TPACK Template

Online Learning This class is both synchronous and asynchronous with weekly
Environment meetings. The meetings are held every Monday at 10 am for about an
hour and are recorded. The recordings are posted to the classroom page
for further studying use by all students and parents. All synchronous
meetings are mandatory with attendance taken and recorded in grade
book.
Content

Subject History

Grade Level 5

Learning Objective
Skills
USI.1 The student will demonstrate skills for historical thinking,
geographical analysis, economic decision making, and
responsible citizenship by
a) analyzing and interpreting artifacts and primary and
secondary sources to understand events in United States
history;
b) analyzing and interpreting geographic information to
determine patterns and trends in United States history;
c) interpreting charts, graphs, and pictures to determine
characteristics of people, places, or events in United
States history;
d) using evidence to draw conclusions and make
generalizations;
e) comparing and contrasting historical, cultural, and
political perspectives in United States history;
f) determining relationships with multiple causes or effects
in United States history;
g) explaining connections across time and place;
h) using a decision-making model to identify the costs and
benefits of a specific choice made;
i) identifying the rights and responsibilities of citizenship
and the ethical use of material or intellectual property;
and
j) investigating and researching to develop products orally
and in writing.

Revolution and the New Nation: 1770s to the Early

1800s
USI.6 The student will apply social science skills to understand the
causes and results of the American Revolution by
a) explaining the issues of dissatisfaction that led to the
American Revolution;
b) describing how political ideas shaped the revolutionary
movement in America and led to the Declaration of
Independence;
c) describing key events and the roles of key individuals in
 the American Revolution, with emphasis on George
Washington, Benjamin Franklin, Thomas Jefferson,
Patrick Henry, and the Marquis de Lafayette; and
d) explaining reasons why the colonies were able to defeat
Great Britain.

Communication and Multimodal Literacies

5.1 The student will use effective oral communication skills in a variety
of settings.
a) Listen actively and speak using appropriate discussion rules
with awareness of verbal and nonverbal cues.
b) Participate in and contribute to discussions across content
areas.
c) Summarize information gathered in group activities.
d) Orally express ideas clearly in pairs, diverse groups, and whole
class settings.
e) Use evidence to support opinions and conclusions.
f) Summarize the main points a speaker makes, and connect
comments to the remarks of others.
g) Demonstrate the ability to collaborate with diverse teams,
while sharing responsibility for the work.
h) Work respectfully with others and show value for individual
contributions.

5.2 The student will create multimodal presentations that effectively

communicate ideas.
a) Effectively use verbal and nonverbal communication skills to
plan and deliver collaborative and individual, formal and
informal interactive presentations.
b) Maintain eye contact with listeners.
c) Organize content sequentially around major ideas.
d) Use language and style appropriate to the audience, topic, and
purpose.
e) Ask and answer questions to gather or clarify information
presented orally.

5.3 The student will learn how media messages are constructed and for
what purposes.
a) Identify the purpose and audience of auditory, visual, and
written media messages.
b) Identify the characteristics and effectiveness of a variety of
media messages.
c) Compare and contrast techniques used in a variety of media
messages.

Reading
5.4 The student will expand vocabulary when reading.
a) Use context to clarify meaning of unfamiliar words and
phrases.
b) Use context and sentence structure to determine meanings and
differentiate among multiple meanings of words.
c) Use knowledge of roots, affixes, synonyms, antonyms, and
 homophones to determine the meaning of new words.
d) Identify an author’s use of figurative language.
e) Use word-reference materials.
f) Develop and use general and specialized content area
vocabulary through speaking, listening, reading, and writing.

5.5 The student will read and demonstrate comprehension of fictional

texts, literary nonfiction, and poetry.
a) Summarize plot events using details from text.
b) Discuss the impact of setting on plot development.
c) Describe character development.
d) Identify theme(s).
e) Explain the resolution of conflict(s).
f) Identify genres.
g) Differentiate between first- and third-person point-of-view.
i) Explain how an author’s choice of vocabulary contributes to
the author’s style.
j) Draw conclusions and make inferences with support from the
text.
k) Identify cause and effect relationships.
l) Compare/contrast details in literary and informational
nonfiction texts.
m) Use reading strategies throughout the reading process to
monitor comprehension.

