Literacy Project for Educ 343 1
Literacy Project for Educ 343
Teresa Shelton
Missouri Southern State University
Literacy Project for Educ 343 2
Nonwhite
Rinaldi, A. (1996). Hang a thousand trees with ribbons: The story of Phyllis Wheatley. Orlando, FL: Harcourt, Inc.
This is the story of an African American girl that was kidnapped from her home. She is brought to America to be a slave for a family in New England during the 1700’s. The book is about a teenage girl who against great odds becomes a famous poet for her time. It also shows that slavery wasn’t just an issue during the 1800’s or only in the south.
Woman
Jacobs, H. (2001). Incidents in the life of a slave girl. Mineola, NY: Dover Publications
This book is written by an African American woman in 1861 to share her experience of slavery in America. She tells what really happens to a slave and how she survived both physically and mentally.
Magazines
St.John, J.L. (2007, March 27). Should state apologize for slavery?. Time U.S.,
Von Drehle, D. (2011). 150 Years after Fort Sumter: Why we’re still fighting the Civil War. Time Magazine U.S., 177(14)
Both of these magazine articles were chosen to show students how history affects people and governments today. These articles show how even today slavery and how individuals, local governments, state government, and federal governments respond to past events affect future events.
Newspapers
(1890, September 12). A colored girl’s large inheritance. Le Mars Sentinel, Iowa, pp.2
(1922, September 29). Former slave dies here. Sequoyah County Democrat, pp.4
These two selections would be used to show how people were treated even after the Civil war. Nonfiction
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Yetman, N. (2002). When I was a slave: Memoirs from the slave narrative collection. Mineda, NY: Dover Publication
It is a book of interviews of people who were slaves and their accounts of what life was like and how it affected them forever.
Tucker, S. (2002). Telling memories among southern women: Domestic workers and their employers in the segregated south. New Orleans LA: Louisiana State Univ Pr
This book shows how there were still a division between races and how both sides felt about the division.
Altman, L.J., & Gates, H.L.Jr.(2004). The politics of slavery: Fiery national debates fueled by the slave economy. Berkely Heights, NJ: Enslow Publishers, Incorporated
A book that explains the economic side of slavery is a different perspective. It would allow discussions into economics and minimum wage, unemployment benefits, etc.
Novels
Mosley, W. (2006). 47. New York, NY: Little, Brown Books for Young Readers
Owens, V.(1998). I met a great lady. Mount Dora, FL: Eschar Publications
McKissack, P.(2002). Christmas in the big house, Christmas in the quarters. New York, NY: Scholastic
These books give very different experiences during slavery. Different perspectives of slavery to hopefully make students have a better understanding.
Poems/Songs
Free at last. Retrieved Friday, September 21, 2012, from negrospirituals.com: http://www.negrospirituals.com/news-song/free_at_last_from2.htm
This song is a very famous spiritual that can be taken line by line to understand the feelings of the slaves.
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Comic Book/Graphic Novel
Boyd, B. (2004). Civil war, vol. 1 (Chester Comix)
This is a comic book that uses facts to teach about the civil war. It is engaging for about fourth grade and older. It is another way to present facts to students that might not read otherwise. The book is short but contains a lot of information.
Picture Books
Lester, J. (1998). From slave ship to freedom road. New York, NY: Dial Books
Polacco, P. (1994). Pink and Say. New York, NY: Philomel books
The first picture book is an example of pictures making people to critically think about their own feeling about slavery and how they would feel in the situation.
Pink and Say is a story about two young men during the civil war. One is white and the other black.
Websites
Slavery and the making of America. (n.d). Retrieved Thursday, September 20, 2012 from PBS.org web site: http://www.pbs.org/wnet/slavery/teachers/primary-source.html
This web site is a trusted website that provides audio and video clips of interviews from past slaves. It is not paper and pictures but people talking about what happened to them.
Understanding Slavery. (n.d). Retrieved Thursday, September 20, 2012 from discoveryeducation.com website: http://school.discoveryeducation.com/schooladventures/slavery/
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This site provides an actual slave auction. It has many resources for students and for the teacher.
Word Sort
Pink and Say
Teresa Shelton
Polacco, P. (1994). Pink and Say. New York, NY: Philomel books
SS3Ai05
Identify political, economical, and social causes and consequences of the Civil War and Reconstruction
R1G04
During reading, utilize strategies to
a. determine meaning of unknown words
b. self-monitor comprehension
c. question the text
d. infer
e. visualize
f. paraphrase
g. summarize
Directions: Each table group will review the categories provided and into which you will sort the vocabulary terms/concepts. (For an Open Word Sort, instruct the student teams to suggest categories for organizing the words.) You will have 10 minutes to assign the words to the appropriate categories. We will have a class discussion with each group presenting your word list
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for one of the categories. You will be asked to defend your sorting of terms by sharing the common features of the categories and how each specific term/concept meets the criteria.
Words/Phrases for word sort:
Mahogany Forty-eighth colored Vittles with mealy worms Jumped the broom Master’s house Ohio Twenty-fourth Staff Muskets from Mexican-American War Born a slave Ashamed I couldn’t read touched Mr. Lincoln’s hand deserter
ransacked war whoop Northern accent Confederate Army Union boy they smote him
Marauders
Sheldon Curtis
Pinkus Aylee
Ransacked
Vittles with mealy worms
Jumped the broom
War whoop
Ohio twenty-fourth
Mahogany
Confederate army
Staff
Forty-eighth colored
They smote him
Ashamed I couldn’t read
Master’s house
Touched Mr. Lincoln’s hand
Muskets from Mexican-American war
deserter
Born a slave
Union boy
Northern accent
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This word sort could be used in assessing the students ability to understand the differences in characters and comprehension of the story. This would be a tool for checking for understanding.
Vocabulary Self-Awareness Chart
Pink and Say
Polacco, P. (1994). Pink and Say. New York, NY: Philomel books
SS3Ai05
Identify political, economical, and social causes and consequences of the Civil War and Reconstruction
CA R1E05
Develop vocabulary through text, using
a. root words and affixes
b. synonyms and antonyms
c. context clues
d. glossary and dictionary
Student directions:
1. Examine the list of words you have written in the first column
2. Put a “+” next to each word you know well, and give an accurate example and definition of the word. Your definition and example must relate to the unit of study.
3. Place a “=” next to any words for which you can write only a definition or an example, but not both.
4. Place a “-“ next to words that are new to you.
5. Add any additional words you feel are important to know or are unfamiliar to you.
You will use this chart throughout the unit. By the end of the unit should have the entire chart completed. Because you will be revising this chart, write in pencil.
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WORD
+
=
-
Example
Definition
Mahogany
+
The desk was made of mahogney wood and was reddish brown.
Reddish brown
Porridge
=
Momma made me porridge for breakfast
Marauders
-
Company
Musket
Muskets
Staff
Bull run
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Model the process of using this chart for students prior to the reading. After modeling, have the students fill out the chart. Students should continue to fill out the chart and revise their responses while they read the book and again after. This will allow students to monitor their knowledge of the terms/concepts throughout the study. The classroom teacher can also monitor student responses throughout the study.
Question Answer Relationship (QAR)
APA Reference(s)
Polacco, P. (1994). Pink and Say. New York, NY: Philomel books
Content GLE/s
SS3Ai05
Identify political, economical, and social causes and consequences of the Civil War and Reconstruction
Literacy GLE/s
CA R1H05
Apply post-reading skills to demonstrate comprehension of text: a. answer basic comprehension questions b. Identify and explain the relationship between the main idea and supporting details c. make predictions d. question to clarify *e. reflect f. draw conclusions g. analyze h. paraphrase i. summarize
Student directions:
Yesterday we practiced creating right there and think and search questions from the text. We also went over author and you and on your own questions that are in your head. Today, you will work with your table partner to answer the following worksheet. On the right there questions you must write out your answer and include the page number from the book you found your answer. Remember author and you questions are NOT in the text. Instead you
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must consider what the author told you and what you already know about the subject and write your answer out. On your own questions will need to be answered from your own experiences and written out on the worksheet.
