Pirate Page, Argghhh!

Pirates in Historical Fiction and Nonfiction: A Twin-Text Unit of Study

After reading this article, I must say that I am very excited about beginning the Pirate Unit.  The way the Pirate Unit is described, it seems as though it’s going to be a very beneficial, yet inrtiguing lesson to partake in.  It seems like an intersting as well as an effective way to integrate reading, language arts, and social studies for students, as well as helping to distinguish the different between fiction versus non fiction.  It will give them the opportunity to do something a different with the material, all while learning about pirates.  My favorite idea from the lesson was allowing each student to start their own “Pirate Diary Notebook”.  It’s a great way for students to jot down what they know, what they want to know, and what they learn, also known as KWL Chart.  This will not only teach them all the information they need to know about Pirates, it will allow them to practice their writing, reading, and answering question skills.  Also, having them keep a “Pirate Dictionary” in the back of their notebooks incorporates the learning of new vocabulary throughout the unit.  This Pirate Unit sounds like a enjoyable and educational unit all in one, which is exactly what students need.

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Swashbuckling Adventures on the High Seas: Classroom Activities for a Unit on Pirates

Wow!  What great classroom activity ideas discussed in this Pullout.  Going along with what I talked about in the previous post, having each student keeps their own “Pirate Diary Notebook” is a great way to keep them engaged and to help them comprehend what they are reading.  Using the Double Entry Diaries is something very imporant, that I would have probably not thought about.  It is essential for students to understand what they are reading, so having them pick certain quotes or sentences from each book and write what they mean to them is a fabulous way to assess whether or not their getting it.  It is also a place where students can express their personal thoughts and opinions about what they read.  

Moving to the next activity, Individual Research, is yet another fabulous idea.  I can’t imagine any child not being at least somewhat interested in Pirates, therefore having them research specific ones can only trigger their interest even more.  They can learn anything and everything they want to know about Pirates, including what they wear, what they eat, how they act, what their lives are like, etc.  They can apply what they learn about, not only to to the next activity, but also to other curriculum areas in their future.

The last activity, using the Data Retrieval Chart, seems like it would be loads of fun for students.  Being able to create a “WANTED” poster for the specific Pirate they researched would be a way for them to show what they learned.  Having them draw a picture of their Pirate to go along with their poster helps to incorporate art into the lesson and bring out the creativity in each student, which is always very important.  Students can use this time to be very creative in designing their particular pirate, while incorporating ideas from their previous research. 

This Pirate Unit sounds so exciting for students and for teachers.  I look forward to completing this unit and to see how well it goes.  Who knows, maybe one day I will use it in my own classroom!

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Internet Workshops and Blog Publishing…

The most important concept I gained from reading this article is how important it is to incorporate technology into the classroom.  During this day and age, everything and everyone is turning to technology to get things done, so students have to be educated and prepared to enter the technilogical world.  There are many ways teachers can introduce technology into the classroom from something as simple as having students type their assignments instead of writing them or using email as a way of communication to doing something such as using internet workshops and creating classroom blogs. 

Before reading this article, I had no idea what internet workshops were, I had actually never heard of it.  Shortly into the reading, I was beginning to not only understand what internet workshops were, but also how beneficial they could be in the classroom.  They can give students the opportunity to choose (or be given) a topic to research and investigate, thus learning lots about that particular topic.  The actual purpose of these workshops is to allow students to explore several websites, which need to be appropriate and child-friendly, to find information regarding a specific topic.  This would allow them to gain so much more information from diverse resources, rather than using one website to find their information.  At first, this concept could be a little confusing to students, so I think it’s very important to model doing this in front of them.  It will help them to better understand what they are expected to do and how they are to do it.

Blogging, which was also something fairly new to me before entering this class, RE 4030, is also a fantastic idea for teachers to take advantage of in their classroom.  It can be the teacher’s decision whether s/he would like to have one blog for everyone or for each student to have an individual blog.  This will provide a place for students to submit their thoughts, opinions, ideas, etc. for other people to view.  They can use it informally to write a list of their favorite things to do on the weekend, or formally to turn in a written assignment (possibly about something they completed through the internet workshop )  It will allow students to play around on computers and with the internet, thus getting them more acquainted with and comfortable with using technology in their lives.

This is such a great article for pre-service and in-service teachers to read because no classroom can have too much technology.  It is essential for students to learn as much as they can while in school, after all, that’s why their there.

