Title: The Drummer Boy Author: Sturges, Philemon Publisher



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Intermediate Guided Reading Lesson Plan

Title: The Drummer Boy

Author: Sturges, Philemon

Publisher: Houghton Mifflin

ISBN: 978-0-618-29525-8

Genre:

Informational



Text Structure:

Narrative Informational

Level:

S


Literacy Core Objective: 5th Grade

S7/O2 - Apply strategies to comprehend text.






Social Studies Core Objective:.5th Grade

S2/O2 - Evaluate the Revolutionary War's impact on

self-rule.


Enduring Understanding: Purpose for reading

There were many people who courageously fought during the Revolutionary War who helped guarantee are freedom and liberty today. Among them were the drummer boys. Students will read and connect with the characters in this story set during the Revolutionary War.




ELL Strategies:
Bring in a drum and demonstrate the role of the drummer boy in the Civil War. Discuss the significance of his role.

I Can Statements” - Essential Questions:

  • What are some possible feelings or challenges a drummer boy could have?

  • What was the use of a drummer boy in an army?

  • Do you think drummer boys experienced some scary situations?

  • Why would young boys choose to take part in the war?

Before Reading

Vocabulary: Use the graphic organizer for the vocabulary. Word, Kid friendly definition, and sketch. You may want to do the vocabulary in sections each day.
harbor (p. 5) liberty (p. 11)

regiment (p.6) boarded (p. 12)

discouraged (p. 11)
Activate/Build Prior Knowledge:

Click on the following link http://www.sonofthesouth.net/Civil_War_Drummer_Boy.htm and then click on the picture to enlarge it. This is a series of Civil War pictures by Thomas Nast depicting the life of a drummer boy. Have the children look closely at each picture and then explain the significance of each as detailed in the text next to the picture.


Explain the role of the drummer boy during the Revolutionary War. This is a description according to http://wikianswers.com “The drums were a big communication device. They were used to send signals to the troops both in battle and in camp, it was also used to keep beat as they marched. The music served to provide some morale boasting. In camp the drummer boys worked hard helping to cook and keep the camp in military order. Drummer boys also had two jobs as said before they worked for the soldiers without pay and drummed.”
Comprehension Strategy:

Connections




During Reading

Attend to Comprehension Within, Beyond, & About the text:

Using appropriate Guided reading strategies, students will be reading at their own pace and teachers will be listening to students read, monitoring, giving feedback, taking anecdotal notes and running records.


Suggested Pacing:

Day 1 – p. 3 – 13

Day 2 – p. 14 – 22
While reading, students should note connections that they make with the text and record them on the attached chart found on the Reading Lady sight at - http://www.readinglady.com/.


After Reading

Attend to Comprehension Within, Beyond, & About the text:
Discuss and list ideas about what students think life would have been like for a drummer boy during the Revolutionary War. Discuss connections students made with the story.



Content Core Integration:(Science, Soc. St., Math, etc.)

Assessment:

Students will write a cinquain poem about a drummer boy. A format for writing a cinquain poem can be found at: http://www.k12.hi.us/~shasincl/poem_frames.html#cinq1.




Activities:

  • See the accompanying teacher’s guide from Houghton Mifflin that comes with this book for other activity ideas.

  • Pretend you are a drummer boy during the Revolutionary War. Write a letter home to your family describing what a day is like for you. Describe your experience, why you wanted to be a drummer boy, what you like or fear about the job, and why the job is important.

*Not all activities will be done in each lesson. Some lessons may take multiple days to complete. However, all students should be reading each time you meet.

Name ________________________________ Date ____________________________



Vocabulary
W

ord: ___________________________


Definition: ________________________
________________________________
________________________________

W


ord: ___________________________
Definition: ________________________
________________________________
________________________________

W


ord: ___________________________
Definition: ________________________
________________________________
________________________________

W


ord: ___________________________
Definition: ________________________
________________________________
________________________________

Name:
Date:




Connection Type

Phrase/Situation in Text


My Connection



























http://www.readinglady.com/


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