Washington, DC- Integrated Mini Unit Unit- Introduction- QFT _________________________ Subject/Activities

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Unpack focus question. Explain to students how today we will work in groups to develop questions that will guide our learning over the next few weeks. Explain how I will give students a focus to guide their questions today. This will help us to generate a list of questions, like we did before when we started out Authors Purpose Unit. Allow students to reflect on doing the QFT before, their impressions, and feelings about setting the questions we used to guide our class instruction. Share the rules of the QFT process with students: a. Half Sheet of rules i. Ask as many questions as you can. ii. Do not stop to discuss, judge, or answer any questions. iii. Write down every question EXACTLY as it is stated. iv. Change any statement into a question. b. Discuss what are some possible challenges to these rules? c. What could be easy about following these rules? Difficult? Divide students into following groups: Breanna, Shaylin, Daniel, Logan Tyler, Immanuel, Tommy Kevin, Tania, Cesar Faith, Loderique, Brittney Introduce and pass out the Question Focus- Washington, D.C. serves as a hub for culture and life of the United States of America. Students will have 7 minutes to generate questions with only the recorder (bolded) writing the questions down. Teacher will circulate and assess on the Formative Assessment grid while encouraging student questions. Pause and discuss improving the questions. Redefine closed and open questions for students. 3 minutes to code O and C for each open and closed questions. Discuss with whole class the advantages and disadvantages of open and closed questions. (Closed questions limit discussion, only one answer. Open questions allow further discussion and build more thoughts) Allow students to choose one closed question and change it to an open, and choose an open question to change it to a closed question. Discuss with students this process depending on how it goes. Last time students needed to gain further information from this process, which they missed, so discuss how closed questions change to open help to increase our learning- refer to Focus Questions to guide understanding. Students will Prioritize Questions Set the purpose for students- We are about to begin a new unit, studying and discovering more about how settlements were formed in the new world. The questions YOU choose will guide our class and the learning activities we will do. Your groups need to choose the questions you think would be most important to guide our learning. Choose the 3 most important questions. Groups must discuss and come to an agreement for choosing the 3 questions they did. Closure: Groups will share out their questions and reasons for choosing. Reflect back to the focus question and set student EXCITEMENT for our upcoming Unit with THEIR QUESTIONS!!!

Objective/Curric. Conn./Assess Objective:

How can writing our

own questions about a topic help to guide our instruction and our interest in our learning? Curr. Conn:
Social Studies: 5A2b- Analyze how key historical events impacted Native American societies. 3D1a. Compare ways Native American societies used the natural environment for food, clothing, and shelter. 3D1b. Describe ways that colonists in the New England, Middle and Southern regions adapted to and modified the environment, such as the uses of the grist mill, water wheels and plantation farming. 3D1c. Explain how colonists adapted to and modified their environments and how these modifications sometimes created environmental problems.

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ELA: 1E2c. Make predictions and ask questions about a text. 3A8b. Identify and explain questions left unanswered from the text.

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Enduring Understandings: Reading is Purposeful. Writing is a communication between the author and the audience. Physical Geography dictates Human Geography Capacities of a Literate Individual: 2. They build strong content knowledge. 3. They respond to the varying demands of audience, task, purpose, and discipline. 5. They value evidence. HOQ: What are some possible challenges and strengths to following the QFT rules? How would you define an open or closed question? Why would open questions be helpful? Closed? Why would closed questions not be helpful for our objective? Assessment:
Are students able to create a list of ~10 questions? Were students able to think creatively when creating these lists? Were students able to distinguished between open and closed questions? Were students able to prioritize their questions for the most powerful learning?

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Differentiation: Students are placed in a small, heterogeneous groups based on MAPS data and other observed data.

Formative Assessment Data for QFT- Washington, D.C. Unit

Students Gordon, Loderique Garcia-Munoz, Tania Hare, Faith Hose, Breanna Jarrell, Tyler Leatherman, Kevin Lowery-James, Immanuel Melendez-Lopez, Cesar Robinson, Brittney Rodriguez, Daniel Watts, Tommy Wilson, Logan Youngerman, Shaylin List of ~10 Questions Creative QuestionsHOQs? Distinguish between Open and Closed Questions Prioritize Questions for Importance to Learning

Washington, DC serves as a hub of culture and life for the United States of America.

Washington, D.C. Smithsonian Museum Research Subject/Activities

* Research Questions, Question chart for keeping record of everyones shared museum information, doc camera.

Objective/Curric. Conn. Objective:

How can research help to influence our decision making process?

1. Whole Class Unpack the focus question, discussing important vocabulary. Discuss the ideas students have before they begin to answer the Focus question. Set the stage, explaining how students will be splitting up their research, and will learn all about the large variety of museums along the Washington National Mall that they will be able to visit. Unpack the research questions, allowing students to read and unpack the vocabulary in the questions. Use doc camera so that all students are aware of the meanings of the questions. 2. Small Groups- Research Students will each select a slip from a hat with the name of a museum, a small paragraph explaining what can be seen at the museum, and a research website. Students will be placed in to small groups randomly, based on who has the same museums selected out of the hats. Students will use the internet and any class books to complete the following questions about the museum. o What museum are you reporting about? o What types of things will we see when visiting your museum? o What are three current exhibits at your museum? o What is the most interesting fact you found out about you museum? o If you could recommend your museum to someone, who would it be and explain why they would be interested in this museum being as specific as possible? Students will be ready to present their information to the whole group. Upon completion of their research they will decide who is presenting what information and how this will be presented to the group so that the group can be aware of all of the museum topics and exhibits. 3. Presentation- Small Groups to the Whole Class Each small group will present their information, regarding their questions to the rest of the class. The whole class will be responsible for completing the recording chart, with all museums and the information about each museum. Students will be encouraged to ask further questions of the group presenting, so that students can make more educated decisions about which museums they want to visit on our DC trip. Students will have a total of 7 minutes to present based on the amount of time we have and the amount of student groups. Reflection as we begin Poetry and Exploring Revolutionary War- Connect Extend and Challenge written reflection for assessing the students feelings about the time period and this new genre. 4. Follow Up: Independent Writing Reflection Students will be reflect about the information they obtained through the research they completed. Students will need to select the one museum that they are most interested in traveling to. Students will complete further research on this museum and then prewrite to persuade their group about this museum and how they should attend this museum. Students will have to defend their thinking with a variety of details. After completing the pre-writing graphic organizer, students will write at least a 3 paragraph essay explaining their ideas. This will be presented to their group at the beginning of their challenge.