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The Not-So-Jolly Roger

The Not-So-Jolly Roger book was so much fun to read!  It drew me in right from the beginning, thus I’m sure it would catch the attention of many children.  It was a great plot to follow, including the time machine and the encounters the boys had with Blackbeard himself.  The book kept me interested and guessing what would happen next.  It is also a good informative book – meaning it gives lots of accurate information about Blackbeard.  Many of the details describing Blackbeard that can be found in the book, are also on the National Geographic website.  It’s always beneficial to have children read informative books, but even better to have them read informative books that they are fascinated by.  This would be a great book to use in an elementary classroom, whether in conjunction with the pirate unit or on it’s own.

Blackbeard the Pirate: Internet Workshop – I also thoroughly enjoyed being able to participate in this internet workshop.  Before beginning our lesson on using internet workshops with elementary students, I had never heard of them.  After exploring what an interinet workshop is and how it greatly benefits children, I am hooked.  I plan to use an internet workshop in my CI 4000 Unit, and I will definitely be using them in my future classroom.  It is such a great resource for teachers to use to not only engage the students from the beginning, but also to keep them engaged.  Overall, I love them!

Step 1 –

Refer to Data Retrieval Chart (DRC)

 Step 2 –

 Boom:

1)  In this section, Blackbeard and his crew are attacking a ship.  They are firing cannons and pistols, using swords, starting fires, etc. to defeat the sailors.  The sailors are attempting t flee because they are terrified of Blackbeard and his crew. 

 2) The pirates boarded the sailor’s ship to attack the sailors and to steal all of their goods, including treasure, coins, jewelry, etc.

 3)  Blackbeard:

            -most dreaded pirate ever

            -tall and lean

            -burning pieces of rope among his hair

            -wore sashes stuffed with pistols and daggers

            -wore black ribbons in his braided hair and beard

 It was a Reign of Fear:

1)  Pirates would typically attack ships during the dim light of dawn because the pirate ships were hard to see.

 2)  When attacking a ship, Blackbeard and his crew would first determine the nationality of the ship.  They would then raise that country’s flag to appear friendly.  As the pirate ship got close to the unsuspecting ship, Blackbeard would raise his flag at the last moment.

            a)  By first targeting the sailor at the ship’s wheel, it would ensure that the ship would not be under the control of the crew being attack, therefore Blackbeard’s crew could grab it with hooks, pull it closer ,and climb aboard.

            b)  To determine any particular ship’s nationality, the pirates simply had to look at the ship’s flag that was flying.

 Blackbeard was British:

1)  Blackbeard’s real name was Edward Teach.

 2)  Blackbeard was born before 1670.  As a young man, he served on a British privateer that was based in Jamaica. 

 3)  Privateers were privately owned armed ships hired by the governments during time of war.  There mission was to attack ships of the enemy, killing sailors, taking hostages, and stealing goods.  Their payment was typically that of what they stole, as well as what they were paid by the government they worked for.

 4)  During the Spanish Succession War, Teach gained a lot of experience as a sea robber.  He then joined a fierce group of Caribbean pirates.  He soon became captain of his own ship, one he had actually stolen.

 Most Merchant Ships:

1)  Most merchant ships carried little, if any, actual treasure.  They typically carried grain, molasses, kegs of rum, supplies of rope, tools, and ammunition. 

 2)  Blackbeard built a reputation as the most frightening of pirates.  He had a very distinct black beard and hair, which was braided and tied with black ribbons.  He would stuff burning rope under his hat to appear more ferocious.  He was feared by many.

 3)  When Blackbeard attacked the cargo ship in Charleston, SC, he locked the many hostages (most wealthy and many children) in the dark hold of the ship.  He threatened to kill them if all the people in the town of Charleston didn’t come up with a ransom – a medical chest filled with remedies.  As the deadline passed, the hostages became frightened and the pirates prepared them for hanging.  At the last minute, the town came up with the medical chest, but before releasing the hostages, Blackbeard stole all their jewelry and clothes.

 4)  Blackbeard would most than likely want a medical chest to help keep his crew, and himself, alive and healthy. 

 Blackbeard made a Home Base:

1)  Blackbeard made a home base in the North Carolina colony, near a string of islands known as the Outer Banks.  Having a home base here allowed him to easily prey on American ships traveling the coast.

