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Lisa Hatfield RE 4030 350

American Revolution

Not Just About a Tea Party in Boston!Multitext Unit

Created by Lisa HatfieldRE 4030 Dr. Elizabeth Frye

Fall 2009

Source: http://www.amazon.com/Riddle-Penncroft-Farm-Dorothea-Jensen/dp/0152164413#reader_0152164413

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

Riddle of Penncroft FarmBy Dorothea James

Not Just About Tea of 40

http://www.amazon.com/Riddle-Penncroft-Farm-Dorothea-Jensen/dp/0152164413#reader_0152164413

Lisa Hatfield RE 4030 350Student Sample

I Poetry



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. FlynnThe 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


Lisa Hatfield RE 4030 350act, navigation acts, intolerable acts, the growing distance between the colonists and England and how this added to desire for revolution.

Revolutionary VocabularyThe 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 Questions3. I Poem & visual art postings4. 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: www.hatfieldl.wordpress.com Multi-Text>Not Just About Tea Multi-text Unit>Causes of the American revolution Internet Workshop or Direct link to Internet Workshop: http://hatfieldl.wordpress.com/multi-text/not-just-about-tea-multi-text-unit/causes-of-the-american-revolution-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

Launch Unit: Access Student’s Prior Knowledge about the American Revolution and Colonial Times and pique their interest in the unit with a Colonial / American Revolution Center Walk Around.

Have American Revolution Period music playing as students enter classroom.

Set up Three Center locations in the classroom that contain period children’s literature, photographs, artifacts.

NC Standard Course of Study Objective:Social Studies Competency Goal 4: The learner will trace key developments in United States history and describe their impact on the land and people of the nation and its neighboring countries. Objective 4.04: Describe the causes and effects of the American Revolution, and analyze their influence on the adoption of the Articles of Confederation, Constitution, and the Bill of Rights.

Language Arts

Competency Goal 2: The learner will apply Not Just About Tea of 40

http://hatfieldl.wordpress.com/multi-text/not-just-about-tea-multi-text-unit/causes-of-the-american-revolution-internet-workshop/

http://hatfieldl.wordpress.com/multi-text/not-just-about-tea-multi-text-unit/causes-of-the-american-revolution-internet-workshop/

http://www.hatfieldl.wordpress.com/

Lisa Hatfield RE 4030 350Unit Activity NC Standard Course of Study Goal &

Objective Fifth Grade

Invite Students to gather for a group discussion on Centers and introduce “What I Noticed” handout. Review hand out and model with whole group. Count students off by threes to form three small groups and invite them to spend 15 minutes at centers and write down observations and thoughts on “What I Noticed” handout.

strategies and skills to comprehend text that is read, heard, and viewed.Objective 2.02: Interact with the text before, during, and after reading, listening, and viewing by:

Making predictions. Formulating questions. Drawing on personal, literary, and

cultural understandings.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, and Liberty or Death by Betsy Maestro & Giulio Maestro

Pre Reading ActivityPre-Reading: Students create a Penncroft Farm Pre-Reading section in their journal and make predictions based on the front cover, back cover, title page.

Students make predictions as to what book may be about, who may be 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

NC Language Arts Grade 5

Objective 2.02: Interact with the text before, during, and after reading, listening, and viewing by:

Making predictions. Formulating questions. Supporting answers from textual

information, previous experience, and/ or other sources

Drawing on personal, literary, and cultural understandings.

Making connections with previous experiences, information, and ideas.



Objective Fifth Gradetheir 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

Students will use selected websites and think quests to research and respond to guided questions.

Students will use a Data Retrieval Chart (DRC) to organize their information,

Students will create Character Traits Worksheet of Patriot and Loyalists.

Student will create an I Poem, selecting either “I am a Patriot” or “I am a Loyalist” using I Poem format containing factual character traits and information on Patriot and Loyalists. I Poem will provide facts about Patriot or Loyalist reactions to

NC Standard Course of Study Objective:Language Arts Competency Goal 3: The learner will make connections through the use of oral language, written language, and media and technology.Objective 3.02 Make connections within and between texts by recognizing similarities and differences based on a common lesson, theme, or message.Objective 3.06: Conduct research (with assistance) from a variety of sources for assigned or self-selected projects (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks).

Investigating selected subjects by answering teacher provided and student created



Objective Fifth GradeFrench / Indian War outcome, Taxes, loyalty to the English throne, and the impending American Revolution.

