Civil War Multi-Text Unit - Ms. Helms' Blog



Civil War Multi-Text Unit

The Mostly True Adventures of Homer P. Figg

By: Rodman Philbrick

Kids During the American Civil War

By: Lisa A. Wroble

It takes courage to grow up and become who you really are.

-- E.E. Cummings

Multi-Text Outline

5th Grade Language Arts Block of 1 hour

Before Reading Activities

Day 1

• Unit Launch- The Civil War: Episode 1: The Cause

o Students will watch a clip of the Ken Burns PBS video documentary on the Civil War, The Cause.

• Prediction Sheet

• KWL on Civil War (Individual then Whole Class)

Days 2 and 3

• Internet Workshop

During Reading Activities

Days 4 and 5: Section 1: pp. 7-35 in Homer P. Figg. Read chapters 1-3 together as a Class (Shared Reading). Students will read chapters 4-6 independently. Stop at the end of Chapter 6, pp. 35.

o Vocabulary (Word Wizard Notebook)- independent then whole group discussion

o Vocabulary (Have you Ever?)- independent then whole group discussion

o Character Sketcher- Squinton Leach – independent

o Pit Stop! - Independent

Kids During the American Civil War by Lisa A. Wroble:

o Civil War- pp. 5 (Shared Reading)

o Life in the South and Life in the North- pp. 6-9 (Reciprocal Teaching)

o Divided Families- pp. 10-11 (Independent Reading)

Day 6: Discussion of Section 1 (Including vocabulary activities)

Days 7 and 8: Section 2: pp. 36- 72 – Independent

o Vocabulary (Word Wizard Notebook)- independent then whole group discussion

o Vocabulary (Synonyms and Antonyms)- independent then whole group discussion

o Discussion Director- Small Group

o Confederate and Union Research

Kids During the American Civil War by Lisa A. Wroble:

o Food, Clothing and School pp. 13- 17 (Small Group- Reciprocal teaching)

Day 9: Discussion of Section 2 (Including vocabulary activities).

Day 10-11: Section 3: pp. 73-107- Partner Reading

o Vocabulary (Word Wizard)- independent then whole group discussion

o Vocabulary (Making Choices)- independent then whole group discussion

o Double Entry Diary- Independent then small group discussion

o Wanted Poster (Webster Willow)- Independent

Kids During the American Civil War by Lisa A. Wroble:

o Free time -Pp. 18-19 Whole Class- Shared Reading

Day 12: Discussion of Section 3 (Including vocabulary activities).

Day 13-14: Section 4: pp.108- 138- Independent

o Vocabulary (Word Wizard)- independent then whole group discussion

o Vocabulary (Applause)- whole class

o Trading Cards

o Pit Stop!

Kids During the American Civil War by Lisa A. Wroble:

o Changes-Pp. 22 Independent- Independent Reading

Day 15: Discussion of Section 4 (Including vocabulary activities).

Day 16-17: Section 5: pp. 139- 177- Shared Reading (Whole Class) ½ then finish section reading independently

o Vocabulary (Word Wizard)- independent then whole group discussion

o Vocabulary (Examples/Non Examples)- whole group discussion

o Wanted Poster (Harold)- independent then presentation to class

o Predication Sheet- independent then small group

Day 18: Discussion of Section 5 (Including vocabulary activities).

Day 19-20: Section 6: pp. 178- 217- Independent

o Vocabulary (Word Wizard)- independent then whole group discussion

o Vocabulary (cloze passages)- independent then whole group discussion

o Authors Craft - independent then whole group discussion

o Teaching Simile- Whole class then independent work

Kids During the American Civil War by Lisa A. Wroble:

o Letters Home -Pp. 20-21- Independent Reading

Day 20: Discussion of Section 6 (Including vocabulary activities).

Post-Reading Activities

• Cinquain- Independent then Small Group Share

• Composing a Diary Entry- Independent

• Alike and Different- Children during the Civil War and Today

• Final Vocabulary Assessment

Before Reading Activities

Predictions

Before You Read: Look carefully at the front and back covers of The Mostly True Adventures of Homer P. Figg. Write down your predictions about the following:

Setting (Time and Place): When and where do you think this book takes place?

Characters (The people, animals, or objects around which the action of the story is centered): Who do you believe the main characters in the book will be?

Problem(s) & Solution(s) (What goes wrong in the story and how is it solved?): What do you predict will be the most significant problems in this book? How do you believe the problems may be solved?

Vocab-o-gram/Predict-o-gram

Vocabulary: Civil War, North, South, Abraham Lincoln, Abolitionist, Secessionist, Emancipation Proclamation, Confederacy, Union, Underground Railroad, diary.

Directions: Use the words above and the title of the book to help you make predictions about the following elements of story; write your predictions in your pirate journal/notebook.

|Setting: What is the setting likely to be? |Characters: Who are possible characters in the novel? |

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|Problem: What might some problems be for the characters? |Characters’ Goals: What are likely goals for some of the characters? |

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|Solution: What are possible solutions to the problems? |Prediction/Questions: Any other predictions? |

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| |Do you have any questions about how the story might evolve? |

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K-W-L Chart

Directions: You will be completing a K-W-L on the Civil War. First, think about what you know and what you want to know. Write that information in the “K” and “W” section of the chart. To help you come up with information for the “K” section and questions you would like answered for the “W” section, use the following words: WHO, WHAT, WHEN, WHERE, WHY, AND HOW. Finally, after you have read the book and explored other resources, think about what you have learned. Write that information in the “L” section of the chart.