 2)  The colonists tolerated Blackbeard’s behavior simply because they like to purchase the goods that he stole.  His goods were typically cheaper than those being imported from England, so the colony officials “overlooked” his process of importing.

 3)  Having such a huge pirate bash and inviting so many pirates caused the word to spread quickly.  The governor of Virginia got wind of what was going and decided he had to stop Blackbeard and devised a plan to do so.

 Spotswood sent two sloops:

1)  By seeing Lieutenant Robert Maynard of the Royal Navy sailing towards him and knowing that only sandbars separated the two of them, Blackbeard knew he was trapped.  He knew that by morning, the sandbars would be submerged by water and the navy ships could reach the pirate ship.

2)  Even though Blackbeard was very calm about the upcoming attack, his crew members were nervous.  They stock piled ammunition on the ship’s deck and soaked blankets in water in preparation to put out fires.  They also spread sand on the decks to soak up blood from the fighting. 

 3)  Instead of outrunning the navy ships, Blackbeard just waited at his ship’s wheel.  When Maynard’s crew started moving towards the pirates, Blackbeard told his crew to set sail.  He headed straight for the beach, but quickly directed the ship through a narrow channel between the beach and a barely visibly sandbar.  The navy ship, not seeing the sandbar, crashed into it. 

 4)  Maynard’s crew threw barrels of food and water overboard, which allowed the ship to float over the sandbar.  He ordered his crew to go below deck with swords and pistols and be ready to attack.  Blackbeard’s men threw grenades onto the seemingly deserted navy ship.  The pirates then boarded the ship, and were surprised to find the navy crew ready to attack.  Blackbeard and Maynard came face to face, both shooting their pistols; Blackbeard missed, Maynard shot Blackbeard.  Even with a gun shot wound, Blackbeard was able to swing his cutlass and break off Maynard’s sword blade.  Right then, a navy crew member came up behind Blackbeard and slashed his throat.  That was the end of Blackbeard!  His head was then tied to the bow of Maynard’s ships to warn other pirates.

 5)  Maynard searched for Blackbeard’s treasure, but only found supplies and letters.  When Blackbeard died, so did the secret of his treasure.  I’m sure that Blackbeard had buried treasure of some kind, and still to this day it hasn’t been found.  It is a mystery and will more than likely remain a mystery.

 Step 3 –

 Refer to Data Retrieval Chart (DRC)

            -Other books:

                        http://www.teachshole.com/exhibit.htm

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Double Entry Diaries (DED) – Pirate Diary

After reading the Pirate Diary: The Journal of Jake Carpenter handout, I must say that I am pretty excited to be able to experience this assignment.  On paper, it seems like it’s going to be such a fun and interesting assingment, so I can’t wait to see how it actually turns out (which I’m sure will be great ).

Myself, being a very organized type of person really enjoys the fact that the assignments are laid out very clearly section by section.  This wouldn’t only help the teacher stay on track, it would also greatly benefit the students because their expectations and directions are very clear for them to follow.  Having students participate in this activity will also help them to better understand what they are reading because they are required to make diary entries from every section they read.  It will keep them on track with what is going on within the book and help them to follow along easily. 

Sometimes I feel as though I’m being repetitive by saying things like, “I am excited about the pirate unit” or “The pirate unit is going to be lots of fun”, but I truly do look forward to continuing this pirate unit in the weeks to come.  I stronly feel as though I have and will continue to learn so much from this experience and I will be able to take a fascinating unit topic with me when I begin teaching!

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I Am – Blackbeard (Draft)

I am Blackbeard, the most dreaded pirate of all time.

I wonder how much treasure I can swipe today.

I hear a ship coming my way.

I see a Spanish flag flying in the air.

I want everything they have.

I am Blackbeard, the most dreaded pirate of all time.

 

I pretend to be their friend by raising their flag.

I feel greed overcome me.

I touch the lives of many, in good ways and bad.

I worry that one day I may be defeated.

I cry out when I don’t get what I want, which rarely happens.

I am Blackbeard, the most dreaded pirate of all time

 

I understand the fear those have of me.

I say that I deserve what I fight for.

I dream about rolling around in all my fortune.

I try to be the best pirate I can be.

I hope my legacy lives on.

I am Blackbeard, the most dreaded pirate of all time.

