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THEME 3: Voices of the Revolution86
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THEME 3: Voices of the Revolution 87
Selections
1 And Then WhatHappened, Paul Revere?
2 Katie’s Trunk
3 James Forten
Voices of the Revolution
E X T R A S U P P O R T L E S S O N S F O RE X T R A S U P P O R T L E S S O N S F O R
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Possessives and ContractionsWarm-Up/Academic Language,
Explain that a possessive noun shows ownership. Most nouns thatdo not end in s (such as mice) form the possessive by adding ’s(mice’s). Most plural nouns that end in s (such as boys) form thepossessive by adding an apostrophe (boys’). Explain that a con-traction is a shortened form of two words in which an apostrophe replaces any letters removed from the contraction.
Teach,
Have a volunteer hold up a book. Write student’s book on the board.
Circle the ’s. Explain that the ’s signals possession. Have all students
hold up their books. Write students’ books on the board. Explain that
the apostrophe signals possession.
Show students how to form contractions. Write we are and I will on the
board and read them with students. Erase the a in we are. Replace the
a with an apostrophe to form the contraction we’re. Follow a similar
procedure to form the contraction I’ll from I will.
Model decoding possessives and contractions using this sentence:
THEME 3/SELECTION 1
And Then What Happened, Paul Revere?
Objectives• read words that are possessives
and contractions• use the Phonics/Decoding
Strategy to decode longer words
Materials• Teaching Master ES3-1• Practice Master ES3-1• Anthology: And Then What
Happened, Paul Revere?
Get Set for Reading CD-ROMAnd Then What Happened, Paul Revere?
Education Placewww.eduplace.comAnd Then What Happened, Paul Revere?
Audio CDAnd Then What Happened, Paul Revere?Audio CD for Voices of the Revolution
Lexia Phonics CD-ROMIntermediate Intervention
SKILL FOCUS: STRUCTURAL ANALYSIS 25–30 MINUTES
THEME 3: Voices of the Revolution
Ruth is happy when it’s Jim’s turn to do the dishes.
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Write the children’s toys and the students’ notebooks on the board.
Explain that for plural nouns that do not end in s, you add ’s to form
the possessive (children’s). For plural nouns that end in s, you only add
an apostrophe to form the possessive (students’).
Ask volunteers to form the plural possessive nouns mice’s, people’s, cats’,
and schools’, and the contractions I’m, she’ll, he’s, and we’re.
Guided Practice,
Display or distribute Teaching Master ES3-1. Read it with students.
Guide students to complete the chart.
Practice/Apply,
Distribute Practice Master ES3-1 to students.
Review the directions and sample answer with students.
Instruct students to complete the Practice Master independently.
Check students’ responses to make sure that they understand possessives
and contractions.
Preview And Then WhatHappened, Paul Revere?Segment 1
Refer to the bottom of page 263 in the Teacher’s Edition and preview
with students Segment 1 of And Then What Happened, Paul Revere?
(pages 262–270).
Note the suggestions in the Extra Support boxes on Teacher’s Edition
pages 265 and 270.
Possessives andContractions
Each underlined phrase in the sentences below has acontraction or possessive. Write the longer form of thephrase, and either (P) for possessive or (C) forcontraction. The first one has been done for you.
1. Have you heard about Paul Revere’s ride?
2. Many people in the American colonies weren’t happy with the
king.
3. Some of the king’s decisions made people so mad they wanted to
fight a war.
4. Paul Revere didn’t want the king to rule the American colonies.
5. That’s why Paul became a Patriot during the Revolution.
6. One of Paul’s jobs during the war was to ride through Lexington
and Concord, warning colonists if English soldiers came to attack.
7. Without his warning, the colonists probably would’ve been
surprised by the soldiers.
8. They might’ve lost the battles of Lexington and Concord.
the ride of Paul Revere (P)
Grade 5 Theme 3: Voices of the Revolution PMES 3–1
Name
Practice Master ES 3–1 And Then What Happened, Paul Revere?
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were not happy (C)
decisions made by the king (P)
did not want (C)
That is why (C)
the jobs Paul did (P)
would have been surprised (C)
might have lost (C)
Practice Master ES 3–1
Possessives andContractions
Julia’s friend isn’t coming to dinner.
My brother’s car doesn’t have a radio.
We’d like to help you find Tom’s dog.
Anya’s packages should’ve gotten here last week.
Scott’s going to meet us at Jena’s house.
TMES 3–1 Grade 5 Theme 3: Voices of the Revolution
Teaching Master ES 3–1 And Then What Happened, Paul Revere?
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Possessive (P) or Contraction (C) Longer Form of Phrase
Julia’s friend
isn’t coming
my brother’s car
doesn’t have
We’d like
Tom’s dog
Anya’s packages
should’ve gotten
Scott’s going
Jena’s house
the friend of Julia
is not coming
the car belonging to my brother
does not have
We would like
the dog belonging to Tom
the packages belonging to Anya
should have gotten
Scott is going
the house of Jena
P
C
P
C
C
P
P
C
C
P
Teaching Master ES 3–1
SELECTION 1: And Then What Happened, Paul Revere?
I see an apostrophe in it’s. I think it’s is a contraction for it is.
The apostrophe replaces the letter i. I see an apostrophe in
Jim’s turn. As a contraction it would be Jim is turn, which
doesn’t make sense. It must be a possessive meaning “a
turn belonging to Jim.” That makes sense.
LITERATURE FOCUS: 10–15 MINUTES
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Author’s ViewpointWarm-Up/Academic Language,
Tell students that an author’s viewpoint is what the author thinksabout his or her subject. Explain that students can often figureout the author’s viewpoint by thinking about the facts and opin-ions given in the selection, the language the author uses, andthe author’s purpose for writing.
Teach,
Read the passage below to students. Ask them to listen for clues that tell
what the author thinks about British and American reactions to taxes.
Reread the passage sentence by sentence. Help students identify each
sentence as fact or opinion.
Write the following chart on the board.
Objectives• infer the author’s viewpoint about
a subject• identify passages that reveal the
author’s viewpoint• identify the author’s purpose for
writing the selection
Materials• Teaching Master ES3-2• Practice Master ES3-2• Anthology: And Then What
Happened, Paul Revere?
