important note on social studies content … grade q 4.pdf · 2018-03-28 · letter-sound...

5th Grade Curriculum Map: Literacy & Integrated Content

DS=The Daily 5 HMH= Houghton Mifflin Harcourt CLLG=HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book SE-Student Edition LRSD Elementary Literacy and Social Studies Departments 5th Grade Curriculum: Literacy & Integrated Content Revised 2017

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IMPORTANT NOTE ON SOCIAL STUDIES CONTENT FOR 4TH QUARTER: A separate document will be posted to supplant social studies content for 4th quarter this year. The new social studies content provides opportunity for integration of the economic concepts from “One District, One Book”.



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READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING

Unit 5 Lesson 24 Week One of Two Weeks

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

5RI9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. 5RI3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. 5RL4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors & similes.

COMPREHENSION/FLUENCY Skill: Cause/Effect Strategy: Analyze/Evaluate Genre: Historical Fiction/Informational Text Fluency: Accuracy/Self-Correction

Anchor Lesson Rachel’s Journal: The Story of a Pioneer Girl, LLG p. 232 TE pp. T244-T259 SB p. 722-735 SUW 1-17 Easy Two-Column Notes pp. 23-26 Effect in 1st Column and Multiple Causes in the 2nd Column Tales of the Trail, LLG p. 233 TE pp. T240-T241, Projectable 24.1 Westward to Freedom T264-266; SB p. 740-742 LLG p. 233 Text and Graphic Features T255 “Making Connections” Text to Text

SOCIAL STUDIES

Unit 5 Lesson 24 (WEEK 1) STANDARDS

SOCIAL STUDIES FOCUS Unit: New Nation Compelling Question: How did the Founding Fathers create the economy we use today? Guiding Questions: A. What problems might exist if every state has their own currency? B. What are some ways the U.S. Constitution sets the rules for our economy? Which part do you believe is the most important for our economy today? C. How does the Constitution provide a foundation for our free enterprise system? D. How do you use economic terms

ADDITIONAL CONTENT LESSONS Lesson 17 Shaping America's Economy BEFORE READING: See slides 1-11 Preview Activity. Students analyze a picture of colonial money. Facilitate discussion to help students understand money is a useful way to buy and sell goods and services. Discuss money and its range of values. Encourage students to brainstorm why it is important to have a common currency. Students will design their own form of currency and then decide how many pencils someone could buy with the new money. Student Interactive Journal p. 103 DURING READING: See slides 11-30 Introduce key social studies terms – consumer, demand, free market economy, interest, producer, specialization, supply and tariff. (Slides 35-36 Vocabulary practice activity) Phase 1 (Slides 12–15 about 10 min) Student will interpret the Preamble. Have students take turns reading the Preamble and the modern

ASSESSMENTS TCI Processing Activity: Lesson 17 Slide 37 (Student Interactive Notebook p. 108). Suppose your class has received a message from a class in another country. They are the same age as you, but the economy in their country is different from ours. They want to meet you over a video conference and learn how the U.S. economy works. Prepare your answers to each of their questions, rehearse your answers, and share them aloud.



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to describe the impact of economic in our country? Does this look different for different groups of people?

interpretation of it. Have students read each section (see Slide 16) section 1 (see p. 104 Free Market Economy; Section 2 (see p.105 Creating a Free Market Economy) Sections 3-5 (see p. 106 listing ways the Constitution influences money, trade, and business in the United States.) Students use Interactive Notebook pages 104-106 to record information as they read. Phase 2 –3 About 20 minutes each (Slides 17-22 and 23-27) Interpreting Excerpts. Students take a closer look at the Constitution and the economy and match explanations that describe each excerpt. (Handouts A, B, C are needed for this phase). AFTER READING: Phase 4 (About 20 minutes) Constructing an Argument (Slides 27-30). Students will have read about eight specific ways the U.S. Constitution sets the rules for our economy. They will now construct an argument including their claim and at least two pieces of evidence from the student text. READING FURTHER: "The Rise of Cotton in the South" (Slides 31-34) Students will Act-Out the perspective of a farmer including lines that contain words such as scarcity, opportunity cost, benefit, and/or incentive. (Student Interactive Notebook p. 107)

WORD STUDY Unit 5 Lesson 24

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS 5.RF.4.c Use context to confirm or self-correct word recognition & understanding, rereading as necessary. 5.L.4.a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. 5.L.6 Acquire & use accurately grade-appropriate general academic & domain-specific words & phrases, including those that signal contrast, addition, & other logical relationships.

STRATEGY: Context Clues ACADEMIC: cause, effect, comparative adjectives and adverbs, superlative adjectives and adverbs SOCIAL STUDIES: consumer, deman, free market economy, interest, producer, specialization, supply, tariff

Vocabulary Strategies T260-261 Using Context Projectable 24.5 Target Vocabulary LLG p. 162 Intro. Target Vocab. LLG p. 162 Word Association LLG p. 163 Idea Completion

5L2.e Spell grade-appropriate words SPELLING/ENCODING LLG p. 102 Model the Sort Demonstrate understanding



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correctly, consulting references as needed. RF3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Prefixes: in-, un-, dis-, mis-: mislead, dismiss, insincere, unable, indirect, mistreat, disaster, dishonest, insecure, unknown, incomplete, unequal, unstable, misspell, disagree, informal, discover, unwise, mislaid, disgrace

LLG p. 102 Repeat the Sort LLG p. 103 Speed Sort Weekly Plan TE PP. T274-275

of academic language through proper applications in writing. Refer to SUW Section 3 “Practicing and Expanding Vocabulary”

WRITING WORKSHOP Unit 5 Lesson 24

GRAMMAR L4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

SKILL Making Comparisons

Projectables: 24.6, 24.7, 24.8 Practice page TE: 283-287

Progress Monitoring Weekly Tests 24.8-24.9

PROCESS WRITING 5W2 Write informative/explanatory texts to examine a topic & convey ideas & info. clearly 5W2a Intro. a topic clearly, provide a general observation & focus, & group related information logically. 5W2b Develop topic with facts, definitions, concrete details, quotations, or other information & examples related to the topic. 5W2e Provide a concluding statement

WRITING TYPE Write to Inform Organization

SUW LESSONS & TOOLS SUW 5-1 of Accordion Essays & Reports pp. 198-201a; Tools 5-1a, 5-1b, 5-1c SUW 5-2 Writing Essays & Reports Step by Step p. 201-204; Tools 5-2a SUW 5-3 Organizing & Writing, One Step at a Time p. 204-209; Tools 5-2a, 5-3a, 5-3b, & 5-3c

Social Studies Prompt: Write from the point of view of a Native American or pioneers traveling West. Tell about your experiences. Your encounters with others. How you feel.



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Unit 5 Lesson 24 Week 2


Review Skills and Strategies

Anchor Lesson Rachel’s Journal: The Story of a Pioneer Girl TE pp. T244-258 T251;SB p. 722-736 Cause & Effect LLG: p. 232 SUW 1-17 Easy Two-Column Notes pp. 23-26 Effect in 1st Column and Multiple Causes in the 2nd Column TE p. 251 “Your Turn” Telling a Good Tale - Journal Entry Westward to Freedom T264-266; SB p. 740-742 LLG p. 233 Text and Graphic Features T255 “Making Connections” Text to Text

SOCIAL STUDIES

Unit 5 Lesson 24 (WEEK 2) STANDARDS

SOCIAL STUDIES FOCUS Unit: New Nation Compelling Question: How did the expansion of the United States affect people inside and outside the country? Guiding Questions: How do you think the American Indians and Mexicans felt about American expansion? Why did people settle where they did? How did Americans justify their actions when acquiring territories in the West?

