UNIT PLAN FOR THE ALMOST TRUE ADVENTURES OF HOMER P. FIGG
LOGISTICS
Teacher: Amy Smith
Grade Level: 5
Title of Unit: The Almost True Adventures of Homer P. Figg: A Novel Study
Length of Unit: 25 days
STATEMENT OF PURPOSE AND RATIONALE
Statement of Purpose: Students will read the Newberry Honor book, The Almost True
Adventures of Homer P. Figg, which is set during the Civil War, a required topic as set forth by
the NCSCOS for Social Studies for fifth grade. The students will read the entire novel in class,
and will take part in various activities that combined together address all the goals and
objectives of the fifth grade North Carolina Standard Course of Study for language arts,
including strategies and skills to:
• read and write
• comprehend text
• make connections
• create oral, written and visual texts
• apply grammar and language conventions
In addition to the activities the students will complete during the course of the unit, the students
will also create a notebook for the novel with tabs for the following sections: Characters,
Vocabulary, Journal, Writer’s Craft, and Activities. The teacher will explain the use of the
notebook on the first day of the novel (day 3 in the unit plan).
.
• In the Character section the students will focus on each character of the novel, drawing a
picture and making notes on the character’s personality and actions as determined by what
they read and how they interpret the text. They will also complete the “Character
Worksheet,” which requires them to write down character traits and cite specific places in
the text that support their statements. This novel is especially suitable for conducting a
character study, so that will be a primary focus for students.
• The Vocabulary section, where students jot down unknown words and draw conclusions
about meaning using context clues and then compare how their ideas compare to what
they find in a dictionary.
• Journal, where students make predictions, confirm and or disprove predictions, as well as
write to a variety of prompts given by the teacher.
• Writer’s Craft section, where students make notes and keep a record of the examples of
writer’s craft they discover. This book is full of figurative language, imagery, point of view,
etc that students will uncover, learn about, make note of and emulate.
• Activities Section: where students store additional written and/or art activities
Throughout the unit, the teacher will begin each day by re-telling what has happened in the
book, asking for volunteers and/or calling on students. In addition to the activities listed for
each day of the unit, the teacher will also review vocabulary and writer’s craft daily as well.
(See attachment for a daily outline of key vocabulary and writer’s craft – Resource 1)
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Rationale: In this unit, students will read an award-winning novel about the Civil War, which is
also part of the fifth grade North Carolina Standard Course of Study. This novel is also a great
choice for a character study, as well as other language arts activities, especially those that
focus on figurative language, that fit into the NCSCOS for language arts. It is a fifth grade level
book.
NCSCOS Goals and Objectives Assessed:
Competency Goal 1 The learner will apply enabling strategies and skills to read and
write.
1.01 Expand and refine vocabulary through knowledge of prefixes, suffixes, roots, derivatives,
context clues, and etymologies (word origins) to assist comprehension.
1.02 Select key vocabulary critical to the text and apply appropriate meanings as necessary for
comprehension.
1.03 Increase reading and writing vocabulary through: wide reading, word study, word
reference materials, content area study, writing process elements, writing as a tool, debate,
discussions, seminars, examining the author's craft.
1.04 Use word reference materials (e.g., glossary, dictionary, thesaurus, online reference
tools) to identify and comprehend unknown words.
1.05 Read independently daily from self-selected materials (consistent with the student's
independent reading level) to: increase fluency, build background knowledge, expand and
refine vocabulary.
Competency Goal 2 The learner will apply strategies and skills to comprehend text that
is read, heard, and viewed.
2.01 Use metacognitive strategies independently and flexibly to monitor comprehension and
extend vocabulary (e.g., skim, scan, reread the text, consult other sources, ask for help,
summarize, paraphrase, question).
2.02 Interact with the text before, during, and after reading, listening, and viewing by: making
predictions, formulating questions, supporting answers from textual information, previous
experience, and/or other sources, drawing on personal, literary, and cultural understandings.
seeking additional information, making connections with previous experiences, information,
and ideas.
2.03 Read a variety of texts, such as: fiction (tall tales, myths), nonfiction (books of true
experience, newspaper and magazine articles, schedules), poetry (narrative, lyric, and
cinquains), drama (plays and skits).
2.04 Identify elements of fiction and nonfiction and support by referencing the text to determine
the: plot development, author's choice of words, effectiveness of figurative language (e.g.,
personification, flashback), tone.
2.05 Evaluate inferences, conclusions, and generalizations and provide evidence by
referencing the text(s).
2.06 Analyze choice of reading materials congruent with purposes (e.g., reading for
information, reading to extend content area learning, reading for pleasure, entertainment).
2.07 Evaluate the usefulness and quality of information and ideas based on purpose,
experiences, text(s), and graphics.
2.08 Explain and evaluate relationships that are:causal.hierarchical.temporal.problem-solution.
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2.09 Listen actively and critically by: asking questions.delving deeper into the topic.elaborating
on the information and ideas presented.evaluating information and ideas.making inferences
and drawing conclusions.making judgments.
2.10 Identify strategies used by a speaker or writer to inform, entertain, or influence an
audience.
Competency Goal 3The learner will make connections through the use of oral language,
written language, and media and technology.
3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and
evaluative processes by:analyzing word choice and content.examining reasons for a
character's actions, taking into account the situation and basic motivation of the character.
creating and presenting a product that effectively demonstrates a personal response to a
selection or experience.examining alternative perspectives.evaluating the differences among
genres.examining relationships among characters.making and evaluating inferences and
conclusions about characters, events, and themes.
3.02 Make connections within and between texts by recognizing similarities and differences
based on a common lesson, theme, or message.
3.03 Justify evaluation of characters and events from different selections by citing supporting
evidence in the text(s).
3.04 Make informed judgments about television, radio, video/film productions, other electronic
mediums and/or print formats.
3.05 Integrate main idea and supporting details from multiple sources to expand understanding
of texts.
3.06 Conduct research (with assistance) from a variety of sources for assigned or self-selected
projects (e.g., print and non-print texts, artifacts, people, libraries, databases, computer
networks).
3.07 Make informed judgments about: bias, propaganda, stereotyping, media techniques.
Competency Goal 4 The learner will apply strategies and skills to create oral, written,
and visual texts.
4.01 Read aloud grade-appropriate text with fluency, comprehension, expression, and
personal style demonstrating an awareness of volume, pace, audience, and purpose.
4.02 Use oral and written language to: formulate hypotheses, evaluate information and ideas,
present and support arguments, influence the thinking of others.
4.03 Make oral and written presentations to inform or persuade selecting vocabulary for
impact.
4.04 Select a self-evaluated composition for publication and justify rationale for selection.
4.05 Use a variety of preliminary strategies to plan and organize the writing and speaking task
considering purpose, audience, and timeline.
4.06 Compose a draft that elaborates on major ideas and adheres to the topic by using an
appropriate organizational pattern that accomplishes the purpose of the writing task and
effectively communicates its content.
4.07 Compose a variety of fiction, nonfiction, poetry, and drama using self-selected topic and
format (e.g., poetry, research reports, news articles, letters to the editor, business letters).
4.08 Focus revision on target elements by: improving word choice, rearranging text for clarity,
creating simple and/or complex sentences for clarity or impact, developing a lead, characters,
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or mood.
4.09 Produce work that follows the conventions of particular genres (e.g., essay, feature story,
business letter).
4.10 Use technology as a tool to enhance and/or publish a product.
Competency Goal 5 The learner will apply grammar and language conventions to
communicate effectively.
5.01 Consistently use correct capitalization (e.g., names of magazines, newspapers,
organizations) and punctuation (e.g., colon to introduce a list, commas in apposition, commas
used in compound sentences).
5.02 Demonstrate understanding in speaking and writing by using: troublesome verbs,
nominative, objective, and possessive pronouns.
5.03 Elaborate information and ideas in speaking and writing by using: prepositional phrases,
transitions, coordinating and/or subordinating conjunctions.
5.04 Determine the impact of word choice on written and spoken language.
5.05 Spell most commonly used words accurately using a multi-strategy approach to the
learning of new spellings.
5.06 Proofread for accuracy of spelling using appropriate strategies to confirm spelling and to
correct errors.
5.07 Edit final product for grammar, language conventions, and format.
5.08 Create readable documents through legible handwriting (cursive) and word processing.
NCSCOS Goals and Objectives Addressed:
Social Studies
Grade 5
4.05 Describe the impact of wars and conflicts on United States citizens, including but not
limited to, the Civil War, World War I, World War II, the Korean War, the Vietnam War, Persian
Gulf War, and the twenty-first century war on terrorism.
3.02 Examine how changes in the movement of people, goods, and ideas have affected ways
of living in the United States.
1.06 Explain how people of the United States and other countries of North America adapt to,
modify, and use their physical environment.
ESSENTIAL QUESTION (S)
What is the Civil War?
When did the Civil War take place?
What was life like for people who lived during the Civil War?
Why did the United States have Civil War in 1861?
Why did the Union and the Confederacy disagree?
How can we describe and interpret the characters in a book by analyzing the text?
What is figurative language and how can we use it in our own writing?
What is the Emancipation Proclamation and what does it mean?
How can we describe and interpret the characters in a book by analyzing the text?
How can we visualize the setting of a story by analyzing the author’s words?
What was the Underground Railroad?
How can we dramatize a story by acting it out, writing a song or poem, or performing a dance?
How can we make predictions about what is going to happen in a book, using what we have
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already read combined with our background knowledge?
How do writers influence the thinking of others? How can we write to do this?
How do writers entertain audiences by the creative use of language?
What is figurative language and does the author use it to enhance his or her writing?
Why do writer’s use different styles of writing depending on purpose? How do author’s write for
newspaper articles? What are the 5 W’s?
How can we organize our thoughts on paper to write or re-tell what happened in a story?
How do we evaluate predictions we have made about a story after we read the text and
discover what happens?
How can we discover the meaning of unknown words in a text by using context clues?
How do we evaluate predictions we have made about a story after we read the text and
discover what happens?
How do we show our understanding of a novel by answering comprehension questions?
UNIT OVERVIEW
Plan for unit integration
The setting for this novel is during the Civil War, a topic that is part of the NCSCOS for social
studies, so many of the lessons and activities will also include social studies topics. In addition,
additional sources of integration include:
• Music: The students will explore music during the 1860s, listening to well-known songs
such as “Dixieland” and “Battle Hymn of the Republic” as well as analyzing the lyrics
and how they fit in with what was happening at that point in history.
• Art: Students will analyze how the author describes the characters and will use that
information to create realistic pictures of each
• Drama: Students will demonstrate their comprehension of the text by acting it out
• Technology: Students will use computers to conduct research at various points during the
unit, and they will also create videos they write and star in to demonstrate their
understanding of the differing viewpoints of the Union and the Confederacy during the
Civil War.
