ARMS MEN, TO ARMS! come, enlist this very day. Moreover, let us leave a record

Union Recruitment Poster

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) 34 Paragraph(s) 35 Paragraph(s) 36

Missouri joined the Union as a Unable to reach an agreement, Missouri joined the slave state. Confederate and Union Confederacy as a slave state. forces battled over control of Missouri.

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

Union and Confederate forces battled for control of Missouri. It eventually was recognized as both a Union and Confederate state. Third Read

Reread the timeline. Explain why the year 1861 is featured prominently. Underline and cite details from the text to support your answer.

The year 1861 is featured prominently on the timeline because events during that year led to conflicts in Missouri. Missouri had entered the Union as a slave state, but in 1861, an anti-slavery president (Lincoln) took office. Since Missouri was on the border of slave and free states, there were “outbreaks of violence in the divided state.” Finally, in November of 1861, Missouri was admitted into the Confederacy, making it “both a Union and Confederate state.”

Explain how the timeline fits the overall structure of the text. How does it contribute to the development of key ideas. Cite and underline evidence.

The timeline shows events in MIssouri prior to the Battle of Kirksville in 1862. The text has repeatedly mentioned the conflicts in the border state. This timeline gives the events leading up to the admittance of Missouri “into the Confederacy,” and its becoming “both a Union and Confederate state.” This led to the brother versus brother and town versus town conflicts.

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.

August 10, 1821 34 Missouri becomes the 24th state of the United States of America, joining as a 1800 slave state.

1821 January 2, 1861 Governor Claiborne Fox Jackson takes o ce on a proslavery platform.

March 4, 1861 35 President Abraham Lincoln is inaugurated as the 16th President of the JAN United States.

FEB April 20, 1861 MAR General Nathaniel Lyon, commander of the Union forces, looks to control West Missouri for the Union cause and seizes arms in Liberty, MO. APR

MAY April 22, 1861 Governor Jackson calls for statewide militia to muster at Camp Jackson to ght JUN against General Lyon. 1861 JUL June 11, 1861 AUG In an attempt to control the outbreak of violence in the divided state, General Lyon and Governor Jackson meet to establish peace. e eort is unsuccessful SEP as Lyon declares, “is means war!”

OCT June to August 1861 36 NOV Various battles ensue throughout the state. DEC

1862 August 30, 1861 General John C. Fremont takes control of the Union army following the death of General Lyon at the Battle of Wilson’s Creek. Fremont declares martial law, which continued for the duration of the war.

November 28, 1861 1900 Missouri is admitted into the Confederacy and now is recognized as both Union and Confederate State.

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.

Stanza(s) 1-2 Stanza (s) 3-4 Stanza(s) 5

A Union soldier died serving He won’t be forgotten and is Many men die fighting for their his country, far from home and now free from war. country. friends.

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

This poem celebrates a Union soldier who died fighting for his country and vows he won’t be forgotten. Third Read

Reread stanza 5 of He Died at His Post. Explain what the author means when he says, “For, sooner than let our loved country be lost, A nation of freemen will die at their post.”

This line from stanza 5 of the Union soldier’s poem suggests that he knows many soldiers, like the one in the poem, will die defending their country from civil war.

Reread the poem written about a Union soldier. Determine the theme. Cite and underline evidence that support you answer.

The theme of this poem is the brave soldier who died in battle deserves respect and should not be forgotten. In stanza 1, the author says, “‘Tis well that we weep,” and in stanza 4 “we ne’er will forget.” He also adds in stanza 4, “of thee may our nation in history boast.” In stanza 5 he says, “A soldier has fallen; but long shall remain.”

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.

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 13 aloud. Second Read

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

Stanza(s) 1 Stanza(s) 2-3 Stanza(s) 4

Pass by the grave because it is He gave his life for his cause. His grave should be marked to only a soldier. recognize his life and loyalty.

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

This poem first tells the reader to pass by the soldier’s grave. It then asks it be marked in honor of his life and bravery.

Third Read

Find and underline the phrase “pass by” in each stanza. How does the repetition of the phrase “pass by” in Only a Soldier’s Grave set the tone of the poem?

In the first three stanzas of Only a Soldier’s Grave, the author labels the grave as that of just another soldier. The tone is dismissive. In the last stanza, he adds the word “him” to personalize the phrase and let the reader know that it would be an injustice to leave the grave unmarked for family and friends of the dead soldier. The tone is one of empathy and respect.

Reread both poems. Compare and contrast the structure of the two poems.

