Last week at school I was bemoaning because I haven't been able to find the perfect historical novel about the American Revolution to read aloud to my 4th grade class. One of the middle school language arts teachers started suggesting books to me. "Johnny Tremain? My Brother Sam is Dead?" I wasn't sure if my class could sit through Johnny Tremain, as much as I enjoy it, and I couldn't remember what My Brother Sam is Dead is about. Then she whipped out her phone and pulled up a list of Newbery nominated historical novels about the American Revolution. Technology is amazing.
I later looked carefully through the list, checked the closest public library, and made a trip. I was able to take out five novels from the children's section to preview. The next time I saw my middle school colleague in the teachers' lunchroom, I excitedly exclaimed, "I went to the library and got a stack of books!" A couple other teachers laughed, and one remarked, "Isn't that what you do at the library?" Yeah, it is. It was a pretty nerdy remark I made.
My problem in finding the "perfect" novel to read to my class is that I'm looking for an engaging story that works as a read-aloud and is historically accurate. In the past we have had students read Mr. Revere and I, in which Paul Revere's horse, a stuck up filly who came to the colonies as a British army horse, tells Revere's story and in the process changes her mind about the colonial yokels. The horse uses an awful lot of really big words, and of course, with a horse narrating, it's not historically accurate. We've also had students read The Fighting Ground by Avi, the story of a young boy who runs off to join a ragtag Continental Army group. The whole novel takes place within one day. I don't find that it lends itself to reading aloud. It works better when you see it on the page.
There are other novels, of course. My partner reads Spy, a novel about Nathan Hale. I read it a few years ago and didn't like it, though I can't remember why now. I love Johnny Tremain, but wonder if it's too long. My middle school colleague encouraged me to consider it. Of the books from the library I have so far read Five 4ths of July, which is a really good book, but for teens, not 4th graders. It is the story of a teenager who ends up on a British prison ship. It is well-researched and also follows the coming of age under brutal circumstances of the main character.
I'm also going to read Chains, about a 13-year-old slave girl who becomes an American spy in New York City, and Sophie's War, by Avi, about another girl who becomes a spy. I'm sure there are lots more choices waiting to be discovered.
Showing posts with label American Revolution. Show all posts
Showing posts with label American Revolution. Show all posts
Saturday, March 5, 2016
Tuesday, June 16, 2015
Looking for recommendations for biographies
I have been so impressed since I joined this writing community in March with the generosity of the members. I have gotten so many supportive, kind, and helpful comments on my posts. So today I'm asking for your help in recommending some books for my 4th grade class.
I'm searching for excellent biographies for upper elementary readers. I would like to use this type of book for use as both mentor texts and for research. One of the writing projects our 4th graders do each year is a research report on a subject related to the American Revolution. Many of the children choose to do a biography. Over the years I have read more biographies of people of that era, both children's and adult's, and I realize that many of the biographies for younger readers are not as engagingly written or, often, even completely accurate or complete.
When I read the post on Two Writing Teachers a couple of weeks ago about the presentation by Ralph Fletcher on teaching authentic nonfiction writing, I realized that this is the type of biography I have been looking for. The kind of nonfiction book that David McCullough writes, for example, but for young readers.
In our research project, we have the students read at least two sources for their topic. One is an
"easy" book, below grade level - a picture book if we can find one. I like the books by David Adler, the series with titles, "A Picture Book of...." This gives the young researcher a quick overview of the entire topic. The second book is generally a short chapter book, which provides more details, and also gives us a chance to teach the importance of more than one source. It's always interesting when students find discrepancies and need to decide how to handle that.
So I am looking for excellent biographies for young readers, about any person not just those from the American Revolution. I'm hoping some of you will be able to give me some suggestions! Thank you for your help!
