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Teaching Plan Cover Sheet

(Use only for the Teaching Plan, not Lesson Plans)


Title: Exploration and Colonization
Hopson

Creator: Shannon

Grade Level: 5th


Studies & ELA

Subjects: Social

Topics: Early exploration, push and pull factors in settlement, life in early
American colonies, historical fiction.
Teaching Plan Calendar/Timeline: This unit will be spread over a four
week period to allow students ample time to work on the activities , gather
research, plan and write the historical fiction story.
Big Ideas/Goals:
Over one thousand years ago, the Vikings explored the Atlantic Ocean and
began at least one settlement in North America.
Nearly 500 years after the Viking explorations, other Europeans began to
explore by sea, hoping to find trade routes to Asia.
Technological improvements such as the astrolabe and better maps helped
make sea exploration possible.
Political changes such as the growth of countries like England, Spain, and
France also influenced European sea exploration.
During the age of exploration European countries began to claim land in the
Americas and form colonies.
Push and pull factors caused people to move from Europe to settle in these
new colonies.
The Spanish began a colony called New Spain in the Americas.
Native Americans and Africans were enslaved by the Spanish.
Other European countries began to colonize other parts of the Americas.
The first 13 colonies are divided by location and industry.
What is historical fiction, primary and secondary sources.
Final Assessment:
Student created historical fiction story will be assessed using the Write Steps
grading rubric
Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum
and Write Steps

Unit: Exploration
Lesson 1 Title: What is Historical Grade/Period: 5th
and
Fiction (ELA)
Colonization
CCSS or State Standards:
CCSS.ELA-LITERACY.RI.5.3
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.
W.5.8: Recall 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.
Resources and Materials:
Write steps writing program unit 5 http://writestepswriting.com/LinkClick.aspx?
fileticket=zXriWjNcZ5c%3d
Textbooks, informational text about colonial period, mayflower compact, William
Bradford's Of Plymouth Plantation, or other texts that discuss exploration and
colonization.
Student copies of graphic organizer
Sticky notes

Note: Students will use a writing notebook and social studies binder throughout this unit to
organize and gather inormation.
Objective:
What students will know and
be able to do stated in
student friendly language
(use Blooms and DOK levels
for higher level thinking
objectives)

Essential
Question(s):
Over-arching questions of the
lesson that will indicate
student understanding of
concepts/skills What is it you
want the students to
learn/know? Why?

I can:
Define the term historical fiction.
Examine texts to determine if they are historical fiction,
primary source, secondary source.
Sort text into three categories, historical fiction, primary
source, secondary source.
What is historical fiction? How can historical fiction help us
learn?

(Anticipatory Set :)

Inclusion Activity:
Describe an activity that will
ensure that all students and
their voices are included at
the beginning of the lesson.

15 minutes

Before this lesson the teacher will collect several text sources for
students to sort; including, primary, secondary, historical fiction,
and informational. (Note informational texts are also considered
secondary sources, students will learn this through the activity)

Divide students into groups of 3-5 students. Pass out the text
sources collected before the lesson. Tell students they have been
given several different texts. Ask students how would you sort these
texts into categories? Tell students to begin sorting the texts how
they would like, and record the category name on a sticky note.
While students are sorting, walk around and observe how they are

Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum


and Write Steps

Sequence of
Activities:
Provide an overview of the
flow of the lesson. Should
also include estimates of
pacing/timing.

Steps 1-4
10 minutes
depending on
students
understanding of
the way we sort
texts.

sorting their text. When most groups have completed the sorting ask
students to share how they sorted the text. (If most groups haven't
sorted the text by genre, have them sort the texts again using
different category names.)
Explain that items can be sorted into many different categories
depending on what we are using them for. Model how the texts
should be sorted, showing students that their texts are primary
sources, secondary sources, historical fiction and informational text.
Show students that some things could be in two categories like the
informational text about food, clothing, and jobs in Colonial
America. These books could be considered secondary sources.
Tell students they will create their own historical fiction piece over
the next couple of weeks.

1. Display one copy of What is Historical Fiction? Read the Purpose

and Genre statements listed at the top of the sheet. Explain that
historical fiction writing is a specific genre (type) so there are
specific elements found in this type of writing.

2. Read the definition of the first element: Characters. Explain that even

if your characters are made up, they will act in realistic ways, not
magical ways. Tell students that the clothing and other character
descriptions will signal the period of the piece. For example, a
female character who wears a bonnet and apron signals that the story
is in the past, perhaps the 1700s.
3. Read the definition of the second element: Setting. The setting is true

to historical accounts and description of the setting should align with


dress, landscape, monuments, and other scenes that match the time.
Make sure to note that the information sheet requires the setting to be
Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum
and Write Steps

at least 25 years in the past. So a story about their life wouldn't be


historical, but a story about their grandparents as children could be
historical.
4. Read the definition of the third element: Plot. Explain that the

characters will be involved in a problem that matches the time frame.


For example, if the students are writing about the time of the
Mayflower landing in America, the characters might have trouble
finding food to survive.
5.

Tell students they will be gathering some information to help them


begin to write historical fiction. Give each student a graphic
organizer to collect some information. Students may use the texts
that were sorted to fill in their organizer.

6.

Tell students to use the information provided in the historical text


and imagine being a dog, cat, or important item time traveling back
to the place described. What do they see, hear, and do while they are
in this place and time? (students may choose to be themselves
traveling back in time)

7.

Remind students that the setting in a historical fiction piece is real,


and to pay special attention to include real details while writing their
piece. (Set the timer for independent writing time)

Step 5
20 minutes

Step 6
10 minutes

8. Have students hand in their graphic organizer and writing notebook.


Instructional
Strategies:
Research-based strategies to
help students think critically
about the concept/skill

Graphic organizers to collect information.


Inductive learning activity to introduce social studies sources
and the reading genre historical text .

Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum


and Write Steps

Assessment:
List both formative and
summative assessments that
you will use to assess student
understanding. Formative
assessments are given during
instruction (check for
understanding), summative
are after completion of
instruction (how will you
grade quiz, test, project,
paper, presentation,
demonstration, etc.).

Differentiation:
Describe who will need
additional or different support
during this lesson, and how
you will support them.
Differentiated instruction
could include testing
accommodations, preferential
seating, segmented
assignments, a copy of the
teachers notes, assignment
notebook, peer tutors, etc.

Summary
(Closure),
Integration and
Reflection:

The teacher will collect the graphic organizer and writing piece
to assess student understanding of the days lesson.
This assignment will be graded on a completed or not
completed basis.

Many students in the class are reading below grade level. The
teacher will divide students into groups with varying reading
levels. Students will be provided with a copy of "What is
Historical Fiction" from the write steps writing program to keep
in their writing notebook for reference.

Before collecting the students written piece allow students to


share in pairs their writing.

List the way that you will


bring students together to
integrate and reflect on their
learning from this lesson

Unit: Exploration
Lesson 2 Title: Exploration (SS)
and
(ELA)
Settlement
CCSS or State Standards:

Grade/Period: 5th

P2.4 Use multiple perspectives and resources to identify and analyze issues appropriate to
the social studies discipline being studied.
P2.5 Use deductive and inductive problem-solving skills as appropriate to the problem being
studied.

