Language Arts Unit: Patriotism
Literature Core Text:
Language Arts textbook,
Expeditions, Houghton
Mifflin
Supporting Texts:
Selected Biographies
Selected Interview scripts
Selected Poems
Play
Reading Literature
Standards:
RL 6: Describe how a
narrator’s or speaker’s point
of view influences how
events are described.
RL 7: Analyze how visual
and multimedia elements
contribute to the meaning,
tone, or beauty of a text (e.g.,
graphic novel, multimedia
presentation of fiction,
folktale, myth, poem).
RL 9: Compare and contrast
stories in the same genre
(e.g., mysteries and
adventure stories) on their
approaches to similar themes
and topics.
Timeframe: 9 weeks
Grade: 5
Informational Core Text:
Social Studies textbook, Making A New
Nation by Macmillan/McGraw Hill.
Materials:
Student notebook (spiral, composition book, or stapled pages)
Chart paper or butcher paper
Markers
Construction paper
Reading Informational Text Standards:
RI 6: Analyze multiple accounts of the same
event or topic, noting important similarities
and differences in the point of view they
represent.
RI 7: Draw on information from multiple print
or digital sources, demonstrating the ability to
locate an answer to a question quickly or to
solve a problem efficiently.
RI 8: Explain how an author uses reasons and
evidence to support particular points in a text,
identifying which reasons and evidence
support which point(s).
RI 9: Integrate information from several texts
on the same topic in order to write or speak
about the subject knowledgeably.
Writing Standards:
W 2: Write informative/explanatory texts to
examine a topic and convey ideas and
information clearly.
a. Introduce a topic clearly, provide a
general observation and focus, and
group related information logically;
include formatting (e.g., headings),
illustrations, and multimedia when
useful to aiding comprehension.
b. Develop the topic with facts, definitions,
concrete details, quotations, or other
information and examples related to the
topic.
c. Link ideas within and across categories
of information using words, phrases, and
clauses (e.g., in contrast, especially).
d. Use precise language and domainspecific vocabulary to inform about or
explain the topic.
e. Provide a concluding statement or
section related to the information or
explanation presented.
W 9: Draw evidence from literary or
informational texts to support analysis,
reflection and research.
Supporting Standards:
RL 3, 4, 5
RI 4, 5, 8, 9
W 4,5,6,7,8
L 4, 5
SL 1, 2, 3
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Language Arts Unit: Patriotism
Timeframe: 9 weeks
Grade: 5
Essential Questions:
RL 6: How does a narrator’s or speaker’s point of view influences how events are described?
RL7: How can a reader’s understanding of a text be affected by visual and multimedia elements?
RL 9: Why does a reader compare and contrast the themes or topics of the same genre?
RI 6: Why do eye witnesses have different accounts of the same event?
RI 7: How do readers use multiple sources to answer a question or solve a problem? What types of sources can a reader use to find
information?
RI 8: How does an author use reasons and evidence to make a point? How does a reader determine which reasons and evidence support which
point(s)?
RI 9: How does a reader synthesize information from multiple sources to present information in a written or oral format?
W 2: How do writers explain a topic and convey ideas and information clearly?
W9: How do writers synthesize information from both literature and informational text into a piece of writing?
Summative Unit Assessment:
Choose two people (either two individuals from the informational text or two characters from literature) that we have read about. Develop a
compare and contrast graphic organizer. Write a multi-paragraph informative text to demonstrate their similarities and differences. Use text
evidence to support your response. This writing piece should be a multi-paragraph essay. RI 1, RI 2, RI 3, RI 6, RI 7 (or RL 1, RL 2, RL 3,
RL 6, RL 7) W 2, and W 9
The following Appendix and other teacher resources are also provided to support the planning of this unit:
 Appendix – Unit 3 Teaching Resources (e.g. picture and samples/examples specific to this unit)
 Unit 3 Student Material
 5th grade ELA Teaching Resources (e.g. sample graphic organizers, discussion stems; applicable for all ELA units)
 5th grade ELA CC Rubrics (applicable for all ELA units)
Key Information about this Unit:
The overarching theme of this unit is “Patriotism” in the context of the War of Independence. Students will reading a variety of genres
including informational text from the social studies textbook, biographies, interview scripts, historical fiction short stories, a play, poems, and
songs. Students will also be watching and listening to a variety of multi-media sources.
This unit has been broken into 3 blocks of instruction. Weeks 1 through 3 provide the foundation to understand the historical context of the War
of Independence. During weeks 4 through 6, students will be reading about individuals from the Revolutionary War Era. During weeks 7 and
8, students will be reading historical fiction short stories.
Prior to each block of instruction, there are specific Planning Information sections to read. Please refer to these for specific teaching
information that pertains to that specific block of instruction. The discussions and tasks for each block of instruction can be completed whole
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Language Arts Unit: Patriotism
Timeframe: 9 weeks
Grade: 5
group, small group, or individually. Accordingly, your team will need to collaboratively plan based on the needs of your students for these
discussions and tasks. Some of the tasks include creating graphic organizers. Samples of specific graphic organizers, in addition to a list of
websites with graphic organizers, are in the Appendix and ELA Teaching Resources. Instead of making copies of the graphic organizers,
students can create them in their student notebooks. At the end of each block of instruction, a CFA has been provided. The vocabulary words
listed are recommended vocabulary words; there are no specific tasks provided for these.
The unit lends itself to each student having a notebook (this can be stapled pages or a composition book) divided into sections. Before
beginning the unit, each grade level team should collaboratively decide how they want students to keep their work organized within their
notebooks as they will need to use all of the documents they complete along the way to help them do their final summative writing assignment.
For this notebook, students should be applying AVID strategies when taking notes (e.g. 2 column notes, 3 column notes), as applicable.
Possible sections include, but not limited to:
 graphic organizers/notes from informational text including social studies textbook, the play, biographies, and interview scripts
 graphic organizers/notes/charts from short stories and poetry
 graphic organizers/notes/charts from video clips
 point of view charts
 writing
Planning Consideration
Part B of Speaking and Listening Standard 4 is “Memorize and recite a poem or section of a speech or historical document using rate,
expression, and gestures appropriate to the selection.” In this unit, there are many opportunities for students to be engaged in this activity. In
addition to the poems included in this unit, you may want to consider other documents and speeches such as the a portion of the Declaration of
Independence (pp. R26-31 in Social Studies (SS) textbook), Preamble to the Constitution (p. R32 in SS textbook), the Bill of Rights (pp. R4546 in SS textbook), or a speech by Patrick Henry (p. 371 in SS textbook) just to name a few.
Text Structure RI 5
Based on the needs of your students, you may need to review the different types of text structure within informational text [i.e. chronological
(sequential), compare and contrast, cause and effect, problem and solution, description (main idea and detail)] RI 5. The following article
provides information about the different types of text structure: http://www.readingrockets.org/article/52251. You may want to use the
following powerpoint to review the different types of text structure for your students:
http://www.slideshare.net/joannebresnan/textstructurepowerpoint. It is long, but provides a thorough presentation of the different types of text
structure. Please preview it first, you may choose to only use part of it.
The two types of text structure primarily used in the informational text for this unit are chronological (sequential) and cause and effect.
