Language Arts Unit: Patriotism Timeframe:9 weeks Grade: 5

Literature Core Text:
Language Arts textbook,Expeditions, Houghton Mifflin / Informational Core Text:
Social Studies textbook, Making A New Nation by Macmillan/McGraw Hill. / Materials:
Student notebook (spiral, composition book, or stapled pages)
Chart paper or butcher paper
Markers
Construction paper
Supporting Texts:
Selected Biographies
Selected Interview scripts
Selected Poems
Play
Reading Literature Standards:
RL 6: Describe how a narrator’s or speaker’s point of view influences how events are described.
RL 7: Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
RL 9: Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. / Reading Informational Text Standards:
RI 6: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
RI 7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
RI 8: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons andevidence support which point(s).
RI 9: Integrate information from several texts on the same topic in order to write or speak about the subjectknowledgeably. / Writing Standards:
W 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 aconcluding statement or section related to the information or explanation presented.
W 9: Draw evidence from literary or informational texts to support analysis, reflection and research. / Supporting Standards:
RL 3, 4, 5
RI 4, 5, 8, 9
W 4,5,6,7,8
L 4, 5
SL 1, 2, 3
Essential Questions:
RL 6: How does a narrator’s or speaker’s point of view influences how events are described?
RL7: How can a reader’s understanding of a text be affected by visual and multimedia elements?
RL 9: Why does a reader compare and contrast the themes or topics of the same genre?
RI 6: Why do eye witnesses have different accounts of the same event?
RI 7: How do readers use multiple sources to answer a question or solve a problem? What types of sources can a reader use to find information?
RI 8: How does an author use reasons and evidence to make a point? How does a reader determine which reasons and evidence support which point(s)?
RI 9: How does a reader synthesize information from multiple sources to present information in a written or oral format?
W 2: How do writers explain a topic and convey ideas and information clearly?
W9: How do writers synthesize information from both literature and informational text into a piece of writing?
Summative Unit Assessment:
Choose two people (either two individuals from the informational text or two characters from literature) that we have read about. Develop a compare and contrast graphic organizer. Write a multi-paragraph informative text to demonstrate their similarities and differences. Use text evidence to support your response. This writing piece should be a multi-paragraph essay. RI 1, RI 2, RI 3, RI 6, RI 7 (or RL 1, RL 2, RL 3, RL 6, RL 7) W 2, and W 9
The following Appendix and other teacher resources are also provided to support the planning of this unit:
  • Appendix – Unit 3 Teaching Resources (e.g. picture and samples/examples specific to this unit)
  • Unit 3 Student Material
  • 5th grade ELA Teaching Resources (e.g. sample graphic organizers, discussion stems; applicable for all ELA units)
  • 5th grade ELA CC Rubrics (applicable for all ELA units)

Key Information about this Unit:
The overarching theme of this unit is “Patriotism” in the context of the War of Independence. Students will reading a variety of genres including informational text from the social studies textbook, biographies, interview scripts, historical fiction short stories, a play, poems, and songs. Students will also be watching and listening to a variety of multi-media sources.
This unit has been broken into 3 blocks of instruction. Weeks 1 through 3 provide the foundation to understand the historical context of the War of Independence. During weeks 4 through 6, students will be reading about individuals from the Revolutionary War Era. During weeks 7 and 8, students will be reading historical fiction short stories.
Prior to each block of instruction, there are specific Planning Information sections to read. Please refer to these for specific teaching information that pertains to that specific block of instruction. The discussions and tasks for each block of instruction can be completed whole group, small group, or individually. Accordingly, your team will need to collaboratively plan based on the needs of your students for these discussions and tasks. Some of the tasks include creating graphic organizers. Samples of specific graphic organizers, in addition to a list of websites with graphic organizers, are in the Appendix and ELA Teaching Resources. Instead of making copies of the graphic organizers, students can create them in their student notebooks. At the end of each block of instruction, a CFA has been provided. The vocabulary words listed are recommended vocabulary words; there are no specific tasks provided for these.