5 U1.2.2 Use case studies of individual explorers and stories of life in Europe to
compare the goals, obstacles, motivations, and consequences for European
exploration and colonization of the Americas (e.g., economic, political, cultural, and
religious).
RI.5.4: Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 5 topic or subject area.
RI.5.6: Analyze multiple accounts of the same event or topic, noting important
similarities and differences in the point of view they represent.
RI.5.7: 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.
RI.5.9: Integrate information from several texts on the same topic in order to write
or speak about the subject knowledgeably.
Resources and Materials:
Michigan Citizenship Curriculum 5th grade Social Studies Unit 2 Lesson 6
Supplemental Materials
Note: Students will have a social studies binder they will keep all materials in
Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum
and Write Steps

throughout this unit they will need to use these resources for their culminating
historical fiction writing piece.

Objective:
What students will know and
be able to do stated in
student friendly language
(use Blooms and DOK levels
for higher level thinking
objectives)

Essential
Question(s):

I can:
Examine different resources to identify reasons for European
exploration and colonization.

Who explored North America before the Columbus?

Over-arching questions of the


lesson that will indicate
student understanding of
concepts/skills What is it you
want the students to
learn/know? Why?

(Anticipatory Set :)

Inclusion Activity:
Describe an activity that will
ensure that all students and
their voices are included at
the beginning of the lesson.

Display the timeline of the middle ages on the board (cover the
pictures below the timeline) and ask students to if they know
what the term means. Explain that the three terms ancient,
middle ages and modern times are used to describe the
main eras in European history.

5-10 minutes

Show the picture of the knight and then ask them to think of
other things associated with knights, uncover the castle and
conflict pictures. Tell students that during the middle ages
small areas of land were run by nobles and people didn't often
travel very far beyond their homeland.
Explain that in this lesson students will begin to study how and
why Europeans began to explore the world beyond their
borders.
Sequence of
Activities:
Provide an overview of the
flow of the lesson. Should
also include estimates of
pacing/timing.

5 minutes

1. Display the terms archaeology and artifact and explain


terms. Display the two photos of the Archaeological Site.
Ask students to describe what they see in the two
photographs. Discuss student responses. Explain that the
top photograph shows depressions in the earth that
archaeologists predicted were the sites of former buildings.
The bottom photograph shows how the buildings were
reconstructed based on what archaeologists think these
buildings looked like.

Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum


and Write Steps

5 minutes

10 minutes

5 minutes

2. Divide students into groups of 3-5 students. Show students


the Canadian province of Newfoundland on a map of North
America. Explain: this archaeological site was found at the
northern tip of Newfoundland. Give each group a copy of
Analyzing Artifacts". Explain that these four artifacts were
found at the Newfoundland site. Groups should work
together to make a first guess about each object and record
their guesses on the chart.

5 minutes
3. Allow groups to share their guesses to the whole class. Ask
students if it was difficult to make a guess about a small
picture. Guide students in understanding that not knowing
the size of each artifact and the materials of which they are
made makes it hard to figure out how they were used. Tell
students to write the information bellow on their charts and
then make a second guess:
Artifact 1: made of copper and only about 1
inches long
Artifact 2: made of stone and about 8 inches
across
Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum
and Write Steps

5 minutes

Artifact 3: made of bone and about 2 inches long


Artifact 4: made of wood and about 6 inches long

4. Allow groups to share their second guesses with the whole


class. Share the archaeologists interpretations of the four
artifacts:
Artifact 1: A copper alloy ring headed pin. Pins
such as these were used to close the outer
garments of men's and women's clothes
Artifact 2: A simple stone lamp. The carved
indentation would hold animal fat and a wick like
a candle.
Artifact 3: bone needle
Artifact 4: Carved wooden pieces. Archaeologists
are unclear about their use but think there were
likely ship fittings.
5. Remind students that these items were found in
Newfoundland in Canada. They are about 1000 years old.
To help students understand the age of the items direct
them to the timeline. They were made in the middle ages.
Ask students who they think made these items. (students
may respond Canadians, Native Americans, Indians, etc.)
Explain that historical evidence shows that these artifacts
were not made by Native Americans and it was not a Native
American site, but rather a site built around 1000 years ago
by people from Scandinavia which consists of the present
day countries of Norway, Denmark and Sweden. Point out
these countries on a world map. Ask students the following
question: Was Columbus the first discoverer of America
from Europe? Discuss student responses and guide
students to the idea that this site proves that explorers
came from Scandinavia to North America 500 years before
Columbus visited the Americas and they settled for a time
in the area.
6. Display the terms, Viking and Viking Voyages and discuss
the terms with students. Display the Viking Voyages map
and share the following information about the Vikings:
Viking culture began in Scandinavia in the
countries now called Norway, Denmark, and
Sweden in the middle of the 700s or about 1300
years ago.
The term "Viking" was used by the Norsemen to
refer to those who went "Viking" -- or exploring,
adventuring, or raiding.
They were also skilled craftspeople, good traders,
and excellent sailors.
For about 400 years, they built a reputation for
being raiders and explorers and then settlers of

Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum


and Write Steps

new places.

7. Tell students we are going to explore some more


information about America's beginnings in writing.
Instructional
Strategies:
Research-based strategies to
help students think critically
about the concept/skill

Visual Aide Vocabulary- to help students make connections through


pictures.
Small Group Work- Allows students to work with peers of differing
academic levels to reach a conclusion in an activity gives students a
chance to share and explore differing ideas/opinions.

Assessment:
List both formative and
summative assessments that
you will use to assess student
understanding. Formative
assessments are given during
instruction (check for
understanding), summative
are after completion of
instruction (how will you
grade quiz, test, project,
paper, presentation,
demonstration, etc.).

Students may complete an exit ticket, answering the questions

Who explored America before Columbus?


What is an artifact?
What is a Viking?

Differentiation:
Describe who will need
additional or different support
during this lesson, and how
you will support them.
Differentiated instruction
could include testing
accommodations, preferential
seating, segmented
assignments, a copy of the
teachers notes, assignment
notebook, peer tutors, etc.

Small groups will be varied to allow for peer to peer guidance.


The exit ticket may be an oral discussion between teacher and
student for those needing it.

Summary
(Closure),

This lesson will be the first of two lessons specifically dealing


with European exploration. Students will integrate the
information from the lessons into their historical fiction writing.

Unit: Exploration
and

Lesson 3 Title: Exploration


Continued (SS)(ELA)

Integration
and Reflection: List the
way that you will bring
students together to
integrate and reflect on
their learning from this
lesson

Grade/Period: 5th

Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum


and Write Steps

Settlement
CCSS or State Standards:
5 U1.2.2 Use case studies of individual explorers and stories of life in Europe to
compare the goals, obstacles, motivations, and consequences for European
exploration and colonization of the Americas (e.g., economic, political, cultural, and
religious).
RI.5.4: Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 5 topic or subject area.
RI.5.7: 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.
RI.5.9: Integrate information from several texts on the same topic in order to write or
speak about the subject knowledgeably.
Resources and Materials:
Michigan Citizenship Curriculum 5th grade Social Studies Unit 2 Lesson 6
Supplemental Materials.
Paper gold coins found in supplemental materials or math manipulative coins
The following term cards will be displayed and given to students.

Objective:
What students will know and
be able to do stated in
student friendly language
(use Blooms and DOK levels
for higher level thinking
objectives)

Essential
Question(s):

I can:
Examine different resources to identify reasons for European
exploration and colonization.

Why did people in Europe want to explore new lands?


What made exploration easier for Europeans?

Over-arching questions of the


lesson that will indicate
student understanding of
concepts/skills What is it you
want the students to
learn/know? Why?

