Lesson Plan
“The Drummer Boy of Shiloh,” page 185
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Challenging
READING STRATEGIES RESOURCE, PAGE 54
Difficulty Considerations: Unfamiliar setting; vocabulary
Reading Strategy: Visualize
Fix-Up Idea: Reread
Standardized Test Practice:
Identify Setting and Conflict
Ease Factor: Selection length
Synopsis: A young drummer boy learns the value of his
contribution.
Goals/Objectives:
• to empathize with and understand a speaker’s perspective
• to summarize the duties of a Civil War drummer boy
• to define historical fiction and define and explain examples of
metaphor and simile in the selection
• to find concrete nouns and abstract nouns in a sentence
• to research the Battle of Shiloh
• to plan a Civil War exhibit
NORTH CAROLINA STANDARDS
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Related Readings: from Reluctant Witnesses: Children’s Voices
from the Civil War, page 192; “My Dear Josie,” page 194; and from
“Echoes of Shiloh,” page 196
Before Reading
_________ Daily Oral Language (VLR I, page 31; UR 4, page 1)
_________ Reader’s Journal (PE, page 185; UR 4, page 2)
_________ Reader’s Toolbox: Historical Fiction, Metaphor, and
Simile (PE, page 185)
_________ Reader’s Resource: History Connection (PE, page 185)
_________ About the Author: Ray Bradbury (PE, page 192)
_________ Vocabulary from the Selection (ATE, page 187)
_________ Vocabulary: Morphemes and Meaning (VR, page 37)
_________ Reading Strategy: Practice Making a Mind Movie (RSR)
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During Reading
_________ Graphic Organizer (PE, page 185; VLR I, page 31; UR 4, page 1)
_________ Dramatic Recording: “The Drummer Boy of Shiloh” (AL, 13:43)
_________ Guided Reading Questions (PE, page 186; UR 4, page 2)
_________ Reading Strategy: Make a Mind Movie about the Story (RSR)
_________ Fix-Up Idea: Reread (RSR)
After Reading
_________ Reading Strategy: Share Your Mind Movies (RSR)
_________ Standardized Test Practice: Identify Setting and Conflict (RSR)
_________ Respond to the Selection (PE, page 192; UR 4, page 3)
_________ Investigate, Inquire, and Imagine (PE, page 197; UR 4, page 4)
_________ Understanding Literature: Historical Fiction, Metaphor, and Simile (PE, page 197; UR 4, page 5)
_________ Writer’s Journal: Letter, Metaphors, Similes, or Speech (PE, page 198; UR 4, page 5)
_________ Study and Research: Researching the Battle of Shiloh (PE, page 198; UR 4, page 6)
_________ Applied English: Planning a Civil War Exhibit (PE, page 198)
_________ Language, Grammar, and Style: Using Collective Nouns (PE, page 198; UR 4, page 7)
_________ Media Literacy: Appreciating a Dramatic Reading (PE, page 199; UR 4, page 8)
_________ Vocabulary: Identifying Adjectives (UR 4, page 8)
_________ Art Smart: Winslow Homer (ATE, page 188)
_________ Art Smart: Images of Civil War Drummer Boys and Young Soldiers (ATE, page 199)
_________ Selection Check Test 4.4.1 (ATE, page 192; UR 4, page 9; TG)
_________ Selection Test 4.4.2 (UR 4, page 11; TG)
_________ Related Readings (PE, pages 192, 194, 196)
_________ Dramatic Recording: “My Dear Josie” (AL, 4:32)
_________ Related Reading Questions (ATE, pages 193–196)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Print Resources
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Audio Library
Test Generator CD-ROM
Internet
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test Generator UR—Unit Resource
VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
UNIT
4
LESSON PLANS
R E S P O N D I N G T O L I T E R AT U R E
LITERACY RESOURCE
37
Lesson Plan
“The Drummer Boy of Shiloh,” page 185
Teacher’s Name __________________________________Class __________________Date __________________
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Teaching Options
Individual Learning Strategies
_________ Motivation: Civil War Exhibit (ATE, page 187)
_________ Reading Proficiency: Listening to the
Selection (ATE, page 187)
_________ English Language Learning: Vocabulary (ATE,
page 187)
_________ Special Needs: Previewing Vocabulary and
Footnotes (ATE, page 187)
_________ Enrichment: Civil War Drums (ATE, page 187)
Cross-Curricular Activities
_________ Mapping a Battle Site (ATE, page 186)
_________ Film Decisions (ATE, page 191)
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Homework Suggestions
_________ Writer’s Journal: Letter, Metaphors, Similes, or
Speech (PE, page 198; UR 4, page 5)
_________ Study and Research: Researching the Battle
of Shiloh (PE, page 198; UR 4, page 6)
_________ Language, Grammar, and Style: Using
Collective Nouns (PE, page 198; UR 4, page 7)
_________ Media Literacy: Appreciating a Dramatic
Reading (PE, page 199; UR 4, page 8)
_________ Vocabulary: Identifying Adjectives (UR 4,
page 8)
Tackle Unfamiliar Setting
_________ Thoroughly read Reader’s Resource before
reading the selection (PE, page 185).