In the text
Question
Answer
Right there questions
Remember who, where, lists, how many, when did, name, what kind of-Remember all answers are in directly in the text
Sample question
1. Name the boy that was from Ohio in the story?
Sample answer
Sheldon Curtis
2. What war were the muskets from that Pink’s company used?
3. What was the name of the stockade Pink died in?
Think and search Questions:
Search through entire passages in text to find the answer.
1. Contrast the life of Pink and Say
1. Say lived in a farmhouse and lived in the north. Pink lived in slave quarters outside the master’s home and lived in the south.
2. Compare Ohio Twenty Fourth company to the Forty-Eighth Colored.
2.
3. Explain what Andersonville was like.
3.
In Your Head
Question
Answer
Author and you questions: Students must read the text but answers are not directly in text. Must use what the
author told you and what you already know about the topic
Sample Question
What would you have advised Say to do about returning to the war and why?
He was in the South and he would have to be prepared to fight until he was back safe in the North. He knew Marauders were close by and would have to fight if they returned.
1. Why was touching the hand of someone who touched Abe Lincoln so important?
On your own questions: Answered from students background knowledge not from reading text
Sample question:
Is there a social cause in your community that you can become involved in?
Sample answer:
Smoking is allowed directly outside our community auditorium which is dangerous to our health. I could get a petition of signatures to make it nonsmoking on the property or further away from the doors and take it to the city council meeting to make it a law or ordinance.
1. What‘s a touch decision you have had to make that changed your life forever?
Rubric for Author and Me
4
3
2
1
Student states why touching the hand of Abe Lincoln was important. Two pieces of information from the text are used to support the answer. The student thoroughly explains background knowledge or experiences to further support their answer.
Student states why touching the hand of Abe Lincoln was important. At least one piece of information from the text is used to support the answer and the student uses some background knowledge or experience to further explain and support their answer
Student states why it was important to touch Abe Lincoln’s hand and uses at least one piece of information from the text OR uses background knowledge/experiences to support and explain,
Student states why touching Abe Lincoln’s hand was important but does not use information from the text or personal knowledge/experience to support or explain.
Rubric for On My Own
4
3
2
1
Student stated a problem they had to solve. They explained options and reasons for the various choices. Student states the final decision with a thorough explanation of their choice.
The student stated a problem they had to solve and provided at least two options with an adequate explanation of their final choice.
Student presented a vaguely stated problem and what they decided with only minimal explanation.
Student failed to clearly present a problem. No clear decision was stated. Student vaguely responds to the problem. No explanation was provided.
When and why I would use this strategy
I would use this strategy when teaching the content. I would teach this strategy and then use it during content lesson. It would allow the students and me to see if the students understood the material and how to apply it to situations outside the text. I would also use it at post-reading to assess their comprehension of text and how they can apply ideas the concept to their lives.
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Pink and Say
Polacco, P. (1994). Pink and Say. New York, NY: Philomel books
Name: Teresa Shelton Date:10/12/12 Class:Social Studies
GLEs
SS3Ai05
Missouri, United States, and Word History
Identify political, economical, and social causes and consequences of the Civil War and Reconstruction
R1G05
During reading, utilize strategies to
a. determine meaning of unknown words
b. self-monitor comprehension
c. question the text
d. infer
e. visualize
f. paraphrase
g. summarize
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Compare/Contrast in social Studies
Pinkus Aylee
Sheldon Curtis
How are these alike?
1. On the Union Side
2. Boys not men
3. Captured and in Andersonville
4. Both hurt or sick
5.
1. Non-slave
2. From the North
3. Survived the Prison Camp
4. Couldn’t read
5. Didn’t wear spectacles
6. deserter
1. Slave
2. From the South
3. Killed in Prison Camp
4. Could read
5. Wore spectacles
6. Fighting for the cause
How are they different?
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Notetaking 10/12/12
Pink and Say
Polacco, P. (1994). Pink and Say. New York, NY: Philomel books
GLEs
I1C05
Develop and apply effective research process skills to gather, analyze and evaluate information. Use a specified notetaking format and organizational strategies to record relevant information.
SS3Ai05
Identify political, economical, and social causes and consequences of the Civil War and Reconstruction
Name: Teresa Shelton Date:10/12/12 Class:Social Studies
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Who was Sheldon Curtis?
Who was Pinkus Aylee
He was fifteen-wasn’t suppose to have a gun just a staff
He was from Ohio-Northern State
Wounded while running away
Union side the Ohio Twenty-Fourth
Afraid and a deserter- He had ran from the war and got shot
Called Say- family called him Say so he let Pink call him that also.
Couldn’t read- White but had been taught to read
White-Important because of time in history
Touched the hand of Abraham Lincoln-President during the war
Slave-was fighting for his own freedom
Around 15-boy but was fighting
Could read-master had taught him so he could read to him-against the law for black person to know how to read.
From Georgia-Slave state
Called Pink-Family nickname he let Say call him
Died by hanging-because he was black, In Andersonville prison camp
Union side-
They are both boys fighting on the Union side trying to abolish slavery but for different reasons. Civil war caused them to meet. Touching the hand of the President was very important and it gave hope to both boys. Because one was white he lived and the other died just because of the color of his skin.
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Shared Reading Artifact
By Teresa Shelton
Text:
Polacco, P. (1994). Pink and Say. New York, NY: Philomel books
GLEs:
SS3Ai05
Missouri, United States, and Word History
Identify political, economical, and social causes and consequences of the Civil War and Reconstruction
R1G05
During reading, utilize strategies to
a. determine meaning of unknown words
b. self-monitor comprehension
c. question the text
d. infer
e. visualize
f. paraphrase
g. summarize
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Text
Teacher commentary during the think aloud
Strategies modeled/practiced
The text: Pink and Say by Patricia Polacco
“As I look over the cover of this bookI see two boys looking at a book. It looks like their reading the book together. I don’t see in the picture why the author would title it Pink and Say. I’m going to have to read the book I believe to get the answers to these two questions.
Predicting and using titles and graphics provides focus and motivation to read further.
When Sheldon Russell Curtis told this story to his daughter, Rosa, she kept every word in her heart and was to retell it many times over in her long lifetime.
Sheldon had been injured in a fierce battle and was left for dead in a muddy, blood-soaked pasture somewhere in Georgia. He was a mere lad of fifteen. He lay there for two days, by his reckoning, only to slip into unconsciousness and fever. He was rescued from this field by another lad who had also been separated from his company. I will tell it in his own words as nearly I can:
“I see from reading this passage that my prediction was correct, this book is about two boys. I still don’t know where the title comes from but I will continue to read. Now, reading this passage makes me think that this boy Sheldon was real and this story a story he told about what happened to him. He said he was injured in a fierce battle in Georgia and rescued by another lad who was separated from his company. Battle in Georgia and lad from another company makes me think of war. Georgia makes me think of maybe the Civil War.
Activating prior knowledge
I watched the sun edge toward the center of the sky above me. I was hurt real bad. For almost a year I’d been in this man’s war. The war between the states. Being just a lad, I was wishin’ I was home.
“This paragraph shows that he is definitely a boy. He calls the war this man’s war and calls himself a lad. He also says the war between the states. Have you all heard the term the war between the states. The context clues in this paragraph don’t make it perfectly clear to me what that means. Since I predicted earlier it was the Civil War I believe I will look it up in the glossary of my Social Studies book. First, I would open to the glossary and find the “w” section. I would look for war between the states. It isn’t there. Maybe it is under Civil War. I will turn to the “C” section and find civil war. It is there. It states that it was a war between the Northern and Southern States of the United States of America.
Vocabulary, finding the meaning of an unknown word, context clues and the glossary
Summary: This approach in the classroom shows students how they can use numerous strategies during reading and think alouds. Students participate in activating their prior knowledge to help form new knowledge. This is a great way for students to learn in a constructivist setting. I could use this strategy in all areas of the classroom. I like this strategy because it shows children to pay attention to the details in the text and pictures. Even small details can be telling you something.
