Escolar Documentos
Profissional Documentos
Cultura Documentos
Objective(s):
TimeFrame:4weeks
Intelligences:
Interpersonal(Thinkpairshare,GoogleDocs,video) Visual(GoogleDocs,video) Verbal(ThinkpairshareandGoogleDocs) Kinesthetic(UsingiPads,video,andfieldtrip) Musical(songtomemorizecoloniesforhomework) Naturalist(fieldtrip)
Technologies:
Computer/Laptopwithprojector iPadwithstylus GoogleDocs Apps:Paint,PaintSparkle,and/orDoodle Internet Email MicrosoftPowerPoint,Keynote,Prezi Dropbox Wordle
Standards:
HistorySocialScienceContentStandards 5.4Studentsunderstandthepolitical,religious,social,andeconomicinstitutionsthatevolvedinthecolonialera. 1. Understandtheinfluenceoflocationandphysicalsettingonthefoundingoftheoriginal13colonies,andidentifyonamapthelocationsofthe coloniesandoftheAmericanIndiannationsalreadyinhabitingtheseareas. 2. Identifythemajorindividualsandgroupsresponsibleforthefoundingofthevariouscoloniesandthereasonsfortheirfounding(e.g.,JohnSmith, Virginia;RogerWilliams,RhodeIsland;WilliamPenn,Pennsylvania;LordBaltimore,Maryland;WilliamBradford,Plymouth;JohnWinthrop, Massachusetts). 3. 4. 5. 6. 7. Describethereligiousaspectsoftheearliestcolonies(e.g.,PuritanisminMassachusetts,AnglicanisminVirginia,CatholicisminMaryland,Quakerism inPennsylvania). IdentifythesignificanceandleadersoftheFirstGreatAwakening,whichmarkedashiftinreligiousideas,practices,andallegiancesinthecolonial period,thegrowthofreligioustoleration,andfreeexerciseofreligion. UnderstandhowtheBritishcolonialperiodcreatedthebasisforthedevelopmentofpoliticalselfgovernmentandafreemarketeconomicsystem andthedifferencesbetweentheBritish,Spanish,andFrenchcolonialsystems. DescribetheintroductionofslaveryintoAmerica,theresponsesofslavefamiliestotheircondition,theongoingstrugglebetweenproponentsand opponentsofslavery,andthegradualinstitutionalizationofslaveryintheSouth. Explaintheearlydemocraticideasandpracticesthatemergedduringthecolonialperiod,includingthesignificanceofrepresentativeassembliesand townmeetings.
6. Describehowanarratorsorspeakerspointofviewinfluenceshoweventsaredescribed 9. Compareandcontraststoriesinthesamegenreontheirapproachestosimilarthemesandtopics. 10. Bytheendoftheyear,readandcomprehendliterature,includingstories,dramas,andpoetry,atthehighendofthegrades45textcomplexity bandindependentlyandproficiently. ReadingStandardsforInformationalText 1. Quoteaccuratelyfromatextwhenexplainingwhatthetextsaysexplicitlyandwhendrawinginferencesfromthetext. 2. Determinetwoormoremainideasofatextandexplainhowtheyaresupportedbykeydetails;summarizethetext. 3. Explaintherelationshipsorinteractionsbetweentwoormoreindividuals,events,ideas,orconceptsinahistorical,scientific,ortechnicaltextbased onspecificinformationinthetext. 4. Determinethemeaningofgeneralacademicanddomainspecificwordsandphrasesinatextrelevanttoagrade5topicorsubjectarea.(Seegrade 5Languagestandards46foradditionalexpectations.)CA 5. Compareandcontrasttheoverallstructure(e.g.,chronology,comparison,cause/effect,problem/solution)ofevents,ideas,concepts,orinformation intwoormoretexts. 6. Analyzemultipleaccountsofthesameeventortopic,notingimportantsimilaritiesanddifferencesinthepointofviewtheyrepresent. 7. Drawoninformationfrommultipleprintordigitalsources,demonstratingtheabilitytolocateananswertoaquestionquicklyortosolveaproblem efficiently. 8. Explainhowanauthorusesreasonsandevidencetosupportparticularpointsinatext,identifyingwhichreasonsandevidencesupportwhich point(s). 9. Integrateinformationfromseveraltextsonthesametopicinordertowriteorspeakaboutthesubjectknowledgeably. 10. Bytheendoftheyear,readandcomprehendinformationaltexts,includinghistory/socialstudies,science,andtechnicaltexts,atthehighendofthe grades45textcomplexitybandindependentlyandproficiently. ReadingStandards:FoundationalSkills 3. Knowandapplygradelevelphonicsandwordanalysisskillsindecodingwords. a.Usecombinedknowledgeofalllettersoundcorrespondences,syllabicationpatterns,andmorphology(e.g.,rootsandaffixes)toreadaccurately unfamiliarmultisyllabicwordsincontextandoutofcontext. 