Stephen Foster Elementary SchoolUnderstanding by Design Template

Big Idea: How energy changed the world.Grade: 5 Quarter: 2nd Unit: #3Unit Start: November 12, 2015 Unit End: December 18, 2015

Desired Results:Established Goals (Science/SS NGSSS): Science NGSSSSC.5.P.10.1 Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical.SC.5.P.10.2 Investigate and describe that energy has the ability of cause motion and create change.SC.5.P.10.4 Investigate and explain that electrical energy can be transformed into heat, light, and sound energy, as well as the energy of motion.

Social Studies NGSSSSS.5.E.1.3 – Trace the development of technology and the impact of major inventions on business productivity during the early development of the United StatesSS.5.A.6.3 – Examine 19th century advancements (canals, roads, stream boats, flat boats, wagons, pony express, railroads) in transportation and communication.

Common Core State Standards/NGSS (ELA, Math, Science, Social Studies):Please note that ELA Standards will be identified by the resources used to teach this unit. ELA: Reading Literature LAFS.5.RL.4.10 Lexile Range 830-1010.LAFS.5.RL.1.1 Quote accurately from a text when explaining what the text says explicitly or implicitly. Items may require the student to draw inferences about the text.

ELA: Reading Informational TextLAFS.5.RI.2.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they representLAFS. 5.RI.3.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

ELA: Reading Foundational Skills LAFS.5.RF.4.4 - Read with sufficient accuracy and fluency to support comprehension

ELA: WritingLAFS.5.W.2.4 Produce clear and coherent writing in which the development and organization are appropriate to task purpose and audience.

ELA: Speaking & ListeningLAFS.5.SL.5.1.C Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.LAFS.5.SL.2.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. LAFS.5.SL.5.1.B Follow agreed-upon rules for discussions and carry out assigned roles.

ELA: LanguageLAFS.5.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a) Demonstrate fluent and legible cursive writing skills.b) Explain the function of conjunctions, prepositions, and interjections in general and their function in

particular sentences.

c) Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.d) Use verb tense to convey various times, sequences, states, and conditions.e) Recognize and correct inappropriate shifts in verb tense.f) Use correlative conjunctions (e.g., either/or, neither/nor)

Understandings:Students will understand that…Energy comes in a variety of forms.Energy has the ability of cause motion and creates change.Energy has changed the world through the centuries.Energy has lent itself to new forms of technology.Energy is needed for industrial progress.Transportation has progressed over time due to advancements in energy.

Essential Questions:What are some energy resources?What changes can energy cause?What is electricity?How do we use electricity?How has energy made our lives easier?

Student will know….The basic forms of energy.Electrical energy can be transformed into heat, light, sound, as well as motion.Moving water and air are sources of energy and can be used to move things. The difference between implicit and explicit.Know how to organize their writing to the specific task and audience.Put yourself in the shoes of another person to write like him/her.How to determine the main points in an informational text.

Student will be able to…Describe the basic forms of energy including light, heat, sound, electrical, chemical, and mechanical.Demonstrate how air and water energy sources move things.Quote accurately from the text to describe what the text says implicitly and explicitly.Produce clear and coherent writing.Apply their understanding of tone to write an essay from the point of view of a third person.Hot text the main points that support the information.Create a time line using the most important information.

Stage 2- Assessment Evidence (DQ1 & DQ4)Performance Tasks (must include evidence of ELA Standards: for speaking, listening & writing & 21st Century Skills):

21st Century Skills: Creativity & Collaboration

Initial Assessments:Students ask questions of one another about how energy has changed the world. The students will then engage in a conversation that continues with a series of responses and additional questions. LAFS5SL.5.1.

