Thursday+Group+2

__#2 Name (blue): __Jessica Sabharwall
 * __#1 Name (red): __**  **Sarah Jones ** **

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

__Name: __ ** **__​__**   **Jessica Sabharwall, Sarah Jones **   **__Date: __** **__​__**   **​****April 22, 2010 ** **__Northeastern State University – Broken Arrow __** **__ READ 4043: Reading for the Content Area Spring Semester 2010  __**

**__<span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">Lesson Plan #1 Title __****__<span style="font-family: 'Arial','sans-serif'; font-size: 18pt;">: __** <span style="font-family: 'Arial','sans-serif'; font-size: 18pt;"> **​****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> George vs. George ** **__<span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">Grade Level: __****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">5th Grade ** **__<span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">Contributors: __** <span style="font-family: 'Arial','sans-serif'; font-size: 18pt;"> **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Sarah Jones and Jessica Sabharwall **

__<span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">LESSON PLAN __
__<span style="font-family: 'Arial','sans-serif';">TITLE __<span style="font-family: 'Arial','sans-serif';">: George vs. George __<span style="font-family: 'Arial','sans-serif';">GRADE LEVEL __<span style="font-family: 'Arial','sans-serif';">: 5th Grade __TIME ALLOTTED__: 1 hour and 30 minutes
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COMPOSITION OF CLASS: Male: 15 Female:10 Total: 25 Number of Special Needs Students ELL: 2 504: 1 IEP: 1

UNIT GOAL: Students to know the roles and viewpoints George Washington and King George III during the American Revolution

<span style="font-family: 'Arial','sans-serif';">PASS OBJECTIVES FOR THIS LESSON: Social Studies: Standard 4: Objective 4: Students will examine the lasting impact of the American Revolution: 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 Warrant, George Washington, Thomas Paine, Thomas Jefferson, Marquis de Lafayette, King George III, Hessians, and Lord Cornwallis). ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Language Arts: Standard 1: Vocabulary – The students will develop and expand knowledge of words and word meanings to increase their vocabulary. Objective 4: Using resource materials and aids, determine the meanings, pronunciation, and derivations of unknown words by using a glossary or dictionary. ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Language Arts: Standard 3: Comprehension/Critical Literacy – The student will interact with the words and concepts in the text to construct an appropriate meaning. Objective 4: Analysis and evaluation: Distinguish among facts/inferences supported by evidence and opinions in text. ** <span style="font-family: 'Arial','sans-serif';">SPECIFIC LESSON OBJECTIVES:  <span style="font-family: 'Arial','sans-serif';"> Students will be able to recognize the similarities and differences between King George and George Washington. Students will also be able to use and comprehend new vocabulary and concepts. <span style="font-family: 'Arial','sans-serif';">  ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">INSTRUCTIONAL PROCEDURES: The students are introduced to 5 new vocabulary words. They define them using a dictionary/glossary. The students look through books provided for them such as //Meet George Washington// by Joan Heilbroner and //King George III// by Robert Green to create their own word wall. Students place the words on the wall that they choose themselves. ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">*__Possible Word Wall Words__: ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Revolution Monarchy ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Battleship Constitution ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Massacre Colony ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Empire Red Coats ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-Lecture from //George vs. George// by Rosalyn Schanzer ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> //Alike:// ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Both had light blue eyes and reddish brown hair ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Both athletic and dignified appearance ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Both over 6 ft. tall ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Both honest and popular ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Both like simple food ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Both prefer plain clothes ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> //King George III:// ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">“Farmer George” was his nickname because he had a lifelong interest in agriculture. ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Believed a king should rule America ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Convinced Washington of his standpoint and they agreed for a short amount of time ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Very popular ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Ruler of world’s greatest empire ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Helped impact the winning of the 7 Years War of Great Britain ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Fought against France for control of North America ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Married a wealthy widow named Martha Custis who was tiny, outgoing, and plump ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Constitution monarchy in which the king did not have all of the power ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Each colony under Crown’s rule or control ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">GUIDED PRACTICE: ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> The teacher will provide appropriate materials for children to read together in pairs. **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">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 the individual and group motivation to foster active engagement of learning to create supportive learning environments. Candidates will design a lesson that appeals to a variety of learning styles. **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">PREASSESSMENT OF STUDENT KNOWLEDGE: <span style="font-family: 'Arial','sans-serif';"> Begin the class lesson with a KWL+ chart in order to find out what they know. This is done by asking them questions about both George Washington, King George III, kings, and presidents. **<span style="font-family: 'Arial','sans-serif';">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">INTRODUCTION/HOOK: Reading important facts and showing pictures to the class from the book, //George vs. George// by Rosalyn Schanzer. The students will be able to ask questions and be engaged in the reading of the book. The teacher will read pages 8 through 37 and collaborate with students to make a chart to demonstrate specific categories such as, personal qualities, community relations, leadership skills, decision making skills, fulfillment of expectations, and contributions to history. <span style="font-family: 'Arial','sans-serif';">  **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Was 22 years old when he became king after his grandfather **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Married to a German princess named Charlotte and had 15 children **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Devoted to his family **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Favorite home was a palace in the countryside **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Spend most of his time in the Buckingham house **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> //President George:// **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Mount Vernon was his home by 1775 **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Martha had two kids from a previous marriage; never had any more with George **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Grew tobacco for a time period, then switched to wheat **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Raising mules, sheep, hogs, and prize bulls was his hobby; bred horses and grew orange **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> trees also **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Gardeners, shoemakers, blacksmiths, weavers, foremen, and sometimes nieces and **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> nephews live on the estate with him and his family **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Was a slave owner **
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">British Government: //**
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">American Government: //**
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Each had its own governor and governing body **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">*__Book List__: **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> //A Picture Book of George Washington// by David Adler **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> //George III// by John Cannon **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The students will be involved in a Grand Conversation after reading in pairs with other students. The teacher will ask questions during this time. **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">*__List of Questions__: **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> 1) Can you name a few characteristics of George Washington? **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> 2) Who was it that believed that America needed a king? **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> 3) What do you think George Washington wanted to do when he became president? **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> 4) Can you describe what George III looked like? **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> 5) Predict what will happen after George Washington makes his changes as president? **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> 6) Could this type of struggle between leaders have happened in American today? **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> 7) How could these books relate to America today? **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> 8) What events could have happened in George’s III lifetime that would have changed his **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> decisions? **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> 9) Can you design a diorama of both George Washington and George III? **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> 10) Can you develop a proposal for the problem between the two George’s? **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> 11) Is there a better solution to this issue than the one that they chose? **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> 12) How would you have handled this dispute if you were in George Washington’s place?