I'm searching for excellent biographies for upper elementary readers. I would like to use this type of book for use as both mentor texts and for research. One of the writing projects our 4th graders do each year is a research report on a subject related to the American Revolution. Many of the children choose to do a biography. Over the years I have read more biographies of people of that era, both children's and adult's, and I realize that many of the biographies for younger readers are not as engagingly written or, often, even completely accurate or complete.
When I read the post on Two Writing Teachers a couple of weeks ago about the presentation by Ralph Fletcher on teaching authentic nonfiction writing, I realized that this is the type of biography I have been looking for. The kind of nonfiction book that David McCullough writes, for example, but for young readers.
In our research project, we have the students read at least two sources for their topic. One is an
"easy" book, below grade level - a picture book if we can find one. I like the books by David Adler, the series with titles, "A Picture Book of...." This gives the young researcher a quick overview of the entire topic. The second book is generally a short chapter book, which provides more details, and also gives us a chance to teach the importance of more than one source. It's always interesting when students find discrepancies and need to decide how to handle that.
So I am looking for excellent biographies for young readers, about any person not just those from the American Revolution. I'm hoping some of you will be able to give me some suggestions! Thank you for your help!
Tuesday, March 31, 2015
Read-alouds
My class in in our fourth read-aloud book of the year. We alternate between historical fiction that complements our social studies curriculum and books that I love but think my students will probably never find on their own.
We switched from assigned group books with discussions and worksheets a few years ago to choice reading after my partner found The Book Whisperer. It was a good decision; the kids are more engaged with reading when they get to choose their books. But our reading unit had been heavy on historical fiction that we still wanted to use to reinforce social studies units. So we decided to turn some of those historical fiction novels into read-alouds.
We start the year learning about the Pilgrims and Plymouth. We do some activities about Jamestown in order to learn about that settlement, too, and to be able to compare the two early English colonies. So now we read Blood on the River by Elisa Carbone, which tells the story of the settling of Jamestown, narrated by Samuel Collier, a real boy who came over on the first ships. It's an excellent novel, especially for the upper elementary age group.
Our next social studies unit jumps to colonial America, followed quickly by the French and Indian War and the American Revolution. We read James Printer: A Novel of Rebellion by Paul Samuel Jacobs. This novel takes place in 1675, so it fills in the time period between the founding of Plymouth and the most established colonial time period later. The story revolves around the conflict between the English settlers in Massachusetts and the Indians, who are beginning to lose land to the English. It's a wonderful novel that explores fairness, loyalty and the choices people are sometimes forced to make. It is unfortunately out of print, but available secondhand.
In between those novels, I intersperse two delightful fantasy novels: The Return of the Twelves by Pauline Clarke and Minnie by Dutch author Annie M.G. Schmidt. In The Return of the Twelves, a 10 year old boy discovers an old set of wooden soldiers that may have belonged to the Brontes. I got this novel as a gift from my book-loving uncle when I was a kid and it led me to read Jane Eyre, and from there, other great novels. I bought Minnie for my own children, and we read it aloud together and loved it. Minnie is a young woman who until recently was a cat. The other characters are cats and people.
Usually my students really enjoy listening to these stories, though occasionally I have a student who has trouble listening and following the plot. I have tried to add more expression and use different voices to engage my listeners.
When my own children were actually children we read aloud nearly every night and it was always a favorite activity and a positive way to end the day. I'm happy I can continue to read aloud to my students.
I'm still looking for a really good historical novel set during the American Revolution. Any suggestions?
We switched from assigned group books with discussions and worksheets a few years ago to choice reading after my partner found The Book Whisperer. It was a good decision; the kids are more engaged with reading when they get to choose their books. But our reading unit had been heavy on historical fiction that we still wanted to use to reinforce social studies units. So we decided to turn some of those historical fiction novels into read-alouds.
We start the year learning about the Pilgrims and Plymouth. We do some activities about Jamestown in order to learn about that settlement, too, and to be able to compare the two early English colonies. So now we read Blood on the River by Elisa Carbone, which tells the story of the settling of Jamestown, narrated by Samuel Collier, a real boy who came over on the first ships. It's an excellent novel, especially for the upper elementary age group.
