AMERICAN REVOLUTION to Complement Houghton-Mifflin Reading Series (Grade 5, Theme 3) La Mesa-Spring Valley School District Adapted from Fountain Valley School District – American Revolution Unit IDEA PAGES I UNIT THEME • Freedom: rights and responsibilities • Different Americans experienced the Revolution differently • Freedom for whom? II FOCUS/MOTIVATION • Everybody votes • Laser Disc • Big Book • Inquiry Chart • Read Aloud • Video clip • Personal inquiry III CLOSURE • Student-generated test • Cause/effect chart • Portfolio - expository - persuasive letter - found poem - biography • Process inquiry and all charts • Personal exploration • Debate IV CONCEPTS - History/Social Studies - GRADE CALIFORNIA STANDARDS 5.3 Students describe the cooperation and conflict that existed among the Indians and between the Indian nations and the settlers Competition among the English, French, Spanish, Dutch, and Indian Nations for control of North America Cooperation that existed between the colonists and Indians during the 1600s and 1700s Conflicts before the Revolutionary War Role of broken treaties and massacres and the factors that lead to the Indians' defeat, including the resistance of Indian nations to encroachments and assimilation Internecine Indian conflicts, including the competing claim for control Influence and achievements of significant leaders of time 5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era Influence of location and physical setting on the founding of the original 13 colonies, their location on a map along with the location of the American Indian nations already inhabiting these areas Major individuals and groups responsible for the founding of the various colonies and the reasons for their founding Religious aspects of the earliest colonies Significance and leaders of the First Great Awakening that marked a shift in religious ideas, practices and allegiances in the colonial period; the growth of religious toleration and free exercise The British colonial period created the basis for the development of political self government and a free market economic system, unlike Spanish and French colonial rule Introduction of slavery into America, the responses of slave families to their condition, the ongoing struggle between proponents and opponents of slavery, and the gradual institutionalization of slavery in the South Early democratic ideas and practices that emerged during the colonial period, including the significance of representative assemblies and town meetings 5.5 Students explain the causes of the American Revolution Political, religious, and economic ideas and interests brought about the Revolution Significance of the first and second Continental Congress and the Committees of Correspondence People and events associated with the drafting and signing of the Declaration of Independence and the document's significance, including the key political concepts it embodies, the origins of those concepts, and its role in severing ties with Great Britain Views, lives, and impact of key individuals during this period 5.6 Students understand the course and consequences of the American Revolution Identify and map the major military battles, campaigns and turning points of the Revolutionary War, the roles of the American and British leaders, and the Indian leaders' alliances on both sides Contributions of France and other nations and individuals to the outcome of the Revolution Different roles women played during the Revolution Personal impact and economic hardship on families, problems of financing the war, wartime inflation, and laws against hoarding and profiteering State constitutions established after 1776 embodied the ideals of the American Revolution and helped serve as models for the US Constitution Significance of land policies developed under the Continental Congress Ideals of the Declaration of Independence changed the way people viewed slavery ELA CALIFORNIA STANDARDS - Grade V ORAL LANGUAGE/READING/WRITING SKILLS READING 1.0 Word Analysis, Fluency, and Systematic Vocabulary Students use their knowledge of word origins and word relationships, as well as historical and literacy context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words Word Recognition 1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression Vocabulary and Concept Development 1.2 Use word origins to determine the meaning of unknown words 1.3 Understand and explain frequently used synonyms, antonyms, and homographs I.4 Know abstract, derived roots and affixes from Greek and Latin and use this knowledge to analyze the meaning of complex words 2.0 Reading Comprehension 2.1 Understand how text features make information accessible and usable 2.2 Analyze text that is organized in sequential or