Wednesday+Group+9

__​__ __​​#1 Name (red):__** Jessica Barraza
 *  __​​​​​​__
 * __#3 Name (green):___**Amy Laust
 * __#4 Name ( Black):___**Raina Bullard

Standard 4, Objective 2: Give examples that show how scarcity and choice govern economic decisions. Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010
 * __Name:__ _ Date:_**

Lesson Plan #1 Title: Revolutionary War __Grade Level:__ 5 __Contributors:­­­­­­­­­­­__ Raina B., Jessica B., Amy L.

LESSON PLAN
__TIME ALLOTTED:__ 45-60 minutes**
 * TITLE: How Scarcity and Choice Govern Economic Decisions**
 * GRADE LEVEL** **_5

__**UNIT GOAL:**__ **PASS Grade 5: Social Studies Standard 4:** **The Student Will Examine the Lasting Impact of the Revolution**

__**PASS OBJECTIVES FOR THIS LESSON:**__ ** 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). 3. Summary and Generalization c. Support ideas and arguments by reference to relevant aspects of text and issues across texts.


 * Standard 4: The student will examine the lasting impact of the American Revolution.**
 * 2. Give examples that show how scarcity and choice govern economic decisions (e.g. Boston Tea Party and boycott).

**ACEI Objective**: Candidates understand and use a variety of teaching strategies that encourage students' develoment 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 lesson that appeal to a variety of learning styles.

__**SPECIFIC LESSON OBJECTIVES:**__ 1. The students will explain how the Boston Tea Party started, what happened during, and how it ended. Also, how it has impacted us to this day through writing an unsent letter. 2. The students will be able to explain the roles that the King, Parliament and tax collectors played in the Intolerable Acts collection of taxes by making a political cartoon.

The 5 vocabulary words are: Economics, Colony, Parliament, Democracy, and Boycott. The Word Map strategy (strategy attached) is to be used with the 5 vocabulary words. __ __**Adjustments/Adaptations**__
 * 3. Instructional Procedures** __
 * __**Visually Impaired: Provide larger font, provide colorful text and images, provide audio, provide handouts, allow students to sit towards front, use videos/slide shows/audiotapes/etc., and show visually what you are teaching.**__
 * __**Hearing Impaired: Speak loudly and clearly, provide handouts, use video/slideshows/audiotapes/etc., and allow students to sit towards front.**__
 * Physically Impaired: Make items easily accessible, assist if needed (teacher or student),
 * Learning Styles: Tactile: there will be handouts, there will be tangible items during the simulation. Kinesthetic: there will be moving around during the simulation and for the centers. Audio: there will be some music to play along with the simulation. Visual: there will be images of the Boston Tea Party, Small dress-up items (e.g. hats, canes, etc relating to that time period).
 * Gifted: provide additional reading, fun assignments, and opportunities to make up their own simulation to extend learning.
 * ELL: Pair ELL students with an English speaking student, provide photos that coincide with the reading (for comprehension)
 * IEP: G ive students extra time to complete classroom assignments, allow students to complete tasks or present information in alternative ways (e.g., through taped answers, demonstrations, dramatizations, role play), allow 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, use pictorial schedules to assist students in making transitions.
 * 504: Accommodations should be specified in a student’s IEP. Examples include books on tape, content enhancements, and allowing additional time to take a test.

__**Guided Practice**__

I will be using the simulation (located under Resources and Materials). This will also be a pre-assessment to see what their prior knowledge is. The handout of the simulation will be passed out and the students will be assigned specific parts (some parts can be adapted if need be). I will set up a small portion of background knowledge to get us started; only a small portion because this is being used as a pre-assessment. I will then let the students begin the simulation. When help is needed during the reading process I will then help. During the reading I will interject questions such as: How does that make you feel for being taxed for something as petty as that or as necessary as that? and so on. We will then move into Grand Conversation afterwards.

I will be using the Think Aloud strategy (strategy attached) as we read the simulation in order to keep the children engaged.


