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Title: Inventors andMe?!

By: Emily Childs


Subject: Social Studies, Reading, Writing
Grade Level(s): 5th grade
Duration: 30 minutes
Standards and Elements:
Social Studies:
SS5H3 The student will describe how life changed in America at the turn of
the century.
b. Describe the impact on American life of the Wright brothers (flight), George
Washington Carver (science), Alexander Graham Bell (communication), and Thomas
Edison (electricity).
Reading:
ELAGSE5RI1: Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
ELACC5RI3 Key Ideas and Details: Explain the relationships or interactions between
two or more individuals, events, ideas, or concepts in a historical, scientific, or
technical text based on specific information in the text.
ELACC5RI4 Craft and Structure: Determine the meaning of general academic and
domain-specific words and phrases in a text relevant to a grade 5 topic or subject
area.
ELACC5RI10 Range of Reading and Complexity of Text: By the end of the year, read
and comprehend informational texts, including history/social studies, science, and
technical texts, at the high end of the grades 45 text complexity band
independently and proficiently.
Writing:
ELACC5W2 Test Types and Purposes: Write informative/explanatory texts to
examine a topic and convey and information clearly.
Summary: This lesson will 30 minutes and is serving as an introductory lesson for
students to our focus on inventions and writing in the classroom. Students will read
an article on Alexander Graham Bell and take notes using the 4 window strategy.
Next, students will chose one of the three types of analogies to connect to the
reading. (The analogies will be put in kid-friendly terms).
Enduring Understanding(s): At the end of the lesson, students will be know a major
inventor from the turn of the century, several inventions from this inventor, and the
impact inventions have on the world and future.
Essential Question(s): How can I apply my understanding of Alexander Graham
Bells contribution and connect it to another invention, myself, or with a conflict?
How did Bells inventions contribute to future inventions? How can I use details from
the text to help write an informational text?
Evidence of Learning:
What student should KNOW: inventors create new ideas/products and share
them with the world, Alexander Graham Bell was an inventormostly known for the
phonograph and telegraph.
What students should BE ABLE TO DO: (SWBAT) connect to an article of
information more than just reading it; students should be able to take

Suggested Vocabulary: Inventor, turn of the century, telegraph, phonograph


Procedure:
1. Students will come to the rug with technology (BYOT or chrome books).
[If students do not have one, they will need to look on with a peer.]
2. Introduce our focus on inventions in our writing time.
3. Pass out 4-Window Note strategy to glue into writing section of
notebook. (Teach that it can be used at any time for students to gather
information from a text.)
4. Set students up on Classflow/Nearpod to read the Einstein article from
www.hsi5th.weebly.com
5. Students should work on 4-Window note strategy while reading the
article and once they are done, see the teacher.
6. When students come to the see the teacher, there will be a choice board
of 3 different analogies. (See resources below)
7. Students will glue into their notebook and respond.
Assessment:
Formative: Students 4-window notes response; Student analogy
Summative: Inventions Quiz on Friday will have a question that stems from
this article
Technology Integration: www.hsi5th.weebly.com for the article online:
https://www.evernote.com/shard/s107/sh/ab0a0bca-e6e2-4160-ba59b4774a2c02e6/062514234f8e7c1c
Differentiation: Students choose their level of difficulty for analogies (student
choice)
Enrichment: Students can create more than one analogy to compose and
choose to create their own
Support/Intervention: Teacher may choose to read this article to several
students or allow them to Read to Someone for those who need reading
support
Support: Allow students to ask questions and work to scaffold their
understanding; (i.e. used with conflict analogies)
Resource(s)/Material(s):
www.hsi5th.weebly.com
4-Window Note-Taking Strategy
Facts
What do you know?
(RI5.1Explicit: Quotes from the passage;
Mark the paragraph number so it can be
found again later.)
Questions
What questions do you have after
reading this?
Do you know what is being discussed in
the article (this could lead to more
research)?
3 Analogy Choices:
DIRECTIONS
:

Feelings
What needs to be answered? Are there any hidden
questions that need to be answered? Does this change
what you thought before? Why or why not?
Ideas
What conclusion can you draw? Does this give you new
insight to a problem or solution?

Choose one of the first three before creating your OWN analogy of trying another
one of the choices.

Direct
Personal
Conflict

OWN
SHARE

How is a telegraph like a telephone?


How are these inventions similar to inventions in your life? How is Alexander
Graham Bell similar to you?
1. List 3 words to describe the article
2. Find the antonyms for those 3 words
3. Put them togethercan you come up with any examples?
4. Example: createdestroy; Something that both creates and destroys
is a volcanic eruption.
Can you create your own analogy (direct, personal, conflict) for the article?
Add your analogy (with your name) to one of the pieces of butcher paper around
the room.