American Revolution Lesson/Vail Pride Day Project

Standard
UW.5.R.RI.03 I can analyze cause and effect relationships and
interactions between individuals, events, or ideas in informational text
Anticipatory Set
This will be the 3rd day of this PowerPoint, so the lesson will begin by
asking review questions. Asking students what we have learned so far
and what they think we will be learning today (they made predictions
the day before).
Task Analysis
Teacher: Going through the PowerPoint, asking questions throughout
and checking for participation and understanding.
Students: During the PowerPoint students will be filling out their
graphic organizer timeline (cause and effects during American
Revolution). They will be actively participating throughout by
answering clarification questions, thumbs-up, thumbs-down for
completion, and repeating what was taught.
Evaluation
The evaluation will come from grading their graphic organizer, as well
as their active participation throughout the lesson. I will be looking to
make sure all students are participating and calling on students who
might not volunteer.
Closure
We will review what we have learned throughout the entire week,
having students go through their graphic organizers and explain the
causes and effects of the events.
*After the PowerPoint students will be working independently to finish
their Vail Pride Day colonies letters. If they complete this there will be
an order of importance assignment list. The list will be written on the
board. This list is as follows:
1. Colonies Letter
2. Social Studies textbook summaries (pages written on board)
3. Doll/weaving early finishers project

Mr. Peabodys Apples

Objective/Standards
5.R.RI.03 I can describe cause and effect relationships between
individuals, events, or ideas in information text.
SWBAT identify the cause and effects from Mr. Peabodys Apples. They
will also be able to take on different perspectives from the story and
rewrite the story.
Anticipatory Set
Gather students on the carpet and ask:
Do you know what a rumor is?
What happens when someone spreads a rumor?
Think about a time when you spread a rumor or had a rumor be
spread about you and how that felt.
Read Mr. Peabodys Apples aloud.
Task Analysis
Students
Have students go back the their tables groups (adjust and make 5
groups), give each group a copy of the story. Have students work
together and search through the story for the different causes and
effects, writing them on given graphic organizer. Have them share with
the class after 5-7 minutes of working.
Once instructed, work independently to rewrite/draw story from a new
perspective. Share with class when allowed.
Teacher
Walk around; listen to students ideas. Help if thy need help; point
them in the correct direction if necessary. Bring class back together
after 5-7 minutes of group work so groups can share.
After students have shared, introduce perspective assignment.
Students will work independently (silently) and rewrite/draw the story
from the perspective of a character of their choice (Mr. Peabody, Billy,
Tommy, Parents). Give students option to rewrite the story or draw in a
comic strip manner. Give students time to share with the class if they
wish.

Evaluation
The evaluation will happen during the task analysis, I will walk around,
making sure all students are on task. I will also collect the graphic
organizers and their rewritten stories.
Closure
Ask class what they learned from the story about rumors and how one
cause can have so many effects.

Measurements
Objective
Students will be able to solve word problems using metric or customary
conversions.
Anticipatory Set
Students will think & then share. They will be asked some background
questions to get them thinking about what they already know about
measurements.
Questions Asked:
What is customary measurement?
How do I convert customary measures within a system?
When would you need to convert measurements?
Task Analysis
Teacher actions: I will be in the front of the classroom presenting the
PowerPoint. I will be keeping an eye on students during their moments
of participation, making certain that all students are sharing.
Student actions: students will be taking notes in their math notebooks
during the presentation. They will also be sharing with a partner,
actively participating in different areas of the PowerPoint.
Assessment

Assessment will come at the end of the PowerPoint presentation when

they will be asked to answer word problems using the information that
was just presented to them.
Closure
With a partner students will share one thing they learned from the
presentation and one thing they already knew. I will then go around
and randomly choose students to share what their partner said,
making sure they listened and actually spoke with one another.

Slime Time
Objective
SWBAT identify what type of math is required to solve a word problem
and solve a given problem.
Anticipatory Set
Have students talk with their shoulder partner about the different types
of math word problems (scaling, multiplication, division) and write as
many examples as they can on their whiteboards. Once they have
shared with each other, go around the room, one partner group at a
time, until all of the ideas have been said without repeating.
Task Analysis
Teacher Actions: I will begin by passing out the worksheet, telling
students not to write on them. I will present the problem on the
document camera, showing the exact worksheet they will have in front
of them. We will discuss what type of problem this is (scaling) and what
math they are going to have to use. I will give them time to work on
each ingredient independently, one at a time, and then working them
out as a class. Once they and we have gone through every ingredient,
we will write a shopping list for Mrs. Stewart and Ms. Wright.
Student Actions: Students will begin by discussing what problem type
this word problem is with their partner and then share aloud with the
class. We will talk about what operation should be used to find our
answer as a whole class. Students will then work independently,
stopping after each ingredient so we can check our answer as a class.

Students will answer all ingredient questions in this manner, then come
together as a class and create a list.
Assessment
The assessment will come from their active participation (raising hands
and sharing, how much time they need) and from their worksheet.
Closure
As a closure we will discuss how we figured out what kind of operation
was needed to solve this problem, going over any vocabulary that was
present.

