Teacher:
First Name: Rhonda_ Last Name: Pederson_
Email Address: Rhonda.Pederson@ops.org School: TAC-Curriculum and Learning
Lesson Information:
Lesson Title: Novel Guide for My Brother Sam is Dead
Suggested Grade Level: Grade 5
Major Themes/Concepts: The American Revolution
Lesson Objectives:
Reading/Language Arts –
501 Use a variety of strategies to read unfamiliar words.
502 Read grade-level materials fluently.
504/505 Read and comprehend fiction/non fiction to demonstrate understanding.
509 Apply the rules of grammar, usage, punctuation, paragraphing, and spelling in various forms of writing.
510 Use the writing process to communicate.
515 Recognize and compare people from varied backgrounds and cultures.
Social Studies –
501 Culture
Describe the elements of culture and its influence on American society.
502 History/Geography
Describe the contributions of individuals who have made a significant difference in US history.
Interpret and use information from maps and globes.
504 Citizenship/Government
Describe the structure and function of the US government.
The student will:
Identify the sequence of events that led to the American Revolution.
Recognize the hardships of war.
Identify important figures during the time of the American Revolution.
Introduction/Anticipatory Set:
Read the Book Talk page to students to spark student’s interest in the novel, My Brother Sam is Dead.
Before reading each section of the novel, students can complete the Pre-Reading Journal sentences. Students can write for five minutes then have an
opportunity to share to the whole group or to small groups and discuss.
Material/Resources (Includes handouts, reading assignment, Internet links, etc.)
Student copies of the novel My Brother Sam is Dead by James Lincoln Collier
Internet access
Handouts:
Book Talk, Journal Questions, Vocabulary Sheet, Activity Sheets with rubrics, Comprehension activity, Web Sites, and Additional Readings pages.
Vocabulary
The following words are taken directly from the novel. Students may work individually, in pairs, or small groups to select five words to work in the
Frayer model. The novel and dictionaries may be used to complete the Frayer. Students will share their Frayer models with the class.
prevail agitators lasciviousness wrath
cordial blurted recalcitrance forage
ciphering shilling plowshare cholera
pallet vanguard taproom breeches
populance sloth drover fusillade
Holistic Writing Rubric
Criteria Beginning Progressing Proficient Advanced
Express Creates little, if any, picture of the Creates a somewhat confusing Creates a general picture of the Creates a clear picture of the situation being
clear and situation being described picture of the situation being situation being described described
relevant Severe digression from mode or topic described Exhibits some digressions from Is well-focused on mode or topic
Ideas
ideas that Lacks supporting details Notable digression from mode or mode or topic Contains numerous, relevant details
are focused Is repetitious, disconnected, or topic Contains some relevant details Writing is distinctive in its approach
on the topic seemingly random Contains limited, unclear details Writing is acceptable, if not
Displays a vague story-line. distinctive
Include a Structural development of a Structural development of a Structural development includes a Structural development includes an effective
Organization
beginning, beginning, middle, and end is not beginning, middle, and end is not beginning, middle, and end beginning, middle, and end
middle and identifiable readily apparent Sequencing is somewhat logical Sequencing is logical and effective
end with Sequencing is almost non-existent Sequencing often lacks coherence and effective Pacing is well-controlled
appropriate Pacing is awkward Pacing is fair. Pacing is somewhat-controlled. Transitions clearly show how ideas connect
transitions Transitions are missing Transitions are often repetitious or Transitions are generally effective
missing
Convey a Conveys almost no sense of the Seldom conveys a sense of the Conveys some sense of the Conveys a strong sense of the person
sense of person behind the words person behind the words person behind the words behind the words
self using Uses bland and boring tone Generally lacks tone appropriate for Generally uses tone appropriate Uses tone appropriate for purpose and
Voice
tone Is lifeless and/or mechanical purpose and audience for purpose and audience audience
appropriate Frequently seems lifeless and/or Is occasionally individualistic, Is frequently individualistic, expressive, and
for audience mechanical expressive, and engaging engaging
and purpose
Use Uses language that is neither specific Uses language that is occasionally Uses language that is usually Uses language that is specific and precise
effective nor precise specific and precise specific and precise Displays language that seems natural and
