Choices: My Brother Sam Is Dead

George Adams and Margaret Tarbox

EDU 545

Authoring Cycle

Spring 2007

ECSU

Introduction

Language Arts curriculum focuses on: enduring understandings, essential questions, building on prior knowledge and creating new knowledge.

In this cross-curricular unit, students will learn about the difficult choices that were required of people during the Revolutionary War from reading the historical novel My Brother Sam Is Dead. They will understand the meaning of consequences, and will choose between “good” and “bad” decisions. They will create a newspaper that editorializes, depicts and reports on issues in the book. Differentiation will be addressed through the newspaper activities.

In the course of reading the novel, students will be asked to take positions

on dilemmas presented by the choices that characters in the story are forced to make. The culminating task will be a collaborative newspaper that supports either Life Meeker’s position (Tory, family comes first) or Sam Meeker’s position (Patriot/Rebel, country and freedom first). Other activities include blogging, letters from one character to another, historical context reports, biographies of famous people mentioned in the novel, or social conventions of the time period.

What enduring understandings are desired

(and what misunderstandings will be addressed)?

That many different elements go into making a decision

That choices may have unforeseen consequences

That these consequences may not always be in the best interest of those making choices

That conflict can occur even when two “good” choices are made

That personal beliefs may contradict the beliefs of a family or community

That some choices are neither wrong nor right

What essential questions will guide this

unit and focus teaching/learning?

When presented with difficult choices, how do we decide what to do?

How did issues in the Revolutionary War divide families and communities?

Are there times when it is appropriate to rebel? What conditions must exist?

How does war change the way individuals make choices?

Do we make different choices as we grow older? Why?

What key knowledge and skills will students acquire as a result of this unit?

Key terms from the American Revolutionary War - Patriot, Lobsterback, Rebel, etc.

Key people from the Revolutionary War - Benedict Arnold, Israel Putnam, David Wooster, etc.

Key elements in decision-making – consequences to self, to family, to community

Key understanding of the effect that war has on making choices, and life in general

Objectives: Students will be able to:

Identify aspects of life relative to the Revolutionary War, the combatants, and the central conflict(s)

Take a position relative to issues presented in My Brother Sam Is Dead and construct an appropriate argument

Identify consequences of decisions, and connect the decision-making process to their own lives

Activate prior knowledge with group brainstorming about choices students make on an everyday basis.

Stimulate prior knowledge with group brainstorming on the Revolutionary War.

Use graphic organizer to record prior knowledge of and Revolutionary War, and the choices that might be required in a war-time situation.

1. Primary source activity – personal journals from text My Brother Sam Is Dead by chapters.

Level One: Students will construct letters from Tim Meeker to “Brother Sam” or other characters.Level Two: Students will construct character “biographies.”Level Three: Creation of a newspaper with topical/factual stories, editorials, letters to the editor, and illustrations. (This project will follow the “Literature Circle” concept.)

Students will collaborate and respond to others’ ideas through blogging that reflects the theme of “choices” throughout My Brother Sam Is Dead.

Students will present letters, biographies and newspapers to their peers

Students will brainstorm as a class and record what they have learned so far about the decisions that have been made by Tim Meeker, Eliphalet Meeker (father), Susannah Meeker (mother), Betsy Read (Sam’s girlfriend), and Sam. This information will be recorded as part of the personal journals by each student.

Presentation of student journals with final questions being:

1. What choices do we (the students) make on a daily basis?2. Are there times when the best choice might not be the popular choice?3. What choices do you think were hardest for any specific character?4. Do you think that good choices can lead to difficulties? How?5. How does the idea of choices connect with the Revolutionary War?6. How does the idea of choices connect to your life?