Our next social studies unit jumps to colonial America, followed quickly by the French and Indian War and the American Revolution. We read James Printer: A Novel of Rebellion by Paul Samuel Jacobs. This novel takes place in 1675, so it fills in the time period between the founding of Plymouth and the most established colonial time period later. The story revolves around the conflict between the English settlers in Massachusetts and the Indians, who are beginning to lose land to the English. It's a wonderful novel that explores fairness, loyalty and the choices people are sometimes forced to make. It is unfortunately out of print, but available secondhand.
In between those novels, I intersperse two delightful fantasy novels: The Return of the Twelves by Pauline Clarke and Minnie by Dutch author Annie M.G. Schmidt. In The Return of the Twelves, a 10 year old boy discovers an old set of wooden soldiers that may have belonged to the Brontes. I got this novel as a gift from my book-loving uncle when I was a kid and it led me to read Jane Eyre, and from there, other great novels. I bought Minnie for my own children, and we read it aloud together and loved it. Minnie is a young woman who until recently was a cat. The other characters are cats and people.
Usually my students really enjoy listening to these stories, though occasionally I have a student who has trouble listening and following the plot. I have tried to add more expression and use different voices to engage my listeners.
When my own children were actually children we read aloud nearly every night and it was always a favorite activity and a positive way to end the day. I'm happy I can continue to read aloud to my students.
I'm still looking for a really good historical novel set during the American Revolution. Any suggestions?
Friday, March 20, 2015
Learning through debate
It's the last day before spring break! This is foremost in everyone's mind today, students and teachers alike. However...
The 4th grade had been preparing since last Friday for our first American Revolution debate and today was the day to present it. The proposition was, "Parliament has the right to tax the colonies." The two classes were grouped into pro and con, and within each side divided into working on the opening statement or preparing for rebuttal. We invite three adults to be our judges, which not only removes us 4th grade teachers from the judging, but brings a different perspective in. This year our judges were our head of school, the director of teaching and learning, and a middle school language arts/social studies teacher.
I've been doing this debate with 4th graders for 11 years or so, and it's so interesting to see what happens at the actual debate, after the several hours of preparation. One year one of the teams got into an argument about who was going to read the opening statement and they ended up with a boy who came completely unprepared and couldn't finish reading it. Another year, one of the nonspeaking students got so agitated that he leaped up and started to correct one of the rebuttal arguments. Other years they have done so beautifully that we are just so proud of them. No matter what happens, our judges are so kind and find positive things to say. And, they come away from this really understanding the issue of taxation without representation.
Today we had awesome opening statements from both sides, but one of the rebuttal teams had not really grasped the concept of listening carefully to the opening statements, making a few notes, and then rebutting as many points as possible. They received compliments on the strength of the one argument they presented, but the win went to the other side.
In a few weeks they'll be using what they learned to debate whether or not the colonies should declare independence from Britain.
The 4th grade had been preparing since last Friday for our first American Revolution debate and today was the day to present it. The proposition was, "Parliament has the right to tax the colonies." The two classes were grouped into pro and con, and within each side divided into working on the opening statement or preparing for rebuttal. We invite three adults to be our judges, which not only removes us 4th grade teachers from the judging, but brings a different perspective in. This year our judges were our head of school, the director of teaching and learning, and a middle school language arts/social studies teacher.
I've been doing this debate with 4th graders for 11 years or so, and it's so interesting to see what happens at the actual debate, after the several hours of preparation. One year one of the teams got into an argument about who was going to read the opening statement and they ended up with a boy who came completely unprepared and couldn't finish reading it. Another year, one of the nonspeaking students got so agitated that he leaped up and started to correct one of the rebuttal arguments. Other years they have done so beautifully that we are just so proud of them. No matter what happens, our judges are so kind and find positive things to say. And, they come away from this really understanding the issue of taxation without representation.