<span style="font-family: 'Arial','sans-serif';">INDEPENDENT PRACTICE: Students work in pairs to complete opinion/proof strategy. Students make a list of actual facts they have learned about George Washington and King George. They then make a list of opinions that themselves or other classmates may have about either George or what they perceive from the books they have been exposed to. ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students write a short summary (one paragraph) of the day’s lesson, including facts, opinions, characteristics, contributions, etc. The students will use at least three new vocabulary in their writing, using the word wall to reference from. **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-Teacher uses the rubric to assess the students during this activity.

<span style="font-family: 'Arial','sans-serif';">CLOSURE/SUMMARY/REPRESENTATION: Students and the teacher come together to finish KWL chart (today we learned… tomorrow we want to learn). ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">RESOURCES AND MATERIALS: ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Adler, D. A. (1989). //A Picture Book of George Washington.// New York City, New York: Random ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">House Inc. ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Cannon, J. (2007). //George III.// New York: Oxford University Press. ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Heilbroner, J. (2001). //Meet George Washington.// New York City: New York: Random House Inc. ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Schanzer, R. (2004). //George vs. George.// United States: National Geographic Society. ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">SUPPLEMENTARY/ENRICHMENT ACTIVITIES: ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Teacher provides various items such as wigs, clothes, boots, etc. to represent both George’s. The students use items to tell why they represent the person they are demonstrating. ** READ 4043: Reading for the Content Area Spring Semester 2010 __** Grade Level: 5th grade Contributors: Sarah Jones and Jessica Sabharwall
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">EVALUATION/ASSESSMENT: Students will engage in an activity called “three corners”. The students will be inclined to visit whichever corner they agree with. The first will be a George Washington corner. The second will be a King George III corner and the third will be an unsure corner. Each corner is to try to persuade the students to agree with their reasoning and point of view. **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-Teacher uses the rubric to assess the student’s knowledge from this activity. **
 * __<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Name: Jessica Sabharwall, __****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Sarah Jones _ Date:_April 22, 2010 **
 * __<span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">Northeastern State University – Broken Arrow __** **__<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">
 * __<span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">Lesson Plan #2 Title:

__** TITLE: George vs. George __GRADE LEVEL__ _5th grade TIME ALLOTTED: Approx. 1 hour
 * __<span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">LESSON PLAN __**<span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">

COMPOSITION OF CLASS: Male __15__ Female __10__ Total __25__ Number of Special Needs Students ELL __2__ 504 __1__ IEP __1__

UNIT GOAL: ****<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Students will be able to explain the roles and viewpoints of King George III and George Washington. ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">

PASS OBJECTIVES FOR THIS LESSON: **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> 3. Instructional Procedures **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> · **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Adjustments/Adaptations **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> Guided Practice (Teacher Instructional Indicator #10) **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> **__<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Knowledge __**<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">4. ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Independent Practice **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * __<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Social Studies __**<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Standard 4: Students will examine the lasting impact of the American Revolution. **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> 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 Warrant, George Washington, Thomas Paine, Thomas Jefferson, Marquis de Lafayette, King George III, Hessian, and Lord Cornwallis). **
 * __<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Language Arts __**<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-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. **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">1. ****<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Inferences and Interpretation **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">E. Participate in creative response to text (e.g., art, drama, and oral presentation). **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">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 engagement of learning to create supportive learning environments. Candidates will design a lesson that appeals to a variety of learning styles. **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">SPECIFIC LESSON OBJECTIVES: **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * __<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Social Studies __**<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students will demonstrate their understanding of George Washington and King George III through a variety of different activities. **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * __<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Language Arts __**<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students will interact with words and concepts while participating in different activities. **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">1. ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">PREASSESSMENT OF STUDENT KNOWLEDGE: **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Start the class off with the KWL+ chart once again. Ask the students what they have learned thus far. Ask them to name a few differences and similarities of George Washington and King George III and add to the KWL+ chart. **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">2. ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Introduction/Set Induction/Hook **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Tell the students that they are now going to be Presidents and Kings. Explain to them that throughout the day they and a partner will be making a portrait of themselves. Demonstrate with a student that they will sit in chair in front of the projector sideways. The other partner will then on a large piece of construction paper trace the side profile of the students head, neck, and shoulders as it is projected onto the wall. They will then write President __(their name)__ or King __(their name)__ the ___. After tracing each other they will tape the portraits to the front of their desks for the remainder of the lesson. (This activity will take place throughout the other activities and should not take long for each student to do). **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Next, before the first pair of students start their tracing, introduce three new vocabulary words. Pass out a copy of the vocabulary word map to each student. Have them pick one out of the three vocabulary words to fill out on the word map. Give them ten minutes to work on it and explain that they will be given more time at the end of today’s lesson. **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">1. ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Continue reading George vs. George pages 38-57. (Only read summarized parts of each page). Continue writing in the columns for the book on the board. **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">2. ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Divide the class in two. One side King George III and the other George Washington. Each student will create their own trading card based on what side they are on. **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">3. ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Then the students will trade their cards with a student from the opposite side of the room. They will examine the cards, ask questions, and trade back. **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">4. ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The students will now switch George’s. If they had George Washington for trading cards they will now have King George III and likewise if they had King George III, they will now have George Washington. Students will now make a facebook about their George. They will be allowed to use computers in the classroom, text books, and trade books to look for any information. Students will be encouraged to make this realistic and funny. **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">5. ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Don’t forget while all of this is being done students need to be tracing on the projector. **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">6. ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students can share their facebooks with their neighbors around them. Discussing the information they found. **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">504: For students with visual impairments, larger font will be provided. A puzzle activity will be provided for any kinesthetic learners or any students with fine motor problems. The student will put the two puzzles of George Washington and King George III together and glue them on a piece of paper. For students you would like to move on their will be a George Packet available. This packet consists of crosswords and vocabulary fill in the blanks. **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">IEP: For students who may have difficulty doing these activities by themselves, they will be partnered up with a classmate. The teacher will monitor and if any students are having difficulty, give them moments of individual help. If the student continues to have difficulty the teacher will arrange one on one time for them with the class aid or with a parent volunteer. All of these accommodations will give students with learning disabilities the individual help which they need. **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">ELL: For the students which speak Spanish, they will be paired with an English speaking student. They will be given an extension on their activities and the teacher will introduce the vocabulary to the ELL student before introducing it to the class. **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Students will have guided practice when they are continuing to fill out the KWL+ chart. They will also continue to have guided practice while filling out the Venn Diagram as a class. **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">1. ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">What happened after the Revolutionary War? **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">2. ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Describe what happened at the Battle of Yorktown. **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * __<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Comprehension __**<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">1. ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Can you write a brief outline of the Boston Tea Party? **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">2. ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">What do you think could of happened if the redcoats refused to surrender? **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * __<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Application __**<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">1. ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">What questions would you ask of either George Washington or King George? **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">2. ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Would this information be useful if you had to lead your own army into battle? **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * __<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Analysis __**<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">1. ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">What do you see as other possible outcomes of the Revolutionary War/ **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">2. ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">What was the turning point in the war? **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * __<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Synthesis __**<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">1. ****<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Can you develop a proposal which would have helped George Washington win in the beginning of the war? **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">2. ****<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">What would happen if King George won the war? **
 * __<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Evaluation __**<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">1. ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Do you think war is a good thing or bad thing? **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">2. ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">What changes to the Revolutionary war would of recommended? **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students will have independent practice while they are active in making trading cards as well as making a facebook page for their Georges by themselves. **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">5. ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Closure/Summary/Representation (Teacher Instructional Indicator #12) **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">On the board draw a Venn Diagram. Ask the students to fill in the circles, George Washington on one side and King George III on the other. Have the students in the middle of the diagram state their similarities. This activity will make the connections between the two George’s easier for any students who learn by visuals. **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">1. ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Evaluation/Assessment (Teacher Product Indicators #2-3 ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">) **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Informal assessment will take place when the students call out the KWL+ chart and the Venn Diagram. For formal assessment students will individually make their own trading card and facebook page. **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">

