Monday+Group+5


 * __#1 Name (red):__** __David__
 * 2 Name (blue):_**Bob
 * __#3 Name (green):___**
 * __#4 Name ( Black):___**JoAnna

__Northeastern State University – Broken Arrow__ __READ 4043: Reading for the Content Area Spring Semester 2010__
 * __Name:__ _ Date:_**

 Lesson Plan #1 Title: George Washington Grade Level: 5th Contributors:­­­­­­­­­­­ David Duncan, Bob Duncan, JoAnna Hill

LESSON PLAN

 * TITLE: ** **George Washington **
 * __GRADE LEVEL__ ** **_ TIME ALLOTED: 45 min **


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


 * UNIT GOAL: ** By the end of this unit I want students to not only be able to list several things about George Washington that made him a great man, but also be able to synthesize what opinion he would give regarding situations based on similar ones in his own life.

a. Apply prior knowledge and experience to make inferences and respond to new information presented in text. d. Make inferences or draw conclusions about characters’ qualities and actions (e.g., based on knowledge of plot, setting, characters’ motives, characters’ appearances, stereotypes and other characters’ responses to a character).
 * PASS OBJECTIVES FOR THIS LESSON: **
 * Reading/Literature: **
 * 2. Inferences and Interpretation **
 * e. Participate in creative response to text (e.g., art, drama, and oral presentation).

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">4. Recognize the contributions of key individuals and groups involved in the American Revolution (e.g., Samuel Adams, the Sons of Liberty, Paul Revere, Mercy Otis Warren, George Washington, Thomas Paine, Thomas Jefferson, Marquis de Lafayette, King George III, Hessians, and Lord Cornwallis). <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Social Studies: **
 * <span style="color: black; font-family: 'Arial','sans-serif';">Standard 4: The student will examine the lasting impact of the American Revolution. **
 * <span style="font-family: 'Arial','sans-serif';">SPECIFIC LESSON OBJECTIVES: **//<span style="font-family: 'Arial','sans-serif';">(What do you want your students to know and be able to do after instruction?) // //<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Children will be given a problem and asked to ////<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; font-style: normal; line-height: 115%;">give a report (oral/written) on ////<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> how they think George Washington would have handled a given situation. The students will ////<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; font-style: normal; line-height: 115%;">be required ////<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">to give reasons they believe he would act in the given way, and give examples of events similar in Washington’s life. //

· <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">He was a president · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">He is on the dollar bill as well as the quarter · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">He was a general · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">He fought in the revolutionary war After the teacher goes over the answers given the teacher should show the class the following video. []
 * 1) **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">PREASSESSMENT OF STUDENT KNOWLEDGE: **//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">(How will you assess the prior knowledge of the students?) // //<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">The teacher should ask the children what they know about George Washington. After the children give their answers the teacher should make sure that several main facts have been pointed out. //

//<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; font-style: normal; line-height: 115%;">The teacher should stand at the front of the class and yell Ah ‘Ten Hut and see what happens. There is a good chance that a few of the student may have seen enough movies to stand at attention, if they do encourage the rest of the class to do the same, the teacher should show them attention is feet together, heads high, and hands at their sides. He should explain that while at attention the students cannot talk, cannot move their bodies or their heads, and they cannot laugh. The teacher will then explain that they are going to have a drilldown, in this game the students will be at attention, but if the teacher without touching them in any way can get them to laugh, talk, or move then they are out. Once the game is done the teacher should ask the students where people use attention, the answer being in the military. The teacher should explain that they are going to study George Washington today, and one of the many things he did was lead the military during the revolutionary war. The teacher should explain that first there are some words there going to have to know in order for them to understand what their reading. //
 * 1) **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Introduction/Set Induction/Hook ( **//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">This involves getting your students interested and motivated to learn. //**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Consider Teacher Instructional Indicators #1-3) THIS IS THE BEFORE PART OF THE LESSON. **

//<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; font-style: normal; line-height: 115%;">The teacher will hand the students the following key words, mixed up with 5 definitions. Each table group will be given 5 minutes to match the key word with its definition. The teacher will then ask each table group to define one of the key words, if the group does not have the right definition with the word, then another group is asked to help them. After each key word is defined the teacher will expand the explanation and ask questions to ensure clarity. //

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">A **__General__** is a military rank used in some countries to denote a senior military leader, usually a General in command of a nation's Army. It may also be the title given to a General who commands an Army in the field.

A **__Revolution__** is a relatively sudden and absolutely drastic change. This may be a change in the social or political institutions over a relatively short period of time, or a major change in its culture or economy. Some are led by the majority of the populace of a nation, others by a small band of revolutionaries.

A **__Mercenary__** is One who serves or works merely for monetary gain; a hireling. A professional soldier hired for service in a foreign army.

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">A **__Founding Father__** is A member of the convention that drafted the U.S. Constitution in 1787. or A man who founds or establishes something. The **__President__** is one appointed or elected to preside over an organized body of people, such as an assembly or meeting. The chief executive of the United States, serving as both chief of state and chief political executive. The chief officer of a branch of government, corporation, board of trustees, university, or similar body. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">

> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">ELL students will be paired with a strong reader and/or multilingual student within the class and encouraged to read with them and discuss the chapter or book being read for understanding. Adaptations for students on an IEP will be written according to each child’s individual IEP. For gifted and talented student(s), the reading level of books will be adjusted according to their personal reading levels. Students who finish their work early will be allowed to read a book of their liking or assist fellow students. For those students with hearing impairment the teacher will ensure the use of a microphone and speaker systems, speak clearly, and use visual aids and/or gestures. Teachers can also 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, use pre-cut items to assist students with fine motor 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. In addition, teachers can help students by using learning resources that provide direct experiences of seeing and touching, providing enrichment units, additional readings, and other opportunities 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. Examples of the individualized accommodations that may be identified in the IEP include giving students extra time to complete classroom assignments, allowing students to complete tasks or present information in alternative ways, 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, and using pictorial schedules to assist students in making transitions. > > <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> > **<span style="font-family: 'Arial','sans-serif';">Guided Practice (Teacher Instructional Indicator #10) ** > //<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; font-style: normal; line-height: 115%;">The teacher will split the group into 3 groups, giving each one a different reading assignment. The students will group read the passage, and write notes summarizing what they have read. The students when finished will then one group at a time go to the front of the class and discuss what they learned to the rest of the class, it can be in story form or report form, but they need to include dates, names, and other important information. The teacher will add any information missed by the groups and encourage all members of the group to add their input to the discussion. Once each group has gone the teacher will add any missed information, and ensure the main facts are understood. // <span style="font-family: 'Arial','sans-serif'; font-size: 16pt; line-height: 115%;">Group 1 <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Paragraphs 2 – 5 []
 * <span style="font-family: 'Arial','sans-serif';">3. Instructional Procedures ( **//<span style="font-family: 'Arial','sans-serif';">This involves what the teacher and students will actually DO as they engage in learning. //**<span style="font-family: 'Arial','sans-serif';"> Consider Teacher Instructional Indicators #4-8) ** (Do not put anything here!)
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Adjustments/Adaptations ( **//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">What will you do to accommodate the special needs of individual students? //**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> See Teacher Instructional Indicator #9) **

