5th Grade: Part 1 - Integrated ELA/SS Unit Overview

Building Background

Intentional Read Aloud – The book Chains brings history alive for your students by letting them see history through the eyes of the people who might have experienced it. The book is narrated through the unique perspective of a young slave girl and how the events of the war unfold from this character’s point of view. Students will question the paradox of the fight for freedom by a nation of people who condone the enslavement of others. To facilitate this, ELA lessons will include expository text that will support understanding of the time period during the Revolutionary War.

Session Standard Essential Questions

Lesson Title TeacherPreparation

Assessment

1 AnticipatorySet

ELA Essetial Question - How should I read different types of texts?

What creates a revolution?

See/Think/Wonder

Option #1 – Have students work in small groups and rotate around the room to write on images placed on chart paper.

Option #2 – Present images through power point having students respond in writing silently then share with partner and small group.

Option #3 – Have student work with partner to complete during independent work time. Discovery Education Assignment link:http://app.discoveryeducation.com/player/view/assetGuid/CE503CF6-D057-4ABB-853F-500B151C9CC1

Begin unit PORTFOLIO with completing questions in social studies notebook or Discovery Ed Board Builder or binder or composition book.

1. What do you think you know about the American Revolution?

2. What questions or puzzles do you have?3. How can you explore this topic further?

Depending on how your complete the activities above will depend on when the whole class has a discussion and creates a class think/puzzle/explore list.

Review American Revolution images from power point (Boston Massacre, Boston Tea Party or Washington at Valley Forge) OR Discovery Education Assignment.

It is your choice as to which images you choose to use with your students.

NOTE: If you have students with limited vocabulary you might want to explore the word revolution and what it means. See example of lesson on Teaching Channel – The 3 R’s: Revolution, Reaction, Reform

https://www.teachingchannel.org/videos/teaching-complex-concepts

Informal Observation of discussions and written reflection to questions.

Build unit Portfolio through journal or Builder Board on Discovery Education

Writing assignments can be worked on in Writer’s Workshop.

SEE WRITING STANDARDS at the end of this document.

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5th Grade: Part 1 - Integrated ELA/SS Unit Overview

2 RI5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

5.H.1.2 Summarize the political, economic, and social aspects of colonial life in the thirteen colonies.

ELA Essetial Question - How should I read different types of texts?

What creates a revolution?

ELA Minilesson – Expository Text Annnotation

Teaching Point - Today we will learn how to leave tracks of our thinking or annotate an expository text using Colonial Life in the Thirteen Colonies. The purpose for leaving tracks (coding) of our thinking is to slow down and think deeply about information the author has written. At the same time, we will learn about the growth of the thirteen colonies.

Please Note: You can use any of the documents referred to in minilessons for additional teaching points when needed.

Review overview of integrated unit.

Annotation Track Chart Article – History of the 13

Colonies http://www.buzzle.com/articles/history-of-the-13-colonies.html

Additional text resources you might like to use for additional practice can be found on Discovery Education.

Within guided practice during minilesson

And independent and/or partner work during independent reading time.

3-4 RI5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

5.C.1.1 Analyze the change in leadership, cultures and everyday life of American Indian groups before and after European exploration.

ELA Essential Question - How should I read different types of texts?

What creates a revolution?

ELA/SS Minilesson - Expository Text Summary

Teaching Point - Today, I will teach you how to use main idea and key details to create a summary statement using the text Who Owns the Land? By David Walbert.

Optional - Add any ideas on perspectives and Essential Questions to portfolio.

Article Excerpt:Who Owns the Land?By David Walbert

Summary Chart

Within guided practice during minilesson

And independent and/or partner work during independent reading time.

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5th Grade: Part 1 - Integrated ELA/SS Unit Overview

Gathering Evidence

5-7 RI5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

ELA Essential Question - How should I read different types of texts?

What creates a revolution?

ELA/SS Minilessons - Understanding Informational Structures

Teaching Point - Today, I will teach you how to look for ‘signal’ words to help identify how an expository text organizes the information.

Teaching Point - Today, based on the overall structure of an informational text, I will teach you how compare and contrast events and ideas in more than one text.

Day 7 – Continued exploration of information text. Possible small group strategy lessons based on student need.

