Wednesday+Group+4

Standard 4, objective 3: Identify and interpret the basic ideals expressed in the Declaration of Independence.
 * __Top​​​​#1 Name (red):__** __Marissa Scott__
 * 2 Name (blue):_**Kacey Van Blaricom
 * __#3 Name (green):___**Lydia Cochran
 * __#4 Name ( Black):___**Dee Dee Bivins
 * 5 Name (italics):** Tina Shanks

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

__Lesson Plan #1 Title:__ ​ ​The Declaration of Independence __Grade Level:__ 5th Grade __Contributors:­­­­­­­­­­­__ Lydia Cochran,Kacey Van Blaricom, Tina Shanks, Marissa Scott, Dee Dee Bivins


 * LESSON PLAN**
 * TITLE:** **​****The Declaration of Independence**
 * GRADE LEVEL** **5th_ __TIME ALLOTED:__** ALLOTTED 45-60 minutes


 * __COMPOSITION OF CLASS: Male_ Female_ Total___**
 * __Number of Special Needs Students ELL_ 504_ IEP___**

__**UNIT GOAL:**__ The students by the end of this unit will know what events took place that led up to the Declaration of Independence, who was involved, the principles of it, the grievances, and solutions. They will also know why signing the Declaration was hard to do. They will be aware of the importance that this document has had over the years and the role that it has played in our government.

The Students will be able to:
 * Explain the definition of Declaration of Independence.
 * Explain the vocabulary words used from the Declaration of Independence.
 * Understand why the United States celebrates 4th of July.
 * What the United States would be like without the Declaration of Independence?

3. Identify and interpret the basic ideals expressed in the Declaration of Independence (e.g., "all men are created equal" and "life, liberty and the pursuit of happiness").**
 * __PASS OBJECTIVES FOR THIS LESSON:__**
 * Standard 4: The student will examine the lasting impact of the American Revolution.

__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.
 * Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts.

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


 * ACEI Objective: Candidates understand and use a variety of teaching strategies that encourage students' development of critical thinking and problem solving. Candidates use their knowledge and understanding of individual and group motivation to foster active engagement of learning to create supportive learning environments. Candidates will design lessons that appeal to a variety of learning styles.**
 * SPECIFIC LESSON OBJECTIVES:**
 * 1.** **The students will go over the vocabulary words to understand words in the Declaration of Independence. This will help them understand the meaning of the word.**
 * 2.** **The students will watch a YouTube video (School house Rock- Fireworks)** [|__**http://www.youtube.com/watch?v=--VMIvbkJbw**__]  **over the Declaration of Independence. The cartoon/musical will help them understand the Constitution.**
 * 3.** **The students will be reading a book** **and the text. With this they will be using Chapter tours to help understand.**
 * 1. PREASSESSMENT OF STUDENT KNOWLEDGE:** **At the beginning of the lesson the students will be asked what they know about the Declaration of Independence. This will be a class discussion.**
 * 1) **Introduction/Set Induction/Hook**
 * This activity is meant for the elementary grades, and the thought behind doing it is to get students to understand the Declaration of Independence beyond reading a textbook. We will start a Independence word wall that will carry throughout the unit. The most important point in order for this lesson to work is to coordinate it with motivation and fun activities. The preassessment will be by asking questions, understand the student’s background knowledge.
 * What is July 4th?
 * What do we do on that day?
 * What is the Declaration of Independence?**
 * The strategy will be using is picture dictionary to help student remember the meaning of the word.**
 * Vocabulary Words**
 * Declaration** - something that is [|__declared__]  **b** **:** a document containing such a declaration
 * Independence** - the __quality__  or state of being  [|__independent__]
 * Treason** - **:** the offense of attempting by overt acts to overthrow the __government__  of the state to which the offender owes allegiance or to kill or personally injure the sovereign or the sovereign's  __family__
 * Taxation** - **:** the action of taxing
 * Rights** - rights (as freedom from unlawful imprisonment, torture, and execution) regarded as belonging fundamentally to all persons
 * Preamble** - an introductory statement; //especially//: the introductory part of a __constitution__  or statute that usually states the reasons for and intent of the law


 * 3. Instructional Procedures (//This involves what the teacher and students will actually DO as they engage in learning.//** **Consider Teacher Instructional Indicators #4-8)** (Do not put anything here!)
 * **Adjustments/Adaptations (//What will you do to accommodate the special needs of individual students?//** **See Teacher Instructional Indicator #9)**

//__Students with low visual impairments will be seated at the front of the class and copies of handouts will be printed in a larger font. Also these students will be allowed to record the lesson if necessary. Students with hearing impairments will be given pre-typed lecture notes. Children with speech impairments will be allowed to work with a buddy when need to make an oral contribution or use written communication. Students with ADD/ADHD will have manipulates to work with and will also have opportunities to express ideas through visual representation instead of formal notes. Shorter assignments and test questions may be needed for those with shorter attention spans. ELL students will have visual representations to help students comprehend information.ELL Students will also have an alternative text set at a lower reading level. We will utilize buddy reading and pair each ELL student with a student at a higher reading level.__// __//ELL students will also have an opportunity to review content with a language specialist. Students with other learning disabilities will be allowed to work with their paraprofessional or with their Special Education teacher as needed. The special education teacher will also have a copy of the lesson plan and handouts, so that they will be better able to offer better assistance. Extra time will be given as needed to students that are unable to finish the task in class and will be encouraged to work independently at home. Gifted students will have extension assignments according to Bloom's Taxonomy to demonstrate a higher level of thinking. The gifted student will be encouraged to accept the challenge and compare the events of wanting to separate from England in the 1770s and some states wanting to secede from the United States right now. Each lesson plan will have will have an opportunity for the visual, tactile, kinesthetic, and auditory learners to succeed//. IEP.............................................................__

**__The Journey of the One and Only Declaration of Independence__**
 * Guided Practice (Teacher Instructional Indicator #10)**
 * As I read the story The Journey of the One and Only Declaration of Independence to the students, we are going to use the strategy Chapter tours. This will help the students with a technique, which will help the students point out text that does not need special attention.** **After I read the story I will have the students separate into groups to discuss the story with one another**

__Judith St. George - Author__ $16.99 Will Hillenbrand - Illustrator **Book: Hardcover** | 9.05 x 11.29in | 48 pages | ISBN 9780399237386 | 19 May 2005 | Philomel | 7 - 10 years Everyone would agree the one and only Declaration of Independence deserves the best. After all, it's at the heart of our country. But since it was signed in 1776, the Declaration has had as many ups and downs as the United States itself. It has been rolled up, copied, hidden away and traveled by horseback, sailing vessel, mail truck, railroad car and military tank. After being front and center of a new nation, it has escaped two British invasions and survived for more than two centuries of both peaceful times and devastating wars. What a journey! And it remains proudly the one and only Declaration of Independence.
 * [[image:file:///C:%5CDOCUME%7E1%5CNICKOL%7E1%5CLOCALS%7E1%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_image001.gif width="11" height="12" caption="Anchor"]] [[image:file:///C:%5CDOCUME%7E1%5CNICKOL%7E1%5CLOCALS%7E1%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_image002.gif width="105" height="84" caption="The Journey of the One and Only Declaration of IndependenceThe Journey of the One and Only Declaration of Independence" link="http://us.penguingroup.com/nf/Book/BookDisplay/0,,9780399237386,00.html"]] ||
 * The Journey of the One and Only Declaration of Independence ||

Knowledge**
 * Grand Conversation Questions:
 * **Can you name the key people that influenced the Declaration of Independence?**
 * **Describe why we celebrate the 4th of July.**
 * Comprehension**
 * **Can you describe what the Declaration of Independence is?**
 * **Can you write a brief outline?**
 * Application**
 * **What would you add to the Declaration of Independence?**
 * **Why would you add that?**
 * Analysis**
 * **Can you explain what it means** **"all men are created equal" and "life, liberty and the pursuit of happiness").**
 * **Synthesis**
 * **What would have happen if the Declaration of Independence wasn’t** **wrote?**
 * **Do you think during that time there where people that did not agree with the Declaration of Independence?**
 * Evaluation**
 * **Do you feel that you have been given the right amount of information to understand?**
 * **Do you think we should have a Declaration of Independence?**


 * During the Grand Conversation I will ask these questions or make these comments and encourage the children to first listen, think and then respond to my questions or statements.**


 * 4.** **Independent Practice (Teacher Instructional Indicator #11)**
 * The students will be making their own time line.** **This will help understand the events that took place leading up to the Declaration of Independence.**
 * The student will be putting together a valuable learning book. The book will have the flag from 1776 and the state flag that we fly to day, it will have the 13 states, work puzzles, and The Great Seal of The U.S.A.**
 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**
 * As are lesson comes to a end I want the students to understand how to make a timeline. Also how to use a timeline, and understand the events that lead up to the Declaration of Independence.**


 * Evaluation/Assessment (Teacher Product Indicators #2-3**)