Students contribute to class discussion to identify learned facts and update journal and classroom K-W-L .

Assessment: I am poem, completed DRC, responses to Internet Workshop questions, and updated journal.

topic questions with information found in non-fiction or information printed text and online

research based websites. Competency Goal 4: The learner will trace key developments in United States history and describe their impact on the land and people of the nation and its neighboring countries. Objective 4.04: Describe the causes and effects of the American Revolution, and analyze their influence on the adoption of the Articles of Confederation, Constitution, and the Bill of Rights.

Express in writing, visual products, and drama the details and reactions of the following:

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 RepresentationSugar Act, Stamp Act, Townshend

Acts, and the Intolerable Acts3. Colonists’ Desire for

IndependenceColonists 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

Teacher will provide 7 vocabulary words from texts for all students with student friendly language definitions.

Teacher will guide students to research unknown words they encounter in their readings and write in their journals.

Teacher will provide range of vocabulary activities to be completed with vocabulary from texts including Letter from a Patriot or Loyalist, student will imagine there are P or L living in NC during 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

NC Standard Course of Study Objective:Competency Goal 1: The learner will apply

enabling strategies and skills to read and write.

Objective 1.02: Select key vocabulary critical to

the text and apply appropriate meanings as

necessary for comprehension.

The students will learn the following

vocabulary words from selected texts

The Riddle of Penncroft Farm by Dorothea



Objective Fifth Grade(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 Illustrations4. 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.

Jensen (fifth grade reading level)

Liberty or Death by Betsy Maestro and Giulio Maestro (Grade 4 – 5 Reading Level)

Revolutionary Blog

Students will create blog comments responding to teacher posted questions regarding the following:

1. French/Indian War Outcome and Proclamation 1763Taxation without representationColonist loyalty to King2. Penncroft Readings 3. Twin Text Readings4. I Poem & visual art postings

North Carolina Standard Course of Study Objectives:Language Arts Competency Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.Objective 2.02: Interact with the text before, during, and after reading, listening, and viewing by:

Making predictions. Formulating questions. Supporting answers from textual

information, previous experience, and/ or other sources.



Objective Fifth Grade5. Students will use their unit vocabulary words whenever possible while blogging.

Assessment: Student blog comments

Students will update blog independently working individually before school or in small groups during the school day.

Drawing on personal, literary, and cultural understandings.

Seeking additional information. Making connections with previous

experiences, information, and ideas.

Competency Goal 3: The learner will make connections through the use of oral language, written language, and media and technology.Objective 3.06: Conduct research (with assistance) from a variety of sources for assigned or self-selected projects (e.g., print and 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.


Lisa Hatfield RE 4030 350Riddle of Penncroft Farm and Liberty or Death

Section Outline

Text Section ActivitiesRiddle of Penncroft Farm

Day 1 - 3 Section 1 Chapters 1 – 4 pp 1 – 58

Day 4 - 6 Section 2 Chapters 5 – 8 pp 59 – 121

Day 7 – 9 Section 3 Chapters 9 – 12 pp 122 – 182

Day 10 - 12 Section 4 Chapter 13 –Afw pp 183-233

Day 1 & 2 Silent Sustained Reading (SSR) Day 1 Vocabulary Predictions in Journal Sec. 1 Day 2 Vocabulary Definitions using Book, www.wordcentral.com, SS Book Day 3 Character Sketcher Lars/Literature Circle Discussions

Day 4 & 5 SSR 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 & 8 SSR 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 & 11 SSR Day 10 Vocabulary Non Examples Day 11 Vocabulary Quiz and Blog with Vocabulary Day 12 “Another Title for this Book” & Blog


http://www.wordcentral.com/

Lisa Hatfield RE 4030 350Text Section ActivitiesLiberty or Death

1. French and Indian War p 3 Stamp Act p 4 Stamp Act Congress & Boycott p5

2. Boston Massacre p 6 Boston Tea Party p 7 Intolerable Acts p 8

3.Minuteman vs. British regular p 9 Liberty or Death p 10 Lexington and Concord p 11

4. Shot Heard Round the World p 12 Declaration of Independence p 21 - 234. Cornwallis, Surrender at Yorktown, Victory p 54 - 59

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

**See Student Sample



Day 12 Non-fiction Fact List & Illustrate Strategy in Journal / Partner Read p 12 and p 21-23



Student Sample

Vocabulary Patriot Letter to Boston



Student Sample

Vocabulary Nonfiction Fact List Comprehension Strategy



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

American Revolution

Not Just About a Tea Party in Boston!

