Monday+Group+7


 * __#1 Name (red):__**
 * 2 Name (blue):_**
 * __#3 Name (green):___**
 * __#4 Name ( Black):___**Samara Hamilton

__ Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010
 * __Name: Samara Hamilton__ Date: April 27, 2010**

Lesson Plan #1 Title: Doubting Thomases Write a Letter __ Grade Level: 5th Contributors:­­­­­­­­­­­ Samara Hamilton

LESSON PLAN
**TITLE: DOUTING THOMASES WRITE A LETTER** __**GRADE LEVEL**__ 5th **TIME ALLOTED: 2 Days**


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


 * UNIT GOAL: Students will critically analyze the viewpoints of Thomas Jefferson and Thomas Paine, make inferences from these viewpoints regarding how they would react to today's polti​ical issues, and write a formal letter to their Congressperson.**



Students will be able to write a formal letter to their Congressman addressing a current issue.
 * SPECIFIC LESSON OBJECTIVES:**

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

**ACEI Objective: Candidates understand and use a variety of teaching strategies and encourage students' development of critical thinking and problem solving. Candidates use their knowledge and understanding of individual and group motivation to foster active engagement of learning to create supportive learning styles.** Language Arts 4. Using Resource Materials and Aids b. Determine the meanings, pronunciation, and derivations of unknown words by using a glossary and/or dictionary.
 * Standard 1: Vocabulary ****The student will develop and expand knowledge of words and word meanings to increase their vocabulary.**

1. Literal understanding a. Use prereading strategies independently (to preview, activate prior knowledge, predict content of text, formulate questions that might be answered by the text, and establish purpose for reading). b. Read and comprehend both fiction and nonfiction that is appropriately designed for fifth grade. c. Recognize main ideas presented n a particular segment of text; identify evidence that supports those ideas.  2. Inferences and Interpretation 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).
 * Standard 3: Comprehension/Critical Literacy The students will interact with the words and concepts in the text to construct an appropriate meaning. **

4. Analysis and Evaluation d. Make observations and connections react, speculate, interpret, and raise questions in analysis of text.

**1. PREASSESSMENT OF STUDENT KNOWLEDGE:** Day 1: Students will be assessed on prior knowledge with the Knowledge Rating Scale (attached):

Students will be assessed on this assignment based on the following rubric: []&

Day 2: Students will build on and be assessed on prior knowledge and develop comprehension with the IEPC Strategy (attached):



The text to be used with the IEPC strategy is the Constitution of the United States. This strategy will be used for all five days as students develop their understanding of the Constitution.

The IEPC Strategy sheet will be graded according to the following rubric: []&

__**2. Introduction/Set Induction/Hook Day 1: Students will view** **// John Adams & Thomas Jefferson at the Drive-Through (3:33): //** __

  <param name="allowscriptaccess" value="always"> <embed src="[]&" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="480" height="385">

<object width="480" height="385"><param name="movie" value="[|http://www.youtube.com/v/-oL_5TvpyYA&hl=en_US&fs=1&"> <param] name="allowFullScreen" value="true"> <param name="allowscriptaccess" value="always"> <embed src="[]&" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="480" height="385"> <object width="640" height="385"><param name="movie" value="[|http://www.youtube.com/v/uZfRaWAtBVg&hl=en_US&fs=1&"> <param] name="allowFullScreen" value="true"> <param name="allowscriptaccess" value="always"> <embed src="[]&" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="640" height="385">
 * __ Students will view <span style="font-family: Georgia,serif;">//Thomas Paine// (4:47): __**
 * __Day 2: Students will view //<span style="font-family: Georgia,serif; font-size: 120%;">Too Late to Apologize: A Declaration (3:22): //__**

Students will complete a Video Response for the above videos (attached):

The Video Response will be graded according to the following rubric: []&

__Background Knowledge Needed (to be built the previous week in class and during computer lab time):__

Students will be required to view //<span style="font-family: Georgia,serif;">The Intolerable Acts (10:51) // during class the previous week: <object width="480" height="385"><param name="movie" value="[|http://www.youtube.com/v/zs86WYACbr8&hl=en_US&fs=1&"> <param] name="allowFullScreen" value="true"> <param name="allowscriptaccess" value="always"> <embed src="[]&" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="480" height="385">

Students are also required to read various sections (as assigned the previous week) of the Declaration of Independence online at: []

