Katie's+Trunk+~+Home

=__Katie's Trunk__ by Ann Turner =

=Introduction:= During our study of the Revolutionary War, we are going to focus on different people and different viewpoints. In the story you are about to enjoy, Katie and her family are known as Torries. Tory or loyalist was the name given to colonists who did not want America to become its own country; they would rather continue to be a part of England. As you can imagine, this was an unpopular viewpoint from the rebels perspective. When two groups disagree so much, there is often fighting. The rebels wanted all the Tory families to leave America ~ sometimes by force! =Materials:= __﻿__ =Before Reading:= Read the back cover of Katie's Trunk.
 * a copy of the book __Katie's Trunk__
 * laptop with internet access
 * pencil or pen
 * reading journal

Play a word game using some of the vocabulary words in this story by clicking the following link:

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=During Reading:= Listen to Katie's Trunk while following along in your copy of the book.

media type="youtube" key="25CFhJkf8CA" width="425" height="350"

=After Reading:= Log onto the class blog and type two questions you would ask of one of the characters in Katie's Trunk. For example, I might ask John Warren if he ever got caught helping Tory families. The title of your blog should be the name of the character you are asking the question of.

Copy and paste this section into your virtual reading journal. Use the highlighter key to mark the correct answer. An **//antonym//** for **Tory**


 * a. || traitor || c. || rebel ||
 * b. || peacemaker || d. || friend ||

A **//synonym//** for **rebels**


 * a. || revolutionaries || c. || kin ||
 * b. || friendly || d. || families ||

A **//synonym//** for **skirmish**


 * a. || drilling || c. || rebel ||
 * b. || arming || d. || fight ||

=Beyond Reading:= Open the front cover of your book and read the section called: //Ann Turner talks about __Katie's Trunk__.// When you have finished, please take a couple of minutes to talk with someone else about it. Are you surprised? What do you think is Ann Turner's opinion of the rebels? =Just for Teachers:= NETS for students: ** 2. Communication and Collaboration ** Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: ** a. ** interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media ** b. ** communicate information and ideas effectively to multiple audiences using a variety of media and formats ** c. ** develop cultural understanding and global awareness by engaging with learners of other cultures ** d. ** contribute to project teams to produce original works or solve problems

** 6. Technology Operations and Concepts ** Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: ** a. ** understand and use technology systems ** b. ** select and use applications effectively and productively ** c. ** troubleshoot systems and applications ** d. ** transfer current knowledge to learning of new technologies NETS for teachers:

** 1. **** Design and Develop Digital-Age Learning Experiences and Assessments ** Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:


 * a. || design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. ||
 * b. ||  develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.  ||
 * c. ||  customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.  ||
 * d. || provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching. ||

** 1. **** Promote and Model Digital Citizenship and Responsibility ** Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:

GLEs: Written and Oral Communication Social Studies:
 * a. || advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. ||
 * b. ||  address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.  ||
 * c. || promote and model digital etiquette and responsible social interactions related to the use of technology and information. ||
 * d. || develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools. ||

 ** Students will demonstrate an understanding of the interaction of various social groups, including their values, beliefs and practices, over time. ** ||  SS:HI:6:5.1: Explain the impact ethnic and religious groups have had on the development of the United States, e.g., the Irish or the Mormons. (Themes: E: Cultural Development, Interaction, and Change, I: Patterns of Social and Political Interaction, J: Human Expression and Communication)   SS:HI:6:5.2: Describe the impact of major national and state events on everyday life, e.g., the Industrial Revolution or the World War II home front. (Themes: A: Conflict and Cooperation, E: Cultural Development, Interaction, and Change, I: Patterns of Social and Political Interaction)   SS:HI:6:5.3: Examine changes in the roles and lives of women and their impact on society, e.g., the family or the workplace. (Themes: E: Cultural Development, Interaction, and Change, H: Individualism, Equality and Authority, I: Patterns of Social and Political Interaction)  SS:HI:6:5.4: Describe similarities and differences in the immigrant experience for various ethnic groups, e.g., the English or Chinese. (Themes: A: Conflict and Cooperation, E: Cultural Development, Interaction, and Change, I: Patterns of Social and Political Interaction) ||
 * ** SS:HI:5: Social/Cultural  **

** In response to literary or informational text, students make and support analytical judgments about text by…  **   · W–5–3.1 Stating and maintaining a focus (purpose) when responding to a given a question (Local)   ||    ||
 * ** W–5–3  **
 * <span style="margin: 0in 0in 0pt 0.25in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: center; mso-element-top: 3.8pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-list: l0 level1 lfo1; tab-stops: list .25in left 275.0pt; text-indent: -0.25in;"> · W–5–3.2 Making inferences about the content, events, characters, setting, or common themes (Local)
 * <span style="margin: 0in 0in 0pt 0.25in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: center; mso-element-top: 3.8pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-list: l1 level1 lfo2; tab-stops: list .25in; text-indent: -0.25in;"> · W–5–3.3 Using specific details and references to text __or citations__ to support focus (Local)   ||
 * <span style="margin: 0in 0in 0pt 0.25in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: center; mso-element-top: 3.8pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-list: l1 level1 lfo2; tab-stops: list .25in; text-indent: -0.25in;"> · W–5–3.4 Organizing ideas, using transition words/phrases and __writing a conclusion that provides closure__ (Local)    ||