LAFS.5.RI.2.4- - Weebly
Grade Level: Fifth GradeLearning Unit Title: The American RevolutionMONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAYNCSS ThemeCommon Core (LAFS/MAFS), NGSSS Learning Standards Social Studies- SS.5.A.4.4 - Demonstrate an understanding of political, economic, and social aspects of daily colonial life in the thirteen colonies.SS.5.A.5.1-Identify and explain significant events leading up to the American Revolution.SS.5.A.5.2-Identify significant individuals and groups who played a role in the American Revolution.SS.5.A.5.3Explain the significance of historical documents including key political concepts, origins of these concepts, and their role in American independence.Language Arts-LAFS.5.RI.2.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a?grade 5 topic or subject area.LAFS.5.W.3.9- Draw evidence from literary or informational texts to support analysis, reflection, and research.Social Studies- SS.5.A.4.4 - Demonstrate an understanding of political, economic, and social aspects of daily colonial life in the thirteen colonies.SS.5.A.4.6 - Describe the introduction, impact, and role of slavery in the colonies.SS.5.A.5.4 - Women’s changing and important roles during the American Revolution. SS.5.A.5.3 – The significance of historical documents from the time period of the American Revolution.Language Arts- LAFS.5.RI.3.9 - Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.LAFS.5.RI.3.7 - Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.LAFS.5.W.3.9- Draw evidence from literary or informational texts to support analysis, reflection, and research.Social Studies- SS.5.A.4.4 - Demonstrate an understanding of political, economic, and social aspects of daily colonial life in the thirteen colonies.SS.5.A.5.1-Identify and explain significant events leading up to the American Revolution.SS.5.A.5.2-Identify significant individuals and groups who played a role in the American Revolution.SS.5.A.5.3Explain the significance of historical documents including key political concepts, origins of these concepts, and their role in American independence.Language Arts-LAFS.5.RI.2.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a?grade 5 topic or subject area.LAFS.5.W.3.9- Draw evidence from literary or informational texts to support analysis, reflection, and research.Social Studies- SS.5.A.1.In.b: Complete a timeline to sequence important events in American history.SS.5.A.4.4 - Demonstrate an understanding of political, economic, and social aspects of daily colonial life in the thirteen colonies.SS.5.A.5.1-Identify and explain significant events leading up to the American Revolution.SS.5.A.5.2-Identify significant individuals and groups who played a role in the American Revolution.SS.5.A.5.3Explain the significance of historical documents including key political concepts, origins of these concepts, and their role in American independence.SS.5.A.1.In.a: Use primary and secondary resources to understand history, such as letters, newspapers, audio or video recordings, pictures, photographs, and maps.SS.5.A.1.Pa.a: Recognize artifacts, photographs, or video recordings related to people or events from the past.Language Arts-LAFS.5.RI.2.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a?grade 5 topic or subject area.LAFS.5.W.3.9- Draw evidence from literary or informational texts to support analysis, reflection, and research.social Studies- SS.5.A.5.4Examine and explain the changing roles and impact of significant women during the American Revolution.SS.5.A.4.4 - Demonstrate an understanding of political, economic, and social aspects of daily colonial life in the thirteen colonies.SS.5.A.5.1-Identify and explain significant events leading up to the American Revolution.SS.5.A.5.2-Identify significant individuals and groups who played a role in the American Revolution.SS.5.A.5.3Explain the significance of historical documents including key political concepts, origins of these concepts, and their role in American independence.SS.5.A.1.In.a: Use primary and secondary resources to understand history, such as letters, newspapers, audio or video recordings, pictures, photographs, and maps.SS.5.A.1.Pa.a: Recognize artifacts, photographs, or video recordings related to people or events from the past.Language Arts-LAFS.5.RI.2.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a?grade 5 topic or subject area.LAFS.5.W.3.9- Draw evidence from literary or informational texts to support analysis, reflection, and research.Learning Goals/Objectives(The student will…)The students will role play as an individual from one side of the revolution to gain a view-point on how individuals must have felt during the revolution. Through discussion students will analyze the experiences that participants in the war may have had from both sides. The students will use audio/visual/and text materials to organize new information about the American revolution into digestible bites by completing graphic organizers and a scavenger hunt. The students will work individually on a pre-test to show what they know prior to the unit in the form of a mini quiz and written journal entry. The students will work collaboratively to interact with new content related the American Revolution, they will take the time to discuss and question each other, demonstrating the ability to work together to revise their knowledge and self-evaluate. The student will compare and contrast how American daily life was