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Teacher:
Grade(s) Level(s):
Title of Unit:
Length of Unit:
Brooks Jones
5th Grade Language Arts/Social Studies
U.S. Technological Advances of the Mid- to Late-19th Century
2 Weeks
c. Link ideas within and across categories of information using words, phrases, and
clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the
topic.
e. Provide a concluding statement or section related to the information or explanation
presented.
Grade 5: Production and Distribution of Writing
4. Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose and audience.
5. With guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach.
6. With some guidance and support from adults, use technology, including the Internet, to
produce and publish writing as well as to interact and collaborate with others.
Grade 5: Research to Build and Support Knowledge
7. Conduct short research projects that use several sources to build knowledge through
investigation of different aspects of a topic.
Common Core: Speaking and Listening
Grade 5: Presentation of Knowledge and Ideas
4. Report on a topic or text or present an opinion, sequencing ideas logically and using
appropriate facts and relevant, descriptive details to support main ideas or themes; speak
clearly at an understandable pace.
Social Studies Essential Standards 35
Grade 5: Geography and Environmental Literacy
5.G.1.3 Exemplify how technological advances (communication, transportation and
agriculture) have allowed people to overcome geographic limitations.
Grade 5: Economics and Financial Literacy
5.E.1.2 Explain the impact of production, specialization, technology and division of labor
on the economic growth of the United States.
ESSENTIAL QUESTIONS
Which U.S. technological advances of the late 19th century have had the most impact on
American society past and present?
Why is it important to include facts to support your position when writing persuasive text?
How is writing for peers in fifth grade different from writing for younger audiences?
UNIT OVERVIEW
Plan for Integration
1875 mimeograph
1876 telephone
1877 phonograph
1879 incandescent light bulb
1882 electric fan
1884 roller coaster
1884 skyscraper
1886 Coca-Cola
1888 hand-held camera
1888 ballpoint pen
1889 dishwasher
1891 escalator
1891 kinetoscope (movie projector)
1892 gasoline-powered car
1893 zipper
1901 safety razor
1902 air conditioning
1903 airplane
CONSIDERATIONS ABOUT THE LEARNERS
Prior Knowledge
Ability to write opinion pieces on topics, supporting a point of view with reasons
Ability to produce writing in which the development and organization are appropriate to
task and purpose
Ability to conduct short research projects that build knowledge through investigation of
different aspects of a topic
Ability to report on a topic in an organized manner, using appropriate facts and relevant,
descriptive details to support main ideas or themes; ability to present information out
loud clearly and at an understandable pace
Understanding of ways in which the movement of goods, people and ideas impact the
community
Understanding of why people become entrepreneurs
Unique Learner Characteristics (accommodation and differentiation)
Students who have developing reading and writing skills may have difficulty researching
independently and putting together the report and picture book. I plan to gather non-fiction books
over a range of reading levels to make the research easier, and I may ask the school reading
specialist to assist students having trouble with the written portions of this unit.
Students who are high achievers may already have some prior knowledge about one or more
innovation topics. For these kids, Ill encourage them to choose a new topic to focus on, or
explore a new angle of an already-familiar topic.
CONSIDERATIONS ABOUT THE LEARNING ENVIRONMENT
Physical Space
Desks in the classroom will be arranged in a loose U-shape or concentric U-shape, to facilitate
both movement and ability for everyone to see the board and presenters easily. Research,
drawing and writing may be conducted in one of several learning centers arranged around the
room.
Temporal Resources
This unit will be spread out over ten days, with each daily lesson lasting 40 minutes. The
springboard novel (The Evolution of Calpurnia Tate) will need to be read aloud in the two weeks
preceding this unit.
Learning Materials
I plan to use the following resources throughout the unit:
Reading of The Evolution of Calpurnia Tate by Jacqueline Kelly. Ill read this book out
loud to the class during the first 15 minutes of the reading period during the two weeks
prior to the beginning of this unit.
Reading and analysis of non-fiction resources (books, videos, websites)
In addition, students will need pencils, paper and planning templates for their two projects.
Personnel Resources
We may need helpers in the library and/or computer lab.
