Wednesday+Group+3

1. Describe the causes and results of conflicts between England and Colonial America (e.g., the French and Indian War, Stamp Act, Boston Massacre, Intolerable Acts, Battles of Lexington and Concord, Battle of Saratoga, and Battle of Yorktown).
 * 1 Name (red):** ** Ashley Gabel **
 * 2 Name (blue):_** Chasidy Donnelly
 * 3 Name (green):_** Harriet Stallbories
 * 4 Name ( Black):_**Rachel Fixico
 * Standard 4: The student will examine the lasting impact of the American Revolution. **

**Name: Chasidy Donnelly Date: 21 April 2010 ** Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 ** Lesson Plan #1 Title: ** Intolerable Acts
 * Grade Level:** 5th
 * Contributors:­­­­­­­­­­­** Chasidy Donnelly

LESSON PLAN
**TITLE: Intolerable Acts **
 * GRADE LEVEL: 5th TIME ALLOTTED: 45 min **** utes **


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

At the end of the unit, the students need to comprehend the events that led up to the American Revolution, as well as the first battles. The students need to understand how the events worked together to ignite the rebellion. The students need to also understand the ramifications for the war if the events had different outcomes. In that same way, the students will learn how key individuals shaped the outcome of the rebellion along with the events.
 * UNIT GOAL: **

Social Studies: Standard 4: The student will examine the lasting impact of the American Revolution. 1. Describe the causes and results of conflicts between England and Colonial America (e.g., the French and Indian War, Stamp Act, Boston Massacre, Intolerable Acts, Battles of Lexington and Concord, Battle of Saratoga, and Battle of Yorktown). Language Arts: Language Arts: Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts. 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). b. Read and comprehend both fiction and nonfiction that is appropriately designed for fifth grade. c. Recognize main ideas presented in a particular segment of text; identify evidence that supports those ideas. d. Use the text's structure or progression of ideas such as cause and effect or chronology to organize or recall information. 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.
 * PASS OBJECTIVES FOR THIS LESSON:**
 * ACEI Objective: **
 * SPECIFIC LESSON OBJECTIVES:**

The students will be able to write 3 supported statements on whether they think the Intolerable Acts were or were not justified. The students will also write 3 questions for the opposing group to answer during the class debate.
 * PREASSESSMENT OF STUDENT KNOWLEDGE:**

Ask the students, "What are the Intolerable Acts?", "What did the people think of the taxes?", "What would you think of being forced to let enemy soldiers sleep in your home?". To activity background knowledge, students would watch School House Rock “No More Kings” A copy of the lyrics to the song will be given to each student. A discussion will follow. Whole Group Questions could include: · What is the song about? · What did the colonists think about the King when they first got to America? · How did that change once they'd built up their towns and homes? · What does the person who wrote the song think about whether England had the right to tax the colonies? How can you tell? <span style="color: #0e04ce; font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Discuss the reasons that American colonies fought the Revolutionary War. Why did they want independence from Britain? Do you think that Britain was right to tax the colonies on paper, tea, and other goods?

Ask the students, "What are the Intolerable Acts?", "What did the people think of the taxes?", "What would you think of being forced to let enemy soldiers sleep in your home?". To activity background knowledge, students would watch School House Rock “No More Kings” A copy of the lyrics to the song will be given to each student. A discussion will follow. Whole Group Questions could include: <span style="color: #0e04ce; font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· What is the song about? <span style="color: #0e04ce; font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· What did the colonists think about the King when they first got to America? <span style="color: #0e04ce; font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· How did that change once they'd built up their towns and homes? <span style="color: #0e04ce; font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· What does the person who wrote the song think about whether England had the right to tax the colonies? How can you tell? <span style="color: #0e04ce; font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Discuss the reasons that American colonies fought the Revolutionary War. Why did they want independence from Britain? Do you think that Britain was right to tax the colonies on paper, tea, and other goods?

Tell the students that they will be acting out how the people felt about King George's decisions. They will need to pay close attention to details because they will summarize what happened through the process. Try to think how you would feel if these actions were taken on you. What would you do? · Intolerable Acts · Protest · Colony · Tax · Representative The students will use the Word Map strategy to make connections with each vocabulary word. 2. **Instructional Procedures:** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Students with low visual impairments will be seated at the front of the class and copies and other visual aid will be made larger. Students with hearing impairments will be given pre-typed lecture notes. Speech impairments will be allowed to work with a buddy when need to make an oral contribution or use written communication. Students with ADD/ADHA will have jackdaws to manipulate and will also have opportunities to express ideas through visual representation instead of formal notes. ELL students will have visual representations to help students comprehend information as well as an English speaking buddy. ELL students will also have an opportunity to review content with a language specialist. Students with IEP's will have a paraprofessional as needed and will follow as needed. Gifted students will have extension assignments according to Bloom's Taxonomy to demonstrate a higher level of thinking. Extra time will given as needed also students that are unable to finish the task in class will be encouraged to work independently at home. Each lesson plan will a have will have an opportunity for the visual, tactile, kinesthetic, and auditory learners to succeed.
 * 1) **Introduction/Set Induction/Hook:**
 * __ Vocabulary __**
 * **Adjustments/Adaptations:**

During the guided practice the students will be reading from their textbooks about the Intolerable Acts. I will also give them a hand out that goes in to more detail about the 4 Acts that were passed during the Intolerable Acts and what their effects were (http://colonial-america.suite101.com/article.cfm/samuel_adams_and_the_intolerable_acts). The students will then put on a debate. The class will be divided in to 2 groups for this activity. One will argue that the Intolerable Acts were justified and the other group will argue that they were not. Each group will read through their book and use any reference information that has been read. Also, they will be given 20 minutes of computer time per group to find any more information to support their argument. The group needs to have a list of questions to ask the opposing group during the debate. Each member of the group needs to write at least 3 questions that could be used and 3 statements supporting their group’s argument. Each group will collaboratively narrow down the questions until they have decided on 5 solid questions to use. Each group will have a list of supported statements to use when they are being questioned to help support their argument. Each group will need to record whether they think the Intolerable Acts were justified or not, the group members’ names, what supporting information they found, and where the information came from. Each group will be given a handout containing the following information: __ The Intolerable Acts __ <span style="color: #0033cc; display: block; msobidilanguage: HE; text-align: center; text-decoration: none;"> While crates of tea and even the ships in which they were carried were destroyed in New Jersey and Maryland, it was the Boston Tea Party that provoked England's anger with the results that are described below.
 * **Guided Practice:**

Even the colonists' friends in England were shocked by the destruction of £18,000 worth of property and saw it as a "wanton and unprovoked insult." The British could not understand why the colonists, for the sake of some obscure principle, refused to buy tea cheaper than any sold in England. The issue, according to the British, was no longer taxation and representation. The issue was whether England possessed any authority in the colonies. In order to establish its authority and to punish both Massachusetts and Boston for their lawlessness, Parliament passed four separate laws known as the Intolerable or the Coercive Acts. Their key provisions are summarized below: 1. On June 1, 1774 the port of Boston will be closed to all shipping until payment is made for the destroyed tea. 2. The government of Massachusetts will be re-organized as follows: a. Hence forth, the King will appoint the governor's council. b. The governor and not the assembly will appoint all judges to the colony's courts. c.  Only one town meeting may be held each year and that for the sole purpose of electing officials to run the town. d.  Customs officers and other British officials accused of serious crimes will be brought to trial in England or in a colony other than where the alleged crime was committed.