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Language Arts Unit: Patriotism
Timeframe: 9 weeks
Grade: 5
Multiple Accounts RI 6
Based on the needs of your students, you may need to review how multiple accounts of different points of view influence how events are
described. RI 6 The following website is provided as a resource:
 http://www.sharemylesson.com/teaching-resource/Analyze-multiple-points-of-view-50021749/
Your team will need to collaboratively plan how to teach this concept based on the needs of your students.
Figurative Language and Elements of Poetry RL 2, RL 4, RL 6
While reading the poetry, students will be looking for various examples of figurative language to discuss. Based on the needs of your students,
you may need to review elements of poetry (available in the 5th grade ELA Teaching Resources). You may also want to use the Figurative
Language Powerpoint to review the terms. (available on PSD 5th grade Common Core ELA webpage)
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Language Arts Unit: Patriotism
Timeframe: 9 weeks
Grade: 5
Writing W 2
The focus for this unit is informative writing. Students will be engaged in various writing tasks to explain the causes and effects of the War of
Independence and to compare and contrast individuals from this era.
There are three strategies to choose from when organizing comparison and contrast papers:
1. Whole-to-Whole, or Block
2. Similarities-to-Differences
3. Point-by-Point
The following two lesson plans are provided to assist you in teaching compare and contrast essay writing:
 Lesson Plan: Teaching the Compare and Contrast Essay through Modeling from ReadWriteThink at
http://www.readwritethink.org/classroom-resources/lesson-plans/teaching-compare-contrast-essay-275.html
o Use the Compare and Contrast Guide from ReadWriteThink with this lesson at
http://www.readwritethink.org/files/resources/interactives/compcontrast/
o Web-based interactive Compare and Contrast Maps from ReadWriteThink can be used with this lesson at
http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html
 Lesson Plan: Teaching The Compare/Contrast Essay at http://www.tnellen.com/cybereng/rubric/c&c.htm
Additional graphic organizers and resources are also provided. (See Appendix, 5th grade ELA Teaching Resources, and 5th grade ELA CC
Rubrics). Accordingly, your team will need to collaboratively plan based on the needs of your students. Some prompts are provided throughout
the unit; however, all the elements of informative writing need to be taught.
1. Show a rubric to articulate expectations.
2. Teach how to write an introductory paragraph
3. Teach how informative pieces are organized with facts, definitions, concrete details, quotations, or other examples related to the topic.
4. Teach how to use a graphic organizer to organize information.
5. Teach how to use headings, illustrations, and multimedia when useful in aiding comprehension.
6. Teach how to use transitional words.
7. Teach how to write a conclusion.
Additional resources and extension activities can be found in the Appendix.
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Language Arts Unit: Patriotism
Timeframe: 9 weeks
Grade: 5
Weeks 1, 2, and 3
Learning Targets:
RL 6: Students will provide evidence to identify the point of view.
RI 6: Given multiple accounts of the same event or topic, students will use a
graphic organizer to chart the point of view determined by the textual evidence.
RI 7: Given multiple sources of information (visual, oral, or quantitative), students
will use the information gained from those sources to answer questions or solve
problems.
RI 8: Through oral discussions, students will chart the points an author is making.
Through oral discussions, students will chart which reasons and evidence the author
uses to make which points.
RI 9: Using textual evidence, students will participate in a discussion about
information gained from several texts on the same topic.
W 2: Students will write a multi-paragraph informative/explanatory essay which
introduces a topic clearly, then provides a general observation and focus.
W 9: Students will apply their knowledge (from graphic organizers, charts,
discussions) of RI standards to the writing of short answers, paragraph, and/or multiparagraph essays.
Standards:
RL 6: Describe how a narrator’s or speaker’s point of view influences how events
are described.
RI 6: Analyze multiple accounts of the same event or topic, noting important
similarities and differences in the point of view they represent.
RI 7: Draw on information from multiple print or digital sources, demonstrating the
ability to locate an answer to a question quickly or to solve a problem efficiently.
RI 8: Explain how an author uses reasons and evidence to support particular points
in a text, identifying which reasons and evidence support which point(s).
RI 9: Integrate information from several texts on the same topic in order to write or
speak about the subject knowledgeably.
W 2: Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group
related information logically; include formatting (e.g., headings),
illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases,
and clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or
explain the topic.
e. Provide a concluding statement or section related to the information or
explanation presented.
W 9: Draw evidence from literary or informational texts to support analysis,
reflection and research.
Planning Information for Weeks 1, 2, and 3
The first three weeks of the unit focus on informational text using the social studies textbook as well as, related poetry and a play. The goal is
to master informational text reading standards. In addition, this informational text provides the foundation needed to understand the historical
context of the Revolutionary War Era, and specifically the events leading to the War of Independence.
During this section of the unit, students will be analyzing the relationship and viewpoints of people and events through various tasks. These
tasks include discussions, creating graphic organizers, and taking notes. These tasks will need to be completed through modeling, guided
practice, small groups, and individually. These tasks should be recorded in their student notebook. For this notebook, students should be
applying AVID strategies as applicable. In addition, students should have an opportunity to read silently/independently, in literature circles,
and/or whole group. Accordingly, your team will need to collaboratively plan based on the needs of your students.
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Language Arts Unit: Patriotism
Timeframe: 9 weeks
Grade: 5
From this analysis, students will be engaged in various writing tasks to explain the causes and effects of the War of Independence. Various
graphic organizers and resources are provided. (See Appendix, 5th grade ELA Teaching Resources, and 5th grade ELA CC Rubrics)
Optional Activity: King’s Candy Game (See Appendix for lesson plan)
 This game will support students in their understanding of the relationship between the English government and the colonists after the
French and Indian War.
Text and Supplemental Material
 Social Studies textbook - Chapter 11: The Colonist Rebel
 Video: Liberty Kids. (2012). Liberty Kids # 1: The Boston Tea Party. Retrieved at http://www.youtube.com/watch?v=32eKEg65pQs
 Video: Liberty Kids. (2012). Liberty Kids # 6: The Shot Heard Round the World. Retrieved at
http://www.youtube.com/watch?v=PxtQXUnOdVA
 Video: Liberty Kids. (2012). Liberty Kids # 13: The First Fourth of July. Retrieved at www.youtube.com/watch?v=eccgj5u_Ydc
 Video documentary of Paul Revere’s Ride:
o Archiving Early America. (n.d.). Paul Revere, Messenger of the Revolution. Retrieved from
http://www.earlyamerica.com/paul_revere.htm
 Poem: “Boston Tea Party” by Paul Perro (See Appendix for copy; students have a copy in their student material book)
 Play: “1770 The Boston Massacre”
o Murphy, D. (n.d.). 1770 The Boston Massacre. Read-Aloud Plays: Revolutionary War. Scholastic Teaching Resources.
Retrieved from
http://printables.scholastic.com/printables/detail/?id=32329&query=Boston+Massacre&N=0&Ntk=printables_minibooks&Ntt=
Boston+Massacre&_fq=fff&No=0&spellcheck=false
Additional resources and extension activities can be found in the Appendix.
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Language Arts Unit: Patriotism
Timeframe: 9 weeks
Grade: 5
Weeks 1, 2, and 3
Unit Introduction
Tasks
 Quick write: How does your family celebrate the Fourth of July? or Why do we celebrate the Fourth of July?
o Discuss students responses

