ela civil war unit 2

English Language Arts Civil War Unit

Date/Day: Day 1- Introduction to Soldier’s Heart and Literature CirclesStandards: CCSS.ELA-LITERACY.L.8.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CCSS.ELA-LITERACY.SL.8.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.21st Century Learning Goals: Students will work with each other in groups to promote collaboration, communication, and social skills.

Overview: This lesson is designed as an introduction to the unit. This unit will be a collaborative effort between students to take ownership of their own reading and practice responsibility by working as part of a group. EQ: What is historical fiction and how do we use it? Why is it important to cooperate with each other to enhance learning and share ideas? Learning Targets: I can explain what historical fiction is and how we can use it to learn history. I understand what PTSD is and how it affects soldiers. I understand how literature circles work and am prepared to participate in one. Assessment: DGPDiscussions Literature Circle responsibility sheet Exit slip Instruction:

Daily Grammar Practice parts of speech: minnesota was forming a volunteer regiment to go off and fight

Every day, students will complete their DGP in their journals to be checked at the end of the week. Students will be chosen at random to come up to the SmartBoard and make corrections.

Students will then participate in a think-pair-share of the questions: Have you heard of historical fiction before? If yes, what is it? Have you read any historical fiction? If no, what do you think it means?

Students will then explain their experiences with historical fiction with whole-group discussion.

Teacher will provide an overview of the novel including background about Gary Paulsen, PTSD, and the context of the story. Students will take independent notes in their journals.

Next, the teacher will provide an overview of literature circles. Roles will be as follows: 1. Question commander: this role requires students to create questions for the group to

http://www.corestandards.org/ELA-Literacy/SL/8/1/

http://www.corestandards.org/ELA-Literacy/L/8/1/

consider. These should be thoughtful questions that require students to think deeply about the text beyond simple comprehension by asking about big ideas and reactions while reading.

2. Illustrious illustrator: this role will require a student to create an illustration of what they have read. This can be a comic, map, picture, meme, chart, or any preferred form of media to best summarize the readings.

3. Media marvel: this role requires students to find a piece of media to represent the readings. This can be a video, picture, film, song, article, or any other kind of media.

4. Literary illuminator: this student will pick out important passages from the reading and ask group members to read it again and dissect it. The student may pick passages that are important, interesting, funny, or complicated.

5. Summary sleuth: this student will provide a summary of the readings. This can be verbal, written, drawn, made into an infographic, or in any form best seen fit.

Students will be given a “Literature Circle Responsibility Sheet” (attached below) to fill out the roles and will then be sorted into their literature circle groups.

Students will plan their responsibilities for the novel. Students will read the forward of the novel about PTSD. Exit slip: What is historical fiction and why is it useful?

Resources: Literature Circle Responsibility Chart attached in “References” page. Literature Circle roles adapted from Brooke Hardin, Appalachian State UniversityDaily Grammar Practice handout: http://www.okaloosaschools.com/niceville/sites/okaloosaschools.com.niceville/files/users/jacquelineblow/Daily%20Grammar%20Practice%20Student%20Notes.pdf (remove space)

Date/Day: Day 2- Slave lifeStandards: CCSS.ELA-LITERACY.L.8.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CCSS.ELA-LITERACY.RI.8.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.21st Century Learning Goals: Students will use the internet to compose Wordles. Students will be able to synthesis information to communicate and write.

Overview: Students will read an excerpt from various slave narratives. They will learn about life as a slave before emancipation and look at slavery from different perspectives. EQ: What was life like for slaves in America before emancipation? How do stories and narratives allow us to connect to the past? Learning Targets: I can read biographies and interpret meaning from them. I can acknowledge and write from different perspectives. Assessment: DGPDiscussion questionsWordles

http://www.corestandards.org/ELA-Literacy/RI/8/4/


http://www.okaloosaschools.com/niceville/sites/okaloosaschools.com.niceville

Excerpt ReviewsInstruction:

Daily Grammar Practice sentence parts and phrases: minnesota was forming a volunteer regiment to go off and fight

Students will be given a slave narrative to read and annotate. Options: Incidents in the Life of a Slave Girl (first paragraph)

Uncle Tom’s Cabin (all of excerpt) Frederick Douglass slave narrative (chapter 1)

Students will be split into groups based on what they have read. They will discuss the following questions: 1. What was life like for the person? 2. How were they treated? 3. How do you think the Confederates would respond to reading this? The unionists?

