Topic: Civil War

Title of Lesson: Across Five Aprils

Subject Area: Social Studies/Language Arts

Grade Level: 5^th

Description or Outcome Statement: After reading the Civil War historical fiction novel Across Five Aprils students will be able to explore the theme of maturity and how it is expressed in the main character’s decision making. Students will cite examples from the text that support the themes as well as write a chapter in a children’s book whose theme is growing up and maturing. This lesson will be implemented during the unit on the Civil War, thus allowing the children to explore the history of the Civil War through historical fiction.

QCC Objectives:

Topic: Reading
Standard: Identifies characters' actions, motives, emotions, traits, and feelings.

Topic: Writing
Standard: Applies correct principles of grammar, parts of speech, and usage and mechanics.

Topic: Literature
Standard: Responds appropriately to questions about author's purpose, techniques, character development and plot structure.

Topic: Reading
Standard: Reads for a variety of purposes in different kinds of texts.

Topic: Civil War Reconstruction
Standard: Identifies causes, key events, and effects of the Civil War and Reconstruction with emphasis on: - Economic and philosophical differences between the North and the South (e.g., states' rights, trade imbalance, and slavery) - Major leaders on both sides of the war (e.g., Abraham Lincoln, Ulysses Grant, Jefferson Davis, Robert E. Lee, Frederick Douglas, and Harriet Tubman) - Critical developments in the war (e.g., Fort Sumter, the Emancipation Proclamation, Sherman's March to the Sea, and Lee's surrender at Appomattox) - Life on the battlefield and on the homefront - The effects of the 13th, 14th, and 15th Amendments to the U.S. Constitution, and - The impact of Reconstruction policies on the South (e.g., government, education, and the economy).

Specific Lesson Objectives:

1. After independent reading of the book Across Five Aprils the students will identify the central theme of the novel and how it is expressed in the main character’s decision making.
2. Students will write a chapter in a children’s book whose theme is growing up and maturing with 80% accuracy.

Materials:

• Attached reproducibles

Before reading a book: Discuss with students how the different parts of a book can provide clues about its contents. What conclusions can you draw about Across Five Aprils from looking at its cover? Is there anything in the cover picture that you would like to have explained in the book? What can you tell about the story from its title? Historical fiction is defined as fiction based on factual occurrences and the lives of real people. Does Across Five Aprils appear to be an example of historical fiction? Explain. Have students create their own crossword or word search puzzles using vocabulary words from the novel.

During reading: The students will read three chapters at a time. After the third chapter we will do activities related to the story to check for comprehension. Some of these activities may include a quick quiz, response journals, make a poster encouraging men to join either the Union or Confederate army, write a newspaper article, character references. For each section there will be vocabulary activities, for example, students will practice their writing skills by creating original sentences into paragraphs using as many as vocabulary words as they can correctly, have students make illustrated dictionaries of words related only to the Civil War era, and challenge students to a vocabulary bee, similar to a spelling bee, however students must correctly define the words as well as the correct spelling.

After reading: The students will explore the theme of maturity and how it is expressed in the main character’s decision making. Students will write a chapter in a children’s book whose theme is growing up and maturing.

Procedures:

Motivation: Ask students to think about what a nine year old is like. What are their interests? How do they spend their time? What is important to them? Now ask them to consider what a thirteen year old is like. What changes do students think would occur over the five years? Have students record their thoughts on the attached graphic organizer. Students should title the left column "Nine Years Old" and the right column "Thirteen Years Old." Provide a copy for each student.

Statement of Purpose/Objective for Lesson: Today we will be exploring the theme of the novel Across Five Aprils. What is the theme of Across Five Aprils? What examples can you identify from the text that supports the theme? Finally, each of you will explore the theme of maturity in your own writing.

Body of the Lesson:

TI: What do you believe is the central theme of the novel? I want you to raise your hands and give me examples from the novel that support the central theme of growing up and maturity. (Teacher will write student’s responses on the board). How is the development of Jethro’s maturity expressed in his decision-making?

M: Distribute copies of the attached excerpt from the novel. The purpose for us reading this excerpt is to examine ways in which Jethro portrays the maturity process as a class. Distribute copies of the attached discussion questions. For Part One: you are to read the quotations and place a checkmark next to those statements that you believe demonstrate Jethro’s maturity and an “X” next to those that don’t. After each quotation I want you to defend your answer. In Part Two: you are to write two sentences from the excerpt you have read that depicts the theme of (Jethro) growing up. Finally, in Part three: form into groups of three or four and discuss and justify your answers as a group.

CFU: As a class, after the groups have completed the above activity, we will discuss the answers. Were you able to decide on the quotations if they demonstrated Jethro’s maturity on your own? Did you know what to look for in the excerpt to defend your answers? Good, let’s move on to our activity.

GP: Once you have completed the first activity, you will write a chapter for a children's book whose theme is on growing up and maturing We are now going to brainstorm some ideas about what you think will be good topics to write your chapter on.

IP: You will now begin writing you chapter of the book. The chapters should clearly present characters going through the maturing process, and the message about maturity should be clear. I want you to use dialogue and to illustrate your stories. I will be providing copies of the rubric in the assessment field so that you are aware of my expectations.

Closure: After writing a chapter for a children’s book, the students will share their chapter with the class. We will then have the book binded together and place it in our reading center for everyone to enjoy.

Adaptations:

• For a student with a mild intellectual disability I would do the following:
• Provide a sample of the finished product before beginning the activity.
• Have in place a clear roadmap for the child to follow. Sequence of steps precisely given to him.
• Change steps, eliminating multi-level tasks when needed.
• Place self-checking and self-rewarding activities after each step to motivate the student.
• For an ESL student I would do the following:
• Keep questions brief and to the point.
• Allow for extra time to complete assessments.
• Break down activities into small steps and provide a lot of verbal reinforcement.

Assessment: The "Portrayal of Maturity" handouts completed by students in the lesson may be graded for accuracy. Additionally, the attached rubric can be used to assess the writing assignment.