Wednesday+Group+2


 * __​Name (red):__** __Naomi Gonzalex__
 * 2 Name (blue):_**Rhonda Estep

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: George Washington__ Grade Level: 5th Contributors:­­­­­­­­­­­ Naomi and Rhonda


 * LESSON PLAN**

Time: 60 mins
 * TITLE: George Washington as Commander in Chief**
 * __GRADE LEVEL__** **_ TIME ALLOTTED: 3 days (4 days if time does not permit)**


 * COMPOSITION OF CLASS: Male_9 Female_ 13Total_22**
 * Number of Special Needs Students ELL_1 504_2 IEP_3**


 * UNIT GOAL:** **//Students will be exposed to and be able to talk about the life of George Washington in reference to the American Revolution. (Including his role as Commander in Chief, in the formation of the nation, and as President of the United States.//**


 * PASS OBJECTIVES FOR THIS LESSON:**

Standard 4: The student will examine the lasting impact of the American Revolution. Objective 1: Describe the causes and results of conflicts between England and the Colonial America. (eg. Battle of Yorktown)//**
 * Social Studies**
 * //Standard 4: The student will examine the lasting impact of the American Revolution. Objective 4: Recognize the contributions of key individuals and groups involved in the American Revolution. (eg. George Washington)

Social Studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic. 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 lessons that appeal to a variety of learning styles.
 * Language Arts Objectives: **
 * ACEI Objectives **

1. Students will be able to discuss in detail George Washington's role in the battle of Yorktown as commander in cheif, in a grand conversation. 2. Students will be able to reflect on the accomplishments of George Washington in the battle of Yorktown, and his victory over the Britsh through the composition of their newspaper articles. Students will be guided by the teacher to fill out a KWL + chart. The topic they will discuss will be over what they know about George Washington and his participation in the American Revolution. This will help the teacher indicate what knowledge students have been exposed to previously. This will also help students to access their prior knowledge and will aid in connecting them with new information/knowledge. The teacher will also use the KWL+Chart in order to access students' prior knowledge.
 * SPECIFIC LESSON OBJECTIVES:**
 * 1) **PREASSESSMENT OF STUDENT KNOWLEDGE:**
 * 1) **Introduction/Set Induction/Hook (//This involves getting your students interested and motivated to learn.// Consider Teacher Instructional Indicators #1-3)**

The teacher will introduce the class to what is known as a word wall. They will create a word wall collaboratively as a class and will post the wall at the front of the classroom to be used as a reference during the unit, and even after the unit is completed. The word wall will begin with adding the following words on it. Students will also create an individual picture dictionary that they will have on hand at all times, explaining the meaning of the words on the word wall.


 * Vocabulary:**
 * Colonel: **a commissioned officer of similar rank in the armed forces of some other nations. **Commander in chief: **an officer in command of a particular portion of an armed force who has been given this title by specific authorization
 * Traitor: **a person who commits treason by betraying his or her country.
 * Rebellion: **open, organized, and armed resistance to one's government or ruler.
 * Revolution: **a sudden, complete or marked change in something: //the present revolution in church architecture.//
 * Bayonets: **a dagger-like steel weapon that is attached to or at the muzzle of a gun and used for stabbing or slashing in hand-to-hand combat.
 * Redcoats: **A British soldier

As the teacher I realize that there will be students within my classroom that have exceptionalities. I will accommodate these students accordingly. For students that have visual impairments, they will be placed at the front of the classroom so they will be able to see the board more clearly. For students who have hearing impairments, they too will be placed at the front of the room so they can receive optimal levels of hearing. IEP students will be given extra time to complete their assignments. They will also be given a handout containing an overview of all of the material covered in the lecture that day. ELL students will also be given extra time to complete their assignments. Out of classroom aids will be set in place (at the beginning of the semester) to help students with their homework and assignments. They will also be placed with intermediate students when the class is split into groups for in-class assignments and group projects. Gifted students will be held at higher standards than others. They will be asked to “help” with aiding other less gifted students with their group work. They will be considered the leader of group projects.
 * 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**

· **Guided Practice (Teacher Instructional Indicator #10)** Material that will be covered is found in the following books: Murray, Staurt. //American Revolution.// Eyewitness Books. DK. Publishing, Inc. New York, N.Y. 2002 Sullivan, George. //Mr. President: A book of U.S.Presidents.// Scholastic Inc. New York, N.Y. 1992 Chendy, Lynne. Fiore, Peter M. //When Washington crossed the Deleware//__.__ Simon&Schuster Books for Young Readers. New York, N.Y. 2004

Activity 1: During this portion of the lesson, students will have already been exposed to the content area of George Washington and his participation as commander-in-chief in the American Revolution, especially in the Victory at Yorktown. Students as a reflection of the learned material will in groups, collaboratively construct a story of a modern battle/war that has been fought (It can be anywhere from WWI to the conflict in Iraq) and how George Washington would have handled it. Students will also be given the option to construct an "original" battle scenario. After they have completed their WWGD (What Would George Do?) war scenario, they will be given time to volunteer to share their work with the rest of the class. Students will use the strategy of magnet summaries to complete the assignment.