4. Readwithsufficientaccuracyandfluencytosupportcomprehension. a. Readonleveltextwithpurposeandunderstanding. b. Readonlevelproseandpoetryorallywithaccuracy,appropriaterate,andexpressiononsuccessivereadings. c.Usecontexttoconfirmorselfcorrectwordrecognitionandunderstanding,rereadingasnecessary. WritingStandards 1. Writeopinionpiecesontopicsortexts,supportingapointofviewwithreasonsandinformation. a. Introduceatopicortextclearly,stateanopinion,andcreateanorganizationalstructureinwhichideasarelogicallygroupedtosupportthe writerspurpose. b. Providelogicallyorderedreasonsthataresupportedbyfactsanddetails. c. Linkopinionandreasonsusingwords,phrases,andclauses(e.g.,consequently,specifically). d. Provideaconcludingstatementorsectionrelatedtotheopinionpresented. 2. Writeinformative/explanatorytextstoexamineatopicandconveyideasandinformationclearly. a. Introduceatopicclearly,provideageneralobservationandfocus,andgrouprelatedinformationlogically;includeformatting(e.g.,headings), illustrations,andmultimediawhenusefultoaidingcomprehension. b. Developthetopicwithfacts,definitions,concretedetails,quotations,orotherinformationandexamplesrelatedtothetopic. c. Linkideaswithinandacrosscategoriesofinformationusingwords,phrases,andclauses(e.g.,incontrast,especially). d. Usepreciselanguageanddomainspecificvocabularytoinformaboutorexplainthetopic. e. Provideaconcludingstatementorsectionrelatedtotheinformationorexplanationpresented. 3. Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,descriptivedetails,andcleareventsequences. a. Orientthereaderbyestablishingasituationandintroducinganarratorand/orcharacters;organizeaneventsequencethatunfoldsnaturally. b. Usenarrativetechniques,suchasdialogue,description,andpacing,todevelopexperiencesandeventsorshowtheresponsesofcharactersto situations. c. Useavarietyoftransitionalwords,phrases,andclausestomanagethesequenceofevents. d. Useconcretewordsandphrasesandsensorydetailstoconveyexperiencesandeventsprecisely. e. Provideaconclusionthatfollowsfromthenarratedexperiencesorevents. 4. Produceclearandcoherentwriting(includingmultipleparagraphtexts)inwhichthedevelopmentandorganizationareappropriatetotask, purpose,andaudience.(Gradespecificexpectationsforwritingtypesaredefinedinstandards13above.)CA 5. Withguidanceandsupportfrompeersandadults,developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganew approach.(EditingforconventionsshoulddemonstratecommandofLanguagestandards13uptoandincludinggrade5.) 6. Withsomeguidanceandsupportfromadults,usetechnology,includingtheInternet,toproduceandpublishwritingaswellastointeractand collaboratewithothers;demonstratesufficientcommandofkeyboardingskillstotypeaminimumoftwopagesinasinglesitting. 7. Conductshortresearchprojectsthatuseseveralsourcestobuildknowledgethroughinvestigationofdifferentaspectsofatopic 8. Recallrelevantinformationfromexperiencesorgatherrelevantinformationfromprintanddigitalsources;summarizeorparaphraseinformationin notesandfinishedwork,andprovidealistofsources. 9. Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch. a. Applygrade5Readingstandardstoliterature(e.g.,Compareandcontrasttwoormorecharacters,settings,oreventsinastoryoradrama, drawingonspecificdetailsinthetext[e.g.,howcharactersinteract]). b. Applygrade5Readingstandardstoinformationaltexts(e.g.,Explainhowanauthorusesreasonsandevidencetosupportparticularpointsin atext,identifyingwhichreasonsandevidencesupportwhichpoint[s]). 10. Writeroutinelyoverextendedtimeframes(timeforresearch,reflection,andrevision)andshortertimeframes(asinglesittingoradayortwo)fora rangeofdisciplinespecifictasks,purposes,andaudiences.