Vocabulary: Day 1: Students will learn the vocabulary words listed below with the following strategy: four freedoms (and what these are) justice establish

Students will be assessed on their Picture Dictionaries based on the following rubric: []&

Day 2: Students will work in groups of four. Each student will receive a copy of the following strategy (attached) and choose one word each to define:

Words to choose from are: consent prohibit assemble abridge

Students will be assessed on their Concept Definition Maps based on the following rubric: []&

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**3. Instructional Procedures** <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> __IEP__ Accommodations for those students with IEPs will be made according to the stipulations in their specific IEP, plus an accommodation for extra time to complete the class assignments.
 * **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Adjustments/Adaptations (//What will you do to accommodate the special needs of individual students?// See Teacher Instructional Indicator #9) **

__ELL__ Accommodations for ELL students will include: <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> __Gifted and Talented__ Accommodations for gifted and talented students will include: <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> __Physically Handicapped__ Accommodations for the physically handicapped will include: <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> __Hearing Impaired__ Accommodations for the hearing impaired will include: <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * 1) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Attention to enunciation of terminology that could be potentially confusing;
 * 2) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Pairing the ELL student with a non-ELL student who is proficient in good English grammar and is committed to learning;
 * 3) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">The use of the Frayer model to enable these differentiations to be made with vocabulary in written form;
 * 4) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Readers Theater to increase comprehension.
 * 1) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Projects that allow them to evaluate, analyze, and apply their knowledge of the subject matter taught;
 * 2) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Strategies that challenge their preferred mode of learning so that they diversify their abilities; and
 * 3) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Field trips in which they can choose the particular course which they want to study and document their investigations accordingly (coordinated graphic organizers will be given after collaboration with the students).
 * 1) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Seating which allows for as much ease of movement as possible;
 * 2) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Collaborations with the student as to how they may respond to questions (if raising their hands is either not possible or extremely difficult); and
 * 3) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">An aide to assist the student if necessary to accomplish any part of class participation.
 * 1) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Consultations with the students to find the best seating arrangement for their needs;
 * 2) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Raising my voice and modulating it to allow the students with such impairment to differentiate my communications more effectively;
 * 3) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Video files that have captioning (Examples: "Thomas Paine" and "Too Late to Apologize: A Declaration"... videos); and
 * 4) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">An aide to assist the student if necessary to accomplish any part of class participation.

__Visually Impaired__ Accommodations for the visually impaired will include: > > > · **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Guided Practice (Teacher Instructional Indicator #10) **
 * 1) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Consultations with the students to find the best seating arrangement for their needs;
 * 2) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Handouts with larger fonts and bolded with more spacing between lines of text for ease of reading; and
 * 3) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">An aide to assist the student if necessary to accomplish any part of class participation.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Day 1: I will guide students through portions of the Constitution of the United States (attached): **

I will use the DR-TA strategy (attached):

Day 2: I will guide the students through the QAR strategy (attached) as we read through the Amendments listed in it.



The QAR strategy handout will be graded according to the following rubric: []&

The Grand Conversation will center around the following Bloom's Taxonomy questions (attached):

**4.** **Independent Practice (Teacher Instructional Indicator #11)**
 * Day 1: Students will research who their Congressperson is, to where they should send correspondence, and the one or two issues about which they would like to write.** ** Students may either work alone or in a group of two or more. Research for their letter will be recorded on the following worksheet (attached):

This worksheet will be evaluated according to the following rubric: []&

Day 2: Students will hold a writing workshop in the computer lab on Day 2 in which they will write a letter to their Congressperson (see Evaluation/Assessment for this assessment). They will use the RAFT writing technique, writing the letter as if they were either Thomas Jefferson or Thomas Paine. **




 * 5.** **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Closure/Summary/Representation (Teacher Instructional Indicator #12) **

Students' letters to their Congressperson will be evaluated with the following rubric: []&
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**)


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

**6.** **Supplementary/Enrichment Activities Weekend Prior to Day 1: Take-home assignment: My Laundry List: How I Feel About My Country**

Students will be assessed on this assignment based on the following rubric: []&

Day 1: Take-home assignment: Write a rough draft (handwritten or on a word processor) of your letter to your Congressperson. **

Use the Proposition/Support writing strategy (attached). Instructions: Use your "laundry list" to choose one or two issues you would like to write about. Support your ideas with information from the internet, books from the library, or other relevant sources.