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Constructive Response
Pink and Say
Teresa Shelton
Polacco, P. (1994). Pink and Say. New York, NY: Philomel books
GLEs:
SS3Ai05
Missouri, United States, and World History
Identify political, economical, and social causes and consequences of the Civil War and Reconstruction
R2A05
Develop and apply skills and strategies to comprehend, analyze and evaluate fiction, poetry, and drama from a variety of cultures and times. Interpret and apply information in title, table of contents and glossary and recognize the text features of fiction, poetry, and drama in grade-level text.
R1I05
Develop and apply skills and strategies to the reading process - - - continued
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Compare, contrast, and analyze connections between information and relationships in various fiction and non-fiction works text ideas and own experiences. Text ideas and the world by responding to literature that reflects culture and historic time frame.
R2C05
Develop and apply skills and strategies to comprehend, analyze, and evaluate fiction, poetry, and drama from a variety of cultures and times. Use details from the text to: make inferences about setting, character traits, problem and solution and story events. Make predictions. Draw conclusions. Identify cause and effect. Compare and contrast various elements. Explain author’s purpose
Text:
I watched the sun edge toward the center of the sky above me. I was hurt real bad. For almost a year I‘d been in this man’s war. The war between the states. Being just a lad , I was wishin’ I was home.
My leg burned and was angry from the lead ball that was lodged in it just above my knee. I felt sleepy and everything would go black. Then I’d wake up again. I wanted to go back to our farm in Ohio and sometimes, when I’d fall into one of them strange sleeps, I’d be there with my Ma, tastin’ baking powder biscuits fresh out of her wood stove.
Then I heard a voice. For a moment I thought I was fever-dreamin’, but then I felt strong hands touch my brow, splash water in my face.
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“Bein’ here, boy, means you gotta be dead,” the voice said as he gave me a drink from his kit. “Where you hit? ‘Cause if it’s a belly hit, I gotta leave you here,” he said.
I had never seen a man like him so close before. His skin was the color of polished mahogany. He was flyin’ Union colors like me. My age, maybe. His voice was soothing’ and his help was good.
“Hit in the leg,” I told him. “Not bad if it don’t go green.”
“Can you put weight on it?” he asked as he pulled me to my feet. “We gotta keep movin’. If we stay in one spot, marauders will find us. They’re ridin drag and lookin’ for wounded.”
Then fever must have took me good, ‘cause I could feel a cool, sweet-smelling quilt to my face. Soft, gentle warm hands were strokin’ my head with a cool wet rag cloth.
“Look at that morning’ that’s comin’,” a woman’s voice said as she spooned oat porridge into me. “Do you momma know what a beautiful baby boy she had?”
“Where am I? Is this heaven?” I asked.
She tossed her head and laughed. “No child, Pinkus brung you home to me ---don’t you remember?”
The mahogany child, I thought.
“Both you children been on the run for days, and a miracle of God Almighty brung you both here, yes indeed, child, a miracle.”
I remember thinkin’, Could this war have been so close to this lad’s home? I couldn’t imagine havin’ a war right in his back yard. I looked over and saw him lookin’ out the winderlight.
“Guess you don’t remember much,” he said “I’m Pinkus Aylee, fought for the Forty-eighth Colored. Found you after I got lost from my company.”
“My name is Sheldon. Sheldon Curtis,” I said weekly.
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“This is my mother, sweet Moe Moe Bay,” he said as she smiled at me.
“Lord, Lord, I never thought I’d see my dear boy again,” she said as she hugged him. “I been gittin’ along, though, Pinkus. Warm things got left in the big house when the family left. Dry goods, too. The rest I been gittin’ from the woods. They’s a freshwater spring. Still have some chickens, even got an ole cow out back that still gives.”
“Then you have been all alone here?” Pinkus asked his mother. “Where is everybody?”
“Your daddy runned off to fight a month ago. All the hands and their children runned off out of harm’s way. But I stayed. I prayed to the Lord every day. My prayers were surely answered ‘cause He brought my baby back here to stay,” she said as her face beamed. “You ain’t never gonna leave your momma again, are, child?” she said softly.
Pinkus looked troubled and didn’t answer.
“I’m goin’ down to the stream and pound these clothes of yours,” she said as she readied to leave us. “If you hear marauders comin,’ git for the root-cellar door. Stay down there ‘til they gone. That’s what I been doin’.”
“Marauders here?” Pinkus said with alarm.
“They’ve seen there’s nothin’ here for them, child . . . Nothin’!”
As soon as she left us, Pinkus sank to my bedside.
“Sheldon, boy,” he whispered, “as soon as you heal up we gotta get away from here. We are puttin’ Moe Moe Bay in great danger by bein’ here. If they come and find that she’s been holdin’ troopers. . .” Then his voice trailed off. “We gotta get back to our outfits if we can find ‘em.”
“You mean back to the war?” I asked.
I must have gone pale as he went on to say, “ It’s the only way, ain’t it?” Then he looked at me. “Sheldon, you alright? You look bothered,” He said as he eased me back.
“You can call me Say,” I said. “Everybody in my family calls me Say, not Sheldon. I ‘spect you’re my family now.”
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“Near ‘nuff, Say. Near ‘nuff,” he said as he chucked the blanket under my feet. “You can call me Pink,” he said softly as he smiled.
Directions: Please read the above text and then answer the following questions.
1. Do you think Pink and Say is an appropriate title for this book? Please you an example from the text to support your answer.
Yes, because Pinkus had saved Sheldon’s life and brought him to him home. Pinkus’s mom was taking care of him and risking her life to take care of the two boys. Family takes care of each other and looks out for each other and that is what Pinkus had done for Sheldon. They were as close as brothers as two people could be without being related. Sheldon’s family in the north called him Say so it made since for his new brother to do the same. The title shows they truly knew each other not just acquaintances.
2. Imagine you are going to write a paper about the Civil War. Write two different questions you would use to guide your research.
1. Why was the War Between the States?
2. Why were there colored companies and white companies fighting on the same side?
3. Use details from the beginning of the story and the end that show how Pink and Say’s relationship changed during the story.
Beginning: “Where you hit? ‘Cause if it’s a belly hit, I gotta leave you here,” he said.
Ending: “You can call me Say,” I said. “Everybody in my family calls me Say, not Sheldon. I ‘spect you’re my family now.”
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It shows how they went from strangers who would leave one to die to being like brothers and calling each other family nicknames.
4. Alternate Constructed Response Item:
Explain what made Say and Pink’s relationship able to be so real and able to happen so quickly.
It starts in the very beginning where they are both hurt and away from their own company unit. They are both about the same age and both fighting for the North. Because they are both fighting for the North they are both in a dangerous location. They both know what it is like to have a mom take care of them and going back to Moe Moe Bay’s is like a family setting they both understand and want. If they had been on opposite sides or one had been a man it would not have worked like this relationship did. They understood each other and had many of the same feelings.
Scoring Guide for exercise:
Question 1, GLE R2A05
2pts The response includes an opinion and two details from the passage as support
Example—I think “Pink and Say” is a good title because Pink and Say are the main characters and they become like brothers using nicknames.
1 pt The response includes an opinion and one detail from the passage as support.
0 pts-Other
Scoring Note: Student must provide an opinion to receive credit.
Question 2, GLE R1I05
2pts.The response includes two different questions that may be used to guide research about the Civil War.
1pt. The response includes one question that may guide research.
0 pts.-Other
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Question 3, GLE R2C05
2 pts-The response includes a reasonable explanation that includes at least one detail from the beginning passage and one detail from the end of the passage.
1pt.-The response includes a reasonable explanation that includes one detail from the beginning passage or one reasonable explanation and one detail from the ending passage.
0 pts.-Other
Question 4, GLE R1I05
2 pts-The response includes an explanation of why the contribution is important with adequate support from the passage.
1 pt.-The response includes an explanation of how the contribution is important with minimal support from the passage.
0 pts.-Other
Minilesson Planning Sheet
Name: Teresa Shelton
Grade Level: Fifth
Content: Communication Arts and Social Studies
Lesson: Identify words from text and identify their meaning from text creating a word sort
Content Objective(s: After teacher modeling and guided practice students will be able to identify words and their meaning and create a word sort using the words they learn.