THEME 3/SELECTION 1: And Then What Happened, Paul Revere?
SKILL FOCUS: COMPREHENSION 25–30 MINUTES
Shortly before the American Revolution, many people in
England and in the American colonies disagreed about
whether or not the colonies should pay certain taxes.
England needed money after fighting wars, so the English
people had to pay very high taxes. It’s understandable that
they thought the colonists should help pay taxes, too. The
colonists had paid fewer taxes up to that time. Many
colonists, however, found it hard to pay such high taxes.
It’s also understandable that they became angry about the
new taxes.
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Help students identify the author’s viewpoint. (Both people in Englandand in the colonies had understandable reasons for how they react-ed to the new taxes.)
Guided Practice,
Display or distribute Teaching Master ES3-2.
Read each paragraph with students.
Guide students to identify each paragraph as fact or opinion, and to infer
the author’s viewpoint.
Practice/Apply,
Distribute Practice Master ES3-2 to students.
Explain the directions to students so that they understand what they are
to do.
Instruct students to complete the Practice Master independently.
Check students’ responses to make sure that they understand how to
identify facts, opinions, and the author’s viewpoint.
Preview And Then WhatHappened, Paul Revere?Segment 2
Refer to the bottom of page 263 in the Teacher’s Edition and preview
with students Segment 2 of And Then What Happened, Paul Revere?
(pages 271–278).
Note the suggestions in the Extra Support boxes on Teacher’s Edition
pages 273, 275, and 278.
Author’s Viewpoint
Read each paragraph. Then answer the questions below.
The Sons of Liberty, a group of American colonists, were wasteful. OnDecember 16, 1773, they marched onto three ships carrying tea fromEngland. They wasted tea by dumping it into Boston Harbor. They didthis so that no one in Boston could pay the king’s tax on tea.
1. Which two sentences are facts?
2. Which two sentences are opinions?
3. What is the author’s viewpoint?
On December 16, 1773, a group of American colonists called the Sonsof Liberty marched onto ships carrying tea from England. They threwthe tea into Boston Harbor so that no one could pay the king’s tax ontea. They chose a thoughtful way to protest the unfair tea tax.
1. Which two sentences are facts?
2. Which sentence is an opinion?
3. What is the author’s viewpoint?
Grade 5 Theme 3: Voices of the Revolution PMES 3–2
Name
Practice Master ES 3–2 And Then What Happened, Paul Revere?
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Hou
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the second and fourth
the first and third
The author thinks the Sons of Liberty were
wasteful because they dumped the tea.
the first and second
the third
The author thinks the Sons of Liberty chose a
thoughtful way to protest the unfair tea tax.
Practice Master ES 3–2
Author Fact or Opinion Author’s Viewpoint
Author’s Viewpoint
Author A
Many people keep dogs and cats as pets, but I think snakes are
better. Snakes have a long, pretty body. Since they make almost
no noise and like to hide in corners, snakes are the easiest pets
to care for. They’re also interesting to watch. If you’d like a
good pet, get any snake.
Author B
Snakes are reptiles with long, thin bodies. Certain types of
snakes are small, but others can grow over thirty feet long and
become large and heavy. Since they are quiet and can move
into small places easily, they may be hard to find if they get
loose. Some snakes are also poisonous. Certain types of snakes
may be dangerous to keep as pets.
A
B
TMES 3–2 Grade 5 Theme 3: Voices of the Revolution
Teaching Master ES 3–2 And Then What Happened, Paul Revere?
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Opinion
Fact
The author believes that allsnakes make good pets.
The author thinks that cer-tain types of snakes may be dangerous to keep as pets.
Teaching Master ES 3–2
Sentence 1(“Shortly…”)
Sentence 2 (“England…”)
Sentence 4 (“The colonists…”)
Sentence 5 (“Many…”)
Sentence 3 (“It’s
understandable…”)
Sentence 6 (“It’s also…”)
LITERATURE FOCUS: 10–15 MINUTES
SELECTION 1: And Then What Happened, Paul Revere?
Fact Opinion
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Possessives and ContractionsTeach,
Display the following sentences:
Have students identify the word(s) in each sentence that are different.
Then review these concepts:
• Didn’t is a contraction. It is a combination of two words, did and not.
• The apostrophe (’) takes the place of one or more letters.
• A contraction has the same meaning as the two combined words.
• To understand the meaning of a contraction, readers need to know the
letters that the apostrophe replaces.
Encourage students to practice reading some contractions and the
words that were combined. Read the words aloud together: I’m, I am,
you’re, you are, it’s, it is, isn’t, is not, don’t, do not.
Display the following: Once, Paul made a silver collar for a man’s pet
squirrel.
Underline the ’s and explain that this ending makes man’s a possessive
noun—a noun that shows ownership. Man’s pet squirrel is a shorter
way of saying, the pet squirrel that belongs to the man.
Display the following: Paul can’t start his Big Ride until he has his
horse’s spurs.
Model the process of identifying contractions and possessives.
Objectives• identify contractions• identify possessive nouns• decode words with apostrophes
Materials• Anthology: And Then What
Happened, Paul Revere?
THEME 3/SELECTION 1: And Then What Happened, Paul Revere?
SKILL FOCUS: STRUCTURAL ANALYSIS 25–30 MINUTES
THEME 3: Voices of the Revolution
In the spring of 1756, there was a war close by,
and Paul did not want to miss it.
In the spring of 1756, there was a war close by,
and Paul didn’t want to miss it.
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Practice,
Set up a three-column chart on the board with the heads Contraction,
Singular Possessive Noun, and Plural Possessive Noun.
Have students copy the chart. Then have students read page 267 of the
selection and locate the contractions and possessives. Tell students to
list the words in the appropriate column on their charts. For the con-
tractions, have students also write the two words from which the con-
traction was formed.
Apply,
Have students go on a hunt to find other contractions and possessives in
the selection and add them to their chart. Have them use each word in
a sentence of their own.
Review And Then WhatHappened, Paul Revere?Guide students through the Comprehension Skill Lesson for Author’s
Viewpoint on page 265 in the Teacher’s Edition.
LITERATURE FOCUS: 10–15 MINUTES
SELECTION 1: And Then What Happened, Paul Revere?
