19th Century Unit

Unit Plan

LOGISTICS Teacher: Brooks Jones Grade(s) Level(s): 5th Grade Language Arts/Social Studies Title of Unit: U.S. Technological Advances of the Mid- to Late-19th Century Length of Unit: 2 Weeks STATEMENT OF PURPOSE AND RATIONALE

To explore American inventions and innovations of the late 19th century and their impact on past and present society, economy and ways of life.

To enable students to outline, write and present a short persuasive report on one technology from the post-Civil War era.

To enable students to write and publish a picture book aimed at a first grade reading level, to gather feedback from real interactions with members of this audience and use the feedback to improve their book.

An understanding of and appreciation for American technologies from the turn of the 20th century is an important base from which learners will draw throughout their lives. American history is rich with innovative solutions to problems, and the post-Civil War era was host to a fleet of amazing inventions, many of which are still in use today. Using a recent example of middle-grade literature as a jumping-off point, students will explore the spark of creation, gain inspiration from the hard work of our ancestors and develop appreciation for the everyday objects around us that make our lives easier. Through this unit, students will also be able to make comparisons between the latter part of the 19th century and the fast moving technological advances of the present day. Learners will also further develop presentation skills that will be valuable throughout the rest of their academic and professional lives. This purpose and rationale are aligned with the North Carolina Common Core and Essential Standards as follows:

Common Core: Writing Standards K5 Grade 5: Text Types and Purposes 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. Grade 5: Production and Distribution of Writing 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose and audience. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 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. Grade 5: Research to Build and Support Knowledge 7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. Common Core: Speaking and Listening Grade 5: Presentation of Knowledge and Ideas 4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Social Studies Essential Standards 35 Grade 5: Geography and Environmental Literacy 5.G.1.3 Exemplify how technological advances (communication, transportation and agriculture) have allowed people to overcome geographic limitations. Grade 5: Economics and Financial Literacy 5.E.1.2 Explain the impact of production, specialization, technology and division of labor on the economic growth of the United States.

ESSENTIAL QUESTIONS Which U.S. technological advances of the late 19th century have had the most impact on American society past and present? Why is it important to include facts to support your position when writing persuasive text? How is writing for peers in fifth grade different from writing for younger audiences?

UNIT OVERVIEW Plan for Integration

Prerequisite Teacher Content Knowledge

Read The Evolution of Calpurnia Tate by Jacqueline Kelly Knowledge of at least the following inventions, including their inventor(s), date of

creation or patent registration and the basic circumstances surrounding their development:

1865 web offset printing press 1867 paper clip 1868 tape measure 1869 clothes hanger 1873 typewriter 1873 jeans

1875 mimeograph 1876 telephone 1877 phonograph 1879 incandescent light bulb 1882 electric fan 1884 roller coaster 1884 skyscraper 1886 Coca-Cola 1888 hand-held camera 1888 ballpoint pen 1889 dishwasher 1891 escalator 1891 kinetoscope (movie projector) 1892 gasoline-powered car 1893 zipper 1901 safety razor 1902 air conditioning 1903 airplane

CONSIDERATIONS ABOUT THE LEARNERS Prior Knowledge

Ability to write opinion pieces on topics, supporting a point of view with reasons Ability to produce writing in which the development and organization are appropriate to

task and purpose Ability to conduct short research projects that build knowledge through investigation of

different aspects of a topic Ability to report on a topic in an organized manner, using appropriate facts and relevant,

descriptive details to support main ideas or themes; ability to present information out loud clearly and at an understandable pace

Understanding of ways in which the movement of goods, people and ideas impact the community

Understanding of why people become entrepreneurs Unique Learner Characteristics (accommodation and differentiation) Students who have developing reading and writing skills may have difficulty researching independently and putting together the report and picture book. I plan to gather non-fiction books over a range of reading levels to make the research easier, and I may ask the school reading specialist to assist students having trouble with the written portions of this unit. Students who are high achievers may already have some prior knowledge about one or more innovation topics. For these kids, Ill encourage them to choose a new topic to focus on, or explore a new angle of an already-familiar topic. CONSIDERATIONS ABOUT THE LEARNING ENVIRONMENT Physical Space Desks in the classroom will be arranged in a loose U-shape or concentric U-shape, to facilitate both movement and ability for everyone to see the board and presenters easily. Research, drawing and writing may be conducted in one of several learning centers arranged around the room.