Both poems use rhyme that adds to the lyrical quality of the lines. They also have repetitive lines –“he died at his post” and “pass by” that emphasize the theme. In both poems, the soldiers died far from home. He Died at his Post carries the theme of remembrance throughout the poem, revering the soldier for his bravery and commitment. Only a Soldier’s Grave tells the reader to pass by as it is “only a soldier’s grave,” until the last stanza when the point is made that it would be sad if his dear ones could not find his place of repose.

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.

4 Additional Source

The “Additi onal Source” is Additional Narrative provided for two purposes. Directions:Carefully read the passage below. ne students will use the passage to complete the Close Reading Check on the two pages following this passage.

Reading this passage and completi ng the Close Reading Check can determine how well students are able to approach and comprehend complex and challenging texts.

Over ti me, students should demonstrate higher levels of profi ciency with each Close Reading Check.

students will use this passage as an additi onal source to complete the writi ng prompt found aft er the Close Reading Check. by Faithe Allen

Follow these steps:

Students read the passage independently. Struggling readers may April 18, 1865 need additi onal support. 1 My dearest Martha, Students use the Strategy I hope this letter finds you well and in good health. There are great delays in the Cards to determine the mail system as our brigade changes locations frequently. I do not even know if my letters meaning of unknown words and write a synonym or arrive to you in the order in which they were written. I have noted the date on each personal meaning of the correspondence with the hope that if the letters do arrive randomly, you will be able to words. read them in order. Events change so rapidly here on the field. One day, we are on the brink of 2 If necessary, students defeat. Then, only hours later, the tides have turned. It is of such a circumstance that I may also use a print or write with great fervor this letter to you. online dicti onary. Encourage students to mentally paraphrase each paragraph to gain a deeper meaning of text before beginning the Close Reading © 2013 SNAP! Learning® All Rights Reserved. Check on the two pages 14 following this passage.

NOTES!

Additional Narrative Aft er reading the passage, determining meanings of unknown words, and paraphrasing, then students go to the next page and begin the Close Reading Check.

Conti nue to the Close Reading Check.

It is on this very day that our company of soldiers, marching north to Virginia, 3 received news of a significant Confederate defeat. We have been informed that on April 9th of this most noteworthy year, General Robert E. Lee surrendered his command and army to our Union General, Ulysses Grant. The event took place at the Appomattox Court House of Virginia. I was told that Lee himself addressed his troops prior to the official exchange with the following statement. “After four years of arduous service marked by unsurpassed courage and fortitude, the Army of Northern Virginia has been compelled to yield to overwhelming numbers and resources.” As I am sure you are able to conclude, I foresee an end to this most terrible war. 4 My heart sings the song of victory that I sense is very near though my lips dare not speak it. I remain at my post until the final flag is flown. We will at last be dismissed from this dreadful duty. It seems a thousand years since I last beheld your face. But soon my dearest Martha, I believe we will be reunited again.

Yours faithfully, William

NOTES!

Read the passage to students. Close Reading Check

Provide only a litt le background Directions: Use the passage on the previous pages to answer the questions or complete the tasks. knowledge, but not so much that the students do not need to read the passage to complete the tasks 1. Analyze how a particular element or lines of dialogue in the story reveal aspects of the or answer the questi ons. character of William. Use evidence from the text to support your answer. 4 ______Students read the passage independently. ______

Students complete the tasks and ______answer the questi ons on the ______facing page. ______Use the Scoring Rubric on the ______facing page to score each task or answer to a text dependent ______questi on. ______

2. Determine the point of view and purpose of the letter. Use evidence from the text to support your answer. 4 ______The letter, A Turning of the Tide, is written in the first person in the character of William. ______Some pronouns which indicate the first person point of view are: I, our, my, and we. William ______wrote the letter for the purpose of informing Martha of the approaching end of the Civil ______War and his joyful wish to return home. In paragraph 3, he says that General Robert E. Lee ______surrendered and in paragraph 4, that his “heart sings the song of victory” that he senses is very ______near. (A Turning of the Tide) ______

NOTES!

Close Reading Check Completed ALL PARTS of the 3 task or questi on. Answered ALL PARTS with a HIGH 3. Determine the theme or central idea of the text. Use evidence to support your answer. DEGREE of understanding. ______4 ______Completed ALL PARTS of the task or questi on. ______2 Answered ALL PARTS with ______an ACCEPTABLE DEGREE of understanding. ______

______Completed SOME PARTS ______of the task or questi on. Answered SOME PARTS ______1 with a LIMITED DEGREE of understanding. ______Total: ______No att empt was made to ______12 0 complete the task or questi on, or the answer is unintelligible. RUBRIC TASK UNDERSTANDING EVIDENCE

No Attempt Student makes no attempt to 0 complete the task.

Student makes an attempt Student demonstrates little or to complete the task but no understanding of the task. 1 Below Basic demonstrates little or no understanding of the task.

