Thursday+Group+6


 * __​#1 Name (red): -Sarah DeRamus__**
 * 1) 2 Name (blue):- Ashley Burke
 * __#3 Name (green):-Heather__**
 * __#4 Name ( Black):___**

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

Lesson Plan #1 Title: __ Grade Level: 5th Grade Contributors:­­­­­­­­­­­ Sarah

LESSON PLAN

 * TITLE:** Boston Massacre


 * __GRADE LEVEL__** **__5__ TIME ALLOTTED: about 90 minutes**


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


 * UNIT GOAL:**
 * The goal of this unit is for students to gain an overview of several events that contributed directly to the beginning of the American Revolution. **

**__Social Studies __** ** Standard 4: The student will examine the lasting impact of the American Revolution. **  1.  Describe the causes and results of conflicts between England and Colonial America (e.g., the French and Indian War, Stamp Act, Boston Massacre, Intolerable Acts, Battles of Lexington and Concord, Battle of Saratoga, and Battle of Yorktown). ** 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.
 * PASS OBJECTIVES FOR THIS LESSON:**
 * __ Language Arts __**
 * ACEI Objective: ** Candidates understand and use a variety of teaching strategies that encourage students’ development of critical thinking and problem solving. Candidates use their knowledge and understanding of individual and group motivation to foster active engagement of learning to create supportive learning environments. Candidates will design lesson that appeal to a variety of learning styles.
 * National Council for the Social Studies Standard: CIVIC IDEALS AND PRACTICES: ** Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.


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

Ask a teacher or another adult to serve as an actor in a staged event. Do not explain or announce the event to students. //The actor walks into the room, closes the door loudly, stands quietly for a few seconds, and then whispers something in the teacher’s ear. The actor picks up a book from a shelf and moves it to another location, then opens a window, and then exits quietly. // Immediately following the actor’s appearance, distribute index cards to the class. Ask students to write a description or to make a list of what happened when the actor came into the classroom.

Begin a class discussion about what happened when the actor came into the classroom during the previous period. Record the students’ recollections on the board. Ask several students to share what they wrote on their cards. As a class, consider the following questions: · //Do the accounts differ from student to student? // Introduce vocabulary and terms and place on the word wall as well as, using a picture dictionary. __ VOCABULARY __ Bias- A particular tendency or inclination, especially one that prevents unprejudiced consideration of a question; prejudice. Motive - something that causes a person to act in a certain way, do a certain thing, etc.; incentive. Massacre-  the unnecessary, indiscriminate killing of a large number of human beings or animals, as in barbarous warfare or persecution or for revenge or plunder. Accuracy-  the condition or quality of being true, correct, or exact; freedom from error or defect; precision or exactness; correctness.  Reliability-  that may be relied on; dependable in achievement, accuracy, honesty, etc.:
 * // What are the differences? //
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">What might be the reasons for the differences? //


 * 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)**

<span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">To accommodate children with any physical impairments I will adapt so they can be involved no matter what. I can provide print resources with a larger font for students with visual impairments. They could also sit closer to the front of the classroom to see the white board or any other presentations better. Students with hearing disabilities can also sit closer to the front of the room, have a partner to give clearer instructions, or provide clear written instruction.

Gifted students can be given opportunities for leadership, enrichment, and interactive work. For ELL students several adjustments or adaptations can be made. Bilingual dictionaries or picture dictionaries can be used along with other visuals and modeling. Students can also be paired with English speaking students for group work.

I will follow every IEP to accommodate student needs by giving extra time to complete assignments, allowing alternate ways of completing assignments, allowing the taping of lessons, etc.

To accommodate the various learning styles, several different mediums will be used. Hands-on activities will appeal to kinesthetic learners and audio or visual aids such as music, discussion, videos, etc. will appeal to auditory and visual learners.