To carry out these new laws, General Thomas Gage replaced Thomas Hutchinson as Governor of Massachusetts. The colonists responded by arming and drilling local militia units to defend their rights should the need arise. With an outraged and self-righteous England on one side and a defiant and rebellious colony on the other, the stage was set for further escalation. __ Activity: Determining whether an Event is Justified __ Assign the students to write or outline an essay arguing why the Intolerable Acts were or were not justified. Your effort should cover the following: 1. Is the cause just? 2. Was there a less inconveniencing alternative to achieving the aim? If so, what could have been done differently? 3. Did the protest accomplish the desired result? How? For Teacher Reference The students may wish to argue that the Intolerable Acts were justified because the colonists deserved to be punished for destroying the tea; they would not understand less harsh penalties; and the result was that they had been taught a lesson. Or they may wish to argue that it was wrong to punish a whole town for the acts of a few conspirators; there were less objectionable ways of responding to the Tea Party; and the result of the Intolerable Acts was to drive the colonists to even greater opposition to British laws. Read over the handout before the students get started to make sure there are no questions. We will spend 20 minutes on the first debate. After completing this debate, have the groups switch roles. The group that debated that the Intolerable Acts were justified will now have to debate that they were not justified and vice versa. This will give both groups the chance to get both viewpoints of the argument. Each group will go through the same research process again and have a second debate to argue their point. Bloom’s Questions Who played a major role in the Intolerable Acts? King George and Samuel Adams Can you name the 4 Intolerable Acts that were passed? Can you provide a definition for quartering? Can you write in your own words the reasoning for passing the Acts? What questions would you ask King George if you could interview him today? Could this same issue come about today? How? Can you explain what happened during the Quartering Act? What was the problem with passing these 4 Acts? Can you design a plan that is different than passing the Intolerable Acts that could have made the point that King George was trying to make? Judge the reasoning for King George’s decisions. How would you feel as a soldier or colonist during the Quartering Act? The students will be graded on the 3 questions and the 3 statements that they contribute to the group debate. The rubric is attached. The grading scale will be as follows: 27 – 24 = A 23 – 20 = B 19 – 16 = C 15 – 12 = D 11 and below = F The students will each complete a graphic organizer that separates facts from opinions. This will help them to only use facts during the debate rather than give their personal opinion. The graphic organizer is attached. The graphic organizer is worth 10 points. Grading will be as follows: Received filled out = 10 points <span style="color: #0e04ce; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;">Received blank or not at all = 0 points Come back to a grand discussion with the class. What did you learn from the debate today that you didn’t know before? Did you like the debate activity? Did it challenge to find deeper, more interesting information out about the topic? Would you like to use debates more often in class? Today you were able to be a part of both sides of the argument on the issue of whether or not the Intolerable Acts were justified. You were able to see the information from different viewpoints and maybe that changed your own opinion on the matter. I hope you all enjoyed the activity. Tomorrow we will move on in the American Revolution, so come prepared to learn! **4.** **Evaluation/Assessment:** Formative – <span style="color: blue; font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· The students will be graded on their questions and statements used in the class debate. See attached rubric. ** Group Planning -- Research Project : Questions/Statements for Class Debate ** || ||  ||   ||   ||   || Teacher Name: **Chasidy Donnelly** ||   ||   ||   || Student Name: ________________________________________ ||  || CATEGORY || 3 || 2 ||  1 ||   || Ideas/Research Questions || Students independently identify at least 3 reasonable, insightful, creative ideas/questions to pursue when doing the research. || Students independently identify at least 2 reasonable ideas/questions to pursue when doing the research. || Students identify, with some adult help, at least 1 reasonable ideas/questions to pursue when doing the research. ||  || Quality of Sources || Students independently locate at least 2 reliable, interesting information sources for EACH of their ideas or questions. || Students, with some adult help, locate at least 2 reliable information sources for EACH of their ideas or questions. || Students, with extensive adult help, locate at least 2 reliable information sources for EACH of their ideas or questions. ||  || Quality of Questions/Statements || Student's questions AND statements were well written with no grammatical errors. || Student's questions AND statements were well written with 1 - 3 grammatical errors. || Student's questions AND statements were well written with 4 or more grammatical errors. ||  || <span style="color: blue; font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">·  The graphic organizer will be graded as follows: Received filled out = 10 points Received blank or not at all = 0 points <span style="color: #0033cc; font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· The students will be graded on the debate itself. See attached rubric. ** Class Debate : Intolerable Acts: Justified or Not Justified ** || ||  ||   ||   ||   || Teacher Name: **Chasidy Donnelly** ||   ||   ||   || Student Name: ________________________________________ ||  || CATEGORY || 4 || 3 ||  2 ||  1 || Respect for Other Team || All statements, body language, and responses were respectful and were in appropriate language. || Statements and responses were respectful and used appropriate language, but once or twice body language was not. || Most statements and responses were respectful and in appropriate language, but there was one sarcastic remark. || Statements, responses and/or body language were consistently not respectful. || Rebuttal || All counter-arguments were accurate, relevant and strong. || Most counter-arguments were accurate, relevant, and strong. || Most counter-arguments were accurate and relevant, but several were weak. || Counter-arguments were not accurate and/or relevant || Use of Facts/Statistics || Every major point was well supported with several relevant facts, statistics and/or examples. || Every major point was adequately supported with relevant facts, statistics and/or examples. || Every major point was supported with facts, statistics and/or examples, but the relevance of some was questionable. || Every point was not supported. || Presentation Style || Team consistently used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. || Team usually used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. || Team sometimes used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. || One or more members of the team had a presentation style that did not keep the attention of the audience. || Organization || All arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion. || Most arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion. || All arguments were clearly tied to an idea (premise) but the organization was sometimes not clear or logical. || Arguments were not clearly tied to an idea (premise). || Understanding of Topic || The team clearly understood the topic in-depth and presented their information forcefully and convincingly. || The team clearly understood the topic in-depth and presented their information with ease. || The team seemed to understand the main points of the topic and presented those with ease. || The team did not show an adequate understanding of the topic. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;"> Summative - The students will have a cumulative test over this material at the end of the unit.
 * Make sure the students are clear that they must find** facts**, not state their own opinion.**
 * **Independent Practice:**
 * 3.** **Closure/Summary/Representation:**

