1
Ashley Sanders
RED 4350
Summer 2012
Strategy Application Project
Civil War
Grade 8
2
Table of Contents
Reading Comprehension
Sketch to Stretch…………………………………………………………………………………3
Anticipation Guide………………………………………………………………………………6
Literacy in Content Areas
Mind and Alternative Mind Portraits……………………………………………………………10
Venn Diagrams………………………………………………………………………………….13
Oral Language
Rapping for Review……………………………………...……………………………………..18
Comprehension by differentiating instruction
Bio-Pyramids...............................................................................................................................22
Word Study/Fluency
Dialogue Journals……………………………………………………………………………..26
Vocabulary
KWL…………………………………………………………………………………………..29
Semantic Question Map………………………………………………………………………33
Reading & Writing Connections
Quickwrites……………………………………………………………………………..……38
3
Name : Sketch to Stretch
Reading Target: Comprehension
Source:
McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
CCSS or SSS: SS.8.A.5.1: Explain the causes, course, and consequence of the Civil war
(sectionalism, slavery, states' rights, balance of power in the Senate).
LA.8.3.5.3: The student will share the writing with the intended audience.
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1335
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Description of the strategy: This strategy helps students create visual representations of
what they read in a text. It gives students a way to draw out what they see in the
section of the text and gives them a reference to the summary of the text after they
sketch out all their sections. After reading a small portion of the text, a few
paragraphs, or a chapter, the student will sketch, what they envision is occurring in
the section. This creates illustrations that they can use as a reference.
Rationale for Use: This strategy is helpful for students because it allows them to focus
on one specific section of the text and pull out what they see when they read this. This
allows them to comprehend the individual sections then apply it to the entire text to
come up with a basic summary of the events occurring. This is useful for students in
4
small groups while reading a narrative text (MacLaughlin 2009).Therefore, students
can compare sketches and fill in possible holes in the text that they might have. In
addition, students can interpret a text in many ways and it is beneficial for students to
see another’s perspective to the text.
Book, Article, Magazine, etc. that you will be using for your student to read :
McPhearson, J. (2002). Fields of fury: The American civil war. Atheneum books for
young readers
Short Summary of the book, article or magazine: This is a narrative about the Civil War
and the battles that were involved. It summarizes the basic sides of the war, including who
was on each side and their reason for fighting. It encompasses all the battles involved and
highlights important people in the Civil war, including but not limited to Abraham Lincoln
and Ulysses S Grant and their personal stories. One interesting part of this book is the artwork
included. It shows real photographs taken from the war, as well as maps and paintings done
that show students what really happened in the war.
Strategy Example:
When starting the story “Fields of Fury: The American Civil War”, the students will first go
over the strategy used. The teacher will explain that they are using a strategy where they have
to pull important information from a section of the text and sketch what they feel it means or
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what they visualize from the reading. I will demonstrate by reading the introduction aloud and
then sketching on the board what I thought was the most important information from the text.
Then I will describe my sketch to the class as what was the important information for me in the
text.
After, the class will break into groups of four and use the strategy during their readings. I will
tell them that the next section we are reading is “the origins of the Civil war” and they are to
read it silently and then sketch what they found most important. When each member of their
groups is done reading and sketching, they will present to each other what they drew and why
they felt it was the most important from the text. After discussing with their group members,
students will write down a summary of the text based of what their group found was important.
Expectations of this activity would be diverse depending on the diversity of the students. Some
students would probably draw a picture depicting slavery, while others may draw slavery but in
the context of the south needing it for economic reasons. From the text, some students may
draw about “bleeding Kansas” and the different states becoming slave states. In the text, there
are many examples of origins of the Civil war. This is reflective on the idea that there is not
one reason for the start of the Civil war but rather the culminating events that occurred, which
will be reflective in the student sketches.
Writing Integration:
This strategy specifically does not integrate writing however, I easily incorporated it by
having the students write a summary of the section based on their sketches as well as
what their group members found important.
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Technology Integration:
Technology could be incorporated by allowing students to search pictures or use a picture
drawing program.
Assessment:
Formally, the students can be assessed on reading target by looking at their sketches and
reading their summaries making sure that the students understood the text and was able to
pull out important information and fill in possible holes with their group members.
Informally, listening to the discussions around the room can give a general assessment to
see if the class understands the section of the text.
Point Value
Sketch
Comprehension
45-50
Clearly
comprehends
the text
40-45
Sketch shows
gaps in student’s
comprehension
30-35
Sketch shows no
understanding
of material
presented
0
Student did
not attempt
sketch
Creativity
Extremely
Creative
Creative
Somewhat
creative
No visible
effort
Name (of strategy):
Anticipation Guide
Reading Target: Comprehension
7
Source:
McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
CCSS or SSS: SS.8.A.5.6: Compare significant Civil War battles and events and their
effects on civilian populations.
