Wednesday+Group+7

Shani Woodruff
 * __[]​1 Name (red):__**

Staci Streater
 * 2 Name (blue):_**

Jenifer Smith
 * __#3 Name (green):__ _**


 * __#4 Name ( Black):__ _**

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

Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010
 * __Name:__ _ Date:_**

Lesson Plan #1 Title: Hessians __ Grade Level: 5th Contributors:­­­­­­­­­­­ Shani Woodruff, Jenifer Smith, Staci Streater __

LESSON PLAN

 * TITLE:** //__ Hessians __//
 * GRADE LEVEL** __**_ 5th TIME ALLOTTED: 40 min**


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


 * UNIT GOAL:** // The purpose of this unit is to enable the students to have a greater understanding of some of the key people surrounding the American Revolution. Paul Revere and the Sons of Liberty, George Washington, Thomas Paine, Marquis Lafayette, and the Hessians are the key people we will be closely examining in this unit. Being able to have a better understanding of these key characters will allow the students to have a greater understanding of the American Revolution and how we became the country they know today. //


 * PASS OBJECTIVES FOR THIS LESSON:**__

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). Standard 2: Modes and Forms of Writing - The student will communicate through a variety of written forms and for various purposes and to a specific audience or person. 1. Communicate through a variety of written forms and for various audiences to inform, persuade, entertain, instruct, and describe, while adjusting tone and style as appropriate. __ **National Council for the Social Studies Standard: CIVIC IDEALS AND PRACTICES:** Social studies programs should include experiences that provide for the study of ideals, principles, and practices of citizenship in a democratic republic. __
 * Social Studies **
 * Standard 4: The student will examine the lasting impact of the American Revolution. **

__**SPECIFIC LESSON OBJECTIVES: //(What do you want your students to know and be able to do after instruction?)//**__ Students will be able to create a short video, in their cooperative learning groups, highlighting their newfound knowledge of Hessians and the important role they played in the American Revolution.

To preassess the student’s knowledge we will start by filling out the first portion of a K-W-L+chart regarding Hessians. The K portion of the chart is what the students already know. Once we are finished with the K portion we will move on to the W portion. The W stands for What We Want to Know. The students will use a Word Map as a vocabulary strategy. We will be using a target word that we will discuss together in class. The class will use the questions: What is it?, What is it like? and What are some examples? We will encourage students to use a picture, a synonym, an antonym to use in the Word map. We will do this strategy for three vocabulary words.
 * 1) __**PREASSESSMENT OF STUDENT KNOWLEDGE: //(How will you assess the prior knowledge of the students?)//**__
 * __2. Introduction/Set Induction/Hook ( //This involves getting your students interested and motivated to learn.// Consider Teacher Instructional Indicators #1-3) THIS IS THE BEFORE PART OF THE LESSON.__**

We will be watching a video called Bobble Head George from YouTube. It is a video that a little boy in school made about the Revolution. The students are to watch this short video to gain information for the videos they will be making at the end of this lesson. ** []
 * Vocabulary words that could be used: **
 * a. **** Mercenary **
 * b. **** Repealed **
 * c. **** Enslaved **
 * d. **** Abolishing **
 * e. **** Plantation **

__**b. 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)**__

For visual learners we will sit the students in the front of the class and all directions will be on the board. For the hearing impaired students we will sit them away from any air unit and closest to the teacher. All agendas for the day will be placed on the board for the global learners. For the ELL students we will present vocabulary words with visuals and use a virtual field trip to create connections. For the IEP students we will follow the regulations of the IEP closely and make sure the work load is on their level. For the ADD students we will make sure giving students time to move around in the classroom. For the gifted students we will make sure to group them with students that are on grade level to help with scaffolding and through being models they will continue to grow.

__ · **Guided Practice (Teacher Instructional Indicator #10)**__ Students will be reading Chapter 12 through text annotations in the cooperative reading groups. Students will be encouraged to have 8 plus text annotations. The teacher will be walking around to answer questions. After the students are finished reading the chapter in their small groups they will be asked a series of questions.
 * 1) What is a mercenary?
 * 2) Can you name the town in Germany the Hessians came from?
 * 3) Can you distinguish between a mercenary and a solider?
 * 4) Can you provide a definition for Hessians?
 * 5) What questions would you ask a Hessian if given the opportunity?
 * 6) How can you relate to a mercenary’s lifestyle?
 * 7) What are some of the disadvantages to using a Hessian to fight for you?
 * 8) Can you explain the role Hessians played in the capture of Long Island?
 * 9) What do you think some of the motives were for the Germans to become Hessians?
 * 10) Compose a song about Hessians.
 * 11) Is there any way you can think of for the United States to use Mercenaries in this day and age.
 * 12) Do you think the use of Mercenaries is a good or a bad thing? Be able to defend your opinion.

