Tuesday+Group+2

r4**__#1 Name (red):__** __Laura Bass__
 * 2 Name (blue):_**Mandy Gates
 * __#3 Name (green):___**
 * __#4 Name ( Black):___**

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

Date: 4/27/10** __ Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010
 * __Name:__ Mandy Gates, Laura Bass

Lesson Plan #1 Title: __ French and Indian War Grade Level:5th Grade Contributors:­­­­­­­­­­­Mandy Gates and Laura Bass

LESSON PLAN
__**GRADE LEVEL**__ **5th TIME ALLOTED:** 1 hour
 * TITLE:** French and Indian War

// Do not fill out! //
 * COMPOSITION OF CLASS: Male_ Female_ Total_**
 * Number of Special Needs Students ELL_ 504_ IEP_**

This is the umbrella goal that you want the students to know at the end of the unit. Why are we teaching this unit? What is its value? //
 * UNIT GOAL: Students should be able to identify the causes and results of conflicts between England and Colonial America. They will also be able to identify the Ohio Valley and surrounding areas. **//

1. Describe the causes and results of conflicts between England and Colonial America (e.g., the French and Indian War) 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 styles.
 * PASS OBJECTIVES FOR THIS LESSON:**
 * Standard 4: ** ** The student will examine the lasting impact of the American Revolution. **

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

By the end of this lesson students will be able to identify the causes and results of conflicts between England and Colonial America. By what they did in independent practice..... // 1. //**Introduction/Set Induction/Hook** // 1. // __The French claim__-France claimed the eastern part of North America between the Mississippi river and the Appalachian mountains. 2. __The British claim__-the British claimed these same lands west of the Appalachians. 3. __Allies__- friends that were fighting on your side. 4. __Militia__-a group from each colony of farmers and shop owners who served as soldiers in times of emergency. 5. __Treaty__-peace treaty what was signed at the end of the war and was called the peace of Paris. // Students will be given a list of five vocabulary words. Students will then create an open word sort in groups of four. This will require students to classify words into categories based on their prior knowledge of the words. // I will identify the keywords from the unit study. Students will sort the words into logical arrangements of two or more. For example they could sort the word into groups of British, French, and Native American. // What adaptations for ELL, gifted, etc. students? What are you doing to meet the VAKT aspects of the students? What are you doing to make sure that all are participating in the verbal, nonverbal and media communication? Are there many opportunities for speaking, writing, and media communication? // // Examples: // provide larger font for students with visual impairments / pair an English speaking student with an ELL student / use color to appeal to visual learners / provide hands-on activities to appeal to kinesthetic learners / pre-cut items to assist students with fine motor problems / for mathematics lessons, please ask the students to turn their papers sideways to utilize the lines for column addition, long division, and regrouping problems. using special resources such as reading material that is consistent with students' reading levels and learning styles, and videotapes, audiotapes, and other audio-visual materials that give learning experiences greater breadth and depth Examples of the individualized accommodations that may be identified in the IEP include the following: · **Guided Practice (Teacher Instructional Indicator #10)** I will read pages 31- 37 of the book __Struggle for a Continent: The French and Indian Wars__. This story tells of one of the many wars between the French and English. The French and the English both wanted to control the important area of Ohio Valley. The French saw the Ohio Valley as the gateway to the West, while the English viewed it as rich and fertile farmland. After George II granted land to the Ohio Company of Virginia in 1749, English explorers, settlers, and traders began to move into the Ohio Valley. The French were alarmed by the English claims and advances and prepared to defend what they considered to be French territory. Students will have a grand conversation regarding location of Ohio Valley. They will answer who fought this war? What were they fighting over? When did this war occur? Where did the war happen? Why did the conflict begin? When they are finished they will be asked to retell the war over Ohio Valley. Students will be shown the maps on this website [|l] or the map on page 32 of the book. Students will then create a salt-water map of the Ohio Valley.
 * SPECIFIC LESSON OBJECTIVES:**
 * PREASSESSMENT OF STUDENT KNOWLEDGE: I will pre-assess the students’ knowledge by having the students start with a freewriting about what they know about the French and Indian War. They will have five minutes to write down on paper everything they know about the war without concern about spelling, neatness, grammar, or punctuation. **
 * 1) // I will introduce the lesson by using guided imagery. I would have students close their eyes and imagine //// Ohio Valley the "Beautiful River" was a princely domain. It extended southward from Lake Erie and westward from the base of the Alleghany Mountains, comprising an endless succession of hills and valleys, watered by innumerable crystal streams, and stretching on and on until it merged at length into the greater valley of the Mississippi. //
 * **Adjustments/Adaptations (//What will you do to accommodate the special needs of individual students?// See Teacher Instructional Indicator #9)**
 * using learning resources that provide direct experiences of seeing and touching (i.e., tactile materials)
 * providing enrichment units, additional readings, and other opportunities (e.g., problems to solve) that extend learning
 * using a variety of teaching and learning strategies, such as special interest groupings for research projects; peer partners, collaborative groups, and cross-age tutoring; mentorship programs; and independent study plans
 * collaborating with resource teachers, teacher-librarians, and other professionals
 * simplifying the language of instruction
 * providing opportunities for performance in areas of special talent
 * providing all students with strategies for understanding and accepting exceptional students and integrating them into the regular classroom
 * giving students extra time to complete classroom assignments
 * allowing students to complete tasks or present information in alternative ways (e.g., through taped answers, demonstrations, dramatizations, role play)
 * allowing students to tape lessons for more intensive review at a later time
 * providing a variety of learning tools, such as adapted computers for completing writing tasks and calculators for completing numeracy tasks
 * providing for the use of scribes
 * using pictorial schedules to assist students in making transitions
 * // This can be the same for all of the lessons plans of the group. //**