5.6 The student will read and demonstrate comprehension of nonfiction

texts.
a) Use text features such as type, headings, and graphics, to
predict and categorize information.
b) Skim materials to develop a general overview of content and to
locate specific information.
c) Identify the main idea.
d) Summarize supporting details.
e) Identify organizational pattern(s).
f) Identify transitional words and phrases that signal an author’s
organizational pattern.
g) Locate information from the text to support opinions,
inferences, and conclusions.
h) Identify cause and effect relationships.
i) Differentiate between fact and opinion.
j) Compare and contrast details and ideas within and between
texts.
k) Use reading strategies throughout the reading process to
monitor comprehension.

Writing
5.7 The student will write in a variety of forms to include narrative,
descriptive, expository, and persuasive.
a) Engage in writing as a process.
b) Select audience and purpose.
c) Use a variety of prewriting strategies.
d) Introduce and develop a topic, incorporating evidence and
supporting details.
 e) Organize information to convey a central idea.
f) Recognize different forms of writing have different patterns of
organization including story structure for narrative writing.
g) Write a clear topic sentence focusing on the main idea.
h) Clearly state a position including supporting reasons and
evidence to persuade the intended audience.
i) Write multiparagraph compositions.
j) Use precise and descriptive vocabulary to create tone and
voice.
k) Vary sentence structure by using transition words and
prepositional phrases.
l) Revise writing for clarity of content using specific vocabulary
and information.

5.8 The student will self- and peer-edit writing for capitalization,
spelling, punctuation, sentence structure, paragraphing, and Standard
English.
a) Use plural possessives.
b) Use adjective and adverb comparisons.
c) Use interjections.
d) Use prepositional phrases.
e) Use quotation marks with dialogue.
f) Use commas to indicate interrupters, items in a series, and to
indicate direct address.
g) Use a hyphen to divide words at the end of a line.
h) Edit for fragments and run-on sentences.
i) Eliminate double negatives.
j) Use correct spelling of commonly used words.
k) Use coordinating conjunctions.

Research
5.9 The student will find, evaluate, and select appropriate resources to
create a research product.
a) Construct questions about a topic.
b) Collect and organize information from multiple resources.
c) Evaluate the relevance, reliability, and credibility of
information.
d) Give credit to sources used in research.
e) Avoid plagiarism and use own words.
f) Demonstrate ethical use of the Internet.
Pedagogy

Online Activity This unit project on The American Revolutionary War will
be a four-week immersion into history that will be both
synchronous and asynchronous. Meetings will be held on
Mondays at 10 am with attendance taken for a grade and
sessions will be recorded for later use by students and
parents. I as the teacher will be available Monday through
Friday from 9 am to 6 pm for individual help by means of
texts, email, and parental involved zoom meetings. Students
may also post questions that they want covered/answered
during our Monday Zoom meetings by Sunday 6 pm to the
classroom discussion on Blackboard. Independent work
(asynchronous) will be expected through out the week for a
grade and to be prepared for Monday meetings.

This unit will include:

 Synchronous Monday meetings at 10 am. Students are
encouraged to participate during meetings with
questions and viewpoints. There will also be separate
group discussions times, when the teacher breaks the
class into smaller groups to answer worksheet questions.
 Weekly PowerPoint lessons covering The American
Revolutionary War (USI.1 a-d).
 Reading the novel Patriots, Redcoats, & Spies written
by Robert A. Skead, which was included in student’s
welcome to 5th grade packet of books/textbooks at the
beginning of the year.
 Weekly chapter questions on Patriots, Redcoats, &
Spies to be answer asynchronously during independent
work.
 A vocabulary word list to fill in definitions for use as a
study guide and a grade.
 Use of The American Revolutionary War simulation
from the https://www.historysimulation.com/american-
revolution-simulation.html website for further study and
understanding of this war, which led to the
independence of the United States from England.
 Research on a chosen historical person from this list:
George Washington, Benjamin Franklin, Thomas
Jefferson, Patrick Henry, and Marquis de Lafayette.
 A written research paper that is one page long that
includes multiple resources, citations, and the use of
student’s own words.
 A 3-5-minute recorded presentation with student-made
poster prop on student’s chosen historical research
character.
 An independent virtual fieldtrip to the Museum of the
American Revolution through the website
https://museumvirtualtour.org/ where students will
choose 3 of their favorite parts of the museum to write
one paragraph discussing/describing each of those
choices.
 An open note test to be completed asynchronously on
Friday of the 4th week of the unit. Test will have a time
limit of 45 minutes to complete.