 * || **Timeline: Declaration of Independence Timeline Student Name:** ||  ||


 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Learning of Content || The student can accurately describe 75% (or more) of the events on the timeline without refering to it and can quickly determine which of two events occurred first. || The student can accurately describe 50% of the events on the timeline without refering to it and can quickly determine which of two events occurred first. || The student can describe any event on the timeline if allowed to refer to it and can determine which of two events occurred first. || The student cannot use the timeline effectively to describe events nor to compare events. ||
 * Content/Facts || Facts were accurate for all events reported on the timeline. || Facts were accurate for almost all events reported on the timeline. || Facts were accurate for most (~75%) of the events reported on the timeline. || Facts were often inaccurate for events reported on the timeline. ||
 * Dates || An accurate, complete date has been included for each event. || An accurate, complete date has been included for almost every event. || An accurate date has been included for almost every event. || Dates are inaccurate and/or missing for several events. ||
 * Readability || The overall appearance of the timeline is pleasing and easy to read. || The overall appearance of the timeline is somewhat pleasing and easy to read. || The timeline is relatively readable. || The timeline is difficult to read. ||
 * Time Use || Classroom time was used to work on the project. Conversations were not disruptive and focused on the work. || Classroom time was used to work on the project the majority of the time. Conversations were not disruptive and focused on the work. || Classroom time was used to work on the project the majority of the time, but conversations often were disruptive or did not focus on the work. || Student did not use classroom time to work on the project and/or was highly disruptive. ||

__ [|**__http://www.archives.gov/exhibits/charters/declaration_timeline.html__**] [|**__**http://www.youtube.com/watch?v=--VMIvbkJbw**__**] __ __*Rubistar__ __ [|//__http://www.independencedayfun.com/the_declaration_of_independence_in_modern_english-28881.php__//]  __ __ [|__//http://rubistar.4teachers.org/index.php//__]  __ http://www.enchantedlearning.com/crafts/july4/
 * 5.** **Resources and Materials**
 * __*Creating the Declaration of Independence - A Time Line__**
 * YouTube video (School house Rock- Fireworks)**
 * ** Activities and Crafts for July 4th ** ||  ||
 * **The Journey of the One and Only Declaration of Independence** ||

__ **__Judith St. George - Author__** __ **//Lives of the Signers of the Declaration of Independence// __by__**__: [|__Benson J. Lossing__] · **ISBN-10:** 0925279455 · **ISBN-13:** 978-0925279453__
 * 6.** **Supplementary/Enrichment Activities**
 * //Lives of the Signers of the Declaration of Independence//** **would be a great book to read to the students.**
 * Most people know the importance of the Declaration of Independence, but few know much about its signers. This reprint of an 1848 original provides a brief biography on each of the fifty-six signers of the Declaration. Learn the virtues of these venerated Americans who helped create the most stable and enviable nation in the world.**

__**Name:DeeDee Bivins**__ __ Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 __ __ Lesson Plan #2 Title: The Declaration of Independence __ Grade Level: 5th Contributors:­­­­­­­­­­­ DeeDee Bivins, Tina Shanks, Lydia Cochran, Kacey Van Blaricom, Marissa Scott
 * Date:___April 19, 2010__**

LESSON PLAN
__**TITLE:** The Preamble
 * GRADE LEVEL**:__ **5th_ TIME ALLOTTED:** 45-60 mins


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


 * UNIT GOAL:** The students by the end of this unit will know what events took place that led up to the Declaration of Independence, who was involved, the principles of it, the grievances, and solutions. They will also know why signing the Declaration was hard to do. They will be aware of the importance that this document has had over the years and the role that it has played in our government.

***Explain the vocabulary words used from the Declaration of Independence. **

 * *Understand why the United States celebrates 4th of July. **

***What the United States would be like without the Declaration of Independence? **
=**PASS Reading/Literature:** **Standard 1, objective 1a:** 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. =

a. state a clear position in support of a proposal. =**PASS Social Studies:** Standard 4, objective 3: Identify and interpret the basic ideals expressed in the Declaration of Independence.=
 * b. support a position with relevant evidence and effective emotional appeals in order to persuade. **

==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. ==

Hook- This video is narrated by Morgan Freeman and he describes the background for the the Declaration was written and the significance of the document throughout American history. Mr. Freeman sets the stage for the necessity of the actions that our Founding Fathers took in order for us to enjoy the freedoms that we know and experience today. [|The reason for the Declaration] This second video will be shown for only the first minute 50 seconds. It is the preamble of the Declaration of Independence as narrated by several famous actors and actresses. This will give me an opportunity to focus on the preamble and it will be a review from yesterday's video of Schoolhouse Rock. I will then be able to pass out a typed copy of the preamble for us to discuss.
 * SPECIFIC LESSON OBJECTIVES:** At the end of the lesson the student will be able to put the Declaration Of Independence in a historic perspective and be able to explain the importance of the Preamble.
 * 1) =====**PREASSESSMENT OF STUDENT KNOWLEDGE: //(How will you assess the prior knowledge of the students?)//** As we will have previewed the Declaration on the previous day, I will proceed with the K-W-L Plus strategy to assess their prior knowledge and start to activate their background schema.=====
 * 2) **Introduction/Set Induction/Hook (//This involves getting your students interested and motivated to learn.// Consider Teacher Instructional Indicators #1-3)**
 * [|The Preamble]**

I will then be able to guide the students into answering the questions generated from our K-W-L Plus Chart.

**The vocabulary words for today will be preamble, inalienable rights, self-evident truths, natural rights, and declaration**
We will be doing a word map on a graphic organizer (Word map #3 from Log #6) to give the students the opportunity to relate these words to that they already know.


 * 3. Instructional Procedures (//This involves what the teacher and students will actually DO as they engage in learning.// Consider Teacher Instructional Indicators #4-8)**
 * **Adjustments/Adaptations (//What will you do to accommodate the special needs of individual students?// See Teacher Instructional Indicator #9)**

//Students with low visual impairments will be seated at the front of the class and copies of handouts will be printed in a larger font. Also these students will be allowed to record the lesson if necessary. Students with hearing impairments will be given pre-typed lecture notes. Children with speech impairments will be allowed to work with a buddy when need to make an oral contribution or use written communication. Students with ADD/ADHD will have manipulates to work with and will also have opportunities to express ideas through visual representation instead of formal notes. Shorter assignments and test questions may be needed for those with shorter attention spans. ELL students will have visual representations to help students comprehend information. //**//ELL Students will also have an alternative text set at a lower reading level. We will utilize buddy reading and pair each ELL student with a student at a higher reading level. //** //ELL students will also have an opportunity to review content with a language specialist. Students with IEPs and other learning disabilities will be allowed to work with their paraprofessional or with their Special Education teacher as needed. The special education teacher will also have a copy of the lesson plan and handouts, so that they will be better able to offer better assistance. ////Extra time will be given as needed to students that are unable to finish the task in class and will be encouraged to work independently at home. ////Gifted students will have extension assignments according to Bloom's Taxonomy to demonstrate a higher level of thinking. The gifted student will be encouraged to accept the challenge and compare the events of wanting to separate from England in the 1770s and some states wanting to secede from the United States right now. Each lesson plan will have will have an opportunity for the visual, tactile, kinesthetic, and auditory learners to succeed. //

· **Guided Practice (Teacher Instructional Indicator #10)** During this time I will pass out a typed copy of the preamble. I will review, on the Smartboard, the Youtube video "The Preamble", because it breaks down the major points by using a different actor to narrate at each separation point. I will demonstrate to the children how to use a two sided journal to take notes as we go over each section. This will allow the students to write down what is discussed in the classroom one side and still be able to add more related comments and notes on the other side.