Actual copy of the note and its translation []

<span style="font-family: 'Arial','sans-serif'; font-size: 16pt; line-height: 115%;">Group 2 <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">All []

Paragraphs 7-9 []

//<span style="font-family: 'Arial','sans-serif'; font-style: normal;">Activities between Revolution and Presidency section // //<span style="font-family: Arial,sans-serif; font-size: 10pt; font-style: normal; line-height: 115%;">[] //

//<span style="font-family: 'Arial','sans-serif'; font-size: 16pt; font-style: normal; line-height: 115%;">Group 3 // //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-style: normal; line-height: 115%;">Paragraphs 3-4 // //<span style="font-family: Arial,sans-serif; font-size: 10pt; font-style: normal; line-height: 115%;">[] //

//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-style: normal; line-height: 115%;">Whole selection // //<span style="font-family: Arial,sans-serif; font-size: 10pt; font-style: normal; line-height: 115%;">[] //

//<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; font-style: normal; line-height: 115%;">The class will then have a grand conversation asking the questions given, then talking about what they have learned in the lesson, and share interesting facts that they learned. //

Can you name two things we remember about George Washington? What happened in George Washington’s life after the revolutionary war ended?
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">KNOWLEDGE: ** <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">

What do you think would have happened if Washington had decided to stay in office another term? (Brief outline is created in the independent practice.)
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">COMPREHENSION: ** <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">

What experiences in your own life might be similar to that of Washington’s? If you could ask Washington one question what would it be? And why?
 * APPLICATION: **

These parts are satisfied by the creation of the help column, or the call in video show, it not only shows the students ability to create something original, but to base it off of someone else’s ideas and information.
 * ANALYSIS and SYNTHESIS: **

This phase done in the journaling at the end, where the student writes his own opinions on how Washington solved problems, and how the student would have handle them. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">
 * EVALUATION: **

//<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">The teacher will instruct the students that he/she is going to give each of them a written problem, and their goal is to answer the question or solve the problem how they think George Washington would. The teacher will instruct them to go over the readings done in class, and the stories told about Washington and give examples of similar experiences that give you reason to believe that Washington would act in that way. //
 * <span style="font-family: 'Arial','sans-serif';">4. ** **<span style="font-family: 'Arial','sans-serif';">Independent Practice (Teacher Instructional Indicator #11) **

//<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Once finished the students ////<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; font-style: normal; line-height: 115%;"> will be given the choice of one of the following. //

//**<span style="font-family: Arial,sans-serif; font-size: 12pt; font-style: normal; line-height: 115%;">__Choice A__ **// //<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; font-style: normal; line-height: 115%;">The student may write ////<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> a ////<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; font-style: normal; line-height: 115%;">Dear Washington column, in which they play the part of George Washington answering someone else’s problem. The students must keep the column in first person, and give advice based on ideals supported by stories in Washington’s life. // //<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; font-style: normal; line-height: 115%;">or //

//**<span style="font-family: Arial,sans-serif; font-size: 12pt; font-style: normal; line-height: 115%;">__Choice B__ **// //<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; font-style: normal; line-height: 115%;">The student may pick a partner and create their own call-in show in which one student plays the caller who will ask George Washington (The other student) one of the three questions, then ask what he would do in this situation. If the students choose this option they must write out a rough draft of what they think Washington would do and why they think that, using the readings on his own choices as support. The call in show will be taped, and each student will get a chance to answer one of the three questions. //

**<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 115%;">__(Pick 1 problem)__ ** //<span style="font-family: Arial,sans-serif; font-size: 12pt; line-height: 115%;">__Problem #1__ // //<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">You’re at war with another country and it is their independence day (Similar to our 4th of July) Now the whole country is celebrating and the rule is no one fights on any holidays. You’re losing the war and you know that their army will not be expecting an attack until the holiday is over. Do you attack them or do you wait until the celebration is over to attack? // //<span style="font-family: Arial,sans-serif; font-size: 12pt; line-height: 115%;">__Problem #2__ // //<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">You’re at war and when you capture supplies from the enemy you find the personal mail of the enemies’ general, do you read it or not? Do you keep it or return it to him? //

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">The war is over and you have won; now they want you to become the new president. Do you accept the offer? If you do, since there has never been a president before you have to make up new rules about what a president is suppose to do, what rules would you make? Who would you pick to help you make the rules? <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">
 * <span style="font-family: Arial,sans-serif; font-size: 12pt; line-height: 115%;">__Problem #3__ **

//<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; font-style: normal; line-height: 115%;">When students are all finished the teacher will ask them to get out their daily journals and each pick one problem that George Washington had to face in his life, then explain how they would have handle the situation. Wither the student agrees or disagrees they need to give some reasons why. // //<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; font-style: normal; line-height: 115%;">The student should then list several things about George Washington that they learned that day. //
 * <span style="font-family: 'Arial','sans-serif';">5. ** **<span style="font-family: 'Arial','sans-serif';">Closure/Summary/Representation (Teacher Instructional Indicator #12) **
 * 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="color: #666666; font-family: Arial,sans-serif;">Advice Column : Dear Mr. Washington === ||  ||