**5.** **Resources and Materials:**

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Product Details || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">Graphic Organizer: <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">[|[[http://www.enchantedlearning.com/graphicorganizers/fact/fact.shtml6|http://www.enchantedlearning.com/graphicorganizers/fact/fact.shtml]]] <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 10pt;"> The class could give the debate to another class to see if they could argue their points well enough to make the audience side with them. This would allow them to see how strong of an argument they brought. **Name: Harriet Stallbories Date: 21 April 2010 **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Book <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">[|King George: What Was His Problem?: Everything Your Schoolbooks Didn't Tell You About the American Revolution] <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> by Steve Sheinkin.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; mso-no-proof: yes; text-decoration: none; text-underline: none;">                <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">[] <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">
 * <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 10pt;">SchoolHouse Rock: "No More Kings" <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">[] <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Intolerable Acts Handout: <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">[]
 * 6.** **Supplementary/Enrichment Activities:**

Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010

** Lesson Plan #2 Title: ** Stamp Act **Grade Level:** 5th **Contributors:­­­­­­­­­­­** Harriet Stallbories

LESSON PLAN
**TITLE: Stamp Act **
 * GRADE LEVEL: 5th TIME ALLOTTED: 45 min **** utes **


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

** UNIT GOAL: ** At the end of the unit, the students need to comprehend the events that led up to the American Revolution, as well as the first battles. The students need to understand how the events worked together to ignite the rebellion. The students need to also understand the ramifications for the war if the events had different outcomes. In that same way, the students will learn how key individuals shaped the outcome of the rebellion along with the events.

**PASS OBJECTIVES FOR THIS LESSON:** Social Studies: Standard 4: The student will examine the lasting impact of the American Revolution. 1. Describe the causes and results of conflicts between England and Colonial America (e.g., the French and Indian War, Stamp Act, Boston Massacre, Intolerable Acts, Battles of Lexington and Concord, Battle of Saratoga, and Battle of Yorktown). Language Arts: 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.

4. Write personal, persuasive, formal, business letters, thank-you notes, and invitations, including the date, greeting, body, closing, and signature. 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.
 * ACEI Objective: **

**SPECIFIC LESSON OBJECTIVES:** The students will demonstrate their understanding of both sides of the Stamp Act. They will write a one page letter taking a position for or against the Stamp Act and give 3 reasons to justify their opinion.

**PREASSESSMENT OF STUDENT KNOWLEDGE:** The students will do a Graffiti wall. I will give them 3 X 5 cards to write one sentence about what they know about the Revolutionary War. I will not have them put their names on these cards. These cards will be put onto a cork board for all students to see. They will not put their names on them. I will read these aloud and comment on them. I will ask them if they have ever heard of the Stamp Act and what they think it was about

. I will ask the students if they have ever been forced to give up something that they did not want to give up. I will ask them how they think the colonists felt when they were told they would have to pay more money for certain things that they wanted. The extra money they had to pay was called a tax. If they colonists wanted a newspaper to read or a deck of cards to play with they had to pay a tax on top of the regular price of the paper or cards. That means that the price went up, and they did not like it. The British government tried to make the colonists pay taxes on anything made out of paper. This was called the Stamp Act. The five vocabulary words included in this lesson will be taxation, liberty, boycott, protest, and Parliament. I will introduce these words on Word Wall cards as we discuss them. The students will use a word map to define the vocabulary words. The one I have chosen for them to use will include a synonym, antonym, and picture along with the definition and use of the word in a sentence.
 * 1) **Introduction/Set Induction/Hook:**

2. **Instructional Procedures:**

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Students with low visual impairments will be seated at the front of the class and copies and other visual aid will be made larger. Students with hearing impairments will be given pre-typed lecture notes. Speech impairments will be allowed to work with a buddy when need to make an oral contribution or use written communication. Students with ADD/ADHA will have jackdaws to manipulate and will also have opportunities to express ideas through visual representation instead of formal notes. ELL students will have visual representations to help students comprehend information as well as an English speaking buddy. ELL students will also have an opportunity to review content with a language specialist. Students with IEP's will have a paraprofessional as needed and will follow as needed. Gifted students will have extension assignments according to Bloom's Taxonomy to demonstrate a higher level of thinking. Extra time will given as needed also students that are unable to finish the task in class will be encouraged to work independently at home. Each lesson plan will a have will have an opportunity for the visual, tactile, kinesthetic, and auditory learners to succeed.
 * **Adjustments/Adaptations:**

I will tell the students about the Stamp Act, why Great Britain wanted to tax the colonists and why the colonists objected. They will take notes using the Verbatim Split Note method. They will reenact the process that the colonists had to go through to pay the tax. I will give the students skittles. They will have to pay "taxes" for the paper, envelope and stamp for their letters. The paper and envelope will be stamped to show they have paid their taxes. We will have a class discussion, allowing the students to voice their opinion. I will read to them from the book __Life During the American Revolution by Stuart A. Kallen.__I will have them cloose their eyes and use guided imagery while I read and have them try to picture themselves as the people they are learning about. I will have the students read the following definition of the stamp act from the website: ** []. **
 * **Guided Practice:**

**Definition:**First direct British tax on American colonists. Instituted in November, 1765. Every newspaper, pamphlet, and other public and legal document had to have a Stamp, or British seal, on it. The Stamp, of course, cost money. The colonists didn't think they should have to pay for something they had been doing for free for many years, and they responded in force, with demonstrations and even with a diplomatic body called the Stamp Act Congress, which delivered its answer to the Crown. Seeing the hostile reaction in the colonies, the British government repealed the Stamp Act in March 1766 but at the same time passed the Declaratory Act, which said that Great Britain was superior (and boss of) the American colonies "in all cases whatsoever." The Stamp Act gave the colonists a target for their rage. Indeed, the Sons of Liberty was formed in response to this Act. The Stamp Act Congress also gave the colonists a model for the Continental Congress.