GLE: SS3Ai05
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Identify political, economical, and social causes and consequences of the Civil War and Reconstruction
R1G04
During reading, utilize strategies to
a. determine meaning of unknown words
b. self-monitor comprehension
c. question the text
d. infer
e. visualize
f. paraphrase
g. summarize
Modifications: Words can be adjusted from the text to meet needs of a diverse group. Make sure to discuss words in book that are unusual become some students will have little to no knowledge of Civil War prior to study.
Materials/Media/Resources:
Several copies of Polacco, P. (1994). Pink and Say. New York, NY: Philomel books
Smart board
Worksheet with word sort
Pencils
Sticky notes
Word wall with words from book
Anticipatory Set: Look at all the words we have determined to important in Pink and Say. Some of the words are about Say and some about Pink. Many of the words were used during the Civil war time period to describe the war or life in general. Today we are going to work on putting words
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together that mean or describe Say (a white union soldier), Pink(African American soldier for the union), or Civil war time period facts.
Instructional Input: Let’s look at my word sort on the smart board. See the list of word right here. (Point with pointer to set of words.) First, let us read through the word list together. We’ll start with “mahogany”. (Read through entire list out loud and have students read with you.) Remember, these words from the book when I read it the other day. The word sort is a way for us to categorize words from text and link them all together.
Modeling/Demonstrating: The word sort we will use will be on the smart board. I will have marked in my copy of Pink and Say so I can read each word from the text. Listen to the word mahogany in the sentence from the book. The mahogany child, I thought. Now when I read this I know that they must be talking about one of the boys. Next, I look to see in the book who was talking. The sentence before this one tells me that Moe Moe Bay is talking to Say about Pink bringing him home. I now know that mahogany was used to describe Pink. The word mahogany can be moved over to be under Pink.
Words/Phrases for word sort:
Mahogany Forty-eighth colored Vittles with mealy worms Jumped the broom Master’s house Ohio Twenty-fourth Staff Muskets from Mexican-American War Born a slave Ashamed I couldn’t read touched Mr. Lincoln’s hand deserter ransacked war whoop Northern accent Confederate Army Union boy they smote him
C Civil War
S Sheldon
P Pinkus
mahogany
Guided Practice:
Now that we went over the words let’s put the words in the word sort. You may work with your table partner. The next word is forty-eighth colored. Which column would we sort this word under? Remember if you don’t know the meaning or how it was used in the text there is a copy of the book at each table with the words marked with sticky notes so you can look the word up in its context. Hands up when your table has an answer. Green table what answer do you have. You would put that under Pink. Thumbs up if you agree with their answer! Does anyone have something else? All right let’s do war whoop. Talk it over with your partner and raise your hand when your table has an answer. Red table what does your table think. Civil war section. Thumbs up if in agreement, thumbs sideways if unsure, thumbs down if you have a different answer. Looks like you have the idea.
C Civil War
S Sheldon
P Pinkus/Pink
War whoop
mahogany
F forty-eighth colored
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Checking for Understanding: I have checked during the guided practice to see if they understand the concept of sorting words and putting them in the right category. I will be walking around listening to the different tables as they work on the words to sort and how they come up with their decisions.
Independent Practice:
We have completed several together today on your word sort but now I want to see if you can complete the word sort on your own. Now, instead of working in groups, I want everyone to finish their own worksheet. Remember, if you come to a word you don’t remember very well look it up in the book for context clues. When you have completed the worksheet make sure your name is on it and turn it in the mailbox for grading. I will give up to five points extra credit for additional words found in the book Pink and Say that is correctly placed in the word sort.
Closure: Today we have worked on being able to identify words and how they can belong in categories. The word sort helps us recognize how words identify with a key term. Today we used our book Pink and Say to be able to identify and sort terms for the Civil war, Say( white boy during that time period), and Pink(An African American boy during the time period. Word sorts can help us identify words and how they are grouped together to give a clearer picture of an idea or term.
Evaluation/Assessment: Students will have to complete the word sort on their own about the text Pink and Say. They will turn in word sort and it will be graded on accuracy.
Minilesson Planning Sheet
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Name: Teresa Shelton
Grade Level: Fifth
Content: Communication Arts and Social Studies
Lesson: Proper format to take notes over a text
Content Objective(s: After teacher modeling and guided practice students will be able to create effective notes for this text and any other text studied.
GLE:
SS3Ai05
Identify political, economical, and social causes and consequences of the Civil War and Reconstruction
I1C05
Develop and apply effective research process skills to gather, analyze and evaluate information. Use a specified note taking format and organizational strategies to record relevant information.
Modifications: Students who can’t write will either have access to voice notetaking or will have an aide to help take notes. Adjust length of notes expected or amount of detail needed.
Materials/Media/Resources:
Several copies of Polacco, P. (1994). Pink and Say. New York, NY: Philomel books
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Smart board
Pencils
Sticky notes
Notebook paper
Word wall with words from book
Anticipatory Set: How many of you have tried to remember all the information from a lecture before without taking any notes? When the lecture is long isn’t it hard to remember everything that is important? I can remember some of the information but never everything. Do you have a hard time taking a test when you have no notes to study off of? Well today is your lucky day! We are going to learn how to take effective notes so you can better understand the information you read and listen to and do better on the tests you will have to take throughout your school career.
Instructional Input: Remember how we have been reading the book Pink and Say. Here is the cover on the smart board. Today we are going to learn and practice a notetaking technique called split-page note format from our discussion on this book. Notetaking is the process of writing down notes from a lecture or a group discussion.
Modeling/Demonstrating: See how I have my notebook out on my desk and my pencil. Next, I’m going to put a notebook sheet of paper on the smart board so everyone can see. First, I’m going to write my name on the page with the date, the class, and if I know the pages were studying them as well. See how I have all of that at the top of my page
Ms. Shelton 11-1-12 Social Studies p. 1-8
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Next, we are going to put a vertical line down the page with about one third of the paper to the left of the line and two thirds to the right. At the bottom of the page you are going to leave about two inches to make summary notes. Are you watching as I do this on the smart board? You should be doing exactly what I’m doing on your paper.
Ms. Shelton
11-1-12 Social Studies p. 1-8
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Guided Practice:
Now let’s start by taking some notes on your note format. The first thing I want you to write down is the Civil War on the left hand side of your paper. See how I have done it on the smart board.
Ms. Shelton
Civil War
11-1-12 Social Studies p. 1-8
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Next, write Sheldon Curtis about half way down your paper on the left hand side. Your paper should be looking like this.
Ms. Shelton
Civil War
Sheldon Curtis
11-1-12 Social Studies p. 1-8
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If it’s not just stop and correct it. I’ll give everyone a minute. Next we will write Pinkus Aylee down a little further on the left side. See!
Ms. Shelton
Civil War
Sheldon Curtis
Pinkus Aylee
11-1-12 Social Studies p. 1-8
Now we will fill in notes on the right side about these three subjects as we discuss the text. Let’s begin! Now remember if I say you should write something down across from one of the subjects than write it down. If I simply say something you think is important about a subject write it down. I won’t always tell you when I’m talking to write something down you have to be paying attention and participating in the discussion.
Ms. Shelton
Civil War
Sheldon Curtis
Pinkus Aylee
11-1-12 Social Studies p. 1-8
War whoop
North and South
Say
Hurt
Deserter
Can’t read
African American
From the south
Checking for Understanding: The discussion of the book would be how to check for understanding. I would also be walking around the room to check to see if everyone was taking notes and if they were doing it correctly.
Independent Practice:
I want everyone to get out a second piece of paper and label it like the first one except it will be pages 8-13. I want everyone to get with their reading buddy and practice taking notes. One buddy will be in charge of explaining pages 8-10 and the other person will take notes. When you complete that section the second buddy will explain pages 11-13 and the first person will take notes. Make sure to pay attention and write your notes down. We will use our notes for tomorrow’s discussion of the book. Your notes will be turned in after that so I can check that everyone completed the assignment and had used the format we practiced today.
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Closure: Today we have worked on learning how to take notes that will help us with any subject we need to remember. If you remember this format it will help you keep your thoughts and ideas in an orderly manner making studying easier. I know you want studying to go smoother and easier.
Evaluation/Assessment: Students will have to complete the note section for pages 8-13 by working with their partner and sharing notes during a discussion and then turning in the hard copy to show the notes were created in the format we practiced.
