19th Century Unit

Unit Plan
LOGISTICS
Teacher:
Grade(s) Level(s):
Title of Unit:
Length of Unit:
Brooks Jones
5th Grade Language Arts/Social Studies
U.S. Technological Advances of the Mid- to Late-19th Century
2 Weeks
STATEMENT OF PURPOSE AND RATIONALE

To explore American inventions and innovations of the late 19th century and their impact
on past and present society, economy and ways of life.
To enable students to outline, write and present a short persuasive report on one
technology from the post-Civil War era.
To enable students to write and publish a picture book aimed at a first grade reading
level, to gather feedback from real interactions with members of this audience and use the
feedback to improve their book.
An understanding of and appreciation for American technologies from the turn of the 20th
century is an important base from which learners will draw throughout their lives. American
history is rich with innovative solutions to problems, and the post-Civil War era was host to a
fleet of amazing inventions, many of which are still in use today. Using a recent example of
middle-grade literature as a jumping-off point, students will explore the spark of creation, gain
inspiration from the hard work of our ancestors and develop appreciation for the everyday
objects around us that make our lives easier.
Through this unit, students will also be able to make comparisons between the latter part
of the 19th century and the fast moving technological advances of the present day. Learners will
also further develop presentation skills that will be valuable throughout the rest of their academic
and professional lives.
This purpose and rationale are aligned with the North Carolina Common Core and Essential
Standards as follows:
Common Core: Writing Standards K5
Grade 5: Text Types and Purposes
2. Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
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.
b. Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and
clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the
topic.
e. Provide a concluding statement or section related to the information or explanation
presented.
Grade 5: Production and Distribution of Writing
4. Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose and audience.
5. With guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach.
6. With some guidance and support from adults, use technology, including the Internet, to
produce and publish writing as well as to interact and collaborate with others.
Grade 5: Research to Build and Support Knowledge
7. Conduct short research projects that use several sources to build knowledge through
investigation of different aspects of a topic.
Common Core: Speaking and Listening
Grade 5: Presentation of Knowledge and Ideas
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.
Social Studies Essential Standards 35
Grade 5: Geography and Environmental Literacy
5.G.1.3 Exemplify how technological advances (communication, transportation and
agriculture) have allowed people to overcome geographic limitations.
Grade 5: Economics and Financial Literacy
5.E.1.2 Explain the impact of production, specialization, technology and division of labor
on the economic growth of the United States.
ESSENTIAL QUESTIONS
Which U.S. technological advances of the late 19th century have had the most impact on
American society past and present?
Why is it important to include facts to support your position when writing persuasive text?
How is writing for peers in fifth grade different from writing for younger audiences?
UNIT OVERVIEW
Plan for Integration
Prerequisite Teacher Content Knowledge

