Lesson Plan 1

Fall 2016

NAME: Jenny Shrank

Lesson Name Learning about colonial America Grade Level(s) 1st

Central Focus:
The central focus of this learning segment is for students to compare and contrast the
lives of children in colonial America to their lives now in order to create an argument on
whether their lives are similar or different and use evidence from text to support their
opinion.

History Social-Science Content Standards:

1.4 Students compare and contrast everyday life in different times and places around the
world and recognize that some aspects of people, places, and things change over time
while others stay the same.
1.4.3 Recognize similarities and differences of earlier generations in such areas as work
(inside and outside the home), dress, manners, stories, games, and festivals, drawing from
biographies, oral histories, and folklore.

Common Core State Standards:

SL.1.1.A- Participate in collaborative conversations with diverse partners about grade
1 topics and texts with peers and adults in small and larger groups.
SL.1.4- Describe people, places, things, and events with relevant details, expressing
ideas and feelings clearly.
W.1.8- With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.

Learning Objectives:
Content Objective- Students will identify various aspects of colonial life for children
during that time.

Language Objectives
Students will read or listen to a text, discuss with partners, and complete a graphic
organizer describing several aspects of childrens lives in colonial America.
English Language Development (ELD) Standards and Proficiency Levels-
Main ELD Standard (#1-12):
5. Listening actively to spoken English in a range of social and academic contexts,
9. Expressing information and ideas in formal oral presentations on academic topics

Emerging: 1.I.B.5- Demonstrate active listening to read-alouds and oral presentations by

asking and answering yes-no and wh- questions with oral sentence frames and substantial
prompting and support.
Expanding: 1.C.A.1- Contribute to class, group, and partner discussions by listening
attentively, following turn-taking rules, and asking and answering questions.
Bridging: 1.I.B.5 - Demonstrate active listening to read-alouds and oral presentations
by asking and answering detailed questions, with minimal prompting and light support

Academic Language Requirements:

Specialized Vocabulary and/or Tier 2 Pilgrim, colonial, colony, tradesman,
Words apprentice
Text Types/Structures (and related Compare, Contrast
vocabulary)
Language Frames/Supports (and linking If I was a kid during colonial times I
words). _________.
Something I learned about colonial life is
____.
Colonial children ______.

Formal and Informal Assessments:

1. Prior to the lesson, students will be asked to predict what their life would be like
if they lived during colonial times. This will not be formally assessed, but their
responses will be used to gather prior knowledge.
2. After reading the text, students will talk with their partner about something they
learned about childrens lives in colonial America using the sentence frame
Something I learned about colonial life is ____. The teacher will walk around
to check for understanding and will evaluate based on their use of the sentence
frame and accuracy of their statement. Students will receive either 0,1, or 2
checkmarks on rubric 1
3. Students will be called on using equity sticks and will be informally evaluated
based on the same criteria as above.
4. Students will help fill out their graphic organizer book with guidance from the
teacher and students will help provide information through the pulling of equity
sticks. These students will be assessed based on if they can describe the part of
life highlighted in their book. This is a means of checking for understanding,
where students will either get a check under able to show own understanding
without additional support or assistance needed to show understanding.
Students who need extra support will not be docked any points, but it will
indicate who needs small group attention later. This will be recorded with rubric
2.
5. Students will be assessed on their learning with a worksheet that asks them to
circle the chores of colonial children in one color, modern day children in
another, and chores that both would do in a third color. This will be scored out of
4 points, with 3 being considered adequate for showing understanding of the
lesson. This assessment uses both words and pictures to help ELs and other
struggling learners.

Procedure-Instructional Strategies and Learning Tasks to Support Student

Learning:
ANTICIPATORY SET:
Students will be given name tags with their pilgrim name on it. After these have been
distributed, the teacher will ask students to predict what they think their lives would be
like if they lived during the time of pilgrims- colonial times. They will talk with a partner
using the sentence frame If I was a colonial child I _______. The students will share
and the teacher will write down these predictions and use them to help her determine
students prior knowledge.

I DO:
The teacher will aloud the text What was the role of children on an 18th-century
Virginia farm? which is teacher made text borrowed from the website
mrsbeckley5.weebly.com/ blog/may-21-2014. This text explains the role that children
had during the colonial times. The text will be put on the document reader and read twice,
the first time for its entirety, and the second time to identify key points and facts. Facts
will be underlined so that students may refer back to it later in the lesson.