Prerequisite teacher content knowledge
The Civil War began in 1861, after the election of Abraham Lincoln, when South Carolina
seceded from the Union. The country was divided about many issues, including slavery,
taxation, and state’s rights. The teacher will need to read the printed materials supplied by the
teacher (see artifacts), which cover a wide range of topics about life during the 1860’s,
including the Civil War and other noteworthy events, everyday life and the political climate and
leaders of the time. The teacher will need to read the novel The Mostly True Adventures of
Homer P. Figg.
CONSIDERATIONS ABOUT THE LEARNERS
Prior knowledge
Learner will know that they live in the state of North Carolina, in the United States of America.
Unique learner characteristics
N/A
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CONSIDERATIONS ABOUT THE LEARNING ENVIRONMENT
Physical space
Desks will be arranged in groups of four, facing each other. Desks will not need to be
rearranged for any of the lessons; however, for certain activities students will be allowed to
leave desk groups and work in pairs in other places around the classroom (such as work
tables, the carpet space, etc) if possible.
Temporal resources
One hour each day, for 25 days.
Learning materials
Student Novel Notebooks (created by teacher, tabbed and marked)
The Mostly True Adventures of Homer P.Figg by Roman Philbrick, one for each student
Highlighters
Poster board
Markers,
Scissors,
Glue
Drawing Paper
Colored Pencils
Crayons
Post-it notes
Character Study Worksheets (see attachment)
Participation Rubrics (see attachment)
Examples of Figurative Language (see attachment)
Map of the United States (hard copy or one posted from Internet on Smart Board)
Images of old root cellars (see attachment)
Copy of the Emancipation Proclamation, one for each student (see attachment)
Examples of Civil War slang (see attachment)
Sample newspaper advertisements (see attachment)
Lyrics to song, “Just Before the Battle, Mother” (see attachment)
Guiding questions for whole class discussion at the end of the book (see attachment)
Test (see attachment)
Reference Books:
• Armstrong, Jennifer. The American Story: 100 True Tales from American History.
Random House Children’s Books: 2006.
• Erickson, P. Daily Life on a Southern Plantation, 1853. Lodestar: 1998.
• Herbert, J. Civil War for Kids: A History with 21 Activities. Chicago Review Press, Inc.:
1999.
• King, David. Civil War Days: Discover the Past with Exciting Projects, Games, Activities
and Recipes. Wiley & Sons: 1999
• Moore, Kay. If You Lived at the Time of the Civil War. Scholastic, Inc: 1994.
• Stanchak, John. Civil War. DK Publishing, Inc.: 2000.
Printed Materials from the following web sites – (see attachment)
• http://www.americancenturies.mass.edu/activities/dressup/1860_woman.html
• http://www.americancenturies.mass.edu/activities/dressup/1860_man.html
• http://kitiyakara.com/world/hardtimes.htm
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• http://kclibrary.lonestar.edu/19thcentury1860.htm
• http://www.americancenturies.mass.edu/activities/dressup/index.html:
• http://www.nps.gov/archive/gett/gettkidz/cause.htm
• http://americancivilwar.com/kids_zone/causes.html
• http://www.radford.edu/sbisset/civilwar.htm
• http://americancivilwar.com/kids_zone/union_soldier_civil_war.html
• http://www.civilwarhome.com/typicalconfedsoldier.htm
• http://www.civilwarhome.com/confederateflags.htm
• http://americancivilwar.com/tcwn/civil_war/civil_war_cooking.html
Picture Books:
• Polacco, P. Pink and Say. Philomel: 1994.
• Ringgold, F. Aunt Harriet’s Underground Railroad in the Sky. Dragon Fly Books: 1995.
Food and Snacks:
• Popcorn
• Lemonade
• Pancakes and maple syrup
Personnel resources
One teacher
Technological resources
SMART Board with Internet Access to the following sites:
• http://www.pdmusic.org/civilwar.html
• http://livingoffgrid.org
Laptops for every student
Flip video cameras (2)
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UNIT OVERVIEW AND TIMELINE
DAY 1
(See the full lesson plan in Resources section)
Specific expectations (goals/objectives):
Students will learn what the Civil War was, when the Civil War took place, and what life was
like for people who lived during the Civil War.
Essential Questions: What is the Civil War? When did the Civil War take place? What was life
like for people who lived during the Civil War?
Teaching and learning strategies
Students will listen to music from the 1860s and then will work in groups to determine what life
was like in the 1860s in the United States by working in small groups to examine:
• Everyday life (food, clothing, entertainment, housing, jobs)
• Map of the U.S.
• Important events of the time
• Leadership of the U.S.
Students will present what they discover with the class. Teacher will read the picture book Pink
and Say by Patricia Pollaco to conclude the lesson.
Formative or summative assessment type- strategy-tool
See Resource 1b
Students will write on a note card, (as exit ticket), all they can remember about life in the
1860s, including what they think was most important. Teacher will use a checklist to record
understanding. Students will also write in the journals as part of the lesson wrap-up to the
following prompts: What do you think it would be like to live in the 1860s? What would you like
and/or not like about it? Do you think it would be easier or harder to live in 1860 than today?
Teacher will review journal entries to check: was student able to identify 3 characteristics of the
1860s? Was student able to compare/contrast his or her life today with life in the 1860s?
Learner considerations
Students will have a variety of resources to conduct research; including using the Internet,
through the use of reference books, and through the printed materials that the teacher supplies
that will scaffold students’ learning. Students will work in groups created by the teacher,
allowing students to help each other identify what is most important. Finally, when students
present information they discovered to the class, they will be allowed to write down ideas, cut
and paste images and/or convey the information verbally.
Environmental considerations
Students will work in desk groups so desks should be arranged in groups of four.
Material resources
Journals, participation rubrics, highlighters, poster board, markers, scissors, glue, reference
books (see lesson plan), printed materials supplied by the teacher, note cards
Other resources
Laptop computers
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DAY 2 and DAY 3
(See the full lesson plan in Resources section)
Specific expectations (goals/objectives):
Students will be able to explain what caused the Civil War and the differences between the
North and the South that contributed to the War.
Essential Questions: Why did the United States have Civil War in 1861? Why did the Union
and the Confederacy disagree?
Teaching and learning strategies
Students will be divided into two groups. One group will represent a family from the North in
the 1860s, the other from the South. Each group will research why they believe their side is
right (and why the other side is wrong) in terms of the Civil War. Students will create and film a
video to show their arguments. Students can create any type of video they prefer and could
include: a skit, debate, lecture, dance, song, etc.
Formative or summative assessment type- strategy-tool
See Resource 2-3
Students will write in their journals, answering the following prompt: What do I believe was the
biggest factor in the start of the Civil War? Why? What did the Union believe? What did the
Confederacy believe? Teacher will collect journals to assess understanding using a rubric (see
resource 2-3)
Learner considerations
Students will have a variety of sources to conduct research, including the Internet via
computers, reference books, and printed materials that the teacher supplies. Students will be
allowed to record any type of video of their choice. Students will work in groups to help each
other. Teacher will circulate to assist and direct students as needed.
Environmental considerations
Students will work in two groups, so teacher will need space for students to sit and work at
desks, worktables, or on the floor in separate spaces. Students will also need two separate
spaces when it is time to film their video. One group could remain in the classroom, while
another may use a different space in the school. Or both groups could go outside, if weather
permits.
Material resources
Language Arts journals, Participation rubrics, popcorn, lemonade, reference books, and
printed materials supplies by teacher.
Other resources
Laptop computers, flip video cameras, a parent volunteer to monitor students when the two
groups are separated.
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DAY 4
(See the full lesson plan in Resources section)
Specific expectations (goals/objectives):
Students will re-tell what happened in a passage of a novel that was read to them. Students
will make predictions after hearing the text.
Essential Questions: How can we make predictions about what is going to happen in a book,
using what we have already read combined with our background knowledge?
Teaching and learning strategies
Teacher will read Chapter 1 of novel as a read aloud and do the Weave-a-Web Activity, where
students stand in a circle, passing around a ball of yarn as they tell what they remember from
chapter 1, forming a web. Students will write in journals, making predictions about they think is
going to happen to Homer and his brother Harold next and discussing their ideas in their desk
groups. Students will read chapter 2 to themselves silently to find out what really happens and
discuss what really happened, compared to what they predicted, with a partner. Teacher will
introduce the novel notebook, instructing students how to make notes in each section.
Formative or summative assessment type- strategy-tool
See Resource 4
Teacher will take anecdotal notes to see what students say during the Weave-a-Web. (See
resource 4a.) Teacher will read journal entries to assess predictions (see resource 4b for
rubric).
Learner considerations
Teacher will read aloud and students will follow along. Students will re-tell stories together
during the Weave-a-Web activity, allowing students to hear what others remembered from the
chapter. After students make predictions, they will read silently and review what really
happened with a partner. Students will have help from the teacher and other students during
every portion of this lesson.
Environmental considerations
Students will need enough empty space to allow students to form a circle and be able to pass
the ball of yarn. Desks can be arranged according to teacher preference, but students will
need to be able to discuss predictions in groups, and will also need space to partner-share
after reading Chapter 2.
Material resources
Notebooks for each student, Pencils, Large ball of Yarn, The Mostly True Adventures of Homer
P. Figg, one copy for each student and one for teacher
Other resources
N/A
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DAY 5
Specific expectations (goals/objectives):
Students will be able to describe a character in a book by finding supporting quotes from the
text. Students will write adjectives describing the character and will also draw their personal
interpretation of the character, based on what they discovered in the text.
Essential Questions: How can we describe and interpret the characters in a book by analyzing
the text?
Teaching and learning strategies
Students will read chapters 3, 4, and 5 silently, working in pairs and pausing after each chapter
for a mini-retell. Students will work in the same pair groups to evaluate the character Homer,
by filling in the Character Study worksheet (see resource 5a) and providing examples in the
text to support their characterizations. Finally, students will draw a picture of Homer.
Formative or summative assessment type- strategy-tool
See Resource 5b
Teacher will collect character study worksheets, using a rubric (resource 5b) to check for
understanding. Teacher will also review student drawings. Teacher will also circulate while
students work to guide discussions and check understanding and will add this information to
the rubric.
Learner considerations
Students will work in pairs so that they can help each other with comprehension during retellings. Students will also work in pairs as they complete the character study. Teacher will
circulate during the lesson to ensure students understand as well as to guide and extend
discussions.
Environmental considerations
Students will work in teacher-assigned pairs, but will be allowed to work at their desks, on the
floor, or at available worktables, according to teacher preference.
Material resources
Student notebooks, pencils, drawing paper, colored pencils, markers, crayons, images of old
root cellars (see lesson plan), Character Study worksheets, novel for each student
Other resources
N/A
11
DAY 6
Specific expectations (goals/objectives):
Students will identify an author’s use of figurative language and its role in entertaining the
audience. Students will then practice writing their own figurative language.
Essential Questions: What is figurative language and how can we use it in our own writing?
Teaching and learning strategies
Teacher will list examples of figurative language on the board from chapters 1-5 and do a minilesson on simile, metaphor, and personification (see resource 6a). Students will work in pairs
to read chapter six and list all examples of figurative language they find while they read.
Students will then write their own examples of figurative language.