Today we had awesome opening statements from both sides, but one of the rebuttal teams had not really grasped the concept of listening carefully to the opening statements, making a few notes, and then rebutting as many points as possible. They received compliments on the strength of the one argument they presented, but the win went to the other side.
In a few weeks they'll be using what they learned to debate whether or not the colonies should declare independence from Britain.
 |
| Opening statement - yes, Parliament has the right to tax the colonies! |
Friday, March 13, 2015
Debating 18th century taxes
In Social Studies our 4th grade is learning about the Revolutionary War. We start by having them learn about what life was like in the mid-1700s in the American colonies, they are assigned a trade, which they research, and then we set up a town simulation with its own economy. So when the Stamp Act is announced and everything is now more expensive because of the Stamp Act tax, there is consternation amongst the colonists. At this point we stop our town simulation for a few class periods and work on a debate on the proposition "Parliament has the right to tax the colonies."
We do sort of a formal debate. We divide the students into pro and con sides, and then into an opening statement team and a rebuttal team. We provide them with points on both sides of the argument and give them class time to get ready for the debate.
Working in their groups, the students really learn the arguments that surrounded this issue back in 1766 as they discuss which to use, how to add details, and how to present them verbally. But, they also have an opportunity to learn to work productively on a time-sensitive project, to be focused listeners, and to express their ideas. Our 4th graders love to talk, so it's often difficult for them to work out how to take turns. When we have the actual debate, which last for 5 to 10 minutes, they get prompt feedback from the judges, who are administrators or teachers. The judges give thoughtful comments about all aspects of the debate, from how clearly and persuasively the arguments were presented, to how the non-speaking 4th graders, whose job it is to be silently supportive, behaved.
So today was our first work session and it was a typical noisy time. There were lots of questions about what to focus on, what the persuasive points meant, and how to keep team members calm and on task. Progress was made!
We do sort of a formal debate. We divide the students into pro and con sides, and then into an opening statement team and a rebuttal team. We provide them with points on both sides of the argument and give them class time to get ready for the debate.
Working in their groups, the students really learn the arguments that surrounded this issue back in 1766 as they discuss which to use, how to add details, and how to present them verbally. But, they also have an opportunity to learn to work productively on a time-sensitive project, to be focused listeners, and to express their ideas. Our 4th graders love to talk, so it's often difficult for them to work out how to take turns. When we have the actual debate, which last for 5 to 10 minutes, they get prompt feedback from the judges, who are administrators or teachers. The judges give thoughtful comments about all aspects of the debate, from how clearly and persuasively the arguments were presented, to how the non-speaking 4th graders, whose job it is to be silently supportive, behaved.
So today was our first work session and it was a typical noisy time. There were lots of questions about what to focus on, what the persuasive points meant, and how to keep team members calm and on task. Progress was made!
 |
| Hard at work on rebuttal planning |
Thursday, March 12, 2015
Research, writing, and Joseph Warren
We began our 4th grade research project a few days ago. Every student picks a topic that is related in some way to the American Revolution, which is what we're studying in Social Studies. Most kids choose a person to research, but some choose another topic, like a battle, or political cartoons.
We try to have each child read an easy book on their topic first. It gives them the big picture quickly, and it's a good place to begin taking notes without getting overwhelmed. Once everyone has a grasp of their topic, they write thesis statements. It makes a huge difference later on when they start organizing their notes if they understand what the importance of their person or topic is. After that book, we look for a chapter book, still not too difficult. Our school librarian convinced me several years ago that students get more out of nonfiction when they read material that is below their highest possible level. Once all the notes are taken, students organize them and then write a seven-paragraph report, with bibliography, which the librarian supervises.
Over the years I have collected juvenile books on many of the topics that my students choose. There are so many fascinating people from this time period, as well as other interesting topics. Of course, not every interesting person has had a juvenile biography written about them. Sometimes we find information about that person in other books, sometimes we have to go to the internet. It's a less than perfect solution, but oftentimes my students are passionate about these people.
