Lesson 24
Lesson 24
Reading
Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this unit.
Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a nonfiction/ informational text read independently (RI.2.1) Identify the main idea of a multi-paragraph nonfiction/informational text read independently, as well as the focus of specific paragraphs within the text (RI.2.2)
Identify the main purpose of a nonfiction/ informational text read independently, including what the author wants to answer, explain, or describe (RI.2.6) Describe how reasons or facts support specific points the author makes in a nonfiction text read independently (RI.2.8)
Describe the connection between a series of historical events in a nonfiction/ informational text read independently (RI.2.3)
Read independently and demonstrate understanding of nonfiction/informational text in the Grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range (RI.2.10)
Determine the meaning of unknown words and phrases in a nonfiction/informational text read independently (RI.2.4)
Use both regular and irregular past, present, and future tense verbs orally and in own writing (L.2.1d)
At a Glance
Exercise
Reading Time Grammar
170 Unit 6 | Lesson 24 © 2013 Core Knowledge Foundation
Materials
Minutes
Close Reading: “Andrew Jackson”
The War of 1812
30
Mixed Practice
Worksheet 24.1
30
Reading Time
30 minutes
Close Reading: “Andrew Jackson” • Have students partner read “Andrew Jackson.” • After students have finished reading “Andrew Jackson” with their partners, lead students in a close reading of the text by doing the following: • asking text-dependent questions that require students to draw on evidence from the text; Chapter 9
• identifying and discussing general academic (Tier 2) vocabulary; • discussing sections of the text that might pose a difficulty due to complex syntax, dense information, challenging transitions, or that require inferences; • engaging students in a culminating writing activity that is completed independently, if possible. • There are many ways for students to respond to the questions you present, and you may want to change the way in which you ask for students’ responses in each lesson or even during the lesson to improve student engagement. Here are some suggestions: • Have students work as partners. Following each question, direct students to consult with their partner about the correct response, before one student then raises his/her hand to respond. • Have students work in small groups of three or four students. Following each question, direct students to consult with others in their group about the correct response, before one student then raises his/her hand to respond. • Following a question, ask all students to provide a written response, before asking an individual student to respond orally. Teacher Overview
Main Idea and Key Details: The main idea of the chapter is that Andrew Jackson assembled troops to protect New Orleans from attack by the British. New Orleans was an important city for trade due to its location at the mouth of the Mississippi River at the Gulf of Mexico.
Synopsis: The chapter “Andrew Jackson” provides information about why New Orleans was an important city in the early years of the United States as a country and about the role Andrew Jackson had in defending New Orleans from attack by the British.
Unit 6 | Lesson 24 171 © 2013 Core Knowledge Foundation
Lesson Text from Student Reader • Portions of the text of the Student Reader are reproduced here for your convenience. However, student referral to the text in front of them is a critical element of Close Reading.
Vocabulary Instruction
Text-Dependent Questions
Responses
• As the text is read aloud, stop after each sentence containing targeted vocabulary to explain meanings or to check student understanding.
• After targeted vocabulary has been defined and/or discussed, ask the textbased questions.
• Answers should reference the text.
• Begin with a “winnable” question that will help orient students to the text. • The sequence of questions should build a gradual understanding of the key details of the text.
• Multiple responses may be provided using different pieces of evidence. • Inferences must be grounded logically in the text.
• Questions should focus on a word, phrase, sentence or paragraph. Page 80 In 1814, New Orleans was already an important, big port. Lots of ships landed there. Farmers could ship their goods down the river and sell them in New Orleans. Traders could unload goods in New Orleans and ship them up river. If the British took New Orleans, they could control trade along the Mississippi. Farmers in Ohio and Kentucky would be cut off.
mouth—the place where a river enters the ocean. Note for students the multiple meanings of this word. The word mouth can also mean the opening in the face through which food passes into the body.
Why was New Orleans an important city for traders?
Traders could unload goods in New Orleans and ship them up the river.
cut off—isolated or separated from. Note for students the multiple meanings of these words. The words cut off can also mean stopped or ended.
What would happen if the British controlled trade along the Mississippi River?
Farmers in Ohio and Kentucky would be cut off.
Page 82 Andrew Jackson was from Tennessee. He had joined the U.S. Army during the American Revolution. At the time he was just a boy. He was too young to fight. He carried notes from place to place.
What would it mean for farmers in Ohio and Kentucky to be cut off?
Farmers would not be able to send their goods down the Mississippi River to sell them in New Orleans. Without money from selling goods, farmers may not be able to pay for supplies to help them farm their land.
