Lesson Seed #7 Making a Difference
Text: Give Me Liberty Chapters 31-32
Length: 2 days
Standards
RL.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.5: Explain how a series of chapters, scenes or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
RL.5.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.
W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (For a finer understanding of W2, check supporting standards 1a, 1b, 1c, 1d, and 1e).
W.5.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.
Student Outcomes
1. Students will independently read chapters 31 and 32 of the novel and the song lyrics that precede these two chapters.
2. Students will paraphrase each section of the song lyrics both orally and in writing.
3. Students will determine and explain the main idea of the song.
4. Students will cite text when explaining a literal understanding of the text and when drawing conclusion from the text.
5. Students will draw conclusions about the relationship between the lyrics and the content of the assigned chapters
6. Each cooperative student group will meet to discuss their assigned character/s and add to their note taking organizers based upon new details from chapters 24-30.
Teacher Note
This lesson is an outgrowth of the fully developed lesson plan #2 for chapters 9-12. That lesson can be modified to fit the demands of these chapters. This time students should be able to work more independently with the content than for chapters 9-12
A consideration is vocabulary within the song lyrics. To fully comprehend its intent, students should understand the following: has gone for a soldier, heed, cry my fill, and tear should turn a mill.
Another consideration in teacher prep is that the lyrics of the song and the content of the two chapters are an ironic joining.