· **Guided Practice (Teacher Instructional Indicator #10)** <span style="color: #ff0000; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">The students will break up into pairs and read two articles each from a different point of view. One article is “Recollection of George Hewes” from James Hawkes’s //A Retrospect of the Boston Tea Party// (New York, 1834). The second is an Excerpt from //A Household History for All Readers// by Benson J. Lossing (New York: Johnson and Miles, 1877). During the reading the children will fill out a graphic organizer, as well as, double entry journaling. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> The students will also be asked a variety of questions from each level of Bloom’s Taxonomy. <span style="color: #ff0000; font-family: 'Times New Roman','serif'; font-size: 12pt;"> ** Document A: “Recollection of George Hewes” from James Hawkes’s //A Retrospect of the Boston Tea Party// (New York, 1834) ** //Beginning in the mid-1760s, colonists began taking to the streets in Boston and other port cities. Crowds of artisans and laborers joined the elite in protesting British policies, although their differing points of view revealed the divisions within colonial society. Protests mounted in 1767 when Britain passed the Townsend Act, which included a series of unpopular taxes. In Boston, resentment and tension also grew over the presence of British troops, quartered in town to discourage demonstrations, who were also looking for jobs. A private seeking work at a rope maker’s establishment sparked a confrontation on Boston’s King Street. When some in the crowd pelted the assembled British soldiers, the troops opened fire; five colonists were killed and six wounded. George Robert Twelves Hewes, a Boston shoemaker, participated in many of the key events of the Revolutionary crisis. Over half a century later, Hewes told James Hawkes about his presence at the Boston Massacre and the Boston Tea Party.// //We have been informed by the historians of the revolution, that a series of provocations had excited strong prejudices, and inflamed the passion of the British soldiery against our citizens, previous to the commencement of open hostilities; and prepared their minds to burst out into acts of violence on the application of a single spark of additional excitement, and which finally resulted in the unfortunate massacre of a number of our citizens.// //On my inquiring of Hewes what knowledge he had of that event, he replied, that he knew nothing from history, as he had never read any thing relating to it from any publication whatever, and can therefore only give the information which I derived from the event of the day upon which the catastrophe happened. On that day, one of the British officers applied to a barber, to be shaved and dressed; the master of the shop, whose name was Pemont, told his apprentice boy he might serve him, and receive the pay to himself, while Pemont left the shop. The boy accordingly served him, but the officer, for some reason unknown to me, went away from the shop without paying him for his service.// //After the officer had been gone some time, the boy went to the house where he was, with his account, to demand payment of his bill, but the sentinel, who was before the door, would not give him admittance, nor permit him to see the officer; and as some angry words were interchanged between the sentinel and the boy, a considerable number of the people from the vicinity, soon gathered at the place where they were, which was in King street, and I was soon on the ground among them. The violent agitation of the citizens, not only on account of the abuse offered to the boy, but other causes of excitement, then fresh in the recollection, was such that the sentinel began to be apprehensive of danger, and knocked at the door of the house, where the officers were, and told the servant who came to the door, that he was afraid of his life, and would quit his post unless he was protected. The officers in the house then sent a messenger to the guardhouse, to require Captain Preston to come with a sufficient number of his soldiers to defend them from the threatened violence of the people. On receiving the message, he came immediately with a small guard of grenadiers, and paraded them before the customhouse, where the British officers were shut up. Captain Preston then ordered the people to disperse, but they said they would not, they were in the king’s highway, and had as good a right to be there as he had. The captain of the guard then said to them, if you do not disperse, I will fire upon you, and then gave orders to his men to make ready, and immediately after gave them orders to fire. Three of our citizens fell dead on the spot, and two, who were wounded, died the next day; and nine others were also wounded. The persons who were killed I well recollect, said Hewes; they were, Gray, a rope maker, Marverick, a young man, Colwell, who was the mate of Captain Colton; Attucks, a mulatto, and Carr, who was an Irishman. Captain Preston then immediately fled with his grenadiers back to the guardhouse. The people who were assembled on that occasion, then immediately chose a committee to report to the governor the result of Captain Preston’s conduct, and to demand of him satisfaction. The governor told the committee, that if the people would be quiet that night he would give them satisfaction, so far as was in his power; the next morning Captain Preston, and those of his guard who were concerned in the massacre, were, accordingly, by order of the governor, given up, and taken into custody the next morning, and committed to prison.//

// “What was the Boston Massacre?” // // This event was a forerunner of a more serious one a few days afterward. John Gray had an extensive ropewalk in Boston, where a number of patriotic men were employed. They often bandied coarse taunts with the soldiers as they passed by. On Friday, the 2nd of March (1770), a soldier who applied for work at the ropewalk was rudely ordered away. He challenged the men to a boxing-match, when he was severely beaten. Full of wrath he hastened to the barracks, and soon returned with several companions, when they beat the rope-makers and chased them through the streets. The citizens naturally espoused the cause of the rope-makers, and many of them assembled in the afternoon with a determination to avenge the wrongs of the workmen. Mr. Gray and the military authorities interfered, and prevented any further disturbance then. But vengeance only slumbered. It was resolved, by some of the more excitable of the inhabitants, to renew the contest; and at the barracks the soldiers inflamed each other's passions, and prepared bludgeons. They warned their particular friends in the city not to be abroad on Monday night, for there would be serious trouble. // // Fresh wet snow had fallen, and on Monday evening, the 5th of March, frost had covered the streets of Boston with a coat of ice. The moon was in its first quarter and shed a pale light over the town, when, at twilight, both citizens and soldiers began to assemble in the streets. By seven o’clock full seven hundred persons, armed with clubs and other weapons, were on King (now State) street, and, provoked by the insolence and brutality of the lawless soldiery, shouted: “Let us drive out these rascals! They have no business here—drive them out!” At the same time parties of soldiers (whom Dalrymple had doubtless released from the barracks for the purpose of provoking the people to commit some act of violence, and so give an excuse for letting loose the dogs of war) were going about the streets boasting of their valor, insulting citizens with coarse words, and striking many of them with sticks and sheathed swords. Meanwhile the populace in the street were increasing in numbers every moment, and at about nine o'clock in the evening, they attacked some soldiers in Dock Square, and shouted: “Town-born, turn out! Down with the bloody-backs!” // //They tore up the stalls of a market, and used the timber for bludgeons. The soldiers scattered and ran about the streets, knocking people down and raising the fearful cry of Fire! At the barracks on Brattle Street, a subaltern at the gate cried out, as the populace gathered there, “Turn out! I will stand by you; knock them down? kill them! run your bayonets through them!” The soldiers rushed out, and, leveling their muskets, threatened to make a lane paved with dead men through the crowd. Just then an officer was crossing the street, when a barber’s boy cried out: “There goes a mean fellow, who will not pay my master for shaving him.” A sentinel standing near the corner of the Customhouse ran out and knocked the boy down with his musket.// The cry of fire and the riotous behavior of the soldiers caused an alarm-bell to be rung. The whole city was aroused. Many men came out with canes and clubs for self-defense, to learn the occasion of the uproar. Many of the more excitable citizens formed a mob. Some of the leading citizens present tried to persuade them to disperse, and had in a degree gained their respectful attention, when a tall man, covered with a long scarlet cloak and wearing a white wig, suddenly appeared among them, and began a violent harangue against the government officers and the troops. He concluded his inflammatory speech by boldly shouting: “To the main-guard! to the main-guard! There is the nest!” It is believed that the orator in the scarlet cloak was Samuel Adams. //The populace immediately echoed the shout—“To the main-guard!” with fearful vehemence, and separating into three ranks, took different routes toward the quarters of the main-guard. While one division was passing the Custom-house, the barber's boy cried out: “There's the scoundrel who knocked me down!” A score of voices shouted, “Let us knock him down! Down with the bloody-backs! Kill him! kill him!” The crowd instantly began pelting him with snow-balls and bits of ice, and pressed toward him. He raised his musket and pulled the trigger. Fortunately for him it missed fire, when the crowd tried to seize him. He ran up the Customhouse steps, but, unable to enter the building, he called to the main-guard for help. Captain Preston, the officer of the day, sent eight men, with unloaded muskets but with ball-cartridges in their cartouch boxes, to help their beleaguered comrade. At that moment the stout Boston bookseller, Henry Knox (who married the daughter of General Gage's secretary and was a major-general of artillery in the army of the Revolution), holding Preston by the coat, begged him to call the soldiers back. "If they fire," said Knox, "your life must answer for the consequences." Preston nervously answered: "I know what I am about," and followed his men. When this detachment approached, they, too, were pelted with snow-balls and ice; and Crispus Attucks, a brawny Indian from Nantucket, at the head of some sailors, like himself (who had led the mob in the attack on the soldiers in Dock Square), gave a loud war-whoop and shouted: "Let us fall upon the nest! the main-guard! the main-guard!" The soldiers instantly loaded their guns. Then some of the multitude pressed on them with clubs, struck their muskets and cried out, "You are cowardly rascals for bringing arms against naked men." Attuck shouted: "You dare not fire!" and called upon the mob behind him: "Come on! don't be afraid! They daren't fire! Knock them down! Kill 'em!" Captain Preston came up at that moment and tried to appease the multitude. Attucks aimed a blow at his head with a club, which Preston parried with his arm. It fell upon the musket of one of the soldiers and knocked it to the ground. Attucks seized the bayonet, and a struggle between the Indian and the soldier for the possession of the gun ensued. Voices behind Preston cried out, "Why don't you fire! why don't you fire?" The struggling soldier hearing the word fire, just as he gained possession of his musket, drew up his piece and shot Attucks dead. Five other soldiers fired at short intervals, without being restrained by Preston. Three of the populace were killed, five were severely wounded (two of them mortally), and three were slightly hurt. Of the eleven, only one (Attucks) had actually taken part in the disturbance. The crowd dispersed; and when citizens came to pick up the dead, the infuriated soldiers would have shot them, if the captain had not restrained them.// **__ Graphic Oraganizer __** __ “Who is to Blame”  __
 * Document B: Excerpt from //A Household History for All Readers// by Benson J. Lossing (New York: Johnson and Miles, 1877)**
 * __ Colonists  __ || __  British  __ ||