What did Andrew Jackson do when he joined the Army since he was too young to fight?
Andrew Jackson carried notes from place to place.
What happened to Jackson and his brother during the American Revolution?
Jackson and his brother were taken prisoner by the British and were treated badly. They almost starved to death. Jackson’s brother died.
The man struck Jackson with his weapon. Jackson was left with a scar on his face. During the Revolution, Jackson and his brother were taken prisoner by the British. It was a difficult time for them. They were treated badly. They almost starved to death. Jackson’s brother got sick and died.
struck—hit. Note for students the multiple meanings of this word. The word struck can also mean indicated by making a sound (such as on a clock), played by plucking strings or hitting keys, caused damage (such as a hurricane) or illness. The man struck Jackson with his weapon. Jackson was left with a scar on his face.
172 Unit 6 | Lesson 24 © 2013 Core Knowledge Foundation
Lesson Text from Student Reader • Portions of the text of the Student Reader are reproduced here for your convenience. However, student referral to the text in front of them is a critical element of Close Reading.
Vocabulary Instruction
Text-Dependent Questions
Responses
• As the text is read aloud, stop after each sentence containing targeted vocabulary to explain meanings or to check student understanding.
• After targeted vocabulary has been defined and/or discussed, ask the textbased questions.
• Answers should reference the text.
• Begin with a “winnable” question that will help orient students to the text. • The sequence of questions should build a gradual understanding of the key details of the text.
• Multiple responses may be provided using different pieces of evidence. • Inferences must be grounded logically in the text.
• Questions should focus on a word, phrase, sentence or paragraph. Page 84 During the first part of the War of 1812, Jackson battled against Native Americans in the west. Many Native Americans had sided with the British.
orphan—a child whose parents are no longer alive
What group of people had sided with the British during the first part of the war but now joined Jackson’s army?
Native Americans had sided with the British during the first part of the war, but now some joined Jackson’s army.
Jackson rushed to the city. He picked up new troops along the way. Many of the men who joined him were farmers. But there were also free AfricanAmericans, Native Americans, and even pirates.
Grammar
30 minutes Mixed Practice • Ask students to turn to Worksheet 24.1 and complete it independently. You may wish to use this worksheet as an informal assessment.
Worksheet 24.1
Unit 6 | Lesson 24 173 © 2013 Core Knowledge Foundation
Reading
Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this unit.
Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a nonfiction/ informational text read independently (RI.2.1) Identify the main idea of a multi-paragraph nonfiction/informational text read independently, as well as the focus of specific paragraphs within the text (RI.2.2)
Identify the main purpose of a nonfiction/ informational text read independently, including what the author wants to answer, explain, or describe (RI.2.6) Describe how reasons or facts support specific points the author makes in a nonfiction text read independently (RI.2.8)
Describe the connection between a series of historical events in a nonfiction/ informational text read independently (RI.2.3)
Read independently and demonstrate understanding of nonfiction/informational text in the Grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range (RI.2.10)
Determine the meaning of unknown words and phrases in a nonfiction/informational text read independently (RI.2.4)
Use both regular and irregular past, present, and future tense verbs orally and in own writing (L.2.1d)
At a Glance
Exercise
Reading Time Grammar
170 Unit 6 | Lesson 24 © 2013 Core Knowledge Foundation
Materials
Minutes
Close Reading: “Andrew Jackson”
The War of 1812
30
Mixed Practice
Worksheet 24.1
30
Reading Time
30 minutes
Close Reading: “Andrew Jackson” • Have students partner read “Andrew Jackson.” • After students have finished reading “Andrew Jackson” with their partners, lead students in a close reading of the text by doing the following: • asking text-dependent questions that require students to draw on evidence from the text; Chapter 9
• identifying and discussing general academic (Tier 2) vocabulary; • discussing sections of the text that might pose a difficulty due to complex syntax, dense information, challenging transitions, or that require inferences; • engaging students in a culminating writing activity that is completed independently, if possible. • There are many ways for students to respond to the questions you present, and you may want to change the way in which you ask for students’ responses in each lesson or even during the lesson to improve student engagement. Here are some suggestions: • Have students work as partners. Following each question, direct students to consult with their partner about the correct response, before one student then raises his/her hand to respond. • Have students work in small groups of three or four students. Following each question, direct students to consult with others in their group about the correct response, before one student then raises his/her hand to respond. • Following a question, ask all students to provide a written response, before asking an individual student to respond orally. Teacher Overview
Main Idea and Key Details: The main idea of the chapter is that Andrew Jackson assembled troops to protect New Orleans from attack by the British. New Orleans was an important city for trade due to its location at the mouth of the Mississippi River at the Gulf of Mexico.