Formative or summative assessment type- strategy-tool
See Resource 5b
Teacher will collect students’ writing, asking students to label each form of figurative language
they use. Teacher will create checklist (see resource 6b).
Learner considerations
Teacher will scaffold learning by giving students examples of personification. Students will
work together and help each other fine examples on their own.
Environmental considerations
Students will work in pairs and desks may be arranged per teacher preference. Students are
free to work in any spot in the classroom.
Material resources
Examples of figurative language for chapters 1-5 (see attached), paper, pencils, Homer P. Figg
novels, one for each student
Other resources
N/A
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DAY 7
Specific expectations (goals/objectives):
Students will read the Emancipation Proclamation and analyze its meaning and will be able to
write their own version of the speech, revising the wording to fit today’s language.
Essential Questions: What is the Emancipation Proclamation and what does it mean?
Teaching and learning strategies
Teacher will read chapter seven of the book aloud while students follow along. After reading
book, teacher will hand out copies of the Proclamation to students (see Resourse 7a) and
have them work in groups to interpret its meaning. Finally, students will write their own
speeches, as if they were Abraham Lincoln, in their own language.
Formative or summative assessment type- strategy-tool
See Resource 7
Teacher will collect speeches to determine if students understood what the Proclamation was
about and whether or not they could write speeches (see Resource 7b)
Learner considerations
Students will work in desk groups so desks should be arranged in groups of four.
Environmental considerations
Students will work in pairs and desks may be arranged per teacher preference. Students are
free to work in any spot in the classroom.
Material resources
Copy of the Emancipation Proclamation, one for each student, paper, pencils (see attached)
Other resources
SMART board with Internet access to the US Archives found at www.archives.gov
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DAY 8
Specific expectations (goals/objectives):
Students will be able to describe a character in a book by finding supporting quotes from the
text. Students will write adjectives describing the character and will also draw their personal
interpretation of the character, based on what they discovered in the text.
Essential Questions: How can we describe and interpret the characters in a book by analyzing
the text?
Teaching and learning strategies
Students will work in pairs to evaluate the character of Uncle Squinton Leach by filling in the
Character Study worksheet and providing examples in the text to support their
characterizations. Finally, students will draw or paint a picture of Squinton Leach.
Formative or summative assessment type- strategy-tool
See Resource 5a and 5b
Teacher will collect character study worksheets and making notes (see checklist) about what
students found.
Learner considerations
Students will work in pairs so that they can help each other with comprehension. Students will
also work in pairs as they complete the character study. Teacher will circulate during the
lesson to ensure students understand as well as to guide and extend discussions.
Environmental considerations
Students will work in teacher-assigned pairs, but will be allowed to work at their desks, on the
floor or at available worktables.
Material resources
Student notebooks, pencils, drawing paper, colored pencils, paints, paintbrushes, markers,
crayons, Character Study worksheets, novel for each student
Other resources
Access to sinks, paper towels, art smocks
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DAY 9
Specific expectations (goals/objectives):
Students will analyze a passage from the text and will use the information to create their own
interpretation of the setting through art.
Essential Questions: How can we visualize the setting of a story by analyzing the author’s
words?
Teaching and learning strategies
Students will read chapter eight aloud to each other in pairs (alternating pages) and will
examine the setting of the Brewster kitchen, discussing what they read and drawing a picture
of what the kitchen looks like based on the text. They will enjoy pancakes with real maple
syrup. They will read Chapter nine and ten in pairs (conducting mini retells after each chapter).
They will do analyze the character of Mr. Brewster, using the worksheet.
Formative or summative assessment type- strategy-tool
See Resource 9
Teacher will collect pictures and determine if students were able to re-create the kitchen as it is
written in the text. Teacher will also collect Character worksheets and use checklist to
determine comprehension (see Resource 5a and 5b)
Learner considerations
Students will work in pairs so that they can help each other with comprehension.
Environmental considerations
Students will work in teacher-assigned pairs, but will be allowed to work at their desks, on the
floor or at available worktables.
Material resources
Student notebooks, pencils, drawing paper, colored pencils, markers, crayons, Character
Study worksheets, novel for each student
Other resources
Pancakes and syrup for each student, plates, knives, forks, napkins, drinks
15
DAY 10
Specific expectations (goals/objectives):
Students will make connections between what is happening in the text (Underground Railroad)
and other sources, including videos and books, delving deeper into a topic.
Essential Questions: What was the Underground Railroad?
Teaching and learning strategies
Students will read chapter 12 silently and will discuss in desk groups what is happening.
Students will watch video titled “A Brief History of the Underground Railroad” located on
Teacher Tube and discuss what it would be like to be a slave using the Underground Railroad.
Finally, teacher will read aloud the picture book, Aunt Harriet’s Underground Railroad in the
Sky by Faith Ringold. Students will free write in their journal what they think and how it makes
them feel, using words and phrases, not whole sentences.
Formative or summative assessment type- strategy-tool
See Resource 10
Teacher will use a checklist and will circulate during group discussions, making notes and
asking for clarification to see if students understand the connection between the Underground
Railroad and how it is portrayed in the novel.
Learner considerations
Students will work in groups and information will be read silently, read aloud and presented in
a video format.
Environmental considerations
Students will work in desk groups so desks should be arranged in groups of four.
Material resources
Student notebooks, pencils, novel for each student, one copy of Aunt Harriet’s Underground
Railroad in the Sky
Other resources
Smart Board with access to the Internet
16
DAY 11
Specific expectations (goals/objectives):
Students will be able to describe a character in a book by finding supporting quotes from the
text. Students will write adjectives describing the character and will also draw their personal
interpretation of the character, based on what they discovered in the text.
Essential Questions: How can we describe and interpret the characters in a book by analyzing
the text?
Teaching and learning strategies
Students will read chapters 12-14 silently in pairs; pausing after each chapter to re-tell and
then working together to complete character studies of Ebenezer Smelt, Stink Mullins, and
Samuel Reed, including drawing a picture of each character independently.
Formative or summative assessment type- strategy-tool
See Resource 5a and 5b
Teacher will review students’ work to check for understanding, including how student
described each character and whether or not they supported their ideas with examples from
the text.
Learner considerations
Students will work in pairs so that they can assist each other. Teacher will circulate around
room during the activity to assist students as needed.
Environmental considerations
Students will work in teacher-assigned pairs, but will be allowed to work at their desks, on the
floor or at available worktables.
Material resources
Student novel notebooks, copy of the novel for each student, pencils, markers, crayons,
drawing paper
Other resources
N/A
17
DAY 12
Specific expectations (goals/objectives):
Students will be able to describe a character in a book by finding supporting quotes from the
text. Students will write adjectives describing the character and will also draw their personal
interpretation of the character, based on what they discovered in the text.
Essential Questions: How can we describe and interpret the characters in a book by analyzing
the text?
Teaching and learning strategies
Students will read chapters 15-16 silently in pairs; pausing after each chapter to re-tell and
complete character studies of Webster B. Willow
Formative or summative assessment type- strategy-tool
See Resource 5a and 5b
Teacher will review students’ work to check for understanding, including how student
described each character and whether or not they supported their ideas with examples from
the text.
Learner considerations
Students will work in pairs so that they can assist each other. Teacher will circulate around
room during the activity to assist students as needed.
Environmental considerations
Students will work in teacher-assigned pairs, but will be allowed to work at their desks, on the
floor or at available worktables.
Material resources
Student novel notebooks, copy of the novel for each student, pencils, markers, crayons,
drawing paper
Other resources
N/A
18
DAY 13
Specific expectations (goals/objectives):
Students will demonstrate comprehension of a text by acting out the story.
Essential Questions: How can we dramatize a story by acting it out, writing a song or poem, or
performing a dance?
Teaching and learning strategies
Teacher will divide class into five groups. Each group will create a short skit depicting either
chapter 12, 13, 14, 15 or 16 of the novel.
Formative or summative assessment type- strategy-tool
See Resource 13
Teacher will use a checklist to assess students’ comprehension of their assigned chapter.
Learner considerations
Students will work in groups so they can help each other with comprehension. Students will be
able to dramatize their chapter in however they wish and could include acting it out in a skit,
writing a song or poem, or performing a dance.
Environmental considerations
Students will need to be able to spread out around the room to collaborate.
Material resources
Copy of the novel, paper and pencils
Other resources
N/A
19
DAY 14
Specific expectations (goals/objectives):
Students will be able to describe a character in a book by finding supporting quotes from the
text. Students will write adjectives describing the character and will also draw their personal
interpretation of the character, based on what they discovered in the text.
Essential Questions: How can we describe and interpret the characters in a book by analyzing
the text?
Teaching and learning strategies
Students will read chapter 17 and 18 silently and work with a partner to complete character
study of Frank and Kate Nibbly.
Formative or summative assessment type- strategy-tool
See Resource 5a and 5b
Teacher will review students’ work to check for understanding, including how student
described each character and whether or not they supported their ideas with examples from
the text.
Learner considerations
Students will work in pairs so that they can assist each other with. Teacher will circulate
around room during the activity to assist students as needed.
Environmental considerations
Students will work in teacher-assigned pairs, but will be allowed to work at their desks, on the
floor or at available worktables.
Material resources
Student novel notebooks, copy of the novel for each student, pencils, markers, crayons,
drawing paper
Other resources
N/A
20
DAY 15
Specific expectations (goals/objectives):
Students will re-tell what happened in a passage of a novel that they read. Students will make
predictions about what will happen next.
Essential Questions: How can we make predictions about what is going to happen in a book,
using what we have already read combined with our background knowledge?
Teaching and learning strategies
Students will write in journals, predicting what will happen to Mr. Willow after he marries Kate.
Students will read chapters 19-21 silently and will complete character studies of Professor
Fleabottom and Minerva in pairs.
Formative or summative assessment type- strategy-tool
See Resource 15
Teacher will review students’ work to check for understanding, including how student
described each character and whether or not they supported their ideas with examples from
the text.
Learner considerations
Students will work in pairs so that they can assist each other with. Teacher will circulate
around room during the activity to assist students as needed.
Environmental considerations
Students will work in teacher-assigned pairs, but will be allowed to work at their desks, on the
floor or at available worktables.
Material resources
Student novel notebooks, copy of the novel for each student, pencils, markers, crayons,
drawing paper
Other resources
N/A
21
DAY 16
Specific expectations (goals/objectives):
Students will identify strategies used to influence an audience and will create an advertisement
suitable for publication in a newspaper or magazine, using correct spelling and grammar
conventions.
Essential Questions: How do writers influence the thinking of others? How can we write to do
this?
Teaching and learning strategies
Students will read chapters 22-24 aloud in groups of three (each student reading one chapter);
pausing after each to re-tell. Students will review newspaper advertisements and will work in
desk groups to write a newspaper ad for the Caravan of Miracles show.
Formative or summative assessment type- strategy-tool
See Resource 16
Teacher will review students’ work to find out if they understood how to write an ad to influence
an audience
Learner considerations
Students will work in groups so that they can assist each other with. Teacher will circulate
around room during the activity to assist students as needed. Teacher will provide sample
newspaper ads to scaffold learning. Students can use computers to create ad, inserting
graphics also.