Read The Evolution of Calpurnia Tate by Jacqueline Kelly
Knowledge of at least the following inventions, including their inventor(s), date of
creation or patent registration and the basic circumstances surrounding their
development:
1865 web offset printing press
1867 paper clip
1868 tape measure
1869 clothes hanger
1873 typewriter
1873 jeans
1875 mimeograph
1876 telephone
1877 phonograph
1879 incandescent light bulb
1882 electric fan
1884 roller coaster
1884 skyscraper
1886 Coca-Cola
1888 hand-held camera
1888 ballpoint pen
1889 dishwasher
1891 escalator
1891 kinetoscope (movie projector)
1892 gasoline-powered car
1893 zipper
1901 safety razor
1902 air conditioning
1903 airplane
CONSIDERATIONS ABOUT THE LEARNERS
Prior Knowledge
Ability to write opinion pieces on topics, supporting a point of view with reasons
Ability to produce writing in which the development and organization are appropriate to
task and purpose
Ability to conduct short research projects that build knowledge through investigation of
different aspects of a topic
Ability to report on a topic in an organized manner, using appropriate facts and relevant,
descriptive details to support main ideas or themes; ability to present information out
loud clearly and at an understandable pace
Understanding of ways in which the movement of goods, people and ideas impact the
community
Understanding of why people become entrepreneurs
Unique Learner Characteristics (accommodation and differentiation)
Students who have developing reading and writing skills may have difficulty researching
independently and putting together the report and picture book. I plan to gather non-fiction books
over a range of reading levels to make the research easier, and I may ask the school reading
specialist to assist students having trouble with the written portions of this unit.
Students who are high achievers may already have some prior knowledge about one or more
innovation topics. For these kids, Ill encourage them to choose a new topic to focus on, or
explore a new angle of an already-familiar topic.
CONSIDERATIONS ABOUT THE LEARNING ENVIRONMENT
Physical Space
Desks in the classroom will be arranged in a loose U-shape or concentric U-shape, to facilitate
both movement and ability for everyone to see the board and presenters easily. Research,
drawing and writing may be conducted in one of several learning centers arranged around the
room.
Temporal Resources
This unit will be spread out over ten days, with each daily lesson lasting 40 minutes. The
springboard novel (The Evolution of Calpurnia Tate) will need to be read aloud in the two weeks
preceding this unit.
Learning Materials
I plan to use the following resources throughout the unit:
Reading of The Evolution of Calpurnia Tate by Jacqueline Kelly. Ill read this book out
loud to the class during the first 15 minutes of the reading period during the two weeks
prior to the beginning of this unit.
Reading and analysis of non-fiction resources (books, videos, websites)
In addition, students will need pencils, paper and planning templates for their two projects.
Personnel Resources
We may need helpers in the library and/or computer lab.
Technological Resources
We will need some access to the computer lab and library (books may be selected by the teacher
ahead of time). I envision gathering some library materials for the students before research
begins, in addition to one Internet research day where the students can look up materials on their
own (with supervision). In addition, students will need access to a printer in order to output the
text for their picture book.
UNIT OVERVIEW AND TIMELINE

Day 1
Specific
Expectations
(goals/objectives)
Teaching & Formative or

Learning
Summative
Strategies
Assessment
Learner
Environmental Material/
Considerations Considerations Other
Resources
(type/strategy/tool)
Students will
consider the
wide array of
inventions
introduced
during the
targeted time
period, make
connections
with the text,
and submit
their top three
topic choices
for reports
Day 2
Specific
Expectations
(goals/objectives)
Whole
group
instruction
and guided
discussion
a) Graphic
organizer
(timeline?) on
board for
categorizing
inventions
b) Postdiscussion
Exit Ticket
containing
fillable
timeline and
their top three
topic choices
Students who
already have
knowledge of
one or more
inventions will
be encouraged
to choose a
topic or angle
they are not yet
familiar with
Desks in loose
rows or Ushape so
everyone can
see the board;
teacher at board
during
discussion
White
board, dry
erase
markers,
pencils,
timeline
handout
Teaching &
Learning
Strategies
Formative or
Summative
Assessment
Learner
Resources
Students visit
computer lab
and using the
Internet,
research their
chosen topic;
they will
locate and
print 3 to 4
articles from
high-quality
content
websites and
construct
detailed notes
Individual
work with
teacher
circulating;
use of
Google and
other online
resources
Begin
research with
a KWL chart;
end with a
Pause, Star,
Rank of their
notes
Teacher must
quick-assess
and approve
quality of
collected
material
before student
is released for
the next
activity
Students having
trouble using
time effectively
may be moved
to a different
workstation if
needed
Use of
computer lab;
desks in
straight rows
which can be
monitored by
teacher from
the rear of the
room
A parent
volunteer
may be
necessary if
there are
several
struggling
readers or
students
with
attention
deficit
issues
Days 3 and 4
Specific
Expectations
(goals/objectives)

