Professional Documents
Culture Documents
Manning, C. (2007). As the u.s. grew, the north-south dispute over slavery led to civil
war. Retrieved July 02, 2017, from https://newsela.com/articles/gl-history-
road-to-civil-war/id/30522/
Before Reading:
Purpose?
The purpose of both of these BDA strategies are to engage the students and provide them with background
information, Students will discover the content on their own by interpreting and predicting vocabulary
and quotes during this time in history.
*The students will read and interpret a quote from the civil war time period with 90% accuracy.
A quote from someone during this time period will really engage the students on the content.
They are also allowed to voice their views and opinions. It is a great way to open a discussion
and a great preview for the material. Once they predict and talk about the content will be more
familiar with them before they read. Students will also be able to ask questions.
*The students will understand vocabulary in the text by predicting the meanings of the words with 100%
accuracy.
Predicting selecting a view vocabulary words that are key or unfamiliar to students will benefit
them as they are reading. As they are reading they will not stumble upon them and be familiar
with the words in the context that it is being used. Predicting the meaning of the words gets
students thinking about the vocabulary before they read it.
General Literacy Objectives
The students will dive deep into a quote from the civil war time period. They will be able to
interpret it from themselves. Students will use their writing skills to predict the meaning for the quotes
and the message it is trying to get across including the mood and whom they believe wrote it. Through
out the week students can add to the quote once they learn new material. Every day we will have a
discussion on what they believe the quote is related too and students will develop social skills by sharing
with the class. At the end of the week the teacher will read the quote and revel the author. Students will
use their context clues, differencing and making predictions skill to help solve the mystery.
The students will become familiar with vocabulary that is being used in the text by preview it
before they read the passage. This is a great way for students to help comprehend what they are reading.
Especially since this material is nonfiction and new to them. It gets them actively engaged an it triggers
prior knowledge and students can make connections with the words. Students will also use context clues
and make predictions of what they think the words mean.
This quote will be written on the board for students. Students will be instruction to read the quote
and think about. They are to respond in their journals by writing a response or writing down idea
about what they believe this is say. “What do YOU think this quote is saying?” What is the message
and how can you relate?”
After students have time to write down a response the teacher will call on students to share their
interpretations of the quote. Students will read their interpretations other students will provide
feedback when the teacher says, “do we agree or disagree?” or “is there anything else to add” or “is
there something different.” The teacher will also ask question like, “What time period do we think
this is and how can we tell?” After discussion the teacher will move on and introduce the Civil War.
The teacher will also ask if anyone has ever heard of this War before and what caused it.
Next, the teacher will introduce the article the class will be reading. (The articles differentiated.)
The teacher will introduce vocabulary for the article. Words include: Democrat, Republican, Divide,
Slave, and Territory. One at a time the teacher will read each word. Then the teacher will ask who
has heard any of these words before. The teacher will have the students write down each word and
predict what the meaning of the word is. The each will call upon students to share their prediction
and then the teacher will give each definition. After, the teacher will ask students again if they can
make a connection with the words and use it in a sentence.
During Reading:
Purpose
The students will understand and follow along when reading As the U.S. Grew, the North-South Dispute
over Slavery Led to the Civil War in partners with 100% accuracy.
I am using Newsela.com for differentiated articles. I will split the students up into groups based on
reading level (guided reading groups.) From there student will receive articles that are on their Lexile level.
They will get into partners within their group. Partner reading benefits students because they are able to listen
to others read and they are able to read out loud. They get to listen to the fluency and language of other readers
and follow along. They are also able to discuss the matter and develop social skills.
Procedure
The students will split up into their guided reading groups. The teacher will pass out
different articles to each student in the group. The teacher will then split the group into
smaller partner groups. Before students read the article they are to label the text feature
such as the header, bold print, italics, captions and pictures. They are also to make
prediction of what they think the article will be about and underline the title. The teacher
will bring the class back together and ask what they believe the article will be about. The
class will lead a small discussion. Next, the teacher will instruct students to highlight any of
the vocabulary terms in the article.
After Reading:
Purpose
The Students will demonstrate their understanding by leading a discussion with a peer with 100% accuracy.
Turn and Talks are extremely important. Students are allowed to share their opinions and
understandings with their partner and they share what they learned. During the discussion
students are allowed bounce idea off one another and talk about the content. Students learn
better when they can talk about it. It helps students comprehend when they can explain it.
The students will demonstrate their understanding by completing a QAR with their partner with 90% accuracy.
QAR’s are a great way for students to demonstrate what they learned during the reading by not
just reciting fact but also implementing critical thinking skills. The teacher will give set
questions to the partners and they will turn it in as a grade. QAR helps students think about the
text they read and improve comprehension. Students have to think critically and think about the
content.
General Literacy Objectives The students will be able to use their critical thinking skills to dissect an article
and elaborate on answers. The questions start basic and the answer is obvious and then the questions
become more abstract and force students to think about it and use their judgment. Students will also
develop their social skills and learn from sharing their perspective of the article and what they thought
about it. A huge part of literacy is being able to share what you read. When students can share they
comprehend the text.
Assessment of Objectives
Though out the lesson, the teacher will use discussions to measure to see if students understand the concept.
The teacher will take into consideration student’s responses to the questions. The final assessment will be the
QAR questions as an exit ticket. The teacher will monitor all discussions and answer questions that students
have.
QAR Questions:
1. Who was part of the Civil War? What sides?
2. What caused the Civil War?
3. What is the main idea of this article?
4. What could have people done instead of using slaves for labor?
Procedure
After the students finish reading the articles the students will get back into their bigger
groups and discuss what they learned from the article in a turn and talk. The teacher will
instruct the groups to write down at least three questions, concerns, or findings they wish
to share with the class. The teacher will read over the lower article to the class and call
upon students to share their thoughts. The teacher will then go into detail about the Civil
War. After students are to get back into the partners they were in and fill out the QAR sheet.
The QAR sheet will show the teacher what the students learned from the article and if they
understand the topic and the article they read.
Additional Sections
Adaptations Gifted students will receive the higher level Lexile level article. I will provide them an extend assignment
where they will come up with their own QAR questions and then exchange them with someone else in their group.
Assessment Charts Students answer fully and use appropriate answers for each of the questions.
1. Who was part of the Civil War? What sides?
2. What caused the Civil War?
3. What is the main idea of this article?
4. What could have people done instead of using slaves for labor?
Question 3 2 1 0
Question 1 The student The student The student did No answer
answered the partially not answer the
question answered the question
completely. question. appropriately
Information was but put in effort
in the text
Question 2 The student The student The student did No answer
answered the partially not answer the
question answered the question
completely. question. appropriately
but put in effort
Question 3 The student The student The student did No answer
answered the partially not answer the
question answered the question
completely. question. appropriately
Student but put in effort
provided
evidence for
answer.
Question 4 The student The student The student did No answer
answered the partially not answer the
question answered the question
completely and question. appropriately
backs up opinion but put in effort
with reasoning
from text.