The unit lends itself to each student having a notebook (this can be stapled pages or a composition book) divided into sections. Before beginning the unit, each grade level team should collaboratively decidehow they want students to keep their work organized within their notebooks as they will need to use all of the documents they complete along the way to help them do their final summative writing assignment. For this notebook, students should be applying AVID strategies when taking notes (e.g. 2 column notes, 3 column notes), as applicable.
Possible sections include, but not limited to:
  • graphic organizers/notes from informational text including social studies textbook, the play, biographies, and interview scripts
  • graphic organizers/notes/charts from short stories and poetry
  • graphic organizers/notes/charts from video clips
  • point of view charts
  • writing
Planning Consideration
Part B of Speaking and Listening Standard 4 is “Memorize and recite a poem or section of a speech or historical document using rate, expression, andgestures appropriate to the selection.” In this unit, there are many opportunities for students to be engaged in this activity. In addition to the poems included in this unit, you may want to consider other documents and speeches such as the a portion of the Declaration of Independence (pp. R26-31 in Social Studies (SS) textbook), Preamble to the Constitution (p. R32 in SS textbook), the Bill of Rights(pp. R45-46 in SS textbook), or a speech by Patrick Henry (p. 371 in SS textbook) just to name a few.
Text Structure RI 5
Based on the needs of your students,you may need to review the different types of text structure within informational text [i.e. chronological (sequential), compare and contrast, cause and effect, problem and solution, description (main idea and detail)] RI 5. The following article provides information about the different types of text structure: You may want to use the following powerpoint to review the different types of text structure for your students: It is long, but provides a thorough presentation of the different types of text structure. Please preview it first, you may choose to only use part of it.
The two types of text structure primarilyused in the informational text for this unit are chronological (sequential) and cause and effect.
Multiple Accounts RI 6
Based on the needs of your students,you may need to review how multiple accounts of different points of view influence how events are described. RI 6 The following website is provided as a resource:
Your team will need to collaboratively plan how to teach this concept based on the needs of your students.
Figurative Languageand Elements of Poetry RL 2, RL 4, RL 6
While reading the poetry, students will be looking for various examples of figurative language to discuss. Based on the needs of your students, you may need to review elements of poetry (available in the 5th grade ELA Teaching Resources). You may also want to use the Figurative Language Powerpoint to review the terms. (available on PSD 5th grade Common Core ELA webpage)
Writing W 2
The focus for this unit is informative writing. Students will be engaged in various writing tasks to explain the causes and effects of the War of Independence and to compare and contrast individuals from this era.
There are three strategies to choose from when organizing comparison and contrast papers:
1. Whole-to-Whole, or Block
2. Similarities-to-Differences
3. Point-by-Point
The following two lesson plans are provided to assist you in teaching compare and contrast essay writing:

Lesson Plan: Teaching the Compare and Contrast Essay through Modeling from ReadWriteThink at

oUse the Compare and Contrast Guide from ReadWriteThink with this lesson at

  • Web-based interactive Compare and Contrast Maps from ReadWriteThink can be used with this lesson at
  • Lesson Plan: Teaching The Compare/Contrast Essay at
Additional graphic organizers and resources are also provided. (See Appendix, 5th grade ELA Teaching Resources, and 5th grade ELA CC Rubrics). Accordingly, your team will need to collaboratively plan based on the needs of your students. Some prompts are provided throughout the unit; however, all the elements of informative writing need to be taught.
  1. Show a rubric to articulate expectations.
  2. Teach how to write an introductory paragraph
  3. Teach how informative pieces are organized with facts, definitions, concrete details, quotations, or other examples related to the topic.
  4. Teach how to use a graphic organizer to organize information.
  5. Teach how to use headings, illustrations, and multimedia when useful in aiding comprehension.
  6. Teach how to use transitional words.
  7. Teach how to write a conclusion.
Additional resources and extension activities can be found in the Appendix.
Weeks 1, 2, and 3
Learning Targets:
RL 6: Students will provide evidence to identify the point of view.
RI 6: Given multiple accounts of the same event or topic, students will use a graphic organizer to chart the point of view determined by the textual evidence.
RI 7: Given multiple sources of information (visual, oral, or quantitative), students will use the information gained from those sources to answer questions or solve problems.
