Wednesday+Group+8

​​**#1 Name (red):_**JoAnne Hixson
 * 2 Name (blue):_**Janet Teel
 * __#3 Name (green):___**Missy Gerbrandt
 * __#4 Name ( Black):___**Kristin Morris

Standard 4, objective 1: Describe the causes and results of conflicts between Englan​d 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).

**Name: JoAnne Hixson, Kristin Morris, Missy Gerbrant, Janet Teel __Date: 05-05-10__** Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010

Lesson Plan #1 Title: Intolerable Acts Reader's Theater __Grade Level: 5th Contributors:­­­­­­­­­­­ JoAnne, Missy, Janet, Kristin__

LESSON PLAN
**TITLE:** Intolerable Acts, Reader's Theater
 * GRADE LEVEL** 5th **__TIME ALLOTTED:__** 60 minutes


 * __COMPOSITION OF CLASS: Male__** 10 **__Female__** 15 **__Total__** 25
 * __Number of Special Needs Students ELL__** 1 __**504**__ 1 **__IEP__** 1

__**UNIT GOAL:**__ The unit goal is for the students to learn about the Intolerable Acts and the Boston Tea Party. This will show them why the Colonists went to war with the English. The students will understand the cause of the Revolutionary War.


 * PASS OBJECTIVES FOR THIS LESSON:**

__Writing/Grammar/Usage and Mechanics__

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. 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.

__Oral Language/Listening and Speaking__

Standard 2: Speaking - The student will express ideas and opinions in group or individual situations.

1. Speak articulately and audibly before a group using appropriate delivery (enunciation, volume, timing, and gestures) and language skills (pronunciation, word choice, and usage).


 * Standard 3: Group Interaction - The student will use effective communication strategies in pairs and small group context. **

Association for Childhood Education International Elementary Education Standards and Supporting Explanation

2007   —Candidates demonstrate a high 2.1 Reading, Writing, and Oral Language level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas;

—Candidates know, understand, and use the major concepts2.4 Social studies and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas—to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world;

1. Show respect and consideration for others in verbal and physical communication.


 * SPECIFIC LESSON OBJECTIVES:** Students will explain why the Intolerable Acts made the colonists revolt. They will also be introduced to the reasons the Revolutionary War began and some new vocabulary.

// Ask the students if they have someone has ever bossed them around and they did not think that it was fair. Then introduce the Intolerable Acts Readers Theater by passing out a full bag of M & Ms to each student. Students will break up into groups of four and create a word map of one of the following vocabulary words; Intolerable Acts, taxation, boycott, Committees of Correspondence, and colonists. // **__3. Instructional Procedures__** Provide larger font for students with visual impairments / use color to appeal to visual learners / provide hands-on activities to appeal to kinesthetic learners / pre-cut items to assist students with fine motor problems:
 * 1) **PREASSESSMENT OF STUDENT KNOWLEDGE:** Students will create a KWL + chart as a class, assessing what they know and want to know about the Boston Tea Party, Intolerable Acts, and Revolutionary War. [[file:K-W-L Plus.pdf]]
 * 2) __** Introduction/Set Induction/Hook; **__
 * __** Adjustments/Adaptations **__


 * use learning resources that provide direct experiences of seeing and touching (i.e., tactile materials)
 * use a variety of teaching and learning strategies, such as special interest groupings for research projects; peer partners, collaborative groups, and cross-age tutoring; mentorship programs; and independent study plans
 * simplify the language of instruction
 * provide opportunities for performance in areas of special talent
 * provide all students with strategies for understanding and accepting exceptional students and integrating them into the regular classroom
 * Gifted:W ill be offered materials that are more challenging and extra activities for students who are gifted.
 * 504:Students with limitations will be accommodated on a personal level. Students with hearing limitations will be moved to the front of the classroom where they will in line with the teacher. Students with sight impairment will be accommodated by giving the source of information in larger font size. Students with hyperactivities will be asked to assist teacher with classroom tasks such as handing out and collecting papers, students will be allowed to work on the floor or wherever they feel they can move around.
 * ELL: Students learning English as their second language will be accommodated. Prior to the unit lesson, these students will be provided a list of all the vocabulary words and activities that will be addressed during the lessons. These students will be allowed to pair with another student that has a strong foundation in the English language or be provided a translator if possible.
 * IEP:Students will be guided through the lesson to follow their individualized education program. Because the evaluation relies highly on participation, students with IEP’s should perform well with the help of an aid.(AIDE)

__** Guided Practice **__ // The students will all participate in a Readers Theater about the Intolerable acts. The document is attached. // Bloom's Taxonomy Questions __Knowledge__ 1. Who paid the taxes? 2. Who received most of the tax money? __Comprehension__ 1. How were the taxes collected? 2. Who was the key player in the taxation? APPLICATION 1. What would you say to King George about the Intolerable Acts? 2. Could this have happened today? ANALYSIS 1. Why did King George tax the Colonists? 2. What did the Intolerable Acts lead up to? SYNTHESIS 1. What would you have done as a Colonist? 2. Can you write a poem about King George? EVALUATION 1. Is there a better solution to the Intolerable Acts, then what the Colonists did? 2. How would you feel if you were a Colonist?

__**4.** **Independent Practice**__

// Each student will write an unsent letter, strategy is attached, to King George, discussing their personal thoughts about the way he treated the American Colonists or they can write it from the perspective of being one of the colonists. // **Rubric is attached.**

__**5.**__ **__Closure/Summary/Representation__** Students will write a quickwrite about their thoughts of taxation and where they think taxes go in today's world.
 * 1) __** Evaluation/Assessment **__

Letter-Writing : Unsent Letter to King George
Teacher Name: **Mrs. Hixson** Student Name:
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * 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. ||
 * Sentences & Paragraphs || Sentences and paragraphs are complete, well-constructed and of varied structure. || All sentences are complete and well-constructed (no fragments, no run-ons). Paragraphing is generally done well. || Most sentences are complete and well-constructed. Paragraphing needs some work. || Many sentence fragments or run-on sentences OR paragraphing needs lots of work. ||
 * 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. ||
 * Content Accuracy || The letter contains at least 4 accurate facts about the topic. || The letter contains 2-3 accurate facts about the topic. || The letter contains 1 accurate fact about the topic. || The letter contains no accurate facts about the topic. ||

