ELA Civil War Unit 2

English Language Arts Civil War Unit
Date/Day: Day 1- Introduction to Soldiers Heart and Literature Circles

Standards: CCSS.ELA-LITERACY.L.8.1
Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
CCSS.ELA-LITERACY.SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on
others' ideas and expressing their own clearly.
21st Century Learning Goals: Students will work with each other in groups to promote
collaboration, communication, and social skills.
Overview: This lesson is designed as an introduction to the unit. This unit will be a
collaborative effort between students to take ownership of their own reading and practice
responsibility by working as part of a group.
EQ: What is historical fiction and how do we use it?
Why is it important to cooperate with each other to enhance learning and share ideas?
Learning Targets: I can explain what historical fiction is and how we can use it to learn
history.
I understand what PTSD is and how it affects soldiers.
I understand how literature circles work and am prepared to participate in one.
Assessment:
DGP
Discussions
Literature Circle responsibility sheet
Exit slip
Instruction:
Daily Grammar Practice parts of speech: minnesota was forming a volunteer regiment
to go off and fight
Every day, students will complete their DGP in their journals to be checked at the end
of the week. Students will be chosen at random to come up to the SmartBoard and
make corrections.
Students will then participate in a think-pair-share of the questions: Have you heard of
historical fiction before? If yes, what is it? Have you read any historical fiction? If no,
what do you think it means?
Students will then explain their experiences with historical fiction with whole-group
discussion.
Teacher will provide an overview of the novel including background about Gary
Paulsen, PTSD, and the context of the story. Students will take independent notes in
their journals.
Next, the teacher will provide an overview of literature circles. Roles will be as
follows:
1. Question commander: this role requires students to create questions for the group to
2.
3.
4.
5.
consider. These should be thoughtful questions that require students to think deeply about
the text beyond simple comprehension by asking about big ideas and reactions while
reading.
Illustrious illustrator: this role will require a student to create an illustration of what they
have read. This can be a comic, map, picture, meme, chart, or any preferred form of media
to best summarize the readings.
Media marvel: this role requires students to find a piece of media to represent the readings.
This can be a video, picture, film, song, article, or any other kind of media.
Literary illuminator: this student will pick out important passages from the reading and ask
group members to read it again and dissect it. The student may pick passages that are
important, interesting, funny, or complicated.
Summary sleuth: this student will provide a summary of the readings. This can be verbal,
written, drawn, made into an infographic, or in any form best seen fit.
Students will be given a Literature Circle Responsibility Sheet (attached below) to

fill out the roles and will then be sorted into their literature circle groups.
Students will plan their responsibilities for the novel.
Students will read the forward of the novel about PTSD.
Exit slip: What is historical fiction and why is it useful?
Resources: Literature Circle Responsibility Chart attached in References page.
Literature Circle roles adapted from Brooke Hardin, Appalachian State University
Daily Grammar Practice handout:
http://www.okaloosaschools.com/niceville/sites/okaloosaschools.com.niceville
/files/users/jacquelineblow/Daily%20Grammar%20Practice%20Student%20Notes.pdf
(remove space)
Date/Day: Day 2- Slave life
CCSS.ELA-LITERACY.RI.8.4
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of specific word
choices on meaning and tone, including analogies or allusions to other texts.
21st Century Learning Goals: Students will use the internet to compose Wordles.
Students will be able to synthesis information to communicate and write.
Overview: Students will read an excerpt from various slave narratives. They will learn about
life as a slave before emancipation and look at slavery from different perspectives.
EQ: What was life like for slaves in America before emancipation?
How do stories and narratives allow us to connect to the past?
Learning Targets: I can read biographies and interpret meaning from them.
I can acknowledge and write from different perspectives.
Assessment:
DGP
Discussion questions
Wordles
Excerpt Reviews
Instruction:
Daily Grammar Practice sentence parts and phrases: minnesota was forming a
volunteer regiment to go off and fight
Students will be given a slave narrative to read and annotate.
Options: Incidents in the Life of a Slave Girl (first paragraph)
Uncle Toms Cabin (all of excerpt)
Frederick Douglass slave narrative (chapter 1)
Students will be split into groups based on what they have read. They will discuss the
following questions: 1. What was life like for the person? 2. How were they treated? 3.
How do you think the Confederates would respond to reading this? The unionists?
Groups will then create a Wordle of words associated with the account. These can be
repeated words, significant words, or words/thoughts that came across students as they
read and annotated.
Each group will share their Wordle and will compare and contrast their Wordles with
other groups. What themes are present? Are there any differences?
Students will then work independently to write a review of the excerpt they have read
either from the perspective of a Confederate or Unionist. Consider the North and
Souths beliefs and reasons for believing that way.
Resources: Incidents: http://www.learnnc.org/lp/editions/nchist-antebellum/5340
Uncle Toms Cabin:
http://www.syracusecityschools.com/tfiles/folder836/excerpt_from_uncle_toms_cabin.pdf
Frederick Douglass: http://www.learnnc.org/lp/pages/2718
Date/Day: Day 3- Chapters 1 & 2