RI 8: Through oral discussions, students will chart the points an author is making. Through oral discussions, students will chart which reasons and evidence the author uses to make which points.
RI 9: Using textual evidence, students will participate in a discussion about information gained from several texts on the same topic.
W 2: Students will write a multi-paragraph informative/explanatory essay which introduces a topic clearly, then provides a general observation and focus.
W 9: Students will apply their knowledge (from graphic organizers, charts, discussions) of RI standards to the writing of short answers, paragraph, and/or multi-paragraph essays. / Standards:
RL 6:Describe how a narrator’s or speaker’s point of view influences how events are described.
RI 6: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
RI 7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
RI 8: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
RI 9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
W 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 aconcluding statement or section related to the information or explanation presented.
W 9: Draw evidence from literary or informational texts to support analysis, reflection and research.
Planning Information for Weeks 1, 2, and 3
The first three weeks of the unit focus on informational text using the social studies textbook as well as, related poetry and a play. The goal is to master informational text reading standards. In addition, this informational textprovides the foundation needed to understand the historical context of the Revolutionary War Era, and specifically the events leading to the War of Independence.
During this section of the unit, students will be analyzing the relationship and viewpoints of people and events through various tasks. These tasks include discussions, creating graphic organizers, and taking notes. These tasks will need to be completed through modeling, guided practice, small groups, and individually. These tasks should be recorded in their student notebook. For this notebook, students should be applying AVID strategies as applicable. In addition, students should have an opportunity to read silently/independently, in literature circles, and/or whole group. Accordingly, your team will need to collaboratively plan based on the needs of your students.
From this analysis, students will be engaged in various writing tasks to explain the causes and effects of the War of Independence. Various graphic organizers and resources are provided. (See Appendix, 5th grade ELA Teaching Resources, and 5th grade ELA CC Rubrics)
Optional Activity: King’s Candy Game (See Appendix for lesson plan)
  • This game will support students in their understanding of the relationship between the English government and the colonists after the French and Indian War.
Text and Supplemental Material
  • Social Studies textbook - Chapter 11: The Colonist Rebel
  • Video: Liberty Kids. (2012). Liberty Kids # 1: The Boston Tea Party.Retrieved at
  • Video: Liberty Kids. (2012). Liberty Kids # 6: The Shot Heard Round the World. Retrieved at
  • Video: Liberty Kids. (2012). Liberty Kids # 13: The First Fourth of July.Retrieved at
  • Video documentary of Paul Revere’s Ride:
  • Archiving Early America. (n.d.). Paul Revere, Messenger of the Revolution. Retrieved from
  • Poem: “Boston Tea Party” by Paul Perro (See Appendix for copy; students have a copy in their student material book)
  • Play: “1770 The Boston Massacre”
  • Murphy, D. (n.d.). 1770 The Boston Massacre. Read-Aloud Plays: Revolutionary War. Scholastic Teaching Resources. Retrieved from
Additional resources and extension activities can be found in the Appendix.
Weeks 1, 2, and 3
Unit Introduction
Tasks
  • Quick write: How does your family celebrate the Fourth of July? or Why do we celebrate the Fourth of July?
  • Discuss students responses
  • Theme Development(use this activity or one of your own choosing to introduce the theme)
  • Divide students into groups of 5–6 and give each a large sheet of paper and markers. Post pictures of PATRIOTISM (see Appendix) for students to get ideas. Ask the participants to brainstorm examples of PATRIOTISM Give them plenty of time and don’t worry about silences.
  • After sufficient time to think and write, ask the students to look at their lists and see if there are ways they can group their examples.
  • Next, have them label each group.
  • Post the labeled groups. Have each group of students share results, allowing them time to explain their reasoning. Teacher charts.
  • Ask, “Based on our list, the groups we’ve created, what can you conclude about PATRIOTISM?” Allow students time to come up with generalizations about PATRIOTISM.
  • As a class, find some common generalizations.
  • Theme Scavenger Hunt
  • Building an awareness of the theme is a prerequisite to studying it. Have students bring in pictures, models, quotes, stories, anecdotes, things that make them think of PATRIOTISM. Post them on a bulletin board. Discuss the why.
