2018-2019
Fifth Grade Writing: Module 4, Unit 3:
Opinion Essay:
Fifth Grade Writing: Module 4, Unit 3:
Opinion Essay:
- Why is it important to provide aid to communities struck by natural disasters?
- What can a country do to help?
- What can you do to help?
Text Types and Purposes
5W1: Write an argument to support claims with clear reasons and relevant evidence.
5W1a: Introduce a precise claim and organize the reasons and evidence logically. 5W1b: Provide logically ordered reasons that are supported by facts and details from various sources.
5W1c: Use precise language and content-specific vocabulary while writing an argument. 5W1d: Use appropriate transitional words, phrases, and clauses to clarify and connect ideas and concepts.
To view many amazing videos and resources:
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The following lessons are taken from the NYS Common Core Aligned Curriculum Modules written by Expeditionary Learning. The complete unit, including NYS Common Core Standards can be found on the EngageNY website.
**Please note: Module 4, Units 1 and 2 are being utilized in Mr. Smith's reading class. Unit 3 is the writing portion of Module 4.
Common Core Standards and Module Overview:
Central Texts Resources Website Links:
Writing Task:
Guiding Questions and Big Ideas:
NYS Social Studies Core Curriculum:
IMPORTANT RESOURCES: updated January 18, 2018
New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
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New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
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New York State Next Generation
English Language Arts Learning Standards:
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
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Fifth Grade Writing Rubric:
12.20.17.adapted.nys.5.6.writing.evaluation.rubric.pdf
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12.20.17.adapted.nys.5.6.writing.evaluation.rubric.docx
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RACER Short Answer Graphic Organizer:
racer.short.answer.graphic.organizer.10.3.17.pdf
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racer.short.answer.graphic.organizer.10.3.17.docx
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RACER Extended Response Graphic Organizer:
racer.graphic.organizer.extended.12.7.17.pdf
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race.graphic.organizer.extended.12.7.17.docx
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RACER Short Answer Rubric:
racer.short.answer.rubric01.10.18.pdf
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racer.short.answer.rubric01.10.18.docx
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Sentence Prompts: "What does the text SAY?"
what.does.the.text.say.12.7.17.pdf
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what.does.the.text.say.12.7.17.docx
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Sentence Prompts: "What does the author MEAN?"
what.does.the.author.mean.12.7.17.pdf
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what.does.the.author.mean.12.7.17.docx
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Sentence Prompts: "Why does it MATTER?"
why.does.it.matter.12.7.17.pdf
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why.does.it.matter.12.7.17.docx
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Editing Using COPS:
editing.using.cops.12.20.17.pdf
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editing.using.cops.12.20.17.docx
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COPS Editing Checklist:
cops.editing.checklist.12.20.17.pdf
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cops.editing.checklist.12.20.17.docx
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Informational Documentary Analysis Worksheet:
informational_documentary_worksheet_1.10.18.pdf
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informational_documentary_worksheet_1.10.18.doc
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Video Analysis Rubric:
video.analysis.rubric1.17.pdf
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video.analysis.rubric1.17.docx
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1) Go to snap.caboces.org.
2) Enter your username and password.
3) Your username and password is written on the first page in your agenda.
4) Once you are logged on to SNAP.CABOCES, you can click on to LEARN360, Discovery Education, and BrainPop, for many amazing videos and resources.
The following lessons are taken from the NYS Common Core Aligned Curriculum Modules written by Expeditionary Learning. The complete unit, including NYS Common Core Standards can be found on the EngageNY website.
**Please note: Module 4, Units 1 and 2 are being utilized in Mr. Smith's reading class. Unit 3 is the writing portion of Module 4.
Common Core Standards and Module Overview:
Central Texts Resources Website Links:
- "Disaster in Haiti" article from Scholastic
- Speech from President Obama about the Haitian Earthquake
- "The Earthquake in Haiti" article
- Video from Fox News about Haitian Orphans
- "Haiti: One Year Later" article from TIME Kids
Writing Task:
- Students will write a persuasive, opinion based essay about how the United States should respond to the natural disasters of other nations and how we as fifth graders could and should respond.
Guiding Questions and Big Ideas:
- How should multinational aid organizations prioritize aid when they respond to neighboring communities struck by a natural disaster?
- How do speeches motivate and compel people to act?
- Multinational aid organizations are part of the global community and therefore have a responsibility to provide aid to foreign countries struck by a natural disaster.
- Public speakers motivate people to act by supporting their opinions with compelling reasons and sound evidence.
NYS Social Studies Core Curriculum:
- 5.10 Increasingly, the nations of the Western Hemisphere participate in and benefit from international organizations that promote peace, cooperation, economic development, global health, and cultural understanding.
- 5.10a Multinational organizations and non-governmental organizations in the Western Hemisphere seek to actively promote democracy, protect human rights, support economic development, and encourage cooperation between nations.
- 5.10b The United Nations helps maintain peace between nations and uses international pressure to protect human rights and promote cultural understanding.
- 5.10c When nations or regions in the Western Hemisphere face challenges due to natural disasters, health epidemics, or political upheavals, multinational organizations provide global support and assistance.
IMPORTANT RESOURCES: updated January 18, 2018
New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
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New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
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New York State Next Generation
English Language Arts Learning Standards:
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
Download File
Fifth Grade Writing Rubric:
12.20.17.adapted.nys.5.6.writing.evaluation.rubric.pdf
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12.20.17.adapted.nys.5.6.writing.evaluation.rubric.docx
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RACER Short Answer Graphic Organizer:
racer.short.answer.graphic.organizer.10.3.17.pdf
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racer.short.answer.graphic.organizer.10.3.17.docx
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RACER Extended Response Graphic Organizer:
racer.graphic.organizer.extended.12.7.17.pdf
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race.graphic.organizer.extended.12.7.17.docx
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RACER Short Answer Rubric:
racer.short.answer.rubric01.10.18.pdf
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racer.short.answer.rubric01.10.18.docx
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Sentence Prompts: "What does the text SAY?"
what.does.the.text.say.12.7.17.pdf
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what.does.the.text.say.12.7.17.docx
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Sentence Prompts: "What does the author MEAN?"
what.does.the.author.mean.12.7.17.pdf
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what.does.the.author.mean.12.7.17.docx
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Sentence Prompts: "Why does it MATTER?"