21st Century Learning Goals:
Students will work with each other in groups to promote collaboration, communication, and
social skills.
Overview: Students will participate in their first official lit circle meeting to share their work.
Students will also discuss their study guide questions to ensure comprehension and
understanding. This day will be geared towards making sure that the lit circle groups are
organized, productive, and effective.
EQ: What inspires people to join the Army?
How do our hopes going into something alter our expectations?
Learning Targets: I can participate in a group by sharing my views and being responsible for
my own work.
I can form inferences from text.
Assessment: DGP
Lit circle discussions
Lit circle roles
Study guide questions
Exit slip
Instruction:
Daily Grammar Practice sentence type and clauses: minnesota was forming a volunteer
regiment to go off and fight
Role groups: Students will get into groups with students who have the same role for
this portion of reading. Students will share what work they did with their role.
Students will then get into their lit circle groups and share their findings as well as
discuss their answers to the following reading companion questions:
Chapter 1
1. What was the big news and how were people reacting?
2. What event had started the war, and who did Charley feel was in the right? Why?
3. How old was Charley? Why did he consider himself a man even if he wasnt old
enough to technically be considered one?
4. Why did Charley decide if he wanted to join the Army, hed have to walk to Fort
Snelling? Be specific.
5. What 3 reasons did Charley give his mother for going to the war?
6. Who was Orren, and what had happened to Charleys father?
7. Why didnt Charleys mother try and stop him?
Chapter 2
8. What did Charley receive for a uniform? What does this indicated (say) to you about
the military organization situation? Explain.
9. What 4 things did Charley have to agree to before signing his name to enlist? List the
4 things and then write what you believe each means.
10. Charley writes to his mom, We bile the beans and use them for a meal (page 8).
Read the paragraph and text around it. Then write what you think Charley means when
he writes the word bile. Why do you interpret it this way?
11. Write a few (2-3) sentences describing Charleys training.
12. Why didnt Charley have a lot of confidence in his officers? Do you tend to agree with
him? Why or why not?
13. What was Charleys mother writing, encouraging him to do? Why did Charley almost
follow through with his mothers request? What stopped him?
Students will begin working on their Soldiers Heart scrapbooks where they will
place all of their Soldiers Heart assignments by designing the cover and placing their
Responsibility Sheet inside.
Exit slip: what do you think worked well with the lit circles? What do you think could
be improved upon? Did you like working in your lit circle today?
Resources: Soldiers Heart study guide questions:
https://docs.google.com/document/d/1BFvwXP7wDDRAyp95gHvBjY1kEQvXwfI_Q4FYouwrQc/edit
Date/Day: Day 4- A House Divided

Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Analyze a case in which two or more texts provide conflicting information on the same
topic and identify where the texts disagree on matters of fact or interpretation.
Evaluate the advantages and disadvantages of using different mediums (e.g., print or
digital text, video, multimedia) to present a particular topic or idea.
21st Century Learning Goals: Students will be able to transform text into another format
including art, videos, prezis, inforgraphics, or any other form of expression including
technology tools.
Overview: Students will read and analyze Lincolns House Divided speech. This is one of
Lincolns most quoted and influential speeches that students have learned about in Social
Studies. This class will provide an in-depth analysis of the speech in terms of use of language
and metaphors.
EQ: Why is the House Divided speech important?
How do leaders choose language that portrays authority?
Learning Targets: I can read and comprehend political speeches.
I can identify metaphors and the importance of language choice.
I can explain how different forms of media convey information.
Assessment:
DGP
House Divided worksheet
A New House Divided activity
Instruction:
Daily Grammar Practice punctuation and capitalization: minnesota was forming a
volunteer regiment to go off and fight
Students will watch this video about Lincolns House Divided speech.
http://www.history.com/topics/us-presidents/abraham-lincoln/videos/gilder-lehrmanhouse-divided
Students will then read a small portion of the speech and complete the worksheet
attached.
After completing the analysis, students will transform Lincolns speech into another
format instead of the speech text. This can be a video, a drawing, painting, infographic,
object, a poem, a story, a picture book, or any format the student sees fit.
Resources: House Divided worksheet:
https://www.teacherspayteachers.com/Product/Abraham-Lincoln-1858-House-DividedSpeech-610164