WE ALL DO:

1. The class will watch a video titled: Pilgrim Children Video (Sam and Sarah),
which is a video created by a teacher named Jenny Falcone. This video tells the
story of two pilgrim children, Sam and Sarah and how their life was during
colonial times.
2. YOU DO TOGETHER
3. After watching the video and talking with a partner, the teacher and students will
create a chart listing facts about aspects of colonial life for children. This chart
will aide them in completing their booklet.
4. The class will work together to complete their booklet If I was a kid during
Colonial Times and use the text and chart created from the video to fill in
information about each mentioned part. Students will be called on using equity
sticks, and if necessary, the teacher will have other students assist or guide them
towards the correct answer if they are having a hard time.
YOU DO TOGETHER:
After watching the video, students will engage in partner talk to discuss facts they learned
from the video. They will use the sentence frame: Something I learned about colonial
life is ____.
YOU DO ALONE:

Students will be given a worksheet about chores that are done by colonial children,
modern day children, or both. Students will be asked to circle the chores in different
colors in accordance to who would do them. Students will turn this in and it will be
graded out of 4 points. By participating in this activity, it shows if they recognized the
many jobs of colonial children and starts to get them thinking about comparing and
contrasting to their own lives.
SOME DO:
IEP Students:
Students with speech IEPs are provided with sentence frames to help guide speech and
the teacher will help them with their speaking if need be during peer talks.
English Learners:
Emerging: Students will be given sentence frames, will be paired with a stronger
English speaker to help them during peer collaboration time, and will be pulled for a
small group with the teacher during you do alone. The assessment provided pictures to
further help meet language needs.
Expanding: Students will be given sentence frames, be paired with a student who can
help them during pair share, and will be pulled into a small group with the teacher during
you do alone.
Bridging: Students are given sentence frames, can be assistance to other ELs and will be
checked on by the teacher during you do alone.

CLOSURE:
The teacher will show students their predictions and students will be called up to put a
check mark by the predictions that were correct. If the prediction was incorrect, the class
will decide why it is incorrect and state the new knowledge they have associated with it.

Resources and Materials:

Pilgrim name tags (22) created by Karen Young and posted on Teachers Pay
Teachers
Text What was the role of children on an 18th-century Virginia farm?-
http://www.historyisfun.org/pdf/colonial-
life/What_was_the_role_of_children_on_a_%20farm.pdf
Video- Pilgrim Children (Sam and Sarah)- From YouTube by Jenny Falcone
Booklet- If I was a Kid During Colonial Times- Created by Elizabeth Zimmer
for Teachers Pay Teachers
Colonial Children Versus Modern Children Chores Worksheet- Created by Heart
and Mind for Teachers Pay Teachers
Rubrics- 1,2,3
Chart Paper
Pens
 Instructional Materials
Pilgrim Name tags

Colonial Children Vs. Modern Children (Pictures would have arrows connecting them to
its accompanying sentence to help ELs)
If I Was a Kid During Colonial Times Book
 Rubrics

Rubric 1- conversing about colonial life

Did the student used Did the student gave
intended sentence accurate information
frame? while using sentence
frame?
YES ____ YES ______
NO _____ NO ______

Rubric 2- explaining aspects of colonial life

Student Name:
Student showed X
understanding of
concept independently Or
Student needed extra X
help to understand
concept

Rubric 3- This is based on how they did on the Colonial Children Versus Modern
Children worksheet

Student name:
Points out of 4
 Lesson Plan 2
Fall 2016

NAME: Jenny Shrank

Lesson Name Compare and Contrast of Colonial America Grade Level(s) 1st

History Social-Science Content Standards:

1.4 Students compare and contrast everyday life in different times and places
around the world and recognize that some aspects of people, places, and things
change over time while others stay the same.
1.4.3 Recognize similarities and differences of earlier generations in such areas as work
(inside and outside the home), dress, manners, stories, games, and festivals, drawing from
biographies, oral histories, and folklore.

Common Core State Standards:

SL.1.1.A- Participate in collaborative conversations with diverse partners about grade
1 topics and texts with peers and adults in small and larger groups
SL.1.4- Describe people, places, things, and events with relevant details, expressing
ideas and feelings clearly.
W.1.8 With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.