Theme Development(use this activity or one of your own choosing to introduce the theme)
o Divide students into groups of 5–6 and give each a large sheet of paper and markers. Post pictures of PATRIOTISM (see
Appendix) for students to get ideas. Ask the participants to brainstorm examples of PATRIOTISM Give them plenty of time and
don’t worry about silences.
o After sufficient time to think and write, ask the students to look at their lists and see if there are ways they can group their
examples.
o Next, have them label each group.
o Post the labeled groups. Have each group of students share results, allowing them time to explain their reasoning. Teacher charts.
o Ask, “Based on our list, the groups we’ve created, what can you conclude about PATRIOTISM?” Allow students time to come up
with generalizations about PATRIOTISM.
o As a class, find some common generalizations.

Theme Scavenger Hunt
o Building an awareness of the theme is a prerequisite to studying it. Have students bring in pictures, models, quotes, stories,
anecdotes, things that make them think of PATRIOTISM. Post them on a bulletin board. Discuss the why.
 Define patriotism as love of country and willingness to sacrifice for it.
Pre-reading
 Informational Text Features Review (this should done prior to reading informational text and continued throughout the unit)
o How are text features useful in comprehension? RI 7
 Informational Text Structure Review (this should done prior to reading informational text and continued throughout the unit)
o How is the text organized? [i.e. chronological (sequential), compare and contrast, cause and effect, problem and solution,
description (main idea and detail)] Why? How is the organization useful in comprehension? RI 5
 Review how multiple accounts of different points of view influence how events are described (this should done prior to reading
informational text in the Social Studies textbook and continued throughout the unit) RI 6
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Language Arts Unit: Patriotism
Timeframe: 9 weeks
Grade: 5
Begin to Read Informational Text
Read from Social Studies textbook, Making a New Nation
Chapter 11: The Colonist Rebel (begins on p. 358)
Lesson 1: The Colonists Protest British Rule (pp. 360-364)
Vocabulary: boycott, repeal, petition
Discussion Questions
Students must provide evidence from the text and when drawing inferences to support their ideas.

Why did the British government want to tax the colonists?

How did the French and Indian War lead to the American Revolution?

Who are the Tories?

Who were the Sons of Liberty?

Why would colonists not buy cheaper British tea?

What was the purpose of the First Continental Congress?
Tasks

Read Lesson 1 – pp. 358-364
o Continue to create a timeline of the specific events made in the text. (This timeline was started in the Trust unit)
o Create a graphic organizer to show causes and effects of the events (i.e. show the causes that led to the disagreements between
the American colonists and Great Britain and effects of these disagreements). Quote details from the text (explicitly and when
drawing inferences). (See Appendix for sample graphic organizer showing cause and effect) RI 1 and RI 3

Optional Activity: King’s Candy Game (See Appendix for lesson plan)

Read Play: “1770 The Boston Massacre” RI 7
 Discussion Questions:
 How does what you learned from reading the play compare (or contrast) to reading the textbook?
 What advantages do you see from reading the play compared to reading the textbook?
 How are the events leading to the Boston Massacre described in the play?
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Language Arts Unit: Patriotism

Timeframe: 9 weeks
Grade: 5
Watch video: “Liberty Kids # 1: The Boston Tea Party at http://www.youtube.com/watch?v=32eKEg65pQs (21 minute video) RL 6
and RI 7
 Discussion Questions:
 How does what you learned from reading the text compare (or contrast) to watching the video?
 What advantages do you see from watching the video compared to reading the textbook?
 How are the causes of the Boston Tea Party described in the video?
 Tasks
 Discuss the differing points of view of the characters in the video. [Sarah Phillips (daughter of retired English
general), James Hiller (newspaper apprentice), Moses (African American friend of James), and Henri (French
Orphan)]
 Begin to chart the point of view of each character with evidence from the video. (See Sample in Appendix)
o Divide the class into groups or partners.
 Using both the textbook and the video, create a graphic organizer to show the events (causes) that led to the Boston Tea
Party. RI 7 and RI 9
o Writing Prompt: What were the causes of the Boston Tea Party (or the effects of the Boston Massacre)? Use evidence from the
textbook and from the video (or play) to support your response. Based on the needs of your students, use this writing prompt as
a model or guided practice. Provide additional scaffolds as needed. This writing piece should be at minimum three paragraphs.
RI 1, RI 3, W 2 and W 9

Read Poem: “Boston Tea Party” by Paul Perro (See Appendix for copy; students have a copy in their student material book)
 Re-read and summarize each stanza RL5
 Identify the speaker, the audience, and the setting.
 Analyze the poem for use of figurative language and elements of poetry (e.g. similes, metaphors, imagery, symbols, tone,
rhyme scheme). RL 4 and RL 5
 Analyze the poem using the following discussion questions. RL 2, RL 3, and RL 6
 How does speaker feel about the topic?
 How is the speaker’s point of view illustrated through the poem?
 How do the elements chosen by the poet influence the reader’s interpretation?
 How does the poet use techniques/elements of poetry to suggest themes and lessons to his or her readers?
 How does this poem relate to the informational text?
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Language Arts Unit: Patriotism
Timeframe: 9 weeks
Grade: 5
Lesson 2: The Revolution Begins (pp. 368-375)
Vocabulary: militia, ammunition
Discussion Questions
Students must provide evidence from the text and when drawing inferences to support their ideas.

What was the result of British troops being sent to Lexington and Concord?

Why did Patrick Henry want Virginia to form a militia?

Why did Ethan Allen decide to attack Fort Ticonderoga?

Why did both sides want to control the hills around Boston?

Why did the battle of Bunker Hill feel like a victory to some colonists?
Tasks

Read Lesson 2 - pp. 368-375
o Create a graphic organizer to show causes and effects of the events (i.e. describe the causes that led to the battles of Lexington,
Concord, and Bunker Hill and the effects of those battles). Quote details from the text (explicitly and when drawing inferences).
RI 1 and RI 3

Watch video documentary of Paul Revere’s Ride, “Paul Revere, Messenger of the Revolution” at Archiving Early America at
http://www.earlyamerica.com/paul_revere.htm. The 2 minute video follows the events that occurred during Paul Revere’s Ride. RI 7
 Discussion Questions:
 How does what you learned from reading the text compare (or contrast) to watching the documentary?
 What advantages do you see from watching the documentary compared to reading the textbook?