During the Grand Conversation I will ask these questions or make these comments and encourage the children to first listen, think and then respond to my questions or statements. **Knowledge** 1. Find the meaning of unalienable rights. Is there a difference between unalienable and inalienable rights? 2. Can you name the author of the original draft of the Declaration of Independence? 1. How long did the founding fathers have to work on the drafting of the Declaration? 2. What was the main idea of the preamble? 1. What factors would have changed in the preamble if you had wrote it? 2. Could this have happened during the Civil War era? 1. Analyze the meaning of the first sentence of the Declaration of Independence. What were they saying? 2. The statement "We hold these truths to be self-evident, that all men are created equal",who are they really talking about? 1. What would have happened if the men had been more afraid of being charged with treason and had not written the Declaration? 2. What happened to the people that had openly opposed the creation of the Declaration? 1. How did the Declaration establish the groundwork for the Civil Rights Movement of the 1960s? 2. The preamble has an assertion of what is known as the "right of revolution", are we seeing this same type of political upheaval in America today? How? I will allow the students to choose one of the assignments: 1. Write a pamphlet or brochure that would have been circulated to gather support for the Declaration and the separation from England. The student is going to have to take a stand on the issue and try to persuade other people living in the area. Review the procedures of pamphlet making at http://www.etu.org.za/toolbox/docs/organise/webposter.html. 2. Write a newspaper article stating the facts of the events taking place answering these questions: who, what, when, where, why and how? See http://www.enchantedlearning.com/newspaper/ for one of the multiple newspaper graphic organizer formats. The students will have the option of using the interactive writing generation at http://interactives.mped.org/view_interactive.aspx?id=110&title=: to make the brochure or the newspaper. As we finish up discussing the lesson and the topic of the preamble, I will have the students to write an exit slip that is at least one half page long. I want the students to describe to me their feelings about the preamble, do they understand it, if not, tell me what is confusing them. I also want them to relate it as a text-to-text, text-to-self, and text-to-world.
 * Comprehension**
 * Application**
 * Analysis**
 * Synthesis**
 * Evaluation**
 * 4.** **Independent Practice (Teacher Instructional Indicator #11)**
 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**)

A **summative assessment** will be done by grading the assignment given in the **"#4. Independent Practice",** using the rubrics that I have established and have explained to the students.
A **formative assessment** will be made while the class is participating in the Grand Conversation and also after reading the exit slips that are turned in. If the students responses are not where they should be, more instruction will be given the next day and an additional day will be given on the homework assignment.

__Rubric for persuasive pamphlet.__

 * CATEGORY || 4 - Above Standards || 3 - Meets Standards || 2 - Approaching Standards || 1 - Below Standards || Score ||
 * Attention Grabber || The introductory paragraph has a strong hook or attention grabber that is appropriate for the audience. This could be a strong statement, a relevant quotation, statistic, or question addressed to the reader. || The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience. || The author has an interesting introductory paragraph but the connection to the topic is not clear. || The introductory paragraph is not interesting AND is not relevant to the topic. ||  ||
 * Position Statement || The position statement provides a clear, strong statement of the author's position on the topic. || The position statement provides a clear statement of the author's position on the topic. || A position statement is present, but does not make the author's position clear. || There is no position statement. ||  ||
 * Support for Position || Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader's concerns, biases or arguments and has provided at least 1 counter-argument. || Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. || Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. || Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences). ||  ||
 * Closing paragraph || The conclusion is strong and leaves the reader solidly understanding the writer's position. Effective restatement of the position statement begins the closing paragraph. || The conclusion is recognizable. The author's position is restated within the first two sentences of the closing paragraph. || The author's position is restated within the closing paragraph, but not near the beginning. || There is no conclusion - the paper just ends. ||  ||
 * Grammar & Spelling || Author makes no errors in grammar or spelling that distract the reader from the content. || Author makes 1-2 errors in grammar or spelling that distract the reader from the content. || Author makes 3-4 errors in grammar or spelling that distract the reader from the content. || Author makes more than 4 errors in grammar or spelling that distract the reader from the content. ||

__Rubric for the newspaper article: The Thirteen Colonies__

 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Who, What, When, Where & How || All articles adequately address the 5 W's (who, what, when, where and how). || 90-99% of the articles adequately address the 5 W's (who, what, when, where and how). || 75-89% of the articles adequately address the 5 W's (who, what, when, where and how). || Less than 75% of the articles adequately address the 5 W's (who, what, when, where, and how). ||
 * Layout - Headlines & Captions || All articles have headlines that capture the reader's attention and accurately describe the content. All articles have a byline. All graphics have captions that adequately describe the people and action in the graphic. || All articles have headlines that accurately describe the content. All articles have a byline. All graphics have captions. || Most articles have headlines that accurately describe the content. All articles have a byline. Most graphics have captions. || Articles are missing bylines OR many articles do not have adequate headlines OR many graphics do not have captions. ||
 * Spelling and Proofreading || No spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper. || No more than a couple of spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper. || No more than 3 spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper. || Several spelling or grammar errors remain in the final copy of the newspaper. ||

Gragg, Rod. (2005). //The Declaration of Independence: The Story Story Behind America's Founding Document and the Men Who Created It.// Nashville, TN: Rutledge Hill Press.
 * 6.** **Resources and Materials**

Swain, Scott P. (2007). //Cries of Freedom.// Orem, UT: Roots of Freedom.

The Preamble. (2007). Retrieved April 10, 2010, from http://www.youtube.com/watch?v=byJz0486eik&feature=related

The reason for the Declaration. (2007). Retrieved April 10, 2010, from http://www.youtube.com/watch?v=rMaAtNHAtNI&feature=related

Unalienable/Inalienable. (2010). Retrieved April 11, 2010, from http://www.ushistory.org/declaration/unalienable.htm

United States Declaration of Independence. (2010). In //Wikipedia.// Retrieved April 11, 2010, from http://en.wikipedia.org/wiki/United_States_ Declaration_of_Independence

__Items needed:__
Smart Board Internet connection Computer Text Set

__Text Set:__
Avi. (1984). //The Fighting Ground.// Harper Trophy. Burgan, Michael. (2001). //The Declaration of Independence.// Compass Point Books. Fradin, D. (2003). //Who Was Thomas Jefferson.// Grossett & Dunlap. Gragg, Rod. (2005). //The Declaration of Independence: The Story Story Behind America's Founding Document and the Men Who Created It.// Nashville, TN: Rutledge Hill Press. Klingal, Cynthia. (2002). //The Declaration of Independence.// Child's World. Mazer, Ann. (2000). //The Declaration of Independence.// New York: Scholastic. Noble, Trinka Hakes. (2004). //The Scarlet Stalkings Spy.// Sleeping Bear Press. Orsonio, C. (2010). //The Declaration of Independence From A to Z.// Pelican Publishing.

We will look more closely at the book written by Rod Gragg. This book is actually a museum in a book with lots of manipulatives to pull out and learn from. I want to be able to really go through the //Cries of Freedom//. Our class could do several readers theaters from this book. We could also look at the art work and gather information about the way of life and the controversy of the times from what was put on canvas. We could also look at how long it actually took for the colonies to feel independent and what were the economical effects are being completely on your own. I would also like to explore more about John Dickinson, the Declaration's ablest opponent.
 * 7.** **Supplementary/Enrichment Activities**

__**Name: _**__ **Date:_** __ Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #3 Title: The Declaration of Independence __ Grade Level: 5th Grade Contributors:­­­­­­­­­­­ Kacey Van Blaricom, Dee Dee Bivins, Tina Shanks, Lydia Cochran, Marissa Scott

__LESSON PLAN__
__**TITLE: ​** The Declaration of Independence-Grievances
 * GRADE LEVEL**__ **_ TIME ALLOTED:** ALLOTTED


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


 * UNIT GOAL:** __​ PASS Grade 5: Social Studies Standard 4: Students will examine the lasting impact of the American Revolution. They will identify and interpret the basic ideals expressed in the Declaration of Independence. Including what led up to the declaration, what the preamble represents, the grievances, their solutions, and the lasting impact this document has had on government.

__**PASS OBJECTIVES FOR THIS LESSON:** __PASS Objective #3: Identify and interpret the basic ideals expressed in the Declaration of Independence (e.g., "All men are created equal" and "life, liberty and the pursuit of happiness.__
 * Social Studies:**

__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. 8. Write persuasive compositions or letters that: a. state a clear position in support of a proposal. b. support a position with relevant evidence and effective emotional appeals in order to persuade.__
 * Language Arts:**


 * 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.__

__At the end of this lesson the students will be able to identify and explain the grievances listed in the Declaration.__
 * SPECIFIC LESSON OBJECTIVES: //(.What do you want your students to know and be able to do after instruction?)//**

__The students will be shown a video from the HBO series John Adams. The scene includes the reading of the Declaration of Independence including its grievances media type="youtube" key="-7Y1ougODMo" height="385" width="480" After viewing the video the students will be introduced to the grievances more in depth.
 * 1) **PREASSESSMENT OF STUDENT KNOWLEDGE: //(How will you assess the prior knowledge of the students?)//** // We will re-examine the prior days discussion about the preamble and discuss any questions they may have. The rest will be discussed in the next part. //
 * 2) **Introduction/Set Induction/Hook Consider Teacher Instructional Indicators #1-3)**

To assess prior knowledge I will use the Brainstorming Prior Knowledge strategy using the list group label. Since they have already touched on the Declaration of Indepence the last couple of days they should have some knowledge of what it is and may or may not realize what the grievances are or what they mean. The vocabulary words we will be discussing are: grievance, colonists, Thomas Jefferson, traitor, delegates. We will explore these using the Picture Dictionary strategy to help in explaining the definition of the words. __


 * 3. Instructional Procedures (//This involves what the teacher and students will actually DO as they engage in learning.// Consider Teacher Instructional Indicators #4-8)** (Do not put anything here!)
 * __**Adjustments/Adaptations (//What will you do to accommodate the special needs of individual students?// See Teacher Instructional Indicator #9) **__**​**