__ Knowledge __ <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt;"> 1.)Describe the difference in each story of who was to blame for the Boston Massacre ? 2.) Write, in your opinion, after reading the articles who you believe is to blame for the Boston Massacre.

__ Comprehension __ 1.) Give examples from each story of who is to blame for starting the Boston Massacre. 2.) Predict what would have happened if the Boston Massacre never happened.

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Application __ 1.) Examine the articles for things that could have been prevented. 2.) Illustrate a scene from one of the articles.

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Analysis __ 1.) Look at each article and arrange the events that led up to the massacre in order. 2.) Compare and contrast the articles.

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Synthesis __ 1.) Explain why you think the Boston Massacre happened. 2.) Propose a different solution to the events and what the outcome might have been.

__ Evaluation __ 1.) Chose one of the articles and write a critique. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> 2.) Chose a side, either the British or the Patriots, and support their actions.

During the independent practice the students will be broken up into small groups of four to five per group. The groups will be given a choice to either make a collage of pictures from the Boston Massacre or develop their own play of the events that led to the massacre and the massacre itself.
 * 4.** **Independent Practice (Teacher Instructional Indicator #11)**

Today we learned about an event that led to the American Revolution. We learned the events of the Boston Massacre. The students will present their collage or plays to the class.
 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**)
 * || ===<span style="color: #ff0000; font-family: 'Arial','sans-serif';">Rubric for skits or plays === ||  ||


 * <span style="color: #ff0000; display: block; font-family: 'Arial','sans-serif'; text-align: center;">CATEGORY || **<span style="color: #ff0000; font-family: 'Arial','sans-serif';">Script - Quality, Creativity and Completedness. ** || **<span style="color: #ff0000; font-family: 'Arial','sans-serif';">Presentation on Stage. ** ||
 * **<span style="color: #ff0000; font-family: 'Arial','sans-serif';">9-10 ** || Ambitious, intriguing and well done and complete. Great representation taken to its best level. Lots of dialogue, consistently smart/witty. Characters are well developed. Has a beginning, middle and end. || Great acting! Energetic with good timing and good chemistry with others. Knew lines well enough to prompt others, or to help others through the scene. volume, pitch, movement were A-1. You were 100% comfortable in the role. ||
 * **<span style="color: #ff0000; font-family: 'Arial','sans-serif';">7-8 ** || Fairly good. Interesting and complete. Representation taken to an appropriate level. Some smart/witty moments. Characters are developed basically. Has a beginning, middle and end || Fair effort in acting. Some energy and reasonable timing. Worked ok with others but only about 75% comfortable in role. Maybe some rough spots, but you were a "Trooper" and carried through to the end. Inconsistent in volume, pitch or movement. ||
 * **<span style="color: #ff0000; font-family: 'Arial','sans-serif';">5-6 ** || Adequate - Some interesting parts and basically complete. Representation is shaky. Some developement in plot and characterization. Beginning middle and end are evident. || Managed to get barely through the skit. Difficult to get energy up or to get timing right on. Lots of rough spots but you didn't give up. You were only 60%comfortable in the role. May have had problems in volume, pitch or movement. ||
 * **<span style="color: #ff0000; font-family: 'Arial','sans-serif';">3-4 ** || Inadequate - Some interesting efforts, but somewhat incomplete. May not have a beginning, middle and an end. || Inadequate performance. Somewhat complete. Some storyline carried, but it was not practiced or smooth enough. Lots of problems in chemistry. May have had lots of problems in volume pitch or movement. problems ||
 * **<span style="color: #ff0000; font-family: 'Arial','sans-serif';">0-2 ** || Unsuccessful- Tried to some degree, but efforts fell apart and it was incomplete. || Unsuccessful - May have tried to some degree but minimal efforts. It probably didn't finish on stage. ||

