ALEX Lesson Plan


Washington, DC Report

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  This lesson provided by:  
Author:Traci Hill
System: Shelby County
School: Shelby County Board Of Education
  General Lesson Information  
Lesson Plan ID: 10776


Washington, DC Report


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.)

 Associated Standards and Objectives 
Content Standard(s):
TC2 (3-5)
2. Use various technology applications, including word processing and multimedia software.
  • Using navigational features commonly found in technology applications
  • Identifying digital file types
  • TC2 (3-5)
    8. Collect information from a variety of digital sources.
    Examples: online libraries, multimedia dictionaries
  • Using technology tools to organize information
  • Demonstrating efficient Internet search strategies
  • Example: keyword search
  • Evaluating electronic resources for reliability based on publication date, bias, accuracy, and source credibility
  • ELA2015 (5)
    1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. [RL.5.1]
    ELA2015 (5)
    23. Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.5.2]
    a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [W.5.2a]
    b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.5.2b]
    c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). [W.5.2c]
    d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.5.2d]
    e. Provide a concluding statement or section related to the information or explanation presented. [W.5.2e]
    ELA2015 (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]
    ELA2015 (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]
    a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. [SL.5.1a]
    b. Follow agreed-upon rules for discussions and carry out assigned roles. [SL.5.1b]
    c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. [SL.5.1c]
    d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. [SL.5.1d]
    ELA2015 (5)
    38. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.5.1]
    a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. [L.5.1a]
    b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. [L.5.1b]
    c. Use verb tense to convey various times, sequences, states, and conditions. [L.5.1c]
    d. Recognize and correct inappropriate shifts in verb tense.* [L.5.1d]
    e. Use correlative conjunctions (e.g., either/or, neither/nor). [L.5.1e]
    ELA2015 (5)
    39. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.5.2]
    a. Use punctuation to separate items in a series.* [L.5.2a]
    b. Use a comma to separate an introductory element from the rest of the sentence. [L.5.2b]
    c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it'), and to indicate direct address (e.g., Is that you, Steve'). [L.5.2c]
    d. Use underlining, quotation marks, or italics to indicate titles of works. [L.5.2d]
    e. Spell grade-appropriate words correctly, consulting references as needed. [L.5.2e]
    SS2010 (5) United States Studies: Beginnings to the Industrial Revolution
    4. Determine the economic and cultural impact of European exploration during the Age of Discovery upon European society and American Indians.
  • Identifying significant early European patrons, explorers, and their countries of origin, including early settlements in the New World
  • Examples: patrons—King Ferdinand and Queen Isabella
    explorers—Christopher Columbus
    early settlements—St. Augustine, Quebec, Jamestown
  • Tracing the development and impact of the Columbian Exchange
  • SS2010 (5) United States Studies: Beginnings to the Industrial Revolution
    5. Explain the early colonization of North America and reasons for settlement in the Northern, Middle, and Southern colonies, including geographic features, landforms, and differences in climate among the colonies.
  • Recognizing how colonial development was influenced by the desire for religious freedom
  • Example: development in Massachusetts, Connecticut, Rhode Island, Pennsylvania, and Maryland colonies
  • Identifying influential leaders in colonial society
  • Describing emerging colonial government
  • Examples: Mayflower Compact, representative government, town meetings, rule of law

    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):

     Preparation Information 

    Total Duration:

    Time Not Specified

    Materials and Resources:

    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)


    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.

    **Some files will display in a new window. Others will prompt you to download.

    Assessment Strategies

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


    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.


    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.