ADDITIONAL CONTENT LESSONS - 2 Weeks Lesson 18 Manifest Destiny and Settling the West BEFORE READING: During the preview activity (Slides 16) students explore how the U.S. expansion might be viewed differently by Americans than by those already settles in the western lands. After reading the introduction to the lesson, students write from the perspective of three different groups: American Indians, Mexicans, American Settlers (Student Interactive Notebook p.109) DURING READING: This is an Experiential Exercise in which students act as 19th century settlers and migrate into the western territories of an outline of the United States. Students then create an annotated map showing how each territory became part of the United States (about 90 min.) Slides 17-54 Students are divided into six group of about equal size, and numbered 1-6. Each group can claim only a specific area of land. After each group claims land, it is followed by questions and discussion. AFTER READING: After reading about the westward

ASSESSMENTS TCI Processing Activity: Student will create a comic-book panel that shares two different perspectives on westward expansion of the United States in the 1800s. (TCI Slide 61, Student Interactive Notebook p. 114)



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expansion in their Student Text, students will answer questions and analyze effects of the acquisitions. (Student Interactive Notebook pp. 110-112) READING FURTHER "The Cherokee Trail of Tears" Section (Slides 55-58) After analyzing a photo, reading the section, and discussing the Indian Removal Act of 1830, students can write about having to leave home suddenly and choosing items for the journey and describe how they would feel as a Cherokee who had to walk the Trail of Tears (Student Interactive Notebook p. 113)



VOCABULARY

SOCIAL STUDIES: acquisition, annex, boundary, cede, expedition, manifest destiny, reservation, territory

SPELLING/ENCODING Review Skills and Strategies


GRAMMAR Review Skills and Strategies PROCESS WRITING 5W2 Write informative/explanatory texts to examine a topic & convey ideas & info. clearly 5W2a Intro. a topic clearly, provide a general observation & focus, & group related information logically. 5W2b Develop topic with facts, definitions, concrete details, quotations, or other information & examples related to the topic. 5W2e Provide a concluding statement

WRITING TYPE Write to Inform Organization





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ASSESSMENT WINDOW: ACT ASPIRE (COMPUTER BASED) STANDARDS FOCUS TASK/RESOURCES/MATERIALS ASSESSMENTS

ASSESSMENT WINDOW: ACT ASPIRE (COMPUTER BASED) Use readings in Lesson 21 for Social Studies content this week.

SOCIAL STUDIES

ACT Aspire TESTING WEEK

STANDARDS (See previous two weeks)

SOCIAL STUDIES FOCUS Unit: New Nation Compelling Question: How did the expansion of the United States affect people inside and outside the country? Guiding Questions: How do you think the American Indians and Mexicans felt about American expansion? Why did people settle where they did? How did Americans justify their actions when acquiring territories in the West? VOCABULARY STRATEGY: Context Clues SOCIAL STUDIES: acquisition, annex, boundary, cede, expedition, manifest destiny, reservation, territory

ADDITIONAL CONTENT LESSONS (continued from previous weeks) Anchor Lesson Tucket’s Travels, LLG 226 TE pp. T16-T35, SB pp. 632-651 SB p. 480-495 Land Rush, TE pp. T12-T13, LLG p. 227, Projectable 21.5 Review characteristics of Historical Fiction. Lesson 18 Manifest Destiny and Settling the West BEFORE READING: During the preview activity (Slides 16) students explore how the U.S. expansion might be viewed differently by Americans than by those already settles in the western lands. After reading the introduction to the lesson, students write from the perspective of three different groups: American Indians, Mexicans, American Settlers (Student Interactive Notebook p.109) DURING READING: This is an Experiential Exercise

ASSESSMENTS TCI Processing Activity: Student will create a comic-book panel that shares two different perspectives on westward expansion of the United States in the 1800s. (TCI Slide 61, Student Interactive Notebook p. 114)



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in which students act as 19th century settlers and migrate into the western territories of an outline of the United States. Students then create an annotated map showing how each territory became part of the United States (about 90 min.) Slides 17-54 Students are divided into six group of about equal size, and numbered 1-6. Each group can claim only a specific area of land. After each group claims land, it is followed by questions and discussion. AFTER READING: After reading about the westward expansion in their Student Text, students will answer questions and analyze effects of the acquisitions. (Student Interactive Notebook pp. 110-112) READING FURTHER "The Cherokee Trail of Tears" Section (Slides 55-58) After analyzing a photo, reading the section, and discussing the Indian Removal Act of 1830, students can write about having to leave home suddenly and choosing items for the journey and describe how they would feel as a Cherokee who had to walk the Trail of Tears (Student Interactive Notebook p. 113)


PROCESS WRITING 5W2 Write informative/explanatory texts to examine a topic & convey ideas & info. clearly 5W2a Intro. a topic clearly, provide a general observation & focus, & group related information logically. 5W2b Develop topic with facts, definitions, concrete details, quotations, or other information & examples related to the topic. 5W2e Provide a concluding statement

WRITING (Social Studies) Write to Inform Organization





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READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING Unit 5 Lesson 25


5RI8 Explain how an author uses reasons & evidence to support particular points in a text, identifying which reasons & evidence support which point(s). 5RL3 Compare & contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

COMPREHENSION/FLUENCY Skill: Author’s Purpose Strategy: Monitor/Clarify Use EXT G5U5 “Compare & Contrast Text Structures” as a model to teach TEU5 p.T334 “Share & Compare Texts”

Anchor Lesson Journeys “Lewis and Clark”, LLG p. 234 TE pp. T318-T333, SB pp. 750-763 Read Aloud “The True Story of Sacagawea” LLG p. 235 TE pp. T314-T315 Projectable 25.1 A Surprise Reunion, LLG p. 235 TE pp. T338-T341, SB 768-771

Students will be reading a variety of text and graphic features this week to learn about the Lewis and Clark expedition. Use these readings and graphic features to teach author’s purpose. Read excerpts from the Journals of the Lewis and Clark expedition. What do you think the purpose of the author was in writing these journal entries? What type of information was recorded in the journals? Timeline of Lewis and Clark What can we learn about the expedition from a timeline? Why are timelines important studying topics in social studies? Lewis and Clark Interactive National Geographic S.S. textbook p. 444-451 1. Expansion of the United States Map—Use throughout

the unit to show progress of Westward Expansion. Provide students a blank U.S. map and have them add U.S. land acquisitions as you learn about them.

2. Map or Timeline Activity 3. Read Jefferson’s letter to Lewis and the journal entries

from their encounter with Native Americans.

• Jefferson’s Letter to Meriwether Lewis (Identify Author’s

T328 Projectable 25.4

http://www.nationalgeographic.com/features/97/west/

http://www.nationalgeographic.com/features/97/west/

http://ssfifthgrade.wikispaces.com/file/view/Map%20Land%20Acquisitions.pdf/490055354/Map%20Land%20Acquisitions.pdf

http://ssfifthgrade.wikispaces.com/file/view/Map%20or%20Timeline%20of%20US%20Growth.pdf/490057820/Map%20or%20Timeline%20of%20US%20Growth.pdf

http://ssfifthgrade.wikispaces.com/file/view/Jefferson%27s%20Letter%20to%20Lewis.pdf/490055338/Jefferson%27s%20Letter%20to%20Lewis.pdf



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Purpose)

• Expedition Encounters (Complete one or more of the Encounter Group Encounters)

• Time Magazine Article (Identify Author’s Purpose) Discuss questions.

SOCIAL STUDIES Unit 5 Lesson 25

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS Geography G.8.5.1 Describe locations of societies and their cultural and environmental characteristics within the early Americas through the 1820’s using geographic Representations of different scales G.9.5.2 Analyze ways cultural characteristics influenced population distribution in the early Americas through the post-Revolutionary period G.9.5.3 Analyze ways climate and environmental characteristics influenced where groups lived and how they adjusted to the environment G.10.5.2 Examine effects of environmental and cultural characteristics on the distribution and movement of people, goods, and ideas using multiple sources of information (e.g., trade routes, water ways, geographic barriers, accessibility) G.10.5.3 Examine reasons for population shifts in early America and the effects on various regions History H.12.5.15 Evaluate how early presidents influenced the development of the new nation (e.g., Washington’s Farewell Address, Marbury vs. Madison,

Unit: Westward Expansion Growth of the United States Lewis and Clark Native Americans Arkansas

Compelling Question: Is growth always good? What conflicts resulted from expansion? Guiding Questions: 1. What are the push/pull factors of

Westward Expansion? 2. How did the U.S. grow? 3. What were the economics results of

growth?