COURSE: 8th Grade Language Arts UNIT: My Brother Sam Is Dead: Writing Projects for

Exploring Meaning Constructs With Intentional Others

CONTACT: Mr. Adams/Ms. Tarbox GRADE: 8

TIME FRAME: Unit Length (4-6 weeks)

PERFORMANCE STANDARDS23.4 LANGUAGE ARTS - ENGLISH LANG CONVENTIONS 23.4.1.0.1 Students will demonstrate proficient use of capitalization, punctuation, usage and spelling skills that are grade-level appropriate 23.4.1.0.2 Students will demonstrate the ability to write and edit their work using mechanics appropriate to this grade level 23.4.1.0.5 Students will apply spelling patterns to spell unfamiliar words in their writing 23.4.1.3.1 Students will demonstrate proficient use of capitalization, punctuation, usage and spelling skills that are grade-level appropriate 23.4.1.4.4 Students will use correct grammar in speaking and writing 23.4.1.4.8 Students will monitor their spelling accuracy by using available resources 03.0 LANGUAGE ARTS 03.0.1.0.2 Students will interpret the text by using prior knowledge and experiences; students will use what they know to identify or infer important characters, settings, themes, events, ideas, relationships or details within a work. 03.0.1.0.3 Students will reflect on the text to make judgments about its meaning and quality; students will analyze, elaborate on and respond critically to works. 03.0.1.0.11 Students will identify and use main ideas and supporting details in informational texts or elements, such as key events, main characters and setting narratives; students will retell and evaluate stories and select the most important facts from informational texts. 03.0.1.0.14 Students will interact with others in creating, interpreting and evaluating written, oral and visual texts; students will participate in a variety of cooperative group activities to apply collaborative skills (e.g., making eye contact, waiting turns, listening, taking others' ideas into account, explaining clearly, restating) to their reading, writing, listening and viewing. 03.0.1.9.5 Students will generate questions before, during and after reading, writing, listening and viewing; students will ask and answer their own and each other's text-related critical and analytical questions. 03.0.2.0.2 Students will communicate effectively in descriptive, narrative, expository and persuasive modes; students will speak,

write or draw in a variety of modes (narratives, all-about nonfiction pieces, poetry) to tell stories that their audience understands

Unit of Instruction

Focus Questions

When presented with difficult choices, how do we decide what to do?

How did issues in the Revolutionary War divide families and communities?

Are there times when it is appropriate to rebel? What conditions must exist?

How does war change the way individuals make choices? Do we make different choices as we grow older? Why?

CONTENT

1. Information from Text: My Brother Sam Is Dead

2. Assimilated information on the Revolutionary War, and the guiding theme of choices.

STUDENT LEARNING OBJECTIVES

Students will demonstrate the ability to create one of the following, using the novel My Brother Sam Is Dead as a resource:

Genre-accurate letters from Tim Meeker to main characters in the novel that reflect choices;

Character biographies that concentrate on historical choices;

A newspaper, with topical/factual stories, editorials, letters to the editor, and illustrations. (This project will follow a "Literature Circle" model.

LEARNING ACTIVITIES

1. Teacher will introduce the concept of choices as a thematic unit, and give a brief introduction of the novel My Brother Sam Is Dead.

2. Students will be assigned chapters to read with the following tasks:

a. letter writing from character to character;

b. concentration on character biographical information;

c. Assigned duties from a Literature Circle relative to constructing a newspaper from the time period.

3. At specified times, teacher will meet with groups performing specific tasks with the purpose of clarifying and encouraging efforts.

DIFFERENTIATION

Identified students will be given assignments to complete appropriate to ability. (Reading and writing ability will be specific parameters.) The three specific activities for this project are letter- writing, character biographies, and creation of a newspaper. It is not inconceivable that contributions could occur from one group to another; in fact it is to be encouraged. Letters from characters could indeed help biographers, and ultimately could be included in the newspaper. Clearly biographies could aid in the construction of letters that are correct in relation to the historical setting of the novel, etc.

ASSESSMENTS

Writing rubrics for all three activities.