Watch video: “Liberty Kids # 6: The Shot Heard Round the World at http://www.youtube.com/watch?v=PxtQXUnOdVA
(21 minute video) RL 6 and RL 7
 Discussion Questions:
 How does what you learned from reading the text compare (or contrast) do watching the video?
 What advantages do you see from watching the video compared to reading the textbook?
 What are the causes of the battle as described in the video?
 Tasks
 Discuss the differing points of view of the characters in the video. [Sarah Phillips (daughter of retired English
general), James Hiller (newspaper apprentice)]
 Continue to chart the point of view of each character with evidence from the video.
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Language Arts Unit: Patriotism
Timeframe: 9 weeks
Grade: 5
o Writing Prompt: What were the causes of the battles of Lexington, Concord, and Bunker Hill? Use evidence from the textbook
and from the videos to support your response. Based on the needs of your students, use this writing prompt as guided practice or
independent practice. Provide additional scaffolds as needed. This writing piece should be at minimum three paragraphs. RI 1,
RI 3, W 2 and W 9
Lesson 3: The Declaration of Independence (pp. 378-383)
Discussion Questions
Students must provide evidence from the text and when drawing inferences to support their ideas.

What was the Olive Branch Petition and what was the result?

Why do you think many of the colonists were slow to support the idea of independence from Great Britain?

Why did John Adams not like the charge that King George was a tyrant?

What risks did the signers of the Declaration of Independence face if the British captured them?

What was the importance of the Declaration of Independence?
Tasks

Read Lesson 3 - pp. 378-383
o Create a graphic organizer to show causes and effects of the events (i.e. describe the events leading to the Signing of the
Declaration of Independence and the effects of the Signing of the Declaration of Independence). Quote details from the text
(explicitly and when drawing inferences). RI 1 and RI 3

Watch video: “Liberty Kids # 13: The First Fourth of July at www.youtube.com/watch?v=eccgj5u_Ydc
(21 minute video) RL 6 and RL 7
 Discussion Questions:
 How does what you learned from reading the text compare (or contrast) to watching the video?
 What advantages do you see from watching the video compared to reading the textbook?
 How was the wording of the Declaration of Independence described in the video?
 Tasks
 Discuss the differing points of view of the characters in the video. [Sarah Phillips (daughter of retired English
general), James Hiller (newspaper apprentice)]
 Continue to chart the point of view of each character with evidence from the video.
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Language Arts Unit: Patriotism
Timeframe: 9 weeks
Grade: 5
CFA
Using the information gathered from all completed graphic organizers, notes, timelines, charts, and class discussions, write a multi-paragraph
essay to describe the events that led to the Signing of the Declaration of Independence (e.g. the Stamp Act, the Boston Massacre, Boston Tea
Party). Use text evidence to support your response. RI 1, RI 3, RI 9, W2, and W 9
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Language Arts Unit: Patriotism
Timeframe: 9 weeks
Grade: 5
Weeks 4, 5 and 6
Learning Targets:
RL 6: Students will provide evidence to identify the point of view.
RI 6: Given multiple accounts of the same event or topic, students will use a graphic
organizer to chart the point of view determined by the textual evidence.
RI 7: Given multiple sources of information (visual, oral, or quantitative), students will
use the information gained from those sources to answer questions or solve problems.
RI 8: Through oral discussions, students will chart the points an author is making.
Through oral discussions, students will chart which reasons and evidence the author uses to
make which points.
RI 9: Using textual evidence, students will participate in a discussion about information
gained from several texts on the same topic.
W 2: Students will write a multi-paragraph informative/explanatory essay which
introduces a topic clearly, then provides a general observation and focus.
W 9: Students will apply their knowledge (from graphic organizers, charts, discussions) of
RI standards to the writing of short answers, paragraph, and/or multi-paragraph essays.
Standards:
RL 6: Describe how a narrator’s or speaker’s point of view influences how
events are described.
RI 6: Analyze multiple accounts of the same event or topic, noting important
similarities and differences in the point of view they represent.
RI 7: Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question quickly or to solve
a problem efficiently.
RI 8. Explain how an author uses reasons and evidence to support particular
points in a text, identifying which reasons and evidence support which
point(s).
RI 9. Integrate information from several texts on the same topic in order to
write or speak about the subject knowledgeably.
W 2: Write informative/explanatory texts to examine a topic and convey
ideas and information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and
group related information logically; include formatting (e.g.,
headings), illustrations, and multimedia when useful to aiding
comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations,
or other information and examples related to the topic.
c. Link ideas within and across categories of information using words,
phrases, and clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about
or explain the topic.
e. Provide a concluding statement or section related to the information or
explanation presented.
W 9: Draw evidence from literary or informational texts to support analysis,
reflection and research.
Planning Information for Weeks 4, 5, and 6:
Weeks 4, 5, and 6 focus specifically on informational text of individuals using biographies and interview scripts as well as poetry. Over the
course of these three weeks, biographical texts deliver the War of Independence from the perspective of the Northern, Middle, and Southern
colonies, from three different social classes, and from both sides of the conflict. Interview scripts with audio of selected individuals with
differing perspectives on the conflict will also be used. (The interview scripts are interpretations from the people of Colonial Williamsburg
sharing their thoughts by interpreting the thoughts of people of yesterday.)
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Revised 12/2/2014 at 4:00 pm
Language Arts Unit: Patriotism
Timeframe: 9 weeks
Grade: 5
During this section of the unit, students will be analyzing the relationship and viewpoints of people of the Revolutionary War Era through
various tasks. These tasks include discussions, creating graphic organizers, and taking notes. These tasks will need to be completed through
modeling, guided practice, small groups, and individually. These tasks should be recorded in their student notebook. For this notebook,
students should be applying AVID strategies as applicable. In addition, students should have an opportunity to read silently/independently, in
literature circles, and/or whole group. Accordingly, your team will need to collaboratively plan based on the needs of your students.
From this analysis, students will be engaged in various informative writing tasks to compare and contrast individuals from this era. Various
graphic organizers and resources are provided. (See Appendix, 5th grade ELA Teaching Resources, and 5th grade ELA CC Rubrics) Lesson
plans were also provided above in the “Key Information about this Unit” section of this document.
Optional Activities
 A Colonial Three-Cornered Hat
o Create a Colonial Three-Cornered hat (See Appendix for directions on how to construct, copy of pattern, and sample).
o Have students choose three individuals with same view on the War of Independence.
o Students write a paragraph explaining the individuals’ view on the War of Independence.
 Pop-up Book
o Create a Pop-up Book (See Appendix for directions on how to construct).
o Have students choose three individuals with same view on the War of Independence.
o Students write a paragraph explaining the individuals’ view on the War of Independence.
Text and Supplemental Material
 HM Anthology: “James Forten: Now is Your Turn” (Student text pp. 313-327)
 Article: Biographical Sketch of James Forten (See Appendix for copy; students have a copy in their student material book)
o Gilbert, R. (n.d.). James Forten. Retrieved at http://pabook.libraries.psu.edu/palitmap/bios/forten_james.html
 Article: Excerpt from the Biography of John Randolph (See Appendix for copy; students have a copy in their student material book)
o Colonial Williamsburg. (n.d.). John Randolph, “the Tory.” Retrieved at
http://www.history.org/Almanack/people/bios/bioratjr.cfm?expand=y#article
 Article: “Abigail Adams : A Formidable First Lady” (See Appendix for copy; students have a copy in their student material book)
 Interview script of John Randolph (See Appendix for copy; students have a copy in their student material book)
o Colonial Williamsburg. (n.d.). John Randolph. Retrieved at http://www.history.org/experience/thoughtsonwar/jrandolph.cfm
 Interview script of Betty Randolph (See Appendix for copy; students have a copy in their student material book)
o Colonial Williamsburg. (n.d.). Betty Randolph. Retrieved at http://www.history.org/experience/thoughtsonwar/betty.cfm
 Interview script of Peachie Purdy (See Appendix for copy; students have a copy in their student material book)
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Revised 12/2/2014 at 4:00 pm
Language Arts Unit: Patriotism
Timeframe: 9 weeks
Grade: 5
o Colonial Williamsburg. (n.d.). Peachie Purdy. Retrieved at http://www.history.org/experience/thoughtsonwar/peachy.cfm
 Interview script of Anne Christian (See Appendix for copy; students have a copy in their student material book)
o Colonial Williamsburg. (n.d.). Anne Christian. Retrieved at http://www.history.org/experience/thoughtsonwar/anne.cfm
 Interview script of Peter Southall (See Appendix for copy; students have a copy in their student material book)
o Colonial Williamsburg. (n.d.). Peter Southall. Retrieved at http://www.history.org/experience/thoughtsonwar/peter.cfm
 Interview script of Robert Evans (See Appendix for copy; students have a copy in their student material book)
o Colonial Williamsburg. (n.d.). Robert Evans. Retrieved at http://www.history.org/experience/thoughtsonwar/rhodeisland.cfm
 Video documentary of Abigail Adams
o Bio. True Story. (n.d.). Abigail Adams. Access at http://www.biography.com/people/abigail-adams-9175670
 Poem: “The Statue of Liberty” by Paul Perro (See Appendix for copy; students have a copy in their student material book)
 Poem: “Yankee Doodle Dandy” (See Appendix for copy; students have a copy in their student material book)
 Optional Background Information: Read Music Link: “Yankee Doodle” (HMR Student pp. 282-285)
 Song: “Yankee Doodle Dandy” Access at http://www.loc.gov/jukebox/search/results?q=yankee%20doodle
 Poem: “The Star Spangled Banner” by Francis Scott Key (See Appendix for copy; students have a copy in their student material book)
 Optional Background Information: Refer to “Key Pens Star-Spangled” Retrieved at http://www.history.com/this-day-in-history/keypens-star-spangled-banner
 Song: “The Star Spangled Banner” Access at http://www.loc.gov/jukebox/search/results?q=Star%20spangled%20banner
Biographical Information of Individuals
 James Forten presents the War of Independence from the aspect of a free black man in Pennsylvania. The need for freedom was an
everyday reality for him. His quest for freedom was more than freedom from Britain. He ran the risk of being sold into slavery every
day.
 Abigail Adams presents the War of Independence from the aspect of a white woman of substance in Massachusetts. The quest for
freedom was an intellectual and personal reality for her. If Britain had won the war, she would not have been sold into slavery. She
would have lost property as she was a prominent rebel.
 John Randolph represents the Loyalist (Tory) point of view. He was a wealthy landowner in a Southern Colony.
 Betty Randolph represents the Patriot point of view. She is the sister-in-law of John Randolph.
 Peachy Purdy is a printer’s wife. She lost her husband and two sons to the war.
 Anne Christian is from the merchant class. She is from a politically active family; specifically she is Patrick Henry’s sister.
 Peter Southall is a runaway slave who owns nothing.
 Robert Evans is a free black man from the middling sort or middle class.
Additional resources and extension activities can be found in the Appendix.
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Revised 12/2/2014 at 4:00 pm
Language Arts Unit: Patriotism
Timeframe: 9 weeks
Grade: 5
Weeks 4, 5, and 6
Theme Review
Revisit the theme, “Patriotism”. Add more pictures to the Theme Wall and continue to deepen their knowledge.
Introduce the genre: biography
Tasks
 Read the following quote to students, “There probably is no history, only biography.” --Ralph Waldo Emerson, 1841
 Discuss the meaning of the quote
Read Biographies, Interview Scripts, and Poetry
Biographies of James Forten
“James Forten: Now is Your Turn”
Vocabulary: abolitionist, apprentice, captive, influential, produce, traitor
Tasks




