Title: Article for the New York Times
Topic: Important People of the Roaring 20’s
Subject/Course: S o c ia l S t ud ie s & L a n g ua ge A rt s
Grade: 5
Time:
5 days, 90minutes/day
Designer: H o l l y B o y k i n
Stage 1 – Desired Results
Established Goal(s) from Georgia Performance Standards
SS5H4 The student will describe U.S. involvement in World War I and post-World War I
America.
b. Describe the cultural developments and individual contributions in the 1920s of the Jazz Age
(Louis Armstrong), the Harlem Renaissance (Langston Hughes), baseball (Babe Ruth), the
automobile (Henry Ford), and the airplane (Charles Lindbergh).
ELA5W2 The student demonstrates competence in a variety of genres.
The student produces informational writing (e.g., report, procedures, correspondence)
that:
a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise
developing reader interest.
b. Develops a controlling idea that conveys a perspective on a subject.
c. Creates an organizing structure appropriate to a specific purpose, audience, and context.
d. Includes appropriate facts and details.
e. Excludes extraneous details and inappropriate information.
f. Uses a range of appropriate strategies, such as providing facts and details, describing or
analyzing the subject, and narrating a relevant anecdote.
g. Draws from more than one source of information such as speakers, books, newspapers, and
online materials.
h. Provides a sense of closure to the writing.
i. Lifts the level of language using appropriate strategies including word choice.
Understanding(s)
Students will understand that …
 Louis Armstrong made important
contributions to the Jazz Age in the 1920s.
 Babe Ruth made important contributions to
professional baseball in the 1920s.
 Langston Hughes made important
contributions to the Harlem Renaissance in
the 1920s.
 Henry Ford made important contributions
to the automotive industry in the 1920s.
 Charles Lindbergh made important
contributions to aviation in the 1920s.
 Informational writing is written to inform
the audience.
 An informational piece of writing contains
facts and details that support those facts.
 When writing it is important to engage the
reader and convey a perspective.
Essential Question(s)








How did Louis Armstrong contribute to the
Jazz Age in the 1920’s?
How did Babe Ruth contribute to professional
baseball in the 1920’s?
How did Langston Hughes contribute to the
Harlem Renaissance in the 1920’s?
How did Henry Ford contribute to the
automotive industry in the 1920’s?
How Charles Lindbergh contribute to aviation
in the 1920’s?
How do I determine what facts to include in an
information writing piece?
How to I write to engage the audience and to
convey a perspective?
What is the purpose of informational writing?
Students will know...
 Louis Armstrong as a famous Jazz musician
who contributed to the Jazz Age.
 Babe Ruth was a famous baseball player of
the 1920’s. He set many baseball records.
 Langston Hughes was a famous poet who
contributed to the Harlem Renaissance.
 Henry Ford was the founder of the Ford
Motor Company. His automated assembly
line changed the way products were
manufactured.
 Charles Lindbergh was the first to fly solo
across the Atlantic.
 An informational piece of writing contains
facts and details that support those facts.
 Informational pieces are written to inform
an audience.
 When writing it is important to engage the
reader and convey a perspective.
Students will be able to . . .
 Identify, in writing, the contributions that
Louis Armstrong made to the Jazz Age in the
1920’s.
 Identify, in writing, the contributions that
Babe Ruth made to professional baseball in
the 1920’s.
 Identify, in writing, the contributions that
Langston Hughes made to the Harlem
Renaissance in the 1920’s.
 Identify, in writing, the contributions that
Henry Ford made to the automotive industry
in the 1920’s.
 Identify, in writing, the contributions that
Charles Lindbergh made to aviation in the
1920’s.
 Construct an informational writing piece that
engages the reader, conveys a perspective, and
contains relevant facts and details.
Stage 2 – Assessment Evidence
The Performance Task:
Goal: Your task is to write an article detailing an event in which you saw Henry Ford, Langston
Hughes, Babe Ruth, Charles Lindbergh, or Louis Armstrong.
Role: You are a newspaper columnist for the New York Times at the end of the 1920’s.
Audience: The target audience is the 1920’s readers of the New York Times.
Situation: You will have to research Henry Ford, Langston Hughes, Babe Ruth, Charles Lindbergh, or
Louis Armstrong. You will have to imagine that you are living in the 1920’s and have seen Henry
Ford, Langston Hughes, Babe Ruth, Charles Lindbergh, or Louis Armstrong for the first time. You
must convey your interest and excitement to the readers of the New York Times.