Making A Collage : Boston Massacre

 * CATEGORY || 19 || 18 || 15 || 14-0 ||
 * Quality of Construction || The collage shows considerable attention to construction. The items are neatly trimmed. All items are carefully and securely attached to the backing. There are no stray marks, smudges or glue stains. Nothing is hanging over the edges. || The collage shows attention to construction. The items are neatly trimmed. All items are carefully and securely attached to the backing. A few barely noticeable stray marks, smudges or glue stains are present. Nothing is hanging over the edges. || The collage shows some attention to construction. Most items are neatly trimmed. All items are securely attached to the backing. A few barely noticeable stray marks, smudges or glue stains are present. Nothing is hanging over the edges. || The collage was put together sloppily. Items appear to be just "slapped on". Pieces may be loose or hanging over the edges. Smudges, stains, rips, uneven edges, and/or stray marks are evident. ||
 * Attention to Theme || The student gives a reasonable explanation of how every item in the collage is related to the assigned theme. For most items, the relationship is clear without explanation. || The student gives a reasonable explanation of how most items in the collage are related to the assigned theme. For many of the items, the relationship is clear without explanation. || The student gives a fairly reasonable explanation of how most items in the collage are related to the assigned theme. || The student's explanations are weak and illustrate difficulty understanding how to relate items to the assigned theme. ||
 * Time and Effort || Class time was used wisely. Much time and effort went into the planning and design of the collage. || Class time was used wisely. Student could have put in more time and effort. || Class time was not always used wisely, but student did do some additional work. || Class time was not used wisely and the student put in no additional effort. ||
 * Creativity || Several of the graphics and/or designs used in the collage reflect an exceptional degree of student creativity in their creation and/or display || One or two of the graphics and/or designs used in the collage reflect student creativity in their creation and/or display. || One or two graphics and/or designs were made or customized by the student, but the ideas were typical rather than creative (.e.g, apply the emboss filter to a drawing in Photoshop). || The student did not make or customize any of the items on the collage. ||
 * Use of page || The placement and layout of the collage was done exceptionally well and spaced out nicely. || The placement and layout of the collage was done well with enough space and little distraction from each picture. || The placement and layout of the collage could have had further thought put into it, but has enough space and little distraction from each picture. || There was no evidence of thought put into placement and layout of collage. Pictures are close to or overlapping one another. ||

<span style="color: #ff0000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 12pt; line-height: 115%;"> Allred, M. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">[], retrieved on 4/2/10 <span style="background-color: #ffffff; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">[], retrieved on 4/20/1 0 Document A Document B Another teacher or adult <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> Rubri c s
 * 5.** **Resources and Materials**


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


 * Ask students to try determining the reliability of a contemporary newspaper or magazine article. In order to share with the class, each student might mount the article on a piece of white paper and write about the reliability on this mounting, below the article.
 * Have the students develop a newspaper article over the events of The Boston Massacre
 * Have the students act out a play from The Boston Massacre.

__ Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #2 Title: __ Grade Level: 5th grade Contributors:­­­­­­­­­­­ Ashley
 * __Name:__ _ Date:_**

LESSON PLAN
__**GRADE LEVEL**__ **_ TIME ALLOTED: 50 minutes**
 * TITLE: Stamp Act**


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


 * UNIT GOAL:**
 * <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">The goal of this unit is for students to gain an overview of several events that contributed directly to the beginning of the American Revolution and Stamp Act. **


 * PASS OBJECTIVES FOR THIS LESSON:** PASS Objectives #1 Describe the cause and results of conflicts between England and Colonial America (e.g.,, Stamp Act, Boston Massacre, Intolerable Acts.)

At the end of the lesson the students will be able to know:
 * SPECIFIC LESSON OBJECTIVES: //(What do you want your students to know and be able to do after instruction?)//**
 * What events led to the British Parliament enacting the Stamp Act of 1765?
 * What were the effects of the Stamp Act?
 * What were the reasons for colonial dissatisfaction?


 * 1) **PREASSESSMENT OF STUDENT KNOWLEDGE: //(How will you assess the prior knowledge of the students?)//**

I plan on introducing the Stamp Act by reading different books on the events that took place. I will follow up using the B-D-A Instructional Framework and introducing webquests over the Stamp Act. The following is a link for the infomation we will cover: [|Click here]

The students will also continue to work on their journals following a similar process as to the unsent letters. These journals will include what they learned that day and how it may effect them as if they were living in that time. They will be able to tell a story with these journals once the unit is over.
 * 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.**


 * I will intouduce 5 new vocabulary words for this day:**
 * Parliament
 * Debt
 * Representation
 * Act
 * Revenue


 * 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)**

<span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">To accommodate children with any physical impairments I will adapt so they can be involved no matter what. I can provide print resources with a larger font for students with visual impairments. They could also sit closer to the front of the classroom to see the white board or any other presentations better. Students with hearing disabilities can also sit closer to the front of the room, have a partner to give clearer instructions, or provide clear written instruction.

Gifted students can be given opportunities for leadership, enrichment, and interactive work. For ELL students several adjustments or adaptations can be made. Bilingual dictionaries or picture dictionaries can be used along with other visuals and modeling. Students can also be paired with English speaking students for group work.