why.does.it.matter.12.7.17.pdf
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why.does.it.matter.12.7.17.docx
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Editing Using COPS:
editing.using.cops.12.20.17.pdf
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editing.using.cops.12.20.17.docx
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COPS Editing Checklist:
cops.editing.checklist.12.20.17.pdf
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cops.editing.checklist.12.20.17.docx
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Informational Documentary Analysis Worksheet:
informational_documentary_worksheet_1.10.18.pdf
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informational_documentary_worksheet_1.10.18.doc
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Video Analysis Rubric:
video.analysis.rubric1.17.pdf
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video.analysis.rubric1.17.docx
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Common Core Standards and Module Overview:
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Fifth Grade Writing Rubric:
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New York State P-12
Common Core Learning Standards for English Language Arts & Literacy
Common Core Learning Standards for English Language Arts & Literacy
nysp12cclsela.pdf | |
File Size: | 718 kb |
File Type: |
Fifth Grade Writing: Module 4, Unit 3:
Opinion Essay:
Week of October 8, 2018 (No school on Monday, October 8, 2018).
Lesson One: Brainstorm Natural Disasters
Homework, None
Classwork, Tuesday, October 9, 2018
Social Studies Standards:
5W1: Write an argument to support claims with clear reasons and relevant evidence.
5W1a: Introduce a precise claim and organize the reasons and evidence logically.
5W1b: Provide logically ordered reasons that are supported by facts and details from various sources.
5W1c: Use precise language and content-specific vocabulary while writing an argument. 5W1d: Use appropriate transitional words, phrases, and clauses to clarify and connect ideas and concepts.
Students will begin to learn about Hurricane Maria, where, and who it affected.
Concept Development:
Opinion Essay:
- Why is it important to provide aid to communities struck by natural disasters?
- What can a country do to help?
- What can you do to help?
Week of October 8, 2018 (No school on Monday, October 8, 2018).
Lesson One: Brainstorm Natural Disasters
Homework, None
Classwork, Tuesday, October 9, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
5W1: Write an argument to support claims with clear reasons and relevant evidence.
5W1a: Introduce a precise claim and organize the reasons and evidence logically.
5W1b: Provide logically ordered reasons that are supported by facts and details from various sources.
5W1c: Use precise language and content-specific vocabulary while writing an argument. 5W1d: Use appropriate transitional words, phrases, and clauses to clarify and connect ideas and concepts.
- Materials: Opinion Essay Packet (given in class), pencil
- Activate Prior Knowledge:
- Students will brainstorm what they already know about natural disaster on page 5 of the packet. What questions do you have? What types of natural disasters are there? Have you experienced any?
- Learning Target:
Students will begin to learn about Hurricane Maria, where, and who it affected.
Concept Development:
- What are natural disasters?
- How do they affect people and places?
- What types of natural disasters are there?
- What was Hurricane Maria?
- Skill Development:
- Students will be able to ask questions and analyze the various types of natural disasters.
- Students will identify which type of natural disaster they will be learning about (Hurricane Maria)
- Students will be able to compare this type of weather with the weather they experience at home
- Do we have hurricanes here?
- What types of natural disasters have you heard about?
- Do you know anyone who has been near a hurricane?
- Why don’t we get hurricanes in New York?
- Guided Practice/Teaching Strategies and Accommodations :
- Miss Morris will go over the from page of the packet and address any questions that they students might have
- As a class, we will read the directions for the essay that they will be writing at the end of the unit (page 3)
- Students will be annotating various articles, speeches, and videos of Hurricane Maria, its effects on the people and Puerto Rico, and what countries and individuals can do to aid those people affected
- Students will watch a video of Hurricane Maria: https://www.youtube.com/watch?v=zNFnVIlE6cA
- What did they notice in the video? What questions do they have?
- If you were there, what would you be feeling?
- Closure:
- Miss Morris wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly find and explain the key concepts that were taught during this lesson? Are students able to complete the skill that has just been taught to them? What do you already know about natural disasters?
- Students will complete page 3 of the packet. This is a brainstorm page of everything they already know about natural disasters. What types of natural disasters are there besides hurricanes?
- We will discuss this as a class.
- Students will be graded in their overall participation through the introduction lesson. In order to obtain full credit, students will need to be actively engaged and willing to participate in the various activities.
- All of the activities and articles in this packet are to be completed. This will assist students in their essay later in the unit.
Lesson Two: Opening Remarks by President Obama
Homework, Thursday, October 11, 2018: Complete 3 Notes on page 9 of the packet
Classwork, Wednesday, October 10, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
5W1: Write an argument to support claims with clear reasons and relevant evidence.
5W1a: Introduce a precise claim and organize the reasons and evidence logically. 5W1b: Provide logically ordered reasons that are supported by facts and details from various sources.
5W1c: Use precise language and content-specific vocabulary while writing an argument. 5W1d: Use appropriate transitional words, phrases, and clauses to clarify and connect ideas and concepts.
- Materials: Opinion Essay Packet, Pencil
- Activate Prior Knowledge:
- Students will share with a partner some of their brainstorm ideas from the day before (10/9). Did you have any similar thoughts? Did you have any ideas that were different? If so, which ones?
- Learning Target:
Concept Development:
- What types of natural disasters are there?
- What was Hurricane Maria?
- What can people do to help?
- What have people done in the past?
- Skill Development:
- Students will be able to ask questions and analyze the effects of Hurricane Maria
- Students will be able to analyze a speech written by the president that discusses different relief efforts and what our country can do in times of natural disaster
- Students will annotate (highlight, underline, circle, write in margins) the transcript of the speech on pages 6 and 7 of the packet
- What did the United States do to help?
- What challenges did the responders face?
- What would you have done in these situations?
- Guided Practice/Teaching Strategies and Accommodations :
- Miss Morris will play the speech (the opening remarks) from President Obama discussing a hurricane in the past: https://www.youtube.com/watch?v=jta-4JLawYI
- Students will only listen to the speech the first time. What is he saying? Students will have the choice to either watch the video, or close their eyes and picture what it would like in their minds.
- Once the video is done playing the opening part of the speech, students will open to pages 6 and 7 of their packet. This is the scripted copy of President Obama’s speech.
- Students will read through both pages and annotate the message (students will already be familiar with the concept of annotating and what it entails – highlighting, circling, putting questions, writing thoughts, etc.)
- If time allows, students will be able to share some of the things that they annotated with the class.
