Thursday+Group+4


 * #1 Name (pink) : ** Kristen Joseph
 * #2 Name (blue): ** Jessica Roberts

Standard 4, Objective 1: Describe the caues and results of conflicts between England and Colonial America.

__Northeastern State University – Broken Arrow__ __READ 4043: Reading for the Content Area Spring Semester 2010__
 * Name:** Kristen Joseph and Jessica Roberts **Date:** May 6th

​Lesson Plan #1 Title: You Say You Want A Revolution? Grade Level: 5th grade Contributors:­­­­­­­­­­­ Kristen Joseph and Jessica Roberts

LESSON PLAN
** __GRADE LEVEL__: ** 5th grade ** __TIME ALLOTED:__ ​ ** 45 minutes
 * __TITLE:__ ** You Say You Want A Revolution?


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

** Students will have a better understanding of the events leading up to the Revolutionary War and the effect that strong opinions had on colonial society. Is it difficult to "take sides" when you don't know what the outcome will be. They will act on what they think is best for their country and be able to defend their position with factual and persuasive arguments. Many events leading to the Revolutionary War can be viewed from two different sides. **
 * UNIT GOAL:**


 * PASS OBJECTIVES FOR THIS LESSON:**

1. Describe the causes and results of conflicts between England and Colonial America (e.g., the French and Indian War, Stamp Act, Boston Massacre, Intolerable Acts, Battles of Lexington and Concord, Battle of Saratoga, and Battle of Yorktown).

1. 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.

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.

National Council for the Social Studies Standard: CIVIC IDEALS AND PRACTICES: Social Studies programs should include experiences that provide for the study of the ideals, priciples, and practices of citizenship in a democratic republic.


 * SPECIFIC LESSON OBJECTIVES:**

Students will be able to demonstrate their understanding of the sequence of events of the intolerable acts through the completion of a timeline, photo essay or collage.

Students will be able to show their knowledge of the vocabulary words by completing a triarama.


 * 1) **PREASSESSMENT OF STUDENT KNOWLEDGE:** Pre-test
 * 2) **Introduction/Set Induction/Hook**

Students will be introduced to the Intolerable Acts through the video listed below.

[|Intolerable Acts Introduction]

For vocabulary, students will complete a Triarama with the vocabulary words listed below.

Intolerable Acts liberty loyalists patriots


 * 3. Instructional Procedures**
 * **Adjustments/Adaptations**

ELL Gifted
 * Pair an English speaking student with an ELL student
 * Provide a bilingual dictionary
 * Videotapes, audiotapes and other audio-visual materials will be utilized.
 * Hands on activities will be incorporated to the lesson to allow connection to material.
 * Leadership opportunities will be provided
 * Multiple enrichment and interactive options will be provided

IEP: > > · **Guided Practice**
 * giving students extra time to complete classroom assignments
 * allowing students to complete tasks or present information in alternative ways (e.g., through taped answers, demonstrations, dramatizations, role play)
 * providing a variety of learning tools, such as adapted computers for completing writing tasks and calculators for completing numeracy tasks
 * using pictorial schedules to assist students in making transitions


 * Students will be guided through "Give Me Liberty" by Russell Freedman.

Grand Conversation Questions: Knowledge ** Comprehension Application Analysis Synthesis Evaluation
 * Can you name the key people that influenced the Intolerable Acts?
 * Describe what happened at the Boston Tea Party.
 * Can you describe in your own words how the rebels would be able to take on the British Army?
 * Can you write a brief outline?
 * What questions would you ask King George?
 * Do you know another instance where a political figure has been idealized?
 * Can you explain what happened when Patrick Henry cried out "Give me liberty or give me death!"
 * What was the problem with the orders given to General Thomas Gage?
 * What would happen if General Gage was able to carry out his orders given by Parliament?
 * If you had access to all the resources how would you deal with the rebellion?
 * Can you defend your position about why you chose to use your resources in the manner?
 * Are you a loyalist or patriot person


 * One strategy which will be utilized is the Listen-Read-Discuss.
 * Another strategy that will be utilized is the Quick Write.


 * 4.** **Independent Practice

Students will be given the following options for independent practice: **
 * Unsent letter
 * Exit Slip
 * Reader's Theatre


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

// Today we learned what patriots and loyalists are and how they impacted the Intolerable Acts.

