Q4W2 3/27-3/31

U8W1

TeacherDanielle Bartlett
Subject AreaELA & Social Studies
Grade Level5
Week #
Unit of InstructionUnit 8
Standard(s) Taught

Standards Addressed in Lesson: See attachment at top for ELA

·         SS.5.A.5.1 – Identify and explain significant events leading up to the American Revolution.

·         SS.5.A.5.2 – Identify significant individuals and groups who played a role in the American Revolution.

·         SS.5.A.5.3 – Explain the significance of historical documents including key political concepts, origins of these concepts, and their role in American independence.

·         SS.5.A.5.4 – Examine and explain the changing roles and impact of significant women during the American Revolution.

·         SS.5.A.5.5 – Examine and compare major battles and military campaigns of the American Revolution.

·         SS.5.A.5.6 – Identify the contributions of foreign alliances and individuals to the outcome of the Revolution.

·         SS.5.A.5.7 – Explain economic, military, and political factors which led to the end of the Revolutionary War.

·         SS.5.A.5.8 – Evaluate the personal and political hardships resulting from the American Revolution.

·         SS.5.A.5.9 – Discuss the impact and significance of land policies developed under the Confederation Congress (Northwest Ordinance of 1787).

·         SS.5.A.5.10 – Examine the significance of the Constitution including its key political concepts, origins of those concepts, and their role in American democracy.

 
Learning Targets and Learning Criteria
  • Students will be able to define “revolution” and “revolt.”
  • Students will be able to explain what the French and Indian War was and how it began to create tension between England and the colonies.
  • Students will be able to explain the what the phrase “no taxation without representation” means.
  • Students will describe the causes of the war and the battles of Lexington and Concord.
  • Students will explore and discuss the major battles of the war leading up to the Declaration of Independence.
  • Student will explain what the Declaration of Independence was.
  • Students will explore and discuss the major battles of the war happening after the Declaration of Independence.

 

·         What does water mean to people and the societies they live in?

 
Classroom Activities

·         The Revolution Begins

·         The Major Events of the Revolutionary War

·         Summarizing text

·         Writing a research report

·         Figurative Language

·         Characterization
Assignments Due

·         Vocabulary test – 3/31

·         Spelling Test – 3/31

·         Reading Quiz – 3/31

·         Benchmark U8W1 Test – 3/31

·         Major Events Learning Folders – 3/30

 
Additional Resources

Know how to spell all words as well as the definition for each word.

1.      Inspect – to look at something carefully in order to learn more about it or find flaws or problems; to officially visit a school, hospital, or the like to see if rules and/or laws are being followed.

2.      Perspective – a way of thinking about and understanding something such as a particular issue or life in general.

3.      Prospect – the possibility that something will happen in the future; an opportunity for something to happen.

4.      Spectator – a person who watches an event, show, game, or activity, sometimes as part of an audience.

5.      Speculate – to consider something and make guesses about it; to form ideas or theories about something when there are many things not known about it.

6.      Anonymous – not named or identified; made or done by someone unknown; not distinct or noticeable.

7.      Anarchy – a situation of confusion and wild behavior in which the people in a country, froup, organization, etc. are not controlled by rules or laws.

8.      Apathy – the feeling of not having much emotion or interest.

9.      Anemia – a condition in which a person has fewer red blood cells than normal and feels very week and tired.

10.  Atheist – a person who does not believe that God exists.

 

 

**All plans are subject to change**

**Please see Canvas if you are out more than a day or two to complete work**

 

 

 

ALL IEP and ESOL accommodations will be provided daily.

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