 

After completing your research and gaining an understanding of your topic, go back to the “K” column and see if any of the ideas you thought you knew were inaccurate. Check any of them that are inaccurate, according to your research. On the back, rewrite any of your statements that were inaccurate so that they are correct. Then go to the “L” column and begin grouping or categorizing what you have learned.

After completing your research and gaining an understanding of your topic, go back to the “K” column and see if any of the ideas you thought you knew were inaccurate. Check any of them that are inaccurate, according to your research. On the back, rewrite any of your statements that were inaccurate so that they are correct. Then go to the “L” column and begin grouping or categorizing what you have learned.

Civil War Internet Workshop

|This Internet workshop will introduce you to the CIVIL WAR. You are invited to explore information on the Internet. Take notes in your journal. Come |

|prepared to share your information at our workshop session. |

|Please answer the following questions: |

|Go to the bookmarks set for the following Web sites: |

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|Explore the information on the Civil War. What was the Civil War? When was it fought? Who fought in this war? |

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|Go to the bookmarks set for the following Web sites: |

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|You will explore these sites and answer the following questions on your Data Retrieval Chart (DRC). [See next page. This will help you keep the |

|information organized.] |

|What were some causes of the Civil War? What did the North and South stand for during the war? Where was the civil war fought? When and Where did the |

|war end? |

|Go back to Question 2. Did you notice any differences in how the sites reported the main causes of the Civil War? Explain. Go back to your DRC and see|

|if you can find information about the authors of each Web site. Please write that information under the heading “resources.” How did you know where to |

|go to answer the questions about the authors of the sites? What helped you locate that specific information? |

| |

|Write down the strategies you used to find the authors of the Web sites. After evaluating this information, what would you say the main cause of the |

|civil war was? |

Data Retrieval Chart (DRC) Civil War: North and South

|Resources |What were some causes of |What did the North/South stand for during the|Where was the Civil War |When and where did the |

| |the Civil War? |Civil War? |fought? |war end? |

|Thinkquest | | | | |

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|Radford | | | | |

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During Reading Activities

Word Wizard: Section I

In every section of our reading, you will be learning and using many new words. Your job is to become a WORD WIZARD and to create an entry in your Word Wizard Notebook for each new word.

Each entry will include the following:

• the word and the page and paragraph where it is located

• a child-friendly definition for the word (remember to use your context clues)

• synonyms you know (remember to use your character trait sheet and the THESAURUS)

• any associations/connections you may have with that word

• an illustration or sketch of the word

After you discuss the word, you may be asked to write a sentence using 4 or more of the following: who, what, where, when, why or how.

Section 1 Words from Homer P. Figg

|Perished |pg. 7 par. 4 |

|Aggrieved |pg. 9 par. 1 |

|Prodigious |pg. 14 par. 2 |

|Wretched |pg. 22 par. 3 |

|Commences |pg. 25 par. 2 |

|Bridle |pg. 26 par. 1 |

|Acquaintance |pg. 31 par. 2 |

|Amply |pg. 33. par. 6 |

Have you Ever?

Directions: Read the following sentences and answer them accordingly.

1) Know something that is perishable?

2) Been aggrieved?

3) Found something to be prodigious? Explain.

4) Been wretched? What happened?

5) Have you commenced something? Describe it.

6) Felt bridle? Why were you bridling?

7) Name an acquaintance of yours?

8) Had an amply supply of something? How did it get that way?

Character Sketcher 1: Section I

Your job as Character Sketcher is to think carefully about Squinton Leach as you read. You will be given a passage with a page and paragraph where you can find information about your character. Reread the passage carefully. As you are reading, think about descriptive words (traits) that capture how your character acts or looks. You need to be aware that the character traits you will choose will be implied character traits. In other words, they are not directly stated in the passage. You will want to use descriptive words for your character traits. You do NOT want to use words like good, bad, nice, and mean. Be sure to use your “Descriptive Character Traits” page for help. In addition, you will create an artistic impression of your character. When you begin artistically representing your character, try to use any physical descriptions from the text to help you. Your “artistic impression” of the character will probably be on a separate piece of paper.

You are invited to learn more about Squinton Leach. Please take notes on how Squinton Leach acts and looks.

To begin, reread the following passages and determine “descriptive words” that capture Squinton Leach personality and explain why the words describe him.

Reread page 8: paragraphs one –three.

1. Which character trait words describe Squinton?

2. What words in the passage were your context clues?

Reread page 10.

3. Squinton Leach acts______________________________ because _______________.

4. Reread pages 11 and 12. Which words describe Squinton Leach?

On another paper, use the passages that describe Squinton Leach actions and appearance to help you complete an artistic impression of him. Enjoy!

PIT STOP!

Directions: Your job is to STOP and reflect on what you have learned about the characters, setting, problem/solution and other information you have gained from reading section 1.

Word Wizard: Section 2

In every section of our reading, you will be learning and using many new words. Your job is to become a WORD WIZARD and to create an entry in your Word Wizard Notebook for each new word.