- Remind students that they are looking for the relief efforts that America provided. What did our country do to help? This is the main idea of this annotation.
- Closure:
- Miss Morris wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly find and explain the key concepts that were taught during this lesson? Are students able to complete the skill that has just been taught to them?
- Are students able to effectively annotate a speech after listening to it?
- What things should students be highlighting? Relief efforts, ways to help, the effects that the hurricane had, etc.
- Students will be graded in their overall participation through the introduction lesson. In order to obtain full credit, students will need to be actively engaged and willing to participate in the various activities.
- All of the activities and articles in this packet are to be completed. This will assist students in their essay later in the unit.
- Students will write down at least 3 notes on page 9 in the packet from the speech that they think are the most important. We will discuss these key points as a class tomorrow.
transcriptobamaspeech.docx | |
File Size: | 145 kb |
File Type: | docx |
Lesson Two: “A Teen’s Experience in Puerto Rico”
Homework, Friday, October 12, 2018: Complete page 13 of the packet and answer all questions
Classwork, Thursday, October 11, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
5W1: Write an argument to support claims with clear reasons and relevant evidence.
5W1a: Introduce a precise claim and organize the reasons and evidence logically. 5W1b: Provide logically ordered reasons that are supported by facts and details from various sources.
5W1c: Use precise language and content-specific vocabulary while writing an argument. 5W1d: Use appropriate transitional words, phrases, and clauses to clarify and connect ideas and concepts.
- Materials: Opinion Essay Packet, Pencil
- Activate Prior Knowledge:
- Students will share with a partner some of their brainstorm ideas from the day before (10/9). Did you have any similar thoughts? Did you have any ideas that were different? If so, which ones?
- Learning Target:
Students will be able to make connections between what a country can to do provide aid and what they as individuals can do to provide aid to a country/area in need.
Concept Development:
- What types of natural disasters are there?
- What was Hurricane Maria?
- What can people do to help?
- What have people done in the past?
- Skill Development:
- Students will be able to ask questions and analyze the effects of Hurricane Maria
- Students will be able to analyze an article written about a teen and her family that lived through Hurricane Maria and the effects that the natural disaster had on their home and community.
- Students will annotate (highlight, underline, circle, write in margins) the article on pages 10 and 11.
- What did the United States do to help?
- What challenges did the responders face?
- What would you have done in these situations?
- How could you have helped in this situation?
- What would change in your life if you went through the same things that this teen and her family did?
- Guided Practice/Teaching Strategies and Accommodations :
- Miss Morris will read through the article with the class. She will ask for volunteers and will ask the class to read along with her
- Students will annotate as they go through the article highlighting several key points: what happened? How was the family and community affected? What organization helped? What would you have done to help?
- Students will watch https://www.youtube.com/watch?v=Hkn1jYP0Nmg to look at the first hand accounts of damage throughout the island.
- What about their life would be different if a hurricane came to New York? How would the community look?
- What would you do?
- We will talk about these various questions as a class after the article is finished
- Closure:
- Miss Morris wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly find and explain the key concepts that were taught during this lesson? Are students able to complete the skill that has just been taught to them?
- Are students able to effectively annotate and highlight the necessary information?
- What things should students be highlighting? Relief efforts, ways to help, the effects that the hurricane had, etc.
- Students will be graded in their overall participation throughout the lesson. In order to obtain full credit, students will need to be actively engaged and willing to participate in the various activities.
- All of the activities and articles in this packet are to be completed. This will assist students in their essay later in the unit.
- Students will answer the questions on page 13 of the article for homework. We will discuss these in class the following day.
Lesson Four: “Relief Efforts in Puerto Rico after Hurricane Maria”
Homework, Monday, October 15, 2018: Complete page 15 of the packet and answer all questions
Classwork, Friday, October 12, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
5W1: Write an argument to support claims with clear reasons and relevant evidence.
5W1a: Introduce a precise claim and organize the reasons and evidence logically. 5W1b: Provide logically ordered reasons that are supported by facts and details from various sources.
5W1c: Use precise language and content-specific vocabulary while writing an argument. 5W1d: Use appropriate transitional words, phrases, and clauses to clarify and connect ideas and concepts.
- Materials: Opinion Essay Packet, Pencil
- Activate Prior Knowledge:
- Students will go over some of their providing assistance thoughts from their homework with a partner and then we will go over some of their thoughts as a class.
- Learning Target:
Students will be able to make connections between what a country can to do provide aid and what they as individuals can do to provide aid to a country/area in need.
Concept Development:
- What types of natural disasters are there?
- What was Hurricane Maria?
- What can people do to help?
- What have people done in the past?
- Skill Development:
- Students will be able to ask questions and analyze the effects of Hurricane Maria
- Students will be able to analyze an article written about some of the relief efforts that the United States provided during the aftermath of the hurricane
- Students will annotate (highlight, underline, circle, write in margins) the article on pages 14 and 15.
- What did the United States do to help?
- What challenges did the responders face?
- What would you have done in these situations?
- How could you have helped in this situation?
- What would change in your life if you went through the same things that this teen and her family did?
- Guided Practice/Teaching Strategies and Accommodations :
- Miss Morris will read through the article with the class. She will ask for volunteers and will ask the class to read along with her
- Students will annotate as they go through the article highlighting several key points: What were some of the struggles that people lived through? What resources did they go without? What did the military do to help? What could you do to help?
- Students will watch https://www.youtube.com/watch?v=DY2PNLnQlZc to analyze the various relief efforts put in place to provide aid.
- What still needs to be done? Were there other things that the country could have done to help?
- What would you do?
- What is the benefit of having military assistance travel to Puerto Rico? What could they do differently than other organizations?
- We will talk about these various questions as a class after the article is finished.
- Closure:
- Miss Morris wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly find and explain the key concepts that were taught during this lesson? Are students able to complete the skill that has just been taught to them?
- Are students able to effectively annotate and highlight the necessary information?
- What things should students be highlighting? Relief efforts, ways to help, the effects that the hurricane had, etc.
- Students will be graded in their overall participation throughout the lesson. In order to obtain full credit, students will need to be actively engaged and willing to participate in the various activities.
- All of the activities and articles in this packet are to be completed. This will assist students in their essay later in the unit.
- Students will answer the questions on page 15 of the article for homework. We will discuss these in class the following day.