Description of the strategy: This strategy is used for students to preview what they are
about to read about. It helps students use their prior knowledge to comprehend what
is occurring in the text. An anticipation guide is a list of questions that students will
agree or disagree with that relate to the text to understand what the students know, or
what they preconceive as truth.
Rationale for Use: It is important to use this type of strategy because it activates the
student’s prior knowledge and their ability to comprehend the upcoming text. This is
an excellent tool to make aware of students their misconceptions and give them the
tool to able to correct them through their comprehension of the text. The statements
given in the strategy are either true information or incorrect information and the
students will check their prior knowledge throughout the guide (MacLaughlin, 2009).
Book, Article, Magazine, etc. that you will be using for your student to read :
Dougherty, T. (2008) America’s deadliest day: The battle of Antietam. Capstone press.
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Short Summary of the book, article, or magazine: This book describes the Battle of
Antietam and the basic events leading up to and occurring during this battle. The weapons
used in the battle are described greatly in detail about what they are made of and how they
are used. Both sides of the battle are described on who fought on which side and what they
are fighting about. The book ends with the aftermath of the battle and the number of
casualties in the battle.
Strategy Example:
The students will preview the book by looking at the picture on the cover (not the title) and at a
few of the first pages/pictures in the book. I will read the first statement in the anticipation
guide and I would think aloud whether I agree or disagree with the statement. For example,
Statement, “ The battle of Antietam was a war with little casualties.” I would then say, “this
could be true but looking at the picture on the cover it looks like a violent battle, and I know
that many people died in the Civil war, so therefore, I would disagree with this statement.”
Then I will instruct students to get into partners and discuss the next two statements and decide
whether they agree or disagree. Next, students will work individually to answer the rest of the
anticipatory guide. Students will then be able to read the text and then revisit their anticipatory
guide following to see if their original thoughts have changed or not.
Agree
X
X
Disagree
Statement
The Battle of Antietam was a war with little casualties.
Each side of the Battle was equipped with the same types and
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numbers of weapons.
X
Many young boys participated in the battle.
X
The Battle of Antietam was fought on a span of multiple days.
X
The Union army won the battle.
The expected student responses for the anticipation guide are on the example in blue. Students
will see from the few pictures that weapons were used in the pictures; however, they would
have to read the text to see what specific weapons that each side used. Also, many children
think that battles last more than one day because they add up to the war which is normally over
a span of years. Therefore, students would probably agree or disagree with these statements in
this order. Through the reading, students will change their original thoughts on a few of these
statements because they are equipped with the appropriate information needed to make logical
sense of these statements.
Writing Integration:
Writing is not incorporated in this lesson but can be added simply by having students
write in a journal what they learned throughout this strategy. Students will answer the
questions “What did I think I knew about the Battle of Antietam?” and “How have my
original theories change from the readings?”
Technology Integration:
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Technology can be incorporated by having the students research more information about
what they found interesting from the anticipation guide and the text. For example,
students could further research different weapons how they stated to be used, who
invented them, and how they work. Another example is that students can research the
number of casualties and the factors that related to that number.
Assessment:
Informally, students can be assessed through their use of their anticipation guide.
Comprehension could be evaluated through the guide to see what they learned as well as
the journal entry that summarizes their learning.
Name: Mind and Alternative Mind Portraits
Reading Target: Literacy in content area
Source:
McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
CCSS or SSS:
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SS.8.A.5.1: Explain the causes, course, and consequence of the Civil war (sectionalism,
slavery, states' rights, balance of power in the Senate).
LA.8.2.2.2: The student will synthesize and use information from the text to state the
main idea or provide relevant details;
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Description of the strategy :
Mind and alternative mind portraits is a strategy that is traditionally used after reading. It
is used with informal text best by comprehending two different perspectives. This
strategy is used by completing a graphic organizer that separates the two perspectives so
students can easily see the major differences between the two.
Rationale for Use:
According to Mclaughlin (2009), mind and alternative mind portraits is used to help
readers analyze a topic through different perspectives. For example, the reader can
examine an event from both, the protagonist, and the antagonist in a situation. It gives
students the many perspectives of one event and they can relate it to their prior
knowledge by understanding that many stories have more than one side to them.
Book, Article, Magazine, etc. that you will be using for your student to read:
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Murphy, J. (1993). The boys war: Confederate and Union soldiers talk about the war.
Sandpiper.