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I Am – Blackbeard (Revised)

This image retrieved on October 8, 2009 from:

http://wpcontent.answers.com/wikipedia/commons/c/ca/Blackbeard.gif

I am Blackbeard, the most dreaded pirate of all time.

I wonder how much Pieces of Eight I can swipe today.

I hear my ship – the Queen Anne’s Revenge – moaning as it makes its way through the rough waters of the Atlantic Ocean.

I see a Spanish flag flying on the ship of my prey.

I want all of the goods they posses.

I am Blackbeard, the most dreaded pirate of all time.

 

I pretend to be their friend by raising their flag.

I feel greed overcome me.

I touch the lives of many, in good ways towards the colonists and bad ways towards those I attack.

I worry that one day I may be defeated.

I cry out when I don’t get what I want, which rarely happens.

I am Blackbeard, the most dreaded pirate of all time.

 

I understand the areas that surround me, which would be known to others as the Spanish Main.

I say that I deserve what I fight for, but others don’t.

I dream about rolling around in all my fortune.

I try to win my battle with Lieutenant Robert Maynard, but I don’t succeed.

I hope my legacy lives on forever.

I am Blackbeard, the most dreaded pirate of all time.

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Pirate Diary

 Section 1:

 Part A – Pirate Diary: The Journal of Jake Carpenter

 1)  Piratical and Nautical Terms Entry

 2)  Double Entry Diary (DED) – Pages 1-21

Quote: “Eat them in the dark.  Or if you cannot wait until nightfall, tap them on the deck.  This knocks the worms from their homes. “ (Page 15)	Reaction: It’s nearly impossible for me to imagine the things Jake describes about his experiences, especially when it involves the food he had to eat.  Having to eat at night to avoid being able to see the worms in it is disturbing to me as the reader, so I’m sure it was horrifying to Jake.
Quote: “Such finery is no use on a ship, and there’s precious little space aboard to stow’em.” (Page 7)	Reaction/Question: Jake was so used to his life as the son of a doctor, not the life of living on a ship.  He had prepared to take so much stuff, most of which he couldn’t end up taking.  He was informed to only take the bare minimal because there was no room on the ship.  I wonder what kinds of things Jake originally packed?  How about the things he actually ended up taking?
Quote: “I do not want to write about today’s evil acts, for they pain me so much.  Yet I must, for I mean this journal to be a true and complete record of my voyage.” (Page 19)	Reaction: When reading this, I immediately felt so horrible for Jake.  I’m sure he couldn’t help but feel it was his fault for what happened to his uncle Will; but he has to remember that Will was standing up for him because he wanted to.
Quote: “Will’s tormentors then bundled him into the skiff, the smallest of our three boats – I heard the splash as it was lowered.” (Page 19)	Question/Infernece: What do you think happened to Jake’s uncle, Will?  Because he “stood up” to the captain to avoid seeing his nephew punished, Will was put into a small boat without many supplies and left for dead.  Before reading on to find out what happened to Will, I already feel confident that he will eventually die.

 

Part B – What If You Met a Pirate?

 1) A. Who got to be a pirate? (Page 6-7)

            -Pirates were sea robbers

            -Many pirates had letters of Marquee (Mark) with made them Privateers

            -A privateer was considered a “private warship” 

            -Pirates were hanged, but privateers were official

            -Many pirates were previously a part of England’s Royal Navy that had ran away

            -Pirate captains were elected (and fired) by their own crew

            -Pirates followed strict rules while at sea, including no stealing from each other,     no gambling, drunkenness, fighting or stealing, and no sleeping on duty.

            -No women were allowed on board

B. What did a pirate ship look like? (Page 10-11)

            Contrary to belief (and what is portrayed in movies), pirates desired to have small boats that they could hide in rivers and marshes.  They would dart out, typically at night to take larger boats by surprise.  Pirates also wanted weatherly boats (such as sloops or schooners) that could sail closer to the direction of the wind, rather than the heavy, square-rigged warships.  Typically when traveling, many pirates were packed into small boats.  There were many different types of boats, some including frigates, brigs, schooners, sloops, and longboats.

C.  What about plunder? (Page 22-23)

            Plunder was the “stuff” that pirates stole.  They didn’t always take only silver or gold; they would take anything they could get their hands on.  They would then take this plunder into towns to be sold to the colonists.  The colonists enjoyed this because it allowed them to purchase goods for low prices – which they couldn’t do through England. 

