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This lesson provided by:
Author: Traci Hill
System:Shelby County
School:Valley Intermediate School
Lesson Plan ID: 10776
Title:

Washington, DC Report

Overview/Annotation:

Students will utilize the Internet to complete the DC Report during their study of Colonial American history and Washington, DC. They will demonstrate their understanding of the material through a written report using the three modes of writing. (This report may be given in its entirety or it may be broken up into sections.)

Content Standard(s):
SS(5) United States Studies: Beginnings to 18774. Explain effects of European exploration during the Age of Discovery upon European society and Native Americans, including the economic and cultural impact.
SS(5) United States Studies: Beginnings to 18775. Describe the early colonization of North America and reasons for settlement in the Northern, Middle, and Southern colonies.
ELA(5) 4. Use a wide range of strategies and skills, including using text features to gain meaning, summarizing passages, and drawing conclusions, to comprehend fifth-grade informational and functional reading materials.
ELA(5) 7. Compose expository texts using an introductory paragraph that includes a main idea; supporting paragraphs with a minimum of three reasons, explanations, or steps in a process; and a conclusion.
ELA(5) 9. Apply mechanics in writing, including capitalization of first word in a direct quotation and use of punctuation, including quotation marks and comma with direct quotations, colon to introduce a list, and commas after introductory words, with a noun of direct address, and in a compound sentence.
ELA(5) 10. Demonstrate knowledge of grammar and usage concepts, including subject-verb agreement with a compound subject; present, past, and future verb tenses; forms of adjectives; forms of nouns; and subject, object, and possessive pronouns.
ELA(5) 11. Use search strategies in the research process to identify reliable current resources and computer technology to locate information.
ELA(5) 12. Demonstrate eye contact, articulation, and appropriate voice intonation with expository presentations.
TC2(3-5) 2. Use various technology applications, including word processing and multimedia software.
TC2(3-5) 8. Collect information from a variety of digital sources.
ELA2013(5) 1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. [RL.5.1]
ELA2013(5) 23. Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.5.2]
ELA2013(5) 29. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. [W.5.8]
ELA2013(5) 32. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 5 topics and texts, building on others' ideas and expressing their own clearly. [SL.5.1]
ELA2013(5) 38. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.5.1]
ELA2013(5) 39. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.5.2]
Local/National Standards:  
Primary Learning Objective(s):

Students will demonstrate their understanding of specific parts of Colonial American history and Washington, DC through their performance on a written report. Students will utilize the Internet for research and use the three modes of writing--narrative, expository, and descriptive--in their report.

Additional Learning Objective(s):  
Approximate Duration of the Lesson: Time Not Specified
Materials and Equipment:

A copy of the report assignment (see attached), a folder, colored pencils

Technology Resources Needed:

Computers with Internet access (computer lab if available), printer (if students type reports)

Background/Preparation:

Students need to be familiar with the Internet and able to type URL's to find suggested websites, or the teacher can bookmark the following sites:
http://www.monticello.org
http://www.historyisfun.org
http://www.williamsburg.com/index.cfm
http://www.history.org
http://www.mountvernon.org
http://www.nps.gov/thje
http://www.nps.gov/linc
http://www.nps.gov/vive/index.htm
http://www.nps.gov/gwmp/usmcwmhistory.htm
http://www.arlingtoncemetery.org
http://www.aoc.gov/cc/index.cfm
http://www.loc.gov
http://www.si.edu
http://www.nps.gov/foth/
http://www.whitehouse.gov
http://www.cathedral.org/cathedral/index.shtml

Students should have prior instruction in descriptive, narrative, and expository writing.

Procedures/Activities:
1.)Decide if students are to work individually on the entire project or if students will be divided into groups to complete each section of the report. Provide each student with a copy of the report requirements (attached). (As an option, students might present the answers to their questions in a slideshow presentation.)
If needed review the modes of writing.
(General Writing Modes)
This site presents an overview of the modes of writing.

2.)Review the requirements of the report with the class. If the class is working in groups or on specific sections of the project, be sure all students are clear as to their assignments. Answer questions that the students have about the report.

3.)Throughout the course of the project, the teacher needs to monitor each student's project and support each student that needs additional help.

4.)Provide the opportunity for students to share their projects by displaying them on a table in the classroom (or library) or by viewing the prepared slideshows.
(Powerpoint in the Classroom)
Thsi site provides direction in the basics of Microsoft Powerpoint.

Attachments:**Some files will display in a new window. Others will prompt you to download. Washington.doc
Assessment Strategies:

The teacher may choose to grade each “question” individually or the report as a whole.

Extension:

Students should be encouraged to expand their research and give information beyond answering the specific questions that are given. Writing assignments may be lengthened—-instead of one paragraph students may write 3-5.

Remediation:

Students who need remediation should be placed in a group with students who can model appropriate behaviors/skills instead of working independently. The teacher should provide a great deal of support for this group.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
Variations Submitted by ALEX Users:
Alabama Virtual Library
Alabama Virtual Library

Hosted by Alabama Supercomputer Authority
The University of Alabama at Birmingham
The University of Alabama at Birmingham
The Malone Family Foundation
The Malone Family Foundation
Thinkfinity
Thinkfinity
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