4. Who participated in the growth of the United States? How?

ADDITIONAL CONTENT LESSONS Lesson 18 Manifest Destiny continued Begin timeline to be completed throughout the unit. This could be done using an online timeline or posted in the classroom. Timeline Graphic Organizer Native Americans in Arkansas PowerPoint. Economic Spotter: Scarcity With the Lewis and Clark Expedition Economic Spotter PDF After Reading: Do you think that Lewis and Clark treated the Indians they encountered with respect? Why or why not? Cite evidence from the Expedition Encounters Activity and what you have read and discussed. Do you think Lewis and Clark accomplished what they were asked to do? Cite evidence to support your opinion. Introduce Unit Assessments Ongoing throughout the unit. 1 .Project—Have students pick a group of people from this time period and create a presentation from the point of view of an individual from that group. Students may or may not use technology for their presentation. i.e. Native American/Pioneer/Chinese Railroad Worker/Women/African American Project is ongoing

Ongoing student timeline throughout the unit. A New Nation Document Based Question (Work on analyzing different documents each week. Culminate the unit by using the documents to write an essay about how the United States grew and changed during its years as a new nation. Expedition Encounters Writing Ongoing Timeline Timeline Graphic Organizer

http://ssfifthgrade.wikispaces.com/file/view/Expedition%20Encounters%20with%20Natives.pdf/490056014/Expedition%20Encounters%20with%20Natives.pdf

http://ssfifthgrade.wikispaces.com/file/view/Time%20Magazine%20Article.pdf/490056044/Time%20Magazine%20Article.pdf

http://ssfifthgrade.wikispaces.com/file/view/TimelineGraphicOrganizer.pdf/490056082/TimelineGraphicOrganizer.pdf


http://www.econedlink.org/lessons/EconEdLink-print-lesson.php?lid=314&type=student

http://www.econedlink.org/lessons/EconEdLink-print-lesson.php?lid=314&type=student

http://ssfifthgrade.wikispaces.com/file/view/Economic%20Spotter.pdf/490055994/Economic%20Spotter.pdf

http://ssfifthgrade.wikispaces.com/file/view/New%20Nation%20Document%20Based%20Question.pdf/490480698/New%20Nation%20Document%20Based%20Question.pdf


http://ssfifthgrade.wikispaces.com/file/view/Expedition%20Encounters%20with%20Natives.pdf/490056014/Expedition%20Encounters%20with%20Natives.pdf




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Embargo Act, Louisiana Purchase, Lewis & Clark, banking) Economics E.4.5.2 Analyze historical developments in pre-colonial America through the Revolutionary period using models of economic decision making (e.g., exploration, colonization, taxation, the American Revolution, the new nation) E.6.5.2 Examine roles of early financial intuitions on the economy of the United States E.6.5.5 Evaluate effects of war and conflict on communities from the colonial period to the early 1800’s using economic factors

throughout the unit. 2.Discuss the push/pull factors of different people and groups of people that went West. Make a T-Chart and identify these factors throughout the unit. At the end of the unit, ask students to explain the concept of push/pull factors using the class T-Chart for support. Resources: We Were There, Too, “Sacagawea: She Inspired Us All,” p. 130 (Contact Laura Beth Arnold for copy of book)


STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS L5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. L6 Acquire & use accurately grade-appropriate general academic & domain-specific words & phrases, including chose that signal contrast, addition, & other logical relationships

STRATEGY: Analogies ACADEMIC: author’s viewpoint, author’s purpose, analogy, underline, italics, research source SOCIAL STUDIES: Lewis and Clark Sacagawea, Andrew Jackson Louisiana Purchase

Vocabulary Strategies T332-333 Analogies, Projectable: 25.5 Target Vocabulary LLG p. 164 Intro. Target Vocab. LLG p. 164 Analogies LLG p. 165 Synonyms

Demonstrate understanding of academic language through proper applications in writing. Refer to SUW Section 3 “Practicing and Expanding vocabulary.”

5L2e Spell grade-appropriate words correctly, consulting references as needed. RF3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, & morphology to read accurately unfamiliar multisyllabic words in context and out of context.

SPELLING/ENCODING Suffixes: -ion: elect, election, tense, tension, react, reaction, confess, confession, decorate, decoration, contribute, contribution, express, expression, imitate, imitation, connect, connection, admire, admiration

LLG p. 104 Model the Sort LLG p. 104 Pattern Sort LLG p. 105 Concept Sort Weekly Plan T348-349

Spelling Assessment: Refer to Section 3 of SUW

WRITING WORKSHOP



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Unit 5 Lesson 25

GRAMMAR L2d Use underlining, quotation marks, or italics to indicate titles of works.

SKILL Underlining and Italics

Weekly Plan T338-T341 Projectables: 25.6, 25.7 Practice p. 297

Weekly Tests 25.8-25.9

PROCESS WRITING 5W2 Write informative/explanatory texts to examine a topic & convey ideas & information clearly a. Introduce a topic clearly, provide a general observation and focus, & group related information logically; include formatting (e.g., headings), illustrations, & multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information & examples related to the topic. e. Provide a concluding statement or section related to the information or explanation presented.

WRITING TYPE Write to Inform

SUW LESSONS & TOOLS 3rd Edition: 5-4 Creating Two-Sentence Introductions, Tool 4-19 5-5 Blocking Out Essays & Reports, Tools 5-5a, 5-5b, 5-5c, & 5-5d 5-6/5-7 Informal Outlines for Essays, Tools 5-7a & 5--7b 10-10 Quick Check for Sentences & Topic Sentences, Tools 10-10e & 10-10f Select one topic from SUW 5-5 to score. Tool 5-7a & 5-7b

Social Studies Prompt: It your job to inform the American people about the Lewis and Clark expedition. Write an informative account of the exhibition to share with early Americans.



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5RI7 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. 5RL2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

COMPREHENSION/FLUENCY Skill: Text & Graphic Features; Visualize

• Genre: Historical Fiction CLLG, p. 80

• Sequence of Events CLLG p. 81

• Text & Graphic Features; Visualize TE, pp. T12-T13, Projectables 26.3 and 26.4, “Traveling the ‘Big Muddy’”

“Skywoman’s Rescue” LLG 237 HMH Student Magazine (Adventures in Reading) pp. 4-5 TE pp. T24-T25 “Animals on the Move” TE pp. T13-T23 Magazine pp. 6-13 Informational Text LLG: p. 236 3rd Edition SUW 1-22 Developing Study Guides Tools 1-22a, 1-22b, & 1-22c (Also available in the 4th Edition of SUW) “Poetry Place” (Poetry) TE pp. T26-T27 Student Magazine pp. 14-15 LLG: p. 237 Poetry Read Aloud “Land Rush” Journeys T12-T13 After reading “Tucket’s Travels and the textbook information on pioneers going west. Compare and contrast the text structure and how the information is conveyed. S.S. textbook p. 444-451 Use the text and graphic features found in posters, advertisements and documents to discuss reasons people moved west and how they were enticed to do so. Model using one of the posters. Have students complete their own analysis in pairs or individually of one of the other posters. Interpreting Advertisements for Westward

TE p. T40 Analyze Sequence of Events, Projectable 21.4 U5 EXT p. C5 Apply

http://ssfifthgrade.wikispaces.com/file/view/Advertisement%20Analysis%20Worksheet.pdf/490059208/Advertisement%20Analysis%20Worksheet.pdf



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Expansion (Analysis) Interpreting Poster (Analysis) Land Poster Kansas Nebraska Land Poster Westward Expansion Poster Railroad Schedule West Homestead Act Visuals Compare and contrast Tucket’s Travels (focusing on reasons for migration) with Joseph Simmons Diary Excerpts, Alvin A Coffey Account and The Iron Dragon Never Sleeps Excerpt Use this information to summarize people’s reasons for moving west. This could be made into a poster project or PowerPoint. Continue timeline (see lesson 25) Timeline Graphic Organizer Map or Timeline Activity We Were There, Too, “Ng Poon Chew and Lee Chew: Gold Mountain Boys,” p. 146 (See Laura Beth Arnold for copy of book)



Geography G.8.5.1 Describe locations of societies and their cultural and environmental characteristics within the early Americas through the 1820’s using geographic Representations of different scales G.9.5.2 Analyze ways cultural characteristics influenced population distribution in the early Americas through

Unit: Westward Expansion Push/pull Factors of Westward Expansion

Effects of Westward Expansion

Essential Question: Is growth always good? What conflicts resulted from expansion? Guiding Questions:

A. What are the push/pull factors of

Lesson 19 The Diverse Peoples of the West - TCI Students will create a dramatization that shows aspects of life for one of six groups of people living in the West during the 1800s; identify effects of westward expansion on the six groups; and describe the benefits and drawbacks pioneers experienced when they moved west. BEFORE READING: Preview Activity (Slides 6-13 – about 35 min). Students create a bar graph to show

