We will start off the new year by writing a fun, short OREO essay during these first few days. The instructions for the "How to Eat an OREO Cookie" essay
can be found on the Fifth Grade Informative Writing webpage.
Click Here to access that webpage.
can be found on the Fifth Grade Informative Writing webpage.
Click Here to access that webpage.
REVOLUTIONARY MEN ESSAY: SCROLL WAY DOWN TO THE LESSONS FOR "WEEK OF FEBRUARY 3, 2020."
MAGAZINE: REVOLUTIONARY WOMEN
MAGAZINE: REVOLUTIONARY MEN
INFORMATIVE WRITING: Character Traits.
Main Idea/Central Idea/Central Message: Revolutionary Women Magazine
Please note: The dates regarding homework and classwork are subject to change. Please check the website each day.
Please see the RESOURCE page on this website for a detailed explanation of procedures and expectations. There are several important resources, graphic organizers, and helpful documents found on the RESOURCE page.
New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents.
For the next few weeks we will be reading, analyzing, annotating, discussing, and writing informative texts. Several skills are needed to be able to complete these tasks. Each skill will be broken down, modeled, practiced, and practiced again. Students will work as a whole class group, in pairs, and independently. Students will use multi-media sources as examples and guides.
Several New York State Next Generation English Language Arts Learning Standards are essential in order to be able to accomplish the informative writing assignments. These standards will be practiced while utilizing the selected poems, articles, videos, and photos in order to master these skills.
We will also be focusing on the main idea/central idea/central message of the texts found within the Revolutionary Women Magazine.
Are you ready, Scio Tigers?
To view many amazing videos and resources:
1) Go to CABOCES Insignia Log In: https://caboces.insigniails.com/Library/Login
2) Log in with 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 https://caboces.insigniails.com/Library/Login, you can click on to LEARN360, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, and BrainPop, you can then click on the highlighted links found in the lessons.
6) To log onto Discovery Education Streaming, click on to the Discovery Education Streaming icon. Your login information is in your agenda.
Scroll down to the bottom of the page
for more details about the lessons
and for links to the New York State Learning Standards
that will be covered in this unit.
To view many amazing videos and resources:
1) Go to CABOCES Insignia Log In: https://caboces.insigniails.com/Library/Login
2) Log in with 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 https://caboces.insigniails.com/Library/Login, you can click on to LEARN360, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, and BrainPop, you can then click on the highlighted links found in the lessons.
6) To log onto Discovery Education Streaming, click on to the Discovery Education Streaming icon. Your login information is in your agenda.
Scroll down to the bottom of the page
for more details about the lessons
and for links to the New York State Learning Standards
that will be covered in this unit.
Various Questions: "Riding for Freedom"
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1. Make a list of character traits of Sybil Luddington.
2. List the differences between Paul Revere's ride
and Sybil Luddington's ride.
What to listen and watch for as you analyze and infer the above video:
- Why do we study history?
- What are some new facts that we have learned about Sybil Ludington?
- What is it about Ludington that is so inspiring?
- Why do we study Ludington?
- How does Sybil Ludington's story relate to our own lives?
riding_for_freedom_article.pdf | |
File Size: | 531 kb |
File Type: |
Circle Time Questions created by both fifth grade class groups:
- Do you think that Sybil Ludington was scared when she was riding through the night?
- Would you be scared if you rode through the night on a horse?
- What do you and Sybil Ludington have in common?
- Which character traits do you have in common with Sybil Ludington?
- Sybil liked riding horses. What are your hobbies?
- Sybil was a a messenger. What types of messages have you sent?
- Sybil Ludington was very confident. When was a time that you were confident?
- Sybil had to be brave to do what she did. When was a time when you were brave?
- Sybil Ludington was skilled at riding a horse. What are some of your skills?
Homework due Tuesday and Wednesday, January 14, and 15, 2020:
Classwork due Monday and Tuesday, January 13, and 14, 2020:
Classwork due Monday and Tuesday, January 13, and 14, 2020:
"Riding for Freedom" QUESTION #1:
"Riding for Freedom" Directions, QUESTION #1:
- In "Riding for Freedom," what is the main idea of paragraphs 1 through 4?
- Use two details from the article to support your response.
"Riding for Freedom" Directions, QUESTION #1:
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Homework due Thursday, January 16, 2020:
Classwork due Wednesday, January 15, 2020:
Classwork due Wednesday, January 15, 2020:
riding_for_freedom_article.pdf | |
File Size: | 531 kb |
File Type: |
"Riding for Freedom" QUESTION #2:
"Riding for Freedom" Directions, QUESTION #2:
- Describe one character trait of Sybil Ludington.
