Tiffany Henning

Literacy Project

ALTERNATIVE TEXT SET:

Women:

Rogers, W. A. (n.d.). Interview by I. Robertson [Personal Interview]. Born in slavery: Slave narratives from the federal writers' project, 1936-1938. The library of congress, Retrieved from http://memory.loc.gov/cgi-bin/ampage?collId=mesn&fileName=026/mesn026.db&recNum=77&itemLink=r?ammem/mesnbib:@field(DOCID @lit(mesn/026/078073))

This is an interview of a woman who recounts her mother telling her about when she was

auctioned off and sold in Richmond, Virginia. She compared being a slave to being cattle; she

said slaves were sold and mated like stock.

Non-White:

Robinson, J. (1958, May 13). [Letter from Jackie Robinson to President Eisenhower of May 13, 1958]. Dwight D. Eisenhower Library, Abilene, KS. Retrieved from http://www.archives.gov/exhibits/featured_documents/jackie_robinson_letter/

This is a letter from Jackie Robinson to President Eisenhower about African American rights on

May 13, 1958. Robinson says that African Americans are tired of simply being patient; he wants

action. It has the authentic stamp from the White House that says that it was received.

Picture books:

Jeffers, S., & Seattle, C. (1991). Brother eagle, sister sky. New York, NY: Dial Books.

This picture book is one of my favorite Native American books. The words are a speech said to

be given by Chief Seattle over 100 years ago. They capture the central belief of Native

Americans: that this earth and every creature on it is sacred. It is this belief that inspired Susan

Jeffers’ extraordinary full-color paintings that make up the book.

Bruchac, J., Ross, G., & Stroud, V. A. (1995). The story of the Milky Way: A Cherokee tale. New York, NY: Dial Books.

This picture book tells about why the Cherokee people call the Milky Way “the place where the

dog ran.” The pictures depict Cherokee life in the early 1800s, after the coming of the Europeans

and before the Trail of Tears.

Poetry:

Ortiz, S., & Graves, S. (1998). The people shall continue. New York, NY: Children's Book Press.

This is a book of poetry. It is an oral chronicle of the history of native peoples to present day.

Newspaper Articles:

Ninety years ago: Recollections of a Morgantown woman who is 90. (1907, Sept 05). The Register-Herald. Retrieved from http://i155.photobucket.com/albums/s285/Stella_Gadd/Slavery and former slaves/COLLINS-Black-Josh.jpg

This is a newspaper article about Anna F. Conway Dean of Morgantown, West Virginia. She

remembers the hanging of a man called Black Jack in 1826. He was hanged for assaulting his

mistress. His master’s name was James Collins.

Bascom Simpson, H. (1936, May 10). Only living master and slave in texas. The Galveston Daily News. Retrieved from http://i155.photobucket.com/albums/s285/Stella_Gadd/Slavery and former slaves/LEE-Joe-and-Lizzie-TX2.jpg

This is a newspaper article about a man named Joe Lee, 83, of Texas and his former master,

Henry Austin Perry, 80. They were the only living master and slave in Texas. Mr. Lee describes

himself as a “real African” and says he was a son of Rolla, who was “caught wild in Africa and

brought to Galveston and to Quintana and sold to Massa Charles Syers.”

Websites:

The underground railroad escape from slavery. (n.d.). Retrieved from http://teacher.scholastic.com/activities/bhistory/underground_railroad/index.htm

This is an interactive on scholastic’s website where students can explore the Underground

Railroad. It takes students though the whole process from “on the plantation” to “reaching

freedom.”

Carlin, C., & Garrity, L. (n.d.). Explore the trail of tears. Retrieved from http://www.smithsonianmag.com/multimedia/videos/116760144.html

This is an interactive on the Smithsonian website where students can explore the Trail of Tears.

It has a map and a narrative that brings students through the trail that the Cherokee Indians were

forced to take as well as quotes from witnesses and surviving Indians.

Magazine Articles:

Lee-St. John, J. (2007, March 27). Should states apologize for slavery?. TIME, Retrieved from http://www.time.com/time/nation/article/0,8599,1603581,00.html

This is a magazine article that came out in TIME magazine in 2007. It asks if states should

apologize for slavery. It discusses how Representative Stephen I. Cohen, a white Tennessean,

just introduced a resolution for a national apology in the U.S. House that reads, in part, “African-

Americans continue to suffer from the consequences of slavery and Jim Crow… including the

loss of human dignity and liberty, the frustration of careers and professional lives, and the long-

term loss of income and opportunity.”

