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Sample  Pages  from    

 Teaching  through  Text  Sets:  The  American  Revolution  

 

   

 The  following  sample  pages  are  included  in  this  download:    

• Teacher’s  Guide  Table  of  Contents,  Text  Set  Chart,  and  Supporting  Text  1—First  Reading:  Independent  lesson  

• Patrick  Henry’s  “Liberty  or  Death”  Speech  supporting  text  card    For  correlations  to  Common  Core  and  State  Standards,  please  visit  http://www.teachercreatedmaterials.com/correlations.  

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Teaching through Text Sets The Am

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Teaching through Text Sets The A

merican Revolution

Teacher’s Guide

© Teacher Created Materials 20196—Teaching through Text Sets: The American Revolution 3

Table of Contents

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Research Text Sets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Text Complexity. . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Close Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Text-Dependent Questions . . . . . . . . . . . . . . . . 7

How to Use This Product Components. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Pacing Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Reading Levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Teaching a Lesson. . . . . . . . . . . . . . . . . . . . . . . . 10

Correlations Introduction to Correlations . . . . . . . . . . . . . . 13

The American Revolution UnitText Set Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Unit Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Introductory Text. . . . . . . . . . . . . . . . . . . . . . . . . 16

Essential Question . . . . . . . . . . . . . . . . . . . . . . . . 17

Anchor Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Two Sides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Supporting Text 1—First Reading: Independent . . . . . . . . . . . . . . . . . . . . . 20

First Impressions . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Supporting Text 1—Second Reading: Teacher-Guided. . . . . . . . . . . . . . . . . . . 22

Text-Dependent Questions . . . . . . . . . . . . . . . . 23

Supporting Text 2 . . . . . . . . . . . . . . . . . . . . . . . . 24

Viewpoints . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Supporting Text 3 . . . . . . . . . . . . . . . . . . . . . . . . 26

Show Me the Evidence. . . . . . . . . . . . . . . . . . . . . 27

Extension Text . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Character Inferences . . . . . . . . . . . . . . . . . . . . . . 29

Parent Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Culminating Unit Assessment Assessment Overview . . . . . . . . . . . . . . . . . . . . 31

Diary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Scrapbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Persuasive Essay . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

References Cited . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Digital and Audio Content . . . . . . . . . . . . . . . . 42

Supporting Text 1—First Reading: Independent . . . . . . . . . . . . . . . . . . . . . 20

20196—Teaching through Text Sets: The American Revolution © Teacher Created Materials14

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20196—Teaching through Text Sets: The American Revolution © Teacher Created Materials20

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© Teacher Created Materials 20264

Patrick Henry’s “Liberty or Death ” Speech excerpt from Patrick Henry’s speech, March 23, 1775

Mr. President, it is natural to man to indulge in the illusions of hope. We are apt to shut our eyes against a painful truth, and listen to the song of that siren till she transforms us into beasts. Is this the part of wise men, engaged in a great and arduous struggle for liberty? Are we disposed to be of the number of those who, having eyes, see not, and, having ears, hear not, the things which so nearly concern their temporal salvation? For my part, whatever anguish of spirit it may cost, I am willing to know the whole truth; to know the worst, and to provide for it.

I have but one lamp by which my feet are guided; and that is the lamp of experience. I know of no way of judging of the future but by the past. And judging by the past, I wish to know what there has been in the conduct of the British ministry for the last ten years, to justify those hopes with which gentlemen have been pleased to solace themselves, and the House?...

Let us not, I beseech you, sir, deceive ourselves. Sir, we have done everything that could be done, to avert the storm which is now coming on. We have petitioned; we have remonstrated; we have supplicated; we have prostrated ourselves before the throne, and have implored its interposition to arrest the tyrannical hands of the ministry and Parliament.

. . .There is no longer any room for hope.. . .An appeal to arms and to the God of Hosts is all that is left us!

. . .It is in vain, sir, to extenuate the matter. Gentlemen may cry, peace, peace—but there is no peace. The war is actually begun! The next gale that sweeps from the north will bring to our ears the clash of resounding arms! Our brethren are already in the field! Why stand we here idle? What is it that gentlemen wish? What would they have? Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery? Forbid it, Almighty God! I know not what course others may take; but as for me, give me liberty or give me death!