__** After we have discussed the history and the importance of the Hessians during the revolution the students will be put into groups of 5. The groups will be making a video like the one they watched at the beginning of this lesson. In their groups they will discuss and come up with an idea. They will use a graphic organizer to write out there plan of action. We will be using a graphic organizer like the one at this link []. they will have props in the classroom set aside for them to use such as flags, army men, clothes, etc. They will be given a list of information that must be included in the video. They need to be reminded that they will be given a peer evaluation when they are finished with their video and part of their final grade is based on the peer evaluation. They will also be given a rubric of the information before they start so they understand the grading process. **
 * 4.** **Independent Practice (Teacher Instructional Indicator #11)**


 * Included list of topics to be included: **

· ** What kinds of soldiers were the Hessians? ** · ** Why did the Hessians fight? ** · ** Describe the Hessians. ** · ** Tell where the Hessians came from. ** · ** What was the purpose of hiring the Hessians? ** · ** Talk about the Hessians part in the two major battles. The Battle of Long Island and the Battle of Trenton. ** · ** What was the effect of the letter “The Sale of the Hessians.” ** · ** What happened to the Hessians after the war? ** · ** What was the Hessians final impact on the war? **__
 * Point #1 **
 * Point #2 **
 * Point #3 **
 * Point #4 **

Now that the students have made their own videos they will now share them with the class as a closure to the lesson on Hessians. The students will listen and enjoy the videos that are based from the video “Bobble Head George” in the opening of the lesson. This is a great opportunity for the students to share and also get more information that they may not have understood or just missed in the lesson. Students will have a better understanding of the Revolutionary War and compare the video to the information in the text. Lasly we will fill out the final portion of the KWL chart with what the students learned.
 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**

Rubric for video:
 * Evaluation/Assessment (Teacher Product Indicators #2-3** )


 * || **Hessians Video**

Teacher Name: **Mrs. Smith**

Student Name: ||  ||


 * CATEGORY || 4 || 3 || 2 || 1 || Score ||
 * Concept || Team has a clear picture of point #1 what they are trying to achieve. Each member can describe what they are trying to do and generally how his/her work will contribute to the final product. || Team has a fairly clear picture of point #1 what they are trying to achieve. Each member can describe what they are trying to do overall but has trouble describing how his/her work will contribute to the final product. || Team has brainstormed their concept, but no clear focus has emerged for the team. Team members may describe the goals/final product differently. || Team has spent little effort on brainstorming and refining a concept. Team members are unclear on the goals and how their contributions will help them reach the goal. ||  ||
 * Concept || Team has a clear picture of point #2 what they are trying to achieve. Each member can describe what they are trying to do and generally how his/her work will contribute to the final product. || Team has a fairly clear picture of point #2 what they are trying to achieve. Each member can describe what they are trying to do overall but has trouble describing how his/her work will contribute to the final product. || Team has brainstormed their concept, but no clear focus has emerged for the team. Team members may describe the goals/final product differently. || Team has spent little effort on brainstorming and refining a concept. Team members are unclear on the goals and how their contributions will help them reach the goal. ||  ||
 * Concept || Team has a clear picture of point #3 what they are trying to achieve. Each member can describe what they are trying to do and generally how his/her work will contribute to the final product. || Team has a fairly clear picture of point #3 what they are trying to achieve. Each member can describe what they are trying to do overall but has trouble describing how his/her work will contribute to the final product. || Team has brainstormed their concept, but no clear focus has emerged for the team. Team members may describe the goals/final product differently. || Team has spent little effort on brainstorming and refining a concept. Team members are unclear on the goals and how their contributions will help them reach the goal. ||  ||
 * Concept || Team has a clear picture of point #4 what they are trying to achieve. Each member can describe what they are trying to do and generally how his/her work will contribute to the final product. || Team has a fairly clear picture of point #4 what they are trying to achieve. Each member can describe what they are trying to do overall but has trouble describing how his/her work will contribute to the final product. || Team has brainstormed their concept, but no clear focus has emerged for the team. Team members may describe the goals/final product differently. || Team has spent little effort on brainstorming and refining a concept. Team members are unclear on the goals and how their contributions will help them reach the goal. ||  ||
 * Plan of Action || The pre plan of action is detailed and very precise. It showed how you are going to incorporate all of the points effectively. || The pre plan of action is fairly detailed and is a good start. You noted all of the major points but didn’t show how they connected to one another. || The pre plan isn’t detailed and lacks information. It doesn’t state all of the main points and lacks flow. || The pre plan isn’t detailed and shows no information about the topic. It doesn’t state any of the main points and has no flow. ||  ||
 * Teamwork || Students meet and discuss regularly. All students contribute to the discussion and all are listened to respectfully. All team members contribute a fair share of the work. || Students meet and discuss regularly. Most students contribute to the discussion and are listened to respectfully. All team members contribute a fair share of the work. || A couple of team meetings are held. Most students contribute to the discussion and are listened to respectfully. All team members contribute a fair share of the work. || Meetings are not held AND/OR some team members do not contribute a fair share of the work. ||  ||

** Student/Peer Evaluation Form ** Rate yourself and your team members on the relative contributions that were made in preparing and submitting your group project.