Temporal Resources This unit will be spread out over ten days, with each daily lesson lasting 40 minutes. The springboard novel (The Evolution of Calpurnia Tate) will need to be read aloud in the two weeks preceding this unit. Learning Materials I plan to use the following resources throughout the unit:

Reading of The Evolution of Calpurnia Tate by Jacqueline Kelly. Ill read this book out loud to the class during the first 15 minutes of the reading period during the two weeks prior to the beginning of this unit.

Reading and analysis of non-fiction resources (books, videos, websites) In addition, students will need pencils, paper and planning templates for their two projects. Personnel Resources We may need helpers in the library and/or computer lab. Technological Resources We will need some access to the computer lab and library (books may be selected by the teacher ahead of time). I envision gathering some library materials for the students before research begins, in addition to one Internet research day where the students can look up materials on their own (with supervision). In addition, students will need access to a printer in order to output the text for their picture book.

UNIT OVERVIEW AND TIMELINE Day 1 Specific Expectations (goals/objectives)

Teaching & Learning Strategies

Formative or Summative Assessment (type/strategy/tool)

Learner Considerations

Environmental Considerations

Material/ Other Resources

Students will consider the wide array of inventions introduced during the targeted time period, make connections with the text, and submit their top three topic choices for reports

Whole group instruction and guided discussion

a) Graphic organizer (timeline?) on board for categorizing inventions b) Post-discussion Exit Ticket containing fillable timeline and their top three topic choices

Students who already have knowledge of one or more inventions will be encouraged to choose a topic or angle they are not yet familiar with

Desks in loose rows or U-shape so everyone can see the board; teacher at board during discussion

White board, dry erase markers, pencils, timeline handout

Day 2 Specific Expectations (goals/objectives)






Students visit computer lab and using the Internet, research their chosen topic; they will locate and print 3 to 4 articles from high-quality content websites and construct detailed notes

Individual work with teacher circulating; use of Google and other online resources

Begin research with a KWL chart; end with a Pause, Star, Rank of their notes Teacher must quick-assess and approve quality of collected material before student is released for the next activity

Students having trouble using time effectively may be moved to a different workstation if needed

Use of computer lab; desks in straight rows which can be monitored by teacher from the rear of the room

A parent volunteer may be necessary if there are several struggling readers or students with attention deficit issues

Days 3 and 4 Specific Expectations (goals/objectives)






Using collected articles and pre-chosen books, students write a short report answering the question Why My Innovation Is the Most Significant of the Post-Civil War Era

Students will refer to their KWL chart from the prior day, a supplied RAFT and a rubric to guide their work

RAFTS and works-in-progress collected and assessed by teacher at end of first class period; completed project checked by teacher and approved before presentations

Students needing more help organizing thoughts may be paired with advanced students or given one-on-one help during recess

Students will be working quietly and independently at desks

Paper, pencils, printouts of online research, other non-fiction books pre-selected by teacher







Students will present individual 23 minute oral arguments; 1 minute after each presentation for student questions and analysis

Students listen quietly during presentations, possibly engage in anonymous peer voting

Group assessment during oral presentations, written report at end of class as an Exit Ticket

Students having difficulty giving speaker his/her complete attention may be asked to sit up front or away from the group until control is regained

Presentations given from front of room near white board; audience members at their own seats

Pencils and handout for anonymous peer voting

Days 6, 7 and 8 Specific Expectations (goals/objectives)






Students will use their new knowledge of their topic to create a short (16-page) picture book for the first-grade classes. Words typed and illustrations done by hand

Independent work guided by an outline

Works-in-progress collected and assessed by teacher at end of day 7; day 8 used for fine-tuning, teacher approval and printing

Students needing more help organizing thoughts may be paired with advanced students or given one-on-one help during recess

Students will be working quietly and independently at desks; students will take turns using computer and printer to output typed book on Day 7

Computer, printer, colored pencils for sketches, stapler







Students will visit the first grade class to share their new books with them

Fifth graders will pair up with a first grade reading buddy for shared reading

Fifth graders will administer a short oral evaluation to the first graders after sharing their books

Students having trouble staying on task during this activity may be asked to switch partners

Students will be paired up with reading buddies all around the room on floor or in chairs