Goodheart, A. (2011, April 01). How slavery really ended in america. The New York Times, Retrieved from http://www.nytimes.com/2011/04/03/magazine/mag-03CivilWar-t.html?pagewanted=all&_r=0

This is a magazine article printed in The New York Times magazine in 2011. It tells the story of

how slavery in America really ended. It is basically a history lesson in a narrative form.

Novels:

Twain, M. (1948). The adventures of Huckleberry Finn. New York, NY: Grosset & Dunlap, Inc., a member of Penguin Putnam Books for Young Readers.

The Adventures of Huckleberry Finn is a novel about a thirteen year old boy named Huckleberry

Finn and his adventures on the Mississippi river. It is before the Civil war and covers his

interaction with many different people from different backgrounds. Some of the themes are race,

morality, and friendship.

Morrison, T. (1977). Beloved. New York, NY: Random House, Inc.

Beloved is a novel that is set after the American Civil War and inspired by the story of an African-American slave, Margaret Garner. She temporarily escaped slavery during 1856 in Kentucky by fleeing to Ohio, a free state. A posse arrived to retrieve her and her children under the Fugitive Slave Act of 1850, which gave slave owners the right to pursue slaves across state borders. Margaret killed her two-year-old daughter rather than allow her to be recaptured.

Anderson, L. H. (2008). Chains. New York, NY: Simon & Schuster Children's Publishing Division.

Chains is a Novel about a thirteen-year-old girl named Isabel. The book takes place during the

Revolutionary War. Promised freedom upon the death of their owner, she and her sister, Ruth, in

a cruel twist of fate become the property of a malicious New York City couple, the Locktons,

who have no sympathy for the American Revolution and even less for Ruth and Isabel. When

Isabel meets Curzon, a slave with ties to the Patriots, he encourages her to spy on her owners,

who know details of British plans for invasion. She is reluctant at first, but when the unthinkable

happens to Ruth, Isabel realizes her loyalty is available to the bidder who can provide her with

freedom.

Non-fiction:

Lassieur, A. (2008). The underground railroad: An interactive history adventure. Mankato, MN: Capstone Press.

This is a non-fiction book that describes the people and events of the Underground Railroad in the 1850s after the Fugitive Slave Act was passed. The reader's choices reveal the historical details from the perspectives of a runaway slave, a slave catcher, and an abolitionist.

Taylor, Y. (2005). Growning up in slavery: Stories of young slaves as told by themselves. Chicago, Illinois: Lawrence Hill Books.

This is a non-fiction book about Ten slaves—all under the age of 19—that tell stories of

enslavement, brutality, and dreams of freedom in this collection culled from full-length

autobiographies. These accounts include stories of young slaves torn from their mothers and

families, suffering from starvation, and being whipped and tortured. But these are not all tales of

deprivation and violence; teenagers will relate to accounts of slaves challenging authority,

playing games, telling jokes, and falling in love.

Fradin, D. B. (2008). The trail of tears. New York, NY: Marshall Cavendish Benchmark.

This is a non-fiction book that covers the Trail of Tears as a watershed event in U.S. history. It

influenced social, economic, and political policies that shaped the nation’s future.

Washington, B. T. Up from slavery. Retrieved from http://www.readinga-z.com

This is a non-fiction book that is a selection from the Autobiography of Booker T. Washington.

It details what life was like as a young slave. He discusses how simple pleasure like eating with

utensils and sleeping in a bed were not offered to his family. Although he was in a bad situation,

Washington still longed for a chance to learn new things.

Visuals:

Samels, M., & Grimberg, S. (Executive Producers). (2009). Episode 3: Trail of tears. [Web Video]. Retrieved from http://www.pbs.org/wgbh/amex/weshallremain/the_films/episode_3_trailer

This is an online video about the Trail of Tears. The video tells about how on May 26, 1838,

federal troops forced thousands of Cherokee from their homes in the Southeastern United States,

driving them toward Indian Territory in Eastern Oklahoma. It has narratives as well as some

great images.

Random:

Jackson, A. U.S. National Archives & Records Administration, (1830). President Andrew Jackson's message to Congress 'on Indian removal' (1830). Retrieved from website: http://www.ourdocuments.gov/doc_large_image.php?doc=25

This is the actual letter that President Andrew Jackson wrote to Congress on Indian Removal.

The writing is hard to read so I included the transcript as well.

