Tuesday


 * Tuesday **


 * Bell Work: **
 * **Students will add to their KWL charts based on what they learned in the day before. They will refer to their guided questios and use them to help add to their chart. **
 * **//Some important women during the Revolution are ... //**
 * **//What is a loyalist?//**
 * **//What is a patriot?//**
 * **//How did slaves effect the American Revolution.//**
 * **Students will record their word a day into their "Colonial Diaries". **


 * Anticipatory Set: **
 * **Students will watch a short Voki/Blabber Eyes/Crazy Talk video introducing the topic for the day. **




 * 90 minute Literacy Block: **
 * **Read Aloud (15 minutes): **The teacher will read "Independent Dames" by Laurie Halse Anderson, and illustrated by Matt Faulkner. [[image:independent.jpg width="166" height="166" align="right"]]
 * **Centers (15 minutes each): **
 * **Computer Station: ** Students will continue to do research to work on their Glog.
 * **Invention Station: **<span style="color: #c00000; font-family: 'Cambria','serif';"> Students will learn about and see a lightening rod. //<span style="font-family: 'Cambria','serif';">(Students will read a little paragraph about the invention, try the invention, and synthesize the information into their flipbooks) //
 * **<span style="color: #c00000; font-family: 'Cambria','serif';">Computer Station: **<span style="color: #c00000; font-family: 'Cambria','serif';">Students will complete a Webquest about the People of the Revolution.
 * **<span style="color: #c00000; font-family: 'Cambria','serif';">Literature Circle/Guided Reading Station: **<span style="color: #c00000; font-family: 'Cambria','serif';">With the guidance and observation of the teacher, students will discuss and do literature circle activities related to their choice of a book related to the American Revolution.
 * **<span style="color: #c00000; font-family: 'Cambria','serif';">Writing Station: **<span style="color: #c00000; font-family: 'Cambria','serif';">Students will do a writing activity in their “Colonial Diaries” related to Women of the Revolution. They will respond to the story they heard in the read aloud and reflect on what they think life was like for women during the colonial times. They will also reflect on the importance of women in history. The reflection should be neat, clear, free of errors and well formed. Students will be permitted to write a short draft before writing in their diaries //<span style="font-family: 'Cambria','serif';">(Colonial Diaries will be premade and handed out to students; this is where all their diary entries will be recorded) //


 * <span style="color: #002060; font-family: 'Cambria','serif'; font-size: 24px;">Social Studies Block: **
 * <span style="color: #c00000; font-family: 'Cambria','serif';">**Students will role play and read parts from the perspective of different people in the revolution. They will read an excerpt told from the perspective of a slave, patriot, loyalist, founding father, or woman, from Revolutionary times. The class will then have a discussion about what they think life may have been for each of these people during that time.**


 * <span style="color: #002060; font-family: 'Cambria','serif'; font-size: 24px;">Goals/Objectives: **
 * **<span style="color: #c00000; font-family: 'Cambria','serif';">Students will reflect on the information they learned the day before, and add to their personal KWL charts. **
 * **<span style="color: #c00000; font-family: 'Cambria','serif';">Students will work collaboratively to add to the class KWL chart. **
 * **<span style="color: #c00000; font-family: 'Cambria','serif';">Students will record their word a day information into their journals and use the word during their writing activity. **
 * **<span style="color: #c00000; font-family: 'Cambria','serif';">Students will learn about important women, people, and slaves during the Revolution. **
 * **<span style="color: #c00000; font-family: 'Cambria','serif';">Students will continue to learn about different inventions created by one of the founding fathers, Benjamin Franklin. **
 * **<span style="color: #c00000; font-family: 'Cambria','serif';">Students will continue to research and work on their Glog about an important historical person from the revolution. **
 * **<span style="color: #c00000; font-family: 'Cambria','serif';">Students will learn about the women of the Revolution by completing a Webquest. **
 * **<span style="color: #c00000; font-family: 'Cambria','serif';">Students will work in literature circles to discuss and analyze their novel for the week relating to the revolution. **
 * **<span style="color: #c00000; font-family: 'Cambria','serif';">Students will complete a writing activity in their journals related to the women of the Revolution. **