(Anticipatory Set :)

Inclusion Activity:
Describe an activity that will
ensure that all students and
their voices are included at
the beginning of the lesson.

Remind Students: Yesterday we gathered some information


about archeology and the Vikings. Today we are going to learn
more about the explorers who traveled across the Atlantic
Ocean to find new lands.
Display the Aerial View for Mapping Activity photograph.
Ask students to create a quick sketch of the map of the area

Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum


and Write Steps

15 minutes

Sequence of
Activities:
Provide an overview of the
flow of the lesson. Should
also include estimates of
pacing/timing.

shown in the photo. Select a student map that is particularly


accurate and display it. Discuss the following questions:
Would this map look like this if you had been standing on one
of the islands when you drew it?
Why or why not?
Explain that explorers could not view the Earth from above and
that caused early maps to be very inaccurate. As more and
more people explored different areas maps began to improve.
Display and discuss the term card for "navigation". Explain
that other improvements had to do with navigation or the
ability to determine a ships location and direction. Display the
illustrations of the Astrolabe and explain that this tool helped
sailors determine how far north or south of the equator a ship
was.
1. Divide Students into pairs (use peer tutor pairs for students
who will need assistance with reading materials).
Give each pair a Data Chart and Analyzing Data worksheet.

Steps 1-3
5 minutes

Step 4
20 minutes

Steps 5-11
15 minutes

2. Ask students to look at a specific date, then ask them who is


the explorer, where did they explore, what country are they
from, and what country did they work for. Lead students in
a brief discussion to get them to the correct answers.
3. Now look at your Analyzing Data worksheet. Work with your
partner to answer the questions on the worksheet. Before

Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum


and Write Steps

answering the question make sure you discuss your answer


with each other and then agree on an answer.
4. Give students time to complete the worksheet, then bring
the class back together to discuss their answers. Lead them
to the understanding that beginning around 1500 the
countries of Spain, England and France sent explorers
across the Atlantic to North and South America. Discuss
this idea further using the following questions:
Why do you think these explorers waited so long after
the Viking voyages to cross the Atlantic Ocean again?
What do you think these explorers were looking for?
5. Display and discuss the term card for "political".
Tell students there were several reasons for European sea
exploration. One reason for exploration was political.
Before the 1500's, most of Europe was made up of small
areas led by nobles (this term may need explanation).
These small areas began to join together to form nations, or
countries, that were led by kings and queens. Remind
students that a similar process had happened in West
Africa. In Spain, England, and France, the countries were
better organized and able to pay for sea voyages.
6. Give each student one single peppercorn and see if they
can identify what it is. Display a peppercorn container and
share the cost of it with students. (small peppercorn grinder
with peppercorns is about $3)

Steps 12-15
10 minutes

7. Display and read the following quote "Pepper merchants sell


their product individually, by the peppercorn; because of its
expense, a housewife was able to buy just one peppercorn if
she wished. The popularity and costliness of pepper
resulted in its being guarded like diamonds."
8. Ask students the following questions and write answers on
the board.
Why do you think pepper was so expensive during
the Middle Ages?
Where do you think pepper came from?
What might pepper have to do with sea explorations
of the Europeans?
9. Ask students to think about how they store food.
Do you have a refrigerator?
Did people in the middle ages have refrigerators?
How did they keep their food from spoiling?
Inform students that people often ate meat that was old or
spoiled/rotten. (how would that taste?) People used pepper,
salt, and other spices to season and preserve meats.

Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum


and Write Steps

Sometimes it was used as medicine. Explain that Europeans


greatly desired pepper and other spices that came from
places in Asia such as China.
10.Ask students, how do you think people found these spices?
Explain that an overland trade system had developed which
connected Europe with Asia (refer to a world map, so
students have a visual).
11.Display and discuss the terms "merchant" and "profit".
Person

Prop Needed

Action

Chinese Merchant

Spices

Sells spices to Trader 1


for 5 gold pieces

Trader 1

5 gold pieces

Sells spices to Trader 2


for 6 gold pieces

Trader 2

6 gold pieces

Sells spices to Trader 3


for 7 gold pieces

Trader 3

7 gold pieces

Sells spices to Italian


Trader for 8 gold pieces

Italian trader

8 gold pieces

Sells spices to English


merchant for 10 gold
pieces

English merchant

Sells spices to people in


England for a very high
price

12.Conduct the
"Overland Trade
Simulation"

Assign one
student to
each of the
roles shown
in the chart.
Give each
student a
name tag
with the
name of the
role they are
playing.

Give the
10 gold pieces
spices to the
Chinese
merchant
and the appropriate number of gold pieces to each of the
other roles.

Have the 6 students form a line in the front of the room


in reverse order of chart below.
13.Ask students these questions.
Why do you think pepper and other spices were so
expensive?
Why do you think so many different traders were
involved in overland trade?
What might have been another way Europeans could
get goods like spices?
14.Explain that as the simulation shows, overland trade took a
lot of time and was often dangerous. It also led to goods
being very expensive. This caused some European
countries like Spain, France, and England to try and sail to
Asia to buy or trade for goods directly.

Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum


and Write Steps

Instructional
Strategies:
Research-based strategies to
help students think critically
about the concept/skill

15.Display the term card for "technology". Remind students


that the astrolabe was an important piece of technological
that lead to more exploration. Improvements like better
ships and maps also helped make this exploration possible.
Visual Aide Vocabulary- to help students make connections
through pictures.
Peer tutor pairs - allows students to work with peers of differing
academic levels to reach a conclusion in an activity giving
students a chance to share and explore differing ideas/opinions
without struggling to read texts that are above their level.
Physical Demonstration - taps into different learning styles and
allows students to engage in movement while learning,
activating the brain.

Assessment:
List both formative and
summative assessments that
you will use to assess student
understanding. Formative
assessments are given during
instruction (check for
understanding), summative
are after completion of
instruction (how will you
grade quiz, test, project,
paper, presentation,
demonstration, etc.).

Quick Write: Using your new vocabulary and what we have


learned today write at least four sentences that explain what
made exploration possible for Europeans and why did
Europeans want to find new trade routes and lands?

Differentiation:
Describe who will need
additional or different support
during this lesson, and how
you will support them.
Differentiated instruction
could include testing
accommodations, preferential
seating, segmented
assignments, a copy of the
teachers notes, assignment
notebook, peer tutors, etc.

Peer tutor pairs will work on the data analysis together. The
teacher may pull a small group to work on the data analysis
while pairs are working.

Summary
(Closure),

This lesson will be the second of two lessons specifically


dealing with European exploration. Students will integrate the
information from the lessons into their historical fiction writing.

Integration
and Reflection: List the
way that you will bring
students together to
integrate and reflect

Unit: Exploration
Lesson 4 Title: Three Young
Grade/Period: 5th
and
Pilgrims
Settlement
(ELA)
CCSS or State Standards:
W.5.8: Recall 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.
RI.5.5: 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.
Resources and Materials:
Graphic organizer from:
http://www.firstgradebuddies.com/2013/03/workshop-wednesday-readingorganizers.html http://www.readwritethink.org/files/resources/printouts/CompareContrast.pdf
Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum
and Write Steps

Several copies of the book Three Young Pilgrims by Cheryl Harness


Chart paper
Objective:
What students will know and
be able to do stated in student
friendly language (use Blooms
and DOK levels for higher level
thinking objectives)

Essential
Question(s):
Over-arching questions of the
lesson that will indicate
student understanding of
concepts/skills What is it you
want the students to
learn/know? Why?