social skills.
Overview: This class session will be dedicated to student lit circles. The groups will be
sharing their findings about the novel.
EQ: How do the realities of war affect soldiers?
Learning Targets: I can be a responsible member of a group and contribute to discussions.
I can explain how the Battle of Bull Run was important.
I can explain some of the terrors of war.
Assessment:
DGP
Lit circle roles
Instruction:
Daily Grammar Practice sentence diagramming: minnesota was forming a volunteer
regiment to go off and fight
Chapter 3
1. What did Charley think about slavery?
2. What was the first experience Charley had, seeing a southern woman? Describe it.
3. How did Charleys farm compare to the farms he was seeing on the train ride into the
South?
4. What did Charley and Private Swenson think about how difficult the fight against the
Rebels would be based upon the farmers and their families theyd seen from the train?
Would you have agreed with Charley?
5. From what you know of history, was it an easy fight like Charley and Private Swenson
anticipated?
6. What did a surgeon tell Charley about why he should keep his uniform clean?
7. How did Charley compare immoral thinking to an unclean uniform?
Chapter 4
8. What things did Charley see in his first battle? List at least 5 (with some detail)
9. Why do you think Charley did not turn and run, but instead marched back In Good
Order? Would you have done that? Why or why not?
10. What did Charley do once he was safe in the woods? Why? Does this action cause
you to gain, or lose respect for Charley? Why?
Students will place their lit circle activities into their scrapbooks and begin reading the
next section of Soldiers Heart.
Resources: Soldiers Heart Study Guide:


social skills.
Overview: This class will again be dedicated to lit circle sharing of chapters 5 and 6. Students
will also be introduced to their summative assessment for Soldiers Heart.
EQ: How are our decisions and feelings effected by circumstance?
I can choose and complete projects that require higher-level thinking.
Assessment: DGP
Lit circle roles
Instruction:
Daily Grammar Practice sentence type and clauses: it was worth more money than hed
ever had more than hed ever seen and he was sorely tempted to spend it all on himself
Chapter 5
1. What were the fireflies that Charley saw in the fields? Why didnt he go out to join
them?
What did the officers tell Charley to do in the morning? What did he discover about
the stream?
3. Although Charley knew if he entered the meadow again in an attempt to cross it, he
would join the dead and dying there, why didnt he run?
4. What did Charley realize about the training he had received?
5. Who had Charley noted watched the battle the day before? What does this indicate to
you about their initial opinion about the war?
6. When the Sergeant ordered, Forward! (page 36 at the top), how do you think you
would have responded if you were in Charleys situation? Why?
7. What was it like for Charley to march through the dead and across the field?
8. What did Charley discover he did while marching across the field? Why wasnt he
embarrassed?
Chapter 6
9. Why do you think many thought the Rebels would come and take Washington DC?
10. Why do you think Charley did not write home and tell his mother what battle was
really like? Why didnt he spend all of his money on himself or keep it with him?
11. What was farming? Why didnt Union Soldiers feel it was a wrong thing to do?
12. What was as deadly to the soldiers as the bullets on the battlefield?
13. Why did Charley feel older than Nelson? Why didnt he try to explain things to
Nelson? (your opinion)
14. Why wasnt Charley intimidated by the Rebel Yell?
15. What was the shot that Charley heard?
16. Do you think Charley knew what Nelson was planning? If so why do you think
Charley did what he did? If not, do you think he would do the same thing again for a
soldier with a belly wound?
The teacher will provide students with the Novel Study Choice Board and explain
that these activities will be a part of their scrapbooks. Students must choose one
activity from each column (a total of 6) to be due at the end of the unit.
Students will be able to organize their scrapbooks and begin their activities or read the
next section of Soldiers Heart.
Resources: Novel Study Choice Board:
https://www.teacherspayteachers.com/Product/Differentiated-Novel-Study-Choice-BoardsLiterature-Circles-168033
Soldiers Heart Study Guide:
2.
Date/Day: Day 7- I Am Poem Remix

CCSS.ELA-LITERACY.W.8.5
With some guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on how well purpose and audience have been addressed.

