Monday: Students will do a gallery walk of newspaper articles to get inspiration, then edit/fix their newspaper article using the rubrics provided.

 

Tuesday: Students will create a crossword puzzle about 2020 for their newspaper articles.

 

Wednesday: Students will create 3 comic strips about 2020 for their newspaper articles

 

Thursday: students will share their final projects with the class!

Monday:

Look at interview notes, how do we use that in our newspapers? Look at mentor texts together and take notes on how to use your information to write a newspaper article.

1. Read the newspaper article
2. How did they use the interview quotes in the newspaper article?
3. How did they enhance the article?

https://www.dogonews.com/2021/5/4/100-year-old-monster-fish-caught-in-the-detroit-river

https://www.dogonews.com/2021/4/26/adorable-stray-puppy-gets-the-stuffed-unicorn-of-his-dreams-and-a-forever-home

https://www.dogonews.com/2021/3/18/eight-year-old-sets-guinness-world-record-for-solving-three-rubiks-cubes-simultaneously

 

Tuesday:

Gathering important quotes for your interview: pick 3 quotes from each interview (yours and the two others)

 

1. What quotes go together?
2. What message are you trying to share with your newspaper article? What is the overall theme?
3. What are the most impactful quotes?
4. How can you use your quotes to help share your message?

 

 

Wednesday:

Start writing your article. Make sure to include information from each interview, and look at the rubric. Remember that this is a rough draft, you will be working on it tomorrow as well!

 

Thursday:

Continue writing your article. At the end of class, share it with a partner to get feedback!

 

Friday:

Look at example newspapers and pay attention to the fun things in the newspaper: crossword puzzles, comics, etc. Write down at least 4 examples that you see and might want to use in your newspaper.

Monday: finish presentations

Tuesday: reflect on presentation, what would you like to improve on next time? What went well?

Wednesday: understanding the past: multiple perspectives project

Students will pick 3 people in their life to interview about their experience during 2020 and 2021 (so far). They will write their own leveled questions to ask, interview each person, create a slideshow or word document about each persons perspective/answers, then write a newspaper article about the impact of 2020 on the world around us. Today students will brainstorm their 3 people, and write their questions (use the leveled questioning to write it!)

Thursday: finish writing questions, and share their questions with partners. Add 3 or more questions to your list. On Friday, interview your people!

Friday: interview your 3 people, ask questions and write down their answers, take or use a picture of the person and put it on teams to save it (send in chat to teacher or attach to assignment)

Monday: No school

 

Tuesday: Students will learn the important skills in presenting presentations. They will be given a rubric about presenting and talk through what is important, and then the skills will be modeled by the teacher for students. They will take notes and start brainstorming what they need in order to present well at the end of the week. 

 

Wednesday: Students will practice their presentations with a partner using the rubric given to them and the skills taught yesterday. Students will pick important phrases on each slide to share, explain the picture on each slide, and make sure that they know the point they are trying to get across for each section. 

 

Thursday: Students will start presentations! Each student will be given 3-4 minutes to present, and will be graded both on content and on presentation skills. 

 

Friday: Students will write a reflection on what they have learned from the presenting skills as well as the content that they presented. If students have not presented yet, they will write a prediction on what they expect during their presentations.

This week students will be researching the checks and balances in the government, and the roles/responsibilities of each branch of the government. 

 

Each day students will be researching a branch of the government and adding to their slideshow. By the end of the week, students will have created a 27 slide slideshow about the 3 branches of government. 

 

Monday:

Students will get an overview of the branches of government and take notes on important vocabulary, roles, and write a RACES response as to why having checks and balances is important. 

 

Tuesday: 

Executive Branch:

Research and answer these questions on this notes sheet.

What are the responsibilities of the executive branch?

Who is in charge of the executive branch?

How long is the President in office for?

What are the requirements to be President?

How many Presidents have there been?

Choose which President you believe has been the best one, then write down specific reasons as to why they were the best. You must have at least 5 specific reasons.

Slideshow: Make sure to add at least two purposeful pictures per slide

• Slide One: Branch title (Executive Branch)
• Slide Two-Five: Answer the questions researched above (one question per slide!)
• Slide Six: explain which President you think was the best one, and list your reasons why

This week we will be continuing on with the new government created after the American Revolution. 