Short Summary of the book, article or magazine: This is a book that encompasses actual
journals and diary entries of boys who were under the age of 16 that served in the war. There
are accounts of boy soldiers on both the Union and Confederate side of the war and their
feelings and events of the war. This story goes through each child’s stories and tells the reader
what happened to each soldier after they returned home (if they did) and how their lives were
impacted by the experiences, they had.
Strategy Example:
To introduce the strategy, I will explain the strategy to the class. I will tell the students that the
mind and alternative portrait strategy is used to compare two different perspectives relating to
one topic. The next step would be to demonstrate this by reading a sample text, of a story of
two friends mad at each other because one person feels betrayed and the other person feels
ignored. Then I would sketch my pictures of each person on the graphic organizer and describe
what I saw was each person perspectives of the argument. Then the students would break up
into pairs and read another sample text of a different conflict and work together to create their
own mind and alternative portraits and descriptions. The students will discuss their portraits
and give their reasoning for why they wrote and drew for each perspective.
Next, students will independently read the stories in The Boys War and create their own mind
and alternative mind portraits using a young soldier from the Union and one from the
Confederate sides of the war. After, students will write two paragraphs describing each solider
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and then two following paragraphs on what the boys had similar and different in their lives.
Students would be able to understand that although these boys fought on different sides of the
war they had many similarities especially on how their lives have changed because of their
experiences.
Writing Integration:
Writing is incorporated in this strategy activity through the summary paragraphs.
Students will summarize their learning in four paragraphs that deal with the learning
goals of this section-how soldiers are alike and different, and how the war changed them.
Technology Integration:
Technology could be integrated through a presentation of the readers two soldiers from
the text. Students could create a creative presentation of facts they learned and interesting
stories from these soldiers to share with the class.
Assessment: Assessment would be through their writing as well as their portraits
through the rubric included.
CATEGORY
Paragraph
Construction
3
2
1
0
All paragraphs
include
introductory
sentence,
explanations or
details, and
concluding
sentence.
Most paragraphs
include
introductory
sentence,
explanations or
details, and
concluding
sentence.
Paragraphs
included related
information but
were typically
not constructed
well.
Paragraphs were
not constructed
well and had
irrelevant
information.
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Information
Paragraphs are
complete, with
appropriate
details and
examples.
Paragraphs are
partial, with
insufficent
details and
examples.
Paragraphs are
incomplete, with
few details and
examples.
Paragraphs
contain irrelevant
information and
no examples or
details.
Diagrams &
Illustrations
Diagrams and
illustrations are
neat, accurate
and add to the
reader\'s
understanding of
the topic.
Diagrams and
illustrations are
accurate and add
to the reader\'s
understanding of
the topic.
Diagrams and
illustrations are
neat and accurate
and sometimes
add to the
reader\'s
understanding of
the topic.
Diagrams and
illustrations are
not accurate OR
do not add to the
reader\'s
understanding of
the topic.
Name (of strategy): Venn Diagrams
Reading Target: Literacy in content areas
Source:
McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
CCSS or SSS: SS.8.A.5.1: Explain the causes, course, and consequence of the Civil war
(sectionalism, slavery, states' rights, balance of power in the Senate).
Description of the strategy: This strategy is a graphic organizer that organizes a
student’s comparison between two people or two concepts. It is represented by two
interlocking circles that give a simple format for students to fill in. This is a simple
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strategy because it is uncluttered and easy to refer back.
Rationale for Use:
This strategy is beneficial for students because it gives them an easy layout to follow and
organizes their thoughts in a way that becomes a quick reference when writing an essay
or completing a project on the topic. This strategy could be used in many different
content areas and simply for comparing two things of different perspectives.
Book, Article, Magazine, etc. that you will be using for your student to read:
Rossi, A. (2005). Freedom struggle. National geographic.
Short Summary of the book, article or magazine: This book is part of a series created by
National Geographic that depicts different famous African Americans involved in the Civil
war and their influential contributions. It goes through many different people like Frederick
Douglass, Harriet Tubman, and John Brown. It describes what these people went through to
fight in the anti-slavery movement, including their hardships and their successes.
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Strategy Example:
Before reading the book Freedom Fighters, the strategy Venn diagram will be gone over. I
would explain to my students that this graphic organizer would be beneficial for them to
understand their comparisons as well as an extension to another assignment or project.
Students will then be shown the graphic organizer on the smart board and I would read an
example text on dogs and cats and show them how to fill in the Venn diagram. On the
differences side Dogs will have characteristics like, bark, dependent, and “man’s best friend”.
