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Red Thunder

Incorporates activities that meet standards of learning in Language Arts, History and Art education. Red Thunder. Author: John P. Hunter Teacher’s Guide available from Colonial Williamsburg. Overview . Sergeant Clinton Adickes. Royal British Dragoon. A heavily armed cavalry soldier.

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Red Thunder

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  1. Incorporates activities that meet standards of learning in Language Arts, History and Art education Red Thunder Author: John P. Hunter Teacher’s Guide available from Colonial Williamsburg

  2. Overview

  3. Sergeant Clinton Adickes Royal British Dragoon A heavily armed cavalry soldier Colonel Tarleton

  4. Chapter 1 Strategy “You Are There” Have students play the role of a news reporter and write a description of either the farm scene or the British dragoon raids. Writing should include vivid descriptions of the various scenes. Each account should describe at least three scenes from either the farm or Tarleton’s dragoons. Then, have students partner with someone else and compare and contrast the scenes that they described.

  5. Map it out!

  6. Chapter 2 Strategy Figurative Language Figurative language is a literary device that an author uses to make prose stronger. As figures of speech, similes and metaphors help readers visualize what is happening in the story. The author incorporates several examples of similes and metaphors in chapters one and two. Students will: *Write the simile or metaphor they encounter in the book. *Write down the two nouns that are being compared and describe how they are similar. *Create a drawing that illustrates the literal meaning of the words, thus emphasizing how figurative language helps words come alive.

  7. Chapter 3 Strategy Bio-Poem Have students create a bio-poem using the following format on the character of Nate. Line 1: First Name Line2: Four traits that describe character Line 3: Relatives of… Line 4: One who loves… Line 5: One who feels… Line 6: One who needs… Line 7: One who fears… Line 8: One who gives… Line 9: Who would like to see… Line 10: Resident of… Line 11: Last Name

  8. Chapter 4 Strategy Dunmore’s Proclamation Give each student a copy of the Transcription of Dunmore’s Proclamation and a copy of the Document Analysis sheet. 2. Explain to students that, on November 14, 1775, Virginia royal governor Lord Dunmore issued a proclamation offering freedom to any slaves who would leave their patriot masters and join the royal forces. Using their copies of the proclamation, have students complete the document analysis sheet.

  9. Chapter 5 Strategy Photographic Memory 1. James had a photographic memory. Have students participate in a learning structure that simulates James’s innate ability to recall details. Before class, arrange a number of objects on a desk or table. The objects may be artifacts from the 18th century or modern-day items familiar to students. Cover the objects so they are hidden from view. Show the objects to students for 30 seconds and then recover them. Have students list all the objects they can remember. 2. Without letting students see, remove one object. Reveal the group of objects again and ask students to identify the missing item.

  10. Chapter 6 Strategy “Spies: Yesterday and Today Web Activity: Website-www.history.org/foudation/journal/summer04/spies.cfm Using information from the website and from Chapter 6 of the book, have students complete the “Spies” Venn Diagram. After students have completed their Venn Diagrams, lead a brainstorming session and allow students to add to their diagrams. Hold a class discussion about why there are differences in spying techniques.

  11. Chapter 7 Strategy Screenplay Have students use the contents of chapter seven to write their own screenplay. This may be done as an individual or team project. The play should be limited to the action and characters in chapter seven. Once students have completed their writing project, you may wish to have them cast their play using either current screen stars or their classmates and friends. Have them explain why they selected the actors that they did.

  12. Chapter 8 Strategy Map of Williamsburg Give each student a copy of the “Map of Williamsburg.” Have students familiarize themselves with the town. Then, have them use the map to track the action of the story and connect characters. Have the students do the following: Mark Nate’s path on Duke of Gloucester Street Number the following areas 1-6: the Capitol, the Raleigh Tavern, Market Square, Palace Green, the Courthouse, the Wythe House (temporary headquarters). Use the contents of the chapter to help them write about who was there and what happened at that place.

  13. Red Thunder by John P. Hunter Teacher’s Guide Produced by Colonial Williamsburg

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