Jackson, A. U.S. National Archives & Records Administration, (1830). Transcript of President Andrew Jackson's message to congress 'on Indian removal' (1830). Retrieved from website: http://www.ourdocuments.gov/print_friendly.php?flash=true&page=transcript&doc=25&title=Transcript of President Andrew Jackson's Message to Congress 'On Indian Removal' (1830)

This is the transcript of the actual message that President Andrew Jackson wrote to Congress on

Indian Removal. I included this because the writing of the actual letter is hard to read.

VOCABULARY WORD SORT:

Word Sort on The Adventures of Huckleberry Finn and Chains

Refrences:

Twain, M. (1948). The adventures of Huckleberry Finn. New York, NY: Grosset & Dunlap, Inc.

Anderson, L. H. (2008). Chains. New York, NY: Simon & Schuster Children's Publishing

Division.

Content GLE/s:

SS M, US, and WH 3aFc5

Examine cultural interactions among these groups from colonial times to Civil War: a. Native Americans b. Immigrants from Europe c. Africans brought to America.

Common Core Standard:

CCSS.ELA-Literacy.RL.5.9

Compare and contrast stories in the same genre on their approaches to similar themes and topics.

Directions:

Each group will review the categories provided and into which you will sort the vocabulary terms/concepts/topics. You will have about 10 minutes to assign the words to the appropriate categories. We will have a class discussion with each group presenting your word list for one of the categories. You will be asked to defend your sorting of terms.

Chains

The Adventures of Huckleberry Finn

Both

Isabel

Huck

Slavery

13 year-old girl

12 year-old boy

Freedom

New York City

St. Petersburg, Missouri

Racism

The Revolutionary War

Before the Civil War

Abuse

Loyalists

Mississippi River

Rebels

Superstitions

1700s

1800s

This word sort would be used as a culminating project. The students would do this sort at the end of the lessons on these books. The sort would evaluated the students’ understanding of the books as well as the books’ plots.

VOCABULARY SELF-AWARENESS CHART:

The Adventures of Huckleberry Finn and Chains

Refrences:

Twain, M. (1948). The adventures of Huckleberry Finn. New York, NY: Grosset & Dunlap, Inc.

Anderson, L. H. (2008). Chains. New York, NY: Simon & Schuster Children's Publishing

Division.

Content GLE/s:

SS Missouri, United States, and World History 3aFc5

Examine cultural interactions among these groups from colonial times to Civil War: a. Native Americans b. Immigrants from Europe c. Africans brought to America.

Common Core Standard:

CCSS.ELA-Literacy.RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

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.  

Word

?

~

+

Example

Definition

Superstitions

+

My family believes that they have to eat black-eyes peas every New Years or they won’t have money for the rest of the year.

A widely held but unjustified belief in supernatural causation leading to certain consequences of an action or event, or a practice based on such a belief.

Rebel

~

The people who didn’t support the British.

Slavery

?

Abuse

Freedom

Racism

Loyalist

Duke

When using in the classroom:

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 books 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.

QAR CHART:

Question Answer Relationship (QAR)

APA Reference(s):

Rogers, W. A. (n.d.). Interview by I. Robertson [Personal Interview]. Born in slavery: Slave narratives from the federal writers' project, 1936-1938. The library of congress, Retrieved from http://memory.loc.gov/cgi-bin/ampage?collId=mesn&fileName=026/mesn026.db&recNum=77&itemLink=r?ammem/mesnbib:@field(DOCID @lit(mesn/026/078073))

Content GLE/s:

SS Missouri, United States, and World History 3aFc5

Examine cultural interactions among these groups from colonial times to Civil War: a. Native Americans b. Immigrants from Europe c. Africans brought to America

Literacy GLE/s:

LAR1H5

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

Common Core Standard:

CCSS.ELA-Literacy.RL.5.1

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Student directions:

Answer these questions. The questions are grouped based on the type of question. The answer that is expected is explained for each type of question below:

1. Right There. The answer is in the text, and if we pointed at it, we'd say it's "right there!" Often, the answer will be in a single sentence or place in the text, and the words used to create the question are often also in that same place.

2. Think and Search. The answer is in the text, but you might have to look in several different sentences to find it. It is broken up or scattered or requires a grasp of multiple ideas across paragraphs or pages.

3. Author and You. The answer is not in the text, but you still need information that the author has given you, combined with what you already know, in order to respond to this type of question.