Student completes most of the Student demonstrates a limited Student provides limited or 2 Basic elements of the task. understanding of the text. no evidence to support their answer.

Proficient Student completes all elements Student demonstrates an Student supports the answer 3 of the task. understanding of the text. with evidence from the text.

Student completes all elements Student demonstrates a deep Student completely supports Advanced of the task. understanding of the text. the answer with solid evidence 4 from the text.

NOTES!

Read the enti re prompt to students. Reread the fi rst paragraph. Your History class has just completed a study of the Civil War. Imagine you are a Union

or Confederate soldier returning home after the war. Write a letter to the local town newspaper Help students identi fy the purpose for writi ng. describing your war experience. Letters will be read by your teacher and classmates.

In your letter, you will describe a soldier’s return home from the point of view of a Union or Have students identi fy their role as the writer, the audience, the format, Confederate soldier. The letter should be several paragraphs long. When writing your letter, find ways and the topic. to use information and details about the circumstances of the Civil War from the sources to improve

Students complete the your letter. Make sure you develop your characters, the setting, and the plot. Use details, dialogue, AF able as illustrated. and description where appropriate. (See completed R.A.F.T. table.)

Students restate the prompt using the frame at the bott om of the page as illustrated.

Reread the second paragraph.

Students underline or highlight the R.A.F.T. Table required elements: ROLE 1st person

1. use informati on you learned AUDIENCE teacher and classmates about in the sources

2. include a setti ng, characters, FORMAT letter and describes what happens 3. use words that describe TOPIC a soldier’s return home and not just tell 4. have a clear beginning, middle, and end I am writi ng ______a letter about ______a soldier’s return home format topic

in the ______1st person point of view for ______.my teacher and classmates audience

NOTES!

This graphic organizer provides the struc- STORY Introduction ture for the 5-part narrati ve. SETTING (Place) CHARACTERS The fi rst part introduces the characters Charleston, South Carolina and setti ng. The second part introduces the problem. SETTING (Time) Confederate soldier, Edward Schillings Parts three and four include the series of Post-Civil War events that lead to the resoluti on, and the fi nal part is the conclusion.

Students decide on a setti ng for both PROBLEM ti me and place and the character or Great devastation was caused by the Civil War. characters in the narrati ve.

Students determine the problem in the story.

The plot or series of events leading to the resoluti on of the problem PLOT comes later.

Students decide how the problem will be resolved.

Students determine a closing for the story.

RESOLUTION The examples we provide are for illustra- ti on purposes. Please work with students The spirit of a people is not defined by its circumstances but rather by the people to develop their own narrati ve outline.

themselves.

STORY Closing

The Southern spirit will continue on and America will once again be a united nation.

NOTES!

© 2013 SNAP! Learning® All Rights Reserved. 29 STORY Introduction Part 1 Part 1 STORY Introduction The introducti on describes the opening scene by introducing the characters and setti ng of the narrati ve. PLAN IT!

OPENING TYPES SNAPPY! Opening Examples PLAN IT! DRAW IT! A ACTION Lee darted across the field dodging players as they rushed toward him. With It is important for students to learn how the ball tucked tightly in his arms, Lee leapt over the oncoming tackler, spun to to write an eff ecti ve opening that hooks the right, and sprinted down the open field. the reader. Di DIALOGUE “Hurry, Lucia!” screamed her mother. “I can’t see anything. The smoke is so thick!” yelled back Lucia. The table to the right provides three Mother stumbled down the hallway toward Lucia and coughed, SNAPPY! Openings Types for narrati ves “we don’t have much time left.” with an example for each type. De DESCRIPTION It was a mild summer day high in the mountains. An old hunting These examples are used in every cabin wearily stood guard by the Lake of the Woods. A soft breeze whispered portf olio with a narrati ve writi ng prompt. through towering cedars. Flittering songbirds whistled their welcoming tune. The DRAW IT! Space to the right provides a place for students to draw their ideas for the introducti on – the opening scene. DRAW IT! Using informati on for Story Introducti on entered into the 5-PART Graphic Organizer from the previous page, students brainstorm the introducti on by drawing the characters and setti ng in the A space as illustrated. Cpl Edward Schillings Students add speech bubbles and/or thought bubbles as needed.

Students describe the scene and acti on using sensory details in the Letter space provided.

Students select an Opening Type listed in the enin ye column that they would like to use for their introducti on. Corporal Edward Schillings wrote a letter to the Charleston Sun Times.

Encourage the use of fi gurati ve language. NOTES!

