Unit: Colonialism & Non-Fiction Reading and Writing (34 Instructional Days)

rade: !
"u#$ect: Social Studies & ELA
Duration: 34 Instructional Days
Designer: %mily i#lin& Francesca 'at(oura)is& *ary +et( *orrison & Re#ecca ,rauss
Unit -uestion: .o/ can /e #egin reading and /riting in0ormational te1ts regarding colonialism #y using
annotation& citation and e12lanation3 (%'4)
.o/ does an indi5idual6s 2ers2ecti5e on e5ents alter t(e reader6s understanding o0 (istory3 (%'4)
.o/ can /e #egin reading& /riting and discussing non7ction te1ts regarding colonialism #y using annotation&
citation and e12lanation3 ("")
Rationale: For the frst unit of study students will get exposed to the building blocks of argumentative writing
and reading in Social Studies and expository writing in English Language rts! "ncluded in the unit are a series of
articles and resources that teachers may use! #eachers should feel encouraged to supplement with resources
suitable for their population and focus! lso included is a suggested pacing calendar with accompanying "$S
and %b&ectives! #eachers should modify and ad&ust for their classes but the calendar serves as a basic scope of
the unit! #ime is allotted for assessments but may need to be ad&usted!
s the two units collide on colonialism' some days teachers will be teaching the same skill! #eachers may want to
stress to their students that this is no accident! Rather' EL and Social Studies are intertwined through literacy
and deepened through each other!
"n most cases' Reading skills should re(ect )riting skills! For instance' if the day*s ob&ective is to explain a
central idea then students should read to identify a main idea and write to express it! For additional reading'
students are encouraged to have a separate independent reading book that they may submit responses or
re(ections on!
s this is a foundational unit interventions can be pulled from the +ochman $ethod or teachers may use
,,R#S and R#S to deepen analysis!
Stage 1 Desired Results:
%sta#lis(ed
oals
Common Core
'earning
"tandards
8rans0er oals
Students will be able to independently use teir learning to!
SS
"enerate a clai#
$$LS
SS:
R1%&' Analy(ing
)*+
R1'&,- E.aluate
an argu#ent
RI%&3
Interaction
between
indi.iduals/
e.ents and ideas
0%&1 - 11-
Argu#entati.e
R2'-, : $iting/
$entral Idea
Deter#ining
3eaning o4 0ords
etc&
R2 '-
,&1/5/4/6/,/7/11
ELA:
R1%&1 $iting
te8tual e.idence
R1%&5 $entral
Idea & Su##ary
RI%&3
Interaction
Indicate te rele.ant e.idence tat supports a clai#
9egin annotating a piece o4 non:ction using underlining/ note ta;ing and <uestioning
9egin analy(ing docu#ents using A))AR=S & RA=S
ELA
)araprase and e8plain ;ey concepts in writing and spea;ing
$ite speci:c details 4ro# te te8t
9egin annotating a piece o4 non:ction using underlining/ note ta;ing and <uestioning
9egin closed reading by su##ari(ing on de#and wit a 4ocus on central idea
9egin participating in reciprocal reading
0*RD "E>
?se acade#ic language in writing and oral response
3eaning
?>DERS=A>DI>"S:
Students will understand tat!
1& %&1 =e pysical en.iron#ent and natural
resources o4 >ort A#erica in@uenced te
de.elop#ent o4 te :rst u#an
settle#ents and te culture o4 >ati.e
A#ericans& >ati.e A#erican societies
.aried across >ort A#erica&
5& %&5 $*L*>IAL DE+EL*)3E>=S: European
e8ploration o4 te >ew 0orld resulted in
.arious interactions wit >ati.e A#ericans
and in coloni(ation& =e A#erican colonies
were establised 4or a .ariety o4 reasons
and de.eloped diAerently based on
econo#ic/ social/ and geograpic 4actors&
$olonial A#erica ad a .ariety o4 social
structures under wic not all people were
treated e<ually&
3& =at citing te8tual e.idence is pulling
direct in4or#ation 4ro# a te8t
4& =at in4or#ation can be bot e8plicit and
i#plicit
ESSE>=IAL B?ES=I*>S:
Students will be considering!