The students will write a one page letter choosing a side for or against the Stamp Act. They will give three reasons to justify their position. The letter will be assessed by a rubric attached in the evaluation section. I will use the RAFT format for this. The students will have the following roles to choose from: A Newspaper reporter writing an editorial on how this tax will affect the cost of the paper for the colonists, The King of England to the colonists about why the tax is needed, A tax collector writing a letter to family telling about his experiences when he tries to collect the tax. A deck of cards writing to the dust on the shelf where they are stored. A colonist writing to family back in England about how this tax will affect their ability to keep in touch.
 * **Independent Practice:**

**3.** **Closure/Summary/Representation:** I will use the strategy text to self by having them write a paragraph. The question they must answer will be, How did they feel when they had to give up some of the Skittles to pay for their paper and envelope to write their letter.
 * 4.** **Evaluation/Assessment:**

||  ||
 * || ** Letter-Writing : Stamp Act Persuasive Letter **
 * || ** Letter-Writing : Stamp Act Persuasive Letter **
 * Ms. Stallbories**

|| 4 || 3 || 2 || 1 || || Salutation and closing have no errors in capitalization and punctuation. || Salutation and closing have 1-2 errors in capitalization and punctuation. || Salutation and closing have 3 or more errors in capitalization and punctuation. || Salutation and/or closing are missing. || || Writer makes no errors in grammar or spelling. || Writer makes 1-2 errors in grammar and/or spelling. || Writer makes 3-4 errors in grammar and/or spelling || Writer makes more than 4 errors in grammar and/or spelling. || || Ideas were expressed in a clear and organized fashion. It was easy to figure out what the letter was about. || Ideas were expressed in a pretty clear manner, but the organization could have been better. || Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the letter was about. || The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about. || || The letter contains at least 3 accurate facts about the topic. || The letter contains 2 accurate facts about the topic. || The letter contains 1 accurate facts about the topic. || The letter contains no accurate facts about the topic. || || Writer makes no errors in capitalization and punctuation. || Writer makes 1-2 errors in capitalization and punctuation. || Writer makes 3-4 errors in capitalization and punctuation. || Writer makes more than 4 errors in capitalization and punctuation. ||
 * CATEGORY
 * Salutation and Closing
 * Grammar & spelling (conventions)
 * Ideas
 * Content Accuracy
 * Capitalization and Punctuation

**5.** **Resources and Materials:** · ** [] ** · ** [] ** · ** [] ** · Plain paper · Stickers to be used as stamps · Stamp for paper and envelopes to show tax was paid · Envelopes

**6.** **Supplementary/Enrichment Activities:** The students will do a crossword puzzle containing the vocabulary words studied at the beginning of class. They will use a crossword puzzle created by the teacher using vocabulary words from this unit <span style="color: lime; font-family: 'Arial','sans-serif'; font-size: 10pt;">.

**Name: Rachel Fixico Date: 21 April 2010**

Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010

** Lesson Plan #2 Title: ** Boston Massacre
 * Grade Level:** 5th
 * Contributors:­­­­­­­­­­­** Rachel Fixico

LESSON PLAN
**TITLE: Boston Massacre**
 * GRADE LEVEL: 5th TIME ALLOTTED: 45 min****utes**


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

** UNIT GOAL: ** At the end of the unit, the students need to comprehend the events that led up to the American Revolution, as well as the first battles. The students need to understand how the events worked together to ignite the rebellion. The students need to also understand the ramifications for the war if the events had different outcomes. In that same way, the students will learn how key individuals shaped the outcome of the rebellion along with the events.

**PASS OBJECTIVES FOR THIS LESSON:** Social Studies: Standard 4:1. Describe the causes and results of conflicts between England and Colonial America. Standard 4:4. Recognize the contributions of key individuals and groups involved in the American Revolution. Language Arts: 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. <span style="font-family: 'Times New Roman','serif';">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

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.
 * ACEI Objective: **

**SPECIFIC LESSON OBJECTIVES:** . **PREASSESSMENT OF STUDENT KNOWLEDGE:**
 * Students will use background knowledge and new content to construct a newspaper articles detailing the events of the Boston Massacre ****<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">. **
 * As a class, we will discuss yesterday's lesson on the Stamp Act and create a KWL KWL+chart on the tension mounting up to the Boston Massacre. **


 * 1) **Introduction/Set Induction/Hook:**
 * After yesterday's lesson on the Stamp Act students will have the background knowledge of the frustrations Americans had with the Britain. I will ask them to imagine if the school gave them locker rental fees, they had to pay a tax to use their desk, they were charged 25 cents to sharpen their pencil....this is frustrating so what is their reaction. Students will journal actions they can take to for better or worse to over turn this injustice. **
 * Students will use the strategy Story chain and Story prediction to understand the following vocabulary words: **
 * Lobsterbacks **
 * self-defense **
 * taxation **
 * frustration **
 * rebellious **

2. **Instructional Procedures:** Students with low visual impairments will be seated at the front of the class and copies and other visual aid will be made larger. Students with hearing impairments will be given pre-typed lecture notes. Speech impairments will be allowed to work with a buddy when need to make an oral contribution or use written communication. Students with ADD/ADHA will have jackdaws to manipulate and will also have opportunities to express ideas through visual representation instead of formal notes. ELL students will have visual representations to help students comprehend information as well as an English speaking buddy. ELL students will also have an opportunity to review content with a language specialist. Students with IEP's will have a paraprofessional as needed and will follow as needed. Gifted students will have extension assignments according to Bloom's Taxonomy to demonstrate a higher level of thinking. Extra time will given as needed also students that are unable to finish the task in class will be encouraged to work independently at home. Each lesson plan will a have will have an opportunity for the visual, tactile, kinesthetic, and auditory learners to succeed.
 * **Adjustments/Adaptations:**

// As a class we will read The Boston Massacre: A Play. Each student will be assigned a part and I will read the parenthesis part to give a better visualization of the events that are occurring. After reading we will have a grand conversation discussing the following questions: // 1. How many townspeople were killed or injured? 2. Who is Crispus Attucks and why is he important? 3. Could the Boston Massacre be prevented? 4. Why was the British Soldiers sent to Boston? 5. What do you think the Boston Massacre impacted the American Revolutionary War? ** Knowledge Level – ** 1. How many townspeople were killed or injured? 2. Why was the British Soldiers sent to Boston? ** Comprehension Level – ** 1. Could the Boston Massacre be prevented? 2. What do you think the Boston Massacre impacted the American Revolutionary War? 1. List the why the Massacre happened by the British point of view and the American's point of view. 2. Would the massacre still have happened it the Crispus Attucks was not hit? ** Analysis Level – ** 1. Would the massacre still have happened it the Crispus Attucks was not hit? 2. Criticize the reason the "Lobsterbacks" were in Boston. ** Synthesis Level – ** 1. Compose a cause and effect chart of the Boston Massacre. 2. Propose a plan of compromise between Britian and America that could prevented the outcome. ** Evaluation Level – ** 1. Justify the American's reasons to taunt the British. 2. Choose a side and write a paragraph explaining why they were in the right.
 * **Guided Practice:**
 * Application Level-**

Student will write a newspaper article. They will be able to choose from four differnt DIFFERENT topics list below: The British Point of View The American Point of View Cripus Attucks and his impact on the Boston Massacre A summary of the Boston Massacre
 * **Independent Practice:**

http://www.enchantedlearning.com/graphicorganizers/star/storystar.shtml I will put the class into pairs and they will have to create a star organizer and then write a newspaper article with factual representation and include a piece of art from a different source to go along with the Boston Massacre. Students may also have the option to draw a picture. Students will then type out their article on Readwritethink Printing press at @http://interactives.mped.org/ppress110.aspx. Students will be able to insert their writings in a newspaper format and inserting their pictures. They will be able to print them out and present them to the class. At the end of the activity I will put them all together for a class copy of the newspaper. The newspapers will be assessed with a rubric attached in the evaluation section.