(Anticipatory Set :)

Inclusion Activity:
Describe an activity that will
ensure that all students and
their voices are included at the
beginning of the lesson.

10 minutes

I can:
Summarize information from my reading.
Organize information from two or more texts into a graphic
organizer.

Who are the main characters in the story? Where does the
story take place? When does the story take place? Why did the
characters sail on the Mayflower?

Remind students what they have been learning about in the


last several lessons. Tell them: Today we will be reading a
story about three children like yourselves. But these children
lived in a colony. Before we can read the story we need to
activate our brains for learning.
Hang two pieces of chart paper on the wall. Label the first
sheet "What we know about the pilgrims." Label the second
sheet "What we want to learn."
Lead students in a discussion about the things they know or
think they know about the Pilgrims write these items under
"what we know".
On the second piece of chart paper have the students
generate a list of things that they want to learn about the
Pilgrims. (For example: "Why they came?" "How many came?"
"What kind of clothes they wore?" "What they ate?" etc.)
Introduce the book to students and ask them if they think this
is a primary source, secondary source, or a historical fiction
book. If students are unsure remind them what the definition
for each is.

Sequence of
Activities:
Provide an overview of the flow
of the lesson. Should also
include estimates of
pacing/timing.

Steps 1-4

Ideally this lesson should use a class set of the book


Three Young Pilgrims. If a class set is not available
students could share copies of the book in small groups
as the teacher reads the story. The book may also be

displayed on a document camera while reading to display the


intricate illustrations.
1. Read the story once to students, stopping when appropriate to
explain of briefly discuss words or ideas that may be difficult for
students to understand. (If needed students may work with a partner

Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum


and Write Steps

40 minutes
This activity may be
used in a small
group guided
reading to scaffold
learning.

to re-read the story.)


2.

Give students a copy of the graphic organizer from:


http://www.firstgradebuddies.com/2013/03/workshop-wednesday-reading-organizers.html

3. Allow students to work in peer tutor groups to complete the


organizer. The teacher will conference with students while they
work.
4. Bring the class back together to discuss what they have concluded.
5. Ask students to take out their Gathering Evidence Organizer.

Steps 4-6
20 minutes

6. Lead the class as a group in comparing and contrasting the


information they gathered during lesson 3 and the information they
learned from the story in this lesson.

Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum


and Write Steps

http://www.readwritethink.org/files/resources/printouts/CompareContrast.pdf

Instructional
Strategies:
Research-based strategies to
help students think critically
about the concept/skill

Graphic Organizers- to help students organize information and


ideas, compare and contrast information across texts.
Using a Mentor Text - to spark interest in a subject that
students may feel disconnected from and provide students an
example of historical fiction.

Assessment:
List both formative and
summative assessments that
you will use to assess student
understanding. Formative
assessments are given during
instruction (check for
understanding), summative
are after completion of
instruction (how will you grade
quiz, test, project, paper,
presentation, demonstration,
etc.).

Differentiation:

The story elements organizer will be assessed by the teacher


to determine if students understand the key concepts of
character, setting, problem and solution. Students ability to
find main ideas to determine the events that occur in the
beginning, middle, and end of the story will also be assessed.

Describe who will need


additional or different support
during this lesson, and how
you will support them.
Differentiated instruction could
include testing
accommodations, preferential
seating, segmented
assignments, a copy of the
teachers

Guided reading groups, conferencing, and peer tutors will be


utilized during this lesson to provide support to students who
struggle with reading comprehension and decoding.

Summary (Closure),
Integration and
Reflection:

Label a third piece of chart paper 'What we learned about the


Pilgrims'. Lead the group in a discussion about the new things
they learned about the pilgrims or colonists.

List the way that you will bring


students together to integrate
and reflect on their learning
from this lesson

Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum


and Write Steps

Unit: Exploration
Lesson 5 Title: Push and Pull Grade/Period: 5th
and
(SS)(ELA)
Settlement
CCSS or State Standards:
5 U1.2.2 Use case studies of individual explorers and stories of life in Europe to
compare the goals,
obstacles, motivations, and consequences for European exploration and colonization
of the
Americas (e.g., economic, political, cultural, and religious).
(National Geography Standard 13, p. 169, C, E)
RI 5.7 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.
Resources and Materials:
Michigan Citizenship Curriculum 5th grade Social Studies Unit 3 Lesson 1
Supplemental Materials
Note-supplemental materials in this unit from MC3 cannot be edited. They may be printed
and used with a document camera.
The following term cards will be displayed and given to students.

Objective:
What students will know and
be able to do stated in student
friendly language (use Blooms
and DOK levels for higher level
thinking objectives)

Essential
Question(s):

I can:
Describe two push and two pull factors for exploration and
colonization.

What is a push and pull factor?

Over-arching questions of the


lesson that will indicate
student understanding of
concepts/skills What is it you
want the students to
learn/know? Why?

(Anticipatory Set :)

Inclusion Activity:

Display the "Questions of History" from the MC3

Describe an activity that will


ensure that all students and
their voices are included at the
beginning of the lesson.

10 minutes

Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum


and Write Steps

Using these questions and terms lead students in a


discussion. Tie these questions to previous lessons in which
students used a timeline, learned about different sources, and
some reasons why, who, and when people began exploring.
Keep track of student answers by writing them on the board
next to the questions. Students may fill out a KWL chart to
help them organize thoughts and facts if needed.
Remind students that historians use both primary and
secondary resources to study history.
Sequence of
Activities:
Provide an overview of the
flow of the lesson. Should also
include estimates of
pacing/timing.

1. Display the "Mystery Source" and read the passage with students.
Stop for difficult terms and help students decipher the meaning.

Steps 1-5
25 minutes

2. After reading the selection, ask students if they think this is a


primary or secondary source. Use students responses to discuss the
fact that this selection is a primary source because it is a person's
Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum
and Write Steps

words about an event.


3. Have students answer the following questions. Then share their
answers with a partner then ask students to share their answers with
the group.
Who do you think wrote it?
When did the author write it?
What was the author describing?
4. Explain that this passage was written by a priest from Spain in
1644. His name was Father Tomas de la Torre and he was traveling
to North America to settle in what was now New Spain.
5. Re-read the passage and ask students to summarize the journey.
Record student answers on the board. Tell students that people
traveling to the Americas during this time had similar experiences.
They didn't know very much about the place they were going to, the
journey was difficult and uncomfortable. Ask students the following
question and discuss the answers:
If the journey was so hard why did people decide to take the trip?

Steps 6-8
5 minutes

6. Display the term cards for "push factor" and "pull factor". Explain
that different things either push people or pull people to move to
new places. Ask students to think of reasons why people might
move to a new place and make a list.
7. Tell students that push factors are reason that people move out of a
place because of problems in their current home. This might include
poverty, disease, war, or unemployment.
8. Tell students pull factors are things that a new location has to offer
that might encourage people to move there. This might include,
nicer weather, or place to live, job opportunities, family or
adventure.

