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Developed by: Jill Weston and Auddie Mastroleo
Lesson 11: Dangerous Crossing Pages 4-8 Part 1: Pre-Writing Activities
o Step 1: Chalkboard Splash page 4 Teacher Resource: Text Based Details page 5
Part 2: Teacher Modeling page 6 o Step 1: Think-Pair-Share page 6 o Step 2: Teacher Model- Graphic Organizer page 6 o Step 3: Teacher Model- Journal Entry page 6 o Student Materials- Journal Entry Graphic Organizer page 7
Part 3: Student Writing page 8
Lesson 12: Can’t You Make Them Behave, King George? Pages 9-16 Part 1: Pre-Writing Activities page 9
o Step 1: Chalkboard Splash page 9 Teacher Resource: Text Based Details page 9
o Step 2: Jigsaw and Chalkboard Splash page 10 Teacher Resource: Text Based Details page 10
o Step 3: Organize Chalkboard Splash page 11
Part 2: Writing Prompt page 12 o Student Materials- Writing Prompt and Response Paper page 13
Part 3: Extended Response page 14 o Teacher Resources: Text Based Details page 14 o Student Materials- Graphic Organizer page 15 o Student Materials- Writing Prompt and Response Paper page 16
Lesson 13: They Call Her Molly Pitcher Pages 17-19 Part 1: Pre-Writing Activity page 17
o Give 1 to Get 1 page 17 o Teacher Resources: Text Based Details page 17 o Student Materials- Give 1 to Get 1 board page 18
Part 2: Quick Write page 19 o Student Materials- Writing Prompt and Response Paper page 20
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Lesson 14: James Forten Pages 21-26 Part 1: Pre-Writing Activity page 21
o Give 1 to Get 1 page 21 o Teacher Resources: Text Based Details page 21 o Student Materials- Give 1 to Get 1 board page 22
Part 2: Quick Write page 23 o Student Materials- Writing Prompt and Response Paper page 24
Part 3: Extended Writing Response page 25 o Student Materials- Writing Prompt and Response Paper page 26
Lesson 15: We Were There, Too! Page 27 Research Project
Unit 3: Revolution
Lesson 11: Dangerous Crossing CCLS Writing: W5.3, W5.4, W5.5
W5.10 Range of Writing: extended time frame CCLS Reading: RL5.1, RL5.6 Writing Prompt: You are Johnny Adams in the story Dangerous Crossing; choose one part of the story to write a journal entry that describes your experience at sea. Part 1: Pre-Writing Activities
Step 1: Chalkboard Splash
After reading the story, students will go back in the text to pull text details that address the following topics: Getting Ready to Set Sail, Living Conditions, Seasickness, Spotting other Ships at Sea and Storm at Sea.
Pair students up with partner. Ask students to record text based details on sentence strips.
Students then “splash” the text details on the board. When placing details on board, have students categorize their text based details under one of the following headings: Getting Ready to Set Sail, Living Conditions, Seasickness, Spotting other Ships at Sea and Storm at Sea.
Teacher Considerations:
Assign students to one topic from the above list to focus on first, and then allow for student choice if time.
