Post on 01-Apr-2015
The Revolution
Fifth GradeMrs. Williams
Comprehension Objective
• I can determine if an author’s purpose to write is to persuade, inform, entertain or explain by classifying paragraphs.
Comprehension Skill
Author’s Purpose
• Authors write for many different reasons. It is important to understand why an author writes a selection so you can understand how they feel about that topic.
• Different genres of writing are used to express different ideas.
Author’s Purpose. I Do.
The author wrote this letter to persuade the Principal Jones to allow the class to go on a field trip to the planetarium
To Persuade
Author’s Purpse. We do.
To ExplainThe author wrote these set of directions to explain to the reader how to play the game of checkers.
Author’s Purpose. We Do.
To Entertain
The author is writing to tell a story with characters and setting.
Author’s Purpose. You Do.
To PersuadeThe author is writing to persuade the reader into thinking that recycling is a great thing for all to do.
To InformThe author is writing about one topic and describing that topic. (glaciers)
Author’s Purpose
• Take the Author’s Purpose cards and glue them to a piece of construction paper broken up into 4 sections.
• Read each paragraph that you are given.
• Decide why the author wrote the paragraph.
• Glue it underneath that category.
The Revolution
Day 2Fifth Grade
Mrs. Williams
Words with the same or nearly the same meaning are called synonyms.
uneasy and nervousroad and street
warn and caution
Synonyms
(RE05-S01-C04-06) We can identify synonyms and determine which synonyms enhance our writing by constructing sentences and sharing them with a partner.
Rewrite these sentences replacing the underlined word with a synonym.
1. Instead he patrolled the streets at night, delivered his messages to Philadelphia, and kept himself ready at all times.
2. He felt uneasy to be on a moonlit road on foot.
Synonyms: path, prepared, carried, watched, nervous.
Synonyms
(RE05-S01-C04-06) We can identify synonyms and determine which synonyms enhance our writing by constructing sentences and sharing them with a partner.
(R05-S1C4-PO6) We can identify possessives and contractions in a sentence by writing then and discussing with a partner.
Author’s Viewpoint
• An author writes for many reasons. An author may give you facts or true information about a subject. Some authors write fiction stories or stories that are not true. They write these stories to entertain you. Other authors may write to persuade or to try to get you to do something.
Directions: READ EACH OF THE FOLLOWING WRITINGS AND DECIDE WHETHER THE AUTHOR'S PURPOSE IS TO:
• persuade • inform • entertain
(RE05-S03-C03-01) We can determine an author's position regarding a particular idea, subject, concept, or object, by highlighting supporting evidence from the text.
1. It was a glorious morning in Alabama. The sun was shining through the trees. Alan couldn't wait to find his fishing pole and call his friend Sam to go fishing. They had a great time on these early morning fishing trips. They took their dogs with them and the dogs would swim in the lake while they fished. It was so funny to watch those dogs paddle around the lake.
• What is the author's purpose of this writing? ____________________________
persuade, inform, or entertain?(RE05-S03-C03-01) We can determine an author's position regarding a particular idea, subject, concept, or object, by highlighting supporting evidence from the text.
entertain
2. The Slim-O-Matic will cause you to loose pounds and inches from your body in one month. This amazing machine helps you to exercise correctly and provides an easy video to show you the proper way to exercise. Send $75.99 and begin exercising today.
What is the author's purpose of this writing? ____________________________
persuade, inform, or entertain?(RE05-S03-C03-01) We can determine an author's position regarding a particular idea, subject, concept, or object, by highlighting supporting evidence from the text.
persuade
3. The Underground Railroad was a secret organization which helped slaves escape to freedom. Many slaves were able to escape because of the conductors and station masters. The northern states were free states and slaves were free once they arrived in the north. Secret codes and signals were used to identify the conductors and station masters.
What is the author's purpose of this writing? ____________________________
persuade, inform, or entertain?(RE05-S03-C03-01) We can determine an author's position regarding a particular idea, subject, concept, or object, by highlighting supporting evidence from the text.
inform
Extreme Partner Reading (R5-S1C5-PO1) We can read with fluency and appropriate rhythm, pacing, and
expression by choral reading.
Step 1
•Read the Story Summery to yourself one time.
•Be sure to use good hand gestures to help you as you read.
Step 2
•Turn to your shoulder partner and partner read the story with lots of expression.
•Don’t forget the gestures that you have practiced.
