RUBRIC



American Revolution

Not Just About a Tea Party in Boston!

Multitext Unit

Created by Lisa Hatfield

RE 4030 Dr. Elizabeth Frye

Fall 2009

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Source:

“Where there’s a Will, there’s a Way.”

Riddle of Penncroft Farm

By Dorothea James

Student Sample

I Poetry

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Multi-Text Selection

Jensen, D. (2001). The Riddle of Penncroft Farm, Gulliver’s Books Paperback, Orlando, FL

Reading Level: 5th Grade Interest Level: Grades 4 - 6

Maestro, B. & Maestro, G. (2005). Liberty or Death: The American Revolution

1763 – 1783, Scholastic Inc., NY, NY.

Reading Level: 5th Grade Interest Level: Grades 3 – 5

The Riddle of Penncroft Farm and Liberty or Death are excellent selections for a fifth grade Social Studies and Language Arts Unit on the American Revolution. Not only do both the novel and non-fiction texts provide factual information for the fifth grade learner, but they present the information from the perspective of both the Patriot and the Loyalist colonist living in America during this period.

Purpose of Unit Activities

American Revolution Centers Walk Around**

The purpose of this activity is to access student’s prior knowledge about Colonial America and the American Revolution. Students will tour Colonial and American Revolution Centers containing period literature, artifacts, pictures, and photographs and record observations on a “What I Noticed” handout. Students will record “What they Know” and “What they want to know” in a K and W section in their personal Colonist Journals. Students will contribute to class discussion and creation of K-W portion of a Class K-W-L chart. Students will make predictions on responses to the W items in their journal. Students will update the L portion of their journals and the class K-W-L throughout the unit

Twin Text Guided Reading Riddle of Penncroft Farm and Liberty or Death**

The purpose of this activity is to use instructional level social studies literature to expose readers to introduce guided reading comprehension strategies of double entry diaries, character sketcher, modeling strategy for and together with students, making connections with acquired knowledge from Internet Workshop and American Revolution Centers Walk Around. Students will be introduce to Pre-Reading and During-Reading strategies that direct reading and increase comprehension such as -making predictions on cover, title, back, regarding events and characters in novel.

American Revolution Readers’ Theatre (created by Educational Drama Specialist Rosalind Dr. Rosalind M. Flynn

The purpose of this lesson increase fluency among readers of all levels and build skills of reading with expression. The focus here will be on fluency using familiar text that the reader has mastered, allowing the reader to concentrate on skills of expression and intonation.

Causes of the American Revolution Internet Workshop**

The purpose of this lesson plan is to for students to actively construct their knowledge of the French and Indian War – why the colonist agreed to help Britain fight it and what happened after it ended that angered the colonists, the stamp act, navigation acts, intolerable acts, the growing distance between the colonists and England and how this added to desire for revolution.

Revolutionary Vocabulary

The purpose of this lesson is to work with the vocabulary introduced throughout lessons one through four of this unit. Students will complete a variety of “Robust Vocabulary Activities” to own these new words.

Revolutionary Blog**

The purpose of this lesson is for students to blog about:

1. Pennecroft readings

2. Internet Workshop Questions

3. I Poem & visual art postings

4. Vocabulary and definitions – blogging with the words

**Resources: American Revolution Centers Walk Around with Journal, Internet Workshop, Twin-Text Guided Reading Character Sketcher, Directed Reading Strategies adapted from Interdisciplinary Unit on Pirates by Elizabeth M. Frye, Assistant Professor, Reich College of Education, Appalachian State University.

Internet Workshop

Causes of the American Revolution Internet Workshop

URL: hatfieldl. Multi-Text>Not Just About Tea Multi-text Unit>Causes of the American revolution Internet Workshop

or

Direct link to Internet Workshop:

Data Retrieval Chart (DRC) for the Internet Workshop is provided in the Student Packet section of this document.

Curricular Connections

|Unit Activity |NC Standard Course of Study Goal & Objective Fifth Grade |

|Living in Colonial Time Centers / Journals /KWL |NC Standard Course of Study Objective: |

| |Social Studies Competency Goal 4: The learner will trace key |

|Launch Unit: Access Student’s Prior Knowledge about the American |developments in United States history and describe their impact on the|

|Revolution and Colonial Times and pique their interest in the unit |land and people of the nation and its neighboring countries.   |

|with a Colonial / American Revolution Center Walk Around. |Objective 4.04: Describe the causes and effects of the American |

| |Revolution, and analyze their influence on the adoption of the |

|Have American Revolution Period music playing as students enter |Articles of Confederation, Constitution, and the Bill of Rights. |

|classroom. | |

| |Language Arts |

|Set up Three Center locations in the classroom that contain period |Competency Goal 2: The learner will apply strategies and skills to |