Groups will then create a Wordle of words associated with the account. These can be repeated words, significant words, or words/thoughts that came across students as they read and annotated.

Each group will share their Wordle and will compare and contrast their Wordles with other groups. What themes are present? Are there any differences?

Students will then work independently to write a review of the excerpt they have read either from the perspective of a Confederate or Unionist. Consider the North and South’s beliefs and reasons for believing that way.

Resources: Incidents: http://www.learnnc.org/lp/editions/nchist-antebellum/5340 Uncle Tom’s Cabin: http://www.syracusecityschools.com/tfiles/folder836/excerpt_from_uncle_toms_cabin.pdfFrederick Douglass: http://www.learnnc.org/lp/pages/2718

Date/Day: Day 3- Chapters 1 & 2Standards: CCSS.ELA-LITERACY.L.8.1


Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.21st Century Learning Goals:Students will work with each other in groups to promote collaboration, communication, and social skills.

Overview: Students will participate in their first official lit circle meeting to share their work. Students will also discuss their study guide questions to ensure comprehension and understanding. This day will be geared towards making sure that the lit circle groups are organized, productive, and effective. EQ: What inspires people to join the Army? How do our hopes going into something alter our expectations? Learning Targets: I can participate in a group by sharing my views and being responsible for



http://www.learnnc.org/lp/pages/2718

http://www.syracusecityschools.com/tfiles/folder836/excerpt_from_uncle_toms_cabin.pdf

my own work. I can form inferences from text.Assessment: DGPLit circle discussionsLit circle roles Study guide questionsExit slipInstruction:

Daily Grammar Practice sentence type and clauses: minnesota was forming a volunteer regiment to go off and fight

Role groups: Students will get into groups with students who have the same role for this portion of reading. Students will share what work they did with their role.

Students will then get into their lit circle groups and share their findings as well as discuss their answers to the following reading companion questions:

Chapter 11. What was the big news and how were people reacting?2. What event had started the war, and who did Charley feel was in the right? Why?3. How old was Charley? Why did he consider himself a man even if he wasn’t old

enough to technically be considered one?4. Why did Charley decide if he wanted to join the Army, he’d have to walk to Fort

Snelling? Be specific.5. What 3 reasons did Charley give his mother for going to the war?6. Who was Orren, and what had happened to Charley’s father?7. Why didn’t Charley’s mother try and stop him?

Chapter 28. What did Charley receive for a uniform? What does this indicated (say) to you about

the military organization situation? Explain.9. What 4 things did Charley have to agree to before signing his name to enlist? List the

4 things and then write what you believe each means.10. Charley writes to his mom, “We bile the beans and use them for a meal…” (page 8).

Read the paragraph and text around it. Then write what you think Charley means when he writes the word “bile.” Why do you interpret it this way?

11. Write a few (2-3) sentences describing Charley’s training.12. Why didn’t Charley have a lot of confidence in his officers? Do you tend to agree with

him? Why or why not?13. What was Charley’s mother writing, encouraging him to do? Why did Charley almost

follow through with his mother’s request? What stopped him?

Students will begin working on their Soldier’s Heart “scrapbooks” where they will place all of their Soldier’s Heart assignments by designing the cover and placing their Responsibility Sheet inside.

Exit slip: what do you think worked well with the lit circles? What do you think could be improved upon? Did you like working in your lit circle today?

