Thursday+Group+7

**__#1 Name (red):__** J**essica Cannon**
 * 2 Name (blue):_Cynthia McFall**
 * __#3 Name (green):___Melisa Craig**
 * __#4 Name ( Black):___**


 * __Name:__ _ Date:_**

__ Lesson Plan #1 Title: __ Grade Level: 5th grade Contributors:­­­­­­­­­­­ Jessica Cannon, Cynthia McFall, Melisa Craig

 __**GRADE LEVEL**__ 5 **TIME ALLOTED:** about 50 minutes
 * TITLE:** George vs. George

// Do not fill out! //
 * COMPOSITION OF CLASS: Male 12 Female 10 Total 22**
 * Number of Special Needs Students ELL_ 504_ IEP_**


 * UNIT GOAL:** The students will determine and analyze characteristics of both King George III and George Washington. The student will learn about important events of the American Revolution and decisions made by both leaders. The students will make a report card and an acrostic poem for both King George III of England and George Washington to determine the leadership roles that both of these men played in the road to the American Revolution. The students will determine whether or not King George was a royal brut, as said by many, and whether or not George Washington was a traitor. Giving the students facts about the characteristics through the reading of __George vs. George__, the students will determine which leader had the best qualities.


 * PASS OBJECTIVES FOR THIS LESSON:**


 * Language Arts **

**Standard 3: Comprehension/Critical Literacy -** The student will interact with the words and concepts in the text to construct an appropriate meaning. 1. Literal Understanding a. Use prereading strategies independently (to preview, activate prior knowledge, predict content of text, formulate questions that might be answered by the text, and establish purpose for reading).

**Social Studies Standard 4:** The student will examine the lasting impact of the American Revolution. 4. Recognize the contributions of key individuals and groups involved in the American Revolution (e.g., Samuel Adams, the Sons of Liberty, Paul Revere, Mercy Otis Warren, George Washington, Thomas Paine, Thomas Jefferson, Marquis de Lafayette, King George III, Hessians, and Lord Cornwallis).


 * SPECIFIC LESSON OBJECTIVES: //Students will be able to describe the personality traits, leadership skills, and contributions of King George III to the Revolutionary war.//**


 * ACEI Objective: ** Candidates understand and use a variety of teaching strategies that encourage students’ development of critical thinking and problem solving. Candidates use their knowledge and understanding of individual and group motivation to foster active engagement of learning to create supportive learning environments. Candidates will design lessons that appeal to a variety of learning styles

 [] (link for brainstorming strategy)
 * 1) ===P **REASSESSMENT OF STUDENT KNOWLEDGE: Students will participate in Brainstorming Prior Knowledge strategy. The teacher will write the words Revolutionary War, King, and President on the smartboard. Students will have about three minutes to list on paper any associations they might have and write them on a sheet of paper. The teacher will next ask students to name their associations and so they can be written on the board around the cue words. The teacher will ask each student for their response, starting with the less active students to ensure that all of the students get to participate. Each student will get one answer for each word listed on the board. Next, the class will list on the board, any other comments about the cue words or associations. The students will be encouraged to think about the items listed on the screen and they will be given time to clarify, elaborate, or challenge some items. The class will then have a discussion about the words and associations with the teacher using prompts such as What made you think that? What do you think that means to someone that lived in a different time? Why don't we have kings today? The discussion could help students to connect knowledge about the Revolutionary War, King George III, and George Washington. After the discussion the class will get into their small groups and use a picture dictionary to look up the definitions of the words Revolutionary War, king, and president, leader, loyalist, patriot. They will write short paragraph describing what they know about each of these words. Their definition can be based on both prior knowledge and the class discussion .** ===
 * 2) **Introduction/Set Induction/Hook Students will next create a picture dictionary that should contain pictures of people and things that reflect on the meaning of five vocabulary words. The teacher will write the vocabulary words on the board. They are: king, president, reign, loyalist, patriot. The teacher will begin a discussion about the words and try to establish some connections with the real-world. Next each student will draw a picture of each word and write a short sentence that will help them to remember it. the students will pick five words of their choice from the discussions we have had about the Revolutionary War or King George III.**

My Own Picture Dictionary

Grade Brief Description Students create a picture dictionary that includes images of people and things that reflect on the meaning of the word.
 * All levels

Suggestion: Put these on a 3/5 card and hole punch a single hole. Place a ring to keep the words together. Procedure 1. List the words. 2. Discuss each word making sure that connections are made to the real world. 3. Have the student draw a write the word, draw a picture of the word, tell how s/he will remember the word and the connection and write a sentence. 4. Display the picture dictionary for each word on a word wall. Take down the word and put into the student’s dictionary of words.


 * 3. Instructional Procedures**

For ELL adaptations, students will be provided a bilingual dictionary and/or picture dictionary. Visuals will be provided such as video clips and picture books. There will be group work assigned and lots of modeling presented. Gifted students will provide leadership roles, have multiple options for enrichment, and centers to go to if they finish before others. Students with Hyper Activity will be provided with physical, hands-on activities. Students can be paired with other students for literary support.
 * **Adjustments/Adaptations**

Students with visual impairments will be seated close to the front of the room. Students with physical or learning impairments will be included in heterogeneous groups that work together. Students with hearing impairments will rely on the written information to work through the labs. Each individual IEP will be used to guide learning for the student. The activities already access the learning styles of all students: visual, auditory, and tactile kinesthetic learners. Students with learning impairments will have more appropriate assignments. Ell students can be given a partner to work with.