4. On My Own. The answer is not in the text, and in fact you don't even have to have read the text to be able to answer it.

IN THE TEXT

Question

Answer

Right There questions (2)

(think who is, where is, list, when is, how many, when did, name, what kind of-Remember that the answer will be in one location in the text)

1. Who is the person being interviewed?

1. Will Ann Rogers

2. Where was her mother auctioned off at?

2. Richmond, Virginia

Think and Search questions (2)

(require students to "search" through the entire passage they read to find information)

1. Find two examples why Will Ann said slaves were like cattle.

1. They were taken away from their loved ones without a chance to say goodbye.

2. They were mated with each other.

2. Summarize Will Ann’s brother’s experience with the Yankees.

(see comments above)

2. The Yankees talked him into going with them on a long journey by telling him if he went with them they would give him a horse and red boots.

IN YOUR HEAD

Author and You questions (1)

(require students to answer with information not in the text; however, students must read the text material to understand what the question is asking then use the information from the text and explain what you know or have experienced)

1. Based on what you read, what do you think it would be like to have a family member auctioned off? Include details from the interview in your explanation.

I think that it would be awful to have a family member auctioned off. Will Ann Rogers’ grandmother was so upset at the sight of her daughter being auctioned off that she fainted. The text said that she never got to say goodbye to her daughter. This would be very hard. I would not be able to handle not being able to say goodbye to my family members knowing that I may never see them again. It would also be hard not knowing what will happen to them.

On Your Own questions (1)

(can be answered with information from the students' background knowledge and do not require reading the text

1. When was one time when you had a hard time in life? Explain why that time was hard for you.

I had a hard time when I moved to a new place for the first time. It was hard on me because I didn’t know the people who lived near me and it was hard to find ways to make friends. I also didn’t know where places were. I had to learn all new places to go, places to eat, and things to do. I felt very lost and lonely.

Rubric for Author and Me

4

3

2

1

Student states what they think it would be like to have a family member auctioned off. Two pieces of information from the text are used to support the answer. The student thoroughly explains background knowledge, experiences, or feelings to further support their answer.

Student states what they think it would be like to have a family member auctioned off. At least one piece of information from the text is used to support the answer and the student uses some background knowledge, experience, or feelings to further explain and support their answer.

Student states what they think it would be like to have a family member auctioned off and uses at least one piece of information from the text OR uses background knowledge, experiences, or feelings to support and explain.

Student states what they think it would be like to have a family member auctioned off 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 time they had a hard time in life. They explained the reasons for why the experience was so hard.

Student stated a time they had a hard time in life and provided at least two options with an adequate explanation of why this time was so hard for them.

Student vaguely stated a time they had a hard time in life. And why the experience was so hard for them.

Student failed to clearly present a hard time in their lives and the student did not state why this time was so hard for them.

When and why I would use this strategy:

I would use this strategy when comprehension was important to the lesson that I was going to teach. I think that this lesson would be the perfect blend of science and social studies lessons with language arts. It would be great to get students really thinking about the material and making connections in the materials. It is a very good way of doing assessment on any type of material. I can also use it to have students generate their own questions which would get them thinking even harder about the material given.

GRAPHIC ORGANIZER:

Graphic Organizer Artifact

Reference:

Jeffers, S., & Seattle, C. (1991). Brother eagle, sister sky. New York, NY: Dial Books.

LA CCS:

CCSS.ELA-Literacy.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Content GLE/s:

SS M, US, and WH 3aFc5

Examine cultural interactions among these groups from colonial times to Civil War: a. Native Americans b. Immigrants from Europe c. Africans brought to America.

Student Directions:

Identify the character(s), setting, main idea, and supporting details of the text. Fill each in using the boxes below.

When and why I would use this in my classroom:

Story Maps can be used with the entire class, small groups, or for individual work. This strategy helps students examine the different components of an assigned text or story. Components of a Story Map can be changed to fit each individual story. I would use this strategy in my classroom with both fiction and nonfiction text in order to assess students knowledge of a text as well as to help them understand the text while reading.

SHARED READING:

Shared Reading Artifact

Text:

Anderson, L. H. (2008). Chains. New York, NY: Simon & Schuster Children's Publishing Division.