 2)  Double Entry Diary (DED)

Quote: “Being a pirate was, in some ways, better than most jobs.” (Page 6)	Reaction/Connection: I can’t really understand how being a pirate was better than many other jobs at this time.  Maybe because I didn’t actually experience life during this time, but it seems as though life a piratical lifestyle wasn’t so easy.  They encountered fighting, robbing, and murdering many days of their lives – which doesn’t seem to pleasant.
Quote: “Pirates didn’t want big ships, and they didn’t want to fight at all.”  (Page 10)	Reaction: Before reading this section, I would have assumed that pirates wanted/needed big ships for several reasons.  One reason being that a larger ship would intimidate the ships that were being attack more and the second reason being that they would need room for booty.
Cause: “These bazaars’s offered the locals a chance to buy foreign luxuries that English colonies weren’t allowed to import. This passage is referring to English colonies and their inability to import certain luxuries they desired.  Often, when they were able to import these goods, the taxes they were required to pay were so high that they weren’t able to afford these products. (Page 22)	Effect: “A schooner or brig would sail into the town landing and set up shop on the dock.  The prices were good because no taxes were being paid.This passage is a direct effect of English colonies not being able to import certain luxuries that were desired by colonists, mainly because of the high taxes.  These pirate bazaars provided an opportunity for colonists to buy luxury goods for little to nothing without being required to pay high taxes on them.

 

Section 2

 Part A – Pirate Diary: The Journal of Jake Carpenter

 1)  Piratical and Nautical Terms Entry

 2)  Double Entry Diary (DED) – Pages 21-37

Quote:  “The lookout saw the ship I first spotted yesterday.  She seems to be sailing a similar course to us.” (Page 21)	Inference: I believe this is a pirate ship that is making its way towards the Greyhound.  The crew members aboard the Greyhound should probably begin preparing for the attack they will encounter in the near future.
Quote: “Most of my shipmates are delighted at the ship’s capture.  As one put it, “Now the flogging will stop.” (Page 23)	Reaction: It is hard to imagine how bad the everyday lives of these crew members much have been in order for them to be excited that their ship was taken over by pirates.  This is just a little insight into the hardships they had to encounter from day to day.
Quote: “We left the island today, but not before leaving behind the captain and second mate.  This is the meaning of ‘marooning’ that I heard the pirates speak of.” (Page30)	Reaction: When first reading this, I couldn’t believe that they left Captain Nick and second mate Dan marooned on the island.  Once I thought more about it, I thought that it seemed to be a pretty fair punishment, especially considering they just received the same punishment that they had given to another man.
Quote: “Thus I escaped, as scared as a rabbit in a snare, but otherwise not harmed.” (Page 29)	Simile: This particular passage is comparing two things, Jake and a rabbit.  It helped the reader to imagine Jake scurring away quickly just as rabbits tend to do.  I thought this was a brilliant simile to include because children tend to show interest in animals, thus allowing them to understand how Jake compared to a rabbit.

 

Part B – What If You Met a Pirate?

 1) A. What if you met a pirate? (Page 2-3) 

            According to this book, if you met a pirate, you might encounter someone dressed in a fancy coat and a feathered hat.  Of course he would also have lots of weapons, including pistols, cutlasses, and daggers.  Upon his shoulder would sit a parrot, and he would have only 1 eye (the other covered with a patch) and 1 leg (the other being a wooden peg).  He wouldn’t be a good looking man, but instead he would be very ugly with large eyebrows and a face covered with scars.  Meeting a pirate seems like it might be a pretty scary situation, if you ask me!

 B.  How would you know a real pirate? (Page 4-5)

            If you met a real pirate, you would certainly know – or maybe you wouldn’t; after all pirates appear to be normal sailors.  Their attire usually consisted of normal sailing clothes, a cloth cap, wool or cotton coats and pants, etc.  They would typically be dirty from the lack of baths they take.  They would also be performing many other duties besides pirating.  In between pirate attacks, they would work on keeping the boat in good condition, including getting water out of it, patching sails, painting things on the ship, etc.  They aren’t what you see portrayed in movies or on television, that typical “pirate look”.