Patrick Henry

Supporting Text 1—First Reading: Independent

Before Reading

1. For the first read, tell the class that they will be reading for meaning. Explain that they will think about the following questions as they read:

• What does this text say? • What are the big ideas and key details in the text? • Are any parts of the text confusing or difficult to understand? 2. Next, tell the class you will show them one way to read for meaning. It is

called coding the text. As they read, they will “read with a pencil”—writing their thoughts and ideas relevant to the questions listed above. Encourage students to note main ideas and details, words or phrases that are powerful, and words or phrases that are confusing. Students may write words or phrases, or they may use a code, such as m for main idea or ? for confusing.

3. Model how to code the text by writing on sticky notes and placing them on a sheet of chart paper that represents a page of text.

During Reading

1. Distribute Patrick Henry’s “Liberty or Death” Speech and sticky notes to students.

2. Tell students that they will now independently begin coding the text. • For below-level learners and English language learners, print copies of

the text from the Digital Resource CD and have students write directly on the text. Students should circle powerful words or phrases and underline parts that are confusing. This can help them keep their thoughts organized.

After Reading

1. Distribute copies of the First Impressions activity sheet (page 21) to students. 2. Have students summarize the main ideas, details, and their initial observations

of the text. Remind students to list words or phrases they found confusing. 3. As a class, discuss student responses. You may want to have students place

their sticky notes on a class chart similar to the activity sheet.

Progress Check: During Step 2, watch for students summarizing the main ideas and details from the text.

Standards • CCSS Reading:

Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

• CCSS Writing: Draw evidence from literary or informational texts to support analysis, reflection, and research.

• Content: Know of problems in the past, the different perspectives of those involved, the choices people had, and the solutions they chose.

• Language: Communicate information, ideas, and concepts necessary for academic success in the area of Social Studies.

© Teacher Created Materials 20196—Teaching through Text Sets: The American Revolution 21

Name: ____________________________

Date: _____________________________First Impressions

Directions: Write two or more main ideas and details of the text. Then, summarize your initial observations of the text. Write any words or phrases that you found confusing.

Main Ideas and Details

Initial Observation

Confusing Words or Phrases

Main Ideas and Details

Initial ObservationInitial Observation

Confusing Words or Phrases

Initial ObservationInitial Observations

Confusing Words or Phrases

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Patrick Henry’s “Liberty or Death ” Speech excerpt from Patrick Henry’s speech, March 23, 1775

Mr. President, it is natural to man to indulge in the illusions of hope. We are apt to shut our eyes against a painful truth, and listen to the song of that siren till she transforms us into beasts. Is this the part of wise men, engaged in a great and arduous struggle for liberty? Are we disposed to be of the number of those who, having eyes, see not, and, having ears, hear not, the things which so nearly concern their temporal salvation? For my part, whatever anguish of spirit it may cost, I am willing to know the whole truth; to know the worst, and to provide for it.

I have but one lamp by which my feet are guided; and that is the lamp of experience. I know of no way of judging of the future but by the past. And judging by the past, I wish to know what there has been in the conduct of the British ministry for the last ten years, to justify those hopes with which gentlemen have been pleased to solace themselves, and the House?...

Let us not, I beseech you, sir, deceive ourselves. Sir, we have done everything that could be done, to avert the storm which is now coming on. We have petitioned; we have remonstrated; we have supplicated; we have prostrated ourselves before the throne, and have implored its interposition to arrest the tyrannical hands of the ministry and Parliament.

. . .There is no longer any room for hope... .An appeal to arms and to the God of Hosts is all that is left us!

.. . It is in vain, sir, to extenuate the matter. Gentlemen may cry, peace, peace—but there is no peace. The war is actually begun! The next gale that sweeps from the north will bring to our ears the clash of resounding arms! Our brethren are already in the field! Why stand we here idle? What is it that gentlemen wish? What would they have? Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery? Forbid it, Almighty God! I know not what course others may take; but as for me, give me liberty or give me death!

Patrick Henry