|children’s literature, photographs, artifacts. |comprehend text that is read, heard, and viewed. |

| |Objective 2.02: Interact with the text before, during, and after |

|Invite Students to gather for a group discussion on Centers and |reading, listening, and viewing by: |

|introduce “What I Noticed” handout. Review hand out and model with |Making predictions. |

|whole group. Count students off by threes to form three small groups |Formulating questions. |

|and invite them to spend 15 minutes at centers and write down |Drawing on personal, literary, and cultural understandings. |

|observations and thoughts on “What I Noticed” handout. |Making connections with previous experiences, information, and ideas. |

| | |

|American Revolution Readers Theatre |NC Language Arts Grade 5 |

| |4.01  Read aloud grade-appropriate text with fluency, comprehension, |

| |expression, and personal style demonstrating an awareness of volume, |

| |pace, audience and purpose |

|Twin Text Guided Reading Riddle of Penncroft Farms by Dorethea Jensen,|NC Language Arts Grade 5 |

|and Liberty or Death by Betsy Maestro & Giulio Maestro |Objective 2.02: Interact with the text before, during, and after |

| |reading, listening, and viewing by: |

|Pre Reading Activity |Making predictions. |

|Pre-Reading: Students create a Penncroft Farm Pre-Reading section in |Formulating questions. |

|their journal and make predictions based on the front cover, back |Supporting answers from textual information, previous experience, and/|

|cover, title page. |or other sources |

| |Drawing on personal, literary, and cultural understandings. |

|Students make predictions as to what book may be about, who may be |Making connections with previous experiences, information, and ideas. |

|some of the main characters and record in their journals. | |

| | |

|During Reading Activities: | |

| | |

|Students will record unfamiliar words in vocabulary section of journal| |

|under the title of the book. | |

| | |

|Students will look up meaning of unknown words using text dictionary | |

|or online source. | |

| | |

|Students will record definition, making a picture or writing a | |

|sentence in their own words of meaning. . | |

| | |

|Students will complete a Figurative Language Hunt with a partner, | |

|making journal entries of simile’s, personifications, hyperbole, and | |

|connection to American Revolution readings or activities. | |

| | |

|Students will “refer back to the text” to support their Journal | |

|entries. | |

| | |

|Assessment: Journal Entries | |

| | |

|Students will create a Character Sketcher - -after reading pages 1 – | |

|58 the first two days of reading, of the main character with modeling | |

|from teacher. | |

| | |

|Students will look for implicit character traits and analyze the | |

|author’s craft. | |

| | |

|Students will “refer back to the text” to support their responses. | |

| | |

|Students will complete the Pre-reading and Figurative Language Hunt | |

|in a combination of partner, small group, and then participate in | |

|whole group discussion of findings. | |

| | |

|Students make daily (as appropriate) journal entries regarding their | |

|unit activities and continue to add items under the “L” portion of | |

|their Colonist Journals as well as the class K-W-L chart as they | |

|complete unit activities. | |

| | |

|Assessment: Journal Entries | |

| | |

|Post Reading Activity: | |

|Students will create a | |

|“Another Title for this book is _________ “ section of their journal | |

|and complete, justifying their answer by “referring back to the text.”| |

| | |

| | |

|Causes of the American Revolution Internet Workshop |NC Standard Course of Study Objective: |

| |Language Arts Competency Goal 3: The learner will make connections |

|Students will use selected websites and think quests to research and |through the use of oral language, written language, and media and |

|respond to guided questions. |technology. |

| |Objective 3.02 Make connections within and between texts by |

|Students will use a Data Retrieval Chart (DRC) to organize their |recognizing similarities and differences based on a common lesson, |

|information, |theme, or message. |

| |Objective 3.06: Conduct research (with assistance) from a variety of |

|Students will create Character Traits Worksheet of Patriot and |sources for assigned or self-selected projects (e.g., print and |

|Loyalists. |non-print texts, artifacts, people, libraries, databases, computer |

| |networks). |

|Student will create an I Poem, selecting either “I am a Patriot” or “I|Investigating selected subjects by answering teacher provided and |

|am a Loyalist” using I Poem format containing factual character traits|student created topic questions with information found in non-fiction|

|and information on Patriot and Loyalists. I Poem will provide facts |or information printed text and online research based websites. |

|about Patriot or Loyalist reactions to French / Indian War outcome, |Competency Goal 4: The learner will trace key developments in United |

|Taxes, loyalty to the English throne, and the impending American |States history and describe their impact on the land and people of the|

|Revolution. |nation and its neighboring countries.   |

| |Objective 4.04: Describe the causes and effects of the American |

|Students contribute to class discussion to identify learned facts and |Revolution, and analyze their influence on the adoption of the |