· **Guided Practice (Teacher Instructional Indicator #10)** The teacher will introduce the book George vs. George by Rosalyn Schanzer and read the introduction. The Say Something strategy will be described to the students. Teacher will select a passage in a book to read aloud, stopping at certain points. Students will be designated a partner. Each pair of students will be given a copy of the book. They can choose how they will read the selection, silently or aloud. The teacher will choose one student to model the strategy with. The teacher will ask the student to read the first passage and answer some thought provoking questions. After the students understand the process they will work with their partner and read the next passage. Students will form their own comments by answering questions ask by their partner. The teacher will stress the fact that the students should only use responses and interpretations that can be supported.

Students will be given a list of suggestions for the type of questions they should ask when working with their partner.

 When students have finished reading and working with their partner, the class will have a group discussion about the process. The teacher will initiate a discussion about how this strategy helped the students to understand the major points in the passages. The students will participate in the Character feelings and Traits strategy. The words feelings and traits will be written on the board. Students will learn about King George III and his life, contributions, and character and personality traits.
 * I wonder...
 * <span style="font-family: 'Times New Roman',Times,serif;">I was surprised...
 * <span style="font-family: 'Times New Roman',Times,serif;">It is interesting that...
 * <span style="font-family: 'Times New Roman',Times,serif;">I think might have happened...
 * <span style="font-family: 'Times New Roman',Times,serif;">I don't understand...
 * <span style="font-family: 'Times New Roman',Times,serif;">I think this means...
 * <span style="font-family: 'Times New Roman',Times,serif;">This reminds me of...
 * <span style="font-family: 'Times New Roman',Times,serif;">I especially liked ...
 * <span style="font-family: 'Times New Roman',Times,serif;">I am confused about...
 * <span style="font-family: 'Times New Roman',Times,serif;">It surprised me when...
 * <span style="font-family: 'Times New Roman',Times,serif;">I learned that...

Students will get their groups and go to the following web site. They will read the instructions on how to make a Triarama. The three elements for the Triarama are the personality traits, leadership qualities, and contributions to the Revolutionary war. Students will be given supplies to create their own Triarama. After, the students will be given the opportunity to present it to the class.
 * 4.** **Independent Practice (Teacher Instructional Indicator #11)**

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">[] = What is a triarama? = = A triarama is a three-sided display. It is usually made with three triangular sides. The three triangles can then be placed back to back to create a 3-D pyramid shape. In most triaramas, the information is placed on the inside of the pyramid, making it similar to a diorama. However, information can also be placed on the outside or on both the outside and the inside. A triarama can also be made by placing three large rectangles end to end forming a triangular display. = ** Triarama with triangles **

** To make a LARGE triangular triarama : **

 * ==== ** Use a larger piece of construction paper or tag board and follow the directions above, making your square 12" by 12" (or larger if the paper will allow.) ****<span style="color: red; font-family: 'Comic Sans MS','serif'; font-size: 13.5pt;">OR ** ====
 * ==== **<span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 13.5pt;">Using several pieces of tag board or poster board, cut out three large triangles of exactly the same size and attach them together with tape or staples, forming a pyramid . ** ====

Students will go to: http://www.voki.com/ They will need to click on Create and then make their own Voki message. It should include the information they have learned about King George III and his leadership skills, personality, and contributions to the Revolutionary War.
 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**)


 * CATEGORY || Beginning || Developing || Accomplished || Examlary ||
 * Introduction: Brainstorming Strategy || Minimal effort. Used one vocabulary word in paragraph. || Some effort. Used two vocabulary words in paragraph. || Showed effort. Used at least three vocabulary words in paragraph. || Substantial effort. Used all of the vocabulary words in paragraph. ||
 * Guided Practice: Say Something Strategy || Minimal effort. Answered one or two questions. Did not contribute during class discussion. || Some effort. Answered four or more questions. Minimal contribution in class discussion. || Showed effort. Answered at least seven or more of the questions. Participated in class discussion. || Substantial effort. Answered all of the questions. Actively participated in class discussion ||
 * Independent Practice: Triarama || Minimal effort. No creativity used in making Triarama. Facts about one element included. || Some effort. Some creativity. One or two elements mentioned in Triarama. || Showed effort. Creative Triarama that included some information from all three elements in Triarama. || Substantial effort. Creative Triarama that includes four or more facts about each element in Triarama. ||
 * Closing: Voki || Minimal effort. Voki paragraph includes one or two facts learned about each leader. || Some effort. paragraph includes only.Voki three or four facts learned about each leader. || Showed effort. Voki paragraph includes five or more facts about each leader. || Substantial effort. Voki paragraph includes six or more fact about each leader. ||

Schanzer, R., (2004). //George vs. George//. New York, NY: Scholastic, Inc. Triarama. (2010). Retrieved March 20, 2010, from [] Students will be given markers, colored pencils, paper, glue, scissors, and tape to make the Triarama.
 * 5.** **Resources and Materials**
 * George vs. George**
 * Triarama**

Extra activities to lengthen and enrich unit.
 * 6.** **Supplementary/Enrichment Activities**

Look at the picture of what life was like during colonial America. Click on each picture and look at the captions. What are some of the differences in life then and life today? You will be given supplies to draw a picture of how life looked for the average person living in colonial times. Include your own captions of what is shown in your picture and add your own personal comments. Include at least five differences that you noticed about their life and ours today in America.
 * Go to:** []

Click on The Road to Revolution and play the game as a group. You each need to make a list of six important facts that you find while playing the game. You will need some of this information later when you interview George Washington or King George III. Use a class dictionary to look up key words: reign, pamphlet, inspire, slavery, abolish, defeat As a group write a short story using each of the vocabulary words and at least six facts that you learned from the Road to Revolution game.
 * Go to:** []

__Northeastern State University – Broken Arrow__ __READ 4043: Reading for the Content Area__ __ Spring Semester 2010 __ __Lesson Plan #2 Title:__ George Washington Grade Level: 5th Contributors:­­­­­­­­­­­ Jessica Cannon
 * __Name:__ _ Date:_**

LESSON PLAN
__**GRADE LEVEL**__ 5th **_ TIME ALLOTTED: one class period or 50 minutes **
 * TITLE: George Washington**


 * COMPOSITION OF CLASS: Male_ Female_ Total_**
 * Number of Special Needs Students ELL_ 504_ IEP_**


 * UNIT GOAL:** The students will determine and analyze characteristics of both King George III and George Washington. The student will learn about important events of the American Revolution and decisions made by both leaders. The students will make a report card and an acrostic poem for both King George III of England and George Washington to determine the leadership roles that both of these men played in the road to the American Revolution. The students will determine whether or not King George was a royal brut, as said by many, and whether or not George Washington was a traitor. Giving the students facts about the characteristics through the reading of __George vs. George__, the students will determine which leader had the best qualities.