Each student will complete the sentence......If I lived in 1774, I would be a loyalist/patriot because...............

As a text to world activity, students will complete a map of navigation routes taken by ships to and from colonies in England. //


 * 1) **Evaluation/Assessment**

Letter-Writing : Unsent Letters

 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Sentences & Paragraphs || Sentences and paragraphs are complete, well-constructed and of varied structure. || All sentences are complete and well-constructed (no fragments, no run-ons). Paragraphing is generally done well. || Most sentences are complete and well-constructed. Paragraphing needs some work. || Many sentence fragments or run-on sentences OR paragraphing needs lots of work. ||
 * Capitalization and Punctuation || Writer makes no errors in capitalization and punctuation. || Writer makes 1-2 errors in capitalization and punctuation. || Writer makes 3-4 errors in capitalization and punctuation. || Writer makes more than 4 errors in capitalization and punctuation. ||
 * Neatness || Letter is typed, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with pride. || Letter is neatly hand-written, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with care. || Letter is typed and is crumpled or slightly stained. It may have 1-2 distracting error corrections. It was done with some care. || Letter is typed and looks like it had been shoved in a pocket or locker. It may have several distracting error corrections. It looks like it was done in a hurry or stored improperly. ||
 * Format || Complies with all the requirements for a friendly letter. || Complies with almost all the requirements for a friendly letter. || Complies with several of the requirements for a friendly letter. || Complies with less than 75% of the requirements for a friendly letter. ||
 * Content Accuracy || The letter contains at least 5 accurate facts about the topic. || The letter contains 3-4 accurate facts about the topic. || The letter contains 1-2 accurate facts about the topic. || The letter contains no accurate facts about the topic. ||

Story Writing : Exit Slips

 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Neatness || The final draft of the story is readable, clean, neat and attractive. It is free of erasures and crossed-out words. It looks like the author took great pride in it. || The final draft of the story is readable, neat and attractive. It may have one or two erasures, but they are not distracting. It looks like the author took some pride in it. || The final draft of the story is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry. || The final draft is not neat or attractive. It looks like the student just wanted to get it done and didn't care what it looked like. ||
 * Spelling and Punctuation || There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout. || There is one spelling or punctuation error in the final draft. || There are 2-3 spelling and punctuation errors in the final draft. || The final draft has more than 3 spelling and punctuation errors. ||
 * Focus on Assigned Topic || The entire story is related to the assigned topic and allows the reader to understand much more about the topic. || Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic. || Some of the story is related to the assigned topic, but a reader does not learn much about the topic. || No attempt has been made to relate the story to the assigned topic. ||
 * Accuracy of Facts || All facts presented in the story are accurate. || Almost all facts presented in the story are accurate. || Most facts presented in the story are accurate (at least 70%). || There are several factual errors in the story. ||
 * Requirements || All of the written requirements (# of pages, # of graphics, type of graphics, etc.) were met. || Almost all (about 90%) the written requirements were met. || Most (about 75%) of the written requirements were met, but several were not. || Many requirements were not met. ||

Puppet Show : Readers Theater

 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Staying in Character || Puppeteers stayed in character throughout the performance. || Puppeteers stayed in character through almost all of the performance. || Puppeteers tried to stay in character through some of the performance. || Puppeteers acted silly or showed off. ||
 * Expression || Puppeteers' voices showed a lot of expression and emotion. || Puppeteers' voices showed some expression and emotion. || Puppeteers' voices showed a little expression and emotion. || Puppeteers' voices were monotone and not expressive. ||
 * Accuracy of Story || All important parts of story were included and were accurate. || Almost all important parts of story were included and were accurate. || Quite a few important parts of story were included and were accurate. || Much of the story was left out or was inaccurate. ||
 * Voice Projection || Voices of puppeteers were always audible to people sitting in the back row. || Voices of puppeteers were usually audible to people sitting in the back row. || Voices of puppeteers were sometimes audible to people sitting in the back row. || Voices of puppeteers were rarely audible to people sitting in the back row. ||

5. Resources and Materials

Art Supplies Map Readers Theatre 5th grade Social Studies text set Computers Internet Access Enrichment Activities materials KWL Chart Guest Speaker Rubrics
 * // Pretest