Poster Analysis---Why people move west. Choose one of the posters provided and complete either Interpreting Advertisements for Westward Expansion or Interpreting Poster. Work with three other students to complete a visual on


http://ssfifthgrade.wikispaces.com/file/view/Interpreting%20Posters.pdf/490059244/Interpreting%20Posters.pdf

http://ssfifthgrade.wikispaces.com/file/view/Land%20Poster%20Kansas.pdf/490059278/Land%20Poster%20Kansas.pdf

http://ssfifthgrade.wikispaces.com/file/view/Nebraska%20Land%20Poster.pdf/490060778/Nebraska%20Land%20Poster.pdf

http://ssfifthgrade.wikispaces.com/file/view/Poster%20Westward%20Expansion.pdf/490059332/Poster%20Westward%20Expansion.pdf

http://ssfifthgrade.wikispaces.com/file/view/Railroad%20Schedule%20West.pdf/490059350/Railroad%20Schedule%20West.pdf

http://ssfifthgrade.wikispaces.com/file/view/Visuals%20Homestead_Act%5B1%5D.pdf/490474168/Visuals%20Homestead_Act%5B1%5D.pdf

http://ssfifthgrade.wikispaces.com/file/view/Joseph%20Simmons%20Excepts%20Diary.pdf/490062538/Joseph%20Simmons%20Excepts%20Diary.pdf


http://ssfifthgrade.wikispaces.com/file/view/ALVIN%20A%20Coffey.pdf/490062508/ALVIN%20A%20Coffey.pdf

http://ssfifthgrade.wikispaces.com/file/view/Iron%20Dragon%20Never%20Sleeps.pdf/490059270/Iron%20Dragon%20Never%20Sleeps.pdf










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the post-Revolutionary period G.9.5.3 Analyze ways climate and environmental characteristics influenced where groups lived and how they adjusted to the environment G.10.5.2 Examine effects of environmental and cultural characteristics on the distribution and movement of people, goods, and ideas using multiple sources of information (e.g., trade routes, water ways, geographic barriers, accessibility) G.10.5.3 Examine reasons for population shifts in early America & the effects on various regions History H.12.5.15 Evaluate how early presidents influenced the development of the new nation (e.g., Washington’s Farewell Address, Marbury vs. Madison, Embargo Act, Louisiana Purchase, Lewis & Clark, banking) Economics E.4.5.2 Analyze historical developments in pre-colonial America through the Revolutionary period using models of economic decision making (e.g., exploration, colonization, taxation, the American Revolution, the new nation) E.6.5.2 Examine roles of early financial intuitions on the economy of the U.S. E.6.5.5 Evaluate effects of war and conflict on communities from the colonial period to the early 1800’s using economic factors

Westward Expansion? B. How did the U.S. grow? C. What were the results of growth?

D. Who participated in the growth of the United States? How?

how long the members of the class have lived in their community and how many times they have moved in their lifetime. (Student Interactive Notebook p. 115) DURING READING: Problem Solving Groupwork activity: (Slides 14-37 – about 225 min). Students create interactive dramatizations about the experiences of westerners. The six groups students will focus on: Californios, Mormons, Oregon Pioneers, Nez Perce, Chinese Immigrants, and Forty-Niners. (Slides 14-After reading section 1 "The West in the Mid-1800s students will discuss the influx of people and the dramatic effect on the existing cultures in the region. (Student Interactive Notebook p. 116). As students read and discuss each group they will create a typical scene in the daily lives of the people, re-create the historical conditions of the time for the audience to see and experience, and their interactive dramatizations must involve the audience. (Slides 14-34) Students will continue to fill in their reading notes (Student Interactive Notebook p. 116-117). AFTER READING: (Slide 37) Discuss reading notes. READING FURTHER: "Laura Ingalls Wilder on the Prairie" (Slides 38-39) "Laura Ingalls Wilder on the Prairie (st. Text 278-281). After reading the section, students suppose they are a member of the Ingalls family and are about to leave the little house in the woods of Wisconsin to start a new life on the prairie. Students will live things they will miss about Wisconsin and things they hope to find on the priarie. Primary Source Set of Document MTSU Teaching with Primary Sources—Library of Congress Primary We Were There, Too, “Ng Poon Chew and Lee Chew: Gold Mountain Boys,” p. 146 Continue timeline (see lesson 25) Timeline Graphic Organizer

Why People Move West. You can add to the visual throughout the unit. Project: Design a product that summarizes people’s reasons for moving West in the 1800’s.

Continue working on unit assessments. (See lesson 25)

http://library.mtsu.edu/tps/sets/Primary-Source_Set--Westward-Migration.pdf

http://library.mtsu.edu/tps/sets/Primary-Source_Set--Westward-Migration.pdf




16

Map or Timeline Activity Imagine that you are a traveling West in the mid 1800’s. Why are you leaving? What are the push/pull factors of your decision to go West? What do expect the west to be like? Tell what you see on your way.



5L4 Determine or clarify the meaning of unknown & multiple-meaning words & phrases based on grade 5 reading & content, choosing flexibly from a range of strategies. 5L6 Acquire & use accurately grade appropriate general academic & domain-specific words & phrases, including those that signal contrast, addition, & other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

STRATEGY: multiple meaning words ACADEMIC: text and graphic features, visuals, caption, diagram, chart, graph, map, multiple-meaning words SOCIAL STUDIES: Californio, claim, forty-niner, immigrant, missionary, Mormon, Nez Perce, pioneer, rancho, transcontinental, yoke TARGETED CATEGORIES: Teacher’s choice

Vocabulary Strategies Multiple-Meaning Words TE pp. T32-T33, Projectable 26.2 Target Vocabulary LLG p. 166 Review Target Vocabulary LLG p. 162 “Because” Sentences LLG p. 163 Word Pairs LLG p. 163 Act Out the Words

Demonstrate understanding of academic language through proper applications in writing.

5L2e Spell grade-appropriate words correctly, consulting references as needed. RF3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, & morphology (e.g., roots & affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

SPELLING/ENCODING Word Parts: com-, con-, pre-, pro- produce, company, protect, preview, contain, combat, prejudge, commotion, contest, prefix, progress, computer, confide, convince, prospect, confirm, preflight, provide, propose, promotion

LLG p. 106 Model the Sort LLG p. 104 Buddy Sort LLG p. 105 Open Sort Weekly Plan TE pp. T348-349

Reader’s Notebook pp. 363-365






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GRAMMAR L3a Expand, combine, & reduce sentences for meaning, reader/listener interest, & style. L5a Interpret figurative language, including similes & metaphors, in context.

SKILL Possessive Nouns

Weekly Plan TE pp. T40-T41 Projectable 26.3, 26.4 SUW Lesson (4th Edition): E2-18 Using Nouns Tools: E2-18a Types of Nouns E2-18b Possessive Nouns TE pp. T38-T39

PROCESS WRITING 5W1 Write opinion pieces on topics or texts, supporting a point of view with reasons & information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose. b. provide logically ordered reasons that are supported by facts & details. c. Link opinion & reasons using words, phrases, & clauses d. Provide a concluding statement or section related to the opinion presented.

WRITING TYPE Opinion/Argumentative Writing

SUW LESSONS & TOOLS 4th Edition: E5-1 Defining Opinions and Reasons E5-3 Planning an Opinion Paragraph with an Informal Outline* E5-8 Writing Opinion Essays and Reports* E5-9 Stating an Opinion in a Topic Sentence* E5-15 Elaboration in Opinion Writing* * ACT Aspire requires argumentative writing. If you need tools for argumentative writing, please contact your literacy facilitator.

Social Studies Prompt Using what you have learned about the opportunities for people who move west and the experiences of those that have made the move, write an argument for/against moving your entire family west during this time in history. Provide evidence to support your argument.




18


5RL2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. 5RL1 Quote accurately from a text when explaining what the text says explicitly & when drawing inferences from the text. 5RL7 Analyze how visual & multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel; multimedia presentation of fiction, folktale, myth, poem.)

COMPREHENSION/FLUENCY Skill: Theme Strategy: Conclusions/Generalizations Genre: Reader’s Theater/Informational Text Fluency: Adjust Rate to Purpose

Mysteries at Cliff Palace TE pp. T62-T71 Student Magazine pp. 20-27 LLG: p. 238 Theme SUW 1-26 Making Inferences and Analyzing Text with Three Column Notes “Cave of the Crystals” TE pp. T72-T73; Student Magazine pp. 28-29 LLG: p. 239 Conclusions & Generalizations Prompt: “Cave of the Crystals” tells about some of the largest natural crystals ever found. Make a poster to tell others whether you think the owners should keep pumping water out of the mine and give at least two reasons why. Use information from the passage to support your answer. “Poetry Place” TE pp. T74-T75 Student Magazine pp. 30-31 LLG p. 239 Genre: Poetry Use the following reading to reinforce this week’s skill lesson on theme and to teach social studies content. Journeys “The Birchbark House” Read Aloud “Tales and Truths of the Ojibwe” S.S. textbook pp. 444-451

• Discuss the theme of “The Birchbark House,” and then read the Louise Erdrich Interview. After reading both examine the author’s theme or message to readers. Support this with evidence from the interview and story.