I will follow every IEP to accommodate student needs by giving extra time to complete assignments, allowing alternate ways of completing assignments, allowing the taping of lessons, etc.

To accommodate the various learning styles, several different mediums will be used. Hands-on activities will appeal to kinesthetic learners and audio or visual aids such as music, discussion, videos, etc. will appeal to auditory and visual learners.

· **Guided Practice (Teacher Instructional Indicator #10) I will have the students look at several differnt articles on the Stamp Act, and we will use a discussion web to talk about the events that happened and reasons for it and what the students think about it. **

// [] //

The students will be on their own to create a commerative stamp. This can reflect on what they know or have learned about the Stamp Act. I will also have the students look at stamps through out time and how they have changed and talk about why they think we have stamps and the importance of them.
 * 4.** **Independent Practice (Teacher Instructional Indicator #11)**


 * Unsent Letter Rubric **
 * <span style="color: #00b050; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">** Category ** || **<span style="color: #0000ff; display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">10-15 ** || **<span style="color: #0000ff; display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">5-9 ** || **<span style="color: #0000ff; display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">0-4 ** || **<span style="color: #0000ff; display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">Score ** ||
 * **<span style="color: #0000ff; display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">Position ** || <span style="color: #0000ff; display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">Writer has a clearly stated position on the issue. || <span style="color: #0000ff; display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">Writer has a vague position on the issue. || <span style="color: #0000ff; display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">Writer has a vague position on the issue. ||  ||
 * **<span style="color: #0000ff; display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">Supporting Statements ** || <span style="color: #0000ff; display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">Writer has at least 2 statements supporting their position. || <span style="color: #0000ff; display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">Writer has 1 statement supporting their position. || <span style="color: #0000ff; display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">Writer has 0 statements supporting their position. ||

I will have a short quiz to see what the students have learned on this lesson. The following are the questions: The Stamp Act of 1765 2. In the Stamp Act of 1765 the American Colonists must pay a tax on: a) Newspapers b) University diplomas c) Calendars d) All of the above 3. What did the original stamp look like that was used to tax the American Colonist? a) Contained a skull and cross bones b) Had a picture of George Washington America and amount of the stamp’s worthc) Contained the crown, the words  d) Image of the outline of the United States 4. Some political cartoons protesting the Stamp Act depicted the British tax collectors in a point of view. a) Positive b) Happy c) Negative d) Joyful journal entries
 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**
 * except:1. The British Parliament created the Stamp Act for some of these reasons **
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**)


 * // CATEGORY // || // 4 // || // 3 // || // 2 // || // 1 // ||
 * // Grammar & Spelling (Conventions) // || // Writer makes no errors in grammar or spelling that distract the reader from the content. // || // Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. // || // Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. // || // Writer makes more than 4 errors in grammar or spelling that distract the reader from the content. // ||
 * // Adding Personality (Voice) // || // The writer seems to be writing from knowledge or experience. The author has taken the ideas and made them "his own." // || // The writer seems to be drawing on knowledge or experience, but there is some lack of ownership of the topic. // || // The writer relates some of his own knowledge or experience, but it adds nothing to the discussion of the topic. // || // The writer has not tried to transform the information in a personal way. The ideas and the way they are expressed seem to belong to someone else. // ||
 * // Focus on Topic (Content) // || // There is one clear, well-focused topic. Main idea stands out and is supported by detailed information. // || // Main idea is clear but the supporting information is general. // || // Main idea is somewhat clear but there is a need for more supporting information. // || // The main idea is not clear. There is a seemingly random collection of information. // ||
 * // Penmanship (Conventions) // || // Paper is neatly written or typed with no distracting corrections. // || // Paper is neatly written or typed with 1 or 2 distracting corrections (e.g.,dark cross-outs; bumpy white-out, words written over). // || // The writing is generally readable, but the reader has to exert quite a bit of effort to figure out some of the words. // || // Many words are unreadable OR there are several distracting corrections. // ||
 * // Capitalization & Punctuation (Conventions) // || // Writer makes no errors in capitalization or punctuation, so the paper is exceptionally easy to read. // || // Writer makes 1 or 2 errors in capitalization or punctuation, but the paper is still easy to read. // || // Writer makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow. // || // Writer makes several errors in capitalization and/or punctuation that catch the reader's attention and greatly interrupt the flow. // ||
 * // Conclusion (Organization) // || // The conclusion is strong and leaves the reader with a feeling that they understand what the writer is "getting at." // || // The conclusion is recognizable and ties up almost all the loose ends. // || // The conclusion is recognizable, but does not tie up several loose ends. // || // There is no clear conclusion, the paper just ends. // ||
 * // Support for Topic (Content) // || // Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable. // || // Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported. // || // Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported. // || // Supporting details and information are typically unclear or not related to the topic. // ||


 * 5.** **Resources and Materials**
 * computer with internet access for webquests
 * construction paper, markers, pencils, glue
 * student journals


 * 6.** **Supplementary/Enrichment Activities**
 * have the students share their thought and ideas of what could have been done differently to prevent this.
 * the students will also be able to put together a puzzle of different stamps or make their own

__ Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #3 Title: __ ​Intolerable Times Grade Level: 5th Grade Contributors:­­­­­­­­­­­ Heather
 * __Name:__ _ Date:_**

LESSON PLAN
__**GRADE LEVEL**__ __5__ **TIME ALLOTED: 50 minutes**
 * TITLE: Intolerable Times **


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


 * UNIT GOAL:**
 * <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">The goal of this unit is for students to gain an overview of several events that contributed directly to the beginning of the American Revolution. **