 

Monday:

Students will read about the basics of the Constitution and take notes. When students finish, they will write a RACES response answering the question "What is the Constitution and why is it important?"

 

Tuesday-Wednesday:

Students will look at the Bill of Rights and take notes on them. After taking notes, they will write an argument as to which right is the most important. After writing their argument and backing it up with information, students will debate in class with each other over which is most important. 

 

Thursday:

Students will write their own Bill of Rights and include a reasoning with why they picked the rights that they did. They will then share what they found with a shoulder partner, and adjust any if needed. 

 

Friday:

Students will share their Bill of Rights on flipgrid. 

This week students will be looking at the early government that was developed in the beginning stages after the American Revolution. 

 

Monday:

Students will look at what needed to be done once America gained its freedom. After looking at the Continental Congress and what occurred, students will discuss what would be important when creating a government. In small groups (socially distanced!), students will come up with what is necessary in a government and then share it with the class. Once everyone has shared we will compare that with what happened in the Continental Congress. 

 

Tuesday:

Students will look at the Articles of Confederation and make a pros and cons list to the document. We will discuss why it was an important document, and also why it needed to be edited and changed. We will talk about what has changed, and what has stayed the same, all these years later. 

 

Wednesday-Thursday:

Students will look at the founding fathers of the USA. They will read different biographies of each member and then share the information learned with their classmates. At the end of class students will make an illustration of the assigned founding father, and choose what 2 objects they would have with them. We will share these at the end! 

 

Friday:

Students will record a flipgrid reflection on what they learned about the early stages of the USA. 

Students should be finished with their projects! I am SO proud of the work that students have put into their flowlab games, and I can't wait to see all that they have accomplished. 

 

Monday: 

Students will be recording themselves playing their games describing what each symbol, goal, and obstacle stands for. This is SUPER important because it will allow for students to get full credit for all of the hard work that they did! For them to record, they will need to have the checklist in front of them and remember what each symbol they made stands for. 

 

When students finish recording/prepping for recording then they will play each others games by posting them on social studies teams (later there will be a spreadsheet with all of them!) 

 

Tuesday:

Students will finish recording from yesterday and play each others games! We will also present our games if there is time!

 

Wednesday: 

Students will play each others games and make any last minute adjustments! We will present our games if there is time.

 

Thursday:

No school: conferences

 

Friday:

No school: conferences

This week students will be finishing their projects on flowlab. The goal of the project is to create a online game through flowlab that represents a timeline of the events occurring in the American Revolution. Each student is at a different place in the project, so below I have listed out the order in which students need to complete their assignments. As long as students work on it a little each day, they should be done with the full project by Friday! 

 

Reminder: they need to have at least 4 levels. The checklist below is the bare minimum of what they need, but they can absolutely include extra levels, events, obstacles, etc to enhance their game. 

 

For each level, make sure to use your notes and the checklists below to help you create it. You will be graded on having each of these items, so make sure that you include them

The character you are using to go through the level must be a Patriot!

Checklist for Level One:

• French and Indian War symbol
• Boston Tea Party symbol
• Stamp Act symbol
• Obstacle
• Patriot character
• Goal

 

Checklist for Level Two:

• Intolerable Acts symbol
• Continental Congress symbol
• Paul Reveres Ride symbol
• Declaration of Independence symbol
• Obstacle
• Patriot main character
• Goal

 

Checklist for Level Three:

• Washington crosses the Delaware symbol
• France and the USA form an alliance symbol
• Articles of Confederation symbol
• Treaty of Paris symbol
• Obstacle
• Patriot Character
• Goal

 

Checklist for Level Four:

• Start of America!
• Obstacle
• Patriot character
• Goal
• Final level: what can you add that ends the game well, similar to what happened in the American Revolution?

 

This is an important week! Students spent all last week preparing for their flowlab timelines about the American Revolution. This week students are starting to work on their actual games (YAY!). Students are all at different points in the project, so below I have posted the expected timeline and project details for the assignment to get done, but it will differ depending on the speed and understanding of the student. If you have any questions on what is expected please let me know! 