Read “James Forten: Now is Your Turn” (Student text pp. 313-327)
Discussion Questions. Cite evidence from the text.
o What were James Forten’s views on the War of Independence? How do you know?
o Did he look at it from a personal view point or did he look at the war as a good idea for all people?
o Use your TE for additional discussion questions.
Start a cause and effect graphic organizer to demonstrate how events in his life influence his view on Freedom. Cite evidence from the
text. (See Appendix for Sample) RI 8
Start Point of View charts. (See Appendix for Sample) RI 1 and RI 6
o Determine James Forten’s view on the War of Independence.
o Quote details from the text used to determine his point of view.
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Revised 12/2/2014 at 4:00 pm
Language Arts Unit: Patriotism
Timeframe: 9 weeks
Grade: 5
“Biographical Sketch of James Forten”
Vocabulary: abolitionist, social activist, apprentice
Tasks


Read “Biographical Sketch of James Forten” (See Appendix for copy; students have a copy in their student material book)
Continue to add details to the cause and effect graphic organizer to demonstrate how events in his life influenced his view on
Freedom. Cite evidence from the text. (See Appendix for Sample) RI 7 and RI 8
Interview scripts of Peter Southall and Robert Evans
Tasks









Listen to interview script of Peter Southall at http://www.history.org/experience/thoughtsonwar/peter.cfm
Read the interview script of Peter Southall (See Appendix for copy; students have a copy in their student material book)
Discuss RI 7
o How did listening to the script compare to reading the script?
o Did one seem more effective than the other?
Add individual to the Point of View charts. RI 1 and RI 6
o Determine Peter Southall’s view on the War of Independence.
o Quote details from the text used to determine his point of view.
Listen to interview script of Robert Evans at http://www.history.org/experience/thoughtsonwar/rhodeisland.cfm
Read the interview script of Robert Evans (See Appendix for copy; students have a copy in their student material book)
Discuss RI 7
o How did listening to the script compare to reading the script?
o Did one seem more effective than the other?
Add individual to the Point of View charts. RI 1 and RI 6
o Determine Robert Evans’s view on the War of Independence.
o Quote details from the text used to determine his point of view.
Discuss (Students must provide evidence from the text explicitly and when drawing inferences to support their ideas.)
o How does a person’s education color their view of world events?
o Why did some people stay loyal to the King of England?
o Do you think people make decisions based on what is good for everyone or what is good for them? How do you make
decisions?
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Revised 12/2/2014 at 4:00 pm
Language Arts Unit: Patriotism

Timeframe: 9 weeks
Grade: 5
o Are the viewpoints expressed personal (i.e. my life, my farm, my family) or a broader view of the good of the country (England
or the colonies?)?
Use a graphic organizer to compare and contrast the viewpoints of the pairs of interview scripts, Peter Southall and Robert Evans. RI 1,
RI 3, RI 6, and RI 7
Poetry
Tasks