 * __Grand Conversation__**

__Knowledge__: 1. Describe what happened after being taxed to a ridiculous extent? 2. Who was it that kept telling the king they needed more money?

__Comprehension__: 1. Who do you think caused the Boston Tea Party? 2. Can you distinguish between Democracy and Parliament?

__Application__: 1. What questions would you ask of the King during this time? 2. What factors would you change if you were King?

__Analysis:__ 1. How was this similar to present times? 2. What was the problem with the taxation?

__Synthesis__:1. Can you see a possible solution to ending taxes? 2. Can you develop a proposal for/against taxes?

__Evaluation__: 1. Is there a better solution to taxation? 2. How would you feel if you were to be taxed in the same manner as they were taxed then?

__**4.**__ **__Independent Practice__**

During independent practice the students will first work alone on their political cartoons to demonstrate their new knowledge about the roles the King, Parliament, and tax collectors played in the Intolerable Acts. You can go to [|www.toondoo.com] to see how to put together a political cartoon.


 * Letter-Writing : Unsent Letter**
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Grammar & spelling (conventions) || 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 || 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. ||
 * Content Accuracy || The letter contains at least 5 accurate facts about the topic. || The letter contains 3-4 accurate facts about the topic. || The letter contains 1-2 accurate facts about the topic. || The letter contains no accurate facts about the topic. ||
 * Salutation and Closing || 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. ||

They will then move into groups and work on an unsent letter (strategy is attached) to the King/President discussing/petitioning anything to do with taxation and how they feel towards it.


 * Political Cartoon**
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Grammar & Spelling || 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 || Ideas were expressed in a clear and organized fashion. It was easy to figure out what the political cartoon 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 political cartoon was about. || The political cartoon seemed to be a collection of unrelated sentences/images. It was very difficult to figure out what the political cartoon was about. ||
 * Content Accuracy || The political cartoon contains at least 5 accurate facts about the topic. || The political cartoon contains 3-4 accurate facts about the topic. || The political cartoon contains 1-2 accurate facts about the topic. || The political cartoon contains no accurate facts about the topic. ||


 * 5.****Closure/Summary/Representation**

In this section the class as a whole will put together their own simulation of how they see the Intolerable Act, Boston Tea Party, and Boycott. They can play through it during center time.
 * Literature Circle - Listening and Sharing : Simulation**
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Participates Willingly || Student routinely volunteers answers to questions and willingly tries to answer questions s/he is asked. || Student volunteers once or twice and willingly tries to all questions s/he is asked. || Student does not volunteer answers, but willing tries to answer questions s/he is asked. || Student does not willingly participate. ||
 * Respects Others || Student listens quietly, does not interrupt, and stays in assigned place without distracting fidgeting. || Student listens quietly and does not interrupt. Moves a couple of times, but does not distract others. || Student interrupts once or twice, but comments are relevant. Stays in assigned place without distracting movements. || Student interrupts often by whispering, making comments or noises that distract others OR moves around in ways that distract others. ||
 * Thinks about Characters || Student describes how a character might have felt, and points out some pictures or words to support his/her interpretation without being asked. || Student describes how a character might have felt , and points out some pictures or words to support his/her interpretation when asked. || Student describes how a character might have felt , but does NOT provide good support for the interpretation, even when asked. || Student cannot describe how a character might have felt. ||
 * Follows Along || Student is on the correct page and is actively reading along (eyes move along the lines) or finger is following words being read aloud by others. || Student is on the correct page and usually appears to be actively reading, but looks at the reader or the pictures occasionally. Can find place easily when called upon to read. || Student is on the correct page and seems to read along occasionally. May have a little trouble finding place when called upon to read. || Student is on the wrong page OR is clearly reading ahead or behind the person who is reading aloud. ||

The evaluation/assessment will be the political cartoon, unsent letter, the Introduction Simulation, and the group simulation (all rubrics are attached above).
 * 1) __**Evaluation/Assessment**__

