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 * ​****#1 Name (red):** __**Courtney McDonald**__
 * 2 Name (blue):_ Melanie Sweeney**
 * __#3 Name (green):__ _ Olga Oloans**
 * __#4 Name ( Black):__ _

Standard 4, Objective 4: Recognize the key contributions of key individuals and groups involved in the American Revolution**

 READ 4043: Reading for the Content Area Spring Semester 2010__**
 * __Name:__** Melanie Sweeney **Date: 0**4-23-10
 * __Northeastern State University – Broken Arrow


 * __Lesson Plan #1 Title:__** The Birth of a New Nation

**LESSON PLAN**


 * TITLE:** The Birth of a New Nation
 * __GRADE LEVEL__** 5 **TIME ALLOTED:** 50 minutes


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

4. Using Resource Materials and Aids b. Determine the meanings, pronunciation, and derivations of unknown words by using a glossary and/or dictionary.
 * UNIT GOAL:** The goal for this unit is to familiarize the students with the Revolutionary War as well as two contributors of the War, Thomas Paine and Mercy Otis Warren.
 * PASS OBJECTIVES FOR THIS LESSON:**
 * Language Arts**
 * Standard 1: Vocabulary - The student will develop and expand knowledge of words and word meanings to increase their vocabulary.**

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

1. Interpret a speaker’s verbal and nonverbal message, purpose, and perspective. 2. Listen critically and respond appropriately to oral communication to seek information not already discussed.
 * Oral Language/Listening and Speaking: The student will demonstrate thinking skills in listening and speaking.
 * Standard 1: Listening: The student will listen for information and for pleasure.**

4. Recognize the contributions of key individuals and groups involved in the American Revolution (e.g., Samuel Adams, the Sons of Liberty, Paul Revere, Mercy Otis Warren, George Washington, Thomas Paine, Thomas Jefferson, Marquis de Lafayette, King George III, Hessians, and Lord Cornwallis).
 * Social Studies**
 * Standard 4: The student will examine the lasting impact of the American Revolution.**


 * ACEI Objective: **Candidates understand and use a variety of teaching strategies that encourage students’ 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.

1.) //​ understand taxation without representation and its effect on the Revolutionary War 2.) be able to differentiate between Loyalists and Patriots
 * SPECIFIC LESSON OBJECTIVES:**
 * //After this lesson students will: //**//

To begin the lesson I will have a prompt on the white board that says “Write five things you know about the American Revolution/Revolutionary War/War of Independence (this is one war but is known by all three of these titles)." After the students have had three to five minutes to write what they know, I will ask for volunteers to tell what they know about the war. Every student will have the opportunity to tell at least one thing they already know. This will give me a general idea of how familiar the student’s are with the Revolutionary War.
 * 1. PREASSESSMENT OF STUDENT KNOWLEDGE: **

To get the student’s interest I will read //We The Kids,// illustrated by David Catrow, which is the Preamble in a picture book format. This will initiate our discussion of what the Preamble is, why it was created, and what role the Revolutionary War played in the creation of the Preamble.
 * 2. Introduction/Set Induction/Hook Consider Teacher Instructional Indicators #1-3)**

Students will use the Frayer Model attatched (See http://www.justreadnow.com/strategies/frayer1.gif) for their vocabulary words which include: Constitution- United States Constitution: the constitution written at the Constitutional Convention in Philadelphia in 1787 and subsequently ratified by the original thirteen states; fundamental law: law determining the fundamental political principles of a government freedom- the state of not being imprisoned, enslaved, or otherwise constrained Patriots- colonists who thought they should be independent of Great Britain Loyalists- colonists who did not want to break away from Great Britain; thought a country without a king was unrealistic posterity- future generations; descendants

 I can foster children with visual disabilities in many ways. Depending on the severity of the disability depends on what the accommodations will include. Children with visual disabilities may sit closer to the front of the room to see the whiteboard. I will also supply students with visual disabilities a larger print on the simulation handout. Also, I can pair children with visual disabilities with children without visual disabilities so that they can be guided throughout any hands on activities and research.I can foster to ELL students by pairing them up with English Speaking Students so they can help the ELL students understand better one on one what they are expected to be doing and our class discussion. I will also provide an American Revolution pocket book with background information about the war for ELL students. I will follow each individual IEP and accommodate to each child's need. Examples would be giving a child extra time if needed, allowing a child to work in certain lighting, allowing a child to use a variety of learning styles, etc. Visual learners will benefit from the writing on the board, the printed scripts, and the American Revolution pocket book of pictures and information. Auditory learners will enjoy the simulation that will be spoken aloud in class. Tactile and kinesthetic learners will enjoy the movement and actions during the simulation.
 * 3. Instructional Procedures **
 * **Adjustments/Adaptations **
 * · ** **Guided Practice (Teacher Instructional Indicator #10)​**

Before beginning the simulation, I will instruct students to create a three column chart and label section one what I know, section two what I want to know, and section three what I learned. Students will fill in sections one and two of this K-W-L+ attached (See http://tccl.rit.albany.edu/knilt/images/1/1a/KWL.jpg) chart about taxation without representation; they will fill in what they already know about it and what they want to know about taxation without representation. After the chart the students will draw roles for The King’s M&M’s simulation about taxation without representation. The roles include: King, 2 Parliament member, 2 tax collectors, and colonists. I will make sure the students each have the print out of The King M&M simulation (see below) in reader’s theatre format. As the students perform the theatre I will add commentary and guide where needed. I will stimulate thoughts about how they would feel to be on either side to get conversation included about how people in this time may have felt. Following the simulation I will have students fill in the third section of their K-W-L chart. Colonial America’s reaction to the Stamp Act Students will explain why Americans were upset with British tax laws, such as the Stamp Act, after the French and Indian War. They will also identify two tactics colonials used to demonstrate their displeasure with these taxes. • one 8 ounce (224grams) bag of M & M’s® • one small paper cup for each student • two plastic spoons (or surgical latex gloves) 1. Prepare the Role Cards as directed. 2. Cut out the Object Cards. Label the six cards with names of items commonly worn or possessed by students within class—e.g., jeans, running shoes, glasses, pens, jewelry. You do not need to use all six cards; three to six cards seem to work well for this simulation. In the corner box of each of the object cards, write a number ranging from one to three. As will be explained later, these numbers will represent a taxable value. 3. At the start of class give each student a paper cup containing ten M & M’s®. Instruct students not to touch them. 4. Randomly pass out the role cards to students. Explain that those possessing the “King,” “Parliament,” and “Tax Collector” cards should proceed to the front of the room. The king should take a designated “seat of honor,” and the members of Parliament should also have a specific area from which they will enact their roles. 5. Members of Parliament (those students possessing “Parliament” Role Cards) will draw from your previously compiled and prepared group of Object Cards. Parliament members announce to the “Colonists” what item is to be taxed (e.g., blue jeans), and anyone possessing that item will have to pay out the number of M & M’s equal to the number written on the object card. So if the card marked “blue jeans—3” is pulled, each colonist attired in blue jeans would relinquish three M & M’s. 6. Those students possessing “Tax Collector” role cards do all of the collecting using plastic spoons or gloves and all “taxes” are returned to Parliament. (Each tax collector has charge over half the room.) Taxes should be levied for at least three items but not more than six. If you have a good idea of what is popular in student dress, four items seems to be an optimum number for successfully relieving several students of all their candy and leaving many more with just two or three of their original total. 7. After all taxes have been levied, the funds are to be dispersed. The tax collectors each reap 10% of the take. Parliament receives 50% (these funds to be used to run the empire) to be split equally among the two students in that role. Finally, King George pockets the remaining 40% for himself. These percentages have no real historical significance and are only an arbitrary breakdown for purposes to fit this simulation.) It is quite possible that while some students will have had all of their M & M’s® confiscated, members of Parliament and the king will have upwards of thirty to forty pieces each to show for their efforts. 8. Some students may show definite feelings of displeasure just as some on the receiving end of this taxing generosity may gloat just a bit too much. The objective for this lesson should be completed during the withdrawal from the roles. Understanding how the colonists reacted to the tax collectors and the various tax laws from the Stamp Act and beyond will be more relevant to the class at this crucial moment. Discuss the following questions: • What was so unfair about how the class was taxed? • How could it have been handled more fairly? • Why were tax collectors tarred and feathered? • Why were British goods boycotted? • What methods and organizations were devised by the colonists in order to resist and circumvent these laws? • How significant were these laws to the ultimate break from Great Britain? While it can be used as an anticipatory set, “The King’s M & M’s@” is most effective in the discussion about the Stamp Act after the topic has been introduced and formally presented. Sufficient background makes post-simulation review more meaningful. Since the colonists were upset about new taxes on paper and the lack of representation in the establishment of those taxes, this strategic activity attempts to draw students into a similar, albeit contrived, situation where items they value are arbitrarily removed from their possession without their input. The students’ frustration with the “unfairness” of the way they lost their candy can be easily compared to the substantial give and take on one of the central issues leading to revolution –taxation without representation.
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">The King’s M & M’s® **
 * //<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Topic //**
 * //<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Objective //**
 * //<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Materials //**
 * //<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Procedures //**
 * //<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">For Discussion //**
 * //<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Background //**