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Some Possible Text Based Details:
Getting Ready to Sail:
wind blew fiercely around him (280)
blustering snow stung his cheeks like nettles (280)
still hear the words that an elderly cousin had declared in warning (280)
leaving Massachusetts in a hurry and in secret (281)
baggage included two fat sheep, two hogs, etc. (218)
Living Conditions:
settled in some dry hay (281)
bobbing up and down like corks in a bottle (281)
dangerous to cross in the ocean in mid-winter (281)
passengers were cramped (282)
everywhere was a terrible smell of sea and sailors mingled together (282)
tiny cabin clean…with their blankets and pillows…felt like home (282)
Seasickness: waves looked bigger and felt bigger too (283)
strange feeling swept over him (283)
head was spinning, and his stomach as well (283)
felt ill (283)
smoke of seacoal, smell of stagnant putrid water, odour of the ship where sailors sleep (283)
Spotting other Ships at Sea:
three ships (284)
British frigates (284)
will not run from the enemy before we see him (284)
will not fly from danger (284)
…what if these were merchant ships loaded with valuable goods? (284)
his fears were well founded (284)
the frigate was closing the gap (284)
Johnny’s thoughts: “right in the thick of things, cannons would fire, swords flash, ships would be boarded, grapple with knives (285)
Storm at Sea: ship began to pitch (286)
rocking violently back and forth (286)
could not sit or stand without being knocked about (286)
hold ourselves in bed with both our hands, bracing ourselves against the boards, planks and timbers with our feet (286)
flash of light C-R-R-AAACK! (286)
ship shuddered from the blow (286)
ship has been struck by lightning (286)
for three more days and nights, the storm continued (287)
chests and casks were tossed like straw (287)
no one could stay dry or walk steadily on deck (287)
vast mountains of water breaking on the ship threatened to bury us all (287)
sails were ripped, masts splintered (287)
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Part 2: Teacher Modeling
Step 1: Think-Pair-Share: What does a journal entry look like? First students should think on their own, then talk with a partner, finally
share out in whole class.
Draw attention to the short journal entries in the story on pages: 283 and 285.
Step 2: Teacher Model: Journal Entry Graphic Organizer (See Supporting Materials). Using the details from the chalkboard splash, choose one topic to write a
journal entry about. Use “think aloud” to model for students how details are selected to use for
Journal Entry Graphic Organizer.
Step 3: Teacher Model: Journal Entry Prompting questions to consider:
What would a journal entry sound like?
What is the tone of the journal entry?
Think aloud as to why you decide to include some text based details and not others.
Teacher Notes:
Be sure to include: transitional words and phrases. Point out concrete words and phrases in the text based details that convey
the experience and events precisely.
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Lesson 11 Supporting Materials
Name ______________________________________ Date _____________
Journal Entry Graphic Organizer
Choose one of the following parts of Johnny Adam’s journey:
Getting Ready to Set Sail
Living Conditions
Seasickness
Spotting other Ships at Sea
Storm at Sea
Fill in the organizer with details from the text to support your selection.
Part of Journey: ______________________________________________
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Part 3: Student Writing
Writing Prompt: You are Johnny Adams in the story Dangerous Crossing; choose one part of the story to write a journal entry that describes your experience at sea.
Step 1: Students complete graphic organizer (See Supporting Materials). Consider peer sharing during this step to allow for discussion of details. Ask
students to talk to their peers about how the text details will be included in the journal response.
Step 2: Students complete journal entry.
Step 3: Revision Provide feedback and the opportunity to revise and edit as needed. Use classroom
writing procedures already in place. Refer to teacher model as a point of reference to compare individual student work
in the revising process.
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Lesson 12: Can’t You Make Them Behave, King George? CCLS Writing: W5.3, W5.4, W5.5
W5.10 Range of Writing: extended time frame CCLS Reading: RL5.1, RL5.3, RL5.6 Writing Prompt: Pick 1
If you were an American colonist, reading about King George how would it affect you?
If you were British citizen, reading about King George how would it affect you?
If you were an American colonist, reading about Pamphleteers of the Revolution how would it affect you?
If you were a British citizen, reading about Pamphleteers of the Revolution how would it affect you?
Part 1: Prewriting Activities
Prewriting Step 1: Chalkboard Splash
Ask students the following questions:
In what ways did King George provoke the colonists? o Think-Pair-Share: What does the word provoke mean?
How did the colonists respond to King George’s actions? o Write each of these questions on the top of a piece of chart
paper. Students will write details on sentence strips and place under appropriate question. Keeping details on chart paper will allow for easy reference when completing the writing response and needed for Step 2.
With a partner, students will go back in the text locating specific details to answer the above questions.
Model an example for students.
Teacher consideration- assign partners one question to focus on.
Some Possible Answers:
In what ways did King George provoke the colonists?
How did the colonists respond to King George’s actions?
