Monday


 * Monday **


 * Bell Work/Pretest/Unit Opening: **
 * **Students will have already taken a pretest using handheld devices and the Interactive White Board so that the teacher could plan for the Unit Plan. **
 * **Students will watch a short video that will introduce the unit. **[|http://www.history.org/media/videoPlayer/index.cfm#]
 * **Following that, the class will begin a KWL chart about the American Revolution. This chart will stay up all week and will be revisited throughout the unit. Students will also have their own personal copies of a KWL chart that they will fill out as bellwork. They will be provided with guiding questions each day. Day one would be: **
 * //**What is the Declaration of Independence? **//
 * **//What is the significance of the Declaration of Independence?//**
 * **//What is Thomas Jefferson's relation to the Declaration of Independence?//**
 * **Students could either answer these questions and more in the "Know" column, or write them as questions in the "Want to know" column.**
 * **A word a day would also be provided for each student via **[] ** and they will copy the word and definition into their "Colonial Diaries" every day in an effort to gain a feel for colonial vocabulary. **


 * 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): **<span style="color: #c00000; font-family: 'Cambria','serif';"> The teacher will read a story from the book, "The Signers" by Dennis Brindell Fraden, and illustrated by Michael McCurdy. [[image:1512432-L.jpg width="123" height="154" align="right"]]
 * **<span style="color: #c00000; font-family: 'Cambria','serif';">Centers (15 minutes each): **
 * **<span style="color: #c00000; font-family: 'Cambria','serif';">Computer Station: **<span style="color: #c00000; font-family: 'Cambria','serif';">Students will begin to research information about an important historical figure during the American Revolution//.// They will be doing research on the computer and using books. On Thursday, they will put all of their information into a Glog to present on Friday.
 * **<span style="color: #c00000; font-family: 'Cambria','serif';">Invention Station: **<span style="color: #c00000; font-family: 'Cambria','serif';"> Students will learn about and see a bifocal lens. //<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 visit the following website to play a game about the Signers of the Revolution. <span style="font-family: 'Cambria','serif';">[]
 * **<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 complete a Collage related to the Declaration of Independence and write about how the pictures relate to the Declaration of Independence.

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 * <span style="color: #002060; font-family: 'Cambria','serif'; font-size: 24px;">Social Studies Block: **
 * **<span style="color: #c00000; font-family: 'Cambria','serif';">Students will participate in a direct teach by their instructor in which they will examine the Declaration of Independence, participate in a discussion about the ratification of the Declaration, and the meaning of the Declaration to the colonies. **
 * <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 the signers of the Declaration of Independence. **
 * **<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 practice their facts about the founding fathers by playing an online game. **
 * **<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 add to their timelines the information about the events leading up to our country's independence. **
 * **<span style="color: #c00000; font-family: 'Cambria','serif';">Students will complete a writing activity in their journals related to the signers of the Declaration of Independence. **
 * <span style="color: #c00000; font-family: 'Cambria','serif';">**Students will understand the significance of the Declaration of Independence.**
 * <span style="color: #c00000; font-family: 'Cambria','serif';">**Students will learn about allies that the United States had during 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.5.5: **<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';">**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.