Grade+4+Civil+War+Lesson+Plan

The Civil War 4th Grade Lesson Plan

This lesson is a guided inquiry lesson where students will become engage with the text, __Pink and Say__, by Patricia Polacco through whole class read aloud. They will apply the inquiry skill of questioning (wondering in the 8 W’’s) to develop questions that they ask before, during and after engaging with the text. To share their new knowledge, students will work in pairs to complete a **//Glogster//** advertisement detailing researched reasons to go to war.
 * Lesson Overview: **

Recognize and ask questions while reading Code the questions Research and present reasons for going to war (North/South)
 * Lesson Objectives: **


 * Standards Addressed: **

Indiana Academic Standards**:** · ** Social Studies 4.1.7: Explain the Roles of various individuals, groups, and movements in the social conflicts leading to the Civil War. ** · ** Social Studies 4.1.8 Summarize the participation of Indiana citizens in the Civil War. ** · ** English/Language Arts 4.2.4 Evaluate new information and hypotheses (statements of theories or assumptions) by testing them against known information and ideas. ** · **English/Language Arts 4.3.3 Use knowledge of the situation, setting, and a character's traits, motivations, and feelings to determine the causes for that character's actions**.

Information Literacy Standards for Student Learning: · Standard 1- The students who is information literate accesses information efficiently and effectively. Indicator 1- Recognizes the need for information. Indicator 3- Formulates questions based on information needs

· Multiple copies of the picture book, __Pink and Say__ by Patricia Polacco · Questioning Graphic Organizer · Questioning rubric · Computers with internet access · Glogster.edu account and login for each group of students
 * Materials: **

// *Note this lesson is taught during a Civil War unit. Students already have several days of preliminary work on causes and background of the war. See attached rough planning sheet for the 2 week unit. This lesson develops day 4 and adds a technology component to supplement the inquiry study. This was decided during grade level collaboration with the team of 4th grade teachers and the MS. //
 * Procedures: **

 1. Build background; involve students in a discussion of the Civil War and Indiana’s influences. Write the questions, Who, What, When, Where, Why? on a chart. Ask about slavery, the Underground Railroad and President Lincoln. Record their responses and have them pair share with a partner.  2. Activate prior knowledge, get them thinking: Ask students how many of them have relatives in different states? Would they like to be placed on opposite sides with their cousins/relatives during a war? That’s how it was for many Americans during the Civil War.  3. Book Talk: __Pink and Say__.  4. Distribute the Questioning graphic organizer, instruct students to complete while listening to the text. This may be broken down into 2 reading sessions. Or this can be done with a small guided reading group. Application of the text and organizer depends upon the students learning strengths and styles. (plan accordingly)  5. Model questions to ask prior to reading. For example, the differences in the color of the uniforms on the front cover, blue and grey. Who represents the North? The South? This questions can be answered with inferences in the text and use of outside resources.  6. Read aloud Pink and Say. During read aloud stop frequently to model and think aloud with the students. How would it feel to be Pinkus Aylee or Sheldon Curtis fighting in this man’s war? <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msobidithemefont: minor-latin; msolist: Ignore;"> 7. Monitor and assist students as they complete the graphic organizer. <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msobidithemefont: minor-latin; msolist: Ignore;"> 8. Display pictures on the document camera to help students visualize the sequence of events in the story. <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msobidithemefont: minor-latin; msolist: Ignore;"> 9. Use the picture on pp. 3 and 4 of the text to bring the picture alive for the students. Have several volunteers step into the picture as one of the main characters and tell how they are feeling? Explain the hardships on the battlefront. Another idea is to have students use the microphone and interview the character in the picture. <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msobidithemefont: minor-latin; msolist: Ignore;"> 10. Continue until graphic organizers are completed (2 sessions or several small group meetings) <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msobidithemefont: minor-latin; msolist: Ignore;"> 11. Share the questioning rubric with the students prior to turning in their organizers. They can go back and double check their questions and make sure they are happy with the finished product for grading. <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msobidithemefont: minor-latin; msolist: Ignore;"> 12. Use the rubric to assess student’s organizers. <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msobidithemefont: minor-latin; msolist: Ignore;"> 13. Share out questions. Debate where the answers can be found (Kick off the inquiry hunt with modeling here). <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> Harvey, Stephanie, and Harvey Daniels. //Comprehension & Collaboration: Inquiry Circles in Action//. Portsmouth, NH: Heinemann, 2009. Print.
 * Activity 1: **

<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msobidithemefont: minor-latin; msolist: Ignore;"> 1. In pairs have students begin to web the reasons why we went to war. Get them debating freedom, economics, lifestyle and unity. <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msobidithemefont: minor-latin; msolist: Ignore;"> 2. Students can use the attached graphic organizer to chart their research. This will serve as a rough draft for the advertisement project. <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msobidithemefont: minor-latin; msolist: Ignore;"> 3. Using Glogster, students will design an ad for either the North or the South, they can choose. The ad will express the views of their side as well as the reasons why they are justified in their thinking. <span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; msobidifontfamily: Calibri; msobidithemefont: minor-latin; msolist: Ignore;"> 4. Final projects will be presented to the class.
 * Activity 2: **