Guiding Questions: Analysis: 1. Which events could have happened if George Washington failed to win the war? 2. What are some of the motives behind fighting a war?

Synthesis: 1. Can you see a possible solution to resolving the issues without engaging in a war? 2. What would have happened if George Washington was not the commander-in-chief? What if he was just an average American?

Evaluation: 1. Can you defend your position on how you think George Washington would have reacted towards certain situations? 2. How would you feel if you were in George Washington's. shoes and had to make some of the tough decisions that he had to make as the commander-in-chief?

Knowledge: 1. Can you tell me why George Washington would have responded differently in a modern age? 2. How many different supplies would he need to support his troops? What are those supplies?

Comprehension: 1. Can you write in your own words a speech that George Washington would have said to his troops before they entered into battle? 2. Can you provide a definition for George Washington as a person?

Application: 1. What factors/decisions made by George Washington would you change if you were in his shoes? 2. From the information given in the lesson, can you develop a set of instructions about how to win a war?

Activity 2: Students will also take part in the content game entitled "Who wants to be George Washington?" In this game students will be divided into groups (based upon the number of students) and will play against each other. The game will be an extension of the gameshow "Who wants to be a Millionaire?" There will be about 10 questions that students will have to answer within their group. They will be given life lines such as: 1. Their text books 2. The teacher 3. 50/50 They will be given 20 seconds to talk amongst their group, and at the end of the 20 seconds, the teacher will ring the bell and the leader of the group will have to produce the groups's answer. Some example questions are as follows:

Q. In the battle of Brandywine Creek, who was the main general who led the troops? A. John Adams B.George Washington C.William Howe D.John Hancock

Q.In what year did General George Washington defeat the British in the Battle of Yorktown? A.1784 B. 1786 C. 1780 D. 1781

During this part of the lesson students will take what they have learned about George Washington and his role in the final battle of Yorktown, and create a newspaper article in their learning journals. They are to include the following content: -The date of when the Revolutionary War ended. -The name of the treaty that was signed that ended the war. -The name of the officer that led the British troops against George Washington. -What role did George Washington play in the Victory at Yorktown. Students will go to the following website in order to complete their article: []
 * 4.** **Independent Practice (Teacher Instructional Indicator #11)**

As a class we will take time at the end of the day to reflect on what the students have learned. This is known as an exit slip. We will review questions that were found throughout the game, “Who wants to be George Washington?” to help students better understand his role that he played in the American Revolution. I will also have students write down on a piece of paper one thing that they had learned during the course of that day’s lesson. They will then be given time to share their comments with the class. I will also answer any questions that students might still have concerning the content.
 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**
 * If time does not permit, students will be encouraged to place their comment in the “comment box” at the end of the day, for the teacher to review.


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

Formative: I will walk around the room to each group during the duration of the guided practice to make sure that students are focused and on task. I will also ask them guiding questions for their creation of their "Who wants to be George Washington" war activity.

I will also use the game “Who wants to be George Washington?” in order to assess their learning. The assessment will be based on their answers and overall performance as a group. They will also be assessed based on their participation within their groups.

Summative: I will collect their learning journals at the end of the day in order to assess their learning through their news article they created, over the Battle and Victory of Yorktown. // [] //


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

Books: Murray, Staurt. //American Revolution.// Eyewitness Books. DK. Publishing, Inc. New York, N.Y. 2002 Sullivan, George. //Mr. President: A book of U.S.Presidents.// Scholastic Inc. New York, N.Y. 1992 Chendy, Lynne. Fiore, Peter M. //When Washington crossed the Deleware//__.__ Simon&Schuster Books for Young Readers. New York, N.Y. 2004

Students will need their Learning Journal for the completion of their Newspaper article Game Materials: A Bell A Group Leader
 * A white board (for answers)
 * Markers
 * Overheads/ Slide show for the questions (for visual learners)

Students will be sent home with a letter to their parents addressing the unit being covered over George Washington. They will also be reminded of the importance of furthering their child’s education outside of the classroom. [] Students, with adult supervision, will be able to go to the website and complete puzzles, word scramblers, and trivia, all based on George Washington.
 * 6.** **Supplementary/Enrichment Activities**