• Read Crossing the Plains, 1865 and Life among

TE p. 81 Listening & Speaking SUW 8-12 Stand Up & Sound Off pp. 339-340; Tools 8-12a & 8-12b

http://ssfifthgrade.wikispaces.com/file/view/Louise%20Erdrich%20Interview%20Birchbark%20House.pdf/490061924/Louise%20Erdrich%20Interview%20Birchbark%20House.pdf



19

the Piutes and chart observations on the Life in the West T-chart.

Crossing the Plains, 1865 (Eyewitness to History) Life among the Piutes Joseph Simmons Diary Excerpts Life in the West T-Chart

• Journeys “Rachel’s Journal” pp. 610-621 provides a comparison of pioneers experiences to those of the Native Americans in “The Birchbark House” Add to the T-Chart



Geography G.8.5.1 Describe locations of societies and their cultural and environmental characteristics within the early Americas through the 1820’s using geographic Representations of different scales G.9.5.2 Analyze ways cultural characteristics influenced population distribution in the early Americas through the post-Revolutionary period G.9.5.3 Analyze ways climate and environmental characteristics influenced where groups lived and how they adjusted to the environment G.10.5.2 Examine effects of environmental and cultural characteristics on the distribution & movement of people, goods, & ideas using multiple sources of information (e.g., trade routes, water ways, geographic barriers, accessibility) G.10.5.3 Examine reasons for population shifts in early America and the effects on

Unit: Westward Expansion Push/pull factors of Westward Expansion Effects of Westward Expansion from Different Points of View Early Arkansas Compelling Questions:

• Is growth always good?

• What conflicts resulted from expansion?

Guiding Questions:

• What are the push/pull factors of Westward Expansion?

• How did the U.S. grow?

• What were the results of growth?

• Who participated in the growth of the United States? How?

Lesson 19 Diverse Peoples of the West - week 2 DURING READING: Problem Solving Groupwork activity: (Slides 14-37 – about 225 min). Students create interactive dramatizations about the experiences of westerners. The six groups students will focus on: Californios, Mormons, Oregon Pioneers, Nez Perce, Chinese Immigrants, and Forty-Niners. (Slides 14-After reading section 1 "The West in the Mid-1800s students will discuss the influx of people and the dramatic effect on the existing cultures in the region. (Student Interactive Notebook p. 116). As students read and discuss each group they will create a typical scene in the daily lives of the people, re-create the historical conditions of the time for the audience to see and experience, and their interactive dramatizations must involve the audience. (Slides 14-34) Students will continue to fill in their reading notes (Student Interactive Notebook p. 116-117). AFTER READING: (Slide 37) Discuss reading notes. READING FURTHER: (Slides 38-39) "Laura Ingalls

T-Chart Comparing Life of Pioneers/Native Americans in the West Life in the West T-Chart Write from the point of view of a Native American or pioneers traveling West. Tell about your experiences. Your encounters with others. How you feel.

http://ssfifthgrade.wikispaces.com/file/view/Crossing%20the%20Plains.pdf/490061880/Crossing%20the%20Plains.pdf

http://ssfifthgrade.wikispaces.com/file/view/Crossing%20the%20Plains.pdf/490061880/Crossing%20the%20Plains.pdf

http://ssfifthgrade.wikispaces.com/file/view/Life%20Among%20the%20Piutes.doc%20Native%20American%20Account%20Sarah%20Winnemucca.pdf/490061904/Life%20Among%20the%20Piutes.doc%20Native%20American%20Account%20Sarah%20Winnemucca.pdf


http://ssfifthgrade.wikispaces.com/file/view/T-Chart%20Compare%20Life%20in%20the%20West.pdf/490061936/T-Chart%20Compare%20Life%20in%20the%20West.pdf

http://ssfifthgrade.wikispaces.com/file/view/T-Chart%20Compare%20Life%20in%20the%20West.pdf/490061936/T-Chart%20Compare%20Life%20in%20the%20West.pdf



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various regions History H.12.5.15 Evaluate how early presidents influenced the development of the new nation (e.g., Washington’s Farewell Address, Marbury vs. Madison, Embargo Act, Louisiana Purchase, Lewis & Clark, banking) Economics E.4.5.2 Analyze historical developments in pre-colonial America through the Revolutionary period using models of economic decision making (e.g., exploration, colonization, taxation, the American Revolution, the new nation) E.6.5.2 Examine roles of early financial intuitions on the economy of the U.S. E.6.5.5 Evaluate effects of war and conflict on communities from the colonial period to the early 1800’s using economic factors

Wilder on the Prairie (st. Text 278-281). After reading the section, students suppose they are a member of the Ingalls family and are about to leave the little house in the woods of Wisconsin to start a new life on the prairie. Students will live things they will miss about Wisconsin and things they hope to find on the prairie.

Use the following primary sources to teach about life in Early Arkansas. Preview sources prior to teaching and address with the students how the sources reflect the language of the time period.

• Early View of Arkansas Billingley

• Early Views of Arkansas Primary Sources

• Arkansas Native Americans PowerPoint Suggestion: Print the PowerPoint. Pass it out as a jigsaw activity.

Resources: Birchbark House Louise Erdrich Little House on the Prairie Laura Ingalls Wilder We Were There, Too, “Chuka: I Did Not Want My Shirt Taken From My Back,” p. 155 Notes: There is an abundance of books written about Westward Expansion and most are from the point of view of the pioneers. Include books in your classroom library that relate to other groups of people such as Native Americans, African Americans, and immigrants. Birchbark House relates to the experiences of the Native Americans. Have students compare these to those that were moving west during this era.

WORD STUDY

http://ssfifthgrade.wikispaces.com/file/view/Early%20View%20of%20Arkansas%20Billingsley.pdf/490465724/Early%20View%20of%20Arkansas%20Billingsley.pdf

http://ssfifthgrade.wikispaces.com/file/view/Early%20Views%20of%20Arkansas%20History%20Primary%20Source.pdf/490465230/Early%20Views%20of%20Arkansas%20History%20Primary%20Source.pdf

http://ssfifthgrade.wikispaces.com/file/view/Arkansas%20Native%20Americans%20PowerPoint.ppt/490057996/Arkansas%20Native%20Americans%20PowerPoint.ppt



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Unit 6 Lesson 27


5.L.6 Acquire & use accurately grade appropriate general academic & domain-specific words & phrases, including those that signal contrast, addition, & other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

STRATEGY Suffixes ACADEMIC: analyze, behavior, traits, theme, suffix, abbreviations, imagery SOCIAL STUDIES: Californio, claim,

forty-niner, immigrant, missionary,

Mormon, Nez Perce, pioneer, rancho,

transcontinental, yoke

Vocabulary Strategies TE pp. T80-T81, T85 Projectable 27.2 Target Vocabulary LLG p. 168 Review Target Vocabulary LLG p. 168 Shades of Meaning LLG p. 169 Word Pairs Lessons: E2-26 Spelling Strategies E3-16 Using Affixes to Determine Meaning Tools: E2-26a Spelling Rules for adding Suffixes to the Ends of Words


5L2e Spell grade-appropriate words correctly, consulting references as needed. RF3a. Use combined knowledge of all letter sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

SPELLING/ENCODING Suffixes: -ent, -ant, -ism, -able, -ible: vacant, insistent, reversible, honorable, contestant, patriotism, observant, urgent, pessimist, comfortable, absorbent, optimism, finalist, terrible, frequent, laughable, radiant, collectible, novelist, journalism

SUW Lessons (4th edition): E2-26 Spelling Strategies Tools: E2-26a Spelling Rules for adding Suffixes to the Ends of Words Weekly Plan TE pp. T86-T87 LLG p. 108 Model the Sort LLG p. 108 Repeat the Sort LLG p. 109 Guess My Category Reader’s Notebook pp. 374-376

Spelling Assessment: Refer to Section 3 of SUW.





22

GRAMMAR L2d Use underlining, quotation marks, or italics to indicate the titles of works.

