ENGLISH
NCSCOS Competency Goal 1 Objective 1.03
TLW demonstrate insight and reflection to text through personal TLW demonstrate comprehension of main idea and
expression. supporting details.
TLW summarize key events and/or points from text.
Instructional Strategies Materials
1. Organize students into cooperative groups of four. Instructional Strategies Online - Jigsaw EN
2. Each group member is responsible for reading a section of the assigned text and
viewing the assigned websites. (Teacher can assign sections or students can self- “Reconstruction to Renaissance” GLI
select.) William Andrews/UNC, pp. 201-211
3. For photocopied material, encourage students to underline important SH
information. American Experience | Reconstruction: The
4. If students are reading from text books, encourage students to jot sown important Second Civil War | PBS
information.
5. Regroup students according to those assigned the same selection so that they can African American Odyssey: Reconstruction
compare notes and discuss important concepts and information. and Its Aftermath (Part 1)
6. Allow students to analyze the information gathered by each member.
7. Teacher will collect formatted notes from each group and photocopy for all the Strategies for Writing Summaries
members of the group.
8. Tell students to return to their original group and have each group member share English Works! Guide to Summary Writing
important information from each selection.
9. The rest of the group is responsible for learning the new information.
10. Students will write a coherent summary of key points at the end of the lesson.
Extension Activities/Technology Other Resources
http://www.pbs.org/wgbh/amex/reconstruction/tguide/index.html Teacher Resources - Feature - American
America's Reconstruction: People and Politics After the Civil War Memory Timeline: Civil War and
Reconstruction
NCSCOS Competency Goal 2 Objective 2.01
TLW research and explain insights into African American culture. TLW research ideas and events during Reconstruction.
Essential Question: How did President Lincoln’s and Congress’s plans for Reconstruction differ? Materials
Reconstruction and the New
Instructional Strategies South (Chapter 13)
American Nation. Holt, Rinehart
1. Inform students that there are several activities associated with the reading material. and Winston, 2003. Pp. 400-414.
2. Organize students into cooperative groups and allow ample time for students to read and
NCSCOS Competency Goal 3 Objective 3.01
discuss the selection.
TLW clarify an issue and effectively present an argument. TLW establish and define a point ofSparkNotes: Reconstruction
view.
3. Students will also need ample time to research the two plans discussed in the reading (1865–1877): Lincoln’s Ten-
material. Percent Plan: 1863–1865
4. After reading and researching, have students decide on the important information and
document the material on a COMPARISON CHART.doc Lincoln And Johnson’s
5. Next, have students organize the same information onto a 3 Circle Venn Diagram Plans for Reconstruction
3 CIRCLE VENN DIAGRAM.doc to show the differences and similarities in the three
plans discussed in the selection section4
6. Students will then use both organizers to answer the assessment questions.
7. Finally, student will write a coherent essay comparing and contrasting the information from ReadWriteThink: Lesson Plan:
the diagrams and assessment questions. Teaching the Compare and
8. Students will turn in all activities: Contrast Essay through Modeling
(a) Comparison Chart; (b) Venn Diagram; (c) Assessment Questions; (d) Essay
ReadWriteThink: Student
Materials: Venn Diagram, 3
Circles
Extension Activities/Technology Other Resources
Digital History The Civil War . In the
Classroom . Classroom
Teacher Lesson Plan - After Reconstruction: Problems of African Americans Activities . Lesson Plan | PBS
Essential Question: Did Reconstruction achieve its goals? Why or why not? Materials
EN
Instructional Strategies “Reconstruction and the New South”
1. Assign a reading selection on Reconstruction.
Chapter 13). American Nation. Holt, Rinehart and GLI
Winston, 2003. Pp. 415-419.
2. Divide the class in half and assign pro and con positions.
3. Have students discuss their positions on the essential question. Graphic Organizers\OPINIONPROOFNOTES.doc
SH
(two to five minutes)
4. Bring class together to develop pro and con opinion-proof notes. ReadingQuest Strategies | Opinion-Proof
5. Inform students that from the opinion-proof notes they will be
developing Graphic Organizers\FRAMED PARAGRAPH.doc to http://www.geocities.com/SoHo/Atrium/1437/eval.html
structure their ideas.
6. Students will use a general statement or opinion as the topic sentence.
7. Use three to five details from text to develop the topic or opinion.
8. Use transitions as needed.
9. Include a summary sentence at the end.
10. Make sure students incorporate a variety of sentences: long and short,
simple and complex.
11. Remind students to edit their drafts.
Extension Activities/Technology Other Resources
Writing Frame - Paragraphs Expository Paragraph Frames
Essay Punch: An Interactive Writing Tutorial Just Read Now!