FOURTH GRADE LITERARY ESSAY WRITING UNIT
|Unit: Reflective Report on Philadelphia / DRAFT FORM/I.REYNA-TORRES |
|Grade: 5 |
|Desired Results for the Unit |
|GOALS (What are our relevant goals for this unit?) |
|Students will write about history beyond the facts, to the issues of the heart and mind, and convey their personal experiences and finding about a topic. |
|Students will decide what is interesting to them and decide on their choice of topic. |
|Students will write reflection(s): how leaders improved life in Colonial Philadelphia, on the significance of the Declaration of Independence to our history, on how individual have the ability to contribute to the|
|well-being of the society in which they live in, on the remarkable and lasting achievement created by the authors of the Constitution, on the historical significance of Philadelphia and its impact on our nation, |
|Students will write reflections on their experience in Philadelphia. |
|OUTCOMES OF UNDERSTANDING (To achieve our goals, what understandings will be needed?) |ESSENTIAL QUESTIONS: |
|Students will understand that… |Which colonial leader did the most to promote independence? (Franklin, Penn, Ross) |
|Confidence – Students are able to discuss and contribute to other’s knowledge about a concept. |How did the Dec. Of Indep. Change history? |
|Fascination – Students exhibit a growing sense of wanting to know more, develop a passionate interest in |Should citizens contribute to the well being of their society? |
|a particular topic or idea. |Why has the Constitution lasted over 200 years? (importance of document) |
| |How was your experience in Philadelphia? What you enjoyed? Is it worth doing again? |
|Assessment Evidence |
|CULMINATING PROJECTS AND PUBLIC DISPLAYS OF LEARNING: |INFORMAL ASSESSMENTS: (What are the key observable indicators of short and long term progress? What data |
|Oral Presentation |should be collected?) |
|Visual Presentation: Creation or Demonstration |Writer’s notebook (stop & jot, t-chart) |
| |Responses to writing prompts . . . |
| |Final product rubric |
| | |
|Resources |
|UNIT RESOURCES: (What materials and resources are needed to support this unit?) |STUDENT RESOURCES: |
|Guidelines for writing reflections | |
|Final product rubric |Leveled books Colonial Period and/or People |
| |Short-Texts |
| |Feature Articles |
| |Final Product Rubric |
|Date | MONDAY | TUESDAY |WEDNESDAY | THURSDAY | FRIDAY |
|WEEK 1: |MAY 17 – Phase 1: Immersion – Voices|MAY 18 –5th graders at the MET |MAY 19 – continue Immersion – |MAY 20 - Cont. Immersion – Ask What|MAY 21 – cont. Immersion: |
| |From the Past: Intro. Colonial | |Looking back at time period of |was it like to live in another time |key people |
| |Philadelphia | |the American Revolution. |to be faced with different |key places |
| | | | |situations | |
|WEEK 2: |MAY 24 – cont. Immersion: |MAY 25 – cont. Immersion: |MAY 26 – Phase 2 Immersion: |MAY 27 – |MAY 28 – Phase 2 Inquiry: Writers |
| |* Key people |Key people |Writers of Reflective Essays |TRIP TO THE MET |jot down their views and feelings |
| |* key places- |Key places |identify and understand the | |about a particular subject. |
| | | |elements of the genre. | | |
| | | | | | |
| | | | | | |
|WEEK 3: |MAY 31- SCHOOL CLOSED/ MEMORIAL DAY |JUNE 1 – |JUNE 2 – | | |
| | |Inquiry: Writers work in small groups, |TRIP TO PHILADELPHIA | | |
| | |partnerships and discuss topics with peers. | | | |
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