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">NO TAXATION WITHOUT REPRESENTATION Simulation

HOUSE OF LORDS: I: Your royal highness...........The colonies are costing a lot of money, lots of money. The cost of the keeping the military there is tremendous. We need more money.

KING GEORGE I: Well, the first step is to start quartering the troops in the Colonists’ homes. That will save money. But, we need more money. Those troops, called Redcoats because of the color of the coat that was worn by the troops, do a lot of walking. They need good shoes for walking. So let’s tax everyone who has on tennis shoes. Send a note over to the tax collector to tax all individuals with tennis shoes 5 M & M’s.

ANNOUNCER: I. Hear ye! Hear Ye! The King of England has decreed that all subjects must agree to house a soldier in their house if needed.

COLONIST I. I don’t think it is right to put a soldier in my house. It is like spying on us. I left England to have some rights and privacy. This is not fair. I don’t mind paying a little tax to help them but I don’t want a soldier in my house.

COLONIST I b. King George has done so much for us. We need to obey him and just pay the taxes. I would be happy to house a soldier in my house because of all the protection that he gave me.

HOUSE OF COMMONS: II: Your royal highness........... We have just finished the French and Indian War. Taking our troops over to America and fighting those Indians and the French soldiers were VERY, VERY expensive. We had to go a long way to help those colonists so that they can have more land. We need more money.

KING GEORGE II: It does cost a lot of money to fight a war. Those native Americans and French were nasty fighters–hiding behind trees and such to take a shot.....That was unfair!!!!! So let us tax the Colonists MORE to help pay for that war. After all they are able to move West for more land. Let us tax all people who do not have my favorite colors on..... blue and red. Because they are not loyal to me and my country, I will tax them 7 M & M’s.

ANNOUNCER: II. Hear ye! Hear Ye! The King of England has declared that a tax will be issued on all colonists because of the debt that happened because of the past French-Indian War

COLONIST II. Those soldiers wearing redcoats are too intruding. They watch us all the time. Those tax collectors are just as bad. I want to “tar and feather” my guy. He is getting too rich on our backs. It is unfair. I am loyal to my home country but I want some say in how my money is spent.

HOUSE OF LORDS: III. Your royal highness........... We need more money. When we take supplies over to the Americas for those colonists to use, it cost us a lot of money. Your royal highness, we need more money for our ships and the men on the ships.

KING GEORGE III. It does cost a lot of money to take over the supplies for those colonists. Just think we have to take over tea, glass, and other supplies to them. I think I will make a tax on all goods that have glass in them. All students who wear glasses will be taxed 6 M & M’s.

ANNOUNCER: III. Hear ye! Hear Ye! The King of England has issued a tax on all tea. This is because you need to help pay for all the supplies which are brought to you.

COLONIST III. This is getting ridiculous. I am paying a tax on the one thing I need the most, my cuppa tea. I love that stuff. What does King George think he is doing? He is crazy. I think that the next time a ship of tea comes in I want to dump all the tea into the harbor. That will serve them right!

COLONIST III b. King George has done a lot for us. We should stop belly aching and just give him the money.

HOUSE OF COMMONS: IV. Your royal highness........... We have just defended ourselves against the Spanish lord and his native Frenchmen, freed Blacks and the Spanish troops at Baton Rouge and Natchez. We lost a lot of money in those battles and we must replenish our supplies. We need money.

KING GEORGE IV. Our soldiers had to go a long way and defend themselves against those outlaws from Spain and those natives in the area. That makes me mad. They don’t realize that they were defeating in the last war and they should owe allegiance to me. Let me tax all blue eyed students. Tax collectors, please take 4 M& M’s from them.

ANNOUNCER: IV. Hear ye! Hear ye! The King of England has stated that all colonists must help pay for the cost of fighting the last war in Europe against Spain and France.

COLONIST IV. We are not here to support the wars that England is fighting with everyone else. I think this is crazy. We don’t have any voice to help spend the money. I think we should have representation in the parliament. No taxation without representation! (Hit fist on table)

COLONIST IVb. Yep, No TAXATION WITHOUT REPRESENTATION!!! (Hit fist on table)

COLONIST IVc. No TAXATION WITHOUT REPRESENTATION! (Hit fist on table)

COLONIST IVd. NO TAXATION WITHOUT REPRESENTATION! (Hit fist on table)

HOUSE OF LORDS: V. Your royal highness........... Those colonists are moving westward and we have to keep making forts and defending them against the natives and the French trappers. We need money.

KING GEORGE V. Making new forts cost a LOT of money. Just think of all the glass, paint and lead that must be moved and used. I think I will tax that for any colonists who uses glass, paint or lead must be taxed to help pay for the cost of making new forts for the colonists. Taxpayers tax all students who are wearing jewelry or have their nails painted. Please take 5 M & M’s.

ANNOUNCER: V. Hear ye! Hear Ye! The King of England commands that you be taxed on lead, glass, paint. The realm is in need of more money.

COLONIST V. This is ridiculous! We can’t build or get better without taxes. We can’t make bullets without taxes. King George is taxing us to death! I want representation so that I can say what I want. This not being able to talk to King George is ridiculous! Taxation without representation is ridiculous! HOUSE OF COMMONS: VI. Your royal highness........... We need money. We have just finished an expensive war with France and Spain and we must keep our ships and land forces current and with supplies. We need money.

KING GEORGE VI. That last war with France and Spain was really EXPENSIVE and we are still paying for it. Besides, now we are the most powerful country in the world and that TAKES a lot of money. Most of the people use paper as a communication form and let us tax those people who have a piece of paper in front of them. If they don’t have an official seal ( A star) on them, please take 5 M&M’s from them.

ANNOUNCER: VI. Hear ye! Hear ye! The King of England states that all paper and paper transitions will need a stamp of approval by the Royal Crown. This tax will be used to pay past debts.

COLONIST VI: Now we can’t even read our papers or do any legal documents without a tax! Anything on paper was taxed! I don’t like this! We have no say in our affairs! We are being taxed to death and we can’t say where it is going. I want representation.

COLONIST VIb. This is intolerable. These taxes are intolerable.

COLONIST VIc. These taxes should be called the Intolerable Acts because we can’t stand them. This is just stupid No Taxation without Representation.

COLONIST Vid No Taxation without Representation. (Chant in unison.)

COLONIST VIe No Taxation without Representation. (Chant in unison.)

COLONIST VIf No Taxation without Representation. (Chant in unison.)

COLONIST VIg No Taxation without Representation. (Chant in unison.)