Read Poem: “The Statue of Liberty” by Paul Perro (See Appendix for copy; students have a copy in their student material book)
Re-read and summarize each stanza RL5
Identify the speaker, the audience, and the setting.
Analyze the poem for use of figurative language and elements of poetry (e.g. similes, metaphors, imagery, symbols, tone, rhyme
scheme). RL 4 and RL 5
Analyze the poem using the following discussion questions. RL 2, RL 3, and RL 6
o How does the speaker feel about the topic?
o How is the speaker’s point of view illustrated through the poem?
o How do the elements chosen by the poet influence the reader’s interpretation?
o How does the poet use techniques/elements of poetry to suggest themes and lessons to his or her readers?
o How does this poem relate to patriotism?
o How does this poem relate to the liberty (freedom) that James Forten strived for?
Optional activities: Colonial Hat or Pop-up Book
 See instructions noted above for these activities
Biography of John Randolph
Tasks
 Read “Excerpt of Biography of John Randolph” (See Appendix for copy; students have a copy in their student material book)
 Discuss
o What were John Randolph’s views on the War of Independence? How do you know? (Students must provide evidence from the
text and when drawing inferences to support their ideas.)

Add individual to the Point of View charts. RI 1 and RI 6
o Determine John Randolph’s view on the War of Independence.
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Revised 12/2/2014 at 4:00 pm
Language Arts Unit: Patriotism
Timeframe: 9 weeks
Grade: 5
o Quote details from the text used to determine his point of view.
Interview scripts of John Randolph and Betty Randolph
Tasks








Listen to interview of John Randolph at http://www.history.org/experience/thoughtsonwar/jrandolph.cfm
Read the interview script of John Randolph (See Appendix for copy; students have a copy in their student material book)
Discuss RI 7
o How did listening to the script compare to reading the script?
o Did one seem more effective than the other?
Add additional quotes from the text to the Point of View charts. RI 1 and RI 6
Listen to interview script of Betty Randolph at http://www.history.org/experience/thoughtsonwar/betty.cfm
Read the interview script of Betty Randolph (See Appendix for copy; students have a copy in their student material book)
Discuss RI 7
o How did listening to the script compare to reading the script?
o Did one seem more effective than the other?
Add individual to the Point of View charts. RI 1 and RI 6
o Determine Betty Randolph’s view on the War of Independence.
o Quote details from the text used to determine her point of view.

Discuss (Students must provide evidence from the text explicitly and when drawing inferences to support their ideas.)
o How does a person’s education color their view of world events?
o Why did some people stay loyal to the King of England?
o Do you think people make decisions based on what is good for everyone or what is good for them? How do you make
decisions?
o Are the viewpoints expressed personal (i.e. my life, my farm, my family) or a broader view of the good of the country (England
or the colonies?)?

Use a graphic organizer to compare and contrast the viewpoints of the pairs of interview scripts, John Randolf and Betty Randolph.
RI 1, RI 3, RI 6, and RI 7

Writing: Use the compare and contrast graphic organizer from above to explain the differing points of view of John Randolph and Betty
Randolph. Use text evidence to support your response. Based on the needs of your students, use this writing prompt as a model or
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Revised 12/2/2014 at 4:00 pm
Language Arts Unit: Patriotism
Timeframe: 9 weeks
Grade: 5
guided practice. Provide additional scaffolds as needed. This writing piece should be a multi-paragraph essay. RL 1, RL 3, RL 6, RL
7, W 2, and W 9
Poetry
Tasks








Read Poem: “Yankee Doodle Dandy” (See Appendix for copy; students have a copy in their student material book)
Optional Background Information: Read Music Link: “Yankee Doodle” (HMR Student pp. 282-285)
Re-read and summarize each stanza RL5
Identify the speaker, the audience, and the setting.
Analyze the poem for use of figurative language and elements of poetry (e.g. similes, metaphors, imagery, symbols, tone, rhyme
scheme). RL 4 and RL 5
Analyze the poem using the following discussion questions. RL 2, RL 3, and RL 6
o How does the speaker feel about the topic?
o How is the speaker’s point of view illustrated through the poem?
o How do the elements chosen by the poet influence the reader’s interpretation?
o How does the poet use techniques/elements of poetry to suggest themes and lessons to his or her readers?
o How does this poem relate to John Randolph?
Listen to the song, “Yankee Doodle Dandy” at http://www.loc.gov/jukebox/search/results?q=yankee%20doodle
Discuss
o How does the tone of the song change when listening to the song compared to reading the poem? RL 7
Optional activities: Colonial Hat or Pop-up Book
 See instructions noted above for these activities
Biography of Abigail Adams
Tasks
 Read “Abigail Adams : A Formidable First Lady” (See Appendix for copy; students have a copy in their student material book)
 Discuss
o What were Abigail Adams’s views on the War of Independence? How do you know? (Students must provide evidence from the
text and when drawing inferences to support their ideas.)
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Revised 12/2/2014 at 4:00 pm
Language Arts Unit: Patriotism


Timeframe: 9 weeks
Watch 3 minute video documentary of Abigail Adams at http://www.biography.com/people/abigail-adams-9175670.
o What additional insight does watching the video give?
o How did watching this video clip help understand different people’s perspective of Abigail Adam?
Add individual to the Point of View charts. RI 1 and RI 6
o Determine Abigail Adams’s view on the War of Independence.
o Quote details from the text (or video) used to determine her point of view.
Grade: 5
RI 7
Interview scripts of Peachie Purdy and Anne Christian









Listen to interview script of Peachie Purdy at http://www.history.org/experience/thoughtsonwar/peachy.cfm
Read the interview script of Peachie Purdy (See Appendix for copy; students have a copy in their student material book)
Discuss RI 7
o How did listening to the script compare to reading the script?
o Did one seem more effective than the other?
Add individual to the Point of View charts. RI 1 and RI 6
o Determine Peachie Purdy’s view on the War of Independence.
o Quote details from the text used to determine her point of view.
Listen to interview script of Anne Christian at http://www.history.org/experience/thoughtsonwar/anne.cfm
Read the interview script of Anne Christian (See Appendix for copy; students have a copy in their student material book)
Discuss RI 7
o How did listening to the script compare to reading the script?
o Did one seem more effective than the other?
Add individual to the Point of View charts. RI 1 and RI 6
o Determine Anne Christian’s view on the War of Independence.
o Quote details from the text used to determine her point of view.
Discuss (Students must provide evidence from the text explicitly and when drawing inferences to support their ideas.)
o How does a person’s education color their view of world events?
o Why did some people stay loyal to the King of England?
o Do you think people make decisions based on what is good for everyone or what is good for them? How do you make
decisions?
o Are the viewpoints expressed personal (i.e. my life, my farm, my family) or a broader view of the good of the country (England
or the colonies?)?
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Revised 12/2/2014 at 4:00 pm
Language Arts Unit: Patriotism
Timeframe: 9 weeks
Grade: 5