In 1765 a stamp tax was laid on certain printed items in America. (306)
Americans refused to pay. (307)
In 1767 the government tried again. This time the tax was on lead, tea, paint, and a number of items England sold to America. (307)
They would not put up with it. When tea arrived in Boston, they dumped it into Boston Harbor. (308)
Closed the port of Boston and took away the right of Massachusetts to govern itself. (308)
Instead, on July 4, 1776, Americans declared their independence. (309)
“therefore everyone who does not agree with me is a traitor or a scoundrel” (309)
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Prewriting Step 2: Jigsaw the Leveled Reader: Pamphleteers of the Revolution 1) All students read pages 3&4. Group 1 pages 5&6, Group 2 pages 6-8, Group 3 pages
9&10, Group 4 pages 11&12, Group 5 pages 13&14, Group 6 15-17 and Group 7 17-18. 2) Read assigned section. Highlight answers to the following questions:
In what ways did King George provoke the colonists?
How did the colonists respond to King George’s actions? 3) Add to Chalkboard Splash.
Students write text based details on sentence strips and add to chart paper. Some Possible Answers:
In what ways did King George provoke the colonists?
How did the colonists respond to King George’s actions?
the new taxes the British placed on sugar and molasses (5)
taxes angered many colonists (5)
British customs agents worked harder to make sure the colonists paid the taxes they owed on sugar and other imported goods such as coffee and fabric. (5)
“For if our trade may be taxed, why not our lands? Why not the produce of our lands and everything we possess or make use of?” (5)
Closed the Massachusetts General Assembly (6)
questioned whether the British Parliament had the right to tax the colonies at all (5)
Parliament passed the Stamp Act…required American colonists to pay a tax no virtually all printed paper (6)
Americans were openly challenging Britain’s right to tax its colonies (6)
Printed angry words of protest… “no taxation without representation” (6/7)
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Prewriting Step 3: Organize Chalkboard Splash 1) Describe the cause and effect relationship between King George’s actions and the
behaviors of the American colonists.
Answer this question through manipulation of all sentence strips in the Chalkboard Splash.
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Part 2: Writing Prompt 1) Students pick one of the following prompts to respond to:
If you were an American colonist, reading about King George how would it affect you?
If you were British citizen, reading about King George how would it affect you?
If you were an American colonist, reading about Pamphleteers of the Revolution how would it affect you?
If you were a British citizen, reading about Pamphleteers of the Revolution how would it affect you?
2) Refer students to the Chalkboard Splash charts. Students should use at least three details from the charts to include in their responses.
3) See Supporting Materials for student response sheet.
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Lesson 12 Supporting Materials
Name _____________________________________ Date _____________
“Can’t You Make Them Behave, King George?”
and “Pamphleteers of the Revolution”
Using the Chalkboard Splash and at least three details from both stories respond to one of the following:
If you were an American colonist, reading about King George how would it affect you?
If you were British citizen, reading about King George how would it affect you?
If you were an American colonist, reading about Pamphleteers of the Revolution how would it affect you?
If you were a British citizen, reading about Pamphleteers of the Revolution how would it affect you?
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Part 3: Writing Prompt Extended Response
1) Using both stories “Can’t You Make Them Behave, King George” and “Pamphleteers of the Revolution”, how did the colonists feel about King George? In return, how did King George feel about the American colonists? Be sure to include text based details to support your response. (See Supporting Materials)
2) Complete the King George and American Colonists Graphic Organizer (See Supporting Materials).
Some Possible Answers
How did the colonists feel about King George?
controlling, selfish, unfair, cruel
How do you know this?
If they agreed to one tax, they said, what would come next? A window tax? A tax on fireplaces? (KG pg 307)
They hated the whole business so much, especially the English soldiers stationed in their midst, that even when the other taxes were…they would not put up with it. (KG pg 308)
I prohibit you from thinking of peace. (KG pg 313)
No taxation without representation (PR pg 6/7)
Passing the Townshend Acts…made it impossible for Americans to trade with other nations (PR pg 8)
We are taxed without our consent. We are therefore SLAVES (PR pg 9)
Resist this tyranny or submit to chains (PR pg 11)
How did King George feel about the American colonists?
disobedient, rebellious, stubborn, childish
How do you know this?