 C.  Who was who aboard a pirate ship? (Page 16-17)

• Bosun – short for boatswain; he and his bosun’s mates made sure everything on the ship was in good condition.
• The Master – had a special duty, navigation (knowing the vessel’s location at all times)
• The Leadsman – stood at the forechains (the rigger at the base of the foremast) where he determined the depth of the water
• Jack o’ the Dust and Jemmy Ducks – Jack kept the ship’s biscuit safe, dry, and away from rats; Jemmy took care of the chickens and ducks
• Sails – those who made and repaired sails
• Cooper – made the barrels
• Sparks – the vessel’s blacksmith; made bolts and rings for the rigging and took care of the cutlasses, pikes, and axes
• Chips – the vessel’s carpenter; repaired storm and battle damage, plugged holes, and kept the ship’s small boats in good shape
• Guns – the gunner; the expert in charge of the vessel’s cannon, pistols, and muskets.

 D.  Enough cooking and sewing!  What about cannon? (Page 18-19)

            Some weapons that were used on pirate ships consisted of, short swords called cutlasses, boarding axes, pikes (long staffs with points and hooks on the end), pistols, muskets, and cannons. 

            Pirate cannons were used to cripple the ship they were after, without hurting the prize too much.  There were several different types of cannon shots; including those that were meant to put holes in the prize’s hull, those that meant to cut up the prize’s rigging so it couldn’t sail away, and some meant to murder.

E.  How did pirates attack? (Page 20-21)

            Pirates often planned surprise attacks, especially while the ship they were planning to attack is traveling through a narrow passage at night.  They would sometimes hoist the flag of a peaceful nation or the same as the ship they were attacking to appear friendly.  When they got close to the ship they were attacking they would hoist their Jolly Roger flag and begin their robbing tactics.  When surprising their prey didn’t work, they would attempt to terrify the sailors, which often worked very well.

 2) Double Entry Diary (DED)

Quote: “Among pirates, unlike society ashore, each pirate had an equal share in decisions and in the booty.” (Page 16)	This was pretty shocking, because I had imagined that their would be a hierarchical system on the ship – with the captain taking the most shares of the booty, the first mate taking the second largest share, and so on.  However, this wasn’t the case.  Everyone on the ship shared equally what they gathered.
Quote: “Pirates weren’t as bloodthirsty as their legends would have you believe.” (Page 18)	I found this interesting because pirates really are usually portrayed as being “bloodthirsty” people who sail around the ocean killing those they come into contact with.  In reality, pirates didn’t have the intentions of killing those they encountered, they simply wanted their goods and people just often got killed in the process.
Cause: “False flags disguised a pirate vessel.  Pirates might fly the flag of a peaceful nation.  They would hide men below as they sailed sweetly up to the prize.This passage describes one common cause for ships being attacked.  Pirates would hoist a peaceful nation’s flag in an attempt to convince other ships to come near the pirate ship.  As soon as they neared, the pirates would hoist their Jolly Roger and attack the ship. (Page 20)	Effect: “The real trick was to take a prize without getting a lot of people killed – your own pirates or the sailors on the prize.  There were a couple of ways to do this.  Surprise was the best.This passage describes how pirates used “surprise” tactics to attack other ships in order to steal many goods.  They used these methods, such as hoisting a peaceful nation’s flag, to steal goods and destroy other ships.

 

Section 3

 Part A – Pirate Diary: The Journal of Jake Carpenter

 1)  Piratical and Nautical Terms Entry

 2)  Double Entry Diary (DED) – Pages 37-54

Quote: “The flogging had left my back like a piece of raw meat, but in time it healed.” (Page 54)	Simile: In this passage, a simile is used to compare Will’s back to a piece of raw meat.  While on the ship, Will had been beaten for taking the wrath for his nephew Jake.  He was beaten so terribly in the back that it was similar to a piece of raw meat.
Quote: “The flames in the rigging are a kind of lightening.  There’s even a name for them: Saint Elmo’s fire.” (Page 42)	Reaction: I was surprised when I read that sailors feel as though they have their own God they can call on when in need, Saint Elmo’s fire.  This fire is actually the flames that can be found in the rigging of the ship, but sailors just refer to it as their God.
Quote: “As he [Noah] lifted it, something shiny clattered into the boat.  I called out, ‘Wait Ben! You’ve dropped something!’ We all stared into the bottom of the boat – and there lay the Dutch saw Adam had lost!” (Page 46)	Question/Inference: This passage can leave suspicion in the mind of the reader; for example, what was Ben doing with the Dutch saw that had been missing?  In my opinion, Ben had attempted to sabotage Noah by sawing the rail where Noah stood each day to smoke because Noah had taken Ben’s place as captain of the ship.
Quote: “As I listened to the creaking timbers, it seemed to me that our ship was alive, breathing and signing as she pitched in the ocean swell.” (Page 42)	Personification: This particular passages strongly displays personification.  Jake refers to the ship as being alive and he gives it characteristics of something that is living, including breathing and sighing.  As a reader, I know this isn’t a possibility, but it certainly does make the text more interesting.