Week of October 15, 2018
Lesson Five: “Scholastic News Kids Reporter Lara Santana Recalls her Experience with Hurricane Maria in 2017”
Homework, Tuesday, October 16, 2018: Complete page 18 of the packet and answer all questions.
Classwork, Monday, October 15, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
5W1: Write an argument to support claims with clear reasons and relevant evidence.
5W1a: Introduce a precise claim and organize the reasons and evidence logically. 5W1b: Provide logically ordered reasons that are supported by facts and details from various sources.
5W1c: Use precise language and content-specific vocabulary while writing an argument. 5W1d: Use appropriate transitional words, phrases, and clauses to clarify and connect ideas and concepts.
- Materials: Opinion Essay Packet, Pencil
- Activate Prior Knowledge:
- Students will go over some of their providing assistance thoughts from their homework with a partner and then we will go over some of their thoughts as a class.
- What natural disasters are happening right now?
- Students will compare Hurricane Michael and Hurricane Maria. What are some of the similarities that you have seen in the videos that we have watched as a class?
- Learning Target:
Students will be able to make connections between what a country can to do provide aid and what they as individuals can do to provide aid to a country/area in need.
Concept Development:
- What types of natural disasters are there?
- What was Hurricane Maria?
- What can people do to help?
- What have people done in the past?
- Skill Development:
- Students will be able to ask questions and analyze the effects of Hurricane Maria
- Students will be able to analyze an article written about some of the relief efforts that the United States provided during the aftermath of the hurricane
- Students will annotate (highlight, underline, circle, write in margins) the article on pages 16 and 17
- Students will compare Hurricane Michael and Hurricane Maria. What are some of the similarities that you have seen in the videos that we have watched as a class?
- What did the United States do to help?
- What challenges did the responders face?
- What would you have done in these situations?
- How could you have helped in this situation?
- What would change in your life if you went through the same things that girl did?
- Students will be watching two videos of Hurricane Michael that swept through the states of Florida and Georgia last week. They will be asked to compare the two hurricanes after watching footage of Hurricane Michael.
- Guided Practice/Teaching Strategies and Accommodations :
- Miss Morris will begin class by asking the students line up to check their homework completion
- Miss Morris will show two videos of Hurricane Michael. We have talked about this hurricane happening right now as a class last week.
- Students will watch the video and we will have a class discussion on what they noticed that was similar or different than Hurricane Maria.
- The two videos can be found https://www.nytimes.com/2018/10/10/us/hurricane-michael-florida.html and https://www.youtube.com/watch?v=D8Fdx4AzWJk
- Miss Morris will also show https://www.youtube.com/watch?v=eZxfE0M7-Yk highlighting some of the relief efforts done by the Marines in wake of Hurricane Florence.
- Miss Morris will then begin todays’ lesson.
- Today they will be reading a first hand account of a Hurricane Maria survivor. This is from a Scholastic News Kids Reporter. We will have a discussion as a class as to what this means.
- Miss Morris will then begin to read through the article with the class.
- By this point in the unit, students are familiar with the structure of the lesson. After a few sections are read together, Miss Morris will ask them to begin to work on their own.
- The next page of the packet contains two questions that students should be thinking about as they annotate the article: What can a country be doing to help those in need? What could you be doing to help provide aid to those in need?
- Students will annotate as they go through the article highlighting several key points: What were some of the struggles that people lived through? What resources did they go without? What could another country to do help? What could you as an individual do to help?
- Students will be reminded that all of these questions will help them write their opinion essay next week for: Why is it important to help those in need? What should countries do to provide aid? What should you do to provide aid?
- What still needs to be done? Were there other things that the country could have done to help?
- What would you do?
- If students do not finish in class, they will be required to finish it as a homework assignment.
- We will talk about these various questions as a class after the article is finished the next day in class.
- Closure:
- Miss Morris wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly find and explain the key concepts that were taught during this lesson? Are students able to complete the skill that has just been taught to them?
- Are students able to effectively annotate and highlight the necessary information?
- What things should students be highlighting? Relief efforts, ways to help, the effects that the hurricane had, etc.
- Students will be graded in their overall participation throughout the lesson. In order to obtain full credit, students will need to be actively engaged and willing to participate in the various activities.
- Miss Morris will be looking for students who are showing their interest in the lesson and their engagement in the text and writing down the answers to the questions.
- All of the activities and articles in this packet are to be completed. This will assist students in their essay later in the unit.
- Students will answer the questions on page 18 of the article for homework. We will discuss these in class the following day.
Lesson Six: The Red Cross
Homework, Wednesday, October 17, 2018: Complete page 22 and finish annotating article on page 20 and 21
Classwork, Tuesday, October 16, 2018
Social Studies Standards:
5W1: Write an argument to support claims with clear reasons and relevant evidence.
5W1a: Introduce a precise claim and organize the reasons and evidence logically. 5W1b: Provide logically ordered reasons that are supported by facts and details from various sources.
5W1c: Use precise language and content-specific vocabulary while writing an argument. 5W1d: Use appropriate transitional words, phrases, and clauses to clarify and connect ideas and concepts.
Students will make connections between what the American Red Cross does and how this could apply to the Hurricane Maria victims.
Concept Development:
Homework, Wednesday, October 17, 2018: Complete page 22 and finish annotating article on page 20 and 21
Classwork, Tuesday, October 16, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
5W1: Write an argument to support claims with clear reasons and relevant evidence.
5W1a: Introduce a precise claim and organize the reasons and evidence logically. 5W1b: Provide logically ordered reasons that are supported by facts and details from various sources.
5W1c: Use precise language and content-specific vocabulary while writing an argument. 5W1d: Use appropriate transitional words, phrases, and clauses to clarify and connect ideas and concepts.
- Materials: Opinion Essay Packet, Pencil
- Activate Prior Knowledge:
- Students will go over some of their providing assistance thoughts from their homework with a partner and then we will go over some of their thoughts as a class.
- We have talked about many different relief efforts during the past week like the military, different fundraising organizations, and people who have helped those in need.
- Learning Target:
Students will make connections between what the American Red Cross does and how this could apply to the Hurricane Maria victims.
Concept Development:
- What types of natural disasters are there?
- What was Hurricane Maria?
- What can people do to help?
- What are some organizations and fundraisers that we have talked about so far?
- What is The Red Cross?