|update journal and classroom K-W-L . |Articles of Confederation, Constitution, and the Bill of Rights. |

| |Express in writing, visual products, and drama the details and |

|Assessment: I am poem, completed DRC, responses to Internet Workshop |reactions of the following: |

|questions, and updated journal. |1. The French and Indian War and its effects |

| |Colonists angered by King George's Proclamation of 1763, which |

| |prohibited colonists from settling west of the Appalachian Mountains. |

| |England had a huge debt after the French and Indian War, which was the|

| |reason so many taxes were created for the colonists. |

| | |

| |2. Taxation without Representation |

| |Sugar Act, Stamp Act, Townshend Acts, and the Intolerable Acts |

| |3. Colonists’ Desire for Independence |

| |Colonists had been in America for many generations in the older |

| |colonies and had little if no ties to England. The colonists |

| |considered themselves |

| |Americans and were ready to govern themselves. |

|Revolutionary Vocabulary |NC Standard Course of Study Objective: |

| |Competency Goal 1: The learner will apply enabling strategies and |

|Teacher will provide 7 vocabulary words from texts for all students |skills to read and write. |

|with student friendly language definitions. |Objective 1.02: Select key vocabulary critical to the text and apply |

| |appropriate meanings as necessary for comprehension. |

|Teacher will guide students to research unknown words they encounter |The students will learn the following vocabulary words from selected |

|in their readings and write in their journals. |texts |

| |The Riddle of Penncroft Farm by Dorothea Jensen (fifth grade reading |

|Teacher will provide range of vocabulary activities to be completed |level) |

|with vocabulary from texts including Letter from a Patriot or |Liberty or Death by Betsy Maestro and Giulio Maestro (Grade 4 – 5 |

|Loyalist, student will imagine there are P or L living in NC during |Reading Level) |

|time of Revolution and write a letter using vocabulary words to friend| |

|or relative in Boston. “Robust Vocabulary Activities” based on | |

|Bringing Words to Life: Robust Vocabulary Instruction (2002) | |

|by Isabel L. Beck, Margaret G. McKeown, and Linda Kucan, Guilford | |

|Press | |

| | |

| | |

| | |

|Students will complete one of the following vocabulary activities | |

|throughout the unit with the following Vocabulary Words: | |

| | |

|Independence | |

|Patriot | |

|Loyalist | |

|Tory | |

|agog | |

|Continental | |

|fathom | |

|boycott | |

|colonist | |

|delegates | |

| | |

|1. Vocabulary Definitions in journal. | |

|2. Vocabulary Connections | |

|3. Vocabulary Illustrations | |

|4. Vocabulary Letter to a friend or relative from a Patriot or | |

|Loyalist | |

| | |

|Students will annotate vocabulary definitions in journal with drawings| |

|connections, sentences to help them learn the meaning of the word. | |

| | |

|Students create a word network for each of their vocabulary word in | |

|their journals | |

| | |

|Students will blog using their vocabulary words. | |

| | |

| | |

| | |

|Revolutionary Blog |North Carolina Standard Course of Study Objectives: |

| |Language Arts Competency Goal 2: The learner will apply strategies and|

|Students will create blog comments responding to teacher posted |skills to comprehend text that is read, heard, and viewed. |

|questions regarding the following: |Objective 2.02: Interact with the text before, during, and after |

| |reading, listening, and viewing by: |

|1. French/Indian War Outcome and Proclamation 1763 |Making predictions. |

|Taxation without representation |Formulating questions. |

|Colonist loyalty to King |Supporting answers from textual information, previous experience, and/|

|2. Penncroft Readings |or other sources. |

|3. Twin Text Readings |Drawing on personal, literary, and cultural understandings. |

|4. I Poem & visual art postings |Seeking additional information. |

|5. Students will use their unit vocabulary words whenever possible |Making connections with previous experiences, information, and ideas. |

|while blogging. | |

| |Competency Goal 3: The learner will make connections through the use |

|Assessment: Student blog comments |of oral language, written language, and media and technology. |

| |Objective 3.06: Conduct research (with assistance) from a variety of |

|Students will update blog independently working individually before |sources for assigned or self-selected projects (e.g., print and |

|school or in small groups during the school day. |non-print texts, artifacts, people, libraries, databases, computer |

| |networks). |

| |Investigating selected subjects by answering teacher provided and |

| |student created topic questions with information found in non-fiction|

| |or information printed text and online research based websites. |

Riddle of Penncroft Farm and Liberty or Death

Section Outline

|Text |Section |Activities |

|Riddle of | | |

|Penncroft Farm |Day 1 - 3 |Day 1 & 2 Silent Sustained Reading (SSR) |

| |Section 1 Chapters 1 – 4 pp 1 – 58 |Day 1 Vocabulary Predictions in Journal Sec. 1 |