© 2013 SNAP! Learning® All Rights Reserved. 30 Part 1 Introduction Part 1 Part 1 STORY Introduction SAY IT! SAY IT! With a partner, students orally WRITE IT! rehearse Part 1: Introducti on using the selected Opening Type from the enin ye table, and the drawing June 21, 1865 with the descripti on from the A space on the left facing page. To the Editor of the Charleston Sun Times, Ac

I, Corporal Edward Schillings of the Confederate Army, submit this letter to your Students may want to act out the publication. It is an account of my return home from the war. I arrived from the northern scene as a means of oral rehearsal as well. front only days ago with the caravan of soldiers returning to the South. Back within the

comfort of my former residence, I share memories of my homecoming with your readers. Teacher monitors oral rehearsal.

WRITE IT!

Once students are sati sfi ed with their oral rehearsal, they write their narrati ve introducti on in the box as illustrated.

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

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

READ IT! The elements in the box SNAPPY! Opening Narrati ve Technique Literary Device are aligned to purpose/organizati on, and development/elaborati on as INDENT PARAGRAPH B BACKSTORY S SIMILE detailed in the rubric at the end of CHECK IT! Ac ACTION F FLASHBACK M METAPHOR the writi ng secti on. Di DIALOGUE Di DIALOGUE A ALLITERATION It is recommended that students also edit De DESCRIPTION O ONOMATOPOEIA for writi ng conventi ons.

© 2013 SNAP! Learning® All Rights Reserved. 31 PROBLEM Part 2 Part 2 PROBLEM To the right are three DRAW IT! spaces for the problem part of the narrati ve. PLAN IT! DRAW IT! There are two Lead-Ups and a Problem drawing space. LEAD UP LEAD UP

The Transiti ons Table to the right provides a number of transiti onal words and phrases that students may use to clarify the relati onships between and among the lead-ups and the problem.

These words and phrases also provide a natural and logical sequence of events from lead-ups to the problem.

PLAN IT! DRAW IT! Students begin with the Problem.

Using the problem identi fi ed in the Schillings walked home through the Schillings remembered when the land was 5-PART Graphic Organizer, students devastation caused by the war. thriving with travelers who came to trade. draw and describe the scene and acti on of the problem in the drawing space. PROBLEM TRANSITION Words and Phrases Students determine 1-2 events, A ___ later Finally Once acti ons, or conditi ons that lead-up to the problem. Across ___ For ___ Quickly Aft er ___ Immediately Soon Students draw the scene and acti on Aft erward In ___ Suddenly of each lead up in the A Around ___ Just before ___ The next ___ drawing spaces. As soon as Just aft er ___ U n ti l As ___ Later When ___ Students describe each scene and At last Later on While ___ acti on using sensory details in the Before ___ Later that ___ With ___ space provided. Behind ___ Moments later Yesterday Below ___ Nearby ____ later Students add speech bubbles and/or thought bubbles as needed. Schillings realized that the war had changed By ___ Not long aft er That ___ (night, the South. During ___ On ___ day, etc.)

Encourage the use of fi gurati ve language. NOTES!

© 2013 SNAP! Learning® All Rights Reserved. 32 PROBLEM Part 2 Part 2 PROBLEM SAY IT! SAY IT! With a partner, students orally WRITE IT! rehearse Part 2: Problem using the 1st and 2nd Lead-Ups and the During my long and difficult journey home, I witnessed the devastation of our prized Problem from the drawing spaces on A LU the left facing page. Southern soil. Businesses, lands, homes, and individuals’ lives suffered the consequences Students may want to act out the of this horrific war. The conflict of this country has torn the land apart. B LU sequence of Lead-Ups and the Though I have been away many years, I remember the fields of plentiful crops as far Problem as a means of oral rehearsal A as well. as the eye could see. I remember the thriving economy within our largest cities. Trading

travelers would come great distances to take back with them a share of our land’s bounty. Teacher monitors oral rehearsal. Pr Yet, none of this remained upon my return. Indeed, great destruction was caused by this As students orally rehearse, they Civil War. may wish to change the dialogue and/or the descripti on of the scene and acti on to make the Problem part ﬂ ow naturally with the Introducti on.

WRITE IT!

Once students are sati sfi ed with their oral rehearsal, they write their problem part in the box as illustrated.

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

READ IT! CHECK IT! Narrati ve Technique Literary Device Students markup their writi ng using INDENT PARAGRAPH B BACKSTORY S SIMILE the codes from the box as CHECK IT! LU LEAD UP F FLASHBACK M METAPHOR illustrated. Pr PROBLEM Di DIALOGUE A ALLITERATION The elements in the box T TRANSITIONS O ONOMATOPOEIA are aligned to purpose/organizati on, © 2013 SNAP! Learning® All Rights Reserved. and development/elaborati on as 23 detailed in the rubric at the end of the writi ng secti on.