In ELA journal, create a list of energy forms and provide an example of each. LAFS5RI.3.7

Create a Venn diagram comparing the reader ‘Thomas Alva Edison’ and ‘Timeless Thomas’. LAFS5RI.2.5

Collaborate with a partner and plan an invention that uses renewable resources which would change the world for the better. Describe it in a paragraph. LAFS.5.W.2.4

Use a flowchart to show how your invention works. Illustrate it. How does the invention relate to the unit big idea? LAFS.5.W.3.7

Students will do an oral presentation on their research of their chosen inventor that used energy to change the world. LAFS.5.SL.2.4

Students will write a creative piece in the form of song, poem, or story that responds to a question from the Socratic seminar. LAFS.W.2.4

Other Evidence: test, quizzes, prompts, work samples, observations (ELA Standards):Formative Assessments: Read ‘How We Use Energy’ and write a paragraph describing the most important thing learned from the book. Explain why it is important. LAFS.5.W.5.2

Write a written response using the information from the Venn diagram comparing two types of text. LAFS.5.RI.2.5

Create a timeline of events from the Social Studies text (pages 258-265) of advancements of the industrial revolution. How does the timeline relate to the unit big idea? LAFS.5.W.3.9

Quote accurately from Esperanza Rising when explaining what the text says explicitly or implicitly. Items may require the student to draw inferences about the text. LAFS.5.RL.1.1

They will read, summarize and take AR tests on these texts LAFS.5. RL.4.10

Use the task cards and have students hot text the main points that support the information for “They Called Her Molly Pitcher” LAFS.5.RI.3.7

Students will apply their understanding of tone by writing a historically accurate first-person memoir of the event in which the tone reflects their perspective of the event. LAFS.5.RI.2.6

Final Performance Task:Students will research the unit question using technology and informational texts.Working in small groups, students will collaborate, using critical thinking skills and creativity, to make a timeline of how energy has changed the world. It will show how humans have invented different ways to harness energy to make life easier. At least (15) significant events are present. This includes dates and descriptions. SC.5.P.10.2

Stage 3 Learning Plan (DQ1, DQ2, DQ3 & DQ4)

Resources (Balance of Fiction & Information Text):Literary Text Reading (To be used

during Guided, Read Aloud, Chapter)

Thomas Edison Tracy Garcia 690LThe Wizard of Oz 810LEsperanza Rising 750L

Informational Texts (To be used during Guided, Read Aloud,

Chapter)What You Can Do to Stop Global Warming 925L+Chemical Energy Karpelenia 925LRenewable Energy with Max Axiom 825LHeat J. Karpelenia 825LWhat’s So Bad About Gasoline? A. Rockwell 825LOur Choice Al Gore 950LElectrical Circuits L. Parker 875L+Electricity in the Real World S. Ward 800LUsing Energy Glen Phelan 690LWind-Ups C. Ollerenshaw 750L

Tier III Content Area Vocabulary Words

Cotton gin, reaper, interchangeable parts, light energy, energy, electromagnet, chemical energy, potential energy, static electricity, thermal energy, sound energy, generator, electric motor, electrical energy, kinetic energy, insulator, mechanical energy, conductor

Work on Writing Think of an invention of your own. Describe it in a paragraph. Use a flowchart to show how your invention works. Illustrate it.

Poetry/Nursery RhymeStudents will have the choice of writing acrostics or alliterations with the content area vocabulary words. Students will answer the question: How do the vocabulary words relate to the unit big idea? LAFS5W52

See Writing Plan

Close Reading (RI, RL)Timeless Thomas: How Thomas Edison Changed Our Lives by Gene Barretta

Tier II Vocabulary Words

Crafty, mangled, boisterous, amusing, talented, valiant, melancholy, admirable, awkward, repulsive, inquisitive, stunning, absent-minded, conceited, flabbergasted, humble, innocent, ashamed, cowardly, biased, brilliant, courteous, disloyal, envious, ponder, heroic, bashful, enraged, indignant, robust, devoted, serene, arrogant, spiteful, elusive, obedient, exceptional, cautious, unreliable, coerce, reluctant, weary, optimistic, cunning, hastily, superior, eager, gloomy, prying, tactless

Work WorkStudents will create visual definitions of the unit vocabulary words. LAFS5W52

Daily 6Create a poster depicting the various forms of energy using illustrations (hand drawn or print), and a written explanation of each. LAFS55W52

Science/Science Experiments Wind Power 20 Projects to Make with

PaperAmazing Ben Franklin Inventions

You Can Build Yourself

Social Studies/ HistoryS. S. text pp. 258 - 265

Black Stars African American Women Scientists & Inventors

The History of Energy

Language/Grammar SkillsDirect quotations, interjections (314-315)Pronouns, antecedent (350-351)Tenses (384-385)

Technology/Web Sites/Web Resources

Brainpop.com

TheHappyScientist.com

Library/Research Skills/Media Guest Speakers Students will

choose library books on African-American inventors, other inventors,

and energy.