He was flabbergasted that they claimed he had no right to tax them. (KG pg 307)
When he heard the news, King George felt more like a father than he ever had in his life. A father with very, very disobedient children. (KG pg 308)
How could children, however rebellious, succeed against a firm father? (KG pg 309)
How could a few colonies hold out against a powerful empire? (KG pg 309)
They were there to control the colonists and force them to obey British law. (PR pg 11)
Colonists dressed as Indians, boarded the tea ships, and dumped the tea into the harbor (PR pg 12)
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Lesson 12 Supporting Materials
Name ___________________________________________ Date _____________
King George and American Colonists Graphic Organizer
How did the colonists feel about King George?
How do you know this?
How did King George feel about the American colonists?
How do you know this?
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Lesson 12 Supporting Materials
Name ___________________________________ Date ___________________ King George VS The American Colonists Using both stories “Can’t You Make Them Behave, King George” and “Pamphleteers of the Revolution”, how did the colonists feel about King George? In return, how did King George feel about the American colonists?
In your response, be sure to include the following:
o How did the colonist feel about King George? o Do did King George feel about the colonist? o Be sure to include text based details to support your response.
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Lesson 13: “They Called Her Molly Pitcher” CCLS Writing: W5.2, W5.4, W5.5
W5.10 Range of Writing: extended time frame CCLS Reading: RL5.1, RL5.3, RL5.6, RL5.9 Writing Prompt: Quick Write: How did Molly’s decisions and or actions impact the events or the outcome of the American Revolution? Be sure to use details from the text to support your answer. Part 1 Pre-writing Activity:
Students will complete a Give 1 to Get 1 board (See Supporting Materials) in which they select details from the main selection to support the writing prompt.
Give 1 to Get 1: o With a partner, students fill in four possible text based details. These details are
written on the top row of the Give 1 to Get 1 board. Students should include the page number.
o Students then mingle around the room giving one text based detail in exchange for a different text based detail. Details that are collected to written on the bottom row of the Give 1 to Get 1 board.
o After completing the board, go over all possible answers. Allow students to add details and make any necessary corrections.
Teacher Notes: Washington’s Continental Army succeeded in the Battle of Monmouth.
Below are text based details as to Molly Pitcher’s actions which helped in the army’s success.
Some Possible Responses:
…cooked and cleaned, washed and mended clothes, and nursed the sick (page 331)
…raced back to the battlefield, dodging cannon and musket fire, carrying her pitcher full of water for any American soldier who needed a drink (page 332)
…she ran back and forth from the battlefield to spring, spring to battlefield, bringing water to men who’d collapse in the heat (page 332)
…run and shove the long ramrod into the big gun with as much force as possible (page 337)
…explosion shook the ground, but the woman paid no attention- she just got ready to fire the cannon again (page 337)
…how she’d carried water through the gunfire to the soldiers all morning (page 337)
…she’d been as brave in battle as any man he’d ever heard of (page 338)
…she’d earned the rank of sergeants in the Continental Army (page 338)
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Lesson 13 Supporting Materials
Name _____________________________________________________ Date _______________________
Give 1 to Get 1 Molly Pitcher’s decisions and or actions that impact the events or the outcome of the American Revolution
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Part 2: Quick Write How did Molly’s decisions and or actions impact the events or the outcome of the American Revolution? Be sure to use details from the text to support your answer. (See Supporting Materials)
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Lesson 13 Supporting Materials
Name _________________________________________ Date __________________
“They Called Her Molly Pitcher” Quick Write
Directions: Use your Give 1 to Get 1 board as a
tool to include details from the text in your
response.
How did Molly’s decisions and or actions impact
the events or the outcome of the American
Revolution?
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Lesson 14: James Forten CCLS Writing: W5.2, W5.4, W5.5
W5.10 Range of Writing: extended time frame CCLS Reading: RL5.1, RL5.3, RL5.6, RL5.9 Writing Prompt: Quick Write: How did James Forten’s decisions and or actions impact the events or the outcome of the American Revolution? Be sure to use details from the text to support your answer.
Part 1 Pre-writing Activity:
Students will complete a Give 1 to Get 1 board (See Supporting Materials) in which they select details from the main selection to support the writing prompt.