 

Part B – What If You Met a Pirate?

 1)  A. How did pirate ships sail? (Page 12-13)

     B.  What did pirates do all day? (Page 14-15)

     C.  Where did all those pirates go? (Page 30-31)

 2)  Double Entry Diary (DED)

Quote: They chose fast, nimble ships that could swoop quickly down on merchant vessels and get away from men o’ war trying to catch them.” (Page 12)	Reaction: It’s interesting to read about pirates choosing fast, nimble ships because when I typically think about pirates – I picture huge sailing ships that don’t appear to be very fast.  However, it makes a lot of sense that pirates would need fast ships for their “job”.
Quote: “Buntlines were used to haul up parts of the sail like a curtain.” (Page 14)	Simile: In this simile, the ship’s sails are compared to curtains.  Buntlines were used to lift the heavy canvas sales up into the air and hang them like curtains on a window.
Quote: Life aboard a ship was unhealthy.  Germs had not been discovered yet, and often half a vessel’s crew might die of typhoid, just because they didn’t wash their hands.” (Page 30)	Reaction/Connection: This passage struck me as something that could be used to teach a life lesson.  It is very important for everyone to wash their hands regularly to help avoid spreading germs and illness.  Without being aware of this, many pirates lost their lives.  If they would have simply known this, many lives could have been saved.

 

Section 4

 Part A – What If You Met a Pirate?

 1)  Who were the colonists?

            Colonists were those from England who came to the New World in hopes of religious freedom and cheap farmland.  They were tired of being controlled by the royalty in England and wanted lives of their own.  Life for the colonists was often very difficult, especially when it came to the weather, food, and sickness.  Some were even killed by Native Americans whose land they had settled on.  Although the colonists wanted to be free from England, they still had to abide by certain laws and were taxed on certain goods, which eventually led to the Navigation Acts. 

2)  What are the Navigation Acts?

            The Navigation Acts (1651) were a set of laws that forced the colonists to only trade with England, and only use English ships with an English crew.  These acts arose when Britain wanted to gain some of the colonists’ prosperity and decided to tax and control trade of the colonies. 

 3)  How did the colonists feel about Navigation Acts?

            The colonists didn’t like the Navigation Acts because they were forced to accept low payment for the goods they sold.  However, many colonists often chose to ignore the acts and they sold their goods wherever they could make the most (even if it included sailing to the Caribbean ports where the French were located).  The colonists justified this as being fair business, while the British government thought of it as smuggling.

 4)  Who were freebooters?

            Freebooters were pirates during the colonial days of North America that provided an important service.  They were considered to be smugglers, and they supplied untaxed goods to the colonists.  Freebooters were often welcomed at most English colony ports in North America.  Colonists typically turned to these freebooters because they [the colonists] weren’t allowed to sell their goods to other nations and they were weary of paying high taxes that were required by England.  Freebooters flourished during this time due to the Navigation Acts put into place by England.

 5) Describe the relationship between the colonists and the pirates.

            Colonists tolerated, and were overall grateful for, pirates being in their seas because this allowed them to get their hands on luxury goods that they otherwise wouldn’t have had.  Very often, pirates would have a pirate bazaar where they set up shop on land.  This allowed pirates to sell booty they had collected from the seas to the colonists at low prices.  It appeared to be a win-win situation for both the pirates and the colonists.

 

Part B – What If You Met a Pirate?

 1)  What did you learn about the different kinds of pirates?

            There were many different types of pirates, including but not limited to, Privateers (aka Seadogs), Buccaneers, Viking Raiders, and Corsairs.  Privateers were those who held a Letter of Marque and were appointed by their nation’s government to attack enemy ships and steal all of their goods.  It is often debated whether Privateers are considered to be pirates or patriots.  Buccaneers, which may be one of the more well known types of pirates, were those who focused their piracy in the Spanish Main.  There most famous pirate was Edward Teach, better known as Blackbeard.  Viking Raiders contained their pirating on the coast of Europe.  They are originally from Scandinavia.  Corsairs were pirates that had a religious background when it came to piracy.  They originated when Christians and Muslims fought over the Holy Lands.

