grade social studies unit

The Declaration of Independence

5th Grade Social Studies Unit

Encompassing Reading and Writing Workshops

Teaching Reading and Social Studies LEE 173

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Table of Contents

Overview........................................................3

Adaptations ....................................................5

Text Set ..........................................................6

Vocabulary.....................................................8

Block Lesson Plan..........................................10

Assessment Checklist and Rubrics ................12

Unit Materials ................................................14

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Overview

The Declaration of Independence is the focus of this cross-curricular unit, encompassing reading, writing and social studies. Through teacher read alouds and class discussions, students study the actual Declaration itself, developing an understanding of key concepts and vocabulary. Through Readers Workshop Literacy Circles, students study general history of the period, providing important foundational knowledge of the period (selection of text for these readings will be based on pre-assessments of students knowledge). Through Social Studies Cooperative Learning Groups, each group researches the position of a different colony in regards to loyalty to the crown. At the same time, individual students research one or more of their colony’s delegates to the Continental Congress. This process provides students with a personal perspective and connection to history. Through Writers Workshop, students write daily to a series of prompts, designed using Bloom’s Taxonomy to deepen student’s understanding of the key concepts of the Declaration (alternate topic: examine the positions of the Loyalists, Pacifists and Patriots). At the end of the unit students will present a poster summarizing their research, reenact the Second Continental Congress’ vote on the Declaration of Independence, and “sign” the declaration.

During the course of the unit, students will keep a journal, which they will use for key concepts, vocabulary, research, and Writer’s Workshop entries. Students will be presented with an opportunity to self-evaluate their participation and learning at the end of the unit. The unit also contains various daily vocabulary activities, to build understanding and retention of the academic vocabulary. A mini-lesson on geography consists of each group adding a map of their colony to a class map of the East coast of America. (Areas who chose not to participate could be mapped by teacher to deepen students understanding of the divisiveness of the time.) Journal and participation will be graded with a series of rubrics.

This unit addresses the following California English/Language Arts Standards:

Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Vocabulary and Concept Development 1.5 Understand and explain the figurative and metaphorical use of words in context. 2.0 Reading Comprehension (Focus on Informational Materials) Comprehension and Analysis of Grade-Level-Appropriate Text

2.3 Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas.

2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.

Expository Critique 2.5 Distinguish facts, supported inferences, and opinions in text. Writing 1.0 Writing Strategies Research and Technology 1.3 Use organizational features of printed text (e.g., citations, end notes, bibliographic references)

to locate relevant information.

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Listening and Speaking 1.0 Listening and Speaking Strategies Organization and Delivery of Oral Communication 1.6 Engage the audience with appropriate verbal cues, facial expressions, and gestures. This unit addresses the following California Social Studies Standards: United States History and Geography: Making a New Nation 5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era. 5.4.1 Understand the influence of location and physical setting on the founding of the original 13 colonies,

and identify on a map the locations of the colonies and of the American Indian nations already inhabiting these areas.

5.5 Students explain the causes of the American Revolution. 5.5.1 Understand how political, religious, and economic ideas and interests brought about the Revolution

(e.g., resistance to imperial policy, the Stamp Act, the Townshend Acts, taxes on tea, Coercive Acts). 5.5.2 Know the significance of the first and second Continental Congresses and of the Committees of

Correspondence. 5.5.3 Understand the people and events associated with the drafting and signing of the Declaration of Independence

and the document's significance, including the key political concepts it embodies, the origins of those concepts, and its role in severing ties with Great Britain.

5.5.4 Describe the views, lives, and impact of key individuals during this period (e.g., King George III, Patrick Henry, Thomas Jefferson, George Washington, Benjamin Franklin, John Adams).

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Adaptations

Adaptations are built into this unit by design, though teacher understanding of SDAIE strategies and scaffolding practices are necessary.

