The Declaration of Independence
5th Grade Social Studies Unit
Encompassing Reading and Writing Workshops
Teaching Reading and Social Studies
LEE 173
Table of Contents
Overview........................................................3
Adaptations ....................................................5
Text Set ..........................................................6
Vocabulary.....................................................8
Block Lesson Plan..........................................10
Assessment Checklist and Rubrics ................12
Unit Materials ................................................14
2
Overview
The Declaration of Independence is the focus of this cross-curricular unit, encompassing reading, writing
and social studies. Through teacher read alouds and class discussions, students study the actual Declaration
itself, developing an understanding of key concepts and vocabulary. Through Readers Workshop Literacy
Circles, students study general history of the period, providing important foundational knowledge of the period
(selection of text for these readings will be based on pre-assessments of students knowledge). Through Social
Studies Cooperative Learning Groups, each group researches the position of a different colony in regards to
loyalty to the crown. At the same time, individual students research one or more of their colony’s delegates to
the Continental Congress. This process provides students with a personal perspective and connection to history.
Through Writers Workshop, students write daily to a series of prompts, designed using Bloom’s Taxonomy to
deepen student’s understanding of the key concepts of the Declaration (alternate topic: examine the positions of
the Loyalists, Pacifists and Patriots). At the end of the unit students will present a poster summarizing their
research, reenact the Second Continental Congress’ vote on the Declaration of Independence, and “sign” the
declaration.
During the course of the unit, students will keep a journal, which they will use for key concepts, vocabulary,
research, and Writer’s Workshop entries. Students will be presented with an opportunity to self-evaluate their
participation and learning at the end of the unit. The unit also contains various daily vocabulary activities, to
build understanding and retention of the academic vocabulary. A mini-lesson on geography consists of each
group adding a map of their colony to a class map of the East coast of America. (Areas who chose not to
participate could be mapped by teacher to deepen students understanding of the divisiveness of the time.)
Journal and participation will be graded with a series of rubrics.
This unit addresses the following California English/Language Arts Standards:
Reading
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Vocabulary and Concept Development
1.5 Understand and explain the figurative and metaphorical use of words in context.
2.0 Reading Comprehension (Focus on Informational Materials)
Comprehension and Analysis of Grade-Level-Appropriate Text
2.3 Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports
those ideas.
2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and
prior knowledge.
Expository Critique
2.5 Distinguish facts, supported inferences, and opinions in text.
Writing
1.0 Writing Strategies
Research and Technology
1.3 Use organizational features of printed text (e.g., citations, end notes, bibliographic references)
to locate relevant information.
3
Listening and Speaking
1.0 Listening and Speaking Strategies
Organization and Delivery of Oral Communication
1.6 Engage the audience with appropriate verbal cues, facial expressions, and gestures.
This unit addresses the following California Social Studies Standards:
United States History and Geography: Making a New Nation
5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era.
5.4.1 Understand the influence of location and physical setting on the founding of the original 13 colonies,
and identify on a map the locations of the colonies and of the American Indian nations already inhabiting
these areas.
5.5 Students explain the causes of the American Revolution.
5.5.1 Understand how political, religious, and economic ideas and interests brought about the Revolution
(e.g., resistance to imperial policy, the Stamp Act, the Townshend Acts, taxes on tea, Coercive Acts).
5.5.2 Know the significance of the first and second Continental Congresses and of the Committees of
Correspondence.
5.5.3 Understand the people and events associated with the drafting and signing of the Declaration of Independence
and the document's significance, including the key political concepts it embodies, the origins of those concepts,
and its role in severing ties with Great Britain.
5.5.4 Describe the views, lives, and impact of key individuals during this period (e.g., King George III,
Patrick Henry, Thomas Jefferson, George Washington, Benjamin Franklin, John Adams).
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Adaptations
Adaptations are built into this unit by design, though teacher understanding of SDAIE strategies and
scaffolding practices are necessary.
English Language Learners
Several strategies are used to aide English Language Learners (ELL) throughout this grade level unit.