On the cats’ differences, it would include, meows, independent, and curious. Then the students
would help fill in their similarities in the center of the diagram with examples like, pets,
companions, and furry. Students will then work with a partner and fill in a Venn diagram
comparing themselves to their partners. Once they have completed the chart, students will
discuss their diagrams with the class and some conclusions they can make about their
comparisons.
Next, independently, students will read Freedom Fighters and fill in their Venn diagrams
comparing Harriet Tubman and Frederick Douglass. Students will then create a mini project
that describes their comparison in a creative way. This could be an art project, a paper, a
PowerPoint, a newspaper article, etc. Students will be expected to understand throughout this
strategy that there are many similarities between these two important people, however, there
are difference that affect their influence during the war. For example, both were involved in the
anti-slavery movement but the way they “fought” was different, Harriet Tubman used the
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underground railroad to illegally sneak slaves to the Northern states, whereas, Frederick
Douglass used his oral skills to speak against slavery.
Writing Integration:
Writing is incorporated through their diagrams as well as their projects. Students will
have to write their comparisons on their diagrams and include summaries throughout
their project.
Technology Integration:
Technology is included by using a smart board, but more importantly throughout the
individual mini projects students can create.
Assessment:
Students will be assessed through their mini-projects to check for understanding based
on the following rubric:
CATEGORY
Attractiveness
4
Makes excellent
use of font,
color, graphics,
effects, etc. to
enhance the
presentation.
3
Makes good use
of font, color,
graphics, effects,
etc. to enhance to
presentation.
2
Makes use of
font, color,
graphics, effects,
etc. but
occasionally
these detract
from the
presentation
content.
1
Use of font,
color, graphics,
effects etc. but
these often
distract from the
presentaion
content.
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Organization
Content is well
organized using
headings or
bulleted lists to
group related
material.
Uses headings or
bulleted lists to
organize, but the
overall
organization of
topics appears
flawed.
Content is
logically
organized for the
most part.
There was no
clear or logical
organizational
structure, just lots
of facts.
Originality
Product shows a
large amount of
original thought.
Ideas are creative
and inventive.
Product shows
some original
thought. Work
shows new ideas
and insights.
Uses other
people\'s ideas
(giving them
credit), but there
is little evidence
of original
thinking.
Uses other
people\'s ideas,
but does not give
them credit.
Content
Covers topic indepth with
details and
examples.
Subject
knowledge is
excellent.
Includes
essential
knowledge about
the topic. Subject
knowledge
appears to be
good.
Includes
essential
information
about the topic
but there are 1-2
factual errors.
Content is
minimal OR
there are several
factual errors.
Name (of strategy): Rapping for Review
Reading Target: Oral Language
Source:
McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
CCSS or SSS: SS.8.A.5.6: Compare significant Civil War battles and events and their
effects on civilian populations.
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Description of the strategy:
The rapping for review strategy is a strategy that helps students create a rap based on a
concept. The songs represent what the students feel about the topics learned. It is a
creative strategy since students have the freedom to choose a specific topic related to the
concept, or make a rap about the whole concepts. The raps are created in a small group
and presented to the class, so the class reviews the topics while listening to other groups
perform their rap.
Rationale for Use:
This strategy would be effective to use because it gives students a chance to be creative
and have some freedom when creating their raps. It also brings in something that most
students love, music, and incorporating it into an educational exercise. Many students
love to be creative and do different strategies, and creating a rap is probably not done too
often, so it would be effective for student learning and involvement.
Book, Article, Magazine, etc. that you will be using for your student to read:
Bolotin, N. (2002). Civil war a to z: A young people’s guide. Dutton juvenile.
Short Summary of the book, article or magazine:
This book is an alphabetical representation of the Civil War. A wonderful reference guide that
lays out the different battles, important people, and key elements had a great effect on the
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Civil War. The book is complete with many photographs, maps and descriptions to represent
what was happening in the war.
Strategy Example:
To introduce this strategy to the class, I would tell them that we are going to create raps/songs
about the Civil War. As a class, we would brainstorm the many different topics students can
create their song around including but not limited to, different battles, important people, and
the war as a whole. After, brainstorming different ideas, I would show students a video made
by a few students on a Revolutionary War rap. After watching the example, I would tell the
students what I was looking for in terms of the rap, creativity, appropriateness, facts, and an
organized script. Raps should be creative, but include appropriate word choice and
information. Raps should also be at least thirty seconds long to ensure significant information.
Students will first get into their groups of 4 and create the script for their rap. This will be
turned in as well as displayed on the board when they are performing their song.