Draw evidence from literary or informational texts to support analysis, reflection, and
research.
21st Century Learning Goals: Students will be able to portray their writing in different
mediums including videos. This will require students to use online technological tools to
express themselves.
Overview: This activity is designed for students to have an opportunity to be creative and
explore poetry. Students will learn how to write from someone elses perspective
EQ: How can we walk a mile in other peoples shoes? Why is this important?
Learning Targets: I can provide constructive feedback in a respectful manner.
I can understand events from different perspectives.
Assessment: DGP
Peer editing observations
I Am poems
Instruction:
Daily Grammar Practice sentence parts and phrases: it was worth more money than hed
ever had more than hed ever seen and he was sorely tempted to spend it all on himself
Teacher will present a mini-lesson on I Am and two voice poems, providing
examples.
Teacher will model how to write an I Am poem, using his/her self as a model.
Students will be instructed to create their own I Am poem from the perspective of
Charley.
After filling out the template, students will be grouped into threes to share and peer
edit.
Students will then finalize their poems and turn it into an Animoto or other type of
video and share their videos.
Resources: I Am poem template: http://ettcweb.lr.k12.nj.us/forms/iampoem.htm

social skills.
Overview: Students will work in the lit circle groups to discuss chapters 7 and 8 of Soldiers
Heart. They will also have the opportunity to work on and ask questions about their scrapbook
projects.
EQ: How do the traumas of war affect our thinking and priorities?
I can explain how war requires extreme sacrifice and inhumanity.
Assessment: DGP
Lit circle roles
Instruction:
Daily Grammar Practice parts of speech: with the dark the temperature had plummeted
but he didnt feel the cold
Students will reflect on their field trip to the nursing home and share experiences in a
whole-class discussion. Students will also have the opportunity to ask any questions
about their Living Links projects.
Chapter 7
1. What did Charley think of General McClellan and what did he think of President
Lincoln?
2. What happened to the men from New York who had deserted? Do you agree with this
action? Why or why not?
3. There was a rumor about General Grant. What was the rumor? How did President
Lincoln respond to the rumor? Why do you think he responded this way?
4. How did the men from the country differ in their habits than the men from the cities?
Why?
5. Why didnt Charley like to talk to people and get to know them?
6. Who did Charley trade with and what did he trade? Why did he trade?
7. How did Charley know the trading was at an end?
Chapter 8
8. What did Charley have to do that he hated to help feed the ill soldiers?
9. How far did Charley and the men march in one day?
10. How did Charley know he was nearing battle, a large engagement?
11. Why did it bother Charley to fire on the horses more than at the men upon them?
12. After stopping the cavalry, what did Charleys battalion (600 men) face?
13. How did Charley respond to close combat with bayonets?
14. Where did Charley go after the combat? Why?
15. When Charley removed his coat, what was discovered?
16. What was Charley forced to do before he fell asleep near the surgeons tent? Why?
Would you have responded differently or the same as Charley? Explain.
Students will be able to work on their scrapbooks or read the final section of Soldiers
Heart.
Resources:
Date/Day: Day 9- Letters from Home

Determine an author's point of view or purpose in a text and analyze how the author
acknowledges and responds to conflicting evidence or viewpoints.
Analyze a case in which two or more texts provide conflicting information on the same
topic and identify where the texts disagree on matters of fact or interpretation.
Write arguments to support claims with clear reasons and relevant evidence
21st Century Learning Goals: Students will be able to critically think about documents from
different perspectives.
Students will be able to communicate their ideas by providing evidence.
Overview: Students will read and analyze primary sources from the Civil War in the form of
soldiers writing letters to home. This will provide students with more background about the
war and another perspective. It is especially important to provide students with documents
from Confederate soldiers to counter the Union account of Charley.
EQ: Did soldiers on both sides of the war face the same hardships?
How do we analyze primary source documents?
Learning Targets: I can account for different perspectives.
I can compare and contrast primary sources.
I can plan argumentative papers with sufficient evidence for claims.
Assessment: DGP
Graphic organizers
Outlines
Instruction:
Daily Grammar Practice punctuation and capitalization and diagramming: it was worth
more money than hed ever had more than hed ever seen and he was sorely tempted to
spend it all on himself
Students will be given four letters (two from confederate soldiers, two from the Union)
and a graphic organizer.
Teacher will model by reading a letter and filling out statements from the letters.
Students will complete their graphic organizer to pick out evidence that supports the
statement Did soldiers on both sides of the war experience the same level of hardship
during the American Civil War?
Students will create an outline of an argumentative paper and write their claim,
evidence, and organization.
Exit slip: Do Confederate and Union soldiers face the same struggles? Do they face
different struggles?
Resources: Letters and graphic organizer: http://www.civilwar.org/education/teachers/lessonplans/civil-war-letters-lesson-plan/letters-lesson-materials.pdf
Date/Day: Day 10- Field trip to nursing home