PPT to review text structure with students

Shared reading selection - The Proclamation of 1763

Discovery Education Text Set Letter First Hand Account Video Clip Image

http://app.discoveryeducation.com/player/view/assetGuid/F9070CE2-F802-4C16-AB03-D8B525C71FA5

Within guided practice during minilesson

And independent and/or partner work during independent reading time.

Exit ticket – learning around essential questions?

8 RI5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

ELA Essential Question - How should I read different types of texts?

What creates a revolution?

ELA/SS Minilessons – Compare and Contrast Structures & Information

Teaching Point – Today we are going to learn how author’s use structure to convey a point of view while deepening our understanding of causes of the Revolutionary War.

Day 8-9 – Continued exploration of informational text (see above). Possible small group strategy lessons based on student need.

See resources above. Continue to build unit Portfolio through journal or Builder Board on Discovery Education

9 RI5.6 –- Analyze multiple accounts

ELA Essential Question - How

ELA Launching ThinkingSummarizing/Synthesizing two videos, noting important

Videos on Discovery Education:

2014

5th Grade: Part 1 - Integrated ELA/SS Unit Overview

of the same event or topic, noting important similarities and differences in the point of view they represent.

should I read different types of texts?

What creates a revolution?

similarities and differences in point of view.

Source: http://www.hopeonhope.com/?attachment_id=2221

TLC Elementary School: We The People: A History: The Constitution—(segment 4)

America at Its Best: The American Government: The Constitution--(segment 2)

10 5.H.1.2 Summarize the political, economic and social aspects of colonial life in the thirteen colonies.

5.H.1.3 Analyze the impact of major conflicts, battles and wars on the development of our nation through Reconstruction.

ELA Essential Question - How should I read different types of texts?

What creates a revolution?

SS Understanding Perspective - French and Indian War

Color political cartoon - http://commons.wikimedia.org/wiki/File:Philip_Dawe_(attributed),_The_Bostonians_Paying_the_Excise-man,_or_Tarring_and_Feathering_(1774)_-_02.jpg

Black and white image - http://historymatters.gmu.edu/d/6806/

“The Bostonians paying the excise-man,or tarring and feathering.”

A 1774 British print depicted the tarring and feathering of Boston Commissioner of Customs John Malcolm. Tarring and feathering was a ritual of humiliation and public warning that stopped just short of serious injury. Victims included British officials such as Malcolm and American merchants who violated non-importation by importing British goods. Other forms of public humiliation included daubing victims’ homes with the contents of cesspits, or actual violence against property, such as the burning of stately homes and carriages. This anti-Patriot print showed Customs Commissioner Malcolm being attacked under the Liberty Tree by several Patriots, including a leather-aproned artisan, while the Boston Tea Party occurred in the background. In fact, the Tea Party had taken place four weeks earlier.

Possible ways to share political cartoon with students. Document camera Give link to student groups Copy for small group

Activity Sheet

Compare and Contrast

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5th Grade: Part 1 - Integrated ELA/SS Unit Overview

11-12 RI5.6 –- Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.5.H.1.3 Analyze the impact of major conflicts, battles and wars on the development of our nation through Reconstruction.

ELA Essential Question - How should I read different types of texts?

What creates a revolution?

SS/ELA – Students explore different events that contributed to the start of the American Revolution using ELA strategies to gather evidence from ‘text’ set.

Revolutionary War Texthttp://www.readworks.org/sites/default/files/bundles/passages-colonization-revolutionary-war-introduction-revolutionary-war_files.pdf

A Very Messy Tea Party Text http://www.readworks.org/sites/default/files/passages/1100_a_very_messy_tea_party.pdf

Graphic organizers

Create DE Assignment to meet the needs of your students w/multimedia text set (video clips, article, primary source, images)

Build unit Portfolio through journal or Builder Board on Discovery Education

W5.1a - Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the author's purpose.b - Provide logically ordered reasons that are supported by facts and details.c - Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).W5.2a - Write informative/ explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, multimedia when useful to aiding comprehension.b - Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.W5.4Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.W5.7Conduct research projects that use several sources to build knowledge through investigation of different aspects of a topic.W5.8Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.W5.9Draw evidence from literary or informational texts to support analysis, reflections, and research. Apply grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]").

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