It is recommended that students also edit NOTES! for writi ng conventi ons. Peer editi ng is encouraged once students become profi cient with marking up, editi ng, and revising their own writi ng.

© 2013 SNAP! Learning® All Rights Reserved. 33 PLOT Part 3 Part 3 PLOT To the right are three DRAW IT! spaces for the events in the plot that lead up to the resoluti on of the problem in the next part. PLAN IT! DRAW IT! Students may or may not need all three events in the plot. EVENT EVENT

The Transiti ons Table to the right provides a number of transiti onal words and phrases that students may use to provide a natural and logical sequence of events in the plot leading up to the resoluti on of the problem in the next part.

PLAN IT! DRAW IT! Ask students to brainstorm 2-3 events that might happen while the main character att empts to solve the problem. Schillings saw the destruction also extended to Schillings saw that nearly every family lost Students draw the scenes and the north. someone in the war. acti ons of each event discussed above that will lead up to the resoluti on of the problem in the LAST EVENT next part. TRANSITION Words and Phrases Students describe the scenes and A ___ later Finally Once acti on using sensory details. Across ___ For ___ Quickly Aft er ___ Immediately Soon Students add speech bubbles and/or thought bubbles as needed. Aft erward In ___ Suddenly Around ___ Just before ___ The next ___ As soon as Just aft er ___ U n ti l As ___ Later When ___ At last Later on While ___ Before ___ Later that ___ With ___ Behind ___ Moments later Yesterday Below ___ Nearby ____ later Schillings grieved for the losses suffered in both By ___ Not long aft er That ___ (night, the North and the South. During ___ On ___ day, etc.)

Encourage the use of fi gurati ve language. NOTES!

© 2013 SNAP! Learning® All Rights Reserved. 34 PLOT Part 3 Part 3 PLOT SAY IT! SAY IT! With a partner, students orally WRITE IT! rehearse Part 3: Plot using the events from the drawing spaces on the left facing page. Students may want to I must add that the destruction I witnessed stretched farther than just our Southern Ev act out the sequence of events as a borders. I fought in many a battle waged upon Northern lands. Their communities means of oral rehearsal as well. A suffered similar fates. Ev Teacher monitors oral rehearsal. Women lost husbands and sons just as we lost ours. Entire towns were destroyed as As students orally rehearse, they enemy soldiers marched through them. The North struggles to understand how to rebuild may wish to change the dialogue their communities just as we struggle to rebuild ours. and/or the descripti on of the scene LE and acti on to make the Plot ﬂ ow While I grieve the losses suffered by our people, I have seen a widespread loss across naturally with Parts 1 and 2. a nation. It is for this reason I write to your newspaper. WRITE IT!

Once students are sati sfi ed with their oral rehearsal, they write their plot in the box as illustrated.

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

CHECK IT! Students markup their writi ng using the codes from the box as illustrated. READ IT! Narrati ve Technique Literary Device The elements in the box are aligned to purpose/organizati on, INDENT PARAGRAPH B BACKSTORY S SIMILE and development/elaborati on as CHECK IT! Ev EVENT F FLASHBACK M METAPHOR detailed in the rubric at the end of LE LAST EVENT Di DIALOGUE A ALLITERATION the writi ng secti on.

T TRANSITIONS O ONOMATOPOEIA It is recommended that students also edit © 2013 SNAP! Learning® All Rights Reserved. for writi ng conventi ons. 25 Peer editi ng is encouraged once students become profi cient with marking up, editi ng, and revising their own writi ng. NOTES!

© 2013 SNAP! Learning® All Rights Reserved. 35 RESOLUTION Part 4 PartBody 4 Paragraph 4 RESOLUTION To the right are three DRAW IT! spaces for the problem resoluti on part of the narrati ve. PLAN IT! DRAW IT! There are the Problem Resoluti on and two Falling Acti ons drawing spaces. PROBLEM Resolution FALLING Action The Transiti ons Table to the right provides a number of transiti onal words and phrases that students may use to clarify the relati onships between and among the resoluti on and falling acti on.

These words and phrases also provide a natural and logical sequence of events to end the narrati ve.

PLAN IT! DRAW IT! Using the statement entered in the Resoluti on box of the 5-PART Graphic Schillings wrote with passion and conviction Organizer, students draw the scene People rebuilt after the war. and acti ons of the problem resoluti on. about the need for peace.