Learning Objectives:
Content Objective Students will use the information learned from lesson 1 to compare
and contrast their life with the life of a colonial child.
Language Objectives-
Students will listen, engage in discourse, complete a graphic organizer, and write a
sentence depicting the similarities and differences between their lives and the lives of the
children in colonial America.
English Language Development (ELD) Standards and Proficiency Levels-
Main ELD Standard (#1-12)
5. Listening actively to spoken English in a range of social and academic contexts,
9. Expressing information and ideas in formal oral presentations on academic topics

Emerging:
1.I.B.5 Demonstrate active listening to readalouds and oral presentations by asking and
answering yes-no and wh- questions with oral sentence frames and substantial prompting
and support.
1.P.C.10- Write very short literary texts (e.g., story) and informational texts (e.g., a
description of an insect) using familiar vocabulary collaboratively with an adult (e.g.,
joint construction of texts), with peers, and sometimes independently
Expanding: 1.C.A.1- Contribute to class, group, and partner discussions by listening
attentively, following turn-taking rules, and asking and answering questions.
1.P.C.10- Write short literary texts (e.g., a story) and informational texts (e.g., an
informative text on the life cycle of an insect) collaboratively with an adult (e.g., joint
construction of texts), with peers, and with increasing independence
Bridging: 1.I.B.5 - Demonstrate active listening to read-alouds and oral presentations by
asking and answering detailed questions, with minimal prompting and light support.

Academic Language Requirements:

Specialized Vocabulary and/or Tier 2 Pilgrim, colony, Mayflower
Text Types/Structures (and related Compare, contras, similar, different
vocabulary)

Language Frames/Supports (and linking colonial kids lives were

words). (different/similar) to my life.
I ______ and colonial kids ______.
I can _____ but a colonial child can not.
I can ___ and a colonial child can too.

Formal and Informal Assessments:

1. Students will be informally assessed when filling out the classroom graphic
organizer. They may be called on to come up and place a chore, toy, or clothing
item onto the class size chart using the sentence frame I _____ and colonial kids
_____. They will be assessed on their use of sentence frames and accuracy of
their answer. They will either receive 0,1, or 2 checks on rubric 4 for this activity.
2. The same format will be followed for identifying similarities and students will be
assessed with the same rubric as mentioned above.
3. Students will use the graphic organizers to write a sentence using the frame I
can _____ but a colonial child can not or I can ___ and a colonial child can
too. This will be graded on their use of the frame and accuracy of their answer.
They will receive either 1,2, or 3 on rubric 5 that indicates how they did according
to use of the frame, accuracy of information, and overall neatness, and sentence
structure. Students who do not display understanding will receive a 1, students
who display some understanding will receive a 2, and students who show
understanding will receive a 3. Students who receive a 0 will be pulled the
following day and get one on one help from the teacher to try and boost their
understanding.
4. Graphic organizers will also be turned in and given a check mark if completed
thoroughly then returned to students to use for the following lessons. Students
who do not receive a check will have to do it over with the teacher to meet the
requirements as listed in the rubric section.

ANTICIPATORY SET:
Pilgrim name tags will be handed out again and the students will be shown the chart of
facts they learned in the previous lesson and turn to a partner and say if they are the same
or different from their own lives. They will be given the sentence frame colonial kids
lives were (different/similar) to my life. Students will be asked to share and the teacher
will place a tally mark on either side of the chart with similar on one side and different on
the other. Hopefully this will allow students to see that there are similarities and
differences with aspects of colonial life, which will later help them in comparing and
contrasting.