2ow did te en.iron#ent i#pact te >ati.e A#ericansC
0y did Europeans tra.el to te >ew 0orldC
2ow did >ati.e A#erican groups co#pare and diAerC
2ow did >ati.e A#erican groups declineC
2ow did tecnology i#pact coloni(ationC
2ow did sla.ery de.elop in te >ew 0orldC
2ow did diAerent settle#ents grow and o.erco#e
obstaclesC
2ow do we create a clai#C
2ow do we support a clai#C
2ow do we annotate a te8tC
2ow do we de.elop a su##aryC
2ow do we deter#ine a central ideaC
2ow do we deter#ine te diAerence between e8plicit
and i#plicitC
2ow can we e8plain a concept by citing in4or#ation
between
indi.iduals/
e.ents and ideas
0%&5 - 411
In4or#ational
0riting
0*RD "E>
RI%&4-0ord
3eaning
6& A clai# is a stance tat is in4or#ed and
pro.en by e.idence
'& A central idea is wat te te8t is #ainly
about and ow to :nd it Dparagrap 4or
closed reading or wole te8tE
%& 2ow to su##ari(e and e8plain ;ey details
,& 2ow to analy(e docu#ents using A))AR=S
& RA=S
and e8plaining in our own wordsC
2ow can we locate and use rele.ant in4or#ationC
2ow can we cite e.idence to support critical tin;ing
<uestionsC
2ow can we use <uestioning and su##ari(ing to better
understand a te8tC
2ow can we analy(e a docu#ent using te A))AR=S
strategyC
2ow do we create a sort response using te RA=S
strategyC
2ow can understanding our data and de.eloping sel4-
assess#ent #a;e us stronger learnersC
2ow do we begin generating in4erences based on
annotationsC
2ow do we edit 4or oursel.es and 4or otersC
2ow do we publis our wor;C
4c9uisition o0 ,no/ledge
F>*0LED"E:
Students will know that
%&1 =e pysical en.iron#ent and natural
resources o4 >ort A#erica in@uenced te
de.elop#ent o4 te :rst u#an settle#ents
and te culture o4 >ati.e A#ericans& >ati.e
A#erican societies .aried across >ort
A#erica&
%&5 $*L*>IAL DE+EL*)3E>=S: European
e8ploration o4 te >ew 0orld resulted in
.arious interactions wit >ati.e A#ericans and
in coloni(ation& =e A#erican colonies were
establised 4or a .ariety o4 reasons and
de.eloped diAerently based on econo#ic/
social/ and geograpic 4actors& $olonial
A#erica ad a .ariety o4 social structures
under wic not all people were treated
SFILLS:
Students will be s;illed at!
Identi4y $entral idea
$reate a su##ary
E8plain i#plicit .& e8plicit
$ite e.idence
Annotate a te8t
Analy(e a docu#ent using A))AR=S
$reate a paragrap using RA=S
?se Reciprocal Reading to generate <uestions
E8plain autorGs point o4 .iew
?se #ultiple paragrap outline
0rite e8pository piece
e<ually&
=at citing te8tual e.idence is pulling direct
in4or#ation 4ro# a te8t
=at in4or#ation can be bot e8plicit and
i#plicit
A clai# is a stance tat is in4or#ed and
pro.en by e.idence
A central idea is wat te te8t is #ainly about
and ow to :nd it Dparagrap 4or closed
reading or wole te8tE
2ow to su##ari(e and e8plain ;ey details
2ow to analy(e docu#ents using A))AR=S &
RA=S
A su##ary is a brie4 description o4 te ;ey
details o4 a passage
?se discussion to e8plore content
$reate a clai# using e.idence
Support a clai# using e.idence
"enerate a counterclai# using e.idence
2ow can we organi(e 4acts into a logical se<uenceC
9egin sel4 assessing troug rubric analysis and
re@ection
Stage 5 E.idence:
E.aluati.e
$riteria
Students will sow learning by!
Coding
3H=
=
$?L3I>A=I>" =ASFS:
1& $reate an argu#ent regarding te lost colony tat includes a clai#/ counterclai# and rele.ant e.idence
and to participate in an in class debate& DSSE
5& $reate a piece o4 in4or#ational writing tat e8plores ow an e.ent suc as te Sale# 0itc =rials #ay
.ary depending on te point o4 .iew o4 te person e8plaining its istory& DELAE
E8tensionsH3odi:cations:
ELA: Students #ay add #ore details/ paragraps or entries depending on le.el&
SS: Students #ay turn proIect into an acade#ic paper using wit a 4or#al argu#entati.e paper&
9ot: Students #ay read =e $rucible and e8plain i4 tere a #odern day Jwitc trialK occurring in todayGs
e.ents&
)ERL*R3A>$E =ASFS:
1& Discussion )ro#pts