Environmental considerations
Students will work in teacher-assigned pairs, but will be allowed to work at their desks, on the
floor or at available worktables.
Material resources
Student novel notebooks, copy of the novel for each student, pencils, markers, crayons,
drawing paper, examples of newspaper ads
Other resources
N/A
22
DAY 17
Specific expectations (goals/objectives):
Students will expand and refine vocabulary through the use of context clues to assist
comprehension as well as examine how writer’s use of language entertains readers.
Essential Questions: How do writers entertain audiences by the creative use of language?
Teaching and learning strategies
Teacher will read chapter 25 aloud as students follow along. Students will discuss the phrase
“seeing the elephant” and if they can think of other civil war slang and/or slang we use.
Teacher will hand out lists of other Civil War slang (see resource 17a) and students will work
to use the slang in sentences.
Formative or summative assessment type- strategy-tool
See Resource 17b
Teacher will fill out rubric, observing whether or not students could use slang terms
appropriately in a sentence.
Learner considerations
Students will work in pairs so that they can assist each other with. Teacher will circulate
around room during the activity to assist students as needed. Teacher will scaffold learning by
supplying slang and meanings.
Environmental considerations
Students will work in teacher-assigned pairs, but will be allowed to work at their desks, on the
floor or at available worktables.
Material resources
Copy of the novel for each student, pencils, sheet with civil war slang and meanings
Other resources
N/A
23
DAY 18
Specific expectations (goals/objectives):
Students will analyze a passage from the text and will use the information to create their own
interpretation of the setting through art.
Essential Questions: How can we visualize the setting of a story by analyzing the author’s
words?
Teaching and learning strategies
Students will read chapters 26-28 silently, with partners, stopping after each chapter to re-tell.
Students will draw a picture of the scene at the end of chapter 29.
Formative or summative assessment type- strategy-tool
See Resource 18
Teacher will use a checklist to assess students’ comprehension of their assigned chapter.
Learner considerations
Students will work in groups so they can help each other with comprehension. Students will be
able to dramatize their chapter in whatever means they wish.
Environmental considerations
Students will need to be able to spread out around the room to collaborate.
Material resources
Student novel notebooks, copy of the novel for each student, pencils, markers, crayons,
drawing paper
Other resources
N/A
24
DAY 19
Specific expectations (goals/objectives):
Students will identify elements of fiction by referencing the text to determine the effectiveness
of figurative language
Essential Questions: What is figurative language and does the author use it to enhance his or
her writing?
Teaching and learning strategies
Students will chapter 29 silently. Students will work in desk groups to find all the uses of
figurative language in the chapter and what type each is (at least 15), writing down what they
find.
Formative or summative assessment type- strategy-tool
See Resource 6b
Teacher will circulate and observe using a rubric noting if students find all the figurative
language and if they are able to identify the type.
Learner considerations
Students will work in groups so that they can assist each other with. Teacher will circulate
around room during the activity to assist students as needed.
Environmental considerations
Students will work in desk groups so desks should be arranged in groups of four.
Material resources
Copy of the novel, paper and pencils
Other resources
N/A
25
DAY 20
Specific expectations (goals/objectives):
Students will review newspaper articles, analyzing word choice and style and will create their
own newspaper article based on the events in chapter 30.
Essential Questions: Why do writer’s use different styles of writing depending on purpose?
How do author’s write for newspaper articles? What are the 5 W’s?
Teaching and learning strategies
Students will read chapter 30 silently and then work in desk groups to discuss and read a copy
of the newspaper, making note of writing style and technique (5 W’s). Teacher will lead and
guide a whole class discussion about the 5 W’s. Students will compose their own newspaper
article, using the interview Homer gave to Jonathon Griswold as the basis of the article.
Formative or summative assessment type- strategy-tool
See Resource 20
Teacher will collect students’ work, noting whether or not they were able to summarize the
main ideas of the chapter in their newspaper article and whether or not they were able to write
in the style consistent with newspaper writing, nothing how many of the 5 W’s were included.
Learner considerations
Students will work in groups to analyze newspaper articles and can discover together and help
each other. Teacher will help lead discussion to identify the 5 W’s. Teacher will circulate during
writing to help students who need it.
Environmental considerations
Students will work in desk groups and independently so desks should be arranged in groups of
four.
Material resources
Student novel notebooks, copy of the novel for each student, pencils, copies of the newspaper
for each desk group.
Other resources
N/A
26
DAY 21
Specific expectations (goals/objectives):
Students will create a graphic organizer to plan and organize the re-telling of the events
occurring in the text.
Essential Questions: How can we organize our thoughts on paper to write or re-tell what
happened in a story?
Teaching and learning strategies
Teacher will read chapter 33 aloud, while students follow along. Students will work in groups to
create a graphic organizer (on the computer, with post-it notes, on poster board, etc) to depict
what happens to Homer in chapter 33. As a wrap up, students will listen to the music and sing
the words Homer hears as he falls asleep, “Just Before the Battle, Mother.”
Formative or summative assessment type- strategy-tool
See Resource 21a
Teacher will review students’ work to find out if they understood how to organize their thoughts
using a graphic organizer, following a checklist.
Learner considerations
Students will work in groups so that they can assist each other. Teacher will circulate around
room during the activity to assist students as needed. Students can create graphic organizer
any way they feel comfortable.
Environmental considerations
Students will work in desk groups so desks should be arranged in groups of four.
Material resources
Student novel notebooks, copy of the novel for each student, pencils, markers, crayons, post-it
notes, poster board, copies of music lyrics (see resources 21b)
Other resources
Laptop computers for each group
27
DAY 22
Specific expectations (goals/objectives):
Students will confirm or disprove predictions about they already made about a text by reading
to find out what really happened and analyzing their predictions.
Essential Questions: How do we evaluate predictions we have made about a story after we
read the text and discover what happens?
Teaching and learning strategies
Students will read chapter 34 silently in pairs. Students will review prediction they made on day
15 and compare what they wrote to what really happened. Students will discuss why Harold
would have been in jail. Students will read chapter 35-36 silently in pairs.
Students will discuss ending.
Formative or summative assessment type- strategy-tool
See Resource 4
Teacher will give students an exit ticket, asking them to write how their predictions compared
with what actually happened. Teacher will use a rubric to discover if students could confirm or
disprove their predictions.
Learner considerations
Students will work in pairs so that they can assist each other. Teacher will circulate around
room during the activity to assist students as needed.
Environmental considerations
Students will work in desk groups so desks should be arranged in groups of four.
Material resources
Student novel notebooks, copy of the novel for each student, pencils,
Other resources
N/A
28
DAY 23
Specific expectations (goals/objectives):
Students will respond to the text by evaluating the main characters, writer’s use of figurative
language, unknown vocabulary and supplying proof from the text of their ideas.
Essential Questions: How can we describe and interpret the characters in a book by analyzing
the text? What is figurative language and does the author use it to enhance his or her writing?
How can we discover the meaning of unknown words in a text by using context clues?
Teaching and learning strategies
Students will finish their novel notebooks, adding characters, vocabulary and examples of
figurative language as necessary to make it complete.
Formative or summative assessment type- strategy-tool
See Resource 5 and 6
Teacher will review students’ work with checklist.
Learner considerations
Students will work in groups so they can help each other. Teacher will circulate to help
students who need it.
Environmental considerations
Students will work independently, but teacher will circulate to assist as necessary.
Material resources
Student novel notebooks, copy of the novel for each student, pencils, art supplies.
Other resources
N/A
29
DAY 24
Specific expectations (goals/objectives):
Students will exchange opinions and ideas about a text that has been read and will
demonstrate appropriate listening and speaking skills.
Essential Questions: How do we evaluate predictions we have made about a story after we
read the text and discover what happens?
Teaching and learning strategies
Students will be assigned groups for a “book club” type discussion. Students will enjoy
refreshments and discuss the book using questions teacher provides (see Resource 24a).
Teacher will provide a mini-lesson on proper book club etiquette and will tell students that she
will circulate to observe if they are demonstrating these skills, which include:
• Listening respectfully to others’ opinions, ideas and beliefs, even when they are contrary
to your own
• Speaking one at a time, not interrupting
• Allowing everyone in the group to speak, not “hogging” the conversation
Formative or summative assessment type- strategy-tool
See Resource 24b
Teacher will circulate during the discussions, making a checklist and noting student responses.
Learner considerations
Students will work in groups so that they can assist each other. Teacher will circulate around
room during the activity to assist students as needed.
Environmental considerations
Students will need to be able to spread out around the room to hold informal discussions,
similar to what adults would do in a book club, using the carpet, work tables, or whatever
space students feel most comfortable. (Note: on a nice day, this would be a good outdoor
activity.)
Material resources
Student novel notebooks, copy of the novel for each student, pencils, copy of teacher’s
discussion questions
Other resources
Lemonade, cookies, and/or other snacks appropriate for the class.
30
DAY 25
Specific expectations (goals/objectives):
Students will complete summative assessment, completing the novel study.
Essential Questions: How do we show our understanding of a novel by answering
comprehension questions?
Teaching and learning strategies
Students will complete a test on the novel, including short answer and multiple-choice
questions.
Formative or summative assessment type- strategy-tool
See Resource 25
Teacher will take up the test and determine which questions students answered correctly and
incorrectly, determining the grade. Teacher will also collect students’ novel notebooks, noting
whether or not they completed it.
Learner considerations
Students will be tested using a combination of short answer and multiple choice. Teacher will
refer to 504 plans and IEPs to create assessments with modifications that fit the learning
needs of every student. These type of modifications could include: creating a computer-based
test, where students can type; or giving an oral test, where students express their
understanding by talking, not writing.
Environmental considerations
Students will work independently, so teacher can arrange desks however he or she prefers.
Material resources
Teacher created assessment (see resource 25), pencils for students
Other resources
N/A
31
Lesson Plans
Four Lesson Plans for:
Day 1:
Day 2-3
Day 4
Day 5
32
GRADE/CLASS: 5
SUBJECT AREA: Social Studies
UNIT TOPIC: Novel Study
DAY: 1
Desired learning outcome(s): Students will be able to explain when the Civil War took
place, what it was about, what everyday life was like during that time, and the outcome of the
war.
Essential question(s) from learning objective: What is the Civil War? When did the
Civil War take place? What was life like for people who lived during the Civil War?
NCSCOS goal and objective(s) assessed:
4.05 Describe the impact of wars and conflicts on United States citizens, including but not
limited to, the Civil War, World War I, World War II, the Korean War, the Vietnam War, Persian
Gulf War, and the twenty-first century war on terrorism.
NCSCOS goals and objectives addressed:
Social Studies
3.02 Examine how changes in the movement of people, goods, and ideas have affected ways
of living in the United States.
1.06 Explain how people of the United States and other countries of North America adapt to,
modify, and use their physical environment.