In rating yourself and your peers, use a one-to-five point scale, where


 * 5 = superior | 4 = above average | 3 = average | 2 = below average | 1 = weak **

one // || ** Total scores ** ||
 * ** Names ** (begin with your own) || ** Participated in group discussions or meetings ** || ** Helped keep the group focused on the task ** || ** Contributed useful ideas ** || ** Quantity of work done ** || ** Quality of work done ** || // Add a criterion of your own // || // Add a second

The resources used in this lesson are the two websites. [|**http://www.sotherden.com/video101/storyboard.htm**] and []The students will need to use the text, the computer with internet, a web cam or video camcorder, props, pencil and paper, and anything they will need to act out the roles in their video or to make props for video. The students will need to put together a graphic organizer for the lesson. The strategies used like the K-W-L will need a chart or to be completed with the teacher on the dry erase board.
 * 5.** **Resources and Materials**


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

The Hessian's secret diary (#21832J5)
by Banim, Lisa, 1960- A Hessian Diary of the American Revolution By: Johann Conrah Dolha. Students will be encouaged to read the book “The Fighting Ground” because it is relevant to the Hessians in the American Revolution and also to the age of the students that are learning this lesson. This may be a book that they could check out at the library to enrich the lesson topic for the future. Avi,. (1987). //The Fighting ground//. New York, NY: Harper Collins.

__**Name: _**__ Date: **_** Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #2 Title: George Washington Grade Level: 5th Contributors:­­­­­­­­­­­ Staci Streater

LESSON PLAN

 * TITLE: George Washington**
 * GRADE LEVEL** **_ 5th TIME ALLOTTED: 40 min**


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


 * UNIT GOAL:** __ The purpose of this unit is to enable the students to have a greater understanding of some of the key people surrounding the American Revolution. Paul Revere and the Sons of Liberty, George Washington, Thomas Paine, Marquis Lafayette, and the Hessians are the key people we will be closely examining in this unit. Being able to have a better understanding of these key characters will allow the students to have a greater understanding of the American Revolution and how we become the country they know today. __


 * PASS OBJECTIVES FOR THIS LESSON:**

__** Social Studies ** __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).__
 * Standard 4: The student will examine the lasting impact of the American Revolution. **__

Standard 2: Modes and Forms of Writing - The student will communicate through a variety of written forms and for various purposes and to a specific audience or person. 1. Communicate through a variety of written forms and for various audiences to inform, persuade, entertain, instruct, and describe, while adjusting tone and style as appropriate.
 * National Council for the Social Studies Standard: CIVIC IDEALS AND PRACTICES:** Social studies programs should include experiences that provide for the study of ideals, principles, and practices of citizenship in a democratic republic.

__ 1. Students will be able to create either a well developed and thorough campaign poster for George Washington, write a short play depicting his life as a general or write and perform a radio interview of Washington. __ // Combined with Introduction //
 * SPECIFIC LESSON OBJECTIVES: //(What do you want your students to know and be able to do after instruction?)//**
 * PREASSESSMENT OF STUDENT KNOWLEDGE: //(How will you assess the prior knowledge of the students?)//**

I will start the class by handing out cupcakes and drinks to all my students. While doing so I would tell them we are getting ready to celebrate the birthday of someone from American history that was very important. Next, I will inform my students that up until recently everybody in America use to have a big celebration in honor of his birthday. I will ask them to guess the person I am referring to with the hints I am about to give them. The students are to quietly raise their hands when they think they know whose birthday we are celebrating. When I have finished with all the hints I will call on someone who has their hand raised. Hopefully they will say George Washington! Here are the hints:
 * Introduction/Set Induction/Hook ( //This involves getting your students interested and motivated to learn.// Consider Teacher Instructional Indicators #1-3**

He was rumored to ….. - snore loudly (we all know that person) - had bad teeth ( bad breath also?!?!) - he had six white horses in his stable - he had their teeth brushed every day (Maybe he did not want them to have bad teeth like himself) - loved ice cream (maybe that caused the issues with the teeth!?!?) - he bred hound dogs and gave them strange names - he frequently got confused in spellings having letters ‘i’ and ‘e’(hey, everyone has weaknesses) - he was 6 feet, 2inches tall and weighed 200 pounds - he did not attend any college - he has the lovely face we see on the dollar bill

After informing the students that today we will be learning about George Washington I will break the class up into small groups of four or five students and have them create a graphic organizer depicting what they already know about George Washington. When they are finished we will come together as a class and they will share their background knowledge with the rest of the groups. I will take the background knowledge from each group and create a large graphic organizer on the board using a red marker. Next I will introduce the following vocabulary words for the day: 1. Burgesses 2. delegates 3. conflict 4. militia Individually student will use the Picture Dictionary Strategy to define each vocabulary words. Understanding the key vocabulary words will enable students to have an overall better understanding of the informational text.