English Language Learners

Several strategies are used to aide English Language Learners (ELL) throughout this grade level unit. Adaptations center on SDAIE teaching strategies, and provide opportunities for students to listen, speak, read and write. Starting with Direct Instruction during the Teacher Read Aloud students are given the opportunity to listen to key academic vocabulary delivered in context and discussion. Literature circles and cooperative learning groups focus on opportunities to speak and read. While Writers Workshop, along with other journal entries, provide opportunities to write. It is assumed that SDAIE strategies will be used throughout, including: extended wait time, repetition, enunciation, first language texts and first language peer support, along with other accepted SDAIE strategies. (These adaptations are based on the most common ELL situations at this grade level; students will either have an EL level between 3 and 5, or be literate in their first language.)

Struggling Readers

Struggling readers are accommodated in multiple ways. For Readers Workshop, audio recordings of Social Studies text may be used. Group work and peer support will aide students’ comprehension. Teachers should take care to selecting appropriate peers for groups and monitoring of student progress. Reading level text sets should be provided for research.

Special Needs Students

Students with special needs ideally need to be addressed on an individual basis. Generalized adaptations can include modified vocabulary lists, simplified writing prompts, and teacher selected research materials. Group work and peer support are beneficial to special needs students, though extra care may be necessary in assigning groups.

Gifted Students

Gifted students may be assigned specific delegates to research, those who played a larger role in the Declaration process. Students should be expected to explain in greater depth the motivations of these individuals. They may also be given modified vocabulary lists, more challenging writing prompts, and a larger role in the presentation processes. Group work allows gifted students to learn through teaching, and is a valuable asset to every classroom.

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Text Set

This unit relies heavily on both book and Internet resources, as a large part of the unit involves individual and group research. Finding lower reading level social studies materials is challenging, but becoming more common. We suggest doing a quick check for any new lower reading level books just prior to using this unit.

Books – Teacher Read Aloud I. S., Jefferson, T., & Fink, S. (2002). The Declaration of Independence. New York: Scholastic Reference.

The Declaration of Independence, Illustrated and Inscribed by Sam Fink. This book uses illustrations to help readers comprehend the concepts of the Declaration, one phrase at a time. Includes comprehensive glossary and chronology. No Reading Level found.

Books – Reading Workshop Reading (California). Houghton Mifflin.

Current fifth grade Social Studies classroom textbook used throughout California.

Books – Reading Workshop, Alternate Texts and Social Studies Reference Materials Freedman, R. (2000). Give me liberty! the story of the Declaration of Independence. New York: Holiday House.

A more in depth look at historical events leading up to the Declaration. Reading Level 8.5.

Graves, K. A. (2004). The Declaration of Independence the story behind America's founding document. Philadelphia: Chelsea Clubhouse. America in Words and Song series. Short 24 page book covering the Declaration, history of the time and future ramifications. Includes a page on Thomas Paine's Common Sense. Bold faced key vocabulary and side bars. Reading Level 7.2.

Kindiq, T. (1995, August). Declaration of Independence. Retrieved November 28, 2007, from http://www.ushistory.org/declaration/ Website by US History.org, The Independence Hall Association. Contains information on the document, the signers, extensive account by Jefferson and reference links. Reading Level not found.

Marcovitz, H. (2003). The Declaration of Independence. Philadelphia: Mason Crest Publishers. American Symbols and their Meanings Series. Nice Introduction, could be used as a set for lesson. Contains mini-biographies of Thomas Jefferson, John Adams, Benjamin Franklin and John Hancock. Photo of Declaration draft. Also contains chronology, glossary, and reading and internet resources. Reading Level 8.6.

Yero, J. L. (2004). The Declaration of Independence. Washington, D.C: National Geographic Society. American Documents series. Short book covers the history of the times, the drafting, the key concepts, battles of the Revolution, and continuing Civil Rights issues. Contains Jefferson’s rough draft and the Constitution of Virginia. No Reading Level found.

Books – Social Studies, Main Reference Materials Fradin, D. B., & McCurdy, M. (2002). The signers the fifty-six stories behind the Declaration of Independence. New York: Walker.

Background information on each of the 13 colonies, along with brief biographies of all 56 signers of the Declaration of Independence. Excellent source for the key information for this unit. Reading Level 7.7 .

Books – Additional Reference Materials for Student Research (see additional listings under Reading Workshop Alternate Texts) Adams, J., & Yoder, C. P. (2007). John Adams, the writer a treasury of letters, diaries, and public documents. Honesdale, Pa: Calkins Creek.