words that Displays an abundance of misused Displays language that often seems Displays language that appropriate for the purpose and audience
Word Choice
are and overused words and phrases forced or contrived for this purpose occasionally seems forced or Effectively uses vivid words and phrases
appropriate Exhibits limited vocabulary and audience contrived for this purpose and Avoids cliches and jargon
for audience Uses clichés and jargon rather than Uses few vivid words and phrases audience
and purpose original language Some overuse of clichés and jargon Uses some vivid words and
phrases
Generally avoids clichés and
jargon
Use Uses sentences that almost never Uses sentences that sometimes Uses sentences that usually vary Always uses sentences of varying length and
sentences vary in length or structure vary in length or structure in length and structure structure
that vary in Uses phrasing that is choppy, Uses phrasing that often seems Uses phrasing that usually sounds Uses phrasing that sounds natural and
Sentence
Fluency
length and incomplete, rambling, or awkward rambling, forced, or contrived natural and conveys meaning conveys meaning
style Unintentional fragments confuse the Fragments, if present, often confuse Fragments, if present, usually add Fragments, if present, add style
reader the reader style Dialogue, if present, sounds natural
Dialogue, if present, is used Dialogue, if present, tends to sound Dialogue, if present, usually
inappropriately unnatural sounds natural
Use Paragraphing is missing, irregular, or Paragraphing, if attempted, is weak Attempts at paragraphing are Paragraphing is sound
Conventions
correct too frequent Errors in grammar, usage, mostly successful Grammar, usage, punctuation, and spelling
conventions Errors in grammar, usage, punctuation, and spelling appear There are a few errors in grammar, are generally correct. Conventions, especially,
punctuation, and spelling distract the frequently usage, punctuation, and spelling – grammar and spelling may be manipulated for
reader especially with more sophisticated stylistic effect
words and concepts
Student Writing Rubric
6–07 Criterion
Referenced
Test
Holistic Speaking Rubric
Criteria Beginning Progressing Proficient Advanced
Are my ideas clear and My writing creates little if My writing creates a My writing creates a My writing creates a clear
relevant? any picture. confusing picture. general picture. picture.
Ideas
My writing lacks focus My writing contains My writing contains some My writing is well
and details. limited details. relevant details. focused with numerous,
relevant details.
Does my writing have My writing lacks a My writing has a vague My writing has an My writing has a well-
Organi-
a definite beginning, beginning, middle, and beginning, middle, and apparent beginning, defined beginning,
zation
middle and end? end. end. middle, and end. middle, and end.
Do I have appropriate My transitions are My transitions are My transitions are My transitions are very
transitions? missing. repetitious or missing. generally included. clear.
Is my writing My writing is boring and My writing generally My writing is usually My writing is frequently
appropriate for my lifeless. lacks tone and seems expressive and engaging. expressive and engaging.
Voice
audience and purpose? You can’t tell that I wrote somewhat lifeless. You should be able to tell You can definitely tell that
Can you tell that I it. You may not be able to that I wrote it. I wrote it.
wrote it? tell I wrote it.
Are my words effective My writing uses language My writing uses language My writing uses language My writing uses language
and appropriate for that is not specific. that is occasionally that is usually specific and that is specific and
Choice
Word
my audience and I misuse or overuse specific and precise. precise. precise.
purpose? words. I use few vivid words and I use some vivid words & I use many vivid words
Do I use vivid words phrases. phrases. and phrases.
and phrases?
Do my sentences vary My sentences seldom vary My sentences sometimes My sentences usually My sentences always vary
Sentence
Fluency
in length and style? in length and style. vary in length and style. vary in length and style. in length and style.
Are my conventions My writing contains many My writing contains some My writing contains few My writing conventions
Conven-
correct? errors in grammar, errors in grammar, errors in grammar, are generally correct.
tions
punctuation, and spelling. punctuation, and spelling. punctuation, and spelling.
Activity Sheet
Activity 1
6–07 Criterion
Referenced
Test
Holistic Speaking Rubric
This activity focuses on the events leading up to the American Revolution. Students will read and analyze critical events then give an
oral report on the events that led to the American Revolution. By referring to the student text, reading about the Stamp Act and the
Boston Tea Party, and viewing a time line of the American Revolution, students will gather information for their report.