I DO:
The teacher will explain to students the focus of the lesson- to compare and contrast life
as a colonial child (pilgrim) and their lives now. Students will be taught what it means to
compare and contrast and the teacher will model using the example of dogs and cats. She
will create a venn diagram that has things like tail and four legs in the middle and
rough tongues and long, smooth tongues on each side respectively. This model will
show students how you can take two things and compare them, finding their
commonalities as well as their differences.
WE ALL DO
Students will use their book from the previous lesson to create a class size graphic
organizer comparing life as a colonial child and a child now. The graphic organizer
consists of labels, then and now as well as pictures of clothing, tools, ect. The teacher
will explain what each item is and students will think about where they belong. Students
will be chosen randomly to come up and stick items on either side of the chart and they
will fill out their individual graphic organizer that reflects the class size one. The graphic
organizers are picture based, but students may write captions underneath their pictures if
they desire. The teacher will write captions underneath each picture in the graphic
organizer to help reinforce vocabulary. After completing the graphic organizer of
differences, students will be using their books from the previous lesson to fill out a
graphic organizer with similarities. Note that some aspects such as cooking food are
similar, but mention to student that it is similar, but the way we cook is a little different.
YOU DO TOGETHER:
Students will turn to a partner and discuss something about their life that is different and
the same as a colonial child. They will use the sentence frame I____ and a colonial child
____. Examples might be I can watch TV and a colonial child can not. As well as I
sweep the floor and a colonial child does too.
YOU DO ALONE:
Students will use their graphic organizer and book to write a sentence following the
frame I can ____ but a colonial child can not or I can ___ and a colonial child can
too. Then, they will draw a picture of themselves and the pilgrim child and write their
name and their assigned pilgrim name from the previous lesson underneath each. The
teacher will walk around and monitor student progress and understanding and provide
extra assistance if necessary. This is based off of a project found on the blog First Grade
Parade. This assessment will be scored out of 3, based off use of sentence frame,
accuracy, and capitalization/spelling/grammar. Students who score a 2 or higher are
considered average and above average, and students scoring a 1, below average will be
given extra assistance from the teacher the following lesson.
SOME DO:
IEP Students:
The two students with speech IEPs will given sentence frames to help direct their speech
and will be paired with someone follows rules of conversation.
English Learners:
Emerging: These students will be provided sentence frames, will be partnered with an
student who can help them with language, and will be put in a small group with the
teacher during you do alone. They will also be given a paper that has the sentence
frame already written for them, so that they have fewer words to write during the you do
alone stage.
Expanding: These students will be provided sentence frames, will be partnered with a
students who can help them during you do together and will be put in a small group
with the teacher during you do alone. They will also be given a pre-written sentence on
their you do alone paper if need be.
Bridging: These students will be given sentence frames, will help other ELs during
collaborative time, and will be checked on by the teacher during you do alone.

CLOSURE:
Volunteers will share their final project making sure to include children who chose
similarities and children who chose differences. The teacher will take a poll of how many
students think their lives are the same and how many think their lives are different and
compare it to the original tally mentioning how now that they have learned how to
compare and contrast answers may have changed.

Resources and Materials:

Chart paper (1)- for class size graphic organizer
Comparisons for class graphic organizer- From a unit purchased on Teachers
Pay Teachers by First Grade and Fabulous
Colonial kids vs. now graphic organizer (22)- From a unit purchased on
Teachers Pay Teachers by First Grade and Fabulous
Similarities Graphic Organizer
Sentence strips (4)- For language frames
Lined paper (22)- For you do alone portion
Pilgrim nametags (22) (same as day before)
If I was a kid during colonial times book (same as yesterday)
Rubrics 4,5
Instructional Materials

Rubrics

Rubric 4- point out similarities or differences

Student:
Used intended sentence YES _____
frame appropriately NO_______
Provided accurate YES ______
information NO________

Rubric 5- creating a sentence about similarities or differences

1 2 3
Did not use provided frame Used part of the provided Used provided sentence
or one similar. frame or a somewhat frame or one similar.
similar sentence.
I sweep. I sweep and so does a
Me and colonial kid colonial child.
sweep.
Did not provide accurate Provided somewhat similar Provided accurate
information. information. information.

Colonial kid play
computer.
Many errors in spelling,
punctuation, and grammar
and the end product was
very messy.
I can wash the dishes but a I can play video games but
colonial kid can not a colonial child can not.
they can but not in a
dishwasher
There were a few errors in There were minimal errors
spelling, punctuation, and in spelling, punctuation, and
grammar, but end product grammar and the end
was fairly neat. product was neat.

Graphic organizers will receive a check if they are

A. Completely filled out
B. Accurate
C. Neat
Those who do not receive a check will work with the teacher to complete it built to fit
these requirements.
Then Vs. Now Graphic organizer- Whole class

Individual graphic organizer

T
h
e
n

V
s
.