I see two words with apostrophes. The first word (can’t) is a
short way of saying can not. The two words were com-
bined, and an apostrophe takes the place of the no. This
contraction is can’t. The second word (horse’s) signals
ownership. The spurs belong to the horse.
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Subject-Verb AgreementTeach,
Display the following two sentences:
Model the process of figuring out when to use was and were.
Practice,
Have students find sentences with was and were on page 264 and
explain why was or were is used in each sentence.
Apply,
Have students choose was or were to complete each sentence below.
1. Paul (was, were) a soldier at Fort William Henry in 1756.
2. There (was, were) thousands of flies at the fort that summer.
3. The French and the Indians (was, were) not attacking.
Objective• identify the agreement of the
verbs was and were with singularand plural subjects
Materials• Anthology: And Then What
Happened, Paul Revere?
THEME 3/SELECTION 1: And Then What Happened, Paul Revere?
SKILL FOCUS: GRAMMAR 10–15 MINUTES
THEME 3: Voices of the Revolution
The first sentence is about Paul Revere, so he must be
the subject of that sentence. Paul Revere names one
person, so the subject is singular. Was is used with sin-
gular subjects. The next sentence is about British sol-
diers, so they are the subject of that sentence. British
soldiers names more than one person, so the subject
is plural. Were is used with plural subjects.
Paul Revere was a secret agent for the Americans.
British soldiers were ready to attack.
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Regular and Irregular VerbsTeach,
Invite students to turn to page 265 of the selection and look for verbs
that tell what Paul Revere and his family did. List the verbs on the
board. (liked, grabbed, buckled, clapped, went, spent, married,began, died, came) Point out that they describe past actions.
Explain that verbs that add -ed to form the past tense are called regular
verbs. Verbs that form their past tense in other ways are irregular
verbs, and have two past forms—one that is used alone and one that is
used after helping verbs such as has, have, or had.
Display the following chart and review the verbs with students.
Practice,
Ask students to find regular and irregular verbs on page 266 of the
selection. Have students make their own chart.
Apply,
Ask students to write sentences about things that Paul Revere did, using
regular and irregular verbs. Check students’ responses.
Preview Bunker’s CoveWalk students through Bunker’s Cove and discuss the illustrations, using
words from the story such as warship and independence. Ask students
to predict the author’s viewpoint based on the illustrations.
SELECTION 1: And Then What Happened, Paul Revere?
Objectives• identify the past tense of regular
and irregular verbs• recognize helping verbs used with
irregular verbs• write sentences with regular and
irregular verbs
Materials• Anthology: And Then What
Happened, Paul Revere?• Leveled Reader: Bunker’s Cove
SKILL FOCUS: GRAMMAR 10–15 MINUTES
Present Past Past with Helping Verb
go went (has) gone
begin began (has) begun
come came (has) come
LITERATURE FOCUS: 10–15 MINUTES
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Author’s ViewpointTeach,
Read the text below with students. Explain that the paragraphs are two
descriptions of the same person written by two different writers.
Discuss with students what is similar and different about the two
descriptions.
Use a Think Aloud to model the process of analyzing the descriptions.
Objectives• infer an author’s attitude toward
a subject• use story text to support infer-
ences about author’s viewpoint
Materials• Anthology: And Then What
Happened, Paul Revere?• Leveled Reader: Bunker’s Cove
THEME 3/SELECTION 1: And Then What Happened, Paul Revere?
SKILL FOCUS: COMPREHENSION 25–30 MINUTES
THEME 3: Voices of the Revolution
Katelyn is slow and boring. It takes her forever to finish a
project. While she’s working, she’s no fun at all. She won’t
take time out to play or watch TV. All she does is work,
work, work, until she has finally finished.
Katelyn is a careful, patient worker. She always takes her time
and does a great job on any project. She focuses her atten-
tion and ignores unimportant things while she’s working.
She is so determined to do a good job that she works as
hard as she can until the job is successfully completed.
If I read the first two sentences in each description, I see
that the two writers agree on one fact about Katelyn: She
takes her time to finish a project. The author of the first
paragraph doesn’t seem to like this fact about Katelyn.
This writer uses the word boring to describe her slow-
ness. The second writer, though, seems to have a different
attitude, or viewpoint, about Katelyn’s slowness. This
writer uses the words careful, patient, and does a great job
to describe how Katelyn works.
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Follow a similar process to analyze the writers’ viewpoints in the remain-
ing sentences of the descriptions. Summarize the two different view-
points the writers have about Katelyn. Conclude by explaining that
readers can infer a writer’s viewpoint about a subject by looking at the
facts and opinions the writer gives and the words the writer uses to
describe the subject.
Practice,
Have students meet in small groups to read pages 263–265 of the selec-
tion. Ask them to list the facts and descriptive words about Paul
Revere. Then have the group discuss this list of evidence and make an
inference about the author’s viewpoint about Paul Revere.
Apply,
Have students keep track of author’s viewpoint, with an eye to identify-
ing and analyzing descriptions and opinions, in the Leveled Reader
selection Bunker’s Cove by David Neufeld. Then have them complete
the questions and activity on the Responding page.
Revisit And Then WhatHappened, Paul Revere? and Bunker’s CoveGuide students through And Then What Happened, Paul Revere? and
Bunker’s Cove, helping them identify the author’s viewpoint. Also help
students look for possessives and contractions. As examples, you may
wish to include words and phrases such as printers’ colors and Paul’s
friends on pages 267 and 271 of And Then What Happened, Paul
Revere? as well as wasn’t and he’d spent on page 3 of Bunker’s Cove.
LITERATURE FOCUS: 10–15 MINUTES
SELECTION 1: And Then What Happened, Paul Revere? 97
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Syllabication: VCCV and VCVPatternsWarm-Up/Academic Language,
Tell students that they can use syllable patterns to help themdecode new words. Explain that many words with the VCV (Vowel-Consonant-Vowel) pattern are either divided after the first voweland pronounced with a long vowel sound in the first syllable, asin so/fa or divided after the consonant and pronounced with ashort vowel sound in the first syllable, as in mod/el. Explain thatwords with the VCCV (Vowel-Consonant-Consonant-Vowel) patternare divided between the two consonants, as in dif/fer.
