Theme 3. THEME 3: Voices of the Revolution

Transcription

1 Theme 3 18

2 CHALLENGE ACTIVITIES FOR Voices of the Revolution Selections 1 And Then What Happened, Paul Revere? 2 Katie s Trunk 3 James Forten 19

3 SELECTION 1: And Then What Happened, Paul Revere? Challenge Master CH Hot Off the Presses 150 MINUTES INDIVIDUAL Materials: art paper and markers THEME 3/And Then What Happened, Paul Revere? 1. Hot Off the Presses Goal: Create colonial newspaper pages for the start of the Revolutionary War and letters expressing Patriot and Loyalist viewpoints. The Front Page Jot down ideas and information that you want to include in your story, focusing on answers to the questions Who? What? When? Where? and How? Then use your ideas to write the news story. Write the story as if it were going to be published on April 20, 1775 the day after Paul Revere s midnight ride. Think of a catchy headline. Include a drawing. Write at least one other news item that might have appeared on that day. Opinion Page Write two letters to the editor one from a Patriot and one from a Loyalist commenting on the recent events and the start of the war from his or her particular viewpoint. Make a sketch to plan the layout of your pages. Then arrange the news stories in columns on the front page and the letters on the opinion page. Think of a name for your colonial newspaper. In a small group share stories or letters. Use them to discuss what it must have been like to live in Boston in CH 3 1 Challenge Master Study the format of a newspaper front page and letters to the editor before writing. Include opinions and supporting facts in your letters to the editor that clearly show the writers different viewpoints. Grade 5 Theme 3: Voices of the Revolution Good newspaper pages will include a central news story about Paul Revere s ride and the ensuing events a story that answers the questions Who? What? Where? When? and How? letters to the editor that represent both Patriot and Loyalist points of view The Front Page Explain to students that a newspaper story presents facts, describes events, and includes details and quotations. Students will need to gather facts about the event to report the story. English Language Learners: You might want to provide an actual newspaper report for students to use as a model. Opinion Page Remind students that they will be writing and answering their own letters to the editor from two different perspectives. They might enjoy working in pairs, with each student representing one point of view. If students have access to a computer, tell them they might want to use an old-fashioned font. Give students time to meet in small groups to share their work and discuss life in colonial Boston. 20

4 2. Revolutionary Times 60 MINUTES INDIVIDUAL Materials: large drawing paper and markers Refer students to Britannica on-line at for events. Remind students that a time line shows several events in order over time. Students might want to order their events before creating their time lines. If time allows, have them add illustrations. 3. A Real Character 60 MINUTES INDIVIDUAL Materials: encyclopedia, access to Internet, and historical biographies and letters Remind students that they are describing the personalities of their subjects, rather than focusing on their biographies, but that they should give examples of the person s actions and words that illustrate the person s traits. Additional Independent Work Connecting/Comparing Literature Have students compare the Leveled Reader selection Mercy Otis Warren: A Woman of the Revolution with the anthology selection And Then What Happened, Paul Revere?, using what they have learned about Author s Viewpoint. Students may discuss or write about their comparisons. Other Activities Theme 3 Assignment Cards, 2, 3, 4 TE p. 278, Literature Discussion TE p. 285, Social Studies TE p. 285E, Challenge Word Practice TE pp. R9, R15, Challenge/Extension Activities Education Place: More activities related to And Then What Happened, Paul Revere? Accelerated Reader, And Then What Happened, Paul Revere? THEME 3/And Then What Happened, Paul Revere? A good time line will include at least ten important events be organized around standard intervals a reason why each event is important A good character sketch will include details about the person and words of the person that reveal character traits a summary statement about the subject's character Challenge Master CH Revolutionary Times Goal: Create a time line of the Revolutionary War. Make a time line to help you understand and organize information about the Revolutionary War period in Include at least ten American history. Using Internet sites, important events. your social studies textbook, or an encyclopedia, list the events between Be sure your time line 1775 and 1781 that you think are the is organized around most important. Then choose a standard intervals. standard interval of years, such as five or ten, on which to base your time line. On a large sheet of paper, draw your time line, and add the intervals. Then add the important dates. Include a short title for each event. 3. A Real Character Goal: Write a character sketch of a Before writing the famous colonist. sketch, make a word web of details about Research the life of a well-known the person s character. colonist of the period, such as Samuel Be sure that the Adams, John Hancock, or Abigail character traits you Adams. You can find information in an include support your encyclopedia, on the Internet, and in summary. biographies and published letters. Then, write a character sketch. Include character traits that you discovered in your research, and at least one quotation by the person. Determine which traits you think were the most significant. End by summarizing the traits to give a sense of what the person was like. Grade 5 Theme 3: Voices of the Revolution Challenge Master CH 3 2 SELECTION 1: And Then What Happened, Paul Revere? 21