Art/Music/Physical Education What is Energy? Song

Heat Energy Song Kinetic and Potential Energy Song

Students act out kinetic energy

High Effect Strategies: Graphic Organizers

Learning Activities (Weekly Focus Activity w/ ELA Standards): Week #1 - Students ask questions of one another about how energy has changed the world. The students will then engage in a conversation that continues with a series of responses and additional questions. LAFS5SL.5.1. Students will write a creative piece in the form of song, poem, or story that responds to a question from the Socratic seminar. LAFS.W.2.4

Week #2 - Create a poster depicting the various forms of energy using illustrations (hand drawn or print), and a written explanation of each. SC.5.P.10.1

Week #3 - Read ‘How We Use Energy’ and write a paragraph describing the most important thing learned from the book. Explain why it is important. LAFS.5.W.5.2

Week #4 - Create a Venn diagram comparing the reader ‘Thomas Alva Edison’ and ‘Timeless Thomas’. LAFS5RI.2.5Write a written response using the information from the Venn diagram comparing two types of text. LAFS.5.W.3.9

Week #5 - Create a timeline of events from the Social Studies text (pages 258-265) of advancements of the industrial revolution. LAFS.5.W.3.9

Close Read with Text Dependent Questions: Timeless Thomas: How Thomas Edison Changed Our Lives by Gene Barretta1. Despite being deaf, what did Thomas Edison create? tinfoil phonographs that recorded sound and played it back.2. What two modern day devices are based on Edison’s electric pen? the photocopier and the tattoo needle3. Edison patented 1093 inventions. What was his first patent idea? a vote recorder for government

4. What major failure of Edison’s allowed him to create cement from a mistake? remove iron ore from rocks.5. What is true of Edison’s first large electric generator and power system? it could send electricity to many different locations at once.6. Where in the United States are Edison’s museum and laboratories located? Laboratory: Menlo Park, NJ; Laboratory: West Orange, NJ.7. We learned that Edison invented the phonograph. What other inventions were developed that depended on this model? Dictation machines, talking dolls8. How did Edison improve Alexander Graham Bell’s telephone? Edison created a transmitter that was powerful enough to send our voices much farther and make them sound much louder.9. Edison developed the battery. What are some of the ways these were used? Delivery trucks, buoys, railway cars and signals, boats and submarines, rural houses, miners lamps10. How many more of Edison’s inventions can you name after reading this book? Vending machine, fluoroscope x-ray machine, etc. (see. P. 34)11. How are today’s movies different from the motion pictures Edison developed? Movie lights did not exist, the first movies were shown on Edison’s Kinetoscope, which did not project images on a screen. 12. Edison discovered radio waves. How do we use these today? Television, remote-control devices, Cellular and cordless telephones, radio is used for the transmission of data in coded form, navigation of ships and aircraft. 13. Compare Thomas Edison by Laurie Rozakis to Timeless Thomas by Gene Barretta. How are the two books alike? How are they different?

Exemplar Text

In the Garden

A bird came down the walk: He did not know I saw; He bit an angle-worm in halves And ate the fellow, raw.

And then he drank a dew From a convenient grass, And then hopped sidewise to the wall To let a beetle pass.

He glanced with rapid eyesThat hurried all abroad,--They looked like frightened beads, I thought;He stirred his velvet head

Like one in danger; cautious,I offered him a crumb,And he unrolled his feathersAnd rowed him softer home

Than oars divide the ocean, Too silver for a seam, Or butterflies, off banks of noon, Leap, plashless, as they swim."A Bird Came Down the Walk" by Emily DickinsonQuestions for Exemplar Text “In a Garden” by Emily Dickinson

1. Read this sentence from the second stanza:

And then he drank a dew from a convenient grass.