Technological Resources
We will need some access to the computer lab and library (books may be selected by the teacher
ahead of time). I envision gathering some library materials for the students before research
begins, in addition to one Internet research day where the students can look up materials on their
own (with supervision). In addition, students will need access to a printer in order to output the
text for their picture book.
Learner
Environmental Material/
Considerations Considerations Other
Resources
(type/strategy/tool)
Students will
consider the
wide array of
inventions
introduced
during the
targeted time
period, make
connections
with the text,
and submit
their top three
topic choices
for reports
Day 2
Specific
Expectations
(goals/objectives)
Whole
group
instruction
and guided
discussion
a) Graphic
organizer
(timeline?) on
board for
categorizing
inventions
b) Postdiscussion
Exit Ticket
containing
fillable
timeline and
their top three
topic choices
Students who
already have
knowledge of
one or more
inventions will
be encouraged
to choose a
topic or angle
they are not yet
familiar with
Desks in loose
rows or Ushape so
everyone can
see the board;
teacher at board
during
discussion
White
board, dry
erase
markers,
pencils,
timeline
handout
Teaching &
Learning
Strategies
Formative or
Summative
Assessment
Learner
Environmental Material/
Considerations Considerations Other
Resources
(type/strategy/tool)
Students visit
computer lab
and using the
Internet,
research their
chosen topic;
they will
locate and
print 3 to 4
articles from
high-quality
content
websites and
construct
detailed notes
Individual
work with
teacher
circulating;
use of
Google and
other online
resources
Begin
research with
a KWL chart;
end with a
Pause, Star,
Rank of their
notes
Teacher must
quick-assess
and approve
quality of
collected
material
before student
is released for
the next
activity
Students having
trouble using
time effectively
may be moved
to a different
workstation if
needed
Use of
computer lab;
desks in
straight rows
which can be
monitored by
teacher from
the rear of the
room
A parent
volunteer
may be
necessary if
there are
several
struggling
readers or
students
with
attention
deficit
issues
Days 3 and 4
Specific
Expectations
(goals/objectives)
Learner
Environmental Material/
Considerations Considerations Other
Resources
(type/strategy/tool)
Using
collected
articles and
pre-chosen
books,
students write
a short report
answering the
question
Why My
Innovation Is
the Most
Significant of
the Post-Civil
War Era
Students
will refer to
their KWL
chart from
the prior
day, a
supplied
RAFT and a
rubric to
guide their
work
Day 5
Specific
Teaching &
Expectations Learning
(goals/objectives)
Strategies
RAFTS and
works-inprogress
collected and
assessed by
teacher at end
of first class
period;
completed
project
checked by
teacher and
approved
before
presentations
Formative or
Summative
Assessment
Students
needing more
help organizing
thoughts may
be paired with
advanced
students or
given one-onone help during
recess
Students will be
working quietly
and
independently
at desks
Paper,
pencils,
printouts of
online
research,
other nonfiction
books preselected by
teacher
Learner
Environmental Material/
Considerations Considerations Other
Resources
(type/strategy/tool)
Students will
present
individual 2
3 minute oral
arguments; 1
minute after
each
presentation
for student
questions and
analysis
Students
listen quietly
during
presentations,
possibly
engage in
anonymous
peer voting
Group
assessment
during oral
presentations,
written report
at end of class
as an Exit
Ticket
Students having
difficulty
giving speaker
his/her
complete
attention may
be asked to sit
up front or
away from the
group until
control is
regained
Presentations
given from
front of room
near white
board; audience
members at
their own seats
Pencils and
handout for
anonymous
peer voting
Days 6, 7 and 8
Specific
Teaching &
Expectations Learning
(goals/objectives)
Strategies
Formative or
Summative
Assessment
Learner
Environmental Material/
Considerations Considerations Other
Resources
(type/strategy/tool)
Students will
use their new
knowledge of
their topic to
create a short
(16-page)
picture book
for the firstgrade classes.