| | |Day 2 Vocabulary Definitions using Book, , SS Book |

| | |Day 3 Character Sketcher Lars/Literature Circle Discussions |

| | | |

| | | |

| |Day 4 - 6 |Day 4 & 5 SSR |

| |Section 2 Chapters 5 – 8 pp 59 – 121 |Day 4 Vocabulary Illustrations Predictions in Journal Sec. 1 |

| | |Day 5 Vocabulary Word Web Patriots and Loyalists |

| | |Day 6 Dis Dir & Lit Circle Sec 2 |

| | | |

| | | |

| |Day 7 – 9 |Day 7 & 8 SSR |

| |Section 3 Chapters 9 – 12 pp 122 – 182 |Day 7 Vocabulary Patriot Letter to Boston in Journal *See student sample |

| | |Day 8 Vocabulary Loyalist Letter to London in Journal |

| | |Day 9 Sketch to Stretch Section 3 |

| | | |

| | | |

| |Day 10 - 12 |Day 10 & 11 SSR |

| |Section 4 Chapter 13 –Afw pp 183-233 |Day 10 Vocabulary Non Examples |

| | |Day 11 Vocabulary Quiz and Blog with Vocabulary |

| | |Day 12 “Another Title for this Book” & Blog |

| | | |

|Liberty or Death |1. French and Indian War p 3 |Day 3 Non-fiction Fact List & Illustrate Strategy in Journal / Partner Read p 3 - 5 |

| |Stamp Act p 4 | |

| |Stamp Act Congress & Boycott p5 |**See Student Sample |

| | | |

| | | |

| |2. Boston Massacre p 6 |Day 6 Non-fiction Fact List & Illustrate Strategy in Journal / Partner Read p 6 - 8 |

| |Boston Tea Party p 7 | |

| |Intolerable Acts p 8 | |

| | | |

| |3.Minuteman vs. British regular p 9 |Day 9 Non-fiction Fact List & Illustrate Strategy in Journal / Partner Read p 9 - 11 |

| |Liberty or Death p 10 | |

| |Lexington and Concord p 11 | |

| | | |

| |4. Shot Heard Round the World p 12 |Day 12 Non-fiction Fact List & Illustrate Strategy in Journal / Partner Read |

| |Declaration of Independence p 21 - 23 |p 12 and p 21-23 |

| |4. Cornwallis, Surrender at Yorktown, Victory p 54 - 59 | |

Student Sample

Vocabulary Patriot Letter to Boston

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Student Sample

Vocabulary Nonfiction Fact List Comprehension Strategy

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Student Packet: with BEFORE, DURING, and AFTER Activities & Rubric

American Revolution

Not Just About a Tea Party in Boston!

[pic]

Source:

“Where there’s a Will, there’s a Way.”

Riddle of Penncroft Farm

By Dorothea James

Name:______________________

Date:______________________

American Revolution

Not Just About a Tea Party in Boston!

Unit Outline

You are invited to travel back in time…

to walk in the woods where the Continental Soldiers

willed their way to a victory

over the highly trained British Army.

You will see the battles

through the eyes of a young boy

who fights tirelessly to help his wounded brother

and finds both kindness and cruelty

from American Patriots and British Loyalists alike.

American Revolution Centers Walk Around

Activity: Experience colonial life by spending time in three centers:

1. Traveling Trunk from Latta Plantation – Try on Colonial Clothes, Guess purpose of Colonial tools & kitchen ware

2. Colonial Games & School Supplies – play a game of Jacob’s Ladder or read a hornbook to experience school life in colonial times.

3. Quill Pen Writing – Write with Berry Ink using a Goose Feather Quill Pen just like our founding fathers did as they penned the Declaration of Independence. Write your thoughts on freedom, rights, and patriotism.

Handouts: “What I Noticed” and your Revolutionary Journal

Twin Text Guided Reading Riddle of Penncroft Farm and Liberty or Death

Handouts: Character Sketcher, Discussion Director Topics

Riddle of Penncroft Farm

Day 3 Character Sketcher Lars/Literature Circle Discussions

Day 6 Dis Dir & Lit Circle Sec 2

Day 9 Sketch to Stretch Section 3 *See Student Example

Day 12 “Another Title for this Book” in Journal & Blog

Liberty or Death

Day 3 Non-fiction Fact List & Illustrate Strategy in Journal / Partner Read p 3 - 5

**See Student Sample

Day 6 Non-fiction Fact List & Illustrate Strategy in Journal / Partner Read p 6 - 8

Day 9 Non-fiction Fact List & Illustrate Strategy in Journal / Partner Read p 9 - 11

Day 12 Non-fiction Fact List & Illustrate Strategy in Journal / Partner Read

p 12 and p 21-23

American Revolution Readers’ Theatre (created by Educational Drama Specialist Rosalind Dr. Rosalind M. Flynn

Handouts: American Revolution Readers’ Theatre

Causes of the American Revolution Internet Workshop

Activity: Explore the events that led to the American Revolution online

Handouts: Causes of the American Revolution Data Retrieval Chart (DRC)

I Poetry Handouts **See Student Sample

Revolutionary Vocabulary

• Independence

• Patriot

• Loyalist

• Tory

• agog

• Continental

• fathom

• boycott

• colonist

• delegates

Explore Revolutionary Vocabulary through these activities.