0 COLONIST VIh No Taxation without Representation. (Chant in unison.)

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">During this guided portion of the lesson plan I will be asking the students many questions. The questions will derive from each level of Bloom's taxonomy. Here are some questions I will be asking: Knowledge/Remembering: 1. What were the people called that wanted freedom from Great Britain? 2. In what year was independence gained? Understanding: 1. Explain the role of taxation without representation in the Revolutionary War. 2. Discuss how the Patriots gained support for independence. Application: 1. Create one idea of a tax. 2. Write one tax that you have encountered in today’s society. Analysis: 1. Compare taxation without representation to today’s tax system. 2. Contrast taxation without representation to our democratic method of taxes. Synthesis: 1. Create a law about how taxes could be imposed against the Patriots in the time of the American Revolution. 2. Compose a paragraph that persuades Loyalists to take the side of Patriots in the time of the American Revolution. Evaluate: 1. Defend Loyalists. 2. Defend Patriots. Students will begin working independently for three minutes brainstorming ideas to defend Patriots and then three minutes defending Loyalists. Students will do this by filling in a Discussion Web attached (See [] ). After the brainstorming students can get in groups of two and continue to defend each argument.
 * 4. Independent Practice (Teacher Instructional Indicator #11)**
 * 5. Closure/Summary/Representation (Teacher Instructional Indicator #12)**

The students will write a response to how they would have benefitted the efforts of Thomas Paine as a Patriot and attempt to gain support of Loyalists if they had lived in the time of the American Revolution. Students will complete their K-W-L+ chart. Students will also complete and exit slip attached (See [] ).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Evaluation/Assessment (Teacher Product Indicators #2-3 ) **

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; text-align: center;">Paragraph Rubric || <span style="color: black; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">CATEGORY || **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">4 - Above Standards ** || **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">3 - Meets Standards ** || **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">2 - Approaching Standards ** || **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">1 - Below Standards ** || **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Score ** || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">
 * **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Sequencing ** || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Arguments and support are provided in a logical order that makes it easy and interesting to follow the author's train of thought. || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Arguments and support are provided in a fairly logical order that makes it reasonably easy to follow the author's train of thought. || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">A few of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem a little confusing. || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Many of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem very confusing. ||  ||
 * **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Reasoning ** || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">All of the given reasons are specific, strong, and relevant. || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Most of the given reasons are specific, strong, and relevant. || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">At least one of the given reasons is specific, strong, and relevant. || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">The reasons are NOT strong, nor relevant. ||  ||
 * **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Audience ** || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Demonstrates a clear understanding of the potential reader and uses appropriate vocabulary and arguments. || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Demonstrates a general understanding of the potential reader and uses vocabulary and arguments appropriate for that audience. || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Demonstrates some understanding of the potential reader and uses arguments appropriate for that audience. || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">It is not clear who the author is writing for. ||  ||
 * **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Grammar & Spelling ** || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Author makes no errors in grammar or spelling that distract the reader from the content. || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Author makes 1-2 errors in grammar or spelling that distract the reader from the content. || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Author makes 3-4 errors in grammar or spelling that distract the reader from the content. || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Author makes more than 4 errors in grammar or spelling that distract the reader from the content. ||  ||
 * **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Capitalization & Punctuation ** || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Author makes no errors in capitalization or punctuation, so the essay is exceptionally easy to read. || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Author makes 1-2 errors in capitalization or punctuation, but the essay is still easy to read. || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Author makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow. || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Author makes several errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow. ||  ||

PASS Objectives [] Paragraph Rubric http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1568854& Exit Slip [] Discussion Web [] KWL+ [] Frayer Model []
 * 5. Resources and Materials**

Max W. Fischer. //American History Simulations//. 1993, Teacher Created Materials (King’s M&M Simulation- Dr. Swanson) //History Pockets: The American Revoltuion.// Evan-Moor. Catrow, David. //We The Kids.// Materials: Whiteboard Whiteboard markers Paper Pencil Computer with internet access

Students will have access to the internet to research more information concerning taxation without representation. Students can also read the American Revolution pocket book that I have created as a resource. These activities are to gain a better understanding of the day’s information.
 * 6. Supplementary/Enrichment Activities**

__**Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010**__ __**Lesson Plan #2 Title: Getting to Know Thomas Paine**__ Contributors:­­­­­­­­­­­ Courtney McDonald** //**Do not fill out!**// **Writing/Grammar/Usage and Mechanics: The student will express ideas effectively in written modes for a variety of purposes and audiences.** **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.** ***Standard 3: Compose Visual Messages - The student will create a visual message that effectively communicates an idea and produce communications using appropriate technology or media (e.g., developing a class newspaper, videos, or multimedia projects).
 * __Name:__ Courtney McDonald _ Date:_ April 9, 2010 **
 * Grade Level: Fifth Grade
 * LESSON PLAN**
 * TITLE: Getting to Know Thomas Paine **
 * __GRADE LEVEL 5th grade__ _ TIME ALLOTTED: 50 minutes **
 * COMPOSITION OF CLASS: Male_ Female_ Total_ **
 * Number of Special Needs Students ELL_ 504_ IEP_**
 * UNIT GOAL:** The goal for this unit is to familiarize the students with the Revolutionary War as well as two contributors of the War, Thomas Paine and Mercy Otis Warren.
 * PASS OBJECTIVES FOR THIS LESSON:**
 * LANGUAGE ARTS **
 * Grade 5 **
 * 1****.** Communicate through a variety of written forms and for various audiences to inform, persuade, entertain, instruct, and describe, while adjusting tone and style as appropriate.
 * Visual Literacy: The student will interpret, evaluate, and compose visual messages. **

SOCIAL STUDIES** **Standard 4: The student will examine the lasting impact of the American Revolution.**
 * Grade 5 **
 * 4 . Recognize the contributions of key individuals and groups involved in the American Revolution (e.g., Samuel Adams, the Sons of Liberty, Paul Revere, Mercy Otis Warren, George Washington, Thomas Paine, Thomas Jefferson, Marquis de Lafayette, King George III, Hessians, and Lord Cornwallis).  **

<span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">**<span style="color: #ff0000; font-family: 'Times New Roman',Times,serif; font-size: 12pt; line-height: 18px;">ACEI Objective: ** <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate; color: #ff0000; font-family: 'Times New Roman',Times,serif; font-size: 12pt; line-height: 18px;"> 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: //(What do you want your students to know and be able to do after instruction?)//**
 * In this lesson the students will be able to: **


 * Explain who Thomas Paine is.
 * Describe the contributions Thomas Paine made in the American Revolution.
 * Explain what type of writing Thomas Paine did.


 * 1) **PREASSESSMENT OF STUDENT KNOWLEDGE: //(How will you assess the prior knowledge of the students?)//**

// After the students watch this video and take as many notes as they feel comfortable, I will have them get out a piece of paper. They will need to look up and define the following words using Vocabulary Word Maps. : (Picture Below) 1.** __**Common Sense Pamplet**__ **( Answer: A pamphlet written in America by Englishm Thomas Paine, published on January 10, 1776. It called for American independence and a union of the American colonies, and as propaganda, it influenced colonists to pursue both in the Revolutionary War.) 2.** __**Republicanisim**__ ** (Answer: the ideology embraced by members of a republic -- a form of government in which leaders are elected for a specific period by the preponderance of the citizenry, and laws are passed by leaders for the benefit of the entire republic, rather than a select aristocracy.) 3.** __**Persuasive Writting**__ ** (Answer: A written work in which a writer presents a case for or against a particular position.) 4.** __**Independence**__** (Answer: freedom from control or influence of another or others.) 5.** __**Propogandist**__ (Answer: a person involved in producing or spreading propaganda.) //
 * // Before we begin our lesson on Thomas Paine, I will have three questions written on the board. The questions will be "What did you learn yesterday about the Revolutionary War?" "Who do you think Thomas Paine is?" and "What contributions do you think Thomas Paine had in the Revolutionary War?" The students will answer these questions in their journals and I will be able to assess their knowledge of Thomas Paine previous to learning about him. //**
 * 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. **
 * I will start out by referring to the questions on the board that the students just previously answered. I will ask them to explain to me some of the things they learned yesterday about the Revolutionary War. I will ask them to define the vocabulary words they learned from yesterday; constitution, freedom, posterity, Loyalists and Patriots. I will then refer to the second question on the board and ask them who they think Thomas Paine is. I will take as many answers as the students want to give. And then I will ask what they think he contributed to the Revolutionary War. After we have this discussion, I will begin the youtube video ( ** [|**http://www.youtube.com/watch?v=ezU8UhZ2RSo**]**)** ** on Thomas Paine to give the students a little insight on who he is. I will encourage the students to take notes and remind them they have a fun project coming up, and they may need some of this information.