Students brainstorm 1-2 events that happen aft er the problem is resolved FALLING Action that will end the narrati ve. TRANSITION Words and Phrases

Students draw the scenes and A ___ later Finally Once acti on of the falling acti ons just Across ___ For ___ Quickly brainstormed. Aft er ___ Immediately Soon Aft erward In ___ Suddenly Students describe the scenes and Around ___ Just before ___ The next ___ acti on of the resoluti on and each As soon as Just aft er ___ U n ti l falling acti on using sensory details. As ___ Later When ___ At last Later on While ___ Students add speech bubbles and/or Before ___ Later that ___ With ___ thought bubbles as needed. Behind ___ Moments later Yesterday Below ___ Nearby ____ later By ___ Not long aft er That ___ (night, People band together for peace. During ___ On ___ day, etc.)

Encourage the use of fi gurati ve language. NOTES!

© 2013 SNAP! Learning® All Rights Reserved. 36 RESOLUTION Part 4 Part 4 RESOLUTION SAY IT! SAY IT! With a partner, students orally WRITE IT! rehearse Part 4: Resoluti on using the drawings, dialogue, and A descripti ons of the scenes and Many say that the Southern spirit has been crushed indefinitely. But I say, the Re acti ons of the Resoluti on and Falling human spirit is full of passionate courage. It was this very temperament that led us into Acti on from the drawing spaces on FA FA the left facing page. war at the start. It will be what returns us to a thriving society. The spirit of a people is not

defined by its circumstances but rather by the people themselves. Students may want to act out the sequence of Resoluti on and Falling Acti ons as a means of oral rehearsal as well.

Teacher monitors oral rehearsal.

As students orally rehearse, they may wish to change the dialogue and/or the descripti on of the scene and acti on to make the Resoluti on part ﬂ ow naturally with Parts 1, 2, and 3.

WRITE IT!

Once students are sati sfi ed with their oral rehearsal, they write their resoluti on in the box as illustrated.

READ IT! Students read their Resoluti on part READ IT! Narrati ve Technique Literary Device aloud to make sure it sounds correct.

INDENT PARAGRAPH B BACKSTORY S SIMILE CHECK IT! CHECK IT! Re RESOLUTION F FLASHBACK M METAPHOR FA FALLING ACTION Di DIALOGUE A ALLITERATION Students markup their writi ng using the codes from the box as T TRANSITIONS O ONOMATOPOEIA illustrated.

© 2013 SNAP! Learning® All Rights Reserved. 27 The elements in the box are aligned to purpose/organizati on, and development/elaborati on as detailed in the rubric at the end of NOTES! the writi ng secti on. It is recommended that students also edit for writi ng conventi ons.

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

© 2013 SNAP! Learning® All Rights Reserved. 37 STORY Closing Part 5 Part 5 STORY CLOSING The closing wraps up the story. It might leave the reader with something to questi on, consider, refl ect upon, or feel. PLAN IT!

Maybe it surprises the reader or brings the CLOSING TYPES SNAPPY! Closing Examples reader back to the beginning of the story. ? WONDER/QUESTION Who knows what might happen if I step through the door. Whatever it may be, the reader needs to take away something from the story. M MESSAGE/MORAL That day I learned that anything was possible if I believed in myself.

S SURPRISE He awoke to ﬁ nd himself in bed, and his adventure had all been a dream. PLAN IT! DRAW IT! F FAREWELL She closed the book and went to sleep. It is important for students to learn how to write an eﬀ ecti ve closing that C CIRCULAR Aft er opening her eyes, Mary realized that she had returned home. leaves the reader with something to take away from the story. DRAW IT! The table to the right provides fi ve SNAPPY! Closing Types for narrati ves with an example for each type.

These examples are used in every portf olio with a narrati ve writi ng prompt.

The A Space to the right provides a place for students to draw their ideas for the closing.

Students select a closing type from the lin ye Table to the right.

Students draw the scene and acti on of the closing.

Students describe the scene and acti on of the closing using sensory details.

Students add speech bubbles and/or The United States would again be reunited. thought bubbles as needed.

Encourage the use of fi gurati ve language. NOTES!

© 2013 SNAP! Learning® All Rights Reserved. 38 STORY Closing Part 5 Part 5 STORY CLOSING SAY IT! SAY IT! With a partner, students orally rehearse Part 5: Story Closing using WRITE IT! the drawings, dialogue, and A descripti ons of the scene and acti on War has opened my eyes to revelations formerly unknown. The security of constant of the Closing from the drawing comfort limited my ability to see things differently. Northerners and Southerners across spaces on the left facing page.

this country have endured immense suffering. I cannot believe it had no greater purpose Students may want to act out the than to resolve a gross disagreement. It is with great conviction that I encourage the sequence of the Story Closing as a means of oral rehearsal as well. readers of this publication to believe, as I, that the Southern spirit will continue on. MM America will once again be a united nation. Teacher monitors oral rehearsal.