Use a graphic organizer to compare and contrast the viewpoints of the pairs of interview scripts, Peachie Purdy and Anne Christian
RI 1, RI 3, RI 6, and RI 7

Writing: Use the compare and contrast graphic organizer from above to explain the differing points of view of Peachie Purdy and Anne
Christian. Use text evidence to support your response. Based on the needs of your students, use this writing prompt as guided practice
or independent practice. Provide additional scaffolds as needed. This writing piece should be a multi-paragraph essay. RL 1, RL 3, RL
6, RL 7, W 2, and W 9
Poetry
Tasks
 Read Poem: “The Star Spangled Banner” by Francis Scott Key (See Appendix for copy; students have a copy in their student material
book)
 Optional Background Information: Refer to “Key Pens Star-Spangled” Retrieved at http://www.history.com/this-day-in-history/keypens-star-spangled-banner
 Re-read and summarize each stanza RL5
 Identify the speaker, the audience, and the setting.
 Analyze the poem for use of figurative language and elements of poetry (e.g. similes, metaphors, imagery, symbols, tone, rhyme
scheme). RL 4 and RL 5
 Analyze the poem using the following discussion questions. RL 2, RL 3, and RL 6
o How does the speaker feel about the topic?
o How is the speaker’s point of view illustrated through the poem?
o How do the elements chosen by the poet influence the reader’s interpretation?
o How does the poet use techniques/elements of poetry to suggest themes and lessons to his or her readers?
o How does this poem relate to patriotism?
o How does this poem relate to Abigail Adam’s passion for independence?


Listen to the song, “The Star Spangled Banner” at http://www.loc.gov/jukebox/search/results?q=Star%20spangled%20banner
Discuss
o How does the tone of the song change when listening to the song compared to reading the poem? RL 7
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Revised 12/2/2014 at 4:00 pm
Language Arts Unit: Patriotism
Timeframe: 9 weeks
Grade: 5
Optional activities: Colonial Hat or Pop-up Book
 See instructions noted above for these activities
CFA
Read the excerpt from the following letter. Determine the point of the view of the writer of this letter. Write a paragraph to support your
response. Quote details from the text used to determine his/her point of view. RL 6, RL 7, and W 9 (See Appendix for copy; students have a
copy in their student material book)
I want to celebrate the wins in Boston and Charlestown, cities once again in the hands of Americans. I am impatient to receive your letters,
which I know will have the full details. We are taking precautions to defend every place that is in danger: The Carolinas, Virginia, New York
and Canada.
I can think about nothing but making Boston Harbor safer. I want more cannons than are available. I want one for Point Alderton, one upon
Lovell’s island, one upon Georges Island, and several upon Long Island.
I want to hear that half a dozen fire ships and two or three hundred fire rafts are prepared and ready to go, I want to hear of row ships,
floating batteries built, and barriers have been built across the channel in the narrowest spot with the spikes ready to sink any passing ship.
No effort, no amount of money is too much to spend to make the harbor impossible to attack. I hope everybody will work together until it is
done.
Excerpt from:
Massachusetts Historical Society. (n.d.). Letter from John Adams to Abigail Adams, 29 March 1776. Retrieved from
http://www.masshist.org/digitaladams/aea/cfm/doc.cfm?id=L17760329ja&numrecs=1&archive=all&hi=on&mode=&query=I%20can%20think
%20of%20nothing%20but%20fortifying%20Boston%20Harbor&queryid=&rec=1&start=1&tag=text#firstmatch
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Revised 12/2/2014 at 4:00 pm
Language Arts Unit: Patriotism
Timeframe: 9 weeks
Grade: 5
Weeks 7 and 8
Learning Targets:
RL 6: Students will provide evidence to identify the point of view.
RL 7: Given visuals and multimedia sources, students will chart their reactions
(emotions, feelings, and thoughts) about the source.
RL 9: Given two stories of the same genre, students will use a graphic organizer to
compare and contrast the themes and topics.
W 2: Students will write a multi-paragraph informative/explanatory essay which
introduces a topic clearly, then provides a general observation and focus.
W 9: Students will apply their knowledge (from graphic organizers, charts,
discussions) of RI standards to the writing of short answers, paragraph, and/or multiparagraph essays.
Reading Literature Standards:
RL 6: Describe how a narrator’s or speaker’s point of view influences how events
are described.
RL 7: Analyze how visual and multimedia elements contribute to the meaning, tone,
or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale,
myth, poem).
RL 9. Compare and contrast stories in the same genre (e.g., mysteries and adventure
stories) on their approaches to similar themes and topics.
Writing Standards:
W 2: Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group
related information logically; include formatting (e.g., headings),
illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases,
and clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or
explain the topic.
e. Provide a concluding statement or section related to the information or
explanation presented.
W 9: Draw evidence from literary or informational texts to support analysis,
reflection and research.
Planning Information for Weeks 7 and 8:
Weeks 7 and 8 focus on literature using historical fiction short stories and poetry.
During this section of the unit, students will be analyzing the relationship and viewpoints of characters through various tasks. These tasks
include discussions, creating graphic organizers, and taking notes. These tasks will need to be completed through modeling, guided practice,
small groups, and individually. These tasks should be recorded in their student notebook. For this notebook, students should be applying
AVID strategies as applicable. In addition, students should have an opportunity to read silently/independently, in literature circles, and/or
whole group. Accordingly, your team will need to collaboratively plan based on the needs of your students.
From this analysis, students will be engaged in various informative writing tasks to compare and contrast characters and events from these short
stories. Various graphic organizers and resources are provided. (See Appendix, 5th grade ELA Teaching Resources, and 5th grade ELA CC Rubrics)
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Revised 12/2/2014 at 4:00 pm
Language Arts Unit: Patriotism
Timeframe: 9 weeks
Grade: 5
Continuing Optional Activities
 A Colonial Three-Cornered Hat
o Create a Colonial Three-Cornered hat (See Appendix for directions on how to construct, copy of pattern, and sample).
o Have students choose three individuals with same view on the War of Independence.
o Students write a paragraph explaining the individuals’ view on the War of Independence.
 Pop-up Book
o Create a Pop-up Book (See Appendix for directions on how to construct).
o Have students choose three individuals with same view on the War of Independence.
o Students write a paragraph explaining the individuals’ view on the War of Independence.
Additional Optional Activity
 Poster
o Create a poster from the viewpoint of a Rebel/Patriot or Loyalist/Tory heralding the important reasons to support your side.
Pretend it would be hung up around the colonies where everyone could read it for information. RL 1, RL 2, RL 6, and W 9
Planning Consideration
 Divide class in half.
 Half of the class reads “And Then What Happened, Paul Revere?” They complete the discussion questions and tasks for this text. The
other half of the class reads “Katie’s Trunk” and ‘become Tories.” They complete the tasks for this text.
Text and Supplemental Material
 HM Anthology: “And Then What Happened, Paul Revere?” by Jean Fritz (student text pp. 262-278)
 HM Anthology: “Katie’s Trunk” by Ann Turner (student text pp. 293-303)
 Video: Liberty Kids. (2012). Liberty Kids # 5: Midnight Ride. Retrieved from http://www.youtube.com/watch?v=c1a8xvbl2Eg
 Video: Liberty Kids. (2012). Liberty Kids # 2: The intolerable act. Retrieved from http://www.youtube.com/watch?v=vt_3adguYSM
 Poem: “Song of the American Eagle” author unknown
Additional resources and extension activities can be found in the Appendix.
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Revised 12/2/2014 at 4:00 pm
Language Arts Unit: Patriotism
Timeframe: 9 weeks
Grade: 5
Theme Review
Revisit the theme, “Patriotism”. Add more pictures to the Theme Wall and continue to deepen their knowledge.
Introduce the genre: short stories of historical fiction
Setting the Stage: discuss with students how these pieces of literature illustrate different points of view
“And Then What Happened, Paul Revere?”
Vocabulary: colonies, taxes, oppose, Patriot, revolution
Tasks