Adaptations center on SDAIE teaching strategies, and provide opportunities for students to listen, speak, read
and write. Starting with Direct Instruction during the Teacher Read Aloud students are given the opportunity to
listen to key academic vocabulary delivered in context and discussion. Literature circles and cooperative
learning groups focus on opportunities to speak and read. While Writers Workshop, along with other journal
entries, provide opportunities to write. It is assumed that SDAIE strategies will be used throughout, including:
extended wait time, repetition, enunciation, first language texts and first language peer support, along with other
accepted SDAIE strategies. (These adaptations are based on the most common ELL situations at this grade
level; students will either have an EL level between 3 and 5, or be literate in their first language.)
Struggling Readers
Struggling readers are accommodated in multiple ways. For Readers Workshop, audio recordings of Social
Studies text may be used. Group work and peer support will aide students’ comprehension. Teachers should
take care to selecting appropriate peers for groups and monitoring of student progress. Reading level text sets
should be provided for research.
Special Needs Students
Students with special needs ideally need to be addressed on an individual basis. Generalized adaptations can
include modified vocabulary lists, simplified writing prompts, and teacher selected research materials. Group
work and peer support are beneficial to special needs students, though extra care may be necessary in assigning
groups.
Gifted Students
Gifted students may be assigned specific delegates to research, those who played a larger role in the
Declaration process. Students should be expected to explain in greater depth the motivations of these
individuals. They may also be given modified vocabulary lists, more challenging writing prompts, and a larger
role in the presentation processes. Group work allows gifted students to learn through teaching, and is a
valuable asset to every classroom.
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Text Set
This unit relies heavily on both book and Internet resources, as a large part of the unit involves individual
and group research. Finding lower reading level social studies materials is challenging, but becoming more
common. We suggest doing a quick check for any new lower reading level books just prior to using this unit.
Books – Teacher Read Aloud
I. S., Jefferson, T., & Fink, S. (2002). The Declaration of Independence. New York: Scholastic Reference.
The Declaration of Independence, Illustrated and Inscribed by Sam Fink. This book uses illustrations to help readers comprehend the concepts of
the Declaration, one phrase at a time. Includes comprehensive glossary and chronology. No Reading Level found.
Books – Reading Workshop
Reading (California). Houghton Mifflin.
Current fifth grade Social Studies classroom textbook used throughout California.
Books – Reading Workshop, Alternate Texts and Social Studies Reference Materials
Freedman, R. (2000). Give me liberty! the story of the Declaration of Independence. New York: Holiday House.
A more in depth look at historical events leading up to the Declaration. Reading Level 8.5.
Graves, K. A. (2004). The Declaration of Independence the story behind America's founding document. Philadelphia: Chelsea Clubhouse.
America in Words and Song series. Short 24 page book covering the Declaration, history of the time and future ramifications. Includes a page on
Thomas Paine's Common Sense. Bold faced key vocabulary and side bars. Reading Level 7.2.
Kindiq, T. (1995, August). Declaration of Independence. Retrieved November 28, 2007, from http://www.ushistory.org/declaration/
Website by US History.org, The Independence Hall Association. Contains information on the document, the signers, extensive account by
Jefferson and reference links. Reading Level not found.
Marcovitz, H. (2003). The Declaration of Independence. Philadelphia: Mason Crest Publishers.
American Symbols and their Meanings Series. Nice Introduction, could be used as a set for lesson. Contains mini-biographies of Thomas
Jefferson, John Adams, Benjamin Franklin and John Hancock. Photo of Declaration draft. Also contains chronology, glossary, and reading and
internet resources. Reading Level 8.6.
Yero, J. L. (2004). The Declaration of Independence. Washington, D.C: National Geographic Society.
American Documents series. Short book covers the history of the times, the drafting, the key concepts, battles of the Revolution, and continuing
Civil Rights issues. Contains Jefferson’s rough draft and the Constitution of Virginia. No Reading Level found.
Books – Social Studies, Main Reference Materials
Fradin, D. B., & McCurdy, M. (2002). The signers the fifty-six stories behind the Declaration of Independence. New York: Walker.
Background information on each of the 13 colonies, along with brief biographies of all 56 signers of the Declaration of Independence. Excellent
source for the key information for this unit. Reading Level 7.7 .
Books – Additional Reference Materials for Student Research
(see additional listings under Reading Workshop Alternate Texts)
Adams, J., & Yoder, C. P. (2007). John Adams, the writer a treasury of letters, diaries, and public documents. Honesdale, Pa: Calkins Creek.
Primary Source documents from the life of John Adams. Complete with timeline and reference lists. Reading Level not found, probably
comparable to George Washington: The Writer at Reading Level 10.2.
Collard, S. B. (2007). Benjamin Franklin the man who could do just about anything. New York: Marshall Cavendish Benchmark.
American Heros Series. Simple picture book style biography. Keeps the number of words per page down to a minimum. Each spread has one
page of text and one page with an illustration. Chronology, glossary, website and reading references. Reading Level 4.5.
Davis, K. C., & Shepperson, R. (2003). Don't know much about George Washington. New York: HarperCollins.
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Don't know much about series. Similar in fashion to the popular "Dummy" books. Covers Washington's life and times. Reading Level 7.7.
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Draper, A. S. (2001). The start of the American Revolutionary War Paul Revere rides at midnight. New York: Powerkids Press.
Headlines from History Series. Covers the life and times of Paul Revere. Text features: bolded key vocabulary, captions and illustrations.
Contains glossary and reference list. Reading Level 5.2.
Gaines, A., & Schlesinger, A. M. (2001). John Hancock president of the Continental Congress. Philadelphia: Chelsea House Publishers.
Revolutionary War Leaders Series. Text heavy book has bold typed key vocabulary. Reading Level 6.9.
Harness, C. (2003). The revolutionary John Adams. Washington, D.C: National Geographic.
A picture book style biography of John Adams, beautifully illustrated. Reading Level 7.0.
Heinrichs, A. (2004). Samuel Adams father of the revolution. Chanhassen, Minn: Child's World.
Our people, Spirit of America series. Brief grade level biography with illustrations, side bars, glossary and time line. Reading Level 5.9.
Ransom, C. F. (2005). John Hancock. Minneapolis: Lerner Publications Co.
History Maker Bios. This grade level biography includes illustrations, photographs of historical places, as well as a timeline, references for
further reading, websites, bibliography and index. Reading Level 5.0.
Redmond, S. (2004). Patriots in petticoats heroines of the American Revolution. New York: Random House.
Short biographies of notable women of the Revolution. Has a biography of Mary Katharine Goddard, first to publish the Declaration of
Independence. Reading Level 5.4.
Satterfield, K. H. (2005). Benjamin Franklin a man of many talents. New York: HarperCollins.
TIME for kids Biographies Series. Biography of Benjamin Franklin with a text book feel. Lots of side bars, large type and plenty of photos.
Reading Level 4.8.
Washington, G., & Yoder, C. P. (2003). George Washington, the writer a treasury of letters, diaries, and public documents. Honesdale, Pa: Boyds Mills Press.
Primary Source Documents from the life of George Washington. Comprehensive listing of important dates, as well as an extensive reference list.
Reading Level 10.2.
Websites – Reference Materials for Student Research
2007-2008 Field Trip Schedule. (2007). Retrieved November 13, 2007, from http://www.history.org/history/teaching/eft.cfm
Colonial Williamsburg Foundation. Links to Colonial Dateline, Historical Glossary, Slide Shows and Video Clips.
American Revolution: Loyalists. (2003). Retrieved November 23, 2007, from http://library.thinkquest.org/TQ0312848/loyalist.htm
Honorable Mention, state winner - Oracle ThinkQuest website created by the Fourth and Fifth Gradersfrom Sherwood School in Highland Park,
Illinois. This site, among other notiable things, describes the Loylist and Quacker viewpoints on the Revolution.
Colonial Williamsburg...History for Kids. (2007). Retrieved November 11, 2007, from http://www.history.org/kids/
The Colonial Williamsburg Foundation. Interactive site, has both children and indepth sections for research and exploration. Has teacher
resources as well.
Declaration of Independence. Retrieved November 28, 2007, from http://www.archives.gov/national-archives-experience/charters/declaration.html
U.S. National Archives and Records Administration. Downloadable high-res. image of the Declaration and other historical documents. Interactive
exhibit, allows viewers to add their name to the Declaration.
Journals of the Continental Congress Links: U.S. Congressional Documents. Retrieved November 28, 2007, from http://memory.loc.gov/ammem/amlaw/lwjclink.html
Journals of the Continental Congress, 1774-1789. Thirty-four volumes Published by the Library of Congress, 1904-1937. Primary source
documents from the American Revolutionary Period. (transcripts)
LIBERTY! The Second Continental Congress. Retrieved November 28, 2007, from http://www.pbs.org/ktca/liberty/popup_secondcongress.html
PBS. Contains a short video by scholar Richard Norton Smith on George Washington.
Papers of the Continental Congress. Retrieved November 28, 2007, from http://www.footnote.com/browse.php#All|451445
*Footnote. Original Document viewing website. Contents supplied by The National Archives. View rough transcripts, bound manuscripts and
secret journals. Handwritten items are footnoted with pop-up bubbles. Side bars give additional information. Additional topics include:
Washington's correspondence, town records and foreign correspondence.
Second Continental Congress. (2005). Retrieved from http://www.u-s-history.com/pages/h656.html
Sponsored by U-S-History.com and Online Highways. Background information on the First Continental Congress, historical events and members
of the Second Continental Congress.
United States Declaration of Independence. (2007, November 28). Retrieved November 28, 2007, from
http://en.wikipedia.org/wiki/United_States_Declaration_of_Independence
Wikipedia.org. Breaks down the Declaration into its Introduction, Preamble, Indictment, Denunciation, and Conclusion. Ample links and
references.
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Vocabulary
The Declaration of Independence contains a huge amount of vocabulary that is unfamiliar to students. The
illustrated and inscribed version by Sam Fink uses creative illustrations to aid students understanding of this
complex vocabulary. Using this book as a Teacher Read Aloud, further aids students’ comprehension.
Depending on the pre-assessment of the class, select 15-25 words from the following list to focus on for the
following vocabulary activities.
Vocabulary from the Declaration of Independence:
abdicated
abolish
absolved
acquiesce
allegiance
depriving
despotism
disavow
dissolve
emigration
liberty
life
magnanimity
mercenaries
mock
alter
annihilation
appealed
appropriations
assent
equal
fatiguing
formidable
fortunes
honor
oppression
petitioned
pledge
principles
prudence
brethren
candid
commerce
compliance
consanguinity
imposing
inestimable
inhabitant
insurrections
intentions
pursuit
quartering
rectitude
self-evident
solemnly
tenure
tyranny/tyrant
unalienable
unanimously
usurpation
Jeopardy
An activity that we will be doing with our kids is jeopardy. The students will not know the vocabulary
words. This will be the before activity. We will group them up into five. It may take a long time but they will
have fun. Each person will have a job to do. The jobs are the finder, who will find the definition, the artist who
draws a picture representing the word, the speaker, who will raise their hand tell us the definition when call
upon, the writer, who will write the definition on a sheet of paper and the interpreter of the word. I know it is a
bit too much but we want to change things up and have everyone accountable for their work. We will switch
jobs and in groups they will help one another.
To keep them on their feet’s we will have quick assessments. I will ask during the reading or anytime we
think it is relevant to ask for a definition of a word. The groups will be their assign sits and they will raise their
9
hands to tell us the answer in anyway they like. By describing the picture, the definition, or interpreting the
word. After each mini assessment they can not use the same method to answer me.
10
Word & Definition Match
One activity we will do will after the introduction of them and a review. Have words on a big flash card and
the definition on sentence strip. We will randomly hand out the words and sentence stripe to the students. Their
job is to match the word to the correct definition. After they have been given time and say they are ready. We
will than have each pair read the word out loud and the definition too.
Recess Release
Another activity is release pass. It is not to punish them but a way to make them focus and remember the
vocabulary words. Before releasing them to recess I will give them a word to give me the definition or the
definition to give me the word. I will make it more fun by making it like jeopardy or family feud. They will be
more into it and we can do this more than one time. First give them the option to use their books and journals.
The next time they will not be able to use any materials.
What’s my word?
The third activity we will conduct will be guess what word is on your back. Students will get into pairs.
They will have to stick a word behind their partner. Than they will take turns figuring out the word. The partner
will give them two to three clues to the words. We come together and discuss about the activity as a whole
class. We will talk about their experience and what it felt like.
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Block Lesson Plan
8:15-8:45
8:45-9:30
Set and Teacher
Read Aloud
Reading
Workshop
8:00-8:15
Activity
Social Studies
Cooperative Learning
Groups
Time
Monday
Tuesday
Wednesday
Set:
KWL-Plus Chart (Preassessment)
Assign students a research
partner, or to a small group.
Assign each group a colony.
Introduce Unit Journal.
Teacher Read Aloud:
Illustrated Declaration of
Independence, page 12 to 51.
Class discussion, and Unit
Journals: notes on key concepts
and vocabulary covered during
the day’s section.
Topic: Call to action.
Introduction and Preamble
Teacher Read Aloud:
Illustrated Declaration of
Independence, page 45 to 123.
Class discussion, and Unit
Journals: notes on key concepts
and vocabulary covered during
the day’s section.
Topic: Grievances against the
King
Indictment.
Teacher Read Aloud:
Illustrated Declaration of
Independence, page 120 to 14
Class discussion, and Unit
Journals: notes on key concep
and vocabulary covered durin
the day’s section.
Topic: Colonial past actions
and declaration.
Denunciation and Conclusion
Class Reading SS:
Based on KWL-Plus Chart preassessment of class knowledge,
select either SS Text, or a trade
book on Declaration of
Independence to further
background knowledge and
provide context for research.
• Journals: questions from
reading.
• Class discussion
Literature Circles SS:
Continue with selected text,
in small groups.
• Journals: questions from
reading.
• Class discussion
Literature Circles SS:
Continue with selected text
in small groups.
• Journals: questions from
reading.
• Class discussion
Literature Circles SS:
Finish with selected text
in small groups.
• Journals: questions from
reading.
• Class discussion
Students meet in their groups
and begin research. Groups may
decide to assign specific
delegates to individual students,
but should collaborate on
colony data and views as a
group.
Students continue group
research; further investigating
delegates and assigned colony.
Students continue group
research; further investigating
delegates and assigned colony.
Next phase of Gradual Release.
• Teacher lead activity
• Student Chosen materials.
• Journals: Key concept
prompts.
Next phase of Gradual Release.
• Teacher circulates
• Student Chosen materials.
• Journals: Interesting
information
Students finalize group resea
summarizing information on
assigned colony and delegate
on a poster. Poster Activity is
preparation for “The Vote.”
Research sessions are designed
in a Gradual Release Pattern.
• Teacher lead activity
• Teacher Chosen materials
• Journals: Key information
prompts
Thursday
• Teacher circulates
• Student Chosen materials.
• Journals: Interesting
Information
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Writing
Workshop
9:30-9:45
Daily Journal Writing:
Bloom’s Taxonomy based,
writing prompts explore key
concepts of the Declaration of
Independence (prompt #1).
Alternate: Loyalist vs. Patriot.
Daily Journal Writing:
Bloom’s Taxonomy writing
prompt #2.
Daily Journal Writing:
Bloom’s Taxonomy writing
prompt #3.
Daily Journal Writing:
Bloom’s Taxonomy writing
prompt #4.
Peer review at end of session.
(Peers sign journal page.)
Peer review at end of session.
(Peers sign journal page.)
Peer review at end of session
(Peers sign journal page.)
Vocabulary Activity: Word and
definition matching activity.
Students with a word or
definition card, circulate trying
to find their “Match.”
Geography Activity: Each group
locates and marks their colony
on class map
Vocabulary Activity: Recess
Release Vocabulary Activity.
Vocabulary Activity: What’s
word on my back? Students’
questions to discover the wor
on their back.
Peer review at end of session.
(Students sign journal page.)
9:45-10:00
Other
Activities
Vocabulary Activity: Jeopardy
style group activity, where
students define, illustrate and
give example sentences for
vocabulary words. Can be used
as a pre-assessment for
vocabulary.
13
Assessment Checklist
& Rubrics
KWL Chart
At the beginning of the lesson we will produce a KWL chart with the whole class. With this we want to see
what the student knows so we would not repeat things they may know. Also teach them what they like to know
and see as an assessment for ourselves if we cover everything they like to know. This is a check list for us to
find additional information for questions we did not consider addressing.
Reading Workshop
Reading workshop journal is an assessment that we see daily. Students job is to read independently after a
direct instruction on what to expect. They will be in charge reading in small groups, discussing the passage in
their groups and write in their journal about the reading. They will need to write about the main idea or topic.
Write one to three vocabulary words they may not know for a class discussion. As a class we will talk about the
main idea/topic and than they will be given a second time to write about what the main idea.
Social Science
Social science cooperation journal will be pre-made worksheets for the group to research their colony and a
sepa rate folder for their individual person they plan to study. We will meet each group for a couple of minutes
to talk about what they have done and what they may need help in or missing.
Writing Workshop
Writing workshop journal are journals to measure their growth in Bloom Taxonomy. We are trying to get
students to think at a higher level. Not the basic questions of what did you learn? Why was it important? We
like to ask like, what would you do different if you were in the delegate situation. What would you add to the
Declaration of Independence? These are question you can not get from the text book but makes the student
expand their mind more to think opening.
Geography
Geography map will have students in their small groups to locate and study where there colonies were in
that period. They will also have to make the shape of their colony, write facts about it and than put it on the wall
for the whole class to see.
Group Poster
The poster board will demonstrate to what kind of information they came up with, how artistic they can be
and practice their typing skills. Every student will help with the research. They will be broken down to jobs for
the poster. The jobs will be artist, typist and presenter. They will share how each job came about for each
person to talk.
Reenactment
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Presentation of reenactment will be assessed through the standards of Listening and Speaking. We will
demonstrate first what we like to see and have a hand out of what will be looking for. They will be given it
ahead of time and time with their group to practice.
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Overview and Self-Assessment
Assessment overview Questionnaire is the last part to the project. We have a questionnaire that will ask
questions about the Declaration of Independence, the person they study, evaluating their group members and
giving themselves a grade.
Writers
Workshop
Rubric
Did the student
write to the
question?
1-Far Below
Basic
Student did not
respond, or did
not respond to
the question.
Did the student Student did not
use supporting respond, or
evidence?
used no
supporting
evidence.
Did the student Student did not
use inferences respond, or
and opinions
made no
properly?
inferences or
opinions.
Reenactment
Rubric
Did student
express the
political,
economic or
religious views
of their
delegate?
Did student use
verbal cues,
facial
expressions and
gestures?
Did student
project, so that
the class could
hear and stay
engaged?
2-Below Basic
3-Basic
4-Profiecient
Student did not Student
respond fully to addressed the
the question.
question.
Student’s
response used
inappropriate
supporting
evidence.
Student made
an inaccurate
inference or
opinion.
5-Advanced
Student
addressed the
question and
elaborated.
Student used
Student used
one basic piece more than one
of supporting
specific piece
evidence.
of evidence.
Student showed
extraordinary
depth of
understanding.
Student used
several detailed
pieces of
evidence.
Student
applied one
inferential or
opinion point.
Student applied
multiple
inferential or
opinion points
based on their
sited evidence.
Student
applied more
than one
inferential or
opinion point.
1-Far Below
Basic
Student did not
participate, or
did not express a
delegate
viewpoint.
2-Below Basic
3-Basic
4-Profiecient
5-Advanced
Student
expressed a
viewpoint, but it
was not that of
their delegate.
Student
expressed one of
their delegate’s
views.
Student
expressed more
than one of their
delegate’s
views.
Student
expressed all
three views of
their delegate.
Student did not
participate, or
did not
demonstrate any
of the
appropriate oral
speaking
strategies.
Student did not
participate, or
did not speak
loud enough for
the majority of
Student used
inappropriate
oral speaking
strategies.
Student used
one of the
appropriate oral
speaking
strategies.
Student used
more than one
appropriate oral
speaking
strategies.
Student used all
three oral
speaking
strategies to
enhance their
presentation.
Student
projected, so
that the majority
of the class
could hear.
Student
projected so that
everyone could
hear.
Student
projected so that
everyone could
hear and used
some inflection.
Student
projected with
emotion,
captivating the
class.
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the class to hear.
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Unit Materials
Here is a sample of the materials that would be used for this unit.
Generic Journal Page – Can be used for key concept notes from Declaration or Readers Workshop, or for
additional blank journal pages. (Note: prints better from .pdf file than from word.)
My Declaration Dictionary – Vocabulary Journal Page, provides students with correct spelling of all possible
vocabulary words, along with ample space for writing definitions and sentences. Page with lines only, can
be used for extra vocabulary pages.
Social Studies Research Journal Page – Students can use Generic Journal Page for extra pages.
(Note: prints better from .pdf file than from word.)
Writers Workshop Journal Prompts – Have students copy chose prompt onto Generic Journal Page.
Declaration Wrap-Up – End of Unit Assessment of key concepts, student assessment of group peers and SelfAssessment of unit work.
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My Declaration Dictionary
abdicated
abolish
absolved
acquiesce
allegiance
alter
annihilation
appealed
appropriations
assent
brethren
candid
commerce
compliance
consanguinity
depriving
despotism
disavow
dissolve
emigration
equal
fatiguing
formidable
fortunes
honor
imposing
inestimable
inhabitant
insurrections
intentions
liberty
life
magnanimity
mercenaries
mock
oppression
petitioned
pledge
principles
prudence
pursuit
quartering
rectitude
self-evident
solemnly
tenure
tyranny/tyrant
unalienable
unanimously
usurpation
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Writing Workshop
Journal Prompts
The following prompts are based on Bloom Taxonomy. Start the week with the more concrete prompts,
shifting to the more abstract as the week goes on, to deepen student’s comprehension of their research.
1. What did you learn?
2. How did your person felt what they did?
3. What did your person have to sacrifice?
4. What would you do different if you were in there shoes?
5. What is a quote you can relate to?
6. How is this person similar and difference than you?
7. What was his accomplishment and what do you think yours will be?
8. How would you affect the world?
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Declaration Wrap-Up
Who was the person you study?
__________________________________________________________________________________________
What was one accomplishment they did?
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What was an important date for them and why?
__________________________________________________________________________________________
What would you change if you were him?
__________________________________________________________________________________________
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Write a sentence or two about what you have learned about this person?
__________________________________________________________________________________________
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Did this person inspire you or not?
__________________________________________________________________________________________
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What three type position did people believe in?
__________________________________________________________________________________________
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What is the Declaration of Independence?
__________________________________________________________________________________________
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What part of the Declaration did you remember most of all and why?
__________________________________________________________________________________________
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Who were five signers of the Declaration of Independence?
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__________________________________________________________________________________________
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List your group members and rate them. One to ten, one (not participating) to ten (they did a great job)?
Circle what you would rate them.
Name:_________________________
1 2 3 4 5 6 7 8 9 10
Name:_________________________
1 2 3 4 5 6 7 8 9 10
Name:_________________________
1 2 3 4 5 6 7 8 9 10
What grade would you give yourself did in this whole project? A B C D F
Circle the grade you would give yourself? And explain why you gave yourself that grade.
__________________________________________________________________________________________
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CONTENT-AREA FOCUS UNIT GRADING SHEET
(PLACE BEHIND COVER PAGE)
Name:
Required Components
Point Range
1. Overview: Include adaptations for ELLs and other special needs students
17/20
Clear description of the overall intended learning outcomes; clear connection across various levels of thinking. The
connection and relevance to students is a bit lacking, but the various activities are excellent engagement strategies. You
list and describe great strategies for supporting various learners’ needs, but the specific ways these will be used in the unit
are not always clear.
2. Goals, objectives, and standards
15/15
Excellent; across areas; accurately addressed in your unit
3. Text Set
10/10
15 books (list books by approximate grade level difficulty K-2,3 etc)
Books organized by purpose (Tchr Read Aloud, Literature Circles etc)
and grade level difficulty.
APA format
Annotated
5 electronic sources - web sites, CDs, videos
Excellent variety of sources; clearly detailed and organized; address a variety of student needs
4. Vocabulary: Include adaptations for ELLs
7/10
A few words taught before the reading
About 25 words total embedded in your lessons)
Four vocabulary activities
You provide great activities to develop vocabulary; provide a clear rationale and description of the various strategies;
but, ELL is not specifically addressed
5. Block Lesson Plan
15/15
Students have some choice of activities
Appropriateness for your group
Complete and detailed
Include all six language arts (highlight viewing and representing)
Lots of reading and writing
Used a computer to create charts
6. Lesson Plans
20/20
The design of your unit is very good; you have a variety of instructional approaches to help students develop literacy
across different modalities; it is clear how your instruction will address all identified content and literacy standards;
excellent use of writing to support learning
7. Assessment Checklist
10/10
Checklist
Student choice and input
One Rubric
Excellent tools, well developed and clearly identify
expectations for students; good use of multiple assessment tools and procedures
94/100
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