 Materials · Intolerable Acts Readers Theater Script · Pencil · Paper
 * 5. Resources and Materials **

[|//http://rubistar.4teachers.org/index.php//]  Oklahoma State Department of Education (2009). //Priority academic student skills. // Retrieved from [] []

<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">The students will further their learning about King George tomorrow with the George vs. George Activities.
 * 6.** **Supplementary/Enrichment Activities**

Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #2 Title: George vs.George __Grade Level:__ 5th __ Contributors:­­­­­­­­­­­ Kristin, Missy, Janet, JoAnne __
 * Name: Kristin Morris, Missy Gerbrant, Janet, Teel, JoAnne Hixson __Date: 05-05-10__**

LESSON PLAN

 * TITLE: George vs. George**
 * GRADE LEVEL** 5th __**TIME ALLOTTED: 60 Minutes**


 * COMPOSITION OF CLASS: Male 10_ Female 15_ Total 25_**
 * Number of Special Needs Students ELL_1 504_1 IEP 1_**__

<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%;"> __**UNIT GOAL:**__ ​ <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">The students will explore the Intolerable Acts and the Boston Tea Party. This will show them why the Colonists went to war with the English. The students will understand the cause of the Revolutionary War. The students will discover people, events and clothing during the Revolutionary War. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">


 * PASS OBJECTIVES: **

Standard 4 Objective 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 1: Vocabulary - The student will develop and expand knowledge of words and word meanings to increase their vocabulary. 1. Words in Context a. Use knowledge of word parts and word relationships, as well as context clues (the meaning of the text around a word), to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

Standard 5: Research and Information: The student will conduct research and organize information. Standard 3: Group Interaction - The student will use effective communication strategies in pairs and small group context. 1. Show respect and consideration for others in verbal and physical communication. 2. Demonstrate thinking skills in listening, speaking, reading, and writing. For example, students are expected to gather information, organize and analyze it, and generate a written or oral report that conveys ideas clearly and relates to the background and interest of the audience.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">**Association for Childhood Education International Elementary Education Standards and Supporting Explanation:**

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. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">

The students will be able to identify the roles King George III and George Washington had during the Revolutionary War. The students will use a Venn diagram to compare and contrast the two men. The students will be able to identify the important roles they played, the conflicts that took place between them and their personal goals for their countries. The students will build on the vocabulary that was presented at this time in history.
 * __SPECIFIC LESSON OBJECTIVES:__**

** __PREASSESSMENT OF STUDENT KNOWLEDGE:__ ** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">The teacher will pre assess the students with a class participation involving important people and characters in history. The teacher will ask the students to provide as much information as they can in a quick write about the differences and similarities of kings and presidents. The teacher will expand with that and ask the students to write about the differences and similarities in roles of kings and presidents. The teacher will also ask students to compare their thoughts to the roles taken on by our president now. ** __1. Introduction/Set Induction/Hook__ ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">To motivate the students, the teacher will tell some riddles in regard to this period of time. The riddles will be about people and events in this time period. They are humorous and will be sure to grab the students’ attention. The teacher will explain to the students they will be exploring the lives of George Washington and King George III. Riddles are found at: []

Vocabulary will be introduced at this time. The teacher will have students write down the vocabulary words. King George III, George Washington, General, Loyalist, and patriot, Students will discuss King George III and the George Washington in the Venn diagram exercise. The teacher will ask students to discuss what they know about a Patriot, a General and a Loyalist and then the teacher will compare each one to an appropriate person. Then using the strategy possible sentences, the students will write out possible sentences using each vocabulary word.

504: Students with limitations will be accommodated on a personal level. Students with hearing limitations will be moved to the front of the classroom where they will in line with the teacher. Students with sight impairment will be accommodated by giving the information in larger font size. Students with hyperactivities will be asked to assist teacher with classroom tasks such as handing out and collecting papers, students will be allowed to work on the floor or wherever they feel they need to move around. Gifted students will be challenged in the autobiography to use more sources than the text book. The teacher will ask these students to use at least two quotes by their choice from the person they are writing over. This will challenge these students to explore more about their person and still encourage them to take an assignment a bit further.
 * __2. Adjustments/Adaptations__ **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">

ELL: Students learning English as their second language will be accommodated. Prior to the unit lesson, these students will be provided a list of all the vocabulary words and activities that will be addressed during the lessons. These students will be allowed to pair with another student that has a strong foundation in the English language. IEP: Students will be guided through the lesson to follow their individualized education program.

All learning styles will be addressed throughout the lesson. The students that are auditory learners will be addressed by enjoying the book being read to them and listening to directions. The visual learners will be able to see the Venn diagram being filled out. They will be able to visualize which side the information belongs to and helps them process the information. While all the students will be filling in their own Venn diagram, the kinesthetic learners will be able to really comprehend this information because they will be filling the information in themselves.

· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">The teacher will guide students by reading the book //George vs. George// by Rosalyn Schanzer. The teacher will have the students respond to the book and give their own thoughts on the Revolutionary War. The teacher will use the think aloud strategy while reading the book to the students. The teacher will read only parts of the story and ask students to participate in an interactive reading guide. They will break up and read other parts of the story. Students will This will help with the comprehension of the story as the teacher reads it. The students will be presented both sides of the story of the war and the story is a great source for the students to see in detail the timeline of the war. The students will share their thoughts about what they may or may not have known about George Washington and King George III. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">When did the Revolutionary War begin? What color was George Washington and King George III’s hair? <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Why was George Washington known as, “Father of his Country?” Who do you think played a more important role King George or George Washington? <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">What differences exist between kings and presidents? Can you briefly write an outline about George III’s life in the beginning of his royalty? <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">If the American Revolutionary War didn’t occur, what might be different today? What are some of the problems with the colonies ignoring the laws of Britain and Making their own laws by each individual colony. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">If you were a leader of one of the founding colonies, what law would you put into effect? Take a stand on, "Taxation without Representation". Write a proposal to the opposite side of what you took a stand on and state why or why not to pay taxes on the goods. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Was there a better solution to taxing goods for money to help the bailout for Britain? If so, what could another solution be and why? How would you feel if you were forced to pay taxes on something that you were never before taxed on? How would you react? · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">The teacher will have an overhead Venn diagram for the students to see and each will have a Venn diagram to fill out as they go along. The teacher will address Personal Qualities, Community Relations, Leadership Skills, Decision Making Skills and Contributions to History. With the help of the teacher and the new information provided to them through the reading of George vs. George, the students will begin to fill out the diagram as a whole class. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">After completing the diagram, the teacher will pass out the rubric for the autobiography that will be wrote over one of the two men they just discussed. The teacher will explain the information that will be expected and explain that the requirements are also listed in the rubric. The teacher will present a templete for the autobiography.
 * __Guided Practice__**
 * The teacher will then have a grand conversation with the students to get them thinking more critically.
 * These are some of the questions that the teacher will ask.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Knowledge:
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Comprehension
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Application
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Analysis
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Synthesis
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Evaluation