// Today we learned what caused tension that lead to the Boston Massacre. We learned the frustrations were built when the Americans taunted the British which caused a miss understanding that lead to 5 deaths. //// Tomorrow we will understand how the //militia started out greatly outnumbered, but then surprised the British, and themselves, when other militias poured in to help fight for the cause at the Battle of Lexington and Concord. // Formative: Students articles will be graded per rubric given to the pairs at the beginning of the assignment. //
 * 3.** **Closure/Summary/Representation:**
 * 4.** **Evaluation/Assessment:**
 * || ===<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Newspaper : Boston Massacre === ||


 * CATEGORY || **4** || **3** || **2** || **1** ||
 * **Who, What, When, Where & How** || All articles adequately address the 5 W's (who, what, when, where and how). || 90-99% of the articles adequately address the 5 W's (who, what, when, where and how). || 75-89% of the articles adequately address the 5 W's (who, what, when, where and how). || Less than 75% of the articles adequately address the 5 W's (who, what, when, where, and how). ||
 * **Layout - Headlines & Captions** || All articles have headlines that capture the reader's attention and accurately describe the content. All articles have a byline. All graphics have captions that adequately describe the people and action in the graphic. || All articles have headlines that accurately describe the content. All articles have a byline. All graphics have captions. || Most articles have headlines that accurately describe the content. All articles have a byline. Most graphics have captions. || Articles are missing bylines OR many articles do not have adequate headlines OR many graphics do not have captions. ||
 * **Knowledge Gained** || All students in the group can accurately answer all questions related to a) stories in the newspaper and b) technical processes used to create the newspaper. || All students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper. || Most students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper. || Several students in the group appear to have little knowledge about the facts and the technical processes used for the newspaper. ||
 * **Graphics** || Graphics are in focus, are well-cropped and are clearly related to the articles they accompany. || Graphics are in focus and are clearly related to the articles they accompany. || 80-100% of the graphics are clearly related to the articles they accompany. || More than 20% of the graphics are not clearly related to the articles OR no graphics were used. ||

//__ [] __// // Summative: //The content of this lesson will be assessed later in a chapter test given at the completion of the unit.

// · //// The Boston Massacre: A Play // // · //// Internet/Printer // · [] // · ////__ [] __// · @http://interactives.mped.org/ppress110.aspx.
 * 5.** **Resources and Materials:**

Smith-Baranzini, H. E. (1994). //USKids History: Book of the American Revolution.// Boston: Little, Brown and Company. 6. **Supplementary/Enrichment Activities:** Make a fashion ad for a the news paper describing the uniforms and the common dress for that era. Do book sleeve for a current political event such as the "Tea Parties"

**Name: Ashley Gabel Date: 21 April 2010 **

Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010

** Lesson Plan #2 Title: ** Lexington and Concord **Grade Level:** 5th **Contributors:­­­­­­­­­­­** Ashley Gabel

LESSON PLAN

 * TITLE: Lexington and Concord **
 * GRADE LEVEL: 5th TIME ALLOTTED: 45-75 min **** utes **


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

At the end of the unit, the students need to comprehend the events that led up to the American Revolution, as well as the first battles. The students need to understand how the events worked together to ignite the rebellion. The students need to also understand the ramifications for the war if the events had different outcomes. In that same way, the students will learn how key individuals shaped the outcome of the rebellion along with the events.
 * UNIT GOAL:**

**PASS OBJECTIVES FOR THIS LESSON:** Social Studies: Standard 4:1. Describe the causes and results of conflicts between England and Colonial America. Standard 4:4. Recognize the contributions of key individuals and groups involved in the American Revolution. Standard 7:3. Analyze the physical characteristics of historical places in various regions and the role they played. Language Arts: Standard 3:4 d. Make observations and connections, react, speculate, interpret and raise questions in analysis of texts.

** 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:** At the end of this lesson, the students will understand the significance of the battles of Lexington and Concord and the lasting impact that changed the course of history. The students will also understand how everyday people were able to influence history and the public opinion at that time period, specifically Revere, Dawes, and Prescott. The students will understand the route those men took to get to Lexington and Concord as well as the British and militia movements during the battles. The students will recognize how the militia started out greatly outnumbered, but then surprised the British, and themselves, when other militias poured in to help fight for the cause. Finally, the students will comprehend that the militia were everyday people and not trained soldiers. . **PREASSESSMENT OF STUDENT KNOWLEDGE:** The teacher will have the students get out a piece of paper and answer the following questions, which are read out loud. The teacher will also assure the students this is not for a grade. · What is the significance of the Battles of Lexington and Concord? · Which battle came first? · Name 2 of the three men that warned the colonist of the British coming? · How many months after the Boston Massacre did the battles occur? · What was the purpose of the British going to Lexington and Concord? · Who was General Thomas Gage? ** · ** Who was Captain John Parker?

To introduce the Battles of Lexington and Concord, the teacher will play a short video illustrating Paul Revere's famous midnight ride. [] Next, the teacher will use guided imagery by asking the students to close their eyes and form their own movie to follow along with Henry Wadsworth Longfellow's poem as the teacher reads it out loud. The teacher will then read:
 * 1) **Introduction/Set Induction/Hook:**

Listen my children and you shall hear Of the midnight ride of Paul Revere, On the eighteenth of April, in Seventy-five; Hardly a man is now alive Who remembers that famous day and year.

He said to his friend, "If the British march By land or sea from the town to-night, Hang a lantern aloft in the belfry arch Of the North Church tower as a signal light,– One if by land, and two if by sea; And I on the opposite shore will be, Ready to ride and spread the alarm Through every Middlesex village and farm, For the country folk to be up and to arm."

Then he said "Good-night!" and with muffled oar Silently rowed to the Charlestown shore, Just as the moon rose over the bay, Where swinging wide at her moorings lay The Somerset, British man-of-war; A phantom ship, with each mast and spar Across the moon like a prison bar, And a huge black hulk, that was magnified By its own reflection in the tide.

Meanwhile, his friend through alley and street Wanders and watches, with eager ears, Till in the silence around him he hears The muster of men at the barrack door, The sound of arms, and the tramp of feet, And the measured tread of the grenadiers, Marching down to their boats on the shore.