SKILL Titles & Abbreviations

Weekly Plan TE pp. T88-T89 Projectable 27.4

PROCESS WRITING Week 1: 5W1 Write opinion pieces on topics or texts, supporting a point of view with reasons & information. a. Introduce a topic or text clearly, state an opinion, & create an organizational structure in which ideas are logically grouped to support the writer's purpose. b. Provide logically ordered reasons that are supported by facts & details. c. Link opinion & reasons using words, phrases, & clauses d. Provide a concluding statement or section related to the opinion presented. Week 2: 5W8 Recall relevant info from experiences or gather relevant info from print & digital sources, summarize/paraphrase info in notes & finished work- provide a sources list. 5W7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

WRITING TYPE Week 1 Expository: Opinion Week 2 Informational, Research Paper, Note Taking

SUW LESSONS & TOOLS Week 1 4th Edition (contact literacy facilitator for lessons if needed): E5-9 Stating an Opinion in a Topic Sentence E5-12 Two-sentence Introductions for Opinion Essays and Reports E5-19 Transitions for Opinion Writing E5-22 Supporting an Opinion in the Conclusion Week 2 3rd Edition: Teach Note-taking SUW 1-24 Collecting & Organizing Facts, Tool 1-24a SUW 1-17 Easy Two-Column Notes; Tools 1- 17a & 1-17b Repeat as needed 4th Edition: “Taking Notes”, Lessons E1-17 to E1-23

Use one or more of the Social Studies topics on Westward Expansion for students to research.





23

5RI2 Determine two or more main ideas of a text & explain how they are supported by key details; summarize the text. 5RI8 Explain how an author uses reasons & evidence to support particular points in a text, identifying which reasons & evidence support which point(s).

COMPREHENSION/FLUENCY Skill: Summarize Strategy: Author’s Purpose Genre: Informational Text/Poetry Fluency: Expression

Fossils: A Peek into the Past TE pp. T110-T117 Student Magazine, pp. 36-41, LLG: p. 240 Summarize SUW 1-31 Four-Step Summary Paragraphs pp. 44-49; Tools 1-31a, 1-31b, 1-31c 1-31e “Trapped in Tar!” TE pp. T118-T119 Student Magazine pp. 42-43 LLG: p. 241, Author’s Purpose Advanced Journal Entry: Write a short summary (1 or 2 sentences) of the selection. Then list a few questions that someone could answer during a visit to the La Brea Tar Pits. Share questions with a partner. “Poetry Place” TE pp. T120-T121 Student Magazine pp. 44-45 LLG: p. 241 Genre: Poetry SUW 1-10 Quick Sketch Responses pp. 14-15, Tool folded drawing paper Use following stories from HMH Lesson 23 to reinforce this week’s skill lesson “summarize” and to teach about the early history of Texas and Trail of Tears in Social Studies. Journeys “Vaqueros: America’s First Cowboys” Read Aloud “The Turbulent History of Texas” S.S. textbook pp. 436-441

Summary Paragraph of “Fossils: A Peek into the Past” *SUW 10-20 Summary Writing Scoring Guide, pp.445-446; Tools 10-20a, 10-20b & 10-20c *use as a lesson CLLG p. 36 Writing About Reading Prompt: Compare fossils found in the ground and fossils found in the tar pits. Use information from the passages to support your answer.





24

Geography G.8.5.1 Describe locations of societies and their cultural and environmental characteristics within the early Americas through the 1820’s using geographic Representations of different scales G.9.5.2 Analyze ways cultural characteristics influenced population distribution in the early Americas through the post-Revolutionary period G.9.5.3 Analyze ways climate and environmental characteristics influenced where groups lived and how they adjusted to the environment G.10.5.2 Examine effects of environmental and cultural characteristics on the distribution and movement of people, goods, and ideas using multiple sources of information (e.g., trade routes, water ways, geographic barriers, accessibility) G.10.5.3 Examine reasons for population shifts in early America and the effects on various regions History H.12.5.15 Evaluate how early presidents influenced the development of the new nation (e.g., Washington’s Farewell Address, Marbury vs. Madison, Embargo Act, Louisiana Purchase, Lewis & Clark, banking) Economics E.4.5.2 Analyze historical developments in pre-colonial America through the Revolutionary period using models of economic decision making (e.g., exploration, colonization, taxation, the American Revolution, the new nation) E.6.5.2 Examine roles of early financial

Unit: Westward Expansion Indian Removal Act Trail of Tears Essential Question: Is growth always good? What conflicts resulted from expansion? Guiding Questions:

• What were the causes and effects of the Indian Removal Act of 1830?

• How did growth affect the Native Americans?

• Was Andrew Jackson an effective president?

ADDITIONAL CONTENT LESSONS 1. View Document D: Trail of Tears Painting. Make

observations about the painting. Determine the main idea of the painting. Use to introduce Indian Removal.

2. Use the following documents to answer questions and discuss different viewpoints and policies that involved the Indian Removal to Reservations in Oklahoma. Document A-C on Same Page

• Document A: Andrew Jackson’s Second Annual Message

• Document B: Worcester v. Georgia (1832) Supreme Court

• Document C: Excerpts John Ross’s Words to Delegates of the Iroquois League Defending the Cherokees’ Indian Reservation

• Document D: Trail of Tears Painting

• Guiding Questions for Documents

• Visuals Trail of Tears/American Indian Treaties (Use for discussion)

• The Trail On Which They Wept PowerPoint

• The Trail On Which They Wept PDF

• Indian Removal PowerPoint 1. On-Going Unit Timeline: Timeline Graphic

Organizer 2. Arkansas History Primary Source Activity Indian

Removal Through Little Rock

Poem of Two Voices Andrew Jackson and John Ross Example and Template Responding to Comparison/Contrast: Poem of Two Voices Resources: We Were There, Too, “Teddy Blue Abbott: Cowpuncher,” p. 151

Unit Assessments: Project—Have students pick a person from this time period and create a presentation from the point of view of that individual. Use of technology for their presentation is recommended. i.e. Native American/Pioneer/Chinese Railroad Worker/Gold Rush Miner—Forty-Niner/Women/African American Project is ongoing throughout the unit. Discuss the push/pull factors of different people and groups of people that went West. Make a T-Chart and identify these factors throughout the unit. At the end of the unit, ask students to explain the concept of push/pull factors using the class T-Chart for support. Ongoing student timeline throughout the unit. A New Nation Document Based Question (Work on analyzing different documents each week. Culminate the unit by using the documents to write an essay about how the United States grew and changed during its years as a new nation.

http://ssfifthgrade.wikispaces.com/file/view/IndianRemovalAct_DocmentsD.2.pdf/490063908/IndianRemovalAct_DocmentsD.2.pdf

http://ssfifthgrade.wikispaces.com/file/view/IndianRemovalAct_DocmentsA_C.pdf/490063888/IndianRemovalAct_DocmentsA_C.pdf







http://ssfifthgrade.wikispaces.com/file/view/IndianRemovalAct_DocmentsD.2.pdf/490063908/IndianRemovalAct_DocmentsD.2.pdf

http://ssfifthgrade.wikispaces.com/file/view/Indian%20Removal%20Act_PrimarySources_Worksheet.pdf/490086234/Indian%20Removal%20Act_PrimarySources_Worksheet.pdf

http://ssfifthgrade.wikispaces.com/file/view/Visuals%20Trail%20of%20Tears%20American%20Indian%20Treaties.pdf/490063994/Visuals%20Trail%20of%20Tears%20American%20Indian%20Treaties.pdf

http://ssfifthgrade.wikispaces.com/file/view/The%20Trail%20on%20Which%20They%20Wept.ppt/490063964/The%20Trail%20on%20Which%20They%20Wept.ppt

http://ssfifthgrade.wikispaces.com/file/view/The%20Trail%20on%20Which%20They%20Wept.pdf/490063934/The%20Trail%20on%20Which%20They%20Wept.pdf

http://ssfifthgrade.wikispaces.com/file/view/Indian%20Removal_0.ppt/490063854/Indian%20Removal_0.ppt



http://ssfifthgrade.wikispaces.com/file/view/Indian%20Removal%20Through%20Arkansas%20Primary%20Source%20Activity.pdf/490063838/Indian%20Removal%20Through%20Arkansas%20Primary%20Source%20Activity.pdf

http://ssfifthgrade.wikispaces.com/file/view/Indian%20Removal%20Through%20Arkansas%20Primary%20Source%20Activity.pdf/490063838/Indian%20Removal%20Through%20Arkansas%20Primary%20Source%20Activity.pdf

http://ssfifthgrade.wikispaces.com/file/view/POEMTWOVOICES.pdf/490333934/POEMTWOVOICES.pdf

http://ssfifthgrade.wikispaces.com/file/view/Poem_Two_Voices.pdf/490333912/Poem_Two_Voices.pdf

http://ssfifthgrade.wikispaces.com/file/view/Poem_Two_Voices.pdf/490333912/Poem_Two_Voices.pdf





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intuitions on the economy of the U.S. E.6.5.5 Evaluate effects of war & conflict on communities from the colonial period to the early 1800’s using economic factors

We Were There, Too, “Enirique Esparza: Inside the Alamo,” p.134 Cherokee Indian Removal Timeline Letter by Elias Boudinot



L5b Recognize & explain the meaning of common idioms, adages, & proverbs. 5L6 Acquire & use accurately grade appropriate general academic & domain specific words & phrases, including those that signal contrast, addition, & other logical relationships.