- Use two details from the article to support your response.
"Riding for Freedom" Directions, QUESTION #2:
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Homework due Wednesday, January 22, 2020:
Classwork due Tuesday, January 21, 2020:
Classwork due Tuesday, January 21, 2020:
We Were Here, Too
ARTICLE: We Were Here, Too
we.were.here.too.article.pdf | |
File Size: | 752 kb |
File Type: |
"We Were Here, Too" QUESTION #1:
Directions, QUESTION #1: We Were Here, Too
- Describe one character trait that represents the women in the article.
- Use two details from the text to support your response.
Directions, QUESTION #1: We Were Here, Too
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Homework due day, January , 2020:
Classwork due day, January , 2020:
Classwork due day, January , 2020:
"We Were Here, Too" QUESTION #2:
Directions, QUESTION #2: We Were Here, Too
- What is the author’s point of view?
- Use two details from the article to support your response.
Directions, QUESTION #2: We Were Here, Too
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RIDING FOR FREEDOM: SUPPORTING LESSONS
Homework:
Annotate the article "Riding for Freedom." Answer questions one and two on the "Riding for Freedom Questions Sheet #1" using two RACER Graphic Organizers.
Classwork:
"Riding for Freedom" text: http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/RidingForFreedom.pdf
Homework:
Annotate the article "Riding for Freedom." Answer questions one and two on the "Riding for Freedom Questions Sheet #1" using two RACER Graphic Organizers.
Classwork:
- Students will read and annotate the social studies article "Riding for Freedom." Students will earn a grade for the annotations. Be sure that you aren't "highlighter happy"! Only highlight key words and quotes that you might want to use on your RACER. Be sure to ask at least five questions in the margins of the article as you annotate the article.
- Answer questions 1 and 2 on the RACER Graphic Organizers.
- Question #1: Describe one character trait of Sybil Ludington. Use two details from the text to support your response.
- Question #2: What lesson can be learned from Sybil Ludington? Use two details from the article to support your response.
- The annotations and the two RACER Graphic Organizers are due tomorrow for homework.
"Riding for Freedom" text: http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/RidingForFreedom.pdf
Classwork: All of our lessons this week will be utilizing the awesome new website "Nearpod."
1) Log on to your computer.
2) Open Google Chrome.
3) Search for "nearpod" in Google.
4) The "Nearpod-Technology in our classroom" website should be the first to pop up. Click on "Nearpod- Technology in our classroom."
5) Click "Log In" found in the upper right-hand corner.
6) Click "Join a Lesson" found on the bottom of the page.
7) Enter the code.
8) Write in your first name and last initial. Be sure to capitalize your name and initial. Put a period after your last name initial. Do NOT add a nickname.
9) Click "Join Session."
10) Wait patiently for the rest of the class.
Homework: Annotate the article "Riding for Freedom." Answer questions three and four on the "Riding for Freedom Questions Sheet #2" using two RACER Graphic Organizers.
Classwork:
Homework due: Complete Question Sheet for "Riding for Freedom." Question 1 is due on Tuesday; questions 4-7 are due on Wednesday. Since the fifth grade has already completed an extensive essay on questions 2 and 3, the fifth grade will be skipping those two questions at this time. This assignment will be graded with the NYS Short Response Rubric. 2 points for each question. Be sure to use the RACE Organizer. Be sure to use 2 quotes and EXPLAIN the importance of the quote and how it relates to the question.
Classwork:
Article:
"Riding for Freedom" text: http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/RidingForFreedom.pdf
Questions Sheet, "Riding for Freedom"
test.prep.riding.for.freedom.pdf
Download File
test.prep.riding.for.freedom.docx
Download File
1) Log on to your computer.
2) Open Google Chrome.
3) Search for "nearpod" in Google.
4) The "Nearpod-Technology in our classroom" website should be the first to pop up. Click on "Nearpod- Technology in our classroom."
5) Click "Log In" found in the upper right-hand corner.
6) Click "Join a Lesson" found on the bottom of the page.
7) Enter the code.
8) Write in your first name and last initial. Be sure to capitalize your name and initial. Put a period after your last name initial. Do NOT add a nickname.
9) Click "Join Session."
10) Wait patiently for the rest of the class.
Homework: Annotate the article "Riding for Freedom." Answer questions three and four on the "Riding for Freedom Questions Sheet #2" using two RACER Graphic Organizers.
