I just finished reading Monday, June 29, 1863 and Wednesday, July 1, 1863—The First Day. Right now I am a little lost. I have to keep turning back to the Forward where the author, Michael Shaara, wrote a brief biographical sketch of the main leaders at the Battle of Gettysburg. Thank goodness for the forward. I’m amazed at how these men respected and regarded one another, no matter which side they fought for. I’ve never really thought about that because most wars involve another country and so the military leaders have been trained in different places. But during the Civil War, both sides had leaders trained at West Point.
During this part of the reading I’m amazed at how many “I didn’t know that!” moments I have had. For example, I had to look up information on Stonewall Jackson. He was mentioned many times during this part, and I found myself wanting to know more about why the leaders thought of him as a great leader. I wanted to find out the circumstances of his death, also. Jackson was accidentally shot by friendly fire in 1862. He had to have his arm amputated. Several days later, he got pneumonia and died. I know that I have seen a children’s book on Stonewall Jackson in my school’s book room. I’ll have to have my kids read it.
Another thing that I had an “I didn’t know that” moment about was that Taps was written during this war. I’m sure that this is a “duh” for many people, but I didn’t know that. It’s a good thing that I’m going on this tour.
Thursday, June 17, 2010
Friday, May 28, 2010
Marzano Lesson Plan
Utah State Standard:
Fifth Grade Standard IV: Students will understand that the 19th century was a time of incredible change for the United States, including geographic expansion, constitutional crisis, and economic growth.
Objective 2: Assess the geographic, cultural, political, and economic divisions between regions that contributed to the Civil War.
Indicators:
a. Describe the impact of physical geography on the cultures of the northern and southern regions (e.g. industrial resources, agriculture, climate).
b. Compare how cultural and economic differences of the North and South led to tensions.
c. Identify the range of individual responses to the growing political conflicts between the North and South (e.g. states rights advocates, abolitionists, slaveholders, enslaved people).
Objective 3: Evaluate the course of events of the Civil War and its impact both immediate and long-term.
Indicators:
a. Identify the key ideas, events, and leaders of the Civil War using primary sources (e.g. Gettysburg Address, Emancipation Proclamation, news accounts, photographic records, diaries).
Materials:
1. Social studies text
2. Access to encyclopedia (on-line, if possible)
3. 8 in. x 8 in. white paper for the mini poster (1 for each group)
4. Markers, crayons, colored pencils, etc.
Marzano Strategies that will be used:
Reciprocal Teaching
Cooperative Learning
Nonlinguistic Representations
Objectives:
Students will learn about and teach a presentation to the rest of the class a specific cause of the Civil War. Each group will make a mini poster to add to the class bulletin board (See photo below).
Procedure:
1. Write on the board “What caused the Civil War?” Have students take a few moments to discuss their ideas. Then share, writing their ideas under the question. Leave this information on the board so that they can refer to words and phrases written.
2. Review the Reciprocal Teaching (RT) model by having the students open their text books to p. 415 (“Differences Divide North and South”) to follow along as a group of kids model RT. Choose one of the students to be the “teacher.” He/she will decide how much of the page to read and how it will be read. After reading the assignment, the “teacher” will either ask someone to summarize that section or call on a classmate to do so. Then the “teacher” will then ask a question or two that can be answered from what was just read. Then the group will move to the clarifying part of the RT model by asking about words or phrases that were hard to understand. This is the time where the other kids in the group can use their background knowledge to help with understanding. Then the “teacher” will call on someone to predict what will probably read about in the next passage.
3. Break students into cooperative groups and assign them their specific topic and page numbers to be read using the Reciprocal Teaching model. The topics chosen are from our text book:
o The Missouri Compromise
o The Compromise of 1850
o The book Uncle Tom’s Cabin
o Abolitionists
o The Fugitive Slave Law
o The Kansas/Nebraska Act
o The Dred Scott Decision
o John Brown
o South Carolina secedes
o The election of Abraham Lincoln
4. After the reading is complete, each group will write a summary of what was read. This summary will become the dialogue for their presentation given to the class later.
5. They will use their information to design and illustrate a mini poster.
6. Each cooperative group will need to decide how they will teach their information to the rest of the class. They will practice their presentation a few times.
7. Each group will then present to the class. While each group presents, the “audience” will take notes about the causes that led to the Civil War.
8. Use the posters to make a bulletin board to be used throughout the Civil War lessons. This bulletin board will be one that the kids can refer to or add to as they read their Civil War books.
My Evaluation of the Lesson:
This lesson took about 120 minutes (spread over 4 days) to get through. The kids would have loved to spend much more time on making their posters. I really enjoyed the Reciprocal Teaching model. I don’t know why I don’t use it more often. I’ve used it in the past, but it’s just not one of those things I think about as I prepare lessons. It’s a great way to cover material that can be a little more difficult to read because the kids can share their background knowledge with each other. It also allows for struggling students to be a little more at ease as they learn new material. I have a few ELL students who need the extra support. This lesson gave them that support because they were working with their peers. We later added words to our bulletin board to help my ELL students (actually, probably every student) to keep track of the different vocabulary words they would come across in their book clubs.
As the students read and worked on their topic, I found that I needed to guide them a little more with the words and key concepts they needed to teach to the rest of the class. I knew what they would be reading about in their future book clubs. I encouraged them to use the encyclopedia and other reference materials so that they could become experts on their topic.
