Common Core Standards for Unit 2 (major focus):
Literature
RL5.1 - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL5.2 - 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.
RL5.3 - Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (how characters interact).
Information
RI5.1 - Quote accurately from a text when explaining what the text, print or visual, says explicitly and when drawing inferences from the text.
RI5.2 - Determine two or more main ideas of a text, print or visual, and explain how they are supported by key details; summarize the text.
RI5.3 - Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text, print or visual, based on specific information from the text.
November 4-November 8: (RI5.1, RI5.2, RI5.3) This week we began our unit with two focus questions: 1) Who were the first Americans and how did they get here? 2) Who else came to the Americas and why? We read short passages in our social studies text to answer these questions. We focused on summarizing what we read. This helps us put our learning in our own words and solidify our understanding. Here is what we came up with:
1) Who were the first Americans and how did they get here? (We used the 5W's summarizing organizer)
Who: Paleo-Indians
What: crossed the Beringia land bridge
When: during the Ice Age
Where: from Asia into North and South America
Why: following migrating herds of animals (those animals were used for food, clothing, and shelter)
Summary: During the Ice Age, the Paleo-Indians crossed the Beringia land bridge from Asia into North and South America. They followed the migrating animals herds throughout the Americas.
2) Who else came the Americas and why? (We used an organizer for summarizing called "Somebody, Wanted, But, Then, So")
After modeling, students were to choose one nation (Spanish, French, or English) and summarize that section of their organizer.
Somebody: European explorers
Wanted: to find a faster water route to Asia and India
But: they discovered a new land instead
Then: they explored this new land
So: European countries (French, Spanish, English) began making land claims in the Americas.
Summary: European explorers were in search of a fast water route to Asia and India in order to continue trading. When they sailed East to reach the West, they ran into a new land (the Americas). Instead of turning around, they began to explore the Americas. The French, Spanish, and English began to make claims (take control of) of the lands in the Americas. From this, these nations gained land, wealth, and power.
November 11-November 26: We continued our study of the early European explorers of the Americas, trying to understand where they ended up and why they decided to create settlements there. We also learned of the original 13 British colonies along the east coast of North America. We used our social studies book as the resource for these discoveries. See the attachment below for the information students gained.
Literature
RL5.1 - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL5.2 - 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.
RL5.3 - Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (how characters interact).
Information
RI5.1 - Quote accurately from a text when explaining what the text, print or visual, says explicitly and when drawing inferences from the text.
RI5.2 - Determine two or more main ideas of a text, print or visual, and explain how they are supported by key details; summarize the text.
RI5.3 - Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text, print or visual, based on specific information from the text.
November 4-November 8: (RI5.1, RI5.2, RI5.3) This week we began our unit with two focus questions: 1) Who were the first Americans and how did they get here? 2) Who else came to the Americas and why? We read short passages in our social studies text to answer these questions. We focused on summarizing what we read. This helps us put our learning in our own words and solidify our understanding. Here is what we came up with:
1) Who were the first Americans and how did they get here? (We used the 5W's summarizing organizer)
Who: Paleo-Indians
What: crossed the Beringia land bridge
When: during the Ice Age
Where: from Asia into North and South America
Why: following migrating herds of animals (those animals were used for food, clothing, and shelter)
Summary: During the Ice Age, the Paleo-Indians crossed the Beringia land bridge from Asia into North and South America. They followed the migrating animals herds throughout the Americas.
2) Who else came the Americas and why? (We used an organizer for summarizing called "Somebody, Wanted, But, Then, So")
After modeling, students were to choose one nation (Spanish, French, or English) and summarize that section of their organizer.
Somebody: European explorers
Wanted: to find a faster water route to Asia and India
But: they discovered a new land instead
Then: they explored this new land
So: European countries (French, Spanish, English) began making land claims in the Americas.
Summary: European explorers were in search of a fast water route to Asia and India in order to continue trading. When they sailed East to reach the West, they ran into a new land (the Americas). Instead of turning around, they began to explore the Americas. The French, Spanish, and English began to make claims (take control of) of the lands in the Americas. From this, these nations gained land, wealth, and power.
November 11-November 26: We continued our study of the early European explorers of the Americas, trying to understand where they ended up and why they decided to create settlements there. We also learned of the original 13 British colonies along the east coast of North America. We used our social studies book as the resource for these discoveries. See the attachment below for the information students gained.
early_exploration_of_americas_answers.doc | |
File Size: | 33 kb |
File Type: | doc |
December 2 - December 6: (RI5.1, RI5.2) We discovered that, as the European explorers brought more and more settlers to the Americas, there were some positive and negative effects. We learned about the three regions within the British colonies (New England, Middle, and Southern colonies) and the resources that kept settlers in those areas. We then focused our attention on one region at a time, beginning with New England. We learned how the individual colonies formed, each one stemming from the Massachusetts Bay Colony. Students will take an assessment on their knowledge of the colonies on Friday, December 20th.
new_england_colonies.docx | |
File Size: | 15 kb |
File Type: | docx |
middle_colonies.docx | |
File Size: | 15 kb |
File Type: | docx |
southern_colonies.docx | |
File Size: | 17 kb |
File Type: | docx |
January - Wow! I can't believe it's already 2014! And it is COLD outside! Students performed very well on the colonies quiz. That quiz counted as 2 seperate grades. There was a reading grade (out of 6 points) and a social studies grade (out of 12 points). The reading part was only the first 5 questions because there was a reading passage to support their understanding. The other 12 points were counted as social studies because those answers came from our class discussions/study and their notes studying that they did at home. Those tests will come home in the databinders at the end of this week.
This month, we are taking a break from social studies - sort of...In reading class, we are going to really focus on reviewing and using some critical reading skills (making inferences, drawing conclusions, making and adjusting predictions, comparing contrasting, and evaluating) in preparation for the Measures of Academic Progress (MAP) assessment at the end of the month. I am really hoping to see improvement in everyone! They have worked so hard this year!
Our social studies information will come in the form of our research for our informational writing piece. Students worked really hard in December to write an informational piece about explorers. This month we are going to choose another topic in American history to research and write about - students got to choose a topic from a list. At the same time, students are choosing a completely different topic for their "on-demand" writing piece at the end of the month (not sure of the exact date yet). This is when the students get 45 minutes to produce their best informational writing possible. Therefore, I encouraged them to do some research at home so they have some knowledge about the topic they chose. They can also bring this research to class the day of our "on-demand" writing. I will let them know ahead of time the exact date. As always, if you have any questions or concerns, please feel free to contact me - [email protected] is the best way because I can respond from anywhere....gotta love technology!
This month, we are taking a break from social studies - sort of...In reading class, we are going to really focus on reviewing and using some critical reading skills (making inferences, drawing conclusions, making and adjusting predictions, comparing contrasting, and evaluating) in preparation for the Measures of Academic Progress (MAP) assessment at the end of the month. I am really hoping to see improvement in everyone! They have worked so hard this year!
Our social studies information will come in the form of our research for our informational writing piece. Students worked really hard in December to write an informational piece about explorers. This month we are going to choose another topic in American history to research and write about - students got to choose a topic from a list. At the same time, students are choosing a completely different topic for their "on-demand" writing piece at the end of the month (not sure of the exact date yet). This is when the students get 45 minutes to produce their best informational writing possible. Therefore, I encouraged them to do some research at home so they have some knowledge about the topic they chose. They can also bring this research to class the day of our "on-demand" writing. I will let them know ahead of time the exact date. As always, if you have any questions or concerns, please feel free to contact me - [email protected] is the best way because I can respond from anywhere....gotta love technology!