5& 0ord "en Acti.ities
3& E8it Slips Students will answer literal/ in4erential and analytical <uestions based on class reading&
4& Daily Do >ow Students will respond to writing pro#pts tat pre.iew/ re.iew or as; critical tin;ing
<uestions&
6& Debate Students will read contro.ersial articles and
'& Double Entry Mournals Students will practice writing obser.ations and reactions
%& =e 0riting )rocess Students will be #onitored and graded 4or teir class wor; based on teir
brainstor#ing/ researc/ dra4ts and :nal assess#ents
,& $olony 9rocure
7& Sort response using RA=S
11& 3ultiple )aragrap *utline
11& Su##ary *utline
15& Se<uencing *utline
13& Docu#ent analysis using A))AR=S
Stage 3 Learning )lan:
Su##ary o4 Fey Learning E.ents and Instruction
Coding
3
3H=
A
)RE-ASSESS3E>=:
Reading Sur.ey
0riting Sur.ey
3ultiple Intelligence Sur.ey
DR)
Reading $o#preension
3oSL
0ord "en
Social Studies $ontent )re Assess#ent
ELA S;ill )re Assess#ent
LEAR>I>" E+E>=S
Introduce Essential Buestions as well as te :nal tas; and
rubrics&
Re.iew and de.elop note ta;ing strategies 4or annotation
)ractice :nding central idea
Loo; up un4a#iliar .ocabulary and sow all word 4or#s
"uided reading o4 articles
?se tecnology to researc
?se organi(ers to organi(e e.idence and generate
clai#s
Lour corners debates
?se RA=S to dra4t body paragraps
?se A))AR=S to analy(e docu#ents
9egin discussing creating counterclai#s
In class debate using an arceological argu#ents
Re@ection and 4eedbac; on unit o4 study
Daily discussion pro#pts
)er4or#ance tas;s Dsort response/ brocure/ debate
etc&E
0ord "en lessons
Annotate articles 4or central idea/ su##ari(ing/
<uestioning/ e8plicitHi#plicit in4or#ation/ autorGs
)R*"RESS 3*>I=*RI>":
=eacer will circulate te roo# to
cec; 4or understanding during s#all
group discussions&
=eacer will as; 4or e8it slips tat will
generate a spreadseet tat cec;s
4or understanding&
=eacer will analy(e progress wit
writing pro#pts&
Students will recei.e a rubric wen
te end-o4-te-unit proIects are
introduced and use tose to guide
teir writing and re@ecting&
=eacer will listen during s#all group
and large group debates and
discussions 4or understanding&
=eacer will as; probing <uestions to
assess understanding
=eacer will as; students to sel4
assess using te rubric
=eacer will con4erence wit students
and pro.ide 4eedbac;
purpose/ in4erencing
$olony Iigsaw and brocure acti.ity
"allery wal; o4 :nised pieces
)resentation o4 arceological :ndings
3odi:cations
E8tended ti#e re<uire#ents
Assign peer buddies
"oogle translateH9ilingual dictionaries 4or ELL students
?se indi.idualHs#all group instruction to target needs
)ro.ide writing pro#pts 4or daily writing entries
?se grapic organi(ers 4or brainstor#ing and dra4ting
?nit speci:cH2ig 4re<uency word wall
?se o4 tecnology 4or ;inestetic and .isual learners
DiAerentiated/ creati.e assess#ent
Le.eled Argu#entati.e Essay assign#ent
DiAerentiated articles on readiness
DiAerentiated grapic organi(ers based on s;ill
Strategic groupings based on s;ill gaps
Discussion strategies 4or ELL learners
)A$I>" $ALE>DAR
Da
y
EB *bIecti.e AI3 =as;
1 ELA: 2ow can
understanding our
data and
de.eloping sel4-
assess#ent #a;e
us stronger
learnersC
SS: 0y did
Europeans tra.el to
te new worldC
ELA: S09A=
#easure teir
application o4
reading s;ills by
ta;ing a reading
preassess#ent&
SS: S09A=
create a sort
response about
te origins o4
teir 4a#ilies by
using a grapic
organi(er and
<uestion
pro#pts&
ELA: 2ow can assess
our reading s;ill
abilities so tat we can
i#pro.e te#
trougout te yearC
SS: 0y do people
#o.e 4ro# teir lands
o4 originC
ELA: Students will
co#plete
preassess#ent o4 teir
reading s;ills&
SS: 0rite a sort
response on te origins
o4 teir 4a#ily&
5 ELA: 2ow can
understanding our
data and
de.eloping sel4-
assess#ent #a;e
us stronger
learnersC
SS: 2ow did te
en.iron#ent i#pact
te >ati.e
A#ericansC
ELA: S09A=
#easure teir
application o4