__Students with low visual impairments will be seated at the front of the class and copies of handouts and other visual aids will be made larger. Students with hearing impairments will be given pre-typed lecture notes. Speech impairments will be allowed to work with a buddy when needed to make an oral contribution or use written communication. Students with ADD/ADHA will have manipulates and will also have opportunities to express ideas through visual representation instead of formal notes. ELL students will have visual representations to help students comprehend information.ELL Students will also have an alternative text set at a lower reading level. We will utilize buddy reading and pair each ELL student with a student at a higher reading level. ELL students will also have an opportunity to review content with a language specialist. Students with IEPs will have a paraprofessional as needed and will follow as each students' IEP. Gifted students will have extension assignments according to Bloom's Taxonomy to demonstrate a higher level of thinking. Extra time will be given as needed also to students that are unable to finish the task in class. The students will be encouraged to work independently at home. Each lesson plan will have an opportunity for the visual, tactile, kinesthetic, and auditory learners to succeed**.** Guided Practice ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">In addition to looking at the text book we will read __ The Declaration of Independence in translation : what it really means by Leavitt, Amie Jane. __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">This story takes important documents from U.S. History and provides detailed information to explain their meanings in user-friendly terms. The details of the documents are graphically represented along with translation balloons. Each page contains brief definitions which are repeated in the glossary. While maintaining thoughtful, informative structure this book will require specific instruction to provide the greatest learning benefits.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 140%;">

During the reading of this story I will use the SQ3R strategy to guide them in the understanding of the text.

The class will participate in a grand conversation where I will pose several questions including:


 * Knowledge**__

__**Comprehension**__ __**Application**__ __**Analysis**__ __**Synthesis**__ __**Evaluation**__
 * __What is the meaning of a grievance?__
 * __Who was the grievances against?__
 * __Do you think the Declaration would have been less effective without the list of grievances?__
 * __Why do you think the grievances were included?__
 * __Do you know of another instance where grievances are listed?__
 * __What type of questions would you have had for Thomas Jefferson?__
 * __What are some grievances that you have for your personal life?__
 * __What were some of the purposes behind the Jefferson writing the grievances?__
 * __What might have happened if the grievances were left out?__
 * __If you were Thomas Jefferson would you have wrote the Declaration knowing the danger?__
 * __List the grievances you feel are the worst violations and why.__
 * __Why did Jefferson blame the King for the problems leading to the Declaration? Explain your view.__

__** 4. Independent Practice (Teacher Instructional Indicator #11) **

I will seperate the class into 5 groups. Each group will be given a handout with several of the grievances listed. The rest of the instructions are listed below within the handout. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">1. Read the complaints assigned to your group. 2. Discuss each complaint with your group, and then answer the questions below. 3. Select recorder, readers (2-3), and a presenter. A recorder writes up the notes from the group discussion and hands them to the presenter. (Group should discuss notes before being presented.) The readers read the original complaints aloud to the class. The presenter will read the groups responses to the class. All members of the group will participate and give their ideas as the group discusses the complaints. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Questions: 1. What is each complaint about? Write a brief description of each complaint in your own words. 2. Who is “He” that the colonists refer to in the grievances? 3. Who are the colonists blaming for their grievances? Why do you think they are blaming him?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Grievances: Group 1 **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Directions: **
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">To Prove this, let Facts be submitted to a candid world. //**
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">He has refused his Assent to Laws, the most wholesome and necessary for the public good. //**
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">He has called together legislative bodies at places unusual, uncomfortable, and distant from //**
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">the depository of their public Records, for the sole purpose of fatiguing them into compliance //**
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">with his measures. //**
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">He has dissolved Representative Houses repeatedly, for opposing with manly firmness his //**
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">invasions on the rights of the people. //**

The students will be given the assignment to write an Opinion Article for a local magazine discussing their thoughts of the grievances. The paper must have supporting evidence to back up their opinions. They will write as if they were back in 1776.

At the closing of this lesson I will discuss the RAFT strategy to the students. I will use this with them to finalize what we have learned. It will be open ended as to what type of writing piece they want to use. This should be a fun and good way to assess how well they understood the material.__ __A__ Summative Assessment __will be done by assessing the Opinion Article that they write using the rubric that I have organized. A__ Formative Assessment __will be done using the responses from our grand conversation as well as the group assignments that we will discull ass a class.__
 * 5. Closure/Summary/Representation (Teacher Instructional Indicator #12)**
 * 1) __**Evaluation/Assessment (Teacher Product Indicators #2-3**)__

__Opinion Article Rubric__

 * CATEGORY || Excellent 95%-100% || Satisfactory 85%-95% || Average 75%-85% || Needs Improvement 75% or below ||
 * Introductory || Article has a strong introductory paragraph that grabs the attention of the reader that is appropriate for the audience. This could be a strong statement, a relevant quotation, statistic, or question addressed to the reader. || Article has a somewhat strong introductory paragraph that interests the audience. This could be a statement, a relevant quotation, or question addressed to the reader. || Article has an introductory paragraph but gives little interest in the topic. || Articles introduction lacks any interests and is nonmotivational to read. ||
 * Supporting Material || Article includes at least 3 different opinions with supporting statements to back up why they feel this way about the topic. || Article includes at least 2 opinions with supporting statements to back up why they feel this way about the topic. || Article includes only 1 opinion with little supporting statements. || Article does not share opinion or is not about the topic being discussed. ||
 * Conclusion || The conclusion is strong in summarizing the article. It includes a noticable ending to the article. || The conclusion summarizes the article but the direction to the end is hard to notice. || The conclusion somewhat summarizes the article with little direction that its the end. || The conclusion does not summarize the article and there is no noticable ending. ||
 * Spelling/Grammar || Article is free of spelling and grammar errors. || Article has 1 or 2 spelling and/or grammar errors. || Article has 3 to 5 spelling and/or grammar errors. || Article has several spelling and grammar errors. ||

__**6.** **Resources and Materials** <span style="color: blue; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> Guided Readings: The American Revolution 1760-1780. Retreived April 17, 2010, from http://www.gilderlehrman.org/teachers/module1/intro_pop9.html

John Adams - God Save The American States. (2008). Retreived April 19,2010, from []
 * Student Activity Sheet: Investigating the Declaration of Independence (2006). Retreived April 19, 2010, from ** <span style="color: blue; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">[|http://chnm.gmu.edu/loudountah//lessons/lesson9/StudentHandoutsPacket.pdf]

Swain, Scott P. (2007). //Cries of Freedom.// Orem, UT: Roots of Freedom.


 * TEXT SET**

Brenner, Barbara. (1994). //If you were there in 1776//. Simon & Schuster Books for Young Readers. Graves, Kerry A. (2004). //The Declaration of Independence : the story behind our founding document//. Chelsea Clubhouse Harris, Nancy. (2008). //What's the Declaration of Independence?// Heinemann Library. Leavitt, Amie Jane. (2009) //The Declaration of Independence in translation : what it really means//. Capstone Press. Yero, Judith Lloyd. (2006). //The Declaration of Independence//. National Geographic.

I would like to also have the students create a short skit including the colonists and Thomas Jefferson discussing the grievances against King George. I would have the students take turns using the internet to research and engage in online activities. We would read more text from the collection as a class and have discussions. Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Tina Shanks 4/16/2010
 * 7.** **Supplementary/Enrichment Activities**
 * Name: _** Date:_

Spring Semester 2010

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;">Lesson Plan #4 Title: So, What are you going to do about it? Grade Level: 5th Contributors:­­­­­­­­­­­ //Tina, Lydia, DeeDee, Kacey, Marissa//

**LESSON PLAN**

GRADE LEVEL<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;"> //5th// **TIME ALLOTED:** ALLOTTED
 * TITLE:** //So,// //What Are You Going to do About It?// __


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


 * UNIT GOAL:** //PASS Grade 5: Social Studies Standard 4: Students will examine the lasting impact of the American Revolution.//

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;">**ACEI/National Council for the Social Studies Standard:** //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;">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. //
 * PASS OBJECTIVES FOR THIS LESSON:** //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;">PASS Objective # ////<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;">3. Identify and interpret the basic ideals expressed in the Declaration of Independence (e.g., "all men are created equal" and "life, liberty and the pursuit of happiness"). //

LANGUAGE ARTS PASS OBJECTIVES: //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">**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. // //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">**a.** Use pre-reading strategies independently (to preview, activate prior knowledge, predict content of text, formulate questions that might be answered by the text, and establish purpose for reading). // · //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;">The Students will have a basic understanding of the grievences GRIEVANCES listed in the //DECLARATION OF INDEPENDENCE · //The students will know the basic reason the colonists felt the// DECLARATION OF INDEPENDENCE //was necessary.// · //The students will be able to create solutions to the grievances and fill out their personal// DECLARATION OF INDEPENDENCE <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;">__//Have classroom discussion and talk about what we have learned so far and figure out where the students are//__
 * //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Standard 1: Vocabulary - The student will develop and expand knowledge of words and word meanings to increase their vocabulary. //**
 * //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">1 //**//<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">. Words in Context //
 * //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Standard 3: Comprehension/Critical Literacy - The student will interact with the words and concepts in the text to construct an appropriate meaning. //**
 * //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">1 //**//<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">. Literal Understanding //
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;">SPECIFIC LESSON OBJECTIVES: **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;">At the end of this lesson: **
 * 1) __**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;">PREASSESSMENT OF STUDENT KNOWLEDGE: //(How will you assess the prior knowledge of the students?)// **//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;">. //__


