Memorial Day, by Ann Weil

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 Memorial Day, by Ann Weil Kyle, we ll stop at the post office on our way into town. Did you put on sun block? Grandma asked. Yes, Grandma, I did he answered. It was only ten o clock, but the sun felt hot on his back. It was the last Saturday in May, and Kyle was ready for summer. His grandparents small town was so different from the city. Kyle loved the old buildings here. He was glad when his parents told him he would be spending the long Memorial Day holiday weekend here with his grandmother. The short walk to the post office took longer than Kyle had expected. It seemed like everyone in this town knew each other. You couldn t walk past someone without saying hello or swapping news. See you at the parade, people said with a friendly wave. This was the first Kyle had heard about a parade. What parade? he asked Grandma. The Memorial Day parade, of course. This is Memorial Day weekend, you know, she said. Kyle knew this three-day weekend was special. The town pool opened this weekend. But he didn t know there would be a parade! You have a parade for the beginning of summer? Not exactly, said Grandma as she dropped a few letters in the mailbox. Haven t you ever been to a Memorial Day parade? she asked. Kyle shook his head. There were many parades in the big city where he lived with his parents. But they never went to them. His parents usually worked on holidays. He saw a Thanksgiving Day parade on television once. He hoped there would be big balloons at this parade, too. Maybe he would meet other kids there. Memorial Day means more than the start of summer fun, Grandma explained. It s a time to remember... She stopped without finishing her sentence. Come, I ll show you. We ll go to the cemetery. Grandma turned, and walked briskly in the opposite direction. We re going where? Kyle asked, quickening his pace to keep up with his grandmother. Kyle had never set foot in a cemetery before. He imagined a creepy place. But the town cemetery wasn t at all creepy. Kyle thought it was actually very nice. Especially with all the f lowers and f lags. As they walked, Kyle noticed that other people were there. He saw young families standing by headstones, and a woman his grandmother s age. He saw a soldier in uniform. Then, he saw a troop of boy scouts had gathered at the far end of the cemetery. What are they doing? he asked Grandma. Then he realized that they were the ones putting out the flags. The flags mark the graves of those who served in all branches of our armed forces, explained Grandma. It s part of our Memorial Day tradition to honor soldiers buried here. To remember them. Kyle remembered his teacher talking about the Revolutionary War. That was a long time ago. He knew that the United States had fought many wars since then. Was there always a Memorial Day? he asked Grandma. At first, it was called Decoration Day. You know, decoration can mean a medal or award to honor bravery in battle, Grandma continued. They had stopped in front of a grave with a flag next to it and Kyle read the inscription. This soldier was only

34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 nineteen years old, Grandma. That s my cousin Ken s age. Kyle suddenly felt sad. His grandmother noticed his mood changed. Yes, it can be a solemn occasion for many people, she said. As they walked back to the house, Grandma told him that many countries have different days set aside to honor lost soldiers. In England, it s called Poppy Day, Grandma explained. Poppies are red flowers that became a symbol for Memorial Day there. Back at the house, Kyle used the Internet to discover more about Memorial Day. He read General John A. Logan s Memorial Day Order, made in 1868, three years after the end of the Civil War. This was the official beginning of the Memorial Day tradition in America. It became a federal holiday in 1971. By the morning of the parade, Kyle felt like a Memorial Day expert. Did you know they have a Memorial Day in Australia, too? Kyle said as he dug into the pancakes his grandmother had made for breakfast. There, it s called ANZAC Day. ANZAC stands for Australian and New Zealand Army Corps, he explained. Kyle and his grandmother had found a shady spot to watch the parade. You can watch the parade with me, or you can ride on that old fire truck, and be in it, his grandmother said. Wow, thanks Grandma! Kyle said as he ran toward the truck. Kyle knew this was a solemn occasion, but parades were for fun, too!