writing s;ills by
ta;ing a reading
preassess#ent&
SS: S09A=
e8plain ow te
en.iron#ent
i#pacted te
li.es o4 >ati.e
A#ericans
troug
discussion and
sort response&
ELA: 2ow can assess
our writing s;ill abilities
so tat we can i#pro.e
te# trougout te
yearC
SS: 2ow does oneGs
en.iron#ent i#pact is
or er li4eC
ELA: Students will
co#plete
preassess#ent o4 teir
writing s;ills&
SS: 9egin using
reciprocal reading
strategies or
annotation strategies
to read and ten
discuss 4acts on te
>ati.e A#ericans&
3 ELA: 2ow can
understanding our
data and
de.eloping sel4-
assess#ent #a;e
us stronger
learnersC
ELA: S09A=
assess teir
learning style by
ta;ing an
in.entory and
re@ecting on its
results and
indications&
ELA: 2ow can our
diAerent caracteristics
i#pact our learningC
SS: 2ow do diAerent
>ati.e A#erican tribes
co#pare and diAerC
ELA: Students will
co#plete teir #ultiple
intelligence sur.eys
and begin reading
about te Sale# 0itc
=rials using
diAerentiated grapic
organi(ers&
SS: 2ow did >ati.e
A#erican groups
co#pare and diAerC
SS: S09A=
co#pare and
contrast
diAerent >ati.e
A#erican tribes
by reading
in4or#ation and
co#pleting a
grapic
organi(er&
SS: 9egin using
reciprocal reading
strategies or
annotation strategies
to read and ten
discuss 4acts on te
>ati.e A#ericans&
4 ELA: 2ow do we
deter#ine a central
ideaC
SS: 2ow did >ati.e
A#erican groups
declineC
ELA: S09A=
e8plain te
central idea o4 a
non:ction te8t
by identi4ying
te te8tsG #ost
i#portant
4eatures&
SS: S09A=
e8plain troug
discussion and
sort response
te decline o4
>ati.e
A#ericans by
citing e.idence
in discussion&
ELA: 2ow can we
e8plain te central
ideaC
SS: 0y did te >ati.e
A#ericans declineC
ELA: Students will
begin generating
central ideas based on
non:ction articles by
citing e.idence and
:lling out a grapic
organi(er&
SS: $ite e.idence using
diAerent strategies to
answer critical tin;ing
<uestions regarding
>ati.e A#erican
decline&
6 ELA: 2ow do we
deter#ine a central
ideaC
SS: 2ow did
tecnology i#pact
coloni(ationC
ELA: S09A=
e8plain te
central idea o4 a
non:ction te8t
by loo;ing at
te #ost
i#portant
details and
analy(ing te
autorGs
#essage&
SS: S09A=
e8plain troug
discussion and
sort response
ELA: 2ow can we :nd
te central idea by
locating te #ost
i#portant detailsC
SS: 2ow did tecnology
i#pact coloni(ationC
ELA: Students will
begin generating
central ideas based on
non:ction articles&
SS: $ite e.idence using
diAerent strategies to
answer critical tin;ing
<uestions regarding
coloni(ation&
te i#pact o4
tecnology on
coloni(ation&
' ELA: 2ow can we
use <uestioning and
su##ari(ing to
better understand a
te8tC
SS: 2ow can we
analy(e a
docu#ent using te
A))AR=S strategyC
ELA: S09A= use
reciprocal
reading to
generate
<uestions and
begin
su##ari(ing
non:ction te8ts&
SS: S09A=
analy(e a
docu#ent by
using te
A))AR=S
strategy and
4ocusing on te
details o4 te
docu#ent&
ELA: 2ow can we use
reciprocal reading to
better understand a
non-:ction te8tC
SS: 2ow can we
analy(e docu#ents by
re@ecting on te details
o4 te docu#entC
ELA: Students will
begin using reciprocal
reading strategies to
generate <uestions and
to begin su##ari(ing&
SS: ?se A))AR=S to
co#plete a docu#ent
analysis
% ELA: 2ow can we
use <uestioning and
su##ari(ing to
better understand a
te8tC
SS: 2ow can we
analy(e a
docu#ent using te
A))AR=S strategy
ELA: S09A= use
te reciprocal
reading strategy
to pose
tougt4ul
<uestions and
generate a
su##ary o4 te
te8t&
SS: S09A=
analy(e a
docu#ent by
using A))AR=S
and deter#ining
te autorGs
purpose and
o.erall
signi:cance o4
te docu#ent&
ELA: 2ow can
<uestions and
su##aries deepen our
understanding o4 te
te8tC
SS: 2ow can we use
A))AR=S to deter#ine
te autorGs purpose
and signi:cance o4 a
docu#entC
ELA: ELA: Students will
begin using reciprocal
reading strategies to
generate <uestions and
to begin su##ari(ing&
SS: ?se A))AR=S to
co#plete a docu#ent
analysis
, ELA: 2ow do we
de.elop a
su##aryC
ELA: S09A=