 

Goal: To create a game on flowlab as a timeline of what happened during the American Revolution.

 

The project will be broken into 4 phases:

1. Before the American Revolution
2. The beginning of the American Revolution
3. The middle of the American Revolution
4. The end of the American Revolution

 

 

At each phase students will:

• Pick symbols to align with the events that occurred at that point in the timeline
• Move their character (Patriot) through obstacles/villains chosen carefully
• Work their way through the American Revolution with a goal of creating a new America

 

Timeline of student work: 3+ weeks to finish!

February 22: Introduce project/start researching

February 23: Finish researching "Before American Revolution"

February 24: Start researching "During the American Revolution"

February 25: Finish researching "During the American Revolution"

February 26: Start researching "Middle and end of the American Revolution"

March 1: Finish researching "middle and end of the American Revolution"

March 2: Start working on level one (BAR)

March 3: Continue working on level one (BAR)

March 4: Start working on level two (DAR)

March 5: Continue working on level two (DAR)

March 8: Start working on level three (EAR)

March 9: Continue working on level three (EAR)

March 10: Finish up game

March 11: Finish up game

March 12: Finish up game

March 15: Play each others games

March 16: Play each others games

 

In order to prepare for this project, students will look at each event listed in the categories and answer questions about it. This will help get students ready to create their game!

 

Before the American Revolution:

1. French and Indian War
1. What happened in the French and Indian war?
2. What year did this take place?
3. What is a symbol that could symbolize this event? How does this symbolize this event?
4. What obstacles did the Patriots face during this time?
2. Boston Tea Party
1. What happened in the Boston Tea Party?
2. What year did this take place?
3. What is a symbol that could symbolize this event? How does this symbolize this event?
4. What obstacles did the Patriots face during this time?
3. Stamp Act
1. What happened with the Stamp Act?
2. What year did this take place?
3. What is a symbol that could symbolize this event? How does this symbolize this event?
4. What obstacles did the Patriots face during this time?

 

 

 

Beginning of the American Revolution:

1. Intolerable Acts
1. What happened with the Intolerable Acts?
2. What year did this take place?
3. What is a symbol that could symbolize this event? How does this symbolize this event?
4. What obstacles did the Patriots face during this time?
2. Continental Congress
1. What happened in the Continental Congress?
2. What year did this take place?
3. What is a symbol that could symbolize this event? How does this symbolize this event?
4. What obstacles did the Patriots face during this time?
3. Paul Revere's Ride
1. What happened in Paul Revere's ride?
2. What year did this take place?
3. What is a symbol that could symbolize this event? How does this symbolize this event?
4. What obstacles did the Patriots face during this time?
4. Declaration of Independence
1. What happened in the Declaration of Independence?
2. What year did this take place?
3. What is a symbol that could symbolize this event? How does this symbolize this event?
4. What obstacles did the Patriots face during this time?

 

Middle/End of the American Revolution:

1. Washington crosses the Delaware
1. What happened when Washington crossed the Delaware?
2. What year did this take place?
3. What is a symbol that could symbolize this event? How does this symbolize this event?
4. What obstacles did the Patriots face during this time?
2. France and the USA form an alliance
1. Why did the France and the USA form an alliance?
2. What year did this take place?
3. What is a symbol that could symbolize this event? How does this symbolize this event?
4. What obstacles did the Patriots face during this time?
3. Articles of Confederation
1. What happened with the Articles of Confederation?
2. What year did this take place?
3. What is a symbol that could symbolize this event? How does this symbolize this event?
4. What obstacles did the Patriots face during this time?
4. Treaty of Paris
1. What happened in the Treaty of Paris?
2. What year did this take place?
3. What is a symbol that could symbolize this event? How does this symbolize this event?
4. What obstacles did the Patriots face during this time?

 

 

 

 

 

 

 

 

 

 

 

 

 

Students will start their timeline project this week. Below is the entire projects timeline, the days that are bolded are what is going to be taught/worked on this week. 

Goal: To create a game on flowlab as a timeline of what happened during the American Revolution.