Resources: Soldier’s Heart study guide questions: https://docs.google.com/document/d/1BFvwXP7wDDRAyp95gHvBjY1kEQvXwfI_Q-

https://docs.google.com/document/d/1BFvwXP7wDDRAyp95gHvBjY1kEQvXwfI_Q-4FYouwrQc/edit

4FYouwrQc/edit

Date/Day: Day 4- A House DividedStandards: CCSS.ELA-LITERACY.L.8.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CCSS.ELA-LITERACY.RI.8.9

Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.CCSS.ELA-LITERACY.RI.8.7

Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.21st Century Learning Goals: Students will be able to transform text into another format including art, videos, prezis, inforgraphics, or any other form of expression including technology tools.

Overview: Students will read and analyze Lincoln’s “House Divided” speech. This is one of Lincoln’s most quoted and influential speeches that students have learned about in Social Studies. This class will provide an in-depth analysis of the speech in terms of use of language and metaphors. EQ: Why is the House Divided speech important? How do leaders choose language that portrays authority?Learning Targets: I can read and comprehend political speeches. I can identify metaphors and the importance of language choice. I can explain how different forms of media convey information. Assessment: DGPHouse Divided worksheetA New House Divided activityInstruction:

Daily Grammar Practice punctuation and capitalization: minnesota was forming a volunteer regiment to go off and fight

Students will watch this video about Lincoln’s “House Divided” speech. http://www.history.com/topics/us-presidents/abraham-lincoln/videos/gilder-lehrman-house-divided

Students will then read a small portion of the speech and complete the worksheet attached.

After completing the analysis, students will transform Lincoln’s speech into another format instead of the speech text. This can be a video, a drawing, painting, infographic, object, a poem, a story, a picture book, or any format the student sees fit.

Resources: House Divided worksheet:





https://www.teacherspayteachers.com/Product/Abraham-Lincoln-1858-House-Divided-Speech-610164




Overview: This class session will be dedicated to student lit circles. The groups will be sharing their findings about the novel. EQ: How do the realities of war affect soldiers?Learning Targets: I can be a responsible member of a group and contribute to discussions. I can explain how the Battle of Bull Run was important.I can explain some of the terrors of war. Assessment: DGP Lit circle discussionsLit circle roles Study guide questionsInstruction:

Daily Grammar Practice sentence diagramming: minnesota was forming a volunteer regiment to go off and fight



Chapter 31. What did Charley think about slavery?2. What was the first experience Charley had, seeing a southern woman? Describe it.3. How did Charley’s farm compare to the farms he was seeing on the train ride into the

South?4. What did Charley and Private Swenson think about how difficult the fight against the

Rebels would be based upon the farmers and their families they’d seen from the train? Would you have agreed with Charley?

5. From what you know of history, was it an easy fight like Charley and Private Swenson anticipated?

6. What did a surgeon tell Charley about why he should keep his uniform clean?7. How did Charley compare immoral thinking to an unclean uniform?



Chapter 48. What things did Charley see in his first battle? List at least 5 (with some detail)9. Why do you think Charley did not turn and run, but instead marched back “In Good

Order”? Would you have done that? Why or why not?10. What did Charley do once he was safe in the woods? Why? Does this action cause

you to gain, or lose respect for Charley? Why? Students will place their lit circle activities into their scrapbooks and begin reading the

next section of Soldier’s Heart.

Resources: Soldier’s Heart Study Guide: https://docs.google.com/document/d/1BFvwXP7wDDRAyp95gHvBjY1kEQvXwfI_Q-4FYouwrQc/edit




Overview: This class will again be dedicated to lit circle sharing of chapters 5 and 6. Students will also be introduced to their summative assessment for Soldier’s Heart. EQ: How are our decisions and feelings effected by circumstance? Learning Targets: I can be a responsible member of a group and contribute to discussions.I can choose and complete projects that require higher-level thinking. Assessment: DGP Lit circle discussionsLit circle roles Study guide questionsInstruction:

Daily Grammar Practice sentence type and clauses: it was worth more money than hed ever had more than hed ever seen and he was sorely tempted to spend it all on himself



Chapter 5





1. What were the “fireflies” that Charley saw in the fields? Why didn’t he go out to join them?

2. What did the officers tell Charley to do in the morning? What did he discover about the stream?

3. Although Charley knew if he entered the meadow again in an attempt to cross it, he would join the dead and dying there, why didn’t he run?