Use of first-grade classroom and students for this activity, pillows for floor







Students will use the evaluations collected from the first graders to initiate discussion about their books

Guided discussion; end-of-unit self-evaluation

Books and self-evaluation collected by teacher as Exit Ticket

Students having difficulty giving speaker his/her attention may be asked to sit up front or away from the group until control is regained

Desks in loose rows or U-shape so everyone can see the board; teacher at board during discussion

White board, dry erase markers, pencils, self-evaluation handout

LESSON PLANS

Lesson 1 Grade/Class: Fifth Grade Subject Area(s): Social Studies Day: 1 Unit Topic: U.S. Technological Advances of the 19th Century Desired Learning Outcome(s): The learner will recall prior knowledge (if any) of technological inventions of the mid to late 19th century in the United States and mention of these in the novel The Evolution of Calpurnia Tate by Jacqueline Kelly. Essential Question(s) From Learning Objective: What problems were solved by the invention of technological advances such as the telephone, the electric fan, the gasoline-powered automobile and others? Which of these inventions are still in use today? Common Core/North Carolina Essential Standard(s): Social Studies Essential Standards 35 Grade 5: Geography and Environmental Literacy 5.G.1.3 Exemplify how technological advances (communication, transportation and agriculture) have allowed people to overcome geographic limitations.

Learner Prior Knowledge/Learner Background Experiences: Understanding of ways in which the movement of goods, people and ideas impact the

community

Understanding of why people become entrepreneurs Materials and Resources Needed:

White or active board

Pencils and paper Teaching Strategies: Anticipatory Strategies (Background Knowledge): A blank timeline of the selected era (attached) will be filled out by the students during the discussion and collected at the end of this lesson. Learners with prior knowledge of any of the inventions will be able to share with the rest of the class during the discussion.

Developmental Strategies: To introduce the lesson, I will initiate an informal brainstorming session in which the students will recall machines, inventions and other technological advances and their contexts as mentioned in the novel. Ill use a timeline graphic at the board and enter each invention as it comes up in the discussion, students will enter the inventions on a corresponding timeline sheet handout. I will use Cold Call (Lemov, 2010, pp. 111-125) to ensure that everyone contributes. By using an anything goes format and providing only dateline facts during this exercise, I envision this activity serving as a Hook that will get students thinking about life in late 19th century society and help them decide which invention they would like to feature in their research and book projects. Concluding Strategies: After the brainstorming, I will explain what the students will need to look for during their research the following day, and briefly go over expectations for the final projects (persuasive report and picture book).

Assessment:

Timeline handout

Informal in-class assessment of students understanding EC accommodations/modifications to strategies or assessments: Students who exhibit a full understanding of one or more of the inventions mentioned will be directed to stretch and start thinking about technologies where they have little prior knowledge. Learners whose pre-assessment quizzes and/or answers during the brainstorming portion show a need for more understanding of basic concepts from the prior year may be strategically paired with another student during the research portion of the next day.

Reflection by the Teacher: Resources Used in Creating This Lesson Plan: Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college. San Francisco, CA: Jossey-Bass.

North Carolina Department of Public Instruction. (2010). NC standard course of study. Retrieved from http://www.ncpublicschools.org/docs/acre/standards/new-standards/social-studies/3-5.pdf

18651867

18691871

Nam

e ___________________________________________________________________

Date ___________________________

Innovation Timeline: M

id to Late 19th Century

Write in the inventions from

our discussion on the timeline over the year each w

as created. C

ircle your top three choices for the research and book projects and label them 1, 2, 3 in order of preference.

18731875

18771879

18811883

18851887

18891891

18931895

18971899

19011903

18661868

18701872

18741876

18781880

18821884

18861888

18901892

18941896

18981900

1902

Lesson 2 Grade/Class: Fifth Grade Subject Area(s): Social Studies Day: 2 Unit Topic: U.S. Technological Advances of the 19th Century Desired Learning Outcome(s): The learner will examine ways of life in the mid to late 19th century as they relate to a student-chosen technological invention created during this era. Essential Question(s) From Learning Objective: What problems were solved by the invention of technological advances such as the telephone, the electric fan, the gasoline-powered automobile and others? What impact did your invention have on life and society during the mid to late 19th century, and which inventions still affect our lives today? Common Core/North Carolina Essential Standard(s): Common Core Writing Standards 35 Grade 5: Research to Build and Support Knowledge 7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

Social Studies Essential Standards 35 Grade 5: Geography and Environmental Literacy 5.G.1.3 Exemplify how technological advances (communication, transportation and agriculture) have allowed people to overcome geographic limitations.

