Selecting Texts- Key Assignment. Overcoming Obstacles Through the Lens of History

Joe Burleson
Johns Hopkins University


 Do Now: Take the next 2 minutes to silently think to
yourself about the most difficult time in your life.
You obviously overcame it since you are here now.
Take 5 minutes to write about the ways in which you
overcame your struggle
Overcoming Obstacles


 5th grade Humanities
 Unit 4: Understanding the history of the United
States between shortly before the Great Depression
and through the ending of World War II
 Emphasis: Learning through reading texts and
writing short answers
 At the end of this unit students will have a new
knowledge of the history of the US between the
Great Depression and World War II through stories
of struggle, perseverance and triumph


Anchor Text: Unbroken (the Young
Adults Adaptation): A World War II
Story of Survival, Resilience, and
Redemption
Qualitative Measures
 Meaning/Purpose: Moderately
Complex
 Text Organization: Very Complex
 Vocab: Moderately-Very
Complex
 Sentence Structure: Moderately-
Very Complex
 Life Experiences: Moderately-
Very Complex
 Cultural Knowledge: Moderately
Complex
Quantitative Measures
 Grade Band: 4-5
 Lexile: 740L-101L
 Word Count: 138,039
 Fountas & Pinnell: O-V
 Reading Maturity: 5.42-7.92
 Word Length: Moderately
Complex


 Unbroken follows the life of Louis Zamperinni, an
Olympian-turned-World War II bombardier whose plane
was shot done over the Pacific on a bombing run. Over
the next several months Zamperinni and two crew
members floated in the middle of the ocean waiting on
rescue. While rescue did come it was in the form of the
Japanese Navy. Zamperinni then spent over a year in a
Japanese internment camp suffering daily torture,
starvation and forced slavery. While on the brink of death
at all times he miraculously survived through grit and
determination.
About the Anchor


 Sets the tone for our unit/text set
 Gives students a text that will challenge their
cognitive skills due to its tough qualitative and
quantitative measures.
 Provides students an in-depth look at World War II
and the harshness of life at war.
 Ample opportunities for short answer responses,
Socratic Seminars and picking apart text using
reading strategies learned in ELA.
Rationale


 “The Second World War was raging, and in the Pacific,
America and Japan were locked in a bloody struggle.” (Chap. 1)
 Historical insight into WWII
 “Perhaps some guards forced their prisoners to live in
maximally dehumanizing conditions so that they could
reassure themselves that they were merely giving loathsome
beasts their due…Some of the worst abuses may have arisen
from guards” (Chap 19)
 Human struggle & challenging cognitive ability through
complex vocabulary and sentence structure
 “Not long ago, Louie’s only thoughts had been to merely
survive to the next day. Now he finally could dream of a life of
goals and ambitions.”(Chap 24)
 Sets theme for tone and foundation for text set.
Rationale Through
Excerpts


 (3) Reading/Comprehension of Literary Text/Theme and
Genre. Students analyze, make inferences and draw
conclusions about theme and genre in different cultural,
historical and contemporary texts and provide evidence from
text to support their understanding
 (10) Reading/Comprehension of Information Text/Culture and
History.
 (18)(C) Write responses to literary or expository texts and
provide evidence from text to demonstrate understanding.
 (5)(A) Analyze various issues and events of the 20th century
such as industrialization, urbanization, increased use of oil and
gas, the Great Depression, the world wars, the civil rights
movement, and military actions.
TEKS


• Unbroken by Laura Hillenbrand- Anchor
• Bud, Not Buddy by Christopher Paul Curtis (Fiction)
• “Mother to Son” by Langston Hughes (Poem)
• “Pearl Harbor Address” Franklin Delano Roosevelt
(Speech)
• World War II, The Great Depression and The Dust
Bowl in Pictures (images)
Text Set


Bud, Not Buddy
 Meaning/Purpose:
Moderately-Very Complex
 Text Organization:
Moderately Complex
 Vocab: Moderately Complex
 Sentence Structure: Slightly-
Moderately Complex
 Life Experiences:
 Cultural Knowledge:
Moderately Complex
 Grade Band: 4-5
 Reading Maturity: 5.42-
7.92
 Word Length:
Moderately Complex

