Q3W3 2/8-2/12

TeacherBarbara Perdisatt
Subject AreaELA/Social Studies
Grade Level5
Week #Q3W3 - 2/8-2/12
Unit of InstructionModule 2
Standard(s) Taught

Standards Addressed in Lesson:
• LAFS.5.RL.2.5 – Compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts
5.w.3.9a – Draw evidence from literary texts to support analysis and reflection
5.L.3.6 – Acquire and use academic and domain-specific words and phrases
LAFS.5.RL.2.5 – Recognize words that signal particular structures
• LAFS.5.L.3.4 – Use Greek and Latin affixes and roots as clues to the meaning of a word.
• LAFS.5.L.3.6 – Acquire and use academic and domain-specific words and phrases.
• 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• SS.5.A.5.3 – Explain the significance of historical documents including key political concepts, origins of these concepts, and their role in American independence.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 use cause and effect structure to determine how information in texts is structured to better understand the purpose of each text.
Students will identify the clue words that help determine the specific text structure an author is using.
Students will identify how knowing a text structure supports each author’s purpose for writing.
Students will determine how and why text structures are different.

Classroom Activities

American Revolution Packet
A Virtual Field Trip to the Museum of the American Revolution video with Lauren Tarshis
I Ready
Spelling/Vocabulary Lesson 19 -dict-, tele-, neo-
I Survived the American Revolution by Lauren Tarshis book study

Assignments Due

Spelling and Vocabulary(lesson 19) formative– 2/12
I Survived the American Revolution by Lauren Tarshis book study and video

Additional Resources

Vocabulary – Lesson 19
Root – dict (say, tell)
Contradict – to say the opposite of something someone else has said
Dictation – the act of speaking words that someone writes down or that a machine records
Dictator – a person who rules a country with total authority, often in a cruel or brutal way
Predict – To say what will or might happen in the future
Verdict – the decision made by a jury in a trial

Prefixes – tele-(far), neo-(new)
Neonatal – of, relating to, or taking care of babies in the first month after birth
Neoclassical – relating to a style of art or architecture like the ones found in ancient Greece or Rome
Televise – to broadcast something by television]
Telecommunication – the technology of sending and receiving signals, images, etc. over long distances by telephone, television, satellite, etc.
Telescope – a device shaped like a long tube that you look through in order to see things that are far away