 * __3.__ **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> __**Independent Practice**__


 * They students will be working independently while filling in their Venn diagram. The class will do it as a whole, but each student will be required to fill in their own diagram for future reference. **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> The students will be in working independently on an autobiography over their choice of the Georges. They will work to read and research through the Internet, text sets, textbooks, and other books or videos. They will apply what they research into a paper formed autobiography.

__**4.** **Closure/Summary/Representation**__

The teacher will review the information and thoughts that were discussed through the entire lesson. The teacher will address any questions that the students have and ask them to choose one thing that they learned during that lesson and share it with the class. They will be asked to tell what they learned, why they did or didn’t enjoy learning about it and support their answer. This will be a great way for the students to hear other perspectives on ideas of history than their own.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">__5.__ **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> **__Evaluation/Assessment__**

Students will be formally assessed over an autobiography. Students will be choosing from George Washington and King George III and writing a one page paper about their findings. The teacher will be informally assessing the students during the quick writes and the class participation during the Venn diagram.
 * <span style="color: black; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">CATEGORY || **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">4 ** || **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">3 ** || **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">2 ** || **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">1 ** ||
 * **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Organization ** || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Information is very organized with well-constructed paragraphs and subheadings. || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Information is organized with well-constructed paragraphs. || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Information is organized, but paragraphs are not well-constructed. || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">The information appears to be disorganized. ||
 * **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Quality of Information ** || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Information clearly relates to the main topic. It includes several supporting details and/or examples. || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Information clearly relates to the main topic. No details and/or examples are given. || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Information has little or nothing to do with the main topic. ||
 * **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Mechanics ** || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">No grammatical, spelling or punctuation errors. || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Almost no grammatical, spelling or punctuation errors || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">A few grammatical spelling, or punctuation errors. || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Many grammatical, spelling, or punctuation errors. ||
 * **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Paragraph Construction ** || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">All paragraphs include introductory sentence, explanations or details, and concluding sentence. || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Most paragraphs include introductory sentence, explanations or details, and concluding sentence. || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Paragraphs included related information but were typically not constructed well. || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Paragraphing structure was not clear and sentences were not typically related within the paragraphs. ||
 * **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Amount of Information ** || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">All information included in at least one page. || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">All information included in at least half a page. || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">All information included in less than half a page. || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">All information included in a paragraph or less. ||

<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%;"> __**6.** **Resources and Materials**__ // Teacher will need to have riddles available to read to the class. [] //

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Adler, D (1987). //Remember Betsy Floss and Other Colonial American Riddles//. New York, NY: Holiday House // Teacher will be filling in a Venn diagram on a transparency sheet or other form for class to see overhead. Teacher will need to have a copy of George vs. George // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">George vs. george. (2004). National Geographic. The teacher will refer to http://library.thinkquest.org/TQ0312848/people.htm for pictures and a great guide for students to go on and explore. Materials for students Students will only need a paper and pencil for this lesson.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">As an extension to this lesson, the teacher could have prior arrangements with another class for the classes to combine and the students could pair up with another student from the other class and let them relay all the information to them. This is a great way for students to become more familiar with other students, and allows them to tell another student something that they might not have any idea about. This could be a great confidence boost for the students.
 * __7.__ **<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%;"> __**Supplementary/Enrichment Activities**__

**Name: Janet Teel, Missy Gerbrant, Kristin Morris, JoAnne Hixson __Date: 05-05-10__** Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #3 Title: The Uniforms of the Revolution __Grade Level:__ 5th __Contributors:­­­­­­­­­­­ Janet, Missy, JoAnne, Kristin__

LESSON PLAN
**TITLE: The Uniforms of the Revolution**
 * GRADE LEVEL** 5th **__TIME ALLOTTED:__** 60 Minutes

__**Number of Special Needs Students ELL**__ 1 __**504**__ 1 **__IEP__** 1
 * __COMPOSITION OF CLASS: Male__** 10 **__Female__** 15 **__Total__** 25

__**UNIT GOAL:**__ The unit goal is for the students to learn about the Intolerable Acts and the Boston Tea Party. This will show them why the Colonists went to war with the English. The students will understand the cause of the Revolutionary War.

__**PASS OBJECTIVES FOR THIS LESSON:**__

LANGUAGE ARTS Standard 3: Comprehension/Critical Literacy - The student will interact with the words and concepts in the text to construct an appropriate meaning. 2. Inferences and Interpretation a. Apply prior knowledge and experience to make inferences and respond to new information presented in text. b. Draw inferences and conclusions about text and support them with textual evidence and prior knowledge. c. Describe elements of character development in written works (e.g., differences between main and minor characters; changes that characters undergo; the importance of a character’s actions, motives, stereotypes, and appearance to plot and theme). d. Make inferences or draw conclusions about characters’ qualities and actions (e.g., based on knowledge of plot, setting, characters’ motives, characters’ appearances, stereotypes and other characters’ responses to a character). Standard 5: Research and Information: The student will conduct research and organize information. e. Use the features of informational texts, such as formats, graphics, diagrams, illustrations, charts, maps, and organization, to find information and support understanding. Example: Locate specific information in a social studies textbook by using its organization, sections on different world regions, and textual features, such as headers, maps, and charts.
 * e. Participate in creative response to text (e.g., art, drama, and oral presentation).