GLE:

SS Missouri, United States, and World History 3aFc5

Examine cultural interactions among these groups from colonial times to Civil War: a. Native Americans b. Immigrants from Europe c. Africans brought to America

CCS:

LAR1H5

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

Text

Think-aloud

Strategy used

Chains by Laurie Halse Anderson

Book cover and Title

“As I look at the cover of the book I notice fist the title of the book. The book is called Chains and the word is written in a scroll across a young African American girls hands—as if it were actual chains that are tying her up. There are also two birds. One of the birds has the British flag on it and the other has the American flag on it. Both birds are on each side of the girls chained wrists. From this information I could guess that the book is about an African American girl whose hands may be tied up due to some sort of conflict between the two nations. I also know that chains and African Americans are associated with slavery so I could predict that the book is about slavery as well. Let’s find out!”

Predicting and using titles and graphics provides focus and motivation to read further

Activating prior knowledge to make predictions

“Monday, May 27, 1776 Youth is the seed time of good habits as well in nations as in individuals. –Thomas Paine, Common Sense”

“The very first line of text written in the book is the date. As I read this I am curious as to what is going on in America at this time. I remember from Social Studies that the Declaration of Independence was issued in July of 1776. I can predict that this part of the book is going to take place before the Declaration of Independence was issued.”

Making predictions based on the text

Activating prior knowledge to make predictions

“Monday, May 27, 1776 Youth is the seed time of good habits as well in nations as in individuals. –Thomas Paine, Common Sense”

“Next, I look at the quote. At first this doesn’t make much sense to me, but when I break it apart, I start to get what Paine might be trying to say. “Youth is the seed time of good habits.” When I think about seeds I think about planting seeds. When I see people growing plants I know that sometimes they tie the plants up and manipulate them so they grow in the direction that the planter intended—in order to create “good habits.” I also know that good habits need to be taught to people when they are young. Therefore, I think that Paine is trying to compare a young nation to humans and seeds. He says that a nation needs to learn “good habits” when it is young just like plants and people.

Draw conclusions about what the text means

Analyzing a quotation

Summarizing a quotation

Making text-to-word connections

“The best time to talk to ghosts is just before the sun comes up. That’s when they can hear us true, Momma said. That’s when ghosts can answer us. The eastern sky was peach colored, but a handful of lazy stars still blinked in the west. It was almost time.

“When I read “It was almost time” I ask myself: “It was almost time for what?” Listen to student responses. “When trying to answer the question I can look at the previous sentences and see that they are about ghosts. This makes me think about death. Therefore, I can predict that whatever it is almost time for has something to do with death.”

Making predictions

Questioning to clarify meaning

“May I run ahead sir?” I asked. Pastor Weeks sat at the front of his squeaky wagon with Old Ben next to him, the mules’ reins loose in his hands. The pine coffin that held Miss Mary Finch—wearing her best dress, with her hair washed clean and combed—bounced in the back when the wagon wheels hit a rut.”

“When I come to the word coffin I know that what is happening has something to do with death for sure. This means that my previous prediction is correct. What do we think “it was almost time” for?” Stop and listen for responses. “Because of the word coffin and the fact that there is a pastor present, I can predict that it was almost time for a funeral or burial.”

Drawing conclusions based on the text

Reflecting on my predictions

Questioning to clarify meaning

Making predictions based on the text and previous background knowledge

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, making predictions, questioning the text, making connections, summarizing, and many other strategies when trying to understand the meaning of a text. This is a great way for students to learn what types of strategies expert readers use. It also allows them to lean in a constructivist setting. I could use this strategy in all areas of the classroom including math, science, social studies, and language arts.

CONSTRUCTED RESPONSE WRITING:

Constructed Response Artifact

Reference:

Washington, B. T. Up from slavery. Retrieved from http://www.readinga-z.com

GLE:

SS Missouri, United States, and World History 3aFc5

Examine cultural interactions among these groups from colonial times to Civil War: a. Native Americans b. Immigrants from Europe c. Africans brought to America

CCSS:

These are listed in my scoring guide after each question.

Student Directions:

Read the passage and answer the questions that follow. (Further instructions are in each question.)

Student Document

1.)Explain how the illustrations helped you understand the passage.

2.)How might the story change if the slave owner were telling it instead of Booker? Give at least two examples.

3.)What do you think Booker thought that getting into the schoolhouse to study would we like getting into paradise? Use details from the passage to support your answer.

4.)Why do you think that the slaves wanted the slave owners to think that the “freedom” they were singing about was about going to heaven? What do you think might have happened to the slaves if the slave owners knew the truth? Use details form the passage to support your answer.

5.)What caused some of the slaves to worry about being free? Give at least two reasons discussed in the book.