Primary Source documents from the life of John Adams. Complete with timeline and reference lists. Reading Level not found, probably comparable to George Washington: The Writer at Reading Level 10.2.

Collard, S. B. (2007). Benjamin Franklin the man who could do just about anything. New York: Marshall Cavendish Benchmark. American Heros Series. Simple picture book style biography. Keeps the number of words per page down to a minimum. Each spread has one page of text and one page with an illustration. Chronology, glossary, website and reading references. Reading Level 4.5.

Davis, K. C., & Shepperson, R. (2003). Don't know much about George Washington. New York: HarperCollins.

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Don't know much about series. Similar in fashion to the popular "Dummy" books. Covers Washington's life and times. Reading Level 7.7.

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Draper, A. S. (2001). The start of the American Revolutionary War Paul Revere rides at midnight. New York: Powerkids Press.

Headlines from History Series. Covers the life and times of Paul Revere. Text features: bolded key vocabulary, captions and illustrations. Contains glossary and reference list. Reading Level 5.2.

Gaines, A., & Schlesinger, A. M. (2001). John Hancock president of the Continental Congress. Philadelphia: Chelsea House Publishers. Revolutionary War Leaders Series. Text heavy book has bold typed key vocabulary. Reading Level 6.9.

Harness, C. (2003). The revolutionary John Adams. Washington, D.C: National Geographic. A picture book style biography of John Adams, beautifully illustrated. Reading Level 7.0.

Heinrichs, A. (2004). Samuel Adams father of the revolution. Chanhassen, Minn: Child's World. Our people, Spirit of America series. Brief grade level biography with illustrations, side bars, glossary and time line. Reading Level 5.9.

Ransom, C. F. (2005). John Hancock. Minneapolis: Lerner Publications Co. History Maker Bios. This grade level biography includes illustrations, photographs of historical places, as well as a timeline, references for further reading, websites, bibliography and index. Reading Level 5.0.

Redmond, S. (2004). Patriots in petticoats heroines of the American Revolution. New York: Random House. Short biographies of notable women of the Revolution. Has a biography of Mary Katharine Goddard, first to publish the Declaration of Independence. Reading Level 5.4.

Satterfield, K. H. (2005). Benjamin Franklin a man of many talents. New York: HarperCollins. TIME for kids Biographies Series. Biography of Benjamin Franklin with a text book feel. Lots of side bars, large type and plenty of photos. Reading Level 4.8.

Washington, G., & Yoder, C. P. (2003). George Washington, the writer a treasury of letters, diaries, and public documents. Honesdale, Pa: Boyds Mills Press. Primary Source Documents from the life of George Washington. Comprehensive listing of important dates, as well as an extensive reference list. Reading Level 10.2.

Websites – Reference Materials for Student Research 2007-2008 Field Trip Schedule. (2007). Retrieved November 13, 2007, from http://www.history.org/history/teaching/eft.cfm

Colonial Williamsburg Foundation. Links to Colonial Dateline, Historical Glossary, Slide Shows and Video Clips.

American Revolution: Loyalists. (2003). Retrieved November 23, 2007, from http://library.thinkquest.org/TQ0312848/loyalist.htm Honorable Mention, state winner - Oracle ThinkQuest website created by the Fourth and Fifth Gradersfrom Sherwood School in Highland Park, Illinois. This site, among other notiable things, describes the Loylist and Quacker viewpoints on the Revolution.

Colonial Williamsburg...History for Kids. (2007). Retrieved November 11, 2007, from http://www.history.org/kids/ The Colonial Williamsburg Foundation. Interactive site, has both children and indepth sections for research and exploration. Has teacher resources as well.

Declaration of Independence. Retrieved November 28, 2007, from http://www.archives.gov/national-archives-experience/charters/declaration.html U.S. National Archives and Records Administration. Downloadable high-res. image of the Declaration and other historical documents. Interactive exhibit, allows viewers to add their name to the Declaration.