For visual learners we will sit the students in the front of the class and all directions will be on the board. For the hearing impaired students we will sit them away from any air unit and closest to the teacher. All agendas for the day will be placed on the board for the global learners. For the ELL students we will present vocabulary words with visuals and use a virtual field trip to create connections. For the IEP students we will follow the regulations of the IEP closely and make sure the work load is on their level. For the ADD students we will make sure giving students time to move around in the classroom. For the gifted students we will make sure to group them with students that are on grade level to help with scaffolding and through being models they will continue to grow. · **Guided Practice (Teacher Instructional Indicator #10)**
 * 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**

I will read //A Picture Book of George Washington// by David A. Adler to the class. While I am reading students will take notes of the information they did not previously know but still found important. After I have finished reading the book I will go back to the board and add more information to our graphic organizer, this time in black. Students will use their notes from the picture book to add to what we already knew about George Washington. Next, I will put the students back in their cooperative learning groups. Each group will have a section to read from the textbook. Group 1: Pg 273- General Braddock’s Defeat, Pg 288- Talented Burgesses, and Pg 312- Preparing for Defense Group 2: Pg 322- The Life of a Leader Group 3: Pg 323- The Continental Army and Slavery Group 4: Pg 324- The Winter at Valley Forge Group 5: Pg 325- Why it Matters Students will read the text they are given in their groups and take notes on important details. Next, they will highlight any information that has not yet made it to the board. When we all come back together each group will share any new information that was in the text that had not yet made it to the board. Any new information I will add to the board in blue marker. Next we will discuss the information we have compiled on the board with the following questions.
 * 1) Can you name the state George Washington was born in?
 * 2) What HAPPENED after Washington crossed the Delaware River?
 * 3) Who was a key character in Washington’s life?
 * 4) Can you describe a brief outline of Washington’s life?
 * 5) What one question would you ask Washington if given the opportunity?
 * 6) How does your life mirror Washington’s?
 * 7) What do you think motivated Washington to accept the position of President?
 * 8) How would you life be different if the colonist has not won the Revolutionary War?
 * 9) Can you think of an amendment to add to the constitution?
 * 10) How would you have designed the capital city of Washington?
 * 11) Do you believe Washington was a good choice for the first president of the United States? Be able to defend your answer.
 * 12) Do you feel Washington was justified in owning slaves? Be able to defend your answer.

Cooperative Learning groups will then have the option to create a campaign poster, or perform a radio interview of Washington at the end of his life. Students will be able to use their text books, the class graphic organizer, available trade books, and the Internet. Students will use the provided detailed rubrics as guides for their projects.
 * 4.** **Independent Practice (Teacher Instructional Indicator #11)**


 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**

We will end the class by talking about what we can learn from George Washington's life. What were some of the things he did well? If we have time we will compare the popularity Washington enjoyed in contrast to recent Presidents. Lastly, I will give the students an exit slip with the following questions. 1. What was your favorit part of the lesson? 2. Is there anything you would like to spend more time looking at? 3. List 5 things you learned.


 * Evaluation/Assessment (Teacher Product Indicators #2-3** )

I will use the following rubrics to evaluate each groups Independent Practice.

**Making A Poster : Campaign Poster- George Washington**

Student Name:

Total Score ** Radio Interview- George Washington **
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Graphics - Originality || Several of the graphics used on the poster reflect an exceptional degree of student creativity in their creation and/or display. || One or two of the graphics used on the poster reflect student creativity in their creation and/or display. || The graphics are made by the student, but are based on the designs or ideas of others. || No graphics made by the student are included. ||
 * Knowledge Gained || Student can accurately answer all questions related to facts in the poster and processes used to create the poster. || Student can accurately answer most questions related to facts in the poster and processes used to create the poster. || Student can accurately answer about 75% of questions related to facts in the poster and processes used to create the poster. || Student appears to have insufficient knowledge about the facts or processes used in the poster. ||
 * Content - Accuracy || At least 7 accurate facts, of George Washington, are displayed on the poster. || 5-6 accurate facts, of George Washington, are displayed on the poster. || 3-4 accurate facts, of George Washington, are displayed on the poster. || Less than 3 accurate facts, of George Washington, are displayed on the poster. ||
 * Mechanics || Capitalization and punctuation are correct throughout the poster. || There is 1 error in capitalization or punctuation. || There are 2 errors in capitalization or punctuation. || There are more than 2 errors in capitalization or punctuation. ||
 * Grammar || There are no grammatical mistakes on the poster. || There is 1 grammatical mistake on the poster. || There are 2 grammatical mistakes on the poster. || There are more than 2 grammatical mistakes on the poster. ||

Student Name_


 * CATEGORY || ** 4 ** || ** 3 ** || ** 2 ** || ** 1 ** ||
 * ** Speaks clearly ** || Speaks clearly and distinctly all of the time and mispronounces no words. || Speaks clearly and distinctly all of the time but mispronounces 1 or more words. || Speaks clearly and distinctly most of the time and mispronounces no words. || Does NOT speak clearly and distinctly most of the time AND/OR mispronounces more than 1 word. ||
 * ** Posture and Eye Contact ** || Sits up straight and looks confident and relaxed. Establishes eye contact with the interviewee during most of broadcast. || Sits up straight. Establishes eye contact with the interviewee during most of broadcast. || Slouches or appears too casual but establishes good eye contact with the interviewee during most of broadcast. || Slouches or appears too casual AND establishes little eye contact with the interviewee during broadcast. ||
 * ** Enthusiasm ** || Facial expression and body language show a strong interest and enthusiasm about the topic throughout the broadcast, but it is not overdone. || Facial expression and body language show a strong interest and enthusiasm about the topic throughout the broadcast, but it is somewhat overdone. || Facial expression and body language show some interest and enthusiasm about the topic throughout the broadcast. || Facial expression and body language depict apathy or boredom with the topic. ||
 * ** Duration of presentation ** || The broadcast was between 5 and 7 minutes and did not seem hurried or too slow. || The broadcast was between 5 and 7 minutes but seemed SLIGHTLY hurried or too slow. || The broadcast was between 5 and 7 minutes but seemed VERY hurried or too slow. || The broadcast was too long or too short. ||
 * ** Accuracy of Facts ** || All supportive facts are reported accurately. || Almost all facts are reported accurately. || One fact is reported accurately. || No facts are reported accurately OR no facts were reported. ||