Grade 5: Economics and Financial Literacy 5.E.1.2 Explain the impact of production, specialization, technology and division of labor on the economic growth of the United States. Learner Prior Knowledge/Learner Background Experiences:

Ability to conduct short research projects that build knowledge through investigation of different aspects of a topic


Understanding of why people become entrepreneurs Materials and Resources Needed:

Use of school computer lab, with a single PC assigned to each student

Networked printer

1-2 parent volunteers, if needed

Pencils and paper Teaching Strategies: Anticipatory Strategies (Background Knowledge): Before beginning research, students will have a clear idea of their chosen topic and will fill out the first two columns of a KWL chart (attached).

Developmental Strategies: After working on the KWL chart, students will use the rest of the period to research their chosen topic on the Internet in the computer lab, using the attached Internet Research Guide. They should take written and/or picture notes and print out 3 or 4 articles from websites (from approved sources).

Concluding Strategies: Near the end of the period, students will stop to conduct a Pause, Star, Rank of their collected notes and articles. I will check over their work to ensure it is of sufficient quality before class has ended. Assessment:

Self-assessment in the form of a KWL chart and Pause, Star, Rank (Himmele and Himmele, 2011, pp. 91-92) of their collected materials

Teacher will quick-assess to make sure each student has gathered enough good material before class is over

EC accommodations/modifications to strategies or assessments: Students who have challenges staying on-task in the computer lab may be moved to a different workstation if needed, either next to the teacher or alongside a different student. Kids who show a need for more understanding of basic technology concepts from the prior year may be strategically paired with another student who can assist, or if available, a parent volunteer could help. Reflection by the Teacher: Resources Used in Creating This Lesson Plan: Himmele, P. and Himmele, W. (2011). Total participation techniques. Alexandria, Virginia: ASCD. North Carolina Department of Public Instruction. (2010). Common core essential standards. Retrieved from http://www.dpi.state.nc.us/acre/standards/common-core/ North Carolina Department of Public Instruction. (2010). NC standard course of study. Retrieved from http://www.ncpublicschools.org/docs/acre/standards/new-standards/social-studies/3-5.pdf

Name ___________________________________ Date ____________________ KWL Chart: Technological Advances of the Mid to Late 19th Century Before beginning your research, list details in the first two columns. Fill in the last column after completing your research. Topic/Invention Chosen: ______________________________________________

What I Know What I Want to Know What I Learned

Internet Research Guide: 19th Century Technological Innovations Suggested Sites Here are some websites you may find useful in your research today. Be sure to click around quite a bit within each site, because each one is rich with information.

National Museum of American History: http://americanhistory.si.edu/collections/subjects

The History Channel: http://www.history.com/topics/industrial-revolution

PBS American Experience Technology Timeline: http://www.pbs.org/wgbh/amex/telephone/timeline/index.html

The Inventions of Thomas Edison on About.com: http://inventors.about.com/library/inventors/bledison.htm

U.S. History: http://www.ushistory.org/us/index.asp

Old Salem: http://www.oldsalem.org/townsalem.html

The Library of Congress The Gilded Age: http://www.americaslibrary.gov/jb/gilded/jb_gilded_subj.html

Keyword Research You may visit Google to research as well. Here are some suggested keywords to use when searching. To discover the name of your innovations inventor:

+inventor To find out some general information about how and why your innovation was developed:

+history To find out more about why your invention is important:

+historical significance

Lesson 3 Grade/Class: Fifth Grade Subject Area(s): Social Studies, Writing Days: 3 and 4 Unit Topic: U.S. Technological Advances of the 19th Century Desired Learning Outcome(s): The learner will examine ways of life in the mid to late 19th century as they relate to a student-chosen technological invention created during this era, and write a short persuasive essay reflecting their new knowledge.

Essential Question(s) From Learning Objective: What problems were solved by the invention of technological advances such as the telephone, the electric fan, the gasoline-powered automobile and others? What impact did your invention have on life and society during the mid to late 19th century, and which inventions still affect our lives today?

Common Core/North Carolina Essential Standard(s): Common Core: Writing Standards K5 Grade 5: Text Types and Purposes 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Provide a concluding statement or section related to the information or explanation presented.