So that is how today I found myself writing a biography of Joseph Warren. One of my 4th graders is a descendant of Dr. Joseph Warren and really wanted to research him. He is a kid who definitely needs the easier reading introductory book, so the sources on the Internet were not going to work for him. I'm still checking for chapters or section about Dr. Warren in other books (anybody know of any good sources?), but to begin, I searched the Internet and compiled a fairly reasonable biography.
You might be asking, "Who is Joseph Warren?" Or maybe you already Googled him. Dr. Warren was a physician in 18th century Boston who became a leader in the Massachusetts movement that began by protesting taxes and ended by starting a new country. It was Warren who uncovered the British plan to march to Concord, and he dispatched Paul Revere, as well as the lesser know William Dawes, on their midnight rides to alert the countryside. He became a major-general in the new American army and fought at the Battle of Bunker Hill, where he was killed. He was 32 when he died.
My biography was a quick job, though I would like to develop it into something better - better researched and more thoughtfully written. I aspire to write children's nonfiction like David Adler does. His series of picture books biographies are so well-written and engaging. We use many of them as our first easy book in this research project. As I was putting together my Joseph Warren biography, I struggled with appropriate language for the age of my reader, how to give background information that is important to understanding the what the person was doing and why, how much information to give, and how to make it interesting. I love history and I love finding out all the interesting and convoluted information that aren't included in the basic histories. But, that only confuses the typical 4th grade, so I remind myself constantly to focus on the straightforward by interesting facts. I now think even more highly of David Adler.
I ended up with a decent biography that I believe will get my 4th grade student off to a good start. Maybe this summer I can do some more research and revise and polish my little biography of this very interesting and mostly forgotten man.
We try to have each child read an easy book on their topic first. It gives them the big picture quickly, and it's a good place to begin taking notes without getting overwhelmed. Once everyone has a grasp of their topic, they write thesis statements. It makes a huge difference later on when they start organizing their notes if they understand what the importance of their person or topic is. After that book, we look for a chapter book, still not too difficult. Our school librarian convinced me several years ago that students get more out of nonfiction when they read material that is below their highest possible level. Once all the notes are taken, students organize them and then write a seven-paragraph report, with bibliography, which the librarian supervises.
Over the years I have collected juvenile books on many of the topics that my students choose. There are so many fascinating people from this time period, as well as other interesting topics. Of course, not every interesting person has had a juvenile biography written about them. Sometimes we find information about that person in other books, sometimes we have to go to the internet. It's a less than perfect solution, but oftentimes my students are passionate about these people.
So that is how today I found myself writing a biography of Joseph Warren. One of my 4th graders is a descendant of Dr. Joseph Warren and really wanted to research him. He is a kid who definitely needs the easier reading introductory book, so the sources on the Internet were not going to work for him. I'm still checking for chapters or section about Dr. Warren in other books (anybody know of any good sources?), but to begin, I searched the Internet and compiled a fairly reasonable biography.
 |
| Dr. Joseph Warren |
My biography was a quick job, though I would like to develop it into something better - better researched and more thoughtfully written. I aspire to write children's nonfiction like David Adler does. His series of picture books biographies are so well-written and engaging. We use many of them as our first easy book in this research project. As I was putting together my Joseph Warren biography, I struggled with appropriate language for the age of my reader, how to give background information that is important to understanding the what the person was doing and why, how much information to give, and how to make it interesting. I love history and I love finding out all the interesting and convoluted information that aren't included in the basic histories. But, that only confuses the typical 4th grade, so I remind myself constantly to focus on the straightforward by interesting facts. I now think even more highly of David Adler.
I ended up with a decent biography that I believe will get my 4th grade student off to a good start. Maybe this summer I can do some more research and revise and polish my little biography of this very interesting and mostly forgotten man.
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