Give 1 to Get 1: o With a partner, students fill in four possible text based details. These details are
written on the top row of the Give 1 to Get 1 board. Students should include the page number.
o Students then mingle around the room giving one text based detail in exchange for a different text based detail. Details that are collected to written on the bottom row of the Give 1 to Get 1 board.
o After completing the board, go over all possible answers. Allow students to add details and make any necessary corrections.
Teacher Notes: As an African American, James Forten was part of defeating the British which lead to the creation of the United States.
Below are text based details as to James Forten’s actions which helped in the army’s success.
Some Possible Responses:
...took a job working in a small store (page 355)
…wanted to do was to go to sea…America was fighting for its freedom, and James Forten would be fighting too (page 355)
…signed onto the privateer Royal Louis (page 357)
…job was to carry the gunpowder from below to the guns (page 358)
…he would be killed instantly…he came again with as much powder as he could carry (page 358)
…was taken aboard the Amphyon (page 360)
…he was treated as a regular prisoner of war and sent to a prison ship (page 360)
…the game of marbles with Beasley’s son had saved him from a life of slavery (page 361)
…fought for the freedom of America (page362)
…helped to create the country known as the United States of America (page 362)
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Lesson 14 Supporting Materials
Name _____________________________________________________ Date _______________________
Give 1 to Get 1 James Forten’s decisions and or actions that impact the events or the outcome of the American Revolution
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Part 2: Quick Write Quick Write: How did James Forten’s decisions and or actions impact the events or the outcome of the American Revolution? Be sure to use details from the text to support your answer. (See Supporting Materials)
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Lesson 14 Supporting Materials
Name _________________________________________ Date __________________
“James Forten” Quick Write
Directions: Use your Give 1 to Get 1 board as a tool to include details
from the text in your response.
How did James’s decisions and or actions impact the events or the
outcome of the American Revolution?
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Part 3: Extended Response Writing Prompt: Molly Pitcher and James Forten greatly contributed to the outcome of the American Revolution.
Refer to the two stories “They Called Her Molly Pitcher” and “James Forten” to explain the ways
in which Molly Pitcher and James Forten made their contributions to the outcome of the
American Revolution. In which ways were their contributions the same? In which ways were
their contributions different? Be sure to use at least three text based details from each story to
support your answer. (See Supporting Materials)
Teacher Notes:
Using the strategy “Think-Pair-Share”, ask students to think of a word or phrase that captures the way in which both Molly and James responded during the American Revolution.
Refer students to their Give 1 to Get 1 boards from both stories. Students should support the difference and similarities with details from the main selection.
Considering asking students to highlight or circle the details from their Give 1 to Get 1 boards that will be used in their writing response.
Some Possible Responses: Different:
James- quiet, humble
Molly- active, dramatic Same:
Minority groups had less rights than white men who fought
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Lesson 14 Supporting Materials
Name ________________________________________________ Date _____________
Molly Pitcher and James Forten
Molly Pitcher and James Forten greatly contributed to the outcome of the American Revolution.
Refer to the two stories “They Called Her Molly Pitcher” and “James Forten” to explain the ways
in which Molly Pitcher and James Forten made their contributions to the outcome of the
American Revolution.
In which ways were their contributions the same?
In which ways were their contributions different?
Be sure to use at least three text based details from each story to support your answer.
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Lesson 15: We Were There, Too! CCLS Writing: W5.2, W5.4, W5.5, W5.6, W5.7, W5.8, W5.9
W5.10 Range of Writing: extended time frame Research Project:
Begin research project on the American Revolution. Teacher Considerations:
Provide a model.
Study the model for all the details in the rubric by asking students to notice what is and what is not included in the model.
After students write a draft of their research paper, consider using the “Stars and Steps” strategy to support the writing process.
o Students would make “Stars” next to items done well by matching the model and “Steps” next to items that need to be done by matching the model.
o Use the model and rubric as a guide for giving feedback.
Provide a graphic organizer for students to collect research details.
Consider allowing students to orally present information before writing their research paper, allowing time for additional research to fill in any gaps.