5. Resources and Materials **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Schanzer, Rosalyn. (2004). //George vs. George: The American Revolution as seen from Both Sides.// National Geographic Society. 8-57. **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Edwards, Roberta. (2009). //Who was George Washington?// Grosset & Dunlap. 1-101. **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Other materials: KWL chart, large paper for each student, projector, markers for tracing, tape, word map for each student, trading cards, facebook page layout, computers, book on Georges, puzzles of Georges, George packet. ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">

6. Supplementary/Enrichment Activities **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">An extension for this lesson is for any student who wants to move ahead, they will be given a George packet that consists of George Washington and King George III activity sheets. These students can also put together the George puzzles and do the photo analysis puzzle worksheet. Students can also if time allows, make crowns or wigs out of materials for their own portrait.

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> READ 4043: Reading for the Content Area Spring Semester 2010 __** __TITLE__: George vs. George __GRADE LEVEL__: 5th Grade __TIME allotted__: 1 hour and 30 minutes
 * __<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Name: __****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Jessica Sabharwall, Sarah Jones Date: April 22, 2010 **
 * __<span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">Northeastern State University – Broken Arrow __**<span style="font-family: 'Arial','sans-serif'; font-size: 18pt;"> **__<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">
 * __<span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">Lesson Plan #3 Title: __** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">George vs. George **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">
 * __<span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">Grade Level: __** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">5th Grade **<span style="font-family: 'Arial','sans-serif'; font-size: 18pt;">
 * __<span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">Contributors: __**<span style="font-family: 'Arial','sans-serif'; font-size: 18pt;"> **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Jessica Sabharwall and Sarah Jones **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.5pt;">LESSON PLAN **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">

COMPOSITION OF CLASS: Male: 15 Female: 10 Total: 25 Number of Special Needs Students: ELL: 2 504: 1 IEP: 1

UNIT GOAL: Students is to explain the roles and viewpoints of George Washington and King George III during the American Revolution.