 * <span style="display: block; font-family: Arial,sans-serif; text-align: center;">CATEGORY || **<span style="font-family: 'Arial','sans-serif';">4 ** || **<span style="font-family: 'Arial','sans-serif';">3 ** || **<span style="font-family: 'Arial','sans-serif';">2 ** || **<span style="font-family: 'Arial','sans-serif';">1 ** ||
 * **<span style="font-family: 'Arial','sans-serif';">Grammar & spelling (conventions) ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Writer makes no errors in grammar or spelling. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Writer makes 3-5 errors in grammar and/or spelling. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Writer makes 5-10 errors in grammar and/or spelling || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Writer makes more than 10 errors in grammar and/or spelling. ||
 * **<span style="font-family: 'Arial','sans-serif';">Ideas ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Ideas were expressed in a clear and organized fashion. It was easy to figure out what the letter was about. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Ideas were expressed in a pretty clear manner, but the organization could have been better. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the letter was about. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about. ||
 * **<span style="font-family: 'Arial','sans-serif';">Length ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">The letter is 10 or more sentences. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">The letter is 8-9 sentences. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">The letter is 5-7 sentences. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">The letter is less than 5 sentences. ||
 * **<span style="font-family: 'Arial','sans-serif';">Sentences & Paragraphs ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Sentences and paragraphs are complete, well-constructed and of varied structure. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">All sentences are complete and well-constructed (no fragments, no run-ons). Paragraphing is generally done well. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Most sentences are complete and well-constructed. Paragraphing needs some work. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Many sentence fragments or run-on sentences OR paragraphing needs lots of work. ||
 * **<span style="font-family: 'Arial','sans-serif';">Format ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Complies with all the requirements for a friendly letter. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Complies with almost all the requirements for a friendly letter. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Complies with several of the requirements for a friendly letter. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Complies with less than 75% of the requirements for a friendly letter. ||
 * **<span style="font-family: 'Arial','sans-serif';">Neatness ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Letter is typed, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with pride. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Letter is neatly hand-written, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with care. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Letter is typed and is crumpled or slightly stained. It may have 1-2 distracting error corrections. It was done with some care. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Letter is typed and looks like it had been shoved in a pocket or locker. It may have several distracting error corrections. It looks like it was done in a hurry or stored improperly. ||
 * ||||||||  || ===<span style="color: #666666; font-family: Arial,sans-serif; font-size: 16pt;">Historical Role Play : Call-in show with Mr. Washington === ||   ||   ||


 * <span style="display: block; font-family: Arial,sans-serif; text-align: center;">CATEGORY || **<span style="font-family: 'Arial','sans-serif';">4 ** || **<span style="font-family: 'Arial','sans-serif';">3 ** || **<span style="font-family: 'Arial','sans-serif';">2 ** || **<span style="font-family: 'Arial','sans-serif';">1 ** ||
 * **<span style="font-family: 'Arial','sans-serif';">Historical Accuracy ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">All historical information appeared to be accurate and in chronological order. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Almost all historical information appeared to be accurate and in chronological order. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Most of the historical information was accurate and in chronological order. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Very little of the historical information was accurate and/or in chronological order. ||
 * **<span style="font-family: 'Arial','sans-serif';">Role ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Point-of-view, arguments, and solutions proposed were consistently in character. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Point-of-view, arguments, and solutions proposed were often in character. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Point-of-view, arguments, and solutions proposed were sometimes in character. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Point-of-view, arguments, and solutions proposed were rarely in character. ||
 * **<span style="font-family: 'Arial','sans-serif';">Knowledge Gained ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Can clearly explain several ways in which his character "saw" things differently than other characters and can clearly explain why. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Can clearly explain several ways in which his character "saw" things differently than other characters. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Can clearly explain one way in which his character "saw" things differently than other characters. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Cannot explain one way in which his character "saw" things differently than other characters. ||
 * **<span style="font-family: 'Arial','sans-serif';">Required Elements ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Student included more information than was required. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Student included all information that was required. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Student included most information that was required. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Student included less information than was required. ||

== **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%;">5. ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%;">Resources and Materials ** == ==<span style="color: windowtext; font-family: Symbol; font-size: 12pt; font-weight: normal; line-height: 115%;">· <span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 12pt; font-weight: normal; line-height: 115%;">University of Virginia. (2009). The papers of George Washington, Retrieved April 10, 2010, from [] == ==<span style="color: windowtext; font-family: Symbol; font-size: 12pt; font-weight: normal; line-height: 115%;">· <span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 12pt; font-weight: normal; line-height: 115%;">White, D. (2002, May 05). George Washington and the crossing of the Delaware. Retrieved from [] == ==**<span style="color: windowtext; font-family: Symbol; font-size: 12pt; font-weight: normal; line-height: 115%;">· ****<span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 12pt; font-weight: normal; line-height: 115%;">Sullivan, D. (2007, July 04). George Washington & the return of general Howe’s dog. Retrieved from [|**http://daggle.com/george-washington-the-return-of-general-howes-dog-296**] **==

· <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">George Washington. (2000). Academic kids. Retrieved (2010, April 24) from []

· <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">George Washington Biography. (2008). The Biography Channel website. Retrieved March 1, 2009, from []

· <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Crackel, T.J. (n.d.). The Papers of george washington. Retrieved from []

==**<span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 12pt; font-weight: normal; line-height: 115%;">6. ** **<span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 12pt; font-weight: normal; line-height: 115%;">Supplementary/Enrichment Activities **== · //<span style="font-family: 'Arial','sans-serif';">Interesting facts about George Washington //<span style="font-family: 'Arial','sans-serif';"> []

· <span style="font-family: 'Arial','sans-serif';">George Washington The greatest man in the world video []

· <span style="font-family: 'Arial','sans-serif';">The real Yankee doodle meaning []

· Explore the portrait of George Washington []

__Northeastern State University – Broken Arrow__ __READ 4043: Reading for the Content Area__
 * __Name:__ _ Date:_May 3rd**

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';"> __Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #2 Title:__ Grade Level: 5th Contributors: Bob, David, JoAnna
 * __Name:__ _ Date:_May 3rd<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">
 * LESSON PLAN**
 * TITLE: John Adams “The Most Annoying Man in Congress”**
 * __GRADE LEVEL__** 5TH GRADE **_ TIME ALLOTTED: 45min**


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

Students will be able to outline some of the many contributions made by Mr. John Adams. The students will also defend, criticize, or at least explain the stance that John Adams had on independence.
 * UNIT GOAL:** ​

Standard 4: The student will examine the lasting impact of the American Revolution. 4. Recognize the contributions of key individuals and groups involved in the American Revolution (e.g., //Samuel Adams, the Sons of Liberty, Paul Revere, Mercy Otis Warren, George Washington, Thomas Paine, Thomas Jefferson, Marquis de Lafayette, King George III, Hessians, and Lord// Cornwallis).<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';"> //**ACIE Objective:**// Candidates understand and use a variety of teaching strategies that encourage students' development of critical thinking and problem solving. Candidates use their knowledge and understanding of individual and group motivation to foster active engagement of learning to create supportive learning environments. Candidates will design lesson that appeal to variety of learning styles.
 * PASS OBJECTIVES FOR THIS LESSON:**
 * Social Studies**