5 SELECTION 2: Katie s Trunk Challenge Master CH Family Treasures 150 MINUTES INDIVIDUAL PAIR Materials: shoebox or other small box, cardboard, art paper, ruler, tape, scissors, markers, crayons, glue, and paints THEME 3/Katie s Trunk 1. Family Treasures Goal: Imagine and create items the Gray family might pack in the wedding trunk. Create the Treasures Using information from Katie s Trunk, an encyclopedia, or the Internet, make a list of items that were important to people like the Grays. Think about what each family member might take with them if they had to leave their home. Be sure that the items existed during the With a partner, create a model of Revolutionary War each item one for each family period. member. For example, cut out the shape of a pocket watch from Develop good reasons a piece of cardboard and paint in to explain why you the details. included each item. Pack the Trunk Decorate a shoebox or other small box to look like the wedding trunk in the story. Then place your family treasures in the box. Share the contents of your trunk with a small group of classmates. Explain why you think each family member would have chosen each item you created. CH 3 3 Challenge Master Grade 5 Theme 3: Voices of the Revolution Create the Treasures Remind students that the time period of this story is the late eighteenth century. Refer them to the Internet Links section for this theme at Houghton Mifflin s Education Place website at for links to several websites that deal with colonial life. Pack the Trunk Remind students that the Grays trunk is clearly pictured on page 299 of the anthology. A good project will include at least five items; one for each family member items that existed during the Revolutionary War period good reasons to explain why the student included each item Allow time for students to discuss the contents of their trunks. 22

6 2. Guns for General Washington 60 MINUTES INDIVIDUAL (Challenge Theme Paperback) Materials: Graphic Organizer Master 4 Students must have read Guns for General Washington prior to the activity. Remind them that the goal of persuasive writing is to make the reader agree with the point being made. 3. Dear Lucy 60 MINUTES INDIVIDUAL (Challenge Theme Paperback) Ask students to include in their letter a heading, greeting, body, closing, and signature. Tell students that examples of code words are packages for guns and uncle for General Washington. English Language Learners: Explain that code words have secret meanings. Additional Independent Work Connecting/Comparing Literature Have students compare the Leveled Reader selection Benedict Arnold at Saratoga with the anthology selection Katie s Trunk, using what they have learned about Cause and Effect. Students may discuss or write about their comparisons. A good essay will include a focus on one cause and effect from the chart persuasive writing with supporting details from the story an explanation of why the event was chosen and what would have happened without it A good letter will include a correct and complete letter format a friendly tone and informal language code words that Lucy will understand but the British will not Other Activities Challenge Theme Paperback, Guns for General Washington Theme 3 Assignment Cards, 6, 7, 8 TE p. 302, Literature Discussion TE p. 309, Propaganda Techniques TE p. 309E, Challenge Word Practice TE pp. R6, R11, R17, Challenge Education Place: More activities related to Katie s Trunk Accelerated Reader, Katie s Trunk Challenge Master CH 3 4 THEME 3/Katie s Trunk 2. Guns for General Washington Goal: Use a cause-effect chart to analyze events in Guns for General Washington. Review carefully the story Guns for General Washington to identify at least five important causes and their effects. List them in a cause-effect chart. Then List at least five causes select the cause and effect that you and their effects. think is the most important to the Support your choice story. Write a persuasive essay with details from the explaining why the events you chose story. are the most important to the story and what would have been different if that cause and its effect had not occurred. 3. Dear Lucy Goal: Write a friendly letter from Choose a point in the Henry Knox to his wife Lucy. story when Henry might have written to Recall Henry Knox from Guns for his wife. General Washington. Write a letter that he might have written to his wife Decide on code words on the journey from Fort Ticonderoga. that you think his wife Refer to his mission only with code will understand. words in case the British seize the Include details from letter. Use information from the story the story and what to make your letter sound as if Knox you learned about had written it. Knox s character. Grade 5 Theme 3: Voices of the Revolution Challenge Master CH 3 4 SELECTION 2: Katie s Trunk 23