Journals of the Continental Congress Links: U.S. Congressional Documents. Retrieved November 28, 2007, from http://memory.loc.gov/ammem/amlaw/lwjclink.html Journals of the Continental Congress, 1774-1789. Thirty-four volumes Published by the Library of Congress, 1904-1937. Primary source documents from the American Revolutionary Period. (transcripts)

LIBERTY! The Second Continental Congress. Retrieved November 28, 2007, from http://www.pbs.org/ktca/liberty/popup_secondcongress.html PBS. Contains a short video by scholar Richard Norton Smith on George Washington.

Papers of the Continental Congress. Retrieved November 28, 2007, from http://www.footnote.com/browse.php#All|451445 *Footnote. Original Document viewing website. Contents supplied by The National Archives. View rough transcripts, bound manuscripts and secret journals. Handwritten items are footnoted with pop-up bubbles. Side bars give additional information. Additional topics include: Washington's correspondence, town records and foreign correspondence.

Second Continental Congress. (2005). Retrieved from http://www.u-s-history.com/pages/h656.html Sponsored by U-S-History.com and Online Highways. Background information on the First Continental Congress, historical events and members of the Second Continental Congress.

United States Declaration of Independence. (2007, November 28). Retrieved November 28, 2007, from http://en.wikipedia.org/wiki/United_States_Declaration_of_Independence

Wikipedia.org. Breaks down the Declaration into its Introduction, Preamble, Indictment, Denunciation, and Conclusion. Ample links and references.

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Vocabulary

The Declaration of Independence contains a huge amount of vocabulary that is unfamiliar to students. The illustrated and inscribed version by Sam Fink uses creative illustrations to aid students understanding of this complex vocabulary. Using this book as a Teacher Read Aloud, further aids students’ comprehension.

Depending on the pre-assessment of the class, select 15-25 words from the following list to focus on for the following vocabulary activities.

Vocabulary from the Declaration of Independence:

abdicated abolish absolved acquiesce allegiance alter annihilation appealed appropriations assent brethren candid commerce compliance consanguinity

depriving despotism disavow dissolve emigration equal fatiguing formidable fortunes honor imposing inestimable inhabitant insurrections intentions

liberty life magnanimity mercenaries mock oppression petitioned pledge principles prudence pursuit quartering rectitude self-evident solemnly

tenure tyranny/tyrant unalienable unanimously usurpation

Jeopardy An activity that we will be doing with our kids is jeopardy. The students will not know the vocabulary

words. This will be the before activity. We will group them up into five. It may take a long time but they will have fun. Each person will have a job to do. The jobs are the finder, who will find the definition, the artist who draws a picture representing the word, the speaker, who will raise their hand tell us the definition when call upon, the writer, who will write the definition on a sheet of paper and the interpreter of the word. I know it is a bit too much but we want to change things up and have everyone accountable for their work. We will switch jobs and in groups they will help one another.

To keep them on their feet’s we will have quick assessments. I will ask during the reading or anytime we

think it is relevant to ask for a definition of a word. The groups will be their assign sits and they will raise their

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hands to tell us the answer in anyway they like. By describing the picture, the definition, or interpreting the word. After each mini assessment they can not use the same method to answer me.

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Word & Definition Match One activity we will do will after the introduction of them and a review. Have words on a big flash card and

the definition on sentence strip. We will randomly hand out the words and sentence stripe to the students. Their job is to match the word to the correct definition. After they have been given time and say they are ready. We will than have each pair read the word out loud and the definition too.

Recess Release

Another activity is release pass. It is not to punish them but a way to make them focus and remember the vocabulary words. Before releasing them to recess I will give them a word to give me the definition or the definition to give me the word. I will make it more fun by making it like jeopardy or family feud. They will be more into it and we can do this more than one time. First give them the option to use their books and journals. The next time they will not be able to use any materials.

What’s my word?

The third activity we will conduct will be guess what word is on your back. Students will get into pairs. They will have to stick a word behind their partner. Than they will take turns figuring out the word. The partner will give them two to three clues to the words. We come together and discuss about the activity as a whole class. We will talk about their experience and what it felt like.

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Block Lesson Plan

Time Activity Monday Tuesday Wednesday Thursday Friday

8:00-8:15

Set a

nd T

each

er

Rea

d A

loud

Set: KWL-Plus Chart (Pre-assessment) Assign students a research partner, or to a small group. Assign each group a colony. Introduce Unit Journal.