// I can foster children with hearing disabilities by also allowing them to sit closer to the front of the room so that the can hear me give instructions clearly as well as hear their peers give their presentations. I can provide earphones for these students while they do their research so they can turn the audio up as loud as needed. I can pair the students with hearing disabilities with students without hearing disabilities so they can help them communicate or help clear up any misunderstood information. While the children are giving their presentations I can ask that the students also provide written information that they can hold up as part of their presentation so these students with visual disabilities can still understand. Also, I can help communicate with these children through sign language. I can foster ELL students by pairing them up with English Speaking Students so they can help the ELL students understand better one on one what they are expected to be doing. Also, while the students are researching I can possible find websites that are in their native language while their partner looks at the same information in English so that can help them understand better. The video is geared toward visual learners, the making of the posters and poems are geared towards kinesthetic and tactile learners, while the presentations as a whole is geared towards auditory learners. I will follow each individual IEP and accommodate to each child's need. Examples would be giving a child extra time if needed, allowing a child to work in certain lighting, allowing a child to use a variety of learning styles, etc. ** // **·** **Guided Practice (Teacher Instructional Indicator #10)** // Before we begin the guided reading portion of this lesson plan I will ask the students to get out a piece of paper. I will instruct the students to make three columns and label the first column K, the second column W, and the last column L. (Picture Below) A KWL chart is a three-column graphic organizer that becomes the students guide as they read and do their research on Thomas Paine. As a class we will write down the things we Know about Thomas Paine. Many of these ideas we will be jotting down will consist of the previous suggestions we made about who we thought Thomas Paine is in the preassessment part of the lesson plan. Then, we will write down many things that we Want to know about Thomas Paine. This KWL+ will act as a guide to go off of as the students begin their research. During their independent practice the students can individually, write down the things the Learned about Thomas Paine. After we create our KWL+ charts I will play a slideshow that I created about Thomas Paine. This will give a little background into who Thomas Paine is and kick start the research portion of our activity. I will present the slideshow and talk a little about Thomas Paine, but I will be leaving some things out so the students can research the majority of the material. [|**Thomas Paine Slideshow**] // I will encourage the students to take notes as needed throughout the slideshow by using the Structured notetaking strategy. This strategy involves creating graphic organizers that will serve as organized study guides for the students as they watch the slide show, and also as they independently research Thomas Paine. The students can use any graphic organizer they want, or create their own, as long as it is considered structured notetaking. (examples below) // After I present the slideshow, I will present books that pertain to Thomas Paine. I will briefly show the students the books, tell them what the books are about and encourage them to read these books and find much of their research in these books. Some of the books I will include in this lesson are: // The Elementary Common Sense of Thomas Paine --An Interactive Adaptation for All Ages //<span style="border-collapse: separate; color: #ff0000; font-family: Times,'Times New Roman',serif; font-size: 12px; font-style: normal; line-height: normal; webkit-border-horizontal-spacing: 0px; webkit-border-vertical-spacing: 0px;">by Wilensky, Mark // Thomas Paine and the fight for liberty //<span style="border-collapse: separate; color: #ff0000; font-family: Times,'Times New Roman',serif; font-size: 12px; font-style: normal; line-height: normal; webkit-border-horizontal-spacing: 0px; webkit-border-vertical-spacing: 0px;">by Crompton, Samuel Willard // Thomas Paine : common sense and revolutionary pamphleteering //<span style="border-collapse: separate; color: #ff0000; font-family: Times,'Times New Roman',serif; font-size: 12px; font-style: normal; line-height: normal; webkit-border-horizontal-spacing: 0px; webkit-border-vertical-spacing: 0px;">by McCartin, Brian. // Thomas Paine : great writer of the revolution // by Burgan, Michael //<span style="border-collapse: separate; color: #ff0000; font-family: 'Times New Roman'; font-size: 12px; line-height: normal; webkit-border-horizontal-spacing: 0px; webkit-border-vertical-spacing: 0px;">Uncommon revolutionary : a story about Thomas Paine // ** by Waxman, Laura Hamilton. ** // ** During this guided portion of the lesson plan I will be asking the students many questions. The questions will derive from each level of Bloom's taxonomy. Here are some questions I will be asking: Knowledge/Remembering: 1. Name the pamphlet Thomas Paine wrote that called for American Independence. 2. Identify what type of writing Thomas Paine did. Understanding: 1. Explain what contributions Thomas Paine had in the Revolutionary war. 2. Discuss the Common Sense Pamphlet. Application: 1. Practice Paine's writing style in a summary of one sentence. 2. Apply Paine's Theory of Common Sense to an every day situation you may face. Analysis: 1. Compare Thomas Paine's Republicanism theory with another political theory you may know. 2. Contrast Thomas Paine's Republicanism theory with another political theory you may know. Synthesis: 1. Create a common sense pamphlet for todays society. 2. Compose a persuasive paragraph. Evaluate: 1. Defend Thomas Paine's Common Sense Pamphlet. 2. Argue Thomas Paine's Common Sense Pamphlet. ** The students will start out working independently. They will each need to research Thomas Paine using a variety a sources including the books I provided, the Internet, the slide show, etc. During this independent study, they will need to be jotting down notes on their Structured Notetaking paper, and also writing down the information they have learned on their KWL+ chart. I will be walking around monitoring each students research. When they feel like they have gathered enough information, they can begin on their Bio Poem. A bio poem is a worksheet that the students will receive from me once they have completed their research. The worksheet consists of lines to a poem that the students will feel in with their own words. This poem will be all about Thomas Paine. Here is an example: (Rubric in Assessment Portion) First Name Who loves Who felt Who believed ** Who wanted to see Who gave Who lives in Who once said Last Name // ** Once all the groups have presented their posters, we will discuss as a group what we have learned. I will ask the class "So who is Thomas Paine?" , "What contributions did he make to the war?", and I will ask the students what they found interesting. We will discuss how the strategies helps them research and what strategy they found helpful. At the very end ** I will explain that Thomas Paine is only one key individual we will be learning about in this unit, and that they need to get ready to learn about Mercy Otis Warren Tomorrow! //
 * //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) //**
 * I can foster children with visual disabilities in many ways. Depending on the severity of the disability depends on what the accommodations will include. Children will visual disabilities may sit closer to the front of the room to see the board, the projector screen, and other students presentations better. I can ask that the students create their posters in large print so that we can foster to visual learners needs. Also, I can pair children with visual disabilities with children without visual disabilities so that they can be guided throughout the hands on activities and research.
 * 4. Independent Practice (Teacher Instructional Indicator #11)
 * Once everyone finishes their bio poem, I will number the students off into five groups of four. Each group with then create a poster. The poster will consist of a drawn picture of Thomas Paine, and a brief summary about who he is. They need enough information about Paine on their poster to teach the class about him .**<span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 20px;">// ** Once the groups have finished their posters, the groups will present the posters to the rest of the class. They will need to act as if the class is unaware of who Thomas Paine is, and explain him and is contributions to the war. (Rubric in Assessment Portion) ** //
 * 5. Closure/Summary/Representation (Teacher Instructional Indicator #12)**
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3** )

