Wednesday+Group+6


 * __#1 Name (red):__**
 * 2 Name (blue):_**
 * __#3 Name (green):___**
 * __#4 Name ( Black):___**Maggie Victor

Standard 4, Objective 4: Identify the key individuals and groups involved in the American Revolution.

__ Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010
 * __Name:__ _ Date:_**

Lesson Plan #1 Title: __ Speak Your Words Grade Level:5 Contributors:­­­­­­­­­­­ Maggie Victor

LESSON PLAN
__**GRADE LEVEL**__ **_ TIME ALLOTTED:** 1 hour
 * TITLE:** Know your Writers


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


 * UNIT GOAL:** Students will examine the lasting impact of the American Revolution.

> 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.//
 * PASS OBJECTIVES FOR THIS LESSON:**
 * //Social Studies PASS Objective # 4: The student will examine the lasting impact of the American Revolution.// //4. Recognize the contributions of key individuals and groups involved in the American Revolution (e.g., Samuel Adams, the Sons of Liberty, Paul Revere, Mercy Otis Warren, George Washington, Thomas Paine, Thomas Jefferson, Marquis de Lafayette, King George III, Hessians, and Lord Cornwallis).//
 * //ACEI Objective: Candidates understand and use a variety of teaching strategies that encourage students' development of critical thinking and problem solving. Candidates use their knowledge and understanding of individual and group motivation to foster active engagement of learning to create supportive learning environments. Candidates will design lesson that appeal to a variety of learning styles.//
 * //Language Arts PASS Standard 5: Research and Information: The student will conduct research and organize information. 􀀉

Students will be able to explain the contributions of Thomas Paine and Mercy Otis Warren by researching and making an Inquiry chart.
 * SPECIFIC LESSON OBJECTIVES:**

Examples of the individualized accommodations that may be identified in the IEP include the following:
 * 1) **PREASSESSMENT OF STUDENT KNOWLEDGE:** The teacher will ask students what they know about authors and the writing process. The students will create a KWL+ chart to measure what they know, want to know, and learned about writers**.** The teacher will also ask if words can create a war.
 * 2) **Introduction/Set Induction/Hook:** //Motivation: show a video about Thomas Paine to spark interest. Students will watch a silent video biography on Mercy Otis Warren Vocabulary: Pamphlet, Common Sense, Rebel, Boycott. Students will// make a picture dictionary of the vocabulary words and one will be selected to put on the word wall. A picture dictionary is a strategy in which draw pictures to help them remember the meaning of the words.
 * 3. Instructional Procedures**
 * **Adjustments/Adaptations : See Teacher Instructional Indicator #9**
 * provide larger font for students with visual impairments
 * pair an English speaking student with an ELL student
 * provide hands-on activities to appeal to kinesthetic learners
 * 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
 * using learning resources that provide direct experiences of seeing and touching (i.e., tactile materials)
 * providing enrichment units, additional readings, and other opportunities (e.g., problems to solve) that extend learning
 * using a variety of teaching and learning strategies, such as special interest groupings for research projects; peer partners, collaborative groups, and cross-age tutoring; mentorship programs; and independent study plans
 * collaborating with resource teachers, teacher-librarians, and other professionals
 * simplifying the language of instruction
 * providing opportunities for performance in areas of special talent
 * providing all students with strategies for understanding and accepting exceptional students and integrating them into the regular classroom
 * giving students extra time to complete classroom assignments
 * allowing students to tape lessons for more intensive review at a later time
 * providing a variety of learning tools, such as adapted computers for completing writing tasks and calculators for completing numeracy tasks
 * providing for the use of scribes
 * using pictorial schedules to assist students in making transitions

· **Guided Practice (Teacher Instructional Indicator #10)** Students will make an inquiry chart in small groups to synthesize the information they research on Thomas Paine and Mercy Otis Warren using their textbook, the internet, trade books, and knowledgeable people to gather information.Half of the small groups will research Thomas Paine and the other half will research Mercy Otis Warren. They will write four questions and research the answers. The teacher will provide one or two questions to make sure the research is productive. Information on the inquiry chart can be found at: http://www.readingquest.org/strat/ichart.html.


