UNIT X UNIT 6 | 211 Reading • Use new vocabulary Direct students to locate stamp on page 211. Ask: What is a stamp? Does it matter what image is on a stamp? How could you honor someone with a stamp? Discuss the idea of honoring someone by putting their image on a stamp. Say: If you want to honor someone, you want to let people know about them and see their image. A good way to honor someone is to put their image on a stamp because many stamps are printed and almost everyone sees them. Point out that good readers understand the different meanings of new words they learn to better understand what they read. • Connect to self Have pairs discuss how they feel when they help their country Ask: Have you ever helped your country? How did you feel afterwards? (patriotic) • Make predictions Remind students that making predictions and reading on to confirm or revise their predictions is a strategy that good readers use to better understand text. Have students make predictions about who else they will read about. For example, ask: What other kinds of people do you think we will read about? What did important Americans do to build this country? • Check In Ask and answer text-based questions Have pairs ask each other the questions and reread pages 210–211 to find the answers. ANSWERS Sample answers: 1. I learned that a stamp was created to honor Salem Poor’s role in the American Revolutionary War. 2. Salem Poor was a soldier in the American Revolutionary War who had been a slave. He is important because he was brave in the war and because he was an African-American man who was honored by the government. PRACTICE DIFFERENTIATED INSTRUCTION Scaffold Pair students who are developing reading fluency with those who are more fluent. Have the more fluent readers read aloud a paragraph first. Then have the developing readers imitate their peers’ pronunciation, intonation, and pace. Amplify Provide access to additional information about African-Americans and Native Americans who fought in the American Revolution. Ask students to compare and contrast both minorities’ roles in the revolution. In 1775, Salem joined the Continental Army. Later that year, he was in the Battle of Bunker Hill. One hundred men in that battle were African American and Native American. Poor was very brave in the battle. Many officers wrote to the government. They encouraged the government to honor him. He got one of the highest honors in the American Revolutionary War. Near the end of 1775, General George Washington declared that African-American men could no longer join the army. Salem Poor was forced to leave. But the governor of Virginia was loyal to the British. The governor offered to free any slaves that joined the British Army. This caused George Washington to change his mind. He declared that African-Americans could serve in the Continental Army. Salem showed true patriotism in rejoining the Continental Army without hesitation. He fought in several battles until 1780. The 200th anniversary of the Battle of Bunker Hill was in 1975. A stamp was made with Salem Poor on it for the anniversary. GLOSSARY anniversary a date we celebrate because of an important event CHECK IN 1. Ask questions Look back at your K-W-L chart for Salem Poor. Did the text answer one of your questions? Explain. 2. Summarize Who was Salem Poor? Why was he important? 211 UNIT 6 Great Americans UNIT 6 / READING
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