Students will then go into their groups and begin thinking of their topics and creating their
scripts. Students will use the resources Civil War A to Z to brainstorm different topics and use
the facts and descriptions in the book to create their raps with important details. Each student
must perform in the rap in some way, therefore should practice their rap as many times as
possible before presenting it to the class. After students are complete with their raps, each
group will perform their rap to the class while displaying their scripts on the document camera.
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Writing Integration:
Writing is incorporated through scrip writing by writing a poem sung to a beat. However,
for more writing integration, students could write a reflection on the raps presented to the
class and the learning they gained through this activity.
Technology Integration:
Technology is not specifically used in this strategy however; it could be incorporated
through videotaping student performances and making a class video of the raps. In
addition, students could use internet research to get ideas of other students’ raps after
they create their own.
Assessment: Students will be assessed through the rubric for their rap.
CATEGORY
4
3
2
1
Accuracy of
All supportive
Almost all facts
One fact is
No facts are
Facts
facts are reported are reported
reported
reported
accurately (3 of
accurately (2 of
accurately.
accurately OR no
3).
3).
facts were
reported.
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Group Work
The group
The group
functioned
functioned pretty functioned fairly of the group were
exceptionally
well. Most
well but was
often off task
well. All
members
dominated by
AND/OR were
members listened listened to,
one or two
overtly
to, shared with
members. The
disrespectful to
group (all
others in the
shared with and
and supported the supported the
The group
efforts of others. efforts of others. members) was
Enthusiasm
Some members
group AND/OR
The group (all
The group (all
almost always on were typically
members) was
members) was
task!
disregarded by
almost always on almost always on
other group
task!
members.
task!
Facial expression Facial expression Facial expression Facial expression
and body
and body
and body
language show a language show a language show
and body
language depict
strong interest
strong interest
some interest and apathy or
and enthusiasm
and enthusiasm
enthusiasm about boredom with the
about the topic
about the topic
the topic
throughout the
throughout the
throughout the
rap, but it is not
rap, but it is
rap.
overdone.
somewhat
overdone.
topic.
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Name (of strategy): Bio Pyramids
Reading Target: Comprehension
Source:
McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
CCSS or SSS: SS.8.A.4.3: Examine the experiences and perspectives of significant
individuals and groups during this era of American History.
Description of the strategy:
Bio-pyramid is a strategy that summarizes a person’s life in an organized format based on
particular information. It allows students to write a specific amount of words in a
pyramid format that gives the basic information on a person as well as personal
connections to the creator.
Rationale for Use:
This is a great strategy to use because it shows students exactly what they should know
about the person in an organized fashion. Students are able to see the important
information needed before they read which would guide their focus more while reading
the text.
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Book, Article, Magazine, etc. that you will be using for your student to read:
Rice, E. (2005). Robert e. lee: First soldier of the Confederacy. Morgan Reynolds pub.
Short Summary of the book, article or magazine:
This biography on Robert E. Lee travels through his life, from an early child to a soldier in the
Confederate Army. It discusses his strengths and weaknesses in the war as well as his
thoughts on different events he witnessed. It chronicles important events in his life that
contribute to the actions he took in life as well as the war.
Strategy Example:
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McLaughlin, 2009
To introduce this strategy to the class, I would go over the template and describe what is
needed in each section by showing a bio-pyramid. I would describe that each section has a
certain amount of words that you can put in it as well as a different type of words. As show on
the template, the words added to the pyramid would be reflective of what was asked on the
pyramid.
After students have gone over the template, students would read the book, Robert E. Lee: First
soldier of the Confederacy and complete a bio-pyramid on Robert E. Lee’s life during the Civil
War. Students will be encouraged to use words that described Lee from the book as well as
incorporate details not well known about Lee. For example, without reading the book people
could say he was “hardworking or determined” however, students will be expected to use
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descriptions described in the book about Lee to show understanding and connections to the
book, his life, and their own selves.
Expectations of this strategy would be diverse based on the particular students. Some students
would be extremely creative with their describing words where as others would take a more
“safe” approach in the ideas.
Writing Integration:
This strategy has minimal writing integration through, writing descriptive words,
however, students can use their bio-pyramids to write a summary of the Lee’s life. This is
an excellent way to organize a summary of a persons’ life.
Technology Integration:
Technology is not needed in this strategy, however could be incorporated through
students creating a presentation, movie trailer, or photo story of the person’s life based
off their pyramids.
Assessment:
CATEGORY
4
3
2
1
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Graphic
Organizer
Graphic organizer or
outline has been
completed and
shows clear, logical
relationships
between all topics
and subtopics.
Graphic organizer or
outline has been
completed and
shows clear, logical
relationships
between most topics
and subtopics.