Read “And Then What Happened, Paul Revere?” by Jean Fritz (student text pp. 262-278)

Discussion Questions. Cite evidence from the text.
o In the story about Paul Revere, the author shows us many sides of Paul Revere. She shows that he sometimes made
mistakes and was forgetful or is even caught daydreaming. Why would the author include such information about such a
famous person?
o How does the author introduce the theme of patriotism?
o How does Paul Revere’s ride demonstrate the theme of patriotism?
o What is the relationship between loyalty and patriotism?
o How does the term “patriot” change in a discussion of point of view?
o How would the description of events change if a British soldier was telling the story?
o Use your TE for additional discussion questions.

Quickwrite: Use evidence from the text to support your response to prove or disprove this statement: Paul Revere could not have
carried out his famous midnight ride without help from others. RL 1 and W 9

Create a graphic organizer to compare and contrast two events that happened in the story displaying Paul Revere’s patriotism. Quote
details from the text (explicitly and when drawing inferences). RL 3
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Revised 12/2/2014 at 4:00 pm
Language Arts Unit: Patriotism
Timeframe: 9 weeks
Grade: 5

Watch Video: Liberty Kids # 5: Midnight Ride. Retrieved from http://www.youtube.com/watch?v=c1a8xvbl2Eg
(21 minute video) RL 7
 Discussion Questions:
 How does what you learned from reading the text compare (or contrast) to watching the video?
 What advantages do you see from watching the video compared to reading the textbook?
 How is Paul Revere's midnight ride described in the video?
 Sarah states in her letter, "No 2 colonies share the same interests. Pennsylvania and Virginia are as different as
France and Holland." What interests do the colonies share that cause them to rebel against the Crown?

Writing: Use the compare and contrast graphic organizer from above to compare and contrast two events that happened in the story
displaying Paul Revere’s patriotism. Use text evidence to support your response. Based on the needs of your students, use this writing
prompt as guided practice or independent practice. Provide additional scaffolds as needed. This writing piece should be a multiparagraph essay. RL 1, RL 3, W 2, and W 9
Optional activities: Colonial Hat, Pop-up Book, or Poster
 See instructions noted above for these activities
Poetry
Tasks





Read Poem: “Song of the American Eagle” (See Appendix for copy; students have a copy in their student material book)
Re-read and summarize each stanza. RL5
Identify the speaker, the audience, and the setting.
Analyze the poem for use of figurative language and elements of poetry (e.g. similes, metaphors, imagery, symbols, tone, rhyme
scheme). RL 4 and RL 5
Analyze the poem using the following discussion questions. RL 2, RL 3, and RL 6
o How does the speaker feel about the topic?
o How is the speaker’s point of view illustrated through the poem?
o How do the elements chosen by the poet influence the reader’s interpretation?
o How does the poet use techniques/elements of poetry to suggest themes and lessons to his or her readers?
o How can you compare the eagle to Paul Revere’s midnight ride?
o Why would the eagle be an American symbol?
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Language Arts Unit: Patriotism
Timeframe: 9 weeks
Grade: 5
“Katie’s Trunk”
Vocabulary: Tories, Loyalists, arming, drilling
Tasks
 Read “Katie’s Trunk” by Ann Turner (student text pp. 293-303)

Discussion Questions. Cite evidence from the text.
o If you were Katie’s friend Celia Warren, would you stop speaking to Katie? Explain your reasoning.
o Why did John Warren leave the trunk lid open and call the other rebels away? What effect does his action have on Katie and
her family?
o What is Katie’s and her family’s point of view in relation to the labels Tories and Rebels?
o Do you think Katie’s family saw themselves as patriotic? Use the text to find key details to support your opinion.
o How does the author introduce the idea of patriotism?
o How does the term “patriot” change in a discussion of point of view?
o What is the relationship between loyalty and patriotism?
o How does “Katie’s Trunk” demonstrate the theme of patriotism?
o How would Katie explain loyalty and patriotism to Celia?
o How would the description of events change if a Mr. Warren was telling the story?
o Use your TE for additional discussion questions.

Quickwrite: Use evidence from the text to support your response to prove or disprove this statement: The Rebels made the Loyalists
nervous. RL 1 and W 9

Create a graphic organizer to compare and contrast Katie’s mom and Mr. Warren. Quote details from the text (explicitly and when
drawing inferences). RL 3
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Revised 12/2/2014 at 4:00 pm
Language Arts Unit: Patriotism

Timeframe: 9 weeks
Grade: 5
Watch video: Liberty Kids # 2: The intolerable act. at http://www.youtube.com/watch?v=vt_3adguYSM (21 minute video) RL 7
 Discussion Questions:
 How does what you learned from reading the text compare (or contrast) to watching the video?
 What advantages do you see from watching the video compared to reading the textbook?
 How does the video introduce the idea of patriotism?
 How does the term “patriot” change in a discussion of point of view?
 What is the relationship between loyalty and patriotism?
 How is this illustrated by Ben Franklin?
Additional Discussion Question RL 9

Katie says that John Warren left a “seam of goodness there, and we were all tied to it”. What does she mean by those phrases?
 Use a graphic organizer to compare and contrast the theme of trust from Sign of the Beaver to Katie’s eventual trust of Mr. Warren.
Optional activities: Colonial Hat, Pop-up Book, or Poster
 See instructions noted above for these activities
CFA
Writing: Use the compare and contrast graphic organizer from above to compare and contrast Katie’s mom and Mr. Warren. Use text evidence
to support your response. This writing piece should be a multi-paragraph essay. RL 1, RL 3, RL 6, W 2, and W 9
Week 9
Unit Wrap-up and Summative Assessment
Summative Unit Assessment:
Choose two people (either two individuals from the informational text or two characters from literature) that we have read about. Develop a
compare and contrast graphic organizer. Write a multi-paragraph informative text to demonstrate their similarities and differences. Use text
evidence to support your response. This writing piece should be a multi-paragraph essay. RI 1, RI 2, RI 3, RI 6. RI 7 (or RL 1, RL 2, RL 3,
RL 6, RL 7) W 2, and W 9
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