What is the meaning of the word convenient as used in the line above?A. disagreeableB. accessibleC. inappropriateD. unacceptable

2. Read this sentence from the fifth stanza:

Than oars divide the ocean, too silver for a seam.

What is the meaning of the word seam in the in the line above?A. creaseB. halfC. wholeD. mark

3. According to the poem, what made the bird seem frightened?A. He hopped sidewise to the wall.B. He bit an angle-worm in halvesC. He glanced with rapid eyesD. He came down the walk

4. What does the phrase “or butterflies, off banks of noon, leap, plashless as they swim”?A. The bird’s flight was very graceful and gentleB. The bird swam quickly awayC. The bird looked like a butterflyD. The bird made a great noise as he flew away

Grade 5Scope and Sequence Activities to Relate to Benchmarks

LAFS.5.RL.1.1 Quote accurately from a text when explaining what the text says explicitly or implicitly. Items may require the student to draw inferences about the text.

Grade 5

Scope and Sequence Activities to Relate to BenchmarksCheckpoint Task Standard: LAFS.5.RL.1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

DOK Level 1 DOK Level 2Pace: 3 days Pace: 3 days

Resources: Esperanza Rising by Pam Munoz RyanChapter 3http://www.shmoop.com/esperanza-rising/chapter-3-summary.html

Resources: Esperanza Rising by Pam Munoz RyanChapter 3http://www.shmoop.com/esperanza-rising/chapter-3-summary.html

Steps: 1. According to the passage, what

made Esperanza’s smile fade, her chest tighten and smothered her joy?

2. Select two phrases from the passage that show that the main character is in despair.

3. Which sentence from the text shows that the main character feels anguish?

Steps:1. Select the phrases from the

text that support the idea that the main character feels sick to her stomach

2. A. How does the main character feel about her mother marrying her Uncle?

B. Support your answer in part A

Learning objective: Students will be able to select words or phrases to answer questions.

Students will be able to infer from the choices given and support their answer using the text

Learning objective: Students will be able to select words or phrases to answer questions.

Students will be able to infer from the choices given and support their answer using the text

A Surprise Visit (940L)

1Karina woke up with the sun blasting through her shades. She groggily rolled over and looked at her clock, which read 6:30 a.m. She yawned and crawled out of bed, sticky and sweaty from the humid night. After lazily getting into her bathing suit and grabbing a ripe banana, she swung her backpack on her back and left the quiet house.   2The walk to the beach took her half an hour, but it passed by quickly. Tropical birds kept her company, chirping hello from the lush green trees, while neighbors stretching on their front porches waved as Karina passed by. However, once she left her neighborhood and reached the entrance to the tourist resort, the atmosphere completely changed. She began to hear the faint clinking of silverware as the servers set up for breakfast. Early risers from the hotel strolled along the beach, taking pictures of the unforgettable sunrise. The resort was full all year, as Bali is a famous tourist destination—one island of many in the country of Indonesia, in Southeast Asia. Indonesia is located just below the Philippines and above Australia.  

3Many tourists come to Bali to surf, as the Indian Ocean provides the perfect waves for the sport. But Karina lived near Lovina Beach, famous for its dolphins. As she walked along the resort’s beach, she smiled to people she passed by. Just as the sun was rising above the horizon, she reached a small shack located to the right of the resort, where visitors could come and sign up for water sports, such as surfing or parasailing, where one dangles from a flying parachute connected to a boat as it drives over the water.  

4Karina dropped off her things, then ran back to the beach to her lifeguard chair. She climbed up and took her position for the day, where she would watch the resort’s guests frolic in the water and look out for any potential danger. Some days she would grow bored, watching the same people do the same things over and over again. The job was quite repetitive, but she received steady pay, something that allowed her to continue living on the beautiful island.  

5The sun climbed in the sky, and the temperature rapidly increased. Just as Karina turned on a small portable fan to cool herself, someone began yelling in the water. Karina immediately jumped off her chair and ran toward the shore. She soon realized the person was yelling “shark.” Her stomach dropped. She had never experienced a shark sighting before but knew that she should get everyone out of the water. Even though people were already swimming and running toward the sand, she began to pull people out of the water and assisted young children who couldn’t move quickly enough. All the while she kept her eyes on the blue waves but didn’t see any sign of a shark.  