Each entry will include the following:

• the word and the page and paragraph where it is located

• a child-friendly definition for the word (remember to use your context clues)

• synonyms you know (remember to use your character trait sheet and the THESAURUS)

• any associations/connections you may have with that word

• an illustration or sketch of the word

After you discuss the word, you may be asked to write a sentence using 4 or more of the following: who, what, where, when, why or how.

Section 2 Words from Homer P. Figg

|Bounty |pg. 39 par. 3 |

|Sneer |pg. 41 par. 5 |

|Privy |pg. 42 par. 5 |

|Rarified |pg. 48 par.1 |

|Oblique |pg. 51 par. 1 |

|Astound |pg. 58 par. 2 |

|Wafting |pg. 59 par. 3 |

|Lurking |pg. 62. par. 4 |

Synonyms and Antonyms

Directions: Look at the vocabulary word under the “word” column. Recall its definition (look back at your definition if needed). Think of other words associated with the vocabulary word and write them under the “synonym” column. Think of other words not associated with, or the opposite of, the vocabulary word and write them under the “antonym” column.

|Synonym |Word |Antonym |

|Prize, Reward, Gift |Bounty |Debt |

| |Sneer | |

| |Oblique | |

| |Astound | |

| |Lurking | |

Forms of a Word

Directions: Look at the vocabulary in bold print. Recall its definition (look back at your notebook if needed). Think of the different forms of the word and write each in the appropriate column. Not all forms of the word will be completed each time like the first example.

|Noun |Verb |Adjective |Adverb |

|Bounty | | Bountiful | Bountifully |

|Wafter |Waft, wafted, wafts | | |

| | | |Astoundingly |

|Sneer | | | |

Discussion Director Section 2 (pp. 36-72)

Directions: Your job is to involve the students in your group by thinking and talking about the section of the book you have just read.  You are going to ask questions that really help the students in your group think about the reading. Your questions should require students to discuss their interpretations of the text and connect background experience and knowledge with the text. You want all students involved in the discussion and talking about issues that come up during the reading.

Your job as the Discussion Director is to come up with five (5) thinking questions.  You really want to make your group THINK about the reading.  You are trying to make sure everyone in your group understands or comprehends the reading.  It is very important that you ask your group critical thinking questions and NOT easy, right- there, in-the-book questions.  You want the members of you group to stop, think, look back at the text, and synthesize and interpret what they have read. Remember you may wish to begin your questions with the following words/phrases: Who?, What?, Where?, When?, Why?, How?, If_______ then________?

You need to write down the following:

1. the questions

2. your answers to your questions

3. the page numbers where the students can reference the text to justify their responses to your questions

You may want to focus on the following events when thinking about and developing your questions:

• Homer’s encounter with Smelt, Stink and their prisoner

• Brewster Mines

• Mrs. Bean and her cooking

• What Smelt and Stink made Homer do

• Jebediah Brewster

• Samuel Reed

• The Underground Railroad- Mr. Brewster’s Role

• Slavery

• The plan to trick Stink and Smelt.

Examples of a few good thinking questions might be:

1. What is Mr. Brewster’s role in the Underground Rail Road?

2. How does Homer and Samuel Reed escape Smelt and Stink?

The Confederates and The Union

Directions: Your job is to research both the Confederate and the Union soldiers during the American Civil War. Homer has mentioned several times about both of these groups. Record the information in your research journal. Be prepared to discuss your findings during our group discussion. Use the chart below to organize your thoughts. Sketch a each groups flags in your journal as well.

Using these websites research and discuss the following questions:

• Where were these groups from?

• How many men fought for each side?

• What types of weapons did they use?

• What did each group believe in?

• Who were their leaders?

• What did their individual flags look like?







| |Location of Groups |Number of Soldiers |Weapons |Fighting Belief |Leaders |

|Confederate | | | | | |

|Union | | | | | |

Word Wizard: Section 3

In every section of our reading, you will be learning and using many new words. Your job is to become a WORD WIZARD and to create an entry in your Word Wizard Notebook for each new word.

Each entry will include the following:

• the word and the page and paragraph where it is located

• a child-friendly definition for the word (remember to use your context clues)

• synonyms you know (remember to use your character trait sheet and the THESAURUS)

• any associations/connections you may have with that word

• an illustration or sketch of the word

After you discuss the word, you may be asked to write a sentence using 4 or more of the following: who, what, where, when, why or how.

Section 3 Words from Homer P. Figg

|Mournful |pg. 76 par. 1 |

|Burble |pg. 76 par. 4 |

|Ingenuity |pg. 85 par. last |

|Averse |pg. 90 par. 1 |

|Momentarily |pg. 93 par. 3 |

|Stewards |pg. 97 par. 1 |

|Comply |pg. 100 par. 3 |

Making Choices

Directions: Tell whether each item or scenario is a description of the vocabulary word given. If so, say the word. If not, don’t say anything.

1.) If any of the situations would make you want to be Ingenuity say “I would feel strongly about being ingenuity”

• You want to win the science fair

• You are very tired

• You enter an art contest

2) If any of the situations I say could cause you to comply, say “I would comply.” If not, don’t say anything.