Source: http://www.amazon.com/Riddle-Penncroft-Farm-Dorothea-Jensen/dp/0152164413#reader_0152164413

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

Riddle of Penncroft FarmBy Dorothea James

Name:______________________


http://www.amazon.com/Riddle-Penncroft-Farm-Dorothea-Jensen/dp/0152164413#reader_0152164413

Lisa Hatfield RE 4030 350Date:______________________


Lisa Hatfield RE 4030 350American 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 victoryover 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 AroundActivity: 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 DeathHandouts: Character Sketcher, Discussion Director Topics

Riddle of Penncroft FarmDay 3 Character Sketcher Lars/Literature Circle DiscussionsDay 6 Dis Dir & Lit Circle Sec 2Day 9 Sketch to Stretch Section 3 *See Student ExampleDay 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 SampleDay 6 Non-fiction Fact List & Illustrate Strategy in Journal / Partner Read p 6 - 8Day 9 Non-fiction Fact List & Illustrate Strategy in Journal / Partner Read p 9 - 11Day 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 WorkshopActivity: Explore the events that led to the American Revolution onlineHandouts: Causes of the American Revolution Data Retrieval Chart (DRC)

I Poetry Handouts **See Student Sample


Lisa Hatfield RE 4030 350Revolutionary Vocabulary


Explore Revolutionary Vocabulary through these activities.Day 1 Vocabulary Predictions in Journal Sec. 1

Day 2 Vocabulary Definitions using Book, www.wordcentral.com, 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 BlogBlog about your discoveries and share your work on our Revolutionary Blog:

www.revolutionaryblog.com (sample name)


http://www.wordcentral.com/


Causes of the American Revolution Rubric

Lesson / Assignment DetailsStudent Self

EvaluationTeacher

EvaluationLiving in Colonial Times 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.

/10 /10

Causes of the American Revolution Internet Workshop (Small Group)

Data Retrieval Chart is complete and legible and in Colonist Folder.

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)

/15 /15

“I Poem” with Two Voices on Patriot and LoyalistIs in the form of an I Poem (Whole Class and Individual)

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

/15

/15

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

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

/10 /10

Twin Text Guided Reading of The Riddle of Penncroft Farm and Liberty or Death (Individual)

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

/20 /20



Lesson / Assignment DetailsStudent Self

EvaluationTeacher

Evaluation 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 Prepared for performance by daily readings of part and

enthusiastic participation during performance

/5 /5

Revolutionary Blog – Partner / Small Group/ Individual Blog Comments

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

/10 /10

Organization 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


Journal Sections separated by paper clipsColonist Folder and Colonist Journal are placed back in folder each day after Language Arts and Social Studies

/15 /15

Total Points /100 /100



Name: ___________________________________

What I Noticed About These AreasAREA 1

AREA 2

AREA 3


Lisa Hatfield RE 4030 350Twin 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


Lisa Hatfield RE 4030 350The Riddle of Penncroft Farm

Pre-Reading ActivitiesTeacher 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? ______________________________________________________________________________________________________________________


Lisa Hatfield RE 4030 350Vocab-o-gram/Predict-o-gram The Riddle of Penncroft Farm by Dorothea Jensen


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

What is the setting likely to be?

Characters

Who are possible characters in the novel?

Problem

What might some problems be for the characters?

Characters’ Goals

What are likely goals for some of the characters?

Solution

What are possible solutions to the problems?

Prediction/Questions

Any other predictions?

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



Character Sketcher LarsYou 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____________________________________________________________________________.


Lisa Hatfield RE 4030 350Discussion 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 in the barn and his delight that she did not know about Ducks and Drakes.

Aunt Cass’s meeting with Pat’s parents

Lars in a costume after all

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.


Lisa Hatfield RE 4030 350 Remember to ask good thinking questions to really get the discussion going.