Students will be assessed on this assignment based on the following rubric: []&

Day 2: Take-home assignment: Knowledge Rating Scale for words we will be learning on day 3 (attached).

Students will be evaluated on this assignment according to the following rubric: []&

**__Name:__ Samara Hamilton Date: April 27, 2010** __ Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #2 Title: Doubting Thomases Write a Column __ Grade Level: 5th Contributors:­­­­­­­­­­­ Samara Hamilton

LESSON PLAN
__**GRADE LEVEL**__ 5th **TIME ALLOTED: 3 Days**
 * TITLE: Doubting Thomases Write a Column**


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


 * UNIT GOAL:** **Students will critically analyze the viewpoints of Thomas Jefferson and Thomas Paine, make inferences from these viewpoints regarding how they would react to today's poltiical issues, and editorialize their own viewpoints in the style of Thomas Jefferson, Thomas Paine, or both, in both a formal letter and newspaper article formats.**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">** Social Studies ** <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">
 * PASS OBJECTIVES FOR THIS LESSON:**
 * <span style="font-family: 'Times New Roman',Times,serif;">Standard 5: The student will describe the changing nation during the early federal period. **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2. Identify and interpret the basic ideals expressed in and the reasons for writing the United States Constitution (e.g. weaknesses of the Articles of Confederation, and Shays’ Rebellion, and the goals listed in the Preamble), and outline the major provisions of the Constitution, including the federal system and the three branches of government. **

**ACEI Objective: Candidates understand and use a variety of teaching strategies and encourage students' development of critical thinking and problem solving. Candidates use their knowledge and understanding of individual and group motivation to foster active engagement of learning to create supportive learning styles.**

// Students will be able to write a short newspaper article explaining the major provisions of the United States Constitution. //
 * SPECIFIC LESSON OBJECTIVES:**

PASS Objectives: Language Arts 4. Using Resource Materials and Aids b. Determine the meanings, pronunciation, and derivations of unknown words by using a glossary and/or dictionary.
 * <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Standard 1: Vocabulary **<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">**The student will develop and expand knowledge of words and word meanings to increase their vocabulary.**

<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">1. Literal understanding a. Use prereading strategies independently (to preview, activate prior knowledge, predict content of text, formulate questions that might be answered by the text, and establish purpose for reading). b. Read and comprehend both fiction and nonfiction that is appropriately designed for fifth grade. c. Recognize main ideas presented n a particular segment of text; identify evidence that supports those ideas.
 * <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Standard 3: Comprehension/Critical Literacy The students will interact with the words and concepts in the text to construct an appropriate meaning. **

2. Inferences and Interpretation 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).

4. Analysis and Evaluation d. Make observations and connections react, speculate, interpret, and raise questions in analysis of text

Day 3: Students will be assessed for prior knowledge with the K-W-L Plus Strategy as a class (attached):
 * 1) **PREASSESSMENT OF STUDENT KNOWLEDGE:**

Students will be informally assessed on the K-W-L Plus strategy via their responses (i.e., their depth of response and progress at the final stage of the strategy).

Day 4: The students will be assessed for prior knowledge with the Chapter Tour Strategy (attached).

Students will be assessed on their use of the Chapter Tour Strategy with the following rubric: []&

Day 5: The students will be assessed for prior knowledge with the Problematic Situation Strategy (attached). The problematic situation will be: You are a newspaper reporter in 1776, researching the biggest news story the colonies have ever had: the ratification of the Constitution of the United States. How will you present such a complex document to a common readership?



Students will be assessed on their use of the Problematic Situation Strategy with the following rubric: []&


 * 1) **Introduction/Set Induction/Hook (//This involves getting your students interested and motivated to learn.// Consider Teacher Instructional Indicators #1-3)**

Day 3 (Motivation and Background Knowledge/Review of Preamble): Students will watch __Barney Fife and the Preamble to the Constitution__ (2:50) with the kicker, "This is what happens when you don't know what you are talking about": <object width="480" height="385"><param name="movie" value="[|http://www.youtube.com/v/oBuPQgV8yBM&hl=en_US&fs=1&"> <param] name="allowFullScreen" value="true"> <param name="allowscriptaccess" value="always"> <embed src="[]&" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="480" height="385">

Day 4: Students will use the Guided Imagery Strategy (attached). There is no assessment for this strategy.