4. What did Charley realize about the training he had received?5. Who had Charley noted watched the battle the day before? What does this indicate to

you about their initial opinion about the war?6. When the Sergeant ordered, “Forward!” (page 36 at the top), how do you think you

would have responded if you were in Charley’s situation? Why?7. What was it like for Charley to march through the dead and across the field?8. What did Charley discover he did while marching across the field? Why wasn’t he

embarrassed?Chapter 6

9. Why do you think many thought the Rebels would come and take Washington DC?10. Why do you think Charley did not write home and tell his mother what battle was

really like? Why didn’t he spend all of his money on himself or keep it with him?11. What was “farming”? Why didn’t Union Soldiers feel it was a wrong thing to do?12. What was as deadly to the soldiers as the bullets on the battlefield?13. Why did Charley feel older than Nelson? Why didn’t he try to explain things to

Nelson? (your opinion)14. Why wasn’t Charley intimidated by the Rebel Yell?15. What was the shot that Charley heard? 16. Do you think Charley knew what Nelson was planning? If so why do you think

Charley did what he did? If not, do you think he would do the same thing again for a soldier with a belly wound?

The teacher will provide students with the “Novel Study Choice Board” and explain that these activities will be a part of their scrapbooks. Students must choose one activity from each column (a total of 6) to be due at the end of the unit.

Students will be able to organize their scrapbooks and begin their activities or read the next section of Soldier’s Heart.

Resources: Novel Study Choice Board: https://www.teacherspayteachers.com/Product/Differentiated-Novel-Study-Choice-Boards-Literature-Circles-168033 Soldier’s Heart Study Guide: https://docs.google.com/document/d/1BFvwXP7wDDRAyp95gHvBjY1kEQvXwfI_Q-4FYouwrQc/edit

Date/Day: Day 7- I Am Poem RemixStandards: CCSS.ELA-LITERACY.L.8.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CCSS.ELA-LITERACY.W.8.5

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or

http://www.corestandards.org/ELA-Literacy/W/8/5/




https://www.teacherspayteachers.com/Product/Differentiated-Novel-Study-Choice-Boards-Literature-Circles-168033

https://www.teacherspayteachers.com/Product/Differentiated-Novel-Study-Choice-Boards-Literature-Circles-168033

trying a new approach, focusing on how well purpose and audience have been addressed. CCSS.ELA-LITERACY.W.8.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.21st Century Learning Goals: Students will be able to portray their writing in different mediums including videos. This will require students to use online technological tools to express themselves.

Overview: This activity is designed for students to have an opportunity to be creative and explore poetry. Students will learn how to write from someone else’s perspective EQ: How can we “walk a mile” in other people’s shoes? Why is this important?Learning Targets: I can provide constructive feedback in a respectful manner.I can understand events from different perspectives. Assessment: DGP Peer editing observationsI Am poems Instruction:

Daily Grammar Practice sentence parts and phrases: it was worth more money than hed ever had more than hed ever seen and he was sorely tempted to spend it all on himself

Teacher will present a mini-lesson on “I Am” and two voice poems, providing examples.

Teacher will model how to write an “I Am” poem, using his/her self as a model. Students will be instructed to create their own “I Am” poem from the perspective of

Charley. After filling out the template, students will be grouped into threes to share and peer

edit. Students will then finalize their poems and turn it into an Animoto or other type of

video and share their videos. Resources: I Am poem template: http://ettcweb.lr.k12.nj.us/forms/iampoem.htm




Overview: Students will work in the lit circle groups to discuss chapters 7 and 8 of Soldier’s Heart. They will also have the opportunity to work on and ask questions about their scrapbook




projects. EQ: How do the traumas of war affect our thinking and priorities? Learning Targets: I can be a responsible member of a group and contribute to discussions. I can explain how war requires extreme sacrifice and inhumanity. Assessment: DGP Lit circle discussionsLit circle roles Study guide questions

Instruction: Daily Grammar Practice parts of speech: with the dark the temperature had plummeted

but he didnt feel the cold Students will reflect on their field trip to the nursing home and share experiences in a

whole-class discussion. Students will also have the opportunity to ask any questions about their Living Links projects.