N
o
w
-
 Similarities Graphic organizer- class size on chart paper, individual on regular paper

Sample- you do alone assessment

 Lesson Plan 3
Fall 2016

NAME: Jenny Shrank

Lesson Name: Creating an Argument Grade Level(s) 1st

History Social-Science Content Standards:

1.4 Students compare and contrast everyday life in different times and places
around the world and recognize that some aspects of people, places, and things
change over time while others stay the same.
1.4.3 Recognize similarities and differences of earlier generations in such areas as work
(inside and outside the home), dress, manners, stories, games, and festivals, drawing from
biographies, oral histories, and folklore.

Common Core State Standards:

W.1.5 With guidance and support from adults, focus on a topic, respond to questions
and suggestions from peers, and add details to strengthen writing as needed.
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1
topics and texts with peers and adults in small and larger groups
SL.1.4 Describe people, places, things, and events with relevant details, expressing
ideas and feelings clearly.

Learning Objectives:
Content Objective
Students will create an argument about whether their lives are similar or different from
colonial children.
Language Objectives-
Students will use information gained through a video and teacher modeling to write an
argument using sentence frames and share their argument with their peers.
English Language Development (ELD) Standards and Proficiency Levels-
Main ELD Standard (#1-12)
5. Listening actively to spoken English in a range of social and academic contexts,
9. Expressing information and ideas in formal oral presentations on academic topics

Emerging: 1.C.A.3 Offer opinions and ideas in conversations using a small set of learned
phrases (e.g., I think X), as well as open responses in order to gain and/or hold the floor

Expanding: 1.C.A.3 Offer opinions and negotiate with others in conversations using an
expanded set of learned phrases (e.g., I think/dont think X. I agree with X), as well as
open responses in order to gain and/or hold the floor, elaborate on an idea, and so on.

Bridging: 1.C.A.3 Offer opinions and negotiate with others in conversations using an
expanded set of learned phrases (e.g., I think/dont think X. I agree with X), and open
responses in order to gain and/or hold the floor, elaborate on an idea, provide different
opinions, and so on.

Academic Language Requirements:

Specialized Vocabulary and/or Tier 2 Colonial, pilgrim, silversmith
Words
Text Types/Structures (and related Opinion, argument
vocabulary)
Language Frames/Supports (and linking My life is (the same, different) than the
words). life as a colonial child

Formal and Informal Assessments:

1. Students will discuss if their lives are more similar or different from colonial
children. The teacher will walk around and score them based on their use of the
sentence frame and if they are actively participating in the discussion (rubric 6).
2. Students will write a sentence using the sentence frame to create an argument
about their lives in comparison to colonial children. They will be assessed based
on whether or not they can create an argument using correct spelling,
capitalization, and punctuation as stated in rubric 7.

Procedure-Instructional Strategies and Learning Tasks to Support Student

Learning:

ANTICIPATORY SET:
Students will be given a handout, which is included in the instructional material that asks
them which pet they would prefer. The teacher will use this as an introduction of what it
means to have an opinion and use it to make an argument.

I DO:
The teacher will explain to students what an argument is using an anchor chart. The
teacher will also demonstrate how to make an argument using the handout from the
anticipatory set.
WE ALL DO:
The class will review the chart they created the previous lesson comparing and
contrasting their lives to the lives of colonial children. They will be given time to think
about if they think their lives are more similar or different. The students will watch a
video about colonial America, which has kids making an argument at the end.
YOU DO TOGETHER:
Students will collaborate with their assigned partner about whether they think their lives
are the same or if their lives are different from colonial children using the provided
sentence frame. The teacher will walk around and listen to students to check for
understanding and ensure they are on task.
YOU DO ALONE:
Students will decide which graphic organizer they like the best and write their argument
in the indicated spot. They will be assessed based on their use of the sentence frame and
their spelling, punctuation, and capitalization.
SOME DO:
IEP Students:
The two students with speech IEPs will have sentence frames to help guide their speech
and be paired with students who help them follow rules of conversations.
English Learners:
Emerging: These students will be allowed the use of language frames, be paired with a
student who can help guide them, work in a small group with the teacher during you do
alone.
Expanding: These students will be allowed the use of language frames, be paired with a
student who can help guide them, work in a small group with the teacher during you do
alone.
Bridging: Students will be allowed the use of language frames to help with
speaking/writing, will assist other ELs during collaboration, and be checked on during
you do alone.