Teacher Read Aloud: Illustrated Declaration of Independence, page 12 to 51. Class discussion, and Unit Journals: notes on key concepts and vocabulary covered during the day’s section. Topic: Call to action. Introduction and Preamble

Teacher Read Aloud: Illustrated Declaration of Independence, page 45 to 123. Class discussion, and Unit Journals: notes on key concepts and vocabulary covered during the day’s section. Topic: Grievances against the King Indictment.

Teacher Read Aloud: Illustrated Declaration of Independence, page 120 to 145. Class discussion, and Unit Journals: notes on key concepts and vocabulary covered during the day’s section. Topic: Colonial past actions and declaration. Denunciation and Conclusion

Wrap Up: Illustrated Declaration of Independence. Review: Key Concepts Vocabulary

8:15-8:45

Rea

ding

W

orks

hop

Class Reading SS: Based on KWL-Plus Chart pre-assessment of class knowledge, select either SS Text, or a trade book on Declaration of Independence to further background knowledge and provide context for research. • Journals: questions from reading. • Class discussion

Literature Circles SS: Continue with selected text, in small groups. • Journals: questions from reading. • Class discussion

Literature Circles SS: Continue with selected text in small groups. • Journals: questions from reading. • Class discussion

Literature Circles SS: Finish with selected text in small groups. • Journals: questions from reading. • Class discussion

8:45-9:30

Soci

al S

tudi

es

Coo

pera

tive

Lear

ning

G

roup

s

Students meet in their groups and begin research. Groups may decide to assign specific delegates to individual students, but should collaborate on colony data and views as a group. Research sessions are designed in a Gradual Release Pattern. • Teacher lead activity • Teacher Chosen materials • Journals: Key information prompts

Students continue group research; further investigating delegates and assigned colony. Next phase of Gradual Release. • Teacher lead activity • Student Chosen materials. • Journals: Key concept prompts.

Students continue group research; further investigating delegates and assigned colony. Next phase of Gradual Release. • Teacher circulates • Student Chosen materials. • Journals: Interesting information

Students finalize group research; summarizing information on assigned colony and delegates on a poster. Poster Activity is preparation for “The Vote.” • Teacher circulates • Student Chosen materials.

• Journals: Interesting Information

Literature Circles SS: Review text with the class. “The Vote” – Students reenact the Second Continental Congress, with each group presenting their poster and voting on the Declaration of Independence. Students symbolically sign, or refuse to sign, a copy of the Declaration.

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9:30-9:45

Writ

ing

Wor

ksho

p

Daily Journal Writing: Bloom’s Taxonomy based, writing prompts explore key concepts of the Declaration of Independence (prompt #1). Alternate: Loyalist vs. Patriot. Peer review at end of session. (Students sign journal page.)

Daily Journal Writing: Bloom’s Taxonomy writing prompt #2. Peer review at end of session. (Peers sign journal page.)



Daily Journal Writing: Bloom’s Taxonomy writing prompt #5. Peer review at end of session. (Peers sign journal page.

9:45-10:00 Other Activities

Vocabulary Activity: Jeopardy style group activity, where students define, illustrate and give example sentences for vocabulary words. Can be used as a pre-assessment for vocabulary.

Vocabulary Activity: Word and definition matching activity. Students with a word or definition card, circulate trying to find their “Match.”

Geography Activity: Each group locates and marks their colony on class map Vocabulary Activity: Recess Release Vocabulary Activity.

Vocabulary Activity: What’s the word on my back? Students’ ask questions to discover the word on their back.

Overview Assessment: Final assessment on key concepts, group evaluation and self-assessment.

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Assessment Checklist & Rubrics

KWL Chart At the beginning of the lesson we will produce a KWL chart with the whole class. With this we want to see

what the student knows so we would not repeat things they may know. Also teach them what they like to know and see as an assessment for ourselves if we cover everything they like to know. This is a check list for us to find additional information for questions we did not consider addressing.

Reading Workshop

Reading workshop journal is an assessment that we see daily. Students job is to read independently after a direct instruction on what to expect. They will be in charge reading in small groups, discussing the passage in their groups and write in their journal about the reading. They will need to write about the main idea or topic. Write one to three vocabulary words they may not know for a class discussion. As a class we will talk about the main idea/topic and than they will be given a second time to write about what the main idea.