Learning
Summative
Strategies
Assessment
Learner
Resources
Using
collected
articles and
pre-chosen
books,
students write
a short report
answering the
question
Why My
Innovation Is
the Most
Significant of
the Post-Civil
War Era
Students
will refer to
their KWL
chart from
the prior
day, a
supplied
RAFT and a
rubric to
guide their
work
Day 5
Specific
Teaching &
Expectations Learning
(goals/objectives)
Strategies
RAFTS and
works-inprogress
collected and
assessed by
teacher at end
of first class
period;
completed
project
checked by
teacher and
approved
before
presentations
Formative or
Summative
Assessment
Students
needing more
help organizing
thoughts may
be paired with
advanced
students or
given one-onone help during
recess
Students will be
working quietly
and
independently
at desks
Paper,
pencils,
printouts of
online
research,
other nonfiction
books preselected by
teacher
Learner
Resources
Students will
present
individual 2
3 minute oral
arguments; 1
minute after
each
presentation
for student
questions and
analysis
Students
listen quietly
during
presentations,
possibly
engage in
anonymous
peer voting
Group
assessment
during oral
presentations,
written report
at end of class
as an Exit
Ticket
Students having
difficulty
giving speaker
his/her
complete
attention may
be asked to sit
up front or
away from the
group until
control is
regained
Presentations
given from
front of room
near white
board; audience
members at
their own seats
Pencils and
handout for
anonymous
peer voting
Days 6, 7 and 8
Specific
Teaching &
Expectations Learning
(goals/objectives)
Strategies
Formative or
Summative
Assessment
Learner
Resources
Students will
use their new
knowledge of
their topic to
create a short
(16-page)
picture book
for the firstgrade classes.
Words typed
and
illustrations
done by hand
Day 9
Specific
Expectations
(goals/objectives)
Independent Works-inwork guided progress

by an outline collected and
assessed by
teacher at end
of day 7; day
8 used for
fine-tuning,
teacher
approval and
printing
Students
needing more
help organizing
thoughts may
be paired with
advanced
students or
given one-onone help during
recess
Students will be
working quietly
and
independently
at desks;
students will
take turns using
computer and
printer to
output typed
book on Day 7
Computer,
printer,
colored
pencils for
sketches,
stapler

Learning
Summative
Strategies
Assessment
Learner
Resources
Students will
visit the first
grade class to
share their
new books
with them
Day 10
Specific
Expectations
(goals/objectives)
Fifth
graders will
pair up with
a first grade
reading
buddy for
shared
reading
Fifth graders
will
administer a
short oral
evaluation to
the first
graders after
sharing their
books
Students having
trouble staying
on task during
this activity
may be asked
to switch
partners
Students will be
paired up with
reading buddies
all around the
room on floor
or in chairs
Use of firstgrade
classroom
and students
for this
activity,
pillows for
floor
Teaching &
Learning
Strategies
Formative or
Summative
Assessment
Learner
Resources
Students will
use the
evaluations
collected
from the first
graders to
initiate
discussion
about their
books
Guided
discussion;
end-of-unit
selfevaluation
Books and
selfevaluation
collected by
teacher as
Exit Ticket
Students having
difficulty
giving speaker
his/her
attention may
be asked to sit
up front or
away from the
group until
control is
regained
Desks in loose
rows or Ushape so
everyone can
see the board;
teacher at board
during
discussion
White
board, dry
erase
markers,
pencils,
selfevaluation
handout
LESSON PLANS
Lesson 1
Grade/Class: Fifth Grade
Subject Area(s): Social Studies
Day: 1
Unit Topic: U.S. Technological Advances of the 19th Century

Desired Learning Outcome(s): The learner will recall prior knowledge (if any) of technological
inventions of the mid to late 19th century in the United States and mention of these in the novel
The Evolution of Calpurnia Tate by Jacqueline Kelly.
Essential Question(s) From Learning Objective: What problems were solved by the invention
of technological advances such as the telephone, the electric fan, the gasoline-powered
automobile and others? Which of these inventions are still in use today?
Common Core/North Carolina Essential Standard(s):
5.G.1.3 Exemplify how technological advances (communication, transportation and agriculture)
have allowed people to overcome geographic limitations.
Learner Prior Knowledge/Learner Background Experiences:
community
Materials and Resources Needed:
White or active board
Pencils and paper
Teaching Strategies:
Anticipatory Strategies (Background Knowledge): A blank timeline of the selected era (attached)
will be filled out by the students during the discussion and collected at the end of this lesson.
Learners with prior knowledge of any of the inventions will be able to share with the rest of the
class during the discussion.
Developmental Strategies: To introduce the lesson, I will initiate an informal brainstorming
session in which the students will recall machines, inventions and other technological advances
and their contexts as mentioned in the novel. Ill use a timeline graphic at the board and enter
each invention as it comes up in the discussion, students will enter the inventions on a
corresponding timeline sheet handout. I will use Cold Call (Lemov, 2010, pp. 111-125) to
ensure that everyone contributes. By using an anything goes format and providing only dateline
facts during this exercise, I envision this activity serving as a Hook that will get students
thinking about life in late 19th century society and help them decide which invention they would
like to feature in their research and book projects.
Concluding Strategies: After the brainstorming, I will explain what the students will need to look
for during their research the following day, and briefly go over expectations for the final projects
(persuasive report and picture book).
Assessment:
Timeline handout
Informal in-class assessment of students understanding
EC accommodations/modifications to strategies or assessments:

Students who exhibit a full understanding of one or more of the inventions mentioned will be
directed to stretch and start thinking about technologies where they have little prior knowledge.
Learners whose pre-assessment quizzes and/or answers during the brainstorming portion show a
need for more understanding of basic concepts from the prior year may be strategically paired
with another student during the research portion of the next day.
Reflection by the Teacher:
Resources Used in Creating This Lesson Plan:
Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college.
San Francisco, CA: Jossey-Bass.
North Carolina Department of Public Instruction. (2010). NC standard course of study. Retrieved
from http://www.ncpublicschools.org/docs/acre/standards/new-standards/social-studies/3-5.pdf
Name____________________________________________________________________ Date____________________________
Innovation Timeline: Mid to Late 19th Century
Write in the inventions from our discussion on the timeline over the year each was created.
Circle your top three choices for the research and book projects and label them 1, 2, 3 in order of preference.
1865
1867
1869
1871
1873
1875
1877
1879
1881
1883
1885
1887
1889
1891
1893
1895
1897 1899 1901
1903
1866
1868
1870
1872
1874
1876
1878
1880
1882
1884
1886
1888
1890
1892
1894
1896
1898
1900
1902
Lesson 2
Day: 2

Desired Learning Outcome(s): The learner will examine ways of life in the mid to late 19th
century as they relate to a student-chosen technological invention created during this era.
automobile and others? What impact did your invention have on life and society during the mid
to late 19th century, and which inventions still affect our lives today?
Common Core Writing Standards 35
Grade 5: Research to Build and Support Knowledge
7. Conduct short research projects that use several sources to build knowledge through
investigation of different aspects of a topic.
5.G.1.3 Exemplify how technological advances (communication, transportation and agriculture)
have allowed people to overcome geographic limitations.
Grade 5: Economics and Financial Literacy
5.E.1.2 Explain the impact of production, specialization, technology and division of labor on the
economic growth of the United States.
Ability to conduct short research projects that build knowledge through investigation of
different aspects of a topic
community
Use of school computer lab, with a single PC assigned to each student
Networked printer
1-2 parent volunteers, if needed
Pencils and paper
Anticipatory Strategies (Background Knowledge): Before beginning research, students will have
a clear idea of their chosen topic and will fill out the first two columns of a KWL chart
(attached).
Developmental Strategies: After working on the KWL chart, students will use the rest of the
period to research their chosen topic on the Internet in the computer lab, using the attached
Internet Research Guide. They should take written and/or picture notes and print out 3 or 4
articles from websites (from approved sources).
Concluding Strategies: Near the end of the period, students will stop to conduct a Pause, Star,
Rank of their collected notes and articles. I will check over their work to ensure it is of sufficient
quality before class has ended.
Assessment:
Self-assessment in the form of a KWL chart and Pause, Star, Rank (Himmele and
Himmele, 2011, pp. 91-92) of their collected materials
Teacher will quick-assess to make sure each student has gathered enough good material
before class is over

Students who have challenges staying on-task in the computer lab may be moved to a different
workstation if needed, either next to the teacher or alongside a different student. Kids who show
a need for more understanding of basic technology concepts from the prior year may be
strategically paired with another student who can assist, or if available, a parent volunteer could
help.
Himmele, P. and Himmele, W. (2011). Total participation techniques. Alexandria, Virginia:
ASCD.
North Carolina Department of Public Instruction. (2010). Common core essential standards.
Retrieved from http://www.dpi.state.nc.us/acre/standards/common-core/
Name ___________________________________ Date ____________________

KWL Chart: Technological Advances of the Mid to Late 19th Century
Before beginning your research, list details in the first two columns. Fill in the last
column after completing your research.
Topic/Invention Chosen: ______________________________________________
What I Know

What I Want to Know

What I Learned

Internet Research Guide: 19th Century Technological Innovations

Suggested Sites
Here are some websites you may find useful in your research today. Be sure to click around
quite a bit within each site, because each one is rich with information.
National Museum of American History:

http://americanhistory.si.edu/collections/subjects
The History Channel: http://www.history.com/topics/industrial-revolution
PBS American Experience Technology Timeline:

http://www.pbs.org/wgbh/amex/telephone/timeline/index.html
The Inventions of Thomas Edison on About.com:

http://inventors.about.com/library/inventors/bledison.htm
U.S. History: http://www.ushistory.org/us/index.asp
Old Salem: http://www.oldsalem.org/townsalem.html
The Library of Congress The Gilded Age:

http://www.americaslibrary.gov/jb/gilded/jb_gilded_subj.html
Keyword Research
You may visit Google to research as well. Here are some suggested keywords to use when
searching.
To discover the name of your innovations inventor:
<your invention> +inventor
To find out some general information about how and why your innovation was developed:
<your invention> +history
To find out more about why your invention is important:
<your invention> +historical significance
Lesson 3
Subject Area(s): Social Studies, Writing
Days: 3 and 4

century as they relate to a student-chosen technological invention created during this era, and
write a short persuasive essay reflecting their new knowledge.
2. Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related
b. Develop the topic with facts, definitions, concrete details, quotations, or other
c. Link ideas within and across categories of information using words, phrases, and clauses
(e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the
topic.
e. Provide a concluding statement or section related to the information or explanation
presented.
4. Produce clear and coherent writing in which the development and organization are appropriate
to task, purpose and audience.
5. With guidance and support from peers and adults, develop and strengthen writing as needed
by planning, revising, editing, rewriting, or trying a new approach.
task and purpose
community
Non-fiction books on inventors and technology history
Printouts from technology history websites visited on the prior day
Pencils and paper
Anticipatory Strategies (Background Knowledge): Before beginning work on their projects,
students will use their research from the day before to finish the final column of their KWL
charts.
Developmental Strategies: After completing the KWL chart, students will use the rest of the
period to put together their report, using research and information gathered during earlier lessons
and guided by a RAFT (attached). This will be independent work (each student will complete
his/her own project), however students have the option to sit near and engage in low-volume
discussion with others in the class who are working on a similar topic. I will share the scoring
rubric (attached) with students.
Concluding Strategies: At the end of the period on the first day, I will collect their works-inprogress and assess before the start of the work period on the next day. Completed project will be
checked and approved before presentations begin on day 5.
Assessment:
Teacher to assess progress at end of first work day; suggestions made at beginning of
second work day
Teacher will approve completed project before start of presentations

Students who have challenges staying on-task may be asked to sit independently, or moved
either next to the teacher or alongside a different student. Kids who need help organizing their
thoughts and putting the project together may be strategically paired with another student who
can assist, or teacher may give one-on-one help during recess or another available period.
RAFT Choices for 5th Grade Technology Origins Project

Why My Innovation Is the Most Significant of the Post-Civil War Era
Role
(of the writer)
Late-1800s inventor
Audience
Format
Potential investors of
the era
Business plan
Present-day
biographer
Book publisher
Query letter
Museum curator
Museum director
Exhibit proposal
Topic
Why You Should
Invest in My
Invention (Instead of
One of the Many
Others)
Why You Should
Publish My Book
(About My Inventor)
Why We Should
Feature This
Invention in Our
Upcoming
Technology Exhibit
Or, come up with your own RAFT:

Role
(of the writer)
Audience
Format
Topic
Rubric for Technology Origins Persuasive Writing Report

Organization
Analysis
Presentation
Excellent
Project is wellstructured and
flows logically
from one point to
the next
Project shows
solid depth of
research;
multiple facts are
presented;
appropriate
conclusions are
made
Student speaks
clearly, audibly
and in complete
sentences
Satisfactory
The flow of the
project makes
sense for the
most part
Developing
The flow of the
project is
inconsistent and
at times erratic
Project shows
clear evidence of
research; a few
facts are
presented; some
conclusions may
be made
Project shows
that not enough
research was
conducted; facts
not wellpresented; no
conclusions
made
Student does not
speak clearly or
loudly enough;
what is said has
little connection
to the project
Student can be
heard and
understood most
of the time
Incomplete
The project is
composed of few
or no elements,
or follows no
consistent flow
Project relies on
no facts or
research
Students
presentation has
no connection to
the assignment
given
Lesson 4
Day: 5

present a short persuasive essay reflecting their new knowledge.
appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly
at an understandable pace.
Stage for oral presentations
Pencils and paper
Anticipatory Strategies (Background Knowledge): I will begin the lesson by reminding the
students of the roles of a good listener/audience member. Each student will have their written
report and any supporting visuals ready.
Developmental Strategies: Students will present their project to the class (< 3 minutes) with 1
minute or so for questions/comments after each presentation. I will keep a close watch on time,
to allow each learner time to present. Class will sit in their seats; presentations may be given
from stage in corner of room. Presenting student will answer 2 or 3 questions from their
classmates after each presentation. The kids will participate in on-the-spot peer evaluations on
each presentation using the Thumbs Up/Down Vote (Himmele and Himmele, 2011, p. 47). I
will use the following questions for this:
Could you hear the speaker?
Did the presentation make sense to you?
Based on the information presented, would you be persuaded to choose this invention?
Concluding Strategies: Students will record the results of the Thumbs Up/Down Vote as part of
their final evaluations for this project.
Assessment:
Quick peer assessment in the form of a Thumbs Up/Down Vote at the end of each
presentation
Teacher to collect report presentations at end; these to become part of students final
grade or portfolio

Students who have trouble giving speaker his/her complete attention may be asked to sit up front,
by the teacher or away from the group until control is regained.
Himmele, P. and Himmele, W. (2011). Total participation techniques. Alexandria, Virginia:
ASCD.
North Carolina Department of Public Instruction (2010). Common core. Retrieved from
http://www.dpi.state.nc.us/acre/standards/common-core/
Lesson 5
Days: 6, 7 and 8

write a short picture book reflecting their new knowledge.
to late 19th century, and which inventions still affect our lives today? How is writing for peers in
fifth grade different from writing for younger audiences?
2. Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
f. Introduce a topic clearly, provide a general observation and focus, and group related
g. Develop the topic with facts, definitions, concrete details, quotations, or other
h. Link ideas within and across categories of information using words, phrases, and clauses
(e.g., in contrast, especially).
i. Use precise language and domain-specific vocabulary to inform about or explain the
topic.
j. Provide a concluding statement or section related to the information or explanation
presented.
task and purpose
community
Computer and printer
Printouts from technology history websites visited earlier in the unit
Completed reports from the previous week
Pencils and paper
Colored pencils for illustrations
Stapler for binding books
Anticipatory Strategies (Background Knowledge): Before beginning work on their books,
students will use their research and reports from the prior week to fill out a guided outline.
Developmental Strategies: After completing the outline, students will use the rest of the next two
days to put together their book, using the knowledge they acquired from working on their report
projects. This will be independent work (each student will complete his/her own project),
however students have the option to sit near and engage in low-volume discussion with others in
the class who are working on a similar topic. I will share the scoring rubric (attached) with
students.
Concluding Strategies: At the end of the period on the first day, I will collect their works-inprogress and assess before the start of the work period on the next day. Students will use the last
part of the second day to type and format their book, and work on the final day will consist of
creating the illustrations.
Assessment:
Teacher to assess progress at end of first work day; suggestions made at beginning of
second work day
Students work checked by teacher before moving to the computer to type/format
Students will do a self-assessment for readability by entering their text in one of the
readability calculators mentioned on the outline handout
Teacher will approve completed project before start of shared readings

Students who have challenges staying on-task may be asked to sit independently, or moved
either next to the teacher or alongside a different student. Kids who need help organizing their
thoughts and putting the project together may be strategically paired with another student who
can assist, or teacher may give one-on-one help during recess or another available period.
Guided Outline for 5th Grade Technology Origins Picture Book

Use these questions to help you write a short (16-page) picture book to share with your first
grade reading buddy on Friday. Use short sentences and include only one or two points per page.
Introduce the Invention:
1)
Who created the innovation? Is there anything about the life of the inventor that should
be included to help readers understand more about how the invention was developed
and why?
2)
Where was it created, and when?
3)
What need did the inventor address in his/her innovation? What problem was he or she
trying to solve?
Elaborate on the Invention:

4)
Was this a completely new innovation, or was it an improvement over something else
people were already using?
5)
How was the invention made? How did it reach buyers?
6)
How did people respond to the invention? How much did it cost?
Discuss its Significance:

7)
Why was the invention important? How did it make peoples lives easier or better?
8)
Is the invention still in use today? If so, does it still look the same as it did when it was
originally created? If the invention is no longer used, why not?
Illustration List
At a minimum, please include pictures of:
Your inventor
A depiction of the problem your inventor was trying to solve
A detailed drawing of the invention, with major parts labeled
People using the invention in the 1800s
People using the invention today OR a picture of what people are doing or using now,
instead of the invention
Test Your Readability Score: After typing your text on the computer, visit one of the two
following websites to test the readability score of your text:
http://www.online-utility.org/english/readability_test_and_improve.jsp
http://www.readability-score.com/
An average readability score of around 1 or 2 is appropriate for most first graders to read
independently. If your number is too high, consider replacing some of the multi-syllable words in
your book, and break up any long sentences by forming them into shorter ones.
Rubric for Technology Origins Picture Book Project

Organization
Analysis
Presentation
Excellent
Project is wellstructured and
flows logically
from one point to
the next
Project shows
solid depth of
research;
multiple facts are
presented;
appropriate
conclusions are
made
Book is typed
with no spelling
errors;
illustrations
clear, easily
understandable
and appropriate
for text
Satisfactory
The flow of the
project makes
sense for the
most part
Developing
The flow of the
project is
inconsistent and
at times erratic
Project shows
clear evidence of
research; a few
facts are
presented; some
conclusions may
be made
Project shows
that not enough
research was
conducted; facts
not wellpresented; no
conclusions
made
Book typed or
handwritten and
contains multiple
spelling and
grammatical
errors;
illustrations
confusing or
unclear
Book is typed
with only a few
errors;
illustrations
mostly clear and
appropriate for
text
Incomplete
The project is
composed of few
or no elements,
or follows no
consistent flow
Project relies on
no facts or
research
Book difficult to
read because of
illegible text;
illustrations
either omitted or
bear no
relationship to
text
Lesson 6
Day: 9

present a short picture book reflecting their new knowledge.
appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly
at an understandable pace.
A class of first grade students
Pencils
Anticipatory Strategies (Background Knowledge): Before visiting the first grade classroom, I
will begin the lesson by reminding the students that in order to get the best feedback from the
first graders, they should avoid offering information or explanations until the entire book is read,
and watch and listen well to the first graders during and after the reading.
Developmental Strategies: Students will read their books with their first grade reading buddies
(< 10 minutes) with 5 minutes or so for questions/comments after each reading. Students will ask
the first graders a series of questions after the reading (see attached question list) and take notes
during their responses. This feedback will help them discover the strengths of their book, and
ways their book mightve been made even more effective.
Concluding Strategies: Students will record the results of the first graders responses as part of
their final evaluations for this project.
Assessment:
First graders to offer oral assessment based on question list (attached)
Students who have trouble giving reader his/her complete attention may be asked to switch
partners or move to a different location until control is regained.
First Grade Assessment
Get your first grade reading buddy to answer

these questions for you out loud after youve
read the book to them. Record the answers here
for later review and analysis.

Name of First Grader:__________________
1)
What invention was this book about?
1)
2)
Who was the inventor?
2)
3)
Did you understand all the words? If

not, which words stumped you?
3)

4)
Did you enjoy the book? Would you

want to read it again for fun? Why or
why not?
4)

why not?


1)
1)
2)
2)
3)

3)

4)

why not?
4)

why not?
Lesson 7
Day: 10

Desired Learning Outcome(s): The learner will reflect on the knowledge and skills gained
during the unit, and be able to explain these to others, and build on these new skills when
working on future projects.
task and purpose
community
White or active board
Pencils and paper
Anticipatory Strategies (Background Knowledge): Students will have their persuasive essay,
picture books and first grade evaluations in front of them, and will use these to draw from during
the discussion.
Developmental Strategies: To introduce the lesson, I will initiate a brief (about half the period)
open-ended discussion in which the students will share their experiences from the previous two
weeks. Ill solicit entries in the following three categories and will write these on the board
during the discussion: Revelations (new skills or knowledge gained), Confirmations (reminders
that prior knowledge is still valid) and Exclamations (surprises or anecdotes that made the
project fun).
Concluding Strategies: After the discussion, I will distribute the attached unit reflection sheet
and ask the students to choose two of the questions provided to answer, using the instructions
given. Students will present these as an Exit Ticket at the end of the period.
Assessment:
Reflection handout
Informal in-class assessment of students understanding