Students will be able to outline the contributions made by Mr. John Adams. Also the students will defend, criticize, or at least explain the stance that John Adams had on independence. While writing a personal journal on what they think about Mr. Adams. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">
 * SPECIFIC LESSON OBJECTIVES:**

1. **PREASSESSMENT OF STUDENT KNOWLEDGE:** The Instructor will ask the class what they know/think about the declaration of independence and its signers. After a few answers the instructor will then ask what the students know of the conception of the declaration. What do they know about the people who wrote and fought for the declaration? Finally the teacher will ask what they know of Mr. John Adams. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">

2. **Introduction/Set Induction/Hook:** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';"> I will Show a Clip from the web page <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 10pt; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: 'Times New Roman';">www.izles.net <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';"> entitled “1776 The Musical - But, Mr Adams.” We will start the video at 1:30 into the video to skip some light profanity. This clip shows Mr. Adams arguing with other members of the committee made to write the Declaration of Independence, over who would actually write the document. The instructor will stop the video at about 4:40 to again skip what could be thought of as inappropriate. Immediately after watching the video the teacher will ask the students what they think now of Mr. Adams.

In the years before the signing of the Declaration of Independence there were many fights, debates, and deals made just too simply get the thing to be considered by congress. One of the men who were consistently at the head of it was John Adams. He believed that the actions of the king were wrong and his taxes were unfair he believed in independence and the right for the people to govern themselves. While many only know of his time in office as president and his signing of the declaration here we will learn of his determination and his drive that all men should be free, and his knack to be the most annoying man in congress. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';"> <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman';">· **Adjustments/Adaptations** ELL students will be paired with a strong reader and/or multilingual student within the class and encouraged to read with them and discuss the chapter or book being read for understanding. Adaptations for students on an IEP will be written according to each child’s individual IEP. For gifted and talented student(s), the reading level of books will be adjusted according to their personal reading levels. Students who finish their work early will be allowed to read a book of their liking or assist fellow students. For those students with hearing impairment the teacher will ensure the use of a microphone and speaker systems, speak clearly, and use visual aids and/or gestures. Teachers can also 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, use pre-cut items to assist students with fine motor 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. In addition, teachers can help students by using learning resources that provide direct experiences of seeing and touching, providing enrichment units, additional readings, and other opportunities 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. Examples of the individualized accommodations that may be identified in the IEP include giving students extra time to complete classroom assignments, allowing students to complete tasks or present information in alternative ways, 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, and using pictorial schedules to assist students in making transitions.
 * 3. Instructional Procedures:**

Guided Practice (Teacher Instructional Indicator #10): The teacher will now have the children read the paper “History in the Making,” (<span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 10pt; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: 'Times New Roman';">@http://www.eyewitnesstohistory.com/jefferson.htm <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">) which is a letter written by Mr. Adams to a Mr. Pickering over why Mr. Jefferson was chosen to write the Declaration of Independence. The students will be divided into pairs to read the letter in a guided reading activity where the first paragraph will be read by one of the two and they will then read to each other back and forth stopping every other paragraph to discuss what was just read. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Knowledge: <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">When Was John Adams Born? <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Which State did he represent? <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Comprehension: <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Give a brief outline of Mr. Adams life before the signing of the declaration. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">What is the main idea of the chapter that was read over Mr. Adams life. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Application: <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">What question would you ask Mr. Adams? <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Do you know of another time where someone had to become disliked to be heard? <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Analysis: <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">If Mr. Adams had given up what do you think would have happened? <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">What were some of the problems that John Adams faced in his time? <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Synthesis: <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Devise your own way that you would get congress to listen to you. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">How would you feel if everyone in your class considered you a trouble maker and a raving lunatic? <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Evaluation: <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">How has this reading affected you on a personal level? <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Do you believe that Mr. Adams took the right approach with congress? Yes or no defend your position. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">
 * 4.** **Independent Practice (Teacher Instructional Indicator #11)**

Split the students onto groups of four then allow them to have some time to thoroughly read through the scripts that will be handed out. Fifteen minutes should be long enough for them to read through and settle into their part. Once each student has picked their part the class will begin reading through the script. Though this is not a performance the students are encouraged to become comfortable and rather vocal with your part. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';"> The lesson will conclude with the reading in pairs a chapter of the book “**John Adams and the American Revolution”** by Catherine Bowen. Upon reading the chapter the students will write in their journals what they have learned about Mr. Adams and how they feel about him.

It’s time for Adams Trivia! The teacher will have a paper with questions over Adams life that they will ask their students to answer the class will be divided into two teams equally, and the teacher will keep the score on the board.
 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12):**

**John Adams Facts and Trivia** || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">When was Adam’s born? October 30, 1735 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Where was he born? Braintree, MA <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">What university did he attend? Harvard <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">What did he do for a living? Lawyer <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Was he married? Is so to who? Married: Abigail Smith Adams <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Did he have children? And if so how many? Children: Abigail Amelia, John Quincy, Susanna Adams, Charles Adams, Thomas Boyston, Elizabeth Adams <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Was Adam’s our 1st or 2nd president? 2nd <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">What political part was he a member of? Federalist <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Who was Runner Up for president? Thomas Jefferson <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Who was his Vice President? Thomas Jefferson <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">At what age was he inaugurated? 61 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">What years did he serve? 1797 - 1801 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Number of terms as president? 1 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Other Offices or Commissions: Commissioner to France, Minister to Great Britain, Vice-President <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">When did he Die? July 4, 1826 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">How old was he when he died? 90 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Where was he buried? Quincy, MA <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Did John Adam’s appear on any currency? If so which ones? - 2007 Dollar (obverse) - Back of $100 National Bank Notes (part of Trumbull's Declaration of Independence painting) - Back of $2 Federal Reserve Note (part of Trumbull's Declaration of Independence painting) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> ||
 * List of questions:**

1. **Evaluation/Assessment (Teacher Product Indicators #2-3**) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">JOURNAL <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> ||
 * Poor**
 * 1** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> ||
 * Good**
 * 2** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> ||
 * Exemplary**
 * 3** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> ||
 * Score** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> ||

Organization <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman';">Journal is not legible. It Jumps around and is out of order. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman';">Journal is orderly, and is mostly legible. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman';">Journal is orderly and is legible. It has Intense depth of thought. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> ||

Facts and Trivia<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman';">No description or facts about Adams. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman';">Two or three facts on Adams. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman';">Four or more facts on Adams. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> ||

