Unit 3: Reading History: The American Revolution
- This week's focus will be on how well students can gauge perspective based on why they see from a primary source or secondary text.
- Then, students will be selecting which side of the American Revolution they want to defend. Do they want to be a Patriot (colonist/rebel) or a Loyalist (British/redcoat)? They will build an argument based on the question: 'Should the colonies become independent from Great Britain?'
- Finally, they will do a practice debate with their reading partner based on the reasons and evidence they have researched.
- 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 need to look at primary source images (found in the RELA section of the blog) and determining the perspective of the image/document, then writing how it is important to their "side".
- 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)
We have started Unit 3 in our Lucy Calkins Units of Study. This Unit is called "Bringing History to Life" and will focus on writing an Informational Book. It will focus first on the general topic of "all about the American Revolution". Then as the unit progresses the students will dive deeper into a more focused subtopic. 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.