Graphic organizer or Graphic organizer or
outline has been
outline has not been
started and includes attempted.
some topics and
subtopics.
Organization
Information is very
organized
Information is
organized
Information is
The information
somewhat organized appears to be
disorganized.
Name (of strategy): Dialogue Journals
Reading Target: Word Study/Fluency
Source :
McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
CCSS or SSS: SS.8.A.5.1: Explain the causes, course, and consequence of the Civil War
(sectionalism, slavery, states' rights, balance of power in the Senate).
3295
Description of the strategy:
This strategy can be an unprompted or prompted way for students to journal their
thoughts on a text. Students write in a conversation like tone, or even dialogue with their
peers. In a prompted journal, students are given a set of questions to answer and since
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they are opened ended questions, it stimulates the student to make connections as well as
pose any questions they still might have.
Rationale for Use:
This is a great strategy to use for students to make connections between text and their
prior knowledge based on the prompts given to the students. It also is a great way for the
teachers to give students focus in their learning and pulling out the most important
information from the text.
Book, Article, Magazine, etc. that you will be using for your student to read :
Paulsen, G. (2000). Soldier's heart : Being the story of the enlistment and due service of the
boy Charley Goddard in the first Minnesota volunteers. Laurel leaf.
Short Summary of the book, article or magazine:
This is a story about a boy named Charley Goddard, who lied about his age to join the war at
the age of 15. He did not want to miss an adventure to be involved in the war however, never
realized how awful life at war could really be. He was in the war for four years and returned
home with a “soldier’s heart” which is defined as a person who has seen the negatives and
casualties of war.
Strategy Example:
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This strategy is best taught by giving an example. Students will go over what makes a good
journal, details, facts, and connections to prior knowledge or experiences. Students will be
shown an example prompt that could be used for dialogue journals “Explain what you know
about dogs.” Through this prompt, the class could brainstorm what would make an effective
journal and what details they could include that would enhance their writing.
Students then will read the text “A soldier’s heart…” and complete the writing prompt in their
dialogue journal, “Why do you think Charley wanted to be in the war so badly? What did you
think about the events that occurred in Charley’s life? What do you think you would you do in
the situation if you were Charley?” Students will write about their reactions to Charley’s life
and what connections they had when reading the text.
When finished journaling, students will have the opportunity to discuss with their table groups
the areas they connected to from this story. Some other areas they can discuss are what they
found interesting, or what they would do if they were in Charley’s situation. This allows
students to realize that although students read the same text, they can have different
perspectives.
Writing Integration: Writing is integrated through their journal writing.
Technology Integration: Technology is not needed in this strategy however, could be
by creating online blogs (journals) for students who’d rather type.
Assessment: Journals can be assessed through this rubric:
CATEGORY
4
3
2
1
30
Accuracy of
All supportive
Almost all
Facts (Content) facts are reported supportive facts
accurately.
are reported
Most supportive NO facts are
facts are reported reported OR
accurately.
accurately.
most are
inaccurately
reported.
Focus on Topic
There is one
Main idea is
Main idea is
The main idea is
(Content)
clear, well-
clear but the
somewhat clear
not clear. There
focused topic.
supporting
but there is a
is a seemingly
Main idea stands information is
need for more
random
out and is
supporting
collection of
information.
information.
Supporting
Supporting
details and
details and
details and
give the reader
information are
information are
information are
important
relevant, but one relevant, but
general.
supported by
detailed
information.
Support for
Relevant, telling, Supporting
Topic (Content) quality details
typically unclear
information that key issue or
several key
or not related to
goes beyond the portion of the
issues or portions the topic.
obvious or
storyline is
of the storyline
predictable.
unsupported.
are unsupported.
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Name (of strategy): KWL Chart
Reading Target: Vocabulary
Source:
McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
CCSS or SSS: SS.8.A.4.3: Examine the experiences and perspectives of significant
individuals and groups during this era of American History.
Description of the strategy:
This strategy is a way for students to organize their thoughts before and after reading.
The chart is broken down in three categories, K (What I know), W (What I want to
know), L (What I learned). Students fill in the K of the chart before reading as a base
line of their previous knowledge of vocabulary. They then fill out the W section, to
assess what they would like to know about specific vocabulary, and help guide their
reading to find the answers. After the students read the text they fill in the L section,
of what they learned from the text.
Rationale for Use:
This strategy is effective for students because it is an easy way to organize a students
learning. Students can easily see what they know and how much learning they gained
from a piece of literature. Often students don’t realize how little they know about a topics
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vocabulary until they are forced to write down their previous knowledge. It is a useful
tool to see how a piece of literature can affect learning.