6.)What is manual labor?

a)A plantation worker who watched the slaves

b)A job or skill

c)Physical work

d)The ability to take care of yourself

7.)Why didn’t Booker think his mom was a thief even though she stole chicken from the plantation owners?

a)The owners wanted her to have it

b)She worked so hard as a slave and got so little

c)Her children liked chicken, but hardly ever got it

d)Both b and c

8.) Now you will write a paper in response to a writing prompt. First, read the prompt in the box below.

You will have 45 minutes for your prewriting activities such as brainstorming, listing, outlining, and writing a rough draft. Use the pages labeled “prewriting” to record your ideas and your rough draft.

(Why do you think Booker wrote this autobiography? Use specific details from the text to answer your question.)You will then have another 45 minutes in which to write your final paper. Use the pages labeled “final Paper” to record your completed work.

Scoring Guide

Question 1, CCSS.ELA-Literacy.RL.5.7

2 ptsThe response includes a reasonable explanation of how the illustrations helped the student understand the passage that uses specific examples from the passage as support. Example—The illustrations helped me see the emotions of the book. For example, I could tell that the characters were hopeful in the chapter “Talk of Freedom” because they were praying and seemed desperate.

1 ptThe response includes a reasonable explanation of how the illustrations helped the student understand the passage but the student did not use examples from the passage as support. Example—The illustrations helped me see the emotions of the book.

0 ptsOther

Question 2, CCSS.ELA-Literacy.RL.5.6

2 ptsThe response included two examples of how the story would be different. Example—If a slave owner were telling the story, he might tell more about the hardship that he went through after the slaves were released. He might also tell about how smoothly plantations ran while slavery still existed.

1 ptThe response included one one example of how the story would be different. Example—If a slave owner were telling the story, he might tell more about the hardship that he went through after the slaves were released.

0 ptsOther

Question 3, CCSS.ELA-Literacy.RL.5.1

2 ptsThe response indicates an accurate understand about why Booker wanted to get into the schoolhouse. Example—The passage says that Booker wanted into the school house because he wanted a chance to study and learn. He was very excited to learn. So, to him, getting that opportunity would be like being in paradise.

1 ptThe response indicates an accurate understanding about why booker wanted to get into the schoolhouse but without support from the text.

0ptsOther

Question 4, CCSS.ELA-Literacy.RL.5.1

2 ptsThe response indicated an accurate understanding of why the slaves wanted the slave owners to think that the “freedom” they were singing about was about going to heaven. Example—The book said that the slaves were afraid of what the slave owners might do if they knew the slaves wanted to be free. If the slave owners knew then they might punish them in some way.

1 ptThe response indicated an accurate understanding of why the slaves wanted the slave owners to think that the “freedom” they were singing about was about going to heaven but without support from the text. Example—They were afraid.

0 ptsOther

Question 5, CCSS.ELA-Literacy.RI.5.5

2 ptsThe response includes at least two examples of what caused some of the slaves to worry about being free. Example—They would have to find homes. They would have to provide for their children

1 ptThe response includes only one example of what caused some of the slaves to worry about being free. Example—They would have to find homes.

0 ptsOther

Question 6, CCSS.ELA-Literacy.RI.5.4

1 ptC

Question 7, CCSS.ELA-Literacy.RI.5.3

1 ptB

WP Use state writing scoring guide for grade 5.

Explanation of when I would use this in the classroom:

I would use a Constructed Response in the classroom when I am assessing students’ comprehension of a passage they have read. I can also use constructed response to assess a students’ writing. The student will come across these when taking the MAP test so these could be used in the classroom to prepare students for the MAP as well.

Main idea:Land is precious and we should conserve it because it is a part of us. Supporting Detail:The book says “What happens to the earth befalls all the children of the Earth.”Supporting Detail:Chief Seattle also discusses how we “do not weave the web of life, we are merely a thread on it.”Characters:Chief SeattleNative American peopleAmerican SettlersSetting:AmericaTitle of book:Brother Eagle, Sister Sky

Name:_______________________ Date:____________________

Main idea:

Land is precious and we should conserve it because it is a part of us.

Supporting Detail:

The book says “What happens to the earth befalls all the children of the Earth.”

Supporting Detail:

Chief Seattle also discusses how we “do not weave the web of life, we are merely a thread on it.”

Characters:

Chief Seattle

Native American people

American Settlers

Setting:

America

Title of book:

Brother Eagle, Sister Sky

Name:_______________________Date:____________________