Grade 5: Production and Distribution of Writing 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose and audience. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 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. Learner Prior Knowledge/Learner Background Experiences:


task and purpose Understanding of ways in which the movement of goods, people and ideas impact the

community Understanding of why people become entrepreneurs

Materials and Resources Needed:

Non-fiction books on inventors and technology history

Printouts from technology history websites visited on the prior day

Pencils and paper Teaching Strategies: Anticipatory Strategies (Background Knowledge): Before beginning work on their projects, students will use their research from the day before to finish the final column of their KWL charts. Developmental Strategies: After completing the KWL chart, students will use the rest of the period to put together their report, using research and information gathered during earlier lessons and guided by a RAFT (attached). This will be independent work (each student will complete his/her own project), however students have the option to sit near and engage in low-volume discussion with others in the class who are working on a similar topic. I will share the scoring rubric (attached) with students. Concluding Strategies: At the end of the period on the first day, I will collect their works-in-progress and assess before the start of the work period on the next day. Completed project will be checked and approved before presentations begin on day 5.

Assessment:

Teacher to assess progress at end of first work day; suggestions made at beginning of second work day

Teacher will approve completed project before start of presentations EC accommodations/modifications to strategies or assessments: Students who have challenges staying on-task may be asked to sit independently, or moved either next to the teacher or alongside a different student. Kids who need help organizing their thoughts and putting the project together may be strategically paired with another student who can assist, or teacher may give one-on-one help during recess or another available period. Reflection by the Teacher: Resources Used in Creating This Lesson Plan: North Carolina Department of Public Instruction. (2010). Common core essential standards. Retrieved from http://www.dpi.state.nc.us/acre/standards/common-core/ North Carolina Department of Public Instruction. (2010). NC standard course of study. Retrieved from http://www.ncpublicschools.org/docs/acre/standards/new-standards/social-studies/3-5.pdf

RAFT Choices for 5th Grade Technology Origins Project Why My Innovation Is the Most Significant of the Post-Civil War Era

Role (of the writer)

Audience Format Topic

Late-1800s inventor Potential investors of the era

Business plan Why You Should Invest in My Invention (Instead of One of the Many Others)

Present-day biographer

Book publisher Query letter Why You Should Publish My Book (About My Inventor)

Museum curator Museum director Exhibit proposal Why We Should Feature This Invention in Our Upcoming Technology Exhibit

Or, come up with your own RAFT:

Role (of the writer)

Audience Format Topic

Rubric for Technology Origins Persuasive Writing Report

Excellent Satisfactory Developing Incomplete Organization Project is well-

structured and flows logically

from one point to the next

The flow of the project makes sense for the

most part

The flow of the project is

inconsistent and at times erratic

The project is composed of few or no elements, or follows no

consistent flow Analysis Project shows

solid depth of research;

multiple facts are presented; appropriate

conclusions are made

Project shows clear evidence of research; a few

facts are presented; some conclusions may

be made

Project shows that not enough

research was conducted; facts

not well-presented; no conclusions

made

Project relies on no facts or research

Presentation Student speaks clearly, audibly and in complete

sentences

Student can be heard and

understood most of the time

Student does not speak clearly or loudly enough; what is said has little connection

to the project

Students presentation has no connection to the assignment

given

Lesson 4 Grade/Class: Fifth Grade Subject Area(s): Social Studies, Writing Day: 5 Unit Topic: U.S. Technological Advances of the 19th Century Desired Learning Outcome(s): The learner will examine ways of life in the mid to late 19th century as they relate to a student-chosen technological invention created during this era, and present a short persuasive essay reflecting their new knowledge.

Essential Question(s) From Learning Objective: What problems were solved by the invention of technological advances such as the telephone, the electric fan, the gasoline-powered automobile and others? What impact did your invention have on life and society during the mid to late 19th century, and which inventions still affect our lives today?

Common Core/North Carolina Essential Standard(s): Common Core: Speaking and Listening Grade 5: Presentation of Knowledge and Ideas 4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Learner Prior Knowledge/Learner Background Experiences: Ability to report on a topic in an organized manner, using appropriate facts and relevant,



Stage for oral presentations

Pencils and paper Teaching Strategies: Anticipatory Strategies (Background Knowledge): I will begin the lesson by reminding the students of the roles of a good listener/audience member. Each student will have their written report and any supporting visuals ready.