Personal <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman';">Connections <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman';">Confusing, unclear, or unrelated to Adams. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman';">Makes one personal connection or insight into Adams. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman';">Two or more personal connections or insights into Adams. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> ||


 * 5.** **Resources and Materials**

· //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">" //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Writing the Declaration of Independence, 1776," EyeWitness to History, <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 10pt; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: 'Times New Roman';">www.eyewitnesstohistory.com <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';"> (1999). <span style="color: #999999; font-family: Symbol; font-size: 10pt; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman';">· <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Hunt, P. (1972, November 19). //1776 web quotes//. Retrieved from <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 10pt; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: 'Times New Roman';">@http://hollywood.premiere.com/movie-quotes-1776

<span style="color: #999999; font-family: Symbol; font-size: 10pt; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman';">· //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Facts about john adams //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">. (2009). Retrieved from <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 10pt; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: 'Times New Roman';">@http://www.facts-about.org.uk/american-president-john-adams.htm


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

· <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">The real Yankee doodle meaning <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 10pt; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: 'Times New Roman';">@http://video.search.yahoo.com/video/play?p=george+washington&b=41&ei=UTF-8&fr=yfp-t-701&fr2=tab-web&tnr=20&vid=0001859853205 <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';"> <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman';">· <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Ten things you might not know about John Adams. <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 10pt; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: 'Times New Roman';">@http://americanhistory.about.com/od/johnadams/tp/johnadams_top10.htm

· A wonderful and entertaining book about presidents and their pets. “President Adams' Alligator and Other White House Pets” By Peter Barnes, Cheryl Shaw Barnes <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">

__Northeastern State University – Broken Arrow__ __Lesson Plan #3 Title: Thomas Jefferson__ <span style="font-family: 'Arial','sans-serif'; font-size: 18pt; line-height: 115%;">Grade Level: 5th Contributors:­­­­­­­­­­­ David Duncan, Bob Duncan, JoAnna Hill
 * __Name:__ _ Date:_**

<span style="color: #4f81bd; font-family: 'Arial','sans-serif';">LESSON PLAN
<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">
 * <span style="font-family: 'Arial','sans-serif';">TITLE: ** **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Thomas Jefferson **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">
 * <span style="font-family: Arial,sans-serif;">__GRADE LEVEL__ ** **<span style="font-family: 'Arial','sans-serif';">_ TIME ALLOTED: 45 min **


 * <span style="font-family: 'Arial','sans-serif';">COMPOSITION OF CLASS: Male_ Female_ Total_ **
 * <span style="font-family: 'Arial','sans-serif';">Number of Special Needs Students ELL_ 504_ IEP_ **


 * <span style="font-family: 'Arial','sans-serif';">UNIT GOAL: ** <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">By the end of this unit I want students to not only be able to list several important facts about Thomas Jefferson. Students will also be able to create a written/drawn timeline of important events in his life.

<span style="color: black; font-family: 'Arial','sans-serif';">*e. Participate in creative response to text (e.g., art, drama, and oral presentation).
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">PASS OBJECTIVES FOR THIS LESSON: **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Reading/Literature: **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11.5pt;">2. Inferences and Interpretation **

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">4. Recognize the contributions of key individuals and groups involved in the American Revolution (e.g., Samuel Adams, the Sons of Liberty, Paul Revere, Mercy Otis Warren, George Washington, Thomas Paine, Thomas Jefferson, Marquis de Lafayette, King George III, Hessians, and Lord Cornwallis). <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Social Studies: **
 * <span style="color: black; font-family: 'Arial','sans-serif';">Standard 4: The student will examine the lasting impact of the American Revolution. **

// · ////<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; font-style: normal; line-height: 115%;">Children will be able to draw a timeline of important events in Thomas Jefferson’s life. // // · ////<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; font-style: normal; line-height: 115%;">Students will be able to identify Thomas Jefferson’s contributions to the American Revolution. //
 * <span style="font-family: 'Arial','sans-serif';">SPECIFIC LESSON OBJECTIVES: **

//**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-style: normal;">The class will play Who Am I?? The teacher will list the following characteristics one at a time, pausing for answers and discussion after each, until the answer is revealed. Once students discover who it is, the teacher will probe them to find out what other information they already know about Thomas Jefferson. **// · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">I am on our currency · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">I served as a delegate to the Second Continental Congress. · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">I was a President of the United States · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">I am from Virginia · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">I wrote the Declaration of Independence
 * 1) **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">PREASSESSMENT OF STUDENT KNOWLEDGE: **

Answer: I am Thomas Jefferson.

//**<span style="font-family: Arial,sans-serif; font-size: 12pt; font-style: normal; line-height: 115%;">__Vocabulary:__ **//
 * 1) **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Introduction/Set Induction/Hook ( **//**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">This involves getting your students interested and motivated to learn. **//**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Consider Teacher Instructional Indicators #1-3) **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students will chose five of the six vocabulary words and create a picture dictionary. For each word the student/group will write the word, draw a picture, tell how they will remember the word, and write a sentence. **

<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">An **__Inventor__** is the first to develop or manufacturer something. An inventor may invent something totally from scratch or may build upon an already established foundation.

A **__surveyor__** a person who surveys, esp. one whose work is surveying land


 * <span style="font-family: Cambria,serif; font-size: 12pt; line-height: 115%;">__Parliament__ **<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> is an official or formal conference or council, usually concerned with government or public affairs. The national legislative body of Great Britain, composed of the House of Commons and the House of Lords

<span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">The **__Second__ [|Continental Congress] ** was a convention of delegates from the [|Thirteen Colonies] that met beginning on May 10, 1775, in [|Philadelphia], [|Pennsylvania] , soon after warfare in the [|American Revolutionary War] had begun. It succeeded the [|First Continental Congress], which met briefly during 1774, also in Philadelphia. The second Congress managed the colonial war effort, and moved incrementally towards independence, adopting the [|United States Declaration of Independence] on July 4th, 1776.

The **__United States Declaration of Independence__** is a statement adopted by the [|Continental Congress] on July 4, 1776, which announced that the [|thirteen American colonies] then at war with [|Great Britain] were now independent states, and thus no longer a part of the [|British Empire].