create a
su##ary by
using te
ELA: 2ow can we
create a su##ary
using a grapic
ELA: Students will
begin using te
2oc#an su##ari(ing
organi(er to begin
SS: 2ow do we
create a sort
response using te
RA=S strategyC
2oc#an
su##ary
grapic
organi(er a4ter
reading a
non:ction te8t&
SS:
organi(erC
SS: 2ow can we use
RA=S to create a sort
response 4or our
D9BGsC
su##ari(ing 4acts on
te colonists&
SS: )ractice using RA=S
in a sort response
using a grapic
organi(er
7 ELA: 2ow do we
de.elop a
su##aryC
SS: 2ow do we
create a sort
response using te
RA=S strategyC
ELA: S09A=
create a
su##ary by
using te
2oc#an
su##ary
grapic
organi(er a4ter
reading a
non:ction te8t&
SS: S09A=
create a sort
response by
using te RA=S
strategy a4ter
analy(ing a
docu#ent&
ELA: 2ow can we
create a su##ary
using a grapic
organi(erC
SS: 2ow can we use
RA=S to create a sort
response 4or our
D9BGsC
ELA: Students will
begin using te
2oc#an su##ari(ing
organi(er to gater
4acts on te colonists&
SS: $o#plete a sort
response using RA=S
based on docu#ent
analysis&
11 ELA: 2ow can we
begin generating
in4erences based on
annotationsC
SS: 2ow can
understanding our
data and
de.eloping sel4-
assess#ent #a;e
us stronger
learnersC
ELA: S09A=
create an
in4erence by
:rst identi4ying
te rele.ant
in4or#ation and
prior
;nowledge&
SS: S09A= teir
apply teir
understandings
o4 Social Studies
t co#plete a )re
Assess#ent&
ELA: 2ow can we
deter#ine wat
e.idence is rele.ant
and wat is irrele.antC
SS: 2ow can we apply
our ;nowledge o4 social
studies to co#plete our
)re Assess#entC
ELA: Students will
begin identi4ying and
e8plaining in4erences
based on te8tual
e.idence&
SS: $o#plete SS )re
Assess#ent
11 ELA: 2ow can we
begin generating
ELA: S09A=
create an
ELA: 2ow can we use
prior ;nowledge and
ELA: Students will
begin identi4ying and
in4erences based on
annotationsC
SS: 2ow can
understanding our
data and
de.eloping sel4-
assess#ent #a;e
us stronger
learnersC
in4erence by
co#bining prior
;nowledge and
te8tual
e.idence&
SS: S09A= teir
apply teir
understandings
o4 Social Studies
t co#plete a
3oSL&
te8tual e.idence to
create an in4erenceC
SS: 2ow can we apply
our ;nowledge o4 social
studies to co#plete our
3oSLC
e8plaining in4erences
based on te8tual
e.idence troug
annotation&
SS: $o#plete 3oSL
e8a#
15 ELA: 2ow can we
begin generating
in4erences based on
annotationsC
SS: 2ow can we
begin generating
in4erences based on
annotationsC
ELA: S09A=
create an
in4erence by
co#bining prior
;nowledge and
te8tual
e.idence&
SS: S09A=
create an
in4erence by
co#bining prior
;nowledge and
te8tual
e.idence&
ELA: 2ow can we use
prior ;nowledge and
te8tual e.idence to
create an in4erenceC
SS: 2ow can we use
prior ;nowledge and
te8tual e.idence to
create an in4erenceC
ELA: Students will
begin identi4ying and
e8plaining in4erences
based on te8tual
e.idence troug
annotation&
SS: Annotate 4acts
regarding te 13
colonies and engage in
discussion&
13 ELA: 2ow do we
e8plain autorGs
purpose using
annotationsC
SS: 2ow do we
annotate a te8tC
ELA: S09A=
e8plain autorGs
purpose by
e8a#ining te
4eatures and
structure o4 a
te8t&
SS: S09A=
annotate a
non:ction te8t
posing tougt
<uestions wile
tey read&
ELA: 2ow do a te8tGs
4eatures and structures
indicate te autorGs
purposeC
SS: 2ow can we
annotate by as;ing
oursel.es <uestionsC
ELA: Students will
begin identi4ying and
e8plaining autorGs
point o4 .iew based on
te8tual e.idence
troug annotation&
SS: Annotate 4acts
regarding te 13
colonies and engage in
discussion
14 ELA: 2ow do we ELA: S09A= ELA: 2ow do a te8tGs ELA: Students will
e8plain autorGs
purpose using
annotationsC
SS: 2ow do we
annotate a te8tC
e8plain autorGs
purpose by
e8a#ining te
4eatures and
structure o4 a
te8t&
SS: S09A=
annotate a
non:ction te8t
posing tougt
<uestions wile
tey read and
stopping and
Iotting down
ideas&
4eatures and structures
indicate te autorGs
purposeC
SS: 2ow can we stop
and Iot wile we readC
begin identi4ying and