Developmental Strategies: Students will present their project to the class (< 3 minutes) with 1 minute or so for questions/comments after each presentation. I will keep a close watch on time, to allow each learner time to present. Class will sit in their seats; presentations may be given from stage in corner of room. Presenting student will answer 2 or 3 questions from their classmates after each presentation. The kids will participate in on-the-spot peer evaluations on each presentation using the Thumbs Up/Down Vote (Himmele and Himmele, 2011, p. 47). I will use the following questions for this:

Could you hear the speaker?

Did the presentation make sense to you?

Based on the information presented, would you be persuaded to choose this invention? Concluding Strategies: Students will record the results of the Thumbs Up/Down Vote as part of their final evaluations for this project.

Assessment:

Quick peer assessment in the form of a Thumbs Up/Down Vote at the end of each presentation

Teacher to collect report presentations at end; these to become part of students final grade or portfolio

EC accommodations/modifications to strategies or assessments: Students who have trouble giving speaker his/her complete attention may be asked to sit up front, by the teacher or away from the group until control is regained. Reflection by the Teacher: Resources Used in Creating This Lesson Plan: Himmele, P. and Himmele, W. (2011). Total participation techniques. Alexandria, Virginia:

ASCD. North Carolina Department of Public Instruction (2010). Common core. Retrieved from

http://www.dpi.state.nc.us/acre/standards/common-core/

Lesson 5 Grade/Class: Fifth Grade Subject Area(s): Social Studies, Writing Days: 6, 7 and 8 Unit Topic: U.S. Technological Advances of the 19th Century Desired Learning Outcome(s): The learner will examine ways of life in the mid to late 19th century as they relate to a student-chosen technological invention created during this era, and write a short picture book reflecting their new knowledge.

Essential Question(s) From Learning Objective: What problems were solved by the invention of technological advances such as the telephone, the electric fan, the gasoline-powered automobile and others? What impact did your invention have on life and society during the mid to late 19th century, and which inventions still affect our lives today? How is writing for peers in fifth grade different from writing for younger audiences? Common Core/North Carolina Essential Standard(s): Common Core: Writing Standards K5 Grade 5: Text Types and Purposes 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

f. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

g. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

h. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

i. Use precise language and domain-specific vocabulary to inform about or explain the topic.

j. Provide a concluding statement or section related to the information or explanation presented.

Grade 5: Production and Distribution of Writing 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose and audience. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 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. Learner Prior Knowledge/Learner Background Experiences:

Ability to produce writing in which the development and organization are appropriate to task and purpose


Understanding of why people become entrepreneurs


Computer and printer

Printouts from technology history websites visited earlier in the unit

Completed reports from the previous week

Pencils and paper

Colored pencils for illustrations

Stapler for binding books Teaching Strategies: Anticipatory Strategies (Background Knowledge): Before beginning work on their books, students will use their research and reports from the prior week to fill out a guided outline.

Developmental Strategies: After completing the outline, students will use the rest of the next two days to put together their book, using the knowledge they acquired from working on their report projects. This will be independent work (each student will complete his/her own project), however students have the option to sit near and engage in low-volume discussion with others in the class who are working on a similar topic. I will share the scoring rubric (attached) with students.

Concluding Strategies: At the end of the period on the first day, I will collect their works-in-progress and assess before the start of the work period on the next day. Students will use the last part of the second day to type and format their book, and work on the final day will consist of creating the illustrations.

Assessment:

Teacher to assess progress at end of first work day; suggestions made at beginning of second work day

Students work checked by teacher before moving to the computer to type/format

Students will do a self-assessment for readability by entering their text in one of the readability calculators mentioned on the outline handout

Teacher will approve completed project before start of shared readings EC accommodations/modifications to strategies or assessments: Students who have challenges staying on-task may be asked to sit independently, or moved either next to the teacher or alongside a different student. Kids who need help organizing their thoughts and putting the project together may be strategically paired with another student who can assist, or teacher may give one-on-one help during recess or another available period. Reflection by the Teacher: Resources Used in Creating This Lesson Plan: North Carolina Department of Public Instruction. (2010). Common core essential standards. Retrieved from http://www.dpi.state.nc.us/acre/standards/common-core/ North Carolina Department of Public Instruction. (2010). NC standard course of study. Retrieved from http://www.ncpublicschools.org/docs/acre/standards/new-standards/social-studies/3-5.pdf

Guided Outline for 5th Grade Technology Origins Picture Book Use these questions to help you write a short (16-page) picture book to share with your first grade reading buddy on Friday. Use short sentences and include only one or two points per page. Introduce the Invention:

1) Who created the innovation? Is there anything about the life of the inventor that should be included to help readers understand more about how the invention was developed and why?