Classwork:
- Students will reread and annotate the social studies article "Riding for Freedom." Students will earn a grade for the annotations. Be sure that you aren't "highlighter happy"! Only highlight key words and quotes that you might want to use on your RACER. Be sure to ask at least five questions in the margins of the article as you annotate the article.
- Answer questions 3 and 4 on the RACER Graphic Organizers.
- Question #3: What is the author's point of view? Use two details from the text to support your response.
- Question #4: What is the value in Sybil Ludington's actions? Use two details from the article to support your response.
- The annotations and the two RACER Graphic Organizers and two RACER Assessment Rubrics are due on Monday for homework.
Homework due: Complete Question Sheet for "Riding for Freedom." Question 1 is due on Tuesday; questions 4-7 are due on Wednesday. Since the fifth grade has already completed an extensive essay on questions 2 and 3, the fifth grade will be skipping those two questions at this time. This assignment will be graded with the NYS Short Response Rubric. 2 points for each question. Be sure to use the RACE Organizer. Be sure to use 2 quotes and EXPLAIN the importance of the quote and how it relates to the question.
Classwork:
- Students will read the social studies article "Riding for Freedom."
- Students will answer the short response questions on the Questions Sheet.
- What is the central idea of the section you just read? Use two details from the text to support your response.
- What is the author’s purpose in this article? Use two details from the text to support your response.
- What is the author’s point of view? Use two details from the text to support your response.
- Describe one character trait of Sybil Ludington. Use two details from the text to support your response.
- Explain how the setting affects the author’s point of view. Use two details from the text to support your response.
- What is the value in Sybil Ludington’s actions? Use two details from the article to support your answer.
- What lesson can be learned from Sybil Ludington? Use two details from the article to support your response.
- Complete Question Sheet for "Riding for Freedom." Question 1 is due on Tuesday; questions 4-7 are due on Wednesday. Since the fifth grade has already completed an extensive essay on questions 2 and 3, the fifth grade will be skipping those two questions at this time.
- This assignment will be graded with the NYS Short Response Rubric.
- 2 points for each question.
- Be sure to use the RACE Organizer.
- Be sure to use 2 quotes and EXPLAIN the importance of the quote and how it relates to the question.
- Be sure to use the RACE Organizer.
- 2 points for each question.
- This assignment will be graded with the NYS Short Response Rubric.
Article:
"Riding for Freedom" text: http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/RidingForFreedom.pdf
Questions Sheet, "Riding for Freedom"
test.prep.riding.for.freedom.pdf
Download File
test.prep.riding.for.freedom.docx
Download File
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REVOLUTIONARY WOMEN
INFORMATIVE WRITING: Character Traits.
For the next few weeks we will be reading, analyzing, annotating, discussing, and writing informational texts about CHARACTER TRAITS OF REVOLUTIONARY PEOPLE. Several skills are needed to be able to complete these tasks. Each skill will be broken down, modeled, practiced, and practiced again. Students will work as a whole class group, in pairs, and independently.
Several New York State Next Generation English Language Arts Learning Standards are essential in order to be able to accomplish the writing assignments. These standards will be practiced while utilizing the assigned articles in order to master these skills. See the list of learning standards above.
INFORMATIVE WRITING: Character Traits.
For the next few weeks we will be reading, analyzing, annotating, discussing, and writing informational texts about CHARACTER TRAITS OF REVOLUTIONARY PEOPLE. Several skills are needed to be able to complete these tasks. Each skill will be broken down, modeled, practiced, and practiced again. Students will work as a whole class group, in pairs, and independently.
Several New York State Next Generation English Language Arts Learning Standards are essential in order to be able to accomplish the writing assignments. These standards will be practiced while utilizing the assigned articles in order to master these skills. See the list of learning standards above.
DIRECTIONS: REVOLUTIONARY WOMEN
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COVER: REVOLUTIONARY WOMEN
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OUTLINE: REVOLUTIONARY WOMEN
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INFORMATION: REVOLUTIONARY WOMEN (See info below, but also use your Revolutionary Women Magazine for additional information.)
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INTRODUCTION SUGGESTIONS: REVOLUTIONARY WOMEN
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CONCLUSION SUGGESTIONS: REVOLUTIONARY WOMEN
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EXTRA QUESTIONS: REVOLUTIONARY WOMEN
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WEEK OF FEBRUARY 3, 2020
REVOLUTIONARY MEN
INFORMATIVE WRITING: Character Traits.