Elementary Education Standards and Supporting Explanation:**
 * Association for Childhood Education International

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:**__ Students will research information regarding a soldier's life during the Revolutionary War. Student will be able to describe the differences between the Continental army and the British army. Students will make a history pocket research project that will reflect the information they have gathered and present it to the class. > The teacher will assess the students background knowledge through questions relating to military uniforms and how the students can tell the difference between the men that serve individual armies. The teacher will use a classroom KWL+ chart to help students organize their thoughts and build additional knowledge. The teacher will talk with students about what different types of activities students like to participate in. Are any of the students on a team of some kind? Do they spend time in groups in regards to what they like to do, i.e., clubs or organizations? The teacher will divide the class into two sections. There will be a red team and a blue team. The teacher will have the students close their eyes and the teacher will walk around and tap a student's shoulder to indicate which team they are on. The students will then be asked to find out which students are on their team without using words. The teacher will then do the the same activity but this time give each student a red or blue bandanna and then ask students to find their team. Students will break into groups and begin research on vocabulary words and use a vocabulary map strategy to develop individual words, i.e., Sons & Daughters of Liberty, Redcoat, Minutemen, Commander in Chief, Continental soldier.
 * 1) __**PREASSESSMENT OF STUDENT KNOWLEDGE:**__
 * 1) __**Introduction/Set Induction/Hook**__

__**3. Instructional Procedures**__ 504: Students with limitations will be accommodated on a personal level. Students with hearing limitations will be moved to the front of the classroom where they will in line with the teacher. Students with sight impairment will be accommodated by giving the source of information in larger font size. Students with hyperactivities will be asked to assist teacher with classroom tasks such as handing out and collecting papers, students will be allowed to work on the floor or wherever they feel they can move around. Gifted/talented students will be given additional resources to review to provide them with an extension of information for their project.
 * __**Adjustments/Adaptations**__
 * __using learning resources that provide direct experiences of seeing and touching (i.e., tactile materials)__
 * __providing enrichment units, additional readings, and other opportunities (e.g., problems to solve) that extend learning__
 * __using a variety of teaching and learning strategies, such as special interest groupings for research projects; peer partners, collaborative groups, and cross-age tutoring; mentorship programs; and independent study plans__
 * __collaborating with resource teachers, teacher-librarians, and other professionals__
 * __simplifying the language of instruction__
 * __providing opportunities for performance in areas of special talent__
 * __providing all students with strategies for understanding and accepting exceptional students and integrating them into the regular classroom__

ELL: Students learning English as their second language will be accommodated. Prior to the unit lesson, these students will be provided a list of all the vocabulary words and activities that will be addressed during the lessons. These students will be allowed to pair with another student that has a strong foundation in the English language. IEP: Students will be guided through the lesson to follow their individualized education program.

__**3.** **Guided Practice**__ The teacher will introduce the video to the students.media type="custom" key="5864461" The teacher will introduce the imagery instruction strategy having the students close their eyes and listen the information on the lesson handout. The teacher will ask them to think about the video clip and compare their visual picture. The teacher will do choral reading of //How to be a Revolutionary War soldier// by Thomas Ratliff with the class. The teacher will hand out pocket folder guidelines (see references below) and additional information for the students to use for their pocket folders. The teacher will use the Cubing strategy for students to develop a better understanding of the information. It will help them develop a visual picture as they record information about each army. The teacher will also use the classroom KWL+ chart to add information that the students gather as the class reads the information. This will also give students a chart to refer back to as they work on their individual projects. Bloom's Taxonomy: Knowledge: 1. What were the two armies mentioned in the video or reading? 2. Can you see the different colors of their uniforms? Comprehension: 1. Which army do you feel had more money backing them? 2. Was the British army only made up of British born citizens? Application: 1. What do you feel is a good cause today that you should believe in? 2. Why do you feel it is important to be a part of a team? Analysis: 1. How would you describe the militiamen? 2. How is just being a militiaman different from being in the Continental army? Synthesis: 1. Why do feel it was so important for the Continental army to be victorious? 2. What do you feel would have happened it the Continental army had lost? Evaluation: 1. Do you think having your own beliefs is important? Why or why not? 2. How would you feel if you had no say in anything?

<span style="font-family: Arial,Helvetica,sans-serif;">__**4.** **Independent Practice**__ <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;"> Students will use the information from the reading and video to begin their pocket folders. They will have access to additional resources to elaborate on their own projects. The students will work on their projects in their designated groups. Each student will make a double-entry in their Social Studies journals and help each other compare and contrast the two armies differences and likes and what they believed in.

__**5.** **Closure/Summary/Representation**__ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> The teacher will review the information that was discussed today and refer back to the KWL+ chart that they have been compiling information on. The teacher will have a grand conversation and will ask the students to think of one thing they learned today and share with the class. The teacher will discuss and ask questions of the students as to how they would have felt if they were serving in either army. The teacher will ask students to share something they felt was positive about today's lesson and one thing that they felt was negative. The teacher will make a T-chart on the board and record their answers. This will be a great way for the students to hear other perspectives and understand that each person has an opinion.

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">
 * 1) __**Evaluation/Assessment**__
 * ===<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">Making A Brochure : Soldier's Uniforms ===
 * ===<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">Making A Brochure : Soldier's Uniforms ===
 * Mrs. Teel** ||  ||


 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Graphics/Pictures || Graphics go well with the text and there is a good mix of text and graphics. || Graphics go well with the text, but there are so many that they distract from the text. || Graphics go well with the text, but there are too few and the brochure seems "text-heavy". || Graphics do not go with the accompanying text or appear to be randomly chosen. ||
 * Writing - Organization || Each section in the brochure has a clear and distinct difference shown between armies. || Almost all sections of the brochure have a clear and distinct difference shown between armies. || Most sections of the brochure have a clear and distinct difference shown between armies. || Less than half of the sections of the brochure have a clear and distinct difference between armies. ||
 * Attractiveness & Organization || The brochure has exceptionally attractive formatting and well-organized information. || The brochure has attractive formatting and well-organized information. || The brochure has well-organized information. || The brochure's formatting and organization of material are confusing to the reader. ||