 * <span style="color: black; font-family: Cambria,serif; font-size: 12pt; line-height: 115%;">__Coercive Acts__ **<span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> four measures passed by the British Parliament in 1774 as retribution for American colonial defiance and the [|Boston Tea Party] . The acts closed the [|Boston] port until colonists paid for the destroyed tea, subjected the colony to a military government, allowed convicted royal officials and soldiers to be tried outside the colony, and authorized housing for British troops in private American homes.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> > ELL students will be paired with a strong reader and/or multilingual student within the class and encouraged to read with them and discuss the chapter or book being read for understanding. Adaptations for students on an IEP will be written according to each child’s individual IEP. For gifted and talented student(s), the reading level of books will be adjusted according to their personal reading levels. Students who finish their work early will be allowed to read a book of their liking or assist fellow students. For those students with hearing impairment the teacher will ensure the use of a microphone and speaker systems, speak clearly, and use visual aids and/or gestures. Teachers can also <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">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, use pre-cut items to assist students with fine motor 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. In addition, teachers can help students by using learning resources that provide direct experiences of seeing and touching, providing enrichment units, additional readings, and other opportunities 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. Examples of the individualized accommodations that may be identified in the IEP include giving students extra time to complete classroom assignments, allowing students to complete tasks or present information in alternative ways, 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, and using pictorial schedules to assist students in making transitions. > > <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> **<span style="font-family: 'Arial','sans-serif';">Guided Practice (Teacher Instructional Indicator #10) ** //<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">The teacher will split the group into 3 groups, giving each a different section of the passage, instructing each group to read their passage ////<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; font-style: normal; line-height: 115%;">using the annotation guideline strategy. This means, as a group, they will underline or highlight any unfamiliar words and main ideas, make arrows indicating supporting details, write notes in their own words, use numbers or other symbols such as stars for interesting points, questions marks to indicate questions, explanation points to show surprise or disagreement, smiley faces, etc… ////<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Once each group has had time to discuss their section ////<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; font-style: normal; line-height: 115%;">, t ////<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">he teacher will ////<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; font-style: normal; line-height: 115%;">instruct ////<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> each group to present and teach the rest of the class about the things that happened in Thomas Jefferson’s life ////<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; font-style: normal; line-height: 115%;"> and his contribution to the American Revolution. // //<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; font-style: normal; line-height: 115%;">Then the class will discuss the questions related to Bloom’s taxonomy and record them in their journals. //
 * <span style="font-family: 'Arial','sans-serif';">3. Instructional Procedures ( **//**<span style="font-family: 'Arial','sans-serif';">This involves what the teacher and students will actually DO as they engage in learning. **//**<span style="font-family: 'Arial','sans-serif';"> Consider Teacher Instructional Indicators #4-8) ** (Do not put anything here!)
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Adjustments/Adaptations ( **//**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">What will you do to accommodate the special needs of individual students? **//**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> See Teacher Instructional Indicator #9) **

**<span style="font-family: 'Arial','sans-serif'; font-size: 18pt;">Thomas Jefferson **

<span style="font-family: 'Arial','sans-serif';">Thomas Jefferson was born on April 13, 1743 in Virginia. His parents were Peter and Jane. His father was a planter and surveyor. At the age of nine, Thomas attended a local school where he studied Latin, French and Greek. Five years later, his father died. When his father died, Thomas inherited around 5,000 acres of land.

At 16 years old, Thomas attended The College of William and Mary in Williamsburg. He studied there for two years, graduating with high honors. Upon graduation from The College of William and Mary, Thomas studied law and became a lawyer. In 1772, Thomas married a woman named Martha Wayles Skelton and they had six children together but sadly, only two survived to adulthood. But only ten years after being married, Martha died.

In 1774, the British Parliament passed the Coercive Acts which Thomas fought against. The Coercive Acts were a series of laws created by the British to oppose on the American colonies. Thomas adamantly opposed, believing that the American colonies had the right to govern themselves.

In 1775, Thomas served as a delegate to the Second Continental Congress. Not long after, the American Revolutionary War broke out. Thomas was an influential figure in creating the Declaration of Independence. The Declaration of Independence proclaimed that the American colonies were now free from Great Britain. Today, Americans celebrate July 4 as Independence Day, the day the Declaration was approved by Congress in 1776.

Thomas served in the Virginia House of Delegates. He also served as governor of Virginia from 1779-1781. From 1785 to 1789, Thomas served as a minister to France. When he returned back to the United States, he served as the first Secretary of State under George Washington.

In 1800, Thomas became the third President of the United States. He served two terms from 1801 to 1809. During his Presidential term, Thomas helped the United States purchase the Louisiana Territory. After his term was up, he continued to be involved in public affairs. He was a founder of the University of Virginia.

He spent the rest of his life at Monticello. On July 4, 1826, Thomas died. The home in which Thomas helped design and build, the Monticello Plantation, can be toured.

Can you name two things we remember about Thomas Jefferson? What happened in Thomas Jefferson’s life after the revolutionary war ended?
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">KNOWLEDGE: **

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Can you write in your own words an event that occurred in Thomas Jefferson’s life? Can you provide a definition for t
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">COMPREHENSION: **

If you could ask Jefferson one question what would it be? And why? <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Do you know another instance where one man contributed to the resolve of the American Revolution?
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">APPLICATION: **

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">These are covered in the timeline activity, by the children creating it and making visual and written representations of the events that took place in Jefferson’s life.
 * ANALYSIS: **

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">What would have happened if Jefferson hadn’t written the phrase “all men are created equal”? How might this have affected the slavery/civil rights movement?
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">SYNTHESIS: **

How would you feel if you were Thomas Jefferson looking back on your life? Would you be proud? Would you have any regrets? Explain.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">EVALUATION: **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">

//<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Once all three groups have gone the teacher will ask the students to arrange themselves in the order in which they think their group of event happened, I.E. early years, midlife, and finally later years. Once there the teacher will give each student a copy of the entire document and explain that each of them are going to get a random even in his life, and they are going to make a human chain timeline. Each student will pick one of the following events from a bag, and then figure out if they belong in the early years, mid life, or later years. Once in their smaller groups the students will have to talk amongst themselves and re-read the passage to make sure which order they go in. Once each student in their proper place (checked by teacher) the students will each be given a piece of paper and told that their mission is to write their event and a date if one is given on the main paper, then use magazines, drawings, stickers, ect to represent the event given. Once done the teacher will tape them together and place them on the wall. //
 * <span style="font-family: 'Arial','sans-serif';">4. ** **<span style="font-family: 'Arial','sans-serif';">Independent Practice (Teacher Instructional Indicator #11) **


