5Th Grade Social Studies Lesson Plans for April 20 - May 1

5th Grade Social Studies Lesson Plans for April 20 - May 1

Your teacher will look over your work for each lesson to provide you feedback. ● If you are writing your answers on paper, remember to put your name and date on the paper and save it for your teacher. ● If you are submitting your answers electronically, please follow your teacher's directions and process. (Examples: Google classroom, make a Google Doc to record answers, or email answers.) ○ Additionally, with this electronic document you could go up top and click “File” and “Make a Copy” to make your own copy of this document and type the answers right on your copy.****

Lesson 1

Topic: The Boston Massacre Student Activities: 1. In the last series of lessons you look at the growing tensions between the colonists and the British. Specifically, you looked at the French and Indian War, Proclamation of 1763, the Stamp Act, and the Townshend Acts. The tensions will only continue to rise! This will lead to the Boston Massacre. 2. Read about the Boston Massacre in the Resources below. 3. Answer the questions about the Boston Massacre

Save for your teacher or submit electronically: answers to activity 3 Optional Extension Activities: View the Boston Massacre on YouTube to learn more. Parent Considerations: Preview the video in the extension activity.

Resources for Lesson 1: Activity 2: The Boston Massacre After the Townshend Acts were passed, the colonists began boycotting and protesting. Many Patriots felt that the laws were unfair and they did not appreciate the British soldiers being kept in Boston to monitor them. The colonists would make fun of the British soldiers by calling them lobsterbacks and red coats. Fights and arguments broke out between the two groups. On March 5, 1770, one of these arguments began between some of the colonists and a British officer named Hugh White on King Street in Boston, MA. The colonists yelled at White, threw sticks and snowballs at him, and taunted him repeatedly. When Captain Thomas Preston of the British Army sent other soldiers to help keep the peace many colonists began to gather around. When the colonists saw the soldiers arrive with their bayonets, they became angry and impatient. The British soldiers were told NOT to fire unless Thomas Preston ordered them to do so. However, an object was thrown from the crowd and struck Private Montgomery, causing him to fall to the ground. His gun fired. After a moment of silence, the soldiers fired into the crowd, killing 5 colonists. After the shooting, Governor Thomas Hutchinson dispersed the crowd by promising that the event that day would be carefully investigated. Eight soldiers were arrested and put on trial. The Page 1 soldiers had difficulty finding a lawyer to defend them but eventually John Adams, a Patriot, agreed to help them. Adams argued that the soldiers had a right to defend themselves that day. Six of the soldiers were found not guilty.

Activity 3: When was the Boston massacre? What happened? What was the result of the Boston Massacre? Who was Crispus Attucks?

Lesson 2

Topic: The Boston Tea Party Student Activities: 1. After the Boston Massacre, the British withdrew their forces from Boston and repealed much of the Townshend Acts. But they left in place the tax on tea, and in 1773 enacted the Tea Act 2. Read about the Tea Act and the Boston Tea Party in the Resources below 3. Answer the questions about the Boston Tea Party

Save for your teacher or submit electronically: answers to activity 2 Optional Extension Activities: Watch The Story of the Boston Tea Party Parent Considerations: preview the video before your child views

Resources for Lesson 2: Activity 2: The Boston Tea Party In 1773, The British Parliament only allowed the colonists to buy tea from them. Also, the British Parliament put a tax on that very tea the colonists were buying. This made the colonists frustrated so many of them boycotted, and they refused to buy the British tea. In late November and early December of 1773, three ships arrived in the Boston Harbor. The tea tax was supposed to be paid as soon as the cargo was unloaded from the ship. The colonists did not want to pay the tax, and so they refused to allow the cargo to be unloaded. Samuel Adams called a meeting and the Patriots decided that they would demand that the ship be sent back to England. Governor Thomas Hutchinson refused this demand. So, the Sons of Liberty felt their only option was to destroy the tea in order to avoid paying the dreaded tea tax. Over 200 men dressed up as Native Americans and dumped 342 chests of tea into the Boston Harbor. While 342 chests of tea doesn’t sound like a lot of tea, however, it was dried tea and totaled 90,000 pounds. This amount of tea was actually worth a great deal of money. Today, it would be around $1 million worth of tea! The Patriots did not hurt the crew or captain, nor did they destroy the ship. They dumped the tea and left. While many Patriots agreed with what happened the night of the Boston Tea Party, there were many colonists who did not believe this was the right thing to do. Either way, this event got the attention of the colonists as well as the King!