Total Score_

[|//http://rubistar.4teachers.org/index.php//]

- food and drinks for a party - //A Picture Book of George Washington// - a text book for each cooperative learning group - poster board - props for a radio broadcast - access to the computer and internet
 * 5.** **Resources and Materials**

Wallner, Alexandra, & Wallner, John. (1990). //A Picture Book of George Washington//. New York, NY: Holiday House.

[] Landau, Elaine. (2008). //George washington crosses the delaware//. Berkeley Heights, NJ: Enslow Elementary. Mosher, Kiki. (1996). //Learning about leadership from the life of george washington//. New York, NY: Rosin Publishing Group. Name: **_** Date: **_** Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010
 * 6.** **Supplementary/Enrichment Activities**
 * Participate in a George Washington Web Quest by using the following link: **
 * Read Additinal books about George Washington**

= Lesson Plan #3 Title:Mercy Otis Warren and Thomas Paine = Grade Level: 5th = = Contributors:­­­­­­­­­­­ Jenifer Smith = =

LESSON PLAN

 * TITLE: Mercy Otis Warren and Thomas Pain**
 * GRADE LEVEL** **_ TIME ALLOTED: 1.5 hours mulitiple periods**


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


 * UNIT GOAL:** The purpose of this unit is to enable the students to have a greater understanding of some of the key people surrounding the American Revolution. Paul Revere and the Sons of Liberty, George Washington, Thomas Paine, Marquis Lafayette, and the Hessians are the key people we will be closely examining in this unit. Being able to have a better understanding of these key characters will allow the students to have a greater understanding of the American Revolution and how we become the country they know today.

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. **

__** Writing/Grammar/Usage and Mechanics: The student will express ideas effectively in written modes for a variety of purposes and audiences ****. ** 4. Write personal, persuasive, formal, business letters, thank-you notes, and invitations, including the date, greeting, body, closing, and signature.
 * Standard 2: Modes and Forms of Writing - The student will communicate through a variety of written forms and for various purposes and to a specific audience or person. **

**National Council for the Social Studies Standard: CIVIC IDEALS AND PRACTICES:** Social studies programs should include experiences that provide for the study of ideals, principles, and practices of citizenship in a democratic republic.

Students will be able to:
 * SPECIFIC LESSON OBJECTIVES:**__


 * Identify important arguments made by Thomas Paine and Mercy Otis Warren through their writings that would help persuade the colonist to fight for their freedom.
 * Describe how Common Sense and the writings of Mercy Otis Warren helped the movement towards the colonists’ revolution.

I will start by having a full class discussion on the Revolution and see what they know and do not know. I will start by writing key parts on the board, at this point anything they can tell me about the Revolution. I will then guide them to start their chapter tour over chapter 12. I will explain to them to pay special attention to the information over Thomas Paine and Mercy Otis Warren. __**1. Introduction/Set Induction/Hook** // “These are the times that try men's souls: The summer soldier and the sunshine patriot will, in this crisis, shrink from the service of their country; but he that stands it now, deserves the love and thanks of man and woman. Tyranny, like hell, is not easily conquered; yet we have this consolation with us, that the harder the conflict, the more glorious the triumph. What we obtain too cheap, we esteem too lightly: it is dearness only that gives everything its value. Heaven knows how to put a proper price upon its goods; and it would be strange indeed if so celestial an article as freedom should not be highly rated.” // Thomas Paine, the Crisis // “America stands armed with the resolution and virtue; but she recoils at the idea of drawing the sword against the nation for whence she derived her origin. Yet, Britain, like an unnatural parent, is ready to plunge her daggering into the bosom of her affectionate offspring.” // Mercy Otis Warren __ __**3. Instructional Procedures**__ For visual learners we will sit the students in the front of the class and all directions will be on the board. For the hearing impaired students we will sit them away from any air unit and closest to the teacher. All agendas for the day will be placed on the board for the global learners. For the ELL students we will present vocabulary words with visuals and use a virtual field trip to create connections. For the IEP students we will follow the regulations of the IEP closely and make sure the work load is on their level. For the ADD students we will make sure giving students time to move around in the classroom. For the gifted students we will make sure to group them with students that are on grade level to help with scaffolding and through being models they will continue to grow. · **Guided Practice** The students will be given copies of parts of Common Sense and Mercy Otis Warren’s writing. We will have a discussion about Thomas Paine and talk about how he directly blamed British rule for the problems facing the colonists. Paine told the colonist that they only way to set themselves free is to fight together against Brittan. I will then explain that the writing on Common Sense was written in a persuasive manner to get the colonist involved to fight back against Brittan. We will talk about Mercy Otis Warren and how her writings and friendships persuaded women and others to fight for their freedom. She was friends with most of the leaders of the revolution and she played an important role in the persuasion through her writing and knowledge. [] [] Knowledge · Can you tell me why Thomas Paine was fighting to get the colonist to stand up against the British rule? · Can you describe the conditions the colonists were living in? Comprehension · What do you think could have happened if Thomas Paine and Mercy Otis Warren didn’t help get the colonist to rally together? · Can you provide the main idea from either author? Application · Can you provide another example of a persuasive pamphlet or speech you have seen? · If you were a colonist what would it take for you to believe either of these authors? Analysis · In your mind could you see another ending to the revolution? · What do you think was the turning point for the colonist to believe the authors and the others pushing them to rally together? Synthesis · Can you give me one example of a different way either author could have rallied the colonists besides writing? · If you were one of the authors what would you have done differently? Evaluation · Do you believe that either author was too harsh in their writing? · What changes would you make to either authors writings? The students will be asked to write a persuasive two page pamphlet that encourages their fellow students to fight for something. The student may either write their own or they may use this website to help guide them. [] The topics have to be related to school and have to be approved by the teacher. Topics can be anything from the issue of fighting against a dress code or having more vegan friendly food in the cafeteria. The students are to understand that their writings will then be presented in front of the class. After the student has presented their piece of writing we will then ask the class if that would persuade them to fight for that specific topic. The students will be given a rubric and a ballot sheet to show how many of their peers they are persuaded by. The rubric must be followed to receive all points and the ballot sheet must be turned in.
 * 1.PREASSESSMENT OF STUDENT KNOWLEDGE:**
 * I am going to use a vocabulary word map for the vocabulary words for the lesson. I think that the vocabulary word map is a good way for them to learn about the words in every aspect. The vocabulary words are: **
 * a. **** Vanities **
 * b. **** Pamphlet **
 * c. **** Unjust **
 * d. **** Perpetually **
 * e. **** Boycott **
 * Adjustments/Adaptations**
 * Adjustments/Adaptations**
 * 4.****Independent Practice**