Week 1
1) Monday meeting 10 am – Introduction to unit history
project with list of activities included in unit along with
due dates to be completed. This list will be posted to the
 class Blackboard page. (synchronous)
 PowerPoint lesson introducing the reasons that led to
The American Revolutionary War and the political
views that embodied the creation of the Declaration
of Independence. (USI.6 a-b)
 Break students into groups to discuss/answer a
preprinted worksheet with 4 questions. Then bring
students back for a whole class discussion on
questions.
 Discuss vocabulary list and due date. (Friday of 3rd
week)
 Introduce the novel Patriots, Redcoats, & Spies
written by Robert A. Skead. Give assignment of
chapters 1-5 with questions to be posted to
Blackboard for independent work.
 Introduce simulation website
https://www.historysimulation.com/american-
revolution-simulation.html to class and how they
need to participate in it’s activities at least once a
week for 30 minutes to aid in their understanding of
the American Revolutionary War unit of study.
Students may visit more times in the week if they
wish.
2) Tuesday through Friday independent work. (asynchronous)
 Vocabulary
 Reading
 Answering book questions (Due Friday)
 Simulation website

Week 2

1) Monday meeting 10 am to introduce next section and

activities for the American Revolutionary War (ARW)
unit. (USI.6 c)
 PowerPoint lesson on the roles of important
individuals of the ARW. (George Washington,
Benjamin Franklin, Thomas Jefferson, Patrick
Henry, and Marquis de Lafayette)
 Give information on research project, including
paper, video recording with poster prop, and due
dates for both. All information for project will be
posted to Blackboard.
a. Students are to choose from the list of
important individuals from the ARW,
George Washington, Benjamin
Franklin, Thomas Jefferson, Patrick
Henry, and Marquis de Lafayette, to do
both projects on. Student should choose
only one for both.
b. Paper should be 1 page at least in length
using 2 or more sources, correct
 citations, and written in student’s own
words. Paper should include multiple
paragraphs with a developed topic
sentence with supporting details.
Students should use self-editing
techniques previously learned in earlier
units.
c. Students will create and give an oral
presentation on their chosen individual
from their written paper. Students are to
use a poster prop that they have created
for their video.
d. Both projects are due Thursday of the
4th week of unit.
 Discuss book chapters 1-5, then assign chapters
6-10 and book questions for week.
 Check-in with students on how useful and fun the
simulation website is to use.
2) Tuesday through Friday independent work.
(asynchronous)
 Vocabulary
 Reading
 Answer book questions (Due Friday)
 Simulation Website
 Research projects

Week 3

1) Monday meeting 10 am to introduce next section and

activities for the American Revolutionary War (ARW)
unit. (USI.6 d)
 PowerPoint lesson explaining reasons to why
and how the colonies (Patriots) were able to
defeat England.
 Discuss book chapters 6-10, then assign chapters
11-15 and book questions.
 Check-in with students on how they like the
ARW simulation website.
 Introduce final project for ARW unit. Students
will take a virtual tour of the Museum of the
American Revolution through the website
https://museumvirtualtour.org/ to be completed
on their own time. Students will then choose 3 of
their favorite parts of the museum to write one
paragraph discussing/describing each of those
choices and why they found them interesting.
2) Tuesday through Friday independent work.
(asynchronous)
 Vocabulary (Due Friday)
 Reading
 Answer book questions (Due Friday)
  Simulation Website
 Research projects
 Virtual museum tour and paragraphs (Due
Friday)

Week 4

1) Monday meeting 10 am to discuss final points of the

ARW unit.
 Discuss book chapters 11-15, then assign
chapters 16-19 and book questions. Book
questions will also include a section where
student can give their opinion of the book with
descriptive reasons.
 Check-in with students on how they liked both
the simulation website and the virtual tour of the
American Revolution museum.
 Check-in with students on projects to see if they
need any extra help.
 Have a mini study session in preparation for test
on Friday.
2) Tuesday through Friday independent work.
(asynchronous)
 Reading
 Answer book questions (Due Friday)
 Simulation Website
 Research projects (Due Thursday)
 Unit test with open notes. (Due Friday)
Technology

Technology https://www.historysimulation.com/american-revolution-
simulation.html

https://museumvirtualtour.org/

Zoom video conference calls for Monday meetings

Blackboard – teaching platform