Subject(s): Social Studies, Mathematics, English Language Arts
Grade Level(s): 5
Computer for Presenter, Computers for Students, Interactive Whiteboard, Microsoft Office
1 Hour(s) 40 Minute(s)
Resource supports reading in content area:Yes
Freely Available: Yes
Keywords: American Revolution, Women
Lesson Plan Template: Model Eliciting Activity (MEA)
See the Readiness questions section.
Feedback to Students
Students will be introduced to information about each of the women that helped out in the American Revolution before this MEA is attempted. They will first brainstorm independently. They will then work in small groups to complete the first task. Teacher will monitor the student groups and present feedback.
Use the attached rubric to determine if the student met the objectives for this lesson.
Women Warriors Rubic
- The students will be able to list the importance of what each woman did during the American Revolution.
- The students will be able to compute the time the women spent helping out during the American Revolution.
- The students will be able to clearly write response letters to the client with a clear explanation of their house choices.
- The students will need to know how to read a table.
- The students need to know about the American Revolution.
- They will need to know how to work as a team.
- They will need to know how to calculate the difference of two different dates in history.
- They will need to know the steps in the problem solving process.
These steps are recommended for implementing this MEA in a classroom setting.
- Students will read the book called, "If You Lived at the Time of the American Revolution" by Kay Moore.
- Conduct a short class discussion after the book is read.
- Students will read the first client letter and the first set of data.
- Students will respond to the comprehension questions.
- The teacher will review the readiness questions and check for comprehension.
- Students will brainstorm by themselves. Put the students into groups of three.
- The groups then need to discuss their brainstorming ideas.
- The groups need to agree upon the procedure they will use to solve the problem.
- The teacher will monitor and ask the guided/reflection questions to individual groups to make sure they are staying on task.
- The students will then complete the task before them.
- The students will use the template to send their results back to the company.
- The students will receive the letter back along with the new data.
- The students will brainstorm ideas with their group to figure out a procedure to solve the problem with the new data given.
- The students will then work to solve the problem with the new set of data.
- The students will send the second letter back to the client with their results.
- Have the students answer the Reflection question 2 section independently for a grade.
- Each group will present a short (about five minutes) oral presentation of their findings.
- The teacher will lead a discussion, after the oral presentations, to review which solution the whole class thought was the best.
If You Lived at the Time of the American Revolution by Kay Moore-Lexile Level 860
Moore, Kay, and Daniel Leary. --if you lived at the time of the American Revolution. New York: Scholastic, 1997. Print.
These guiding questions are helpful while students are working through their problems.
- How did you come up with that?
- Would you be able to use this solution for a different problem?
- Why is it important for you to know what the women did during the American Revolution?
- What do you think is the most important criteria when figuring out the solution?
Reading Passage 1
Women Warriors Client Letter #1
- What is the problem? (The United States government wants to mint a commemorative fifty-cent coin using the woman that contributed the most to the American Revolution.)
- Who is the client? (Women Warriors, Inc.)
- What is the client asking you to do? (The client wants us to decide which American Revolution woman should be put on a commemorative fifty-cent coin.)
- What things do you need to include in your solution? (You need to explain how you came up with your solution and what your solution is.)
- Do you think there is more than one correct answer to what the client is asking? Why or why not? (There is more than one way to find the solution for this, because different groups might think different things are important.)
Data Set 1
Women Warriors Data Table #1
Letter Template 1
Women Warriors Letter Template #1
- What strategy or procedure did you use to determine which women should be recommended?
- Why did you choose that women?
- How many strategies did you use to determine which women contributed the most?
- How did use the criteria to decide which women should be placed on the commemorative fifty-cent coin?
Reading Passage 2
Women Warriors Client Letter #2
Data Set 2
Women Warriors Data Table #2 Answer Key
Women Warriors Data Table #2 Student Copy
Letter Template 2
Women Warriors Letter Template #2
Additional Instructions or Materials
Reflection question 2
- Did you change your procedure once you received the new data?
- Why did you change your procedure?
- Was the woman you recommended in your first letter the same in the second?
- If it was not the same woman, why do you think it changed?
- Do you think more than one solution could be used to solve this problem?
- Using what you know about the American Revolution, what did you feel was the one most important thing that one of these women did to help the war effort?
ACCOMMODATIONS & RECOMMENDATIONS
SOURCE AND ACCESS INFORMATION
Name of Author/Source: Terri Brown
District/Organization of Contributor(s): Martin
Is this Resource freely Available? Yes
Access Privileges: Public
* Please note that examples of resources are not intended as complete curriculum.