Words typed
and
illustrations
done by hand
Day 9
Specific
Expectations
(goals/objectives)
Students
needing more
help organizing
thoughts may
be paired with
advanced
students or
given one-onone help during
recess
Students will be
working quietly
and
independently
at desks;
students will
take turns using
computer and
printer to
output typed
book on Day 7
Computer,
printer,
colored
pencils for
sketches,
stapler
Learner
Environmental Material/
Considerations Considerations Other
Resources
(type/strategy/tool)
Students will
visit the first
grade class to
share their
new books
with them
Day 10
Specific
Expectations
(goals/objectives)
Fifth
graders will
pair up with
a first grade
reading
buddy for
shared
reading
Fifth graders
will
administer a
short oral
evaluation to
the first
graders after
sharing their
books
Students having
trouble staying
on task during
this activity
may be asked
to switch
partners
Students will be
paired up with
reading buddies
all around the
room on floor
or in chairs
Use of firstgrade
classroom
and students
for this
activity,
pillows for
floor
Teaching &
Learning
Strategies
Formative or
Summative
Assessment
Learner
Environmental Material/
Considerations Considerations Other
Resources
(type/strategy/tool)
Students will
use the
evaluations
collected
from the first
graders to
initiate
discussion
about their
books
Guided
discussion;
end-of-unit
selfevaluation
Books and
selfevaluation
collected by
teacher as
Exit Ticket
Students having
difficulty
giving speaker
his/her
attention may
be asked to sit
up front or
away from the
group until
control is
regained
Desks in loose
rows or Ushape so
everyone can
see the board;
teacher at board
during
discussion
White
board, dry
erase
markers,
pencils,
selfevaluation
handout
LESSON PLANS
Lesson 1
Grade/Class: Fifth Grade
Day: 1
Teaching Strategies:
Anticipatory Strategies (Background Knowledge): A blank timeline of the selected era (attached)
will be filled out by the students during the discussion and collected at the end of this lesson.
Learners with prior knowledge of any of the inventions will be able to share with the rest of the
class during the discussion.
Developmental Strategies: To introduce the lesson, I will initiate an informal brainstorming
session in which the students will recall machines, inventions and other technological advances
and their contexts as mentioned in the novel. Ill use a timeline graphic at the board and enter
each invention as it comes up in the discussion, students will enter the inventions on a
corresponding timeline sheet handout. I will use Cold Call (Lemov, 2010, pp. 111-125) to
ensure that everyone contributes. By using an anything goes format and providing only dateline
facts during this exercise, I envision this activity serving as a Hook that will get students
thinking about life in late 19th century society and help them decide which invention they would
like to feature in their research and book projects.
Concluding Strategies: After the brainstorming, I will explain what the students will need to look
for during their research the following day, and briefly go over expectations for the final projects
(persuasive report and picture book).
Assessment:
Timeline handout
Name____________________________________________________________________ Date____________________________
Write in the inventions from our discussion on the timeline over the year each was created.
Circle your top three choices for the research and book projects and label them 1, 2, 3 in order of preference.
1865
1867
1869
1871
1873
1875
1877
1879
1881
1883
1885
1887
1889
1891
1893
1895
1897 1899 1901
1903
1866
1868
1870
1872
1874
1876
1878
1880
1882
1884
1886
1888
1890
1892
1894
1896
1898
1900
1902
Lesson 2
Grade/Class: Fifth Grade
Day: 2
Understanding of ways in which the movement of goods, people and ideas impact the
community
Networked printer
Teaching Strategies:
Anticipatory Strategies (Background Knowledge): Before beginning research, students will have
a clear idea of their chosen topic and will fill out the first two columns of a KWL chart
(attached).
Developmental Strategies: After working on the KWL chart, students will use the rest of the
period to research their chosen topic on the Internet in the computer lab, using the attached
Internet Research Guide. They should take written and/or picture notes and print out 3 or 4
articles from websites (from approved sources).
Concluding Strategies: Near the end of the period, students will stop to conduct a Pause, Star,
Rank of their collected notes and articles. I will check over their work to ensure it is of sufficient
quality before class has ended.
Assessment:
Self-assessment in the form of a KWL chart and Pause, Star, Rank (Himmele and
Himmele, 2011, pp. 91-92) of their collected materials
Teacher will quick-assess to make sure each student has gathered enough good material
before class is over
What I Learned
Keyword Research
You may visit Google to research as well. Here are some suggested keywords to use when
searching.