- Skill Development:
- Students will be able to ask questions and analyze the effects of Hurricane Maria
- Students will be able to analyze an article written about some of the relief efforts that the United States provided during the aftermath of the hurricane
- Students will brainstorm different words that they think of when they hear the words: Red Cross
- What did the United States do to help?
- What challenges did the responders face?
- What would you have done in these situations?
- How could you have helped in this situation?
- What would change in your life if you went through a natural disaster?
- Guided Practice/Teaching Strategies and Accommodations :
- Miss Morris will begin the lesson by recording the homework that was due today
- Students will begin to brainstorm ideas of what they think the Red Cross is/what it does
- Miss Morris will then show a video of what the life of a worker at the American Red Cross looks like: https://www.youtube.com/watch?v=bGqE2OlGvG4 until 2:30
- Miss Morris will then show https://www.youtube.com/watch?v=zY8EnLjDp-g
- Miss Morris will ask students to be thinking of how this could apply to the Hurricane Maria victims
- Students will then be asked to add to their brainstorm list after seeing those videos
- Miss Morris will show a world map picture of the countries that take part in the Red Cross organization
- Miss Morris will explain that over the next few days, we will be learning more about the Red Cross
- Students will then be asked to complete reading pages 20 and 21 and answer the questions on page 22. They will be encouraged to find some different examples that they have not used before.
- What they do not finish in class will be required for homework.
- Closure:
- Miss Morris wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly find and explain the key concepts that were taught during this lesson? Are students able to complete the skill that has just been taught to them?
- Are students able to effectively annotate and highlight the necessary information?
- What things should students be highlighting? Relief efforts, ways to help, the effects that the hurricane had, etc.
- What did the American Red Cross do for people in the past? How are they still helping people today?
- Students will be graded in their overall participation throughout the lesson. In order to obtain full credit, students will need to be actively engaged and willing to participate in the various activities.
- All of the activities and articles in this packet are to be completed. This will assist students in their essay later in the unit.
- Students will answer the questions on page 22 of the article for homework. We will discuss these in class the following day.
Lesson Seven: The Red Cross
Homework, Thursday, October 18, 2018: Complete annotating “The Red Cross at a Glance” article and answer questions on page 24 and 25
Classwork, Wednesday, October 17, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
5W1: Write an argument to support claims with clear reasons and relevant evidence.
5W1a: Introduce a precise claim and organize the reasons and evidence logically. 5W1b: Provide logically ordered reasons that are supported by facts and details from various sources.
5W1c: Use precise language and content-specific vocabulary while writing an argument. 5W1d: Use appropriate transitional words, phrases, and clauses to clarify and connect ideas and concepts.
- Materials: Opinion Essay Packet, Pencil
- Activate Prior Knowledge:
- Students will go over some of their providing assistance thoughts from their homework with a partner and then we will go over some of their thoughts as a class.
- What does multi- mean? Multiple.
- What does national mean? Across a country
- Multi-national means many countries
- Students will be able to discuss these words.
- Learning Target:
Students will discuss the meanings of the prefix multi-, and the words national, aid, and organization
Concept Development:
- What are some organizations and fundraisers that we have talked about so far?
- What is The Red Cross?
- What is a multi-national aid organization?
- Skill Development:
- Students will be able to ask questions and analyze the effects of Hurricane Maria
- Students will be able to analyze an article written about some of the relief efforts that the United States provided during the aftermath of the hurricane
- Students will discuss the meaning of a multi-national aid organization by categorizing these various words into separate boxes with definitions
- What did the United States do to help?
- What challenges did the responders face?
- What would you have done in these situations?
- How could you have helped in this situation?
- What would change in your life if you went through a natural disaster?
- Guided Practice/Teaching Strategies and Accommodations :
- Miss Morris will begin the lesson by recording the homework that was due today
- Miss Morris will have the words “multi,” “national,” “aid,” and “organization” on the board. Students will be asked to write these words down on the top of page 23 in their packet
- Miss Morris will begin by asking if students have heard any of these words before.
- As a class, we will discuss the meaning of those words one at a time. This will create a word web on the board.
- Once we have definitions, students will be asked to record this information in the top boxes of the organizer on page 24 in their packet.
- Once they have completed this, Miss Morris will ask students to be thinking about the meanings of these words as they continue to read about The Red Cross.
- Miss Morris will ask students to flip to page 23. As a class, we will read the first sentence and talk about what makes The Red Cross a multinational aid organization.
- Students will then be asked to read the rest of the article together highlighting important information that supports our definitions that we came up with.
- Once this is finished, we will discuss some of their thoughts as a class.
- In their own words, students will be asked to fill out the bottom section on page 24. This section is the application to the Red Cross.
- Students will be asked to complete page 24 and 25 for homework if they do not finish it in class. Page 25 consists of putting their thoughts on page 24 into complete sentences.
- Closure:
- Miss Morris wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly find and explain the key concepts that were taught during this lesson? Are students able to complete the skill that has just been taught to them?
- Are students able to effectively annotate and highlight the necessary information?
- What things should students be highlighting? Multinational Aid Organization information based off of what we discussed in class for what those words mean.
- Students will be graded in their overall participation throughout the lesson. In order to obtain full credit, students will need to be actively engaged and willing to participate in the various activities.
- All of the activities and articles in this packet are to be completed. This will assist students in their essay later in the unit.
- Students will answer the questions on page 24 and 25 of the packet. This will be examined the next day for a homework grade.
Lesson Eight: The Red Cross
Homework, Friday, October 19, 2018: Finish annotating pages 28,29, and answer the question on page 30
Classwork, Thursday, October 18, 2018
Social Studies Standards:
5W1: Write an argument to support claims with clear reasons and relevant evidence.
5W1a: Introduce a precise claim and organize the reasons and evidence logically. 5W1b: Provide logically ordered reasons that are supported by facts and details from various sources.
5W1c: Use precise language and content-specific vocabulary while writing an argument. 5W1d: Use appropriate transitional words, phrases, and clauses to clarify and connect ideas and concepts.
Students will complete the questions related to and analyze the article: “The Red Cross Disaster Response”
Concept Development:
Homework, Friday, October 19, 2018: Finish annotating pages 28,29, and answer the question on page 30
Classwork, Thursday, October 18, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
5W1: Write an argument to support claims with clear reasons and relevant evidence.
5W1a: Introduce a precise claim and organize the reasons and evidence logically. 5W1b: Provide logically ordered reasons that are supported by facts and details from various sources.
