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Incorporates activities that meet standards of learning in Language Arts, History and Art education. Red Thunder. Author: John P. Hunter Teachers Guide available from Colonial Williamsburg. Overview . Sergeant Clinton Adickes. Royal British Dragoon. A heavily armed cavalry soldier. - PowerPoint PPT Presentation

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Red Thunder

Red ThunderAuthor: John P. HunterTeachers Guide available from Colonial Williamsburg

Incorporates activities that meet standards of learning in Language Arts, History and Art educationWhile reading Red Thunder, students create a lexicon of enriched vocabulary that they encounter. Ask students to add words to the lexicon as they read each chapter. Words may be kept in a notebook or on index cards stored on a binder ring. The following steps should be included with each word entry:Write the wordWrite the pronunciation using diacritical marks.Write the appropriate definition that goes along with the meaning as used in the story.From the story, find and copy a sentence that contains the vocabulary word. Remember to use quotation marks around the sentence.Write an original sentence using the word correctly.

Sample entry:DragoonDruh goonA member of a military unit formerly composed of such cavalrymen, as in the British army.Despite his dragoon uniform, he looked like he was a dirty little thug. 5. The British dragoons were sometimes heartless in their actions.1Overview Chapter 1Fourteen-year old Nate Chandler and his dog, Rex, are herding his familys cows on their small one-hundred acre plantation outside of Williamsburg, Virginia. So far the Chandlers have not been directly affected by the war that has been raging for the past six years. Their lives are about to be drastically changed by a group of fast-approaching British dragoons.New Characters

Rachel ChandlerWilliam ChandlerColonel Banastre TarletonDescribe what you learned in this chapter about British dragoons and the Chandler family.What does the chapter tell you about the people, farms, military, and daily life in mid-eighteenth-century Virginia?

Royal British DragoonSergeant Clinton Adickes

A heavily armed cavalry soldier

Colonel TarletonYou Are ThereHave students play the role of a news reporter and write a description of either the farm scene or the British dragoon raids. Writing should include vivid descriptions of the various scenes. Each account should describe at least three scenes from either the farm or Tarletons dragoons. Then, have students partner with someone else and compare and contrast the scenes that they described.Chapter 1 Strategy

Map it out!

DragoonFerocityAdjacentHomespunSkepticalAnticsInstinctIntimidatingTrumpedWallowRelentlessSplit-rail fenceRedcoatPatriotsPlantationColonyTractWhitAristocraticHenceWheeledCanteredEweUnimpeachablySuppress

Vocabulary Chapter OneFigurative LanguageFigurative language is a literary device that an author uses to make prose stronger. As figures of speech, similes and metaphors help readers visualize what is happening in the story. The author incorporates several examples of similes and metaphors in chapters one and two. Students will:*Write the simile or metaphor they encounter in the book.*Write down the two nouns that are being compared and describe how they are similar.*Create a drawing that illustrates the literal meaning of the words, thus emphasizing how figurative language helps words come alive.

Chapter 2 StrategyWhat is a Simile? A comparison between two things using the word like or as.What is a Metaphor?

DI: Write and illustrate similes and metaphors of their own.

8Bio-PoemHave students create a bio-poem using the following format on the character of Nate. Line 1: First NameLine2: Four traits that describe characterLine 3: Relatives ofLine 4: One who lovesLine 5: One who feelsLine 6: One who needsLine 7: One who fearsLine 8: One who givesLine 9: Who would like to seeLine 10: Resident ofLine 11: Last Name

Chapter 3 Strategy9Dunmores ProclamationGive each student a copy of the Transcription of Dunmores Proclamation and a copy of the Document Analysis sheet.

2. Explain to students that, on November 14, 1775, Virginia royal governor Lord Dunmore issued a proclamation offering freedom to any slaves who would leave their patriot masters and join the royal forces. Using their copies of the proclamation, have students complete the document analysis sheet.

Chapter 4StrategySee website for more information:www.history.org/Almanack/life/Af_Amer/aalife.com

10Photographic Memory1. James had a photographic memory. Have students participate in a learning structure that simulates Jamess innate ability to recall details. Before class, arrange a number of objects on a desk or table. The objects may be artifacts from the 18th century or modern-day items familiar to students. Cover the objects so they are hidden from view. Show the objects to students for 30 seconds and then recover them. Have students list all the objects they can remember.2. Without letting students see, remove one object. Reveal the group of objects again and ask students to identify the missing item.

Chapter 5StrategyThis process may be repeated as many times as desired. Conduct a class discussion in which students share their memory techniques. Discuss how James was so skillful with the use of his talent and why it is important.11Spies: Yesterday and TodayWeb Activity: Website-www.history.org/foudation/journal/summer04/spies.cfm

Using information from the website and from Chapter 6 of the book, have students complete the Spies Venn Diagram. After students have completed their Venn Diagrams, lead a brainstorming session and allow students to add to their diagrams. Hold a class discussion about why there are differences in spying techniques.Chapter 6 Strategy12ScreenplayHave students use the contents of chapter seven to write their own screenplay. This may be done as an individual or team project. The play should be limited to the action and characters in chapter seven. Once students have completed their writing project, you may wish to have them cast their play using either current screen stars or their classmates and friends. Have them explain why they selected the actors that they did.Chapter 7Strategy13Map of WilliamsburgGive each student a copy of the Map of Williamsburg. Have students familiarize themselves with the town. Then, have them use the map to track the action of the story and connect characters. Have the students do the following:Mark Nates path on Duke of Gloucester StreetNumber the following areas 1-6: the Capitol, the Raleigh Tavern, Market Square, Palace Green, the Courthouse, the Wythe House (temporary headquarters).Use the contents of the chapter to help them write about who was there and what happened at that place.

Chapter 8StrategyFor more information, refer to the time line in the book on pages 223-225

WEB activity: www.history.org/visit/tourthetown/flash.cfm For more information on the places in Williamsburg, use the website address as a research activity.

DI:Look at the map and choose buildings and sites that might be essential to the Continental Army. Make a list of theses places and justify their selections. Circle all the choices on the map.More information:www.history.org/Almanack/places/places.cfm

14Red Thunder by John P. HunterTeachers GuideProduced by Colonial Williamsburg