Steps 9-10
10 minutes

9. Divide students into pairs and give each pair a set of push and pull
cards. Instruct students to read the cards with their partner and
decide which cards are push factors and which are pull factors.
(sort them into two piles)

Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum


and Write Steps

Steps 11-13
5 minutes

Step 14
5 minutes

10. Ask two pairs to share with the group how they divided the cards
and see if the rest of the pairs agree.
Answers: Push cards-2,4,5,7
Pull cards-1,3,6,8
11. After discussing the answer explain that these cards can be arranged
into four categories; jobs or employment, freedom, land/natural
resources, and population.
12. Read cards 1 and 3 and ask students which category they belong in.
Discuss the idea that these cards deal with population. Instruct
students to arrange the rest of the cards into the remaining
categories.
13. Discuss student answers as a group.
Answers: 2,6-jobs/employment 3,4- freedom, 7,8-land/natural
resources.
14. Pass out T graphic organizer. Tell students they will use this
organizer to gather information to use when they are working on
their historical fiction writing piece. Students should label one side
push factors and one side pull factors. Instruct students to write
three things on each side. They will continue to use this chart as
they collect information for their historical fiction piece.

Instructional
Strategies:
Research-based strategies to
help students think critically
about the concept/skill

Graphic organizers -help students organize thoughts and


ideas for before writing and for studying complex information.
Sorting games- create a visual and kinesthetic learning
activity to activate learning

Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum


and Write Steps

Assessment:
List both formative and
summative assessments that
you will use to assess student
understanding. Formative
assessments are given during
instruction (check for
understanding), summative
are after completion of
instruction (how will you grade
quiz, test, project, paper,
presentation, demonstration,
etc.).

The teacher will use the graphic organizer to assess student


learning from this lesson. Possible answers for the chart may
include:
Push- lack of jobs, no land or resources, over population,
freedom, disease
Pull- chance to own land, jobs, freedom of religion, fewer
people

Differentiation:
Describe who will need
additional or different support
during this lesson, and how
you will support them.
Differentiated instruction could
include testing
accommodations, preferential
seating, segmented
assignments, a copy of the
teachers notes, assignment
notebook, peer tutors, etc.

Summary
(Closure),
Integration and
Reflection:
List the way that you will bring
students together to integrate
and reflect on their learning
from this lesson

Many students are reading below grade level. Students will be


paired with peer tutors and the teacher will provide additional
support during small group instruction to complete graphic
organizers.
All students will be given copies of the reading passage and
word cards to put in their social studies binder for reference.

This lesson will tie into the next lesson to further explore the
New Spain colonization. Students will build onto their push
pull chart to incorporate information on their culminating
historical fiction writing piece.

Unit: Exploration
Lesson 6 Title: Historical
Grade/Period: 5th
and
Fiction Planning (ELA)
Settlement
CCSS or State Standards:
W.5.3a: Orient the reader by establishing a situation and introducing a narrator
and/or characters; organize an event sequence that unfolds naturally.
W.5.3b: Use narrative techniques, such as dialogue, description, and pacing, to
develop experiences and events or show the responses of characters to situations.
Resources and Materials:
Supplemental materials from the Write Steps Writing program 5th grade
unit 5

One copy to display and student copies of Planning Wheels for 5th Grade: Historical
Fiction
One copy to display of What is Historical Fiction
One copy to display and student copies of Shelbys sample, Life of a Slave Drivers
Daughter

Social Studies textbook and other related content resources such as graphic
organizers with information from previous lessons in this unit.
Highlighters
Objective:
I can:
What students will know and be
Integrate information from social studies into my writing.
able to do stated in student
Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum
and Write Steps

friendly language (use Blooms


and DOK levels for higher level
thinking objectives)

Write a piece of historical fiction.

Essential
Question(s):

Who are the characters I am writing about?


What is the setting of my story?

Over-arching questions of the


lesson that will indicate student
understanding of
concepts/skills What is it you
want the students to
learn/know? Why?

(Anticipatory Set :)

Inclusion Activity:
Describe an activity that will
ensure that all students and
their voices are included at the
beginning of the lesson.

15 minutes

Tell students to take out their social studies binder. Explain


that today they will use the resources and information they
have gathered over the last six lessons to plan their Historical
Fiction piece.
Display one copy of What is Historical Fiction and call on
students to read the elements aloud.
Tell students that todays lesson will focus on the characters
and setting of their writing.

Tell students to take out a piece of paper and fold it into four squares.
(The teach should model this.) On the board draw a model of the
window notes strategy below and explain each section.
Facts
Feelings
Thoughts

Ideas

Next display one copy and pass out student copies of The
Life of a Slave Drivers Daughter.

Sequence of
Activities:

Tell students to follow along as you read and think about how
the author introduces and describes the hero, anti-hero, and
setting. They should take notes on their window notes paper.
1. Display one copy of the Planning Wheel.

Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum


and Write Steps

Provide an overview of the flow


of the lesson. Should also
include estimates of
pacing/timing.

Steps 1-7
15 minutes

2. Ask students to use the student-writing sample to identify


which section of the wheel the student used in her writing.
Guide students to the fact that the student used the
section: Slave from Africa trying to escape the plantation.
3. Tell students that writing a Historical Fiction piece requires
some research before writing, so that you can be certain
your historical details are accurate. They will continue
gathering information about exploration and settlement.
4. Ask students to highlight the hero and anti-hero on their
student sample.
5. Ask students to share the hero and anti-hero and write the
names on your displayed copy.
6. Remind students that the descriptions written about the
setting and characters inform the reader of the historical
period and create a mental image. Explain that Shelby has
included some details about feelings, but very few about
what her characters and setting look like.

Steps 8-10
15 minutes

7. Pass out student copies of the planning wheel. Read


through the descriptions with students and answer any
questions they have.
8. Tell students to choose the character they will become and
highlight that part of the wheel.
9. Next they will need to name their characters, write a topic
sentence for the middle and end of their story.

Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum


and Write Steps

10. Then give students time to begin writing their story.

Instructional
Strategies:
Research-based strategies to
help students think critically
about the concept/skill

Assessment:
List both formative and
summative assessments that
you will use to assess student
understanding. Formative
assessments are given during
instruction (check for
understanding), summative are
after completion of instruction
(how will you grade quiz, test,
project, paper, presentation,
demonstration, etc.).

Differentiation:
Describe who will need
additional or different support
during this lesson, and how you
will support them.
Differentiated instruction could
include testing
accommodations, preferential
seating, segmented
assignments, a copy of the
teachers notes, assignment
notebook, peer tutors, etc.

Summary (Closure),
Integration and
Reflection:
List the way that you will bring
students together to integrate
and reflect on their learning
from this lesson

Remind students that they have gathered information in


their social studies binder they can use to begin
describing the setting and events of the story.
Conferencing with students will occur while students write.
Planning Wheel - helps students plan their writing ideas.
Window Notes- help students connect to the information and
story.
Students have completed two writing pieces prior to this unit
and are aware of the standard components and the writing
process. The teacher will collect student writing to assess
students understanding and level in the writing process and
give feedback appropriately.

Students will conference with the teacher during the lesson. Additional
support will be given by the 31A tutor where appropriate. Talk to text or other
assistive technology may be used for students final paper where necessary.

To close this lesson, bring students together and allow them


to share their writing or ideas for writing before transition to
the next subject. This writing piece will continue to be added
to and revised as the unit progresses.

Unit: Exploration
Lesson 7 Title: New Spain
Grade/Period: 5th
and
(SS)
Settlement
CCSS or State Standards:
5 U1.2.2 Use case studies of individual explorers and stories of life in Europe to
compare the goals,
obstacles, motivations, and consequences for European exploration and colonization
of the
Americas (e.g., economic, political, cultural, and religious).
(National Geography Standard 13, p. 169, C, E)
RI 5.7 Draw on information from multiple print or digital sources, demonstrating the
Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum
and Write Steps

ability to locate an answer to a question quickly or to solve a problem efficiently.