__**5.**__ __**Resources and Materials**

__ Dr. Mary Swanson

Word Map Strategy: [] Unsent Letter Strategy: [] Think Aloud Strategy: []

__**6.**__ **__Supplementary/Enrichment Activities__**

This group of texts can be used in the literacy center: 1. __Can’t You Make Them Behave, King George?__ by: Jean Fritz 2. __Revolutionary Rumblings__ by: Bentley Boyd 3. __George vs. George: The Revolutionary War as Seen by Both Sides__ by: Rosalyn Shanzer 4. __The American Revolution For Kids: A History With 21 Activities__ by: Janis Herbert

The simulation the class creates: preformed in center.

Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #2 Title: __ Grade Level:5 Contributors: Jessica B., Raina B., Amy L.­­­­­­­­­­­ __
 * Name: _ __Date:___**

LESSON PLAN
**TITLE: The Impact of taxation leading to the different Acts** __**PASS OBJECTIVES FOR THIS LESSON:**__ ** 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). 3. Summary and Generalization c. Support ideas and arguments by reference to relevant aspects of text and issues across texts. //Standard 4: The student will examine the lasting impact of the American Revolution. **ACEI Objective**: Candidates understand and use a variety of teaching strategies that encourage students' develoment 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 lesson that appeal to a variety of learning styles.
 * GRADE LEVEL** __**_ 5 ​ TIME ALLOTTED:**
 * COMPOSITION OF CLASS: Male_ Female_ Total_**
 * Number of Special Needs Students ELL_ 504_ IEP_**
 * UNIT GOAL:**__ PASS Grade 5: Social Studies Standard 4: Students will examine the lasting impact of the American Revolution.
 * 2. Give examples that show how scarcity and choice govern economic decisions. (e.g., Boston Tea party and boycott).//

__**SPECIFIC LESSON OBJECTIVES:**__ >> The vocabulary words Stamp Act, Sugar Act, Townshend Act, Navigation Act, and taxation. The students will make a >> Concept/Definition Map using these words. >> >> >> **__3. Instructional Procedures__** >> __**Adjustments/Adaptations**__
 * 1) At the end of the lesson the students will be able to understand the consequences of the taxation. The students will watch the video on how people felt when the King started making taxes. The video's URL is under resources and materials.
 * __**Visually Impaired: Provide larger font, provide colorful text and images, provide audio, provide handouts, allow students to sit towards front, use videos/slide shows/audiotapes/etc., and show visually what you are teaching.**__
 * __**Hearing Impaired: Speak loudly and clearly, provide handouts, use video/slideshows/audiotapes/etc., and allow students to sit towards front.**__
 * Physically Impaired: Make items easily accessible, assist if needed (teacher or student),
 * Learning Styles: Tactile: there will be handouts, there will be tangible items during the simulation. Kinesthetic: there will be moving around during the simulation and for the centers. Audio: there will be some music to play along with the simulation. Visual: there will be images of the Boston Tea Party, Small dress-up items (e.g. hats, canes, etc relating to that time period).
 * Gifted: provide additional reading, fun assignments, and opportunities to make up their own simulation to extend learning.
 * ELL: Pair ELL students with an English speaking student, provide photos that coincide with the reading (for comprehension),
 * IEP: G ive students extra time to complete classroom assignments, allow students to complete tasks or present information in alternative ways (e.g., through taped answers, demonstrations, dramatizations, role play), allow 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, use pictorial schedules to assist students in making transitions.
 * 504: Accommodations should be specified in a student’s IEP. Examples include books on tape, content enhancements, and allowing additional time to take a test

__ · **Guided Practice (Teacher Instructional Indicator #10)**__ Before reading the text i I will have the students do the teaching strategy Story Impressions, so the students can create interest in the upcoming narrative text. They'll start thinking about the text that will be in the book. As a class the students will read the book __The Stamp Act of 1765 (Turning Points in US History)__ by Dennis B. Fradin. The students will read in pairs. After each page they read the students will reflect on what they read. The students will write two things that they seemed were important to them. I will go around the classroom and ask them what they think about the reading so far. The students will get a major idea of how the Stamp Act influenced the people. The students will write a letter to someone in a different country who wasn't experiencing the same thing by telling how different classes of people, such as merchants, farmers, recent immigrants, laborers, or mothers felt about the Stamp Act. We will then read about the different acts that happened and how it influenced the citizens.