Formative Assessments: I will monitor the students as they do their research on Thomas Paine. I will assess with anecdotal notes as I monitor each students efforts in the individual work, and group work. Summative Assessments: I will assess the students preassessment journal questions with a checklist. The preassessment is more for me to know what they previously knew about Thomas Paine. I will assess the biography poems the students will be individually creating about Thomas Paine with a Rubric. (Linked Below) [] I will assess the Thomas Paine Poster Presentation with a Rubric. (Linked Below) [] Teachers Materials:
 * 5. Resources and Materials**
 * Marker Board **
 * Computer
 * Internet Access
 * Youtube Video Link
 * KWL Handouts
 * Sructured Notetaking Handouts
 * Slideshow Link
 * Books
 * Biography Poem Handouts
 * Rubrics

Students Materials: Journals Resources: [|//http://sde.state.ok.us/Curriculum/PASS/default.html//] [|//http://www.youtube.com/watch?v=ezU8UhZ2RSo//] [|//http://www.answers.com///] [|//http://sitemaker.umich.edu/barbaraapplebaum/files/kwl.gif//] [|//http://www.k8accesscenter.org/training_resources/udl/images/DescriptiveorThematicMap.gif//] [|//http://www.ncrel.org/sdrs/areas/issues/students/learning/lr2spid.gif//] [|//http://www.netrover.com/~kingskid/graphic/instructionad.gif//] [|//https://mail.google.com/a/nsuok.edu/?ui=2&ik=89c0b8b5aa&view=att&th=127f3a136bdd378f&attid=0.1&disp=vah&realattid=f_g7xprs3b0&zw//] [] <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 10pt; line-height: 115%;"> Burgan, Michael. (2005). //Thomas Paine: Great Writer of the Revolution//. Minnesota: Compass Points. Books. Crompton, Samual Willard. (2005). //Thomas Paine and the Fight For Liberty////.// New York: Chelsea House Publications. McCartin, Brian. (2002). //Thoms Paine: Common Sense and the Revolutionary Pamphleteering//. New York: PowerPlus Books. Waxman, Laura Hamilton. (2003). //Uncommon Revolutionary: A story about Thomas Paine//. Minnesota: Coralrhoda Books. <span style="color: #999999; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> Wilinsky, Mark. (2007). //<span style="font-family: 'Arial','sans-serif';">The Elementary Common Sense of Thomas Paine: In Interactive Adaptation For All Ages //.New York: Savas Beatie.
 * Writing Untensils
 * Books
 * Computers
 * Internet Access
 * Dictionary
 * Biography Poem Worksheet
 * Poster Board
 * Notes
 * Markers, Crayons, etc.

// The students can gather even more information about Thomas Paine through technology. The students can look at this website and see real portraits of Thomas Paine. // [|//http://www.earlyamericanimages.com/port5.html//] // The students can visit websites that incorporate information on Thomas Paine, along with educational fun and games that can branch off into different subjects of history. // [|//http://www.libertyskids.com/arch_who_tpaine.html//]// As well as playing education games, students can visit websites to look at picture of Thomas Paine, read about Thomas Paine, and take fun quizzes to help assess themselves on what they have learned. // [|//http://www.newton.k12.ks.us/tech/ar.htm//] // I could talk to the students and explain to them that Thomas Paine was not only an important figure in the American Revolution, but he was also an inventor. He invented things such as the smokeless candle, and the iron bridge. We could branch off of that idea, and discuss other inventors. This could lead to another history lesson, and we could make it a hands on science lesson by allowing the students to try and invent something of their own. I could also break this into an arts lesson by have the students create their own picture of Thomas Paine in their perception of him. It could be a portrait of him, maybe a collage of what he did, etc. For an English lesson, we could go in more detail about persuasive writing, and have the student stand for something and compose a piece of persuasive writing. Or we could break away from that, and talk about difference in opinions and the true meaning of why it is called persuasive writing and have a class debate over a specific subject they have picked. // //**Name: __Olga Oloans Date: April 16, 2010__** Northeastern State University – Broken Arrow// //READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan __#3 Title:__//**<span style="color: #009a46; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">A Voice of the American Revolution ** //Grade Level:// 5 //Contributors:­­­­­­­­­­­//<span style="color: #009a46; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Olga Oloans //**LESSON PLAN**// GRADE LEVEL __5 TIME ALLOTED: 50 minutes__ //**COMPOSITION OF CLASS: Male_ Female_ Total_** Do not fill out! //**UNIT GOAL:**//<span style="color: #009a46; font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%;">The goal for this unit is to familiarize the students with the Revolutionary War as well as two contributors of the War, Thomas Paine and Mercy Otis Warren. //**PASS OBJECTIVES FOR THIS LESSON:**// <span style="color: #009a46; font-family: 'Times New Roman','serif'; font-size: 12pt;">Standard 3: Comprehension/Critical Literacy – The student will interact with the words and concepts in the text to construct an appropriate meaning. 1. Literal Understanding a. Use prereading strategies independently (to preview, activate prior knowledge, formulate questions that might be answered by the text, and establish purpose for reading. 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. 4. Write personal, persuasive, formal, business letters, thank you notes, and invitations, including the date, greeting, body, closing, and signature. <span style="color: #009a46; font-family: 'Times New Roman','serif'; font-size: 12pt;">1. Students will know Mercy Otis Warren’s contribution during the American Revolution. 2. Students will understand Mercy Otis Warren’s, and those like her, point of view regarding the American Revolution.
 * 6. Supplementary/Enrichment Activities**
 * //TITLE:// <span style="color: #009a46; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">A Voice of the American Revolution **
 * Number of Special Needs Students ELL_ 504_ IEP_**//
 * //SPECIFIC LESSON OBJECTIVES://****(What do you want your students to know and be able to do after instruction?)**
 * 1) //**PREASSESSMENT OF STUDENT KNOWLEDGE:**// **(How will you assess the prior knowledge of the students?)**

<span style="color: #009a46; font-family: 'Times New Roman','serif'; font-size: 12pt;">Book talk on //Colonial Voices: Hear Them Speak// I will tell students that for any event, at anytime, all the people present have their own way of seeing things and their own way of relating the story of the event. I will introduce the book //Colonial Voices: Hear Them Speak// by Kay Winters and tell them it is about the different points of view different people had during the American Revolution. I will tell them that I like how the author includes a good range of characters that would be considered quite ordinary people during that time and will flip through the pages of the book to point out some of those people, which include the paperboy, the baker, the teacher and so on. Afterwards, I will make the book available for them to browse or read.
 * <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">I will use the strategy of ****<span style="color: #009a46; font-family: 'Times New Roman','serif'; font-size: 12pt;">Possible Sentences ****<span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;"> to assess how close the students use the words within the context of the American Revolution. I will have students select two words from the list and write a sentence for each. Then I ask for volunteers to provide their sentences and write them on the board. After reading //Colonial Voices: Hear Them Speak// by Kay Winters, we will make adjustments to the sentences. **
 * <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">Patriot **
 * <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">Loyalist **
 * <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">Colonists **
 * <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">Freedom **
 * <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">King **
 * 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.//**
 * <span style="color: #009a46; font-family: 'Times New Roman','serif'; font-size: 12pt;">Vocabulary Word Maps **


 * <span style="color: #009a46; font-family: 'Times New Roman','serif'; font-size: 12pt;">After reading Colonial Voice: Hear Them Speak by Kay Winters, students will revisit their vocabulary words from the Possible Sentences activity and will complete Vocabulary Word Maps for each word. I will provide them with the following graphic organizer: **
 * <span style="color: #009a46; font-family: 'Times New Roman','serif'; font-size: 12pt;">[[file:///G:/Amer Rev LP hiperlinks/Vobabulary Word Map.docx|G:\Amer Rev LP hiperlinks\Vobabulary Word Map.docx]]// **

//<span style="color: #009a46; font-family: 'Times New Roman','serif'; font-size: 12pt;">I will make a copy of the material with increased font size for any visually impaired students. Any IEPs students may have will be addressed and followed during the lesson. Visual learners will be supported by the available picture books. I will provide ELL students with translated material; pair them up with an English speaking student and/or, more perfectly if possible, with a bilingual student. Students with physical challenges will also be paired with fully able students to aid them in any activities. Auditory and kinesthetic learners will benefit from the interactive activities, group or partner contributions, and discussions. //
 * 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)**