7 SELECTION 3: James Forten Challenge Master CH It s All in the Game 150 MINUTES SMALL GROUP Materials: an American history book, encyclopedia, art paper, a ruler, a poster, scissors, pencils, and markers THEME 3/James Forten 1. It s All in the Game Goal: Create a game about the thirteen American colonies. Develop the Ideas With a small group of classmates, Base your game on brainstorm a list of games you information about the like to play or that you learned thirteen colonies. about in Expeditions. Choose one game type as a basis Include clear, step-bystep directions. for your created game. Think about how the game will Play your game at least be played and what information once to check that it about the thirteen colonies and works. the Revolutionary War you want to include. Use an encyclopedia or the Internet for more ideas. Decide what your game will look like. What kind of board or playing pieces will you need? How many people will be able to play? How does the game begin and how does it end? Make the Game Make a list of tasks needed to make your game. Divide the tasks fairly among the group members. Write directions for your game, referring to Practice Book page 234 to help you plan the steps. As a group, review the finished work to check that all the parts are complete. All group members should follow the directions to be sure that the steps are all included. Exchange your game with another group s and play the games. You can also demonstrate your game for the class by reading and acting out the directions. CH 3 5 Challenge Master Grade 5 Theme 3: Voices of the Revolution Develop the Ideas Refer students to Houghton Mifflin s Education Place website at for Revolutionary War links. Check that students are working cooperatively, sharing tasks and ideas. Make the Game Remind students that games need clear, step-by-step directions. Have them be sure to test that their games work. A good game will include information about the thirteen colonies clear, step-by-step directions a workable game with a beginning and end Allow time for students to play one of their games or to demonstrate their games to the class. 24

8 2. James Forten: The Movie 60 MINUTES INDIVIDUAL Provide movie reviews for students to use as models. 3. Henry Knox: The Book 60 MINUTES INDIVIDUAL (Challenge Theme Paperback) Tell students to use Practice Book page 231 as a model. Additional Independent Work Connecting/Comparing Literature Have students compare the Leveled Reader selection John Adams and the Boston Massacre with the anthology selection James Forten, using what they have learned about Following Directions. Students may discuss or write about their comparisons. Other Activities Theme 3 Assignment Cards, 10, 11, 12, 13 TE p. 326, Discuss Questions TE p. 333, Social Studies TE p. 333E, Challenge Word Practice TE pp. R6, R13, R19, Challenge Education Place: More activities related to James Forten Accelerated Reader, James Forten A good movie review will include several reasons that explain the student's opinion of the story important details about characters and events persuasive, positive language A good biography and chart will include key dates from Henry Knox's life before and after the Revolutionary War events that reveal Henry Knox's lifetime achievements Challenge Master CH 3 6 THEME 3/James Forten 2. James Forten: The Movie Goal: Write a positive review of a movie based on James Forten s life. Imagine a movie based on James Forten. Think about what types of scenes would be in such a movie. Then write a review encouraging people to see the movie. Give reasons to see it and support your reasons with facts and examples from the story. Include the names of actors in the lead roles. Support your opinions with details, facts, and examples. Include persuasive language. 3. Henry Knox: The Book Goal: Make a K-W-L chart to help you write a biography of Henry Knox. Guns for General Washington describes only a short period in the life of Henry Knox. However, he devoted many years to the service of his country. Under What I Know on your chart, write facts about Henry Knox from Guns for General Washington. Under What I Want to Look for an anecdote Know write questions about facts you or quotation to include need to write a complete biography. in the biography. Then research Henry Knox s life to find Find out the role Henry the answers. Write the answers under Knox played in the new What I Learned. Use your chart to American government. write a biography. Grade 5 Theme 3: Voices of the Revolution Challenge Master CH 3 6 SELECTION 3: James Forten 25