STRATEGY: Word families ACADEMIC: fact, opinion, distinguish, question, idiom, adage, common saying SOCIAL STUDIES: assimilated, Trail of Tears, Indian Removal Act of 1830, John Ross, Andrew Jackson

Vocabulary Strategies SUW lesson (4th edition): E3-18 Using Idioms and Proverbs TE pp. T126-T127, Projectable 28.2 Target Vocabulary LLG p.170 Review Target Vocab. LLG p. 171 Riddles LLG p. 171 Four-Square Map


5L2e Spell grade-appropriate words correctly, consulting references as needed. RF3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, & morphology (e.g., roots & affixes) to read accurately unfamiliar multisyllabic words in context & out of context.

SPELLING/ENCODING Greek Word Roots: telephone, autograph, microscope, photograph, televise, biology, microphone, telescope telegraph. paragraph, symphony, megaphone, microwave, photocopy, biography, saxophone, calligraphy, xylophone, homophone, homograph

E3-15 Using Word Roots to Determine Meaning Weekly Plan TE pp. T132-133 TE p. T131 LLG p. 110 Model the Sort LLG p. 110 Repeat the Sort LLG p. 111 Concept Sort Reader’s Notebook pp. 385-387

Spelling Assessment: Refer to Section 3 of SUW.



GRAMMAR L2b Use a comma to separate an

SKILL Commas in sentences

E2-28 Punctuating Dialogue and Quotations

Weekly Tests 28.12-28.13 T134-T135

http://ssfifthgrade.wikispaces.com/file/view/Letter%20by%20Elias%20Boudinot.pdf/490086456/Letter%20by%20Elias%20Boudinot.pdf



26

introductory element from the rest of the sentence. L2c Use a comma to set off the words yes & no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?) & to indicate direct address (e.g., Is that you, Steve?). L3a Expand, combine, & reduce sentences for meaning, reader/listener interest, & style.

Weekly Plan TE pp. T134-T135 Projectables 28.3, 28.4

PROCESS WRITING Week 1 5W8 Recall relevant information from experiences or gather relevant info. from print & digital sources, summarize or paraphrase information in notes & finished work, & provide a list of sources 5W7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. 5W9 Draw evidence from literary or informational texts to support analysis, reflection, & research. Week 2 5W8 Recall relevant info. from experiences or gather relevant information from print & digital sources, summarize or paraphrase information in a list of sources. 5W7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. 5W9 Draw evidence from literary or informational texts to support analysis, reflection, & research.

WRITING TYPE Week 1 Note Taking/Topic Selection Informational, Research Paper* *Teacher Model throughout with topic of his/her own Week 2 Informational, Research Paper* *Teacher Model throughout with topic of his/her own

SUW LESSONS & TOOLS Week 1: Note-taking Students need to select a topic this week and begin making note cards when ready. SUW Lessons (3rd edition): 1-18 One Idea per Paragraph Note-Taking 1-21 Research Note Cards; Tools 1-21a, 1-21b, 1-21c, 1-17c, 1-21d 1-24 Collecting & Organizing Facts, Tool 1-24a 1-17 Easy 2-Column Notes, Tools 1-17a & 1-17b SUW Lessons (4th edition): “Taking Notes”, Lessons E1-17 to E1-23 Week 2: Planning Writing 5-7 Using an Informal Outline Practice Guide, pp. 216-217; Tools 5-7a & 5-7b 5-9 Transition Topic Sentences pp. 221-222; Tools 5-9a 5-14 Reviewing Elaboration p. 229; Tools 5-14a 5-15 Increasing Elaboration in Essays & Reports p. 230; Tools 5-15a, & 5-15b 5-17 Writing Successful Conclusions pp. 234-235; Tools 5-17a, 5-17b, 5-17c, & 5-17d Score Transition Topic Sentences & Concluding Sentences using SUW 10-10 pp. 426-427; Tools 10-10e & 10-10f; Tools 10-10-10a & 10-10b

Continue research on assigned topic.



27

5-8 Leading with the Blues, pp. 218-219; Tools 5- 8a, 5-8b, & 5-8c **students continue note taking, as needed SUW 4th edition lessons: E-4 Blocking out Essays and Reports E4-8 Informal Outlines for Essays and Reports E4-9 Stretch, Don't Stack: Essays and Reports


STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS 5RL1 Quote accurately from a text when explaining what the text says explicitly &

COMPREHENSION/FLUENCY

SUW 1-17 Easy 2-Column Notes pp. 23-26 (create 1 set of notes for all readings this week)

Poems Journal Entries



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when drawing inferences from the text. Skill: Story Structure Strategy: Conclusions/Generalizations Genre: Realistic Fiction/Informational Text Fluency: Stress

“Fossil Fish Found!”, LLG p. 243 Student Magazine pp. 50-51 TE pp. T64-T65 Conclusions & Generalizations Writing Lesson Prompt: Write & illustrate two poems about a coelacanth. Use information from the passage in your poems. SUW 9-14, Poetry pp. 397-398; Tools 9-14a, 9-14b, 9-14c, & 9-14d “The Case of the Missing Deer” LLG p. 242 Student Magazine pp. 52-57 TE pp. T166-T167 Story Structure TE pp. T160 Journal Prompt: Make a generalization about deer using details from this passage. “Poetry Place” LLG p. 242 Student Magazine pp. 58-59 TE pp. T16-T167 Questions 1, 2, 4 Journal Entries Fluency: TE pp. T159, T165, T176


STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS Geography G.8.5.1 Describe locations of societies and their cultural and environmental characteristics within the early Americas

Unit: Westward Expansion Push/pull factors of Westward Expansion

Journeys “Rachel’s Journal: The Story of a Pioneer Girl” pp. 610-621 Read Aloud “Tales of the Trail” T232-T233



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through the 1820’s using geographic Representations of different scales G.9.5.2 Analyze ways cultural characteristics influenced population distribution in the early Americas through the post-Revolutionary period G.9.5.3 Analyze ways climate and environmental characteristics influenced where groups lived and how they adjusted to the environment G.10.5.2 Examine effects of environmental & cultural characteristics on the distribution & movement of people, goods, and ideas using multiple sources of information (e.g., trade routes, water ways, geographic barriers, accessibility) G.10.5.3 Examine reasons for population shifts in early America & the effects on various regions History H.12.5.15 Evaluate how early presidents influenced the development of the new nation (e.g., Washington’s Farewell Address, Marbury vs. Madison, Embargo Act, Louisiana Purchase, Lewis & Clark, banking) Economics E.4.5.2 Analyze historical developments in pre-colonial America through the Revolutionary period using models of economic decision making (e.g., exploration, colonization, taxation, the American Revolution, the new nation) E.6.5.2 Examine roles of early financial intuitions on the economy of the U.S. E.6.5.5 Evaluate effects of war & conflict on communities from the colonial period to the early 1800’s using economic factors

Effects of Westward Expansion Transcontinental Railroad Compelling Questions: Is growth always good? What conflicts resulted from expansion? Guiding Questions: What are the push/pull factors of Westward Expansion? How did the U.S. grow? What were the results of growth? Who participated in the growth of the United States? How? What are the current US States and Territories? Where are they located?