PASS OBJECTIVES FOR THIS LESSON: Social Studies: Standard 4: Objective 4: Students will examine the lasting impact of the American Revolution: 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 Warrant, George Washington, Thomas Paine, Thomas Jefferson, Marquis de Lafayette, King George III, Hessians, and Lord Cornwallis). **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> 1) Who was it that influenced the colonists negatively? **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Mathematics: Standard 4: Connection: 1 – Relate various concrete and pictorial models of concepts and procedures to one another. **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">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 engagement of learning to create supportive learning environments. Candidates will design a lesson that appeals to a variety of learning styles. **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">SPECIFIC LESSON OBJECTIVES: Students will be able to explain the lasting impact that both George Washington and King George III have had on America today. **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">PREASSESSMENT OF STUDENT KNOWLEDGE: Another KWL+ chart based upon learning objectives from all three days. Students will present the knowledge that they have already acquired which accompanies the prior knowledge before the lesson began. They will also present knowledge that they plan to acquire or might be interested in for the future. **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">INTRODUCTION/SET INDUCTION/HOOK: Read //Can You Make Them Behave, King George// by Jean Fritz, Tomie DePaola. Teacher creates a dice for students to roll back and forth to each other with questions on each side. The student who catches the dice has to answer the question. Students choose 5 new vocabulary words to define and put on the word wall. These words come from ****//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Can You Make Them Behave, King George //****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">by Jean Fritz, illustrations by Tomie DePaola. **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">INSTRUCTIONAL PROCEDURES: Teacher lectures from the book, ****//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">George vs. George //****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> by Rosalyn Schanzer, about the lasting impacts that the American Revolution, George Washington, and King George III had on America. Teacher collaborates with students to add to the previous chart from ****//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">George vs. George //****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> by Rosalyn Schanzer that began on day one of the unit plan. This chart is to demonstrate specific categories such as, personal qualities, community relations, leadership skills, decision making skills, fulfillment of expectations, and contributions to history. **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">GUIDED PRACTICE: ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Students will read in pairs, //George Washington: Soldier, Hero, President// by Justine Korman, Ron Fontes and do a kids webquest over King George III, using the website < ****http://orchard.sbschools.net/users/dgurwicz/revolutionarywar/webquest.htm****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">>. Students do this in pairs. **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">A class discussion following Bloom’s Taxonomy questions follow the reading. ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">
 * __List of Questions__:
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">2) Can you name the wife of either George? **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">3) What differences exist between the Georges? **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">4) Can you provide a definition for Revolution? **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">5) What factors would you change about George Washington? **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">6) Would this information be useful if you were the president today? **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">7) Can you distinguish differences between the two George’s? **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">8) What was the problem with how the colonists handled the issue? **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">9) What would happen if the situation were to go the opposite way/ King George’s way? **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">10) How many ways can you come up with to solve this problem? **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">11) Do you believe that the solution was the right one? **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">12) How would you feel if you were a colonist at this time in history? **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">INDEPENDENT PRACTICE: ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Students split into 5 groups of 5 and create a mural of whichever subject they wanted whether it be George Washington or King George III. Students will present this mural to the class and describe it in detail.

CLOSURE/SUMMARY/REPRESENTATION: Students create extensive cluster charts for both George Washington and King George III. This will include characteristics such as physical and cognitive, impacts that both had on the war and our nation today, etc. **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> Fritz, J. (1977). //Can You Make Them Behave, King George.// New York, New York: Oxford University **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> **http://orchard.sbschools.net/users/dgurwicz/revolutionarywar/webquest.htm****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">. **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> Worksheets, coloring assignments **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif';">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">-Teacher will use rubric to assess the students of their summative knowledge. **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">EVALUATION/ASSESSMENT: Students individually write summary of how both George’s impacted our nation and then tell what they would have done differently. **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">RESOURCES AND MATERIALS: ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Press. **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Korman, J. (2001). //George Washington: Soldier, Hero, President.// New York, New York: DK **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Publishing. **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Levine, R. (2002). Revolutionary War Project. //The Continental Peace Conference.// Retrieved April **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> 20, 2010, from **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">SUPPLEMENTARY ENRICHMENT ACTIVITIES: ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">