The following websites: [|Intolerable Acts Introduction] //** //[|PBS] **[|Brochure Maker] [|Slideshow] [|Advertisement Do's and Don'ts] **


 * The following books:

Griffith, S. B. (2002). **////The War for American Independence//. Chicago: University of Illinois Press. McDowell, B. (1967). //The Revolutionary War: america's fight for freedom.// National Geographic Society, 4th edition. Wood, W.J. (1990). //Battles of the Revolutionary War//. Chapel Hill: Da Capo Press. January, B. (2000). //The Revolutionary War (true books: american history)//. Children's Press. Herbert, J. (2002). //The American Revolution for Kids//.  Chicago: Chicago Review Press. Freedman, R. (2000). // Give Me Liberty. // New York: Scholastic Inc.

6. Supplementary/Enrichment Activities


 * Students can list 5 reasons the colonists were angry with the British. With their lists, have the students create protest songs against the British treatment.
 * Students can pretend they are movie directors. Have the students create dramatic scenes for the Boston Massacre and perform them for the class.

__Name:__ Kristen Joseph __Date:__ May 6th __READ 4043: Reading for the Content Area Spring Semester 2010__ __Lesson Plan #2 Title:__ Whose Rules? Grade Level: 5th Grade Contributors:­­­­­­­­­­­ Kristen Joseph **
 * __Northeastern State University – Broken Arrow__

LESSON PLAN
TITLE: Whose Rules? GRADE LEVEL**: 5th Grade ** __TIME ALLOTED:__ 45 minutes

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

UNIT GOAL: **//

Students will have a better understanding of the events leading up to the Revolutionary War and the effect that strong opinions had on colonial society. Is it difficult to "take sides" when you don't know what the outcome will be. They will act on what they think is best for their country and be able to defend their position with factual and persuasive arguments. Many events leading to the Revolutionary War can be viewed from two different sides. //**

PASS OBJECTIVES FOR THIS LESSON: **// 1. Describe the causes and results of conflicts between England and Colonial America (e.g., the French and Indian War, Stamp Act, Boston Massacre, Intolerable Acts, Battles of Lexington and Concord, Battle of Saratoga, and Battle of Yorktown).

1. 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.

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.

National Council for the Social Studies Standard: CIVIC IDEALS AND PRACTICES: Social Studies programs should include experiences that provide for the study of the ideals, priciples, and practices of citizenship in a democratic republic. //**

SPECIFIC LESSON OBJECTIVES:


 * Students will be able to show their knowledge of the Intolerable Acts through research and completion of graphic organizers to organize their findings.

Students will be able to show their knowledge of the vocabulary words by completing a picture dictionary with each word. **


 * 1) PREASSESSMENT OF STUDENT KNOWLEDGE: Students will complete a KWL chart with the teacher. Students should have some background knowledge from the previous day's lesson. The 'know" and "want to know" sections will be completed as the preassessment portion of the lesson. Students will also be put into groups of loyalists and patriots for research and debate purposes at this time.
 * 2) Introduction/Set Induction/Hook


 * // Introduction for this lesson is a guest speaker well-knowledgeable about the Intolerable Acts.

For vocabulary, students will complete a picture dictionary with the vocabulary words listed below:

representation taxes protest //**

3. Instructional Procedures
 * Adjustments/Adaptations

ELL Gifted IEP:
 * Pair an English speaking student with an ELL student
 * Provide a bilingual dictionary
 * Videotapes, audiotapes and other audio-visual materials will be utilized.
 * Hands on activities will be incorporated to the lesson to allow connection to material.
 * Leadership opportunities will be provided
 * Multiple enrichment and interactive options will be provided
 * giving students extra time to complete classroom assignments
 * allowing students to complete tasks or present information in alternative ways (e.g., through taped answers, demonstrations, dramatizations, role play)
 * providing a variety of learning tools, such as adapted computers for completing writing tasks and calculators for completing numeracy tasks
 * using pictorial schedules to assist students in making transitions

· Guided Practice


 * // Students will be guided through The American Revolution for Kids by Janis Herbert . //**