Collaborative Work Skills : Group Journal Entries "Soldier's Life"
**Mrs. Teel**

__**5.** **Resources and Materials**
 * || CATEGORY || 4 || 3 || 2 || 1 ||
 * Attitude || Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s). || Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s). || Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s). || Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s). ||
 * Focus on the task || Consistently stays focused on the task and what needs to be done. Very self-directed. || Focuses on the task and what needs to be done most of the time. Other group members can count on this person. || Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task. || Rarely focuses on the task and what needs to be done. Lets others do the work. ||
 * Pride || Work reflects this student's best efforts. || Work reflects a strong effort from this student. || Work reflects some effort from this student. || Work reflects very little effort on the part of this student. ||
 * Working with Others || Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. || Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group. || Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. || Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. ||

Teacher:__ Evan-Moor, Inc. (1979). //History pockets - The American Revolution// REVOLUTION [EMC 3725]. (historical facts, maps, time-lines), Retrieved from www.evan-moor.com <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">[] __http://198.66.129.179/ACEIElementaryStandardsSupportingExplanation.5.07.pdf http://www.teachertube.com/viewVideo.php?video_id=54722&title=Continental_Army_Promo&vpkey= http://rubistar.4teachers.org/index.php__ Ratliff, T. (2006). //How to be a Revolutionary war soldier//. National Geographic.

__Students:__ Handouts - 1 per student, markers, scissors, glue,colored pencils, pencils, journals

__**6.** **Supplementary/Enrichment Activities**__ Students could work together to produce a video clip advertisement like the one included in today's lesson. Students could make a cartoon from http://readwritethink.org/materials/comic/ about a soldier's life.

**Name: Missy Gerbrant, Kristin Morris, Janet Teel, JoAnne Hixson __Date: 05-05-10__** Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #4 Title: Boston "Tea Party" __Grade Level:__ 5th __Contributors:­­­­­­­­­­­ Missy, JoAnne, Kristin, Janet__

LESSON PLAN
**TITLE: This is not your Momma's Tea Party!**
 * GRADE LEVEL** 5th __**TIME ALLOTED: 60 minutes**


 * COMPOSITION OF CLASS: Male_10 Female 15_ Total_25**
 * Number of Special Needs Students ELL_1 504_1 IEP_1**


 * UNIT GOAL:**__ The unit goal is for the students to learn about the Intolerable Acts and the Boston Tea Party. This will show them why the Colonists went to War with the English. The students will understand the cause of the Revolutionary War.

__LANGUAGE ARTS__ __Standard 1: Vocabulary - The student will develop and expand knowledge of words and word meanings to increase their vocabulary.1. Words in contexts. Use knowledge of word parts and word relationships, as well as context clues (the meaning of the text around a word), to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Standard 5: Research and Information: The student will conduct research and organize information.Standard 3: Group Interaction - The student will use effective communication strategies in pairs and small group context.1. Show respect and consideration for others in verbal and physical communication.2. Demonstrate thinking skills in listening, speaking, reading, and writing. For example, students are expected to gather information, organize and analyze it, and generate a written or oral report that conveys ideas clearly and relates to the background and interest of the audience.__
 * __PASS OBJECTIVES FOR THIS LESSON:__**

Association for Childhood Education International Elementary Education Standards and Supporting Explanation

2007

—Candidates demonstrate a high2.1 Reading, Writing, and Oral Language level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas;

—Candidates know, understand, and use the major concepts2.4 Social studies and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas—to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world;

1. Show respect and consideration for others in verbal and physical communication.


 * __SPECIFIC LESSON OBJECTIVES:__ **// __.The students will be able to explain accurately the details of the Boston Tea Party and what role this act played in the start of the Revolutionary War.__ //


 * 1) __** PREASSESSMENT OF STUDENT KNOWLEDGE: Prior knowledge will be assessed through the Knowledge Rating strategy. **__
 * 2) __** Introduction/Set Induction/Hook: I will begin by stating the specific lesson objectives listed above. I will have tea prepared in advance that student will be able to choose what kind they want and a pastry to go with it. The student will be given the list of vocabulary words and fill out a "Knowledge Rating" strategy chart before they watch a video that was created by 5th graders about the Boston Tea Party. **__

__**3. Instructional Procedures**__ Provide larger font for students with visual impairments / pair an English speaking student with an ELL student / use color to appeal to visual learners / provide hands-on activities to appeal to kinesthetic learners / pre-cut items to assist students with fine motor problems / for mathematics lessons, please ask the students to turn their papers sideways to utilize the lines for column addition, long division, and regrouping problems. using special resources such as reading material that is consistent with students' reading levels and learning styles, and videotapes, audiotapes, and other audio-visual materials that give learning experiences greater breadth and depth
 * Prepare hot tea and cider before the beginning of class. Have the cups and pastries set out nicely at the front of the room so the children can see them when they enter the classroom. Tell the students that we will be learning about a Tea Party that happened many years ago that was unlike any tea party they may have heard about.
 * State the specific lesson objectives above.
 * Pass out a Knowledge Rating chart (attached) for each student and have the following words written on the chalk board to be evaluated on the chart.: Sons of Liberty, Mohawk Indians, Stamp Act, Samuel Adams, Dartmouth, Eleanor, Beaver, monopoly,Intolerable Acts.
 * After the students have filled out the charts break the class up into groups of five people each. Have the students share the definitions of words they have put in the "know it well" column of the chart. Be sure to circulate throughout the classroom as the students are discussing the words to help clarify any incorrect information.
 * After the students have discussed what they know for about 5-7 minutes have them return to their original seats and discuss the words as a group. This will be the time when words that are unknown to most can be clarified.
 * Show the video. Have the students answer questions about the video as they watch. How many crates of tea did they toss into the sea? What kind of Indians had the Sons of Liberty dressed up as? Was this act a loud and violent act?
 * Discuss the video with the students. Clear up any information that was confusing during the video. Ask some Level 1 questions such as Where did the Boston Tea Party occur? What were the names of the three ships? Then Ask Some Level II questions: Can you explain why the colonists did not want their tea being taxed by the British rulers? How would you solve the problem of taxation without representation? How is the Boston Tea party related to the Revolutionary War? Can you think of an original way for the British government to recover their costs of the French and Indian War rather than taxing the colonists? What is your opinion of the Sons of Liberty dressing up like the Mohawk Indians to throw the tea into the Boston Harbor?
 * __** Adjustments/Adaptations **__
 * using learning resources that provide direct experiences of seeing and touching (i.e., tactile materials)
 * providing enrichment units, additional readings, and other opportunities (e.g., problems to solve) that extend learning
 * using a variety of teaching and learning strategies, such as special interest groupings for research projects; peer partners, collaborative groups, and cross-age tutoring; mentorship programs; and independent study plans
 * collaborating with resource teachers, teacher-librarians, and other professionals
 * simplifying the language of instruction
 * providing opportunities for performance in areas of special talent
 * providing all students with strategies for understanding and accepting exceptional students and integrating them into the regular classroom