Social Science

Social science cooperation journal will be pre-made worksheets for the group to research their colony and a sepa rate folder for their individual person they plan to study. We will meet each group for a couple of minutes to talk about what they have done and what they may need help in or missing.

Writing Workshop

Writing workshop journal are journals to measure their growth in Bloom Taxonomy. We are trying to get students to think at a higher level. Not the basic questions of what did you learn? Why was it important? We like to ask like, what would you do different if you were in the delegate situation. What would you add to the Declaration of Independence? These are question you can not get from the text book but makes the student expand their mind more to think opening.

Geography

Geography map will have students in their small groups to locate and study where there colonies were in that period. They will also have to make the shape of their colony, write facts about it and than put it on the wall for the whole class to see.

Group Poster

The poster board will demonstrate to what kind of information they came up with, how artistic they can be and practice their typing skills. Every student will help with the research. They will be broken down to jobs for the poster. The jobs will be artist, typist and presenter. They will share how each job came about for each person to talk.

Reenactment

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Presentation of reenactment will be assessed through the standards of Listening and Speaking. We will demonstrate first what we like to see and have a hand out of what will be looking for. They will be given it ahead of time and time with their group to practice.

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Overview and Self-Assessment

Assessment overview Questionnaire is the last part to the project. We have a questionnaire that will ask questions about the Declaration of Independence, the person they study, evaluating their group members and giving themselves a grade.

Writers Workshop Rubric

1-Far Below Basic

2-Below Basic 3-Basic 4-Profiecient 5-Advanced

Did the student write to the question?

Student did not respond, or did not respond to the question.

Student did not respond fully to the question.

Student addressed the question.

Student addressed the question and elaborated.

Student showed extraordinary depth of understanding.

Did the student use supporting evidence?

Student did not respond, or used no supporting evidence.

Student’s response used inappropriate supporting evidence.

Student used one basic piece of supporting evidence.

Student used more than one specific piece of evidence.

Student used several detailed pieces of evidence.

Did the student use inferences and opinions properly?

Student did not respond, or made no inferences or opinions.

Student made an inaccurate inference or opinion.

Student applied one inferential or opinion point.

Student applied more than one inferential or opinion point.

Student applied multiple inferential or opinion points based on their sited evidence.

Reenactment Rubric

1-Far Below Basic

2-Below Basic 3-Basic 4-Profiecient 5-Advanced

Did student express the political, economic or religious views of their delegate?

Student did not participate, or did not express a delegate viewpoint.

Student expressed a viewpoint, but it was not that of their delegate.

Student expressed one of their delegate’s views.

Student expressed more than one of their delegate’s views.

Student expressed all three views of their delegate.

Did student use verbal cues, facial expressions and gestures?

Student did not participate, or did not demonstrate any of the appropriate oral speaking strategies.

Student used inappropriate oral speaking strategies.

Student used one of the appropriate oral speaking strategies.

Student used more than one appropriate oral speaking strategies.

Student used all three oral speaking strategies to enhance their presentation.

Did student project, so that the class could hear and stay engaged?

Student did not participate, or did not speak loud enough for the majority of

Student projected, so that the majority of the class could hear.

Student projected so that everyone could hear.

Student projected so that everyone could hear and used some inflection.

Student projected with emotion, captivating the class.

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the class to hear.

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Unit Materials

Here is a sample of the materials that would be used for this unit.

Generic Journal Page – Can be used for key concept notes from Declaration or Readers Workshop, or for additional blank journal pages. (Note: prints better from .pdf file than from word.)

My Declaration Dictionary – Vocabulary Journal Page, provides students with correct spelling of all possible

vocabulary words, along with ample space for writing definitions and sentences. Page with lines only, can be used for extra vocabulary pages.

Social Studies Research Journal Page – Students can use Generic Journal Page for extra pages.

(Note: prints better from .pdf file than from word.) Writers Workshop Journal Prompts – Have students copy chose prompt onto Generic Journal Page. Declaration Wrap-Up – End of Unit Assessment of key concepts, student assessment of group peers and Self-

Assessment of unit work.