Persuasive Essay: Persuade a Peer
Teacher Name: **Mrs. Smith** Student Name:
 * CATEGORY || 4 - Above Standards || 3 - Meets Standards || 2 - Approaching Standards || 1 - Below Standards || Score ||
 * Attention Grabber || The introductory paragraph has a strong hook or attention grabber that is appropriate for the audience. This could be a strong statement, a relevant quotation, statistic, or question addressed to the reader. || The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience. || The author has an interesting introductory paragraph but the connection to the topic is not clear. || The introductory paragraph is not interesting AND is not relevant to the topic. ||  ||
 * Position Statement || The position statement provides a clear, strong statement of the author's position on the topic. || The position statement provides a clear statement of the author's position on the topic. || A position statement is present, but does not make the author's position clear. || There is no position statement. ||  ||
 * Support for Position || Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader's concerns, biases or arguments and has provided at least 1 counter-argument. || Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. || Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. || Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences). ||  ||
 * Evidence and Examples || All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position. || Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position. || At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position. || Evidence and examples are NOT relevant AND/OR are not explained. ||  ||
 * Accuracy || All supportive facts and statistics are reported accurately. || Almost all supportive facts and statistics are reported accurately. || Most supportive facts and statistics are reported accurately. || Most supportive facts and statistics were inaccurately reported. ||  ||
 * Sequencing || Arguments and support are provided in a logical order that makes it easy and interesting to follow the author's train of thought. || Arguments and support are provided in a fairly logical order that makes it reasonably easy to follow the author's train of thought. || A few of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem a little confusing. || Many of the support details or arguments are not in an expected or logical order; distracting the reader and making the essay seem very confusing. ||  ||
 * Transitions || A variety of thoughtful transitions are used. They clearly show how ideas are connected || Transitions show how ideas are connected, but there is little variety || Some transitions work well, but some connections between ideas are fuzzy. || The transitions between ideas are unclear OR nonexistent. ||  ||
 * Closing paragraph || The conclusion is strong and leaves the reader solidly understanding the writer's position. Effective restatement of the position statement begins the closing paragraph. || The conclusion is recognizable. The author's position is restated within the first two sentences of the closing paragraph. || The author's position is restated within the closing paragraph, but not near the beginning. || There is no conclusion - the paper just ends. ||  ||
 * Grammar & Spelling || Author makes no errors in grammar or spelling that distracts the reader from the content. || Author makes 1-2 errors in grammar or spelling that distract the reader from the content. || Author makes 3-4 errors in grammar or spelling that distract the reader from the content. || Author makes more than 4 errors in grammar or spelling that distracts the reader from the content. ||  ||
 * Capitalization & Punctuation || Author makes no errors in capitalization or punctuation, so the essay is exceptionally easy to read. || Author makes 1-2 errors in capitalization or punctuation, but the essay is still easy to read. || Author makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow. || Author makes several errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow. ||  ||
 * Sentence Structure || All sentences are well-constructed with varied structure. || Most sentences are well-constructed and there is some varied sentence structure in the essay. || Most sentences are well constructed, but there is no variation is structure. || Most sentences are not well-constructed or varied. ||  ||