 This book takes place during the Great Depression and revolves around Bud, a boy
who has never met his father, and who lost his mother at a young age. After his
mother passes at the age of 6, he finds himself bouncing around orphanages and
foster homes, with each experience being worse than the last. Once the reader gets
past chapter 5, Bud realizes that he doesn’t need a foster home to survive and goes
on a solitary quest to find his father, whom he has never met. Along the way, Bud
encounters challenge after challenge, yet never gives up on his hope of finding his
father. This theme is similar to my anchor text, Unbroken, that revolves around the
idea of persevering through every tough situation to make it through. While this is a
tough subject matter to go over with students, I feel that (a) it is relevant to the
students I teach due to the fact that they encounter difficulties similar to Bud in their
daily lives, and (b) it supports the theme of Unbroken. I also believe that it will be
beneficial to my students because it comes with this idea that no matter what the
situation you are in, and no matter what age you are (Bud is the same age as the
students I teach), you can always change the situation you are in. Due to these
factors, I feel as if my students can connect and relate to this story, thus providing
more of an incentive to want to read and understand the text.
About the Text &
Rationale


 “And I’ll tell you, I’ve seen some things out of place before and a young
brown skinned boy walking along the road just outside of Owosso,
Michigan, at two-thirty in the morning is definitely not where he ought to
be. In fact, what is definite is that neither one of us should be out here at
this time of night.” (Chap 10)
 History through Inference- What can you infer about the way the town of
Owosso feels towards African-Americans by the statement from Lefty Lewis?
 “The man raised his hand and said, "Look, kid, everybody's got a story and
everybody knows the rules. The line closes at seven o'clock. How's it fair to
these people who been here since five o'clock that you can sleep until" -- he
looked at his wristwatch--"until seven-fifteen, then come busting down
here expecting to eat? You think you got some kind of special privilege just
'cause you're skinny and raggedy? Look in the line, there's lots of folks
look just like you, you ain't the worst.” (Chap 6)
 Comprehension by Using Text Evidence- What can you tell about the situation
that most people found themselves in during the Great Depression? And What
does this tell you about how the United States was during the Great Depression?
Use text evidence to prove your stance.
Excerpts with Questions


 (6) Reading/Comprehension of Literacy
Text/Fiction. Students understand, make inferences
and draw conclusions about the structure and
elements of fiction and provide evidence from the
text to support their understanding.
 (5)(A) Analyze various issues and events of the 20th
century such as industrialization, urbanization,
increased use of oil and gas, the Great Depression,
the world wars, the civil rights movement, and
military actions.
TEKS


Mother to Son
Moderately Complex
 Vocab: Moderately-Very
Complex
 Sentence Structure:
Moderately Complex
 Life Experiences: Moderately-
Very Complex
Moderately Complex
 Grade Band: 4-5
7.92
 Word Length: Slightly
Complex


Mother to Son
Well, son, I’ll tell you:
Life for me ain’t been no crystal stair.
It’s had tacks in it,
And splinters,
And boards torn up,
And places with no carpet on the floor—
Bare.
But all the time
I’se been a-climbin’ on,
And reachin’ landin’s,
And turnin’ corners,
And sometimes goin’ in the dark
Where there ain’t been no light.
So boy, don’t you turn back.
Don’t you set down on the steps
’Cause you finds it’s kinder hard.
Don’t you fall now—
For I’se still goin’, honey,
I’se still climbin’,
And life for me ain’t been no crystal stair.

 Langston Hughes wrote this poem in 1926 about the difficulties African Americans
faced during this period in United States history. The poem revolves around a
mother giving advice to her son about the struggles in life that she has faced and that
her son will most likely face. Mother to Son embodies the theme of the text set;
struggle, perseverance, resiliency and never giving up on life. Half of the students
that will receive this poem are African American and I believe that this text will
speak directly to them. While this poem has a strong correlation to the text set, it also
has several academic features that will allow for an engaging lesson. The first of
these features is the complexity of the vocabulary used. Many of the words in the
poem will are not in modern vocabulary that is used on a daily basis. Therefore as a
class we can break down each stanza of the poem, and using context clues, go line by
line to determine the meaning of unfamiliar words. This will also be an opportunity
to use the close reading strategy the students have learned in their ELA classrooms
so that the students can understand the full meaning of the text. Form a historical
standpoint this poem is very powerful. As in “Bud, Not Buddy,” this poem describes
the incredible challenges faced by African Americans during this time period. The
next part of the lesson will be to ask the students to give a short answer response on
the difficulties faced by African Americans during this time, and to use text evidence
to justify their stance.
About the Text &
Rationale