__Grand Conversation Knowledge:__ 1. What is the Stamp Act? 2. Find the meaning of taxation. __Comprehension__ 1. Who do you think got influenced most with these taxes? 2. If the colonists had been allowed to vote, do you think they would have voted for the Sugar Act? __Application__ 1. Could this have happened in a different country? 2. What questions would you ask the King? Analysis 1. Can you compare your life today with how people lived in those times? 2. What events could have happened if there was no King? Sythesis 1. Can you see a possible solution to all these taxes? 2. Can you develop an Act proposal of your own? Evaluation 1. Do you believe in taxes? 2. In those times what changes of all the taxes and acts would you recommend?

__**Independent Practice (Teacher Instructional Indicator #11**__ __The students will be able to choose one out of three activities and share with the class.__ The students can think about what happened during that period. They will think about how unhappy the colonists were with the taxes and duties imposed by the British. They'll need to think about what it might have been like to live with these taxes and requirements. I'll have them imagine that they are one of the Sons of Liberty, a merchant, a farmer, a trader, or a person who needs to buy goods for the winter. Then they will have to write a diary entry that the person they chose might have written. What does the person feel? What does the person do? Why? What does the person hope to accomplish?
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Grammar & spelling (conventions) || 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 || 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. ||
 * Length || The letter is 10 or more sentences. || The letter is 8-9 sentences. || The letter is 5-7 sentences. || The letter is less than 5 sentences. ||

The students can also get in partners and stage a debate over the topic s ince the American colonists were British subjects, the British had every right to tax them. They will work on their arguments and debate it in front of the class.


 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Information || All information presented in the debate was clear, accurate and thorough. || Most information presented in the debate was clear, accurate and thorough. || Most information presented in the debate was clear and accurate, but was not usually thorough. || Information had several inaccuracies OR was usually not clear. ||
 * 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. ||
 * Understanding of Topic || The team clearly understood the topic in-depth and presented their information forcefully and convincingly. || The team clearly undestood 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. ||
 * 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. ||

The students can make a venn (Venn) diagram to compare life in colonial days with life today. Think about how people lived, how people felt about taxes and having a say in government, the political situation, how people felt about foreign troops on their homeland, how people felt about being governed by afar, and so on.
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Knowledge Gained || When shown a blank base map, the student can rapidly and accurately label at least 10 features. || When shown a blank base map, the student can rapidly and accurately label 8-9 features. || When shown a blank base map, the student can rapidly and accurately label 6-7 features. || When shown a blank base map, the student can rapidly and accurately label fewer than 6 features. ||
 * Spelling/Capitalization || 95-100% of words on the map are spelled and capitalized correctly. || 94-85% of the words on the map are spelled and capitalized correctly. || 84-75% of the words on the map are spelled and capitalized correctly. || Less than 75% of the words on the map are spelled and/or capitalized correctly. ||
 * Labels & Features - Neatness || 90-100% of the labels/features can be read easily. || 89-80% of the labels/features can be read easily. || 79-70% of the labels/features can be read easily. || Less than 70% of the labels/features can be read easily. ||


 * 1) ** The rubrics above will be assessing the diaries the students wrote, the debate the students will be participating in, and their Venn diagrams. **

