Q3W4 Feb.16-19

TeacherBarbara Perdisatt
Subject AreaELA/Social Studies
Grade Level5
Week #Q3W4
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• SS.5.A.5.3 – Explain the significance of historical documents including key political concepts, origins of these concepts, and their role in American independence.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 analyze two or more accounts of the same topic to understand different points of view.
• Students will explain what the Boston Massacre was and compare two different perspectives of the massacre.
• Students will explain what the Tea Act was and how it led to the Boston Tea party and what the Boston Tea party was.

Classroom Activities

American Revolution Packet
Ready Reading Lesson 14 – Analyzing accounts of the same topic (perspective)
I Ready
Spelling/Vocabulary Lesson 20

Assignments Due

Spelling and Vocabulary(lesson 20) formative– 2/19
Ready Reading Lesson 14 assessment – 2/12
FSA Opinion Writing practice
Am. Revolution quiz on the Boston Massacre and Boston Tea Party

Additional Resources

Vocabulary – Lesson 20
Roots –Geo – earth, ground
1. Geographic – of or relating to the natural features, population, industries, etc. of a region
2. Geography – the natural features, population, industries, etc. of a region
3. Geologist – a person that studies rocks and soil in order to learn about the history of the earth.
4. Geology – the science dealing with the earth’s history as recorded in rocks and layers of soil; the rocks, land, and processes of land formation of a particular area.
5. Geoponics – the art of science of agriculture.
Affixes –Ab – away from Dys – bad, abnormal
1. Abstain – to choose not to do or have something.
2. Abdicate – to leave the position of being a king or queen; to fail to do what is required by a duty or responsibility.
3. Abnormal – different from what is normal or average; unusual especially in a way that causes problems.
4. Dysfunctional – the condition of having poor and unhealthy behaviors and attitudes withing a group of people; the state of being unable to function in a normal way.
5. Dyslexia – a condition in the brain that makes it hard for a person to read, write, and spell.