Lisa Hatfield RE 4030 350American Revolution Readers’ Theatre (created by Educational Drama Specialist Rosalind Dr. Rosalind

M. FlynnHandouts: American Revolution Readers’ Theatre (PDF Included in email attachments)


Lisa Hatfield RE 4030 350Causes of the American Revolution Internet Workshop**

Data Retrieval Chart (DRC) Causes of the American Revolution

Patriots and Loyalists

Who were the Loyalists?List 3 Facts http://countrystudies.us/united-states/history-33.htm

Who were the Patriots?List 3 Facts.

http://www.kidport.com/RefLib /UsaHistory/American Revolution/Quest.htm#Patriots

List 3 things about Patriots and Loyalists that were different.

List 3 things about Patriots and Loyalists that were the same.

1 1 1 1

2 2 2 2

3 3 3 3


http://www.kidport.com/RefLib%20/UsaHistory/American%20Revolution/Quest.htm#Patriots



http://countrystudies.us/united-states/history-33.htm

http://countrystudies.us/united-states/history-33.htm

Lisa Hatfield RE 4030 350Data Retrieval Chart (DRC) Causes of the American Revolution

French and Indian War

French and Indian War

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

2. When was the war?

http://www.ohiohistorycentral.org /entry.php?rec=498&nm=French-and-Indian-War

Treaty of Paris

1. Who did the colonists help in the war? Why?2. Who did the Native Americans help in the war? Why?3. What was the Treaty of Paris?

http://www.ohiohistorycentral.org /entry.php?rec=1857&nm=Treaty-of-Paris-1763

Proclamation of 1763

1. What was the Proclamation of 1763?2. What did the Proclamation force settlers living west of Appalachian Mountains to do?3. What were two reasons England made the Proclamation?4.How did the colonists feel about the Proclamation of 1763?http://www.ohiohistorycentral.org /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?


Lisa Hatfield RE 4030 350Data Retrieval Chart (DRC) Causes of the American Revolution

Taxation Without RepresentationPlease answer for each the When? Who? What? Importance?

Resources Sugar Act Currency Act Stamp Act

Stamp Act Congress

Declaratory Act?History Place

AmericanRevolution Site

When?

Who Passed?

What?

Importance?

Revolutionary WebquestThinkquest

Cause of the Am. Rev? X



Taxation Without RepresentationPlease answer for each the When? Who? What? Importance?

Resources Quartering Act Townshend Acts?

Boston Massacre?Boston Tea Party?

What were the Intolerable Acts?

First Continental Congress?New England Restraining Act?

History Place

AmericanRevolution Site

Revolutionary WebquestThinkquest

Cause of the Am. Rev? X



Poem for Two Voices

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


Lisa Hatfield RE 4030 350are 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?


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 Williams

AVI Harper Trophy

1997

2nd HF George the Drummer Boy Nathaniel Benchly

Harper Trophy

1987

2nd HF Sam the Minuteman Nathaniel Benchly

Harper Trophy

1987


Lisa Hatfield RE 4030 3503rd HF Attack of the Turtle Drew Carlson Eardman’s

Books for Young Readers

2007

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 American Revolution

Robert Quackenbush

Scholastic 1999

3rd HF Five Smooth Stones: Hope’s Revolutionary War Diary

Christiana Gregory

Scholastic 2002

3rd PB/HF Katie’s Trunk Ann Turner Macmillan 19923rd I Kids in Colonial Times Lisa Wroble Power Kids

Press1998

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 Smith

Puffin 2007

3rd HF Our Strange New Land: Elizabeth’s Jamestown Colony Diary

Patricia Hermes Scholastic 2002

3rd F Revolutionary War on Wednesday: (Magic Tree House)

Mary Pope Osborne

Random House

2000

3rd HF Saving the Liberty Bell Marty Rhodes Figley and Kevin Lepp

Carolrhoda Books

2004

3rd HF The Starving Time: Elizabeth’s Jamestown Colony Diary, 2

Patricia Hermes Scholastic 2002

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

2000

4th I American Revolution: A Companion to the Revolutionary War on Wednesday (Magic Tree House Research Guide)

Mary Pope Osborne, Natalie Pope Boyce, and Sal Murdocca

Random House

2004

4th HF The Arrow Over the Door Joseph Bruchac Puffin 20024th HF Emma’s Journal Marissa Moss Scholastic 19994th I The Fist American Colonies Yannick Oney Scholastic 20044th PB/HF Sleds on Boston Common: A Story

from the American RevolutionLouise Borden and Robert Andrew Parker

Margaret K. McElderry

2000

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 Paperbacks

2001


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