Teach,
Write these sentences on the board:
Explain that to decode a word with the VCV pattern, students should try
dividing it after the first vowel and pronouncing the first syllable with
a long vowel sound. Pronounce sofa as SOH fah. Ask students if that
word sounds right in the sentence. Since it does, write so/fa and its
VCV pattern on the board. Have students create the VCV pattern for
sofa using their Letter Cards.
Point to the word money. First pronounce money with a long vowel
sound in the first syllable, as MOH nee. Tell students that since that
doesn’t sound like a familiar word, you will now divide after the conso-
nant and use a short sound. Pronounce money as MUHN ee. Write
mon/ey and its VCV pattern on the board. Have students create the
VCV pattern for money using their Letter Cards.
THEME 3/SELECTION 2
Katie’s Trunk
Objectives• break words with VCCV and VCV
patterns into syllables• use the Phonics/Decoding
Strategy to decode longer words• 2 V Letter Cards for each student• 2 C Letter Cards for each student
Materials• Teaching Master ES3-3• Practice Master ES3-3• Anthology: Katie’s Trunk
SKILL FOCUS: STRUCTURAL ANALYSIS 25–30 MINUTES
THEME 3: Voices of the Revolution
Nell sat on the sofa. (so/fa)V/CV
I try to save my money. (mon/ey)VC/VGet Set for Reading
CD-ROMKatie’s Trunk
Education Placewww.eduplace.comKatie’s Trunk
Audio CDKatie’s TrunkAudio CD for Voices of the Revolution
Lexia Phonics CD-ROMIntermediate Intervention
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Write this sentence on the board:
Model how to decode words with the VCCV pattern.
Have students create the VCCV pattern for differ using their Letter Cards.
Guided Practice,
Display or distribute Teaching Master ES3-3. Review it with students.
Help students complete the chart by dividing each VCCV and VCV word
from the passage into syllables.
Practice/Apply,
Distribute Practice Master ES3-3. Review the directions with students.
Have them complete the Practice Master independently.
Check students’ responses to make sure that they understand how to
identify words with VCV and VCCV syllable patterns.
Preview Katie’s Trunk Segment 1
Refer to the bottom of page 293 in the Teacher’s Edition and preview
with students Segment 1 of Katie’s Trunk (pages 293–299).
Note the suggestions in the Extra Support boxes on Teacher’s Edition
pages 295, 297, and 298.
VCCV and VCV PatternsFor each underlined word, circle the correct VCCV or VCV pattern. Rewrite the word, adding slashes between syllables.
1. Mary writes the letter carefully so that she won’t make mistakes.
VCCV VCV
2. She writes her aunt about the local news in Boston.
VCCV VCV
3. Her aunt will be upset by last week’s news.
VCCV VCV
4. It was common these days for people to be mad about the tea tax.
VCCV VCV
5. Mary still couldn’t figure out how some people had gotten mad enough to march onto three ships carrying tea from England.
VCCV VCV
6. She wasn’t certain yet who did it, but she did know that theythrew the tea overboard.
VCCV VCV
7. Mary’s parents wonder if King George III will be very angry.
VCCV VCV
8. Will the king punish the people who threw the tea into the harbor?
VCCV VCV
Grade 5 Theme 3: Voices of the Revolution PMES 3–3
Name
Practice Master ES 3–3 Katie’s Trunk
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Hou
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Practice Master ES 3–3
VCCV and VCV PatternsWhat was life like in the thirteen colonies just
before 1774? One major question in people’s minds was
whether or not to declare independence from England.
Should they form their own nation? What would
happen if a war began? They might win a skirmish or
two, but could they win a whole war? What if people
couldn’t agree on whether or not to fight? Since many
families came from England, would some stay loyal to
the king? If you lived at that time, what would you do?
thirteen
before
major
question
nation
happen
began
skirmish
families
loyal
If VCCV,
then VC/CV
If VCV,
then V/CV or VC/V
TMES 3–3 Grade 5 Theme 3: Voices of the Revolution
Teaching Master ES 3–3 Katie’s Trunk
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thir/teen
ques/tion
hap/pen
skir/mish
be/forema/jor
na/tion
be/gan
fam/i/liesloy/al
Teaching Master ES 3–3
SELECTION 2: Katie’s Trunk
The twins differ in weight but not in height. (dif/fer)(VC/CV)
I see the letters i-f-f-e in differ. This is the VCCV pattern. I should
divide words with this pattern between the two consonants,
or the f-f. I blend the two syllables, and get DIHF fuhr. That
means “are not alike.” It makes sense in the sentence.
LITERATURE FOCUS: 10–15 MINUTES
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Cause and EffectWarm-Up/Academic Language,
Explain that a cause is the reason something happens. An effect isthe event that happens as a result of the cause. To help stu-dents identify cause and effect, tell students to ask as they read,“What happens because of this event?”
Teach,
Read the story below to students.
Model how to identify the cause and effect for the first paragraph.
Objectives• recognize that cause is the rea-
son something happens andeffect is the result
• identify the causes and effects ina work of fiction
Materials• Teaching Master ES3–4• Practice Master ES3-4• 1 Cause card for each student• 1 Effect card for each student• Anthology: Katie’s Trunk
THEME 3/SELECTION 2: Katie’s Trunk
SKILL FOCUS: COMPREHENSION 25–30 MINUTES
THEME 3: Voices of the Revolution
After biking for an hour, Tracy and Bill become hungry and
thirsty. They stop at a gas station to rest, and have some fruit,
energy bars, and water.
On their way home, Tracy suddenly hears a loud POP. “Oh no,”
she groans. Tracy finds the problem—she has ridden over a
piece of glass and her back tire now has a hole in it.
The first paragraph says that Tracy and Bill bike for an
hour. That is why they become hungry and thirsty,
and why they stop at a gas station to rest. So biking
for an hour is the cause that has the effect, or result,
of making Tracy and Bill stop at the gas station to
rest, eat, and drink.
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Give each student one Cause card and one Effect card. Reread the sec-
ond paragraph. Ask students to hold up the Cause card when they hear
the sentence that describes the cause and the Effect card when they
hear an effect. Then guide students in completing the following chart.
Guided Practice,
Display or distribute Teaching Master ES3-4.
Discuss the pictures and read the captions with students.
