Unit 3: Reading History: The American Revolution
- This week we will continue with the final "Bend" of this unit focusing on a new subtopic of the American Revolution. Instead of researching a subtopic leading up to the American Revolution, now students will be researching a subtopic of events that happened after the American Revolution in 1775.
- Students will be applying all of the skills learned in the first "Bend" of this unit when they researched a subtopic leading up to the American Revolution. The focus was on planning out the research, creating a timeline of events, reading nonfiction in chunks and paraphrasing the main idea, then writing a reflection about what they learned and synthesize their thoughts with other important information they learned from other sources.
- Homework this week will include continuing what we are doing in class. Students should be spending a total of 20 minutes on reading homework each night. This week, they will be researching subtopics of events that occurred after the American Revolution in 1775. They will continue to process of reading and writing reflections. They should also be taking notes in a chart labeled, "Who? When? Where?" This helps students to identify what is important to their subtopic and weed out the less important items.
- 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
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.