1. The Iron Dragon Never Sleeps Excerpt 2. African Americans Westward Expansion—

Journeys “Westward to Freedom” pp. 622-625 Alvin A Coffey Account

3. On-going unit timeline: Timeline Graphic Organizer

Analyze and Evaluate if you believe the benefits outweighed the cost of Westward Expansion. Would that apply for all groups of people affected by events of Westward Expansion. Interview Bison Hunter/American Indian (Can be used to teach/assess the impact of the building of the railroad on the Native Americans)

• Interview Bison/American Indian Lesson

• Buffalo Hunt, 1846 Eyewitness to History Economics Lesson:

• Those Golden Jeans Lesson Plan

• Econed

• Western Expansion Colonial Williamsburg Lesson

http://ssfifthgrade.wikispaces.com/file/view/Iron%20Dragon%20Never%20Sleeps.pdf/490059270/Iron%20Dragon%20Never%20Sleeps.pdf

http://ssfifthgrade.wikispaces.com/file/view/ALVIN%20A%20Coffey.pdf/490062508/ALVIN%20A%20Coffey.pdf



http://ssfifthgrade.wikispaces.com/file/view/Interview%20Bison%20Hunter%20and%20American%20Indian%20Lesson.pdf/490491486/Interview%20Bison%20Hunter%20and%20American%20Indian%20Lesson.pdf

http://ssfifthgrade.wikispaces.com/file/view/Buffalo%20Hunt.doc%20EyeWitness%20Account.pdf/490469866/Buffalo%20Hunt.doc%20EyeWitness%20Account.pdf

http://www.econedlink.org/projector-lesson/557/Those-Golden-Jeans

http://www.econedlink.org/projector-lesson/557/Those-Golden-Jeans

http://www.history.org/history/teaching/enewsletter/volume8/jan10/teachstrategy.cfm

http://www.history.org/history/teaching/enewsletter/volume8/jan10/teachstrategy.cfm



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STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS L4b Use common, grade-appropriate Greek & Latin affixes & roots as clues to the meaning of a word (e.g., photograph, photosynthesis). 5L6 Acquire & use accurately grade appropriate general academic & domain-specific words & phrases

VOCABULARY Latin Roots

Vocabulary Strategies TE pp. T172-T173 Projectable 29.2 Target Vocabulary LLG p. 172 Review Target Vocabulary LLG p. 172 Relating Words Questions LLG p. 173 Idea Completion LLG p. 173 Synonyms

Demonstrate understanding

of academic language

through proper applications

in writing.

5L2e Spell grade-appropriate words correctly, consulting references as needed. RF3a Use combined knowledge of all letter sound correspondences, syllabication patterns, & morphology (e.g., roots & affixes) to read accurately unfamiliar multisyllabic words in context & out of context.

SPELLING/ENCODING Latin Word Roots inspect, export, erupt, predict, respect, bankrupt, dictate, porter, report, spectacle, deport, interrupt, dictator, import, disrupt, portable, transport, spectator, verdict, dictionary

LLG p. 112 Model the Sort LLG p. 112 Buddy Sort LLG p. 113 Speed Sort LLG p. 113 Open Sort Weekly Plan T178-179 Reader’s Notebook pp. 396-398

Spelling Assessment: Refer to Section 3 of SUW


STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS GRAMMAR L2a Use punctuation to separate items in a series. L3a Expand, combine, & reduce sentences for meaning, reader/listener interest, and style.

SKILL More Commas

SUW Lessons (4th edition) E2-13 Editing and Proofreading E2-15 Practicing Proofreading Projectables 29.6-29.7



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PROCESS WRITING 5W2 Write informative/explanatory texts to examine a topic & convey ideas & information clearly. a. Introduce a topic clearly, provide a general observation & focus, & group related information logically; include formatting (e.g., headings), illustrations, & multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other info. & examples related to the topic. c. Link ideas within & across categories of information using words, phrases, & clauses (e.g., in contrast, especially). d. Use precise language & domain-specific vocab.to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.

WRITING TYPE Informational How-To

SUW LESSONS & TOOLS SUW 9-13 Technical Writing pp.396-397; Tool 9-13a Repeat SUW 9-13 with a different type of technical writing

Social Studies Prompt: Write a newspaper article that describes to the people in 1788 why the new Constitution provides a strong but fair government.


STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS 5RI2 Determine 2 or more main ideas of a text & explain how they are supported by key details; summarize the text. Analyze multiple accounts of the same event or topic, noting important similarities & differences in the point of view they represent.

COMPREHENSION/FLUENCY Skill: Main Idea & Details Strategy: Summarize Genre: Myth & Poetry Fluency:

Anchor Lesson “Journey to Cuzco” (Myth) LLG p. 245 Student Magazine pp. 64-65 TE pp. T212-T213 Green Inset: 3-Column Notes: After you read

Three-Column Notes Journal Prompt



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5RI9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

the myth, describe how it explains the origin of people, places, & phenomena in nature. Record a personal response to each. Origin of… /Explanation/Personal Response “Get Lost! The Puzzle of Mazes”, LLG p. 244 Student Magazine pp. 66-73 TE pp. T202-T211 Writing About Reading Journal Prompt: Tell which maze you would like to visit & why. Use information from the passage to support your answer. “Poetry Place”, LLG p. 245 Student Magazine pp. 74-75 TE pp. T214-T215 Fluency: TE pp. T207, T213, T224


STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS Geography G.9.5.2 Analyze ways cultural characteristics influenced population distribution in the early Americas through the post-Revolutionary period History H.12.5.15 Evaluate how early presidents

Unit: New Nation War of 1812 Compelling Question: Is growth always good? What conflicts resulted from expansion?

Use textbook pp. to read about the War of 1812 on pp. 438-439. The following resources provide additional lessons on the War of 1812: War of 1812 Elementary Lesson AETN

Use resources from each of the War of 1812 Elementary Lesson AETN for assessment.

http://www.pbs.org/wned/war-of-1812/classroom/elementary/





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influenced the development of the new nation (e.g., Washington’s Farewell Address, Marbury vs. Madison, Embargo Act, Louisiana Purchase, Lewis & Clark, banking) Economics E.6.5.5 Evaluate effects of war & conflict on communities from the colonial period to the early 1800’s using economic factors E.7.5.2 Explain effects of increasing economic interdependence on different groups within participating nations History H.12.5.16 Explain the impact and significance of the War of 1812.

Guiding Questions: A. Explain the impact of the War of

1812. B. What was the significance of the

War of 1812?

You will need to use the link on the page "The Film" to access the video. Preview and use only segments of the video. Scroll down the page of each lesson to the video clip that applies to the lesson.

• Multiple Perspectives of the War of 1812

• What Would YOU Save?

• Please Stand for the National Anthem

• Important People Foldable The History of the War of 1812 Primary Source Kit War of 1812


STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS VOCABULARY 5L6 Acquire and use accurately grade appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships

STRATEGY: Analogies ACADEMIC: topic, main idea, supporting detail, summarize, word origin, genre, collage SOCIAL STUDIES: Shays Rebellion Constitutional Convention Articles of Confederation Constitution

Review Vocabulary Strategies TE pp. T220-T221 Word Origins; Projectable 30.2 Review Target Vocabulary LLG p. 174 Review Target Vocab. LLG p. 174 “Because” Sentences LLG p. 175 Twenty Questions


5L2e Spell grade-appropriate words correctly, consulting references as needed. RF3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, & morphology to read accurately unfamiliar multisyllabic words in context and out of context.

SPELLING/ENCODING Identifying VCV, VCC, & VCCCV Syllable Patterns: ballet, echo, bouquet, cassette, coupon, safari, portrait, barrette, depot, courtesy, petite, denim, brunette, buffet, garage, khaki, crochet, chorus, essay, alphabet

LLG p. 114 Model the Sort LLG p. 114 Repeat the Sort LLG p. 115 Speed Sort LLG p. 115 Concept Sort Weekly Plan T226-227 Reader’s Notebook pp. 407-409


http://www.pbs.org/wned/war-of-1812/classroom/elementary/multiple-prespective-war-1812/

http://www.pbs.org/wned/war-of-1812/classroom/elementary/what-would-you-save/

http://www.pbs.org/wned/war-of-1812/classroom/elementary/please-stand-national-anthem/

http://www.pbs.org/wned/war-of-1812/classroom/elementary/important-people-foldable/

https://drive.google.com/file/d/0B2OxYfyPmeqgX0RTbWtkY0g0X1U/view?usp=sharing

https://drive.google.com/file/d/0B2OxYfyPmeqgeGFhLXNFVDUzMlk/view?usp=sharing



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STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS GRAMMAR L2a Use punctuation to separate items in a series. L3a Expand, combine, & reduce sentences for meaning, reader/listener interest, & style.

SKILL Revising and Editing

Use SUW Checklists and Scoring Guides to revise and edit final projects.

SUW checklists and scoring Guides for revising and editing

PROCESS WRITING 5W1 Write opinion pieces on topics or texts, supporting a point of view with reasons & information. a. Intro. a topic or text clearly, state an opinion, & create an organizational structure in which ideas are logically grouped to support the writer's purpose. b. Provide logically ordered reasons that are supported by facts & details. c. Link opinion & reasons using words, phrases, & clauses. d. Provide a concluding statement or section related to the opinion presented.

WRITING TYPE Expository, Opinion

SUW LESSONS & TOOLS 9-2 Supporting an Opinion with Facts, Tool 9-2a 9-2 Supporting an Opinion with Facts, “Writing a Critique”

Social Studies Prompt: Write an editorial on the War of 1812 stating your opinion about the war.