· **Guided Practice (Teacher Instructional Indicator #10)** //<span style="color: #009a46; font-family: 'Times New Roman','serif'; font-size: 12pt;">I will guide the students through the Imagine, Elaborate, Predict, and Confirm (IEPC) strategy. The material I have selected for this lesson is an excerpt letter from the book //Mercy Otis Warren: Selected Letters. //This particular letter is one that Mercy Otis Warren wrote to her husband. I will provide each student with a copy of the letter. § I will show the students a blank IEPC strategy form and explain that we are going to do an activity that will require them to use their imaginations and that it will help them comprehend what we are about to read. § I will further tell the students that making mental pictures before, during, and after reading something helps us to better understand what we read, and that using our imaginations also helps us to write. § I will then explain the four phases of the activity and explain that the first three will be done before reading and the last one after reading. § I will guide the students through the “Imagine” phase by asking them to imagine what a letter from a wife to her husband, during a time of war, might contain. I will ask “What is she telling him? What is she asking? What is she feeling? What is her tone? What is the setting of the letter?” I will write students’ responses in the “I” column. § I will model the “Elaborate” phase by using students’ responses from the Imagine phase and thinking aloud additional details, prior knowledge, and sensory information. § **<span style="color: #009a46; font-family: 'Times New Roman','serif'; font-size: 12pt;">I will model the “Prediction” phase by making a prediction based on one of the visual images from the Imagine column. I will then instruct the students to do the same. If necessary, I will show them images from the American Revolution. I will write the student’s predictions in the “Prediction” column and instruct them to keep them in mind as we read. § **<span style="color: #009a46; font-family: 'Times New Roman','serif'; font-size: 12pt;">I will divide the students into groups of three, tell them they are now going to read Mercy’s letter to her husband, and model how to write down some notes as they read. ** § **<span style="color: #009a46; font-family: 'Times New Roman','serif'; font-size: 12pt;">I will provide ample time for the students to complete their reading. I will then guide them through a discussion about the information they gathered from their reading. I will model how to confirm or refute the information from the Imagine and Predict phases. **
 * <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">[]
 * <span style="color: #009a46; font-family: 'Times New Roman','serif'; font-size: 12pt;">Mercy’s Letter to James Warren: [[file: ** //**/G:/Amer Rev LP hiperlinks/Merci's letter to James Warren.docx|G:\Amer Rev LP hiperlinks\Merci's letter to James Warren.docx]]**
 * <span style="color: #008a3e; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Possible IEPC Chart: [[file:///G:/Amer Rev LP hiperlinks/IEPC Chart.xlsx|G:\Amer Rev LP hiperlinks\IEPC Chart.xlsx]]// **

//Bloom’s Taxanomy questions: Knowledge: What do you remember about Mercy Otis Warren? Name one of Mercy Otis Warren’s writings. Comprehension: Explain what Mercy Otis Warren is known for during the Revolutionary War. Explain what the term Loyalist refers to. Application: Name someone else that did the same thing as Mercy Otis Warren. What do you think would be a similar situation today that can be written about? Analysis: What was Mercy Otis Warren’s opinion about the war? What was Britain’s reason for the war? Synthesis: Create a letter that Mercy Otis Warren should have written but didn’t. Write the probable ending of the war if Britain had won. Evaluation: Prepare a list of questions as if you were preparing to interview Mercy Otis Warren, and also statements with different points of view as those Mercy Otis Warren would be expected to have. Do you think Mercy Otis Warren’s writings helped or hurt her cause during the war? Why?//
 * 4. Independent Practice (Teacher Instructional Indicator #11)**

I will explain, instruct, and provide students with a graphic organizer to complete the Cubing strategy activity. I will have them select a topic from the following: § Fighting a war § After a war § Knowing there is war somewhere § Losing a war <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">I will provide students with guiding questions for each point of view to help them as they write. § Describe it: What kinds of things are going on? What are people around doing? § Compare it: What are other situations like this one? § Associate it: What does this make you think of? § Analyze it: What caused this situation? § Apply it: How does this help you understand related subjects? § Argue for or against it: Form a positive or negative opinion about the subject and provide three reasons for your opinion.

Another activity I will have students do is to write an Unsent Letter to the President. § Students will take a stand on the current war in Iraq § Students will incorporate in their letter their understanding of why there is a war in Iraq § Students will give a minimum of three statements in support of the stand they have taken. § Students will include a salutation and their signature § **<span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will have a rough draft and a finished letter

//<span style="color: #009a46; font-family: 'Times New Roman','serif'; font-size: 14pt;">Exit Slips I will explain to students the Exit Slips activity and ask them to select and respond to one or two of the phrases I have written on the board. I will then collect the slips and assess the students’ understanding of the lesson. Today I learned…… I would like to learn more about….. An interesting thing I learned today is…. I don’t understand….. My favorite part was….. //
 * 5. Closure/Summary/Representation (Teacher Instructional Indicator #12)**

6. **Evaluation/Assessment (Teacher Product Indicators #2-3** ) //<span style="color: #009a46; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">The Book Talk activity will be assessed through observation of student participation and listening to students during interactive discussions. The following rubrics will be used to assess the rest of the activities:,  ,  ,  ,

[|http://rubistar.4teachers.org/index.php] <span style="color: #009a46; font-family: 'Times New Roman','serif'; font-size: 12pt;">Copies of Mercy Otis Warren’s letter to James Warren Prepared Graphic Organizers Rubrics for activities Books: Anderson, Laurie, & Faulkner, Matt. (2008). //Independent Dames//. New York, NY: Simon & Schuster. Beller, Susan. (2002). //The Revolutionary War//. Tarrytown, NY: Benchmark Books. Bobrick, Benson. (2004). //Fight for Freedom//. New York, NY: Atheneum Boos for Young Readers. Brenner, Barbara. (1994). //If You Were There, in 1776//. New York, NY: Bradbury Press. Broida, Marian. (2006). //Projects about the American Revolution//. Tarrytown, NY: Benchmark Books. Fleming, Thomas. (2006). //Everybody's Revolution//. New York, NY: Scholastic. Freedman, Russell. (2002). //Give Me liberty//. NY: Holiday House. Kent, Deborah. (1994). //The American Revolution//. Hillside, NJ: Enslow Publishers. Redmond, Shirley-Raye. (2004). //Patriots in petticoats//. NY: Random House Books for Young Readers. Schanzer, Rosalyn. (2004). //George vs George//. National Geographic Society. Warren, Mercy, Richards, Jeffrey, & Harris, Sharon. (2009). //Mercy otis warren//. Athen, GA: Univ of Georgia Pr. <span style="color: #009a46; font-family: 'Times New Roman','serif'; font-size: 12pt;">Winters, Kay. (2008). //Colonial Voices//. New York, NY: Dutton Childrens Books.
 * 5. Resources and Materials**

//**6. Supplementary/Enrichment Activities**// <span style="color: #009a46; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">To supplement this lesson, I can visit the websites such as <span style="color: #548dd4; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">[] <span style="color: #009a46; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">and <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">[] <span style="color: #009a46; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> and show students some of the informational movie clips they have on early America. I can also have the students listen to songs (and provide the words) that are sometimes identified with early America. Then I would have them write a brief paragraph about what they think the song is about. An example would be Yankee Doodle. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">[]

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">//Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan// <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> //#4// //Title: Grade Level: Fifth Grade Contributors: Courtney McDonald Melanie Sweeney Olga Oloans// TITLE: Persuasive Writing and Poetry//** //**GRADE LEVEL 5th _ TIME ALLOTED: 50 minutes COMPOSITION OF CLASS: Male_ Female_ Total_ Number of Special Needs Students ELL_ 504_ IEP_
 * //LESSON PLAN

UNIT GOAL:** The goal for this unit is to familiarize the students with the Revolutionary War as well as two contributors of the War, Thomas Paine and Mercy Otis Warren. Writing/Grammar/Usage and Mechanics: The student will express ideas effectively in written modes for a variety of purposes and audiences. Standard 1: Writing Process – The student will use the writing process to write coherently. 4. Edit drafts to ensure standard usage, mechanics, spelling, and varied sentence structure to improve meaning and clarity. 5. Review, evaluate, and revise selected drafts by adding, elaborating, deleting, combining, and rearranging text for meaning and clarity. 6. Publish and share writing with peers and adults. 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. 1. Communicate through a variety of written forms and for various audiences to inform, persuade, entertain, instruct, and describe, while adjusting tone and style as appropriate. 8. Write persuasive compositions or letters that: a. state a clear position in support of a proposal. d. include and address reader concerns.
 * PASS OBJECTIVES FOR THIS LESSON:**//


 * 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.