 * <span style="color: #002060; font-family: 'Cambria','serif'; font-size: 24px;">NGSS Standards: **
 * **<span style="color: #c00000; font-family: 'Cambria','serif';">SS.5.A.5.2: **<span style="color: #c00000; font-family: 'Cambria','serif';">Identify significant individuals and groups who plated a role in the American Revolution.
 * **<span style="color: #c00000; font-family: 'Cambria','serif';">SS.5.A.5.3: **<span style="color: #c00000; font-family: 'Cambria','serif';">Explain the significance of historical documents including key political concepts, origins of these concepts, and their role in American Independence.
 * <span style="color: #c00000; font-family: 'Cambria','serif';">**SS.5.A.5.4:** Examine and explain the changing roles and impact of significant women during the American Revolution.
 * **<span style="color: #c00000; font-family: 'Cambria','serif';">SS.5.A.5.5: **<span style="color: #c00000; font-family: 'Cambria','serif';">Examine and compare major battles and military campaigns of the American Revolution.
 * <span style="color: #c00000; font-family: 'Cambria','serif';">**SS.5.A.5.6:** Identify the contributions of foreign alliances and individuals to the outcome of the Revolution.
 * <span style="color: #c00000; font-family: 'Cambria','serif';">**SS.5.A.5.7:** Explain economic, military, and political factors which led to the end of the Revolutionary War.
 * <span style="color: #c00000; font-family: 'Cambria','serif';">**SS.5.P.11.2:** Identify and classify materials that conduct electricity and materials that do not.
 * <span style="color: #c00000; font-family: 'Cambria','serif';">**LA.5.2.2.1:** The student will locate, explain, and use information from text features (e.g., table of contents, glossary, index, transition words/phrases, headings, subheadings, charts, graphs, illustrations).
 * <span style="color: #c00000; font-family: 'Cambria','serif';">**LA.5.2.2.3:** The student will organize information to show understanding (e.g., representing main ideas within text through charting, mapping, paraphrasing, or summarizing).
 * <span style="color: #c00000; font-family: 'Cambria','serif';">**LA.5.3.5.1:** The student will prepare writing using technology in a format appropriate to audience and purpose (e.g., manuscript, multimedia).
 * <span style="color: #c00000; font-family: 'Cambria','serif';">**LA.5.3.5.2:** The student will use elements of spacing and design to enhance the appearance of the document and add graphics where appropriate.
 * <span style="color: #c00000; font-family: 'Cambria','serif';">**LA.5.3.5.3:** The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids to organize and record information on charts, data tables, maps, and graphs as appropriate.
 * <span style="color: #c00000; font-family: 'Cambria','serif';">**LA.5.4.2.4:** The student will write a variety of communication (e.g., friendly letters, thank-you notes, formal letters, messages, invitations) that have a clearly stated purpose and that include the date, proper salutation, body, closing and signature).
 * <span style="color: #c00000; font-family: 'Cambria','serif';">**LA.5.5.1.1:** The student will demonstrate fluent and legible cursive writing skills.
 * <span style="color: #c00000; font-family: 'Cambria','serif';">**LA.5.5.2.1:** The student will listen and speak to gain and share information for a variety of purposes, including personal interview, dramatic and poetic recitations, and formal presentations.
 * <span style="color: #c00000; font-family: 'Cambria','serif';">**LA.5.5.2.2:** The student will make formal oral presentation for a variety of purposes and occasions, demonstrating appropriate language choices, body language, eye contact and the use of gestures, the use of supporting graphics (charts, illustrations, images, props), and available technologies.
 * <span style="color: #c00000; font-family: 'Cambria','serif';">**LA.5.6.1.1:** The student will read and interpret informational text and organize the information (e.g., use outlines, timelines and graphic organizers) from multiple sources for a variety of purposes (e.g., multi-step directions, problem solving, performing a task, supporting opinions, predictions, and conclusions).
 * <span style="color: #c00000; font-family: 'Cambria','serif';">**LA.5.6.4.2:** The student will determine and use the appropriate digital tools (e.g., word processing, multimedia authoring, web tools, graphic organizers) for publishing and presenting a topic.