 * //<span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 115%;">__These are the events to print out and cut up so the kids can pick one.__ //**
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Born in Virginia || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Attended a local school where he studied Latin, French and Greek || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">His father died. || Attended The College of William and Mary in Williamsburg || Studied law and became a lawyer || Married a woman named Martha Wayles Skelton || British Parliament passed the Coercive Acts which Thomas fought against || Served as a delegate to the Second Continental Congress ||
 * Influential figure in creating the Declaration of Independence || Declaration was approved by Congress || Served in the Virginia House of Delegates || Served as governor of Virginia || Served as a minister to France || Served as the first Secretary of State under George Washington || Became the third President of the United States || Helped the United States purchase the Louisiana Territory ||
 * He was a founder of the University of Virginia || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Thomas Jefferson Died in Monticello his long time home ||  ||   ||   ||   ||   ||   ||

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Students will write a summary of what they learned about Thomas Jefferson in their journals.
 * <span style="font-family: 'Arial','sans-serif';">5. ** **<span style="font-family: 'Arial','sans-serif';">Closure/Summary/Representation (Teacher Instructional Indicator #12) **
 * 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: 'Calibri','sans-serif';">Formative: a rubric is provided to assess the timelines. **
 * <span style="font-family: 'Calibri','sans-serif';">Summative: The teacher will assess student understanding through class discussions, as well as journal responses. **
 * || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13.5pt;">Timeline : Thomas Jefferson's Life **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">

Student Name: ||   ||


 * <span style="color: black; display: block; font-family: 'Arial','sans-serif'; text-align: center;">CATEGORY || **<span style="color: black; font-family: 'Arial','sans-serif';">4 ** || **<span style="color: black; font-family: 'Arial','sans-serif';">3 ** || **<span style="color: black; font-family: 'Arial','sans-serif';">2 ** || **<span style="color: black; font-family: 'Arial','sans-serif';">1 ** ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Title ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The timeline has a creative title that accurately describes the material and is easy to locate. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The timeline has an effective title that accurately describes the material and is easy to locate. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The timeline has a title that is easy to locate. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The title is missing or difficult to locate. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Content/Facts ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Facts were accurate for all events reported on the timeline. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Facts were accurate for almost all events reported on the timeline. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Facts were accurate for most (~75%) of the events reported on the timeline. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Facts were often inaccurate for events reported on the timeline. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Dates ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">An accurate, complete date has been included for each event. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">An accurate, complete date has been included for almost every event. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">An accurate date has been included for almost every event. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Dates are inaccurate and/or missing for several events. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Spelling and Capitalization ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Spelling and capitalization were checked by another student and are correct throughout. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Spelling and capitalization were checked by another student and were mostly correct. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Spelling and capitalization were mostly correct, but were not checked by another student. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">There were many spelling and capitalization errors. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Readability ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The overall appearance of the timeline is pleasing and easy to read. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The overall appearance of the timeline is somewhat pleasing and easy to read. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The timeline is relatively readable. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The timeline is difficult to read. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Graphics ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">All graphics are effective and balanced with text use. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">All graphics are effective, but there appear to be too few or too many. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Some graphics are effective and their use is balanced with text use. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Several graphics are not effective. ||

==**<span style="color: #4f81bd; font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%;">5 ****<span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%;">. ** **<span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 12pt; font-weight: normal; line-height: 115%;">Resources and Materials **==

· //<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Thomas Jefferson lesson plan //<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">. (2008). Retrieved from http://www.lessonsnips.com/lesson/thomasjefferson

==**<span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 12pt; font-weight: normal; line-height: 115%;">6. ** **<span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 12pt; font-weight: normal; line-height: 115%;">Supplementary/Enrichment Activities **== · Thomas Jefferson the Inventor [] · Thomas Jefferson Quotes: [] · Explore Monticello []

__READ 4043: Reading for the Content Area__ __Spring Semester 2010__ __ Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 __
 * __Name:__ JoAnna Hill Date: April 26, 2010**

Lesson Plan #4 Title: Benjamin Franklin Grade Level: 5th Contributors: JoAnna, Bob, David


 * LESSON PLAN **


 * TITLE: Benjamin Franklin **
 * GRADE LEVEL ** : 5th **TIME ALLOTED: 45 min**


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


 * UNIT GOAL: ** By the end of this lesson, students will be able to explain Benjamin Franklin’s contributions during the American Revolution.

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

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

· Students will be able to write a newspaper article pertaining to the events during the American Revolution. · Students will be able to explain Benjamin Franklin’s contributions to the American Revolution.
 * SPECIFIC LESSON OBJECTIVES: **

1. ** PREASSESSMENT OF STUDENT KNOWLEDGE: **

Show students the one hundred dollar bill and ask the following questions: · Who is on the face of this bill? · All U.S. currency has a picture of a president; was Benjamin Franklin a president? · What are some of the reasons he is so recognized? · Do you know what the American Revolution is? · What do you think caused this war?

2. ** Introduction/Set Induction/Hook (//This involves getting your students interested and motivated to learn.// Consider Teacher Instructional Indicators #1-3) ** Show students the face of the one hundred dollar bill and ask the questions listed in the pre-assessment of knowledge.
 * Vocabulary: ** Students will make a vocabulary word map (can be found at []) for five vocabulary words out of the six listed:

A **diplomat** is a person appointed by a [|state] to conduct [|diplomacy] with another state or [|international organization]. The main functions of diplomats revolve around the representation and protection of the interests and nationals of the sending state, as well as the promotion of information and friendly relations.

The **Stamp Act of 1765** (short title //Duties in American Colonies Act 1765//; 5 George III, c. 12) was a tax imposed by the [|British Parliament] on the colonies of [|British America]. The act required that many printed materials in the colonies be produced on [|stamped paper] produced in London and carrying an embossed [|revenue stamp]. [1][2] These printed materials were legal documents, magazines, newspapers and many other types of paper used throughout the colonies. Like previous taxes, the Stamp tax had to be paid in valid British currency, not in colonial paper money.

A **repeal** is the [|removal] or [|reversal] of a [|law]. This is generally done when a law is no longer effective, or it is shown that a law is having far more negative consequences than were originally envisioned.


 * Patriots ** (also known as **American Whigs**, **Revolutionaries**, **Congress-Men** or **Rebels**) was the name the colonists of the [|British] [|Thirteen United Colonies], who rebelled against British control during the [|American Revolution] , called themselves. It was their leading figures who, in July 1776, [|declared] the [|United States of America] an independent nation.


 * loyalists ** were [|American colonists] who remained loyal to the [|Kingdom of Great Britain] (and the [|British monarchy] ) during and after the [|American Revolutionary War] . They were often referred to as [|**Tories**], [|**Royalists**], or **King's Men** by the [|Patriots], those that supported the revolution.