Page 2 Activity 3: 1. When did the Boston Tea Party happen? 2. Why did they boycott the tea? 3. What was the Tea Act? 4. How did they disguise themselves? 5. What do you think the King will do next?

Lesson 3

Topic: The Intolerable Acts Student Activities: 1. After the Boston Tea Party, the British felt the need to react. They put in place a new set of laws called the Intolerable Acts. 2. Read about the Intolerable Acts in the Resources below 3. Answer the questions about the Intolerable Acts

Save for your teacher or submit electronically: answers to activity 3 Optional Extension Activities: view Intolerable Acts from Youtube Parent Considerations preview the video before your child views

Resources for Lesson 3: Activity 2: Intolerable Acts The Intolerable Acts (also called the Coercive Acts) were harsh laws passed by the British Parliament in 1774. They were meant to punish the American colonists for the Boston Tea Party and other protests. Like the Stamp Act and the Townshend Acts, the Intolerable Acts pushed the colonists toward war with Great Britain. Background In 1767 Parliament passed the Townshend Acts. One of those acts required colonists to pay a tax on tea. In 1773 Parliament passed another unpopular law, the Tea Act. It said that colonists could buy tea from only one British company. Angered by those laws, a group of colonists dumped the company’s tea into Boston Harbor. That event became known as the Boston Tea Party. The Acts and Their Effects After the Tea Party, Parliament passed four punishing acts in 1774. The first law closed Boston Harbor until the colonists paid for the ruined tea. The second law placed Massachusetts under military rule. The third law protected British officials who were accused of crimes in the colonies. The fourth law said that British soldiers could be housed in colonists’ homes. Another law passed in 1774 gave an area of land west of the 13 colonies to Quebec. The colonists called these laws intolerable (unbearable) and coercive (forceful). The British thought that the strict new laws would bring the colonies under control. Instead, the colonies decided to work together against the British government. They set up the Continental Congress, which issued the Declaration of Independence in 1776.

Activity 3: 1. When was the Intolerable Acts out in place? 2. What were the 4 laws?

Page 3 3. What do you think the colonists will do next?

Lesson 4

Topic: The First Continental Congress Student Activities: 1. After the Intolerable Acts were put in place, the colonists knew that they needed to come together to plan their next steps. This led to the 1st Continental Congress. 2. Read about the First Continental Congress in the Resources below 3. Answer the questions about the First Continental Congress.

Save for your teacher or submit electronically: answers to activity 3 Optional Extension Activities: view History Brief: The First Continental Congress video on YouTube Parent Considerations: preview the video before your child views

Resources for Lesson 4:

Activity 2: The First Continental Congress After the Intolerable Acts were passed, the colonists knew they needed to come together and make a plan of action.

Representatives from the different colonies met in Philadelphia on September 5, 1774. Members of this congress included Thomas Jefferson and Patrick Henry. These delegates were chosen by the colonists to represent their colonies in congress. These men met in the infamous Carpenter’s Hall.

One of the first things the First Continental Congress did was create a petition, or signed request, to the king. In this petition the congress stated that the colonists had the same rights as the British citizens which included the right to life, liberty, the right to gather together, and the right to a trial by jury. The petition made clear to the king what the colonists needed from British Parliament in order to live happily and successfully.

May 10, 1775 was the deadline to hear back from the British Parliament on their response to the petition. After no response, the congress voted to stop all trade with Britain. They also instructed the colonies to form their own militias, or armies, to better protect themselves from a potential British attack.

Activity 3: 1. When did the First Continental Congress begin? 2. Where did the First Continental Congress meet 3. What did the petition to King George III ask for? 4. Did the Coercive Acts have any impact on the colonists forming the First Continental Congress? How?

Page 4 Elementary ELA Grade 5 Lesson Plans for April 20 - May 1

● Two specific reading/writing lessons are planned for each week. The lessons are designed to take 25 minutes with children being supported by someone at home. If you find the lesson is taking longer than 25 minutes, please stop and continue the lesson next time. We all work at a different pace, and it is important to find the right pace for your child. There is an optional third lesson each week: Literacy Bingo. ● Please provide the level of reading support that you feel your child needs: reading aloud, shared reading, or independent reading. Your child may be able to read the text to themselves or may need your help. If your child needs support, encourage him/her to read along with you if they can. Point to the words as you read. Reading the text aloud several times will help with their understanding and with fluency. ● Some teachers might ask to have work submitted through Google classroom if that is appropriate and accessible. Answers and student work can also be handwritten on notebook paper or typed. Keep your work:) ● Most importantly, continue to engage your children in reading and talking about what they are reading!