SpeakingandListeningStandards 1. Engageeffectivelyinarangeofcollaborativediscussions(oneonone,ingroups,andteacherled)withdiversepartnersongrade5topicsandtexts, buildingonothersideasandexpressingtheirownclearly. a. Cometodiscussionsprepared,havingreadorstudiedrequiredmaterial;explicitlydrawonthatpreparationandotherinformationknown aboutthetopictoexploreideasunderdiscussion. b. Followagreeduponrulesfordiscussionsandcarryoutassignedroles. c. Poseandrespondtospecificquestionsbymakingcommentsthatcontributetothediscussionandelaborateontheremarksofothers. d. Reviewthekeyideasexpressedanddrawconclusionsinlightofinformationandknowledgegainedfromthediscussions. 2. Summarizeawrittentextreadaloudorinformationpresentedindiversemediaandformats,includingvisually,quantitatively,andorally. 4. Reportonatopicortextorpresentanopinion,sequencingideaslogicallyandusingappropriatefactsandrelevant,descriptivedetailstosupport mainideasorthemes;speakclearlyatanunderstandablepace. a. Plananddeliveranopinionspeechthat:statesanopinion,logicallysequencesevidencetosupportthespeakersposition,usestransition wordstoeffectivelylinkopinionsandevidence(e.g.,consequentlyandtherefore),andprovidesaconcludingstatementrelatedtothe speakersposition.CA b. Memorizeandreciteapoemorsectionofaspeechorhistoricaldocumentusingrate,expression,andgesturesappropriatetotheselection.CA 5. Includemultimediacomponents(e.g.,graphics,sound)andvisualdisplaysinpresentationswhenappropriatetoenhancethedevelopmentofmain ideasorthemes. 6. Adaptspeechtoavarietyofcontextsandtasks,usingformalEnglishwhenappropriatetotaskandsituation.(Seegrade5Languagestandards1and 3forspecificexpectations.) LanguageStandards 1. DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking. a. Explainthefunctionofconjunctions,prepositions,andinterjectionsingeneralandtheirfunctioninparticularsentences. b. Formandusetheperfect(e.g.,Ihadwalked;Ihavewalked;Iwillhavewalked)verbtenses. c. Useverbtensetoconveyvarioustimes,sequences,states,andconditions. d. Recognizeandcorrectinappropriateshiftsinverbtense.* e. Usecorrelativeconjunctions(e.g.,either/or,neither/nor). 2. DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting. a. Usepunctuationtoseparateitemsinaseries.* b. Useacommatoseparateanintroductoryelementfromtherestofthesentence. c. Useacommatosetoffthewordsyesandno(e.g.,Yes,thankyou),tosetoffatagquestionfromtherestofthesentence(e.g.,Itstrue,isnt it?),andtoindicatedirectaddress(e.g.,Isthatyou,Steve?). d. Useunderlining,quotationmarks,oritalicstoindicatetitlesofworks. e. Spellgradeappropriatewordscorrectly,consultingreferencesasneeded. 