Web sites:
Timeline of the Revolution
http://www.pbs.org/ktca/liberty/chronicle_timeline.html
Comments: This site covers important events from 1760 to 1791.
The Stamp Act
http://www.pbs.org/ktca/liberty/chronicle_subject.html#pivotal
Comments: This site covers The Stamp Act Riots plus Tar and Feathering.
The Boston Tea Party
http://www.pbs.org/ktca/liberty/chronicle_subject.html - pivotal
Comments: Students can read or listen to the actual event.
Activity 2
In this activity, students will research an important figure during the American Revolutionary period and of the hardships of war.
Students will read about the life of Betsy Ross and take a virtual tour of her home while gathering information on the hardships of
war. Additional information may be gathered from the student text and the novel for the research paper.
Web sites:
The Betsy Ross House
http://www.ushistory.org/betsy/flaghome.html
Comments: Students can take a pictorial "virtual" tour of house.
How to Cut a 5-Point Star
http://www.ushistory.org/betsy/flagstar.html
Comments: Gives detailed steps to cut a 5-point star.
6–07 Criterion
Referenced
Test
Holistic Speaking Rubric
Activity 3
In this activity, students will learn about the role of children during the American Revolution time period. Students will use the novel
and their text books to gather information on commonalities and differences between children’s roles then and now. Students may
work in pairs or small groups to create poster sized Venn Diagrams.
The Process/Procedures of Instruction:
Units 1-3 in Building A Nation will provide students with the background information leading up to the Revolutionary War. My Brother
Sam is Dead ties to the material covered in Unit 4.
To begin the novel unit, read through the book talk then introduce the journal question. These questions will lead to discussions and guide
student’s interests to each chapter.
Students are to complete the vocabulary activity while reading the novel. Students may work in pairs, choosing five words from the list
provided and complete Frayer model charts for those words.
Students may work in pairs or small groups to complete the chapter questions and present/discuss their answers to/with the class.
You may assign any or all of the student activities provided. Scoring rubrics are included.
Response Questions
Answer each of the following questions thoroughly and thoughtfully. Make
sure to support your answers with reasons and quotes. Leave space
between each question for evidence of small group discussion.
Chapter 1
Explain Mr. Meeker’s statement, “You may know principle, Sam, but I know
war.”
Chapter 2
Explain the statements that Mr. Meeker makes, “But you never get rid of
injustices by fighting” and Sam makes, “Either we’re going to be free or we’re
not.” How is Mr. Meeker’s comment an argument against war? How is Sam’s
comment an argument for war? Which one do you agree with? Why?
Chapter 3
How would you explain Tim’s statement, “It made me wonder how the war
6–07 Criterion
Referenced
Test
Holistic Speaking Rubric
was going to make us freer if you couldn’t read any paper you wanted any
more.” What does this tell you about war and revolution in general?
Chapter 4
Tim said, “… anybody who joined the army to fight couldn’t be a coward.” Do
you agree or disagree? Why?
Chapter 5
Why do you think men like Tom Warrups could work for both the Patriots and
the Tories? What is your opinion of people who take both sides of a dispute?
Chapter 6
What was the message in the letter? Why was Mr. Heron sending it? What
does this tell you about communication during this time period?
Chapter 7
How did the war affect Tim’s family (think beyond physical affects)?
Chapter 8
What did Tim really think about the war? Had he made up his mind which
side he was on?
Chapter 9
What do you think happened to Mr. Meeker? What impact will it have on
Tim?
Chapter 10
Explain Tim’s statement, “I still hadn’t figured out what he was fighting for. It
seemed to me that we’d been free all along."
Chapter 11
Mrs. Meeker begs Sam to come home after his father’s death. Sam refuses.
Tim says that he realizes that his brother will never leave the army because
6–07 Criterion
Referenced
Test
Holistic Speaking Rubric
he thinks he is part of something big. Explain what Tim means by “something
big.”
Chapter 12
Explain the statement, “In war the dead pay the debts for the living.”
Chapter 13
Patrick Henry, a famous Patriot, said, “Give me liberty or give me death!”
How might his words have inspired soldiers like Sam?