· Students will be shown the maps on this website  or the map on page 32 of the book. Students will create their own map of Ohio Valley using colored pencils. Students will identify and create the following six states: Ohio, Indiana, West Virginia, Virginia, Pennsylvania, and Kentucky. They will also identify and create the following ten rivers: The Ohio River, Kentucky River, Scioto river, Allegheny River, Muskingum River, Kanawha river, little Kanawha River, Monongahela River, Greenbrier River, and Patamac River.
 * 4.** **Independent Practice (Teacher Instructional Indicator #11)**

Making A Map : Ohio Valley
· // 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. //
 * Mrs. Earp**
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Neatness of Color and Lines || All straight lines are ruler-drawn, all errors have been neatly corrected and all features are colored completely. || All straight lines are ruler-drawn, most errors have been neatly corrected and most features are colored completely. || Most straight lines are ruler-drawn, most errors have been neatly corrected and most features are colored completely. || Many lines, corrections of errors, and/or features are not neatly done. ||
 * Knowledge Gained || When shown a blank base map, the student can rapidly and accurately label at least 10 features. || When shown a blank base map, the student can rapidly and accurately label 8-9 features. || When shown a blank base map, the student can rapidly and accurately label 6-7 features. || When shown a blank base map, the student can rapidly and accurately label fewer than 6 features. ||
 * Labels - Accuracy || At least 90% of the items are labeled and located correctly. || 80-89% of the items are labeled and located correctly. || 79-70% of the items are labeled and located correctly. || Less than 70% of the items are labeled and located correctly. ||
 * Labels & Features - Neatness || 90-100% of the labels/features can be read easily. || 89-80% of the labels/features can be read easily. || 79-70% of the labels/features can be read easily. || Less than 70% of the labels/features can be read easily. ||
 * Title || Title tells the purpose/content of the map, is clearly distinguishable as the title (e.g. larger letters, underlined, etc), and is printed at the top of the map. || Title tells the purpose/content of the map and is printed at the top of the map. || Title tells the purpose/content of the map, but is not located at the top of the map. || Purpose/content of the map is not clear from the title. ||

Students will recall the text read to them about the fight for Ohio Valley. I will ask students to think of a similar struggle for land or freedom. We may discuss the current war our country is fighting in. Students will be directed to this website []. Here we will read the summary paragraph of this article discussing our current “civil war.” Students will have a grand conversation comparing and contrasting our countries struggles now and in the French and Indian Wars.
 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**

// What //// activities are you using to summarize //// and wrap up this day’s lesson and apply it to the previous or the next day’s lessons? [This is a prime place for text to self, text to text, and text to the world activities.] // // Students will have a summative assessment identifying the following items: // // Ten Rivers of Ohio Valley Five States of Ohio Valley // // 1. 1. // // 2. 2. // // 3. 3. // // 4. 4. // // 5. 5. // // 6. // // 7 // // 8. // // 9. // // 10. //
 * 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 [] //