__Northeastern State University – Broken Arrow__ __READ 4043: Reading for the Content Area__ __Spring Semester 2010__ __Lesson Plan #2 Title:__ George Washington in Parliament Grade Level: 5th grade Contributors:­­­­­­­­­­­ Naomi and Rhonda
 * __Name:__ _ Date:_**


 * LESSON PLAN**


 * TITLE: George Washington in Founding a Nation**
 * __GRADE LEVEL__** **_ TIME ALLOTTED: 60 minutes**


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


 * UNIT GOAL:** //Students will be exposed to and be able to talk about the life of George Washington in reference to the American Revolution. This includes his role as Commander in Chief, in founding a nation, and as President of the United States.//

Objective 4: Recognize the contributions of key individuals and groups involved in the American Revolution. (eg. George Washington). Standard 4: The student will examine the lasting impact of the American Revolution. Objective 3: Identify and interpret the basic ideals in the Declaration of Independence.**
 * PASS OBJECTIVES FOR THIS LESSON:**
 * Standard 4: The student will examine the lasting impact of the American Revolution.

Social Studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic. 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 lessons that appeal to a variety of learning styles.
 * Language Arts Objectives: **
 * ACEI Objectives **

1. Students will be able to discuss the role of George Washington in the signing of the Declaration of Independence. 2. Students will be able to have a fluent converstaion regarding the 1st Continental Congress, and George Washington's impact on the decisions that were made.
 * SPECIFIC LESSON OBJECTIVES:**


 * 1) **PREASSESSMENT OF STUDENT KNOWLEDGE: //(How will you assess the prior knowledge of the students?)//** //The teacher will present the Possible sentences strategy in which student will be given the new vocabulary. The possible sentences strategy is used to// expose students to new vocabulary and allowing them to formulate their own ideas of the meaning of the word. It also lets students get better acquainted with unfamiliar vocabulary words.


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

Students will be introduced to new vocabulary throughout the course of the unit. For the second lesson plan, the teacher will direct students to the word wall where they will dicuss what they learned about the previous day. The teacher will then introduce the new vocabulary, allowing students to place the new words on the word wall. The word wall will continue to be displayed within the classroom for students to refer back to. Students will also create an individual picture dictionary that they will have on hand at all times, explaining the meaning of the words on the word wall


 * Vocabulary:**
 * Representative: **<span style="color: #333333; font-family: 'Times New Roman','serif';">a person who represents a constituency or community in a legislative body, esp. a member of the United States House of Representatives or a lower house in certain state legislatures.
 * <span style="font-family: 'Times New Roman','serif';">Colonists: **<span style="color: #333333; font-family: 'Times New Roman','serif';">(//often initial capital letter// ) an inhabitant of the 13 British colonies that became the United States of America.
 * <span style="font-family: 'Times New Roman','serif';">Mail by stagecoach: **<span style="font-family: 'Times New Roman','serif';">The means of transportation for letters back in the time of the American revolution
 * <span style="font-family: 'Times New Roman','serif';">Declaration: **<span style="color: #333333; font-family: 'Times New Roman','serif';">a positive, explicit, or formal statement; proclamation: //a declaration of war.//
 * <span style="font-family: 'Times New Roman','serif';">Colonies: **<span style="color: #333333; font-family: 'Times New Roman','serif';">a group of people who leave their native country to form in a new land a settlement subject to, or connected with, the parent nation.

As a part of the hook, the teacher will introduce the book entitled, //George Washington// by Cheryl Harness by means of a book talk. The book talk will be used to introduce the lesson, George Washington in founding a nation. The teachers will: 1. Introduce the book. 2. Give background knowledge of the author and the illustrator. 3. Give a brief summary "clip" of the story.

<span style="font-family: 'Times New Roman','serif';">As the teacher I realize that there will be students within my classroom that have exceptionalities. I will accommodate these students accordingly. For students that have visual impairments, they will be placed at the front of the classroom so they will be able to see the board more clearly. For students who have hearing impairments, they too will be placed at the front of the room. IEP students will be given extra time to complete their assignments. They will also be given a handout containing an overview of all of the material covered in the lecture that day. ELL students will also be given extra time to complete their assignments. Out of classroom aids will be set in place (at the beginning of the semester) to help students with their homework and assignments. They will also be placed with intermediate students when the class is split into groups for in-class assignments and group projects. Gifted students will be held at higher standards than others. They will be asked to “help” with aiding other less gifted students with their group work. They will be considered the leader of group projects.
 * 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)**

· **Guided Practice (Teacher Instructional Indicator #10)** During the duration of this part in the lesson plan students will be given a scenario depicting what life was like for G.W. ABBREVIATION during the time of the 1st Continental Congress and during the drafting of the D.O.I. This scenario will be read by the class, each student receiving a part. This scenario will include several other key characters of the American Revolution such as: John Adams, John Hancock, Benjamin Franklin, and Thomas Paine. It will also depict, for students, what life was like on a daily basis for the average individual during the time of American Revolution, what British influences still plagued the colonies, who were the primary Revolutionary leaders, and what was G.W.’s role in keeping the colonies stable.