Step 3
•Take turns asking and answering at least five questions each about the text.
•Remember to both ask and answer questions with high enthusiasm.
You are going to be working in your groups to take the Selection Test.
Colonial America, 1775pg. 284&285
Cause and Effect
We can identify the cause and effects of the lives of colonists in the 1700’s by reading a
paragraph and completing a graphic organizer.
Cause and EffectI do.
Cause Effect
Social Studies Book pg. 286-287
Cause and EffectWe do.
You will be working in pairs to read pg. 287 and complete
the cause and effect graphic
organizer.
The Revolution
Day 3Fifth Grade
Mrs. Williams
• A present tense verb and its subject must agree in number.
•Add –s or –es to most verbs if the subject is singular.
•Do not add –s or –es if the subject is plural or I or you.
You’re going to be changing each singular subject to plural, each plural subject to singular, and each verb as needed to agree with its subject.
The cats
The boy
A women
Ana’s sisters
Two flashes
A screen door
A gust of wind
I worry
I do:
We do:
(R5-S1C4-PO5) We can create sentences that have subject-verb agreement by changing singular subjects to plural and plural subjects to singular.
(R5-S1C4-PO5) We can create sentences that have subject-verb agreement by changing singular subjects to plural and plural subjects to singular.
You do:
Comprehension Objective
• I can use my knowledge of the views of Patriots and Loyalists to classify passages and write my own viewpoint on the British rule of the 13 colonies.
Day 2
Comprehension Skill
Author’s Viewpoint. We do.
• Jean Fritz the author of And Then What Happened, Paul Revere, wrote to inform us about the life of Paul Revere during the American Revolution in an entertaining biography.
• So, how does Jean Fritz feel about the Patriots and the American Revolution?
Two Types of Colonists• Patriots– Colonists that supported
independence from the British during the American Revolution Era.
•Loyalists-Colonists that remained loyal to the British Parliament during the American Revolution Era.
Author’s Viewpoint
•In the book, write one detail about what the Patriots do from pg. 267 of your reading book.•In the I, write down what you or “I” know about what the Patriots believed.•In the head, write the author’s viewpoint on how she probably thinks/feels about the Patriots during the American Revolution.
Colonists Speak OutSocial Studies pg. 302-309
Vocabulary:representation: Having someone to speak or to act
for you.
treason: The act of working against one’s own government.
congress: A formal meeting of representatives.
repeal: To cancel or undo a law
imperial policy: laws and orders issued by the British government
protest: To be against a certain policy.
Colonists Speak Out
Social Studies pg. 302-309
The Revolution
Day 4Fifth Grade
Mrs. Williams
Comprehension Objective
• I can explain the viewpoint of historical figures by reading quotes during the American Revolution and classifying them into Patriots or Loyalists.
Disagreements GrowSocial Studies pgs. 310-315
John Dickinson“We are reduced to the alternative of
choosing an unconditional submission to the tyranny of irritated ministers [being ruled by Parliament], or resistance by force. The latter is our choice.”
Tyranny is having
one leader in
charge.
Patriot
Historical Viewpoints. I Do.• Read the quotes from pg. 316-317 from the historical figures. Paraphrase (describe in your own words) what each person meant in their quote.
In my own words: We as colonists have the choice to choose whether we want to be bossed around by Parliament or we can choose to resist and disobey the King’s rules. We choose the second choice, to resist the rules and be our own government.
Historical Viewpoints. You Do.• Read the quotes from pg. 316-317 from the historical figures. Paraphrase (describe in your own words) what each person meant in their quote.
Samuel Adams
“We have no other alternative than [governing ourselves], or the most ignominious [lowly] servitude.”
ignominious
means shame
servitude is having little or no freedom
Patriot
George Grenville
“Clearly, the Parliament and the King have authority over the colonies. It is in the name of that authority that we suggest new rules which will make the colonists pay taxes . . .”
Loyalist
Daniel Leonard
“Our [people] have been so intent upon building up American rights, that they have overlooked the rights of Great Britain, and our own interests.”
Loyalist
Patriot Patriot
Loyalist
Loyalist
Author’s Viewpoint. You Do.
• In pairs, you will be given a sheet that has 6 quotes.
• Each quote describes a viewpoint from either a Patriot or Loyalist.
• You must decide which side the paragraph is describing.
• Highlight the clues that help you know which side the paragraph is describing.