__**5.**__ **__Resources and Materials__ []** __​- video on taxation __ [] - Venn Diagram

Unsent Letter Strategy : [] story impression - [] Concept definition Map strategy- [] ​ The reading text- __The Stamp Act of 1765 (Turning Points in US history)__ by Dennis B. Fradin this website was very helpful for some of the activities ideas- [] [|The American Revolution for Kids: A History ...] - Janis Herbert - 2002 - [|Story of the American Revolution Coloring Book] -  Peter F Copeland, Cynthia Copeland - 1988 - ​ great website for History- [] Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #3 Title:Cause and Effect: The Events Leading up to, and the Boston Tea Party __ Grade Level: Fifth Grade Contributors:­­­­­­­­­­­ Raina B., Jessica B., Amy L. __
 * __6.__** **__Supplementary/Enrichment Activities__**
 * []__-__ great website to learn about taxation for students and how to deal with money **-
 * Name_ __Date:___**

LESSON PLAN

 * TITLE:**
 * GRADE LEVEL**__**_ TIME Allotted**
 * COMPOSITION OF CLASS: Male_ Female_ Total_**
 * Number of Special Needs Students ELL_: ​** ​Students **504_ IEP_**


 * UNIT GOAL** ​Students ​ will know and understand effects of non representation for the colonists in parliment with such things as the Sugar Act, Stamp Act, and Quartering Act. Students will explore the impact the Sons and Daughters of Liberty had on Parliament and the Revolution overall.


 * PASS OBJECTIVES FOR THIS LESSON: ​** ​PASS Grade 5- Social Studies Standard 4: The student will examine the lasting impact of the Revolution.__

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). 3. Summary and Generalization c. Support ideas and arguments by reference to relevant aspects of text and issues across 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


 * Standard 4: The student will examine the lasting impact of the American Revolution.**
 * 2. Give examples that show how scarcity and choice govern economic decisions (e.g. Boston Tea Party and boycott).

**ACEI Objective**: Candidates understand and use a variety of teaching strategies that encourage students' develoment 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 lesson that appeal to a variety of learning styles.

__**SPECIFIC LESSON OBJECTIVES: ​**__ ​ >> __3. Instructional **Procedures** >> **Adjustments/Adaptations**__ __ · **Guided Practice (Teacher Instructional Indicator #10)** ​__ __​​​Divide class up for a readers theater from the book //Patriots in Boston//. After the groups are finished students will write a paper from their character's point of view using their vocabulary words and describe what that individual thinks about the events leading up to the Boston Tea Party.__
 * 1) __**​PREASSESSMENT OF STUDENT KNOWLEDGE:** Guide a grand conversation with class and discuss general aspects of the Revolution. Have a round robin game with question sticks to assess prior knowledge of students individually. __
 * 2) __ Ask students how they would feel if the next day they suddenly had to pay a high tax to watch television, play the Wii, ride a bike, read a book, ride a skateboard, or eat ice cream. __
 * 3) Vocabulary needed to support instruction: tyranny,repealed,independence,resistance,intolerable
 * 4) Use vocabulary map strategy to learn the five words.
 * __**Visually Impaired: Provide larger font, provide colorful text and images, provide audio, provide handouts, allow students to sit towards front, use videos/slide shows/audiotapes/etc., and show visually what you are teaching.**__
 * __**Hearing Impaired: Speak loudly and clearly, provide handouts, use video/slideshows/audiotapes/etc., and allow students to sit towards front.**__
 * Physically Impaired: Make items easily accessible, assist if needed (teacher or student),
 * Learning Styles: Tactile: there will be handouts, there will be tangible items during the simulation. Kinesthetic: there will be moving around during the simulation and for the centers. Audio: there will be some music to play along with the simulation. Visual: there will be images of the Boston Tea Party, Small dress-up items (e.g. hats, canes, etc relating to that time period).
 * Gifted: provide additional reading, fun assignments, and opportunities to make up their own simulation to extend learning.
 * ELL: Pair ELL students with an English speaking student, provide photos that coincide with the reading (for comprehension),
 * IEP: G ive students extra time to complete classroom assignments, allow students to complete tasks or present information in alternative ways (e.g., through taped answers, demonstrations, dramatizations, role play), allow 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, use pictorial schedules to assist students in making transitions.
 * 504: Accommodations should be specified in a student’s IEP. Examples include books on tape, content enhancements, and allowing additional time to take a test