3. Useknowledgeoflanguageanditsconventionswhenwriting,speaking,reading,orlistening. a. Expand,combine,andreducesentencesformeaning,reader/listenerinterest,andstyle. b. CompareandcontrastthevarietiesofEnglish(e.g.,dialects,registers)usedinstories,dramas,orpoems 4. Determineorclarifythemeaningofunknownandmultiplemeaningwordsandphrasesbasedongrade5readingandcontent,choosingflexibly fromarangeofstrategies. a. Usecontext(e.g.,cause/effectrelationshipsandcomparisonsintext)asacluetothemeaningofawordorphrase. b.Usecommon,gradeappropriateGreekandLatinaffixesandrootsascluestothemeaningofaword(e.g.,photograph,photosynthesis). c. Consultreferencematerials(e.g.,dictionaries,glossaries,thesauruses),bothprintanddigital,tofindthepronunciationanddetermineor clarifytheprecisemeaningofkeywordsandphrasesandtoidentifyalternatewordchoicesinallcontentareas.CA 5. Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings. a. Interpretfigurativelanguage,includingsimilesandmetaphors,incontext. b. Recognizeandexplainthemeaningofcommonidioms,adages,andproverbs. c. Usetherelationshipbetweenparticularwords(e.g.,synonyms,antonyms,homographs)tobetterunderstandeachofthewords. 6. Acquireanduseaccuratelygradeappropriategeneralacademicanddomainspecificwordsandphrases,includingthosethatsignalcontrast, addition,andotherlogicalrelationships(e.g.,however,although,nevertheless,similarly,moreover,inaddition). TechnologyStandards: 1.CreativityandInnovation Studentsdemonstratecreativethinking,constructknowledge,anddevelopinnovativeproductsandprocessesusingtechnology.Students: a. Applyexistingknowledgetogeneratenewideas,products,orprocesses. b. Createoriginalworksasameansofpersonalorgroupexpression. c. Usemodelsandsimulationstoexplorecomplexsystemsandissues. 2.CommunicationandCollaboration Studentsusedigitalmediaandenvironmentstocommunicateandworkcollaboratively,includingatadistance,tosupportindividuallearningand contributetothelearningofothers.Students: a. Interact,collaborate,andpublishwithpeers,experts,orothersemployingavarietyofdigitalenvironmentsandmedia. b. Communicateinformationandideaseffectivelytomultipleaudiencesusingavarietyofmediaandformats. c. Contributetoprojectteamstoproduceoriginalworksorsolveproblems. 3.ResearchandInformationFluency Studentsapplydigitaltoolstogather,evaluate,anduseinformation.Students: a. Planstrategiestoguideinquiry. b. Locate,organize,analyze,evaluate,synthesize,andethicallyuseinformationfromavarietyofsourcesandmedia. 4.CriticalThinking,ProblemSolving,andDecisionMaking Studentsusecriticalthinkingskillstoplanandconductresearch,manageprojects,solveproblems,andmakeinformeddecisionsusingappropriate digitaltoolsandresources.Students: a. Identifyanddefineauthenticproblemsandsignificantquestionsforinvestigation. b. Planandmanageactivitiestodevelopasolutionorcompleteaproject. c. Collectandanalyzedatatoidentifysolutionsand/ormakeinformeddecisions. d. Usemultipleprocessesanddiverseperspectivestoexplorealternativesolutions.