_________ Share information about the American Civil
War, including time, place, and political and
social views.
_________ Share information included in the Historical
Note (ATE, page 188).
_________ Read Related Reading, from Reluctant
Witnesses: Children’s Voices from the Civil War,
prior to reading the selection (PE, page 192).
Art Smart
_________ Winslow Homer (ATE, page 188)
_________ Images of Civil War Drummer Boys and
Young Soldiers (ATE, page 199)
Additional Questions and Activities
_________ Facing Fears (ATE, page 189)
_________ Applying a Quote (ATE, page 190)
_________ Related Reading Questions (ATE, pages
193—196)
_________ Horatio’s Letter (ATE, pages 194,195)
_________ Discussing Horatio’s Letter (ATE, page 195)
_________ Battle of Shiloh (ATE, page 196)
Tackle Vocabulary
_________ Allow students to preview the new vocabulary
words used in the selection.
_________ Have students identify vocabulary words that
they already know.
_________ Encourage students to predict the meaning of
unknown words by using context clues.
_________ Familiarize students with the new vocabulary
by working on the activities found in the VR
(page 37).
Quotables
_________ Leo Rosten (ATE, page 190)
Flexible Grouping Suggestions
_________ Cross-Curricular Activities: Mapping a Battle
Site (ATE, page 186)
_________ Motivation: Civil War Exhibit (ATE, page 187)
_________ Enrichment: Civil War Drums (ATE, page 187)
_________ Additional Questions and Activities: Related
Reading Questions (ATE, pages 193—196)
_________ Additional Questions and Activities:
Discussing Horatio’s Letter (ATE, page 195)
_________ Investigate, Inquire, and Imagine (PE, page
197; UR 4, page 4)
_________ Understanding Literature: Historical Fiction,
Metaphor, and Simile (PE, page 197; UR 4,
page 5)
_________ Applied English: Planning a Civil War Exhibit
(PE, page 198)
Additional Strategies for English Language
Learners
_________ Read from Reluctance Witnesses: Children’s
Voices from the Civil War before reading (PE,
page 192).
_________ Share information about Abraham Lincoln
(Historical Note, ATE, page 188), and discuss
the pictures on pages 185, 187, 188, 190,
193, and 199.
_________ If applicable, include students in Reading
Proficiency: Listening to the Selection (ATE,
page 187).
_________ Have students compare the emotions and
responsibilities of Ashraf (the boy who drums
in “Moon,” PE, page 120) and the drummer
boy from Shiloh.
_________ Use activities for Spanish speakers
(SR, page 43).
Audio Library
Test Generator CD-ROM
Internet
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test Generator UR—Unit Resource
VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
38
UNIT
4
LESSON PLANS
R E S P O N D I N G T O L I T E R AT U R E
LITERACY RESOURCE
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Literary Technique
_________ Description (ATE, page 191)
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Strategies for Developing Readers
Historical Note
_________ Abraham Lincoln (ATE, page 188)
Print Resources
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