 * __Questions:__ || Textbook || Internet || Trade books || People ||
 * 1. ||  ||   ||   ||   ||
 * 2. ||  ||   ||   ||   ||
 * 3. ||  ||   ||   ||   ||
 * 4. ||  ||   ||   ||   ||
 * 5. ||  ||   ||   ||   ||

After the research is completed, a grand conversation will be held using the following questions. Knowledge Comprehension Application Analysis Synthesis Evaluation
 * Who wrote Common Sense?
 * What is Common Sense?
 * Can you provide a definition for boycott?
 * What do you think could have happened after Common Sense was written?
 * What questions would you ask Mercy Otis Warren being a woman's advocate for patriotic practices?
 * Do you know of another instance where writing has persuaded people to take action?
 * What do you see as other possible outcomes from the many writings?
 * How were Thomas Paine's and Mercy Otis Warren's writing similar?
 * If you had access to all resources how would you deal with the British trying control everything?
 * Can you develop a proposal for how to react to the writings?
 * Is there a better solution to getting words expressed?
 * Can you defend your position on how Thomas Paine and Mercy Otis Warren's words affected the war?

· Each group will take a question from the Inquiry chart and create a paragraph from the information they researched. There will be a total of 5 questions, so there will be five collaborative paragraphs about the information gathered. The paragraph will consist of at least 5 sentences. The students will be assessed through a rubric. The rubric for the paragraph can be found under assessment.
 * 4.** **Independent Practice (Teacher Instructional Indicator #11)**

Students will go back to the KWL+ chart and finish imputing the information to finish the chart. Students will then create a wordle, a collection of 10 words describing the either Thomas Paine or Mercy Otis Warren. Students will go to http://www.wordle.net/create to make their wordle. This is a fun wrap-up activity that will not be assessed. Rubric for the Inquiry chart
 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**)
 * Ms. Victor**
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Ideas/Research Questions || Researchers independently identify at least 4 reasonable, insightful, creative ideas/questions to pursue when doing the research. || Researchers independently identify at least 4 reasonable ideas/questions to pursue when doing the research. || Researchers identify, with some adult help, at least 4 reasonable ideas/questions to pursue when doing the research. || Researchers identify, with considerable adult help, 4 reasonable ideas/questions to pursue when doing the research. ||
 * Plan for Organizing Information || Students have developed a clear plan for organizing the information as it is gathered and in the final research product. All students can independently explain the planned organization of the research findings. || Students have developed a clear plan for organizing the information in the final research product. All students can independently explain this plan. || Students have developed a clear plan for organizing the information as it is gathered. All students can independently explain most of this plan. || Students have no clear plan for organizing the information AND/OR students in the group cannot explain their organizational plan. ||
 * Quality of Sources || Researchers independently locate at least 2 reliable, interesting information sources for EACH of their ideas or questions. || Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions. || Researchers, with some adult help, locate at least 2 reliable information sources for EACH of their ideas or questions. || Researchers, with extensive adult help, locate at least 2 reliable information sources for EACH of their ideas or questions. ||