In this lesson, the students will be able to: <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">I will begin by holding a class discussion to preassess what information the students have acquired throughout the last three days. During the discussion I will address several key questions including: what a Loyalist and Patriots are, what main tension caused the American Revolution, who Thomas Paine is and his contribution to the war, and who Mercy Otis Warren is and her role in the war. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Introduction/Set Induction/Hook Consider Teacher Instructional Indicators #1-3) . Quick Images and Discussion · Students will told that they will be shown some images and that they should be able to decipher the mystery topic after they see the images. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">· The teacher will draw four lines on the board, which are spaces for the words that make up the mystery topic. · Students will shown the images from <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; text-decoration: none; textunderline: none;">[|Fourth of July.pptx] · Students should be able to come up with “The Fourth of July.” <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">· The teacher will initiate, guide, and encourage student interaction in a discussion about the Fourth of July by asking students questions regarding the Fourth of July, its significance, and that it is the result of the American Revolution. · Students will share their past Fourth of July experiences and be able to relate it to the lessons in this unit.
 * //SPECIFIC LESSON OBJECTIVES://**
 * Either compose a piece of writing in Thomas Paine's writing style of persuasion or compose a piece of writing in Mercy Otis Warren's writing style of poetry.
 * //PREASSESSMENT OF STUDENT KNOWLEDGE://**

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will then create sentences using the Possible Sentences stratefy attached (See http://www.justreadnow.com/strategies/possible.htm) to help them recall past vocabulary with a few new ones. They will pick two terms and write them in a sentence. Repeat. The terms are:

Constitution, freedom, Patriots, Loyalists, posterity, Common Sense Pamphlet, Republicanism, persuasive writing, Independence, propagandist, poetry, Revolutionary War, Thomas Paine, Mercy Otis Warren, Independence Day

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> I can foster children with visual disabilities in many ways. Depending on the severity of the disability depends on what the accommodations will include. Children will visual disabilities may sit closer to the front of the room to see the board and the projector screen better. All font can be bigger, and if need me I can make the words bright so they stand out. Also, I can pair children with visual disabilities with children without visual disabilities so that they can be guided throughout the work. I can foster children with hearing disabilities by also allowing them to sit closer to the front of the room so they can hear me give instructions clearly as well. I can provide earphones for students that are sensitive to talking while they do their work. I can pair the students with hearing disabilities with students without hearing disabilities so they can help them communicate or help clear up any misunderstood information. Also, I can help communicate with these children through sign language. I can foster ELL students by pairing them up with English Speaking Students so they can help the ELL students understand better one on one what they are expected to be doing. Also, If an interpreter is available, I can have them come into the classroom and help guide these students in learning their English through work.
 * 3. Instructional Procedures** **Consider Teacher Instructional Indicators #4-8)**
 * Adjustments/Adaptations See Teacher Instructional Indicator #9)<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> **

I will follow each individual IEP and accommodate to each child's need. Examples would be giving a child extra time if needed, allowing a child to work in certain lighting, allowing a child to use a variety of learning styles, etc. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">The Four Corner strategy attached (See <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">) will begin the instruction. Following the Four Corner strategy, students will take a role (King, Loyalists, Patriots) and hold a debate attached (See <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> ) for or against their position in the war. This debate will act as a pre-writing activity to get ideas going for the persuasive and poetry writing assignment that will follow. It will also give the students an opportunity to look at these view points of the people in the time of the American Revolution. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> The student will recall the different writing styles of Thomas Paine and Mercy Otis Warren and choose which writing style they would like to engage in; they will choose between persuasive writing or poetry. The students who choose persuasive writing will need to recall the details of the Revolutionary War that was discussed on the first day of the unit. They will then decide whether they would like to writing on behalf or the British, or the Thirteen Colonies. If they choose the British, they will then write a persuasive essay on why British should keep control over the colonies. If they choose the Thirteen colonies, they will then write a persuasive essay on why the Thirteen colonies need to gain their independence. Students who choose to follow Mercy Otis Warrens style of poetry will write a poem based on the Revolutionary War. For both, the persuasive and the poetry, students will do three drafts-- draft one, draft two, and the final draft. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * Guided Practice (Teacher Instructional Indicator #10)**
 * 4. Independent Practice (Teacher Instructional Indicator #11)**
 * 5. Closure/Summary/Representation (Teacher Instructional Indicator #12)**

We will gather back together as a group and have a group discussion on what we learned throughout this entire unit. The students can express their feelings on the Revolutionary War and explain to me what the Revolutionary War was about and who Thomas Paine and Mercy Otis Warren were.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">**Evaluation/Assessment (Teacher Product Indicators #2-3** ) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> Formative Assessment- I will monitor the students as they write their draft of either persuasion or poetry and make sure they are staying engaged and on track. Summative Assessment- I will assess the students writings using a rubric. There will be two rubrics; one rubric for the persuasive writers, and one rubric for the poets. (Linked Below) <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; text-decoration: none; textunderline: none;">[] <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; text-decoration: none; textunderline: none;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * 5. Resources and Materials

Students Materials:** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">* writing utensils
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">paper

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * Teacher Materials:**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">White Board
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Fourth of July Power Point
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Rubrics
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">computer
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Internet access
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Supplementary Videos

<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; text-decoration: none; textunderline: none;">[|http://sde.state.ok.us/Curriculum/PASS/default.htmlhttp://read4043.wikispaces.com/page/edit/Fourth%20of%20July.pptx] <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; text-decoration: none; textunderline: none;">[] <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; text-decoration: none; textunderline: none;">[] <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; text-decoration: none; textunderline: none;">[] <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; text-decoration: none; textunderline: none;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> h <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; text-decoration: none; textunderline: none;">[|ttp://www.lessonplanspage.com/OSSArtOlympicsFlagDay4thOfJulyMakeFlagsOnFenceWithCupsIdeaK12.htm] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> Possible Sentences <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Four Corner Debate <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Debate Outline <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> We can share the following website for students to visit. It contains many written pieces relating to the time of the American Revolution. <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; text-decoration: none; textunderline: none;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">
 * Resources:**
 * 6. Supplementary/Enrichment Activities**

A simple outdoor activity would be to create an American flag on the school fence with the use of red, white, and blue plastic colored cups. The children can interact while counting, figuring and inserting the cups into the diamond shaped spaces of the chain link fence. <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; text-decoration: none; textunderline: none;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> A sort of jigsaw puzzle of the Star Spangled Banner would be a fun activity for students. Familiarity with the lyrics should be established first. Then, the lyrics would be cut into 5 sections, with a full set of lyrics for every 5 students. The pieces of paper would then be folded and held tight with a paperclip and placed in a basket to be shuffled. The students will then draw a piece at a time. When the teacher says ‘go’ the students will open their pieces of paper and begin to work together with other students to form a complete copy of the Star Spangled Banner. The first team to form with all the, glues it together on a piece of paper, and sings it wins a prize. <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; text-decoration: none; textunderline: none;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">