CLOSURE:
Students will share their argument and the teacher will tally to show that opinions can
vary.

Resources and Materials

Chart paper- to create argument anchor chart (example included)
Pens- for creation of chart
Graphic organizers (22 of each)- GO Teachers Pay Teachers
GO 1- by Anna Brantley
GO 2- by First Grade is Weiner-ful
GO 3- by Ms.Nik.A.Primary.Life
GO 4- by EGs Place
Anticipatory set worksheet (22)- Found on Pinterest designed by My Heart Belongs in
Kindergarten
YouTube video: https://www.youtube.com/watch?v=gVxad8R4Nig-
Rubric 6,7
Instructional Materials

Anticipatory set worksheet Anchor chart

Graphic Organizers
Rubrics

Rubric 6
Student:
Student used the YES ____
intended sentence NO _____
frame.
Student participated YES ____
in discussion with NO ______
their partner.

Rubric 7

0 1 2
Student was Students used Students were able to
unable to create the sentence correctly use sentence
a clear frame, but frame or similar structure
argument and argument was and use it to clearly write
use the unclear. an argument.
provided
sentence frame.
Student has Students has Student has one or fewer
multiple two to three capitalization errors.
capitalization capitalization
errors. errors.
Student forgets Student has a Student use proper
to use few punctuation punctuation and have few
punctuation and and spelling errors in spelling in writing
have many errors. their argument.
spelling errors.
 Lesson Plan 4
Fall 2016

NAME: Jenny Shrank

Lesson Name Close reading for Evidence Grade Level(s) 1st

History Social-Science Content Standards:

1.4 Students compare and contrast everyday life in different times and places
around the world and recognize that some aspects of people, places, and things
change over time while others stay the same.
1.4.3 Recognize similarities and differences of earlier generations in such areas as work
(inside and outside the home), dress, manners, stories, games, and festivals, drawing from
biographies, oral histories, and folklore.

Common Core State Standards:

W.1.1 Write opinion pieces in which they introduce the topic or name the book they
are writing about, state an opinion, supply a reason for the opinion, and provide some
sense of closure.
SL.1.4 Describe people, places, things, and events with relevant details, expressing
ideas and feelings clearly.
SL.1.5 Add drawings or other visual displays to descriptions when appropriate to
clarify ideas, thoughts, and feelings.

Learning Objectives:
Content Objective-
Students will argue if their lives are the same or different from colonial America and
support their argument with evidence found in texts.
Language Objectives-
Students will listen as the teacher models how to closely read for evidence to support an
argument. They will use evidence from the text to present their argument, orally, in
writing, or artistically and be graded based on their ability to state their argument, provide
three pieces of evidence, and end with some type of closure as listed in rubric 3.
English Language Development (ELD) Standards and Proficiency Levels-
Main ELD Standard (#1-12)
Emerging: 1.P.C.11 Offer opinions and provide good reasons (e.g., My favorite book is
X because X) referring to the text or to relevant background knowledge.
Expanding: 1.P.C.11 Offer opinions and provide good reasons and some textual
evidence or relevant background knowledge.
Bridging: 1.P.C.11 Offer opinions and provide good reasons with detailed textual
evidence or relevant background knowledge.

Academic Language Requirements:

Specialized Vocabulary and/or Tier 2 Colonial, pilgrim, colony
Words
Text Types/Structures (and related Evidence, argument, conclusion, gist
vocabulary)

Language Frames/Supports (and linking My life is (the same, different) from

words). colonial children.
I can/have _____, but/and colonial
children _______.
Additionally, I ___________, but/and
colonial children __________.
I can also ____ but/and a colonial child
____.
Lastly, I _____________ but/and colonial
children ________.
In conclusion ____________.

Formal and Informal Assessments:

Students will demonstrate their mastery of the objective by creating an argument and
supporting it using evidence. This can be done through a variety of mediums and students
will be assessed based on their ability to include all necessary criterion (argument, 2-3
pieces of evidence from the text, conclusion) as well as their punctuation and
capitalization of letters if written and grammar if spoken. Students will receive a 1-4 on a
rubric and it will be sent home with their assessment envelopes.