• Your mom has asked that you let your little brother play with your new toy

• You have an opportunity to go to the beach and take a friend along

• You are asked to go to bed an hour early because you have a big game to play the next day

3) If any of the things I say could be mournful, say “mournful.” If not, don’t say anything.

• Your mom buying you a present

• Your pet dying

• Running into your teacher at the grocery store

• Losing a race by 1 second or a game by 1 point

4) If any of the situations I describe may cause your to averse, say “I averse.” If not, don’t say anything.

• A friend coming over to play

• Your little brother or sister being allowed in your room when you are not there

• Giving all of your belongings away

• Eating oatmeal for breakfast, lunch and dinner for an entire week

DOUBLE ENTRY DIARY: Section 3

You will write a Double Entry Diary, otherwise known as a DED. You will be reading, writing in your diary, rereading, and discussing throughout these entire books of historical fiction and nonfiction.

As you are assigned your reading, you will write a total of FOUR entries from Section 3 of Homer P. Figg. You will find important words, quotations, or passages from the book. Then you will explain why those words, quotations, and passages are important—in other words, when you read them, what do those words mean to you?

You will write each entry so that it looks something like this table:

|From the book (words, quotes, passages). Please include the page and |What it means to me |

|paragraph. | |

|Quote: “The first swing drops Stink like a bag of smelly potatoes.” |Inference/Question: How attacked Stink? Will he attack them back? What |

|(p. 73) |is Smelt doing during this time? Will Mr. Reed and Homer be able to |

| |escape? |

Below are options that you may choose to write about and how you might organize your thoughts:

|Significant passage copied from the text; include page and paragraph |Connections or reactions to recorded statement |

|#. | |

|Quote |Reaction (How you feel about the quote) |

|Quote |Connection (Self, Text, World) |

|Quote/Picture |Inference (What you think it means) |

|Quote |Question |

|Prediction |What Really Happened (You will complete this after you know) |

|Question you have or something you don’t understand |Answer or possible answer |

|Fact | Your Opinion |

|Effect (What happened?) |Cause (Why did it happen?) |

|Author’s Craft (Simile, metaphor, personification) |Explanation of what it means and how it adds importance to the passage |

We will read pages 73- 88 together during a Shared Reading. We will stop after reading chapter 15. You will continue reading pages 88-107.As you are reading, think about the following:

❖ Altercation between Stink and Smelt

❖ Samuel Reed’s Victory

❖ Helping the Slaves

❖ Webster B. Willow

❖ Mr. Willow and Homers Adventure

❖ Mr. Willow meets Mrs. Kate

❖ Aboard the Orion

❖ Mr. Willow marries Kate

❖ Homer and the Pigs

Use the above ideas when writing your DEDs. Below are 5 examples of DEDs from the first section of Homer P. Figg. Remember, you only have to write down 4 entries.

|1. Quote: “Dead man has nothing to lose…Now I am back among the living|Reaction: Mr. Reed has a great deal of stress on him to free and save his friends.|

|and scared to death about what happens next. (p.74 ) |He fears the worst will happen trying to save them and him. |

|2. Quote: “Part of me wants to forget about my brother….and live in |Connection: Homer has to make major choices as a child. He wants to be able to |

|the lap of luxury!” (p.79) |enjoy his childhood and the perks of his new friends but has an obligation to |

| |finding his brother. |

|3. Quote: “ When I wake up we are in Portland, and that is where the |Inference: Mr. Willow and Homer are about to encounter trouble or harm now that |

|trouble really starts” (p.86 ) |they have arrived to aboard the ship. |

|4. Quote: “So I snatch the gloves from her hands…and throw them in the|Reaction: Homer is tired of being disrespected and abused. He senses trouble and |

|gutter.” (p. 93) |wants to take a stand. |

|5. Effect: Homer loses the money, Mr. Willow’s guidance and |Cause: Kate and her brother trick, lie and manipulate Mr. Willow and take the |

|protection, and is thrown into a pig pen. (p. 106) ) |money (p. 104) |

Word Wizard: Section 4

In every section of our reading, you will be learning and using many new words. Your job is to become a WORD WIZARD and to create an entry in your Word Wizard Notebook for each new word.

Each entry will include the following:

a. the word and the page and paragraph where it is located

b. a child-friendly definition for the word (remember to use your context clues)

c. synonyms you know (remember to use your character trait sheet and the THESAURUS)

d. any associations/connections you may have with that word

e. an illustration or sketch of the word

After you discuss the word, you may be asked to write a sentence using 4 or more of the following: who, what, where, when, why or how.

Section 4 Words from Homer P. Figg

|Remarkable |pg. 112 par. 1 |

|Exude |pg. 116 par. 2 |

|Muster |pg. 128 par. 2 |

|Ferocious |pg. 136 par. 3 |

|Indignity |pg. 137 par. 2 |

Applause!  Applause! - Section 4

1) Clap to show much (not at all, a little bit, a lot) you would like to be described by the word Remarkable.

2) Clap to show much (not at all, a little bit, a lot) you would like to exude your art work.

3) Clap to show much (not at all, a little bit, a lot) you like to muster with your friends.

4) Clap to show much (not at all, a little bit, a lot) you would like to be described by the word ferocious.