 2)  Out of all the pirates mentioned in this section, which ones do you find the most interesting?  Please explain why.

            From all of the pirates mentioned, I find the Buccaneers and the Privateers to be the most interesting.  The Buccaneers were a very distinguished group of pirates that were known and feared by many.  They claimed they are of the Spanish Main and constantly hovered here to find ships to attack.  One of their most famous pirates, who also happens to be one of the most famous pirates of all time was Blackbeard.  He captures the interest of many readers and lures you into the world of piracy.

            Privateers are very interesting in the sense that they are “legal” pirates.  They are appointed by their nation’s government to sail the seas and attack enemy ships.  They each hold a Letter of Marque, which identifies them as a Privateer.  They are usually paid by their government, as well as through some of the goods they accommodate.

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1. 

   hc76105 Said:

   on September 20, 2009 at 8:54 pm

   Dana,

   I feel the same way you do about the pirate unit! It is going to be a lot of fun learning about a topic that has multiple sides and viewpoints. I mean, you never know when to like a pirate or not! My favorite part was also the Pirate Diary. I think diaries of any sort are great resources for students and adults. Whether you are taking notes, jotting down ideas, or drawing pictures that inspire you, I think it is an effective way to keep your mind thinking, wondering, asking questions, and growing, which is something we should promote as teachers. We could diaries for any subject really, and I will definitely be using diaries in my classroom.

   Reply
2. 

   lindseybumgarner Said:

   on October 1, 2009 at 3:17 am

   I really enjoyed reading your “I Am Blackbeard” poem! It was a good idea to put the verbs in a different font. I also thought it was great idea to make the “I am” lines repetitive throughout the poem. I am having so much fun with this pirate unit already and I can tell that you are as well!

   Reply
3. 

   jocelyn88 Said:

   on October 6, 2009 at 5:18 pm

   Dana! Your Blackbears poem is great! My favorite line is “I cry when I don’t get what I want, which rarely happens.” Very good way to use the I cry, I had a lot of trouble with that one. I also really liked the I am beginning and ending portions of your poem saying that he is the dreaded pirate of most time since that was explicitly stated in the text we read! Great job!

   Reply
4. 

   hc76105 Said:

   on October 7, 2009 at 4:32 am

   Dana,

   I really enjoyed reading your “I am” poem about Blackbeard. I believe you really brought him to life, especially with the first line. Stating “I am Blackbeard…” gives the reader a sense that he is authoritative and takes charge of all situations. The descriptive words you used were for upper level elementary students which is great, and I felt they helped paint a better picture of who he is. I also like the fact that you used factual information. For example, you included the pirate practice of raising a country’s flag to another ship to appear peaceful. Not only did you use nice writing elements in your poem, but the poem could be used as a springboard for discussion. This is especially true to the line which reads, “I want everything they have.” This line sparked my thoughts and most certainly would make students curious about why Blackbeard chose this occupation. I also thought it was interesting how you used “touch” in a non-literal way. Overall, you did a fantastic job, and I would not hesitate to use it as an example in my own classroom!

   Heather Ensley

   Reply
5. 

   Sarah Said:

   on October 14, 2009 at 3:08 am

   Dana! I really love your I Poem on Blackbeard! You definitely used some great descriptions that helped paint a picture in my mind. I also really loved how much information you packed into you. You talked about the Spanish Main, the Queen Anne’s Revenge, and so much other factual things within your poem. Very creative!

   Reply
6. 

   hc76105 Said:

   on October 16, 2009 at 1:04 am

   Dana,

   Your double entry diaries are great! I can tell you put a lot of effort into these. A few of the quotes you picked were the same as the ones I chose. However, many weren’t. It was interesting to read what quotes you found intriguing or noteworthy. I really liked the quote you chose in Section 1. It reads, “Pirates didn’t want big ships, and they didn’t want to fight at all.” (Page 10) I think this quote could lead into a separate lesson itself. Our variation in quotes, questions, reactions, and ideas just go to show how students can learn much more from activities where everyone’s input is different, yet taken as valid and important. I think this proves shared reading, think alouds, and double entry diaries are great for enhancing students’ learning!

   Heather Ensley

   Reply

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