 * PASS OBJECTIVES FOR THIS LESSON:**

Standard 4: The student will examine the lasting impact of the American Revolution. <span style="font-family: Times,Times;"> 4. Recognize the contributions of key individuals and groups involved in the American Revolution (e.g., Samuel Adams, the Sons of Liberty, Paul Revere, Mercy Otis Warren, George Washington, Thomas Paine, Thomas Jefferson, Marquis de Lafayette, King George III, Hessians, and Lord Cornwallis).

ACEI Objective: Candidates understand and use a variety of teaching strategies that encourage students' development of critical thinking and problem solving. Candidates use their knowledge and understanding of individual and group motivation to foster active engagement of learning to create supportive learning environments. Candidates will design lessons that appeal to a variety of learning styles.

SPECIFIC LESSON OBJECTIVES: //(What do you want your students to know and be able to do after instruction?)//
 * <span style="font-family: 'Trebuchet MS','sans-serif'; font-size: 9pt;">To create a list of the characteristics, qualifications, and skills that make an effective President of the United States
 * <span style="font-family: 'Trebuchet MS','sans-serif'; font-size: 9pt;">To determine the characteristics, qualifications, and skills that George Washington had that made him the right choice for President of the United States
 * <span style="font-family: 'Trebuchet MS','sans-serif'; font-size: 9pt;">To compare and contrast the changing needs for the job of President of the United States


 * 1) **PREASSESSMENT OF STUDENT KNOWLEDGE: //(How will you assess the prior knowledge of the students?)//**

<span style="font-family: Times New Roman,Times New Roman;">George Washington, leader, president, primary source, reproduction, leadership, monarch, symbol, Great Seal, souvenir, federalist, anti-federalist // This part can be assessed in the development of prior knowledge (schema) and motivation found in the next part. // <span style="color: black; font-family: 'Trebuchet MS','sans-serif'; font-size: 9pt;"> 1. Brainstorm with your students about the qualifications, characteristics, and skills of an effective President. //About George Washington// George Washington was an extraordinary person living in extraordinary times. His leadership, determination, and ambition helped him succeed throughout his life. More than anyone else, Washington proved to be the person who could hold the country together at a time when it was new and its future uncertain. Washington grew up in Virginia, the third son of a planter. Although his formal education lasted only a few years, he taught himself the skills he needed by watching others and reading books. The hardworking Washington learned planting and land surveying. He was very tall – over six feet – and very strong. He loved horseback riding, fox hunting, dancing, and card playing. In 1759 he married Martha Dandridge Custis, a widow with large land holdings and numerous slaves. While still young, Washington began to devote more and more time to being a soldier and a politician. He commanded forces in the French and Indian War and the American Revolution. His leadership, courage, and bravery inspired the men he commanded. More than once, he rode into the thick of battle and emerged unharmed from enemy fire. As a young soldier, he was not always successful, but he learned from his mistakes. As commander in chief of the Continental army during the American Revolution, Washington faced many challenges. He needed to form and train an army that could do battle with the mighty British empire. He also faced shortages of troops, food, and supplies. In spite of these obstacles, Washington persevered. As time went on, his understanding of military strategy deepened. By the war’s end in 1781, he was the most respected and popular man in the country and one of the best-known in the world. After the war, Washington resigned his commission in the army and returned home to Mount Vernon. Soon he was back in public service. He was the unanimous choice for president of the Constitutional Convention, which would create the Constitution and the new government. In 1789 and 1792, he was the country’s unanimous choice for President of the United States. He was so popular that he might have been chosen king, but he refused. Washington was an effective and well-respected President. Under his leadership, the country remained stable and balanced. Basic systems of government were established, and Washington kept the country out of conflicts with other nations. As our first President, he served two terms and could have been reelected to a third. But he decided that it was in the best interest of the country for him to retire. Washington spent the last few years of his life overseeing his land and slaves. He was also visited by a steady stream of well-wishers. Six months before he died, he wrote his will. A slave-owner all his adult life, Washington felt torn about the issue of slavery. Although he did not speak publicly about the need to end it, he expressed his opinions in private. In his will, he freed his personal servant, William Lee, immediately, and the other slaves when his wife, Martha, died. He was the only founding father to do so. // What ////__ motivation, background knowledge, vocabulary __////, and etc. will be needed here? [Remember this is the most important part of the lesson, I feel.] You will have something to **motivate**…..You will have the about //// 5 vocabulary words and a **strategy** //// to teach these words. // <span style="font-family: 'Arial','sans-serif';">For ELL adaptations, students will be provided a bilingual dictionary and/or picture dictionary. Visuals will be provided such as video clips and picture books. There will be group work assigned and lots of modeling presented. Gifted students will provide leadership roles, have multiple options for enrichment, and centers to go to if they finish before others. Students with Hyper Activity will be provided with physical, hands-on activities. Students can be paired with other students for literary support.
 * Keywords: **
 * 1) **Introduction/Set Induction/Hook (//This involves getting your students interested and motivated to learn.// Consider Teacher Instructional Indicators #1-3) THIS IS THE BEFORE PART OF THE LESSON.**
 * 3. Instructional Procedures (//This involves what the teacher and students will actually DO as they engage in learning.// Consider Teacher Instructional Indicators #4-8)** (Do not put anything here!)
 * **Adjustments/Adaptations (//What will you do to accommodate the special needs of individual students?// See Teacher Instructional Indicator #9)**