// Smartboard Paper Pencils Colored Pencils // 1 cup Salt 2 cups Flour 2 teaspoons Alum (Cream of Tartar) 1 cup Water Mixing Bowl Mixing Spoon Wood or Cardboard Base (we like to use new pizza boxes) Paints and Paintbrushes Pictures of Contour Maps Maestro, Besty. (2000). Struggle for a Continent: The French and Indian Wars. Singapore: HarperCollins Publishers. []
 * 5.** **Resources and Materials**

// List everything which is needed for this lesson. If a book is needed, please give the book in APA format. What other electronic, written, oral history, etc. are used and can be used as a resource? What are all of the resources needed to make this unit work? // The supplemental activities for this lesson will include content the students will be able to look at when given the opportunity to use the computers. Students will be given a list of approved websites that will help to reinforce the lesson and enrich the content discussed in class. This content will be pre-approved by the teacher and will cover a variety of topics associated with the French and Indian Wars.
 * 6.** **Supplementary/Enrichment Activities**

// What other things as centers, extended activities into other content areas, activities, home extensions [Notice that the word homework is not used], etc. can be used here? //

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

LESSON PLAN
__**GRADE LEVEL**__ **_ TIME ALLOTED:**
 * TITLE:**

// Do not fill out! //
 * COMPOSITION OF CLASS: Male_ Female_ Total_**
 * Number of Special Needs Students ELL_ 504_ IEP_**


 * UNIT GOAL:**
 * Students should be able to identify the causes and results of conflicts between England and Colonial America. They will also be able to identify the Ohio Valley and surrounding areas. **

1. Describe the causes and results of conflicts between England and Colonial Amercia (e.g. the French and Indian War) 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 styles. 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.
 * PASS OBJECTIVES FOR THIS LESSON:**
 * Standard 4: The student will examine the lasting impact of the American Revolution. **
 * Standard 1: Vocabulary - The student will develop and expand knowledge of words and word meanings to increase their vocabulary. **

// Cut and paste the reading, social studies, language arts, etc. which are incorporated within the lesson. CHOOSE ONLY TWO OR THREE OBJECTIVES. MAKE SURE THAT THEY MATCH THE NEXT LESSON OBJECTIVES. // At the end of this lesson, students will have a better knowledge of the French and Indian War. They will have an understanding of the reasons, results and all the battles that took place.
 * SPECIFIC LESSON OBJECTIVES: //(What do you want your students to know and be able to do after instruction?)//** // List one or two objectives which at the end of each lesson the student will know and you can assess. //
 * 1) **PREASSESSMENT OF STUDENT KNOWLEDGE: //(How will you assess the prior knowledge of the students?)//**

Teach and students can make a KWL chart including the vocabulary and facts that have already been covered. This will help trigger their thoughts on what they learned in the previous lesson and get them ready for what they will learn throughout this lesson. // \ // Students can take ten minutes to write some Possible Sentences with the new vocabulary words. French and Indian War; Treaty of Paris; Proclamation of 1763; lieutenant; George Washington Teacher can read a trade book such as __Battles of the French and Indian War__ by Diane Smolinski or __The French and Indian War__ by Jeremy Thornton.
 * // This part can be assessed in the development of prior knowledge (schema) and motivation found in the next part. //
 * **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.**