Gifted: Students who are gifted and talented students will be given additional assignments. 504: Students with limitations will be accommodated on a personal level. Students with hearing limitations will be moved to the front of the classroom where they will in line with the teacher. Students with sight impairment will be accommodated by giving the source of information in larger font size. Students with hyperactivities will be asked to assist teacher with classroom tasks such as handing out and collecting papers, students will be allowed to work on the floor or wherever they feel they can move around. ELL: Students learning English as their second language will be accommodated. Prior to the unit lesson, these students will be provided a list of all the vocabulary words and activities that will be addressed during the lessons. These students will be allowed to pair with another student that has a strong foundation in the English language. IEP: Students will be guided through the lesson to follow their individualized education program. __ · **Guided Practice** // The students will watch a video that explains what happens in the Boston Tea Party. The students will be answering questions as they view the video. They will also be listening for vocabulary that they did not know during the Knowledge Rating activity. I will also be asking the students the questions listed above in the Instructional Procedures portion of the lesson plan. Teacher will read the book You Wouldn't Want to Be at the Boston Tea Party! Wharf Water Tea You'd Rather Not Drink. The book will be placed on the overhead and students will be asked to predict what the book is about and asked questions as I read the book. The students will answer questions as we read. //

· __<span style="color: #00ff00; font-family: Arial,Helvetica,sans-serif;"> __The Students will work on the Knowledge Rating chart on their own before working in the group. Students will also work on answering the questions during the video__ __.__ __The students will work in groups of 5 to create their own "video" to re-tell the events of the Boston Tea party. They will use the video that was watched in class as an example. We will not be filming these "videos". The students will present them to the class. The students will be formally assessed according to their "videos". The students will be allowed to use the internet to find pictures and to make any text documents that they need during their presentation.__
 * 4.** **Independent Practice**

__**5.** **Closure/Summary/Representation** // Students will do a Plot/Concept Relationships chart to relay 2 ideas they understood from the lesson that was discussed today. //__ // __Students will be formally assessed through their Plot/Concept Relationships chart and the "video" presentation. They will be informally assessed through the vocabulary assignment.__ // // media type="youtube" key="cZV8Z_3jTUI" height="385" width="480" __Each student will need one Plot/Concept Relationships worksheet Each Student will need a sheet with the questions for the video listed Each student will need to have a sheet of paper and pencil to do the Knowledge Rating chart. Access to a computer and printer paper. CD player Variety of CD's for students to choose from for "video" Below is the rubric for the Boston Tea Party "Video"__ //
 * 1) __**Evaluation/Assessment**__
 * __5.__** **__Resources and Materials__**

Rubric for Plot/Concept Relationships:


 * || === Explaining cause-and-effect relationships === ||  ||

Knowledge Rating Scale document: <span style="font-family: verdana,helvetica,sans-serif; font-size: 10px; letter-spacing: 1px; line-height: normal;">// You wouldn't want to be at the boston tea party! wharf water tea you'd rather not drink // <span style="color: #00ff00; font-family: verdana,helvetica,sans-serif; font-size: 10px; letter-spacing: 1px; line-height: normal;">. (2006). Scholastic.
 * CATEGORY || ** 5 ** || ** 3 ** || ** 1 ** ||
 * ** Causes and Effects ** || Student lists at least five causes and five effects that are clearly linked in their graphic organizer. || Student lists 3-5 causes and effects that are partially linked in their graphic organizer. || Student lists 2 or fewer causes and effects that are not clearly linked in the graphic organizer. ||
 * ** Explanation of Cause and Effect Relationships ** || Student is able to accurately identify why two causes happened, why the causes led to their effects, and what happened as a result of the effects. || The student is able to partially identify why two causes happened, why the causes led to their effects, and what happened as a result of the effects. || The student is not able to identify why two causes happened, why the causes led to their effects, and what happened as a result of the effects. ||

// __Students can explore more about the Boston Tea Party and the other Acts that lead up to the American Revolution on the Internet.A list of appropriate websites will be printed out. Ex. www.revwar.com, historycentral.com__ // // __[]__ //
 * __6.__** **__Supplementary/Enrichment Activities__**

**Name: JoAnne Hixson, Missy Gerbrant, Kristin Morris, Janet Teel __Date: 05-05-10__** Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #5 Title: Revolt with a Boycott and Review with a WebQuest __Grade Level:__ 5th __Contributors:­­­­­­­­­­­__ JoAnne, Kristin, Janet, Missy

**TITLE: Revolt with a Boycott** __**COMPOSITION OF CLASS: Male**__ 10 __**Female**__ 15 __**Total**__ 25 __**Number of Special Needs Students ELL**__ 1 __**504**__ 1 __**IEP**__ 1 <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;"> __**UNIT GOAL:**__ <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">The unit goal is for the students to learn about the Intolerable Acts and the Boston Tea Party. This will show them why the Colonists went to war with the English. The students will understand the cause of the Revolutionary War. <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">__LANGUAGE ARTS__ Standard 1: Vocabulary - The student will develop and expand knowledge of words and word meanings to increase their vocabulary. 1. Words in Context a. Use knowledge of word parts and word relationships, as well as context clues (the meaning of the text around a word), to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. b. Use prior experience and context to understand and explain the figurative use of words such as similes (comparisons that use //like// or //as: His feet were as big as boats),// and metaphors (implied comparisons: //The giants steps were thunderous).// Standard 5: Research and Information: The student will conduct research and organize information. 1. Accessing Information - Select the best source for a given purpose. a. Determine and use appropriate sources for accessing information including, dictionaries, thesaurus, electronic card catalogs and databases, magazines, newspapers, technology/Internet, encyclopedias, atlases, almanacs, tables of contents, glossaries, and indexes. 2. Interpreting Information - Analyze and evaluate information from a variety of sources. a. Follow multistep directions to accomplish a task (e.g., video games, computer programs, recipes). Oral Language/Listening and Speaking Standard 3: Group Interaction - The student will use effective communication strategies in pairs and small group context. 1. Show respect and consideration for others in verbal and physical communication. 2. Demonstrate thinking skills in listening, speaking, reading, and writing. For example, students are expected to gather information, organize and analyze it, and generate a written or oral report that conveys ideas clearly and relates to the background and interest of the audience.
 * GRADE LEVEL** 5th __**TIME ALLOTTED:**__ 120 Minutes
 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">__PASS OBJECTIVES FOR THIS LESSON:__ **