e8plaining autorGs
point o4 .iew based on
te8tual e.idence
troug annotation&
SS: Annotate 4acts
regarding te 13
colonies and engage in
discussion
16 ELA: 2ow do we
deter#ine te
diAerence between
e8plicit and
i#plicitC
SS: 2ow can we
e8plain a concept
by citing
in4or#ation and
e8plaining it in our
own wordsC
ELA: S09A=
e8plain i#plicit
.& e8plicit by
as;ing
te#sel.es
<uestions
regarding
ob.ious
in4or#ation and
underlying
clues&
SS: S09A=
begin citing
e.idence by
using RA=S and
transition words
out indicate
were
in4or#ation is
4ound&
ELA: 2ow can we
e8plain i#plicit .&
e8plicit in4or#ationC
SS: 2ow can we use
RA=S and transitions to
cite in4or#ationC
ELA: Students will
deter#ine te
diAerence between
i#plicit and e8plicit
in4or#ation by
annotating and citing
te te8t&
SS: $reate colonial
brocure using 4acts
4ro# te te8t
1' ELA: 2ow do we
deter#ine te
diAerence between
e8plicit and
i#plicitC
ELA: S09A=
e8plain i#plicit
.& e8plicit by
as;ing
te#sel.es
<uestions
regarding
ELA: 2ow can we
e8plain i#plicit .&
e8plicit in4or#ationC
ELA: Students will
deter#ine te
diAerence between
i#plicit and e8plicit
in4or#ation by
annotating and citing
SS: 2ow did
diAerent
settle#ents grow
and o.erco#e
obstaclesC
ob.ious
in4or#ation and
underlying
clues&
SS: S09A=
e8plain daily li4e
o4 te colonists
by citing and
su##ari(ing
4acts 4ro# a
non:ction te8t&
SS: 2ow can we
su##ari(e te daily
li.es o4 colonists based
on e.idence 4ro# te
te8tC
te te8t&
SS: $reate colonial
brocure using 4acts
4ro# te te8t
1% ELA: 2ow do we
deter#ine te
diAerence between
e8plicit and i#plicit
in4or#ationC
SS: 2ow did
diAerent
settle#ents grow
and o.erco#e
obstaclesC
ELA: S09A=
e8plain i#plicit
.& e8plicit by
as;ing
te#sel.es
<uestions
regarding
ob.ious
in4or#ation and
underlying
clues&
SS: S09A=
e8plain daily li4e
o4 te colonists
by citing and
su##ari(ing
4acts 4ro# a
non:ction te8t&
ELA: 2ow can we
e8plain i#plicit .&
e8plicit in4or#ationC
SS: 2ow can we
su##ari(e te daily
li.es o4 colonists based
on e.idence 4ro# te
te8tC
ELA: Students will
deter#ine te
diAerence between
i#plicit and e8plicit
in4or#ation by
annotating and citing
te te8t&
SS: $reate colonial
brocure using 4acts
4ro# te te8t
1, ELA: 2ow can we
organi(e 4acts into
a logical se<uenceC
SS: 2ow did
diAerent
settle#ents grow
and o.erco#e
obstaclesC
ELA: S09A= put
in4or#ation into
a logical and
cronological
order by
identi4ying te
place#ent o4
eac e.ent in
ti#e&
SS: S09A=
e8plain daily li4e
o4 te colonists
ELA: 2ow can we
organi(e details into
:rst/ #iddle and lastC
SS: 2ow can we
su##ari(e te daily
li.es o4 colonists based
on e.idence 4ro# te
te8tC
ELA: Students will
organi(e teir Iournals
using a se<uencing
grapic organi(er&
SS: )resent colony
Iigsaw brocures
by citing and
su##ari(ing
4acts 4ro# a
non:ction te8t&
17 ELA: 2ow we can
we locate and use
rele.ant
in4or#ationC
SS: 2ow we can we
locate and use
rele.ant
in4or#ationC
ELA: S09A=
identi4y rele.ant
in4or#ation by
using te RA=S
strategy and
4ocusing on
wic te8tual
e.idence can
best answer te
<uestion&
SS: S09A=
identi4y rele.ant
in4or#ation by
using te RA=S
strategy and
4ocusing on
wic te8tual
e.idence can
best answer te
<uestion&
ELA: 2ow can we use
rele.ant in4or#ation to
e8plain an idea using
RA=SC
SS: 2ow can we use
rele.ant in4or#ation to
e8plain an idea using
RA=SC
ELA: Students will
decide wat 4acts to
use in teir Iournals
using a grapic
organi(er&
SS: Read arceological
e.idence and annotate
& discuss
51 ELA: 2ow we can
we locate and use
rele.ant
in4or#ationC
SS: 2ow we can we
locate and use
rele.ant
in4or#ationC
ELA: S09A=
identi4y rele.ant
in4or#ation by
using te RA=S
strategy and
4ocusing on
wic te8tual
e.idence can
best answer te
<uestion and
wy its
signi:cant&
SS: S09A=
identi4y rele.ant
in4or#ation by
using te RA=S
strategy and
4ocusing on
wic te8tual
e.idence can
ELA: 2ow can we use
rele.ant in4or#ation to
e8plain an idea using
RA=SC
SS: 2ow can we use