// What ////__ motivation, background knowledge, vocabulary __////, and etc. will be needed here? [Remember this is the most important part of the lesson, I feel.] You will have something to **motivate**…..You will have the about //// 5 vocabulary words and a **strategy** //// to teach these words. // // What adaptations for ELL, gifted, etc. students? What are you doing to meet the VAKT aspects of the students? What are you doing to make sure that all are participating in the verbal, nonverbal and media communication? Are there many opportunities for speaking, writing, and media communication? // // Examples: // provide larger font for students with visual impairments / pair an English speaking student with an ELL student / use color to appeal to visual learners / provide hands-on activities to appeal to kinesthetic learners / pre-cut items to assist students with fine motor problems / for mathematics lessons, please ask the students to turn their papers sideways to utilize the lines for column addition, long division, and regrouping problems. using special resources such as reading material that is consistent with students' reading levels and learning styles, and videotapes, audiotapes, and other audio-visual materials that give learning experiences greater breadth and depth Examples of the individualized accommodations that may be identified in the IEP include the following: · **Guided Practice (Teacher Instructional Indicator #10)** *Students will get in pairs and read the section in their text book over the French and Indian War while reading the text, they will use the Double Entry Journaling strategy. What started the conflict that triggered the war? In what year did the French and Indian War begin? Can you provide a definition for the Treaty of Paris? Can you provide a definition for the Proclamation of 1763? Do you know of another instance when a group of individuals came into an area and tried to reclaim it as their own? Could this happen today in our town? What were some of the motives behind the British moving into the land claimed by the French? What was the problem with both the British and the French living in the desired area? How would you feel if you were on either side of the conflict?
 * 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)**
 * using learning resources that provide direct experiences of seeing and touching (i.e., tactile materials)
 * providing enrichment units, additional readings, and other opportunities (e.g., problems to solve) that extend learning
 * using a variety of teaching and learning strategies, such as special interest groupings for research projects; peer partners, collaborative groups, and cross-age tutoring; mentorship programs; and independent study plans
 * collaborating with resource teachers, teacher-librarians, and other professionals
 * simplifying the language of instruction
 * providing opportunities for performance in areas of special talent
 * providing all students with strategies for understanding and accepting exceptional students and integrating them into the regular classroom
 * giving students extra time to complete classroom assignments
 * allowing students to complete tasks or present information in alternative ways (e.g., through taped answers, demonstrations, dramatizations, role play)
 * allowing students to tape lessons for more intensive review at a later time
 * providing a variety of learning tools, such as adapted computers for completing writing tasks and calculators for completing numeracy tasks
 * providing for the use of scribes
 * using pictorial schedules to assist students in making transitions
 * // This can be the same for all of the lessons plans of the group. //**
 * Teacher will show the provided PowePoint and encourage students to add to their Double Entry notes from the text
 * Grand Conversation:

// You will be the //// guide //// in this part. You will be guiding the students through some text. What text (you might have to make it) or ? are you using here? [Remember that the text can be book, electronic, environmental, etc. or a combination of such //// .] What **one or two strategies** are you using to keep the television in the reader active //// ? //

// What discussion questions are you using in the Grand Conversation? Write at least **two questions** for each level of Bloom’s taxonomy. You might even want to connect the Bloom’s with Gardner’s Intelligences. A personal writing should be here or in the closing to wrap up the lesson. //

Students can make a Triarama to show there competence in the subject. Triangle 1: Vocabulary Triangle 2: Reasons for the war Triangle 3: Any other main points they feel are important · // What //**// active inquiry //**//, **collaboration**, and **supportive interaction** activities //// can be developed to help with active participation in speaking, writing and media communication? // · // What activities will the students be doing alone or with a partner(s) to summarize the learning of the day? // · // 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. //
 * 4.** **Independent Practice (Teacher Instructional Indicator #11)**

To close the lesson, students will make an exit slip. Students will spend 15-20 minutes jotting down what they remember about the lesson and their thoughts on what they learned. // What //// activities are you using to summarize //// and wrap up this day’s lesson and apply it to the previous or the next day’s lessons? [This is a prime place for text to self, text to text, and text to the world activities.] // Teacher will use the provided rubric to assess the KWL, informal evaluation (observing as walking around the room) to assess the Possible Sentences and Double Entry Journaling, and the provided rubric to assess the Triarama.
 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**
 * 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 [] //

// List everything which is needed for this lesson. If a book is needed, please give the book in APA format. What other electronic, written, oral history, etc. are used and can be used as a resource? What are all of the resources needed to make this unit work? // // Students can watch this imformative video as an extra activity when the lesson is complete []  // // What other things as centers, extended activities into other content areas, activities, home extensions [Notice that the word homework is not used], etc. can be used here? // __ Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #3 Title: __The French and Indian War Grade Level:5th Grade Contributors:­­­­­­­­­­­Mandy Gates & Laura Bass
 * 5.** **Resources and Materials**
 * 6.** **Supplementary/Enrichment Activities**
 * __Name:__ _ Date:_**