chronological order 2.3 Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas 2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge 2.5 Distinguish facts, supported inferences, and opinions in text 3.0 Literary Response and Analysis 3.1 Identify and analyze the characteristics of poetry, drama, fiction, and non-fiction and explain the appropriateness of the literary forms chosen by an author for a specific purpose 3.2 Identify the main problem or conflict of the plot and explain how it is resolved 3.3 Contrast the actions, motives and appearances of characters in a work of fiction and discuss the importance of the contrasts to the plot or theme 3.4 Understand that theme refers to the meaning or moral of a selection and recognize themes in sample works 3.5 Describe the function and effect of common literary devices 3.6 Evaluate the meaning of archetypal patterns and symbols that are found in myth and tradition by using literature from different eras and cultures 3.7 Evaluate the author's use of various techniques to influence readers' perspectives WRITING 1.0 Writing Strategies 1.1 Create multiple-paragraph narrative compositions: a Establish and develop a situation or plot b Describe setting c Present an ending 1.2 Create multiple-paragraph expository compositions: a Establish a topic, important ideas, or events in sequence or chronological order b Provide details and transitional expressions that link one paragraph to another in a clear line of thought c Offer a concluding paragraph that summarizes important ideas and details 1.3 Use organizational features of printed text to locate relevant information 1.6 Edit and revise manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences 2.0 Writing Applications 2.1 Write narratives: a Establish a plot, point of view, setting, and conflict b Show, rather than tell, the events of the story 2.2 Write responses to literature: a Demonstrate an understanding of a literary work b Support judgments through references to the text and to prior knowledge c Develop interpretations that exhibit careful reading and understanding 2.3 Write research reports about important ideas, issues, or events by using the following guidelines: a Frame questions that direct the investigation b Establish a controlling idea or topic c Develop the topic with simple facts, details, examples, and explanations 2.4 Write persuasive letters or compositions: a State a clear position in support of a proposal b Support a position with relevant evidence c Follow a simple organizational pattern d Address reader concerns WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS 1.0 Written and Oral English Language Conventions Students write and speak with a command of standard English conventions appropriate to this grade level 1.1 Identify and correctly use prepositional phrases, appositives, and independent and dependent clauses; use transitions and conjunctions to connect ideas 1.2 Identify and correctly use verbs that are often misused, modifiers, and pronouns 1.3 Use a colon to separate hours and minutes and to introduce a list; use quotation marks around the exact words of a speaker and titles of poems, songs, short stories, and so forth 1.4 Use correct capitalization LISTENING AND SPEAKING 1.0 Listening and Speaking Strategies 1.1 Ask questions that seek information not already discussed 1.2 Interpret a speaker's verbal and nonverbal messages, purposes, and perspectives 1.3 Make inferences or draw conclusions based on an oral report 1.4 Select a focus, organizational structure, and point of view for an oral presentation 1.5 Clarify and support spoken ideas with evidence and examples 1.8 Analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture 2.0 Speaking Applications 2.1 Deliver narrative presentations: a Establish a situation, plot, point of view, and setting with descriptive words and phrases b Show, rather than tell, the listener what happens 2.2 Deliver informative presentations about an important idea, issue, or event by the following means a Frame questions to direct the investigation b Establish a controlling idea or topic c Develop the topic with simple facts, details, examples, and explanations Listening and Speaking (Grades 3-5 California ELD Standards) Comprehension Beginning Level: Speak with few words/sentences Answer simple questions with one/two word response Retell familiar stories/participate in short conversations/using gestures Early Intermediate Level: Ask/answer questions using phrases/simple sentences Restate/execute multi step oral directions Intermediate Level: Ask/answer questions using support elements Identify key details from stories/information Early Advanced Level: Identify main points/support details from content areas Advanced Level: Identify