<span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 11.5pt;">1. Words in Context a. Use knowledge of word parts and word relationships, as well as context clues (the meaning of the text around a word), to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. 8. Write persuasive compositions or letters that: a. state a clear position in support of a proposal. b. support a position with relevant evidence and effective emotional appeals in order to persuade. <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 11.5pt;">1. Describe the causes and results of conflicts between England and Colonial America (e.g., the French and Indian War, Stamp Act, Boston Massacre, Intolerable Acts, Battles of Lexington and Concord, Battle of Saratoga, and Battle of Yorktown).
 * PASS OBJECTIVES FOR THIS LESSON:**
 * <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 11.5pt; line-height: 115%;">Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts. **
 * <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 11.5pt;">Standard 1: Vocabulary - The student will develop and expand knowledge of words and word meanings to increase their vocabulary. **
 * <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 11.5pt;">Writing/Grammar/Usage and Mechanics: The student will express ideas effectively in written **
 * <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 11.5pt;">modes for a variety of purposes and audiences. **
 * <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 11.5pt;">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. **<span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 11.5pt;">
 * <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 11.5pt;">SOCIAL STUDIES **
 * <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 11.5pt;">Standard 4: The student will examine the lasting impact of the American Revolution. **

<span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">At the close of this lesson, students will be able to: 1. Describe background and causes of the American Revolution. 2. List and describe the major British Acts. <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">To assess the student’s prior knowledge we will start a K-W-L chart. The K-W-L strategy is a technique that helps students activate what they already know before they begin an assignment. Each student will be required to fill in their own thoughts on their K-W-L chart as I write them on the board. The K (know) and W (want to know) columns will be filled out as preassessment.
 * SPECIFIC LESSON OBJECTIVES: //(What do you want your students to know and be able to do after instruction?)//**
 * 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.**

<span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">We will begin by looking at a video about the Intolerable Acts. [|"The Road to Revolution: The Intolerable Acts of 1774"] After the video is viewed, we will use the problematic situation strategy. This asks students to solve a problem and is very useful in sparking interest and motivation. I will write a short paragraph describing a problem from the Intolerable Acts and put students in groups and read the passage. After reading, I will make sure students have access to the written paragraph. I will then ask them to brainstorm with their groups about possible solutions to the problem. I will tell them to imagine they are the ones dealing with the Intolerable Acts. Students will record their responses in their journals and share their thoughts with the group. Six vocabulary words will be introduced and students will create word maps using 3x5 note cards. 1. Obedience 2. Intolerable 3. Colony 4. Legislature 5. Suspended 6. Representative The word map format the students should use can be found [|HERE].

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)**

<span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;"> To accommodate children with any physical impairments I will adapt so they can be involved no matter what. I can provide print resources with a larger font for students with visual impairments. They could also sit closer to the front of the classroom to see the white board or any other presentations better. Students with hearing disabilities can also sit closer to the front of the room, have a partner to give clearer instructions, or provide clear written instruction.

Gifted students can be given opportunities for leadership, enrichment, and interactive work. For ELL students several adjustments or adaptations can be made. Bilingual dictionaries or picture dictionaries can be used along with other visuals and modeling. Students can also be paired with English speaking students for group work.

I will follow every IEP to accommodate student needs by giving extra time to complete assignments, allowing alternate ways of completing assignments, allowing the taping of lessons, etc.

To accommodate the various learning styles, several different mediums will be used. Hands-on activities will appeal to kinesthetic learners and audio or visual aids such as music, discussion, videos, etc. will appeal to auditory and visual learners.

· **Guided Practice (Teacher Instructional Indicator #10)** <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">I will begin the guided practice portion by using the Guided Imagery strategy. I will create a scene for the students in which they are colonists during the time the Intolerable Acts were imposed. After students have had time to relax and visualize I will ask students to share their reflections about what they were imagining.

I will then introduce the text. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">[|The Intolerable Acts - The American Revolution].

As they read, students will be able to validate or change their perceptions of the acts.


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

· <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">To reflect on what students have learned, they will have partners and write using magnet summaries as their strategy. I will write the magnet words on the board and then students will have to provide details that support those words. After that, they will write summary statements for the words using the details they came up with. Once each word has a summary statement, students will arrange the statements into a summary paragraph. The magnet words will be: Intolerable Acts, Boston Port Act, Massachusetts Government Act, Administration of Government Act, The Quartering Act, and the Quebec Act.

· <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> Students will also do an Unsent Letter. They will create a letter to the King and express their thoughts and feelings from the colonist perspective about the Intolerable Acts.

<span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">To summarize the day’s lesson we will finish the KWL by filling out the L (what you learned) column as a class.
 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**

Next, each student will do an Exit Slip in their journal. This will help students reflect on what they learned and prepare them for continued learning on the topic. They may choose from three prompts: 1) The three most important things I learned today are… 2) What I would like to learn next is… 3) The thing that helped me pay attention the most today was…


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

Magnet Summary Rubric


 * **<span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">Category ** || **<span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">10-15 ** || **<span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">5-9 ** || **<span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">0-4 ** || **<span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">Score ** ||
 * **<span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">Details ** || <span style="color: #00b050; display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">Student provides at least 3 details per magnet word. || <span style="color: #00b050; display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">Student provides 2 or fewer details per magnet word. || <span style="color: #00b050; display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">Student provides 0 details per magnet word. ||  ||
 * **<span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">Summary Statement ** || <span style="color: #00b050; display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">5-6 of the magnet words have a summary statement. || <span style="color: #00b050; display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">3-4 of the magnet words have a summary statement. || <span style="color: #00b050; display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">0-2 of the magnet words have a summary statement. ||  ||
 * **<span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">Summary Paragraph ** || <span style="color: #00b050; display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">The summary paragraph includes all of the magnet words and summary statements. || <span style="color: #00b050; display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">Summary paragraph includes 3-4 of the magnet words/summary statements. || <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 10pt;">Summary paragraph contains 0-3 of the magnet words/summary statements or not done at all. ||  ||
 * **<span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">Grammar & Spelling ** || <span style="color: #00b050; display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">Writer makes 0-1 errors in grammar or spelling. || <span style="color: #00b050; display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">Writer makes 2-3 errors in grammar and/or spelling. || <span style="color: #00b050; display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">Writer makes 4 or more errors in grammar and/or spelling. ||  ||