6Once everyone was safely ashore, she grabbed her binoculars from her lifeguard’s chair and peered out over the water. Finally, she spotted a black dot moving around in the waves nearby. She giggled and breathed a sigh of relief. To everyone’s shock, she entered the water, slowly getting closer and closer to the dot. She stopped once she was a few feet away from the animal and waited. The black dot moved closer and closer to Karina, and she sank in the water to reach its level. All of a sudden, the animal lifted its

snout and made a funny noise.   7“It’s a dolphin!” one kid yelled from the beach.   8Karina gave the gentle animal a pat and swam back to the shore. She

had plenty of experience with dolphins, as she was training to become a marine biologist. “It’s okay, everyone; she’s just a curious one,” she explained. “Please don’t approach her—but it’s all right to continue to swim.” Everyone laughed and ran back into the ocean.  

9Karina climbed onto her chair and looked out through her binoculars at the dolphin. This day was certainly not boring. In her mind, she thanked the animal for making a visit and hoped she had returned back to her family safely.

1. Which phrase shows Karina’s attitude toward living in Bali? a. “After lazily getting into her bathing suit and grabbing a ripe banana, she

swung her backpack on her back and left the quiet house.”b. “Her stomach dropped. She had never experienced a shark sighting before

but knew that she should get everyone out of the water.”c. “The job was quite repetitive, but she received steady pay, something that

allowed her to continue living on the beautiful island.”d. “As she walked along the resort’s beach, she smiled to people she passed by.”

2. Select two phrases from the passage that shows how Karina felt when she heard the beach-goers yelling “shark!”

Answers Key 1. C2. Paragraph 5:

“Her stomach dropped.”“She had never experienced a shark sighting before but knew that she should get everyone out of the water.”

LAFS.5.RL.4.10 Lexile Range 830-1010DOK Level 1 DOK Level 2

Pace: 3 days Pace: 3 days

Resources:Books with lexile range 830-1010Dynamic Earth by Barbara Brooks SimonsEarthquake by Emily Wortman-WunderA Visit to Grand Canyon National Park by Chris MartinHow We Use Energy by Glen PhelanThe Sky’s The Limit by Stephanie CohenScience in the Snow by Barbara BurtSearching for Cures by Melissa McDanielwww.tumblebooks.com

Resources: Books with lexile range 830-1010The Geography Bee by P. G. HolzhausIncognito by Jack LennoxServes Two Hundred by Grace FairweatherRiding with the Pony Express by Ian WardThe River Kept Rising by Valerie RossSaving the General by Jane ShafferGold for Chan Li by Grace WagnerProject Bug by Sofia NobleBuffalo Hunt by Jay Carter

www.tumblebooks.com

Steps: 1. Students will be able to choose

different books from lexile range 830-1010 including stories, dramas, poetry, literary nonfiction, historical, scientific and technical texts.

2. They will read, summarize and take AR tests on these texts.

Steps:1. Students will be able to choose

different books from lexile range 830-1010 including stories, dramas, poetry, literary nonfiction, historical, scientific and technical texts.

2. They will read, summarize and take AR tests on these texts.

Learning objective: Students will be exposed to a variety of texts in the lexile levels 830-1010

Learning objective: Students will be exposed to a variety of texts in the lexile levels 830-1010

Grade 5Scope and Sequence Activities to Relate to Benchmarks

LAFS. 5.RI.3.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

DOK Level 1 DOK Level 2Pace: 2 to 3 days Pace: 2 to 3 days

Resources: *Summarizing teaches students how to discern the most important ideas in a text, how to ignore irrelevant information, and how to integrate the central ideas in a meaningful way. Teaching students to summarize improves their memory for what is read. Summarization strategies can be used in almost every content area.Taken from: http://www.readingrockets.org/strategies/summarizing

Anchor Chart about Summarizing Informational Text (Pinterest)

This is an example that compares Fiction/Non-Fiction

Summarizing/Paraphrasing/Quoting Task Cards.