Students with visual impairments will be seated close to the front of the room. Students with physical or learning impairments will be included in heterogeneous groups that work together. Students with hearing impairments will rely on the written information to work through the labs. Each individual IEP will be used to guide learning for the student. The activities already access the learning styles of all students: visual, auditory, and tactile kinesthetic learners. Students with learning impairments will have more appropriate assignments.

// What adaptations for ELL, gifted, etc. students? What are you doing to meet the VAKT aspects of the students? What are you doing to make sure that all are participating in the verbal, nonverbal and media communication? Are there many opportunities for speaking, writing, and media communication? // // Examples: // provide larger font for students with visual impairments / pair an English speaking student with an ELL student / use color to appeal to visual learners / provide hands-on activities to appeal to kinesthetic learners / pre-cut items to assist students with fine motor problems / for mathematics lessons, please ask the students to turn their papers sideways to utilize the lines for column addition, long division, and regrouping problems. using special resources such as reading material that is consistent with students' reading levels and learning styles, and videotapes, audiotapes, and other audio-visual materials that give learning experiences greater breadth and depth Examples of the individualized accommodations that may be identified in the IEP include the following: · **Guided Practice (Teacher Instructional Indicator #10)** <span style="color: black; font-family: 'Trebuchet MS','sans-serif'; font-size: 9pt;">1. Select the art activity that the students will use to create a pictorial biography of Washington: mural, collage, picture book, or quilt. 2. Depending on the students’ reading abilities, either read or ask them to read at least one biography of Washington. 3. Discuss different aspects of George Washington’s life (jobs he held, his hobbies, important life events, his personal characteristics). Draw a chart on the chalkboard that lists the students’ responses. Use the following list for additional ideas:
 * using learning resources that provide direct experiences of seeing and touching (i.e., tactile materials)
 * providing enrichment units, additional readings, and other opportunities (e.g., problems to solve) that extend learning
 * using a variety of teaching and learning strategies, such as special interest groupings for research projects; peer partners, collaborative groups, and cross-age tutoring; mentorship programs; and independent study plans
 * collaborating with resource teachers, teacher-librarians, and other professionals
 * simplifying the language of instruction
 * providing opportunities for performance in areas of special talent
 * providing all students with strategies for understanding and accepting exceptional students and integrating them into the regular classroom
 * giving students extra time to complete classroom assignments
 * allowing students to complete tasks or present information in alternative ways (e.g., through taped answers, demonstrations, dramatizations, role play)
 * allowing students to tape lessons for more intensive review at a later time
 * providing a variety of learning tools, such as adapted computers for completing writing tasks and calculators for completing numeracy tasks
 * providing for the use of scribes
 * using pictorial schedules to assist students in making transitions
 * // This can be the same for all of the lessons plans of the group. //**

childhood at Ferry Farm copying the “Rules of Civility” relationship with and influence of his half-brother Lawrence, including travel to Barbados time spent at Mount Vernon land surveying farming and tobacco marriage to Martha participation in the Virginia militia French and Indian War involvement with Virginia politics and the House of Burgesses representing Virginia at the Continental Congress being chosen commander in chief during the American Revolution presidency retirement

1. Ask the students to read the list on the worksheet, “The Right Stuff: Characteristics of a President.” Explain that the list includes many different characteristics, qualifications, and skills. In the left-hand column they should put a //C// for characteristic, a //Q// for qualification, or an //S// for skill, next to the qualities they consider important for **any** President of the United States to have. They may add other words they think are important.

2. Compare the lists and ask the students the following questions: a. Which qualities did George Washington have that are considered important for any President? b. Did Washington have any characteristics, qualifications, or skills that a modern President does not need to have? If yes, which ones? c. What characteristics, qualifications, or skills did Washington not have that you think a modern President **should** have? d. Which characteristics, qualifications, or skills do you consider most important for a President to have? Why? e. Have the qualifications or skills for a President changed from George Washington’s presidency to today’s presidency? Discuss those changes.

4. Ask the students to choose one characteristic, qualification, or skill from the George Washington column. Through research, they should find examples of how George Washington possessed that characteristic, qualification, or skill. Ask them to present the information to the class.

Read the list of characteristics/skills/qualifications in the center column. In the left-hand column, mark those items you think are important for a good President with a //C//, //S//, or //Q//. In the right-hand column, mark those qualities that you think George Washington had that made him qualified to be President with a //C//, //S//, or //Q//. handsome military experience or expertise respected brave cautious diplomatic intellectual honest college-educated well-traveled charismatic tall strong understands business farmer strong leader lawyer good with numbers good communicator good character prestigious ||  ||
 * <span style="color: black; font-family: 'Trebuchet MS','sans-serif'; font-size: 9pt;">Student Worksheet **
 * <span style="color: black; font-family: 'Trebuchet MS','sans-serif'; font-size: 9pt;">The Right Stuff: Characteristics of a President **<span style="color: black; font-family: 'Trebuchet MS','sans-serif'; font-size: 9pt;">
 * **<span style="color: black; font-family: 'Trebuchet MS','sans-serif'; font-size: 9pt;">Any President ** || **<span style="color: black; font-family: 'Trebuchet MS','sans-serif'; font-size: 9pt;">Characteristics/Skills/Qualifications ** || **<span style="color: black; font-family: 'Trebuchet MS','sans-serif'; font-size: 9pt;">George Washington ** ||
 * || <span style="color: black; display: block; font-family: 'Trebuchet MS','sans-serif'; font-size: 9pt; text-align: center;">smart