UNIT LESSON PLAN INSTRUCTOR DATE CLASS LEVEL _ABE Level C Memorial Day Unit: 5 days Topic: Memorial Day Lesson Objectives: 1. Gain a deeper understanding of fiction literature (realistic fiction) through collaboration with peers 2. Analyze the text through in-depth reading, text-dependent questions, study of vocabulary, and character analysis 3. Identify and categorize words with the two sounds of variant vowel oo 4. Identify and use apostrophes 5. Identify and create compound words CCR Standards Aligned to this Lesson: RI/RL.4.1, RI/RL.5.1, RI.4.3, RL.5.4, RI.4.5, SL.5.1, SL.5.2, L.5.5, L.4.4 & 5.4, W.5.1, W.4.2, W.5.4, W.5.5 Reading: text dependent questions, strategies of connecting to prior knowledge, vocabulary, character analysis Vocabulary: cemetery, federal, honor, soldier, solemn, symbol, tradition Character Analysis: authors try to make characters believable and interesting so readers feel as though they know and understand them. Readers learn about characters in a story through their words, thoughts, and actions. Phonics: study the use of words with the variant vowel oo, and categorize words according to their sounds. Grammar: The use of apostrophes in a sentence. Word Study: A compound word contains two words that join together to create a new word with one meaning. Explain that the definitions of the two base words often can help students figure out the meaning of the compound word. Text Dependent Questions Possible Student Answers How would you describe Kyle s relationship From the reading passage, you learn about some with his grandmother? Use evidence from the of Kyle s thoughts. He was ready for summer, text to support your answer. he loved his grandma s small town, and he was glad to be spending the long weekend there (lines 4-6). On the basis of these clues, Kyle appears to be a loving grandson who is eager to spend time with his grandma.

Compare and Contrast: How is Kyle s grandmother s town different from the city where Kyle lives? Describe Kyle s emotions after reading the inscription on the grave of the 19 year old. According to line 35, Memorial Day can be a solemn occasion. What does solemn mean? Cause and Effect: Why had Kyle never been to a parade before? How did Kyle feel when his grandmother told him he could ride on the fire truck? Use evidence from the text to support your answer. According to the story, how and when did the Memorial Day tradition begin in the United States? Line 5- he lives in the big city that is very busy, but his grandparents small town was different with lots of old buildings. Lines 7-8. It seemed like everyone in this town knew each other. You couldn t walk past someone without saying hello or swapping news. It is a very friendly town, which seems different to the big city according to Kyle s description. Lines 15-16- There were many parades in the big city where he lived with his parents, just like in his grandma s town. But they never went to them because his parents usually worked on holidays. Lines 33-34. Kyle felt sad, because he realized that the soldier was the same age as his cousin, so it was a reality check for him. He connected the past with the present. This soldier was only nineteen years old, Grandma. That s my cousin Ken s age. Kyle suddenly felt sad. Yes, it can be a solemn occasion for many people, she said. Solemn means serious and slightly sad. Kyle s parents usually worked on the holidays, so he had never been to a parade. Lines 15-16- There were many parades in the big city where he lived with his parents, just like in his grandma s town. But they never went to them because his parents usually worked on holidays. Kyle was very excited to ride on the truck. He understood the seriousness of Memorial Day and what it represents, but he knew that the parade would be fun. You can watch the parade with me, or you can ride on that old fire truck, and be in it, his grandmother said. Wow, thanks Grandma! Kyle said as he ran toward the truck. Kyle knew this was a solemn occasion, but parades were for fun, too! (lines 45-48) The Memorial Day tradition began after the Civil War, when General John A. Logan made the order for Memorial day to be celebrated in 1868. This was the beginning of the tradition, and it became a federal holiday in 1971. Lines 39-41. Back at the house, Kyle used the Internet to discover more about Memorial Day. He read General John A. Logan s Memorial Day Order, made in 1868, three years after the end of the Civil War. This was the official beginning of the Memorial Day tradition in America. It became a federal holiday in 1971.