Article of choice from Scholastic News, Time for Kids, Highlights, or Kind News.

Making Claims

Resources:“They Called Her Molly Pitcher” by Anne Rockwell-Journeys Unit 3, pages 392-403

http://www.earlyamerica.com/molly_pitcher.html

Discovery Education has videos

Claim: She’s an American HeroSupport: Student needs to be able to pull what she did to make her an American Hero.

Students will need to summarize and pull notes about:What’s the claim?How is it supported?

Steps: Introduce students to the standard, discuss key terminology used in the benchmark.

Discuss the purpose of summarizing. Share/create an anchor chart.

Use the task cards and have students hot text the main points that support the information.

Discuss what a claim is and how to make it. Find resources to demonstrate making a claim.

Use the article from the current event magazine to support the summarizing and the author’s claim.

Steps:Students are to read the Journey’s text.

Show the students the video clip and show a video from Discovery.

Present students the questions about making a claim and supporting through the text evidence. Must have text based evidence to support. Exactly what they heard stated in the video.

Questions to Focus Learning:Why is it important to be able to answer questions or solve problems efficiently?How can knowing how to navigate a variety of resources aid in answering questions or solving problems?

Investigations. Instruct students how to find information on a website by looking at the text structure of the site. Allow students to investigate or make a short probe into similar topic based websites or texts by completing a form. Complete one form for each text and then conduct a whole group discussion regarding what features or ideas help locate answers quickly.

Checkpoint TaskStandard: LAFS.5.RI.3.7Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

Cities Need Trees940L

America’s forests are valuable, but city trees are important, too. City trees improve life for people who live there. City trees are not just beautiful; they also serve many important purposes.

Did you know that tree-lined city streets can be up to nine degrees cooler than nearby streets without trees? Trees also can help control temperatures inside buildings. When the limbs are bare in the winter, solar heat can get through to help warm the building. The trees block the sun’s rays in the summertime.

Cities with wooded parks and trees planted along the streets are less likely to have problems with soil being washed away. Tree roots help to hold the soil in place.

FAST FACTS • One large tree produces a day's worth of oxygen for four

people. • Cherry trees blooming in Macon, Georgia, attract up to

600,000 visitors each year. • Studies show that hospital patients who can see trees from

their windows recover faster than patients who see only a brick wall.

Volunteer Foresters

Throughout the history of the United States, Americans have destroyed many forests. Communities continuously cut down trees

to make room for houses and farmland. Businesses harvest trees for products such as lumber, paper, furniture and other items made

from wood. As a result, new trees must be planted to replace those removed. Volunteers often take on this job.

Questions: Multiple Choice:

1. Which of the following ideas from the article "Cities Need Trees" explains why sometimes it is better to have trees that lose their leaves in the winter?

a) Trees can help absorb exhaust fumes. b) Bare trees allow sunlight to warm a building. c) Evergreen trees break the force of wind. d) Tree roots help to hold the soil in place.

2. In the passage “Cities Need Trees” the author emphasizes the need for trees in America’s cities.

Part A:Highlight or underline the statement that best summarizes the informational passage.

Part B:Highlight or underline the statements that best support the author’s claim.

3. In which passage will you find information on how businesses harvest trees?

A. Cities Needs TreesB. Volunteer Foresters

4. What information do the "Fast Facts" provide?

A. different types of trees B. the opinion of the author C. the title and author of the passage D. facts about how trees benefit people

Answers Checkpoint LAFS.5.RI.3.7

1. B2. Part A: City trees are not just beautiful; they also serve many important purposes. Part B: Trees can help control temperatures inside buildings; tree roots help hold soil in place.3. B4. D

Grade 5Scope and Sequence Activities to Relate to Benchmarks

LAFS.5.RI.2.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

DOK Level 1 DOK Level 2 DOK Level 3Pace: 2 or 3 Days Pace: 2 or 3 days Pace: 2 or 3 days

Resources: : "Washington Crossing the Delaware, December 1776” painting

“What is the Tone?” handout

Secondary account of "Washington Crosses the Delaware, 1776,"

Resources: Primary account of Elisha Bostwick

How Does the Author Feel About That.pdf graphic organizer

Resources: : How Does the Author Feel About That Answer Key.pdf

Steps: Identify the sensory qualities and an appropriate feeling that the artist must have experienced when painting "Washington Crossing the Delaware, December 1776”.