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Teresa Shelton
Missouri Southern State University
Literacy Project for Educ 343 2
Nonwhite
Rinaldi, A. (1996). Hang a thousand trees with ribbons: The story of Phyllis Wheatley. Orlando, FL: Harcourt, Inc.
This is the story of an African American girl that was kidnapped from her home. She is brought to America to be a slave for a family in New England during the 1700’s. The book is about a teenage girl who against great odds becomes a famous poet for her time. It also shows that slavery wasn’t just an issue during the 1800’s or only in the south.
Woman
Jacobs, H. (2001). Incidents in the life of a slave girl. Mineola, NY: Dover Publications
This book is written by an African American woman in 1861 to share her experience of slavery in America. She tells what really happens to a slave and how she survived both physically and mentally.
Magazines
St.John, J.L. (2007, March 27). Should state apologize for slavery?. Time U.S.,
Von Drehle, D. (2011). 150 Years after Fort Sumter: Why we’re still fighting the Civil War. Time Magazine U.S., 177(14)
Both of these magazine articles were chosen to show students how history affects people and governments today. These articles show how even today slavery and how individuals, local governments, state government, and federal governments respond to past events affect future events.
Newspapers
(1890, September 12). A colored girl’s large inheritance. Le Mars Sentinel, Iowa, pp.2
(1922, September 29). Former slave dies here. Sequoyah County Democrat, pp.4
These two selections would be used to show how people were treated even after the Civil war. Nonfiction
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Yetman, N. (2002). When I was a slave: Memoirs from the slave narrative collection. Mineda, NY: Dover Publication
It is a book of interviews of people who were slaves and their accounts of what life was like and how it affected them forever.
Tucker, S. (2002). Telling memories among southern women: Domestic workers and their employers in the segregated south. New Orleans LA: Louisiana State Univ Pr
This book shows how there were still a division between races and how both sides felt about the division.
Altman, L.J., & Gates, H.L.Jr.(2004). The politics of slavery: Fiery national debates fueled by the slave economy. Berkely Heights, NJ: Enslow Publishers, Incorporated
A book that explains the economic side of slavery is a different perspective. It would allow discussions into economics and minimum wage, unemployment benefits, etc.
Novels
Mosley, W. (2006). 47. New York, NY: Little, Brown Books for Young Readers
Owens, V.(1998). I met a great lady. Mount Dora, FL: Eschar Publications
McKissack, P.(2002). Christmas in the big house, Christmas in the quarters. New York, NY: Scholastic
These books give very different experiences during slavery. Different perspectives of slavery to hopefully make students have a better understanding.
Poems/Songs
Free at last. Retrieved Friday, September 21, 2012, from negrospirituals.com: http://www.negrospirituals.com/news-song/free_at_last_from2.htm
This song is a very famous spiritual that can be taken line by line to understand the feelings of the slaves.
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Comic Book/Graphic Novel
Boyd, B. (2004). Civil war, vol. 1 (Chester Comix)
This is a comic book that uses facts to teach about the civil war. It is engaging for about fourth grade and older. It is another way to present facts to students that might not read otherwise. The book is short but contains a lot of information.
Picture Books
Lester, J. (1998). From slave ship to freedom road. New York, NY: Dial Books
Polacco, P. (1994). Pink and Say. New York, NY: Philomel books
The first picture book is an example of pictures making people to critically think about their own feeling about slavery and how they would feel in the situation.
Pink and Say is a story about two young men during the civil war. One is white and the other black.
Websites
Slavery and the making of America. (n.d). Retrieved Thursday, September 20, 2012 from PBS.org web site: http://www.pbs.org/wnet/slavery/teachers/primary-source.html
This web site is a trusted website that provides audio and video clips of interviews from past slaves. It is not paper and pictures but people talking about what happened to them.
Understanding Slavery. (n.d). Retrieved Thursday, September 20, 2012 from discoveryeducation.com website: http://school.discoveryeducation.com/schooladventures/slavery/
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This site provides an actual slave auction. It has many resources for students and for the teacher.
Word Sort
Pink and Say
Teresa Shelton
Polacco, P. (1994). Pink and Say. New York, NY: Philomel books
SS3Ai05
Identify political, economical, and social causes and consequences of the Civil War and Reconstruction
R1G04
During reading, utilize strategies to
a. determine meaning of unknown words
b. self-monitor comprehension
c. question the text
d. infer
e. visualize
f. paraphrase
g. summarize
Directions: Each table group will review the categories provided and into which you will sort the vocabulary terms/concepts. (For an Open Word Sort, instruct the student teams to suggest categories for organizing the words.) You will have 10 minutes to assign the words to the appropriate categories. We will have a class discussion with each group presenting your word list
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for one of the categories. You will be asked to defend your sorting of terms by sharing the common features of the categories and how each specific term/concept meets the criteria.
Words/Phrases for word sort:
Mahogany Forty-eighth colored Vittles with mealy worms Jumped the broom Master’s house Ohio Twenty-fourth Staff Muskets from Mexican-American War Born a slave Ashamed I couldn’t read touched Mr. Lincoln’s hand deserter
ransacked war whoop Northern accent Confederate Army Union boy they smote him
Marauders
Sheldon Curtis
Pinkus Aylee
Ransacked
Vittles with mealy worms
Jumped the broom
War whoop
Ohio twenty-fourth
Mahogany
Confederate army
Staff
Forty-eighth colored
They smote him
Ashamed I couldn’t read
Master’s house
Touched Mr. Lincoln’s hand
Muskets from Mexican-American war
deserter
Born a slave
Union boy
Northern accent
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This word sort could be used in assessing the students ability to understand the differences in characters and comprehension of the story. This would be a tool for checking for understanding.
Vocabulary Self-Awareness Chart
Pink and Say
Polacco, P. (1994). Pink and Say. New York, NY: Philomel books
SS3Ai05
Identify political, economical, and social causes and consequences of the Civil War and Reconstruction
CA R1E05
Develop vocabulary through text, using
a. root words and affixes
b. synonyms and antonyms
c. context clues
d. glossary and dictionary
Student directions:
1. Examine the list of words you have written in the first column
2. Put a “+” next to each word you know well, and give an accurate example and definition of the word. Your definition and example must relate to the unit of study.
3. Place a “=” next to any words for which you can write only a definition or an example, but not both.
4. Place a “-“ next to words that are new to you.
5. Add any additional words you feel are important to know or are unfamiliar to you.
You will use this chart throughout the unit. By the end of the unit should have the entire chart completed. Because you will be revising this chart, write in pencil.
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WORD
+
=
-
Example
Definition
Mahogany
+
The desk was made of mahogney wood and was reddish brown.
Reddish brown
Porridge
=
Momma made me porridge for breakfast
Marauders
-
Company
Musket
Muskets
Staff
Bull run
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Model the process of using this chart for students prior to the reading. After modeling, have the students fill out the chart. Students should continue to fill out the chart and revise their responses while they read the book and again after. This will allow students to monitor their knowledge of the terms/concepts throughout the study. The classroom teacher can also monitor student responses throughout the study.
Question Answer Relationship (QAR)
APA Reference(s)
Polacco, P. (1994). Pink and Say. New York, NY: Philomel books
Content GLE/s
SS3Ai05
Identify political, economical, and social causes and consequences of the Civil War and Reconstruction
Literacy GLE/s
CA R1H05
Apply post-reading skills to demonstrate comprehension of text: a. answer basic comprehension questions b. Identify and explain the relationship between the main idea and supporting details c. make predictions d. question to clarify *e. reflect f. draw conclusions g. analyze h. paraphrase i. summarize
Student directions:
Yesterday we practiced creating right there and think and search questions from the text. We also went over author and you and on your own questions that are in your head. Today, you will work with your table partner to answer the following worksheet. On the right there questions you must write out your answer and include the page number from the book you found your answer. Remember author and you questions are NOT in the text. Instead you
Literacy Project for Educ 343 10
must consider what the author told you and what you already know about the subject and write your answer out. On your own questions will need to be answered from your own experiences and written out on the worksheet.