 * __**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;">Introduction/Set Induction/Hook **__

__//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;">For the motivation, the students will began creating a newspaper that may have been published on the day the Declaration of Independence was signed. The background knowledge will be reviewing the grievances from the day before. We will also do a quick review of vocabulary words and create a picture dictionary. (Vocabulary words are: declaration, grievances, treason, and traitors) // <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;"> //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Students with low visual impairments will be seat at the front of the class and copies and other visual aid will be made larger. Students with hearing impairments will be given pre-typed lecture notes. Speech impairments will be allowed to work with a buddy when need to make an oral contribution or use written communication. Students with ADD/ADHA will have manipulates and will also have opportunities to express ideas through visual representation instead of formal notes. ELL students will have visual representations to help students comprehend information. //**//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%;">ELL Students will also have an alternative text set at a lower reading level. We will utilize buddy reading and pair each ELL student with a student at a higher reading level. //** //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">ELL students will also have an opportunity to review content with a language specialist. Students with IEPs will have a paraprofessional as need and will follow as need. THE RECOMMENDATIONS ON THE IEPs WILL ALSO BE FOLLOWED. Gifted students will have extension assignments according to Bloom's Taxonomy to demonstrate a higher level of thinking. Extra time will be given as needed also students that are unable to finish the task in class will be encouraged to work independently at home. Each lesson plan will have will have an opportunity for the visual, tactile, kinesthetic, and auditory learners to succeed. // <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;">//We will read a copy of the// DECLARATION OF INDEPENDENCE //written in plain English, and use electronic resources. Then we are going to have a few centers around the room that are themed for this lesson. Some of the centers will include:// __
 * 3. Instructional Procedures (//This involves what the teacher and students will actually DO as they engage in learning.// Consider Teacher Instructional Indicators #4-8)**
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;">Guided Practice (Teacher Instructional Indicator #10) **

__Teacher would suppervise SUPERVISE all centers and participate in individual help of knowledge and understanding if needed. Then come together as a class. Next, I’m going to engage students into a discussion about “all men are created equal” and “they are endowed by their creator with certain unalienable rights.” Some questions that would help engage the students would include:__
 * __Get to Know Me (this center will introduce and give some history on some of the men who wrote and signed the DECLARATION OF INDEPENDENCE)__
 * __Web Center (here students can get on the Web and look up interesting facts and play web based games dealing w/ DECLARATION OF INDEPENDENCE)__
 * __What Do You Know (here students will be able to compare the original DECLARATION OF INDEPENDENCE text to the modern English version)__
 * __//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;">Why was the Declaration of Independence wrote? //__
 * __//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;">How would you have shown that all men are created equal? //__
 * __//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;">What is the main idea of the Declaration of Independence? //__
 * __//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;">How would you rephrase the Declaration of Independence for it to make sense to you? //__
 * __//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;">If each of you were writing your own Declaration of Independence what would you chose to change from the nations Declaration of Independence? //__
 * __//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;">Who can tell me the parts or features of the Declaration of Independence? //__
 * __//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;">Who can elaborate on the reason for creating the Declaration of Independence? //__
 * __//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;">Why was having the Declaration of Independence better than being under control of England? //__

__// Now after the Grand Conversation the students will continue working on own personal Declaration of Independence. //

//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;">For independent Practice the students will be able to choose one of two activities: // //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;">The students can: // · //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;">Create a newspaper that may have been published on the day the Declaration was signed. ( There are electronic sources at Read/Write/Think that generates newspapers. Also, there are graphic organizers at //http://www.enchantedlearning.com/graphicorganizers/ to use.) · //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;">Create a LEARNING CUBE about some aspect of the Declaration of independence. //.
 * 1. <span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;">Independent Practice (Teacher Instructional Indicator #11) **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;">**4.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)** //We will review by sharing our picture dictionaries and each of our activities. Each activity will be displayed around the room and after we have all seen the projects we will return to our seats and have a classroom discussion and just review our material.//

Rubric for Declaration of Independence- Newspaper__
 * <span style="color: black; display: block; font-family: 'Arial','sans-serif'; text-align: center;">CATEGORY || **<span style="color: black; font-family: 'Arial','sans-serif';">Excellent ** ||  || **<span style="color: black; font-family: 'Arial','sans-serif';">Good ** ||   || **<span style="color: black; font-family: 'Arial','sans-serif';">Average ** ||   || **<span style="color: black; font-family: 'Arial','sans-serif';">Poor ** ||

90-100% of the article establishes a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;"> 85-89% of the article establishes a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;"> 75-84% of the article establishes a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;"> Less than 75% of the article establishes a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic. || The details in the article are clear, effective, and vivid 80-100% of the time. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;"> The details in the article are clear and pertinent 90-100% of the time. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;"> The details in the article are clear and pertinent 75-89% of the time. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;"> The details in more than 25% of the article are neither clear nor pertinent. || No spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;"> No more than a couple of spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;"> No more than 3 spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;"> Several spelling or grammar errors remain in the final copy of the newspaper. || All articles have headlines that capture the reader's attention and accurately describe the content. All articles have a byline. All graphics have captions that adequately describe the people and action in the graphic. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;"> All articles have headlines that accurately describe the content. All articles have a byline. All graphics have captions. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;"> Most articles have headlines that accurately describe the content. All articles have a byline. Most graphics have captions. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;"> Articles are missing bylines OR many articles do not have adequate headlines OR many graphics do not have captions. || Columns are neatly typed in the "justified" type style. There are adequate and consistent "gutters" between all columns and articles. A glance at the newspaper makes you think "professional." || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;"> Columns are neatly typed. There are adequate and consistent "gutters" between all columns and articles. A glance at the newspaper makes you think " fairly professional." || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;"> Columns are typed. There are adequate "gutters" between most columns and articles. It is easy to read, but looks somewhat nonprofessional. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;"> Columns are not neatly typed and/or "gutters" are not adequate, so newspaper is somewhat difficult to read. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Articles - Purpose ** ||  || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Articles - Supporting Details ** ||  || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Spelling and Proofreading ** ||  || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Layout - Headlines & Captions ** ||  || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Layout - Columns ** ||  || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">

__Rubric for Declaration of Independence Learning Cube__


 * <span style="color: black; display: block; font-family: 'Arial','sans-serif'; text-align: center;">CATEGORY || **<span style="color: black; font-family: 'Arial','sans-serif';">Exemplary ** ||  || **<span style="color: black; font-family: 'Arial','sans-serif';">Proficient ** ||   || **<span style="color: black; font-family: 'Arial','sans-serif';">Nearing Proficient ** ||   || **<span style="color: black; font-family: 'Arial','sans-serif';">Needs Improvement ** ||


 * **<span style="color: black; font-family: 'Arial','sans-serif';">Introduction ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Beginning effectively explains and justifies need for independence from school. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Beginning justifies need for independence from school. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Has evidence of a beginning that slightly justifies the need for independence. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Lacks an introduction or any justification for independence at all. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Body ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Middle clearly presents (5) specific reasons and provides a convincing argument through specific examples. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Middle presents (5) reasons and provides some arguments through examples. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Middle presents (3-5) reasons and generalizes without being specific. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Is difficult to follow and lacks any reasons for need for independence. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Conclusion ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Conclusion is convincing in restating position and effectively ends declaration. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Conclusion restates position and ends declaration. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Has evidence of conclusion that somewhat restates position and ends declaration. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">There is no actual conclusion and the paper ends abruptly. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Mechanics ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Uses paragraphing effectively. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Uses paragraphing somewhat effectively. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Shows evidence of paragraphing but is lacking structure. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The paper is one giant paragraph that has no intro, middle, or conclusion. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Grammar/Spelling ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Contains no errors in grammar, spelling, capitalization, or punctuation. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">May contain a few errors in grammar, spelling, capitalization, or punctuation. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Grammar and spelling errors make paper difficult to read. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Multiple grammar and spelling errors that make the paper extremely difficult to read. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Creativity ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Contains excellent creativity in creating an original declaration that echoes the language of the original Declaration of Independence. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Contains creativity in creating original declaration. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Has very little creativity and does not use language similar to the original Declaration of Independence. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Has no original thoughts and lacks focus throughout. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Writing Techniques ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Effectively uses writing techniques (repetition, restatement, and rhetorical questions). || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Uses writing techniques (repetition, restatement, and rhetorical questions). || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Sometimes successfully attempts to use writing techniques (repetition, restatement, and rhetorical questions). || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Little or no evidence of writing techniques (repetition, restatement, and rhetorical questions). ||