different during the colonial time period and American revolution vs. our modern time period.The student will demonstrate their knowledge and mastery of this lesson by answering the DBQ in the form of a group presented Venn-diagram. The student will write an individual mini-essay response to the DBQ of at least two paragraphs in length to show what they know. The students will create a poem or drawing to demonstrate a general understanding of what life was like during the American revolution. The students will work collaboratively together to read, research, synthesize, and analyze content related to the causes of the American revolution by creating a lap book.The students will demonstrate what they have learned by answering content and analysis questions in short answer formatThe students will create a timeline that demonstrates knowledge of historical events and individuals role in the time leading up to the revolution, as well as ability to represent content chronologically. The students will create a diary entry of an individual from the American Revolution time period demonstrating knowledge of individual research and analysis skills as well as proficient writing abilities.The students will independently create a newspaper article written in a realistic manner that recounts the events of the first shot of the revolution at Lexington and Concord, students will do this by using writing skills, research material, and political cartoons.The students will collaborate to create one tri-fold brochure highlighting how women were vital to the revolution, and who the key female historical figures were. Students will complete a KWL chart on the topics from this week leading up to the start of the revolution, and take a ten question quiz to demonstrate understanding individually.Activities/Tasks to meet Standards:Pre-assessment, Role play activity, video viewing and notes, collaborative discussion, partner pair reading, scavenger hunt, reflection. Music and Artifact activity, teacher read aloud, meeting group discussions, DBQ activity, group presentations/class discussions, response journal writingHomework review and poem activity, video notes, partner pair reading, collaborative research project, short answer quiz.Previous day review game, game to interact with new content, research and writing skills project, timeline assignment.Class discussion/ Paul Revere’s ride read aloud, Research and newspaper article creation, Research and Women’s Brochure creation and presentation, partner reading KWL assessment tool, mini quiz assessment on this week’s content serves as post-test. Resources/Materials:(Texts, Digital resources, & materials)Materials: Basal textbook with unit on the American Revolution Reading level: grade 5. White boards, game cards, expo markers, clipboards, teacher access to projector and internet Post-itsExamples of graphic organizers for students to model Youtube video: No More Kings 1.Wide range of Artifacts from the colonial time period to engage students2. children’s literature piece related to question and time period: If You Lived In Colonial Times by Ann McGovern 3.At least 10 documents illustrating different aspects of the question available to students in both print and digital format4. Daily response journal, chart paper, pencils, markers, seat job identifiers (recorder, spokesperson, techie, materials manager)5. 1 Wi-Fi enabled tablet or laptop per group to access lesson site and documents6. DBQ teacher handout (26 copies) Digital Documents accessed via Weebly siteBasal textbook, media center, computers, creative supplies, manila folders, list of group topics and sections, clipboards, timer, videos on taxation and the Boston tea party, quiz question hand out.Materials: Basal textbook, media center, computers, construction paper for timeline, diary power point presentation, diary entry examples and people cards, student examples of timelines and diary entries, white boards, descriptions of events from previous lessons, clip boards, pre-made KWL charts.Basal textbook, media center, computers or tablets, websites for generating the article and brochure (in lesson plan) the video of liberty kids, the website of liberty kid’s biographies, post-test and KWL materials, timer.Assessments:Scavenger Hunt activity and Pre-assessment2 to 3 paragraph journal response to the DBQGroup lap book, short answer content and analysis quiz Diary entry research assignment, timeline creation assignmentNOTES:Homework: Biography Project Packet Signed and students must research at least two people that they would like to consider doing their project on. If no computer access is available students may be given the ability to take the text book, or a library book home to help them with research. Students should bring the packet back with a parent signature, and two ideas the next day.Homework: Students should be making a list in a two column chart for homework on what they would SEE and HEAR as a colonist during the American revolution. A short poem will be written during bell work which they may share with the class, and illustrate.Homework: Students should be starting to work on their biography project. Homework: Homework for tonight will be to continue working on the biography project. Ideally students would go home and work on the components which were covered in class today such as the timeline and the diary. ................
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