Association for Childhood Education International Elementary Education Standards and Supporting Explanation 2007 —Candidates demonstrate a high2.1 Reading, Writing, and Oral Language level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas;

—Candidates know, understand, and use the major concepts2.4 Social studies and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas—to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world;

__** 2. Introduction/Set Induction/Hook: **__ // Ask the students if they are mad about having to do homework every weekend. Then tell them that they will be given the opportunity not to do homework this weekend. I will then tell them it will be their job as a class to organize a boycott against weekend homework, after they have played on the computer completing the WebQuest. The students will break up into groups of four and create a picture dictionary for four of the vocabulary words that they have learned throughout the week, they will choose the four that they had the most trouble with. Vocabulary list; Intolerable Acts, taxation, boycott, Committees of Correspondence, colonists, King George III, George Washington, loyalist, patriot, General, Sons and Daughters of Liberty, Red Coat, Minutemen, Commander and Chief, Continental Soldiers, Boston Tea Party, Parliament, Duty tax.
 * __SPECIFIC LESSON OBJECTIVES:__ // The students will learn what a boycott is and how to organize one. They will see that a lot of work goes into a boycott and that in the worst times it may be one way to make society see what is right. They will also review what they have learned throughout the week in the form of a WebQuest. //**
 * 1) **PREASSESSMENT OF STUDENT KNOWLEDGE:** Students will finish the KWL chart that they started on Monday, filling in what they have learned throughout the week.

// <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">Provide larger font for students with visual impairments / use color to appeal to visual learners / provide hands-on activities to appeal to kinesthetic learners / pre-cut items to assist students with fine motor problems: <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">Gifted: Will be offered materials that are more challenging and extra activities for students who are gifted. 504: Students with limitations will be accommodated on a personal level. Students with hearing limitations will be moved to the front of the classroom where they will in line with the teacher. Students with sight impairment will be accommodated by giving the source of information in larger font size. Students with hyperactivities will be asked to assist teacher with classroom tasks such as handing out and collecting papers, students will be allowed to work on the floor or wherever they feel they can move around. ELL: Students learning English as their second language will be accommodated. Prior to the unit lesson, these students will be provided a list of all the vocabulary words and activities that will be addressed during the lessons. These students will be allowed to pair with another student that has a strong foundation in the English language or be provided a translator if possible. IEP: Students will be guided through the lesson to follow their individualized education program. Because the evaluation relies highly on participation, students with IEP’s should perform well with the help of an aid. <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">This WebQuest addresses all learning styles. I will verbally explain the directions for oral learners; the students will also listen to different audio on different websites. They will work with the computer for tactile and visual learners; we will also have written instructions for visual learners. The students will physically make meet as a group and make a flier for kinesthetic learners. The lesson also provides individual and group work. <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">**Guided Practice** // The Students will complete the WebQuest that I have attached. I will guide them through the WebQuest. //
 * __3. Instructional Procedures__**
 * __** Adjustments/Adaptations **__
 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">use learning resources that provide direct experiences of seeing and touching (i.e., tactile materials)
 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">use a variety of teaching and learning strategies, such as special interest groupings for research projects; peer partners, collaborative groups, and cross-age tutoring; mentorship programs; and independent study plans
 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">simplify the language of instruction
 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">provide opportunities for performance in areas of special talent
 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">provide all students with strategies for understanding and accepting exceptional students and integrating them into the regular classroom
 * Strategies to Meet Students’ Learning Styles**

Bloom's Taxonomy Questions Knowledge 1. What is a boycott? 2. When was the Boston Tea Party? Comprehension 1. Why did the Revolutionary War begin? 2. Why did the Boston Tea Party occur? Application 1. Can you organize a boycott today? 2. What would you boycott? Analysis 1. If the Boston Tea Party had not happened, would the war have started? 2. What was the problem with the taxation? Synthesis 1. Can you design a flier for a boycott? 2. What would you hope to accomplish with a boycott? Evaluation 1. How would you have reacted to the taxation? 2. Do you think boycotting is a good idea?

The students will be asked to write a paragraph about what interested them the most about the war, as homework.

<span style="color: #ff0000; font-family: 'Arial','sans-serif';">The students will work together to organize a boycott against weekend homework. They will need to make a flier, advertizing the boycott. They will need to let people know what a boycott is, why you are boycotting, and what you hope to accomplished through this boycott. Here are some simple steps to help you in your task. <span style="font-family: 'Arial','sans-serif';"> Step 1-Identify whom or what you want to boycott. The beauty of a boycott is that you can have a major effect on a seemingly impenetrable multinational corporation by calling attention to how it conducts business. Keep the message simple yet emotionally appealing. Step 2-Research to death the product or group that you are interested in boycotting. Consider boycotting both the consumer and the seller. PETA, in its boycott of fur coats, intimidates the seller, the maker of fur coats, and the people who buy and wear them. Step 3-Warn the company early on of your plans to boycott. Sometimes just the threat of a boycott does the job. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Step 4-Spread the word via word of mouth, e-mail and a Web site dedicated to the cause. Get a petition going.
 * 4.** ** Independent Practice **
 * <span style="color: #ff0000; font-family: 'Arial','sans-serif';">How to Organize a Boycott **