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My Declaration Dictionary

abdicated abolish absolved acquiesce allegiance alter annihilation appealed appropriations assent

brethren candid commerce compliance consanguinity depriving despotism disavow dissolve emigration

equal fatiguing formidable fortunes honor imposing inestimable inhabitant insurrections intentions

liberty life magnanimity mercenaries mock oppression petitioned pledge principles prudence

pursuit quartering rectitude self-evident solemnly tenure tyranny/tyrant unalienable unanimously usurpation

________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

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________________________________________________________________ ________________________________________________________________ ________________________________________________________________

________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

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________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

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Writing Workshop Journal Prompts

The following prompts are based on Bloom Taxonomy. Start the week with the more concrete prompts, shifting to the more abstract as the week goes on, to deepen student’s comprehension of their research.

1. What did you learn? 2. How did your person felt what they did? 3. What did your person have to sacrifice? 4. What would you do different if you were in there shoes? 5. What is a quote you can relate to? 6. How is this person similar and difference than you? 7. What was his accomplishment and what do you think yours will be? 8. How would you affect the world?

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Declaration Wrap-Up

Who was the person you study?

__________________________________________________________________________________________

What was one accomplishment they did?

__________________________________________________________________________________________

What was an important date for them and why?

__________________________________________________________________________________________

What would you change if you were him?

__________________________________________________________________________________________

__________________________________________________________________________________________

Write a sentence or two about what you have learned about this person?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Did this person inspire you or not?

__________________________________________________________________________________________

__________________________________________________________________________________________

What three type position did people believe in?

__________________________________________________________________________________________

__________________________________________________________________________________________

What is the Declaration of Independence?

__________________________________________________________________________________________

__________________________________________________________________________________________

What part of the Declaration did you remember most of all and why?

__________________________________________________________________________________________

__________________________________________________________________________________________

Who were five signers of the Declaration of Independence?

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__________________________________________________________________________________________

__________________________________________________________________________________________

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List your group members and rate them. One to ten, one (not participating) to ten (they did a great job)?

Circle what you would rate them.

Name:_________________________ 1 2 3 4 5 6 7 8 9 10

Name:_________________________ 1 2 3 4 5 6 7 8 9 10

Name:_________________________ 1 2 3 4 5 6 7 8 9 10

What grade would you give yourself did in this whole project? A B C D F Circle the grade you would give yourself? And explain why you gave yourself that grade.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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CONTENT-AREA FOCUS UNIT GRADING SHEET (PLACE BEHIND COVER PAGE)

Name: Required Components Point Range 1. Overview: Include adaptations for ELLs and other special needs students 17/20 Clear description of the overall intended learning outcomes; clear connection across various levels of thinking. The

connection and relevance to students is a bit lacking, but the various activities are excellent engagement strategies. You list and describe great strategies for supporting various learners’ needs, but the specific ways these will be used in the unit are not always clear.

2. Goals, objectives, and standards 15/15 Excellent; across areas; accurately addressed in your unit 3. Text Set 10/10 15 books (list books by approximate grade level difficulty K-2,3 etc)

Books organized by purpose (Tchr Read Aloud, Literature Circles etc) and grade level difficulty.

APA format Annotated 5 electronic sources - web sites, CDs, videos Excellent variety of sources; clearly detailed and organized; address a variety of student needs 4. Vocabulary: Include adaptations for ELLs 7/10

A few words taught before the reading About 25 words total embedded in your lessons)

Four vocabulary activities You provide great activities to develop vocabulary; provide a clear rationale and description of the various strategies;

but, ELL is not specifically addressed 5. Block Lesson Plan 15/15 Students have some choice of activities Appropriateness for your group Complete and detailed Include all six language arts (highlight viewing and representing) Lots of reading and writing Used a computer to create charts 6. Lesson Plans 20/20 The design of your unit is very good; you have a variety of instructional approaches to help students develop literacy

across different modalities; it is clear how your instruction will address all identified content and literacy standards; excellent use of writing to support learning

7. Assessment Checklist 10/10 Checklist Student choice and input

One Rubric Excellent tools, well developed and clearly identify expectations for students; good use of multiple assessment tools and procedures 94/100