Then he climbed the tower of the Old North Church, By the wooden stairs, with stealthy tread, To the belfry chamber overhead, And startled the pigeons from their perch On the sombre rafters, that round him made Masses and moving shapes of shade,– By the trembling ladder, steep and tall, To the highest window in the wall, Where he paused to listen and look down A moment on the roofs of the town And the moonlight flowing over all.

Beneath, in the churchyard, lay the dead, In their night encampment on the hill, Wrapped in silence so deep and still That he could hear, like a sentinel’s tread, The watchful night-wind, as it went Creeping along from tent to tent, And seeming to whisper, "All is well!" A moment only he feels the spell Of the place and the hour, and the secret dread Of the lonely belfry and the dead; For suddenly all his thoughts are bent On a shadowy something far away, Where the river widens to meet the bay,– A line of black that bends and floats On the rising tide like a bridge of boats.

Meanwhile, impatient to mount and ride, Booted and spurred, with a heavy stride On the opposite shore walked Paul Revere. Now he patted his horse’s side, Now he gazed at the landscape far and near, Then, impetuous, stamped the earth, And turned and tightened his saddle girth; But mostly he watched with eager search The belfry tower of the Old North Church, As it rose above the graves on the hill, Lonely and spectral and sombre and still. And lo! as he looks, on the belfry’s height A glimmer, and then a gleam of light! He springs to the saddle, the bridle he turns, But lingers and gazes, till full on his sight A second lamp in the belfry burns.

A hurry of hoofs in a village street, A shape in the moonlight, a bulk in the dark, And beneath, from the pebbles, in passing, a spark Struck out by a steed flying fearless and fleet; That was all! And yet, through the gloom and the light, The fate of a nation was riding that night; And the spark struck out by that steed, in his flight, Kindled the land into flame with its heat. He has left the village and mounted the steep, And beneath him, tranquil and broad and deep, Is the Mystic, meeting the ocean tides; And under the alders that skirt its edge, Now soft on the sand, now loud on the ledge, Is heard the tramp of his steed as he rides.

It was twelve by the village clock When he crossed the bridge into Medford town. He heard the crowing of the cock, And the barking of the farmer’s dog, And felt the damp of the river fog, That rises after the sun goes down. It was one by the village clock, When he galloped into Lexington. He saw the gilded weathercock Swim in the moonlight as he passed, And the meeting-house windows, black and bare, Gaze at him with a spectral glare, As if they already stood aghast At the bloody work they would look upon. It was two by the village clock, When he came to the bridge in Concord town. He heard the bleating of the flock, And the twitter of birds among the trees, And felt the breath of the morning breeze Blowing over the meadow brown. And one was safe and asleep in his bed Who at the bridge would be first to fall, Who that day would be lying dead, Pierced by a British musket ball. You know the rest. In the books you have read How the British Regulars fired and fled,— How the farmers gave them ball for ball, From behind each fence and farmyard wall, Chasing the redcoats down the lane, Then crossing the fields to emerge again Under the trees at the turn of the road, And only pausing to fire and load. So through the night rode Paul Revere; And so through the night went his cry of alarm To every Middlesex village and farm,— A cry of defiance, and not of fear, A voice in the darkness, a knock at the door, And a word that shall echo for evermore! For, borne on the night-wind of the Past, Through all our history, to the last, In the hour of darkness and peril and need, The people will waken and listen to hear The hurrying hoof-beats of that steed, And the midnight message of Paul Revere.

If time is short, the teacher may forgo the second reading. Next, the teacher will explain that today the class will learn why Paul Revere's ride was so important, why the British were going to Lexington and Concord, what occurred during the battles, and what the ramifications were. The students will also have the following vocabulary words: //minuteman, militia, musket, bayonet, casualties, Lexington//, and //Concord.// The teacher will guide the class through one word using the picture dictionary strategy; afterword, the students will do the remaining seven words independently. The picture dictionary strategy consists of the students creating images of people and objects that reflect meaning of the words.

2. **Instructional Procedures:** Students with low visual impairments will be seated at the front of the class and copies and other visual aid will be made larger. Students with hearing impairments will be given pre-typed lecture notes. Speech impairments will be allowed to work with a buddy when need to make an oral contribution or use written communication. Students with ADD/ADHA will have jackdaws to manipulate and will also have opportunities to express ideas through visual representation instead of formal notes. ELL students will have visual representations to help students comprehend information as well as an English speaking buddy. ELL students will also have an opportunity to review content with a language specialist. Students with IEP's will have a paraprofessional as needed and will follow as needed. Gifted students will have extension assignments according to Bloom's Taxonomy to demonstrate a higher level of thinking. Extra time will given as needed also students that are unable to finish the task in class will be encouraged to work independently at home. Each lesson plan will a have will have an opportunity for the visual, tactile, kinesthetic, and auditory learners to succeed.
 * **Adjustments/Adaptations:**

The teacher will bring out the picture book __Let It Begin Here! Lexington & Concord__ __First Battles of the American Revolution__ by Dennis Fradin. The students will gather around the teacher in a reading circle on the floor. The teacher will insist that the students just listen for pleasure. By gathering for "story time" the students will not necessarily aware they will be learning. The authors filled the book with information about the battles in an engaging way that keeps interest easily. While the teacher is reading, he or she will be utilizing the directed reading-thinking strategy. After showing the cover picture, the teacher will ask the following questions:
 * **Guided Practice:**

· Does the picture and title give you any ideas what the story will be about? · What are some of the things you think will happen in this book? · After listening to several answers, the teacher asks the students which ones they think are more likely? Then the teacher starts reading the book, but after a few pages, the teacher will stop and ask the following questions: · What do you think now? · What do you think is going to happen next? · What would happen if ...? · Why do you think that is a good idea? Next, the teacher will continue reading, stopping at key places to ask the same or similar questions. After the story ends, the teacher asks the class these final questions: · What were the predictions that you made? · What made you think of that prediction? · What in the story supports that idea? Afterward, the teacher will get out toy soldiers and a large copy of a map showing Lexington and Concord, as well as the surrounding towns. []. The students will be divided up into these groups: British, Patriots, Paul Revere, William Dawes, and Samuel Prescott. The teacher will go over the movements of those five groups; at the same time, the students will move their group’s soldiers along the appropriate paths. Also, the teacher needs to make sure the militia is outnumbered in Concord and the British in Lexington. The students will get to visually see the movements for the first battles of the American Revolution. By the students doing a reenactment of the battles schematics, they will be better able to recall the information. After the class goes through the movements, the teacher will have the students return to their seats. Next, the class will be asked to write a short summary of all the information they can remember about the battles. The class will then participate in a grand conversation. The teacher will have the following questions to ask the class, however, the discussion should not be limited to these. The teacher should remain flexible and guiding at the same time. · What did Paul Revere warn Sam Adams and John Hancock about? · What month did the battles take place? · Why did so many militias join after the first Lexington battle? · Why did the British retreat at Concord? · What modern battles or wars could this be similar to? What reasons support your idea? · If you could ask anybody questions from those battles, what would you ask? · What could have happened if Paul Revere was stopped the first time? · What ramifications did the geography have on these events? · Would landforms would have made the events easier/harder? Explain why. · What was the turning point after the Americans experienced defeat in Lexington the first time? · What would you do if you were the captain of the militia in Lexington when the British troops first arrived? · After these two battles, what do you think the moral is on both sides? · What do you think happens next in the war? · What are some reasons the British thought they were correct? ** · ** Was there a better way for the colonists to get their point across with out going to war with Britain?