// You will be the //// guide //// in this part. You will be guiding the students through some text. What text (you might have to make it) or ? are you using here? [Remember that the text can be book, electronic, environmental, etc. or a combination of such //// .] What **one or two strategies** are you using to keep the television in the reader active //// ? //

// What discussion questions are you using in the Grand Conversation? Write at least **two questions** for each level of Bloom’s taxonomy. You might even want to connect the Bloom’s with Gardner’s Intelligences. A personal writing should be here or in the closing to wrap up the lesson. //

<span style="color: black; font-family: 'Trebuchet MS','sans-serif'; font-size: 9pt;">1. Divide the class into small groups. Either assign or have each group select a different aspect of Washington’s life and career. Ask the groups to thoroughly research this part of his life and highlight significant events during the period. They should also detail relevant dates or years. 2. Ask the students to design a pictorial image of the event. They should make preliminary drawings or sketches of their ideas before committing to the final product.
 * 4.** **Independent Practice (Teacher Instructional Indicator #11)**

· // What //**// active inquiry //**//, **collaboration**, and **supportive interaction** activities //// can be developed to help with active participation in speaking, writing and media communication? // · // What activities will the students be doing alone or with a partner(s) to summarize the learning of the day? // · // Each of these activities must have a //**// rubric //**// attached. //// Look in Rubistar for ideas. These rubrics must be complex and identify the points that match the objectives which were stated above. //


 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**

<span style="color: black; font-family: 'Trebuchet MS','sans-serif'; font-size: 9pt;">1. Allow the students to present their images to the class or share them with other classes. 2. Organize the images in chronological or other thematic order. Display the students’ work in some way – either in the classroom or in a hallway outside the class – so that other students can view their work.

// What //// activities are you using to summarize //// and wrap up this day’s lesson and apply it to the previous or the next day’s lessons? [This is a prime place for text to self, text to text, and text to the world activities.] // // What are the suggested assessments? This must be directly tied to the objectives!!!!! Summative or formative? Every independent strategy must have **a rubric**. The rubric will be built from [] //
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**)


 * 5.** **Resources and Materials**
 * <span style="font-family: 'Trebuchet MS','sans-serif'; font-size: 9pt;">Either paints, crayons, and large uniform-sized pieces of paper, or scissors, glue, scraps of felt or fabric, and large, uniform pieces of felt or fabric
 * [|**Student introductory reading material**]
 * <span style="font-family: 'Trebuchet MS','sans-serif'; font-size: 9pt;">Additional biographical information on George Washington

// List everything which is needed for this lesson. If a book is needed, please give the book in APA format. What other electronic, written, oral history, etc. are used and can be used as a resource? What are all of the resources needed to make this unit work? // [] // What other things as centers, extended activities into other content areas, activities, home extensions [Notice that the word homework is not used], etc. can be used here? // __ Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #3 Title: __ Grade Level: Contributors:­­­­­­­­­­­
 * 6.** **Supplementary/Enrichment Activities**
 * __Name:__ _ Date:_**

LESSON PLAN
__**GRADE LEVEL**__ **_ TIME ALLOTED:**
 * TITLE:**

// Do not fill out! //
 * COMPOSITION OF CLASS: Male_ Female_ Total_**
 * Number of Special Needs Students ELL_ 504_ IEP_**


 * UNIT GOAL:** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">The students will determine and analyze characteristics of both King George III and George Washington. The student will learn about important events of the American Revolution and decisions made by both leaders. The students will make a report card and an acrostic poem for both King George III of England and George Washington to determine the leadership roles that both of these men played in the road to the American Revolution. The students will determine whether or not King George was a royal brut, as said by many, and whether or not George Washington was a traitor. Giving the students facts about the characteristics through the reading of __George vs. George__, the students will determine which leader had the best qualities.
 * PASS OBJECTIVES FOR THIS LESSON:** // Cut and paste the reading, social studies, language arts, etc. which are incorporated within the lesson. CHOOSE ONLY TWO OR THREE OBJECTIVES. MAKE SURE THAT THEY MATCH THE NEXT LESSON OBJECTIVES. //

Social Studies 5th Grade
 * Standard 1: The student will develop and demonstrate the process skills of social studies.** <span style="font-family: Wingdings,Wingdings;">􀀉
 * 1. Locate, gather, analyze, and apply information from primary and secondary sources using examples of different perspectives and points of view.

Standard 4: The student will examine the lasting impact of the American Revolution. 4. Recognize the contributions of key individuals and groups involved in the American Revolution (e.g., Samuel Adams, the Sons of Liberty, Paul Revere, Mercy Otis Warren, George Washington, Thomas Paine, Thomas Jefferson, Marquis de Lafayette, King George III, Hessians, and Lord Cornwallis).

Language Arts 7. Write responses to literature that: a. demonstrate an understanding of a designated literary work. b. support judgments through references to the text and connections to prior knowledge c. develop interpretations and evaluations that exhibit careful reading and understanding. 2. Inferences and Interpretation a. Apply prior knowledge and experience to make inferences and respond to new information presented in text. b. Draw inferences and conclusions about text and support them with textual evidence and prior knowledge. c. Describe elements of character development in written works (e.g., differences between main and minor characters; changes that characters undergo; the importance of a character’s actions, motives, stereotypes, and appearance to plot and theme). Reading
 * Standard 2: Modes and Forms of Writing - The student will communicate through a variety of written forms and for various purposes and to a specific audience or person.**

Standard 3: Comprehension/Critical Literacy - The student will interact with the words and concepts in the text to construct an appropriate meaning. 2. Make inferences or draw conclusions about characters’ qualities and actions (e.g., based on knowledge of plot, setting, characters’ motives, characters’ appearances, stereotypes and other characters’ responses to a character).