Day 1 Vocabulary Predictions in Journal Sec. 1

Day 2 Vocabulary Definitions using Book, , SS Book

Day 4 Vocabulary Illustrations Predictions in Journal Sec. 2

Day 5 Vocabulary Word Web Patriots and Loyalists

Day 7 Vocabulary Patriot Letter to Boston in Journal *See student sample

Day 8 Vocabulary Loyalist Letter to London in Journal

Day 10 Vocabulary Non Examples

Day 11 Vocabulary Quiz and Blog with Vocabulary

Revolutionary Blog

Blog about your discoveries and share your work on our Revolutionary Blog:

(sample name)

Causes of the American Revolution Rubric

|Lesson / Assignment Details |Student Self Evaluation |Teacher Evaluation |

|Living in Colonial Times |/10 |/10 |

|Whole Class Introduction – Small Group Inquiry – Individual Expansion | | |

|“What I Noticed” Worksheet is completed and included in Colonist Folder. | | |

|K-W-L Journal Entries are complete and organized. | | |

|Unit Predictions have been made and are included in Journal. | | |

|Participation in Colonial American Revolution Centers Walk Around. Followed procedures | | |

|for Walk Around and worked in a positive and timely manner. | | |

|Causes of the American Revolution Internet Workshop (Small Group) |  | |

|Data Retrieval Chart is complete and legible and in Colonist Folder. |/15 |/15 |

|Answers to workshop questions are complete and thorough and in Colonist Folder. | | |

|Journal Updated “L” portion with facts you have learned about the Causes of the American | | |

|Revolution (from class discussion) | | |

|“I  Poem” with Two Voices on Patriot and Loyalist |              |/15 |

|Is in the form of an I Poem (Whole Class and Individual) |/15 | |

|Includes thoughtfully chosen words and images to reveal characteristics of Patriots and |  | |

|Loyalists | | |

|Includes example of figurative language | | |

|Personification, Hyperbole, or Simile | | |

|Incorporates factual information from research including how Patriot and Tory felt about:| | |

|Outcome of French and Indian War | | |

|Taxes Sugar Act Navigation Act Stamp Act | | |

|Intolerable Acts | | |

|Includes Similarities and Differences of both | | |

|Artistic Impression of Patriot and Loyalist | | |

|Dictionary of Colonial / American Revolution Vocabulary (Partner / Individual) | /10 |/10 |

|Penncroft Farm Vocabulary is correctly written and defined in Penncroft Farm Section of | | |

|Journal | | |

|Patriot and Loyalist Letter reflect proper use of vocabulary words | | |

|Patriot and Loyalist Word Webs | | |

|Vocabulary Quiz Completed at end of Vocabulary Section of Journal | | |

|Twin Text Guided Reading of The Riddle of Penncroft Farm and Liberty or Death |/20 | /20 |

|(Individual) | | |

| Pre-Reading Activities Completed in The Riddle of Penncroft Farm Section of Journal | | |

|Sketch to Stretch Completed in Journal | | |

|Discussion Director Completed in Folder | | |

|Penncroft Farm Vocabulary in Journal | | |

|Character Sketcher Completed in Journal | | |

|“Another title for this book could be _________” and Why? Completed in Journal | | |

|American Revolution Readers’ Theatre |/5 |/5 |

|Prepared for performance by daily readings of part and enthusiastic participation during | | |

|performance | | |

|Revolutionary Blog – Partner / Small Group/ Individual Blog Comments |/10 |/10 |