In the text
Question
Answer
Right there questions
Remember who, where, lists, how many, when did, name, what kind of-Remember all answers are in directly in the text
Sample question
1. Name the boy that was from Ohio in the story?
Sample answer
Sheldon Curtis
2. What war were the muskets from that Pink’s company used?
3. What was the name of the stockade Pink died in?
Think and search Questions:
Search through entire passages in text to find the answer.
1. Contrast the life of Pink and Say
1. Say lived in a farmhouse and lived in the north. Pink lived in slave quarters outside the master’s home and lived in the south.
2. Compare Ohio Twenty Fourth company to the Forty-Eighth Colored.
2.
3. Explain what Andersonville was like.
3.
In Your Head
Question
Answer
Author and you questions: Students must read the text but answers are not directly in text. Must use what the
author told you and what you already know about the topic
Sample Question
What would you have advised Say to do about returning to the war and why?
He was in the South and he would have to be prepared to fight until he was back safe in the North. He knew Marauders were close by and would have to fight if they returned.
1. Why was touching the hand of someone who touched Abe Lincoln so important?
On your own questions: Answered from students background knowledge not from reading text
Sample question:
Is there a social cause in your community that you can become involved in?
Sample answer:
Smoking is allowed directly outside our community auditorium which is dangerous to our health. I could get a petition of signatures to make it nonsmoking on the property or further away from the doors and take it to the city council meeting to make it a law or ordinance.
1. What‘s a touch decision you have had to make that changed your life forever?
Rubric for Author and Me
4
3
2
1
Student states why touching the hand of Abe Lincoln was important. Two pieces of information from the text are used to support the answer. The student thoroughly explains background knowledge or experiences to further support their answer.
Student states why touching the hand of Abe Lincoln was important. At least one piece of information from the text is used to support the answer and the student uses some background knowledge or experience to further explain and support their answer
Student states why it was important to touch Abe Lincoln’s hand and uses at least one piece of information from the text OR uses background knowledge/experiences to support and explain,
Student states why touching Abe Lincoln’s hand was important but does not use information from the text or personal knowledge/experience to support or explain.
Rubric for On My Own
4
3
2
1
Student stated a problem they had to solve. They explained options and reasons for the various choices. Student states the final decision with a thorough explanation of their choice.
The student stated a problem they had to solve and provided at least two options with an adequate explanation of their final choice.
Student presented a vaguely stated problem and what they decided with only minimal explanation.
Student failed to clearly present a problem. No clear decision was stated. Student vaguely responds to the problem. No explanation was provided.
When and why I would use this strategy
I would use this strategy when teaching the content. I would teach this strategy and then use it during content lesson. It would allow the students and me to see if the students understood the material and how to apply it to situations outside the text. I would also use it at post-reading to assess their comprehension of text and how they can apply ideas the concept to their lives.
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Pink and Say
Polacco, P. (1994). Pink and Say. New York, NY: Philomel books
Name: Teresa Shelton Date:10/12/12 Class:Social Studies
GLEs
SS3Ai05
Missouri, United States, and Word History
Identify political, economical, and social causes and consequences of the Civil War and Reconstruction
R1G05
During reading, utilize strategies to
a. determine meaning of unknown words
b. self-monitor comprehension
c. question the text
d. infer
e. visualize
f. paraphrase
g. summarize
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Compare/Contrast in social Studies
Pinkus Aylee
Sheldon Curtis
How are these alike?
1. On the Union Side
2. Boys not men
3. Captured and in Andersonville
4. Both hurt or sick
5.
1. Non-slave
2. From the North
3. Survived the Prison Camp
4. Couldn’t read
5. Didn’t wear spectacles
6. deserter
1. Slave
2. From the South
3. Killed in Prison Camp
4. Could read
5. Wore spectacles
6. Fighting for the cause
How are they different?
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Notetaking 10/12/12
Pink and Say
Polacco, P. (1994). Pink and Say. New York, NY: Philomel books
GLEs
I1C05
Develop and apply effective research process skills to gather, analyze and evaluate information. Use a specified notetaking format and organizational strategies to record relevant information.
SS3Ai05
Identify political, economical, and social causes and consequences of the Civil War and Reconstruction
Name: Teresa Shelton Date:10/12/12 Class:Social Studies
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Who was Sheldon Curtis?
Who was Pinkus Aylee
He was fifteen-wasn’t suppose to have a gun just a staff
He was from Ohio-Northern State
Wounded while running away
Union side the Ohio Twenty-Fourth
Afraid and a deserter- He had ran from the war and got shot
Called Say- family called him Say so he let Pink call him that also.
Couldn’t read- White but had been taught to read
White-Important because of time in history
Touched the hand of Abraham Lincoln-President during the war
Slave-was fighting for his own freedom
Around 15-boy but was fighting
Could read-master had taught him so he could read to him-against the law for black person to know how to read.
From Georgia-Slave state
Called Pink-Family nickname he let Say call him
Died by hanging-because he was black, In Andersonville prison camp
Union side-
They are both boys fighting on the Union side trying to abolish slavery but for different reasons. Civil war caused them to meet. Touching the hand of the President was very important and it gave hope to both boys. Because one was white he lived and the other died just because of the color of his skin.
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Shared Reading Artifact
By Teresa Shelton
Text:
Polacco, P. (1994). Pink and Say. New York, NY: Philomel books
GLEs:
SS3Ai05
Missouri, United States, and Word History
Identify political, economical, and social causes and consequences of the Civil War and Reconstruction
R1G05
During reading, utilize strategies to
a. determine meaning of unknown words
b. self-monitor comprehension
c. question the text
d. infer
e. visualize
f. paraphrase
g. summarize
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Text
Teacher commentary during the think aloud
Strategies modeled/practiced
The text: Pink and Say by Patricia Polacco
“As I look over the cover of this bookI see two boys looking at a book. It looks like their reading the book together. I don’t see in the picture why the author would title it Pink and Say. I’m going to have to read the book I believe to get the answers to these two questions.
Predicting and using titles and graphics provides focus and motivation to read further.
When Sheldon Russell Curtis told this story to his daughter, Rosa, she kept every word in her heart and was to retell it many times over in her long lifetime.
Sheldon had been injured in a fierce battle and was left for dead in a muddy, blood-soaked pasture somewhere in Georgia. He was a mere lad of fifteen. He lay there for two days, by his reckoning, only to slip into unconsciousness and fever. He was rescued from this field by another lad who had also been separated from his company. I will tell it in his own words as nearly I can:
“I see from reading this passage that my prediction was correct, this book is about two boys. I still don’t know where the title comes from but I will continue to read. Now, reading this passage makes me think that this boy Sheldon was real and this story a story he told about what happened to him. He said he was injured in a fierce battle in Georgia and rescued by another lad who was separated from his company. Battle in Georgia and lad from another company makes me think of war. Georgia makes me think of maybe the Civil War.
Activating prior knowledge
I watched the sun edge toward the center of the sky above me. I was hurt real bad. For almost a year I’d been in this man’s war. The war between the states. Being just a lad, I was wishin’ I was home.
“This paragraph shows that he is definitely a boy. He calls the war this man’s war and calls himself a lad. He also says the war between the states. Have you all heard the term the war between the states. The context clues in this paragraph don’t make it perfectly clear to me what that means. Since I predicted earlier it was the Civil War I believe I will look it up in the glossary of my Social Studies book. First, I would open to the glossary and find the “w” section. I would look for war between the states. It isn’t there. Maybe it is under Civil War. I will turn to the “C” section and find civil war. It is there. It states that it was a war between the Northern and Southern States of the United States of America.
Vocabulary, finding the meaning of an unknown word, context clues and the glossary
Summary: This approach in the classroom shows students how they can use numerous strategies during reading and think alouds. Students participate in activating their prior knowledge to help form new knowledge. This is a great way for students to learn in a constructivist setting. I could use this strategy in all areas of the classroom. I like this strategy because it shows children to pay attention to the details in the text and pictures. Even small details can be telling you something.
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Constructive Response
Pink and Say
Teresa Shelton
Polacco, P. (1994). Pink and Say. New York, NY: Philomel books
GLEs:
SS3Ai05
Missouri, United States, and World History
Identify political, economical, and social causes and consequences of the Civil War and Reconstruction
R2A05
Develop and apply skills and strategies to comprehend, analyze and evaluate fiction, poetry, and drama from a variety of cultures and times. Interpret and apply information in title, table of contents and glossary and recognize the text features of fiction, poetry, and drama in grade-level text.