Synopsis: The chapter “Andrew Jackson” provides information about why New Orleans was an important city in the early years of the United States as a country and about the role Andrew Jackson had in defending New Orleans from attack by the British.
Unit 6 | Lesson 24 171 © 2013 Core Knowledge Foundation
Lesson Text from Student Reader • Portions of the text of the Student Reader are reproduced here for your convenience. However, student referral to the text in front of them is a critical element of Close Reading.
Vocabulary Instruction
Text-Dependent Questions
Responses
• As the text is read aloud, stop after each sentence containing targeted vocabulary to explain meanings or to check student understanding.
• After targeted vocabulary has been defined and/or discussed, ask the textbased questions.
• Answers should reference the text.
• Begin with a “winnable” question that will help orient students to the text. • The sequence of questions should build a gradual understanding of the key details of the text.
• Multiple responses may be provided using different pieces of evidence. • Inferences must be grounded logically in the text.
• Questions should focus on a word, phrase, sentence or paragraph. Page 80 In 1814, New Orleans was already an important, big port. Lots of ships landed there. Farmers could ship their goods down the river and sell them in New Orleans. Traders could unload goods in New Orleans and ship them up river. If the British took New Orleans, they could control trade along the Mississippi. Farmers in Ohio and Kentucky would be cut off.
mouth—the place where a river enters the ocean. Note for students the multiple meanings of this word. The word mouth can also mean the opening in the face through which food passes into the body.
Why was New Orleans an important city for traders?
Traders could unload goods in New Orleans and ship them up the river.
cut off—isolated or separated from. Note for students the multiple meanings of these words. The words cut off can also mean stopped or ended.
What would happen if the British controlled trade along the Mississippi River?
Farmers in Ohio and Kentucky would be cut off.
Page 82 Andrew Jackson was from Tennessee. He had joined the U.S. Army during the American Revolution. At the time he was just a boy. He was too young to fight. He carried notes from place to place.
What would it mean for farmers in Ohio and Kentucky to be cut off?
Farmers would not be able to send their goods down the Mississippi River to sell them in New Orleans. Without money from selling goods, farmers may not be able to pay for supplies to help them farm their land.
What did Andrew Jackson do when he joined the Army since he was too young to fight?
Andrew Jackson carried notes from place to place.
What happened to Jackson and his brother during the American Revolution?
Jackson and his brother were taken prisoner by the British and were treated badly. They almost starved to death. Jackson’s brother died.
The man struck Jackson with his weapon. Jackson was left with a scar on his face. During the Revolution, Jackson and his brother were taken prisoner by the British. It was a difficult time for them. They were treated badly. They almost starved to death. Jackson’s brother got sick and died.
struck—hit. Note for students the multiple meanings of this word. The word struck can also mean indicated by making a sound (such as on a clock), played by plucking strings or hitting keys, caused damage (such as a hurricane) or illness. The man struck Jackson with his weapon. Jackson was left with a scar on his face.
172 Unit 6 | Lesson 24 © 2013 Core Knowledge Foundation
Lesson Text from Student Reader • Portions of the text of the Student Reader are reproduced here for your convenience. However, student referral to the text in front of them is a critical element of Close Reading.
Vocabulary Instruction
Text-Dependent Questions
Responses
• As the text is read aloud, stop after each sentence containing targeted vocabulary to explain meanings or to check student understanding.
• After targeted vocabulary has been defined and/or discussed, ask the textbased questions.
• Answers should reference the text.
• Begin with a “winnable” question that will help orient students to the text. • The sequence of questions should build a gradual understanding of the key details of the text.
• Multiple responses may be provided using different pieces of evidence. • Inferences must be grounded logically in the text.
• Questions should focus on a word, phrase, sentence or paragraph. Page 84 During the first part of the War of 1812, Jackson battled against Native Americans in the west. Many Native Americans had sided with the British.
orphan—a child whose parents are no longer alive
What group of people had sided with the British during the first part of the war but now joined Jackson’s army?
Native Americans had sided with the British during the first part of the war, but now some joined Jackson’s army.
Jackson rushed to the city. He picked up new troops along the way. Many of the men who joined him were farmers. But there were also free AfricanAmericans, Native Americans, and even pirates.
Grammar
30 minutes Mixed Practice • Ask students to turn to Worksheet 24.1 and complete it independently. You may wish to use this worksheet as an informal assessment.
Worksheet 24.1
Unit 6 | Lesson 24 173 © 2013 Core Knowledge Foundation