5) Clap to show much (not at all, a little bit, a lot) you would like to be described by the word indignity.

Trading Cards: Section 4

Directions: Today you will be creating a trading card or cards for your favorite character from The Mostly True Adventures of Homer P. Figg. Include the information listed below. Make sure you include an artist representation of the character from the implied character traits. Be Creative!!

Questions to consider before making your trading card:

1) What are the characters most important thoughts?

2) What does the character look like?

3) How would you describe the characters personality?

4) What do you like most about the character?

5) How does the character get along with other characters?

6) What problems or conflicts does the character encounter?

Front of Card

Back of Card

PIT STOP!: Section 4

Directions: We have read a great deal of content. Your job is to STOP and reflect on what you have learned about the characters, setting, problem/solution and other information you have gained from reading section 1-4.

Word Wizard: Section 5

In every section of our reading, you will be learning and using many new words. Your job is to become a WORD WIZARD and to create an entry in your Word Wizard Notebook for each new word.

Each entry will include the following:

• the word and the page and paragraph where it is located

• a child-friendly definition for the word (remember to use your context clues)

• synonyms you know (remember to use your character trait sheet and the THESAURUS)

• any associations/connections you may have with that word

• an illustration or sketch of the word

After you discuss the word, you may be asked to write a sentence using 4 or more of the following: who, what, where, when, why or how.

Section 5 Words from Homer P. Figg

|Persuaded |pg. 139 par. 2 |

|Encampment |pg. 141 par. 3 |

|Trundle |pg. 150 par. 2 |

|Tether |pg. 154 par. 2 |

|Dismount |pg. 159 par. 2 |

|Artillery |pg. 170 par. 2 |

|Requisitioned |pg. 173 par. 1 |

Examples and Non-Examples

1) Which one of these would you persuade someone to do? Walk across the road without looking both ways or try out for a part in a school play?

2) When are you more likely to see an encampment? During a time of war or at a birthday party?

3) What would be easier to trundle? A ball or a car?

4) What would you need to tether? The bread bags after you make a sandwich or your friend?

5) What would be easier to dismount from? A tall building or the monkey bars?

6) When is artillery used? During war or during reading class?

7) Who should you listen to if they requisition you? Your mom or a stranger?

Wanted Poster

Dear Friends,

Harold is still missing! I have seen no sign of him. I can’t depend on anyone to help me! I was wondering if you could help me design a wanted poster for me to hang up along the battlefield incase anyone sees Harold. I appreciate all you’re doing!

Sincerely,

Homer

Predictors Detectives: Section 5

Directions: Homer needs our help! He is becoming discouraged about finding his brother. We have helped him make wanted posters but now he wants our thoughts on what we think will happen next. Using the information gained from the book and your thoughts about the events of the story so far. Predict the following outcomes. Then find a predictor partner and compare your results. Make sure you have lots of details and back up why you predicted what you did.

1. Finding Harold

2. Homer being found by Uncle Squint

3. Mr. Willow

4. Mr. Brewerster

5. The War

6. Homer’s Future

Word Wizard: Section 6

In every section of our reading, you will be learning and using many new words. Your job is to become a WORD WIZARD and to create an entry in your Word Wizard Notebook for each new word.

Each entry will include the following:

• the word and the page and paragraph where it is located

• a child-friendly definition for the word (remember to use your context clues)

• synonyms you know (remember to use your character trait sheet and the THESAURUS)

• any associations/connections you may have with that word

• an illustration or sketch of the word

After you discuss the word, you may be asked to write a sentence using 4 or more of the following: who, what, where, when, why or how.

Section 6 Words from Homer P. Figg

|Muffle |pg. 179 par. 2 |

|Lament |pg. 181 par. 2 |

|spur |pg. 185 par. 3 |

|Smoldering |pg. 193 par. 2 |

|Snarl |pg. 196 par. last |

|Hoist |pg. 206 par. last |

Cloze Passage: Section 6

Everyone in the crowd ____________ the young boy. They did not want the boy to lose the game. That would mean they would _________ for him. The crowd grew __________ as the boy entered the rink. He was full of energy and __________. Minutes ticked by, it felt like days but finally the fate was sealed. The crowed ________. They boy had won the fight! They _________ him in the air! He was their hero.

Author’s Craft: Section 6

 

Rodman Philbrick choose his words very carefully, making use of several interesting literary devices. He appeals to the reader’s senses and sense of humor by using figurative language. Find two examples of each listed below. Then explain how each passage adds meaning to the story.

 

 

| Metaphor-a direct comparison between two or more |Page Number/ |Page Number/ |

|unlike objects. |Example/ |Example/ |

| |What does this passage add to the |What does this passage add to the |

| |story? |story? |

|  |  |  |

| “Mr. Willow has the eyes of a sick kitten.” P. 105 | | |

|  | | |

 

|  Personification- giving human or “person” |Page Number/ |Page Number/ |

|characteristics to non-human objects. |Example/ |Example/ |

| |What does this passage add to the |What does this passage add to the |

| |story? |story? |

 

 

 

 

 

 

| “ Bob is afraid too.” P. 27 |  |  |

|  | | |

|  | | |

|  | | |

Onomatopoeia and Simile

|  |Page Number/ |Page Number/ |

| |Example/ |Example/ |

| |What does this passage add to the story?|What does this passage add to the story? |

|Onomatopoeia: a word(s) that imitates the |  |  |

|sound it represents. | | |

|  “ Squeal, Squeal!” p. 111 | | |

| | | |

|Simile: a comparison that includes the words |  |  |

|like or as. | | |

|  | | |

|“ His lies are as sweet as honey and twice as | | |

|smooth” p. 118 | | |

 

Author’s Craft: Teaching Simile: Section 6

Questions/Invitations you may use when introducing Simile:

 

What does it mean to compare two objects? (You describe how they are alike.)