 * SPECIFIC LESSON OBJECTIVES: //(What do you want your students to know and be able to do after instruction?)//** <span style="color: #999999; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">The students will determine and analyze characteristics of both King George III and George Washington. The student will learn about important events of the American Revolution and decisions made by both leaders. The students will make a report card and an acrostic poem for both King George III of England and George Washington to determine the leadership roles that both of these men played in the road to the American Revolution. The students will determine whether or not King George was a royal brut, as said by many, and whether or not George Washington was a traitor. Giving the students facts about the characteristics through the reading of __George vs. George__, the students will determine which leader had the best qualities.


 * 1) **PREASSESSMENT OF STUDENT KNOWLEDGE: //(How will you assess the prior knowledge of the students?)//** // This part can be assessed in the development of prior knowledge (schema) and motivation found in the next part. //
 * 2) **Introduction/Set Induction/Hook (//This involves getting your students interested and motivated to learn.// Consider Teacher Instructional Indicators #1-3) THIS IS THE BEFORE PART OF THE LESSON.**

Have students discuss the cover of the book. Ask students to identify the side that each George represents. Then have students read the introduction and discuss why some people thought King George was a “Royal Brute” and other considered him “the Father of the People.” Have students consider whether George Washington was a traitor or “the father of his country.” // What ////__ motivation, background knowledge, vocabulary __////, and etc. will be needed here? [Remember this is the most important part of the lesson, I feel.] You will have something to **motivate**…..You will have the about //// 5 vocabulary words and a **strategy** //// to teach these words. // // What adaptations for ELL, gifted, etc. students? What are you doing to meet the VAKT aspects of the students? What are you doing to make sure that all are participating in the verbal, nonverbal and media communication? Are there many opportunities for speaking, writing, and media communication? // // Examples: // provide larger font for students with visual impairments / pair an English speaking student with an ELL student / use color to appeal to visual learners / provide hands-on activities to appeal to kinesthetic learners / pre-cut items to assist students with fine motor problems / for mathematics lessons, please ask the students to turn their papers sideways to utilize the lines for column addition, long division, and regrouping problems. using special resources such as reading material that is consistent with students' reading levels and learning styles, and videotapes, audiotapes, and other audio-visual materials that give learning experiences greater breadth and depth Examples of the individualized accommodations that may be identified in the IEP include the following: · **Guided Practice (Teacher Instructional Indicator #10)** Students will participate in the Before-During- After (B-D-A) strategy. The teacher will invite the students to brainstorm about what they know about King George III and George Washington. The teacher will make a list on the board. The ideas will be listed in a "Before" column on the strategy form.
 * 3. Instructional Procedures (//This involves what the teacher and students will actually DO as they engage in learning.// Consider Teacher Instructional Indicators #4-8)** (Do not put anything here!)
 * **Adjustments/Adaptations (//What will you do to accommodate the special needs of individual students?// See Teacher Instructional Indicator #9)**
 * using learning resources that provide direct experiences of seeing and touching (i.e., tactile materials)
 * providing enrichment units, additional readings, and other opportunities (e.g., problems to solve) that extend learning
 * using a variety of teaching and learning strategies, such as special interest groupings for research projects; peer partners, collaborative groups, and cross-age tutoring; mentorship programs; and independent study plans
 * collaborating with resource teachers, teacher-librarians, and other professionals
 * simplifying the language of instruction
 * providing opportunities for performance in areas of special talent
 * providing all students with strategies for understanding and accepting exceptional students and integrating them into the regular classroom
 * giving students extra time to complete classroom assignments
 * allowing students to complete tasks or present information in alternative ways (e.g., through taped answers, demonstrations, dramatizations, role play)
 * allowing students to tape lessons for more intensive review at a later time
 * providing a variety of learning tools, such as adapted computers for completing writing tasks and calculators for completing numeracy tasks
 * providing for the use of scribes
 * using pictorial schedules to assist students in making transitions
 * // This can be the same for all of the lessons plans of the group. //**

Students will then get in to small groups and read pages 18-31 in the text and watch the video about King George III and the Revolutionary war. [] Teacher will explain to students that as they read and watch the video they need to note new information under the "During" column. When students finish, they will write a brief summary of the information listed under"After". They will share this summaries with the class. After students have shared the summaries and revised them, they will be encouraged to compare the information and accuracies. Next, students will be instructed to create thelve questions that they would like to ask King George III or George Washington about their actions during the Revolutionary war.

Students will each make a list of twelve questions they would like to ask King George III or George Washington about their decisions during the war. Students need to pick one of the leaders to interview. They need to note the questions and answers. Each student needs to have a turn at answering and asking questions. Questions: What happened after....? Describe what happened at....? Can you provide a definition for ...? What is the difference between...? What factors would you change...? Could this have happened in...? How similar was this to ...? What was the turning point...? Can you seed a possible solution to...? How many ways can you...? Is there a better solution...? Can you defend your position about...?

Students should need to make note of the answers to be used in a later assignment. After, the class will have a brief discussion about what the main idea from what they have learned about.

Students will get into their small groups and watch the video on journalism articles.
 * 4.** **Independent Practice (Teacher Instructional Indicator #11)**

[|http://www.pbs.org/ktca/liberty/chronicle.html]

They will use the information they have learned and the six questions in the previous assignment, to write an article about one of the leaders to be published in a class newspaper.