Chapter 71. What did Charley think of General McClellan and what did he think of President

Lincoln?2. What happened to the men from New York who had deserted? Do you agree with this

action? Why or why not?3. There was a rumor about General Grant. What was the rumor? How did President

Lincoln respond to the rumor? Why do you think he responded this way?4. How did the men from the country differ in their habits than the men from the cities?

Why?5. Why didn’t Charley like to talk to people and get to know them?6. Who did Charley trade with and what did he trade? Why did he trade?7. How did Charley know the trading was at an end?

Chapter 88. What did Charley have to do that he hated to help feed the ill soldiers?9. How far did Charley and the men march in one day?10. How did Charley know he was nearing battle, a large engagement?11. Why did it bother Charley to fire on the horses more than at the men upon them?12. After stopping the cavalry, what did Charley’s battalion (600 men) face?13. How did Charley respond to close combat with bayonets?14. Where did Charley go after the combat? Why?15. When Charley removed his coat, what was discovered?16. What was Charley forced to do before he fell asleep near the surgeon’s tent? Why?

Would you have responded differently or the same as Charley? Explain. Students will be able to work on their scrapbooks or read the final section of Soldier’s

Heart. Resources:Soldier’s Heart Study Guide: https://docs.google.com/document/d/1BFvwXP7wDDRAyp95gHvBjY1kEQvXwfI_Q-4FYouwrQc/edit

Date/Day: Day 9- Letters from HomeStandards: CCSS.ELA-LITERACY.L.8.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CCSS.ELA-LITERACY.RI.8.6

Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.CCSS.ELA-LITERACY.RI.8.9

Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.CCSS.ELA-LITERACY.W.8.1

Write arguments to support claims with clear reasons and relevant evidence21st Century Learning Goals: Students will be able to critically think about documents from different perspectives.Students will be able to communicate their ideas by providing evidence.

Overview: Students will read and analyze primary sources from the Civil War in the form of soldiers writing letters to home. This will provide students with more background about the war and another perspective. It is especially important to provide students with documents from Confederate soldiers to counter the Union account of Charley. EQ: Did soldiers on both sides of the war face the same hardships?How do we analyze primary source documents? Learning Targets: I can account for different perspectives. I can compare and contrast primary sources. I can plan argumentative papers with sufficient evidence for claims. Assessment: DGP Graphic organizers OutlinesInstruction:

Daily Grammar Practice punctuation and capitalization and diagramming: it was worth more money than hed ever had more than hed ever seen and he was sorely tempted to spend it all on himself

Students will be given four letters (two from confederate soldiers, two from the Union) and a graphic organizer.

Teacher will model by reading a letter and filling out statements from the letters. Students will complete their graphic organizer to pick out evidence that supports the

statement “Did soldiers on both sides of the war experience the same level of hardship during the American Civil War?”

Students will create an outline of an argumentative paper and write their claim, evidence, and organization.

Exit slip: Do Confederate and Union soldiers face the same struggles? Do they face different struggles?

Resources: Letters and graphic organizer: http://www.civilwar.org/education/teachers/lesson-





plans/civil-war-letters-lesson-plan/letters-lesson-materials.pdf

Date/Day: Day 10- Field trip to nursing home

Service Learning Opportunity: Students will be going on the field trip to the nursing home. This trip serves two purposes. 1. To involve students in the community by having them visit community members who may not get a lot of visitors. They will talk with patients and do activities with them. 2. Since students have been learning about how we preserve and pass on history, they will interview/talk with someone at the nursing home to pass on their history and memories about the world.