As students orally rehearse, they may wish to change the dialogue and/or the descripti on of the scene and acti on to make the Story Closing part ﬂ ow naturally with Parts 1, 2, 3,and 4.

WRITE IT!

Once students are sati sfi ed with their oral rehearsal, they write their closing in the box as illustrated.

READ IT! Students read their closing aloud to SNAPPY! Closing Narrati ve Technique Literary Device READ IT! INDENT PARAGRAPH make sure it sounds correct. INDENT PARAGRAPH B BACKSTORY S SIMILE W? WONDER / QUESTION F FLASHBACK M METAPHOR CHECK IT! MM MESSAGE / MORAL Di DIALOGUE A ALLITERATION CHECK IT! Students markup their writi ng using Sur SURPRISE O ONOMATOPOEIA the codes from the box as Fw FAREWELL illustrated.

Cr CIRCULAR The elements in the box

It is recommended that students also edit NOTES! for writi ng conventi ons.

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

© 2013 SNAP! Learning® All Rights Reserved. 39 Final Dra�t Students compose their fi nal draft using the introducti on, problem, plot, resoluti on, FINAL DRAFT and closing from the WRITE IT! steps on the previous pages. WRITE IT!

ALIGNMENT TO RUBRIC June 21, 1865

Eﬀ ecti ve plot creates a sense of To the Editor of the Charleston Sun Times, unity and completeness I I, Corporal Edward Schillings of the Confederate Army, submit this letter to your Eﬀ ecti vely establishes and publication. It is an account of my return home from the war. I arrived from the northern maintains setti ng, point of view, front only days ago with the caravan of soldiers returning to the South. Back within the characters comfort of my former residence, I share memories of my homecoming with your readers.

Consistent use of a variety During my long and difficult journey home, I witnessed the devastation of our prized of transiti ons Southern soil. Businesses, lands, homes, and individuals’ lives suffered the consequences Natural logical sequence; of this horrific war. The conflict of this country has torn the land apart. SNAPPY openings and closings Though I have been away many years, I remember the fields of plentiful crops as far Pr Experiences, characters, setti ng, as the eye could see. I remember the thriving economy within our largest cities. Trading and events are clearly developed travelers would come great distances to take back with them a share of our land’s bounty.

Yet, none of this remained upon my return. Indeed, great destruction was caused by this Connecti ons to source materials enhance the narrati ve Civil War.

I must add that the destruction I witnessed stretched farther than just our Southern Eﬀ ecti ve use of narrati ve techniques borders. I fought in many a battle waged upon Northern lands. Their communities suffered (backstory, ﬂ ashback, dialogue) similar fates.

Eﬀ ecti ve and appropriate Women lost husbands and sons just as we lost ours. Entire towns were destroyed as Pl style enhances the narrati ve enemy soldiers marched through them. The North struggles to understand how to rebuild – use of sensory and concrete details, and fi gurati ve language their communities just as we struggle to rebuild ours. (simile, metaphor, alliterati on, onomatopoeia) While I grieve the losses suffered by our people, I have seen a widespread loss across a nation. It is for this reason I write to your newspaper.

Many say that the Southern spirit has been crushed indefinitely. But I say, the human spirit R is full of passionate courage. It was this very temperament that led us into war at the

NOTES!

start. It will be what returns us to a thriving society. The spirit of a people is not defined by

its circumstances but rather by the people themselves.

War has opened my eyes to revelations formerly unknown. The security of constant

comfort limited my ability to see things differently. Northerners and Southerners across

this country have endured immense suffering. I cannot believe it had no greater purpose

than to resolve a gross disagreement. It is with great conviction that I encourage the

readers of this publication to believe, as I, that the Southern spirit will continue on.

C America will once again be a united nation.

Sincerely Yours,

Cpl. Edward Schilling

NOTES!

© 2013 SNAP! Learning® All Rights Reserved. 41 Final Dra�t Students conti nue their fi nal draft using the introducti on, problem, plot, resoluti on, FINAL DRAFT and closing from the WRITE IT! steps on the previous pages.

ALIGNMENT TO RUBRIC Eﬀ ecti ve plot creates a sense of unity and completeness

Eﬀ ecti vely establishes and maintains setti ng, point of view, characters

Consistent use of a variety of transiti ons

Natural logical sequence; SNAPPY openings and closings

Experiences, characters, setti ng, and events are clearly developed

Connecti ons to source materials enhance the narrati ve

Eﬀ ecti ve use of narrati ve techniques (backstory, ﬂ ashback, dialogue)

Eﬀ ecti ve and appropriate style enhances the narrati ve – use of sensory and concrete details, and fi gurati ve language (simile, metaphor, alliterati on, onomatopoeia)

NOTES!