​ ​​​ Character Prospective Paper Rubric


 * ​Category || ​ ​​4-Above Standards || __3 - Meets Standards__ || __2 - Approaching Standards__ || __1 - Below Standards__ || __Score__ ||
 * __Support for Position__ || __Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader's concerns, biases or arguments and has provided at least 1 counter-argument.__ || __Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.__ || __Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.__ || __Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences).__ ||  ||
 * __Accuracy__ || __All supportive facts and statistics are reported accurately.__ || __Almost all supportive facts and statistics are reported accurately.__ || __Most supportive facts and statistics are reported accurately.__ || __Most supportive facts and statistics were inaccurately reported.__ ||  ||
 * __Grammar & Spelling__ || __Author makes no errors in grammar or spelling that distract the reader from the content.__ || __Author makes 1-2 errors in grammar or spelling that distract the reader from the content.__ || __Author makes 3-4 errors in grammar or spelling that distract the reader from the content.__ || __Author makes more than 4 errors in grammar or spelling that distract the reader from the content.__ ||  ||
 * __Use of Vocabulary Words__ || __Author uses all 5 vocabulary words__ || __Author uses 4 vocabulary words__ || __Author uses 3 vocabulary words__ || __Author uses 2 vocabulary words__ ||  ||

__​Grand Conversation ​Students will answer Bloom's Taxonomy questions as a follow up assessment from the prior round robin stick questions to check for comprehension.

Bloom's Taxonomy Questions:​

​Knowledge: 1) Why did King George tax the colonists so much? 2) Describe what happened at the Boston Tea Party.

​Comprehension: 1) If you were made a representative in Parliament for the colonists what would you say? 2) If you lived in this time period what things would you do to avoid paying unfair taxes?

​Application:1) What questions would you ask at the Liberty Tree? 2) Would you have been an "Indian" on the night of December 16,1773 in Boston Harbor? Why or why not?

​Analysis: 1) What were some of the motives behind the Boston Tea Party? 2) What was the biggest turning point for the colonist when they finally decided they had no choice but to revolt.

Synthesis: 1) Compose a song about the Sons and Daughters of Liberty. 2) What do you think would have eventually happened if the colonists would have gone along with all the new taxes?

Evaluation: 1) Could there have been a better solution to the colonists problems than to revolt? ​​2) How would you feel if you were King George? (Describe a specific event or situation).

​Pair students together; one reads a story about the Sons of Liberty,the other reads a story about the Daughters of Liberty. (The American Revolution Histoty Pockets/ American Revolution) Then have students summarize their readings verbally to eachother. Have them compare and contrast their findings. Each pair will create a chart divided down the middle by a tree representing the Liberty Tree. The students will write on opposite sides of the tree information about the Sons of Liberty and the Daughters of Liberty. The pairs will then present them to the class.Stories found in The American Revolution and George VS. George).
 * 4.** **Independent Practice (Teacher Instructional Indicator #11)**

Liberty Tree Rubric__


 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Content - Accuracy || At least 7 accurate facts are displayed on the poster. || 5-6 accurate facts are displayed on the poster. || 3-4 accurate facts are displayed on the poster. || Less than 3 accurate facts are displayed on the poster. ||
 * Graphics -Clarity || Graphics are all in focus and the content easily viewed and identified from 6 ft. away. || Most graphics are in focus and the content easily viewed and identified from 6 ft. away. || Most graphics are in focus and the content is easily viewed and identified from 4 ft. away. || Many graphics are not clear or are too small. ||
 * Required Elements || The poster includes all required elements as well as additional information. || All required elements are included on the poster. || All but 1 of the required elements are included on the poster. || Several required elements were missing. ||