Students will watch __Liberty's Kids Common Sense__ (1/2) video (10:51): <object width="480" height="385"><param name="movie" value="[|http://www.youtube.com/v/usvlOOkjHII&hl=en_US&fs=1&"> <param] name="allowFullScreen" value="true"> <param name="allowscriptaccess" value="always"> <embed src="[]&" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="480" height="385">

Day 5: Students will watch __Liberty's Kids Common Sense__ (2/2) video (10:51): <object width="480" height="385"><param name="movie" value="[|http://www.youtube.com/v/kcbgb4GHe2Y&hl=en_US&fs=1&"> <param] name="allowFullScreen" value="true"> <param name="allowscriptaccess" value="always"> <embed src="[]&" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="480" height="385">

Vocabulary: Day 3: Students will use the Vocabulary Word Map Strategy* I have designed (attached):


 * Note: There are three separate Worksheets included in the Vocabulary Map MS Excel file.

Students will be assessed on their Vocabulary Maps with the following rubric: []&

Day 4: Students will use the Frayer Model (attached) to define the following words: right duty law opinion justice



Students will be assessed on their use of the Frayer Model with the following rubric: []&

Day 5: Students will use the Vocabulary Map Strategy (attached) for the following words: equality unalienable domestic tranquility common defense general welfare



Students will be assessed on their use of the Vocabulary Map Strategy with the following rubric: []&

__IEP__ Accommodations for those students with IEPs will be made according to the stipulations in their specific IEP, plus an accommodation for extra time to complete the class assignments.
 * 3. Instructional Procedures (//This involves what the teacher and students will actually DO as they engage in learning.// Consider Teacher Instructional Indicators #4-8)** (Do not put anything here!)
 * **Adjustments/Adaptations (//What will you do to accommodate the special needs of individual students?// See Teacher Instructional Indicator #9)**

__ELL__
 * 1) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Attention to enunciation of terminology that could be potentially confusing;
 * 2) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Pairing the ELL student with a non-ELL student who is proficient in good English grammar and is committed to learning;
 * 3) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">The use of the Frayer model to enable these differentiations to be made with vocabulary in written form;
 * 4) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Readers Theater to increase comprehension.

__Gifted and Talented__ <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> Accommodations for gifted and talented students will include:


 * 1) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Projects that allow them to evaluate, analyze, and apply their knowledge of the subject matter taught;
 * 2) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Strategies that challenge their preferred mode of learning so that they diversify their abilities; and
 * 3) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Field trips in which they can choose the particular course which they want to study and document their investigations accordingly (coordinated graphic organizers will be given after collaboration with the students).

__Physically Handicapped__ <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> Accommodations for the physically handicapped will include:


 * 1) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Seating which allows for as much ease of movement as possible;
 * 2) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Collaborations with the student as to how they may respond to questions (if raising their hands is either not possible or extremely difficult); and
 * 3) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">An aide to assist the student if necessary to accomplish any part of class participation.

__Hearing Impaired__ <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> Accommodations for the hearing impaired will include:


 * 1) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Consultations with the students to find the best seating arrangement for their needs;
 * 2) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Raising my voice and modulating it to allow the students with such impairment to differentiate my communications more effectively;
 * 3) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Video files that have captioning (Examples: How to Write a News Article... videos); and
 * 4) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">An aide to assist the student if necessary to accomplish any part of class participation.

__Visually Impaired__ Accommodations for the visually impaired will include:
 * 1) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Consultations with the students to find the best seating arrangement for their needs;
 * 2) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Handouts with larger fonts and bolded with more spacing between lines of text for ease of reading; and
 * 3) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">An aide to assist the student if necessary to accomplish any part of class participation.

· **Guided Practice (Teacher Instructional Indicator #10)** __Day 3__ Text: Newspaper article, "UMSL Speech and Debate Club has Something to Shout About" by Samara Hamilton.