Book, Article, Magazine, etc. that you will be using for your student to read:
Freedman, R. (1989). Lincoln: A photobiography. Sandpiper.
Short Summary of the book, article or magazine:
This book chronicles the life of Abraham Lincoln through his childhood, through his life
during the Civil War. The biography goes through pictures that depict different aspects of his
life as well as different events that affected him as a person.
Strategy Example:
This strategy is best taught by going over what is needed in each section of the chart first. Then
the teacher would give a sample KWL chart that the students can help fill in. Students can fill
the K and W charts about “Space” as a class, discussing what they know and what they want to
know about space and its vocabulary. The teacher would then read a short article about space
and bring the class back as a discussion to fill in the learned section.
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Students will then fill in a new KWL chart, the K and W section before reading a new passage.
After, students will read the biography on Lincoln and fill in the learned section when they are
finished. Once all the students are finished, the class will come back and discuss what words
they had in each section. They will also discuss what
questions they still had from reading the text to see if
others in the group could help them figure out the
answers. This allows students to deepen their
knowledge about the topic since they are not only
reading, writing but also, talking about the topic that
will illicit deeper comprehension.
Writing Integration: Writing is incorporated through filling in the chart, but can be
used to write a paper or summaries about Abraham Lincoln.
Technology Integration: Technology is not needed in this strategy.
Assessment: Informally, the teacher can assess students through observation of the
students filling out their KWL charts and answer any questions they may have.
Formally, the students can be assessed for understanding through their completed
KWL chart based on the information included in the chart.
CATEGORY
4
3
2
1
34
Graphic
Graphic
Graphic
Graphic
Graphic
Organizer
organizer or
organizer or
organizer or
organizer or
outline has been
outline has been
outline has been outline has not
completed and
completed and
started and
shows clear,
shows clear,
includes some
logical
logical
topics and
relationships
relationships
subtopics.
between all
between most
topics and
topics and
subtopics.
subtopics.
Name (of strategy):Semantic Question Map
been attempted.
Reading Target: Vocabulary
Source:
McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
CCSS or SSS: SS.8.A.5.1: Explain the causes, course, and consequence of the Civil
War (sectionalism, slavery, states' rights, balance of power in the Senate).
35
Description of the strategy:
This strategy is a graphic organizer, like a semantic map, but focuses on sets of
predetermined questions that help focus the reader on what is important out of a text.
These questions are based off the readings and are connected to one broad topic. The
answers to the questions describe the topic in detail.
Rationale for Use:
This is a useful strategy because it is a simple organizer. It is easy to follow and is a
useful reference once completed. It is also useful for the teacher to outline the most
important information from the text that would be important for the students to learn.
These can be themes, details, facts or other information that the teacher finds
important.
Book, Article, Magazine, etc. that you will be using for your student to read:
Haskins, J. (1998). Black, blue & grey: African Americans in the Civil War. Simon
&Schuster children’s publishing.
Short Summary of the book, article or magazine:
This story is about the life of African Americans that were soldiers in both sides of the
war. It describes what they went through during the Civil War. It includes letters,
diaries, and depictions of slaves that were fighting in the war. It shows that African
Americans were participating on both sides of the war and their causalities were high
36
although they are looked past because it was “a white man’s war.” A wonderful book
is filled with great information about topics rarely discussed from the war.
Strategy Example:
To introduce this strategy, students will be given a semantic question map about something
familiar about dogs. The teacher will describe that the broad topic would be in the center
circle in this case, DOGS and that the questions needed to be answered would be in the
corresponding circles. In this example, questions would be “How many breeds of dogs are
there? What are some occupations that use dogs? And what are some unique characteristics
of dogs?” After looking at all the questions, the teacher would read a brief passage about
dog. Students would then answer the first question as a class, and the teacher would write
their answers underneath the bubble to show where the answers would follow. Then the
students would work with their partners to answer the second question. After, students will
work individually to answer the final question in the example.
Individually students would be given a new semantic question map about the Civil War.
Students will then quietly read “Black, Blue & Grey…” and fill in their semantic question
map, being sure to add detail and information from the text to answer their questions.
Students will then use their maps to create a short paper on what African Americans went
through during the Civil War and their reaction to the events described in the book.
What are some
reasons they
fought on the
different sides
of the war?
African
Americans
in the Civil
War
What
contributions did
these soldiers
make in the war?
37
How did they
feel during the
war?
Writing Integration:
Writing is integrated through students filling out the map as well as their summaries
and reflections in a paper.
Technology Integration:
Technology is not specifically integrated however, could easily be by turning their
ideas into a presentation using a prezi or other software. They could present their
reflections and aspects that affected these soldiers in the war.