R1I05
Develop and apply skills and strategies to the reading process - - - continued
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Compare, contrast, and analyze connections between information and relationships in various fiction and non-fiction works text ideas and own experiences. Text ideas and the world by responding to literature that reflects culture and historic time frame.
R2C05
Develop and apply skills and strategies to comprehend, analyze, and evaluate fiction, poetry, and drama from a variety of cultures and times. Use details from the text to: make inferences about setting, character traits, problem and solution and story events. Make predictions. Draw conclusions. Identify cause and effect. Compare and contrast various elements. Explain author’s purpose
Text:
I watched the sun edge toward the center of the sky above me. I was hurt real bad. For almost a year I‘d been in this man’s war. The war between the states. Being just a lad , I was wishin’ I was home.
My leg burned and was angry from the lead ball that was lodged in it just above my knee. I felt sleepy and everything would go black. Then I’d wake up again. I wanted to go back to our farm in Ohio and sometimes, when I’d fall into one of them strange sleeps, I’d be there with my Ma, tastin’ baking powder biscuits fresh out of her wood stove.
Then I heard a voice. For a moment I thought I was fever-dreamin’, but then I felt strong hands touch my brow, splash water in my face.
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“Bein’ here, boy, means you gotta be dead,” the voice said as he gave me a drink from his kit. “Where you hit? ‘Cause if it’s a belly hit, I gotta leave you here,” he said.
I had never seen a man like him so close before. His skin was the color of polished mahogany. He was flyin’ Union colors like me. My age, maybe. His voice was soothing’ and his help was good.
“Hit in the leg,” I told him. “Not bad if it don’t go green.”
“Can you put weight on it?” he asked as he pulled me to my feet. “We gotta keep movin’. If we stay in one spot, marauders will find us. They’re ridin drag and lookin’ for wounded.”
Then fever must have took me good, ‘cause I could feel a cool, sweet-smelling quilt to my face. Soft, gentle warm hands were strokin’ my head with a cool wet rag cloth.
“Look at that morning’ that’s comin’,” a woman’s voice said as she spooned oat porridge into me. “Do you momma know what a beautiful baby boy she had?”
“Where am I? Is this heaven?” I asked.
She tossed her head and laughed. “No child, Pinkus brung you home to me ---don’t you remember?”
The mahogany child, I thought.
“Both you children been on the run for days, and a miracle of God Almighty brung you both here, yes indeed, child, a miracle.”
I remember thinkin’, Could this war have been so close to this lad’s home? I couldn’t imagine havin’ a war right in his back yard. I looked over and saw him lookin’ out the winderlight.
“Guess you don’t remember much,” he said “I’m Pinkus Aylee, fought for the Forty-eighth Colored. Found you after I got lost from my company.”
“My name is Sheldon. Sheldon Curtis,” I said weekly.
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“This is my mother, sweet Moe Moe Bay,” he said as she smiled at me.
“Lord, Lord, I never thought I’d see my dear boy again,” she said as she hugged him. “I been gittin’ along, though, Pinkus. Warm things got left in the big house when the family left. Dry goods, too. The rest I been gittin’ from the woods. They’s a freshwater spring. Still have some chickens, even got an ole cow out back that still gives.”
“Then you have been all alone here?” Pinkus asked his mother. “Where is everybody?”
“Your daddy runned off to fight a month ago. All the hands and their children runned off out of harm’s way. But I stayed. I prayed to the Lord every day. My prayers were surely answered ‘cause He brought my baby back here to stay,” she said as her face beamed. “You ain’t never gonna leave your momma again, are, child?” she said softly.
Pinkus looked troubled and didn’t answer.
“I’m goin’ down to the stream and pound these clothes of yours,” she said as she readied to leave us. “If you hear marauders comin,’ git for the root-cellar door. Stay down there ‘til they gone. That’s what I been doin’.”
“Marauders here?” Pinkus said with alarm.
“They’ve seen there’s nothin’ here for them, child . . . Nothin’!”
As soon as she left us, Pinkus sank to my bedside.
“Sheldon, boy,” he whispered, “as soon as you heal up we gotta get away from here. We are puttin’ Moe Moe Bay in great danger by bein’ here. If they come and find that she’s been holdin’ troopers. . .” Then his voice trailed off. “We gotta get back to our outfits if we can find ‘em.”
“You mean back to the war?” I asked.
I must have gone pale as he went on to say, “ It’s the only way, ain’t it?” Then he looked at me. “Sheldon, you alright? You look bothered,” He said as he eased me back.
“You can call me Say,” I said. “Everybody in my family calls me Say, not Sheldon. I ‘spect you’re my family now.”
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“Near ‘nuff, Say. Near ‘nuff,” he said as he chucked the blanket under my feet. “You can call me Pink,” he said softly as he smiled.
Directions: Please read the above text and then answer the following questions.
1. Do you think Pink and Say is an appropriate title for this book? Please you an example from the text to support your answer.
Yes, because Pinkus had saved Sheldon’s life and brought him to him home. Pinkus’s mom was taking care of him and risking her life to take care of the two boys. Family takes care of each other and looks out for each other and that is what Pinkus had done for Sheldon. They were as close as brothers as two people could be without being related. Sheldon’s family in the north called him Say so it made since for his new brother to do the same. The title shows they truly knew each other not just acquaintances.
2. Imagine you are going to write a paper about the Civil War. Write two different questions you would use to guide your research.
1. Why was the War Between the States?
2. Why were there colored companies and white companies fighting on the same side?
3. Use details from the beginning of the story and the end that show how Pink and Say’s relationship changed during the story.
Beginning: “Where you hit? ‘Cause if it’s a belly hit, I gotta leave you here,” he said.
Ending: “You can call me Say,” I said. “Everybody in my family calls me Say, not Sheldon. I ‘spect you’re my family now.”
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It shows how they went from strangers who would leave one to die to being like brothers and calling each other family nicknames.
4. Alternate Constructed Response Item:
Explain what made Say and Pink’s relationship able to be so real and able to happen so quickly.
It starts in the very beginning where they are both hurt and away from their own company unit. They are both about the same age and both fighting for the North. Because they are both fighting for the North they are both in a dangerous location. They both know what it is like to have a mom take care of them and going back to Moe Moe Bay’s is like a family setting they both understand and want. If they had been on opposite sides or one had been a man it would not have worked like this relationship did. They understood each other and had many of the same feelings.
Scoring Guide for exercise:
Question 1, GLE R2A05
2pts The response includes an opinion and two details from the passage as support
Example—I think “Pink and Say” is a good title because Pink and Say are the main characters and they become like brothers using nicknames.
1 pt The response includes an opinion and one detail from the passage as support.
0 pts-Other
Scoring Note: Student must provide an opinion to receive credit.
Question 2, GLE R1I05
2pts.The response includes two different questions that may be used to guide research about the Civil War.
1pt. The response includes one question that may guide research.
0 pts.-Other
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Question 3, GLE R2C05
2 pts-The response includes a reasonable explanation that includes at least one detail from the beginning passage and one detail from the end of the passage.
1pt.-The response includes a reasonable explanation that includes one detail from the beginning passage or one reasonable explanation and one detail from the ending passage.
0 pts.-Other
Question 4, GLE R1I05
2 pts-The response includes an explanation of why the contribution is important with adequate support from the passage.
1 pt.-The response includes an explanation of how the contribution is important with minimal support from the passage.
0 pts.-Other
Minilesson Planning Sheet
Name: Teresa Shelton
Grade Level: Fifth
Content: Communication Arts and Social Studies
Lesson: Identify words from text and identify their meaning from text creating a word sort
Content Objective(s: After teacher modeling and guided practice students will be able to identify words and their meaning and create a word sort using the words they learn.