__//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;">Assessment would range from activities and writing done in the classroom and at home for independent practice. // <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;">**5.** **Resources and Materials** //[]// [|//http://rubistar.4teachers.org/index.php//] teachervision.fen.com http://www.archives.gov/exhibits/charters/print_friendly.html?page=declaration_timeline_content.html&title=NARA%20%7C%20The%20Declaration%20of%20Independence%3A%20A%20Transcription http://www.ushistory.org/declaration/document/compare.htm http://www.songsforteaching.com/usahooray/declarationofindependence.htm http://www.archives.gov/exhibits/charters/charters_reproductions.html
 * 1) __**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;">Evaluation/Assessment (Teacher Product Indicators #2-3 **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;">) __


 * 6.** **Supplementary/Enrichment Activities:**

·//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">Create a word search, crossword puzzle, quiz of your own using some of the vocabulary from the Declaration of Independence Glossary. // __

=== __·__ __//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">Go through the Declaration of Independence and notice the differences in spelling and capitalization compared to how it is used today. Rewrite a portion of the Declaration using today's spelling and capitalization rules. //__===

__· //For music this song would be really good and goes with the lesson.// __
__<span style="display: block; font-family: 'Arial','sans-serif'; font-size: 16pt; text-align: center;">//Declaration of Independence// //Barbara Speicher//

//Verse One: //**<span style="font-family: 'Arial','sans-serif'; font-size: 16pt; font-weight: normal;">Them keep these rights that they possess. **//
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16pt; font-weight: normal;">We hold these truths to be self-evident **//
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16pt; font-weight: normal;">//That all men are created equal.// **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16pt; font-weight: normal;">//They’re endowed by God with certain// **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16pt; font-weight: normal;">//Rights, not taken from them, unalienable.// **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16pt; font-weight: normal;">//That among these rights are life,// **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16pt; font-weight: normal;">//And liberty, and the pursuit of happiness.// **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16pt; font-weight: normal;">//That the government is formed to help// **

<span style="font-family: 'Arial','sans-serif';">Chorus:
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16pt; font-weight: normal;">//Declaration of Independence// **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16pt; font-weight: normal;">//Written for our defense.// **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16pt; font-weight: normal;">//Document that makes good sense.// **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16pt; font-weight: normal;">//Declaration of Independence// **

<span style="font-family: 'Arial','sans-serif';">Verse Two: //**<span style="font-family: 'Arial','sans-serif'; font-size: 16pt; font-weight: normal;">Wrongs King George imposed... **// //Chorus//
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16pt; font-weight: normal;">//The writers of the Declaration listed// **


 * Name: _** Date:_

<span style="font-family: 'Arial','sans-serif'; font-size: 18pt;">Northeastern State University – Broken Arrow <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">READ 4043: Reading for the Content Area Spring Semester 2010 <span style="font-family: 'Arial','sans-serif'; font-size: 18pt;">Lesson Plan #5 Title: <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Declaration of Independence INDEPENDENCE <span style="font-family: 'Arial','sans-serif';">Grade Level: __5th Grade __Contributors:­­­­­­­­­­­__ <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Marissa Scott, Kacey Van Blaricon, Lydia Cochran, Tina Shanks, DeeDee Bivins
 * <span style="font-family: 'Arial','sans-serif';">Name: ****<span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">Marissa Scott **<span style="font-family: 'Arial','sans-serif';">**Date**: __<span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">**April 19, 2010** __**<span style="font-family: 'Arial','sans-serif';">_ **

__**<span style="font-family: 'Arial','sans-serif'; font-size: 18pt;">LESSON PLAN ** <span style="font-family: 'Times New Roman','serif';">
 * TITLE: Declaration of Independence**
 * GRADE LEVEL 5th** TIME ALLOTED: 45- 60


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

UNITGOAL:** By the end of this unit students will be able to examine the importance and understanding of the Declaration of Independence. In addition, the class will be able to identify different vocabulary relating to the topic. They will have a better understanding of how these words played an important role in creating and understanding the Declaration of Independence. The students will also have a better competence of the different parts of this important documentation and be able to grasp the concept of why it is important to America’s history. At the end of the week, the students will be able to construct their own Declaration of Independence.
 * PASS OBJECTIVES FOR THIS LESSON:**

__**Social Studies** __<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt;">Standard 4: The student will examine the lasting impact of the American Revolution. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Standard 4, objective 3: Identify and interpret the basic ideals expressed in the Declaration of Independence. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt;">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). 3. Identify and interpret the basic ideals expressed in the Declaration of Independence (e.g., "all men are created equal" and "life, liberty and the pursuit of happiness"). __

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt;">**Information Literacy Grade 5**

__<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt;">Standard 1//:// The student who is information literate accesses information efficiently and effectively.

4. The student will demonstrate he/she knows how to access information from a variety of sources – print, non-print and electronic. __

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">**Language Arts Pass Grade 5**

__<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt;">Standard 8: Research and Information - The student will conduct research and organize information. 1. Accessing Information: Select the best source for a given purpose.

b. Read and follow simple written directions. __


 * Reading/Literature:**

__** The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts. **<span style="font-family: 'Times New Roman','serif';">
 * 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 3: Comprehension/Critical Literacy - The student will interact with the words and concepts in the text to construct an appropriate meaning. **
 * ​1. Literal Understanding**
 * a. Use pre-reading strategies independently (to preview, activate prior knowledge, predict content of text, formulate questions that might be answered by the text, and establish purpose for reading). **
 * b. Read and comprehend both fiction and nonfiction that is appropriately designed for fifth grade. **


 * Standard 4: The student will examine the lasting impact of the American Revolution. **
 * 3. Identify and interpret the basic ideals expressed in the Declaration of Independence (e.g., "all men are created equal" and "life, liberty and the pursuit of happiness"). **

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

<span style="font-family: 'Times New Roman','serif';">**Specific Lesson Objectives:** __By the end of the lesson of the Declaration of Independence students will be able to tie in the concepts of all the components to the Declaration of Independence and be able to construct their own statement of independence.__

<span style="font-family: 'Times New Roman','serif';">**PREASSESSMENT OF STUDENT KNOWLEDGE** __**<span style="font-family: 'Times New Roman','serif';">: **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">We will review the material the students already know about the Declaration of Independence in a group circle, and answer any questions about the previous day’s lesson activities. We will then proceed with the day’s lesson. __

<span style="font-family: 'Arial','sans-serif';">**Introduction/Set Induction/Hook :** __<span style="font-family: 'Arial','sans-serif';"> 1. We will start the students with hearing the story //Declaration of Independence A to Z// by Catherine L. Osornio. The reading will be just for pleasure. Then after the reading, have the students gather in groups to do an activity with using the overhead or Smartboard, to show a section of the Declaration of Independence and have the students practice skills with trying to use synonyms with the weeks vocabulary words. This will then lead into the days Mad Lib game. 2. As another introduction we will introduce a new art project, which will be making “Parchment” paper. The students will be shown an example of this and then proceed to work on it while others are working on what they want to put in their Declaration Document. 3. As a third activity, the students will also get an opportunity to practice signing their own “John Hancocks”, at the penmanship table. They will be using thin brushes and black ink, and learn how to practice signing their names in the penmanship style of Colonial America. § **<span style="font-family: 'Arial','sans-serif';">Adjustments/Adaptations (//What will you do to accommodate the special needs of individual students?// See Teacher Instructional Indicator #9) ** · //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Students with low visual impairments will be seated at the front of the class and copies of handouts will be printed in a larger font. In addition, these students will be allowed to record the lesson if necessary. Students with hearing impairments will be given pre-typed lecture notes. Children with speech impairments will be allowed to work with a friend when need to make an oral contribution or use written communication. Students with ADD/ADHD will have manipulates to work with and will have opportunities to express ideas through visual representation instead of formal notes. Shorter assignments and test questions may be needed for those with shorter attention spans. ELL students will have visual representations to help students comprehend information. ////<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">ELL Students will also have an alternative text set at a lower reading level. We will utilize buddy reading and pair each ELL student with a student at a higher reading level. // //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">ELL students will also have an opportunity to review content with a language specialist. Students with other learning disabilities will be allowed to work with their paraprofessional or with their Special Education teacher as needed. The special education teacher will also have a copy of the lesson plan and handouts, so that they will be better able to offer better assistance. Extra time will be given as needed to students that are unable to finish the task in class and will be encouraged to work independently at home. Gifted students will have extension assignments according to Bloom's Taxonomy to demonstrate a higher level of thinking. The gifted student will be encouraged to accept the challenge and compare the events of wanting to separate from England in the 1770s and some states wanting to secede from the United States right now. Each lesson plan will have will have an opportunity for the visual, tactile, kinesthetic, and auditory learners to succeed. // · **<span style="font-family: 'Arial','sans-serif';">Guided Practice (Teacher Instructional Indicator #10) **<span style="font-family: 'Arial','sans-serif';">
 * <span style="font-family: 'Arial','sans-serif';">3. Instructional Procedures (//This involves what the teacher and students will actually DO as they engage in learning.// Consider Teacher Instructional Indicators #4-8) **

1. //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Today the students will be working in groups to create a mad lib it will be part oral and part written assessment. // <span style="font-family: 'Arial','sans-serif';"> 2. The students will also be working on composing their very own Declaration of Independence, and adding content that would be able to apply to their own individual lives. 3. An art project will also be a fun activity in which they create their very own parchment. There will be different materials needed for this. 4. During group discussions, some students will be divided into other centers and that is where they will work on their hand written either Declaration of Independence or their “John Hancock” signatures or their Parchment paper project. 5. During group discussion they will be discussing what sort of ideas they have for their Declaration of Independence and discussing what they parts are most important

__**4.Independent Practice (Teacher Instructional Indicator #11)** __ · <span style="font-family: 'Times New Roman','serif';">The student will be creating their own “Parchment” paper, and will be able to use an assortment of watercolors, colored construction paper and unique design.

