Emergency Sub Plans for 5th-7th Grade Social Studies by Teach Simple

About this resource

What's inside this resource

These are Emergency Sub Plans for 5th-7th Grade Social Studies.

All you have to do is print and go. These can also be accessed digitally through Google Slides.

These no prep plans include directions, feedback forms and more.

There are lessons with reading passages, coloring activities, comprehension questions and more.

Answer keys are included.

In the classroom

Students can answer inference-based multiple-choice questions about a nonfiction WWII biography passage.
Students can retell a historical figure's story in sequence using an informational writing prompt.
Students can complete a timeline and map activity tracing key events and locations from a reading passage.
Students can write a first-person narrative from a historical figure's point of view.

Print only the day-by-day activity pages the sub will actually use; the teacher-planning and classroom-info pages at the front are for the classroom teacher to fill in, not for the substitute to hand out.
Remind the substitute that students keep the same reading passage copy for all five days, since several activities on later days refer back to it.
Have crayons or colored pencils ready before Day 3 and Day 5, since the color-by-code and map-arrow activities both require them.
Use the vocabulary graphic-organizer pages and word search as ready-made options for early finishers across any of the five days.

Close reading and annotation — students mark up the passage for key details, vocabulary, and confusing sections on their first read (Day 1).
Inferential reading comprehension — students answer multiple-choice questions requiring inference from the passage, such as interpreting 'the limping lady' (Day 2-3).
Sequential informational writing — students retell Virginia Hall's story using sequence words like first, next, and eventually (Day 2).
Timeline and map skills — students place events in chronological order and trace a route of travel across a map of Europe (Day 4).
First-person narrative writing — students write a letter in Virginia Hall's voice describing her wartime experience (Day 5).

Good to know

No — students keep the same passage copy for all five days; only the accompanying worksheet changes.

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Curriculum

CCSS.RI.5.1 — Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text
CCSS.W.5.3 — Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the
CCSS.RI.5.3 — Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.