6+1 Trait Writing Model : Paragraph on Writers
· Burgan, M. (2005). //Thomas Paine: Great Writer of the Revolution.// Minneapolis: Compass Pointe. Gillis, J. (2006). //Mercy Otis Warren: Author and Historian.// Minneapolis: Compass Pointe. http://www.earlyamerica.com/earlyamerica/milestones/commonsense/ http://www.pinn.net/~sunshine/whm2002/warren.html http://www.readingquest.org/strat/ichart.html http://www.wordle.net/create
 * Ms. Victor**
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Accuracy of Facts (Content) || All supportive facts are reported accurately. || Almost all supportive facts are reported accurately. || Most supportive facts are reported accurately. || NO facts are reported OR most are inaccurately reported. ||
 * Sentence Structure (Sentence Fluency) || All sentences are well-constructed with varied structure. || Most sentences are well-constructed with varied structure. || Most sentences are well-constructed but have a similar structure. || Sentences lack structure and appear incomplete or rambling. ||
 * Word Choice || Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, and the choice and placement of the words seems accurate, natural and not forced. || Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, but occasionally the words are used inaccurately or seem overdone. || Writer uses words that communicate clearly, but the writing lacks variety, punch or flair. || Writer uses a limited vocabulary that does not communicate strongly or capture the reader's interest. Jargon or cliches may be present and detract from the meaning. ||
 * Grammar & Spelling (Conventions) || Writer makes no errors in grammar or spelling that distract the reader from the content. || Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. || Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. || Writer makes more than 4 errors in grammar or spelling that distract the reader from the content. ||
 * Transitions (Organization) || A variety of thoughtful transitions are used. They clearly show how ideas are connected. || Transitions clearly show how ideas are connected, but there is little variety. || Some transitions work well; but connections between other ideas are fuzzy. || The transitions between ideas are unclear or nonexistant. ||
 * 5.** **Resources and Materials**

Students can write a newspaper article about the Revolution.
 * 6.** **Supplementary/Enrichment Activities**

__ Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #2 Title: __ Grade Level: Contributors:­­­­­­­­­­­
 * __Name:__ _ Date:_**

LESSON PLAN
__**GRADE LEVEL**__ **5_ TIME ALLOTED:** 45 minutes
 * TITLE:** Writers of the American Revolution


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


 * UNIT GOAL: Students will learn about the writers to of American Revolution, Thomas Paine, and Mercy Otis Warren.**

> a. frame questions about an idea or issue to direct the investigation. > b. establish a main idea or topic. > c. develop the topic with simple facts, details, examples, and explanations to support the main idea. > d. use a variety of information sources, including speakers, firsthand interviews, reference materials, and online information.//
 * PASS OBJECTIVES FOR THIS LESSON:**
 * //Social Studies PASS Objective # 4: The student will examine the lasting impact of the American Revolution.// //4. Recognize the contributions of key individuals and groups involved in the American Revolution (e.g., Samuel Adams, the Sons of Liberty, Paul Revere, Mercy Otis Warren, George Washington, Thomas Paine, Thomas Jefferson, Marquis de Lafayette, King George III, Hessians, and Lord Cornwallis).//
 * //ACEI Objective: Candidates understand and use a variety of teaching strategies that encourage students' development of critical thinking and problem solving. Candidates use their knowledge and understanding of individual and group motivation to foster active engagement of learning to create supportive learning environments. Candidates will design lesson that appeal to a variety of learning styles.//
 * //Language Arts PASS Objective #6: The student will. write research reports about important ideas, issues, or events that:
 * SPECIFIC LESSON OBJECTIVES:** Students will be able to create a Wikipedia over their author that they researched.

Vocabulary Words:
 * 1) **PREASSESSMENT OF STUDENT KNOWLEDGE:** The students will do a knowledge rating strategy to assess what they know about vocabulary.
 * 2) **Introduction/Set Induction/Hook:** The students will be shown an example of a Wikipedia entry. The example shown will be a Wikipedia entry on Elmo. The students will do a knowledge rating strategy to assess what they know about the vocabulary words. (knowledge rating strategy can be found at: http://www.litandlearn.lpb.org/strategies/strat_2krating.pdf.)
 * Wikipedia
 * Internet
 * www.
 * .org
 * .com

How much do you know about these words?
 * || A lot! || Some || Not Much ||
 * Wikipedia ||  ||   ||   ||
 * Internet ||  ||   ||   ||
 * www. ||  ||   ||   ||
 * .org ||  ||   ||   ||
 * .com ||  ||   ||   ||


 * 3. Instructional Procedures: Consider teacher instructional indicators #4-8**
 * **Adjustments/Adaptations**