Afterward, the teacher will hand out the blank maps of the Boston, Lexington, and Concord area. The students will chart the routes of Revere, Dawes, and Prescott's route from Boston. Also, the British advance and retreat, as well as the militia's advances need to be charted. The map must include dates and time of important encounters, a compass rose, a map key, important cities, and the routes must be color coded. The rubric is attached in the evaluation section **3.** **Closure/Summary/Representation:** To help the students understand how real the battles were and what everyday people experienced, the students will watch the PBS movie __Patriots Day__. [] If the teacher decides the class does not have enough time, the movie can be placed on hold until a later day. The teacher will then ask the students to pick any of the four events we have studied this week and write a journal entry from a person's perspective that was alive during the American Revolution. (Note: the person does not have to be real.) The rubric for the journal will listed in the evaluation section.
 * **Independent Practice:**

**4.** **Evaluation/Assessment:** The following rubrics will be used by the teacher to access student learning during this lesson. [|Discussion Rubric.xlsx] __ [|Journal Rubric.xlsx] __.

**5.** **Resources and Materials:** The teacher will need to have the following resources ready: · “The Midnight Ride of Paul Revere” Youtube video: __ [] __ · Fradin, Dennis Brindell//. Let It Begin Here! Lexington & Concord First Battles of// // the American Revolution //. New York: Walker and Company, 2005. · Maps of Lexington and Concord: [] & __ [] __ __ map.htm __ · Toy Soldiers, 2 different colors or 2 distinct features · 3 figures representing riders · “Patriots Day” PBS video: [] The students will need the following materials: · Writing pencils · Paper · Crayons, colored pencils, or markers · Blank map of Lexington and Concord

6. **Supplementary/Enrichment Activities:** For an enrichment activity, the teacher will have the students read three conflicting accounts from the battles. After reading, the students can discuss if their view points have changed any and why the accounts are so different. The following website contains three different accounts. __[]__

**Name: All Date: 21 April 2010 **

Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010

** Lesson Plan #2 Title: ** Potpourri **Grade Level:** 5th **Contributors:­­­­­­­­­­­** Ashley Gabel, Harriet Stallbories, Rachel Fixico, & Chasidy Donnelly

LESSON PLAN

 * TITLE: Potpourri **
 * GRADE LEVEL: 5th TIME ALLOTTED: 45-75 min **** utes **


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

At the end of the unit, the students need to comprehend the events that led up to the American Revolution, as well as the first battles. The students need to understand how the events worked together to ignite the rebellion. The students need to also understand the ramifications for the war if the events had different outcomes. In that same way, the students will learn how key individuals shaped the outcome of the rebellion along with the events.
 * UNIT GOAL:**

**PASS OBJECTIVES FOR THIS LESSON:** Social Studies: Standard 4:1. Describe the causes and results of conflicts between England and Colonial America. Standard 4:4. Recognize the contributions of key individuals and groups involved in the American Revolution. Language Arts: Standard 3. Group interaction – The student will use effective communication strategies in pairs and small group context.

** 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:** At the end of this lesson, the students will understand the significance of the battles of Lexington and Concord and the lasting impact that changed the course of history. The students will also understand how everyday people were able to influence history and the public opinion at that time period, specifically Revere, Dawes, and Prescott. The students will understand the route those men took to get to Lexington and Concord as well as the British and militia movements during the battles. The students will recognize how the militia started out greatly outnumbered, but then surprised the British, and themselves, when other militias poured in to help fight for the cause. Finally, the students will comprehend that the militia were everyday people and not trained soldiers. . **PREASSESSMENT OF STUDENT KNOWLEDGE:** To assess student’s knowledge and activate some background knowledge, the teacher will have the students do four “Quick Writes.” The teacher will have the students write everything they know about the Intolerable Acts in two minutes. When two minutes are completed, the teacher will repeat the process with the Stamp Act, the Boston Massacre, and the Battles of Lexington and Concord. It should also be emphasized that this will not be for a grade. Rather, it is a strategy to show each student what they can quickly recall on a subject, thus guiding them in the direction of areas they need to further study.

The teacher will play the rap for the class. After the rap, the cd will be stored in the classroom media library for the students to listen to when they want to refresh the knowledge. []
 * 1) **Introduction/Set Induction/Hook:**

 “Redcoats verses Rebels”

** Chorus **
 * Redcoats versus rebels **
 * In churches and meadows the battles raged like wildfire **
 * Nobody fire till you see the whites of their eyes **
 * It was a fight to survive starting 1775 **
 * (x2) **


 * Verse I **
 * Let’s take a look at how this war began **
 * A war for independence in a foreign land **
 * We were 13 colonies back then my friend **
 * America was little more than just an idea in the minds of many **
 * The signs were plenty **
 * Independence in the air and the time was ready **
 * They threw tea in the harbor, the climb was steady **
 * Increasing towards a conflict between the King and the people **
 * Who didn’t feel equal **
 * No representation to speak through **
 * This is when things came to a peak **
 * No king came to speak and the taxes kept coming **
 * Redcoats kept shooting, people kept running steadily **
 * The Boston massacre was March 5, 1770 **
 * A date for you to remember **
 * Five years later it was war in Lexington Center **
 * The king’s men never saw Paul Revere enter **


 * Verse II **
 * April 18, 1775 **
 * The British planned to steal Rebel supplies **
 * From Lexington and Concord **
 * Leave the colonies conquered **
 * But Paul Revere got word and told all of his soldiers **
 * So it was war now; when the redcoats arrived **
 * There were 77 rebels there waiting to die for their freedom **
 * They vanquished the king’s men **
 * Turned them back to Boston with a spanking in the blink of an eye **
 * Nobody fired till they saw it **
 * Moved accordingly in Bunker Hill **
 * The colonies lost but never forfeited **
 * George Washington, the general, had tricks up his sleeve **
 * And pulled them out two days after Christmas Eve **
 * In Delaware the redcoats no telling where he was **
 * on the River; He won the battle of Trenton **
 * The year was 1776 **
 * In 1777 they raised the stakes… **