//**Name: _ __Date:___** Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan // //__#4 Title: Grade Level: Fifth Grade Contributors: Courtney McDonald Melanie Sweeney <span style="color: #008a3e; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Olga Oloans __// //__** LESSON PLAN ** //**GRADE LEVEL 5th _ __TIME ALLOTED: 50 minutes __**
 * TITLE: Persuasive Writing and Poetry **__//
 * COMPOSITION OF CLASS: Male_ Female_ Total_**
 * Number of Special Needs Students ELL_ 504_ IEP_**//

//**UNIT GOAL:** The goal for this unit is to familiarize the students with the Revolutionary War as well as two contributors of the War, Thomas Paine and Mercy Otis Warren. <span style="color: #009a46; font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%;">__Writing/Grammar/Usage and Mechanics: The student will express ideas effectively in written modes for a variety of purposes and audiences.__ <span style="color: #009a46; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Standard 1: Writing Process – The student will use the writing process to write coherently. 4. Edit drafts to ensure standard usage, mechanics, spelling, and varied sentence structure to improve meaning and clarity. 5. Review, evaluate, and revise selected drafts by adding, elaborating, deleting, combining, and rearranging text for meaning and clarity. 6. Publish and share writing with peers and adults. 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. 1. Communicate through a variety of written forms and for various audiences to inform, persuade, entertain, instruct, and describe, while adjusting tone and style as appropriate. 8. Write persuasive compositions or letters that: a. state a clear position in support of a proposal. d. include and address reader concerns.
 * PASS OBJECTIVES FOR THIS LESSON:**//

//**SPECIFIC LESSON OBJECTIVES:**//**(What do you want your students to know and be able to do after instruction?) In this lesson, the students will be able to: * Either compose a piece of writing in Thomas Paine's writing style of persuasion or compose a piece of writing in Mercy Otis Warren's writing style of poetry. **
 * 1) //**PREASSESSMENT OF STUDENT KNOWLEDGE:**// **(How will you assess the prior knowledge of the students?)**
 * I will begin by holding a class discussion to preassess what information the students have acquired throughout the last three days. During the discussion I wll address several key questions including: what a Loyalist and Patriotare, what maintnsion caused the American Revolution, who Thomas Paine is and his contribution to the war, and who Mercy Otis Warren is and her role in the war. **
 * 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.//**

//**<span style="color: #009a46; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">. Quick Images and Discussion · <span style="color: #009a46; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Students will told that they will be shown some images and that they should be able to decipher the mystery topic after they see the images. · <span style="color: #009a46; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">The teacher will draw four lines on the board, which are spaces for the words that make up the mystery topic. · <span style="color: #009a46; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Students will shown the images from <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">[|Fourth of July.pptx] · <span style="color: #009a46; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Students should be able to come up with “The Fourth of July.” · <span style="color: #009a46; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">The teacher will initiate, guide, and encourage student interaction in a discussion about the Fourth of July by asking students questions regarding the Fourth of July, its significance, and that it is the result of the American Revolution. · <span style="color: #009a46; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Students will share their past Fourth of July experiences and be able to relate it to the lessons in this unit.

Students will then create sentences using the Possible Sentences strategy to help them recall past vocabulary with a few new ones. They will pick two terms and write them in a sentence. Repeat. The terms are:

Constitution, freedom, Patriots, Loyalists, posterity, Common Sense Pamphlet, Republicanism, persuasive writing, Independence, propagandist, poetry, Revolutionary War, Thomas Paine, Mercy Otis Warren, Independence Day

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)//**

// ** I can foster to children with visual disabilities in many ways. Depending on the severity of the disability depends on what the accommodations will include. Children will visual disabilities may sit closer to the front of the room to see the board and the projector screen better. All font can be bigger, and if need me I can make the words bright so they stand out. Also, I can pair children with visual disabilities with children without visual disabilities so that they can be guided throughout the work. I can foster to children with hearing disabilities by also allowing them to sit closer to the front of the room so that the can hear me give instructions clearly as well. I can provide earphones for students that are sensitive to talking while they do their work. I can pair the students with hearing disabilities with students without hearing disabilities so they can help them communicate or help clear up any misunderstood information. Also, I can help communicate with these children through sign language. I can foster to ELL students by pairing them up with English Speaking Students so they can help the ELL students understand better one on one what they are expected to be doing. Also, If an interpreter is available, I can have them come into the classroom and help guide these students in learning their English through work. ( ( INSERT FOR AUDITORY, VISUAL, KINESTHETIC, AND TACTILE)) I will follow each individual IEP and accommodate to each child's need. Examples would be giving a child extra time if needed, allowing a child to work in certain lighting, allowing a child to use a variety of learning styles, etc. ** // // · **Guided Practice (Teacher Instructional Indicator #10)**// Students will take a role (King, Loyalists, Patriots) and hold a debate for or against their position in the war. This debate will act as a pre-writing activity to get ideas going for the persuasive and poetry writing assignment that will follow. It will also give the students an opportunity to look at these view points of the people in the time of the American Revolution. //** 4. Independent Practice (Teacher Instructional Indicator #11) The student will recall the different writing styles of Thomas Paine and Mercy Otis Warren and choose which writing style they would like to engage in; they will choose between persuasive writing or poetry. The students who choose persuasive writing will need to recall the details of the Revolutionary War that was discussed on the first day of the unit. They will then decide whether they would like to writing on behalf or the British, or the Thirteen Colonies. If they choose the British, they will then write a persuasive essay on why British should keep control over the colonies. If they choose the Thirteen colonies, they will then write a persuasive essay on why the Thirteen colonies need to gain their independence. Students who choose to follow Mercy Otis Warrens style of poetry will write a poem based on the Revolutionary War. For both the persuasive and the poetry, students will do three drafts-- draft one, draft two, and the final draft. **// //**5. Closure/Summary/Representation (Teacher Instructional Indicator #12)**// We will gather back together as a group and have a group discussion on what we learned throughout this entire unit. The students can express their feelings on the Revolutionary War and explain to me what the Revolutionary War was about and who Thomas Paine and Mercy Otis Warren were.

//# **Evaluation/Assessment (Teacher Product Indicators #2-3** )// Formative Assessment- I will monitor the students as they write their draft of either persuasion or poetry and make sure they are staying engaged and on track. Summative Assessment- I will assess the students writings using a rubric. There will be two rubrics; one rubric for the persuasive writers, and one rubric for the poets. (Linked Below) [][] //**5. Resources and Materials

Students Materials:

**//
 * paper
 * writing utensils


 * // Teacher Materials: //**


 * White Board
 * Fourth of July Power Point
 * Rubrics
 * computer
 * Internet access
 * Supplementary Videos

[|http://sde.state.ok.us/Curriculum/PASS/default.htmlhttp://read4043.wikispaces.com/page/edit/Fourth%20of%20July.pptx][] [] <span style="color: #0070c0; font-family: 'Times New Roman',serif; font-size: 16px; line-height: 18px;">[][] h[|ttp://www.lessonplanspage.com/OSSArtOlympicsFlagDay4thOfJulyMakeFlagsOnFenceWithCupsIdeaK12.htm]
 * // Resources: //**

//**6. Supplementary/Enrichment Activities**// <span style="color: #008a3e; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">We can share the following website for students to visit. It contains many written pieces relating to the time of the American Revolution. <span style="color: #0070c0; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">[] <span style="color: #008a3e; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> A simple outdoor activity would be to create an American flag on the school fence with the use of red, white, and blue plastic colored cups. The children can interact while counting, figuring and inserting the cups into the diamond shaped spaces of the chain link fence. <span style="color: #0070c0; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">[] <span style="color: #008a3e; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">A sort of jigsaw puzzle of the Star Spangled Banner would be a fun activity for students. Familiarity with the lyrics should be established first. Then, the lyrics would be cut into 5 sections, with a full set of lyrics for every 5 students. The pieces of paper would then be folded and held tight with a paperclip and placed in a basket to be shuffled. The students will then draw a piece at a time. When the teacher says ‘go’ the students will open their pieces of paper and begin to work together with other students to form a complete copy of the Star Spangled Banner. The first team to form with all the, glues it together on a piece of paper, and sings it wins a prize. <span style="color: #0070c0; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">[] || ||