LESSON PLAN
__**GRADE LEVEL**__ **5th TIME ALLOTED:** 2 Hours
 * TITLE:**The French and Indian War

// Do not fill out! //
 * COMPOSITION OF CLASS: Male_ Female_ Total_**
 * Number of Special Needs Students ELL_ 504_ IEP_**

// This is the umbrella goal that you want the students to know at the end of the unit. Why are we teaching this unit? What is its value? //
 * UNIT GOAL:** ** The student will examine the lasting impact of the American Revolution. **

1. Describe the causes and results of conflicts between England and Colonial America (e.g., the French and Indian War) 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 styles.
 * PASS OBJECTIVES FOR THIS LESSON:** ** Standard 4: ** ** The student will examine the lasting impact of the American Revolution. **

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. **

By the end of this lesson students will be able to identify the events of the French and Indian Wars. // List one or two objectives which at the end of each lesson the student will know and you can assess. //
 * SPECIFIC LESSON OBJECTIVES: //(What do you want your students to know and be able to do after instruction?)//**

**I will introduce the lesson with guided imagery. The students will close their eyes and create their own pictures. I will read this passage from __Struggle for a Continent__. “One of the worst attacks was mounted in Deerfield, Massachusetts, in the winter of 1704. About two hundred and fifty Abenaki Indians and French settlers attacked the stockaded town, striking just before dawn, when the inhabitants were asleep. The raiding Indians slew fifty colonists in their beds, and more than a hundred other were captured and marched north through the snow toward Canada. Some died or were killed on the way, and others were held for ransom or adopted by the Indians.”**
 * 1) **PREASSESSMENT OF STUDENT KNOWLEDGE: //(How will you assess the prior knowledge of the students?)//** ** I will pre-assess the students’ knowledge by having the students start with a freewriting about what they have learned about the French and Indian War. They will have five minutes to write down on paper everything they have learned about the war without concern about spelling, neatness, grammar, or punctuation. **
 * 2) // This part can be assessed in the development of prior knowledge (schema) and motivation found in the next part. //
 * 3) **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.**

// 1. // __The French claim__-France claimed the eastern part of North America between the Mississippi river and the Appalachian mountains. 2. __The British claim__-the British claimed these same lands west of the Appalachians. 3. __Allies__- friends that were fighting on your side. 4. __Militia__-a group from each colony of farmers and shop owners who served as soldiers in times of emergency. 5. __Treaty__-peace treaty what was signed at the end of the war and was called the peace of Paris. 6. French and Indian War 7. Treaty of Paris 8. Proclamation of 1763 9. lieutenant 10. George Washington // Students will be given a list of five vocabulary words. Students will then create an open word sort in groups of four. This will require students to classify words into categories based on their prior knowledge of the words. // I will identify the keywords from the unit study. Students will sort the words into logical arrangements of two or more. For example they could sort the word into groups of British, French, and Native American.