Date/Day: Day 11- Service Learning ReflectionStandards: CCSS.ELA-LITERACY.L.8.1


Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.21st Century Learning Goals: Students will work with various types of media to communicate information through their Living Links project.

Overview: On the first day back following the experience at the nursing home, students will reflect, share, and learn about their Living Links assignment. EQ: What did you learn from visiting the nursing home?Learning Targets: I can participate in group discussions and be a responsible member of a group. I can explain how service experiences are beneficial to both me and the community. Assessment: Discussions Exit slipsInstruction:

Students will answer the following questions independently in their journals. 1. Do you think the experience at the nursing home was beneficial? 2. What things did you learn? 3. How did you feel while being with the patients? 4. What kinds of things about history did you learn? 5. What was the most difficult part about interviewing?

Students will then individually share with the class their answer to one of the questions. Teacher will then instruct students about the Living Links project and answer any

questions. Students will have the opportunity to work on their Living Links project and ask the

teacher for questions.



Resources:Living Links project (see Living Links page)



Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.21st Century Learning Goals: Students will work with each other in groups to promote collaboration, communication, and social skills.

Overview: This is the final lit circle group meeting day. Students will be able to share and discuss their findings with classmates to wrap up the book. EQ: How can trauma influence our thoughts and actions?Learning Targets: I can participate in group discussions and be a responsible member of a group. I can explain how traumatic experiences influence our thoughts and actions. Assessment: DGP Lit circle discussionsLit circle roles Study guide questionsInstruction:

Daily Grammar Practice sentence type and clauses: with the dark the temperature had plummeted but he didnt feel the cold



Chapter 91. Where was Charley? What did he note was always the same about every battle he’d

been in?2. Why did Charley tighten his shoe laces? Would you keep your shoe laces tightened, or

walk around with them loose and untied?3. What impressed Charley about the Rebels as they marched across the field toward his

position?4. What happened when Charley, with the rest of the Minnesota Volunteers, charged the

Rebels who’d made it to the Union line?Chapter 10

5. Why wasn’t Charley interested in looking for a wife and starting a family?6. What hinted that Charley was in bad shape and knew he would not probably live long?

Charley was sad in some ways, and glad in some ways. Why do you think he was sad and why do you think he was glad? Explain.



7. What had the army taught Charley about eating, and what he chose to eat?8. What did Charley think about instead of eating when he went on picnics? Why do you

think he considered this?9. Where did Charley get his ball and cap revolver?10. Did Charley follow through with discharging the revolver? Why? Students will be able to work on their scrapbooks or read the final section of Soldier’s

Heart. Resources:Soldier’s Heart Study Guide: https://docs.google.com/document/d/1BFvwXP7wDDRAyp95gHvBjY1kEQvXwfI_Q-4FYouwrQc/edit

Date/Day: Day 13- Gettysburg AddressStandards: CCSS.ELA-LITERACY.L.8.5

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.CCSS.ELA-LITERACY.RI.8.3

Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).21st Century Learning Goals: Students will watch the Lincoln speech reenactment and be able to process information given to them in different mediums.

Overview: This lesson will allow students to dissect the Gettysburg address. Students will read opinions from people who believe that the speech is overrated and those who believe that it deserves its place as one of the greatest speeches of all time. Students have the opportunity to grade Lincoln’s speech and truly interact with the event in history. EQ: What makes a speech great? Why do certain speeches have a profound influence on American society while others are forgotten?Learning Targets: I can explain the characteristics that make a speech effective. I can explain why the Gettysburg Address has had such an impact on society. Assessment: DGP Oral presentation rubrics Class discussionsNarrationInstruction:

Daily Grammar Practice sentence parts and phrases: with the dark the temperature had plummeted but he didnt feel the cold

Teacher will hand out the “oral presentation rubric” and explain it to students. Students will watch the reenactment of Lincoln’s Gettysburg Address and mark on the

rubrics. Students will hold up their scores on whiteboards and those who were on either

extreme will explain why they marked Lincoln’s speech the way they did.