Chapter 14
What was the irony of Sam’s pending execution? How is this similar to the
irony of what happened to Mr. Meeker?
Epilogue
What is your reaction to the statement, “But somehow, even fifty years later, I
keep thinking that there might have been another way, besides war, to
achieve the same end.” Do you think the United States could have become a
nation without the Revolutionary War?
re-Reading Journal Questions
Chapter I
The person I admire most is…
Chapter II
I would stand up for…
Chapter III
It is difficult to keep secrets when…
Chapter IV
6–07 Criterion
Referenced
Test
Holistic Speaking Rubric
If anyone tried to harm my family I’d…
Chapter V
I feel independent when…
Chapter VI
A secret agent is…
Chapter VII
A difficult time for my family was when…
Chapter VIII
The first time I went to ____, I felt…
Chapter IX
Doing the right thing is not always the easy thing to do. An example of this is when I…
Chapter X
I work hard for my family by…
Chapter XI
If I were starving, I would first want…
Chapter XII
When a loved dies, you feel…
Chapter XIII
If I were wrongly accused of a crime I would…
Chapter XIV
War is…
6–07 Criterion
Referenced
Test
Holistic Speaking Rubric
Holistic Speaking Rubric
Criteria Beginning Progressing Proficient Advanced
Did not stay focused on information Sometimes stayed focused on the Usually stayed focused on the Always stayed focused on the
Deliver a 1-3 from the book. information in the book. information from the book. information from the book.
minute oral Did not give any reasons why he/she Gave only one reason why he/she liked Gave at least two reasons why he/she Gave several reasons why he/she liked
presentation to the
liked the book. the book. liked the book. the book and made others want to
class telling about
a book read and Did not stay within the 1-3 minute Was close to the 1-3 minute time Stayed within the 1-3 minute time read it.
why he/she liked time frame. frame. frame. Stayed within the 1-3 minute time
the book. frame.
Speak at a Mumbled or delivered speech in Spoke at an inappropriate rate, too fast Spoke at an appropriate rate. Spoke at an appropriate rate with an
rate that is easily monotone. or too slow. Audience usually heard what was energetic voice.
understood with a Audience seldom heard what was Audience sometimes heard what was being said. Audience always heard what was being
clear and audible
voice.
being said. being said. said and student used a clear voice
with inflection.
Speak in Seldom used complete sentences Sometimes used complete sentences Usually used complete sentences with Always used complete sentences with
complete sentences with transitions (such as although, with transitions (such as although, transitions (such as although, good transitions and strong word
using standard because, however). because, however). because, however). choice.
English.
Maintain Had little eye contact with audience. Had some eye contact with audience. Usually had adequate eye contact with Always had eye contact with the
adequate eye Stood with poor posture, exhibiting Stood with fair posture exhibiting two audience. audience.
contact with the only one posture characteristic. posture characteristics. Stood with good posture, exhibiting Had excellent posture, exhibiting all
audience and stand
with good posture.
three posture characteristics. four posture characteristics.
Keep the Seldom kept the audience’s attention. Had audience attention some of the Had audience attention most of the Had audience attention all of the time
audience’s time. time. and adjusted to audience needs.
attention
throughout the
oral presentation.
Use a Did not use a visual. Visual did not support presentation. Visual did support presentation. Visual enhanced presentation and
presentation caught the attention of the audience.
visual.
6–07 Criterion
Referenced
Test
Holistic Speaking Rubric
Student Oral Presentation Rubric
Criteria Beginning Progressing Proficient
Did my 1 – 3 minute I did not stay focused Some of my My presentation
oral presentation tell what on what the book was presentation focused usually stayed focused
the book was about and about. on what the book was on what the book was
why I liked it? I did not give any about. about.
reasons why I liked the I gave only one reason I gave at least two
book. why I liked the book. reasons why I liked
My presentation was My presentation was the book.
not close to the 1 - 3 close to the 1 - 3 minute My presentation was
minute time frame. time frame within 1-3 minute time
frame.
Did I speak at a rate I mumbled when I I spoke too fast or too I spoke at a rate that
that was easily understood spoke. slow was easily understood.
with a clear voice that My audience could not Sometimes my My audience could
everyone could hear? hear me. audience could hear usually hear me.
me.