MATERIALS/RESOURCES

1.Text: My Brother Sam Is Dead by Christopher and James Collier

2.Materials for constructing letters, biographies, and a newspaper.

3.Virtual tour information appropriate to text and historical setting.

4.Internet resources for additional historical or biographical information.

ADDITIONAL NOTES

This unit is part of an "authoring cycle" project that incorporates key elements of instruction to create a circular and enduring knowledge base that can be applied to future activities.

LEARNER BACKGROUND

Eighth grade students, some Revolutionary War information, heterogeneous grouping in all academic disciplines.

Rationale: Blogs and Threaded Discussions

We make every effort in our teaching practice to offer our students all of the resources that are available to them. What we have discovered recently is that e-Learning is a powerful means for developing critical thinking skills, peer collaboration, and guiding students toward becoming reflective learners. According to Distance Education Report; e-Learning, Blogs and threaded discussions often have three goals in mind that “accentuate constructivist teaching” (2004):

to introduce [sic] students to a tool they may use in the classes they will take in the future to help students develop a sense of themselves as creators of knowledge; and to connect students to a network of peers.

“Class discussions are enhanced through threaded discussions. In a learning situation the primary goal of any discussion is to promote thinking. Web-based discussion tools provide many ways to increase discussion between class members and faculty. Researchers have found that adding threaded discussion areas to a course increases student motivation and participation in class discussions.

Students can respond at their own pace, they are not intimidated by the immediacy of a classroom real time discussion, and they have access to instructor and peer comments (and in some cases, expert's comments)” (Peters, 2000).

In contrast to a classroom discussion; electronic discussions allow time for students to think about their original posts and responses prior to others viewing. They can look back at their post before submitting and decide to change a thought or idea in order to clarify their position. Moreover, by allowing multiple classes to share ideas and to see each others’ work; threaded discussions provide modeling and different points-of-view for our students to consider as they develop their own interpretations of a text or topic.

PERFORMANCE STANDARDS (ISTE/NETS Standards)

NETS Standards for Students

3. Technology productivity tools 3.2 Students use productivity tools to collaborate in constructing technology-

enhanced models, prepare publications, and produce other creative works.

4. Technology communications tools 4.1 Students use telecommunications to collaborate, publish, and interact with

peers, experts, and other audiences. 4.2 Students use a variety of media and formats to communicate information and

ideas effectively to multiple audiences.

6. Technology problem-solving and decision-making tools 6.1 Students use technology resources for solving problems and making informed

decisions. 6.2 Students employ technology in the development of strategies for solving

problems in the real world.

Sample Lesson: Blogging Activity

for Reflection and Revision PERFORMANCE STANDARDS04.2 LRIT - COMPUTER TECHNOLOGY

04.2.1.0.1 Students will use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, audio tapes, and other technologies

04.2.1.0.3 Students will communicate about technology using developmentally appropriate and accurate terminology

04.2.1.5.5 Students will demonstrate the ability to independently use personal productivity software to create products in a wide range of formats (newsletters, budgets, brochures, imported graphics, web pages, etc.)

04.2.1.9.2 Students will produce a variety of products using the advanced features of personal productivity software

04.2.2.5.2 Students will exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse

04.2.2.0.2 Students will work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom

Sample Lesson Continued

23.3 LANGUAGE ARTS - COMMUNICATING WITH OTHERS 23.3.1.0.2 Students will use language with clarity and voice to

communicate meaning

23.3.1.3.1 Students will determine the audience, purpose and format for writing

23.3.1.4.3 Students will identify and write from multiple points of view on the same topic

23.3.2.5.7 Students will present completed writing in various forms using available technology

FOCUS QUESTIONS

When presented with difficult choices, how do we decide what to do?

How did issues in the Revolutionary War divide families and communities?

Are there times when it is appropriate to rebel? What conditions must exist?

How does war change the way individuals make choices?

Do we make different choices as we grow older? Why?

