Read Aloud Part One
Read Aloud Part Two
Below is my write up about the read aloud I performed. Below this is my grading rubric and grade I recieved upon completion.
CURR 436 Darren Knapp
Interactive Read Aloud February 28, 2012
The Civil War period in American history is one of the most important times in our past. When considering its role in our history education programs, it becomes evident that it is equally as important for students to obtain a vast amount of information and ideas that accompany this event. Although one may simply give the information to students in typical methods (notes, for example), I believe it is important to implement a narrative that takes place during this time period in order to envelop the students in the time period. Across Five Aprils, in my opinion, provides an excellent story that fits well within an 8th grade U.S. History curriculum.
Across Five Aprils by Irene Hunt is a work of historical fiction that takes place in southern Illinois from 1861-1865, the time of the Civil War. This literary piece follows a young boy, Jethro Creighton, from the beginnings of the Civil War in April, 1861 to the surrender at Appomattox Courthouse in April, 1865 (hence the name, Across Five Aprils), and the trials and tribulations him and his family face along the way. Not only does this novel follow important events in the Civil War from a “first hand” perspective, it also shows Jethro grow from a nine year old boy to a fourteen year old young man, an experience that students in my eight grade class could relate to. Throughout the story Jethro deals with many different instances that adolescents can relate to such as wanting to grow up fast, issues with his parents authority, and of course, girls. However, it also shows him mature into a productive and respectable young man. As stated previously, it also provides to the reader an accurate account of major happenings throughout the Civil War, both on the battlefield and off. For instance, it gives a first-hand account of the Battle of Antietam in 1863 through the eyes of Jethro’s brother. Also, it shows some of the issues that the Civil War brought upon on our country, specifically, the tearing apart of families. Several of Jethro’s brothers decide to fight for the Union while some decide to fight for the Confederacy. Once again, this shows the effect from a more personal and narrative perspective instead of student’s just reading it from a textbook or hearing it in lecture.
The chapter from the book I chose to read is chapter eight and this chapter primarily talks about the happenings of the Civil War from the fall of 1862 up to early 1863. Because students have learned about this time period prior to the reading, the knowledge of this time should still be present in their minds. However, I will do a short opening to the chapter with the students in a question-answer formatted style anticipatory set. This will include me using the smart board to post questions to students that they will answer individually on a sheet of paper. Once completed, we will go over the questions as a class. In order to activate their prior knowledge of this time of the war I will use the following questions:
1. What was the bloodiest battle of the Civil War? How many were killed from both sides? Where did it take place? Why was this battle so bloody?
2. What did Mr. Burdow do for Jethro when he was walking home from school?
3. What was the problem the Union had with their generals?
4. Why was the Civil War called “the war between brothers?”
5. What happened at the battle of Fredericksburg?
Upon answering these questions, students should be prepared for the content we will read for this chapter as it deals with many of these happenings during the Civil War. Once again, this book is to present information students have learned about in a different medium instead of a textbook or notes. It also provides a narrative to an otherwise simple series of events and dates. Once this activation of prior knowledge is complete we will read chapter eight together with students following along in their own copies of the book.
Throughout this chapter I will pause at certain spots to allow a quick discussion or questions answer session pop up. These pauses will be brief as I believe students should be allowed to get into the “reading flow.” The pauses in the reading will be directly related to the questions answered to activate prior knowledge. Therefore, there will be about five pauses implemented in this read aloud. The reasoning behind using these instances in the reading is that this is knowledge that students need to know about the Civil War. Not just because it may be on the test, but because it is crucial issues and topics students need to understand the Civil War as a whole.
In order to maintain this read aloud as an interactive read aloud, students will be presented with the questions I mentioned before to initiate prior knowledge. Along with this, these questions will allow students to make predictions and assumptions of what may happen in the story and the war itself. Through this, it is hopeful that students are able to “interact” with the text and use it as a tool to expand, enrich, and better their knowledge of the civil war.
After the reading, students will independently write their own journal as if they were Jethro. This will be prompted through guidelines provided on the smart board. They will be required to write what has been happening in his life and what has been happening during the Civil War as a whole. Through this, students will be able to reflect on what we read as a class and once again be exposed to the material.
No comments:
Post a Comment