“The Drummer Boy of Shiloh” Week 2

1. “The Drummer Boy of Shiloh” Week 2 March 17-21

2. Monday, March 17, 2014 – Happy St. Patrick’s Day! Practice Prior Skills Learning Goals • Write a sentence using an adjective clause that is necessary (essential) for the meaning of the sentence. Will you use a comma? Why or Why not? • Word of the Week – • accede (v):  to agree.The parents acceded to give their child another chance.    • Review the results of Adjective clause quiz.     • Make a connection: Think about a time when the words of someone that you admired helped you get through a difficult time. • Preview, read and comprehend “The Drummer Boy of Shiloh”

3. Background Knowledge Although _____________________ accompanies troops into battle, they carry no ________________. To be a __________________ required no _______ requirement; some were as young as ten. Because most parents would not allow their young sons to enter battle, most drummer boys were ______________ or _____________. _____________ is the location of a bloody Civil War battle. Often the _____________ will contribute to the mood. Civil War - Drummer Boy Video The Drummer Boy Short Story PDF

4. Assignment Part 1: “The Drummer Boy of Shiloh” by Ray Bradbury PDF of Short Story Fill out this K-W-L Chart before, during and after you read. After reading share results of the K-W-L Chart.

5. Closing • A drummer boy is ________________________________. • __________________ usually apply for this position. • ________________________ was the location of this war. • This story takes place during the _____________________ war. • What side do you think the drummer boy played for, the Confederate or the Union, why?

6. Tuesday, March 18, 2014 Practice Prior Skills Learning Goals Although _____________________ accompanies troops into battle, they carry no ________________. To be a __________________ required no _______ requirement; some were as young as ten. Because most parents would not allow their young sons to enter battle, most drummer boys were ______________ or _____________. _____________ is the location of a bloody Civil War battle. Often the _____________ will contribute to the mood. • Define and apply the vocabulary from “The Drummer Boy of Shiloh” by Ray Bradbury

7. “The Drummer Boy of Shiloh” by Ray Bradbury What are three details in the first three paragraph that help establish the setting (page 1). What is the boy thinking about as he lies in the orchard (page 4)? What do you learn about the civil war from the general’s dialogue (page 5)? Summarize the general’s advice to Joby (page 6). Answer the following questions.

8. Context Clues • The context of a word is the situation in which it is used. When you come across for an unfamiliar word look for meaning in the other words surrounding it to find meaning. • Guided Practice • “…forty thousand men… lay crazily askew in their uniforms. A mile yet farther on, another army was strewn helter-skelter.” • In the above passage what words clue you into the meaning of askew? • What does askew mean?

9. Assignment – Define the following and the list page# where found (pages 1-6) and then write words in the passage that help you understand the meaning (context clues). • Swift - ______________________________________________________ ____________________________________________________________ • Solemn - ____________________________________________________ ____________________________________________________________ • Strategy - ___________________________________________________ ____________________________________________________________ • Patriotism - __________________________________________________ ____________________________________________________________ • Enthusiasm - ________________________________________________ ____________________________________________________________ • Resolute - ___________________________________________________ _____________________________________________________________

10. Assignment – Define the following and the list page# where found (pages 1-6) ) and then write words in the passage that help you understand the meaning (context clues). • Muted - ______________________________________________________ ____________________________________________________________ • Benediction - ___________________________________________________ ____________________________________________________________ • Riveted - ___________________________________________________ ____________________________________________________________ • Compounded - _________________________________________________ ____________________________________________________________ • Askew - ________________________________________________ ____________________________________________________________ • Strewn - ___________________________________________________ _____________________________________________________________

11. Assignment – Define the following and the list page# where found (pages 1-6) and then write words in the passage that help you understand the meaning (context clues). • bindled - ______________________________________________________ ____________________________________________________________ • bayonets - ___________________________________________________ ____________________________________________________________ • touchstone - ___________________________________________________ ____________________________________________________________ • musket - _________________________________________________ ____________________________________________________________ • Lag by the wayside - ____________________________________________ ____________________________________________________________ • legitimately - ___________________________________________________ _____________________________________________________________

12. Wednesday, March 19, 2014 Practice Prior Skills Learning Goals • Define the following: • bindled - ________________________________________________________ • bayonets - ___________________________ ____________________________ • touchstone - ______________________________________________________ • musket - ________________________________________________________ • Do you think Joby should have enlisted as a drummer boy? Why or why not? • Review vocabulary • Analayze “The Drummer Boy of Shiloh” by answering critical thinking questions.

13. Assignment: Cooperative Learning Groups – Presenter, Recorder, Time Keeper, and Facilitator What frightens Joby about the upcoming battle? How are his fears like and unlike those of the other solders? What is joby doing when the general stops to talk to him? Why do you think the general stops to talk to Joby? Why does the general say he needs Joby? Is the drummer boy’s role crucial as the general says? Explain. What does Joby agree to do for the genreal at the end of the story? How do you think Joby feels after his talk with the general? Explain. Do you think the general has motivated Joby to keep his promise? Why or Why not? Is the general’s request fair or unfair? Answer the following questions assigned to your group (1 per group) Then record a response to all, as others present answers to the class.

14. Thursday, March 20, 2014 Practice Prior Skills Learning Goals • Define the following terms: • Resolute - ________________ _________________________ • Benediction - _____________ __________________________ • Compounded - ____________ __________________________ • Legitimately - _____________ __________________________ • Solemn - _________________ _________________________. • Analyze “The Drummer Boy” and what scenes propel the story.

15. Assignment Part 1: Analyze the short story by answering the following questions. • What is the setting of the story? _______________________ ____________________________________________________ • List 3 details that tell where the story is set? What are 3 details that dell when the story takes place? • In what way does the setting reveal what happens after the story ends? __________________________________________ ______________________________________________________ • What is the mood in the beginning of the story and what details contribute to mood? ______________________________________________________ _____________________________________________________

16. Assignment Part 2: Analyze the short story by answering the following questions • What does the boy guess the whispers of the men are about? What can you infer about the young men? ________ ___________________________________________________________________________________________________________________ • What is the boy doing that causes him to be noticed by the general? ________________________________________________ _________________________________________________________ • What does the general admit to Joby that he did last night? What can we infer about the general’s character? ____________ _________________________________________________________ _________________________________________________________ • What do you suppose the general means when he says that “each is his own army?” How do you suppose the general knows this? ______________________________________________ __________________________________________________________

17. Assignment Part3: Analyze the short story by answering the following questions • How is it that Joby is the heart of the army? __________________ ___________________________________________________________________________________________________________________ • What does it mean that, “blood moving fast in them does indeed make men feel as if they’d put on steel?” _____________ _________________________________________________________ _________________________________________________________ • How does Joby change at the end of the story? ____________ _________________________________________________________ _________________________________________________________

18. Friday, March 21, 2014 Practice Prior Skills Learning Goals • Write a sentence that uses an adjective clause that is not necessary for the meaning of the sentence. Do you use a comma to set it off? Why or why not? • Review Analysis questions for understanding. • Assess knowledge and use of vocabulary and nouns on junoed.com, “Integrate Language Skills”