 (4) Reading/Comprehension of Literacy Text/Poetry. Students
understand, make inferences and draw conclusions about the
structure and elements of poetry and provide evidence from
text to support their understanding.
 (2) Reading/Vocabulary Development. Students understand
new vocabulary and use it when reading and writing.
 (2)(B) Use context to determine or clarify the meaning of
unfamiliar or multiple meaning words.
 5)(A) Analyze various issues and events of the 20th century such
as industrialization, urbanization, increased use of oil and gas,
the Great Depression, the world wars, the civil rights
movement, and military actions.
TEKS


Pearl Harbor Address
Moderately Complex
Moderately Complex
 Vocab: Moderately Complex
 Sentence Structure:
Moderately Complex
 Life Experiences:
Moderately Complex
Moderately Complex
 Grade Band: 5
 Lexile: 890L
 Word Count: 490
7.92
 Word Length:
Moderately Complex


Pearl Harbor Address
To the Congress of the United States:
Yesterday, December 7, 1941–a date which will live in infamy–the United States of America was suddenly and deliberately attacked by naval and air
forces of the Empire of Japan.
The United States was at peace with that nation and, at the solicitation of Japan, was still in conversion with the government and its emperor
looking toward the maintenance of peace in the Pacific.
Indeed, one hour after Japanese air squadrons had commenced bombing in Oahu, the Japanese ambassador to the United States and his colleagues
delivered to the Secretary of State a formal reply to a recent American message. While this reply stated that it seemed useless to continue the existing
diplomatic negotiations, it contained no threat or hint of war or armed attack.
It will be recorded that the distance of Hawaii from Japan makes it obvious that the attack was deliberately planned many days or even weeks ago.
During the intervening time, the Japanese government has deliberately sought to deceive the United States by false statements and expressions of
hope for continued peace.
The attack yesterday on the Hawaiian Islands has caused severe damage to American naval and military forces. Very many American lives have
been lost. In addition, American ships have been reported torpedoed on the high seas between San Francisco and Honolulu.
Yesterday, the Japanese government also launched an attack against Malaya.
Last night, Japanese forces attacked Hong Kong.
Last night, Japanese forces attacked Guam.
Last night, Japanese forces attacked the Philippine Islands.
Last night, the Japanese attacked Wake Island.
This morning, the Japanese attacked Midway Island.
Japan has, therefore, undertaken a surprise offensive extending throughout the Pacific area. The facts of yesterday speak for themselves. The people
of the United States have already formed their opinions and well understand the implications to the very life and safety of our nation.
As Commander in Chief of the Army and Navy, I have directed that all measures be taken in for our defense.
Always will we remember the character of the onslaught against us.
No matter how long it may take us to overcome this premeditated invasion, the American people in the righteous might will win through to
absolute victory.
I believe I interpret the will of the Congress and of the people when I assert that we will not only defend ourselves to the uttermost, but will make
very certain that this form of treachery shall never endanger us again.
Hostilities exist. There is no blinking at the act that our people, our territory, and our interests are in grave danger.
With confidence in our armed forces–with the unbounding determination of our people–we will gain the inevitable triumph–so help us God.
I ask that the Congress declare that since the unprovoked and dastardly attack by Japan on Sunday, December 7, a state of war has existed between
the United States and the Japanese empire.


