Download Week 3 February 8-12

TEACHER:
CLASS: 5th Grade
DATE: February 8
M T W TH F
FRAME THE LESSON
Drawing Inferences
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Resources/Materials:
Pearson’s 5th Grade
Building Our Nation
TE
24B: analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the
main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions
Objective/Key Understanding:



Analyze information.
Use information and prior
knowledge to draw inferences.
Identify author’s purpose and
viewpoint.
Closing Product/ Question/ Informal
Assessment:
Apply the Skill (p. 477)
Rigor & Relevance: (Real World
Connection)
(p. 476-477)
Stop & Check for Understanding—High Level Questions
Preview the Sill (p. 476)
 Before reading the Worktext, ask students to explain what drawing inferences mean.
o What is an inference?
o When drawing inferences, what is evidence and what is reasoning?
 Have students read the first two paragraphs on page 476.
 Discuss how evidence and reasoning are used to draw inferences.
Practice the Skill (p. 476)
 Have students review the chart on page 476.
 Discuss the information that is included in each column.
o Do you think the inference made in the third column is reasonable? Explain your answer.
Vocabulary:
Vocabulary:
Apply the Skill (p. 477)
Reread and analyze the section titled Cities and Businesses and answer the following questions about
drawing conclusions.


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What was the result of the 1920 census?
What do you know about cities and farms today?
Use the graphic organizer to draw an inference about how the country has changed in the past
century.
Explore
Preview the Skill (p. 476)
 Before reading the Worktext, ask students to explain what drawing inferences mean.
o What is an inference?
o When drawing inferences, what is evidence and what is reasoning?
 Have students read the first two paragraphs on page 476.
 Discuss how evidence and reasoning are used to draw inferences.
Drawing Inferences (p.476)
Build background knowledge on drawing inferences.
Explain
Differentiate instruction to meets the instructional needs of students.
Special Needs:
 Review that evidence and reasoning is used to draw inferences. Discuss why drawing inferences can help in gaining understanding.
Extra Support:
 Discuss how Henry Ford’s Model T made cars more affordable. As more people owned cars the demand for gasoline increased.
Based on this information and what they know, ask: Do you think it is a reasonable inference to say that profits for oil companies
increased?
On-Level:
 Have students reread page 476 and review “The Automobile and Oil Industries” chart. Then have students work in pairs to create an
additional inference. Have student pairs share their inferences.
Challenge/Gifted:
 Have students select a lesson from the chapter. Based on what they know and what they learned in the lesson, have them create 2-3
inferences.
Practice the Skill (p. 476). Because an author can not tell us everything we must know about a topic, sometimes we must draw an
inference about a subject and what it means to us.
Engage
An inference is a conclusion we reach based on analyzing the information for evidence and reasoning. What the author tells us is evidence.
What we know already about the world is our reasoning about the topic. When we combine what we read with we know, we are drawing an
inference.
Elaborate
Evaluate
Have students review the chart on page 476. Discuss the information that is included in each column.
 Do you think the inference made in the third column is reasonable? Explain your answer.
After students learn about drawing inferences, use the ELPS support note on page 470b to help the English Language Learners. Have
students learn how to predict consequences to assist with understanding what they read.
Beginning
 Read aloud each paragraph on page 476. Ask students if they have any questions about what they just heard. Have students share
these questions and then provide them with clarification of the material.
Intermediate
 Read aloud the content on page 476. Tell students that as they read they will write down any questions they may have for a portion
of the content they did not understand. After the reading, have students read their questions aloud and provide them with any
clarification they may need.
Advanced
 Have students work in pairs and read aloud the content on page 476. For each paragraph, they should ask each other questions about
words or concepts they did not understand. Monitor students as they read and answer each other’s questions. Provide additional
clarification as needed.
Advanced High
 Have students work in pairs to complete the Try It! Section. As they work through this section, they should ask each other any
questions about words or concepts that they do not understand. For any answers they cannot provide to one another, encourage
them to seek clarification from you.
Have students work in groups to complete the Apply Activity. Alternatively, this activity can be assigned as homework.
Apply the Skill (p. 477)
 What was the result of the 1920 census?
 What do you know about cities and farms today?
 Use the graphic organizer to draw an inference about how the country has changed in the past century.
TEACHER:
CLASS: 5th Grade
DATE: February 9-11
M T W TH F
FRAME THE LESSON
Immigration
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
Resources/Materials
4G: identify the challenges, opportunities, and contributions of people from various American Indian and immigrant groups
Pearson’s 5th Grade
Building Our Nation
TE
6A: apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps
(p. 478-485)
17E: explain the significance of important landmarks, including the White House, the Statue of Liberty, and Mount Rushmore
22B: describe customs and traditions of various racial, ethnic, and religious groups in the United States
22C: summarize the contributions of people of various racial, ethnic, and religious groups to our national identity
24C: organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps
Closing Product/
Question/ Informal
Assessment:
Objective/Key Understanding:





Explain why many immigrants came to the United States during the late 1800s and early 1900s.
Recognize the hardships faced by these immigrants.
Describe some of the contributions made by immigrants.
Analyze the use of symbols such as the Statue of Liberty in relation to immigration.
Understand reactions to immigrants and the political consequences of those reactions.
Rigor & Relevance: (Real World Connection)
Got it Questions
1-10 (p. 478-485)
Vocabulary
Diversity
Labor union
prejudice
melting pot
oppression
tenement
Stop and Check for Understanding- High Level Questions
New Immigrants (p. 478-479)
 Why might some of the new immigrants not try to fit in?
 What problems might arise between the two waves of immigrants?
 Where did most of the immigrants who settled in East and Midwest come from?
 From where did most of the immigrants who settled on the West Coast come from?
Reasons for Immigration (p. 480)
 The decision to immigrate is often said to be influenced by “push” and “pull” factors. What factors listed in the text might have “pushed” people
to leave their home countries?
 How are the words prejudice and oppression related?
 How did America’s growth benefit people from other countries?
 Why do you think an immigration station was established in San Francisco?
Gaining Entrance (p. 481)
 Why did the U.S. government establish Ellis Island and Angel Island?
A Rough Start (p. 481)
 What problems did many new immigrants face?
 What problems did people living in tenements face?
 Why did factory jobs become more difficult for immigrants to find?
Immigrants Make Contributions (p. 482-483)
 How did Jacob Riis contribute to the betterment of immigrants?
 What is the purpose of a labor union?
That’s Entertainment (p. 482)
 How did immigrants affect the movie industry in the early 1900s?
 Why is a melting pot a good way to describe the United States?
 From which country did many movie directors come?
Welcome to New England (p. 483)
 What is the full name of the Statue of Liberty?
 Why did the people of France give the United States the Statue of Liberty?
 Why did the Statue of Liberty become a symbol of freedom?
 Including its base, how tall is the Statue of Liberty?
Becoming American (p.484)
 How are the immigrants of today different from the immigrants of the early 1900s? How are they the same?
Reaction Against Immigration (p. 484-485)
 Why did the labor unions fight immigration?
 What was the Chinese Exclusion Act?
 Why did the U.S. government pass laws restricting immigration?
Engage
Explore
Explain
Elaborate
Evaluate
Introduce the Key Idea & Vocabulary (p. 478)

Read to the class the Key Idea: “I will know some of the costs and benefits of being an immigrant.” Tell students in this lesson they will be learning about this quote and what it
means to American History.

Go online to access the Lesson Introduction and discuss the Big Question and lesson objective (p. 438).

Students are to complete the Using the Words to Know Worksheet before reading the lesson.
Remind students that they will know some of the costs and benefits of being an immigrant.

New Immigrants (p. 478-479)

Reasons for Immigration (p. 480)

Gaining Entrance (p. 481)

A Rough Start (p. 481)

Immigrants Make Contributions (p. 482)

That’s Entertainment (p. 482-483)

Welcome to New England (p. 483)

Becoming American (p.484)

Reaction Against Immigration (p. 484-485)
Remind students that they will know some of the costs and benefits of being an immigrant.
New Immigrants (p. 478-479)

There were two major waves of immigrants after the Civil War. The first wave arrived between 1865 and 1890. During that time, about 10 million people moved to the United
States. Most of them came from Ireland and countries in northern Europe. The second wave of immigrants arrived between 1890 and 1920. Most come from eastern and southern
European countries such as, Poland, Russia, Italy, Austria-Hungary, and Greece. They were called the new immigrants.
Reasons for Immigration (p. 480)