Did I speak in complete I hardly ever spoke in I sometimes used I usually used complete
sentences using Standard complete sentences complete sentences sentences with
English? with few transitions. with some transitions. transitions.
Did I have good eye I hardly ever looked at I sometimes looked at I usually looked at my
contact with the audience my audience. my audience. audience.
and stand with good I did not have good I had fair posture. I had good posture.
posture? posture.
Did I keep the I did not keep my I sometimes had my I usually had my
audience's attention audience’s attention. audience’s attention. audience’s attention.
throughout the oral
presentation?
Did I use a visual in my I did not use a visual. I did use a visual, but it I did use a visual and it
presentation? did not support my supported my
presentation. presentation.
6–07 Criterion
Referenced
Test
Holistic Speaking Rubric
OMAHA PUBLIC SCHOOLS
DEPARTMENT OF CURRICULUM AND LEARNING
FRAYER MODEL FOR TEACHING VOCABULARY
Definition: Characteristics:
Examples: Non-Examples:
(from own life)
6–07 Criterion
Referenced
Test
Holistic Speaking Rubric
OMAHA PUBLIC SCHOOLS
DEPARTMENT OF CURRICULUM AND LEARNING
Learning Advice (Suggestions for teaching the lesson)
The activities in this unit may be completed during or after reading “My Brother Sam Is
Dead”. Students will read and analyze the events that led to the American Revolution. They will
read about lives of key individuals during this time period.
Summary/Conclusion:
Students will complete the Comprehension activity.
Assessment Activities:
Scoring Rubrics are included for the student activities. Please refer to these guidelines.
General Notes (Extension Activities)
As an extension activity, students can create a newspaper from Redding, Connecticut
Enrichment Activity
In groups or as a class, students will create a colonial newspaper from Redding,
Connecticut. Students will use their student text, the novel My Brother Sam is Dead, and
information from the web sites used in previous activities as references. The newspaper
should be given a name and include articles relative to the time period. These may
include stories on battles, food shortages, and human-interest articles.
Bibliography:
Books:
The American Revolution by Bruce Bliven Jr. Illustrated by Albert Orbaan. Random
House, 1958.
A summary of the Revolutionary War from start to finish.
The American Revolution by Richard B. Morris. Illustrated by Leonard Everett Fisher.
Learner, 1958.
Discusses all the causes and effects of the Revolutionary War.
Heroes of the Revolution: Sam and John Adams by Susan and John Lee. Illustrated by
Chuck Mitchell. Regensteiner, 1974.
A biography of the two cousins John and Sam Adams, one a leader in the American Revolution
and on the President of the United States.
6–07 Criterion
Referenced
Test
Holistic Speaking Rubric
The Revolutionary War by Bart McDowell. National Geographic, 1967.
A summary of the Revolutionary War from beginning to end using many pictures and paintings
to tell the story.
Three For Revolution by Burke Davis. Harcourt Brace Janovich, 1975.
Gives a brief biography of three Virginians: Patrick Henry, George Washington, and Thomas
Jefferson.
Internet: (List titles of websites as well as website address)
Timeline of the Revolution
http://www.pbs.org/ktca/liberty/chronicle_timeline.html
Comments: This site covers important events from 1760 to 1791.
The Stamp Act
http://www.pbs.org/ktca/liberty/chronicle_subject.html#pivotal
Comments: This site covers The Stamp Act Riots plus Tar and Feathering.
The Boston Tea Party
http://www.pbs.org/ktca/liberty/chronicle_subject.html - pivotal
Comments: Students can read or listen to the actual event.
The Betsy Ross House
http://www.ushistory.org/betsy/flaghome.html
Comments: Students can take a pictorial "virtual" tour of house.
How to Cut a 5-Point Star
http://www.ushistory.org/betsy/flagstar.html
Comments: Gives detailed steps to cut a 5-point star.
My Brother Sam is Dead
http://www.nwoca.org/~ayr_www/rath/samdead.html
Comments: Provides information on colonial taverns.
My Brother Sam is Dead
http://projects.edtech.sandi.net/ofarrell/mybrosam/
Comments: Provides additional facts and projects for the novel.
6–07 Criterion
Referenced
Test
Holistic Speaking Rubric