Students will go to : [|http://www.readwritethink.org/materials/comic]Students will create a cartoon that mentions the leadership roles each leader displayed during the Revolutionary war.
 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">In the era leading up to the American Revolution, England passed many acts that greatly affected the colonists living in Colonial America. King George III of England imposed higher taxes, limited trade and power of the colonial governments, and forced the colonist to house British troops along with many other acts. King George III found these to be reasonable, as he was in control of the colonies. The colonists wanted to be free from England and thought these acts were unreasonable. These acts caused disruption throughout the colonies and lead to war. The war was lead by General George Washington. The war would lead us to the birth of our nation. George Washington was born February 22, 1732 and died December 14, 1799. He was a commander in Chief and became the President of the United States. King George III was born June 4, 1738 and died January 29,1820- He was the King of England and the rest of the British Empire, including the American Colonies. ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 18pt;">Background Information: **

The group will put the photos together like a puzzle. Once the group has completed the puzzle of the two leaders the students will **each** need to answer a [|**photograph analysis worksheet**]<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> about the two leaders.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">The teacher will break the students into groups of six, or more if necessary. The teacher will begin by giving each group the pictures of the two leaders that have been cut into puzzle pieces and placed in a manila envelope.

__<span style="font-family: Times New Roman,Times New Roman;"> Begin this lesson by fitting together the puzzle pieces. There are four all together to complete. Study the photographs for two minutes each. Form an overall opinion about the photograph and examine individual items in the photos. Please write down notes and answer questions about each of the puzzles . **//<span style="font-family: Times New Roman,Times New Roman;"> Photo 1 //** <span style="font-family: Times New Roman,Times New Roman;"> A. Based on what you have observed, list three things you might infer from this photograph.

B. __

Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #4 Title: Job Interview __ Grade Level: 5th Contributors:­­­­­­­­­­­ Melisa Craig

LESSON PLAN

 * TITLE: Job Interview**__
 * GRADE LEVEL** __**_5 TIME ALLOTED: 50 min**__

// Do not fill out! //
 * COMPOSITION OF CLASS: Male 12_ Female 10_ Total 22_**
 * Number of Special Needs Students ELL_ 504_ IEP_**


 * UNIT GOAL:** <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">The students will determine and analyze characteristics of both King George III and George Washington. The student will learn about important events of the American Revolution and decisions made by both leaders. The students will make a report card and an acrostic poem for both King George III of England and George Washington to determine the leadership roles that both of these men played in the road to the American Revolution. The students will determine whether or not King George was a royal brut, as said by many, and whether or not George Washington was a traitor. Giving the students facts about the characteristics through the reading of George vs. George, the students will determine which leader had the best qualities. The students will learn what the characteristics of a good employee are as well as a good employer, and conduct a mock job interview for the position of leader between George III and President George Washington.
 * PASS OBJECTIVES FOR THIS LESSON:** // Cut and paste the reading, social studies, language arts, etc. which are incorporated within the lesson. CHOOSE ONLY TWO OR THREE OBJECTIVES. MAKE SURE THAT THEY MATCH THE NEXT LESSON OBJECTIVES. //

Reading 5th Grade


 * Standard 3: Comprehension/Critical Literacy - The student will interact with the words and concepts in the text to construct an appropriate meaning.**

d. Make observations and connections, react, speculate, interpret, and raise questions in analysis of texts.

Standard 5: Research and Information: The student will conduct research and organize information. <span style="font-family: Wingdings,Wingdings;">􀀉 2. Interpreting Information - Analyze and evaluate information from a variety of sources. d. Summarize information from multiple sources into a written report or summary.

Social Studies


 * Standard 4: The student will examine the lasting impact of the American Revolution.**

4. Recognize the contributions of key individuals and groups involved in the American Revolution (e.g., Samuel Adams, the Sons of Liberty, Paul Revere, Mercy Otis Warren, George Washington, Thomas Paine, Thomas Jefferson, Marquis de Lafayette, King George III, Hessians, and Lord Cornwallis).


 * SPECIFIC LESSON OBJECTIVES: //(What do you want your students to know and be able to do after instruction?)//** <span style="color: #999999; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">The students will determine and analyze characteristics of both a good emp[loyee and a good employer. They will then look at the qualifications of job candidates and have to conduct a mock interview of both King George III and George Washington. The student will learn about important events and situations in a job interview and have to compare the leadership qualifications of the two. The students will make a list of interview questions, and interview two groups, one reprewsenting President Washington, the other representing King George III. The students will determine whether or not King George was a better leader, or George Washington.. Giving the students facts about the characteristics through the reading of George vs. George, and the other information they have learned during this unit, the students will determine which leader had the best qualities and should "get the job".


 * 1) **PREASSESSMENT OF STUDENT KNOWLEDGE: //(How will you assess the prior knowledge of the students?)//** // The students will be asked if they know key terms pertaining to a job interview and asked if any of them know what a job interview is and why someone has to go through one before getting a job. //
 * 2) **Introduction/Set Induction/Hook (//This involves getting your students interested and motivated to learn.// Consider Teacher Instructional Indicators #1-3) THIS IS THE BEFORE PART OF THE LESSON.**

Have students watch the following Monty Python Job Interview video and discuss what they see. Is this a job interview they would be comnfoprtable with? Why or why not? [|http://www.youtube.com/watch#!v=zP0sqRMzkwo&feature=fvw]

This is a bad example of what a job interview should go like, and is a humorous and catching way to look at the topic they will soon learn more about.

They will then get into groups of three and discuss the meanng of the following five vocabulary words. Using Picture Dictionary or Vocabulary Map strategies, they will have about five minutes to come up with three of the words to discuss in length.