The students will be creating their own Declaration of Independence and stating specifically what they would like to declare in their documentation of how they want changes in their own personal life (school, home, chores etc.) · <span style="font-family: 'Arial','sans-serif';">In-group discussion the students will perform a short skit, resembling the actual event of the signing of the Declaration of Independence and applying the roles to a modern/personal way. · <span style="font-family: 'Arial','sans-serif';">There will be a pre-reading group on the book “Declaration of Independence A-Z” by Catherine L. Osorni

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

__The lesson will end as an overview and sharing of the student's Declaration of Independence. Students will be able to understand now how to compose and add what they feel their own personal piece of document should compose of and how it is important. 1. **<span style="font-family: 'Arial','sans-serif';">Evaluation/Assessment (Teacher Product Indicators #2-3 **<span style="font-family: 'Arial','sans-serif';">) __ <span style="color: #4f81bd; display: block; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%; text-align: center;">
 * || ===<span style="color: #4f81bd; font-family: 'Arial','sans-serif';">Creating a Painting: Parchment Paper ===

<span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Teacher Name:

Student Name: ||  ||

<span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;"> __Date Created: **Apr 21, 2010 12:20 am (UTC)**__ <span style="color: #4f81bd; display: block; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%; text-align: center;">
 * <span style="display: block; font-family: 'Arial','sans-serif'; text-align: center;">CATEGORY || **<span style="font-family: 'Arial','sans-serif';">4 ** || **<span style="font-family: 'Arial','sans-serif';">3 ** || **<span style="font-family: 'Arial','sans-serif';">2 ** || **<span style="font-family: 'Arial','sans-serif';">1 ** || **<span style="font-family: 'Arial','sans-serif';">Score ** ||
 * **<span style="font-family: 'Arial','sans-serif';">Creativity ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Student has taken the technique being studied and applied it in a way that is totally his/her own. The student's personality/voice comes through. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Student has taken the technique being studied and has used source material as a starting place. The student's personality comes through in parts of the painting. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Student has copied some painting from the source material. There is little evidence of creativity, but the student has done the assignment. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Student has not made much attempt to meet the requirements of the assignment. ||  ||
 * **<span style="font-family: 'Arial','sans-serif';">Use of materials ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Student typically keeps painting materials and area clean and protected without reminders. The student shows great respect for the materials and his fellow students. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Student typically adequately cleans materials and work area at the end of the session without reminder, but the area may be messy during the work session. Student shows respect for materials and fellow students. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Student adequately cleans and takes care of materials if reminded. Occasional spills and messy work area may be seen. Shows some respect for materials and fellow students. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Student deliberately misuses materials AND/OR does not adequately clean materials or area when reminded. Shows little respect for materials or fellow students. ||  ||
 * **<span style="font-family: 'Arial','sans-serif';">Time/Effort ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Class time was used wisely. Much time and effort went into the planning and design of the mask. It is clear the student worked at home as well as at school. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Class time was used wisely. Student could have put in more time and effort at home. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Class time was not always used wisely, but student did do some additional work at home. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Class time was not used wisely and the student put in no additional effort. ||  ||
 * || ===<span style="color: #4f81bd; font-family: 'Arial','sans-serif';">Collaborative Work Skills: The Mad Lib Project ===

<span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Teacher Name:

Student Name: ||  ||

<span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;"> __Date Created: **Apr 21, 2010 12:22 am (UTC)**__ <span style="color: #4f81bd; display: block; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%; text-align: center;">
 * <span style="display: block; font-family: 'Arial','sans-serif'; text-align: center;">CATEGORY || **<span style="font-family: 'Arial','sans-serif';">4 ** || **<span style="font-family: 'Arial','sans-serif';">3 ** || **<span style="font-family: 'Arial','sans-serif';">2 ** || **<span style="font-family: 'Arial','sans-serif';">1 ** ||
 * **<span style="font-family: 'Arial','sans-serif';">Attitude ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s). || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s). || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">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). || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">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). ||
 * **<span style="font-family: 'Arial','sans-serif';">Time-management ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management. ||
 * **<span style="font-family: 'Arial','sans-serif';">Contributions ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. ||
 * || ===<span style="color: #4f81bd; font-family: 'Arial','sans-serif';">Letter-Writing : Declaration Document ===

<span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Teacher Name:

Student Name: ||  ||

<span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;"> __Date Created: **Apr 21, 2010 12:30 am (UTC)**__ <span style="font-family: 'Arial','sans-serif';">
 * <span style="display: block; font-family: 'Arial','sans-serif'; text-align: center;">CATEGORY || **<span style="font-family: 'Arial','sans-serif';">4 ** || **<span style="font-family: 'Arial','sans-serif';">3 ** || **<span style="font-family: 'Arial','sans-serif';">2 ** || **<span style="font-family: 'Arial','sans-serif';">1 ** ||
 * **<span style="font-family: 'Arial','sans-serif';">Grammar & spelling (conventions) ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Writer makes no errors in grammar or spelling. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Writer makes 1-2 errors in grammar and/or spelling. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Writer makes 3-4 errors in grammar and/or spelling || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Writer makes more than 4 errors in grammar and/or spelling. ||
 * **<span style="font-family: 'Arial','sans-serif';">Ideas ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Ideas were expressed in a clear and organized fashion. It was easy to figure out what the Declaration was about. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Ideas were expressed in a pretty clear manner, but the organization could have been better. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the Declaration was about. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out what the Declaration was about. ||
 * **<span style="font-family: 'Arial','sans-serif';">Format ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Complies with all the requirements for a Declaration. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Complies with almost all the requirements for a Declaration. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Complies with several of the requirements for a Declaration. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Complies with less than 75% of the requirements for a Declaration. ||
 * **<span style="font-family: 'Arial','sans-serif';">Length ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">The Declration consists of all three parts and is one paragraph each || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">The Declaration has all three parts, but is lacking paragraph length || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">The Declaration has only two parts, but and/or is lacking paragraph length || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">The Declaration has only one part and/or missing paragraph length ||

**5.Resources and Materials** __**<span style="font-family: 'Arial','sans-serif';">Reading: ** <span style="font-family: 'Arial','sans-serif';">SmartBoard or overhead projector A copy of Declaration of Independence A- Z by Catherine L. Osornio link: [] Internet access also have a copy handout of **The Declaration of Independence of the United States of America** (This should have blank spaces throughout document for the Mad lib) Teacher overhead copy of the same Mad Lib
 * <span style="font-family: 'Arial','sans-serif';">Art Projects: **<span style="font-family: 'Arial','sans-serif';">

construction paper Water colors black paints Water Paper with thick space for lines Thin paint brushes Cookie sheet pan towels for drying and cleaning


 * 6.Supplementary/Enrichment Activities**

The students will be able to further this project into reading centers, writing center, and or dramatic play centers. > > __**Name: _**__ Date: _ > __Northeastern State University – Broken Arrow__ > __READ 4043: Reading for the Content Area__ > __Spring Semester 2010__ > = __Lesson Plan #6 Title:__ __The Declaration of Independence__= __ Grade Level: 5th Contributors:­­­­­­­­­­­<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;"> DeeDee Bivins, Tina Shanks, Lydia Cochran, Kacey Van Blaricom, Marissa Scott __
 * <span style="font-family: 'Arial','sans-serif';">The reading center: **<span style="font-family: 'Arial','sans-serif';"> may consist of books that also relate to other important documents throughout history.
 * <span style="font-family: 'Arial','sans-serif';">The writing center: **<span style="font-family: 'Arial','sans-serif';"> Maybe have use journal writing as a great tool in order to expand on the student’s feelings between wants and needs (rights).
 * <span style="font-family: 'Arial','sans-serif';">The dramatic play center: **<span style="font-family: 'Arial','sans-serif';">Students may find it a fun and necessary tool to create finger plays of the event of the signing of the events that occurred during Colonial America. __