Have students create a time line of events leading up to the Boston Tea Party. Encourage them to draw the events as well as write them out. Students will share verbally what they have learned overall with an authors chair that will also give them an oppertunity to showcase the timelines they created. After all students have had an oppertunity to share, teacher will summerize lesson by leading a post discussion about the three main events leading up to the Boston Tea party according to students time lines overall.
 * 5.** __**Closure/Summary/Representation (Teacher Instructional Indicator #12)**__
 * 1) __ **​Evaluation/Assessment (Teacher Product Indicators #2-3**) Time Line Rubric __


 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Spelling and Capitalization || Spelling and capitalization were checked by another student and are correct throughout. || Spelling and capitalization were checked by another student and were mostly correct . || Spelling and capitalization were mostly correct, but were not checked by another student. || There were many spelling and capitalization errors. ||
 * Graphics || All graphics are effective and balanced with text use. || All graphics are effective, but there appear to be too few or too many. || Some graphics are effective and their use is balanced with text use. || Several graphics are not effective. ||
 * Readability || The overall appearance of the timeline is pleasing and easy to read. || The overall appearance of the timeline is somewhat pleasing and easy to read. || The timeline is relatively readable. || The timeline is difficult to read. ||
 * Content/Facts || Facts were accurate for all events reported on the timeline. || Facts were accurate for almost all events reported on the timeline. || Facts were accurate for most (~75%) of the events reported on the timeline. || Facts were often inaccurate for events reported on the timeline. ||

t 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 [] ​Hennessey,G.S.(2007).Building Fluency Through Readers Theater:Patriots in Boston. Hunnington Beach,CA Teacher Created Materials,INC (readers theater with six characters)
 * 5.** **Resources and Materials**

​The American Revolution History Pockets evan-Moor Corp. Montrey,CA (2008) American Revolution **Supplementary/Enrichment Activities** Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #4: The Cause and Effect of The Revolutionary War __Grade Level:__ Fifth Grade __Contributors: Jessica B.,Raina B., Amy L.__
 * Name: _ __Date:___ **

LESSON PLAN
__TIME ALLOTTED:__ 45-60 minutes**
 * TITLE: How Scarcity and Choice Govern Economic Decisions**
 * GRADE LEVEL** **_5

__**UNIT GOAL:**__ **PASS Grade 5: Social Studies Standard 4:** **The Student Will Examine the Lasting Impact of the Revolution**

__**PASS OBJECTIVES FOR THIS LESSON:**__ ** 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). 3. Summary and Generalization c. Support ideas and arguments by reference to relevant aspects of text and issues across texts.


 * Standard 4: The student will examine the lasting impact of the American Revolution.**
 * 2. Give examples that show how scarcity and choice govern economic decisions (e.g. Boston Tea Party and boycott).

**ACEI Objective**: Candidates understand and use a variety of teaching strategies that encourage students' develoment 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 lesson that appeal to a variety of learning styles.

__**SPECIFIC LESSON OBJECTIVES:**__ 1. The students will explain about the historical events such as the Boston Tea Party, how taxation impacted the citizens, Stamp Act, Sugar Act, Townshend Act, Navigation Act, and taxation. 2. To understand why the American colonists opposed the Sugar Act, how the American colonists reacted to the Stamp Act, and will be able to describe what the Townshend Acts were.The students will be able to explain how the British taxes united the American colonists against the British. The vocabulary words are: Economics, Colony, Parliament, Democracy, Boycott, Stamp Act, Townshend Act, Naviagation Act, and taxation.

The Picture Dictionary strategy is to be used with the vocabulary words.