<span style="color: #ff0000; font-family: 'Arial','sans-serif';">This unit teaches students the reasons behind why the Revolutionary War began. They should be able to tell me the reason the war started, building research skills and historical background knowledge, after completing the Revolutionary War unit. They should also be able to tell which methods help you remember these facts. This unit provides students with the first three levels of Bloom’s Taxonomy, remembering, understanding, and applying. The students will write a paragraph about what interested them the most about the war, as homework. The students will be evaluated on your participation in both the activities and our discussions, if they complete the tasks in the time requested, and their group cooperation skills. They will also be evaluated on they WebQuest checklist and boycott flier. I have attached the rubrics. <span style="color: #ff0000; display: block; font-family: 'Arial','sans-serif'; text-align: center;">Structured Notes Checklist <span style="color: #ff0000; font-family: 'Arial','sans-serif';">Name ­­­­­­­­­­­­**_** Date
 * 5.** **Closure/Summary/Representation**
 * 1) ** Evaluation/Assessment **
 * || <span style="color: #ff0000; display: block; font-family: 'Arial','sans-serif'; text-align: center;">Positive Aspects/Things That Helped Me || <span style="color: #ff0000; display: block; font-family: 'Arial','sans-serif'; text-align: center;">Negative Aspects/Things That I Did Not Like ||
 * <span style="color: #ff0000; font-family: 'Arial','sans-serif';">Timelines ||  ||   ||
 * <span style="color: #ff0000; font-family: 'Arial','sans-serif';">Comprehension Quiz ||  ||   ||
 * <span style="color: #ff0000; font-family: 'Arial','sans-serif';">Liberty Kids Video ||  ||   ||
 * <span style="color: #ff0000; font-family: 'Arial','sans-serif';">Organizing a Boycott ||  ||   ||

<span style="color: #ff0000; display: block; font-family: 'Arial','sans-serif'; text-align: center;"> Participation Rubric <span style="color: #ff0000; font-family: 'Arial','sans-serif';">Name Date 0-1 || <span style="color: #ff0000; display: block; font-family: 'Arial','sans-serif'; text-align: center;">Minimal Participation/ Did Not Complete on Time 2-3 || <span style="color: #ff0000; display: block; font-family: 'Arial','sans-serif'; text-align: center;">Full Participation 4-5 ||
 * || <span style="color: #ff0000; display: block; font-family: 'Arial','sans-serif'; text-align: center;">Did Not Participate in Activity
 * <span style="color: #ff0000; font-family: 'Arial','sans-serif';">Timelines ||  ||   ||   ||
 * <span style="color: #ff0000; font-family: 'Arial','sans-serif';">Comprehension Quiz ||  ||   ||   ||
 * <span style="color: #ff0000; font-family: 'Arial','sans-serif';">Liberty Kids Video ||  ||   ||   ||
 * <span style="color: #ff0000; font-family: 'Arial','sans-serif';">Organizing a Boycott ||  ||   ||   ||
 * <span style="color: #ff0000; font-family: 'Arial','sans-serif';">Checklist ||  ||   ||   ||

<span style="color: red; display: block; font-family: 'Arial','sans-serif'; font-size: 9pt; text-align: center;"> <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">Teacher Name: **Mrs. Hixson** Student Name: __ ||  ||
 * || **<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 13.5pt;">Boycott Flier **


 * <span style="color: red; display: block; font-family: 'Arial','sans-serif'; text-align: center;">CATEGORY || **<span style="color: red; font-family: 'Arial','sans-serif';">4 ** || **<span style="color: red; font-family: 'Arial','sans-serif';">3 ** || **<span style="color: red; font-family: 'Arial','sans-serif';">2 ** || **<span style="color: red; font-family: 'Arial','sans-serif';">1 ** ||
 * **<span style="color: red; font-family: 'Arial','sans-serif';">Use of Class Time ** || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">Used time well during each class period. Focused on getting the project done. Never distracted others. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">Used time well during each class period. Usually focused on getting the project done and never distracted others. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">Did not use class time to focus on the project OR often distracted others. ||
 * **<span style="color: red; font-family: 'Arial','sans-serif';">Content - Accuracy ** || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">At least 4 accurate facts are displayed on the flier. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">2-3 accurate facts are displayed on the flier. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">1 accurate facts are displayed on the flier. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">No accurate facts are displayed on the flier. ||
 * **<span style="color: red; font-family: 'Arial','sans-serif';">Knowledge Gained ** || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">Student can accurately answer the following questions: What is a boycott, Why are you boycotting, What do you hope to accomplish with this boycott? || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">Student can accurately answer 2 of the following questions: What is a boycott, Why are you boycotting, What do you hope to accomplish with this boycott? || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">Student can accurately answer 1 of the following questions: What is a boycott, Why are you boycotting, What do you hope to accomplish with this boycott? || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">Student did not accurately answer any of the following questions: What is a boycott, Why are you boycotting, What do you hope to accomplish with this boycott? ||
 * **<span style="color: red; font-family: 'Arial','sans-serif';">Attractiveness ** || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">The flier is exceptionally attractive in terms of design, layout, and neatness. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">The flier is attractive in terms of design, layout and neatness. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">The flier is acceptably attractive though it may be a bit messy. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">The flier is distractingly messy or very poorly designed. It is not attractive. ||
 * **<span style="color: red; font-family: 'Arial','sans-serif';">Grammar ** || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">There are no grammatical mistakes on the flier. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">There are 2-3 grammatical mistakes on the flier. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">There are 3-4 grammatical mistakes on the flier. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">There are more than 4 grammatical mistakes on the flier. ||

<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Materials <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">There will be a teacher and aide in the classroom at all times to assist the students and observe for evaluation process. Parent volunteers would be greatly appreciated. <span style="color: windowtext; font-family: 'Arial','sans-serif';">[] [] [] [|//http://rubistar.4teachers.org/index.php//] Oklahoma State Department of Education (2009). //Priority academic student skills.// Retrieved from <span style="color: #ffffff; font-family: Arial,Helvetica,sans-serif;">[] []
 * 5.** **Resources and Materials**
 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Computers
 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Internet Access
 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Headphones for students to use while viewing the videos
 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Structured Notes Checklist
 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Pencils
 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Art Supplies
 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Paper

As an extension, the students can write a new law. They will need to think about what the law would be and why they want it to be a law.
 * 6.** **Supplementary/Enrichment Activities**