Lesson 1

Topic: Make inferences from a text and quote from the text to support those inferences. Student Activities: 1. Read the article “Malala: Nobel Laureate.” 2. Choose 2 of the following words to describe Malala. Add to the choices if you think of other character traits that you would like to use. Provide evidence from her speech to support your choices. Choose two of these words or other character traits to describe Malala: wise, responsible, brave, studious, eager, proud. Malala was _____ because in her speech she said ______. Malala was also _____ because in the speech she said ______.

Save for your teacher or submit electronically: Your teacher will look over your work in Google classroom and give you feedback. If your response is on paper, remember to put your name and date on the paper and save it for your teacher.

Optional Extension Activities: 1. Research Malala Yousafzai. Read the speech that she gave when she accepted the Nobel Peace Prize. 2. Complete an activity on the Literacy Bingo card.

Parent Considerations: 1. It may be helpful for your child to talk about what they learned from Malala’s speech before they choose the character traits. Encourage them to provide evidence from the text to support their answers.

Lesson 2

Topic: Make inferences from a poem and quote from the poem to support those inferences. Write an opinion with reasons that are supported by details.

Student Activities: 1. Read the poem about Malala written by Diana Grant 2. Respond to the following question: How does the author feel about Malala? Write a paragraph that starts with an introductory sentence that states your opinion. Provide at least two reasons to support your opinion and provide details from the poem. Write a concluding sentence to restate your opinion.

Optional Extension Activities: 1. Imagine that you have been awarded the Nobel Peace Prize for your advocacy for a specific cause. What was your accomplishment? Write your acceptance speech or a poem about your accomplishment. 2. Complete an activity on the Literacy Bingo card.

Parent Considerations: 1. It may be helpful for your child to talk about the poem and how the writer feels about Malala from the words that are used to describe her. Encourage your child to provide evidence from the poem to support their answers. It might be helpful for your child to make an organizer and jot down ideas before writing.

Lesson 3

Topic: Optional Literacy Bingo

Student Activities: 1. Complete one or two activities on the Literacy Bingo card.

Save for your teacher or submit electronically: You do not need to submit anything to your teacher, but you can share your work with your teacher through Google Classroom if you can. If your choice involves writing, put your name and date on your paper and save your work.

Optional Extension Activities: 1. Make your own Literacy Bingo card. Complete some of the activities. Be creative and have fun! 2. Complete any optional activities provided by your teacher.

Parent Considerations: This is an optional activity.

Lesson 4

Topic: Comparing text structures of cause-effect and compare-contrast in nonfiction texts. Student Activities: 1. Read “Comparing Text Structures, Part 2: Cause-Effect, Compare-Contrast.” Think about the words that might be used to signal each text structure. 2. Read and reread the two passages about octopuses and squids. As you read, think about the author’s purpose and which text structure is used in each passage. 3. Complete the following activity. Use the form provided by your teacher in Google classroom or draw and complete the chart on your own paper. Passage Author’s Purpose Type of Text Structure Evidence

Passage #1

Passage #2

Optional Extension Activities: 1. Research octopuses and/or squids. Try to determine which text structure the author used to write their text. 2. As an extra challenge, research a topic on sea life and find informational articles with different text structures. Identify all of the different text structures. 3. Complete an activity on the Literacy Bingo card.

Parent Considerations: 1. It might be helpful to read aloud with your child and talk through their responses to the activity before they begin to write.

Lesson 5

Topic: Comparing text structures of cause-effect and compare-contrast in nonfiction texts. Student Activities: 1. Review “Comparing Text Structures, Part 2: Cause-Effect, Compare-Contrast.” 2. Read and reread “Why are Oceans Salty?” and “Oceans and Seas.” Read the first time for general understanding. When you reread, think about the text structures 3. Complete the following activity. Use the form provided by your teacher in Google classroom or draw and complete the chart on your own paper. Passage Author’s Purpose Type of Text Structure Evidence

Why are Oceans Salty?

Oceans and Seas

Optional Extension Activities: 1. Research Oceans and Seas. You might start with research on the Atlantic Ocean. Try to determine which text structures the author used to write their text. 2. As an extra challenge, continue your research and see if you can find informational articles with different text structures. Identify all of the different text structures. 3. Complete an activity on the Literacy Bingo card.

Parent Considerations: 1. It might be helpful to read any portions of the lesson aloud with your child and talk through their responses to the activity before they begin to write.

Lesson 6

Topic: Optional Literacy Bingo

Student Activities: 1. Complete one or two activities on the Literacy Bingo card.

Optional Extension Activities: 1. Make your own Literacy Bingo card. Complete some of the activities. Be creative and have fun! 2. Complete any optional activities provided by your teacher.

Parent Considerations: This is an optional activity.

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Grade 5 Math Week of April 20, 2020 Lesson 1

Topic 12: Represent and Interpret Data

Student Activities: 1. Watch Visual Learning Video for lesson 12-3.

2. Answer the following: (Solve and Share problem) Rainfall for the Amazon was measured and recorded for 30 days. The results were displayed in a line plot. What can you tell about the differences in the amounts of rainfall? Use the line plot to solve this problem.

3. Answer the following: (Reteach) On a line plot, each data value is shown as a dot above a number line. What do the 3 dots 3 above 4 i ndicate?

There were ____ days with rainfall of ____ inch.

4. Answer the following: Use the frequency table to find the total amount of rainfall for a seven day period.

Complete the rest of the table. Multiply each rainfall amount by the frequency. Add all four products in the Multiplication column to find the total amount of rain for the 7-day period. ____ + ____ + ____ + ____ = _____ inches. The total rainfall for the 7-day period was ____ inches.

Save for your teacher or submit electronically: Your teacher will look over your work in Google classroom and give you feedback. If your answers are on paper, remember to put your name and date on the paper and save it for your teacher.

Optional Extension Activities: ● Practice Buddy 12-3 (will be assigned by the teacher) ● Independent Practice problems (will be assigned by the teacher) ● Students can practice basic multiplication facts: https://www.mathsisfun.com/timestable.html

Parent Considerations: 1. If the student has access to the internet, the Visual Learning Video will be assigned by the teacher. The video is interactive and may pause for students to respond. 2. Students can respond on a sheet of paper (or online).

Note: To help students understand the line plot in #2 under “Student Activities”, ask the following questions: “What do the numbers in the line plot represent?” (inches of rainfall) “What does each dot in the line plot represent? (one day’s amount of rainfall shown by the number below it). Students’ responses to the questions asked in #2 are based on observations they can make about the line plot.

Lesson 2

Topic 12: Represent and Interpret Data

Student Activities: 1. Watch Visual Learning Video for lesson 12-4.

2. Answer the following: (Solve and Share problem) A cross country coach recorded the team’s practice runs and made this line plot.

The coach had each runner analyze the line plot and write an observation. Read the statements and explain whether you think each runner’s reasoning makes sense.

3. Answer the following: (Reteach) In Adrian’s town, it rained 15 times last month. Adrian measured and recorded the amount of rain that fell each day. The amounts are shown in the line plot.

Adrian did the following work to find the total rainfall last month. (3 × 0.25) + (5 × 0.5) + (2 × 0.75) + (3 × 1) + (2 × 1.25) = 0.75 + 2.5 + 1.5 + 4 + 2.5 = 11.25

How can you find the number of days of measurements? I can count the ____ on the line plot. There are ____ dots. Add the first whole numbers in the parentheses to find the number of days that Adrian used. Did she use the correct number of days? 3 + 5 + ___ + ___ + ___ = ___

4. Answer the following: In Adrian’s work, each expression represents the ______amount of rainfall for that measurement. Check Adrian’s work. Is it correct? Explain. ______, Adrian wrote the product of 3 × 1 as _____.

Optional Extension Activities: ● Practice Buddy 12-4 (will be assigned by the teacher) ● Independent Practice problems (will be assigned by the teacher) ● Students can play multiplication/division games: https://www.topmarks.co.uk/maths-games/7-11-years/multiplication-and-division

Note: To help students understand Adrian’s work in #3 under “Student Activities”, use the line plot. She wrote (3 × 0.25) because there were 3 days that it rained 0.25 inches last month. She could have written 0.25 + 0.25 + 0.25 OR 3 × 0.25 to find the total for that column.

Lesson 3 - Optional

Topic 12: Represent and Interpret Data

Optional Student Activities: 1. Students can practice creating their own frequency tables and line plots. For example, students can poll family members on how often they spend time doing certain activities each day or week. (How many hours does each family member spend watching tv each day?)

2. If there is access to the internet, students can play multiplication/division games: Multiplication: h ttp://www.hoodamath.com/games/multiplication.html Division: h ttps://www.hoodamath.com/games/division.html

Save for your teacher or submit electronically: This work is o ptional a nd does not need to be turned in.