// ** Grand Conversation Questions: Knowledge ** // Comprehension Application Analysis Synthesis Evaluation
 * Can you tell who was the richest man in New England?
 * Who was it that rebelled and fought against England? (both names)
 * Can you distinguish between the Whigs and the Tories?
 * Can you provide a definition for Parliament?
 * How would this information be useful if you had a similar problem?
 * Do you know another instance where rebellion has taken place?
 * If everyone was a loyalist, what might have happened?
 * Why did Parliament withdraw most of the Townshend Acts?
 * Can you create new and unusual uses for tea?
 * Can you see a possible solution to the Quebec Act?
 * How would you have handled the situation if you were a patriot?
 * How would you feel if your phone service provider suddenly taxed each of your text messages and they stated there was nothing you could do about it?


 * One strategy which will be utilized is the Think Aloud.

4. Independent Practice

During the Independent Practice for the day, students will be compiling what they have learned thus far about the Intolerable Acts and also researching new information in their groups. This will prepare the students for their debate. The students have the option of creating a brochure, a slideshow, or a advertisement supporting their side (patriots or loyalists). Below are some sites that would be beneficial to use while completing this project. [|Brochure Maker] [|Slideshow] [|Advertisement Do's and Don'ts] **

5. Closure/Summary/Representation

As the closing activity, students will share with the class either their brochure, slideshow or advertisement supporting their side.


 * 1) Evaluation/Assessment

Informal assessment will take place throughout the lesson as questioning happens. Formal assessment will be assessed by the rubrics listed below:


 * || === Making A Brochure : Patriots vs. Loyalists ===


 * Mrs. Joseph ** ||  ||


 * CATEGORY || ** 4 ** || ** 3 ** || ** 2 ** || ** 1 ** ||
 * ** Writing - Organization ** || Each section in the brochure has a clear beginning, middle, and end. || Almost all sections of the brochure have a clear beginning, middle and end. || Most sections of the brochure have a clear beginning, middle and end. || Less than half of the sections of the brochure have a clear beginning, middle and end. ||
 * ** Writing - Grammar ** || There are no grammatical mistakes in the brochure. || There are no grammatical mistakes in the brochure after feedback from an adult. || There are 1-2 grammatical mistakes in the brochure even after feedback from an adult. || There are several grammatical mistakes in the brochure even after feedback from an adult. ||
 * ** Writing - Vocabulary ** || The authors correctly use several new words and define words unfamiliar to the reader. || The authors correctly use a few new words and define words unfamiliar to the reader. || The authors try to use some new vocabulary, but may use 1-2 words incorrectly. || The authors do not incorporate new vocabulary. ||
 * ** Attractiveness & Organization ** || The brochure has exceptionally attractive formatting and well-organized information. || The brochure has attractive formatting and well-organized information. || The brochure has well-organized information. || The brochure's formatting and organization of material are confusing to the reader. ||
 * ** Knowledge Gained ** || All students in the group can accurately answer all questions related to facts in the brochure and to technical processes used to create the brochure. || All students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure. || Most students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure. || Several students in the group appear to have little knowledge about the facts or technical processes used in the brochure. ||


 * || === HyperStudio/Powerpoint Appearance and Content : Slideshow ===


 * Mrs. Joseph ** ||  ||


 * CATEGORY || ** 4 ** || ** 3 ** || ** 2 ** || ** 1 ** ||
 * ** Background ** || Background does not detract from text or other graphics. Choice of background is consistent from card to card and is appropriate for the topic. || Background does not detract from text or other graphics. Choice of background is consistent from card to card. || Background does not detract from text or other graphics. || Background makes it difficult to see text or competes with other graphics on the page. ||
 * ** Originality ** || Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way. || Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way. || Presentation shows an attempt at originality and inventiveness on 1-2 cards. || Presentation is a rehash of other people's ideas and/or graphics and shows very little attempt at original thought. ||
 * ** Content - Accuracy ** || All content throughout the presentation is accurate. There are no factual errors. || Most of the content is accurate but there is one piece of information that might be inaccurate. || The content is generally accurate, but one piece of information is clearly flawed or inaccurate. || Content is typically confusing or contains more than one factual error. ||
 * ** Sequencing of Information ** || Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card. || Most information is organized in a clear, logical way. One card or item of information seems out of place. || Some information is logically sequenced. An occasional card or item of information seems out of place. || There is no clear plan for the organization of information. ||
 * ** Spelling and Grammar ** || Presentation has no misspellings or grammatical errors. || Presentation has 1-2 misspellings, but no grammatical errors. || Presentation has 1-2 grammatical errors but no misspellings. || Presentation has more than 2 grammatical and/or spelling errors. ||