“What’s the tone?” activity

Teacher read/think aloud the secondary account of "Washington Crosses the Delaware, 1776,"

Steps:Following teacher modeling, structured support, and collaborative group work, students will demonstrate an understanding of their study of point of view, tone, and information presented in "Washington Crosses the Delaware, 1776" as measured by How Does the Author Feel About That

Steps: Following teacher modeling, structured support, and collaborative group work, students will demonstrate an understanding of their study of point of view, tone, and information presented in "Washington Crosses the Delaware, 1776" as measured by How Does the Author Feel About That Answer Key.pdf. Students will apply their understanding of tone by writing a historically accurate first-person memoir of the event in which the tone reflects their perspective of the event, which will be scored with the Here's How I Feel About That Scoring Guide.pdf

CAFÉ Strategy: Compare and Contrast within and between text.

Read to Self- Read two accounts of Washington crossing the Delaware. Complete a compare and contrast sheet on point of view of the primary and secondary accounts .

Read to Someone- Students read two accounts of Washington crossing the Delaware. They will complete a compare and contrast on point of view sheet on the primary and secondary accounts.

Daily 6- Students will read two accounts of Molly Pitcher at the American Revolution. They will compete a compare and contrast sheet on point of view.

Work on Writing-How would I feel about being a soldier in the Continental Army crossing the Delaware River with General Washington?

Listen to Reading – Watch video of historical depiction of Washington Crossing the Delaware.

Checkpoint Task LAFS.5.RI.2.6Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

910L

Yosemite: A National TreasureYosemite is the jewel of our national park system. People have been attracted to its amazing cliffs, and mighty waterfalls since as early as the 1850s. Even then, people knew that Yosemite was something worth saving. In 1864, Abraham Lincoln signed a bill preventing developers from building in the Yosemite Valley. In 1903, John Muir took President Roosevelt camping at Yosemite to convince him to make it a national park. Every year, over 3.7 million people visit the park. Most just come for the day to see the postcard views overlooking Yosemite Valley. Many others stay longer, and enjoy all the hiking, climbing and camping the park has to offer. Overnight options include camping in tents, cabins, or RVs. You can even book a room at the

world-famous Ahwahnee Hotel. Only one thing is certain: once you’ve visited Yosemite you will definitely want to come back.

Yosemite: A Big Rip-OffI took my family to Yosemite last summer, because we had seen all of the “postcard views” and heard so many good things about it. But there are many things we never hear about Yosemite that I think it is important to mention. One thing is how crowded it is. Since there aren’t many roads in and out of the park, you should expect to spend a lot of time stuck in traffic jams. Another you hear about is the huge waterfalls at Yosemite. But you never hear about the huge parking fees. At over twenty bucks a pop, those snapshots you take had better be good. But they probably won’t be, because there’s usually a tour bus blocking the view. People go to Yosemite because they want to “experience nature.” But it’s pretty much an amusement park without rides. Even the bears who live there aren’t really “natural.” They have grown so used to eating campers’ leftovers that they have forgotten how to hunt for themselves. So next time you’re thinking about taking a trip to Yosemite, I’d suggest buying a postcard, then going to one of the many beautiful, less-crowded state parks in the area.

Questions:1. What kind of information does the first passage provide that the second passage

leaves out?

a) Information about how much it costs to visit the park.b) Information about how to get to the parkc) Information about where to park your car when you get to the parkd) Information about the history of the park

2. How does point of view impact what the reader learns about Yosemite in each text?

a) The first passage provides actual facts about how many people visit the park every year.

b) The second passage because it is a firsthand account of what it is like to visit the park.

c) The first passage because it explains the interesting history of the park. d) The second passage because it talks about all the different things there are to

do in the park.

Answers Checkpoint LAFS.5.RI.2.6:1. D2. B