Students who have trouble with the writing portion of this lesson may be paired with another
student who could help him or her stay on track, watch for misspelled words, etc. Kids who
complete the reflection handout quickly will be asked to complete the extra credit question
included on the sheet, or will be allowed to silently read a book of their choice for the remainder
of the period.
Name ___________________________________ Date ____________________

Technology Origins: End-Of-Unit Self-Evaluation/Ideas for Further Study
Please choose two of the following questions to answer. Use complete sentences in your
answers, and plan to write at least 56 sentences for each question. Use extra paper if necessary.
1. What was your favorite part of this unit, and why?
2. Did your research on this project uncover anything that surprised you? If so, what (and
how)?
3. Which was easier or more fun: the persuasive essay, or the picture book? Why?
4. What did you learn from your first grade reading buddy yesterday during the reading?
Would it make sense to incorporate all of their suggestions in revising your picture book?
Why or why not?
5. Did you discover anything new about your own writing process during this unit? If so,
what?
6. What will you do differently the next time you need to write a persuasive essay or a
picture book?
BONUS/EXTRA CREDIT: Are there innovations yet to be invented that could have solved a
problem or filled a need during the time period described in the novel? Briefly describe this new
idea, give it a name and include the reasoning behind the invention. Include a rough diagram
with labels.
OVERALL REFLECTION ABOUT THE UNIT (completed when you finish teaching the unit)

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Unit Plan

STATEMENT OF PURPOSE AND RATIONALE

Prerequisite Teacher Content Knowledge

UNIT OVERVIEW AND TIMELINE

Teaching & Formative or

Teaching & Formative or

Independent Works-inwork guided progress

Teaching & Formative or

Subject Area(s): Social Studies

Unit Topic: U.S. Technological Advances of the 19th Century

Understanding of why people become entrepreneurs

Materials and Resources Needed:

White or active board

Pencils and paper

Informal in-class assessment of students understanding

EC accommodations/modifications to strategies or assessments:

Innovation Timeline: Mid to Late 19th Century

Subject Area(s): Social Studies

Unit Topic: U.S. Technological Advances of the 19th Century

Understanding of why people become entrepreneurs

Materials and Resources Needed:

Use of school computer lab, with a single PC assigned to each student

1-2 parent volunteers, if needed

Pencils and paper

EC accommodations/modifications to strategies or assessments:

Name ___________________________________ Date ____________________

What I Want to Know

Internet Research Guide: 19th Century Technological Innovations

National Museum of American History:

The History Channel: http://www.history.com/topics/industrial-revolution

PBS American Experience Technology Timeline:

The Inventions of Thomas Edison on About.com:

U.S. History: http://www.ushistory.org/us/index.asp

Old Salem: http://www.oldsalem.org/townsalem.html

The Library of Congress The Gilded Age:

Subject Area(s): Social Studies, Writing

Unit Topic: U.S. Technological Advances of the 19th Century

Non-fiction books on inventors and technology history

Printouts from technology history websites visited on the prior day

Pencils and paper

Teacher will approve completed project before start of presentations

EC accommodations/modifications to strategies or assessments:

RAFT Choices for 5th Grade Technology Origins Project

Or, come up with your own RAFT:

Rubric for Technology Origins Persuasive Writing Report

Subject Area(s): Social Studies, Writing

Unit Topic: U.S. Technological Advances of the 19th Century

Stage for oral presentations

Pencils and paper

Could you hear the speaker?

Did the presentation make sense to you?

EC accommodations/modifications to strategies or assessments:

Subject Area(s): Social Studies, Writing

Unit Topic: U.S. Technological Advances of the 19th Century

Computer and printer

Printouts from technology history websites visited earlier in the unit

Completed reports from the previous week

Pencils and paper

Colored pencils for illustrations

Stapler for binding books

Students work checked by teacher before moving to the computer to type/format

Teacher will approve completed project before start of shared readings

EC accommodations/modifications to strategies or assessments:

Guided Outline for 5th Grade Technology Origins Picture Book

Name _______________ Date

Name _______________ Date