 * || === Making A Poster : Advertisement ===


 * Mrs. Joseph ** ||  ||


 * CATEGORY || ** 4 ** || ** 3 ** || ** 2 ** || ** 1 ** ||
 * ** Graphics - Relevance ** || All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation. || All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation. || All graphics relate to the topic. Most borrowed graphics have a source citation. || Graphics do not relate to the topic OR several borrowed graphics do not have a source citation. ||
 * ** Knowledge Gained ** || Student can accurately answer all questions related to facts in the poster and processes used to create the poster. || Student can accurately answer most questions related to facts in the poster and processes used to create the poster. || Student can accurately answer about 75% of questions related to facts in the poster and processes used to create the poster. || Student appears to have insufficient knowledge about the facts or processes used in the poster. ||
 * ** Content - Accuracy ** || At least 7 accurate facts are displayed on the poster. || 5-6 accurate facts are displayed on the poster. || 3-4 accurate facts are displayed on the poster. || Less than 3 accurate facts are displayed on the poster. ||
 * ** Grammar ** || There are no grammatical mistakes on the poster. || There is 1 grammatical mistake on the poster. || There are 2 grammatical mistakes on the poster. || There are more than 2 grammatical mistakes on the poster. ||

5. Resources and Materials **// Pretest Art Supplies Map Readers Theatre 5th grade Social Studies text set Computers Internet Access Enrichment Activities materials KWL Chart Guest Speaker Rubrics

The following websites: [|Intolerable Acts Introduction] //** //[|PBS] **<span style="color: #ff00ff; font-family: 'Times New Roman',Times,serif; font-weight: normal;">[|Brochure Maker] [|Slideshow] [|Advertisement Do's and Don'ts] **


 * <span style="color: #ff00ff; font-family: 'Times New Roman',Times,serif; font-size: 14px; font-style: normal; font-weight: normal;">The following books:

<span style="color: #ff00ff; font-family: 'Times New Roman',Times,serif; font-weight: normal;">Griffith, S. B. (2002). **//<span style="color: #ff00ff; font-family: Arial,Helvetica,sans-serif;">//The War for American Independence//. Chicago: University of Illinois Press. McDowell, B. (1967). //The Revolutionary War: america's fight for freedom.// National Geographic Society, 4th edition. Wood, W.J. (1990). //Battles of the Revolutionary War//. Chapel Hill: Da Capo Press. January, B. (2000). //The Revolutionary War (true books: american history)//. Children's Press. Herbert, J. (2002). //The American Revolution for Kids//. <span style="color: #ff00ff; font-family: Arial,Helvetica,sans-serif;"> Chicago: Chicago Review Press. Freedman, R. (2000). <span style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px; font-family: verdana,helvetica,sans-serif; font-size: 10px; letter-spacing: 1px; line-height: normal;">// Give Me Liberty. // <span style="color: #ff00ff; font-family: Arial,Helvetica,sans-serif;">New York: Scholastic Inc.

6. Supplementary/Enrichment Activities

** WRITE A SECRET LETTER **
During the Revolutionary War, British and colonial soldiers frequently intercepted enemy mail, so the combatants used various ways of disguising messages that traveled across enemy lines. Invite students to investigate some of those methods at [|Spies]. Then help students write secret messages with invisible ink. Here's how:
 * Mix 4 teaspoons of water with 2 tablespoons of cornstarch.
 * Stir until smooth.
 * Heat and stir over a hotplate for several minutes.
 * Dip a toothpick into the mixture and write a message on a piece of paper.
 * Let the paper dry.
 * Dip a sponge into a solution of 1 teaspoon of iodine and 10 teaspoons of water.
 * Carefully wipe the paper with the sponge. The message should turn purple.

