+
“The Drummer Boy of
Shiloh” Week 2
March 17-21
+
Monday, March 17, 2014 – Happy
St. Patrick’s Day!
Practice Prior Skills

Write a sentence using an
adjective clause that is
necessary (essential) for the
meaning of the sentence. Will
you use a comma? Why or
Why not?
Learning Goals

Word of the Week –
 accede (v): to agree.
The parents acceded to give
their child another chance.
 Review the results of
Adjective clause quiz.

Make a connection: Think about
a time when the words of
someone that you admired
helped you get through a
difficult time.

Preview, read and comprehend
“The Drummer Boy of Shiloh”
+ Background Knowledge
Civil War - Drummer Boy Video
The Drummer Boy Short Story PDF
Although _____________________ accompanies troops into
battle, they carry no ________________.
To be a __________________ required no _______ requirement;
some were as young as ten.
Because most parents would not allow their young sons to enter
battle, most drummer boys were ______________ or
_____________.
_____________ is the location of a bloody Civil War battle.
Often the _____________ will contribute to the mood.
Part 1: “The Drummer Boy of Shiloh” by
+ Assignment
Ray Bradbury PDF of Short Story
Fill out this K-W-L Chart before, during and after you
read. After reading share results of the K-W-L Chart.
What I know
What I want to know
What I learned
+
Closing
•
A drummer boy is ________________________________.
•
__________________ usually apply for this position.
•
________________________ was the location of this war.
•
This story takes place during the _____________________
war.
•
What side do you think the drummer boy played for, the
Confederate or the Union, why?
+
Tuesday, March 18, 2014
Practice Prior Skills
Although _____________________
accompanies troops into battle, they
carry no ________________.
To be a __________________ required no
_______ requirement; some were as
young as ten.
Because most parents would not allow
their young sons to enter battle, most
drummer boys were ______________
or _____________.
_____________ is the location of a
bloody Civil War battle.
Often the _____________ will contribute
to the mood.
Learning Goals

Define and apply the
vocabulary from “The
Drummer Boy of Shiloh” by
Ray Bradbury
“The Drummer Boy of Shiloh” by
+
Ray Bradbury
Answer the following questions.

What are three details in the first three paragraph that help
establish the setting (page 1).

What is the boy thinking about as he lies in the orchard
(page 4)?

What do you learn about the civil war from the general’s
dialogue (page 5)?

Summarize the general’s advice to Joby (page 6).
+
Context Clues

The context of a word is the situation in which it is used. When you
come across for an unfamiliar word look for meaning in the other
words surrounding it to find meaning.
Guided

Practice
“…forty thousand men… lay crazily askew in their uniforms. A
mile yet farther on, another army was strewn helter-skelter.”

In the above passage what words clue you into the meaning of askew?

What does askew mean?
+ Assignment – Define the following and the list page# where found
(pages 1-6) and then write words in the passage that help you
understand the meaning (context clues).
 Swift - ______________________________________________________
____________________________________________________________

Solemn - ____________________________________________________
____________________________________________________________

Strategy - ___________________________________________________
____________________________________________________________

Patriotism - __________________________________________________
____________________________________________________________

Enthusiasm - ________________________________________________
____________________________________________________________

Resolute - ___________________________________________________
_____________________________________________________________
+ Assignment – Define the following and the list page# where
found (pages 1-6) ) and then write words in the passage that
help you understand the meaning (context clues).

Muted - ______________________________________________________
____________________________________________________________

Benediction - ___________________________________________________
____________________________________________________________

Riveted - ___________________________________________________
____________________________________________________________

Compounded - _________________________________________________
____________________________________________________________

Askew - ________________________________________________
____________________________________________________________

Strewn - ___________________________________________________
_____________________________________________________________
+ Assignment – Define the following and the list page# where
found (pages 1-6) and then write words in the passage that
help you understand the meaning (context clues).

bindled - ______________________________________________________
____________________________________________________________

bayonets - ___________________________________________________
____________________________________________________________

touchstone - ___________________________________________________
____________________________________________________________

musket - _________________________________________________
____________________________________________________________

Lag by the wayside - ____________________________________________
____________________________________________________________

legitimately - ___________________________________________________
_____________________________________________________________
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Wednesday, March 19, 2014
Practice Prior Skills
Learning Goals

Define the following:


bindled ____________________________
____________________________
Do you think Joby should
have enlisted as a drummer
boy? Why or why not?

Review vocabulary

Analayze “The Drummer Boy
of Shiloh” by answering
critical thinking questions.

bayonets ___________________________
____________________________

touchstone ____________________________
__________________________

musket ____________________________
____________________________
Assignment: Cooperative Learning Groups –
+ Presenter, Recorder, Time Keeper, and Facilitator
Answer the following questions assigned to your group
(1 per group) Then record a response to all, as others
present answers to the class.
1.
What frightens Joby about the upcoming battle? How are his
fears like and unlike those of the other solders?
2.
What is joby doing when the general stops to talk to him? Why
do you think the general stops to talk to Joby?
3.
Why does the general say he needs Joby? Is the drummer boy’s
role crucial as the general says? Explain.
4.
What does Joby agree to do for the genreal at the end of the
story? How do you think Joby feels after his talk with the
general? Explain.
5.
Do you think the general has motivated Joby to keep his
promise? Why or Why not? Is the general’s request fair or
unfair?
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Thursday, March 20, 2014
Practice Prior Skills

Define the following terms:

Resolute - ________________
_________________________

Benediction - _____________
__________________________

Compounded ____________
__________________________

Legitimately - _____________
__________________________

Solemn - _________________
_________________________.
Learning Goals

Analyze “The Drummer Boy”
and what scenes propel the
story.
+ Assignment Part 1: Analyze the short story by answering the
following questions.
1.
What is the setting of the story? _______________________
____________________________________________________
2.
List 3 details that tell where the story is set? What are 3 details that
dell when the story takes place?
Details that show time
Details that show place
3.
In what way does the setting reveal what happens after the story
ends? __________________________________________
______________________________________________________
4.
What is the mood in the beginning of the story and what details
contribute to mood?
______________________________________________________
_____________________________________________________
+ Assignment Part 2: Analyze the short story by answering the
following questions
1.
What does the boy guess the whispers of the men are about?
What can you infer about the young men? ________
__________________________________________________________
_________________________________________________________
2.
What is the boy doing that causes him to be noticed by the
general? ________________________________________________
_________________________________________________________
3.
What does the general admit to Joby that he did last night?
What can we infer about the general’s character? ____________
_________________________________________________________
_________________________________________________________
4.
What do you suppose the general means when he says that
“each is his own army?” How do you suppose the general
knows this? ______________________________________________
__________________________________________________________
+ Assignment Part3: Analyze the short story by answering the
following questions
1.
How is it that Joby is the heart of the army? __________________
__________________________________________________________
_________________________________________________________
2.
What does it mean that, “blood moving fast in them does
indeed make men feel as if they’d put on steel?” _____________
_________________________________________________________
_________________________________________________________
3.
How does Joby change at the end of the story? ____________
_________________________________________________________
_________________________________________________________
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Friday, March 21, 2014
Practice Prior Skills

Write a sentence that uses an
adjective clause that is not
necessary for the meaning of
the sentence. Do you use a
comma to set it off? Why or
why not?
Learning Goals

Review Analysis questions for
understanding.

Assess knowledge and use of
vocabulary and nouns on
junoed.com, “Integrate
Language Skills”