Product: You will create a newspaper article in order to inform the American public of the
importance of Henry Ford, Langston Hughes, Babe Ruth, Charles Lindbergh, or Louis Armstrong and
how they have contributed to their field.
Standards: Your newspaper article must contain facts and details that describe how Henry Ford,
Langston Hughes, Babe Ruth, Charles Lindbergh, or Louis Armstrong contributed to their field. The
article you create must meet the standards outlined in the rubric (shown below).
Performance Task Rubric
Engaging
Perspective
Superb
3 points
Article engages the
reader by establishing a
context, creating a
speaker’s voice, and
otherwise developing
reader interest.
The article conveys the
perspective of someone
Fair
2 points
Article somewhat
engages the reader by
establishing a context,
creating a speaker’s
voice, and otherwise
developing reader
interest.
The article somewhat
conveys the perspective
Needs Improvement
1 point
Article does NOT engage
the reader by
establishing a context,
creating a speaker’s
voice, and otherwise
developing reader
interest.
The article does NOT
convey the perspective
Addresses Purpose &
Audience
who attended a 1920’s
event.
The article informs a
1920’s audience of the
contributions of one
important figure of the
1920’s.
of someone who
attended a 1920’s event.
The article somewhat
informs a 1920’s
audience of the
contributions of one
important figure of the
1920’s.
The article contains
three to four important
facts (with supporting
details) about one
important figure of the
1920’s.
Contains Important Facts
and Details
The article contains at
least five important facts
(with supporting details)
about one important
figure of the 1920’s.
Excludes Extraneous
Details
The article does not
contain any extraneous
information.
The article contains 1-3
sentences of extraneous
information.
Number of Paragraphs
Article contains 3
paragraphs
Each paragraph contains
5 sentences
Article contains only 2
paragraphs
Each paragraph contains
3-4 sentences
Number of Sentences
of someone who
attended a 1920’s event.
The article does NOT
inform a 1920’s audience
of the contributions of
one important figure of
the 1920’s.
The article contains less
than three important
facts about one
important figure of the
1920’s. The article does
not contain supporting
details.
The article contains
more than three
sentences of extraneous
information.
Article contains only 1
paragraph
Each paragraph contains
less than three sentences
Other Evidence:


Teacher observation during completion of activities
Journal reflections (will be scored with the rubric seen below)
Student Self-Assessment and Reflection
At the end of the unit, the students will assess their learning in two ways:
1 – Students will grade their article using the performance task rubric.
2 - Students will complete a journal reflection by examining their article to determine if it answers
these questions related to the six facets of understanding:
Explain – Does your article describe the physical appearance and the personality characteristics of
Henry Ford, Langston Hughes, Babe Ruth, Charles Lindbergh, or Louis Armstrong? Explain how.
Interpret- Does your article document the contributions that Henry Ford, Langston Hughes, Babe
Ruth, Charles Lindbergh, or Louis Armstrong made to the 1920’s? Explain how.
Application – Do the facts and details in your article help the reader understand the time period and
the life of Henry Ford, Langston Hughes, Babe Ruth, Charles Lindbergh, or Louis Armstrong? Explain
how.
Perspective- Does your article tell how the world would be different if Henry Ford, Langston Hughes,
Babe Ruth, Charles Lindbergh, or Louis Armstrong had not lived? Explain how.
Empathy- Does your article tell what it would be like to have lived in the 1920’s and to have had the
opportunity to see Henry Ford, Langston Hughes, Babe Ruth, Charles Lindbergh, or Louis Armstrong
in person? Explain how.
Self-Knowledge – Does your article show how YOU would have really felt to see Henry Ford, Langston
Hughes, Babe Ruth, Charles Lindbergh, or Louis Armstrong in person? Explain how.
Rubric for Journal Reflection
Superb
Prompt/Weight
Explain
Fair
2
1
Needs
Improvement
0
The student’s response is
The student’s response is
The student’s response is
superb.
Interpret
The student’s response is
superb.
Apply
The student’s response is
superb.
Perspective
The student’s response is
superb.
Empathy
The student’s response is
superb.
SelfKnowledge
The student’s response is
superb.
appropriate, but lacks
evidence of critical
thinking.
The student’s response is
appropriate, but lacks
evidence of critical
thinking.
The student’s response is
appropriate, but lacks
evidence of critical
thinking.
The student’s response is
appropriate, but lacks
evidence of critical
thinking.