main points/support details from stories & subject areas Respond to & use idiomatic expressions appropriately Comprehension, Organization & Delivery of Oral Communication Beginning Level: Uses common social greetings Early Intermediate Level: Identify main points of simple conversations/stories (read aloud) Communicate basic needs Recite rhymes/songs/simple stories Intermediate Level: Speak with standard English grammatical forms/sounds Participate in social conversations by asking/answering questions Retell stories/share school activities using vocabulary, descriptive words/paraphrasing Early Advanced Level: Retell stories including characters, setting, plot, summary, analysis Use standard English grammatical forms/sounds/intonation/pitch Initiate social conversations by asking & answering questions/restating & soliciting information Appropriate speaking based on purpose, audience, subject matter Ask/answer instructional questions Use figurative language & idiomatic expressions Advanced Level: Question/restate/paraphrase in social conversations Speak/write based on purpose, audience, & subject matter Identify main idea, point of view, & fact/fiction in broadcast & print media Use standard English grammatical forms/sounds/intonation/pitch Reading - Word Analysis (Grades 3-5 California ELD Standards) Concepts about Print, Phonemic Awareness, Decoding & Word Recognition Beginning Level: Recognize familiar phonemes Recognize sound/symbol relationships in own writing Early Intermediate Level: Read orally recognizing/producing phonemes not in primary language Recognize morphemes in phrases/simple sentences Intermediate Level: Read aloud with correct pronunciation of most phonemes Use common morphemes in oral & silent reading Early Advanced Level: Use knowledge of morphemes to derive meaning from literature/texts in content areas Advanced Level: Use roots & affixes to derive meaning Reading - Fluency & Systematic Vocabulary Development (Grades 3-5 California ELD Standards) Vocabulary & Concept Development Beginning Level: Read aloud simple words in stories/games Respond to social & academic interactions (simple questions/answers) Demonstrate comprehension of simple vocabulary with action Retell simple stories with drawings, words, phrases Uses phrases/single word to communicate basic needs Early Intermediate Level: Use content vocabulary in discussions/reading Read simple vocabulary, phrases & sentences independently Use morphemes, phonics, syntax to decode & comprehend words Recognize & correct grammar, usage, word choice in speaking or reading aloud Read own narrative & expository text aloud with pacing, intonation, expression Intermediate Level: Create dictionary of frequently used words Decode/comprehend meaning of unfamiliar words in texts Recognize & correct grammar, usage, word choice in speaking or reading aloud Read grade level narrative/expository text aloud with pacing, intonation, expression Use content vocabulary in discussions/reading Recognize common roots & affixes Early Advanced Level: Use morphemes, phonics, syntax to decode/comprehend words Recognize multiple meaning words in content literature & texts Use common roots & affixes Use standard dictionary to find meanings Recognize analogies & metaphors in content literature & texts Use skills/knowledge to achieve independent reading Use idioms in discussions & reading Read complex narrative & expository texts aloud with pacing, intonation, expression Advanced Level: Apply common roots & affixes knowledge to vocabulary Recognize multiple meaning words Apply academic & social vocabulary to achieve independent read Use idioms, analogies & metaphors in discussion & reading Use standard dictionary to find meanings Read narrative & expository text aloud with pacing, intonation Reading Comprehension Beginning Level: Answer fact questions using one/two word response Connect simple test read aloud to personal experience Understand & follow one-step directions Sequence events from stories read aloud using key words/phrase Identify main idea using key words/phrases Identify text features: title/table of contents/chapter headings Early Intermediate Level: Use simple sentences to give details from simple stories Connect text to personal experience Follow simple two-step directions Identify sequence of text using simple sentences Read & identify main ideas to draw inferences Identify text features: title, table of contents, chapter headings Identify fact/opinion in grade level text read aloud to students Intermediate Level: Orally respond to comprehension questions about written text Read text features: titles, table of contents, headings, diagrams, charts, glossaries, indexes Identify main idea to make predictions & support details Orally