Optional Extension Activities: Have students complete fluency practice problems that fall within the expectation for 5th grade: ● Addition: Students are expected to add multi-digit whole numbers with decimals to hundredths (i.e. 3,456.78 + 6,544.9 or 4,567.02 + 8,901.87). ● Subtraction: Students are expected to subtract multi-digit whole numbers with decimals to hundredths (i.e. 9,000.03 - 3,456.2 or 7,012.32 - 4,567.65). ● Multiplication: Students are expected to multiply multi-digit whole numbers with decimals to hundredths ( i.e. 12.34 × 6.5 or 2.3 × 0.45) ● Division: Students are expected to divide up to four-digit dividends and two-digit divisors (i.e. 1,234 ÷ 12 or 6234 ÷ 24)

Parent Considerations: 1. You may need to call family or friends outside of your home to include in your data. 2. The Optional Extension Activities list the expectations for math fluency for fifth grade. Fluency refers to speed and accuracy in calculation.

Grade 5 Math Week of April 27, 2020 Lesson 1

Topic 13: Write and Interpret Numerical Expressions

Student Activities: 1. Watch Visual Learning Video for lesson 13-1.

2. Answer the following: (Solve and Share problem) Two students evaluated the expression 15 + 12 ÷ 3 + 5 a nd got two different answers. Neither student made a mistake in the calculations, so how did they get different results?

3. Answer the following: (Reteach) Evaluate (3 + 2) × 6 - 12 ÷ 6.

4. Answer the following: Evaluate the expression using the order of operations. (3 + 8) - 4 × 2

Optional Extension Activities: ● Practice Buddy 13-1 (will be assigned by the teacher) ● Independent Practice problems (will be assigned by the teacher) ● Choose a multiplication or division game to play online: h ttps://www.mathplayground.com/index_multiplication_division.html

Note: Be sure to reinforce the correct Order of Operations: 1. Evaluate inside parentheses, brackets, and braces. 2. Multiply and divide from left to right. 3. Add and subtract from left to right.

Lesson 2

Topic 13: Write and Interpret Numerical Expressions

Student Activities: 1. Watch Visual Learning Video for lesson 13-2.

2. Answer the following: (Solve and Share problem) Evaluate the expression 3 + (6 - 2) × 4. Solve this problem using the order of operations.

3. Answer the following: (Re-teach) Evaluate [6 × (4 + 3)] ÷ 2 + 8. Do the computation inside parentheses first. [6 × _____ ] ÷ 2 + 8 Next, do the computation inside the brackets. ____ ÷ 2 + 8 Next, multiply and divide in order from left to right. _____ + 8 Finally, add and subtract in order from left to right. _____ So, [6 × (4 + 3)] ÷ 2 + 8

4. Answer the following: Evaluate (9 - 2) × 4 List the steps in the order you will use to evaluate the expression. 1. ______2. ______What is the value of (9 - 2) × 4?

Optional Extension Activities: ● Practice Buddy 13-2 (will be assigned by the teacher) ● Independent Practice problems (will be assigned by the teacher) ● Choose a multiplication or division game to play online: h ttps://www.mathplayground.com/index_multiplication_division.html

Note: Be sure to reinforce the correct Order of Operations: 1. Evaluate inside parentheses, brackets, and braces. 2. Multiply and divide from left to right. 3. Add and subtract from left to right.

Lesson 3 - Optional

Topic 13: Write and Interpret Numerical Expressions

Optional Student Activities: 1. If there is access to the internet, students can play the enVision game Launch that Sheep- Multiply and Divide 2-Digit Numbers. 2. Play “Capture It!”. Make a set of cards with the numbers 1 through 150 on them. Shuffle the cards and lay 12 of them face up so all players can see them. Set the rest of the deck aside. For example:

The first player will roll 3 dice. All players will try to get one of the 12 target numbers by using the three numbers on the dice along with the order of operations. (Example: If the numbers rolled are 5-5-3, a student could “capture” the 20 card because 5 x 3 + 5 = 20.) Students race to “capture” a target card, and must tell the group their solution to keep it. If they are not correct, the card will be returned and students continue trying to get a target number. Note: If no one is able to “capture” a card after a reasonable amount of time, the dice are rolled again. Before the next student rolls the dice, choose the top card from the deck and place it in the space where the captured one was located. Continue playing in this way with each student taking a turn rolling the dice. 3. If there is access to the internet, students can play multiplication/division games: Multiplication: h ttp://www.hoodamath.com/games/multiplication.html Division: h ttps://www.hoodamath.com/games/division.html

Save for your teacher or submit electronically: This work is o ptional and does not need to be turned in.

Parent Considerations: 1. Students can make the playing cards out of anything they have access to. 2. If you do not have dice, you can create number tiles out of paper. Have students select 3 number tiles at random each round.