The student’s response is
appropriate, but lacks
evidence of critical
thinking.
The student’s response is
appropriate, but lacks
evidence of critical
thinking.
inappropriate or the
student did not respond to
the question.
The student’s response is
inappropriate or the
student did not respond to
the question.
The student’s response is
inappropriate or the
student did not respond to
the question.
The student’s response is
inappropriate or the
student did not respond to
the question.
The student’s response is
inappropriate or the
student did not respond to
the question.
The student’s response is
inappropriate or the
student did not respond to
the question.
Stage 3 – Learning Plan
Learning Activities
Where, Why, and What – Where are we going? What are we doing?
 The goal of the unit is for students to learn about important figures of the 1920’s and to
create an informational writing piece telling others about what they have learned. As a
result of completing the requirements of the unit, students will be able to answer the
essential questions listed in stage 1.
 In order to inform students of the expectations of the unit, the students will receive the
rubrics for the unit before they begin the task and the teacher to go over the rubric in
detail, discuss its requirements, and show models of student work.
 As a result of completing this unit, students will gain a better understanding of important
figures of the 1920’s.
 Before the first day of the unit, the students will complete a preassessment related to the
social studies content. The teacher will also analyze previous writing samples from the
students to tailor direct to meet the needs of each learner.
Hook and Hold – Keeping Student Interest
 On the first day of the unit, students will be shown the “introduction to the unit” movie,
which features pictures of cars, airplanes, a baseball game, samples of poetry and jazz
music. In cooperative learning groups, the students will brainstorm to determine what
these items have in common. The teacher will lead a discussion to help the students
determine that the pictures they viewed were influenced by important people of the
1920’s. Then, students will view “The Roaring Twenties Begin” movie to get an overall
view of the 1920’s.
 Providing students with opportunities to use technology tools (podcast and a word
processor) each day of the unit will ensure that student interest is maintained throughout
the duration of the unit.
Equip
 Previous writing experiences will equip students with prior knowledge about the writing



process.
The content delivered through the podcast will equip students with the content
knowledge that they will need to complete performance task.
Models of informational writing pieces and individual assistance from the teacher will
equip the students with the necessary skills to construct the product of the performance
assessment.
The journal reflection at the end of the unit will require students to self assess their
learning through the six facets of understanding.
Rethink, Revise, and Rework
 The content presented through the podcast will encourage students to rethink their
original ideas about cars, baseball, aviation, music, and writing.
 Completing the revising and editing stages of writing process will give students the
opportunity to revise their work.
Evaluate – Students Reflecting on Their Learning
 Students will evaluate their writing by using the performance task rubric.
 Students will complete a journal reflection that requires them to self assess their work by
answering questions related to the six facets of understanding.
Tailor – Meeting the Needs of all Learners
To meet the needs of the students, the following accommodations will be made as needed
and as appropriate for individual students:
 Small group direct instruction will be tailored to each student’s abilities and prior
knowledge (based on the pre-assessment results)
 Activities may be simplified by the teacher locating some information for students
 Instructions will be read aloud
 Students will be given extra time to complete tasks and answer questions
 Students will be given frequent breaks during instruction
 Instructions and information will be restated and reworded
 Instructions for tasks will be broken down into short steps with a limited number of steps
given at one time
 Tasks will be modeled and students will be given the opportunity to practice tasks
through guided practice
 Students will be frequently assessed for understanding
 Desired learning outcomes will be identified and communicated to students in words
they can understand
 The teacher will assist students in small groups and individually as needed.
 Depending upon student ability, the product may be written or typed on a word
processor program.
Organize – The Sequence of Learning
Day One of the Unit (90 minutes):
1. On the first day of the unit, students will be shown the “introduction to the unit” movie
which includes pictures of cars, airplanes, a baseball game, samples of poetry, and jazz
music.
2. In cooperative learning groups, the students will brainstorm to determine what the
images shown in the podcast have in common.
3. The teacher will lead a discussion to help the students determine that the pictures they
viewed were influenced by important people of the 1920’s.
4. Students will view “The Roaring Twenties Begin” movie to get a glimpse of the 1920’s.
5. The teacher will distribute the performance task rubric and the journal activity rubric
and show “superb” models to explain the expectations of the unit.
Day Two of the Unit (90 minutes):
1. The teacher will assign the students to a cooperative group and each group will draw the
name of Charles Lindbergh, Babe Ruth, Langston Hughes, Louis Armstrong, or Henry
Ford.