Service Learning Opportunity: Students will be going on the field trip to the nursing home.
This trip serves two purposes.
1. To involve students in the community by having them visit community members who may
not get a lot of visitors. They will talk with patients and do activities with them.
2. Since students have been learning about how we preserve and pass on history, they will
interview/talk with someone at the nursing home to pass on their history and memories about
the world.
Date/Day: Day 11- Service Learning Reflection


21st Century Learning Goals: Students will work with various types of media to
communicate information through their Living Links project.
Overview: On the first day back following the experience at the nursing home, students will
reflect, share, and learn about their Living Links assignment.
EQ: What did you learn from visiting the nursing home?
Learning Targets: I can participate in group discussions and be a responsible member of a
group.
I can explain how service experiences are beneficial to both me and the community.
Assessment: Discussions
Exit slips
Instruction:
Students will answer the following questions independently in their journals.
1. Do you think the experience at the nursing home was beneficial?
2. What things did you learn?
3. How did you feel while being with the patients?
4. What kinds of things about history did you learn?
5. What was the most difficult part about interviewing?
Students will then individually share with the class their answer to one of the questions.
Teacher will then instruct students about the Living Links project and answer any
questions.
Students will have the opportunity to work on their Living Links project and ask the
teacher for questions.
Resources:
Living Links project (see Living Links page)


Overview: This is the final lit circle group meeting day. Students will be able to share and
discuss their findings with classmates to wrap up the book.
EQ: How can trauma influence our thoughts and actions?
Learning Targets: I can participate in group discussions and be a responsible member of a
group.
I can explain how traumatic experiences influence our thoughts and actions.
Assessment: DGP
Lit circle roles
Instruction:
Daily Grammar Practice sentence type and clauses: with the dark the temperature had
plummeted but he didnt feel the cold
Chapter 9
1. Where was Charley? What did he note was always the same about every battle hed
been in?
2. Why did Charley tighten his shoe laces? Would you keep your shoe laces tightened, or
walk around with them loose and untied?
3. What impressed Charley about the Rebels as they marched across the field toward his
position?
4. What happened when Charley, with the rest of the Minnesota Volunteers, charged the
Rebels whod made it to the Union line?
Chapter 10
5. Why wasnt Charley interested in looking for a wife and starting a family?
6. What hinted that Charley was in bad shape and knew he would not probably live long?
Charley was sad in some ways, and glad in some ways. Why do you think he was sad
and why do you think he was glad? Explain.
7. What had the army taught Charley about eating, and what he chose to eat?
8. What did Charley think about instead of eating when he went on picnics? Why do you
think he considered this?
Where did Charley get his ball and cap revolver?

Did Charley follow through with discharging the revolver? Why?
Students will be able to work on their scrapbooks or read the final section of Soldiers
Heart.
Resources:
9.
10.
Date/Day: Day 13- Gettysburg Address

Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
Analyze how a text makes connections among and distinctions between individuals,
ideas, or events (e.g., through comparisons, analogies, or categories).
21st Century Learning Goals: Students will watch the Lincoln speech reenactment and be
able to process information given to them in different mediums.
Overview: This lesson will allow students to dissect the Gettysburg address. Students will
read opinions from people who believe that the speech is overrated and those who believe that
it deserves its place as one of the greatest speeches of all time. Students have the opportunity
to grade Lincolns speech and truly interact with the event in history.
EQ: What makes a speech great?
Why do certain speeches have a profound influence on American society while others are
forgotten?
Learning Targets: I can explain the characteristics that make a speech effective.
I can explain why the Gettysburg Address has had such an impact on society.
Assessment: DGP
Oral presentation rubrics
Class discussions
Narration
Instruction:
Daily Grammar Practice sentence parts and phrases: with the dark the temperature had
plummeted but he didnt feel the cold
Teacher will hand out the oral presentation rubric and explain it to students.
Students will watch the reenactment of Lincolns Gettysburg Address and mark on the
rubrics.
Students will hold up their scores on whiteboards and those who were on either
extreme will explain why they marked Lincolns speech the way they did.
Teacher will explain that not all people thought Lincolns speech was one of the
greatest of all time. In their journals.
Students will read A Voice from the Dead and Retraction for our 1863 editorial
calling Gettysburg Address 'silly remarks.