Language Arts
2.03 Read a variety of texts, such as: fiction (tall tales, myths), nonfiction (books of true
experience, newspaper and magazine articles, schedules), poetry (narrative, lyric, and
cinquains), drama (plays and skits).
2.06 Analyze choice of reading materials congruent with purposes (e.g., reading for
information, reading to extend content area learning, reading for pleasure, entertainment).
2.09 Listen actively and critically by: asking questions, delving deeper into the
topic, elaborating on the information and ideas presented, evaluating information and ideas,
making inferences and drawing conclusions, and making judgments.
3.06 Conduct research (with assistance) from a variety of sources for assigned or selfselected projects (e.g., print and non-print texts, artifacts, people, libraries, databases,
computer networks).
Music
6.07 Show respect while listening to and analyzing music.
7.02 Explain, using appropriate music terminology, personal reactions to specific musical
works and styles.
7.03 Show respect for the musical efforts and opinions of others.
9.01 Identify the style of aural musical examples from various historical periods and cultures.
Learner prior knowledge/ learner background experiences: Learner will know that
they live in the state of North Caroline, in the country of the United States.
33
Materials and resources needed (include authentic literature selection):
Language Arts Journals
Participation Rubric for each student
Highlighters: one for each student
Poster board, markers, scissors, glue
Laptop Computers (one for every three students) with access to the Internet for the following
sites:
http://www.pdmusic.org/civilwar.html
http://www.americancenturies.mass.edu/kids_home.html
http://www.sonofthesouth.net/
http://www.picturehistory.com/product_search
Reference Books: (six of each)
Armstrong, Jennifer. The American Story: 100 True Tales from American History. Random
House Children’s Books: 2006.
Erickson, P. Daily Life on a Southern Plantation, 1853. Lodestar: 1998.
Herbert, J. Civil War for Kids: A History with 21 Activities. Chicago Review Press, Inc.: 1999.
King, David. Civil War Days: Discover the Past with Exciting Projects, Games, Activities and
Recipes. Wiley & Sons: 1999
Moore, Kay. If You Lived at the Time of the Civil War. Scholastic, Inc: 1994.
Stanchak, John. Civil War. DK Publishing, Inc.: 2000.
Printed Resources, from the following web sites:
http://www.americancenturies.mass.edu/activities/dressup/1860_woman.html
http://www.americancenturies.mass.edu/activities/dressup/1860_man.html
http://kitiyakara.com/world/hardtimes.htm
http://kclibrary.lonestar.edu/19thcentury1860.htm
http://www.americancenturies.mass.edu/activities/dressup/index.html
Picture Books:
Polacco, P. Pink and Say. Philomel: 1994.
Teaching strategies
Differentiation strategies should be infused throughout. Differentiate for content, product, and
process.
 Anticipatory strategies (background knowledge):
Teacher will ask students to take out their journals. Teacher will play music of Dixie’s Land,
Battle Hymn of the Republic, and Glory! Glory! Hallelujah! from the web site
http://www.pdmusic.org/civilwar.html. As music plays, teacher will ask students to write down
what the music reminds them of, or makes them think of. Teacher will let students listen to
music and write for 2 minutes. Teacher will ask students to discuss what they wrote in their
journals with the students in their desk group. Teacher will hand out lyrics to both songs, and
explain that the music was from the 1860s, a very significant period of time in United States
history.
 Developmental strategies:
Part I: Teacher will tell students that in a couple days they are going to read a book that was
34
set during that time period (Teacher can show students the book The Mostly True Adventures
of Homer P. Figg). Before they read the book, they are going to work together to discover
more about what life was like then
First, the teacher will lead a whole class discussion on what types of information they should
research if they want to know all about life during the 1860s. Teacher will say to class, “If you
wanted to learn about life in the 1860s, what kinds of questions would you ask? What would
you want to know?” Teacher will jot student responses down on the board. Teacher will ask
guiding questions to help students come up with examples that fit the following categories:
• Everyday Life: food, clothing, (What did people eat? What did people wear?)
• Everyday Life: entertainment, (kids toys and games, and adults)
• Everyday Life: housing, jobs
• Map –what did the U.S. look like? How many states were there?
• Important Events of the Time
• Leadership/politics: who was in charge? What were the issues of the day?
Teacher will divide students into six groups. Each group will research one of the information
strands that was listed on the board. Students will have access to laptop computers, reference
books and printed materials supplied by the teacher from the web sites listed above.
Part II: When students are finished with their research, teacher will lead a whole class
discussion about what students discovered, giving each group a chance to report 1 or 2 of their
findings. Teacher will make notes on the board. Teacher will guide discussion to be sure
students are identifying the most important events/information from the 1860s, such as:
The election of Abraham Lincoln
The Civil War
Slavery
US Map: States v. Territories
Part III: Students will work together to create a poster about what they found through research
to be the most significant for their strand for the 1860s. They can write, draw pictures, glue
images they cut from the information packets, etc. Each student must contribute.
Concluding strategies: Students will take turns coming to the front of the room to share their
posters and to talk about what they discovered. Teacher will hang posters up in the classroom.
Extension Activity: If time permits, teacher will read Pink and Say aloud to the whole class.
Assessment (utilize a blend of traditional and performance assessments): Exit ticket: On a
note card, students will write down all they can remember about life in the 1860s. When
finished, they will fold the note card in half and write their name on the back.
EC accommodations/modifications to strategies or assessments: N/A refer to IEP’s
or 504 plans
Wrap-up and reflection by the students: Students will write in their journals and reflect
on what they have learned, choosing one area to focus on from the six that have been
35
discussed and comparing it to how life is today or using one or more of the following prompts:
What do you think it would be like to live in the 1860s? What would you like about it? What
would you not like about it? Do you think it would be easier or harder to live in 1860 than
today?
Reflection by the teacher: To be completed after lesson. Teacher could reflect on the
following questions:
• Were students able to learn about all aspects of the 1860s (learning from the other groups
as well as their own), or just the information they researched?
• Were the students engaged?
• Was there enough time allotted for students to complete the activity?
• If I were teaching this lesson again, what would I do differently?
36
Research Rubric
Objective
Follows directions to
the best of his/her
ability
Handles books and
supplies properly at
all times.
Works well with
his/her group
Comments
4
3
2
1
4
3
2
1
4
3
2
1
3
2
1
3
2
1
Contributes to
discussion and helps 4
create poster
Helps present
groups’ research
4
findings and listens
to other groups’
presentations
37
GRADE/CLASS: 5
SUBJECT AREA: Social Studies
UNIT TOPIC: Novel Study
DAY: 2-3 (This lesson will take two days to
complete.)
Desired learning outcome(s): Students will be able to explain what caused the Civil War
and the differences between the North and the South that contributed to the war.
Essential question(s) from learning objective: Why did the United States have Civil
War in 1861? Why did the Union and the Confederacy disagree?
NCSCOS goal and objective(s) assessed:
4.05 Describe the impact of wars and conflicts on United States citizens, including but not
limited to, the Civil War, World War I, World War II, the Korean War, the Vietnam War, Persian
Gulf War, and the twenty-first century war on terrorism.
NCSCOS goals and objectives addressed:
Social Studies
3.02 Examine how changes in the movement of people, goods, and ideas have affected ways
of living in the United States.
1.06 Explain how people of the United States and other countries of North America adapt to,
modify, and use their physical environment.
Language Arts
2.03 Read a variety of texts, such as: fiction (tall tales, myths), nonfiction (books of true
experience, newspaper and magazine articles, schedules), poetry (narrative, lyric, and
cinquains), drama (plays and skits).
2.05 Evaluate inferences, conclusions, and generalizations and provide evidence by
referencing the text(s).
2.09 Listen actively and critically by: asking questions, delving deeper into the topic,
elaborating on the information and ideas presented, evaluating information and ideas, making
inferences and drawing conclusions, making judgments.
3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative
processes by: analyzing word choice and content, examining reasons for a character's actions,
taking into account the situation and basic motivation of the character, creating and presenting
a product that effectively demonstrates a personal response to a selection or experience,
examining alternative perspectives, evaluating the differences among genres, examining
relationships among characters, making and evaluating inferences and conclusions about
characters, events, and themes.
3.06 Conduct research (with assistance) from a variety of sources for assigned or selfselected projects (e.g., print and non-print texts, artifacts, people, libraries, databases,
computer networks).
4.02 Use oral and written language to: formulate hypotheses, evaluate information and ideas,
present and support arguments, influence the thinking of others.
4.10 Use technology as a tool to enhance and/or publish a product.
38
Learner prior knowledge/ learner background experiences: Learner will know that
the Civil War took place in the United States from 1861 to 1865 and that the Civil War was a
war between the southern states (the Confederacy) and the northern states (the Union).
Materials and resources needed (include authentic literature selection):
Language Arts Journals
Participation Rubric for each student
Flip Video Cameras (2)
Popcorn
Lemonade
Smart Board to hook cameras up to play recorded videos
Laptop Computers (one for every three students) with access to the Internet for the following
sites:
http://www.nps.gov/archive/gett/gettkidz/cause.htm
http://americancivilwar.com/kids_zone/causes.html
http://www.radford.edu/sbisset/civilwar.htm
http://americancivilwar.com/kids_zone/union_soldier_civil_war.html
http://www.civilwarhome.com/typicalconfedsoldier.htm
http://www.civilwarhome.com/confederateflags.htm
http://americancivilwar.com/tcwn/civil_war/civil_war_cooking.html
Reference Books: (six of each)
Armstrong, Jennifer. The American Story: 100 True Tales from American History. Random
House Children’s Books, 2006.
Herbert, J. Civil War for Kids: A History with 21 Activities. Chicago Review Press, Inc.,1999.
King, David. Civil War Days: Discover the Past with Exciting Projects, Games, Activities and
Recipes. Wiley & Sons, 1999
Moore, Kay. If You Lived at the Time of the Civil War. Scholastic, Inc,1994.
Stanchak, John. Civil War. DK Publishing, Inc., 2000.
Printed Resources, from the web sites listed above.
Picture Books:
Polacco, P. Pink and Say. Philomel: 1994.
Historical Fiction:
Philbrick, R. The Mostly True Adventures of Home P. Figg. New York: Blue Sky Press, 2009.
Teaching strategies
Differentiation strategies should be infused throughout. Differentiate for content, product, and
process.
 Anticipatory strategies (background knowledge):
Teacher will hold up the book they have been reading (The Mostly True Adventures of Homer
P. Figg) and ask for a volunteer to remind the class what the major event of the day was?
(Answer: Civil War). Teacher will ask class to take out their journals and for two minutes write
down everything they know about what caused the Civil War. After two minutes, students will
share what they wrote in pairs.
39
 Developmental strategies:
Part I: Teacher will divide class into two groups or families and explain that for this activity,
Group 1 is the Grant Family, and they live in Boston, Massachusetts. Group 2 is the Lee
Family, and they live in Atlanta, Georgia.
Each family is going to make a video explaining their rationale for the Civil War, and more
specifically, why they believe their side is right.
Before they can make their video, they have to work together as a group to extensively
research their beliefs, as well as provide arguments against the other side. Each family should
also research who the leaders for their side were, as well as the battles they lost and won.