 * Verse III **
 * The British won in Germantown, the colonies in Saratoga **
 * They formed alliances with France and Spain **
 * And camped out at Valley Forge in the winter 1777 **
 * By no means this war was over **
 * September the destiny of the colonies was coming together **
 * When the French defeated the British at the battle of Chesapeake **
 * October 19, 1781 **
 * Was when the war was won **
 * General Cornwallis surrendered at Yorktown **
 * Underneath the Virginia sun **
 * The British left and independence belonged to the colonies **
 * That’s why I’m here to write this song, too **
 * April 15, 1783 the Second Treaty of Paris **
 * Was formed to oversee how America would be created overseas **
 * From south of Canada to north of Florida **
 * They declared this land America **

For the vocabulary section, the class will play “Stump the Teacher.” Because today is a review day, the class will not be taught any new vocabulary words. Instead, the students will be encouraged to search through their textbooks and any of the enrichment materials we have used this week to come up with words they do not know. Once everybody has a word, the class will return to their seats and one at a time go to the front of the classroom and write his or her word on the chalkboard. The teacher will then attempt to decode each word. As the teacher decodes, he or she models the strategy and the think aloud technique. The students are getting firsthand experience how decoding works through different clues. The children are also engaged in the game and do not necessarily realize they are learning the vocabulary and being exposed to the process again. The goal is to find one word the class can “Stump the Teacher” with. When the teacher cannot figure it out, he or she has to go get the dictionary or Google it to find the meaning. After, the teacher reads the sentence or phrase it was found in to make sure it makes sense. By conceding to not knowing all the words, the teacher demonstrates to the class that it is okay to not have all the answers, but also know where to find them. If the class is too large or there is a time restraint, instead of each student finding a word, the teacher can divide the class up into an appropriate number of groups.

2. **Instructional Procedures:** Students with low visual impairments will be seated at the front of the class and copies and other visual aid will be made larger. Students with hearing impairments will be given pre-typed lecture notes. Speech impairments will be allowed to work with a buddy when need to make an oral contribution or use written communication. Students with ADD/ADHA will have jackdaws to manipulate and will also have opportunities to express ideas through visual representation instead of formal notes. ELL students will have visual representations to help students comprehend information as well as an English speaking buddy. ELL students will also have an opportunity to review content with a language specialist. Students with IEP's will have a paraprofessional as needed and will follow as needed. Gifted students will have extension assignments according to Bloom's Taxonomy to demonstrate a higher level of thinking. Extra time will given as needed also students that are unable to finish the task in class will be encouraged to work independently at home. Each lesson plan will a have will have an opportunity for the visual, tactile, kinesthetic, and auditory learners to succeed.
 * **Adjustments/Adaptations:**

· The Intolerable Acts were laws that were really punishments that [|King George III] put on the colonies. He did this to the Colonists because he wanted to punish them for dumping tea into the harbor at the [| Boston Tea Party]. · The [|Quakers] petitioned King George to repeal or end the acts, but he said that the colonies must submit to these English laws. · // The Boston Port Bill // became effective on June 1, 1774. The King closed Boston Harbor to everything but British ships. · // The Quartering Act // was established on March 24, 1765. The King sent lots of British troops to Boston. The colonists had to house and feed the British troops. If the colonists didn't do this for the British troops, they would get shot. · // The Administration of Justice Act // became effective May 20, 1774. British Officials could not be tried in colonial courts for crimes. They would be taken back to Britain and have a trial there. That left the British free to do whatever they wanted in the colonies and to the Colonists. · // Massachusetts Government Act // became effective on May 20, 1774. The British Governor was in charge of all the town meetings in Boston. There would no more self-government in Boston. · // The Quebec Act // was established on May 20, 1774, this bill extended the Canadian borders to cut off the western colonies of Connecticut, Massachusetts and Virginia. · Paul Revere takes his famous “Midnight Ride.” · John Hancock and Samuel Adams flee from Lexington. · Captain John Parker decides not to fight the British at Lexington because greatly outnumbered. · A bloody battle leaves 8 Patriots dead. · Patriots fire upon the British at Concord. · Patriots from over 40 towns join the battle. · The British retreat towards Boston, with nearly 300 killed. · The American Revolution has begun. The Act met with great resistance. It was enacted to raise money to pay for the British military. It added fuel to he movement. Few tax collectors willing to risk their lives to collect it. Any thing made of paper had to have this mark. ​  The Britains have come to Boston March 5, 1770 as tensions built from the taxation. A young boy was hit by the butt of a rifle by sentry and ran to tell his dad. The bells begin to ring to signal to alert the townspeople. The townspeople begin to fuel aggravation by taunting the soldiers and Crispus Attucks, a run-away slave, screamed, “Kill the Dogs! Knock them down!” Britian started firing killing 5 civilians and injuring more.
 * **Guided Practice:**
 * The strategy we use will be a Story Chain. Will write several sentences with important details of events from each lesson. I will then cut them into strips and put them in an envelope. I will put students into groups and they will have to sequence the strips. After sequencing we will read entire summary and revisit the main events of the American Revolutionary war. **
 * Summery Strip Ideas: **

· What are the key events we have studied so far and their order? · Recite a stanza from either the rap or Paul Revere’s poem. Be sure to use expression. · Do you think a revolution could happen today? · How were the business’s affected? · Can you distinguish between the Battles of Lexington and Concord? · How do you think the colonists felt when King George III taxed them? · Explain the differences between the Intolerable Acts and the Stamp Act. · Relate the Boston Massacre to a modern event. · Argue the side of the British during the Boston Massacre. · Do you think that there are other things the colonists could have done besides going to war with Britain? · What do you think would have happened if …(an answer from above)?
 * Students will then read and answer the following questions during a grand discussion. **
 * · ** Imagine if you were a British soldier being quartered in a colonist home. Sum up your feelings in one word.

The students will construct a CD timeline over the information over the American Revolution that they have learned this week and reviewed today. Directions for students: You will be given a CD case with a timeline template inside. The timeline is in a circle shape of the CD. There are 5 circles folded accordion style so that they unfold into a timeline. There will be additional circles available to add as they are needed. Requirements: · Use specific dates. · Use specific names and places. · Draw pictures to go with each entry. · Design your CD cover.
 * **Independent Practice:**

**3.** **Closure/Summary/Representation:** The students will work in groups of two or three to make a magnet word summary of the events studied in these lesson plans that led up to the Revolutionary War. ​The magnet words will be Taxes, Rebellion, Frustrated, Lobster, Intolerable Acts, Protest, Stamp Act, Boston Massacre, Battle of Lexington and Concord, Liberty, Boycott, Parliament **4.** **Evaluation/Assessment:** See attached

Zip Lock Bags, Construction Paper, Tape. 3X5 cards for magnet summary. Notebook paper for putting summary to gether.
 * 5.** **Resources and Materials:**

6. **Supplementary/Enrichment Activities:** The students wll make a foldable book made from construcion paper and zip lock bags. .