Line 31 states that Memorial Day was once called Decoration Day. Is this statement a fact or an opinion? Give evidence from the text to support your answer. Cause and Effect: What caused Kyle to become to interested in learning about Memorial Day on the computer? What kind of literature is this reading passage? What was the author s purpose in telling this story? According to the text, how do other countries honor and remember soldiers? This is a fact, because the grandmother gives information to support her statement. At first, it was called Decoration Day. You know, decoration can mean a medal or award to honor bravery in battle, Grandma continued. After visiting the cemetery, he sees a gravestone of a soldier that is the same age as his cousin, and he becomes sad as he reflects on that discovery. He becomes interested in Memorial Day and the history behind it, especially after his grandmother tells him how Memorial Day is celebrated in England ( In England, it s called Poppy Day, Grandma explained. Poppies are red flowers that became a symbol for Memorial Day there. Lines 37-38). He continues to do more research on the internet, and by the next day he feels like a Memorial Day expert (line 42). He is excited to share all of his new information with his grandmother. This reading passage is realistic fiction, which means that although the story isn t true, it has a setting and plot that could possibly take place (a realistic story). The author s purpose in telling this story is to entertain, as well as to inform, because it provides facts about Memorial Day. Line 37-38: Memorial Day is celebrated in England, and it s called Poppy Day. Poppies are red flowers that became a symbol for Memorial Day there. Line 42-44: The country of Australia celebrates Memorial day. There, it s called ANZAC Day. ANZAC stands for Australian and New Zealand Army Corps, Grammar/Word Study: Grammar Direct students to line 19 and point to the word we ll. Review or explain that this word is called a contraction and that it stands for two words. Ask students to use context clues to identify which two words were joined together to make the new word (we and will). Write both the contraction and the two words that make it up on the board. Point out that the letters w and i are dropped to make the contraction. Review or explain that a contraction is a word formed by joining two words, and that an apostrophe shows where one or more letters have been left out. Ask students to look at line 8 and identify the contraction (couldn t). Ask students to identify which letter was replaced by an apostrophe (o).

Explain that apostrophes are used in one other way, with a possessive noun. A possessive noun shows ownership, or possession, and is formed by adding s to the end of the word. Direct students to line 25. Ask them to find the possessive word in the first paragraph (grandmother s). Explain how this word shows possession because of the s on the end (the age of the grandmother, or grandmother s age). Word Study Write the word sunblock on the board. Ask students which two words were joined together in the word sunblock (sun and block). Explain that this word is called a compound word. A compound word contains two words that join together to create a new word with one meaning. Explain that the definitions of the two base words often can help students figure out the meaning of the compound word (something that blocks the sun). Ask students to turn to lines 4-6 and find three compound words (grandparents, weekend, grandmother). Ask volunteers which two words make up each compound word. Ask a volunteer to share how the meanings of the two base words can be used to figure out the meaning of each compound word. Check for understanding: Have students read lines 7-8. Have them identify and highlight or underline the two compound words (everyone and someone). Ask students to draw a line through the middle of each word to separate it into its two base words. Discuss with students the definitions of the two base words and the compound word. Listening/Speaking: Phonics Write the word school on the board and say it aloud with students. Have students say the /oo/ sound in school aloud. Run your finger under the letters in the word as students say the whole word aloud. Ask students to identify which letters represent the /oo/ sound in the word. Write the word good on the board and say it aloud with students. Have students say the /oo/ sound in good aloud as you run your finger under the letters. Ask students to identify the sound. Ask if it is the same sound as in school (no, there are two different sounds for /oo/). Have students practice the two sounds aloud, listening for the difference. Check for understanding: Have students turn to line 7. Ask them to find a word on the page that has the variant vowel /oo/ in it (took). Ask students to identify which /oo/ sound is in took (/oo/ as in good). Next, have students look at line 7, and repeat the process for the word pool. Independent practice: Draw a two-column chart on the board. Label one side of the chart school and the other side good. Have student pairs search the reading passage for other words with variant vowel /oo/. Record the words on the chart according to the sound the oo makes in the word. Students may add other words they know that are spelled with oo. How I will scaffold my lessons to reach all of my students' levels: 1. Guide the students in shared reading activities (close reading, chorale reading, reader and response, scooping for fluency). 2. The class will participate in whole class and small group discussion as we analyze the text. 3. Discuss the meaning and use of vocabulary words in small groups, and divide the students into multi-level mixed groups to play the vocabulary game. Use pictures and simplified definitions for lower-level students who need them. 4. Model Character Analysis: Model how to analyze a character based on the character s actions.