GLE: SS3Ai05
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Identify political, economical, and social causes and consequences of the Civil War and Reconstruction
R1G04
During reading, utilize strategies to
a. determine meaning of unknown words
b. self-monitor comprehension
c. question the text
d. infer
e. visualize
f. paraphrase
g. summarize
Modifications: Words can be adjusted from the text to meet needs of a diverse group. Make sure to discuss words in book that are unusual become some students will have little to no knowledge of Civil War prior to study.
Materials/Media/Resources:
Several copies of Polacco, P. (1994). Pink and Say. New York, NY: Philomel books
Smart board
Worksheet with word sort
Pencils
Sticky notes
Word wall with words from book
Anticipatory Set: Look at all the words we have determined to important in Pink and Say. Some of the words are about Say and some about Pink. Many of the words were used during the Civil war time period to describe the war or life in general. Today we are going to work on putting words
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together that mean or describe Say (a white union soldier), Pink(African American soldier for the union), or Civil war time period facts.
Instructional Input: Let’s look at my word sort on the smart board. See the list of word right here. (Point with pointer to set of words.) First, let us read through the word list together. We’ll start with “mahogany”. (Read through entire list out loud and have students read with you.) Remember, these words from the book when I read it the other day. The word sort is a way for us to categorize words from text and link them all together.
Modeling/Demonstrating: The word sort we will use will be on the smart board. I will have marked in my copy of Pink and Say so I can read each word from the text. Listen to the word mahogany in the sentence from the book. The mahogany child, I thought. Now when I read this I know that they must be talking about one of the boys. Next, I look to see in the book who was talking. The sentence before this one tells me that Moe Moe Bay is talking to Say about Pink bringing him home. I now know that mahogany was used to describe Pink. The word mahogany can be moved over to be under Pink.
Words/Phrases for word sort:
Mahogany Forty-eighth colored Vittles with mealy worms Jumped the broom Master’s house Ohio Twenty-fourth Staff Muskets from Mexican-American War Born a slave Ashamed I couldn’t read touched Mr. Lincoln’s hand deserter ransacked war whoop Northern accent Confederate Army Union boy they smote him
C Civil War
S Sheldon
P Pinkus
mahogany
Guided Practice:
Now that we went over the words let’s put the words in the word sort. You may work with your table partner. The next word is forty-eighth colored. Which column would we sort this word under? Remember if you don’t know the meaning or how it was used in the text there is a copy of the book at each table with the words marked with sticky notes so you can look the word up in its context. Hands up when your table has an answer. Green table what answer do you have. You would put that under Pink. Thumbs up if you agree with their answer! Does anyone have something else? All right let’s do war whoop. Talk it over with your partner and raise your hand when your table has an answer. Red table what does your table think. Civil war section. Thumbs up if in agreement, thumbs sideways if unsure, thumbs down if you have a different answer. Looks like you have the idea.
C Civil War
S Sheldon
P Pinkus/Pink
War whoop
mahogany
F forty-eighth colored
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Checking for Understanding: I have checked during the guided practice to see if they understand the concept of sorting words and putting them in the right category. I will be walking around listening to the different tables as they work on the words to sort and how they come up with their decisions.
Independent Practice:
We have completed several together today on your word sort but now I want to see if you can complete the word sort on your own. Now, instead of working in groups, I want everyone to finish their own worksheet. Remember, if you come to a word you don’t remember very well look it up in the book for context clues. When you have completed the worksheet make sure your name is on it and turn it in the mailbox for grading. I will give up to five points extra credit for additional words found in the book Pink and Say that is correctly placed in the word sort.
Closure: Today we have worked on being able to identify words and how they can belong in categories. The word sort helps us recognize how words identify with a key term. Today we used our book Pink and Say to be able to identify and sort terms for the Civil war, Say( white boy during that time period), and Pink(An African American boy during the time period. Word sorts can help us identify words and how they are grouped together to give a clearer picture of an idea or term.
Evaluation/Assessment: Students will have to complete the word sort on their own about the text Pink and Say. They will turn in word sort and it will be graded on accuracy.
Minilesson Planning Sheet
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Name: Teresa Shelton
Grade Level: Fifth
Content: Communication Arts and Social Studies
Lesson: Proper format to take notes over a text
Content Objective(s: After teacher modeling and guided practice students will be able to create effective notes for this text and any other text studied.
GLE:
SS3Ai05
Identify political, economical, and social causes and consequences of the Civil War and Reconstruction
I1C05
Develop and apply effective research process skills to gather, analyze and evaluate information. Use a specified note taking format and organizational strategies to record relevant information.
Modifications: Students who can’t write will either have access to voice notetaking or will have an aide to help take notes. Adjust length of notes expected or amount of detail needed.
Materials/Media/Resources:
Several copies of Polacco, P. (1994). Pink and Say. New York, NY: Philomel books
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Smart board
Pencils
Sticky notes
Notebook paper
Word wall with words from book
Anticipatory Set: How many of you have tried to remember all the information from a lecture before without taking any notes? When the lecture is long isn’t it hard to remember everything that is important? I can remember some of the information but never everything. Do you have a hard time taking a test when you have no notes to study off of? Well today is your lucky day! We are going to learn how to take effective notes so you can better understand the information you read and listen to and do better on the tests you will have to take throughout your school career.
Instructional Input: Remember how we have been reading the book Pink and Say. Here is the cover on the smart board. Today we are going to learn and practice a notetaking technique called split-page note format from our discussion on this book. Notetaking is the process of writing down notes from a lecture or a group discussion.
Modeling/Demonstrating: See how I have my notebook out on my desk and my pencil. Next, I’m going to put a notebook sheet of paper on the smart board so everyone can see. First, I’m going to write my name on the page with the date, the class, and if I know the pages were studying them as well. See how I have all of that at the top of my page
Ms. Shelton 11-1-12 Social Studies p. 1-8
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Next, we are going to put a vertical line down the page with about one third of the paper to the left of the line and two thirds to the right. At the bottom of the page you are going to leave about two inches to make summary notes. Are you watching as I do this on the smart board? You should be doing exactly what I’m doing on your paper.
Ms. Shelton
11-1-12 Social Studies p. 1-8
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Guided Practice:
Now let’s start by taking some notes on your note format. The first thing I want you to write down is the Civil War on the left hand side of your paper. See how I have done it on the smart board.
Ms. Shelton
Civil War
11-1-12 Social Studies p. 1-8
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Next, write Sheldon Curtis about half way down your paper on the left hand side. Your paper should be looking like this.
Ms. Shelton
Civil War
Sheldon Curtis
11-1-12 Social Studies p. 1-8
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If it’s not just stop and correct it. I’ll give everyone a minute. Next we will write Pinkus Aylee down a little further on the left side. See!
Ms. Shelton
Civil War
Sheldon Curtis
Pinkus Aylee
11-1-12 Social Studies p. 1-8
Now we will fill in notes on the right side about these three subjects as we discuss the text. Let’s begin! Now remember if I say you should write something down across from one of the subjects than write it down. If I simply say something you think is important about a subject write it down. I won’t always tell you when I’m talking to write something down you have to be paying attention and participating in the discussion.
Ms. Shelton
Civil War
Sheldon Curtis
Pinkus Aylee
11-1-12 Social Studies p. 1-8
War whoop
North and South
Say
Hurt
Deserter
Can’t read
African American
From the south
Checking for Understanding: The discussion of the book would be how to check for understanding. I would also be walking around the room to check to see if everyone was taking notes and if they were doing it correctly.
Independent Practice:
I want everyone to get out a second piece of paper and label it like the first one except it will be pages 8-13. I want everyone to get with their reading buddy and practice taking notes. One buddy will be in charge of explaining pages 8-10 and the other person will take notes. When you complete that section the second buddy will explain pages 11-13 and the first person will take notes. Make sure to pay attention and write your notes down. We will use our notes for tomorrow’s discussion of the book. Your notes will be turned in after that so I can check that everyone completed the assignment and had used the format we practiced today.
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Closure: Today we have worked on learning how to take notes that will help us with any subject we need to remember. If you remember this format it will help you keep your thoughts and ideas in an orderly manner making studying easier. I know you want studying to go smoother and easier.
Evaluation/Assessment: Students will have to complete the note section for pages 8-13 by working with their partner and sharing notes during a discussion and then turning in the hard copy to show the notes were created in the format we practiced.