Prior to the lesson, have designated places for students to sit in their novel study groups. Group Size:
Any Learning Objectives:
Students will read fluently.
Students will comprehend new text.
Students will effectively create summaries.
Students will visualize the text they are reading.
Students will learn about the events surrounding the Revolutionary War. Materials:
1. A Revolutionary War novel for each individual student
2. A Revolutionary War novel packet for each student
3. Discussion questions for each novel (attached in Daily Question folder and embedded in lesson) Procedures:
- Sarah Bishop:Chapters 30-32
- The Riddle of Penncroft Farm: Chapter 13
- My Brother Sam is Dead: Chapter 12
- Fighting Ground: Pages 121-134
1. Have students get into their Revolutionary War novel groups to discuss the reading from the day before.
2. Each student should share their question they created from the
reading the day before. Encourage all students to have an opportunity
to share their thoughts towards the question.
3. Have a variety of students share their summaries and see how them
compare to those of their group members. Encourage them to add
information or take information away if they feel it is necessary.
4. Have students begin reading for day 10.
5. Remind students to stop and discuss the reading, as well as document
their gists. You may also want to hand out a reading guideline sheet
for groups to use when an adult is not present. This sheet is located
in the Introduction folder of this unit.
6. While reading, continually stop to ask questions. These questions could
be used a study guide each week for the comprehension quiz or as a
study guide for the final assessment.
Below are the day's questions for each novel:
The Fighting Ground:
• Why is Jonathan having such a difficult time after hearing that the Corporal was at the house the evening before?
• What does Jonathan find out about the boy’s parents?
• Why didn’t the Synderville Committee want to see things through in the fighting and instead the Corporal had to go looking for more men?
• Do you think Jonathan appreciates being needed now in the war?
• Why does Jonathan want to go home so badly when just a few hours ago he was eager to fight?
• Why are the men trying to console Jonathan and make him feel better?
• What does the young boy tell the Frenchman about what happened to his family?
• Whose side do you think Jonathan is on when he has seen death on both sides?
• How can someone like the Corporal as a fighter, but not as a person? What are your feelings towards the Corporal?
• How do you think Jonathan feels when he knows the Frenchman will take care of the boy?
• What do you think will become of Jonathan now?
• Why do you think the Corporal is showing Jonathan kindness?
• Describe how you think Jonathan is feeling after he hears encouragement from the Corporal.
• Why doesn’t Jonathan want to go along to find the Hessians?
• What does the Corporal mean when he tells Jonathan, “It’s time to see this through?”
• Do you think Jonathan feels more comfortable with the Hessians or with the Corporal? Why?
• What do you think will happen when the men reach the Hessians?
• What do you think the Corporal means when he keeps telling Jonathan to “Tell them?”
• Do you think Jonathan wants to hurt the Hessians? Why or why not?
My Brother Sam is Dead
• What ultimately happened to father? Do you think Tim and Mother were finally happy to know what actually had happened?
• Why it is ironic that father died on a British ship?
• Describe the living conditions on one of the prison ships?
• What message did father send for Tim and mother? How do you think this made them feel? What do you think Sam would do if he knew how father truly felt?
• What happened to Jerry Sanford?
• Betsy now states that Sam should have come home, why do you think she is changing her mind?
• What did father mean when he said, “ In war the dead pay the debts for the living?”
• Tim decides to not be on any side of the war, do you agree with his stance?
• Why didn’t the soldiers do much fighting in the winter months?
• What job or field does Tim believe he could be good in, do you agree with him?
• Describe what hunger can do to a person.
• What had changed about Sam when he came into the tavern?
• What does Sam tell Tim to do about the cows they have? Why does he say to do this?
• Why don’t the soldiers care about stealing from others? What do you think you would do in the same situation?
• How does the war turn men into animals?
• Why was the cold such a problem for the soldiers? What potential dangers could this do for the men?
• What happens to any soldiers who steal cattle?
• What happens to Sam after he tries to get his families cattle back?
• What do you think will ultimately happen to Sam?
• Do you think Tim regrets not butchering the cows sooner?
• Describe the stories Sarah is reading from the Bible to Sam?
• Why does Sarah choose to read the story about Jael and Sisera?
• Why does Sarah throw Sam’s crutch in the fire?