5.DigitalCitizenship Studentsunderstandhuman,cultural,andsocietalissuesrelatedtotechnologyandpracticelegalandethicalbehavior.Students: a. Advocateandpracticesafe,legal,andresponsibleuseofinformationandtechnology. b. Exhibitapositiveattitudetowardusingtechnologythatsupportscollaboration,learning,andproductivity. c. Demonstratepersonalresponsibilityforlifelonglearning. d. Exhibitleadershipfordigitalcitizenship. 6.TechnologyOperationsandConcepts Studentsdemonstrateasoundunderstandingoftechnologyconcepts,systems,andoperations.Students: a. Understandandusetechnologysystems. b. Selectanduseapplicationseffectivelyandproductively. c. Troubleshootsystemsandapplications. d. Transfercurrentknowledgetolearningofnewtechnologies.
Materials:
Textbook:LifeintheColonies(Grade5Unit4HistorySocialScienceforCalifornia) FieldtriptoRileysFarm Stickynotes Glue Scissors Markers,crayons,and/orcoloredpencils Pencils Cardstock Variousitemsforoccupation(optional)
Intelligences:
Verbal Naturalist Kinesthetic
Kinesthetic Visual
Websites/urls Google https://www.google.com/ GoogleDocs https://drive.google.com/?authuser=1#mydrive Internet(GoogleChrome,Firefox,InternetExplorer,andSafari) Songify.org http://Songify.org Wordle.net http://www.wordle.net/ Fodey.com http://www.fodey.com/generators/newspaper/snippet.asp YouTube.com http://www.youtube.com/watch?feature=endscreen&v=XCDdoaWB1tU&NR=1 http://www.youtube.com/watch?v=luCyqzzV0MU http://www.youtube.com/watch?feature=endscreen&v=XuvSeRKQOaA&NR=1 Softschools.com(13coloniesinteractivequiz) http://www.softschools.com/social_studies/13_colonies_map/ Teachersblog
Procedures: Preparation
TeachermodelsgraphicorganizersandmapsforstudentstocompleteusingiPadsand 4
Intelligences:
Timeallotmentextendsintocomputerlabandlanguageartsonsomedays.
Activities
Week1Identifyingcoloniesandwhycoloniesfounded
Visual,verbal,kinesthetic, interpersonal,logical
Visual,verbal,kinesthetic, interpersonal Interpersonal,musical, verbal,kinesthetic Visual,verbal,kinesthetic, interpersonal Verbal,interpersonal, kinesthetic,naturalistic, musical Interpersonal,musical, verbal,kinesthetic Interpersonal,verbal, kinesthetic Visual,verbal,kinesthetic, interpersonal,logical
Week2HowReligionAffectedColoniesandFirstGreatAwakening
Visual,verbal,intrapersonal
Visual,verbal,kinesthetic, interpersonal Visual,verbal,interpersonal, intrapersonal,kinesthetic, logical Visual,verbal,kinesthetic, interpersonal Visual,verbal,interpersonal, intrapersonal,kinesthetic, logical Visual,verbal,interpersonal, intrapersonal,kinesthetic, logical
Studentswillplay13OriginalColoniesJeopardygametostudyforfinal.
Day4 Studentswilltakeapolloftheclasstoassessthediversityofreligioninasurveyand createapiegraphwiththeresults. Studentswillwritea5paragraphessayexplainwhyitisimportantwehavefreedomof religiontodayfromtheirresearchandpersonalreflection.Thesewillbepeeredited. UsingiPadandGoogleDocs,teachermodelsFoundingandCultureofMiddleColonies graphicorganizershowingdifferentaspectsofculture,religion,andlanguages,which includesvocabulary.Studentsexplaintoshoulderpartnerstheseandvocabularyat differentintervalsduringthisactivity. StudentswillcontinueworkingonPowerPointprojectonreligion.
