21

st
Century Learner Standards Collaboration Planning Sheet

Grade Level: 5
th
Grade Teacher/Team: Meghan Teirney Planning Date: 3/31/14

Content area(s): Social Sudies Unit(s) of Study: American Revolution Timeline: April 7 - 25

Content Standards/Benchmarks/Indicators:

21
st
Century Learner Standards

(Type standard, strand, and indicator in
rectangles below, e.g., 1.1.1)

Strands

1. Inquire, think
critically, and gain
knowledge.

2. Draw conclusions,
make informed
decisions, apply
knowledge to new
situations, and create
new knowledge.

3. Share knowledge
and participate
ethically and
productively as
members of our
democratic society.

4. Pursue personal
and aesthetic growth.

Skills 1.1.1, 1.1.2, 1.1.5,
1.1.6, 1.1.8, 1.1.9,
2.1.3, 2.1.5, 2.1.6, 3.1.2, 3.1.3, 4.1.4, 4.1.5
Dispositions in Action 1.2.6, 1.2.3, 2.2.1, 2.2.4 3.2.1, 3.2.2, 3.2.3 4.2.1, 4.2.2,
Responsibilities 1.3.4 2.3.1 3.3.2, 3.3.4, 3.3.5,
3.3.6,
4.3.1, 4.3.4
Self-Assessment Strategies 1.4.1, 1.4.2, 1.4.4 2.4.3, 2.4.4 3.4.2, 3.4.3, 4.4.1, 4.4.2

Learning Activities/Projects: Materials/Resources Needed: Person(s) Responsible:
Activate and Build upon background
knowledge on American Revolution

Skype with

Introduction to Primary Source
Documents Youtube clip

Fictional Diary Writing

Transcription of John Adams/Abigail
Adams Letters

Comparison of student writing to John
Adams letters

DIY History Choose a document in need
Books, Symbaloo of internet resources,
videos, student Chromebooks

Laptop with Skype, Projector, speakers

Youtube Clip, Symbaloo with PS links


Chromebook

Symbaloo with Link, Google Doc shared
with partner

Chromebook


Symbaloo with link
Teacher Librarian (TL)/ Classroom
Teacher

Classroom Teacher

TL


Classroom Teacher

TL


Classroom Teacher

TL

of transcription, transcribe and submit as
part of global community.

Presentation of Transcription





Classroom Teacher


How will we assess learning?
We will use a rubric to assess completeness, partnership, and presentation of material. We will use a multiple literacies checklist to
assess 21
st
Century Learner standards.


Comments/Evaluation of the Unit:

Created by Sherry R. Crow Courtesy Colorado Springs District 11; adapted 2008









Skills Tasks:

1
.

A
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s


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p
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s


2
.

C
h
o
o
s
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a

l
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t
t
e
r

f
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m

J
o
h
n

A
d
a
m
s

t
o

t
r
a
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w
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a

p
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u
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g
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g
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d
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s


3
.


R
e
f
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o
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t
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t
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r
i
p
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t
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c
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v
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4
.

S
e
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a

p
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m
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y

s
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f
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D
I
Y

H
i
s
t
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t
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5
.

P
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AASL Standard for the
21
st
Century Learner
Addressed:
1.1.6,
1.1.8,
2.1.3,
4.1.4,
4.1.5,
4.2.1,
4.4.1
1.1.1, 1.1.2,
1.1.5, 1.1.8,
1.1.9, 1.2.6,
1.3.4, 1.4.1,
1.4.4, 2.1.3,
2.1.5, 2.2.1,
3.2.2, 3.2.3,
3.3.2, 3.3.4,
3.3.5, 3.3.6
1.1.5, 1.4.1,
1.4.2, 2.4.3,
2.4.4, 3.4.2,
3.4.3, 4.4.2
1.1.8, 1.1.9,
1.2.6, 1.3.4,
1.4.4, 2.1.3,
2.1.5, 2.2.1,
2.2.4, 2.3.1,
3.1.2, 3.2.2,
4.2.1, 4.2.2,
4.3.1, 4.3.4,
4.4.1
1.2.3,
1.3.4,
2.1.6,
2.2.4,
3.1.3,
3.2.1,
3.2.2
Students:



















Multiple Literacies Standards Checklist
Created by Sherry R. Crow 2002 Courtesy of Colorado Springs District # 11
Transcription Project Rubric


Exceeds
Standards
Meets
Standards
Approaches
Standard
Limited
Access of Primary
Source

Accesses primary source
documents without aid
of Symbaloo or teacher
support to find
additional primary
source documents to
review
Accesses primary source
document using
Symbaloo without
teacher or peer support
Accesses primary source
documents using
Symbaloo but needs
support of peers or
teacher
Unable to access
primary source
documents without
substantial support
from teacher
Transcription