Use the Jefferson, Washington, and Ben Franklin Magazines to gather your quotes and information.
INFORMATIVE WRITING: Character Traits.
Use the Jefferson, Washington, and Ben Franklin Magazines to gather your quotes and information.
DIRECTIONS: REVOLUTIONARY MEN
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COVER: REVOLUTIONARY MEN
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OUTLINE: REVOLUTIONARY MEN
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VIDEOS:
Are you ready, Scio Tigers?
To view many amazing videos and resources:
1) Go to CABOCES Insignia Log In: https://caboces.insigniails.com/Library/Login
2) Log in with 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 https://caboces.insigniails.com/Library/Login, you can click on to LEARN360, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, and BrainPop, you can then click on the highlighted links found in the lessons.
6) To log onto Discovery Education Streaming, click on to the Discovery Education Streaming icon. Your login information is in your agenda.
VIDEOS: REVOLUTIONARY MEN
1. Ben Franklin: BrainPop, https://www.brainpop.com/science/energy/benjaminfranklin/
2. Thomas Jefferson: BrainPop, https://www.brainpop.com/socialstudies/famoushistoricalfigures/thomasjefferson/
3. George Washington: BrainPop, https://www.brainpop.com/socialstudies/famoushistoricalfigures/georgewashington/
Are you ready, Scio Tigers?
To view many amazing videos and resources:
1) Go to CABOCES Insignia Log In: https://caboces.insigniails.com/Library/Login
2) Log in with 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 https://caboces.insigniails.com/Library/Login, you can click on to LEARN360, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, and BrainPop, you can then click on the highlighted links found in the lessons.
6) To log onto Discovery Education Streaming, click on to the Discovery Education Streaming icon. Your login information is in your agenda.
VIDEOS: REVOLUTIONARY MEN
1. Ben Franklin: BrainPop, https://www.brainpop.com/science/energy/benjaminfranklin/
2. Thomas Jefferson: BrainPop, https://www.brainpop.com/socialstudies/famoushistoricalfigures/thomasjefferson/
3. George Washington: BrainPop, https://www.brainpop.com/socialstudies/famoushistoricalfigures/georgewashington/
Homework due day, January , 2020:
Classwork due day, January , 2020:
Classwork due day, January , 2020:
Homework due day, January , 2020:
Classwork due day, January , 2020:
Classwork due day, January , 2020:
Homework due day, January , 2020:
Classwork due day, January , 2020:
Classwork due day, January , 2020:
REVOLUTIONARY WOMEN: SUPPORTING LESSONS
Homework: Students will begin to make a list of character traits of these revolutionary women. Choose which two revolutionary women you wish to analyze and write about.
Classwork: REVOLUTIONARY WOMEN
- Activate Prior Knowledge: "Well behaved women seldom make history." What does this quote mean to you?
- Learning Objectives:
- I can identify facts about revolutionary women.
- I can make inferences about revolutionary women, and character traits of these women.
- I can identify my own character traits.
- Concept Development:
- Mrs. Looney will model reading the several of the articles found in the Revolutionary Women magazine. As she is reading, students will begin to make a list of character traits of these revolutionary women.
- Students will begin deciding which two women they wish to analyze and write about.
- Skill Development: Students will identify ideas and make inferences about revolutionary women.
- "Making inferences is similar to drawing conclusions" (page 142). You combine information from the text to what you already know to make an educated guess about what it all means.
- Students will highlight and/or underline character traits and important facts that support inferences about the character traits of the revolutionary women.
- Academic Importance: Does anyone have any other reasons why this lesson is important academically?
- Personal Importance/Real Life Importance: Does anyone have any other reasons why this lesson is important in your life? How can we use what these women have taught us?
- Guided Practice: 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. We will refer to the text and make inferences about the revolutionary women's character traits. Gradually, students will begin to do the steps individually. As a class we will complete a graphic organizer about our inferences of what the revolutionary women's character traits are. 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 they begin working 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? Mrs. Looney will know this by looking at the students compilation of character traits.
- Independent Practice:
- Students will read and annotate the articles found in the Revolutionary Women magazine.
- Students will focus on reading the introductory paragraphs (the paragraphs with larger print) on pages 2, 4, 6, 8, 12, and 15.
- While reading, students will make a list of character traits that these women possess.
- While making this list, students will be inferring.
- What conclusion can we make about these women?
- Something else to think about as you are reading the articles: compare yourself to these women. Have you gone through similar struggles in your life? Are there certain traits you think you share?