© 2013 SNAP! Learning® All Rights Reserved. 42 READ IT! Students read their fi nal draft aloud READ IT! I INTRODUCTION CHECK GENRE to make sure it sounds correct. Pr PROBLEM INFORMATIONAL CHECK IT! Pl PLOT OPINION R NARRATIVE RESOLUTION CHECK IT! C CLOSING Students markup their writi ng using the codes from the box as RUBRIC illustrated. The elements in the box are aligned to purpose and organizati on PURPOSE & An eﬀ ecti ve plot helps create a sense of unity and completeness as detailed in the rubric. ORGANIZATION Eﬀ ecti vely establishes and maintains setti ng, point of view, character

Consistent use of a variety of transiti ons to clarify relati onships between and among ideas; strong connecti ons between ideas It is recommended that students do a fi nal edit for writi ng conventi ons. Natural logical sequence; eﬀ ecti ve opening and closing Peer editi ng is encouraged once students become profi cient with marking up, SUBTOTAL editi ng, and revising their own writi ng.

EVIDENCE & Experiences, characters, setti ng, and events are clearly developed ELABORATION Connecti ons to source materials may enhance the narrati ve Rubric Eﬀ ecti ve use of a variety of narrati ve techniques that advance the story or illustrate the experience (backstory, fl ashback, Place a “1” in the score box if foreshadowing, dialogue) the student has met the writi ng descriptor. Eﬀ ecti ve and appropriate style enhances the narrati ve - use of sensory, concrete, and fi gurati ve language (simile, alliterati on, Onomatopoeia, hyperbole) that clearly advances the purpose. Place a “0” in the score box if the student has not met the writi ng SUBTOTAL descriptor.

CONVENTIONS Uses proper spelling, punctuati on, capitalizati on, and grammar Total the score.

Uses correct grammar and sentence formati on

SUBTOTAL

TOTAL SCORE

NOTES!

Adair County Historical Society (2010). The Battle of Kirksville. Kirksville, MO: Minor, C. Retrieved from http://www.adairchs.org/BATTLEOFKVILLE-1-2x.pdf

Holman, J. W. He Died At His Post. Retrieved from http://www.civilwarpoetry.org/union/soldierlife/post.html

Jones, S.A. Only a Soldier’s Grave. Retrieved from http://www.civilwarpoetry.org/confederate/soldierlife/grave.html

Noyes, J. (1982). “The Battle of Kirksville.” The Chariton Collector. Retrieved from http://library.truman.edu/scpublications/chariton%20collector/Spring%201982/The%20Battle20of%20Kirksville.pdf

Images Page 4 Original 1841 letters ©istockphoto.com/Valmol48 http://www.istockphoto.com/stock-photo-606710-original-1841-letters.php

Page 8 Gen. John McNeil of [MO] [photograph.] Source: Library of Congress http://www.loc.gov/pictures/item/cwp2003002351/pp/

[Drawing of the second Adair County, Missouri courthouse.] Source: Violette E.M. History of Adair County. http://en.wikipedia.org/wiki/File:2ndAdairCoCourthouse.JPG

Page 10 Colonel Joseph Porter [illustration.] http://www.rulen.com/porter/index2.htm

Enlistment Poster for Missouri Riflemen. Source: The State Historical Society of Missouri http://shs.umsystem.edu/civilwar/images/index.html

1862, Map of Missouri with Kirksville highlighted.

CEE AD CAREER READIE TADARD

A NANA

DT Details in Text Inference DT Details in Text Inference

CM Central Message Th heme M Main Idea Sum Summary

CSE Characters, Settings, and Events Rel Relationships in Text

Wo Wo Ph Words and Phrases Ph Words and Phrases

SS Story Structure TS et Structure TS et Structure

PoV Point of View Pur Purpose PoV Point of View

Illustrations Visual Visual Images TF et eatures in Stories Information

RE Reasons and Evidence

CC Compare and Contrast CC Compare and Contrast

TC Text Complexity TC Text Complexity

NANA N

Ph Phonics and Word Recognition Informational / Explanatory WR

Fl luency Nar Narrative

PAN AN NN O A Opinion / Argumentative

CD Collaborative Discussion CW Coherent Writing

Po Presentation of Information WP Writing Process

MM Multimedia RoW Range of Writing

ANA

WM Word Meaning FL Figurative Language, WR Word Relationships

fv Recommended Grade 6 -8 Split Asunder Title Type READABILITY eieFP* Lexile 7 U-W 970 Lexile Range CCR Stretch CCR Stretch 955 -1155

EAN Word Count *Fountas andPinnell 1964