|Partner(s) Names in Revolutionary Blog section of Journal | | |

|Comment on Outcome of French / Indian War | | |

|Comment on Taxation without Representation | | |

|Comment on What happened to English Loyalty | | |

|Use of minimum of 5 Vocabulary words in comments | | |

|Word Process and Post I Poem on Blog  | | |

|Organization | /15 |/15 |

|Journal has the following sections: | | |

|Section 1 – K-W-L | | |

|K (What I think I know) Section (2 pages) | | |

|W (What I want to know) Section (2 pages) | | |

|L ( What I learned) Section (2 pages) | | |

|My Prediction: Causes of American Revolution | | |

|Section 2 - Penncroft Farm | | |

|Pre-Reading Activities (1 page) | | |

|Double Entry Diary Entry (1 page) | | |

|Character Sketcher Entry (1 page) | | |

|Another Title for this Book ( 1 page) | | |

|Section 3 – Revolutionary Dictionary | | |

|Penncroft Farm Vocabulary | | |

|Independence | | |

|Patriot | | |

|Loyalist | | |

|Tory | | |

|agog | | |

|Continental | | |

|fathom | | |

|boycott | | |

|colonist | | |

|delegates | | |

|Journal Sections separated by paper clips | | |

|Colonist Folder and Colonist Journal are placed back in folder each day after Language | | |

|Arts and Social Studies | | |

|Total Points   |/100 |/100 |

                 

[pic] Name: ___________________________________

What I Noticed About These Areas

AREA 1

 

 

 

 

AREA 2

 

  

AREA 3

  

 

Twin Text Guided Reading Riddle of Penncroft Farm and Liberty or Death**

Handouts: Sketch to Stretch

SKETCH TO STRETCH

 Purpose: The purpose of this comprehension strategy is to encourage non-verbal responses from students; the text may be read by the students or they may listen to the text being read aloud. This strategy provides a framework for the interpretive discussion of text.

 

Select a scene or section from this part of the book and create an artistic impression that presents your interpretation of it.  Do not compose an illustration, or a picture of what is described in the text; rather, compose something that symbolizes or represents the feeling, emotion, or meaning related to a scene. 

You may compose graphs, symbols, etc. Be ready to share your artistic impression and explain it to us.

As you form your groups to share your sketches, think about the following:

• Invite the students in your group to interpret your sketch.

• You may wish to ask, "What is this a picture of?" "What do you think I found important or interesting in the story?"

• After members of your group provide their interpretations, feel free to comment on your sketch.

 

Source: Dr. Elizabeth Frye, Pirate Unit, 2009

The Riddle of Penncroft Farm

Pre-Reading Activities

Teacher Copy for Discussion

• What do you think the title of this book means?

Before You Read: Look carefully at the front and back covers of The Riddle of Penncroft Farm . 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

The Riddle of Penncroft Farm by Dorothea Jensen

• Independence

• Patriot

• Loyalist

• Tory

• agog

• Continental

• fathom

• boycott

• colonist

• delegates

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 colonist journal.

|Setting |Characters |

| | |

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

| | |

| | |

|Problem |Characters’ Goals |

| | |

|What might some problems be for the characters? |What are likely goals for some of the characters? |

| | |

|Solution |Prediction/Questions |

| | |

|What are possible solutions to the problems? |Any other predictions? |

| | |

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

Character Sketcher Lars

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

❖ To begin, reread the following passages, determine “descriptive words” that capture Lars’ personality and explain why the words describe Lars.

❖ Reread page 2 . Which words describe Lars?______________________________________________

❖ He acts _____________________because_____________________

______________________________________________________.

Focus on page 26 and 27.

❖ Reread page 27 paragraph 2. Which words describe Lars?_____________________________________

❖ He acts _____________________because_____________________

______________________________________________________.

❖ Reread page 36 paragraph 2. Which words describe Lars?_____________________________________

❖ He acts _____________________because_____________________

_______________________________________________________.

Discussion Director

Discussion Director:

Riddle of Penncroft Farm

Sections 2 pages 59-121

 

•        Your job is to involve the students in your group by thinking and talking about the selection 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 the issues that come up during the reading.

 •        Your job as the Discussion Director is to come up with 5 thinking questions. Your teacher really wants you to help the students in your group to go back to the book to find their answers if they don’t know them. So, to help this run very smoothly, you need to write down the questions, your answers, and the page numbers where the students can reference the text to justify their responses to your questions.

 •        When developing your questions, think about the following main events:

|  Lars’ conversation with the Pat Hargreaves | Aunt Cass’s meeting with Pat’s parents|Lars in a costume after all |

|in the barn and his delight that she did not | | |

|know about Ducks and Drakes.  | | |

|Aunt Cass’s final message for Lars |Pat and Lars strained relationship |Lars and the Husking Bee and his new found knowledge |

|  | |about colonial times in Pennsylvania |

|Will and the Continental Congress |  |  |

•        You are not limited to these events.

•        Remember to ask good thinking questions to really get the discussion going. 

