This document provides guidance for a lesson on summarizing and analyzing a chapter from the book "Heart and Soul". The lesson includes: 1. Having students do a close reading of chapter 5 and summarize the key events. 2. Analyzing vocabulary words and discussing questions to understand themes around how African Americans were treated after the Civil War. 3. Identifying language choices the author made and how they shape meaning. 4. Writing an opinion paragraph explaining why students think Reconstruction did not work well, supported by evidence from the text.

1. Reading
Objectives:SWBAT determine a theme of a story from details in the
text, including how characters in a story respond to challenges; summarize
the text.
• Determine the meaning of words and phrases as they are used in a text.
•CCLS: RL.5.2, RL.5.4
Unit: 2 Lesson: 5
Module: A
Today we will be doing a
Close Reading
of Chapter 5
Essential Questions:
• How does the inclusion of visual elements in text contribute to meaning,
tone, and perspective?
• How is theme revealed through details of the text?

2. First Read
Let’s explore the text!
• Preview Chapter 5.
• The chapter will tell about the events that took place after the
Civil War ended. The end of the previous chapter described how
Lincoln was shot and killed, and that his vice president, Andrew
Jackson, became president.
• Pay attention to the paintings and use them to predict what the
lives of African Americans might have been like during this
period.

3. Shared Reading Routine
Focus: What is the “gist” of the text?
Together we will read Heart and Soul, Chapter 5.
Focus on understanding the basic events described in
the text and how they affected African Americans.
Be prepared to discuss the following questions when you
are done with the reading:
• What did the Freedmen’s Bureau do?
• What is “the Sickness”?
• What questions do you have?

4. Second Read
When you reread Heart and Soul, focus on key ideas that
develop the events described in the text.
Be prepared to discuss the following questions when you are done
with the reading:
1. Look at the title of this chapter: Reconstruction. What word does this word
Remind you of? What does construction mean? What does the prefix re- mean,
as in reread or rewrite? What do you think reconstruction means?
2. Compare the picture on p. 38 with earlier pictures on p. 14 and p. 22. What do
you notice? What does this suggest about the lives of some African
Americans after the war?
3. Find the word sharecropper on p. 43. What two words appear inside this
word? What do those words have to do with what sharecroppers did?
4. On p. 43, the narrator says that sharecropping “Wasn’t much different from
slavery. ”How was it different from slavery? How was it the same?

5. Focused Reading
Text-Based Vocabulary
• cultivate, p. 43
• contradict, p. 43
• progress, p. 43
Vocabulary Routine:
1. Read the sentence containing the word.
2. Identify context clues about its meaning within the passage.
3. Look up the word in a dictionary and read the definition.
4. Use the word in other ways.
*After we review these words, write your sentences on p. 84 in your Reader’s and Writer’s Journal.*

6. Focused Reading
Text-Based Conversation
Go back to Chapter 5 to identify important
information have about how African Americans
were treated during Reconstruction.
• What happened in the South after the Civil War?
• What different ideas did people have how African Americans
could participate in the economy after the Civil War?
• What positive changes were made in the South after the
Civil War? Explain.

7. Focused Reading
Team Talk Routine
Was the Freedmen’s Bureau helpful to
African Americans? Use details from the text
to support your answer.

8. Language Analysis
Craft and Structure
Reread the text to better understand the author’s
language choices and how they shape meaning.
A writer uses precise words to reinforce and
emphasize their ideas or to create vivid images.

9. Language Analysis
Cite Text Evidence
Focus on two examples of precise word choice.
• Look for the phrase bright idea on p. 39. Does the narrator think that sending
black people to Africa is actually a good plan? How can you tell?
• On p. 43, the narrator says that Pap’s old master was “a crook.” What other
words could the narrator have used? Why do you think the narrator chose crook
instead of these other words?
• What image does the narrator use to show the value of the Confederate
dollar? What makes this image effective?
Focus on the last sentence at the bottom of p. 39 and the top of p. 43.
•What image does the narrator use to show the value of the Confederate dollar?
•What makes this image effective?

10. Independent Reading
Language Analysis
Work independently to complete your own language analysis
of a passage from the last two paragraphs of Chapter 5.
Writing in Response to Reading
Turn to page 85 in your Reader’s and Writer’s Journal and read
the prompt: Reread Chapter 5. Use details from the text to write
an opinion paragraph explaining why you think Reconstruction did
not work well for African Americans.

11. Small Groups
It’s time to get into our groups!
Please see me if you don’t know what
group you belong in.

12. Writing
Opinion Writing
Objectives:
• Provide logically ordered reasons
that are supported by facts and
details.
• Demonstrate command of the
conventions of standard English
grammar and usage when writing.

13. Writing
Opinion Writing
A writer uses reasons and evidence to support an
opinion. This technique strengthens the writer’s case
and helps to convince readers that an opinion is valid
or worth reading.
• What idea or ideas is the writer trying to express?
• What facts or evidence seem to support that idea?
• What reasons does the writer use to support an opinion?

14. Writing
Analyze the Model
The narrator uses reasons and evidence to support her opinion that
injustice is harmful and its effects are overwhelming. Read pp. 43–45. In
these pages, the narrator gives evidence to show how injustice
continued even after slavery was abolished. The narrator includes
evidence from Pap’s life to support her opinion, such as the second
paragraph on p. 43.

15. Writing
Analyze the Model
On p. 45 the narrator uses factual events and details from the past to give
further evidence and reasons about how and why African Americans continued
to suffer injustice.
By combining reasons and evidence, the narrator emphasizes her opinion.
Merely stating an opinion isn’t sufficient—you must offer logical, relevant
reasons and evidence to show why an opinion is valid. The narrator presents
her reasons and evidence to create a distinct emotional impact and support her
opinion about injustice. By using reasons and evidence, the reader can easily
understand why injustice is both harmful and overwhelming.

16. Writing
Conventions Focus: Prepositional Phrases
A prepositional phrase always begins with a
preposition and ends with a noun or pronoun.
Prepositional phrases do not contain verbs.
Prepositional phrases may include adjectives or more
than one noun.

17. Writing
Independent Writing
Write two or three paragraphs in your Reader’s and Writer’s
Journals, p. 90, that develop your opinion statements from
the previous lesson.
Be sure to:
• gather supporting evidence, such as facts, details,
quotations, and other information.
• use the evidence to develop at least three reasons that
support your opinion statements.
• organize the reasons in a logical order.