Assessment:
Informally, students can be assessed through the observation of the semantic question
maps and any questions students address. Formally, the students could be assessed
38
through their reflections and summaries of what these soldiers went through during the
war.
CATEGORY
4
3
2
1
Amount of
All topics are
All topics are
All topics are
One or more
Information
addressed and all addressed and
addressed, and
topics were not
questions
most questions
addressed.
most questions
answered with at answered with at answered with 1
least 2 sentences least 2 sentences sentence about
about each.
about each.
each.
Quality of
Information
Information
Information
Information
clearly relates to clearly relates to clearly relates to little or nothing
the main topic. It the main topic. It the main topic.
Information has
to do with the
includes several
provides 1-2
No details and/or main topic.
supporting
supporting
examples are
details and/or
details and/or
given.
examples.
examples.
39
Name (of strategy): Quick writes
Reading Target: Reading and Writing Connection
Source:
McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
CCSS or SSS SS.8.A.5.1: Explain the causes, course, and consequence of the Civil
War (sectionalism, slavery, states' rights, balance of power in the Senate).
Description of the strategy: This strategy is a strategy that is used before, during or after
reading depending on when the students are asked to write. In this strategy, students
are given writing prompt or an open-ended question and they are given a short
amount of time to write about what the prompt by using their prior knowledge or the
text.
Rationale for Use: This strategy is perfect to assess student understanding of a text or to
see what types of prior knowledge students have related to a concept that they can
make a connection.
Book, Article, Magazine, etc. that you will be using for your student to read:
Reit,S. (2001). Behind rebel lines: the incredible story of Emma Edmonds, Civil War spy.
40
Graphia.
Short Summary of the book, article or magazine:
This is a story about a young girl who disguises herself as a male to fight in the Civil War. It
chronicles her journal through the war and the different events she witnessed. She completed
many jobs in the war including being a spy for the Union soldiers and has some amazing
stories about the war from her perspective.
Strategy Example:
To introduce this strategy, the teacher will read a short segment from a sample text about a
simple topic like animals. Then the teacher will show the students the quick write that
coincides with the example “Why do you think people believe animals can heal a sick person?”
The teacher will then write a short answer to the prompt and share it with the students.
Students would use the example to complete their own quick write. The teacher will have the
students read the story about Emma Edmonds while writing the quick write prompt on the
board “What do you think about Emma’s life in the war? What would you do in her situation?”
Students would be given seven minutes after reading the text to answer the questions. The
teacher will remind the students to make connections to their lives and use any prior
knowledge they have about life during the war.
41
Writing Integration:
Writing is integrated in this strategy through students answering writing prompts.
Technology Integration:
Technology could be integrated through having students take their quick write and turn it
into a mini project where students could present their ideas through a simple power point
and images that represent their thoughts.
Assessment: This strategy would be assessed through completion and based on the
following rubric:
CATEGORY
4
3
2
1
Focus on Topic
There is one
Main idea is
Main idea is
The main idea is
(Content)
clear, well-
clear but the
somewhat clear
not clear. There
focused topic.
supporting
but there is a
is a seemingly
Main idea stands information is
need for more
random
out and is
supporting
collection of
information.
information.
supported by
general.
detailed
information.
Adding
The writer seems The writer seems The writer relates The writer has
Personality
to be writing
to be drawing on some of his own not tried to
42
(Voice)
from knowledge knowledge or
knowledge or
transform the
or experience.
experience, but
experience, but it information in a
The author has
there is some
adds nothing to
taken the ideas
lack of
the discussion of The ideas and the
and made them
ownership of the the topic.
way they are
\"his own.\"
topic.
expressed seem
personal way.
to belong to
someone else.
43
Rubric: Strategy Application Project
A= Excellent B=Thorough
C=Adequate D= Inadequate
(Creativity)--Created engaging and
challenging lessons.
(Choice of Strategy)-- Deepened and
enriched students’ understanding
through content area literacy
strategies, verbalization of thought,
and application of the subject matter.
(Explanation)-- Sequenced lessons and
concepts to ensure coherence and
required prior knowledge; designed
instruction for students to achieve
mastery
(Strategy Template)--Applied varied
instructional strategies and resources,
including appropriate technology, to
provide
comprehensible instruction and
student understanding
(Assessment)-- Developed learning
experiences that required students to
demonstrate a variety of applicable
skills and competencies.
(Spelling and Grammar)--Showed
thought, logical organization, accurate
grammatical structure, and correct
spelling. The assignment was
appropriate and professional.
A
(20-19)
B
(18-17)
C
(16-15)
D
(14)