The vocab words will be written on the board and are: 1- Employer 2-Employee 3- Responsibility 4- Qualification 5- Reliability // What // motivation, background knowledge, vocabulary //, and etc. will be needed here? [Remember this is the most important part of the lesson, I feel.] You will have something to **motivate**…..You will have the about //// 5 vocabulary words and a **strategy** //// to teach these words. // // What adaptations for ELL, gifted, etc. students? What are you doing to meet the VAKT aspects of the students? What are you doing to make sure that all are participating in the verbal, nonverbal and media communication? Are there many opportunities for speaking, writing, and media communication? // // Examples: // provide larger font for students with visual impairments / pair an English speaking student with an ELL student / use color to appeal to visual learners / provide hands-on activities to appeal to kinesthetic learners / pre-cut items to assist students with fine motor problems / for mathematics lessons, please ask the students to turn their papers sideways to utilize the lines for column addition, long division, and regrouping problems. using special resources such as reading material that is consistent with students' reading levels and learning styles, and videotapes, audiotapes, and other audio-visual materials that give learning experiences greater breadth and depth Examples of the individualized accommodations that may be identified in the IEP include the following: · **Guided Practice (Teacher Instructional Indicator #10)** Students will participate in the Before-During- After (B-D-A) strategy. The teacher will invite the students to watch a video and go over proper vocab terms for the lesson. The studetns will then read an article on wehat an employer looks for in a good emplyer with thte teacher, stopping and making note of important information throughout the reading.
 * 3. Instructional Procedures (//This involves what the teacher and students will actually DO as they engage in learning.// Consider Teacher Instructional Indicators #4-8)** (Do not put anything here!)
 * **Adjustments/Adaptations (//What will you do to accommodate the special needs of individual students?// See Teacher Instructional Indicator #9)**
 * using learning resources that provide direct experiences of seeing and touching (i.e., tactile materials)
 * providing enrichment units, additional readings, and other opportunities (e.g., problems to solve) that extend learning
 * using a variety of teaching and learning strategies, such as special interest groupings for research projects; peer partners, collaborative groups, and cross-age tutoring; mentorship programs; and independent study plans
 * collaborating with resource teachers, teacher-librarians, and other professionals
 * simplifying the language of instruction
 * providing opportunities for performance in areas of special talent
 * providing all students with strategies for understanding and accepting exceptional students and integrating them into the regular classroom
 * giving students extra time to complete classroom assignments
 * allowing students to complete tasks or present information in alternative ways (e.g., through taped answers, demonstrations, dramatizations, role play)
 * allowing students to tape lessons for more intensive review at a later time
 * providing a variety of learning tools, such as adapted computers for completing writing tasks and calculators for completing numeracy tasks
 * providing for the use of scribes
 * using pictorial schedules to assist students in making transitions
 * // This can be the same for all of the lessons plans of the group. //**

[]

[]

[]

[]

Afterwards, the students will discuss the good characteristics and qualifications that an employer looks for in a new emplyee. Teacher will explain to students that as they read and discuss, they should pay attention to the key ponts for an interview, because they will be participating in one very shortly. When students finish, they will write a brief summary of the qualifications of a good employee and some questions they think a good employer may ask. They will share these summaries with the groups they will be broken into later in the lesson.

Next, students will be instructed to join pre-determined groups of 7. One group will have eight, if all students are present on this day. One group will be designated to be an employer looking for a new employee to fill a management/leader position, and create create eight questions that they would like to ask a potential employee. The next group will be informed they are to reperesent King George III and will have to use the information used from all week during the unit to come up with a list of qualifications and accomplishments that would make him a good leader/manager for the job.

The third and final group will be designated to act as George Washington, and do the same as the King George III group, using his characteristics, qualifications, and leadership skills and accomplishments. The students who are acting as the two george's will be preparing for the job interview, reviewing information they have learned throughout the week about each one and the information learned today about a job interview to prepare the candidate for a mock interview.

Students in the Employer Group will pick one person to act as the Interviewer, and decide on the order and way in which to answer their eight questions, in order to get the best emplioyee for a manger/ leadership job. The questions and answers form the previous lesson should aid in this assignment tremendously, for all three groups. They need to note the questions and answers.

Students will get into their small groups and begin discussion. The Employer Group will create the list of questions and answers they are looking for to be uised when they conduct a mock job interview for an employee.
 * 4.** **Independent Practice (Teacher Instructional Indicator #11)**

The King George Group will use the previous learned information and the questions generated in the previous lesson to come up with a list of answers and qualifications that they feel will best allow them to be chose for the position. The group for President Washington will do the same.

They will use the information they have learned and the 8 questions they have generated to create a mock job interview between the Emplyer Group, George Washington, and King George III.

The Employer Group will gather in discussion for three minutes and decide amongst themselves three reasons why they chose either King George III or President George Washington for the job.


 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**

Conducting an interview is one way to gather facts for an expository piece of writing. Following the interviews, each student can compose expository pieces, that showcase the answers they received. They will state their decision on the best candidate for the job, and present them individually to the teacher in the form of a short essay, but can take it as far as their writing abilities will allow. They will use their creativity and need to make sure they use proper grammar, punctuation, ans spelling to the best of their ability. || **<span style="font-family: 'Times New Roman','serif'; font-size: 18pt;">Background Information: ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">In the era leading up to the American Revolution, England passed many acts that greatly affected the colonists living in Colonial America. King George III of England imposed higher taxes, limited trade and power of the colonial governments, and forced the colonist to house British troops along with many other acts. King George III found these to be reasonable, as he was in control of the colonies. The colonists wanted to be free from England and thought these acts were unreasonable. These acts caused disruption throughout the colonies and lead to war. The war was lead by General George Washington. The war would lead us to the birth of our nation. George Washington was born February 22, 1732 and died December 14, 1799. He was a commander in Chief and became the President of the United States. King George III was born June 4, 1738 and died January 29,1820- He was the King of England and the rest of the British Empire, including the American Colonies. ||