Content and Objectives

Text: My Brother Sam Is Dead Computer hardware/software and access Students will demonstrate the ability to

construct a “blog” that reflects an ongoing electronic conversation about essential questions connected with the My Brother Sam Is Dead author cycle unit.

LEARNING ACTIVITIES

1. Teacher will introduce the concept of "blogging" or expression opinions via a specific electronic avenue;

2. Teacher will model appropriate internet behaviors and computer use, including ethical and societal considerations.

3. Teacher will explain assessment technique, delineating "first response" and "additional responses to other students.

4. Teacher will post the first "strand" in the blog, and ask for student responses.

5. Students will respond on topics generated by their reading of My Brother Sam Is Dead, specifically relating their "blogs" to the focus questions.

6. Teacher will participate as needed/or by choice.

DIFFERENTIATION As all "blogs" will be accepted, differentiation will occur relative to the computer skills of identified students. ASSESSMENTS Assessment will be by rubric that awards points for first submission and follow-up submissions.

MATERIALS/RESOURCES 1. Text: My Brother Sam Is Dead; Introductory information on "blogging" and ethical use of the Internet;2. Appropriate computer technology/hardware/software.

ADDITIONAL NOTES This is part of an "authoring cycle" a project that incorporates key elements of instruction to create a circular and enduring knowledge base that can be applied to future activities. This activity is not limited to the time-span of the unit. Blogging on similar or divergent topics may be encouraged as a form of differentiation for students who have difficulty expressing ideas in a longer format.

LEARNER BACKGROUND Eighth graders, some access to Revolutionary War information, (possible) considerable familiarity with the Internet, heterogeneous classes, all disciplines.

Sample Blog Lesson Cont.

Culminating Activity

An appropriate conclusion to activities associated with My Brother Sam Is Dead would be an opportunity to display the letters, biographies, and newspaper editions that have been generated by the authoring cycle in one location for an appropriate length of time.

A display of the materials, or a “fair” within the school’s library would give all the students involved a chance to reflect upon the peers’ works, as well as opening up the project to the rest of the school.

A final benefit would be to prepare students in the sixth and seventh grades for what lies ahead.

Resources for and Descriptions of Unit Activities

1. “GIST” Graphic Organizer

2. Virtual Tours of Valley Forge

Life Experiences: GIST Graphic Organizer (Generating Interactions Between Schema and Text)

One of the most effective ways for a student to record personal impressions, make connections, and keep track of plot and characters in a novel is through the use of personal graphic organizers. There are many to choose from; we have always found that the simplest works best, and to the end we are using what is known as a “GIST” (or summary) model.

Basically, the GIST model has the student record on individual sheets (supplied) the book’s title, author, date, and chapter, and then has spaces for the “W’s”: Who, What, When, Where, and Why. Students record this information after reading an assignment, and then add one question that they feel is important. Journal sharing takes place at the end of reading assignment period, and a final sharing (with a slightly different GIST sheet that asks the students to answer the overriding questions of the entire unit) takes place in the Invitation to Further Engagements. The teacher will model the use of the GIST graphic organizer with visuals that demonstrate the components of: who, what, when, where and why as the essential elements in generating essential and enduring understandings.

This activity can be carried out in a classroom as an entire class activity, or in smaller groups that could accommodate differentiated practices.

GIST worksheet (Gist means: Summary)Your name__________________ Title of book__________________________________Your last assignment: ___________________________________________________________After reading your last assignment fill in the spaces below with the people, places, things, and ideas that YOU feel are important. And, don’t forget your question! Remember, you can fill in the blanks with any number of ideas.WHO:WHAT:WHEN:WHERE:Your Question:

Virtual Tours:My Brother Sam Is Dead

There are many ways to access prior knowledge (and to create a bank of new.) One of the best for the middle school student seems to be virtual tours. Virtual tours are a relatively inexpensive way to stimulate the linking process that must occur between the written text and a visual image. My Brother Sam Is Dead takes place in Redding, Connecticut, and while time has taken its toll on many of the locations described in the novel, some still remain.