Examples of the individualized accommodations that may be identified in the IEP include the following:
 * provide larger font for students with visual impairments
 * pair an English speaking student with an ELL student
 * provide hands-on activities to appeal to kinesthetic learners
 * 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
 * using learning resources that provide direct experiences of seeing and touching (i.e., tactile materials)
 * providing enrichment units, additional readings, and other opportunities (e.g., problems to solve) that extend learning
 * using a variety of teaching and learning strategies, such as special interest groupings for research projects; peer partners, collaborative groups, and cross-age tutoring; mentorship programs; and independent study plans
 * collaborating with resource teachers, teacher-librarians, and other professionals
 * simplifying the language of instruction
 * providing opportunities for performance in areas of special talent
 * providing all students with strategies for understanding and accepting exceptional students and integrating them into the regular classroom
 * giving students extra time to complete classroom assignments
 * allowing students to tape lessons for more intensive review at a later time
 * providing a variety of learning tools, such as adapted computers for completing writing tasks and calculators for completing numeracy tasks
 * providing for the use of scribes
 * using pictorial schedules to assist students in making transitions

· **Guided Practice (Teacher Instructional Indicator #10)** As a large group, the students will decide on an appropriate outline and format as given in the Elmo example on Wikipedia. Each group with his or her outline of the section will brainstorm using the concept map strategy (concept map strategy can be found at http://olc.spsd.sk.ca/de/pd/instr/strats/conceptmap/index.html) and the outline to synthesize the information they researched the previous day.

A grand conversation will be held asking these questions.

Knowledge Comprehension Application Analysis Synthesis Evaluation
 * Describe what Wikipedia is used for?
 * What is the meaning of www?
 * Can you write a brief outline about Thomas Paine and Mercy Otis Warren?
 * Who do you think writes entries on Wikipedia?
 * Would this information be useful for you if you had to write a Wikipedia entry in another class?
 * From the information given, could you develop a set of instructions to teach others how to create a Wikipedia entry?
 * What could be a problem with how Wikipedia is operated?
 * How is Wikipedia similar to other online encyclopedias?
 * Can you create new and unusual uses for Wikipedia?
 * What would happen if Wikipedia could not be changed?
 * Do you think Wikipedia is a good thing or a bad thing?
 * What changes to Wikipedia would you recommend?

In small groups, students will compose a Wikipedia article that consists of the author's early life and contributions to the Revolution. Students will use the research that was previously investigated.
 * 4.** **Independent Practice (Teacher Instructional Indicator #11)**

Students will share their Wikipedia articles with the class to showcase what they have learned about Thomas Paine and Mercy Otis Warren.
 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**)


 * Ms. Victor**
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Content || Covers topic in-depth with details and examples. Subject knowledge is excellent. || Includes essential knowledge about the topic. Subject knowledge appears to be good. || Includes essential information about the topic but there are 1-2 factual errors. || Content is minimal OR there are several factual errors. ||
 * Organization || Content is well organized using headings or bulleted lists to group related material. || Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. || Content is logically organized for the most part. || There was no clear or logical organizational structure, just lots of facts. ||
 * Requirements || All requirements are met and exceeded. || All requirements are met. || One requirement was not completely met. || More than one requirement was not completely met. ||
 * Mechanics || No misspellings or grammatical errors. || Three or fewer misspellings and/or mechanical errors. || Four misspellings and/or grammatical errors. || More than 4 errors in spelling or grammar. ||
 * Workload || The workload is divided and shared equally by all team members. || The workload is divided and shared fairly by all team members, though workloads may vary from person to person. || The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work. || The workload was not divided OR several people in the group are viewed as not doing their fair share of the work. ||
 * Oral Presentation || Interesting, well-rehearsed with smooth delivery that holds audience attention. || Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention. || Delivery not smooth, but able to hold audience attention most of the time. || Delivery not smooth and audience attention lost. ||

http://en.wikipedia.org/wiki/Elmo http://olc.spsd.sk.ca/de/pd/instr/strats/conceptmap/index.html http://www.pinn.net/~sunshine/whm2002/warren.html http://www.earlyamerica.com/earlyamerica/milestones/commonsense/
 * 5.** **Resources and Materials**

The students can experience what Mercy Otis Warren contributed to the Revolution by expressing themselves through poetry.
 * 6.** **Supplementary/Enrichment Activities**