The project will be broken into 4 phases:

1. Before the American Revolution
2. The beginning of the American Revolution
3. The middle of the American Revolution
4. The end of the American Revolution

At each phase students will:

• Pick symbols to align with the events that occurred at that point in the timeline
• Move their character (Patriot) through obstacles/villains chosen carefully
• Work their way through the American Revolution with a goal of creating a new America

 

Timeline of student work: 3+ weeks to finish!

February 22: Introduce project/start researching

February 23: Finish researching "Before American Revolution"

February 24: Start researching "During the American Revolution"

February 25: Finish researching "During the American Revolution"

February 26: Start researching "Middle and end of the American Revolution"

March 1: Finish researching "middle and end of the American Revolution"

March 2: Start working on level one (BAR)

March 3: Continue working on level one (BAR)

March 4: Start working on level two (DAR)

March 5: Continue working on level two (DAR)

March 8: Start working on level three (EAR)

March 9: Continue working on level three (EAR)

March 10: Finish up game

March 11: Finish up game

March 12: Finish up game

March 15: Play each others games

March 16: Play each others games

 

In order to prepare for this project, students will look at each event listed in the categories and answer questions about it. This will help get students ready to create their game!

 

Before the American Revolution:

1. French and Indian War
1. What happened in the French and Indian war?
2. What year did this take place?
3. What is a symbol that could symbolize this event? How does this symbolize this event?
4. What obstacles did the Patriots face during this time?
2. Boston Tea Party
1. What happened in the Boston Tea Party?
2. What year did this take place?
3. What is a symbol that could symbolize this event? How does this symbolize this event?
4. What obstacles did the Patriots face during this time?
3. Stamp Act
1. What happened with the Stamp Act?
2. What year did this take place?
3. What is a symbol that could symbolize this event? How does this symbolize this event?
4. What obstacles did the Patriots face during this time?

 

 

 

Beginning of the American Revolution:

1. Intolerable Acts
1. What happened with the Intolerable Acts?
2. What year did this take place?
3. What is a symbol that could symbolize this event? How does this symbolize this event?
4. What obstacles did the Patriots face during this time?
2. Continental Congress
1. What happened in the Continental Congress?
2. What year did this take place?
3. What is a symbol that could symbolize this event? How does this symbolize this event?
4. What obstacles did the Patriots face during this time?
3. Paul Revere's Ride
1. What happened in Paul Revere's ride?
2. What year did this take place?
3. What is a symbol that could symbolize this event? How does this symbolize this event?
4. What obstacles did the Patriots face during this time?
4. Declaration of Independence
1. What happened in the Declaration of Independence?
2. What year did this take place?
3. What is a symbol that could symbolize this event? How does this symbolize this event?
4. What obstacles did the Patriots face during this time?

 

Middle/End of the American Revolution:

1. Washington crosses the Delaware
1. What happened when Washington crossed the Delaware?
2. What year did this take place?
3. What is a symbol that could symbolize this event? How does this symbolize this event?
4. What obstacles did the Patriots face during this time?
2. France and the USA form an alliance
1. Why did the France and the USA form an alliance?
2. What year did this take place?
3. What is a symbol that could symbolize this event? How does this symbolize this event?
4. What obstacles did the Patriots face during this time?
3. Articles of Confederation
1. What happened with the Articles of Confederation?
2. What year did this take place?
3. What is a symbol that could symbolize this event? How does this symbolize this event?
4. What obstacles did the Patriots face during this time?
4. Treaty of Paris
1. What happened in the Treaty of Paris?
2. What year did this take place?
3. What is a symbol that could symbolize this event? How does this symbolize this event?
4. What obstacles did the Patriots face during this time?

 

 

 

 

 

 

 

 

 

Monday: 

No school

 

Tuesday:

No school

 

Wednesday: 

Today you will be looking at a primary source from the American Revolution. After listening to the song, answer the questions below. Then, write a story of this song being used during the American Revolution time in America.

 

Thursday: 

Analyze the primary source using the tools below, and then answer the questions below. Make sure to answer in complete sentences!

 

Friday:

Create your own Political Cartoon about either the Patriots or Loyalists.

Answer the questions below before starting, then create it on either storyboardthat.com or on your own piece of paper! Example political cartoons are attached below.