 

When you compare two objects, what do you think about?

• How the objects look (color, shape, size)

• How the objects act (what they do)

• How the objects feel (texture)

• How the objects smell

• How the objects taste

• How the objects sound

Generate a list of objects for comparison. Then generate the above characteristics.

 

 

Artistic Representation

Now that you have chosen several examples of simile, please artistically represent one of these comparisons. You may use any artistic medium. The following are options: colored pencils, watercolors, pastels, collage, etc. Have fun with your art!

After Reading Activities

Directions: Write a Cinquain about a main event, object, person, place or idea that occurred during the reading of this section from The Mostly True Adventures of Homer P. Figg. Pick one of the 3 formats below to create your Cinquain.

Cinquain 1

 Line 1 - one word for the topic (subject or noun)

Line 2 -  two words that describe your topic (adjectives)

Line 3 -  three  words that describe actions related to your topic (action verbs)

Line 4 – four words that describe feelings related to your topic 

Line 5 – one word that is another name for your topic (synonym for  line 1 or something that sums it up)

Cinquain 2

Line 1 - two syllables

Line 2 - four syllables

Line 3 - six syllables

Line 4 - eight syllables

Line 5 - two syllables  

Cinquain 3

Line 1: One word

Line 2: Two words

Line 3: Three words

Line 4: Four words

Line 5: One word

The Rest of the Story…

Your job is now to write a diary entry that you think Homer would write now that he and Harold are safe and settled into a new home. Remember to use Homer’s exaggeration of the truth and the lots of details in your entry. Be creative and use your imagination.

Dear Diary, ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

How are we Alike and Different?

Directions: We have been reading Kids During the American Civil War by Lisa A. Wroble. Your job is to now Compare and Contrast how children today are different from children during the American Civil War. Using your prior knowledge of how children today act, what they do and what they like/dislike and using our non-fiction next complete the chart below.

| |Food |Clothing |Families |School |Free Time |

|Children Today | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

|During the Civil | | | | | |

|War | | | | | |

Final Assessment

Directions: Read each section of directions carefully.

Questions 1-5- Choose the correct meaning for each word.

1.) Prodigious

A. Lazy

B. Unusual

C. Melancholy

D. Quick

2.) Oblique

A. Surprised

B. To big to fit into something

C. Bored

D. Leaning at an angle

3.) Ingenuity

A. Creative

B. Sly

C. Shy

D. Energetic

4.) Comply

A. Disagree

B. Being punished

C. Obey

D. Making a lot of money

5.) Hoist

A. to become angry

B. to leave the room angry

C. confused

D. To lift

Questions 6- 10: State what is alike or different between the two words.

6.) A stranger and an Acquaintance

7.) Muffling and Burbling

8.) Wretched and Lament

9.) Remarkable and Astound

10.) Sneer and Snarl

Questions 11- 15: Create examples of the following words.

11.) How would someone that is mournful act?

12.) Describe a time you felt indignity.

13.) What are reasons a person may become bridle?

14.) I am lurking, what am I doing?

15.) What are some things you could tether with ease?

Questions 16- 22: Use these words in a sentence.

16.) Perished

17.) Ferocious

18.) Dismount

19.) Spur

20.) Muster

21.) Persuaded

22.) Exude

Questions 23- 26: Word Networks- What words or ideas come to mind when you hear these words?

23.) Artillery

24.) Encampment

25.) Bounty

26.) Rarified

Questions 27- 30- : Multiple Choice

27.) If I am aggrieved I am

A. Happy

B. Upset

C. Surprised

28.) If I ask you to wait momentarily how long are you waiting?

A. all day

B. not at all

C. a little while

29.) I have an amply amount of food stored up for the winter. How much food do I have?

A. A small amount

B.A lot

C. None

30.) If I trundle something what am I doing?

A. Pushing

B. Pulling

C. Playing

Questions 31-35- Develop your own definition and an example for each word.