Resources and Materials:
Michigan Citizenship Curriculum 5th grade Social Studies Unit 3 Lesson 1
Supplemental Materials
Note-supplemental materials in this unit from MC3 cannot be edited. They may be printed
and used with a document camera.

Objective:
What students will know
and be able to do stated
in student friendly
language (use Blooms
and DOK levels for
higher level thinking
objectives)

Essential
Question(s):
Over-arching questions
of the lesson that will
indicate student
understanding of
concepts/skills What is it
you want the students to
learn/know? Why?

(Anticipatory Set :)

Inclusion
Activity:
Describe an activity that
will ensure that all
students and their voices
are included at the
beginning of the lesson.

I can:
Identify New Spain on a map.
Describe three reasons people settled in the Americas from
Europe.

Who were the first colonizers of the Americas?


What are three reasons that Spain decided to begin colonies in
the Americas?

Tell students to take out their push and pull graphic organizer.
Briefly discuss what they learned about push and pull factors from
the previous lesson. Then display the map below.

15 minutes
http://kids.britannica.com/elementary/art-88703/The-fourvoyages-of-Christopher-Columbus
Ask students the following questions:
What country did Christopher Columbus sail for?
Did he explore North America?
Lead students to the ideas that Columbus was looking for new
trade routes to the East Indies (areas of Asia and India). He
landed on some islands in the West and continued to explore
further west, which is why these new areas were eventually called
the West Indies. Display the map below.

http://sio.midco.net/dansmapstamps/tatton.htm
Explain that this map was created in 1600 and shows the areas
Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum
and Write Steps

that Spain began to claim for the Spanish. The area of Mexico,
parts of Central America, Florida, California, and Texas is what
would be called New Spain.
Ask students to think about what Spain would need to do in order
to effectively claim land in the Americas.
Have students complete a quick write to answer this question.
Ask students to share their ideas about the quick write question.
Lead students in a discussion about the following ideas:
Spain needed to take land away from Native people who
lived there.
Spain needed to get settlers to move from Spain to its new
lands in the Americas.
Spain need to build settlements and forts to protect its
newly claimed land.
Sequence of
Activities:

1. Display and discuss the terms, colony, fort, and settlement.

Provide an overview of
the flow of the lesson.
Should also include
estimates of
pacing/timing.

Steps 1-4
10 minutes

2. Tell students: By the mid 1500's New Spain was a flourishing


settlement with cities, universities, and printing presses.
3. Ask students to take out their push and pull organizer. Review
the ideas that students worked on previously.
4. Display the push and pull cards from the previous lesson, with
each card under the category push or pull. Review the ideas
from the cards.

Steps 5-7
10 minutes

5. Display and share the following information with students


about Spain and New Spain:
Push factor- In Spain there was very little chance for
individuals to own their own land or farms. Many people
were poor and did not have opportunities to have a better
life. Taxes were high. During this time there had been a lot
of poor harvests, which meant there wasn't enough food
for everyone. This caused famine/starvation.
Plagues/disease spread through Spain.
Pull factor- Gold and Silver found in New Spain caused
settlers to come hoping they would become wealthy. There
was more land available in New Spain. Catholic
Missionaries wanted to serve God by converting the Indians
to their religion.
6. Ask students to add two new push factors and two new pull
factors to their organizer.

Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum


and Write Steps

7. Explain to students that these push and pull factors were


occurring in different parts of Europe, not just Spain. The
English, French, Dutch , and Swedish were exploring and
settling in different parts of the Americas at the same time as
the Spanish. display the map below and briefly discuss what it
depicts tell students they will be learning more about the
other colonies in future lessons.

Steps 8
20 minutes

8. Give each student a copy of the "The Growth of New Spain".


Explain that the sections are not in order and students will use
what they have learned to put the pieces in order. Read
through each section and discuss any thoughts or questions
students have. Instruct students to cut out the pieces and
arrange them in order. Once they have put them in order they
can glue them onto the organizer.

Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum


and Write Steps

Instructional
Strategies:
Research-based
strategies to help
students think critically
about the concept/skill

Quick Write-to activate prior knowledge and begin to think


critically about colonization.
Sequence Organizer- to help students visualize the sequence of
events occurring in New Spain.

Assessment:
List both formative and
summative assessments
that you will use to
assess student
understanding.
Formative assessments
are given during
instruction (check for
understanding),
summative are after
completion of instruction
(how will you grade
quiz, test, project, paper,
presentation,
demonstration, etc.).

Students will turn in their completed "Growth of Spain" organizer.


The teacher will evaluate the organizers to determine if students
are understanding the cause and effect relationships of
exploration and colonization. This will help to determine if reteaching is necessary and if students are successfully making
inferences while reading and gathering information.

Differentiation:
Describe who will need
additional or different
support during this
lesson, and how you will
support them.
Differentiated instruction
could include testing
accommodations,
preferential seating,
segmented assignments,
a copy of the teachers
notes, assignment
notebook, peer tutors,
etc.

Students who are reading below grade level or need guided


instruction will complete the Growth of New Spain organizer
during small group instruction guided by the teacher.
All students will receive vocabulary cards for reference.
During the quick write process the teacher will conference with a
small group to guide their understanding of the questions and
ideas we have previously discussed.

Summary
(Closure),
Integration and
Reflection:

When students finish their organizers they will be instructed to


complete a second quick write with the prompt: Two reasons
people settled in the Americas are.....

List the way that you will


bring students together
to integrate and reflect
on their learning from
this lesson

This quick write will be referenced as students continue their


historical fiction writing.

Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum


and Write Steps

Unit: Exploration
Lesson 8 Title: Who's who in a
Grade/Period: 5th
and
colony (SS,ELA)
Settlement
CCSS or State Standards:
5 U2.3.3 Describe colonial life in America from the perspectives of at least three
different groups of people(e.g., wealthy landowners, farmers, merchants, indentured
servants, laborers and the poor, women, enslaved people, free Africans, and
American Indians). (National Geography Standard 6, p. 154)
RI.5.3-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.
RI.5.7-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.
Resources and Materials: Teacher made Web Quest, Computers, Teacher created
Web Quest worksheet, Paper and Pencils
Objective:
What students will know
and be able to do stated
in student friendly
language (use Blooms
and DOK levels for
higher level thinking
objectives)

Essential
Question(s):
Over-arching questions
of the lesson that will
indicate student
understanding of
concepts/skills What is it
you want the

(Anticipatory Set :)

Inclusion
Activity:
Describe an activity that
will ensure that all
students and their
voices are included at
the beginning of the
lesson.

10 minutes

I can:
Use print and digital sources to answer questions about life in
Colonial America.

What kind of work did people do during colonial times?


How was life different for people of different backgrounds in
colonial times?
How was life similar for people of different backgrounds in colonial
times?
Lead students in a discussion- Students may use sticky notes to
answer questions and complete a KWL chart on the white board.
What would it be like if there was no electricity? Have you ever
thought about where the food you eat comes from? What about
the clothes and shoes you wear? How long do you think it would
take to travel if you didn't have a car? How would you get around?
Teacher- Close your eyes for a moment. Think about some of the
activities we have done so far.If you lived during colonial
times where do you think you would live?.......Would you be a
merchant, a farmer, a slave?.............Open your eyes. Not all
people had a say in what they did or who they worked for. If you
were poor in England, chances are you would be an indentured
servant in the colony.
Student- What is an indentured servant?
Teacher-That is a good question. What do you think it might be?

Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum


and Write Steps

Student- A slave, a maid, someone who has to work for another


person?
Teacher- Those are great ideas. Indentured servants didnt have
money to come to the colonies. So they borrowed it from a
wealthy or rich person in exchange for doing work. You will learn
more about indentured servants, slaves, merchants and more
people in your activity today.
Sequence of
Activities:
Provide an overview of
the flow of the lesson.
Should also include
estimates of
pacing/timing.

Steps 1-7
10-15 minutes

1. Pull up the WebQuest site and model for students the process
of using this WebQuest. http://zunal.com/introduction.php?
w=247310
2. Teacher-See the green tabs on the left? You will click on these
tabs in order to get your directions. Start with Introduction and
go step by step to the conclusion.

3. On the Process page you will see a link to a website. All of your
information will be gathered from this website.
http://www.history.org/history/index.cfm

4. The directions are on the WebQuest Process page. Remind


students to read all of the instructions before they start their
Quest.
5. Click on the web link to give students a sneak peek at what
they will find.

Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum


and Write Steps

6. Teacher- You will choose the People category to work on your


inventory. When you get into the list of people you will choose
one African American, one Euro American, and one Native
American to complete a Historian Inventory on.

7. Teacher- When you have finished at least one inventory on


an African American, a Euro American, and a Native
American, you may choose another person to inventory.
When you have completed at least three inventories you
may move on to your letter or journal entry.
Step 8
30 minutes
Addtional time
may be given
during free
time or small
groups.

8. Give students 3 copies of the inventory below. Allow


students time to work on their WebQuest monitoring
progress and giving assistance as needed.

Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum


and Write Steps

Instructional
Strategies:
Research-based
strategies to help
students think critically
about the concept/skill

Assessment:
List both formative and
summative assessments
that you will use to
assess student
understanding.
Formative assessments
are given during
instruction (check for
understanding),
summative are after
completion of instruction
(how will you grade
quiz, test, project, paper,
presentation,
demonstration, etc.).

Compare and Contrast Graphic organizer- Students will use their


historian inventory worksheets to compare and contrast the lives
of three people living in colonial times.

Students will use the information they gather to write a journal


entry or letter describing life in a colony. A rubric will be used to
grade this writing assignment.
Task

Excellent-4

Good-3

Satisfacory
-2

Compl
ete at
least 3
Histori
an
Invent
ories.
One in
each
catego
ry.
Write a
letter
or
journal
entry
from
the
point
of view
of one
person
you

Student
completed
4 or more
Historian
Inventories

Student
complete
d3
Historian
Inventori
es.

Student
Historian
Inventories
were not
from three
different
categories
as stated in
the
instruction.

Writing is
well edited
with fewer
than 2
grammatic
al or
spelling
errors.

Writing is
well
edited
with
fewer
than 4
grammati
cal or
spelling
errors.

Writing is
edited with
fewer than
6
grammatic
al or
spelling
errors.

Needs
Improvmen
t-1
Less than 3
Historian
Inventories
were
completed.

Writing has
more than
6 errors.

Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum


and Write Steps

resear
ched.

Differentiation:
Describe who will need
additional or different
support during this
lesson, and how you will
support them.
Differentiated instruction
could include testing
accommodations,
preferential seating,
segmented assignments,
a copy of the teachers
notes, assignment
notebook, peer tutors,
etc.

Summary
(Closure),
Integration and
Reflection:

The
Writing
Writing
Writing
Writing
letter
includes
includes
includes 4
includes 3
or
more than 5 facts
facts
or fewer
journal 5 facts
gathered
gathered
facts
entry
gathered
on the
on the
gathered
will
on the
Historian
Historian
on the
include Historian
Inventory Inventory
Historian
five or
Inventory
workshee worksheet. Inventory
more
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worksheet.
differe
nt
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the
Histori
an
Invent
ory.
Students may complete a Web Quest for one person in the colony.
Extended time may be given if needed. Students may choose
additional people to research beyond the three they have chosen
for this activity. The teacher will use the ELA block to conference
with students on their learning and assist them with their short
writing piece.

This lesson will piggy back into the ELA block where students will
use think pair share to share the information they collected and
incorporate it into their historical fiction piece.

List the way that you will


bring students together
to integrate and reflect
on their learning from
this lesson

Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum


and Write Steps

Unit: Exploration
Lesson 9 Title: 13 Colonies (SS)
Grade/Period: 5th
and
Settlement
CCSS or State Standards:
5 U2.3.1 Locate the New England, Middle, and Southern colonies on a map.
(National Geography Standard 3 p. 148)
5 U2.3.2 Describe the daily life of people living in the New England, Middle, and
Southern colonies.
(National Geography Standards 14 and 15; pp. 171 and 173)
Resources and Materials:
Maps and artwork of colonial regions
Picture analysis worksheets
Large envelopes
Objective:
I can:
What students will know and
Create an illustration about life in one of the three
be able to do stated in student
friendly language (use Blooms
geographical areas of Colonial America
and DOK levels for higher level
thinking objectives)

Essential
Question(s):
Over-arching questions of the
lesson that will indicate
student understanding of
concepts/skills What is it you
want the students to
learn/know? Why?

(Anticipatory Set :)

Inclusion Activity:
Describe an activity that will
ensure that all students and
their voices are included at the
beginning of the lesson.

10 minutes

Sequence of
Activities:
Provide an overview of the flow
of the lesson. Should also
include estimates of
pacing/timing.

Steps 1-5
20 minutes

What were the three regions of Colonial America? What are


the characteristics of each region?

Bring students together and tell them: today we are going to


continue discovering more about the first colonies in America.
But first I want you to think about a few things.
Have students take out a piece of paper and briefly respond
as you ask them these questions:
What would it be like if there was no electricity? Have you
ever thought about where the food you eat comes from? What
about the clothes and shoes you wear? How long do you think
it would take to travel if you didn't have a car? How would you
get around?
Ask students to share their responses
Students may use information collected during their
WebQuest and previous lessons to complete this
activity.
1. Display a map of the 13 colonies. Tell students "today you
are going to be detectives; you will work in groups to
decode the pictures in your envelope".
2. Divide students into groups of 3-4 students. Ideally there
should be 1-2 groups per region, New England, middle and
southern colonies.
3. Before students open their envelopes have them look at
the worksheet they will be using to complete their
decryption of the pictures. Explain how the worksheet is to
be used saying "look at your Picture Detective worksheet.
You will answer questions about your pictures using this

Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum


and Write Steps

4-Excellent

3-Good

2- Satisfactory

1-Needs
improvement
Some pieces are
included.