Guide them in identifying each cause and effect.
Practice/Apply
Distribute Practice Master ES3-4 to students.
Review the directions with students.
Ask students to complete the Practice Master independently.
Check students’ responses to make sure that they understand how to
identify causes and effects.
Preview Katie’s Trunk Segment 2
Refer to the bottom of page 293 in the Teacher’s Edition and preview
with students Segment 2 of Katie’s Trunk (pages 300–303).
Note the suggestions in the Extra Support boxes on Teacher’s Edition
pages 301 and 302.
Each exercise below includes a cause and an effect. Label the causewith a (C) and the effect with an (E).
1. Tina’s mom gets a flat tire.
Tina’s mom drives over a big nail.
2. Julian trips and falls while running down the sidewalk.
Julian gets a hole in the knee of his new pants.
3. Brittany scores the winning goal in a soccer game.
Brittany’s teammates cheer as they carry her off the field.
4. Marcus is tired and covered with dirt.
Marcus helps his mom weed their garden.
5. A lot of bees are buzzing around the playground.
Luis is nervous that he’ll get stung.
6. The class field trip to the zoo is canceled.
It’s raining today.
Cause and Effect
Grade 5 Theme 3: Voices of the Revolution PMES 3–4
Name
Practice Master ES 3–4 Katie’s Trunk
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Cause: Dan is thirsty. Effect: Dan drinks a big glass of water.
E
C
C
E
C
E
E
C
C
E
E
C
Practice Master ES 3–4
Cause and Effect
TMES 3–4 Grade 5 Theme 3: Voices of the Revolution
Teaching Master ES 3–4 Katie’s Trunk
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My older brother didn’t
follow directions when he
made dinner.
Dinner was
ruined.
There wasn’t enough food
to make another dinner.
We drove to our family’s
favorite restaurant.
The restaurant was closed. We went back home and
ordered pizza.
Teaching Master ES 3–4
SELECTION 2: Katie’s Trunk
LITERATURE FOCUS: 10–15 MINUTES
Cause Effect
Tracy and Bill bike for They become hungry andan hour. thirsty, and stop at a gas
station to rest, eat, and drink.
Tracy rides over a piece of Tracy hears a loud POP andglass. finds a hole in her back tire.
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Syllabication: VCCV and VCVPatternsTeach,
Remind students that a good way to decode a word they don’t know is
to break it into syllables. Review that a syllable is a word part with just
one vowel sound.
Have students read the last paragraph on page 294. Then write the fol-
lowing on the board:
Explain that some patterns of vowels and consonants can be used to
recognize how to divide a word into syllables. One pattern is called the
VCCV pattern. It stands for vowel-consonant-consonant-vowel.
Model how to use the VCCV pattern to divide words into syllables.
Display the following:
Objectives• decode words by using syllable
generalizations• divide words into syllables using
VCCV and VCV patterns
Materials• Anthology: Katie’s Trunk
THEME 3/SELECTION 2: Katie’s Trunk
SKILL FOCUS: STRUCTURAL ANALYSIS 25–30 MINUTES
THEME 3: Voices of the Revolution
When two consonants fall between two vowels, the first
vowel sound usually is short. When the first vowel
sound is short, the word is usually divided between
the consonants. So I can divide this word between the
t-t and pronounce it as SKIHT tish. I see from the sen-
tence context that skittish means “jumpy, nervous.”
V C V
l o c a l
V C C V
s k i t t i s h
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Model how to use the VCV pattern to divide words into syllables:
Practice,
Have pairs of students copy these words: gallop, skirmish, silent,
enough. Tell students to mark the VCCV and VCV patterns in the
words and to use a slash to break the words into syllables.
Apply,
Have students look through the selection, jot down words that follow
the VCCV and VCV patterns, and break them into syllables.
Review Katie’s TrunkGuide students through the Comprehension Skill Lesson for Cause and
Effect on page 297 in the Teacher’s Edition.
LITERATURE FOCUS: 10–15 MINUTES
SELECTION 2: Katie’s Trunk
I know that when one consonant falls between two vow-
els, the first vowel sound is usually long. When the first
vowel sound is long, the consonant goes with the sec-
ond syllable. So I can divide this word between the o
and the c, and pronounce it as LOH kuhl.
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Verb Phrases with haveTeach,
Write the following sentences on the board:
Point out that each sentence uses two words to tell what the subject
did. These two words are called a verb phrase. Ask: Which word in
each sentence describes an action? (played, helped, lost) Tell students
that these words are called the main verbs.
Write MV above each main verb. Explain that the other verbs are called
helping verbs. Write HV above each helping verb. Tell students to:
• Use have with plural subjects and with I or you.
• Use has with singular subjects.
• Use had with either singular or plural subjects.
Practice,
Ask students to identify the helping verbs and main verbs in these sen-
tences: The rebels have crossed the fields. Tories have ripped the door
down. Mother has sent the family away from the house.
Apply,
Have students identify the main verbs and helping verbs in these sen-
tences: Katie has hidden in her mother’s trunk. The rebels have
searched the house for money. Her parents had run back to the
house.
Objectives• identify the helping verb and the
main verb in verb phrases• identify the correct form of have
in verb phrases
THEME 3/SELECTION 2: Katie’s Trunk
SKILL FOCUS: GRAMMAR 10–15 MINUTES
THEME 3: Voices of the Revolution
Children have played together.
Walter has helped the neighbors.
Katie’s family had lost some friends.
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teach, learn; let, leave; sit, set;can, mayTeach,
Say these sentences aloud: Katie’s family hides in the woods, but Katie
leaves. She doesn’t want to let the rebels destroy her things.
Explain that let means “to allow” and leave means “to go away.”
Display the following sentence pairs:
It teaches her many things. She learns about goodness.
Katie’s mother sets down the teapot. She sits down to tea.
She asks if she may go back. She can hear the rebels coming.
Help students identify the different meanings of the verbs. teach (toinstruct) and learn (to be instructed); set (to put) and sit (to rest);may (to have permission) and can (to be able to)
Practice,
Have students choose the correct verb for each sentence.
Katie’s mother tells her that she (may, can) go to the pond.
Katie (sits, sets) her sewing down on the table.
The rebels (let, leave) the house without hurting Katie.