Guide students in filling out the Character Analysis worksheet. Think-aloud: As I read lines 4-6, I learned about some of Kyle s thoughts. He was ready for summer, He loved his grandma s small town, and he was glad to be spending the long weekend there. On the basis of these clues, Kyle appears to be a loving grandson who is eager to spend time with his grandma. 5. Grammar: Review or explain that a contraction is a word formed by joining two words, and that an apostrophe shows where one or more letters have been left out. Explain that apostrophes are used in one other way, with a possessive noun. A possessive noun shows ownership, or possession, and is formed by adding s to the end of the word. 6. Word Study: Explain the concept of compound words. A compound word contains two words that join together to create a new word with one meaning. Explain that the definitions of the two base words often can help students figure out the meaning of the compound word. 7. Phonics: Ask students to identify which letters represent the /oo/ sound in a word. Have students practice the two sounds aloud, listening for the difference. Differentiated instructional techniques: The students will use different types of graphic organizers to get information about the story. The lowerlevel students can work in pairs to fill out the Character Analysis worksheet. The higher-level students can work individually to fill out the Character Analysis sheet as they read the story. There will be multilevel mixed groups (low and high level students) to play the vocabulary game together. How I will assess my students' mastery of the lessons: I will assess if students can - Analyze the words, thoughts, and actions of the reading s main character; identify changes in the character s feelings in a discussion and on a worksheet - Understand and use contractions in different ways using the worksheet - Understand how compound words are formed, and how to divide them into their separate base words using the worksheet - Identify the different sounds that /oo/ makes, and identify the words that correspond to the correct sound Use the unit worksheets as the assessment materials. Suggested Five Day Plan: Day 1: Read the story Memorial Day. Practice reading as a class, using strategies of scooping and reading for fluency. Learn the vocabulary from the passage, and play a vocabulary game in multi-level mixed groups. Prepare index cards ahead of time that have the vocabulary words and definitions written on them, one word or definition per card. Spread out the cards face down on the table and have students play Concentration to match the words with their definitions. Have them use the dictionary to confirm whether they have made a match. Day 2: Reread the text, continuing to use reading strategies and scooping for fluency. Answer the text-related questions for the reading. Discuss the questions and answers as a class, as well as review the vocabulary. Day 3: Discussion: Review how readers got to know Kyle throughout the story. Share and discuss the clues from the text that support students descriptions of Kyle. Have students complete the Character Analysis work sheet as they reread Memorial Day. Create a twocolumn chart on the board with Kyle as the heading. Label the first column Traits and the

second column Clues. Write loving and eager under the Traits heading, and phrases from the book that support each trait under the Clues heading. Have students write the information from the discussion on their worksheet. Independent practice: Have students write on their Analyze Characters worksheet additional clues from the text that support one or more of Kyle s character traits. Discuss their responses. Have students write a descriptive paragraph about Kyle, and plan to edit it on Days 4 and 5. Day 4: Teach students about the use of apostrophes with contractions and possessive nouns. Check for understanding: Help students to see the difference between a possessive and a contraction by pointing out that a possessive is not made up of two words. Write a volunteer s name on the board and ask that volunteer to name something that he or she owns. Then add an s to the end of the name before writing the item (for example, Susan s pencil). Repeat the example for other volunteers who would like to contribute. Next, have student pairs find contractions in the book. Have them share with the group which two words make up each contraction. Independent practice: Introduce, explain, and have students complete the apostrophes worksheet. Discuss their answers aloud after students finish. Secondly, teach students about compound words, and how to identify the base words. Independent practice: Introduce, explain, and have students complete the compound words worksheet. Discuss their answers aloud after they are finished. Day 5: Teach the variant vowel /oo/. Draw a two-column chart on the board. Label one side of the chart school and the other side good. Have student pairs search the book for other words with variant vowel /oo/. Record the words on the chart according to the sound the oo makes in the word. Students may add other words they know that are spelled with oo. Edit and revise the descriptive analysis of Kyle s character based on the Character Analysis worksheet.

Vocabulary cemetery (n.) a place where dead people are buried federal (adj.) relating to a government that serves many separate states or regions honor (v.) soldier (n.) to show respect or think well of; to keep a promise a person who serves in the armed forces of a country solemn (adj.) serious; slightly sad (p. 12) symbol (n.) an object, picture, or sign that represents an idea, letter, or word tradition (n.) a belief or custom that is passed down from year to year and generation to generation