 * []

Strategy: ||

Day 4 We will use the above article as text for comparison reference, plus watch the following videos:

__How to Write News Articles: The Inverted Pyramid News Writing Style (1:09): <object width="480" height="385"><param name="movie" value="[|http://www.youtube.com/v/JHmIo4Md1Ak&hl=en_US&fs=1&"> <param] name="allowFullScreen" value="true"> <param name="allowscriptaccess" value="always"> <embed src="[]&" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="480" height="385"> __

Students will be given the Inverted Pyramid Style Worksheet on which to write notes (attached):

__How to Write News Articles: How to Write a News Lead: Part 1 (1:17): <object width="480" height="385"><param name="movie" value="[|http://www.youtube.com/v/Yyj3goNoGJ4&hl=en_US&fs=1&"> <param] name="allowFullScreen" value="true"> <param name="allowscriptaccess" value="always"> <embed src="[]&" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="480" height="385"> __

__How to Write News Articles: How to Write a News Lead: Part 2 (1:09): <object width="480" height="385"><param name="movie" value="[|http://www.youtube.com/v/frVR-rfAnS0&hl=en_US&fs=1&"> <param] name="allowFullScreen" value="true"> <param name="allowscriptaccess" value="always"> <embed src="[]&" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="480" height="385">

How to Write News Articles: How to Write a News Lead: Part 3 (1:07):__ <object width="480" height="385"><param name="movie" value="[|http://www.youtube.com/v/izgUdmJo2rU&hl=en_US&fs=1&"> <param] name="allowFullScreen" value="true"> <param name="allowscriptaccess" value="always"> <embed src="[]&" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="480" height="385">

Day 5 Students will watch the following videos: __How to Write News Articles: How to Write Newspaper Headlines Part 1 (1:11): <object width="480" height="385"><param name="movie" value="[|http://www.youtube.com/v/VH9QpAzoorI&hl=en_US&fs=1&"> <param] name="allowFullScreen" value="true"> <param name="allowscriptaccess" value="always"> <embed src="[]&" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="480" height="385">

How to Write News Articles: How to Write Newspaper Headlines Part 2 (1:06): <object width="480" height="385"><param name="movie" value="[|http://www.youtube.com/v/EhOb5ZuKJ_4&hl=en_US&fs=1&"> <param] name="allowFullScreen" value="true"> <param name="allowscriptaccess" value="always"> <embed src="[]&" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="480" height="385"> __

The Grand Conversations for all three days will be centered around the following Bloom's Taxonomy questions (attached):
 * [[file:Lesson 2 Blooms Taxonomy Questions.xlsx]]

Also: Sections of Thomas Paine's Common Sense will be read with the Think Aloud Strategy (both attached):



The Think Aloud strategy will be assessed informally by the depth of student oral responses.

4. Independent Practice (Teacher Instructional Indicator #11)**

DAYS 3-5 Students will be using the RAFT Strategy to write their articles (attached). They will be writing as if they were Thomas Paine, who is reporting on the newly ratified Constitution of the United States.

Students will be assessed on their final version of their newspaper article after their deadline at the end of Day 5 (see Evaluations/Assessments).

Day 3 Students will form groups and use their Inverted Pyramid Style Worksheets and Debate Club article as references, and the Constitution Newspaper Article Graphic Organizer (attached):

Students will be assessed on their use of the Constitution Newspaper Article Graphic Organizer Strategy with the following rubric: []&

Day 4: Students will remain with their groups to develop the newspaper article. They will first create an inverted pyramid writing style outline based on their notes.They will use the computer lab to organize their papers into a first draft.

Day 5 Students will remian with their groups to fact check and edit their newspaper articles. Students will write the headlines for their articles collaboratively based on their notes about the Constitution, class discussion and group brainstorming.

Students will be assessed on their final version of their newspaper article after their deadline at the end of Day 5 (see Evaluations/Assessments).

Day 3 Students will finalize their K-W-L Plus Strategy as a class (attached):
 * Closure/Summary/Representation (Teacher Instructional Indicator #12)

Students will be informally assessed on the K-W-L Plus Strategy on the thoroughness of their responses for the "Learned" and "What I Still Don't Know" columns. Also the instructor will look for new categories in the "Learned" Column.

Day 4 Students will use the ABC Brainstorming Strategy (attached):**

Students will be assessed on the ABC Brainstorming Strategy with the following rubric: []&

Day 5 Students will use the Magnet Summary Strategy (attached):

Students will be assessed on their use of Magnet Summaries with the following rubric: []&

Students' Constitutionally-based newspaper articles will be assessed on the following rubric: // []& //
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**)

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



<span style="font-family: Georgia,serif;">** Day 3 and 4: Take-home assignment: Relate the Declaration of Independence to the Constitution of the United States. Handout will be given (attached) as well as the texts to the Declaration of Independence and the Constitution (see online links, above). **
 * 6.** **Supplementary/Enrichment Activities**

Students will be assessed on the "A Close Relationship" take-home assignment based on the following rubric: []&