Katie’s mother tries to (teach, learn) her about goodness.
Apply,
Ask students to write sentences using the target verbs.
Preview The Drummer BoyWalk students through The Drummer Boy and discuss the illustrations,
using words from the story such as liberty and carpenter. Ask students
to predict causes and effects based on the illustrations.
SELECTION 2: Katie’s Trunk
Objectives• identify the correct usage of
teach, learn; let, leave; sit, set;can, may
• write sentences with these verbs
Materials• Leveled Reader: The Drummer
Boy
SKILL FOCUS: GRAMMAR 10–15 MINUTES
LITERATURE FOCUS: 10–15 MINUTES
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Cause and EffectTeach,
Build a simple house of playing cards or a stack of small blocks on your
desk. Keep adding cards or blocks until the pile collapses. Ask: What
just happened? Why did it happen?
Tell students that what happened is called the effect; the reason why
something happens is called the cause. Point out that students often
recognize causes and effects in daily life. For example, they know it’s
time to get up (effect) because the alarm clock went off (cause). Have
students give their own examples.
Take students through the process of identifying a cause and effect con-
nection by reading aloud the first page of Katie’s Trunk with them.
Talk about the way Katie is acting and feeling, and about Mama’s
words,“Why, it makes me skittish as a newborn calf…” Lead students to
realize that Katie and Mama are nervous (this is what is happening)
and this is the effect.
Create a two-column chart on the board with the headings Cause and
Effect. Under Effect, write Katie and Mama are nervous. Then ask:
Why are Mama and Katie nervous? Model the thinking:
Write this sentence on the board under the head Cause: Their neighbors
are rebelling against the English.
Objectives• infer cause and effect• explain cause and effect• identify a chain of cause and
effect events
Materials• Anthology: Katie’s Trunk• Leveled Reader: The Drummer
Boy
THEME 3/SELECTION 2: Katie’s Trunk
SKILL FOCUS: COMPREHENSION 25–30 MINUTES
THEME 3: Voices of the Revolution
I see that Mama talks about the trouble and fighting, the
marching and talking, and about the tea they, meaning
the rebels, dumped into the harbor. Katie and Mama
must be nervous because their neighbors are rebelling
against the English.
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Practice,
Read aloud pages 295–296 with students. Lead them to find the follow-
ing effects, and write them under Effect on the chart:
Ask: Why has the family lost all their friends? Guide students to find the
reason, and write it in the Cause column. Repeat this process to help
students find why the family decides to hide.
Write in the Effect column: The rebels leave and Katie is unharmed.
Ask students to finish reading the story independently and identify the
cause for this final story event.
Apply,
Have students keep track of cause and effect, with an eye to identifying
what happened and why it happened, in the Leveled Reader selection
The Drummer Boy by Philemon Sturges. Ask students to complete the
questions and activity on the Responding page.
Revisit Katie’s Trunk and The Drummer BoyGuide students through Katie’s Trunk and The Drummer Boy, helping
them identify examples of cause and effect. Also, help students look for
words with the VCCV and VCV syllable patterns. As examples, you may
wish to include words such as sofa (VCV), skittish (VCCV), and harbor
(VCCV) on page 294 of Katie’s Trunk, and the words drummer
(VCCV) and model (VCV) on page 6 of The Drummer Boy.
LITERATURE FOCUS: 10–15 MINUTES
SELECTION 2: Katie’s Trunk
The family has lost all their friends.
The family decides to hide.
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Prefixes sub- and sur-Warm-Up/Academic Language,
Explain that a prefix is a word part that is added to the beginningof a base word. Adding a prefix often changes the meaning of thebase word. Tell students that they will learn about the prefix sur-,which means “over, above, or additional,” and about the prefixsub-, which means “under, down, or beneath.”
Teach,
Write surplus on the board and read it aloud. Circle the prefix sur-.
Explain that a surplus of something is an amount greater than what’s
needed. Give examples of surplus items in your classroom, such as
extra textbooks or extra rulers.
Repeat a similar procedure with subdue. Explain that subdue means “to
bring under control” or “to defeat.”
Read aloud the following words: subtitle, surname, subset, surcharge,
subcompact, surtax, and subcontinent. Have students hold up the
appropriate sur- or sub- card each time they hear a word with that pre-
fix. Be sure that each student can identify words with sur- and sub-.
Remind students that adding a prefix to a base word or word part often
changes the meaning of the base word or word part.
Display the following sentence: We’re happy to announce that we’ll
surpass our original fundraising goals.
Model how to decode surpass with this Think Aloud.
THEME 3/SELECTION 3
James Forten
Objectives• read words that have the prefixes
sub- and sur-• use the Phonics/Decoding
Strategy to decode longer words
Materials• Teaching Master ES3-5• Practice Master ES3-5• Anthology: James Forten• 1 sub- card for each student• 1 sur- card for each student
SKILL FOCUS: STRUCTURAL ANALYSIS 25–30 MINUTES
The word surpass begins with the prefix sur-. I can divide
the word into syllables: sur/pass. When I cover the prefix,
I see pass. To pass means “to move on” or “to go by.” I
know that sur- means “over, above, or additional.” So sur-
pass must mean something like “to go beyond.” That
makes sense in the sentence.
THEME 3: Voices of the Revolution
Get Set for Reading CD-ROMJames Forten
Education Placewww.eduplace.comJames Forten
Audio CDJames FortenAudio CD for Voices of the Revolution
Lexia Phonics CD-ROMIntermediate Intervention
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Repeat the procedure using the sentence: Since I don’t know Russian,
I’ll read the subtitles. (subtitles: text at the bottom of a movie screenthat translates one language to another)
Guided Practice,
Display or distribute Teaching Master ES3-5 to students.
Discuss the chart, illustrations, and sentences with students.
Help students to decode each underlined word and to write its meaning
on the following line.
Practice/Apply,
Distribute Practice Master ES3-5 to students.
Review the directions with students.
Have students complete the Practice Master independently.
Check students’ responses to make sure they understand how to decode
words with the prefixes sur- or sub-.
Preview James Forten Segment 1Refer to the bottom of page 313 in the Teacher’s Edition and previewwith students Segment 1 of James Forten (pages 313–320).