Teacher will explain that not all people thought Lincoln’s speech was one of the greatest of all time. In their journals.

Students will read “A Voice from the Dead” and “Retraction for our 1863 editorial calling Gettysburg Address 'silly remarks.’”

Ask students what they think about the criticisms and defense. Does the “Voice from the Dead” writer have any good points? Do you think it should be considered one of the greatest speeches of all time? Why or why not?

Writing prompt: Imagine that you were in attendance of the Gettysburg Address. Write a narration that includes your reaction to the oratory as well as breaking down what the speech says to you as someone living in during the Civil War

Resources: Gettysburg lesson plan, video, and newspaper resources: http://www.pbs.org/newshour/extra/lessons_plans/the-gettysburg-address-how-history-is-made/

Date/Day: Day 14- Soldiers Heart ReflectionStandards: CCSS.ELA-LITERACY.L.8.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CCSS.ELA-LITERACY.SL.8.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.CCSS.ELA-LITERACY.RL.8.2

Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.21st Century Learning Goals: Students will work with each other in groups to promote collaboration, communication, and social skills.

Overview: This lesson will serve as the summation of our work with Soldier’s Heart. Students will have a short Socratic seminar in which they are in charge of discussion and what they get out of it. Since much of the work with the novel has been with lit circles and student-centered, the Socratic seminar is serving as an ultimate transfer of power from the teacher to the students who have had practice guiding discussions and cooperating through their lit circles. EQ: What is soldier’s heart? What is the cost of war?How do historical fictions give us a glimpse of history? Learning Targets: I can participate in a large group discussion. I can explain the tragic effect that war has on soldiers. Assessment: Socratic seminar discussionsLit circle group evaluationsInstruction:

Daily Grammar Practice punctuation and capitalization: with the dark the temperature had plummeted but he didnt feel the cold

http://www.corestandards.org/ELA-Literacy/RL/8/2/



http://www.pbs.org/newshour/extra/lessons_plans/the-gettysburg-address-how-history-is-made/

http://www.pbs.org/newshour/extra/lessons_plans/the-gettysburg-address-how-history-is-made/

Students will have been given these questions to consider the day before: 1. Although Solder’s Heart is a work of fiction, is it historically accurate?

2. How does the author describe the destruction of Gettysburg? Why do you think he described it that way?

3. What kind of wounds did Charley receive from combat and did they ever heal?4. What finally killed Charley? How old was he at the time of his death?5. Did, in your opinion, Charley have a Soldier’s Heart? Why or why not? Explain.6. Did you like reading this historical fiction? Why or why not? Students will use these questions as a guide for their Socratic seminar. Every student

will be given 5 “talking chips” and must use at least one to ensure that everyone in the class is participating. The class will be split into two to have two different seminars going due to the short number of questions given.

After the short Socratic Seminar, students will have the opportunity to work on their scrapbooks.

Exit slip: students will be handed a peer evaluation form for their lit circle group. Resources: Peer evaluation form (in References page)Soldier’s Heart study guide: https://docs.google.com/document/d/1BFvwXP7wDDRAyp95gHvBjY1kEQvXwfI_Q-4FYouwrQc/edit

Date/Day: Day 15- Living Links presentationsStandards: CCSS.ELA-LITERACY.L.8.1


Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

21st Century Learning Goals: Students will get practice communication with large groups of people. Students will have the option of using technological tools to present their projects.

Overview: On this day, students will share about their Living Links projects. EQ: How can we stay connected to the past? Learning Targets: I can make links between history and living people.I can explain how we preserve and pass on history. Assessment: DGPLiving Links presentationsInstruction:

Daily Grammar Practice diagramming: with the dark the temperature had plummeted but he didnt feel the cold

Students will present their Living Links experiences.

Resources:





ela civil war unit 2

Documents