31.) Smoldering

32.) Averse

33.) Waft

34.) Commence

35.) Requisition

Rubric

|Activity |Points Earned/ Total possible points |

|Pre-Reading Activities: Vocab-o-gram/Predict-o-gram |/10 |

|All areas of predictions are complete | |

|Attempt made to make predictions clear and understandable | |

|Pre-Reading Activities: KWL |/15 |

|All columns are completed. |(5 points each) |

|K Column has information related to topic. | |

|L columns is complete and shows evidence of material learned. | |

|Questions posed for W column are clear and are relevant to topic. | |

|Internet Workshop/Data Retrieval Chart |/20 |

|Evidence websites were visited. | |

|Questions answered and complete. | |

|Information presented is accurate from research. | |

|Developed strategies to find authors. | |

|Word Wizard: Sections 1- 6 |/30 |

|Words are defined in own words, synonyms identified, connection or example stated. |(5 points each) |

|Artistic representation is complete and thoughtful. | |

|Vocabulary Activities for Sections 1-6 |/30 |

|Questions are completed. |(5 points each) |

|All activities have correct answers or responses. | |

|Character Sketcher: Section 1 |/10 |

|Artistic representation is correct | |

|Implied character traits used to develop sketch | |

|Activity complete | |

|Discussion Director: Section 2 |/10 |

|Amply questions listed | |

|Location in text present | |

|Questions are challenging and require thinking | |

|Cooperation and group effort | |

|DED for Section 3 |/10 |

|4 entries present | |

|Entries have clear thought and explanations. | |

|Quote location is identified | |

|Wanted Poster: Section 3 and 5 -and Mr. Willow and Harold |/20 |

|Wanted Poster sections complete and accurate of character. |(10 points each) |

|Implied character traits used to develop representation | |

|Trading Cards: Section 4 |/10 |

|Characters correctly represented | |

|Clear thoughts evident | |

|Authors Craft and Teaching Simile: Section 6 |/20 |

|Metaphors, Similes, Onomatopoeia and Personification examples found, identified. |(10 points each) |

|Connection to passage | |

|Cinquain | |

|Correct formation and style used. |/15 |

|Word Choice evident | |

|Details used | |

|Diary Entry |/10 |

|Factual information used from story plot to build off ending. | |

|Writer’s style remains present. | |

|Alike/Different |/10 |

|Factual information evident in chart. | |

|Alike and Different Examples | |

| | |

|Pit Stop!: Sections 1 and 4 |/20 |

|All sections complete |(10 points each) |

|Thoughts clear and complete | |

|Confederate and Union Research: Section 2 |/15 |

|Research is complete and accurate. | |

|All questions answered fully and with clear thought. | |

|Artistic representation of flags correct. | |

| Prediction Sheet: Section 5 |/10 |

|Predictions aligned with content of text. | |

| Vocabulary Final Assessment |/35 |

| Total |/300 |

References

Novel

Title: The Mostly True Adventures of Homer P. Figg By: Rodman Philbrick

Published By/Date: The Blue Sky Press, 2009 Reading Level: 5th grade.

Companion Informational Text

Title: Kids During the American Civil War By: Lisa A. Wroble

Published By/Date: Power Kids Press, 1997 Reading Level: 5th

Other Books to Use

1.) Title: I'll Pass for Your Comrade: Women Soldiers in the Civil War

By: Anita Silvey

Published By/ Date: Clarion Books, 2008 Reading Level: 4th/5th

This text exposes students to a female’s perspective during the Civil War. They can connect Homer’s experience to the characters in this text.

2.) Title: Lincoln: a Photo biography By: Russell Freedman

Published By/ Date: Houghton Mifflin Books, 1987 Reading Level: 5th

This text is picture book of President Lincoln. Abraham Lincoln’s name is mentioned numerous times in the novel. This will allow students to but a face with a name.

3.) Title: The Civil War for Kids By: Janis Herbert

Published By/ Date: Chicago Review Press, 1999 Reading Level: 3rd- 5th

This text is similar to the non-fiction text. Students will be exposed to how kids their age acted and did during the Civil War.

4.) Title: Eyewitness: Civil War By: John Stanchak

Published By/ Date: Dorling Kindersley, 2000 Reading Level: 5th

This non-fiction text will expose students to a variety of pictures and terms mentioned in the novel.

5.) Title: The Big Book of the Civil War: Fascinating Facts about the Civil War, Including Historic Photographs, Maps, and Documents

By: Joanne Mattern

Published By/ Date: Running Press, 2007 Reading Level: 4th-5th

This big book will spark student’s interest with its real life pictures and description of the civil war.

6.) Title: If you lived at the time during the Civil War By: Kay Moore

Published By/ Date: Scholastic, 1994 Reading Level: 5th

Another opportunity for students to take a walk in time back to life during the Civil War, Students will be able to compare information mentioned in the novel and connect it to this text.

7.) Title: Behind the Blue and Grey: The Soldier’s Life in the Civil War

By: Delia Ray

Published By/ Date: Puffin Books ,1996 Reading Level: 4th- 5th

Students will be able to gain the perspective of a soldier during the Civil War. They will be able to relate to Harold and Homer’s desperate motives to find him.

8.) Title: A Nation Divided: Causes of the Civil War By: Regean Miller

Published By/ Date: Crabtree Publishing, 2011 Reading Level: 5th

Students will be exposed to a text that displays the causes of the civil war. This text will be important for students in understanding why Harold was forced to fight in the first place and how pivotal the characters in Homer’s journey were.

Additional Resources

Another child friendly site about the Civil War. Displaying important battles, people and places from the Civil War.

re4030. – This website provided templates and activity ideas for the purpose of the multi-text unit.