5W1c: Use precise language and content-specific vocabulary while writing an argument. 5W1d: Use appropriate transitional words, phrases, and clauses to clarify and connect ideas and concepts.
- Materials: Opinion Essay Packet, Pencil
- Activate Prior Knowledge:
- Students will go over some of their providing assistance thoughts from their homework with a partner and then we will go over some of their thoughts as a class.
- What types of aid have you seen in your life? Fire Department? Police Department?
- Learning Target:
Students will complete the questions related to and analyze the article: “The Red Cross Disaster Response”
Concept Development:
- What are some organizations and fundraisers that we have talked about so far?
- What is The Red Cross?
- What types of aid does The Red Cross provide? Who is the majority of the Red Cross?
- Skill Development:
- Students will be able to ask questions and analyze the effects of Hurricane Maria
- Students will be able to analyze an article written about some of the relief efforts that the United States provided during the aftermath of the hurricane
- Students will be asked to identify the important relief efforts and types of aid that the Red Cross provides.
- What did the United States do to help?
- What challenges did the responders face?
- What would you have done in these situations?
- How could you have helped in this situation?
- What would change in your life if you went through a natural disaster?
- Would you consider being a volunteer for the Red Cross?
- Guided Practice/Teaching Strategies and Accommodations :
- Miss Morris will begin the lesson by recording the homework that was due today
- Miss Morris will show https://www.youtube.com/watch?v=yRI22v7OwoM two times
- This is a video that includes an interview with the Red Cross CEO that we learned about from a prior lesson
- Students will watch and listen to the video the first time
- The second time, students will be asked to write notes on the back page of their packet while listening carefully to the types of aid that the Red Cross provides and where The Red Cross provides its aid.
- We will discuss this as a class and write a list on the board.
- Students will be asked to find a partner and discuss whether or not they would join the Red Cross. The video discussed ways that people could join.
- Would you join? Why? Would you choose not to join? Why?
- After they discuss with partners, students will be asked to share some of their thoughts to the group.
- Miss Morris will write some of their thoughts on the board and explain that there is no right or wrong answer - there are several things that people need to think about before signing up to join.
- Students will then be asked to form 2-3 complete sentences on page 27 in their packet answering both questions about the type of relief that The Red Cross provides.
- Once this is completed, students will be asked to read the article on pages 28-29 and answer the short response question on page 30.
- This will be homework if it is not finished in class.
- Students will be graded in their overall participation throughout the lesson. In order to obtain full credit, students will need to be actively engaged and willing to participate in the various activities.
- All of the activities and articles in this packet are to be completed. This will assist students in their essay later in the unit.
- Students will read the article on pages 28-29 and answer the following short response question on page 30. This will be due the next day.
- Miss Morris will be looking for accurate answers with capitalization and punctuation
Lesson Nine: The Red Cross
Homework, Monday, October 22, 2018: Be thinking about what relief efforts you would like to include in your essay
Classwork, Friday, October 19, 2018
Social Studies Standards:
5W1: Write an argument to support claims with clear reasons and relevant evidence.
5W1a: Introduce a precise claim and organize the reasons and evidence logically. 5W1b: Provide logically ordered reasons that are supported by facts and details from various sources.
5W1c: Use precise language and content-specific vocabulary while writing an argument. 5W1d: Use appropriate transitional words, phrases, and clauses to clarify and connect ideas and concepts.
Students will continue to think about their essay prompt: Why should we help those in need? What should countries do to provide aid to natural disaster victims? What should you do to provide aid to natural disaster victims?
Concept Development:
Homework, Monday, October 22, 2018: Be thinking about what relief efforts you would like to include in your essay
Classwork, Friday, October 19, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
5W1: Write an argument to support claims with clear reasons and relevant evidence.
5W1a: Introduce a precise claim and organize the reasons and evidence logically. 5W1b: Provide logically ordered reasons that are supported by facts and details from various sources.
5W1c: Use precise language and content-specific vocabulary while writing an argument. 5W1d: Use appropriate transitional words, phrases, and clauses to clarify and connect ideas and concepts.
- Materials: Opinion Essay Packet, Pencil
- Activate Prior Knowledge:
- Students watched a video of President Obama at the beginning of this unit. What natural disaster was he talking about?
- Learning Target:
Students will continue to think about their essay prompt: Why should we help those in need? What should countries do to provide aid to natural disaster victims? What should you do to provide aid to natural disaster victims?
Concept Development:
- What still needs to be done after the immediate natural disaster?
- What can we do as people to ensure that the aid continues to be provided?
- Why is it important to thank people for their hard work?
- What is the purpose of an outline? How will this help you as a writer?
- Skill Development:
- Students will identify ways in which it is still important to join relief efforts after the natural disaster is over
- Students will analyze what Obama meant by an ‘extraordinary effort’ what do you think this means?
- What did the United States do to help?
- What challenges did the responders face?
- What would you have done in these situations?
- How could you have helped in this situation?
- What would change in your life if you went through a natural disaster?
- Would you consider being a volunteer for the Red Cross?
- Guided Practice/Teaching Strategies and Accommodations :
- Miss Morris will begin the lesson by recording the homework that was due today
- Miss Morris will show the closing remarks from President Obama’s speech
- Students will listen to the closing remarks one time
- The second time the video plays, students will be asked to annotate the speech about what they think is important in this speech
- As a class, we will discuss the various topics in this transcript.
- Afterwards, students will have the opportunity to engage with the outline of the paper they will be starting on Monday.
- Miss Morris will guide them through the outline making notes when necessary.
- Students will be graded in their overall participation throughout the lesson. In order to obtain full credit, students will need to be actively engaged and willing to participate in the various activities.
- All of the activities and articles in this packet are to be completed. This will assist students in their essay later in the unit.
Lesson Ten: Writing the Opinion Essay
Homework, Tuesday-Thursday, October 23-35, 2018: Keep Working on Essay – due Friday
Classwork, Monday – Friday, October 22-26, 2018
Social Studies Standards:
5W1: Write an argument to support claims with clear reasons and relevant evidence.
5W1a: Introduce a precise claim and organize the reasons and evidence logically. 5W1b: Provide logically ordered reasons that are supported by facts and details from various sources.
5W1c: Use precise language and content-specific vocabulary while writing an argument. 5W1d: Use appropriate transitional words, phrases, and clauses to clarify and connect ideas and concepts.