American Revolution Readers’ Theatre (created by Educational Drama Specialist Rosalind Dr. Rosalind M. Flynn

Handouts: American Revolution Readers’ Theatre (PDF Included in email attachments)

Causes of the American Revolution Internet Workshop**

Data Retrieval Chart (DRC) Causes of the American Revolution

Patriots and Loyalists

|Who were the Loyalists? |Who were the Patriots? |List 3 things about Patriots and Loyalists that were |List 3 things about Patriots and Loyalists that |

|List 3 Facts |List 3 Facts. |different. |were the same. |

| | | |

|htm | /UsaHistory/American | | |

| |Revolution/Quest.htm#Patriots | | |

|1 |1 |1 |1 |

|2 |2 |2 |2 |

|3 |3 |3 |3 |

Data Retrieval Chart (DRC) Causes of the American Revolution

French and Indian War

|French and Indian War |Treaty of Paris |Proclamation of 1763 |

|1. Which two countries fought in the French and Indian War? | | |

|2. When was the war? |1. Who did the colonists help in the war? Why? |1. What was the Proclamation of 1763? |

| /entry.php?rec=498&nm=French-and-Indian-War |2. Who did the Native Americans help in the war? Why? |2. What did the Proclamation force settlers living west of |

| |3. What was the Treaty of Paris? |Appalachian Mountains to do? |

| | |3. What were two reasons England made the Proclamation? |

| |/entry.php?rec=1857&nm=Treaty-of-Paris-1763 |4.How did the colonists feel about the Proclamation of 1763? |

| | | |

| | |/entry.php?rec=1443&nm=Proclamation-of-1763 |

|1 |1 |1 |

| | | |

| | | |

| | | |

| |2 |2 |

|2 |3 |3 |

| | |4 |

|Cause of American Revolution? |Cause of American Revolution? |Cause of American Revolution? |

Data Retrieval Chart (DRC) Causes of the American Revolution

Taxation Without Representation

Please answer for each the When? Who? What? Importance?

|Resources |Sugar Act |Currency Act |Stamp Act |

| | | | |

| | | |Stamp Act Congress |

| | | | |

| | | |Declaratory Act? |

|History Place |When? | | |

| | | | |

|American |Who Passed? | | |

|Revolution Site | | | |

| |What? | | |

| | | | |

| |Importance? | | |

| | | | |

|Revolutionary Webquest | | | |

|Thinkquest | | | |

| | | | |

|Cause of the Am. Rev? X | | | |

| | | | |

| | | | |

Taxation Without Representation

Please answer for each the When? Who? What? Importance?

|Resources |Quartering Act |Townshend Acts? |What were the Intolerable Acts? |

| | | | |

| | |Boston Massacre? |First Continental Congress? |

| | |Boston Tea Party? |New England Restraining Act? |

|History Place | | | |

| | | | |

|American | | | |

|Revolution Site | | | |

| | | | |

|Revolutionary Webquest | | | |

|Thinkquest | | | |

| | | | |

|Cause of the Am. Rev? X | | | |

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Poem for Two Voices

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Using the information you collected on your American Revolution Data Retrieval Chart as well as what you have learned about Patriots and Loyalists during our Readers’ Theatre and other activities, compose a poem for two voices.  The voices should represent the feelings and reactions of Patriots and Loyalists. Include things that they have in common when your say “We are…” , include things that are different about each by starting your sentence “I am….” (what a Patriot would say) and then another “I am … “( what a Loyalist would say).

Make certain to include facts about reactions to French and Indian War Proclamation of 1763, Taxation without Representation, and the American Revolution. In addition, you are invited to include an artistic representation that symbolizes a theme in your poem.

V o c a b u l a r y

Vocabulary Instruction

Adapted from:Bringing Words to Life:

Teaching and Learning Vocabulary 

The materials in this packet are based on:

Bringing Words to Life: Robust Vocabulary Instruction (2002)

by Isabel L. Beck, Margaret G. McKeown, and Linda Kucan, Guilford Press

 

Examples and Non-examples

Which would best describe the word loyal?

• faithful

• traitor

• treason

• rebel

Word Web

•        What people, things, situations, or words come to mind when you think about the word patriot?

Book List

1. Daughter of Liberty: A True Story of the American Revolution by Robert Quackenbush . True story of how Wyn Mabie’s chance encounter with General George Washington turned into a heroic and dangerous mission.

2. North Carolina in the American Revolution by Hugh F. Rankin. Informational book that brings the American Revolution to our states with descriptions of the Battle at Moore’s Creek and Guilford Court House.

3. Chains by Laurie Halse. The American Revolution is experienced through the heartbreaking journey of thirteen year old slave, Isabel, as she fights for her own freedom.

4. Red, White, blue, and Uncle Who? The Stories behind some of America’s Patriotic Symbols by Teresa Bateman. Origins of our flag, Liberty Bell, Pledge of Allegiance, and more can be found in this fun and factual book.

5. Historic Communities Home Crafts by Bobbie Kalman. Kid-friendly instruction on creating clothes from scratch, spinning, dyeing, linen from flax, dipping candles and more crafts from colonial times.