__LESSON PLAN__
__**TITLE:** __COMPOSITION OF CLASS: Male_ Female_ Total_
 * GRADE LEVEL**__**_5th TIME ALLOTED:** **45-60 minutes ALLOTTED**
 * Number of Special Needs Students ELL_ 504_ IEP_**


 * UNIT GOAL:****<span style="color: #000000; font-family: Tahoma,Geneva,sans-serif;">The students by the end of this unit will know what events took place that led up to the Declaration of Independence, who was involved, the principles of it, the grievances, and solutions. They will also know why signing the Declaration was hard to do. They will be aware of the importance that this document has had over the years and the role that it has played in our government **__

__**Standard 4: The student will examine the lasting impact of the American Revolution.** 3. Identify and interpret the basic ideals expressed in the Declaration of Independence (e.g., "all men are created equal" and "life, liberty and the pursuit of happiness").
 * PASS Social Studies:**

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.
 * Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts.**

a. Use prereading strategies independently (to preview, activate prior knowledge, predict content of text, formulate questions that might be answered by the text, and establish purpose for reading).
 * 1. Literal Understanding**

b. Read and comprehend both fiction and nonfiction that is appropriately designed for fifth grade.


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

SPECIFIC LESSON OBJECTIVES:__
 * __At the end of the lesson the student will be able to put the Declaration OF INDEPENDENCE in a historic perspective and be able to explain the importance of the Preamble.__

__**The students will be tested on what they have learned about the Declaration of Independence.**__
 * __//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;">The Students will have a basic understanding of the grievances listed in the Declaration of Independence. //__
 * __//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;">The students will know the basic reason the colonists felt the Declaration of Independence was necessary. //__
 * __//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;">The students will be able to create solutions to the grievances and fill out their personal Declaration of Independence. //__

__**Introduction/Set Induction/Hook ( //This involves getting your students interested and motivated to learn.// Consider Teacher Instructional Indicators #1-3)****<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> //Today is a review day. We will revisit our vocabulary list, picture dictionary and add to our Independence word wall.// **


 * Vocabulary Words**
 * Declaration **- something that is [|declared] **b** **:** a document containing such a declaration
 * Independence ** - the quality or state of being [|independent]
 * Treason ** - **:** the offense of attempting by overt acts to overthrow the government of the state to which the offender owes allegiance or to kill or personally injure the sovereign or the sovereign's family
 * Taxation ** - **:** the action of taxing
 * Rights ** - rights (as freedom from unlawful imprisonment, torture, and execution) regarded as belonging fundamentally to all persons
 * Preamble ** - an introductory statement; //especially//: the introductory part of a constitution or statute that usually states the reasons for and intent of the law
 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">//We will have grand conversation and will work with some reader's theater presentations from the disk Cries of Freedom. We will be aware of the importance that this document has had over the years and the role that it has played in our government.// **__
 * __The Power of Commitment - July 1776 - Reader's Theatre__

__**3. Instructional Procedures ( //This involves what the teacher and students will actually DO as they engage in learning.// Consider Teacher Instructional Indicators #4-8)****Adjustments/Adaptations ( //What will you do to accommodate the special needs of individual students?// See Teacher Instructional Indicator #9** Students with low visual impairments will be seated at the front of the class and copies of handouts will be printed in a larger font. Also these students will be allowed to record the lesson if necessary. Students with hearing impairments will be given pre-typed lecture notes. Children with speech impairments will be allowed to work with a buddy when need to make an oral contribution or use written communication. Students with ADD/ADHD will have manipulates to work with and will also have opportunities to express ideas through visual representation instead of formal notes. Shorter assignments and test questions may be needed for those with shorter attention spans. ELL students will have visual representations to help students comprehend information. ////<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%;">ELL Students will also have an alternative text set at a lower reading level. We will utilize buddy reading and pair each ELL student with a student at a higher reading level. ////<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">ELL students will also have an opportunity to review content with a language specialist. Students with other learning disabilities will be allowed to work with their paraprofessional or with their Special Education teacher as needed. The special education teacher will also have a copy of the lesson plan and handouts, so that they will be better able to offer better assistance. ////<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Extra time will be given as needed to students that are unable to finish the task in class and will be encouraged to work independently at home. ////<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Gifted students will have extension assignments according to Bloom's Taxonomy to demonstrate a higher level of thinking. The gifted student will be encouraged to accept the challenge and compare the events of wanting to separate from England in the 1770s and some states wanting to secede from the United States right now. Each lesson plan will have will have an opportunity for the visual, tactile, kinesthetic, and auditory learners to succeed. //** · **Guided Practice (Teacher Instructional Indicator #10)** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> //Today would be the day that we break into groups and do centers. Newspaper articles, projects will be on display for the students to enjoy each others work. After doing center time for a while we would come back and have a grand conversation about everything that we have learned and what has interested the students with this lesson.// During center time the students will be given several websites to visit for games and online simulations of the Declaration of Indepence which include: [|www.texaslre.org], [|www.founding.com], and www.mcwdn.org.
 * //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">

Knowledge **__

__**Can you name the key people that influenced the Declaration of Independence?**__ __** Comprehension **__ __** Application **__ __** Analysis **__ __** Synthesis **__ __** Evaluation **__
 * __**Describe why we celebrate the 4th of July.**__
 * __**Can you describe what the Declaration of Independence is?**__
 * __**Can you tell me what the vocabulary words mean?**__
 * __**What would you add to the Declaration of Independence?**__
 * __**Why would you add that?**__
 * __**Tell me what knowledge you gained out of this lesson?**__
 * __Explain the main parts of the Declaration.__
 * __**What would have happen if the Declaration of Independence wasn’t wrote?**__
 * __**Do you think during that time there where people that did not agree with the Declaration of Independence?**__
 * __**Do you feel that you have been given the right amount of information to understand?**__
 * __**Do you think we should have a Declaration of Independence?**__

__** During the Grand Conversation I will ask these questions or make these comments and encourage the children to first listen, think and then SHARE THEIR COMMENTS, FEELINGS, AND IDEAS. **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">The students will write an essay over one of three choices. · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">What makes the Declaration of Independence such an important document? · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">What would have happened if the men had been more afraid of being charged with treason and had not written the Declaration? · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">How did the Declaration establish the groundwork for the Civil Rights Movement of the 1960s? __ __The ending of the unit will be an exam with the written essay to conclude with assessment from both.
 * 4.****Independent Practice (Teacher Instructional Indicator #11)**
 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**


 * Evaluation/Assessment (Teacher Product Indicators #2-3**

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">There will be a unit exam with vocabulary and multiple choice answers. This is the Rubric for all essay writings: __ 90-100% of the paper establishes a clear purpose in the lead paragraph and demonstrates a clear understanding of the topic. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;"> 85-89% of the paper establishes a clear purpose in the lead paragraph and demonstrates a clear understanding of the topic. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;"> 75-84% of the paper establishes a clear purpose in the lead paragraph and demonstrates a clear understanding of the topic. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;"> Less than 75% of the paper establishes a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic. || The details in the paper are clear, effective, and vivid 80-100% of the time. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;"> The details in the paper are clear and pertinent 90-100% of the time. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;"> The details in the paper are clear and pertinent 75-89% of the time. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;"> The details in more than 25% of the paper are neither clear nor pertinent. || No spelling or grammar errors. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;"> No more than a couple of spelling or grammar errors. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;"> No more than 3 spelling or grammar errors. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;"> Several spelling or grammar errors. ||
 * <span style="color: black; display: block; font-family: 'Arial','sans-serif'; text-align: center;">CATEGORY || **<span style="color: black; font-family: 'Arial','sans-serif';">Excellent ** || **<span style="color: black; font-family: 'Arial','sans-serif';">Good ** || **<span style="color: black; font-family: 'Arial','sans-serif';">Average ** || **<span style="color: black; font-family: 'Arial','sans-serif';">Poor ** ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Purpose ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Supporting Details ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Spelling and Proofreading ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">

__**5.****Resources and Materials** [|//http://www.independencedayfun.com/the_declaration_of_independence_in_modern_english-28881.php//] [|//http://rubistar.4teachers.org/index.php//]__ teachervision.fen.com http://www.archives.gov/exhibits/charters/print_friendly.html?page=declaration_timeline_content.html&title=NARA%20%7C%20The%20Declaration%20of%20Independence%3A%20A%20Transcription<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;"> http://www.ushistory.org/declaration/document/compare.htm http://www.songsforteaching.com/usahooray/declarationofindependence.htm http://www.archives.gov/exhibits/charters/charters_reproductions.html __//The Declaration of Independence: The Story Story Behind America's Founding Document and the Men Who Created It.// //Cries of Freedom.// //Wikipedia.//__

__**7.****Supplementary/Enrichment Activities**__