Unsent Letter Rubric **
 * <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * **<span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">Category ** || **<span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">10-15 ** || **<span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">5-9 ** || **<span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">0-4 ** || **<span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">Score ** ||
 * **<span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">Position ** || <span style="color: #00b050; display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">Writer has a clearly stated position on the issue. || <span style="color: #00b050; display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">Writer has a vague position on the issue. || <span style="color: #00b050; display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">Writer has a vague position on the issue. ||  ||
 * **<span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">Supporting Statements ** || <span style="color: #00b050; display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">Writer has at least 2 statements supporting their position. || <span style="color: #00b050; display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">Writer has 1 statement supporting their position. || <span style="color: #00b050; display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">Writer has 0 statements supporting their position. ||  ||
 * **<span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">5 Intolerable Acts ** || <span style="color: #00b050; display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">Writer discusses 4-5 of the Intolerable Acts in the letter. || <span style="color: #00b050; display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">Writer discusses 2-3 of the Intolerable Acts in the letter. || <span style="color: #00b050; display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">Writer discusses 0-1 of the Intolerable Acts in the letter. ||  ||
 * **<span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">Format ** || <span style="color: #00b050; display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">Complies with all the requirements for a friendly letter. || <span style="color: #00b050; display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">Complies with several of the requirements for a friendly letter. || <span style="color: #00b050; display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">Complies with less than 75% of the requirements for a friendly letter. ||  ||
 * **<span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">Grammar & Spelling ** || <span style="color: #00b050; display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">Writer makes 0-1 errors in grammar or spelling. || <span style="color: #00b050; display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">Writer makes 2-3 errors in grammar and/or spelling. || <span style="color: #00b050; display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">Writer makes 4 or more errors in grammar and/or spelling. ||  ||

· <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">Computer/Internet Access · <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">White board/blackboard/chalk board/overhead projector · <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">paper/pencil for writing activities · <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">student journals
 * 5.** **Resources and Materials**

· <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">Have students get in groups and create a board game depicting major events and turning points of the Revolutionary War. · <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">Do a cause and effect graphic organizer. · <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">Write a journal from the perspective of soldiers or high ranking officials that were part of the war.
 * 6.** **Supplementary/Enrichment Activities**

__ Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #4 Title: __ What a Revolution! Grade Level:5th Grade Contributors:­­­­­­­­­­­ Heather, Ashley, Sarah

LESSON PLAN
__** GRADE LEVEL **__ **__5__ TIME ALLOTED: 50 minutes**
 * TITLE: What a Revolution! **


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


 * UNIT GOAL:**
 * <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">The goal of this unit is for students to gain an overview of several events that contributed directly to the beginning of the American Revolution. **

PASS Objectives #1 Describe the cause and results of conflicts between England and Colonial America (e.g.,, Stamp Act, Boston Massacre, Intolerable Acts.)
 * PASS OBJECTIVES FOR THIS LESSON:**

The students will: a) have a firm understanding of what lead up to and caused the Boston Massacre, Stamp Act, and Intolerable Acts. b) be able to retell events and explain thier thoughts and ideas on the events that occured.
 * SPECIFIC LESSON OBJECTIVES: //(What do you want your students to know and be able to do after instruction?)//**

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.**
 * 1) **PREASSESSMENT OF STUDENT KNOWLEDGE: //(How will you assess the prior knowledge of the students?)//**
 * To asses prior knowledge I will use the Link Brainstorming strategy. I will decide on a key word or concept related to our material that will trigger responses from the students. I will write the "cue" on the board and then allow the students a few minutes to list on paper their associations for the cue. Next, I will ask students for associations and write them around the cue term.

As the students enter the classroom, have them respond to the following prompt. You have just gotten home from school and received a message from your internet service provider that a usage tax has been placed on every person’s account. Now every time you access the internet and there is activity on your account, you will be billed. How do you feel about this new charge? You have never been interested in politics but you think it is unfair that they can do this. What action would you take? Use it less, write a letter or possible even consider boycotting the company?

** Students will make connections to create their own picture dictionary. They will write the word, draw a picture of the word, tell how s/he will remember the word and the connection and write a sentence. ** A picture dictionary is a dictionary that uses photos or drawings to illustrate what the headwords mean
 * 5 vocabulary words will be introduced:**
 * Loyalist
 * Infantry
 * Democracy
 * Treason
 * Petition

Note: At the end of the lesson we will have a word wall built with the vocabulary that we have introduced throughout the week and recover the 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 (//What will you do to accommodate the special needs of individual students?// See Teacher Instructional Indicator #9)**

<span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt;">To accommodate children with any physical impairments I will adapt so they can be involved no matter what. I can provide print resources with a larger font for students with visual impairments. They could also sit closer to the front of the classroom to see the white board or any other presentations better. Students with hearing disabilities can also sit closer to the front of the room, have a partner to give clearer instructions, or provide clear written instruction.

Gifted students can be given opportunities for leadership, enrichment, and interactive work. For ELL students several adjustments or adaptations can be made. Bilingual dictionaries or picture dictionaries can be used along with other visuals and modeling. Students can also be paired with English speaking students for group work.

I will follow every IEP to accommodate student needs by giving extra time to complete assignments, allowing alternate ways of completing assignments, allowing the taping of lessons, etc.

To accommodate the various learning styles, several different mediums will be used. Hands-on activities will appeal to kinesthetic learners and audio or visual aids such as music, discussion, videos, etc. will appeal to auditory and visual learners.