6. Kids in Colonial Times by Lisa A. Wreble. Grade 3 reading level informational book on colonial chores, food, play, religion, education, and homes.

7. George vs. George by Rosalyn Schanzer. Enrichment reading for Grade 6 through 8 level readers that presents the American Revolution from both sides of the Atlantic.

8. George Did It by Suzanne Tripp Jurmain. From the French and Indian War, through the fight for freedom, so setting up a new nation, this book provides historical facts from the perspective of a reluctant George Washington.

Additional Books

Source: The following booklist was provided in the article “Running Head: Instructional-Level Social Studies Trade Books: Integrating Instructional-Level Social Studies Trade Books for Struggling Readers in Upper Elementary Grades” by Elizabeth M. Frye, Assistant Professor, Department of Language, Reading and Exceptionalities, Reich College of Education, Appalachian State University, Boone, NC 28608 (Nov, 2008).

Table 2. Colonial America and the American Revolution

*Genre

B=Biography, F=Fantasy, HF=Historical Fiction, I=Informational, PB=Picture Book

|Reading Level |*Genre |Title |Author |Publisher |Year |

|2nd |HF |The Boston Coffee Party |Doreen Rappaport |Harper Trophy |1990 |

|2nd |HF |Buttons for General Washington |Peter and Connie Roop |Carolrhoda Books |1987 |

|2nd |HF |The 18 Penny Goose |Sally Walker |Harper Trophy |1999 |

|2nd |B |Finding Providence: The Story of Roger |AVI |Harper Trophy |1997 |

| | |Williams | | | |

|2nd |HF |George the Drummer Boy |Nathaniel Benchly |Harper Trophy |1987 |

|2nd |HF |Sam the Minuteman |Nathaniel Benchly |Harper Trophy |1987 |

|3rd |HF |Attack of the Turtle |Drew Carlson |Eardman’s Books for |2007 |

| | | | |Young Readers | |

|3rd |B |The Boy Who Loved To Draw: Benjamin West |Barbara Brenner |Houghton Mifflin |2003 |

|3rd |I |Daughter of Liberty: A True Story of the |Robert Quackenbush |Scholastic |1999 |

| | |American Revolution | | | |

|3rd |HF |Five Smooth Stones: Hope’s Revolutionary War |Christiana Gregory |Scholastic |2002 |

| | |Diary | | | |

|3rd |PB/HF |Katie’s Trunk |Ann Turner |Macmillan |1992 |

|3rd |I |Kids in Colonial Times |Lisa Wroble |Power Kids Press |1998 |

|3rd |HF |A Lion to Guard Us |Clyde Robert Bulla |Harper Trophy |1983 |

|3rd |B |Nathan Hale: Patriot Spy |Shannon Knudsen |Carolrhoda Books |2002 |

|3rd |F |Oh Say, I Can’t See (Time Warp Trio) |Jon Scieszka and Lane |Puffin |2007 |

| | | |Smith | | |

|3rd |HF |Our Strange New Land: Elizabeth’s Jamestown |Patricia Hermes |Scholastic |2002 |

| | |Colony Diary | | | |

|3rd |F |Revolutionary War on Wednesday: (Magic Tree |Mary Pope Osborne |Random House |2000 |

| | |House) | | | |

|3rd |HF |Saving the Liberty Bell |Marty Rhodes Figley and |Carolrhoda Books |2004 |

| | | |Kevin Lepp | | |

|3rd |HF |The Starving Time: Elizabeth’s Jamestown |Patricia Hermes |Scholastic |2002 |

| | |Colony Diary, 2 | | | |

|3rd |B |Sybil Ludington’s Midnight Ride |Marsha Amstel |Carolrhoda Books |2000 |

|4th |I |American Revolution: A Companion to the |Mary Pope Osborne, |Random House |2004 |

| | |Revolutionary War on Wednesday (Magic Tree |Natalie Pope Boyce, and | | |

| | |House Research Guide) |Sal Murdocca | | |

|4th |HF |The Arrow Over the Door |Joseph Bruchac |Puffin |2002 |

|4th |HF |Emma’s Journal |Marissa Moss |Scholastic |1999 |

|4th |I |The Fist American Colonies |Yannick Oney |Scholastic |2004 |

|4th |PB/HF |Sleds on Boston Common: A Story from the |Louise Borden and Robert|Margaret K. |2000 |

| | |American Revolution |Andrew Parker |McElderry | |

|5th |HF |Fever 1793 |Laurie Halse Anderson |Aladdin |2002 |

|5th |HF |The Fighting Ground |AVI |Harper Trophy |1994 |

|5th |HF |The Riddle of Penncroft Farm |Dorothea Jensen |Gulliver Books |2001 |

| | | | |Paperbacks | |

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Patriot

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