To discover the name of your innovations inventor:
<your invention> +inventor
To find out some general information about how and why your innovation was developed:
<your invention> +history
To find out more about why your invention is important:
<your invention> +historical significance
Lesson 3
Grade/Class: Fifth Grade
Days: 3 and 4
Teaching Strategies:
Anticipatory Strategies (Background Knowledge): Before beginning work on their projects,
students will use their research from the day before to finish the final column of their KWL
charts.
Developmental Strategies: After completing the KWL chart, students will use the rest of the
period to put together their report, using research and information gathered during earlier lessons
and guided by a RAFT (attached). This will be independent work (each student will complete
his/her own project), however students have the option to sit near and engage in low-volume
discussion with others in the class who are working on a similar topic. I will share the scoring
rubric (attached) with students.
Concluding Strategies: At the end of the period on the first day, I will collect their works-inprogress and assess before the start of the work period on the next day. Completed project will be
checked and approved before presentations begin on day 5.
Assessment:
Teacher to assess progress at end of first work day; suggestions made at beginning of
second work day
Audience
Format
Potential investors of
the era
Business plan
Present-day
biographer
Book publisher
Query letter
Museum curator
Museum director
Exhibit proposal
Topic
Why You Should
Invest in My
Invention (Instead of
One of the Many
Others)
Why You Should
Publish My Book
(About My Inventor)
Why We Should
Feature This
Invention in Our
Upcoming
Technology Exhibit
Audience
Format
Topic
Analysis
Presentation
Excellent
Project is wellstructured and
flows logically
from one point to
the next
Project shows
solid depth of
research;
multiple facts are
presented;
appropriate
conclusions are
made
Student speaks
clearly, audibly
and in complete
sentences
Satisfactory
The flow of the
project makes
sense for the
most part
Developing
The flow of the
project is
inconsistent and
at times erratic
Project shows
clear evidence of
research; a few
facts are
presented; some
conclusions may
be made
Project shows
that not enough
research was
conducted; facts
not wellpresented; no
conclusions
made
Student does not
speak clearly or
loudly enough;
what is said has
little connection
to the project
Student can be
heard and
understood most
of the time
Incomplete
The project is
composed of few
or no elements,
or follows no
consistent flow
Project relies on
no facts or
research
Students
presentation has
no connection to
the assignment
given
Lesson 4
Grade/Class: Fifth Grade
Day: 5
Teaching Strategies:
Anticipatory Strategies (Background Knowledge): I will begin the lesson by reminding the
students of the roles of a good listener/audience member. Each student will have their written
report and any supporting visuals ready.
Developmental Strategies: Students will present their project to the class (< 3 minutes) with 1
minute or so for questions/comments after each presentation. I will keep a close watch on time,
to allow each learner time to present. Class will sit in their seats; presentations may be given
from stage in corner of room. Presenting student will answer 2 or 3 questions from their
classmates after each presentation. The kids will participate in on-the-spot peer evaluations on
each presentation using the Thumbs Up/Down Vote (Himmele and Himmele, 2011, p. 47). I
will use the following questions for this:
Based on the information presented, would you be persuaded to choose this invention?
Concluding Strategies: Students will record the results of the Thumbs Up/Down Vote as part of
their final evaluations for this project.
Assessment:
Quick peer assessment in the form of a Thumbs Up/Down Vote at the end of each
presentation
Teacher to collect report presentations at end; these to become part of students final
grade or portfolio
Lesson 5
Grade/Class: Fifth Grade
Days: 6, 7 and 8
Teaching Strategies:
Anticipatory Strategies (Background Knowledge): Before beginning work on their books,
students will use their research and reports from the prior week to fill out a guided outline.
Developmental Strategies: After completing the outline, students will use the rest of the next two
days to put together their book, using the knowledge they acquired from working on their report
projects. This will be independent work (each student will complete his/her own project),
however students have the option to sit near and engage in low-volume discussion with others in
the class who are working on a similar topic. I will share the scoring rubric (attached) with
students.
Concluding Strategies: At the end of the period on the first day, I will collect their works-inprogress and assess before the start of the work period on the next day. Students will use the last
part of the second day to type and format their book, and work on the final day will consist of
creating the illustrations.