describe connections between text & personal experience Follow multi-step directions for classroom activities Identify examples of fact/opinion & cause/effect in literature/content texts Early Advanced Level: Give main idea with supporting detail from grade level text Generate & respond to text-related comprehension questions Describe relationships between text & personal experience Identify function of text features: format/diagrams/charts/glossary Draw conclusions & make inferences using text resources Find examples of fact, opinion, inference, & cause/effect in text Identify organizational patterns in text: sequence, chronology Advanced Level: Make inferences/generalizations, draw conclusions from grade level text resources Describe main ideas with support detail from text Identify patterns in text: compare/contrast, sequence/ cause/effect Writing Strategies and Applications (Grade 3-5 California ELD Standards) Penmanship, Organization & Focus Beginning Level: Write alphabet Label key parts of common object Create simple sentences/phrases Write brief narratives/stories using few standard grammatical forms Early Intermediate Level: Write narratives that include setting and character Respond to literature using simple sentences, drawings, lists, chart Write paragraphs of at least four sentences Write words/simple sentences in content areas Write friendly letter Produce independent writing Intermediate Level: Narrate sequence of events Produce independent writing Use variety of genres in writing Create paragraph developing central idea using grammatical form Use complex vocabulary & sentences in all content areas Write a letter with detailed sentences Early Advanced Level: Write detailed summary of story Arrange compositions with organizational patterns Independently write responses to literature Use complex vocabulary & sentences in all content areas Write a persuasive letter with relevant evidence Produce writing with command of standard conventions Advanced Level: Write short narrative for all content areas Write persuasive composition Write narratives that describe setting, character, objects, events Write multi-paragraph narrative & expository compositions Independently use all steps of writing process Writing Conventions Beginning Level: Begin own name and sentences with capital letter Use period at end of sentence Early Intermediate Level: Begin proper nouns & sentences with capital letter Use period at end of sentence/use some commas Edit for basic conventions Intermediate Level: Produce independent writing Use standard word order Early Advanced Level: Produce independent writing with correct capitals, punctuation, spelling Use standard word order Edit for basic conventions Advanced Level: Use complete sentences and correct order Use correct parts of speech Edit for punctuation, capitalization, spelling Produce writing with command of standard conventions Reading Literary Response and Analysis (Grades 3-5 California ELD Standards) Narrative Analysis of Grade-Level Appropriate Text Beginning Level: One/two-word oral responses to factual comprehension questions Word/phrase oral response identifying characters and settings Distinguish between fiction & non-fiction Identify' fairy tales, folk tale, myth, legend using lists, charts, tables Early Intermediate Level: Orally answer factual questions using simple sentences Orally identify main events in plot Recite simple poems Orally describe setting of literature piece Orally distinguish among poetry, drama, short story Orally describe character of a selection Intermediate Level: Paraphrase response to text using expanded vocabulary Apply knowledge of language to derive meaning from text Early Advanced Level: Describe figurative language (simile, metaphor, personification) Distinguish literary connotations from culture to culture Identify motives of characters Describe themes stated directly Identify speaker/narrator in text Identify main problem of plot and how it is resolved Recognize first & third person in literary text Advanced Level: Describe characteristics of poetry, drama, fiction & non-fiction Evaluate author's use of techniques to influence reader Describe directly stated & implied themes Compare & contrast motives of characters in work of fiction VI SCIENCE/MATH SKILLS • Maps, charts, and graphs - location, latitude, and longitude • Study Skills - note taking, highlighting key ideas, use of advance organizers • Cause and effect • Scientific process skills; observe, communicate, compare, categorize, infer, apply VII VOCABULARY boycott triangular trade repeal Nonimportation Agreement blockade Committee of Correspondence loyalists neutral express rider gilded weathercock liberty taxes congregation portraits dispatched spurs galloped