- Students will decide which two women they want to read about, analyze, and write about.
- Students will receive two summaries: one summary for each of the women that they choose to learn about and write about.
Homework:
1) Students will annotate the directions to essay found on pages one and two in the packet Revolutionary Women Essay packet.
2) Students will read and annotate at least two articles about on or two Revolutionary women.
3) EXTRA CREDIT: Students may annotate TWO MORE articles (for a total of four articles) about on or two Revolutionary women.
Classwork:
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- What are some ways that we can bring our writing to a higher level?
- ANNOTATE: What words come to mind when you hear the word "annotate"?
- What word is embedded in the word "annotate."
- When are some times in our life that we annotate when we are not in school?
- What are some ways that we can take notes on the directions and on the article? What symbols can we use to help us annotate?
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- When are times in our lives when we summarize? Why do we summarize? Write a quick list of times that we summarize.
- Students will watch a video that will relate to the articles in order for students to relate what they already know to what they are about to read.
- Learning Target: (Concept Development and Skill Development)
- Concept Development: Character traits.
- Definition of character traits.
- Examples: students will make a list of their own character traits. They will first focus on physical traits. Then they will make a list of personality traits.
- Skill Development:
- Students will name the character trait that most helps describe one of the revolutionary women.
- Students will analyze (examine carefully, breaking it into components to understand it) and annotate the two articles that they have chosen about revolutionary women.
- Students will identify the main idea of each article.
- Students will summarize individual paragraphs and will summarize the whole article.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically? Within which academic subjects do we need to be able to describe character traits?
- Does anyone have any other reasons why this lesson is important in your life? When in our lives do we consider character traits?
- Can we use some of these lessons about problems and solutions in our everyday life?
- When will we ever need to annotate in our lives?
- When do you summarize in your everyday life?
- Guided Practice:
- Mrs. Looney will model annotating the directions.
- What are the key words in the directions? What are some ways that we an annotate the key words?
- Mrs. Looney will begin modeling annotating the article one paragraph at a time.
- After reading the title of the article, what can I infer the article will be about?
- What types of words did I annotate?
- What symbols could I use to annotate?
- How did I decide which quotes to choose?
- Why did I highlight certain information?
- How many questions should I ask while annotating? (At least five.)
- Why do I ask questions while annotating?
- How can I annotate the main idea of the paragraph?
- Why do I annotate the main idea of the paragraph?
- How do I summarize the text?
- Why do I summarize the text?
- Tomorrow students will break into pairs and compare the notes they have taken and the quotes they have chosen.
- Mrs. Looney will model annotating the directions.
- 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:
- Read and annotate at least two articles about revolutionary women.
- As you are reading and annotating, think about the following questions:
- What are some similar character traits that you and these women both possess?
- What are traits that characterize these revolutionary women?
- Which woman or women do you wish to write about?
- Students will compare their annotations and quotes with a partner.
- Decide on ONE or TWO traits that characterize one revolutionary woman.
- Highlight EVIDENCE that PROVES and supports the traits that you infer that represent this woman.
- Highlight four or five pieces of evidence (quotes or facts that prove or support the traits you infer that represent this woman).
- Decide on ONE or TWO traits that characterize another revolutionary woman.
- Highlight EVIDENCE that PROVES and supports the traits that you infer that represent this other woman.
- Highlight four or five pieces of evidence (quotes or facts that prove or support the traits you infer that represent this second woman).
ESSAY DIRECTIONS: REVOLUTIONARY WOMEN
revolutionary_women_essay_directions.pdf
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outline.revolutionary.women.docx
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OUTLINE: REVOLUTIONARY WOMEN
outline.revolutionary.women.pdf
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outline.revolutionary.women.docx
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ARTICLE: "MEET THE WOMEN OF THE AMERICAN REVOLUTION"
meet.the.women.of.the.american.revolution.pdf
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meet.the.women.of.the.american.revolution.docx
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INTRODUCTION SUGGESTIONS:
introduction.revolutionary.women.pdf
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introduction.revolutionary.women.docx
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Homework: Complete "Character Traits of Revolutionary Women" Essay.
Classwork:
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- TASK: Write an essay describing character traits of at least two revolutionary women.
- Compare one of your character traits to a trait of at least one of the women that you have chosen to write about.
- DIRECTIONS:
- Decide on which evidence you will use in your essay. Be sure that you use EVIDENCE that PROVES and supports the traits that you infer that represent this other woman.
- Write an essay describing one or two character traits of one or two revolutionary women.