2. The teacher will model how to complete the prewriting web.
3. The group will watch the podcast for the person they were assigned.
4. Students will complete the prewriting web. If the students need additional information
they will visit http://www.biography.com/bio4kids/bio4kids-meet.jsp or refer to their
social studies textbook.
5. The teacher will assist groups and individuals as needed.
Day Three of the Unit (90 minutes):
1. The teacher will quickly review the unit rubrics.
2. Each student will begin drafting their article using the information that they recorded on
their prewriting web the previous day with their group. The teacher will circulate and
assist individual students as needed.
Day Four of the Unit (90 minutes):
1. The teacher will use a student work sample to model how to use the rubric.
2. Students will assess their writing using the performance task rubric and the journal
rubric. Students will work with a partner to revise and edit their writing.
3. Students will work with a partner to revise and edit their writing.
4. The teacher will assist groups and individuals as needed.
Day Five of the Unit (90 minutes):
1. Students will write the final draft of their article.
2. Students will submit a final article and the two self assessments.
3. At a later date, the teacher will combine all of the articles into one document to share
with the entire class.
References for Information, Images, and Video Clips
Information for podcast:
Louis Armstrong. (2009). Biography.com. Retrieved 8:40, November 17, 2009 from
http://www.biography.com/articles/Louis-Armstrong-9188912
The Life of Henry Ford (2003). Hfmgv.org. Retrieved 8:45, November 17, 2009 from
http://www.hfmgv.org/exhibits/hf/printdefault.asp
Charles Lindbergh. (2007). Charleslindbergh.com. Retrieved 7:43, November 17, 2009 from
http://www.charleslindbergh.com/history/index.asp
Babe Ruth. (2009). About.com. Retrieved 7:48, November 17, 2009 from
http://history1900s.about.com/od/people/p/baberuth.htm?p=1
Langston Hughes. (2009). Kansasheritage.org. Retrieved 8:32, November 17, 2009 from
http://www.kansasheritage.org/crossingboundaries/page6e1.html
Videos for podcast:
Henry Ford, The Model T and the Model A. Aims Multimedia. (1984). Retrieved November
16, 2009, from Discovery Education: http://streaming.discoveryeducation.com/
The Magic of Louis Armstrong's Performance. Aims Multimedia. (1986). Retrieved November
16, 2009, from Discovery Education: http://streaming.discoveryeducation.com/
Charles A. Lindbergh. Aims Multimedia. (1996). Retrieved November 16, 2009, from
Discovery Education: http://streaming.discoveryeducation.com/
The Roaring Twenties Begin. Media Rich Learning~United Learning. (2003). Retrieved
November 16, 2009, from Discovery Education:
http://streaming.discoveryeducation.com/
The Roaring Twenties Begin. Media Rich Learning~United Learning. (2003). Retrieved
November 16, 2009, from Discovery Education:
http://streaming.discoveryeducation.com/
George Herman Ruth: Babe Ruth. Aims Multimedia. (1984). Retrieved November 16, 2009,
from Discovery Education: http://streaming.discoveryeducation.com/
Expression and Decline of the Harlem Renaissance. Discovery Education. (2006). Retrieved
November 16, 2009, from Discovery Education:
http://streaming.discoveryeducation.com/
Images for podcast retrieved from:
coffeypark.com
goshenschoolsny.org
artsedge.kennedy-center.org
uagreeks.uark.edu
img.timeinc.net
old-picture.com
charleslindbergh.com
lib.fit.edu
rlv.zcache.com
automotivehistoryonline.com
odec.ca
seriouswheels.com
wikimedia.org
themoneymasters.com
somethingknew.files.wordpress.com
johnbatchelorshow.com
georgiasouthern.edu
tomflocco.com
wikiwak.com
catalyst-chicago.org
emersonswingcombo.com
vervemusicgroup.com
myfreewallpapers.net
Music for Podcast:
Calandra, P. (2009). Moonbeams. Freeplaymusic.com
Calandra, P. (2009). Hackensack Swing. Freeplaymusic.com
UBD form used with Permission
Wiggins, G. & McTighe, J. Understanding by Design, 1998
Copyright © 1998 by the Association for Supervision and Curriculum Development. All rights
reserved. No part of this publication may be reproduced or transmitted in any form or by any
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educators advocating sound policies and sharing best practices to achieve the success of each
learner. To learn more, visit ASCD at www.ascd.org.