Students completed an
accurate transcription of
their primary source.
Students completed an
accurate transcription of
about half of their
primary source OR
lacked some accuracy.
Students completed an
accurate transcription of
about a fourth of their
primary source OR
transcription was
inaccurate.
Students had a great
deal of difficulty
completing a
transcription of their
primary source,
including accuracy.
Group Work


Always listened to,
shared ideas with, and
supported partner.
Worked consistently for
the good of the team.
Listened to, shared ideas
with, and supported the
efforts of the partner.
Did not disrupt the
teams effort.
Did not consistently
listen to, share ideas
with, or support the
efforts of the partner.
Made some effort to be
a team player.
Rarely listened to,
shared ideas with, or
helped the partner. Was
not a team player.

Presentation
Presentation was clear
and easy to understand,
equally divided between
partners, and included
an accurate modern
translation of what was
going on. Used digital
tools to enhance
presentation.



Presentation was clear
and easy to understand.
Includes an accurate
modern translation of
primary source.
Presentation may not be
equally divided among
partners.
Presentation was not
clear or easy to
understand. Students
modern translation was
inaccurate or missing.
Partnership in the
presentation was not
shared.
No presentation given.

Self-Reflection

Self reflection
statement indicated the
student thought deeply
about the project and
their effort, and
identified plans for
growth. May include an
action plan for
continued learning.
Self reflection
statement was complete,
indicated the student
thought about the
project and their effort,
and identified some
areas for growth.
Self reflection
statement was not
complete or did not
indicate the student
thought about the
project and their effort.
No plan for growth.
Self-reflection was
incomplete with little
thought given to the
project or their role. No
plan for growth.


Student Example:


sir,
if our wishes could have comanded you to us, you would [ill] have been absent to say-Mr. [Perauch?] and my sister have
been here, where they haved to have, found you - we [ill] of you, they deserve to be remembered to you, and with you well
[ill] her [ill] to B me that the peacon with his child delighn for rotten ness Saturday and that they morose going by water,
that the decon would have you go with them, but I would say no means advise you to go by water, for as you are murder
preperation you will be much move escape to [ill] cold, the weather too is so unsertain that tho the morning may look
warningful yet you know it is frequintly very voul and cold in the afternoon - besides if you should went till [ill] and
Saturday should move an [ill] day, you will [wonder?] it to much the longer before you get into trouble



Actual Transcription:


Sir
If our wishes could have conveyed you to us, you would not have been absent to Day. Mr. Cranch and my Sister
have been here, where they hoped to have found you. We talk'dof you, they desire to be rememberd to you, and wish
you well thro the Distemper.Mr. Cranch told me that the Deacon with his children design for Boston next Saturday
and that they propose going by water -- that the Deacon would have you go with them, but I would by no means
advise you to go by water, for as you are under prepairation you will be much more exposed to take cold, the weather
too is so uncertain that tho the morning may look promissing, yet you know it is frequently very raw and cold in the
afternoon. Besides if you should wait till then and Saturday should prove an unplasent Day, you will make it so much
the longer before you get into Town. Suffer me therefore to injoin it upon you, not to consent to go by water, and that
you have no need to do as Tom will wait upon you any day that you desire. Let me know wheather you took your
Letter from Abigail Smith to John Adams, 8 April
1764 [electronic edition]. Adams Family Papers: An
Electronic Archive. Massachusetts Historical Society.
http://www.masshist.org/digitaladams/
vomit, whether you have got your pills and whether you have begun Lent-how it suits you? I am very fearful that you
will not when left to your own managment follow your directions -- but let her who tenderly cares for you both in
Sickness and Health, intreet you to be careful of that Health upon which depend
the happiness of Your
A Smith


Reflection:
we think that we worked really good together because, when we got stuck on a word we talked or worked it out
together. Overall we probably got half the letter done and go 80% correct [maybe].

Abigail was telling John about what she was doing and what was happening back at home.



Symbaloo Screen Shot





Link to DIY History for
Transcription Piece
Link to John and Abigail
Adams Letters
Library Resources:

5
th
grade students had access to a Symbaloo with the websites listed below as well as the print resources listed.
Because many students are fascinated with the American Revolution, they were not limited to the resources or
text provided.

Reading for Information and Pleasure:

Students utilized class time to read from the books listed below to gather information about the American
Revolution. During my class time, Media, I shared several historical fiction books based on the American
Revolution. Many students checked these books out and other non-fiction texts.


Professional Tools:
Print resources were found by using Destiny Quest. I also searched Mackin Via, a database that gives students
access to e-books. These books were included in my list as well. While creating my Symbaloo, I also searched
for American Revolution Symbaloos that others had already created. Finally, to provide access to primary
source documents, I used the State Library of Iowa website to locate Iowa Heritage resources and DIY History
for transcription.