ELA Instructional Unit - Part 1

Ashlyn Simmons
1. Unit Overview
This 5th grade unit will focus on events from the American Revolution (1770s
-1780s) and how our government and independence were founded. Students will spend
most of the unit researching and analyzing events leading up to and during the American
Revolution. By comparing/contrasting events, sequencing events, writing opinion pieces,
working in collaborative and cooperative groups, and presenting information, students
will develop an understanding of the historical significance of the American Revolution.
Key ideas and terms used in the lesson include: independence, self-government,
freedom, liberty, equality, revolution.
This topic is valuable to teach to students because one of the most important
aspects of the American society is our ever apparent right to freedom and
independence. The American Revolution was a turning point in our nations democratic
history and students should know when, why, where, and how it happened, the people
and principles involved, and the lasting effects it had on our nation.

2. Standards
Content (Social Studies): Standard 3.1: Societies are shaped by
beliefs, ideas, and diversity. The student will recognize and evaluate significant
beliefs, contributions, and ideas of the many diverse peoples and groups and
their impact on individuals, communities, states, and nations.
Writing:
Informative: W.5.2a: Write informative/explanatory
texts to examine a topic and convey ideas and information clearly.
Introduce a topic clearly, provide a general observation and focus, and
group related information logically; include formatting, illustrations, and
multimedia when useful to aiding comprehension.
Argumentative: W.5.1a: Write opinion pieces on
topics or texts, supporting a point of view with reasons and information.
Introduce a topic or text clearly, state an opinion, and create an
organizational structure in which ideas are logically grouped to support
the writers purpose.
Narrative: W.5.3b: Write narratives to develop real
or imagined experiences or events using effective technique, descriptive
details, and clear event sequences. Use narrative techniques, such as a
dialogue, description, and pacing, to develop experiences and events or
show the responses of characters to situations.
Language:
Spelling: L.5.2e: Demonstrate command of the
conventions of standard English capitalization, punctuation, and spelling
and writing. Spell grade-appropriate words correctly, consulting
references as needed.

 Grammar: L.5.1c: Demonstrate command of the

conventions of standard English grammar and usage when writing and
speaking. Use verb tense to convey various times, sequences, states,
and conditions.
Speaking/Listening:
Speaking: SL.5.4: Report on a topic or text or
present an opinion, sequencing ideas logically and using appropriate
facts and relevant, descriptive details to support main ideas or themes;
speak clearly at an understandable pace.
Listening: SL.5.3: Summarize the main points a
speaker makes and explain how each claim is supported by reasons and
evidence
Reading (informational): RI.5.3: Explain the relationships or
interactions between two or more individuals, events, ideas, or concepts in a
historical, scientific, or technical text based on specific informational in the text.

3. Objectives
TSW be able to compare and contrast two major events of the
American Revolution. TSW write a compelling argument as to which event most
strongly affected the American Revolution.
TSW write a historical fiction piece using historical figures,
terminology, and events from the American Revolution.
TSW create and present a presentation to a group of peers. The
presentation will cover one major event from the American Revolution.
Presentation will include historically accurate dates, facts, places, and
people/roles involved.
TSW be able to summarize the main ideas from presentations
given by other students. TSW critique the work of his/her peers.
TSW be able to use informational texts to identify and explain the
relationships between two major figures of the American Revolution (Loyalists,
Patriots, Minutemen, Redcoats, Francis Marion, Ben Franklin, King George III,
Abigail Adams, Continental Army, etc.) TSW create a multimedia report to share
with the class.
TSW be able to explain how the Revolution affected average
citizens of the colonies.

4. Literature Resources
Argumentative: George Vs. George: The American Revolution as
Seen from Both Sides (Rosalyn Schanzer)

Informational:

A Young Patriot: The American Revolution as

Experienced by One Boy (Jim Murphy)

 Nathan Hale: Patriot and Martyr of the American

Revolution (L. J. Krizner, Lisa Sita)
Paul Revere and the Minutemen of the American
Revolution (Ryan P. Randolph)
The American Revolution (Bruce Bliven)
Causes of the American Revolution (Richard M.
Strum)
Poetry: The Star Spangled Banner (Francis Scott Key)
Narrative: The Fighting Ground (Avi)
Website:
http://www.ouramericanrevolution.org/index.cfm/page/view/m0003