Visual,verbal,kinesthetic, UsingiPadandGoogleDocs,teachermodelsFoundingofSouthernColoniesgraphic interpersonal,logical organizershowinginformationforeachofthecolonies,whichincludesvocabulary. Studentsexplaintoshoulderpartnerstheseandvocabularyatdifferentintervalsduring thisactivity. Studentswillbegina3Dprojectthatillustratesachosencolonialoccupation.Thiswill includeadescriptionoftheoccupation,toolsused,reflectionofwhythisoccupation wasselected,andinwhichregion(s)theoccupationexistedandthrived.Theywill illustratethisoccupationby(1)personaldrawings,(2)imagesdownloadedfromthe internet,and/or(3)objects(suchastwigsforlumber).StudentswilluseWordforall textandcardstockfortheproject. Visual,verbal,intrapersonal, kinesthetic,logical, naturalistic
Day4 Visual,verbal,kinesthetic, UsingiPadandGoogleDocs,teachermodelsTimelineofColoniesgraphicorganizerof interpersonal,logical thesequenceofthefoundingofthecolonies(includingRoanoke),colorcodeeach colonytoindicatetheappropriateregion,anddetailsofwheneachcolonywasfounded andbywhom.Studentsexplaintoshoulderpartnerstheseatdifferentintervalsduring thisactivity. Studentswillcreateaslideshowfromthepicturestakenonyesterdaysfieldtripusing Animoto. Studentswillcontinueworkingontheircolonialoccupationproject. Visual,verbal,kinesthetic, interpersonal,logical Visual,verbal,intrapersonal, kinesthetic,logical, naturalistic Visual,verbal,intrapersonal, kinesthetic,naturalistic Visual,verbal,intrapersonal, kinesthetic,logical, naturalistic Verbal,intrapersonal,visual, kinesthetic
Week4EarlyDemocraticIdeasandPracticesThatEmergedfromtheColonies
Visual,verbal,kinesthetic, interpersonal Visual,verbal,kinesthetic, interpersonal,logical Verbal,intrapersonal,visual, kinesthetic Visual,verbal,intrapersonal, kinesthetic,logical, naturalistic Verbal,intrapersonal,visual, kinesthetic Visual,verbal,intrapersonal, kinesthetic,logical, naturalistic Verbal,intrapersonal,visual, kinesthetic Visual,verbal, intrapersonal, kinesthetic,logical,
naturalistic Verbal,intrapersonal,visual, kinesthetic Visual,verbal,intrapersonal, kinesthetic,logical, naturalistic Visual,verbal,interpersonal, kinesthetic,logical Visual,verbal,intrapersonal, kinesthetic,interpersonal
Product
Week1Identifyingcoloniesandwhycoloniesfounded
Intelligences:
Visual,verbal,kinesthetic, interpersonal,logical
Day1:Mapof13colonies
Day1:Graphicorganizer:WhatTypesofPeople
Day2:Graphicorganizer:WhytheBritishLeftfortheNewLand
Visual,verbal,kinesthetic, interpersonal,logical
Day3:Graphicorganizer:NewEnglandColonies SeekingReligiousFreedom
Visual,verbal,kinesthetic, interpersonal,logical
Day5:13ColoniesSongifyproject
Visual,verbal,kinesthetic, interpersonal,logical
Week2HowReligionAffectedColoniesandFirstGreatAwakening
Interpersonal,musical, verbal,kinesthetic
Visual,verbal,kinesthetic, interpersonal,logical
Verbal,interpersonal, intrapersonal,kinesthetic
Visual,verbal,kinesthetic, interpersonal,logical
Visual,verbal,interpersonal, kinesthetic
Visual,verbal,kinesthetic, interpersonal,logical
Visual,verbal,kinesthetic, interpersonal,logical
Visual,verbal,interpersonal, kinesthetic,naturalistic
Visual,verbal,kinesthetic, interpersonal,logical
Visual,verbal,intrapersonal, kinesthetic,naturalistic
Visual,verbal,kinesthetic, interpersonal,logical
Verbal,intrapersonal,visual,
kinesthetic
Day5:FodeyNewspaperProjectonLeader Day5:3DOccupationProject
Verbal,intrapersonal,visual, kinesthetic
Assessment:
Intelligences:
SeeRubricExcelSpreadsheet
PresentationIdeasandNotes:(optional)
Technologiestobeused: