®
GUIded
readInG
A: What Was the stamp act?
B: an Unruly Tea party at
Boston harbor
infoPairs
social studies
890L/950L
LiTeracY sTanDarDs aDDresseD in THis PLan
ri.5.3
Main Focus Key ideas & Details
ri.5.10
sessions 1, 2, 3
Explain the relationships or interactions
between two or more individuals, events, ideas,
or concepts in a historical, scientific, or technical
text based on specific information in the text.
ri.5.4
ri.5.5
rF.5.3a
craft & structure
session 2
determine the meaning of general academic
and domain-specific words and phrases in a text
relevant to a grade 5 topic or subject area.
Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and
morphology to read accurately unfamiliar
multisyllabic words in context and out of context.
Main Focus craft & structure
sL.5.1c
Compare and contrast the overall structure of
events, ideas, concepts, or information in two
or more texts.
integration of Knowledge & ideas
session 3
Main Focus integration of Knowledge & ideas
session 3
comprehension & collaboration
sessions 1, 2
pose and respond to specific questions by making
comments that contribute to the discussion and
elaborate on the remarks of others.
W.5.8*
research to Build & Present Knowledge
sessions 2, 3
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.5.9
Phonics and Word recognition
sessions 1, 2, 3
sessions 2, 3
ri.5.7
range of reading & Level of Text complexity
By the end of the year, read and comprehend
informational texts, including history/social
studies, science, and technical texts, at the high
end of the grades 4–5 text complexity band
independently and proficiently.
recall information from experiences or gather
information from provided sources to answer a
question.
*standard adapted from another grade
W.5.10
Integrate information from several texts on the
same topic in order to write or speak about the
subject knowledgeably.
range of Writing
Write routinely over extended time frames and
shorter time frames for a range of discipline-specific
tasks, purposes, and audiences.
IsBn 978-1-62889-508-7
session 1: Text A
PREVIEWING ThE TExT
5 minutes
have students preview the article by reading the title, headings, and
captions, and looking at the illustrations. Encourage them to think about
what type of information they will find in this article.
Let’s read the title, headings, and captions, and look at the
illustrations. . . . Who would like to share the topic of the article?
It’s about the Stamp Act that was enacted in the American colonies in
1765 by the British. The colonies were against it.
Learning Focus
ri.5.3
Students use information
in a text to explain the
relationships or interactions
of two or more individuals,
events, ideas, or concepts
in a historical text.
How do you know the colonists were against the Stamp Act?
The caption for the first illustration says that Patrick Henry opposed the
Stamp Act, and the caption for the second illustration says there was a
protest in Boston.
Mondo Bookshop Grade 5
1
KeY iDea
In 1775, England passed the
Stamp Act to collect money
from the American colonies
to pay for the recent war with
France over North American
territory. The outraged
colonists petitioned the King
and Parliament, the Stamp
Act was repealed, and the
colonies took their first step
toward revolution.
READING ThE TExT CLOsELY
5 minutes
Explain the learning focus and ask students to read the first section of
the article. Check to see how well they are applying the focus and their
understanding of the key idea. Then have them read the whole article.
Let’s read the first section, “Origins of the Stamp Act”. . . . What do we
learn?
In 1765, England was in debt and wanted the American colonies to pay
for the war with france over American territories. So Parliament passed
the Stamp Act. This was a tax on every document, contract, permit, and
printed matter. England’s agents would collect the tax.
The first section describes the event. What do the headings tell you we will
learn in the rest of the article?
VocaBuLarY
ri.5.4 Help students use
context to determine the
meanings of rebellion and
revolution. Have them check
the definitions in a dictionary.
sL.5.1c
Discussion
collaborative
eLL suPPorT
L.5.4
Vocabulary Support
vocabulary words such
as paid, broke, begun,
and withdrawn in context
using the ELL vocabulary
strategies in Getting
Started.
the reaction of the colonists and what happened as a result
Let’s read to the end now. After we read, we will use the information in
the text to explain the relationship between the colonies and the British
government and describe what happened.
DIsCUssING ThE TExT
10 minutes
Invite students to share their explanations of the historical text. Encourage
students to comment on the topic and elaborate on each other’s remarks.
Who would like to share their explanations of what happened?
The colonists were outraged and protested. They ignored the act
and would not buy the stamps. Representatives from nine colonies
petitioned the king and Parliament. The British decided that the Stamp
Act couldn’t be enforced, so they repealed it.
Why were the colonists so outraged?
All of the money from the tax would go to England. notaries, lawyers,
and newspaper owners would have trouble doing business.
How did this issue change the relationship between the colonies and their
British rulers?
It was an open rebellion, so it became the first step toward revolution.
The colonists saw that their interests were different from England’s, and
by uniting, they could change things.
TEACHER’S
ri.5.3
coMPreHension
explain relationships
CHOICE COMPREhENsION: ExPLAIN RELATIONshIPs
ERESOURCE
summative assessment have students use the blackline
master on page 7 to explain relationships between events and ideas in
“What Was the stamp Act?” Review students’ answers as you evaluate their
mastery of the learning focus.
2
InfoPAIRS
session 2: Text B
PREVIEWING ThE TExT
5 minutes
have students read the title and briefly scan the article and photographs.
Encourage them to comment on what type of information the article
provides.
Let’s read the title, look at the illustrations, and scan the article to see
what it’s about. . . . Who would like to share?
This article is about the Boston Tea Party.
What do you already know about this event?
Colonists dumped tea in Boston Harbor. They were protesting the British
government. It happened before the Revolutionary War.
Learning Focuses
ri.5.3, ri.5.5
Students read to explain
the interactions of two or
more individuals, events,
ideas, or concepts in
a historical text based
on information in the
text. They also compare
and contrast the overall
structure in two texts.
KeY iDea
READING ThE TExT CLOsELY
5 minutes
Explain the learning focuses for this session. have students read the first
paragraph and discuss the overall structure of the text and the article read
in the last session. Check to see how well students are applying each focus.
Then have them read to the end.
As we read today, we’ll again look for information in the text that helps us
explain the relationships or interactions between groups, historical events,
and ideas. We’ll also compare and contrast the overall structure of the
text with the article we read in the last session. Let’s read the first
paragraph. . . . How is this article related to the first text?
In another effort to raise
money in the colonies,
England charged a tax on
imported paint, paper,
glass, lead, and tea in
1767. Again the colonists
protested and boycotted
the goods. England
repealed many of the taxes,
except the tax on tea. The
colonists refused to buy tea
and dumped a shipload in
the Boston Harbor.
This article tells about events after the Stamp Act was repealed.
What was the effect of England trying to tax the colonists with the Stamp
Act?
The colonists protested and refused to pay.
Based on what happened then, what do you think England’s new tax will
cause?
more protests
So we could say that both articles have a cause-and-effect structure.
DIsCUssING ThE TExT
10 minutes
Discuss explanations students have for the interactions between the
colonists and England and use the cause-and-effect structure of both articles
to compare and contrast the events. Encourage students to contribute to
the discussion, ask questions, and elaborate on each other’s comments.
Now that you’ve read the whole article, what explanation can you give for
the relationship between the colonists and England?
The new taxes coming so soon after the Stamp Act made the
relationship between the colonies and England worse.
So what did these new taxes cause?
TEACHER’S cLose reaDing
CHOICE
oPTion
ERESOURCE
summative
Print the online blackline
master for independent
close reading. Ask students
to read Text B and respond
to the prompts (summarize
author’s message, identify
critical vocabulary, respond
to constructed response
questions) before returning
for a small-group discussion.
VocaBuLarY
ri.5.4 Guide students to
use context to determine a
meaning for the antonyms
export and import. Have
them check their definitions
in a dictionary.
This time the colonists boycotted goods and began making more of
their own goods.
Mondo Bookshop Grade 5
3
sL.5.1c
Discussion
collaborative
WorD recogniTion/
sTuDY
rF.5.3a Explain to students
that they can accurately
read unfamiliar multisyllabic
words by looking for affixes
and roots so they can break
the words into parts. Point
out the word reenactment
in the first caption. Have
students identify the root
act, the prefix en- (“to put
into action”), the prefix
re- (“to do again”), and
the suffix -ment (“an act
or process”). Encourage
students to read the word
and suggest a meaning.
coMPreHension sHare
As you read, think about
what happens and the
relationships between
people, events, ideas, or
concepts. Make notes about
these relationships. Also look
for causes and the effects of
the causes. They can tell you
why things happened and
what happened.
What was the effect of these actions?
English merchants lost money. They complained to Parliament, which
repealed many of the taxes.
Were the colonies satisfied with this?
no, they weren’t.
What specific information in the text tells you this?
There was still a tax on tea, even though it was lowered. The colonists
didn’t want any tax at all.
Looking back on these historical events, we can see how the actions of
England’s government had more than one effect, which in turn caused
additional effects. Let’s use the text to try to explain why these events
happened, based on the changing relationship between England and the
colonies.
England needed money and they thought they could get it by taxing the
colonies. The colonists surprised England by protesting in ways that hurt
English business. They repealed taxes. This made the colonists more
determined to rebel against England’s rule. So even though the tea tax
was lowered, the colonists wouldn’t buy tea.
What caused the Boston Tea Party? Who can explain?
A Boston merchant would not send back shiploads of English tea, so the
colonists destroyed the tea.
Was this any different from other protests?
not really. It was more dramatic, but it still was aimed against the
businesses and profits of English merchants.
What specific information tells you that?
They destroyed just the tea and didn’t damage the ships.
Confirm students’ good use of the learning focuses and encourage them to
keep the focuses in mind whenever they read other informational texts.
We have learned to use specific information in a historical text to explain
the relationship and interactions between groups, events, and ideas. We
have also identified the overall structure of two related texts, which helps
us compare and contrast events and ideas. Keep these strategies in mind
as you read other informational texts.
TEACHER’S
W.5.8*, ri.5.3
WriTing
gather information
CHOICE CONsTRUCTED REsPONsE: COLLECT TExT EVIDENCE
ERESOURCE
Formative/summative assessment Use the blackline master
on page 8 to introduce the constructed response questions: How did the
colonists effectively convince the British government to repeal taxes? Use
details from both articles to support your answer. have students use selfstick notes to mark places in the texts that help them answer the question.
Point out that the details they include can come from the illustrations as well
as the main texts of both articles. Review students’ self-stick notes as you
evaluate their mastery of the learning focus.
4
InfoPAIRS
Session 3: Texts A and B
REFLECTING ON the Texts 5 minutes
Ask students to reflect on what they learned about their reading work over
the past sessions. Invite them to review and reflect on both articles.
Let’s review what we’ve learned and practiced in our reading.
We read historical texts and used the information to explain the
relationship and interactions between groups, events, and ideas. Then
we identified the overall structure of two historical texts, which helped us
compare and contrast events and ideas.
Who can give us a brief summary of each article?
The first article was about the Stamp Act that England imposed on the
American colonies in 1765 and what happened as a result. The second
article was about the Boston Tea Party, which was caused by more
English taxes on the colonies in 1767.
CROSS-TEXT ANALYSIS 5 minutes
Encourage students to draw on the specific information they identified in
each article to compare and contrast the two texts.
et’s think about how these two texts connect to each other. Aside from
L
the similar cause-and-effect structure, how were the articles similar?
Both are about the same time period. Both are about taxes the colonists
resisted from England. Both are about events that led up to the
American Revolution.
How were they different?
They were about two separate events. The first article was more general.
The second article focused more on one event.
Guide students to synthesize the information from the articles. The analysis
should lead to making connections and new understandings based on facts
from both texts.
et’s now think about the big ideas we can form from these two texts.
L
Who will share a new understanding you formed after reading and thinking
about both texts?
The first article helped me better understand the second article. The
first article gave background information on why England wanted to
tax the colonists and why they were so angry, which led to the Boston
Tea Party. Both articles showed how the relationship between England
and the colonies began to change as the colonists began to demand
representation or no taxation. They were tired of being told what to do
and being expected to accept new taxes without having any say in the
matter.
Learning Focuses
RI.5.3, RI.5.5, RI.5.9
Students explain the
interactions of two or more
individuals, events, ideas,
or concepts in a historical
text based on information
in the text. They also
compare and contrast
the overall structure and
integrate information from
both texts to demonstrate
knowledge of the subject.
VOCABULARY
RI.5.4 Students will
encounter domain-specific
words in both texts that
relate to the historical
topics of the Stamp Act and
Boston Tea Party. These
words include colonists,
legislation, representatives,
repealed, profits, export,
and boycotted. Explain
that boycott comes from
a person’s name, Captain
Charles Boycott, who was
a land agent in Ireland in
the 1800s. When he tried
to evict tenants from the
land, no one would work for
him nor would businesses
trade with him. Boycott was
completely isolated and
eventually had to give in to
the tenants’ demands for
reduced rents.
Mondo Bookshop Grade 5 5
ri.5.7
inTegraTion
Locate information
INTEGRATING ThE LEARNING
10 minutes
Guide students to integrate information from both articles and concisely
state the big ideas learned across both texts.
Remember how we looked for specific information in the articles to help
us explain the relationship and interactions between England and the
colonies? We also identified and used the cause-and-effect structure of
both articles to help us compare and contrast what happened. Now let’s
try to put together information from both articles so we can state what we
learned from both texts. Turn and talk with a partner about how we could
share with someone what we learned from both articles together. As you
talk, also think about how you are able to find information quickly between
the two sources and determine which source to use. . . . Who would like to
share their ideas and insights?
England was trying many ways to get more money out of the colonies.
The colonists decided to protest and take action, which showed England
their power and ability to organize and resist English rule. Their success
also showed England how the colonies were changing.
have students reflect on the strategies they learned for gaining the key
ideas from multiple informational texts.
Let’s recap what strategies we used to deepen our understanding of both
texts.
finding specific information that we could use to explain relationships
and interactions between groups and events helped us understand what
happened. Using cause and effect to compare and contrast the texts
also helped us see how one event led to another event, which in turn
caused other things to happen. We could see the big picture in a way
that the people who were involved in the events could not.
Remember that these strategies will be helpful whenever you read
informational texts.
TEACHER’S
W.5.8*, ri.5.3
WriTing
respond to Question
CHOICE CONsTRUCTED REsPONsE: WRITE TO sOURCE
ERESOURCE
Formative/summative assessment have students use the
blackline master on page 8 to write a response to the question: How did the
colonists effectively convince the British government to repeal taxes? Use
details from both articles to support your answer. Tell students that they can
use their self-stick notes to help them write their answer.
6
InfoPAIRS
Name
Date
Comprehension: Explain Relationships
Explain below the relationships between particular events and ideas
you read about in the article “What Was the Stamp Act?”
1. How was England’s debt related to the Stamp Act of 1765?
2. How was the Stamp Act Congress in New York related to the Stamp
Act’s repeal?
© Mondo Publishing
3. How was the colonists’ rebellion related to the American Revolution?
Score:
Mondo Bookshop Grade 5 7
Name
Date
Constructed Response
How did the colonists effectively convince the British
government to repeal taxes? Use details from both
articles to support your answer.
REMEMBER:
• Read the question carefully.
• Write an opening sentence that restates the question and states your answer.
• Include key details and information from the texts that support your answer.
• End with a closing statement that concludes your ideas.
© Mondo Publishing
• Proofread your work to revise and edit.
Score:
8 InfoPairs