2) Where was it created, and when? 3) What need did the inventor address in his/her innovation? What problem was he or she

trying to solve?

Elaborate on the Invention: 4) Was this a completely new innovation, or was it an improvement over something else

people were already using?

5) How was the invention made? How did it reach buyers? 6) How did people respond to the invention? How much did it cost?

Discuss its Significance: 7) Why was the invention important? How did it make peoples lives easier or better? 8) Is the invention still in use today? If so, does it still look the same as it did when it was

originally created? If the invention is no longer used, why not?

Illustration List At a minimum, please include pictures of:

Your inventor

A depiction of the problem your inventor was trying to solve

A detailed drawing of the invention, with major parts labeled

People using the invention in the 1800s

People using the invention today OR a picture of what people are doing or using now, instead of the invention

Test Your Readability Score: After typing your text on the computer, visit one of the two following websites to test the readability score of your text: http://www.online-utility.org/english/readability_test_and_improve.jsp http://www.readability-score.com/ An average readability score of around 1 or 2 is appropriate for most first graders to read independently. If your number is too high, consider replacing some of the multi-syllable words in your book, and break up any long sentences by forming them into shorter ones.

Rubric for Technology Origins Picture Book Project

Excellent Satisfactory Developing Incomplete Organization Project is well-

structured and flows logically

from one point to the next

The flow of the project makes sense for the

most part

The flow of the project is

inconsistent and at times erratic

The project is composed of few or no elements, or follows no

consistent flow Analysis Project shows

solid depth of research;

multiple facts are presented; appropriate

conclusions are made

Project shows clear evidence of research; a few

facts are presented; some conclusions may

be made

Project shows that not enough

research was conducted; facts

not well-presented; no conclusions

made

Project relies on no facts or research

Presentation Book is typed with no spelling

errors; illustrations clear, easily

understandable and appropriate

for text

Book is typed with only a few

errors; illustrations

mostly clear and appropriate for

text

Book typed or handwritten and contains multiple

spelling and grammatical

errors; illustrations confusing or

unclear

Book difficult to read because of illegible text; illustrations

either omitted or bear no

relationship to text

Lesson 6 Grade/Class: Fifth Grade Subject Area(s): Social Studies, Writing Day: 9 Unit Topic: U.S. Technological Advances of the 19th Century Desired Learning Outcome(s): The learner will examine ways of life in the mid to late 19th century as they relate to a student-chosen technological invention created during this era, and present a short picture book reflecting their new knowledge.

Essential Question(s) From Learning Objective: What problems were solved by the invention of technological advances such as the telephone, the electric fan, the gasoline-powered automobile and others? What impact did your invention have on life and society during the mid to late 19th century, and which inventions still affect our lives today? How is writing for peers in fifth grade different from writing for younger audiences? Common Core/North Carolina Essential Standard(s): Common Core: Speaking and Listening Grade 5: Presentation of Knowledge and Ideas 4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Learner Prior Knowledge/Learner Background Experiences: Ability to report on a topic in an organized manner, using appropriate facts and relevant,



A class of first grade students

Pencils Teaching Strategies: Anticipatory Strategies (Background Knowledge): Before visiting the first grade classroom, I will begin the lesson by reminding the students that in order to get the best feedback from the first graders, they should avoid offering information or explanations until the entire book is read, and watch and listen well to the first graders during and after the reading.

Developmental Strategies: Students will read their books with their first grade reading buddies (< 10 minutes) with 5 minutes or so for questions/comments after each reading. Students will ask the first graders a series of questions after the reading (see attached question list) and take notes during their responses. This feedback will help them discover the strengths of their book, and ways their book mightve been made even more effective. Concluding Strategies: Students will record the results of the first graders responses as part of their final evaluations for this project. Assessment:

First graders to offer oral assessment based on question list (attached) EC accommodations/modifications to strategies or assessments:

Students who have trouble giving reader his/her complete attention may be asked to switch partners or move to a different location until control is regained.

Reflection by the Teacher: Resources Used in Creating This Lesson Plan: North Carolina Department of Public Instruction (2010). Common core. Retrieved from

http://www.dpi.state.nc.us/acre/standards/common-core/

First Grade Assessment Get your first grade reading buddy to answer these questions for you out loud after youve read the book to them. Record the answers here for later review and analysis.

Name of First Grader:__________________

1) What invention was this book about?

2) Who was the inventor?

3) Did you understand all the words? If not, which words stumped you?

4) Did you enjoy the book? Would you want to read it again for fun? Why or why not?


Name of First Grader:__________________

1) What invention was this book about?





Name of First Grader:__________________ 1) What invention was this book about?





Name of First Grader:__________________ 1) What invention was this book about?




Lesson 7 Grade/Class: Fifth Grade Subject Area(s): Social Studies Day: 10 Unit Topic: U.S. Technological Advances of the 19th Century Desired Learning Outcome(s): The learner will reflect on the knowledge and skills gained during the unit, and be able to explain these to others, and build on these new skills when working on future projects.

Essential Question(s) From Learning Objective: What problems were solved by the invention of technological advances such as the telephone, the electric fan, the gasoline-powered automobile and others? What impact did your invention have on life and society during the mid to late 19th century, and which inventions still affect our lives today? How is writing for peers in fifth grade different from writing for younger audiences? Common Core/North Carolina Essential Standard(s): Common Core: Speaking and Listening Grade 5: Production and Distribution of Writing 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose and audience. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 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. Learner Prior Knowledge/Learner Background Experiences:


task and purpose Understanding of ways in which the movement of goods, people and ideas impact the

community Understanding of why people become entrepreneurs


White or active board

Pencils and paper Teaching Strategies: Anticipatory Strategies (Background Knowledge): Students will have their persuasive essay, picture books and first grade evaluations in front of them, and will use these to draw from during the discussion.

Developmental Strategies: To introduce the lesson, I will initiate a brief (about half the period) open-ended discussion in which the students will share their experiences from the previous two weeks. Ill solicit entries in the following three categories and will write these on the board during the discussion: Revelations (new skills or knowledge gained), Confirmations (reminders that prior knowledge is still valid) and Exclamations (surprises or anecdotes that made the project fun).

Concluding Strategies: After the discussion, I will distribute the attached unit reflection sheet and ask the students to choose two of the questions provided to answer, using the instructions given. Students will present these as an Exit Ticket at the end of the period. Assessment:

Reflection handout

Informal in-class assessment of students understanding EC accommodations/modifications to strategies or assessments: Students who have trouble with the writing portion of this lesson may be paired with another student who could help him or her stay on track, watch for misspelled words, etc. Kids who complete the reflection handout quickly will be asked to complete the extra credit question included on the sheet, or will be allowed to silently read a book of their choice for the remainder of the period. Reflection by the Teacher: Resources Used in Creating This Lesson Plan: North Carolina Department of Public Instruction (2010). Common core. Retrieved from http://www.dpi.state.nc.us/acre/standards/common-core/

Name ___________________________________ Date ____________________ Technology Origins: End-Of-Unit Self-Evaluation/Ideas for Further Study Please choose two of the following questions to answer. Use complete sentences in your answers, and plan to write at least 56 sentences for each question. Use extra paper if necessary.

1. What was your favorite part of this unit, and why? 2. Did your research on this project uncover anything that surprised you? If so, what (and

how)? 3. Which was easier or more fun: the persuasive essay, or the picture book? Why? 4. What did you learn from your first grade reading buddy yesterday during the reading?

Would it make sense to incorporate all of their suggestions in revising your picture book? Why or why not?

5. Did you discover anything new about your own writing process during this unit? If so, what?

6. What will you do differently the next time you need to write a persuasive essay or a picture book?

BONUS/EXTRA CREDIT: Are there innovations yet to be invented that could have solved a problem or filled a need during the time period described in the novel? Briefly describe this new idea, give it a name and include the reasoning behind the invention. Include a rough diagram with labels.

OVERALL REFLECTION ABOUT THE UNIT (completed when you finish teaching the unit)

19th Century Unit

Documents

Transcript of 19th Century Unit