• Why did Sarah try to get the muskrat to leave and go out into the wilderness? Why do you think it chose to stay?
• Who do you think Sam thinks took his gun? Why?
• Sarah claims that she was scared the entire time Sam Goshen was in the cave, why do you think she felt this way?
• Do you think Sam Goshen will return or did Sarah’s actions and stories scare him off for good?
• How has Sarah’s life changed since her father used to read her the stories from the Bible as a child?
• What hardships is Sarah facing?
• Why does Sarah decide to risk the chance of the British seeing her and going into Ridgeford? Do you think she is making the right decision?
• Why does Sarah feel calm when she looks over the notice on the wall in the tavern and doesn’t notice her up there? Do you think she is completely safe now?
• Sarah stills feel uneasy about sleeping in the tavern, do you think she should feel this way? Why?
• Why does Sarah hurry in and out of the tavern when she is carrying bread?
• What supplies does Sarah buy at the Morton’s store? Do you think these supplies will be enough to help her survive?
• Why do the Morton’s have more tea now at their store?
• Why does Sarah chose to give a false name to Mr. Morton? Was this a smart move on her part? Why?
• What do you think was going through Sarah’s mind when she found out that there was a notice for her at the tavern around Christmastime?
• What do you think Mr. Morton will do thinking that she is Sarah Bishop?
• What does it tell you about Mr. Morton knowing that he tore down the notice about Sarah and burned it?
• Why do you think Mr. Morton is so inquisitive about Sarah’s life?
• What does Mr. Morton mean when he says, “Fear is something that encourages people to harm thee. Fear causes hatred?” Is Sarah experiencing any of these feelings?
• Where does Mr. Morton invite Sarah? Why do you think he is interested in her?
• What does Mr. Morton offer to do for Sarah once the British leave? Why is Mr. Morton so kind and caring towards Sarah? Do you think she will begin to trust him?
The Riddle of Penncroft Farm
• Describe Will’s condition.
• Why do you think the men insist on making jokes about what they look like in this time of war?
• Describe the men’s eating conditions at camp.
• Why do you think Sandy is with Lady Washington and helping her with winding wool?
• Describe the Grand Parade.
• Do you think the men deserved to be punished through a Grand Parade if they were not obeying orders? Why?
• Why does Baron William Augustus Henry von Steuben try to teach the men easy drills to use in war? Why is this such an important element of war?
• Why do you think the men continue to stick together to fight for independence even in such dire circumstances?
• Geordie has decided to display the cockade Will gave him, why now?
• Why does Will tell Geordie he needs to go home? Do you think he is truly needed more at home rather than with Will?
• How had father’s brush with death mellowed his anger into sorrow?
• Why is Geordie so surprised by Sandy’s delicate handwriting? What do you gather from this?
• What did Sandy have to say in his letter to Geordie?
• What causes Lars to realize that his Penicillin wasn’t so bad after all?
After students have completed their reading for the day, have them work
on day 10 of their packet completion. They need to complete their gists,
summaries, visualizations, as well as their questions to begin a
discussion for the following day. Assign for homework if it is not
8. If time remains, review the week 3 vocabulary with students (both whole class and enrichment group). Possible review ideas:
* Have students write answers on the board in teams. Read the definition and have two students on the board write the answer.
- Hold up the vocabulary words on flashcards and have students shout out the answers.
- Say the vocabulary definitions out loud and have students shout out the vocabulary word.
- Have students play charades by acting out the words.
- With partners, have students write sentences with partners using the words.
- Have students play Pictionary and draw the words.
- Have students draw pictures of the words with partners and write a caption of the picture using the vocabulary word.
Monitor student's ability to answer the comprehension questions for each day's readings. Benchmark or Standards:
The Standards for the English Language Arts:
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
Students read a wide range of print and non-print texts to build an
understanding of texts, of themselves, and of the cultures of the
United States and the word; to acquire new information; to respond to
the needs and demands of society and the workplace; and for personal
National Council for Social Studies Standards:
NSS-USH.5-12.3 ERA 3: REVOLUTION AND THE NEW NATION (1754-1820s)
the causes of the American Revolution, the ideas and interests involved
in forging the revolutionary movement, and the reasons for the American
Understands the impact of the American Revolution on politics, economy, and society.