Curr. Conn:
ELA-2A4g- Draw conclusions & inferences & make generalizations & predictions from . 2A4c- State & support main ideas/messages

Enduring Understandings: Reading is Purposeful. Our Past is Our Future Physical Geography Dictates Human Geography Authors Write What They Know and What they Experience. Capacities of a Literate Individual: 2. They build strong content knowledge. 3. They respond to the varying demands of audience, task, purpose, and discipline. 5. They value evidence.

HOQ: Focus question Research questions How will you use this information to make a more informed decision about our trip? How would you have made your decisions before completing this research? Why was this process so beneficial for us?

Assessment: Are students able to defend their thinking discussing and in writing on their research? Are students able to find the information needed through their research? Are students able to reflect about the research process and see the benefits of completing this research before going on our trip?

_______________________ Washington, D.C. Itinerary Challenge Subject/Activities

*Copies of DC Challenge and Rubric, computers and website listings for students to complete any further research needed, Google Earth Application, computers, checklist for maintaining anecdotal records,

Objective/Curric. Conn./Assess Objective:

How can we use a variety of skills in order to plan an event for our whole class to Washington, D.C.? How can we obtain information to help us plan an event?

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Introduction and Unpacking (Over multiple days): o Introduce the focus question, allow a student to assist with the process. As students break and restart the challenge, refer them back to their focus questions and other HOQs bolded throughout. Discuss these answers and highlight skills the students are using to work through this real life event. o Allow students to explain the challenge and purpose in their own words. o Walk students through the challenge, allowing them to unpack each Part for the Domain specific vocabulary and the tasks to complete along the way in each section. o After each section is completely unpacked, the teacher will then unpack the corresponding sections in the rubric for each part. Students will define what each section looks like to meet the standard and also what they expect of each other to exceed the standard. o Students will unpack all of the challenge and then have students decide which sections they are going to find most challenging? Brainstorm how to resolve this? Which sections are they most excited to complete and why? And finally, which sections do they think will be the easiest and why? Explain that students may complete the challenge in the order they see appropriate, although, Part 2 and 3 should probably go in order because they work together. o Allow students to be split into their groups for the field trip and begin their work. Groups are as follow: Group 1- Faith, Shaylin, Immanuel Group 2- Breanna, Tania Group 3-Jailene and Brittney Group 4- Loderique, Tyler, Cesar Group 5- Tommy, Logan, Daniel Small Group : o Students will work through their challenge independently. They will seek out resources in the classroom and come to find coaching when they need some help with persevering. o Students can discuss an Independence norm and decide whether this is something they would like to set for the entire class for bonus points for their work. o TEACHER- will be circulating through the groups, observing what students are able to do with the challenge independently and what they need support doing. During the first day the teacher will take as many notes as possible. During the second day, these notes will continue but mini lessons based on needs will also occur (volume and Google Earth are the stand out things students may need more support with). Mini Lessons: o Volume: Students will walk through the online mini lesson for volume that has been emailed to them. They will then find the actual volume of various fixed solids by measuring the dimensions, and then solving for volume on whiteboards together. o Google Earth: Walk students through a tutorial using Google Earth to various areas around Hagerstown. Illustrate how the distance and times are shown. Allow students to keep track of these times and distances and they will then report out the totals and check their work together. Closure: o Share out student created itineraries! o Students will be able to present their step by step itineraries to the classmates and audience will ask questions and provide warm and cool feedback to groups presenting to further their thinking.

Curr. Conn: See list at end of Unit for thorough account of all the standards this Challenge addresses. Enduring Understandings: Reading is Purposeful. Our Past is Our Future Physical Geography Dictates Human Geography Authors Write What They Know and what they Experience

HOQ: See QFT question list from first day of Washington D.C. Unit. (Challenge built to answer many of these questions).

Assessment: See Student Unpacked Rubric, students will discuss what meets the expectations and exceeds the expectations for each components of the challenge. Teacher will keep an individual checklist, able to keep individual anecdotal records for progress throughout the work on each component. Students will be assessed on working together, planning a successful event, and research and writing their ideas. Differentiation: Students are placed in differentiated groups. There are two different challenges, with differentiated items based on students abilities and IEP goals. All students are held to a very high standard on both challenges.

Standards for the Washington, D.C. Itinerary Challenge:

RL3- Comparing and Contrasting Points of view RL6- Narrator or speakers point of view influence on how events are described RIT3- Relationships and interactions between two or more in a historical context. RIT4- Domain specific vocabulary RIT6- Analyzing multiple accounts of the same events noting important similarities or differences in point of view. SL.5.4. 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. 3.MD.1. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. 4.MD.2. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. 4.MD.3. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. 5.MD.1. Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems 5.MD.5. 5. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. 5.NBT.5. Fluently multiply multi-digit whole numbers using the standard algorithm. 5.NBT.6. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 5.NBT.7. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.