// What ////__ motivation, background knowledge, vocabulary __////, and etc. will be needed here? [Remember this is the most important part of the lesson, I feel.] You will have something to **motivate**…..You will have the about //// 5 vocabulary words and a **strategy** //// to teach these words. // // What adaptations for ELL, gifted, etc. students? What are you doing to meet the VAKT aspects of the students? What are you doing to make sure that all are participating in the verbal, nonverbal and media communication? Are there many opportunities for speaking, writing, and media communication? // // Examples: // provide larger font for students with visual impairments / pair an English speaking student with an ELL student / use color to appeal to visual learners / provide hands-on activities to appeal to kinesthetic learners / pre-cut items to assist students with fine motor problems / for mathematics lessons, please ask the students to turn their papers sideways to utilize the lines for column addition, long division, and regrouping problems. using special resources such as reading material that is consistent with students' reading levels and learning styles, and videotapes, audiotapes, and other audio-visual materials that give learning experiences greater breadth and depth Examples of the individualized accommodations that may be identified in the IEP include the following: · **Guided Practice (Teacher Instructional Indicator #10)** I will read pages 31- 37 of the book __Struggle for a Continent: The French and Indian Wars__. This story tells of one of the many wars between the French and English. The French and the English both wanted to control the important area of Ohio Valley. The French saw the Ohio Valley as the gateway to the West, while the English viewed it as rich and fertile farmland. After George II granted land to the Ohio Company of Virginia in 1749, English explorers, settlers, and traders began to move into the Ohio Valley. The French were alarmed by the English claims and advances and prepared to defend what they considered to be French territory. Students will have a grand conversation regarding location of Ohio Valley. They will answer who fought this war? What were they fighting over? When did this war occur? Where did the war happen? Why did the conflict begin? When they are finished they will be asked to retell the war over Ohio Valley. Students will be shown the maps on this website [|l] or the map on page 32 of the book.
 * 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)**
 * using learning resources that provide direct experiences of seeing and touching (i.e., tactile materials)
 * providing enrichment units, additional readings, and other opportunities (e.g., problems to solve) that extend learning
 * using a variety of teaching and learning strategies, such as special interest groupings for research projects; peer partners, collaborative groups, and cross-age tutoring; mentorship programs; and independent study plans
 * collaborating with resource teachers, teacher-librarians, and other professionals
 * simplifying the language of instruction
 * providing opportunities for performance in areas of special talent
 * providing all students with strategies for understanding and accepting exceptional students and integrating them into the regular classroom
 * giving students extra time to complete classroom assignments
 * allowing students to complete tasks or present information in alternative ways (e.g., through taped answers, demonstrations, dramatizations, role play)
 * allowing students to tape lessons for more intensive review at a later time
 * providing a variety of learning tools, such as adapted computers for completing writing tasks and calculators for completing numeracy tasks
 * providing for the use of scribes
 * using pictorial schedules to assist students in making transitions
 * // This can be the same for all of the lessons plans of the group. //**

// You will be the //// guide //// in this part. You will be guiding the students through some text. What text (you might have to make it) or ? are you using here? [Remember that the text can be book, electronic, environmental, etc. or a combination of such //// .] What **one or two strategies** are you using to keep the television in the reader active //// ? //

// What discussion questions are you using in the Grand Conversation? Write at least **two questions** for each level of Bloom’s taxonomy. You might even want to connect the Bloom’s with Gardner’s Intelligences. A personal writing should be here or in the closing to wrap up the lesson. //

· // What //**// active inquiry //**//, **collaboration**, and **supportive interaction** activities //// can be developed to help with active participation in speaking, writing and media communication? // · // What activities will the students be doing alone or with a partner(s) to summarize the learning of the day? // · // 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. //
 * 4.** **Independent Practice (Teacher Instructional Indicator #11)**

// What //// activities are you using to summarize //// and wrap up this day’s lesson and apply it to the previous or the next day’s lessons? [This is a prime place for text to self, text to text, and text to the world activities.] // // 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.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**)

[] Paper Pencils // List everything which is needed for this lesson. If a book is needed, please give the book in APA format. What other electronic, written, oral history, etc. are used and can be used as a resource? What are all of the resources needed to make this unit work? // // What other things as centers, extended activities into other content areas, activities, home extensions [Notice that the word homework is not used], etc. can be used here? // __ Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #4 Title: __ Grade Level: Contributors:­­­­­­­­­­­
 * 5.** **Resources and Materials**
 * 6.** **Supplementary/Enrichment Activities**
 * __Name:__ _ Date:_**

LESSON PLAN
__**GRADE LEVEL**__ **_ TIME ALLOTED:**
 * TITLE:**

// Do not fill out! //
 * COMPOSITION OF CLASS: Male_ Female_ Total_**
 * Number of Special Needs Students ELL_ 504_ IEP_**


 * UNIT GOAL:** // This is the umbrella goal that you want the students to know at the end of the unit. Why are we teaching this unit? What is its value? //


 * PASS OBJECTIVES FOR THIS LESSON:** // Cut and paste the reading, social studies, language arts, etc. which are incorporated within the lesson. CHOOSE ONLY TWO OR THREE OBJECTIVES. MAKE SURE THAT THEY MATCH THE NEXT LESSON OBJECTIVES. //
 * SPECIFIC LESSON OBJECTIVES: //(What do you want your students to know and be able to do after instruction?)//** // List one or two objectives which at the end of each lesson the student will know and you can assess. //