Ask students what they think about the criticisms and defense. Does the Voice from
the Dead writer have any good points? Do you think it should be considered one of
the greatest speeches of all time? Why or why not?
Writing prompt: Imagine that you were in attendance of the Gettysburg Address. Write
a narration that includes your reaction to the oratory as well as breaking down what the
speech says to you as someone living in during the Civil War
Resources: Gettysburg lesson plan, video, and newspaper resources:

http://www.pbs.org/newshour/extra/lessons_plans/the-gettysburg-address-how-history-ismade/
Date/Day: Day 14- Soldiers Heart Reflection

CCSS.ELA-LITERACY.RL.8.2
Determine a theme or central idea of a text and analyze its development over the
course of the text, including its relationship to the characters, setting, and plot; provide
an objective summary of the text.
Overview: This lesson will serve as the summation of our work with Soldiers Heart. Students
will have a short Socratic seminar in which they are in charge of discussion and what they get
out of it. Since much of the work with the novel has been with lit circles and student-centered,
the Socratic seminar is serving as an ultimate transfer of power from the teacher to the students
who have had practice guiding discussions and cooperating through their lit circles.
EQ: What is soldiers heart?
What is the cost of war?
How do historical fictions give us a glimpse of history?
Learning Targets: I can participate in a large group discussion.
I can explain the tragic effect that war has on soldiers.
Assessment: Socratic seminar discussions
Lit circle group evaluations
Instruction:
Daily Grammar Practice punctuation and capitalization: with the dark the temperature
had plummeted but he didnt feel the cold
Students will have been given these questions to consider the day before:
1.
Although Solders Heart is a work of fiction, is it historically accurate?
2. How does the author describe the destruction of Gettysburg? Why do you think he
described it that way?

What kind of wounds did Charley receive from combat and did they ever heal?
What finally killed Charley? How old was he at the time of his death?
Did, in your opinion, Charley have a Soldiers Heart? Why or why not? Explain.
Did you like reading this historical fiction? Why or why not?
Students will use these questions as a guide for their Socratic seminar. Every student
will be given 5 talking chips and must use at least one to ensure that everyone in the
class is participating. The class will be split into two to have two different seminars
going due to the short number of questions given.
After the short Socratic Seminar, students will have the opportunity to work on their
scrapbooks.
Exit slip: students will be handed a peer evaluation form for their lit circle group.
Resources: Peer evaluation form (in References page)
Soldiers Heart study guide:
3.
4.
5.
6.
Date/Day: Day 15- Living Links presentations

Adapt speech to a variety of contexts and tasks, demonstrating command of formal

English when indicated or appropriate.
21st Century Learning Goals: Students will get practice communication with large groups of
people.
Students will have the option of using technological tools to present their projects.
Overview: On this day, students will share about their Living Links projects.
EQ: How can we stay connected to the past?
Learning Targets: I can make links between history and living people.
I can explain how we preserve and pass on history.
Assessment: DGP
Living Links presentations
Instruction:
Daily Grammar Practice diagramming: with the dark the temperature had plummeted
but he didnt feel the cold
Students will present their Living Links experiences.
Resources:

ELA Civil War Unit 2

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English Language Arts Civil War Unit

Date/Day: Day 1- Introduction to Soldiers Heart and Literature Circles

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

Students will be given a Literature Circle Responsibility Sheet (attached below) to

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

Resources: Soldiers Heart study guide questions:

Date/Day: Day 4- A House Divided

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

Date/Day: Day 6- Chapters 5 & 6

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

Date/Day: Day 7- I Am Poem Remix

focusing on how well purpose and audience have been addressed.

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

Date/Day: Day 9- Letters from Home

Date/Day: Day 10- Field trip to nursing home

Date/Day: Day 11- Service Learning Reflection

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

Date/Day: Day 12- Chapters 9 & 10

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

Where did Charley get his ball and cap revolver?

Date/Day: Day 13- Gettysburg Address

calling Gettysburg Address 'silly remarks.

Resources: Gettysburg lesson plan, video, and newspaper resources:

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

described it that way?

Date/Day: Day 15- Living Links presentations

Adapt speech to a variety of contexts and tasks, demonstrating command of formal

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