  • Define patriotism as love of country and willingness to sacrifice for it.
Pre-reading
  • Informational Text Features Review (this should done prior to reading informational text and continued throughout the unit)
  • How are text features useful in comprehension? RI 7
  • Informational Text Structure Review (this should done prior to reading informational text and continued throughout the unit)
  • How is the text organized? [i.e. chronological (sequential), compare and contrast, cause and effect, problem and solution, description (main idea and detail)] Why? How is the organization useful in comprehension? RI 5
  • Review how multiple accounts of different points of view influence how events are described (this should done prior to reading informational text in the Social Studies textbook and continued throughout the unit) RI 6
Begin to Read Informational Text
Read from Social Studies textbook, Making a New Nation
Chapter 11: The Colonist Rebel (begins on p. 358)
Lesson 1: The Colonists Protest British Rule (pp. 360-364)
Vocabulary: boycott, repeal, petition
Discussion Questions
Students must provide evidence from the text and when drawing inferences to support their ideas.
  • Why did the British government want to tax the colonists?
  • How did the French and Indian War lead to the American Revolution?
  • Who are the Tories?
  • Who were the Sons of Liberty?
  • Why would colonists not buy cheaper British tea?
  • What was the purpose of the First Continental Congress?
Tasks
  • Read Lesson 1 – pp. 358-364
  • Continue to create a timeline of the specific events made in the text. (This timeline was started in the Trust unit)
  • Create a graphic organizer to show causes and effects of the events (i.e. show the causes that led to the disagreements between the American colonists and Great Britain and effects of these disagreements). Quote details from the text (explicitly and when drawing inferences). (See Appendix for sample graphic organizer showing cause and effect) RI 1 and RI 3
  • Optional Activity: King’s Candy Game (See Appendix for lesson plan)
  • Read Play: “1770 The Boston Massacre”RI 7
  • Discussion Questions:
  • How does what you learned from reading the play compare (or contrast) to reading the textbook?
  • What advantages do you see from reading the play compared to reading the textbook?
  • How are the events leading to the Boston Massacre described in the play?
  • Watch video: “Liberty Kids # 1: The Boston Tea Party at minute video) RL 6 and RI 7
  • Discussion Questions:
  • How does what you learned from reading the text compare (or contrast) to watching the video?
  • What advantages do you see from watching the video compared to reading the textbook?
  • How are the causes of the Boston Tea Party described in the video?
  • Tasks
  • Discuss the differing points of view of the characters in the video.[Sarah Phillips (daughter of retired English general), James Hiller (newspaper apprentice), Moses (African American friend of James), and Henri (French Orphan)]
  • Begin to chart the point of view of each character with evidence from the video. (See Sample in Appendix)
  • Divide the class into groups or partners.
  • Using both the textbook and the video, create a graphic organizer to show the events (causes) that led to the Boston Tea Party. RI 7 and RI 9
  • Writing Prompt: What were the causes of the Boston Tea Party (or the effects of the Boston Massacre)? Use evidence from the textbook and from the video(or play) to support your response. Based on the needs of your students, use this writing prompt as a model or guided practice. Provide additional scaffolds as needed. This writing piece should be at minimum three paragraphs. RI 1, RI 3, W 2 and W 9
  • Read Poem: “Boston Tea Party” by Paul Perro (See Appendix for copy; students have a copy in their student material book)
  • Re-read and summarize each stanza RL5
  • Identify the speaker, the audience, and the setting.
  • Analyze the poem for use of figurative language and elements of poetry (e.g. similes, metaphors, imagery, symbols, tone, rhyme scheme). RL 4 and RL 5
  • Analyze the poem using the following discussion questions. RL 2, RL 3, and RL 6
  • How does speaker feel about the topic?
  • How is the speaker’s point of view illustrated through the poem?
  • How do the elements chosen by the poet influence the reader’s interpretation?
  • How does the poet use techniques/elements of poetry to suggest themes and lessons to his or her readers?
  • How does this poem relate to the informational text?
Lesson 2: The Revolution Begins(pp. 368-375)