Students will have access to the Internet sites listed above, reference books and printed
materials.
Once students have finished research and checked in with the teacher (see Part II), they can
begin to write the script for the video.
Part II: Teacher will meet with each group after they have conducted the research to guide the
project and check for understanding, making sure that students have discovered the most
important causes of the war, from their assigned perspective, and that they have been
thorough.
This is a good place to conclude Day 1.
Part III: 15 min: Students will work together to film a video, with their interpretation/arguments
for their side of the Civil War, from the perspective of the Union (the Grants) or the
Confederacy (the Lees). Students will use flip cameras. All students will be required to
participate. The video can be a skit, a song, a poem, or any other expression the group agrees
upon.
Concluding strategies: Teacher will upload the two videos to the computer to be played on the
SMART Board. Students will watch the videos and eat popcorn and lemonade.
Extension Activity: If time permits, teacher will line students up in chairs in two lines facing
each other and have them debate their side, giving each side a chance to speak and the other
to refute.
Assessment (utilize a blend of traditional and performance assessments): In their journal,
students will write to the following prompt: What do I believe was the biggest factor in the start
of the Civil War? Why? Teacher will collect journals to assess students’ understanding of the
causes of the civil war.
EC accommodations/modifications to strategies or assessments: N/A refer to IEP’s
or 504 plans
40
Wrap-up and reflection by the students: Students will work in pairs, (putting one Grant
with one Lee) and discuss the causes of the Civil War.
Reflection by the teacher: To be completed after lesson. Teacher could reflect on the
following questions:
• Were students able to learn more about the causes of the Civil War?
• Were the students engaged?
• Was there enough time allotted for students to complete the activity?
• Was the group size appropriate for the activity? If not, what size would have been better.
• If I were teaching this lesson again, what would I do differently?
41
GRADE/CLASS: 5
SUBJECT AREA: Language Arts
UNIT TOPIC: Novel Study
DAY: 4
Desired learning outcome(s): Students will be able to retell the main events of a chapter
that is read to them and will be able to make a prediction about what is going to happen next in
the novel, based on what they have already read.
Essential question(s) from learning objective: How can we summarize what we have
just read by telling our classmates what happened? How do we predict what is going to happen
in a story?
NCSCOS goal and objective(s) assessed:
2.01 Use metacognitive strategies independently and flexibly to monitor comprehension and
extend vocabulary (e.g., skim, scan, reread the text, consult other sources, ask for help,
summarize, paraphrase, question).
2.02 Interact with the text before, during, and after reading, listening, and viewing by: making
predictions, formulating questions, supporting answers from textual information, previous
experience, and/or other sources, drawing on personal, literary, and cultural understandings,
seeking additional information, making connections with previous experiences, information,
and ideas.
2.03 Read a variety of texts, such as: fiction (tall tales, myths).nonfiction (books of true
experience, newspaper and magazine articles, schedules).poetry (narrative, lyric, and
cinquains), drama (plays and skits).
NCSCOS goals and objectives addressed: Social Studies
3.02 Examine how changes in the movement of people, goods, and ideas have affected ways
of living in the United States.
1.06 Explain how people of the United States and other countries of North America adapt to,
modify, and use their physical environment.
Learner prior knowledge/ learner background experiences: Learner will know that
the Civil War took place in the United States from 1861 to 1865 and that the Civil War was a
war between the southern states (the Confederacy) and the northern states (the Union).
Materials and resources needed (include authentic literature selection):
Novel notebooks (one per student; tabbed and labeled)
Pencils
Large ball of Yarn
The Mostly True Adventures of Homer P. Figg by Roman Philbrick, 25 copies
Teaching strategies
Differentiation strategies should be infused throughout. Differentiate for content, product, and
process.
 Anticipatory strategies (background knowledge):
Teacher will tell a story to get students ready to listen to the first chapter of the book. “Class, I
42
want you to close your eyes and listen a story I am telling you about the main character of the
book we are going to start today. Try to picture what I am saying in your mind, and think about
how it makes you feel. I can see everyone’s faces so I know if your eyes are closed. Pretend
you are a little boy named Homer P. Figg. You mother just died and your dad was already
dead before you were born. You have a brother, an older brother you adore, named Harold.
Unfortunately, when your mother dies the only relative you have left that can take care of you is
an uncle, who overworks you on his farm, doesn’t give you enough food to eat so you are
always hungry, and makes you sleep in the barn, where it is cold and stinky with the smell of
animals. Even though your living situation is pretty bad, you have a very good sense of humor
and adventure and you like to exaggerate when you tell stories to make them more interesting.
The story is over and you can open your eyes. I am passing out the books. I am going to read
the first chapter aloud, but I want you to follow along in your book.”
 Developmental strategies:
Part I: Teacher will read Chapter 1 to the class, asking students to follow along.
Part II: Students stand and form a circle, standing shoulder-to-shoulder distance apart.
Teacher will hand one student a ball of yarn, and ask the student to share one thing they
remember about the story with the class, throwing or passing the ball of yard to the next
student, holding onto the end, forming a web.
Part III: Students go back to their seats and write in their journals, making a prediction about
what they think is going to happen to Homer and Harold next. Students will share in their desk
group what they predicted will happen. Teacher will lead a whole class discussion, asking
students to volunteer their predictions.
Concluding strategies: Students will read Chapter 2 silently to find out what happened.
Students will write in their journals, summarizing what happened to Homer and Harold and
writing about how it compared with their prediction. They will share what they wrote and
thought with a partner.
Assessment (utilize a blend of traditional and performance assessments): Teacher will take
anecdotal notes to see what students say about what they remember from the text to assess
understanding during the Weave-a-Web. (See checklist in artifacts.) Teacher will read journal
entries to read predictions.
EC accommodations/modifications to strategies or assessments: N/A refer to IEP’s
or 504 plans
Wrap-up and reflection by the students: Students will discuss what happened in chapter
2 with their desk group.
Reflection by the teacher: To be completed after lesson.
43
Civil War Video Participation Rubric
Objective
Follows directions to
the best of his/her
ability
Handles books and
supplies properly at all
times.
Works well with
his/her group
Contributes to
discussion and helps
create script for video.
Participates in video
production, including
taking on a speaking
role.
Watches videos of
own group and other
group respectfully.
Comments
4
3
2
1
4
3
2
1
4
3
2
1
4
3
2
1
4
3
2
1
4
3
2
1
44
GRADE/CLASS: 5
SUBJECT AREA: Language Arts
UNIT TOPIC: Novel Study
DAY: 5
Desired learning outcome(s): Students will be able to make judgment and or
characterizations of the main characters in a book based on supporting evidence in the text.
Essential question(s) from learning objective: How can we describe the characters in a
book by analyzing the text?
NCSCOS goal and objective(s) assessed:
3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and
evaluative processes by: analyzing word choice and content, examining reasons for a
character's actions, taking into account the situation and basic motivation of the character,
creating and presenting a product that effectively demonstrates a personal response to a
selection or experience, examining alternative perspective, evaluating the differences among
genres, examining relationships among characters, making and evaluating inferences and
conclusions about characters, events, and themes.
3.02 Make connections within and between texts by recognizing similarities and differences
based on a common lesson, theme, or message.
3.03 Justify evaluation of characters and events from different selections by citing supporting
evidence in the text(s).
NCSCOS goals and objectives addressed:
Social Studies
3.02 Examine how changes in the movement of people, goods, and ideas have affected ways
of living in the United States.
1.06 Explain how people of the United States and other countries of North America adapt to,
modify, and use their physical environment.
Learner prior knowledge/ learner background experiences: Learner will know that
the Civil War took place in the United States from 1861 to 1865 and that the Civil War was a
war between the southern states (the Confederacy) and the northern states (the Union).
Learner will have read the first two chapters of The Mostly True Adventures of Homer P. Figg
by Roman Philbrick.
Materials and resources needed (include authentic literature selection):
Novel notebooks (one per student; tabbed and labeled), pencils
Drawing Paper, enough for each student to have 5
Colored pencils, markers, crayons
Images of old root cellars (see below)
Character Study worksheets, enough for each student to have one.
The Mostly True Adventures of Homer P. Figg by Roman Philbrick, 25 copies
Teaching strategies
Differentiation strategies should be infused throughout. Differentiate for content, product, and
process.
45
 Anticipatory strategies (background knowledge):
Teacher will ask a volunteer to raise their hand and tell me where we left Homer yesterday?
(Answer: His brother, Harold was sold into the Union Army by his uncle, and Homer was locked
in the root cellar.) Teacher will say, “Does anyone know what a root cellar is? I would be
surprised if any one did know this, because most people do not have them anymore.”
Teacher will put up images of old root cellars on the document camera or on the SMART
board:
Teacher will say, “Class, what do you think it would be like to be locked in a root cellar, all by
yourself? Discuss that with the person sitting next to you.”
 Developmental strategies:
Part I: Students will be grouped in pairs to read chapters 3, 4 and 5 silently. After both have
finished each chapter, pairs will pause for partner talk, or mini-retells.
Part II: Students will go back to their seats and tell the class that today they are going to look
46
more closely at Homer’s character. Students will work in the same pair group and talk about
Homer, finding examples in the book to support their ideas. For example, if I say that Homer
likes to exaggerate, I can find details to support that claim on page 7.) Students need to come
up with a minimum of 5 character traits with supporting page numbers. Teacher will pass out
“Character Study” worksheet to help students (see work sheet at the end of the lesson plan).
Part III: Students will go back to their desks and draw a picture of Homer for their notebook,
using art materials of their choice.
Concluding strategies: Teacher will lead a whole class discussion, asking for volunteers to tell
what they think about Homer as a character. Teacher will write student responses on the
board.
Assessment (utilize a blend of traditional and performance assessments): Teacher will take
anecdotal notes to see what students say about what they remember from the text to assess
understanding. (See checklist in artifacts.) Teacher will read journal entries to read predictions.
EC accommodations/modifications to strategies or assessments: N/A refer to IEP’s
or 504 plans
Wrap-up and reflection by the students: Students will write in their journals to the
following prompt: If I met Homer, would I like him? Why or why not?
Reflection by the teacher: To be completed after lesson.