** CREATE A REBUS PUZZLE **
Writing letters in which pictures were substituted for words was a popular activity during the Revolutionary War years. Invite students to solve the rebus puzzles at [|Rebus Game]. Then ask each student to create a rebus puzzle and challenge a classmate to decipher it.

__Name:__ Jessica Roberts Date: May 6th READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #3 Title: Ready, Set, Debate __ Grade Level: 5th Grade Contributors:­­­­­­­­­­­ Jessica Roberts **
 * __ Northeastern State University – Broken Arrow

LESSON PLAN
TITLE: Ready, Set, Debate GRADE LEVEL 5th TIME ALLOTED: up to 90 minutes

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

UNIT GOAL: Students will demonstrate and show their understanding of the issues of the American Revolution. Students will be given the oppertunity to become either a Patriot or a Loyalist and present the decisions that were made back during the Revolution. Students will bring together this unit here and demonstrate their knowledge and do so in costume.

PASS OBJECTIVES FOR THIS LESSON:

// Standard 3: Comprehension/Critical Literacy - The student will interact with the words and concepts in the text to construct an appropriate meaning. // <span style="color: #010141; display: block; font-family: Times,Times,serif; font-size: 150%; font-weight: normal; text-align: justify; text-decoration: none;">//1. Literal Understanding// //c. Recognize main ideas presented in a particular segment of text; identify evidence that supports those ideas.//

** // 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: #010141; display: block; font-family: Times,Times,serif; font-size: 150%; font-weight: normal; text-align: justify;">//2. Inferences and Interpretation// //*e. Participate in creative response to text (e.g., art, drama, and oral presentation).//

** // 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: #010141; display: block; font-family: Times,Times,serif; font-size: 150%; font-weight: normal; text-align: justify;">//4. Analysis and Evaluation// //b. Identify the main problem or conflict of the plot and explain how it is resolved.//

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.

National Council for the Social Studies Standard: CIVIC IDEALS AND PRACTICES: Social Studies programs should include experiences that provide for the study of the ideals, priciples, and practices of citizenship in a democratic republic.

Students will get to team up and practice their debates. The teacher will select a Patriot and a Loyalists to practice running through a debate and be prepared for the final the actual debate. Since the students will be participating in a debate as the sole activity they will be preparing for the debate. The students will watch a video with a debate and this will help them to understand the guidelines and rules in a debate. Students will watch a sample of the Vice-Presidential debate to have the guidelines. After 5 to 10 minutes then stop the video then answer questions the students have about the debate. media type="custom" key="5928451" Vocabulary Words: smuggled inhabitants militiamen colonists
 * 1) PREASSESSMENT OF STUDENT KNOWLEDGE:
 * 1) Introduction/Set Induction/Hook (//This involves getting your students interested and motivated to learn.// Consider Teacher Instructional Indicators #1-3) THIS IS THE BEFORE PART OF THE LESSON.

3. Instructional Procedures ELL Gifted IEP: During the guided practice students will be allowed to divide up into their seperate groups, Patriot or Loyalists, and review over the books that are available to them. Students will be asked to complete Venn Diagrams to give them information on paper and be prepared for the up coming debate. The teacher will lead the discussion before the students are divided and will provide a quick review of important information the students will need in the debate. While the students are in groups the teacher will provide assistance to each group as needed. Students will turn in Venn Diagrams and will be assessed using a rubric.
 * Adjustments/Adaptations
 * Pair an English speaking student with an ELL student
 * Provide a bilingual dictionary
 * Videotapes, audiotapes and other audio-visual materials will be utilized.
 * Hands on activities will be incorporated to the lesson to allow connection to material.
 * Leadership opportunities will be provided
 * Multiple enrichment and interactive options will be provided
 * giving students extra time to complete classroom assignments
 * allowing students to complete tasks or present information in alternative ways (e.g., through taped answers, demonstrations, dramatizations, role play)
 * providing a variety of learning tools, such as adapted computers for completing writing tasks and calculators for completing numeracy tasks
 * using pictorial schedules to assist students in making transitions
 * · **Guided Practice (Teacher Instructional Indicator #10)