Procedure-Instructional Strategies and Learning Tasks to Support Student

Learning:

ANTICIPATORY SET:
Students will be asked to look back at their argument and share it with a partner. The
teacher will ask students to raise their hands if they have ever tried to get their parents to
do something they wanted to do. Hopefully students say yes and the teacher can ask
students if they parents listened right away or if they had to have reasons why. This will
introduce the idea of needing evidence to make an argument more convincing. The
teacher will show the end of video from yesterday where kids made a claim and
supported it using evidence of facts they know about colonial America.

I DO:
The teacher will explain and model how to closely read and how to use the reading to
find evidence for an argument using the text from lesson 1. The teacher will also model
how to add the evidence to a graphic organizer and then show students a sample of an
essay written that contains an argument, 3 evidence pieces, and a conclusion.
WE ALL DO:
Students will read the text together one time keeping in mind evidence they notice.
YOU DO TOGETHER:
Students will read the text again with a partner and fill out their graphic organizers. The
teacher will pull a small group of ELs and struggling students and also monitor student
understanding and progress.
YOU DO ALONE:
Students will work by themselves to create their argument, evidence, and conclusion.
This can be done by writing, drawing, or creating a verbal argument to be presented to
the teacher or class. Language frames will be provided to assist them in this process and
the teacher will pull a small group and also walk around to assist and check for
understanding.
SOME DO:
IEP Students:
The two students with speech IEPs will be provided with sentence frames to help guide
their speech and have the option of writing or presenting to just the teacher instead of the
whole class. They will be provided a partner who follows the rules of conversation so that
they feel more comfortable talking.
English Learners:
Emerging: These students will be provided language frames and will work with the
teacher when reading the text. They will be given the option to write with the help of the
teacher and sentence frames, or can draw a picture and have it transcribed to display their
ability to argue and reason.
Expanding: These students will be given sentence frames and will work with the teacher
when reading the text and filling out their GO. They will be given the option of how to
show they met the objective based on what is most comfortable for them.
Bridging: These students will be given language frames and the choice of how they
would like to present their argument.

CLOSURE:
The teacher will ask students if they would be able to convince their partner that their
lives are more similar or different. A student volunteer will be chosen and after they show
or present their argument the class. This will lead to a review of how arguments need
evidence to be strong and how students were able to do this by using a text to help them.
Review that students first compared and contrasted, then made a claim, then used
evidence to back it up and that they did a great job!

Resources and Materials:

Close reading material (22)- http://www.historyisfun.org/pdf/colonial
life/What_was_the_role_of_children_on_a_%20farm.pdf
Sample writing piece example included
Rubric 8
YouTube video: https://www.youtube.com/watch?v=gVxad8R4Nig-
Instructional Materials

Rubric 8

1- below 2- approaching 3- meeting 4- achieving

standard standard standard standard
Student did not Student Student Student
present an presented a presents clear presents a clear
argument. partial argument in argument in a
argument in accordance to way that is
accordance to the provided unique from the
the frame. frame. provided frame.
Student Student Students Students
provides no presents 1-2 provides 2 provides 3
evidence or 1 pieces of pieces of pieces of
piece of relevant relevant relevant
relevant evidence in evidence to evidence to
evidence in support of their support their support their
support of their argument. argument. argument and
argument. builds on it to
explains the
significance of
the evidence.
Student does Students Student Student
not provide a provides a provides provides
sense of partial sense of closure to closure to
closure. closure. conclude their conclude their
argument. argument and
ends argument
in a creative
way.
Students Students Students Students
presentation of presentation of presentation of presentation of
argument is not argument is argument is argument is
cohesive. somewhat cohesive and cohesive and
cohesive. allows audience concise and
to make sense shows great
of it. skill in
delivering their
argument.
Sentence starters:

OPINION WRITING

TOPIC SENTENCE:
My life is (similar) (different) from colonial
children.

EVIDENCE:
One reason is.
Additionally
Another reason why is
I can _____ but a colonial child can not.
I can ____ and a colonial child can too.

CONCLUSION:
This is why my life is different from a colonial
child.
This is why my life is the same as a colonial
child.
 Sample Writing Piece

My life is more different than colonial children. One reason

why is that I can play videos games but a colonial child
cannot. They did not have electricity. Also, I can go to
school but a colonial child cannot. Lastly, I can buy my food
at the store, but a colonial child cannot. That is why my life
is different than a colonial child.