47
Resources
Resource 1
Daily Guide to Writer’s Craft and Vocabulary from
The Almost True Adventures of Homer P. Figg
Day
1, 2
4
5
6
7
9
Key Vocabulary
Civil, Union, Confederacy,
states’ rights
Fever, boils and
Pestilence, schoolmarm,
flinty, negroes, chawing,
logging camp,
Carcass, Pitchfork,
whiskey, packhorse,
prodigious, conscription,
enrollment, magistrate,
guardian, superiors, root
cellar, hickory stick,
expired, foundation,
fruitful,
Writer’s Craft
Old Truth (personification)
Still as rabbits (simile)
Like a saber (simile)
SWANG! (Onomatopoeia)
As deliberate as an army advancing (simile)
Madder than a bolt of lightning (metaphor)
Eyes as black as buttons (simile)
Like the rat he is (simile)
That stinks to high heaven (hyperbole)
Like a slave (simile)
Like a mole (simile)
My heart jumps into my throat (hyperbole)
Like he hasn’t slept in a thousand years (simile)
Feel the eyes of the forest (personification)
Shadows look like hungry bears (simile)
Weasel, kin, deeds, bills of Light of day catch me sure as Christmas (simile)
sale,
Like a sack of beans (simile)
Charm of an energetic weasel (metaphor)
Trussed up like a hog (simile)
Like bits of black glass (simile)
Like a toad studies a fly (simile)
Emancipation,
White eyes as big as saucers (simile)
Emancipation
straight as a schoolmarm’s ruler (simile)
Proclamation, gemstones,
fugitives, privy
Thoroughbred racehorse, Voices that sound like running water (simile)
Quaker, spring water,
Like pale white birds (simile)
minerals, elixir, murmur,
Voice that rattles the china (hyperbole)
tourmaline, Frederick
Like it was leaking out of an old handpump (simile)
Douglas, Underground
Scrub him until he bleeds (hyperbole)
Railroad, righteousness,
Soapy kind of gleam in her eye (metaphor)
baffles,
Eyes of an eagle (simile)
The color of dirt (metaphor)
Staring like a great bearded bard owl (simile)
48
10
11
steamship
12
Stovepipe hat, abolitionist,
schooners, paddlewheel
steamships, sloops,
ferryboats, ports, vessels,
cobblestones,
14
Ruffians, steerage, justice
of the peace
15
Pail of slops, cannibals,
skulkers, coppers,
Like I have a few, fat lies stuck in my throat (simile)
A gentle murmur that sounds like a deep river (simile)
River that cries like a baby (simile)
Sell them like cattle (simile)
Like he was something Squint owned (simile)
By a tree that measured a mile high from roots to top
(hyperbole)
Looks like a jack-o-lantern with one snaggle tooth (simile)
Tressed up like a turkey (simile)
Like a thick blanket that won’t let you breathe (simile)
Swinging a six-foot iron bar like it’s a baseball bat and
Stink Mullins is a cheap home run (simile and metaphor)
Like a bag of smelly potatoes (simile)
Swings that heavy bar like it was a twig (simile)
Sounds like a cold steel snake eager to strike (simile)
Drops the iron bar like its burning his hands (simile)
No more sense than a hungry mouse (metaphor)
Like he’s got something sticky on his boots (simile)
Looks like he’s studying his nose (simile)
Like they’re on their way to church (simile)
Like we’re floating through a storybook (simile)
Like the steam whistle sounding alive, like the whole train
is saying… (simile)
No more sense of direction than a blind kitten (metaphor)
Gets my goat (idiom)
Hasn’t the sense God gave to a billy goat (metaphor)
Eyes blink like little mouse eyes (simile)
Shivers like a mouse (simile)
If the cabins were any smaller they’d be cages (metaphor),
and me and Mr. Willow would be clucking like chickens
(simile)
Whoosh! (Onomatopoeia)
Like the ocean is telling me a story (personification)
Shoes polished like black mirrors (simile)
Little eyes as cold as chips of black ice (simile)
Eyes shining like brown little pebbles (simile)
Like a skinny worm about to be breakfast for a really smart
robin (simile)
Like a fox deciding which chicken to eat (simile)
Looks as dumb as a sack of rocks (simile)
Eyes like a sick kitten (simile)
Pipe coming at me like a big gray bullet (simile)
After about a hundred years of feeling miserable and
scared (hyperbole)
Just like an animal (simile)
49
16
Rheumatic joints
17
quarry
18
Camphor, chicory,
staunch
19
Rickety
Lively gray eyes that sparkle with mischief (metaphor)
Hair so red it looks like her head is on fire (simile)
Drawings move up her arms like pictures in a book (simile)
His lies are as sweet as honey and as twice as smooth
(simile)
Taking a bath is like drowning (simile)
Rinse me like I was a potato (simile)
Slings me over her hip like a sack of laundry (simile)
Scrub me like a load of dirty shirts (simile)
Language that sounds like a bag of bells falling down the
stairs (simile)
The world has ears (personification)
It may tip over like a dinner plate and fall into the seat
(simile)
Looks like the whole world is on the move (hyperbole)
It looks like its made of fog and sticks (simile)
Big as life (simile)
Feels like someone gave you a silver dollar (simile)
Boots are polished like black glass (simile)
Buttons on his coat are five dollar gold pieces that glow
like little suns (simile)
Tumble about like chipmunks (simile)
Squealing like a trapped animal (simile)
Spits about a quart of tobacco juice on one squirt
(hyperbole)
Looks like a giant head (simile)
Looks like a thing alive (simile)
Fly like a bird (simile)
The balloon looks so peaceful you’d never know when it
gets loose it has a mind to kill the people that are trying to
help it (personification)
Like the hawk, he has the look of a dangerous creature
(simile)
Hide in the branches like a squirrel (simile)
Face swole up like an overripe melon (simile)
Like somebody let the air out of him (simile)
Eyes gleam like black pebbles at the bottom of a cold
stream (simile)
Climb that rickety old roof like a monkey (simile)
Rising so fast it leaves my stomach back there in the elm
tree (hyperbole)
Like being on a rocket without the sparkles (simile)
No bigger than tiny little ants (metaphor)
Cough me out like a fur ball (simile)
Cornfields look like ragged green patches on a big old quilt
50
20
Requisitioned
21
parlay
22
Bayonet, telegraph
(simile)
Train tracks are like stitches in the ground (simile)
Villages that look like toys (simile)
Like a mother hen watching over her egg (simile)
Looks like its breathing (simile)
Like waves in a silk pond (simile)
Falling from the sky like a bird with a broken wing (simile)
Drop through the air like a screaming stone (simile)
Chop ole Abe down like Washington chopped down the
cherry tree (simile)
A good surgeon is like a butcher (simile)
The war is a meat grinder (metaphor)
Bullets cleaving the air like invisible knives (simile)
Cling to the pony as if in a bad dream (simile)
Like rocks being skipped on a pond (simile)
Men digging like dogs in the dirt (simile)
Spent bullets spattering like hard rain on the broken
ground (simile)
Trees burning like Christmas candles (simile)
It felt longer than forever (hyperbole)
It was as if my ears had been stuffed with thick cotton
(simile)
Get fat as ticks (simile)
Eyes glowing like he’s been to Heaven (simile)
Bullets striking all around like hornets swarming (simile)
Snick-snick-snick (onomatopoeia)
Chops little bits out of trees, like they are being attacked by
small invisible axes (simile)
Gunfire spits and pops like a full load of popcorn (simile)
Clear as a bell through the fog comes his order (simile)
Teeth snapping like dogs at the scent of death (simile)
Fall like rag dolls (simile)
Leaning into the lead-filled air as if he is leaning into warm
summer rain (simile)
Holes appear like stars in the billowing flag (simile)
Stuck itself in his leg like a dart in a board (simile)
It was as if the rebels only wanted to give us a little slap
(simile)
It was like an earthquake (simile)
Me and Harold are like tourmaline (simile)
Resource 1a
51
Name:
EXIT TICKET: Complete the following questions and turn in this card before
you leave for the day.
Write down at least three things you learned today about
what life was like in the 1860s, including the most important
events of the day.
Resource 1b
Teacher Checklist to Evaluate Exit Ticket
Student Name
Answers Given
Was the Civil
Was
War Included? Abraham
Lincoln
Included?
52
Resource 2-3
Journal Checklist
Student Name Journal
Response
Included
Slavery?
Include states’ Included
rights?
tariffs?
Resource 4a
Weave-a-Web Checklist
Student Name
Summary of Comments
Resource 4b
Journal Assessment Rubric
Student Name
Prediction
Make Sense? Y or N
53
Resource 5a
Character Study Worksheet
Character Name:
Book:
Character Trait
Direct Quote and Page Number
Resource 5b
54
Character Study Rubric
Student Name
Character Trait(s)
Page #(s)
Make Sense?
Resource 6a
Figurative Language in Chapters 1-5
Example of Figurative Language
“Telling the truth don’t come easy to me, but I will try, even if
old Truth ain’t nearly as useful as a fib sometimes.”
We’re under that moldy hay, holding still as rabbits
At each count he thumps the pitchfork into the floorboards,
making those sharp tines ring like a saber.
SWANG! SWANG!
Working closer to where we’re hiding, as deliberate as an
army advancing.
Squints there, of course, looking madder than a bolt of
lightning
Marston has got a skinny white beard down to his waist and
eyes as black as buttons.
That’s what Squint done with Harold, sold him like a slave
for two hundred and fifty dollars, even though he’s white and
supposed to be free.
Figure he’s going around to the bulkhead to check for me in
the root cellar, but all he does is scratch his belly and yawn
like he hasn’t slept in a thousand years, and then he goes
back inside.
In the dark I feel the eyes of the forest upon me, and it keeps
my heart pumping so hard and fast my ears are hot.
Then I get to fussing that bears might get him, bears as big
as boulders, and it makes me so fearful that the shadows
start to look like hungry bears, and the spruce branches are
the bears’ long teeth, snapping at us from behind.
Type of Figurative
Language
Page #
Personification
Simile
Simile
7
13
13
Onomatopoeia
Simile
13
13
Metaphor
15
Simile
15
Simile
22
Hyperbole
24
Personification
25
Simile, Metaphor
28
55
Resource 6b
Checklist for Figurative Language Understanding
Student
Name
Simile? Metaphor? Personification? Hyperbole?
Trouble Spots
Resource 7a
The Emancipation Proclamation
( From www.archives.gov)
November 30, 201
The Emancipation Proclamation
January 1, 1863
A Transcription
By the President of the United States of America:
A Proclamation.
Whereas, on the twenty-second day of September, in the year of our Lord one thousand eight hundred
and sixty-two, a proclamation was issued by the President of the United States, containing, among other
things, the following, to wit:
"That on the first day of January, in the year of our Lord one thousand eight hundred and sixty-three, all
persons held as slaves within any State or designated part of a State, the people whereof shall then be in
rebellion against the United States, shall be then, thenceforward, and forever free; and the Executive
Government of the United States, including the military and naval authority thereof, will recognize and
maintain the freedom of such persons, and will do no act or acts to repress such persons, or any of them,
in any efforts they may make for their actual freedom.
"That the Executive will, on the first day of January aforesaid, by proclamation, designate the States and
parts of States, if any, in which the people thereof, respectively, shall then be in rebellion against the
United States; and the fact that any State, or the people thereof, shall on that day be, in good faith,
represented in the Congress of the United States by members chosen thereto at elections wherein a
majority of the qualified voters of such State shall have participated, shall, in the absence of strong
countervailing testimony, be deemed conclusive evidence that such State, and the people thereof, are
not then in rebellion against the United States."