 * || [[image:file:///C:%5CUsers%5CJen%5CAppData%5CLocal%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_image001.gif width="168" height="723"]] ||
 * || [[image:file:///C:%5CUsers%5CJen%5CAppData%5CLocal%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_image001.gif width="168" height="723"]] ||


 * == Student #1 == ||
 * === Topic === ||
 * Explain the topic and what you thought about the topic ||
 * Your Choice: ||
 * Actual Winner: ||
 * == Student #2 == ||
 * === Topic === ||
 * Explain the topic and what you thought about the topic. ||
 * Your Choice: ||
 * Actual Winner: ||
 * Actual Winner: ||

I am going to end my lesson with a whole group discussion to make everything come together. We will discuss how hard it was to persuade their peers for a change. Were their peers just ready and willing to stand beside them or were unwilling to move? After we discuss these topics I will then ask them if they think that Thomas Paine and Mercy Otis Warren worked hard to help lead the colonist to stand with them and fight for their freedom. I will then ask them what they think about their efforts now that they have tried to persuade someone. After the group discussion is over the students will then finish their KWL+ charts. The rubric listed in the independent practice and the KWL chart will be how the students will be formally assessed. · ** The books listed below and copies of literary works that the teacher will find. ** THE ELEMENTARY COMMON SENSE OF THOMAS PAINE: An Interactive Adaptation for All Ages (Paperback)
 * 5.****Closure/Summary/Representation (Teacher Instructional Indicator #12)**
 * Evaluation/Assessment (Teacher Product Indicators #2-3**
 * 5.****Resources and Materials**

Mercy Otis Warren : author and historian (#11788R7)
by Gillis, Jennifer Blizin, 1950- · The ballot sheet printed off for every student. · Paper for the 2 page writing pamphlet · Pens and Pencils for the students writing. http://rubistar.4teachers.org/


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

Thomas Paine: great writer of the revolution (#28242Q8)
by Burgan, Michael.

Uncommon revolutionary : a story about Thomas Paine (#12586PX)
by Waxman, Laura Hamilton. Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #4 Title: Paul Revere and The Sons of Liberty Grade Level: 5th Contributors:­­­­­­­­­­­ Shani Woodruff __
 * Name: _**__Date: **_**

LESSON PLAN

 * TITLE: Paul Revere and The Sons of Liberty**
 * GRADE LEVEL** 5**_ TIME ALLOTTED: 40 minutes**


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


 * UNIT GOAL:** The purpose of this unit is to enable the students to have a greater understanding of some of the key people surrounding the American Revolution. Paul Revere and the Sons of Liberty, George Washington, Thomas Paine, Marquis Lafayette, and the Hessians are the key people we will be closely examining in this unit. Being able to have a better understanding of these key characters will allow the students to have a greater understanding of the American Revolution and how we become the country they know today.

Social Studies 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:**
 * Standard 4: The student will examine the lasting impact of the American Revolution.**


 * National Council for the Social Studies Standard: CIVIC IDEALS AND PRACTICES:** Social studies programs should include experiences that provide for the study of ideals, principles, and practices of citizenship in a democratic republic.__

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


 * SPECIFIC LESSON OBJECTIVES: //(What do you want your students to know and be able to do after instruction?)// **