 The Pearl Harbor Address is one of the most powerful and quotable
speeches in United States history; simply by hearing the first words, most
American know exactly what they are listening to. The speech came at a
time when the rest of the world was in great turmoil due to the war raging
in Europe. While the United States had tried desperately to evade
engaging in this world conflict, the unprovoked siege by the Empire of
Japan thrust United States into military action. The attacks at Pearl Harbor
rank only second to 9/11 as the deadliest attack aimed at taking American
lives. Not only is this an historic text, it provides a great learning
opportunity for 5th graders studying the war. First, this speech and what
caused it, allows the students to understand why the United States was
involved in World War II. Second, this speech is straightforward and not
difficult to understand. thereby this allows the class to focus more on a
writing through history aspect, rather than simply reading comprehension.
It is also important to note that the students will have a prior
understanding of the war between the United States and Japan based off of
the lesson taught by the Anchor Text, “Unbroken.” The class has also been
through their 3 week expository writing unit.
Rationale


 “As Commander in Chief of the Army and Navy, I have directed that all
the measures be taken in for our defense…I ask that Congress declare…a
state of war between the United States and the Japanese Empire.”(FDR)
 - Based off of this excerpt, what does this tell you about the power of the
President of the United States. Write a short answer response and use text
evidence to support your answer.
 “Yesterday, December 7, 1941–a date which will live in infamy–the United
States of America was suddenly and deliberately attacked by naval and air
forces of the Empire of Japan…Very many American lives have been
lost…. Yesterday, the Japanese government also launched an attack against
Malaya. Last night, Japanese forces attacked Hong Kong. Last night,
Japanese forces attacked Guam. Last night, Japanese forces attacked the
Philippine Islands. Last night, the Japanese attacked Wake Island. This
morning, the Japanese attacked Midway Island.”
 Based off of this excerpt and your prior knowledge about the war between the
United States and Japan , what can you infer about the strength of the Empire of
Japan, and what does this tell you about their intentions. Write a 2-4 paragraph
essay explaining your stance.
Rationale Through
Excerpts


 5)(A) Analyze various issues and events of the 20th
century such as industrialization, urbanization, increased
use of oil and gas, the Great Depression, the world wars,
the civil rights movement, and military actions.
 18)(C) Write responses to literary or expository texts and
provide evidence from text to demonstrate understanding
 10) Reading/Comprehension of Information
Text/Culture and History.
 (15) Writing/Writing Process. Students use elements of
the writing process (planning, drafting, revising, editing,
and publishing) to compose text.
TEKS

Images of World War II, the Great
Depression, and the Dust Bowl


Rationale
 The gallery walk will be the last lesson in our unit of Overcoming
Obstacles. It will have the children begin with the imagine shown first, and
proceed one, by one, until the final one depicting the American victory in
Iwo Jima. The order of the pictures is very deliberate. Because the theme of
this unit is based around overcoming obstacles, it depicts America at a
time when she at her worst. Then goes one by one in chronological order,
to show the hardships and sufferings that Americans faced, through crop
failure, economic collapse and war. The final image is intended to show
America at one of her finest moments to drive home to the students that no
matter how bad things get, if you fight and never give up, things can
always get better. Most all of my students come from poor backgrounds
where life can be very difficult. I hope that his unit can show them that
they own the power to change their lives and make them better. The final
objective of this unit will be to have them answer the same question that
was presented in the Do Now, in a 5 paragraph expository essay (I’m not
the biggest fan of counting paragraphs but its school policy).

 15) Writing/Writing Process. Students use elements of the writing process (planning,
drafting, revising, editing, and publishing) to compose text.
 5)(A) Analyze various issues and events of the 20th century such as industrialization,
urbanization, increased use of oil and gas, the Great Depression, the world wars, the
civil rights movement, and military actions.
 (17) Writing. Students write about their own experiences. Students are expected to
write a personal narrative that conveys thoughts and feelings about an experience.
 (18)Writing/Expository and Procedural Texts. Students write expository and
procedural or work-related texts to communicate ideas and information to specific
audiences for specific purposes. Students
 (A) create multi-paragraph essays to convey information about the topic that:
 (i) present effective introductions and concluding paragraphs;
 (ii) guide and inform the reader's understanding of key ideas and evidence;
 (iii) include specific facts, details, and examples in an appropriately organized
structure; and
 (iv) use a variety of sentence structures and transitions to link paragraphs;
TEKS

Selecting Texts- Key Assignment. Overcoming Obstacles Through the Lens of History

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