rele.ant in4or#ation to
e8plain an idea using
RA=SC
ELA: Students will
decide wat 4acts to
use in teir Iournals
using a grapic
organi(er&
SS: Read arceological
e.idence and annotate
& discuss
best answer te
<uestion&
51 ELA: 2ow can we
e8plain a concept
by citing
in4or#ation and
e8plaining it in our
own wordsC
SS: 2ow we can we
locate and use
rele.ant
in4or#ationC
ELA: S09A=
use RA=S to
directly cite
in4or#ation and
to e8plain
4urter in teir
own words&
SS: S09A= use
rele.ant
in4or#ation to
answer critical
tin;ing
<uestions based
on te te8t&
ELA: 2ow can we use
RA=S to e8plain
in4or#ation in our own
words and to cite
in4or#ationC
SS: 2ow can we answer
critical tin;ing
<uestions using
rele.ant in4or#ationC
ELA: Students will dra4t
teir Iournals using a
#ultiple paragrap
outline&
SS: Read arceological
e.idence and annotate
& discuss
55 ELA: 2ow can we
e8plain a concept
by citing
in4or#ation and
e8plaining it in our
own wordsC
SS: 2ow we can we
locate and use
rele.ant
in4or#ationC
ELA: S09A=
use RA=S to
directly cite
in4or#ation and
to e8plain
4urter in teir
own words&
SS: S09A= use
rele.ant
in4or#ation to
answer critical
tin;ing
<uestions based
on te te8t&
ELA: 2ow can we use
RA=S to e8plain
in4or#ation in our own
words and to cite
in4or#ationC
SS: 2ow can we answer
critical tin;ing
<uestions using
rele.ant in4or#ationC
ELA: Students will dra4t
teir Iournals using a
#ultiple paragrap
outline&
SS: Read arceological
e.idence and annotate
& discuss
53 ELA: 2ow can we
e8plain a concept
by citing
in4or#ation and
e8plaining it in our
own wordsC
SS: 2ow we can we
locate and use
rele.ant
in4or#ationC
ELA: S09A= use
an 3)* to
directly and to
e8plain and
elaborate
details in teir
own words wile
#aintain
accuracy&
SS: S09A= use
rele.ant
in4or#ation to
ELA: 2ow can we use
an 3)* to e8plain
in4or#ation in our own
wordsC
SS: 2ow can we answer
critical tin;ing
<uestions using
rele.ant in4or#ationC
ELA: Students will dra4t
teir Iournals using a
#ultiple paragrap
outline&
SS: Read arceological
e.idence and annotate
& discuss
answer critical
tin;ing
<uestions based
on te te8t&
54 ELA: 2ow can we
e8plain a concept
by citing
in4or#ation and
e8plaining it in our
own wordsC
SS: 2ow do we
support a clai#
using e.idenceC
ELA: S09A= use
an 3)* to
directly and to
e8plain and
elaborate
details in teir
own words wile
#aintain
accuracy&
SS: S09A=
identi4y an
autorGs clai#
and igligt
clues 4ro# te
te8t tat
indicate te
autorGs stance&
ELA: ELA: 2ow can we
begin writing a
paragrap or #ultiple
paragrap writing
piece using accurate
in4or#ationC
SS: 2ow can we
identi4y an autorGs
clai# using te8t based
cluesC
ELA: Students will dra4t
teir Iournals using a
#ultiple paragrap
outline&
SS: ?se e.idence to
generate a clai#
56 ELA: 2ow can we
e8plain a concept
by citing
in4or#ation and
e8plaining it in our
own wordsC
SS: 2ow can we
organi(e 4acts into
a logical se<uenceC
ELA: S09A= use
an 3)* to
directly and to
e8plain and
elaborate
details in teir
own words wile
#aintain
accuracy&
SS: S09A=
organi(e
istorical e.ents
and e.ents in a
piece o4 writing
by organi(ing a
ti#eline&
ELA: 2ow can we begin
writing a paragrap or
#ultiple paragrap
writing piece using
accurate in4or#ationC
SS: 2ow can we
organi(e a se<uence o4
e.entsC
ELA: Students will dra4t
teir Iournals using a
#ultiple paragrap
outline&
SS: *rgani(e teir
arceological
argu#ents
5' ELA: 2ow can we
e8plain a concept
by citing
in4or#ation and
ELA: S09A=
use an 3)* to
directly and to
e8plain and
ELA: 2ow can we begin
writing a paragrap or
#ultiple paragrap
writing piece using
ELA: Students will dra4t
teir Iournals using a
3ultiple paragrap
e8plaining it in our
own wordsC
SS: 2ow do we
create a clai#C
elaborate
details in teir
own words wile
#aintain
accuracy&
SS: S09A=
generate a
clai# by turning
an JI tin;!
=ere4ore!K
sentence starter
into an obIecti.e
state#ent&
accurate in4or#ationC
SS: 2ow can we create
a clai# using JI tin;!