Now, therefore I, Abraham Lincoln, President of the United States, by virtue of the power in me vested as
56
Commander-in-Chief, of the Army and Navy of the United States in time of actual armed rebellion against
the authority and government of the United States, and as a fit and necessary war measure for
suppressing said rebellion, do, on this first day of January, in the year of our Lord one thousand eight
hundred and sixty-three, and in accordance with my purpose so to do publicly proclaimed for the full
period of one hundred days, from the day first above mentioned, order and designate as the States and
parts of States wherein the people thereof respectively, are this day in rebellion against the United
States, the following, to wit:
Arkansas, Texas, Louisiana, (except the Parishes of St. Bernard, Plaquemines, Jefferson, St. John, St.
Charles, St. James Ascension, Assumption, Terrebonne, Lafourche, St. Mary, St. Martin, and Orleans,
including the City of New Orleans) Mississippi, Alabama, Florida, Georgia, South Carolina, North
Carolina, and Virginia, (except the forty-eight counties designated as West Virginia, and also the counties
of Berkley, Accomac, Northampton, Elizabeth City, York, Princess Ann, and Norfolk, including the cities
of Norfolk and Portsmouth[)], and which excepted parts, are for the present, left precisely as if this
proclamation were not issued.
And by virtue of the power, and for the purpose aforesaid, I do order and declare that all persons held as
slaves within said designated States, and parts of States, are, and henceforward shall be free; and that
the Executive government of the United States, including the military and naval authorities thereof, will
recognize and maintain the freedom of said persons.
And I hereby enjoin upon the people so declared to be free to abstain from all violence, unless in
necessary self-defence; and I recommend to them that, in all cases when allowed, they labor faithfully for
reasonable wages.
And I further declare and make known, that such persons of suitable condition, will be received into the
armed service of the United States to garrison forts, positions, stations, and other places, and to man
vessels of all sorts in said service.
And upon this act, sincerely believed to be an act of justice, warranted by the Constitution, upon military
necessity, I invoke the considerate judgment of mankind, and the gracious favor of Almighty God.
In witness whereof, I have hereunto set my hand and caused the seal of the United States to be affixed.
Done at the City of Washington, this first day of January, in the year of our Lord one thousand eight
hundred and sixty three, and of the Independence of the United States of America the eighty-seventh.
By the President: ABRAHAM LINCOLN WILLIAM H. SEWARD, Secretary of State.
Resource 7b
Student
Name
Summary of speech
Did Students
understand?
57
Resource 9
Text describing the Brewster kitchen:
“Mouth shut, I take time to survey Mrs. Bean’s magnificent kitchen. The room is bigger than
Squint’s whole house, with a fry stove and a bake stove and a full fireplace with a Dutch oven.
Pantry has more canned goods than the general store in Pine Swamp, and there are three
different slate sinks, one for washing dishes and one for rinsing vegetables, and one just for
the heck of it, I guess. Loads of cupboards with glass fronts, copper pots of every size, rockmaple countertops, a butter urn Mrs. Bean says belongs in a museum. And drawers. There are
big drawers and little drawers and bread drawers and linen drawers, and drawers for extra
things left over.
Student
Name
Fry Stove?
Bake
Stove?
Fireplace
with Dutch
Oven?
Pantry
Sink –
washing
dishes
Sink –
rinsing
veggies
Sink – for
the heck of
it
Cupboards
with glass
fronts
Copper
pots
Rockmaple
countertops
Butter urn
Big
drawers
Little
drawers
Bread
drawers
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Resource 10
Underground Railroad Comprehension Checklist:
Student
Name
(group)
What is the
Underground
Railroad?
How is what
we’ve read in
the book
different
from what we
saw on the
video and in
the picture
book?
How do you
think the
slaves in the
cellar felt?
What do you
think of the
people who
served as
conductors?
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Resource 13
Dramatization Checklist
Student Names in
Group
Events depicted
Events Omitted
Resource 16
Checklist for Newspaper Advertising
Group Names
Words Used to
Influence
Proper Grammar
Conventions
Problem Areas?
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Resource 17a
Civil War Slang
Taken from the back of The Almost True Adventures of Homer P.Figg
Slang
Beehive
Meaning
backpack
Big bugs
Important people
Bread bag
Bummer
A supply bag worn over the shoulder; a
havershack
A solider who deliberately lags behind
Cabbaging
stealing
Dog robber
cook
Fire and fall back
Vomit in fear
Fresh fish
New recruits
Go boil your shirt
Take a hike
Grab a root
eat
Gunboats
Army shoes
Layouts or coffee coolers
Those who avoided battle
Let ‘er rip
Bring it on
Lucifers
Matches
Muggins
A scoundrel
Pie eater
A boy from the country
Rag out
Dress well
Shin plasters
Paper money
Sow belly
Bacon
Wrathy
angry
Top rail
First class
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Resource 17b
Slang Checklist
Student Name(s)
Slang Used
Correctly?
Resource 18
Text describing the scene:
“This high up you can’t see people or animals, and the cornfields look like ragged green
patches on a big old quilt. Train tracks are like stitches in the ground, mending the world
together. Beyond the forests and the fields and villages that look like toys, and the snaky silver
rivers glinting in the sun, the great curved edge of the earth blends into the sky. That’s where
Heaven and earth must meet, in a haze of blue mist at the far end of the world.”
Student
Name
Cornfields
Train tracks
Forests
Fields
Villages
River
Edge of the
earth
Blue mist
Resource 20
Checklist for Newspaper Writing
Group Names
W’s Addressed
Proper Grammar
Conventions
Problem Areas?
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Resource 21a
Checklist for Graphic Organizer Activity
Group
Homer
Willow’s
Willow
Names
Meets Up
Story?
Met
with
Harold?
Willow?
Homer
Finds
Harold?
Harold Homer
in Jail? Finds
Harold
(he
cries)
Resource 21b
Just Before the Battle, Mother (1864)
Words and Music by George Frederick Root
1.
Just before the battle, Mother,
I am thinking most of you.
While upon the field we're watching,
With the enemy in view.
Comrades brave are round me lying,
Fill'd with tho'ts of home and God;
For well they know, that on the morrow,
Some will sleep beneath the sod.
CHORUS
Farewell, Mother, you may never (you may never Mother)
Press me to your breast again;
But O, you'll not forget me, Mother, (you'll not forget me,)
If I'm number'd with the slain.
2.
Oh, I long to see you, Mother,
And the loving ones at home;
But, I'll never leave our banner,
Till in honor I can come.
Tell the traitors all around you,
That their cruel words, we know,
In ev'ry battle kill our soldiers
By the help they give the foe.
(CHORUS)
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3.
Hark! I hear the bugles sounding,
Tis the signal for the fight,
Now, may God protect us, Mother,
As He ever does the right.
*Hear "The Battle-Cry of Freedom,"
How it swells upon the air;
Oh, yes we'll rally round the standard,
Or we'll perish nobly there.
(CHORUS)
Resource 24a
Book Club Questions (Students may also discuss other items; these questions are just
to get conversation started.)
1. Did you like the book? Why or why not?
2. Which character was your favorite? Which character did you like the least? Why?
3. If you could create a new ending to the book, what would it be?
4. What was the most memorable part of the book for you?
5. Do you think the boys ever see their uncle again? If so, what do you think happens?
6. Why did their uncle sell Harold to the Union Army?
7. Who is Mr. Samuel Reed?
8. What was the most exciting part of the book for you?
9. Of all the characters that were not very nice (Uncle Squinton, the Nibblys, Smelt and
Stink) who do you think was the worst? Why?
10. What do you think Mr. Brewster does after the war ends, and when there are no more
slaves to help?
Resource 24b
Checklist for Book Club Discussions
Student
Listens
Participates
Name
Respectfully by offering
ideas
Not
interrupting
Allowing
Others to
Speak
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Resource 25
Test Questions
1. In Chapter 1, Homer describes his uncle by saying “I can’t tell you what I think of
Squinton Leach, but it approximates what I think of a rabid skunk, or scabs on my
backside, or a bad toothache.” From this description, what can we guess about
Homer’s feelings for his uncle?
a.) Homer loves his uncle and thinks he is a very nice man
b.) Homer really dislikes his uncle and thinks he is awful and mean
c.) Homer is neutral in his feelings for his uncle, meaning, he doesn’t like or dislike him
2. What happens that makes Uncle Squinton decide to sell Harold to the Union Army?
Answer: While feeding the hogs, Homer eats a scrap of stale bread intended for the hogs.
Squint catches Homer, but Homer doesn’t stop eating. When Squint raises a fist to hit Homer,
Harold stops him and tells his uncle that Homer is eating because he’s hungry, that Squint
doesn’t feed either of them well enough. Harold prevents Squint from hitting Homer, and as a
result, Squint ends up falling face first into the hog pen. This makes Squint mad, and he goes
to make the deal to sell Harold.
3. Why is the United States at war?
Answer: Civil War is the war between the North (the Union) and the South (confederacy).
Issues that sent the country to war include tariffs, states’ rights and slavery.
4. Who are Stink and Smelt? What does the author write about them to reveal their
character? Provide at least three examples from the book to support your ideas.
5. The Title of Chapter 10 is “When the River Cries Like a Baby.” What type of figurative
language is the author using here?
a.) Simile
b.) Metaphor
c.) Hyperbole
d.) Personification
6. Who is Mr. Samuel Reed and what is his role in the novel?
Answer: The conductor of the Underground Railroad, the man who will lead slaves to safety
up north.
7. Describe the characters of Kate and Frank Nibbly using metaphor.
Answer: A metaphor is a figure of speech which involves an implied comparison between two
relatively unlike things using a form of the verb be. The comparison is not announced by like or
as. Example: Frank Nibble was a weasel.
8. Telling lies comes easily to Homer. Find two examples in the novel when Homer lies.
In these instances, why does he lie?
9. Who was President of the United States during this novel?
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10. What document made slaves free?
11. At the end of the novel, in the last chapter, Colonel Chamberlain tells Homer that if
the war is still going on in two years, when he is officially old enough to be a soldier, he
will call him back to join the 20th Maine. What has Colonel Chamberlain seen in Homer
that suggests Homer could be an excellent soldier?
12. Homer is upset when he sees the wounded soldiers and hears their screams and
crying, and he comforts himself by imagining his life after he finds his brother. Reread
his dream on page 180. What does this tell us about Homer?
13. Which sentence below contains an example of hyperbole?
a.) When I got home from school my mom asked me a million questions.
b.) My soup was so hot it felt like fiery lava.
c.) The tree looked down on me, with menacing eyes and a snarling grin.
d.) When it snows, the world is a sparkling crystal paradise.
14. Harold confesses to Homer that he knew he was being sold into the Army but he
was glad to go. Why did he feel this way?
15. When Professor Fleabottom was accused of being a spy on page 164, how do we
know he is guilty?
16. When Mr. Brewster sends Homer off to find his brother, he won’t give Homer any
guns. Why?
17. Who won the Civil War?
18. In Chapter 25, Homer talks about “seeing the elephant.” What does “seeing the
elephant” mean? What kind of language is this?
19. When Homer traveled with Professor Fleabottom, why did he like playing the part of
the pig boy?
20. What happened to Homer and Harold at the end of the novel?
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