militia compliment taunt root cellar arming just rebels seams barbarous fracas produce influential encouraged navigation declaration representation militia quarter troops traitor patriot ratify belfry cargo oppose ewers coattails bookplates steeple petticoat volley foundry broadside Squire redcoats Drilling kin skirmish mill pond brethren invincible descent dexterity captives massacre minutemen petition intolerable consequences inalienable natural rights muster alders colonies sentries porringers engraved doodling transport overtake village green sheathing Minutemen Stallion cringed fierce peered skittish English goods hasten rheumatism abolitionists assisted provisions bondage dread ship’s hold enslavement VII privateers tentative yellow fever languished traitors apprentice RESOURCES and MATERIALS Houghton-Mifflin Reading (Grade 5, Theme 3) Prentice Hall An American Nation McGraw-Hill A New Nation (National Geographic) Adler, David Remember Betsy Fross and Other Colonial American Riddles Bliven, Bruce, Jr American Revolution, 1760-1883 Bliven, Bruce, Jr The American Revolution Brenner, Barbara If you Were There in Seventeen Seventy-Six Davis, Burke Black Heroes of the American Revolution DePauw, Linda G Founding Mothers: Women in the Revolutionary Era Dudley, William, Ed The American Revolution Opposing Viewpoints Faber, Doris and Harold The Birth of a Nation Hirsch, S Carl Famous American Revolutionary War Heroes Hughes, Libby Valley Forge Ingraham, Leonard An Album of the American Revolution Jefferson, Thomas The Declaration of Independence Jensen, Ann D The World Turned Upside Down: Children of 1776 Johnson, Neil The Battle of Lexington and Concord Kent, Deborah The American Revolution: Give Me Liberty, or Give Me Death Knight, James E Boston Tea Party: Rebellion in the Colonies Lancaster, Bruce The American Revolution Lloyd, Ruth and Norman The American Heritage Songbook Longfellow, Henry Wadsworth (Ted Rand, Illus.) Paul Revere's Ride McDowell, Bart The Revolutionary War: America's Fight For Freedom McGovern, Ann The Secret Soldier: The Story of Deborah Sampson Meltzer, Milton The American Revolutionaries: A History in Their Own Words 1750-1800 Reeder, Russell Bold Leaders of the American Revolution Richards, Norman The Story of the Declaration of Independence Scott, John Anthony History of the American People Stein, R Conrad The Story of Lexington and Concord Stevenson, Augusta Molly Pitcher: Young Patriot Suter, Joanne US History: Beginning of a Nation Zall, Paul M Becoming American: Young People in the American Revolution RESOURCES and MATERIALS - Non-Fiction Cobblestone Magazine Boston Massacre (March 1980); American Revolution Tales (September 1983); Alexander Hamilton (March 1987); British Loyalists (August 1987); Thomas Jefferson (September 1989) Johnson, Neil The Battle of Lexington and Concord Marrin, Albert The War for Independence Meltzer, Milton The American Revolutionaries: A History in Their Own Words 1750-1800 Carter, Alden R The American Revolution: At the Forge of Liberty Carter, Alden R The American Revolution: Birth of the Republic Carter, Alden R The American Revolution: Colonies in Revolt ABC Book of Project GLAD The American Revolution Word selected and illustrations by: _ Project G.L.A.D 8/05 Revised by S Fox , June 2005, 77 Varied Voices of the Revolution - Grade Aa Project G.L.A.D 8/05 Revised by S Fox , June 2005, Bb 78 Varied Voices of the Revolution - Grade Cc Project G.L.A.D 8/05 Revised by S Fox , June 2005, Dd 79 Varied Voices of the Revolution - Grade Ee Project G.L.A.D 8/05 Revised by S Fox , June 2005, Ff 80 Varied Voices of the Revolution - Grade Gg Project G.L.A.D 8/05 Revised by S Fox , June 2005, Hh 81 Varied Voices of the Revolution - Grade Ii Project G.L.A.D 8/05 Revised by S Fox , June 2005, Jj 82 Varied Voices of the Revolution - Grade Kk Project G.L.A.D 8/05 Revised by S Fox , June 2005, Ll 83 Varied Voices of the Revolution - Grade Mm Project G.L.A.D 8/05 Revised by S Fox , June 2005, Nn 84 Varied Voices of the Revolution - Grade Oo Project G.L.A.D 8/05 Revised by S Fox , June 2005, Pp 85 Varied Voices of the Revolution - Grade Qq Project G.L.A.D 8/05 Revised by S Fox , June 2005, Rr 86 Varied Voices of the Revolution - Grade Ss Project G.L.A.D 8/05 Revised by S Fox , June 2005, Tt 87 Varied Voices of the Revolution - Grade Uu Project G.L.A.D 8/05 Revised by S Fox , June 2005, Vv 88 Varied Voices of the Revolution - Grade Ww Project G.L.A.D 8/05 Revised by S Fox , June 2005, Xx 89 Varied Voices of the Revolution - Grade Yy Project G.L.A.D 8/05 Revised by S Fox , June 2005, Zz 90 Varied Voices of the Revolution - Grade PORTFOLIO Name Room _ PORTFOLIO Project G.L.A.D 8/05 Revised by S Fox , June 2005, 91 Varied Voices of the Revolution - Grade