Professional Documents
Culture Documents
Creator: Shannon
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
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.
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
6.
7.
Step 5
20 minutes
Step 6
10 minutes
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.
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.
(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
5 minutes
10 minutes
5 minutes
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
new places.
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),
Unit: Exploration
and
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
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.
(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
Sequence of
Activities:
Provide an overview of the
flow of the lesson. Should
also include estimates of
pacing/timing.
Steps 1-3
5 minutes
Step 4
20 minutes
Steps 5-11
15 minutes
Steps 12-15
10 minutes
Prop Needed
Action
Chinese Merchant
Spices
Trader 1
5 gold pieces
Trader 2
6 gold pieces
Trader 3
7 gold pieces
Italian trader
8 gold pieces
English merchant
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.
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.
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),
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
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?
Sequence of
Activities:
Provide an overview of the flow
of the lesson. Should also
include estimates of
pacing/timing.
Steps 1-4
40 minutes
This activity may be
used in a small
group guided
reading to scaffold
learning.
Steps 4-6
20 minutes
http://www.readwritethink.org/files/resources/printouts/CompareContrast.pdf
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:
Summary (Closure),
Integration and
Reflection:
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.
(Anticipatory Set :)
Inclusion Activity:
10 minutes
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
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)
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
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
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
Essential
Question(s):
(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 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.
Steps 1-7
15 minutes
Steps 8-10
15 minutes
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
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.
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
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.
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:
Provide an overview of
the flow of the lesson.
Should also include
estimates of
pacing/timing.
Steps 1-4
10 minutes
Steps 5-7
10 minutes
Steps 8
20 minutes
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:
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.
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
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.).
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.
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
worksheet. t.
worksheet.
differe
nt
facts
from
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.
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
4-Excellent
3-Good
2- Satisfactory
1-Needs
improvement
Some pieces are
included.
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
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
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.)
10 minutes
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.
9. Students who finish early should read their revised pieces aloud to
a partner to be sure the revisions sound right.
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
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.