// What ////__ motivation, background knowledge, vocabulary __////, and etc. will be needed here? [Remember this is the most important part of the lesson, I feel.] You will have something to **motivate**…..You will have the about //// 5 vocabulary words and a **strategy** //// to teach these words. // // What adaptations for ELL, gifted, etc. students? What are you doing to meet the VAKT aspects of the students? What are you doing to make sure that all are participating in the verbal, nonverbal and media communication? Are there many opportunities for speaking, writing, and media communication? // // Examples: // provide larger font for students with visual impairments / pair an English speaking student with an ELL student / use color to appeal to visual learners / provide hands-on activities to appeal to kinesthetic learners / pre-cut items to assist students with fine motor problems / for mathematics lessons, please ask the students to turn their papers sideways to utilize the lines for column addition, long division, and regrouping problems. using special resources such as reading material that is consistent with students' reading levels and learning styles, and videotapes, audiotapes, and other audio-visual materials that give learning experiences greater breadth and depth Examples of the individualized accommodations that may be identified in the IEP include the following: · **Guided Practice (Teacher Instructional Indicator #10)** // You will be the //// guide //// in this part. You will be guiding the students through some text. What text (you might have to make it) or ? are you using here? [Remember that the text can be book, electronic, environmental, etc. or a combination of such //// .] What **one or two strategies** are you using to keep the television in the reader active //// ? //
 * 1) **PREASSESSMENT OF STUDENT KNOWLEDGE: //(How will you assess the prior knowledge of the students?)//** // This part can be assessed in the development of prior knowledge (schema) and motivation found in the next part. //
 * 2) **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 (//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)**
 * using learning resources that provide direct experiences of seeing and touching (i.e., tactile materials)
 * providing enrichment units, additional readings, and other opportunities (e.g., problems to solve) that extend learning
 * using a variety of teaching and learning strategies, such as special interest groupings for research projects; peer partners, collaborative groups, and cross-age tutoring; mentorship programs; and independent study plans
 * collaborating with resource teachers, teacher-librarians, and other professionals
 * simplifying the language of instruction
 * providing opportunities for performance in areas of special talent
 * providing all students with strategies for understanding and accepting exceptional students and integrating them into the regular classroom
 * giving students extra time to complete classroom assignments
 * allowing students to complete tasks or present information in alternative ways (e.g., through taped answers, demonstrations, dramatizations, role play)
 * allowing students to tape lessons for more intensive review at a later time
 * providing a variety of learning tools, such as adapted computers for completing writing tasks and calculators for completing numeracy tasks
 * providing for the use of scribes
 * using pictorial schedules to assist students in making transitions
 * // This can be the same for all of the lessons plans of the group. //**

// What discussion questions are you using in the Grand Conversation? Write at least **two questions** for each level of Bloom’s taxonomy. You might even want to connect the Bloom’s with Gardner’s Intelligences. A personal writing should be here or in the closing to wrap up the lesson. //

· // What //**// active inquiry //**//, **collaboration**, and **supportive interaction** activities //// can be developed to help with active participation in speaking, writing and media communication? // · // What activities will the students be doing alone or with a partner(s) to summarize the learning of the day? // · // 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. //
 * 4.** **Independent Practice (Teacher Instructional Indicator #11)**

// What //// activities are you using to summarize //// and wrap up this day’s lesson and apply it to the previous or the next day’s lessons? [This is a prime place for text to self, text to text, and text to the world activities.] // // 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.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**)

// List everything which is needed for this lesson. If a book is needed, please give the book in APA format. What other electronic, written, oral history, etc. are used and can be used as a resource? What are all of the resources needed to make this unit work? // // What other things as centers, extended activities into other content areas, activities, home extensions [Notice that the word homework is not used], etc. can be used here? // __ Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #5 Title: __ Grade Level: Contributors:­­­­­­­­­­­
 * 5.** **Resources and Materials**
 * 6.** **Supplementary/Enrichment Activities**
 * __Name:__ _ Date:_**

LESSON PLAN
__**GRADE LEVEL**__ **_ TIME ALLOTED:**
 * TITLE:**

// Do not fill out! //
 * COMPOSITION OF CLASS: Male_ Female_ Total_**
 * Number of Special Needs Students ELL_ 504_ IEP_**


 * UNIT GOAL:** // This is the umbrella goal that you want the students to know at the end of the unit. Why are we teaching this unit? What is its value? //