__**3. Instructional Procedures** __ · **Guided Practice**__
 * Adjustments/Adaptations**__
 * __**Visually Impaired: Provide larger font, provide colorful text and images, provide audio, provide handouts, allow students to sit towards front, use videos/slide shows/audiotapes/etc., and show visually what you are teaching.**__
 * __**Hearing Impaired: Speak loudly and clearly, provide handouts, use video/slideshows/audiotapes/etc., and allow students to sit towards front.**__
 * Physically Impaired: Make items easily accessible, assist if needed (teacher or student),
 * Learning Styles: Tactile: there will be handouts, there will be tangible items during the simulation. Kinesthetic: there will be moving around during the simulation and for the centers. Audio: there will be some music to play along with the simulation. Visual: there will be images of the Boston Tea Party, Small dress-up items (e.g. hats, canes, etc relating to that time period).
 * Gifted: provide additional reading, fun assignments, and opportunities to make up their own simulation to extend learning.
 * ELL: Pair ELL students with an English speaking student, provide photos that coincide with the reading (for comprehension),
 * IEP: G ive students extra time to complete classroom assignments, allow students to complete tasks or present information in alternative ways (e.g., through taped answers, demonstrations, dramatizations, role play), allow 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, use pictorial schedules to assist students in making transitions.
 * 504: Accommodations should be specified in a student’s IEP. Examples include books on tape, content enhancements, and allowing additional time to take a test

I will be using the text set: __Can’t You Make Them Behave, King George?__ by: Jean Fritz, __Revolutionary Rumblings by:__ Bentley Boyd, and/or __George vs. George: The Revolutionary War as Seen by Both Sides__ by: Rosalyn Shanzer. This text set is also located under Monday's lesson plan (Supplementary/Enrichment Activities). By doing so, it will build background knowledge for when we do today's guided practice. The students will be allowed to choose one book from the text set (the remaining will be placed either under Independent Practice or Supplementary/Enrichment Activities). Because there should already be some background knowledge, I will only set up a small portion of it. I will read the book aloud to the students; after the reading I will then begin Grand Conversation. During the reading I will interject questions such as: How does that make you feel and so on. We will then move into Grand Conversation.

I will be using the Think Aloud strategy (strategy attached) as we read the simulation in order to keep the children engaged. would have listened to the colonists at the very first and allowed them representation when they first asked for it? ​2) Write a song about the Boston Tea Party.

__Evaluation__: ​​1) What could have been a better solution than closing Boston __**Grand Conversation** ​ Bloom's Taxonomy Questions from George vs. George Knowledge __: ​1) ​​How old was George when he succeeded his grandfather as King in 1760? 2) Name two crops George Washington grew at his home Mount Vernon.

​ __Comprehension__: ​1) Do you think that the practice of tar-and-feathering is wrong or justified? Why? ​2) What simularites exist between the Georges?

__Application__: ​1) What questions would you ask of George Washington if given the oppertunity? ​2) Why do you think George Washington was so horrified when he was encouraged by an offocer in his army to become king of America?

__Analysis:__ ​1) What were some of the motives behind the Intolerable Acts? 2) What were some of the problems with getting the colonists to pay taxes?

__Synthesis__: ​​1) What would have happened if King George would not have closed Boston Harbor? ​ 2) What do you think would have happened in 1776 if the Continental Congress would have settled for the rights as citizens of Great Britain instead of total American Independance.

​

//The teacher will assess the picture dictionary.// The teacher will make sure everyone participated in writing the song.
 * 1) __**Evaluation/Assessment**__

__**5.** **Resources and Materials**__ __Can’t You Make Them Behave, King George?__ by: Jean Fritz __Revolutionary Rumblings__ by: Bentley Boyd __George vs. George: The Revolutionary War as Seen by Both Sides__ by: Rosalyn Shanzer

__**6.** **Supplementary/Enrichment Activities**__ __Johnny Tremain : A Story of Boston in Revolt__ by Esther Forbes __The **Boston Tea Party** in American History__ by Mary E. Hull __**Boston Tea Party** Pbk__ by Benjamin W. Labaree The Boston Tea Party by Benjamin Wood
 * []- website for The King of England Tries Tighten Control **