=ere4ore!&KC
*utline&
SS: $reate a clai# 4or
teir argu#ents and
begin dra4ting&
5% ELA: 2ow do we
re.ise 4or clarity
and accuracyC
SS: 2ow do we
support a clai#C
ELA: S09A=
re.ise teir
written pieces
4or clarity and
accuracy by
posing
<uestions to
te#sel.es and
oters as tey
read&
SS: S09A=
support teir
clai#s by using
e.idence tey
a.e selected
4ro# teir
readings and
e8pressing it in
a written piece
wit te
guidance o4 a
grapic
organi(er&
ELA: 2ow can we
ensure tat our writing
is clear and accurateC
SS: 2ow can we
support our clai# by
incorporating
supporting e.idence
and detailsC
ELA: Re.ise teir
Iournals
SS: Dra4t teir
arceological
argu#ents
5, ELA: 2ow do we
re.ise 4or clarity
and accuracyC
ELA: S09A=
re.ise teir
written pieces
4or clarity and
ELA: 2ow can we
ensure tat our writing
is clear and accurateC
ELA: Re.ise teir
Iournals
SS: Dra4t teir
SS: 2ow do we
support a clai#C
accuracy by
posing
<uestions to
te#sel.es and
oters as tey
read&
SS: S09A=
support teir
clai#s by using
e.idence tey
a.e selected
4ro# teir
readings and
e8pressing it in
a written piece
wit te
guidance o4 a
grapic
organi(er&
SS: 2ow can we
support our clai# by
incorporating
supporting e.idence
and detailsC
arceological
argu#ents
57 ELA: 2ow do we
edit 4or oursel.es
and 4or otersC
SS: 2ow do we
re.ise 4or clarity
and accuracyC
ELA: S09A= edit
teir writing
piecing by using
an editing
cec;list and
recei.ing
4eedbac; 4ro#
teir teacer
and peers&
SS: S09A= edit
teir writing
piecing by using
an editing
cec;list and
recei.ing
4eedbac; 4ro#
teir teacer
and peers&
ELA: 2ow do we edit
and pro.ide editing
4eedbac; to peersC
SS: 2ow do we edit and
pro.ide editing
4eedbac; to peersC
ELA: )eer & Sel4 Edit
teir Iournals
SS: Re.ise teir
argu#ents a4ter
teacer 4eedbac;
31 ELA: 2ow do we
edit 4or oursel.es
and 4or otersC
ELA: S09A= edit
teir writing
piecing by using
ELA: 2ow do we edit
and pro.ide editing
ELA: Editing teir
Iournals
SS: 2ow do we edit
4or oursel.es and
4or otersC
an editing
cec;list and
recei.ing
4eedbac; 4ro#
teir teacer
and peers&
SS: S09A= edit
teir writing
piecing by using
an editing
cec;list and
recei.ing
4eedbac; 4ro#
teir teacer
and peers&
4eedbac; to peersC
SS: 2ow do we edit and
pro.ide editing
4eedbac; to peersC
SS: )eer & sel4 assess
teir argu#ents
31 ELA: 2ow do we
publis written
wor;C
SS: 2ow do we edit
4or oursel.es and
4or otersC
ELA: S09A=
publis teir
written wor; by
incorporating all
o4 teir
corrections and
clari:cations&
SS: S09A= edit
teir writing
piecing by using
an editing
cec;list and
recei.ing
4eedbac; 4ro#
teir teacer
and peers&
ELA: 2ow can we
publis our wor; by
incorporating all o4 our
corrections and
clari:cationsC
SS: 2ow do we edit and
pro.ide editing
4eedbac; to peersC
ELA: )ublising teir
Iournals
SS: Editing teir
argu#ents and
presentations
35 ELA: 2ow do we
publis written
wor;C
SS: 2ow do we
publis written
wor;C
ELA: S09A=
publis teir
written wor; by
incorporating all
o4 teir
corrections and
clari:cations&
SS: S09A=
publis teir
written wor; by
ELA: 2ow can we
publis our wor; by
incorporating all o4 our
corrections and
clari:cationsC
SS: 2ow can we publis
our wor; by
incorporating all o4 our
ELA: )ublising teir
Iournals
SS: )ublising teir
arceological
argu#ents and
presentations
incorporating all
o4 teir
corrections and
clari:cations&
corrections and
clari:cationsC
33 ELA: 2ow do we
publis written
wor;C
SS: 2ow do we
publis written
wor;C
ELA: S09A=
publis teir
written wor; by
incorporating all
o4 teir
corrections and
clari:cations&
SS: S09A=
publis teir
written wor; by
incorporating all
o4 teir
corrections and
clari:cations&
ELA: 2ow can we
publis our wor; by
incorporating all o4 our
corrections and
clari:cationsC
SS: 2ow can we publis
our wor; by
incorporating all o4 our
corrections and
clari:cationsC
ELA: )ublising teir
Iournals
SS: )ublising teir
arceological
argu#ents &
presentations
34 ELA: 2ow do we
e8plain a concept
by citing
in4or#ation and
e8plaining in our
own wordsC
SS: 2ow do we
support a clai#C
ELA: S09A=
present teir
wor; using a
presentation
protocol and
pro.ide
4eedbac; to
teir peers in a
gallery wal;&
SS: S09A=
present teir
wor; using a
presentation
protocol and
pro.ide
4eedbac; to
teir peers
using a
4eedbac; ceat
seet&
ELA: 2ow can we
pro.ide 4eedbac; to our
peers using a protocolC
SS: 2ow can we
present our argu#ents
to an audience using a
protocolC
ELA: )resenting teir
Iournals in a gallery
wal;
SS: )resenting teir
arceological
argu#ents in a colonial
#useu#
'egend:
%-: A <uestion to consider o.er ti#e tat leads to deeper understandings&
:#$ecti5e: =e eart o4 te lessonN wat students will do and ow tey will do it&
DSEE =La$ 4 3GsE
It sould be #easureable/ #anageable/ #ade :rst and #ost i#portant&
4im: 0at you want students to answer by te end o4 te lesson
8as): 0at you want students to acco#plis and co#plete by te end o4 te lesson
Dsould build toward cul#inating tas;E&