Note the suggestions in the Extra Support boxes on Teacher’s Edition
pages 317, 319, and 320.
Grade 5 Theme 3: Voices of the Revolution PMES 3–5
Name
Practice Master ES 3–5 James Forten
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Prefixes sub- and sur-Prefix sub-
“under, down, or less”
Prefix sur-
“over, above, or more”
1. A boat that travels underwater marine
2. The top layer of something face
3. To look something over vey
4. To make less tract
5. A tax that is added to another tax tax
6. To put underwater merge
7. More than what’s needed plus
8. To live longer than vive
Write either sub or sur in each blank to form a word that matches thedefinition given on the left.
A subway is anunderground train.
sub
sur
sur
sub
sur
sub
sur
sur
Practice Master ES 3–5
Prefixes sub- and sur-Prefix sub-
“under, down, or less”
Prefix sur-
“over, above, or more”
1. My mom and dad both ride the
subway on their way to work.
2. Somehow I ended up with a huge
surplus of mismatched socks.
3. The submarine moved deeper into
the ocean.
4. The pond’s surface was calm.
TMES 3–5 Grade 5 Theme 3: Voices of the Revolution
Teaching Master ES 3–5 James Forten
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an underground train
more than what is needed
a ship that can go underwater
the top layer
Teaching Master ES3–5
SELECTION 3: James Forten
LITERATURE FOCUS: 10–15 MINUTES
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Following DirectionsWarm-Up/Academic Language,
Explain to students that when they are following directions, theyshould read all the directions carefully and follow each stepin order. Point out that numbers or order words such as first,next, then, and finally can help readers figure out the correctorder of steps.
Teach,
Write the following chart on the board:
Read the chart with students. Leave the chart on the board for students’
reference.
Point out to students that knowing how to follow directions well helps
them in many activities, such as doing schoolwork, playing sports or
other games, building projects, and preparing meals.
Display the following chart. Read each step with students and have
them identify numbers and order words. (numbers 1–6; first, next,then, finally)
Objectives• identify where to find information
in a set of directions• practice following directions
Materials• Teaching Master ES3-6• Practice Master ES3-6• Anthology: James Forten
THEME 3/SELECTION 3: James Forten
SKILL FOCUS: COMPREHENSION 25–30 MINUTES
THEME 3: Voices of the Revolution
Following Directions
1. Read all the directions carefully. Use numbers ororder words such as first, next, and finally tofigure out the sequence of steps.
2. Gather any necessary materials.
3. Follow each step in order.
4. Finish each step before going on to the next step.
5. If you come to a step you don’t understand,reread the directions, look at the diagrams orillustrations, and ask questions.
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Ask students to predict what would happen if you followed all the steps
out of order. (It would be difficult or impossible to make ice cubes.)
Guided Practice,
Display or distribute Teaching Master ES3-6.
Read the directions with students.
Guide students in following directions as they trace the route to
the treasure.
Practice/Apply,
Distribute Practice Master ES3-6 to students.
Review the directions with them.
Ask students to complete the Practice Master independently.
Check their responses to make sure that they understand how to follow
directions.
Preview James Forten Segment 2
Refer to the bottom of page 313 in the Teacher’s Edition and preview
with students Segment 2 of James Forten (pages 320–327).
Note the suggestion in the Extra Support box on Teacher’s Edition
page 326.
1. 2. 3.
4. 5. 6.
Following DirectionsBelow, you’ll find directions for making a peanut butter and jellysandwich on toast. The problem is that the directions are out oforder. Place them in the correct order by numbering them from 1 to 6 in the blanks provided. Use the picture clues as a guide.
Put the two slices of toast together, with the peanut
butter touching the jelly. You’ve got your sandwich. Now
take a bite!
Open the bag of bread and take two slices out.
Take peanut butter, jelly, and bread out of the
refrigerator.
Spread peanut butter on one side of a piece of toast.
Spread jelly on one side of the other piece of toast.
Put the two slices of bread in the toaster and turn the
toaster on.
Put the two slices of toast on a plate. Open the jar of
peanut butter and the jar of jelly.
Grade 5 Theme 3: Voices of the Revolution PMES 3–6
Name
Practice Master ES 3–6 James Forten
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6
2
1
5
3
4
Practice Master ES 3–6
Following Directions
Find the Treasure
1. Start at the beach.
2. Follow the row of palm trees away from the beach
until you reach a big boulder.
3. At the boulder, take a right. Walk until you come to
a creek.
4. Take a left, and walk along the creek until you come
to a waterfall.
5. Look behind the waterfall. You’ve found the treasure!
TMES 3–6 Grade 5 Theme 3: Voices of the Revolution
Teaching Master ES 3–6 James Forten
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Teaching Master ES 3–6
SELECTION 3: James Forten
Making Ice Cubes1. First, get a clean ice cube tray.
2. Next, fill the tray with drinking water.
3. Then, carry the tray to the refrigerator.
4. Open the door and place the tray in the freezer.
5. Wait three hours before taking the ice cubes out.
6. Finally, use your ice cubes.
LITERATURE FOCUS: 10–15 MINUTES
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Prefixes sub- and sur-Teach,
Explain that sub- is a prefix, or word part, added to the front of a base
word. Sub- means “under” (as in submarine) or “lower, less important”
(as in subtitle). Remind students that knowing when words have pre-
fixes can help them decode those words more quickly.
Use a Think Aloud to model the process for decoding submerged: When
the three British ships closed in on the Royal Louis, it was soon clear
that it had two choices, to give up or be submerged by enemy
cannons.
Write the following sentences on the board and ask students to note
what is similar and different about both underlined words. (Both areformed with the prefix sur-, and both have different base words.)
Objectives• recognize when words have the
prefixes sub- and sur-• decode words with the prefixes
sub- and sur-• understand the meaning of a
longer word with the prefixes sub-and sur-
Materials• Anthology: James Forten
THEME 3/SELECTION 3: James Forten
SKILL FOCUS: STRUCTURAL ANALYSIS 25–30 MINUTES
THEME 3: Voices of the Revolution
I can separate the prefix sub- from the base word merge so
that I can pronounce each part. I know that the base
word merge means “joined,” but it doesn’t make sense
when I add the prefix sub-. If I look to see what makes
sense in the sentence, I can figure out that submerged
means “put under.” I check, and the meaning fits; it’s
another way of saying sunk.