All key pieces are


All key pieces
Most
worksheet.
included. (Climate, are included.
information is
natural resources,
(climate,
included.
labor, industry
natural
(i.e. shipping,
resources,
farming,
labor, industry
plantations)
(i.e. shipping,
Steps 6-7
Student
farming,
15 minutes
includes one or
plantations)
more pieces of
information not
listed.
Step 9
Brochure is well
Brochure is
Brochure
More than five
15 minutes
edited.
Grammar
edited with
needs more
grammatical
Students
will
and
spelling are
less than three editing. Less
and/or spelling
to
open their envelopes and figure out
continue to workgrammatical
on 4. Instruct
accurate.
thanstudents
five
errors.
where
they
are.
The
teacher
will walk the room observing
or spelling
grammatical
this throughout the
student
work groups, answering questions where
errors.
or spelling
week.
errors.
necessary.
Brochure includes
A few images
Images
No images
several pictures,
included
with
included
are
5. The class will comeincluded.
back together and the detectives will
maps, and/or
accurate
reportnot
toaccurate
each other their findings. Essentially each group
images to
information.
or need more
will become
an expert group and share their information
illustrate the
information.
with
other
students.
region. Images are
accurately placed
with information.
6. Tell students now that you know about your colonial region

you need to entice people to come to your colony by


creating a brochure. You may draw pictures or find them
on the computer.
7. Give students a rubric for the brochure. Go over the rubric
so students are informed about what should be included.
Students should use search engines to find out missing
pieces such as the weather in the region.
Instructional
Strategies:
Research-based strategies to
help students think critically
about the concept/skill

Assessment:
List both formative and
summative assessments that
you will use to assess student
understanding. Formative
assessments are given during
instruction (check for
understanding), summative are
after completion of instruction
(how will you grade quiz,
test, project, paper,
presentation, demonstration,
etc.).

Differentiation:
Describe who will need
additional or different support
during this lesson, and how
you will support them.
Differentiated instruction could
include testing
accommodations, preferential

Close Reading -Using pictures for close reading strategies


helps students learn about visual thinking skills and layered
meaning.
The completed brochure will be graded using the following
rubric.

Students will be grouped so that those who need support are


with students who are more advanced. In this case the
teacher will monitor the group, to ensure that all students are
participating in the activity.

Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum


and Write Steps

seating, segmented
assignments, a copy of the
teachers notes, assignment
notebook, peer

Summary (Closure),
Integration and
Reflection:
List the way that you will bring
students together to integrate
and reflect on their learning
from this

Students will share their finished brochures with the class and
then display them for the rest of the school. They may use
their brochure to continue working on their historical fiction
piece

Unit: Exploration
Lesson 10 Title: Historical
Grade/Period: 5th
and
Fiction Revision (ELA)
Settlement
CCSS or State Standards:
W.5.3a: Orient the reader by establishing a situation and introducing a narrator
and/or characters; organize an event sequence that unfolds naturally.
W.5.5: With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.5.10: Write routinely over extended time frames (time for research, reflection,
and revision)
and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.
L.5.3a: Expand, combine and reduce sentences for meaning, reader/listener
interest, & style.
L.5.5c: Use the relationship between particular words (e.g., synonyms, antonyms,
homographs)
to better understand each of the words.
Resources and Materials:
Supplemental materials from the Write Steps Writing program 5th grade
unit 5

One copy to display and student copies of Angels writing sample

Student copies of their Formal Core Writing: Historical Fiction


One copy to display of Follow my Lead

Revising Poster

Highlighters
Objective:
What students will know and
be able to do stated in student
friendly language (use Blooms
and DOK levels for higher level
thinking objectives)

Essential
Question(s):
Over-arching questions of the
lesson that will indicate student
understanding of
concepts/skills What is it you
want the students to
learn/know? Why?

(Anticipatory Set :)

Inclusion Activity:
Describe an activity that will
ensure that all students and

I can:
Strengthen my writing by planning, revising, editing,
rewriting, or trying a new approach.
Write over extended time frames.
Do I have an engaging introduction? Do I have supporting
details? did I make good word choices?(i.e. synonyms,
antonyms, etc.)

Display the poster and tell students: today we are going to


work on revising our historical fiction stories. You have
gathered quite a bit of information and have been working on

Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum


and Write Steps

their voices are included at the


beginning of the lesson.

adding to your stories. Now we need to make revisions to


make sure the story makes sense and sense.

10 minutes

Remind students that to improve sentence fluency, writers


may expand, shorten, and/or combine some sentences to
make the piece sound better.
Display one copy of Follow my Lead and remind students
that often writers will revise their introduction to hook the
reader right at the beginning.
Read the lead examples listed on your displayed sheet. Tell
students that today they will revise their introduction in order
to hook the reader.
Explain that writers also improve word choice by using
synonyms to change plain, boring words into more interesting
words. Remind students that synonyms are words that have
the same meaning.
Write the word pretty on the board.
Ask students : What are some other words that mean the
same thing as pretty? ( gorgeous, beautiful, and striking)
Write the word look on the board. Ask students: Can you
think of some other words for look? (gaze, stare, and glance)
Tell students that today they will revise their piece to show
stronger word choice by using their knowledge of synonyms.
Sequence of
Activities:
Provide an overview of the flow
of the lesson. Should also
include estimates of
pacing/timing.

1. Display one copy and pass out student copies of Angels student
writing sample.

Steps 1-6
15 minutes
Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum
and Write Steps

2. Tell students to follow along as you read aloud, and think about the
writers introduction and word choice.
3. Ask students: Does it hook the reader? Highlight the introduction
and lead students to the idea that this introduction does not hook
the reader because the story simply begins without anything
interesting.
4. Use the "follow my lead" sheet and model how to revise the
introduction on the displayed writing sample. For example :The
sun shone a bright orange and the wind cast a light breeze as two
fourteen-year old girls, Jessica and Janail, played outside.

Steps 7-9
20 minutes

5. Tell students to look over their copy of the writing sample and find
areas where the author Angel, could improve her word choice by
replacing a plain, boring word with a more interesting synonym.
(Ex. the word taken could be replaced with the words:
kidnapped, captured, or stolen.)
6. Ask students to name plain, boring words that could be improved
with a synonym. Allow the students to come highlight the plain,
boring word on the board. Then they can revise the word to show
good word choice.
7. Tell students to re-read their piece, and evaluate their choice of
introduction and word choice.
8. Tell students to revise their historical fiction piece using a blue or
red pen. They should enhance their introduction to hook the
reader and improve their word choice by using synonyms to replace
boring, plain words.

Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum


and Write Steps

9. Students who finish early should read their revised pieces aloud to
a partner to be sure the revisions sound right.
Instructional
Strategies:

Modeling and guided practice help students practice revision


before attempting it on their own.

Research-based strategies to
help students think critically
about the concept/skill

Assessment:
List both formative and
summative assessments that
you will use to assess student
understanding. Formative
assessments are given during
instruction (check for
understanding), summative are
after completion of instruction
(how will you grade quiz, test,
project, paper, presentation,
demonstration, etc.).

Differentiation:
Describe who will need
additional or different support
during this lesson, and how you
will support them.
Differentiated instruction could
include testing
accommodations, preferential
seating, segmented
assignments, a copy of the
teachers notes, assignment
notebook, peer tutors, etc.

Summary (Closure),
Integration and
Reflection:
List the way that you will bring
students together to integrate
and reflect on their learning
from this lesson

The teacher will collect the rough draft, revision of students


work and evaluate their work. The teacher will give feedback
as necessary before students begin working in final copies.

Students will conference with the teacher during the lesson. Additional
support will be given by the 31A tutor where appropriate. Talk to text or other
assistive technology may be used for students final paper where necessary.
Students will work with a peer tutor on revisions.
Students who have moved through the writing process quickly will be
allowed to work on a free choice research based writing
This writing piece will be revised and edited again during
another ELA block. The final copies will be complied into a
class historical fiction book.

Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum


and Write Steps

Created by Shannon Hopson with adaptations from Michigan Citizenship Curriculum


and Write Steps

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