Immigrants left their homelands for many reasons. Some escaped wars. Many faced prejudice because of their religious or political beliefs.
Gaining Entrance (p. 481)

Most immigrants during this period arrived at one of two islands: New York’s Ellis Island or San Francisco’s Angel Island. In these two places, they would be checked for criminal
records or diseases, and they could enter the country.
A Rough Start (p. 481)
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For some immigrants, life in the United States had many benefits. But the sudden population growth had costs. There were more people than there were places to live.
Immigrants Make Contributions (p. 482)

Immigrants helped change American life. They started thousands of small businesses and many large ones. Entrepreneurs such as Andrew Carnegie and inventors such as Alexander
graham Bell and Nikola Tesla were immigrants.
That’s Entertainment (p. 482-483)

Stories about America’s immigrants began appearing in literature, both in the United States and overseas. Israel Zangwill was a British writer who review the United States as a
melting pot: a place where Europeans could “melt” old ideas and prejudices and be molded into a new people called Americans.
Welcome to New England (p. 483)

Immigrants who entered New York Harbor, on the way to Ellis Island, were greeted by a huge statue. The statue is named Liberty Enlightening the World, but most people call if the
Statue of Liberty. It was a gift from the people of France to the United States. To the world, it is a symbol of freedom.
Becoming American (p.484)

As immigrants learned about American ways, most came to love their new home. Most found the freedom and the opportunities they wanted.
Reaction Against Immigration (p. 484-485)

Most immigrants found a new life in the United States. But some found they were not welcome. New immigrants worked for lower wages. The labor unions in particular fought
immigration. How could workers ask for better pay or working conditions when millions wanted to take their jobs?
Questions from the Stop and Check for Understanding- High Level Questions are to be used here. (Please see this from above).
Students will demonstrate mastery by completing the Got It Questions: (below is a sampling of the questions a teacher can use to evaluate student mastery).

Analyze the map. Find the European lands from which most immigrants to the United States came before 1890. Shade them in blue. Then find the countries from which most
immigrants to the United States came after 1890. Shade them red.

Analyze why people immigrated, then fill in the chart with information from this page.

Some families worked in the tenement apartments to earn money. Write a caption to explain this photograph.

Design a poster that illustrates your idea of the United States. It could show a melting pot or something else.
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Explain what the last line of the Lazarus poem on the base of the Statue of Liberty means.

Describe two reasons people began to want to limit immigration.

Describe one element in this cartoon that helped get its message across.

Summarize life for immigrants in the United States between 1880 and 1920, including the challenges of immigrant life.

Suppose that you are a new immigrant to the united States in 1900. What do you think are the costs and benefits of you moving here.

Analyze the effects of immigration on the economic growth and development of the United States. Explain one positive and one negative effect.
FRAME THE LESSON
TEKS Assessment and Practice
TEACHER:
CLASS: 5th Grade
DATE: February 12
M T W TH F
Student Expectations Bundled in Lesson
Noun=Underline
Resources/Materials
Verb=Italicize
4G: identify the challenges, opportunities, and contributions of people from various American Indian and immigrant groups
6A: apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps
U.S. History Textbook
Colonization through
Reconstruction
pp. 486-489
13C: analyze the effects of immigration, migration, and limited resources on the economic development and growth of the United States
17E: explain the significance of important landmarks, including the White House, the Statue of Liberty, and Mount Rushmore
22B: describe customs and traditions of various racial, ethnic, and religious groups in the United States
22C: summarize the contributions of people of various racial, ethnic, and religious groups to our national identity
24B: analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the
main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions
24C: organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps
Objective/Key Understanding:
:
~ After studying this topic, students will demonstrate the following enduring understandings:
 Inventors and the technologies they created in the late 1800s and the early 1900s changed the way people in the United States worked and lived.
 Immigrants to the United States in the late nineteenth and early twentieth centuries contributed to the nation’s diversity, economic growth, and cultural
achievements.
~Students will answer questions about every TEKS on the TEKS Practice pages 486-489.