They had a surplus of food, so they shared their supplies.
It’s amazing that cacti survive so long without water.
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Explain that sur- is a prefix that means “over, above, or additional.” Use
this sentence to model decoding words with the prefix sur-: The
soldiers surround the town.
Repeat the Think Aloud process using the word surround, or “to encir-
cle; to be on all sides of.”
Practice,
Explain the following tips:
• A prefix always appears before the base word.
• A prefix is usually a syllable.
• A prefix has the same pronunciation in different words.
Help students practice identifying words with the prefixes sub- and sur-.
Point out that these prefixes may connect to a base word or a root word.
Display the following:
Refer students to the Phonics/Decoding Strategy Poster for more tips.
Apply,
Have students look up the words in a dictionary to check their mean-
ings. Then ask students to write a sentence using each word.
Review James FortenGuide students through the Comprehension Skill Lesson for Following
Directions on page 332 in the Teacher’s Edition.
SELECTION 3: James Forten
LITERATURE FOCUS: 10–15 MINUTES
title subtitle subtract
head subhead subject
pass surpass survive
render surrender survey
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AdjectivesTeach,
Read page 325 of the selection with students. Then ask: What describing
words does the author use to help you picture the prison ship Jersey?
Write students’ responses on the board. (dark, forbidding, old, dank)
Use a Think Aloud to model the process of identifying adjectives.
Tell students that these describing words are called adjectives. An adjec-
tive describes a noun. It can tell what kind or how many.
Write the heading Adjectives above the list of describing words. Then
ask: What adjectives does the author use to describe the prisoners on
this page? Write students’ responses on the board. (pale, sickly)
Practice,
Ask: What kind of boy was James Forten? Have students fill in the
blanks with two adjectives.
James Forten was a _____, _____ boy.
Tell students to share their sentences. Write some of their sentences on
the board, underlining the adjectives.
Apply,
Have each student work with a partner. Ask each partner to write a sen-
tence describing his or her partner, using two adjectives.
Have the partners share their sentences and identify the adjectives.
Objectives• identify adjectives that tell what
kind and how many• write sentences with adjectives
Materials• Anthology: James Forten
THEME 3/SELECTION 3: James Forten
SKILL FOCUS: GRAMMAR 10–15 MINUTES
THEME 3: Voices of the Revolution
I see the name Jersey in the first sentence on page 325. The
words dark and forbidding appear right before the name
Jersey, so they are describing words.
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Proper AdjectivesTeach,
Display this sentence: The American ship fought the British vessel. Ask
students what words describe the ship and the vessel. (American,British) Then ask: How are these describing words different from
other adjectives you’ve seen? (Both begin with capital letters.)
Tell students that adjectives beginning with capital letters are called
proper adjectives. Explain that proper adjectives are formed from
proper nouns and refer to particular persons, places, or things.
Practice,
Have students copy this sentence: The African children in Philadelphia
could attend a small Quaker school. Ask them to underline all the
adjectives and then circle the two proper adjectives.
Apply,
Have students add capital letters to all the proper adjectives.
1. Last week we read a scary chinese folktale.
2. My family went to our favorite italian restaurant.
3. My sister owns a book on north american butterflies.
Preview Deborah Sampson:Soldier of the RevolutionWalk students through Deborah Sampson: Soldier of the Revolution and
discuss the illustrations, using phrases and words from the story such
as bound servant, independence, and disguise.
Ask students to discuss how the main character, Deborah, might follow
directions for completing the three chores in order from left to right, as
shown on page 7.
SELECTION 3: James Forten
SKILL FOCUS: GRAMMAR 10–15 MINUTES
Objectives• identify proper adjectives• write proper adjectives correctly
Materials• Leveled Reader: Deborah
Sampson: Soldier of theRevolution
LITERATURE FOCUS: 10–15 MINUTES
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Following DirectionsTeach,
Give each student a simple map of your school. Then give students oral
or written directions for reaching a particular room in your school. Do
not tell them which room they are trying to find. For example, say:
Ask students which room in the school they have just entered. If some
students have entered the wrong room, go over the directions again
until they discover what mistake they have made.
Display a copy of the map on the board and use a Think Aloud to model
the process you would use to follow the directions.
Take students through each step of the directions in order. Then
summarize the rules for following directions.
• Read or listen carefully to all the directions.
• Be sure you understand each step. If you don’t, ask questions.
• If necessary, gather any materials that you need.
• Follow each step in order.
• Finish each step before going on to the next.
Objectives• recognize the importance of fol-
lowing steps in order to completea task or reach a goal
• follow directions step by step
Materials• Anthology: James Forten • Leveled Reader: Deborah
Sampson: Soldier of theRevolution
• eleven white beans and elevenred beans for each pair of students
THEME 3/SELECTION 3: James Forten
SKILL FOCUS: COMPREHENSION 25–30 MINUTES
THEME 3: Voices of the Revolution
When I get directions to do something or to go somewhere,
I need to make sure that I understand all the steps
before I start to follow them. I also know that I must
follow each step in order.
Walk in the front door. Turn left. Go up the stairs.
Turn right. Enter the third door on your left.
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Practice,
Give pairs of students a copy of the gameboard shown on page 333 in
the Social Studies Link for this selection. Also, give each pair eleven
white beans and eleven red beans.
Tell students to read the directions for playing the colonial game “Eleven
Men’s Morris” on page 337. Have students play the game. Be available
to answer any questions students may have about the directions.
Encourage students to discuss any problems they may have had in fol-
lowing the directions for the game, and how they solved the problems.
Apply,
Have students keep track of following directions, with an eye to recog-
nizing the order of steps, in the Leveled Reader selection Deborah
Sampson: Soldier of the Revolution by Lee S. Justice. Ask students to
complete the questions and activity on the Responding page.
Revisit James Forten andDeborah Sampson: Soldier ofthe RevolutionGuide students in identifying activities mentioned in the story for which
they might need to follow directions. (how to complete chores, writein a journal, put on a disguise, memorize a speech) Also, help stu-
dents look for words with the prefixes sub- or sur-.
LITERATURE FOCUS: 10–15 MINUTES
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