Students will need to provide evidence from the various texts they have analyzed throughout the unit.
Concept Development:
Homework, Tuesday-Thursday, October 23-35, 2018: Keep Working on Essay – due Friday
Classwork, Monday – Friday, October 22-26, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
5W1: Write an argument to support claims with clear reasons and relevant evidence.
5W1a: Introduce a precise claim and organize the reasons and evidence logically. 5W1b: Provide logically ordered reasons that are supported by facts and details from various sources.
5W1c: Use precise language and content-specific vocabulary while writing an argument. 5W1d: Use appropriate transitional words, phrases, and clauses to clarify and connect ideas and concepts.
- Materials: Opinion Essay Packet, Pencil, computer
- Activate Prior Knowledge:
- We have talked about several natural disasters that have occurred over the past several years.
- Today, you are going to start writing about Hurricane Maria
- Learning Target:
Students will need to provide evidence from the various texts they have analyzed throughout the unit.
Concept Development:
- How can you form this essay in a way that makes sense an that is grammatically correct?
- What is the purpose of this essay? You are stating your opinion on what you think countries and individuals should do to provide aid based off of the articles and videos you have analyzed.
- Skill Development:
- Students will find and identify the various ways in which a country and individual can provide aid and relief efforts
- Students will analyze various texts to find the most important information needed to write an essay
- Students will categorize that information into a provided outline that will make their essay flow
- What did the United States do to help?
- What challenges did the responders face?
- What would you have done in these situations?
- How could you have helped in this situation?
- What would change in your life if you went through a natural disaster?
- Guided Practice/Teaching Strategies and Accommodations :
- Miss Morris will begin the lesson by recording the homework that was due today
- Miss Morris will ask students to get their computers and log in
- Once students are logged in, Miss Morris will ask them to open their packets to the outline page and begin working on their introduction.
- Once they are done with their introduction, students may continue working on the other parts of the essay
- Miss Morris will remind students to work efficiently and carefully.
- Students will have all week to finish their essay and it will be due on Friday, October 27, 2018.
- Students will be graded in their overall participation throughout the lesson. In order to obtain full credit, students will need to be actively engaged and willing to participate in the various activities.
- Students need to be actively working and writing their essay.
Lesson Eleven: Thank you Marines
Homework, Monday, October 29, 2018: None
Classwork, Friday, October 26, 2018
Social Studies Standards:
5W1: Write an argument to support claims with clear reasons and relevant evidence.
5W1a: Introduce a precise claim and organize the reasons and evidence logically. 5W1b: Provide logically ordered reasons that are supported by facts and details from various sources.
5W1c: Use precise language and content-specific vocabulary while writing an argument. 5W1d: Use appropriate transitional words, phrases, and clauses to clarify and connect ideas and concepts.
Concept Development:
Homework, Monday, October 29, 2018: None
Classwork, Friday, October 26, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
5W1: Write an argument to support claims with clear reasons and relevant evidence.
5W1a: Introduce a precise claim and organize the reasons and evidence logically. 5W1b: Provide logically ordered reasons that are supported by facts and details from various sources.
5W1c: Use precise language and content-specific vocabulary while writing an argument. 5W1d: Use appropriate transitional words, phrases, and clauses to clarify and connect ideas and concepts.
- Materials: Opinion Essay Packet, Pencil
- Activate Prior Knowledge:
- Students will go over some of their providing assistance thoughts from their homework with a partner and then we will go over some of their thoughts as a class.
- What types of aid have you seen in your life? Fire Department? Police Department?
- Learning Target:
Concept Development:
- What still needs to be done after the immediate natural disaster?
- What can we do as people to ensure that the aid continues to be provided?
- Why is it important to thank people for their hard work?
- Skill Development:
- Students will identify several reasons why it is important to help those in need
- Students will describe in a letter to a Marine why their work is so important to thank them for their hard work and for providing the relief efforts
- What did the United States do to help?
- What challenges did the responders face?
- Do you know of any responders who have provided aid to natural disasters? Or to people in general?
- Why is it so important to be an active participant in providing aid?
- Guided Practice/Teaching Strategies and Accommodations :
- Miss Morris will explain a short writing assignment for the students to work on the rest of class
- The students will be writing a short letter to a Marine thanking them for their relief efforts for helping the people of the Carolinas after Hurricane Maria.
- Students will write about why it is so important to help others and why their work is so valuable to communities.
- Miss Morris will collect the letter and send them to Camp Lejeune in North Carolina where her brother is a Marine. He will pass them out to the rest of the Marines.
- Students will be graded in their overall participation throughout the lesson. In order to obtain full credit, students will need to be actively engaged and willing to participate in the various activities.
- All of the activities and articles in this packet are to be completed.
Fifth Grade Writing
Module 4, Unit 3: "Research on 2010 Earthquake in Haiti, Learning about the Red Cross, and Writing an Opinion Speech"
Please note: The dates regarding homework and classwork are subject to change. Please check the website each day.
Please see the Homepage for a detailed explanation of procedures and expectations.
Common Core Standards and Module Overview:
Central Texts Resources Website Links:
- "Disaster in Haiti" article from Scholastic
- Speech from President Obama about the Haitian Earthquake
- "The Earthquake in Haiti" article
- Video from Fox News about Haitian Orphans
- "Haiti: One Year Later" article from TIME Kids
Writing Task:
- Students will write a persuasive, opinion based essay about how the United States should respond to the natural disasters of other nations and how we as fifth graders could and should respond.
Guiding Questions and Big Ideas:
- How should multinational aid organizations prioritize aid when they respond to neighboring communities struck by a natural disaster?
- How do speeches motivate and compel people to act?
- Multinational aid organizations are part of the global community and therefore have a responsibility to provide aid to foreign countries struck by a natural disaster.
- Public speakers motivate people to act by supporting their opinions with compelling reasons and sound evidence.
NYS Social Studies Core Curriculum:
- 5.10 Increasingly, the nations of the Western Hemisphere participate in and benefit from international organizations that promote peace, cooperation, economic development, global health, and cultural understanding.
- 5.10a Multinational organizations and non-governmental organizations in the Western Hemisphere seek to actively promote democracy, protect human rights, support economic development, and encourage cooperation between nations.
- 5.10b The United Nations helps maintain peace between nations and uses international pressure to protect human rights and promote cultural understanding.