One of the best preserved, and most accessible, is General Israel Putnam’s encampment north of the town of Redding which has been restored by the National Parks Service. This location serves as the site for a pivotal event in My Brother Sam Is Dead. A virtual tour is available at http://members.tripod.com/~compmast/putnam/camp.html along with information about the restoration process and its historical context.

Another encampment mentioned several times in the book (and one which reinforces the difficult conditions the Colonial soldiers fought under) is General George Washington’s encampment at Valley Forge, Pa. Several web sites exist that can provide access for students.

Virtual Tours of Valley Forge

Three of the best virtual tours (and the areas of

interest they focus on) are: Valley Forge Cabins

http://www.cr.nps.gov/logcabin/html/virtualtours.html

How archeological digs are performed

http://www.cr.nps.gov/logcabin/html/virtualtours.html

Historic Valley Forge

http://www.ushistory.org/valleyforge/index.html

Authors’ Reflection

Because of the cyclical nature of this unit; students are enabled and empowered to revisit/activate prior knowledge, while building/creating new knowledge. The activities within the unit demonstrate and emphasize the recursive nature of both thinking and writing. Because students are asked to write in their journals daily and to collaborate with peers and instructors through electronic and classroom discussions; they are empowered to develop their own interpretations of the events and the historical context of the novel, My Brother Sam Is Dead.

As students develop and build upon schemata to organize their thoughts and to provide a foundation for future understandings; they also learn strategies to better understand their own world. Through using the guiding theme of “choices,” the unit provides opportunities for students to explore how the choices that they make affect themselves and those around them. The young boy in My Brother Sam is Dead must choose between loyalty to his brother or to his father; both of whom represent opposing sides on the major issues that encompassed the American Revolutionary War. Through differentiation within the various activities of the unit; students can examine those issues on a literal level, or at a deeper level with the characters in the story representing an extended metaphor of one of our focus questions: when presented with difficult choices, how do we decide what to do?

Through collaboration and exploration, both students and instructors learn from each other throughout the unit. The intrinsic value of using the “authoring cycle” model is the concept that learning is not a linear process. Too many teaching models present information in a linear fashion, assess, and move on to the next topic. Because Language Arts focuses on enduring understandings; the discipline is by nature a cyclical process with students continually building on prior knowledge.

Developing this unit of instruction provided the authors with first hand experience of the value of cyclical, recursive learning; and allowed us to better understand how we teach and how our students learn. Additionally, through collaboration and utilization of our individual strengths; we were able to complete the process, learn from each other, and apply the authoring cycle to curriculum that we both use in our eighth grade language arts classes.

George Adams and Margaret Tarbox

Bibliography

Blogs, Threaded Discussions Accentuate Constructivist Teaching. (2004). Distance Education Report, Retrieved Friday, January 05, 2007 from the Academic Search Premier database.

Collier, J.L., & Collier, C. (1984). My brother Sam is dead. New York: Simon and Schuster.

Peters, K.M. (2000). Creative use of threaded discussion areas. Retrieved January 5, 2007, from BlackBoard Web site: http://www.webct.com/OTL/ViewContent?contentID=898084

Short, K.G., & Burke, C. (1991). Creating curriculum: Teachers and students as a

community of learners. Portsmouth, NH: Heinemann.

Site of 1778-1779 winter encampment of Putnam's troops. Retrieved April 22, 2007, from Putnam Memorial State Park,

Web site: http://members.tripod.com/~compmast/putnam/camp.html Valley Forge tour. Retrieved April 22, 2007, from Virtual Tours Web site: http://www.cr.nps.gov/logcabin/html/virtualtours.html

(2007). Welcome to Valley Forge. Retrieved April 22, 2007, from Historic Valley Forge Web site: http://www.ushistory.org/valleyforge/index.html