Assessment:
Teacher to assess progress at end of first work day; suggestions made at beginning of
second work day
Students will do a self-assessment for readability by entering their text in one of the
readability calculators mentioned on the outline handout
Who created the innovation? Is there anything about the life of the inventor that should
be included to help readers understand more about how the invention was developed
and why?
2)
3)
What need did the inventor address in his/her innovation? What problem was he or she
trying to solve?
Was this a completely new innovation, or was it an improvement over something else
people were already using?
5)
6)
How did people respond to the invention? How much did it cost?
Why was the invention important? How did it make peoples lives easier or better?
8)
Is the invention still in use today? If so, does it still look the same as it did when it was
originally created? If the invention is no longer used, why not?
Illustration List
At a minimum, please include pictures of:
Your inventor
People using the invention today OR a picture of what people are doing or using now,
instead of the invention
Test Your Readability Score: After typing your text on the computer, visit one of the two
following websites to test the readability score of your text:
http://www.online-utility.org/english/readability_test_and_improve.jsp
http://www.readability-score.com/
An average readability score of around 1 or 2 is appropriate for most first graders to read
independently. If your number is too high, consider replacing some of the multi-syllable words in
your book, and break up any long sentences by forming them into shorter ones.
Analysis
Presentation
Excellent
Project is wellstructured and
flows logically
from one point to
the next
Project shows
solid depth of
research;
multiple facts are
presented;
appropriate
conclusions are
made
Book is typed
with no spelling
errors;
illustrations
clear, easily
understandable
and appropriate
for text
Satisfactory
The flow of the
project makes
sense for the
most part
Developing
The flow of the
project is
inconsistent and
at times erratic
Project shows
clear evidence of
research; a few
facts are
presented; some
conclusions may
be made
Project shows
that not enough
research was
conducted; facts
not wellpresented; no
conclusions
made
Book typed or
handwritten and
contains multiple
spelling and
grammatical
errors;
illustrations
confusing or
unclear
Book is typed
with only a few
errors;
illustrations
mostly clear and
appropriate for
text
Incomplete
The project is
composed of few
or no elements,
or follows no
consistent flow
Project relies on
no facts or
research
Book difficult to
read because of
illegible text;
illustrations
either omitted or
bear no
relationship to
text
Lesson 6
Grade/Class: Fifth Grade
Day: 9
Pencils
Teaching Strategies:
Anticipatory Strategies (Background Knowledge): Before visiting the first grade classroom, I
will begin the lesson by reminding the students that in order to get the best feedback from the
first graders, they should avoid offering information or explanations until the entire book is read,
and watch and listen well to the first graders during and after the reading.
Developmental Strategies: Students will read their books with their first grade reading buddies
(< 10 minutes) with 5 minutes or so for questions/comments after each reading. Students will ask
the first graders a series of questions after the reading (see attached question list) and take notes
during their responses. This feedback will help them discover the strengths of their book, and
ways their book mightve been made even more effective.
Concluding Strategies: Students will record the results of the first graders responses as part of
their final evaluations for this project.
Assessment:
Students who have trouble giving reader his/her complete attention may be asked to switch
partners or move to a different location until control is regained.
Reflection by the Teacher:
Resources Used in Creating This Lesson Plan:
North Carolina Department of Public Instruction (2010). Common core. Retrieved from
http://www.dpi.state.nc.us/acre/standards/common-core/
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4)
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Lesson 7
Grade/Class: Fifth Grade
Day: 10
Teaching Strategies:
Anticipatory Strategies (Background Knowledge): Students will have their persuasive essay,
picture books and first grade evaluations in front of them, and will use these to draw from during
the discussion.
Developmental Strategies: To introduce the lesson, I will initiate a brief (about half the period)
open-ended discussion in which the students will share their experiences from the previous two
weeks. Ill solicit entries in the following three categories and will write these on the board
during the discussion: Revelations (new skills or knowledge gained), Confirmations (reminders
that prior knowledge is still valid) and Exclamations (surprises or anecdotes that made the
project fun).
Concluding Strategies: After the discussion, I will distribute the attached unit reflection sheet
and ask the students to choose two of the questions provided to answer, using the instructions
given. Students will present these as an Exit Ticket at the end of the period.
Assessment:
Reflection handout
OVERALL REFLECTION ABOUT THE UNIT (completed when you finish teaching the unit)