 * PASS OBJECTIVES FOR THIS LESSON:** // Cut and paste the reading, social studies, language arts, etc. which are incorporated within the lesson. CHOOSE ONLY TWO OR THREE OBJECTIVES. MAKE SURE THAT THEY MATCH THE NEXT LESSON OBJECTIVES. //
 * SPECIFIC LESSON OBJECTIVES: //(What do you want your students to know and be able to do after instruction?)//** // List one or two objectives which at the end of each lesson the student will know and you can assess. //

// What ////__ motivation, background knowledge, vocabulary __////, and etc. will be needed here? [Remember this is the most important part of the lesson, I feel.] You will have something to **motivate**…..You will have the about //// 5 vocabulary words and a **strategy** //// to teach these words. // // What adaptations for ELL, gifted, etc. students? What are you doing to meet the VAKT aspects of the students? What are you doing to make sure that all are participating in the verbal, nonverbal and media communication? Are there many opportunities for speaking, writing, and media communication? // // Examples: // provide larger font for students with visual impairments / pair an English speaking student with an ELL student / use color to appeal to visual learners / provide hands-on activities to appeal to kinesthetic learners / pre-cut items to assist students with fine motor problems / for mathematics lessons, please ask the students to turn their papers sideways to utilize the lines for column addition, long division, and regrouping problems. using special resources such as reading material that is consistent with students' reading levels and learning styles, and videotapes, audiotapes, and other audio-visual materials that give learning experiences greater breadth and depth Examples of the individualized accommodations that may be identified in the IEP include the following: · **Guided Practice (Teacher Instructional Indicator #10)** // You will be the //// guide //// in this part. You will be guiding the students through some text. What text (you might have to make it) or ? are you using here? [Remember that the text can be book, electronic, environmental, etc. or a combination of such //// .] What **one or two strategies** are you using to keep the television in the reader active //// ? //
 * 1) **PREASSESSMENT OF STUDENT KNOWLEDGE: //(How will you assess the prior knowledge of the students?)//** // This part can be assessed in the development of prior knowledge (schema) and motivation found in the next part. //
 * 2) **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 (//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)**
 * using learning resources that provide direct experiences of seeing and touching (i.e., tactile materials)
 * providing enrichment units, additional readings, and other opportunities (e.g., problems to solve) that extend learning
 * using a variety of teaching and learning strategies, such as special interest groupings for research projects; peer partners, collaborative groups, and cross-age tutoring; mentorship programs; and independent study plans
 * collaborating with resource teachers, teacher-librarians, and other professionals
 * simplifying the language of instruction
 * providing opportunities for performance in areas of special talent
 * providing all students with strategies for understanding and accepting exceptional students and integrating them into the regular classroom
 * giving students extra time to complete classroom assignments
 * allowing students to complete tasks or present information in alternative ways (e.g., through taped answers, demonstrations, dramatizations, role play)
 * allowing students to tape lessons for more intensive review at a later time
 * providing a variety of learning tools, such as adapted computers for completing writing tasks and calculators for completing numeracy tasks
 * providing for the use of scribes
 * using pictorial schedules to assist students in making transitions
 * // This can be the same for all of the lessons plans of the group. //**

// What discussion questions are you using in the Grand Conversation? Write at least **two questions** for each level of Bloom’s taxonomy. You might even want to connect the Bloom’s with Gardner’s Intelligences. A personal writing should be here or in the closing to wrap up the lesson. //

· // What //**// active inquiry //**//, **collaboration**, and **supportive interaction** activities //// can be developed to help with active participation in speaking, writing and media communication? // · // What activities will the students be doing alone or with a partner(s) to summarize the learning of the day? // · // 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. //
 * 4.** **Independent Practice (Teacher Instructional Indicator #11)**

// What //// activities are you using to summarize //// and wrap up this day’s lesson and apply it to the previous or the next day’s lessons? [This is a prime place for text to self, text to text, and text to the world activities.] // // 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.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**)

// List everything which is needed for this lesson. If a book is needed, please give the book in APA format. What other electronic, written, oral history, etc. are used and can be used as a resource? What are all of the resources needed to make this unit work? // // What other things as centers, extended activities into other content areas, activities, home extensions [Notice that the word homework is not used], etc. can be used here? //
 * 5.** **Resources and Materials**
 * 6.** **Supplementary/Enrichment Activities**