The students were a little reluctant at the idea of teaching the class, so I had them think of creative ways they could present the material. One group wrote a two-voice poem about secession from the points of view of Jefferson Davis and Abraham Lincoln. This gave me the idea that in the future I might want to use a Venn diagram to have the kids compare two different battles or the flags or the uniforms. Another group just used their written summary, but they tried to read it with a southern accent. We had a great laugh. My students ended up enjoying the presentations.
I had a great time with this lesson. The kids continue to use the bulletin board as they have learned more about the Civil War. It was a great way to launch this unit.
Fifth Grade Standard IV: Students will understand that the 19th century was a time of incredible change for the United States, including geographic expansion, constitutional crisis, and economic growth.
Objective 2: Assess the geographic, cultural, political, and economic divisions between regions that contributed to the Civil War.
Indicators:
a. Describe the impact of physical geography on the cultures of the northern and southern regions (e.g. industrial resources, agriculture, climate).
b. Compare how cultural and economic differences of the North and South led to tensions.
c. Identify the range of individual responses to the growing political conflicts between the North and South (e.g. states rights advocates, abolitionists, slaveholders, enslaved people).
Objective 3: Evaluate the course of events of the Civil War and its impact both immediate and long-term.
Indicators:
a. Identify the key ideas, events, and leaders of the Civil War using primary sources (e.g. Gettysburg Address, Emancipation Proclamation, news accounts, photographic records, diaries).
Materials:
1. Social studies text
2. Access to encyclopedia (on-line, if possible)
3. 8 in. x 8 in. white paper for the mini poster (1 for each group)
4. Markers, crayons, colored pencils, etc.
Marzano Strategies that will be used:
Reciprocal Teaching
Cooperative Learning
Nonlinguistic Representations
Objectives:
Students will learn about and teach a presentation to the rest of the class a specific cause of the Civil War. Each group will make a mini poster to add to the class bulletin board (See photo below).
Procedure:
1. Write on the board “What caused the Civil War?” Have students take a few moments to discuss their ideas. Then share, writing their ideas under the question. Leave this information on the board so that they can refer to words and phrases written.
2. Review the Reciprocal Teaching (RT) model by having the students open their text books to p. 415 (“Differences Divide North and South”) to follow along as a group of kids model RT. Choose one of the students to be the “teacher.” He/she will decide how much of the page to read and how it will be read. After reading the assignment, the “teacher” will either ask someone to summarize that section or call on a classmate to do so. Then the “teacher” will then ask a question or two that can be answered from what was just read. Then the group will move to the clarifying part of the RT model by asking about words or phrases that were hard to understand. This is the time where the other kids in the group can use their background knowledge to help with understanding. Then the “teacher” will call on someone to predict what will probably read about in the next passage.
3. Break students into cooperative groups and assign them their specific topic and page numbers to be read using the Reciprocal Teaching model. The topics chosen are from our text book:
o The Missouri Compromise
o The Compromise of 1850
o The book Uncle Tom’s Cabin
o Abolitionists
o The Fugitive Slave Law
o The Kansas/Nebraska Act
o The Dred Scott Decision
o John Brown
o South Carolina secedes
o The election of Abraham Lincoln
4. After the reading is complete, each group will write a summary of what was read. This summary will become the dialogue for their presentation given to the class later.
5. They will use their information to design and illustrate a mini poster.
6. Each cooperative group will need to decide how they will teach their information to the rest of the class. They will practice their presentation a few times.
7. Each group will then present to the class. While each group presents, the “audience” will take notes about the causes that led to the Civil War.
8. Use the posters to make a bulletin board to be used throughout the Civil War lessons. This bulletin board will be one that the kids can refer to or add to as they read their Civil War books.
My Evaluation of the Lesson:
This lesson took about 120 minutes (spread over 4 days) to get through. The kids would have loved to spend much more time on making their posters. I really enjoyed the Reciprocal Teaching model. I don’t know why I don’t use it more often. I’ve used it in the past, but it’s just not one of those things I think about as I prepare lessons. It’s a great way to cover material that can be a little more difficult to read because the kids can share their background knowledge with each other. It also allows for struggling students to be a little more at ease as they learn new material. I have a few ELL students who need the extra support. This lesson gave them that support because they were working with their peers. We later added words to our bulletin board to help my ELL students (actually, probably every student) to keep track of the different vocabulary words they would come across in their book clubs.
As the students read and worked on their topic, I found that I needed to guide them a little more with the words and key concepts they needed to teach to the rest of the class. I knew what they would be reading about in their future book clubs. I encouraged them to use the encyclopedia and other reference materials so that they could become experts on their topic.
The students were a little reluctant at the idea of teaching the class, so I had them think of creative ways they could present the material. One group wrote a two-voice poem about secession from the points of view of Jefferson Davis and Abraham Lincoln. This gave me the idea that in the future I might want to use a Venn diagram to have the kids compare two different battles or the flags or the uniforms. Another group just used their written summary, but they tried to read it with a southern accent. We had a great laugh. My students ended up enjoying the presentations.
I had a great time with this lesson. The kids continue to use the bulletin board as they have learned more about the Civil War. It was a great way to launch this unit.
Saturday, April 3, 2010
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