Unit 3: Reading History: The American Revolution
- This unit is coming to an end this week with an End of Unit Assessment on Wednesday.
- Study Guides are being completed in class in order to be reviewed at home for homework. Students should focus on the PROCESS of how to answer the questions versus the content. The assessment will not focus on the American Revolution. Rather, the way students are able to read historical nonfiction text and write about the main idea and key details, why a small part of the text is relevant to the whole text, analyzing perspective (firsthand or secondhand information), and synthesizing information from more than one resource.
- Homework this week will include reviewing the study guide and reading for at least 20 minutes and recording on the reading log.
- This (document type: painting/letter/advertisement) shows...
- I notice that...
- It could support my argument because...
I learned that... (students will put the main idea into their own words)
An important detail to support that is... (students will use evidence from text here)
This seems important because... (students will expand their thinking using push your thinking stems)
This makes me think... (students will synthesize information into their own words)
Students can also reflect on what they've read by answering the following question:
- What do I think really happened in the _______________?
We have been working hard in Unit 3 in our Lucy Calkins Units of Study. This Unit is called "Bringing History to Life" and is focused on writing an Informational Book.
The students are writing four different chapters:
Chapter 1: Informational chapter about the American Revolution
Chapter 2: Informational chapter about their subtopic
Chapter 3: Narrative story about a small moment that occurred in their subtopic
Chapter 4: Opinion essay about why their subtopic is important
Our plan is to have our Final Drafts done by March 1st, with a presentation day on March 3rd! :)
This is a lot of writing, but the students are vary capable! The expectation is that students will be bringing with them all they know about information writing from previous years and that their work in this portion of the unit will meet the big requirements of the Common Core State Standards. We will be scaffolding the students throughout this unit to help them select strong topics and rely on research to guide their writing.
This unit will incorporate numerous Writing, Reading, Speaking and Listening, and Language Standards. Below are all of the writing standards that will be covered:
W.4.2- Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.4- Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
W.4.5- With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
W.4.6- 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; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
W.4.7- Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.4.8- Recall relevant information from experiences or gather relevant information from print and digital sources; take notes an categorize information, and provide a list of sources.
W.4.9- Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.4.10- Write routinely over extended time frames ad shorter time frames for a range of discipline-specific tasks, purpose, and audience.