- 5.10c When nations or regions in the Western Hemisphere face challenges due to natural disasters, health epidemics, or political upheavals, multinational organizations provide global support and assistance.
Homework: None.
Classwork:
- Today we will be reading and discussing the article "Disaster in Haiti" from Scholastic. This article provides background information on the 2010 earthquake that rocked Haiti's capitol city. http://www.scholastic.com/browse/article.jsp?id=3753355
- After reading the article as a class, students will break up into small groups and read it a second time. Then they will respond to the question, both verbally in their group and on paper, "How did this article make you feel about people affected by natural disasters?"
- There is no homework.
Homework: Write a paragraph (5+ sentences) about whether you agreed with Obama's speech and why or why not.
Classwork:
Classwork:
- Today in class, we will be watching and reading a speech given by President Obama after the Haitian Earthquake in 2010.
- We will annotate a printout of his speech, underlining anything we think is an opinion, and circling any language that comes across as bold or persuasive.
- For homework students will write a paragraph (5+ sentences) about whether they agreed with Obama's speech and why or why not.
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Transcript of Obama's Speech:
Transcript of Obama's Speech:
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Homework: Read the article "Haiti: One Year Later" for Monday.
Classwork:
Classwork:
- Today we will be reading, watching, and responding to an article and a video about the Haitian Earthquake of 2010.
- We will first read the article "The Earthquake in Haiti." Students will respond in their notebooks to the following questions, "What effects did the earthquake have?" and "how does this article make you feel?" http://www.dogonews.com/2010/1/15/the-earthquake-in-haiti
- Next, we will watch a news video from Fox News about children who were orphaned by the earthquake. Students will respond to this article by writing down something they or someone like them could do to help these orphaned children. http://video.foxnews.com/v/4494486/haiti-earthquake-aftermath-creates-economic-orphans/?#sp=show-clips
- For homework, students will read the article "Haiti: One Year Later" for Monday. http://www.timeforkids.com/news/haiti-one-year-later/11531
Homework: None.
Classwork:
Classwork:
- Today in class we will practice distinguishing between facts and opinions.
- We will do this by completing a worksheet individually that has us identify facts and opinions as well as rewrite facts into opinions.
- There is no homework.
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Homework: None.
Classwork:
Classwork:
- Today we will be working on forming opinions about what we have read about the Haitian Earthquake.
- We will do this by completing a worksheet that gives us quotes from the articles we have been reading and forming opinions based on those quotes.
- After, we will share some of our opinions.
Haitian Earthquake Opinions:
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Haitian Earthquake Opinions:
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Homework: None.
Classwork :
Classwork :
- Today we will be rereading the articles we have been examining for the past few days of class.
- Then we will look through them for ways we could help in the event of a natural disaster.
- Then we will be choosing 3 of these ways and using them as the basis for our speeches.
Homework: Finish the activity we started in class, our outlines for this speech.
Classwork:
Classwork:
- Today we will be write a few short paragraphs based on the three "What can we do" statements we chose yesterday.
- The homework is to finish the work that we start in class.
Haiti Speech Outline:
Haiti Speech Guidelines:
Haiti Speech Rubric:
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Haiti Speech Outline:
Haiti Speech Guidelines:
Haiti Speech Rubric:
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Homework: Finish the first three paragraphs of your speech.
Classwork:
Classwork:
- Today we will be starting to work on our speeches in class.
- For homework finish the first three paragraphs of your speech.
Homework: Finish your speeches! SEE ABOVE FOR GUIDELINES, OUTLINE, AND RUBRIC.
Classwork:
Classwork:
- Today we will be working on our speeches. Students will have the whole period to work on their speeches.
- For homework students will finish their speeches.
Homework: None.
Classwork:
Classwork:
- Your Haiti speeches are due today!!
- Today in class we will have a chance to finish revising our Haiti speeches before we hand them in.
- There is not homework.
Homework: None.
Classwork:
Classwork:
- Today we will be sharing our speeches with the class.
- There is no homework.
Homework due day, , 2018:
Classwork, day, , 2018:
Classwork, day, , 2018:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Example first.
- Question:
- Prior life experience (concept or skill).
- Students will write their answers on white boards.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept:
- Critical attributes:
- Examples:
- Nonexamples:
- How can we remember this concept?
- RAJ (pg. 129) Restate the concept. Apply the concept to examples. Justify your examples using the definition taught.
- Think/Pair/Share, note-taking, etc.
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it).
- Students will compare.
- Students will describe.
- Students will explain.
- Students will identify.
- Students will evaluate.
- Students will list.
- Step-by-step process: What is the general approach for solving this kind of problem? What is the first step? Why is this step important?
- Why do we...?
- Why did I...?
- Why is this...?
- How did I know if...?
- How did I know...?
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Mrs. Looney will explain.
- Mrs. Looney will model. What was I thinking when I...? How did I remember...? How did I decide to...? Why did I...? How did I know...?
- Mrs. Looney will demonstrate.
- Students will perform their initial practice step-by-step at the same time as a whole group.
- First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step.
- Gradually, students will begin to do the steps individually.
- As a class we will complete a graphic organizer.
- By the end of the guided practice, students will be able to perform the steps individually.
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- The students will
Homework due day, , 2018:
Classwork, day, , 2018:
Classwork, day, , 2018:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Example first.
- Question:
- Prior life experience (concept or skill).
- Students will write their answers on white boards.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept:
- Critical attributes:
- Examples:
- Nonexamples:
- How can we remember this concept?
- RAJ (pg. 129) Restate the concept. Apply the concept to examples. Justify your examples using the definition taught.
- Think/Pair/Share, note-taking, etc.
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it).
- Students will compare.
- Students will describe.
- Students will explain.
- Students will identify.
- Students will evaluate.
- Students will list.
- Step-by-step process: What is the general approach for solving this kind of problem? What is the first step? Why is this step important?
- Why do we...?
- Why did I...?
- Why is this...?
- How did I know if...?
- How did I know...?
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Mrs. Looney will explain.
- Mrs. Looney will model. What was I thinking when I...? How did I remember...? How did I decide to...? Why did I...? How did I know...?
- Mrs. Looney will demonstrate.
- Students will perform their initial practice step-by-step at the same time as a whole group.
- First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step.
- Gradually, students will begin to do the steps individually.
- As a class we will complete a graphic organizer.
- By the end of the guided practice, students will be able to perform the steps individually.
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- The students will