Thomas Jefferson
Objective
Students will be able to recognize the role and contributions of Thomas
Jefferson and the Louisiana Purchase in American history.
Anticipatory Set
Students will watch a BrainPop video about Thomas Jefferson,
introducing them to him and the Louisiana Purchase.
Task Analysis
Teacher Actions: After the video is shown I will hand out the Greatest
Deal in History story and questionnaire. I will choose students
(volunteers if possible) to read the passage aloud while the rest of the
class follows along. After we have read the passage I will ask students
to recap what was just read, checking for understanding. Students will
then work individually to answer the questions included with the
passage.
Student Actions: Students are silent while the video is shown and
participate in the discussion afterwards. Once the passage is being
read, students are either reading aloud if chosen or silently listening
and following along. Students will then work independently to answer
questions and be able to discuss these questions and the overall
importance of what they just learned.

Assessment
My formal assessment will come from the Greatest Deal in History
question page that students will answer independently after we have
read the passage and watched the BrainPop video about Thomas
Jefferson and the Louisiana Purchase. I will also ask students what they
learned from the video, making sure that they were paying attention.
Closure
Gather students attention and have them share their favorite fact they
learned with their partner. We will then share these facts with the
class, deciding on a class favorite.

Context Clues
Objective
SWBAT identify and use context clues to help them better understand a
passage.
Anticipatory Set
We will have a class discussion about what a context clue is and how
they help you while you are reading.
Task Analysis
Teacher Actions: I will be presenting a PowerPoint providing students
with information about the different types of context clues and how
they can be used when you are reading. I will be taking volunteer
answers for the questions throughout the PowerPoint.
Student Actions: Students will be listening with their eyes and ears on
the board. They should be silent and raising their hand when asked a
question.
Assessment

There are questions at the end of the PowerPoint that use a word that
most students will not know in a sentence and they have to use their
context clues and answer the questions.
Closure
The closure will come from us talking about the 5 specific types of
context clues. We will review the importance of context clues and how
we can use them.

Prefixes & Suffixes

Objective
SWBAT create a flipbook with the most common prefixes and suffixes
and their definitions.
Anticipatory Set
We will discuss what prefixes and suffixes are and what ones the
students know. We will create a list of words that have prefixes and
suffixes and see how many we named that are in my PowerPoint.
Task Analysis
Teacher Actions: I will be at the front of the classroom giving a
PowerPoint presentation. I will be giving the students step-by-step
instructions on how to fill out their flipbook as we make our way
through the PowerPoint.
Student Actions: Students will be listening to the PowerPoint
presentation and filling out their flipbook as instructed.

Assessment
The assessment will come throughout the presentation when I check
students understanding and ask for words, other than the given
examples, that use the prefixes or suffixes we are learning.
Closure
We will look at the list we created before the presentation began and
see how many words we created and add to our list.

Line Plots
Objective
Students will be able to understand data graphed on a plot line and
create their own plot line using given data.
Anticipatory Set
Students will be asked what they know about plot lines or graphing
data. They will think, pair and share to music. Thinking when the music
is playing and pairing and sharing when the music stops.
Task Analysis
Teacher Actions: I will work through task cards using the document
camera. I will show them how to do one problem, we will work through
one together and then they will work individually. I will be making sure
they are participating and listening.

Student Actions: Students will be watching, listening and participating

while we are going through the different task cards. When they are
working individually they need to be silent and on task.
Assessment
Assessment will happen throughout the PowerPoint as we work through
the problems. I will be calling on students to help me work through
problems and after they have worked on their own.
Closure
We will have a class discussion and create our own line plot using data
we have made up.

Main Idea of Stories

Objective
SWBAT identify the main idea of a passage and answer questions
about it.
Anticipatory Set
As a class we will discuss what the main idea of a story is and how we
are able to decide what the main idea is.
Task Analysis

Teacher Actions: I will explain the instructions of the assignment to

students. They will be working together in pairs (assigned by me) on
main idea task cards. These cards will require them to read different
passages and answer 2 questions about the main idea per passage. As
they are working in pairs, I will walk around making sure everyone is on
task and answer any questions that may come up.
Student Actions: Students will wait for instruction and then get in their
given pair assignments. They will be focused and on task working on
the task cards.
Assessment
I will be collecting their work and grading them for correctness. I will
also be constantly assessing while students are working together,
making sure they are all on task and asking them about why they
chose the answers that they did.
Closure
We will come back together and talk about the different ways they
determined what the main idea of the passages was.

Writing a 5-Paragraph Essay w/ Emphasis on Topic Sentences

Objective
SWBAT write a 5-paragraph essay with a strong topic sentence that
sets up the format for their paper.
Anticipatory Set

I will ask students what the steps are for writing a paper, making sure
we talk about topic sentences. We will then go over the formula for a
topic sentence (topic + opinion + three reasons/ideas).
Task Analysis
Teacher Actions: I will explain that we will begin writing a 5-paragraph
essay in preparation for our upcoming AZ Merit. They will write a
persuasive essay about school uniforms using evidence form articles
given to them. After they have created an outline and have written
their introductory paragraph they will begin typing them on the
laptops. I will be walking around, helping them with any computer
issues or questions. They will be instructed to continue writing their
papers as they type.
Student Actions: Students will be working individually writing their
papers and then typing them out. They will raise their hands if they
have any questions, but need to be respectful of their peers and work
silently.
Assessment
My assessment will come when I read over their papers as well as
when I am walking around making sure they are on task.
Closure
We will all come back together and go over the formula for topic
sentences and their importance. This will be done as a whole class
discussion.