NCSCS GOALS AND OBJECTIVES

|Competency Goal 1 |The learner will apply enabling strategies and skills to read and write. |

|Students will be reaching this goal by completing the Word |1.01 Expand and refine vocabulary through knowledge of prefixes, suffixes, roots, derivatives, |

|Wizard activity in each setting. Through this word study |context clues, and etymologies (word origins) to assist comprehension. |

|students will be exposed to a variety of words and their |1.02 Select key vocabulary critical to the text and apply appropriate meanings as necessary for |

|definitions. Students will also be completing vocabulary |comprehension. |

|activities such as Have you Ever?, Applause and Synonyms and |1.03 Increase reading and writing vocabulary through: |

|Antonyms. These activities will aid in building reading and |Wide reading. |

|writing skills. |Word study. |

| |Word reference materials. |

| |Content area study. |

| |Writing process elements. |

| |Writing as a tool. |

| |Examining the author's craft. |

|Competency Goal 2 |The learner will apply strategies and skills to comprehend text that is read, heard, and viewed. |

|Students will be interacting with the text before using |2.02 Interact with the text before, during, and after reading, listening, and viewing by: |

|Prediction sheets and completing a KWL. Students will also |making predictions. |

|have the opportunity in this study to formulate questions, |formulating questions. |

|make connections, read and be exposed to a variety of text, |supporting answers from textual information, previous experience, and/or other sources. |

|and deal with author’s word choice through these activities; |drawing on personal, literary, and cultural understandings. |

|discussion director, authors craft, How we are alike and |seeking additional information. |

|different and the creation of their cinquain poem. |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. |

Content Connection/Topic: Civil War

Novel

Title: The Mostly True Adventures of Homer P. Figg By: Rodman Philbrick

Published By/Date: The Blue Sky Press, 2009 Reading Level: 5th grade.

Companion Informational Text

Title: Kids During the American Civil War By: Lisa A. Wroble

Published By/Date: Power Kids Press, 1997 Reading Level: 5th

This website was created by a group of high school students for elementary school students. This website is organized and outlined by the important dates of the Civil War. The site has lots of information from the beginning of the war to the end.

This website was also created by a group of 5th grade students. This site takes the perspective of Slavery during the Civil War. There is amply information about the War and how Slavery was connected.

Book Explanation

The above books were chosen for the purpose of integrating Language Arts and Social Studies in a fifth grade classroom with a focus on the American Civil War. The Mostly True Adventures of Homer P. Figg was chosen to introduce students to the Civil War in a fiction text. Students will have the opportunity to relate to the main character, Homer P. Figg, a 12 year old boy who is in search of his brother who was drafted into the Civil War, illegally. Students reading this text will have the opportunity to travel with Homer in search for his brother but more importantly his journey in growing up. Students in fifth grade are becoming older and wanting to make an identity that is their own. Reading this text will provide them with a fictional example of standing up for what you believe in, the importance of telling the truth and making the most out of a poor situation. Through the book Homer is forced to grow from a boy to a man. The text is written at a fifth grade level.

The informational text, Children during the American Civil War, is used in relation to the novel to provide students with factual information surrounding the Civil War. The book is broken up into a number of sections that makes the book enjoyable and easy to read. Students can relate to this text because the text is written around topics that children enjoy and are interested in, school, free time, clothes and families. Students will have the opportunity, through this text to take a step back in time and explore how children were during the American Civil War. Students will be able to connect the two books because there are Civil War terms and important vocabulary embedded in both texts that will teach students the important components of the Civil War through entertaining text. According to the North Carolina Standard Course of Study, the civil war material integrated in this lesson is appropriate. Goal two and Goal four of the state standards touch on the formation of government, the study of past history and how human’s behaviors affect history.

It is my goal that through this experience those students obtain amply information on the Civil War through the reading of The Mostly True Adventures of Homer P. Figg and Children during the American Civil War and the engaging vocabulary activates and activities that explore the author’s language and style of writing. It is also my goal that students develop strategies for language arts that can be implemented in future language arts lessons and other content areas.

-----------------------

Characters strengths and weakness:

Likes about the character:

Dislikes about the character:

My personal connection:

L – What I Learned

W – What I Want to Know

K - What I Think I Know

Wanted

You will complete an artistic representation of Webster Willow and then complete the following information for your character.

Wanted

Character name

Place last seen

Persons Last Seen With

Physical Description

Hobbies/Interests

Acts

Likes

Dislikes

Hang Outs

Wanted For

Please be sure to make your wanted poster as creative as possible!!!!!

Wanted

You will complete an artistic representation of Webster Willow and then complete the following information for your character.

Wanted

Character name

Place last seen

Persons Last Seen With

Physical Description

Hobbies/Interests

Acts

Likes

Dislikes

Hang Outs

Wanted For

Please be sure to make your wanted poster as creative as possible!!!!!

Artistic Representation

Name:

Setting:

Appearance:

Personality Traits:

Quote:

Homer P. Figg

Section 1

Characters- Who have you met? Briefly describe them.

Setting- Has the book revealed where or when the events are taking place?

Problem/Solution- is there a problem or solution that has been mentioned? What is it? How do you think the problem will be solved?

Other information- is there any other information you find important?

Other information- is there any other information you find important?

Problem/Solution- What is the main problem? Has it been solved? If not, how do you think the problem will be solved?

Setting- where and when are the events taking place?

Characters- Who are the main characters? Briefly describe them.

Homer P. Figg

Section 4

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