Knowledge What is the Quartering Act? Find the meaning of why the King felt the Quartering Act was a reasonable and fair act to proclaim. Comprehension Who was the key character in the Intolerable Acts? What differences exist between the colonists? Application What do you think could have happened next if the colonists had just followed the Kings rules and not pushed for independence? What factors would you change if you were George Washington? Analysis What were some of the motives behind the colonists/followers of the king? Can you distinguish between the Loyalists and the Patriots? Define some of the ways. Synthesis Can you design a political cartoon to show the difference between the Loyalists and the Patriots? Can you develop a proposal for finding a way to house all the British soliders instead of the way the King did? Evaluation Do you the the Anerican Revolution is an important part of history? Was it a good thing or a bad thing? Do you believe that the King had Americas best interest at heart or do you feel that he was out for more territory for Britian?
 * Questions to be asked during a Grand Conversation:**

4. Independent Practice (Teacher Instructional Indicator #11) During the Independent Practice the students will participate in a debate playing the roles of the Loyalists and the Patriots. The students will be allowed to come in character nad will have prepared for this debate the previous days. Students will be allowed to talk with each other to come up with their ideas but each students must participate. There will be a rubric the teacher will use to grade each student for this activity.

Students will have a recipe center where they can create a recipe that could be used during the war. · // Each of these activities must have a //**// rubric //**// attached. //// Look in Rubistar for ideas. These rubrics must be complex and identify the points that match the objectives which were stated above. //**
 * Additional activities the students ca participate in is: **
 * create invisible ink and write a note to an important person. This can be found in the history pockets book listed in the materials list. **
 * Students will be able to create their political cartoons that were discussed earlier. Students will have supplies and some will be provided for them.

5. Closure/Summary/Representation (Teacher Instructional Indicator #12) The teacher will review with the students the events that palyed out during the debate. Students will be prompted to discuss their feeling toward the debate. Did they truly feel apart of the side which they chose to be a part of. Did they find themselves becoming defensive over their positions and choices. During this discussion the teacher will tie this back into what the patriots and loyalists felt during this time period and how serious they felt reguarding what they believed in. Students will be asked to write and exit slip again and this one will be asking them to state what they learned the most during this unit
 * 1) Evaluation/Assessment (Teacher Product Indicators #2-3**)**
 * // What are the suggested assessments? This must be directly tied to the objectives!!!!! Summative or formative? Every independent strategy must have //**//a rubric**. The rubric will be built from []**//

5. Resources and Materials 5th grade Social Studies text set Computers Internet Access Enrichment Activities materials KWL Chart Costumes for the debate Rubrics

The following websites: <span style="color: #ff00ff; font-family: 'Times New Roman',Times,serif; font-size: 13px; font-style: normal; font-weight: normal; line-height: 19px;">[|Intolerable Acts Introduction] //<span style="color: #ff00ff; font-family: 'Times New Roman',Times,serif; font-weight: normal;">[|PBS] <span style="font-family: Symbol,helvetica,sans-serif; font-style: normal;">**<span style="color: #ff00ff; font-family: 'Times New Roman',Times,serif; font-weight: normal;">[|Brochure Maker] [|Slideshow] [|Advertisement Do's and Don'ts] **

Griffith, S. B. (2002). **// <span style="color: #010141; font-family: Arial,Helvetica,sans-serif;">//The War for American Independence//. Chicago: University of Illinois Press. McDowell, B. (1967). //The Revolutionary War: america's fight for freedom.// National Geographic Society, 4th edition. Wood, W.J. (1990). //Battles of the Revolutionary War//. Chapel Hill: Da Capo Press. January, B. (2000). //The Revolutionary War (true books: american history)//. Children's Press. Herbert, J. (2002). //The American Revolution for Kids//. <span style="color: #010141; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Chicago: Chicago Review Press. Freedman, R. (2000). <span style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px; font-family: verdana,helvetica,sans-serif; font-size: 10px; letter-spacing: 1px; line-height: normal;">// Give Me Liberty. // <span style="color: #010141; font-family: Arial,Helvetica,sans-serif;">New York: Scholastic Inc.

6. Supplementary/Enrichment Activities** Students will take home a permission slip and be given the option the watch the movie //The Patriot.// They will have a worksheet that they will fill out during this movie to ensure key concepts are being seen. If students are not allowed to watch the movie those students will be able to select an activity out of the History Pockets Book //The American Revolution.// Student swill be allowed to select what they would like to do based on how many there are.