Sons of Liberty, minutemen, American Revolution, petition, and surrender. The quick write list will access the background knowledge .The pictures will match what they think the definition of the word is by drawing an illustration of each vocabulary word. The video is excellent in showing the events unfolded and where the ride took place and what happened during the ride. I will have the students take notes during the video. [] For visual learners we will sit the students in the front of the class and all directions will be on the board. For the hearing impaired students we will sit them away from any air unit and closest to the teacher. All agendas for the day will be placed on the board for the global learners. For the ELL students we will present vocabulary words with visuals and use a virtual field trip to create connections. For the IEP students we will follow the regulations of the IEP closely and make sure the work load is on their level. For the ADD students we will make sure giving students time to move around in the classroom. For the gifted students we will make sure to group them with students that are on grade level to help with scaffolding and through being models they will continue to grow. · **Guided Practice (Teacher Instructional Indicator #10)** I will read the text of pages 300 to 305 and ask them to use the Cornell Notetaking strategy while I am reading the text. I will guide them through this process and help them to accurately place the information. We will then have a Grand Conversation about what we have learned and what they put on their notes and we will move together through a list of questions. The students will be encouraged to write the additional information in notes they had been previously taking. Questions: 1. Who was it that rode in the Midnight rides? Make a list. 2. Find the meaning of “The Sons of Liberty”. 3. Can you write in your own words why Paul Revere and the riders were riding? 4. Can you distinguish between “The Sons of Liberty” and “Paul Revere”? 5. What questions would ask of Paul Revere? 6. What factors would you change if you were one of the riders? 7. What events could have happened if the riders wouldn’t have rode? 8. What were some of the motives behind forming “The Sons of Liberty”? 9. Why not compose a song about the other riders other than Paul Revere? 10. Can you construct a timeline of events as the rides unfolded? 11. Do you think forming “The Sons of Liberty” was a good idea or a bad idea? 12. How would you have handled the information about the war if you were in their shoes? 1. I will have the students get into partners and they will be assigned a section of the text (pages 300-305). The students will discuss the key points and they will write a letter to one of the historical figures they learned about. The letter will be read to one another in the partner group. The letter could incorporate anything we have discussed in today’s lesson. 1. **Today we learned about Paul Revere and the Sons of Liberty and what they had to do with the American Revolution. We will take our information we learned and performed during class to assemble a scrapbook of events and people. The scrapbook should include: Picture dictionary, Cornell Notes, Text notes, letter to historical figure. ** 2. They ** will stand up in front of the class and present our scrapbooks with all of our pictures and information we attained. **
 * 1) The students will be taking the information they learn of Paul Revere and the riders and Sons of Liberty and making a scrapbook detailing the roles the riders played during the American Revolution. I will have the students share the scrapbooks and put speaking tone into play when reading back their scrapbooks.
 * REASSESSMENT OF STUDENT KNOWLEDGE: //(How will you assess the prior knowledge of the students?)//**
 * 1) <span style="color: #ff0000; font-family: 'Times New Roman','serif'; font-size: 12pt;">I will give the students one minute to make a list of what they know about The Sons of Liberty and Paul Revere and the riders that went along with him.
 * 2) **Introduction/Set Induction/Hook ( //This involves getting your students interested and motivated to learn.// Consider Teacher Instructional Indicators #1-3) T**
 * 3) <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">The picture dictionary will be the strategy for the vocabulary words. I will have the students make a picture dictionary of the following words:
 * 1) **Introduction/Set Induction/Hook ( //This involves getting your students interested and motivated to learn.// Consider Teacher Instructional Indicators #1-3) T**
 * 2) <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">The picture dictionary will be the strategy for the vocabulary words. I will have the students make a picture dictionary of the following words:
 * 1) <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">The picture dictionary will be the strategy for the vocabulary words. I will have the students make a picture dictionary of the following words:
 * 1) <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">The picture dictionary will be the strategy for the vocabulary words. I will have the students make a picture dictionary of the following words:
 * **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**
 * **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**
 * **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**
 * Adjustments/Adaptations**
 * 4.****Independent Practice (Teacher Instructional Indicator #11)**
 * <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Rubric will be attached in evaluation/assessment section. **
 * 5.****Closure/Summary/Representation (Teacher Instructional Indicator #12)**
 * Evaluation/Assessment (Teacher Product Indicators #2-3**

<span style="color: red; font-family: 'Arial','sans-serif';">Oral Presentation Rubric : Paul Revere and The Sons of Liberty
<span style="color: red; display: block; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%; text-align: center;"> <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Teacher Name: **Shani Woodruff**
 * Student Name:
 * Student Name:

>>> || >>> || >>> || >>> || >>> || <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">The students will need construction paper, white paper or notebook paper, markers, pencil, hole punch and yarn or stapler, and glue. I will need to also have copies of the text I will read aloud and pass out for the partner activity. We will need access to the Internet to watch the video demonstration of the Paul Revere ride for the students to watch. I would like to have the students read the “Midnight Ride of Paul Revere” and make their own interpretations of the poem and discuss what they think is accurately depicted from the poem vs. the real life happening. We would have more classroom discussion time and make a timeline of events from the beginning of the American Revolution so they would have a better understanding of how it all unfolded. There are also re-enactment places that you can go and watch the unfolding of the ride and it would bring a lot more reality to the historical event. One of those places is in Lexington and you can preview the website here: [] The re-enactment of the ride in person and I would love to have the time for the students to go and watch it as a field trip some day.
 * <span style="color: red; display: block; font-family: 'Arial','sans-serif'; text-align: center;">CATEGORY || **<span style="color: red; font-family: 'Arial','sans-serif';">4 ** || **<span style="color: red; font-family: 'Arial','sans-serif';">3 ** || **<span style="color: red; font-family: 'Arial','sans-serif';">2 ** || **<span style="color: red; font-family: 'Arial','sans-serif';">1 ** ||
 * <span style="color: red; font-family: 'Arial','sans-serif';">Comprehension **
 * <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Student is able to accurately answer almost all questions posed by classmates about the topic. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Student is able to accurately answer most questions posed by classmates about the topic. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Student is able to accurately answer a few questions posed by classmates about the topic. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Student is unable to accurately answer questions posed by classmates about the topic. ||
 * <span style="color: red; font-family: 'Arial','sans-serif';">Enthusiasm **
 * <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Very little use of facial expressions or body language. Did not generate much interest in topic being presented. ||
 * <span style="color: red; font-family: 'Arial','sans-serif';">Listens to Other Presentations **
 * <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Listens intently. Does not make distracting noises or movements. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Listens intently but has one distracting noise or movement. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Sometimes does not appear to be listening but is not distracting. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Sometimes does not appear to be listening and has distracting noises or movements. ||
 * <span style="color: red; font-family: 'Arial','sans-serif';">Speaks Clearly **
 * <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Often mumbles or can not be understood OR mispronounces more than one word. ||
 * <span style="color: red; font-family: 'Arial','sans-serif';">Stays on Topic **
 * <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Stays on topic all (100%) of the time. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Stays on topic most (99-90%) of the time. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Stays on topic some (89%-75%) of the time. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">It was hard to tell what the topic was. ||
 * 5.****Resources and Materials**
 * 6.****Supplementary/Enrichment Activities**