· **Guided Practice (Teacher Instructional Indicator #10)**
 * //This can be the same for all of the lessons plans of the group.//**

The students will read //The colony of New York a primary source history// by Melody S. Mis. In this book the students will review the weeks material, as well as, learn about the taxation of the colonies by the British. As the students are reading the book they will be doing a story board. The students will also complete their journals from the week.

The students will also be asked a series of questions from each level of bloom's taxonomy.


 * __knowledge__**

1.) Define taxation.

2.) Identify the causes for the American Revolution. __ Comprehension __ 1.) Defend either the British or colonists actions. 2.) Give examples of taxation without representation. __ Application __  1.) Apply what you have learned about the British taxation to create an alternative in which the two sides would not have gone to war. 2.) Make a sketch of a scene from what we have studied __ Analysis __ 1.) Relate this time in history to a current event. 2.) Debate which side was right in their actions. __ Synthesis __  1.) Compose an original thought to the events that led to the taxation of the colonies. 2.) Rewrite the events that led to the taxation, with an outcome that you would like. __ Evaluation __ 1.) Justify the actions of the colonists during the taxation. 2.) Determine the reasons for each taxation.


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

During the independent practice the students will be broken up into groups of four to five. Each group will have a choice of making a timeline or write a new law about taxing citizens.

Today we learned about taxation. We also reviewed the causes of the Boston Massacre, Stamp acts, and Intolerable acts. The students demonstrated this in their activities, as well as, the various questions asked during the guided practice.
 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**


 * <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">To end, the students will create a VOKI found [|HERE]. They will briefly explain what they think the world might be like if the American Revolution had never taken place. **

> ||
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**)
 * || ** Rubric : Timeline ** ||


 * CATEGORY || ** 5 ** || ** 4 ** || ** 3 ** || ** 2 ** ||
 * ** Content/Facts ** || Facts were accurate for all events reported on the timeline. || Facts were accurate for almost all events reported on the timeline. || Facts were accurate for most (~75%) of the events reported on the timeline. || Facts were often inaccurate for events reported on the timeline. ||
 * ** Spelling and Capitalization ** || Spelling and capitalization were checked by another student and are correct throughout. || Spelling and capitalization were checked by another student and were mostly correct . || Spelling and capitalization were mostly correct, but were not checked by another student. || There were many spelling and capitalization errors. ||
 * ** Time Use ** || Classroom time was used to work on the project. Conversations were not disruptive and focused on the work. || Classroom time was used to work on the project the majority of the time. Conversations were not disruptive and focused on the work. || Classroom time was used to work on the project the majority of the time, but conversations often were disruptive or did not focus on the work. || Student did not use classroom time to work on the project and/or was highly disruptive. ||


 * || ** Laws ** ||


 * CATEGORY || ** 4. Mastery=A ** || ** 3. Apprentice=B ** || ** 2. Novice=C ** || ** 1. Untrained=D/F ** ||
 * ** Understanding of Topic ** || The team clearly understood the topic in-depth and presented their information forcefully and convincingly. || The team clearly undestood the topic in-depth and presented their information with ease. || The team seemed to understand the main points of the topic and presented those with ease. || The team did not show an adequate understanding of the topic. ||
 * ** Information ** || All information presented in the debate was clear, accurate and thorough. || Most information presented in the debate was clear, accurate and thorough. || Most information presented in the debate was clear and accurate, but was not usually thorough. || Information had several inaccuracies OR was usually not clear. ||
 * ** Use of Facts/Statistics ** || Every major point was well supported with several relevant facts, statistics and/or examples. || Every major point was adequately supported with relevant facts, statistics and/or examples. || Every major point was supported with facts, statistics and/or examples, but the relevance of some was questionable. || Every point was not supported. ||
 * ** Presentation Style ** || Team consistently used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. || Team usually used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. || Team sometimes used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. || One or more members of the team had a presentation style that did not keep the attention of the audience. ||


 * || ** Journal : entry writes ** ||


 * CATEGORY || ** 2 ** || ** 1.5 ** || ** 1 ** || ** .5 ** ||
 * ** Penmanship (Conventions) ** || Paper is neatly written or typed with no distracting corrections. || Paper is neatly written or typed with 1 or 2 distracting corrections (e.g.,dark cross-outs; bumpy white-out, words written over). || The writing is generally readable, but the reader has to exert quite a bit of effort to figure out some of the words. || Many words are unreadable OR there are several distracting corrections. ||
 * ** Grammar & Spelling (Conventions) ** || Writer makes no errors in grammar or spelling that distract the reader from the content. || Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. || Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. || Writer makes more than 4 errors in grammar or spelling that distract the reader from the content. ||
 * ** Capitalization & Punctuation (Conventions) ** || Writer makes no errors in capitalization or punctuation, so the paper is exceptionally easy to read. || Writer makes 1 or 2 errors in capitalization or punctuation, but the paper is still easy to read. || Writer makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow. || Writer makes several errors in capitalization and/or punctuation that catch the reader's attention and greatly interrupt the flow. ||
 * ** Introduction (Organization) ** || The introduction is inviting, states the main topic and previews the structure of the paper. || The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader. || The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader. || There is no clear introduction of the main topic or structure of the paper. ||

// Olsen, L. [], retrieved 4/20/10 //
 * 5.** **Resources and Materials**

[]

Mis, M.S. The colony of New York a primary source history. PowerKids Press, 2007

Word Wall

Story Board

Rubrics <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> Computer/Internet access to create VOKI


 * 6.** **Supplementary/Enrichment Activities**
 * <span style="color: #00b050; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">● Students could create a survey about the American Revolution/Intolerable Acts/Boston Massacre and present it to their peers.

● Students can visit [|HERE] and play the American Revolution Hangman game. **