 * Treaty of Paris **, signed on 3 September 1783, ratified by the [|Congress of the Confederation] on 14 January 1784 and by the King of Great Britain on 9 April 1784 (the ratification documents were exchanged in Paris on 12 May 1784), formally ended the [|American Revolutionary War] between the [|Kingdom of Great Britain] and [|the United States of America] , which had rebelled against British rule.


 * 3. Instructional Procedures (//This involves what the teacher and students will actually DO as they engage in learning.// Consider Teacher Instructional Indicators #4-8) **

• ** Adjustments/Adaptations (//What will you do to accommodate the special needs of individual students?// See Teacher Instructional Indicator #9) **

ELL students will be paired with a strong reader and/or multilingual student within the class and encouraged to read with them and discuss the chapter or book being read for understanding. Adaptations for students on an IEP will be written according to each child’s individual IEP. For gifted and talented student(s), the reading level of books will be adjusted according to their personal reading levels. Students who finish their work early will be allowed to read a book of their liking or assist fellow students. For those students with hearing impairment the teacher will ensure the use of a microphone and speaker systems, speak clearly, and use visual aids and/or gestures. Teachers can also 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, use pre-cut items to assist students with fine motor 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. In addition, teachers can help students by using learning resources that provide direct experiences of seeing and touching, providing enrichment units, additional readings, and other opportunities 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. Examples of the individualized accommodations that may be identified in the IEP include giving students extra time to complete classroom assignments, allowing students to complete tasks or present information in alternative ways, 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, and using pictorial schedules to assist students in making transitions.

· ** Guided Practice (Teacher Instructional Indicator #10) ** · Students will use a combination of the SQ3R reading strategy (found at []) with the verbatim split page procedure (VSPP) for note taking (found at []). Before reading, instruct students to fold a piece of paper (40/60) to use for their notes. First, guide the students in surveying “ Franklin's Contributions to the American Revolution as a Diplomat in France” ( [] ). This means skimming the text for main ideas. Next, direct the students to develop questions they think will be answered in the passage. Write these questions on the board and encourage students to write main ideas and questions in the left side column of their notes. Students will read the passage while taking notes in the right column, elaborating on the main ideas. Students will then focus on answering the questions they posed before reading. Encourage them to construct their answers by thinking, rather than reading from the text. Lastly, review questions and answers in a class discussion. · Read, or have students read in small groups, “Benjamin Franklin” ( [] ) and add important details and information they didn’t learn from the first article in their notes. Have a discussion as a class where students share the points they found significant in the article. Ask students to write the following questions in their journals. They may use their notes to answer questions independently. Then, discuss their answers in a grand class discussion.

KNOWLEDGE: · Make a list of Benjamin Franklin’s accomplishments including, but not limited to the American Revolution. · Where was Benjamin Franklin ambassador during the American Revolution?

COMPREHENSION: · Explain why Ben Franklin was an individual who played such a key role in the American Revolution. · Describe the events that led to the end of the Revolution; what signified the war was over?

APPLICATION: · Examine the causes of the Revolutionary War. · What would you have said to persuade France to ally with colonies?

ANALYSIS: · Why do you think Benjamin Franklin was so successful as diplomat for the colonies? · How do you think America might be different today without the efforts of Benjamin Franklin?

SYNTHESIS: · Create a timeline of the American Revolution. · Pretend you are either a patriot or a loyalist. Describe how you would feel during the war. EVALUATION: · Do you think the Stamp Act was a good thing or a bad thing? Argue your point. · Judge the value of Benjamin Franklin’s contributions.

· Benjamin Franklin was a successful writer and printer. Instruct students to create a newspaper article, including important events in the American Revolution, as well as Benjamin Franklin’s contributions. Show example articles from the following website: []. (These are actual newspaper articles from times during the American Revolution). A rubric the assignment is provided under assessment.
 * 3. **** Independent Practice (Teacher Instructional Indicator #11) **

Students will summarize what they learned in their journals. Instruct them to use their five vocabulary words in their writing.
 * 5. ** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**

1. ** Evaluation/Assessment (Teacher Product Indicators #2-3 ** ) Formative: a rubric is provided to assess the article. Summative: The teacher will assess student understanding through participation and class discussion, as well as their journal responses.

[|//http://rubistar.4teachers.org/index.php//]
 * CATEGORY |||| 4 |||| 3 || 2 |||||| 1 ||
 * Article Headline |||| Articles has headline that captures the reader's attention and accurately describes the content. |||| Article has headlines that accurately describe the content. || Article has headline, but does not accurately describe the content. |||||| Article does not have a headline. ||
 * Articles - Purpose || 90-100% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic. || 85-89% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic. |||||| 75-84% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic. || Less than 75% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic. ||  ||
 * Who, What, When, Where & How || All articles adequately address the 5 W's (who, what, when, where and how). || 90-99% of the articles adequately address the 5 W's (who, what, when, where and how). |||||| 75-89% of the articles adequately address the 5 W's (who, what, when, where and how). || Less than 75% of the articles adequately address the 5 W's (who, what, when, where, and how). ||  ||
 * Articles - Interest || The article contains facts, figures, and/or word choices that make the article exceptionally interesting to readers. || The article contains facts, figures, and/or word choices that make the article interesting to readers. |||||| The article contains some facts or figures but is marginally interesting to read. || The article does not contain facts or figures that might make it interesting to read. ||  ||
 * Spelling and Proofreading || No spelling or grammar errors remain after one or more people read and correct the newspaper. || No more than a couple of spelling or grammar errors remain after one or more people read and correct the newspaper. |||||| No more than 3 spelling or grammar errors remain after one or more people read and correct the newspaper. || Several spelling or grammar errors remain in the final copy of the newspaper. ||  ||


 * <span style="font-family: Arial,Helvetica,sans-serif;">5. ** **<span style="font-family: Arial,Helvetica,sans-serif;">Resources and Materials **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13pt;">[]

<span style="font-family: Arial,Helvetica,sans-serif;">Franklin’s Contributions to the American Revolution as a Diplomat in France. (1998-2010). Retrieved April 20, 2010 from <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13pt;">· []

<span style="font-family: Arial,Helvetica,sans-serif;">Benjamin Frankliln. (2004). Retrieved April 20, 2010 from <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13pt;">[]

· visit the timeline for the American Revolution at: [] · Watch movies about the life of Benjamin Franklin, view pages from his famous newspaper, etc… []
 * 6. ** **Supplementary/Enrichment Activities**