- Use evidence from the text to prove your inference of character trait or traits that this woman or women possess.
- Also, in one of your paragraphs, describe how you have a similar character trait of this woman (or women).
- Be sure to EXPLAIN each of the facts and examples that you choose.
- Be sure that you choose meaningful reasons to support your claim. Think hard. Dig deep to find similarities in the theme.
- Be sure to include an introduction that has a strong hook. Be sure that you state your claim (the main point you are trying to make) in your introduction.
- Be sure to have an introduction, at least three body paragraphs, and a conclusion.
- Students will type their essays.
REVOLUTIONARY MEN: SUPPORTING LESSONS
Homework due Tuesday, Wednesday, Thursday, and Friday, December 11, 12, 13, and 14, 2018: Choose which two revolutionary men you wish to analyze and write about. Read and annotate the entire magazine about the man that you are analyzing. For example, if you are writing your essay about George Washington, read and annotate the Washington magazine. If you are writing your essay about Thomas Jefferson or Ben Franklin, read and annotate the entire Jefferson or Ben Franklin magazine. Essays are due on Friday. See below for directions.
Classwork, Monday, Tuesday, Wednesday, and Thursday, December 10, 11, 12, 13, 2018: REVOLUTIONARY MEN
OUTLINE: REVOLUTIONARY MEN
outline.revolutionary.men.pdf
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outline.revolutionary.men.docx
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New York State Writing Rubric:
11.09.18.adapted.nys.5.6.writing.evaluation.rubric.pdf
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11.09.18.adapted.nys.5.6.writing.evaluation.rubric.docx
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- COMPARING AND CONTRASTING CHARACTER TRAITS
- Thomas Jefferson, George Washington, and Ben Franklin
Homework due Tuesday, Wednesday, Thursday, and Friday, December 11, 12, 13, and 14, 2018: Choose which two revolutionary men you wish to analyze and write about. Read and annotate the entire magazine about the man that you are analyzing. For example, if you are writing your essay about George Washington, read and annotate the Washington magazine. If you are writing your essay about Thomas Jefferson or Ben Franklin, read and annotate the entire Jefferson or Ben Franklin magazine. Essays are due on Friday. See below for directions.
Classwork, Monday, Tuesday, Wednesday, and Thursday, December 10, 11, 12, 13, 2018: REVOLUTIONARY MEN
- Activate Prior Knowledge: What were the steps in analyzing and writing about revolutionary women?
- Learning Objectives:
- I can identify facts about revolutionary men.
- I can make inferences about revolutionary men, and character traits of these men.
- I can identify my own character traits.
- Concept Development:
- Mrs. Looney will model reading the several of the articles found in the Jefferson, Ben Franklin, and Washington magazines. As she is reading, students will begin to make a list of character traits of these revolutionary men.
- Students will begin deciding which two men they wish to analyze and write about.
- Skill Development: Students will identify ideas and make inferences about revolutionary men.
- "Making inferences is similar to drawing conclusions" (page 142). You combine information from the text to what you already know to make an educated guess about what it all means.
- Academic Importance: Does anyone have any other reasons why this lesson is important academically?
- Personal Importance/Real Life Importance: Does anyone have any other reasons why this lesson is important in your life? How can we use what these women have taught us?
- Guided Practice: 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. We will refer to the text and make inferences about the men's character traits and rules to live by. Gradually, students will begin to do the steps individually. As a class we will complete a graphic organizer about our inferences of what revolutionary men's character traits might be. 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 they begin working 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? Mrs. Looney will know this by looking at the students compilation of the character traits.
- Independent Practice:
- Choose which two revolutionary men you wish to analyze and write about.
- Read and annotate the entire magazine about the man that you are analyzing. For example, if you are writing your essay about George Washington, read and annotate the Washington magazine. If you are writing your essay about Thomas Jefferson or Ben Franklin, read and annotate the entire Jefferson or Ben Franklin magazine.
- While reading, students will make a list of character traits that these men possess.
- While making this list, students will be inferring.
- What conclusion can we make about these men?
- Something else to think about as you are reading the articles: compare yourself to these men. Have you gone through similar struggles in your life? Are there certain traits you think you share?
- Students will decide which two men they want to read about, analyze, and write about.
OUTLINE: REVOLUTIONARY MEN
outline.revolutionary.men.pdf
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New York State Writing Rubric:
11.09.18.adapted.nys.5.6.writing.evaluation.rubric.pdf
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11.09.18.adapted.nys.5.6.writing.evaluation.rubric.docx
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