Guiding Questions: Analysis: 1. How is the time of the American Revolution similar to today? How is it different? 2. What are some of the problems with forming a government?

Synthesis: 1. Can you see other possible solutions to dealing with the British? 2. What would have happened if George Washington was not born?

Evaluation: 1. What changes to the Declaration of Independence would you have recommended? 2. Do you believe that George Washington was the right person for the job?

Knowledge: 1. Describe what happened at the 1st Continental Congress. 2. Who was it that signed the Declaration of Independence?

Comprehension: 1. Can you write in your own words comments that were made by George Washington during the 1st Continental Congress? 2. What is the main idea in the Declaration of Independence?

Application: 1. Do you know of another instance in where America has fought for the ideal of freedom? 2. What factors would you change if you were a member of the meeting of the 1st Continental Congress?


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

At this time students have been exposed to various aspects of G.W. and his influence in the American Revolution, especially in the aftermath of forming a nation. Therefore, they will create a comic strip which depicts a scenario of the meeting in which the Declaration of Independence was signed. The comic strip should include: SITE -Thomas Jefferson, Thomas Paine, John Adams, John Hancock, and of course George Washington. -“pro’s and con’s” of the Declaration of Independence itself.

Students will refer to this website in order to complete the assignment. []

Students will be broken into their different centers. The centers are as follows: Center 1: Students will play the trivia game depicting the life of George Washington and how he took part in forming the nation. Flash cards will be provided by the teacher Center 2: Students will be exposed to a variety of books that fall under the text set of George Washington. They will be able to pick out a book and read it individually, or with a partner. Center 3: Students will be able to create an interview scenario in which one student is George Washington, and the other is a talk show host. George Washington will be asked questions pertaining to anything students want to learn about him.
 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**


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

Formative: I will walk around the room to each group during the duration of the guided practice to make sure that students are focused and on task. I will also ask them guiding questions for their creation of their comic strip.

Summative: I will collect their comic strips at the end of the day in order to assess them. // [] //

Books: Murray, Staurt. //American Revolution.// Eyewitness Books. DK Publishing Inc. New York, N.Y. 2002. Harness, Cheryl. //George Washington.// National Geographic Society. Washington, D.C. 2000. Students will be sent home with a letter to their parents addressing the unit being covered over George Washington. They will also be reminded of the importance of furthering their child’s education outside of the classroom. [] Students, with adult supervision, will be able to go to the website and take part in the game located here.
 * 5.** **Resources and Materials**
 * 6.** **Supplementary/Enrichment Activities**

__Northeastern State University – Broken Arrow__ __READ 4043: Reading for the Content Area__ __Spring Semester 2010__ __Lesson Plan #3 Title:__ George Washington as President Grade Level: 5th grade Contributors:­­­­­­­­­­­ Naomi and Rhonda
 * __Name:__ _ Date:_**

**LESSON PLAN**


 * TITLE: George Washington vs. King George III**


 * __GRADE LEVEL__** **_ TIME ALLOTTED: 60 mins**


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


 * UNIT GOAL:** //Students will be exposed to and be able to talk about the life of George Washington in reference to the American Revolution. including his role as Commander in Chief, in founding a narion, and as President of the United States.//

Standard 4: The student will examine the lasting impact of the American Revolution. Objective 4: Recognize the contributions of key individuals and groups involved in the American Revolution. (eg. George Washington) Standard 1: The student will develop and demonstrate the process skills of social studies. Objective 3: Construct timelines from significant events in United States history.
 * PASS OBJECTIVES FOR THIS LESSON:**


 * LANGUAGE ARTS Objectives**: Social Studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.


 * ACEI Objectives**: 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.


 * SPECIFIC LESSON OBJECTIVES: //(What do you want your students to know and be able to do after instruction?)//** Students will be able to determine and analyze the characteristics of both George Washington and King George III.
 * 1) **PREASSESSMENT OF STUDENT KNOWLEDGE:** The teacher will present the LINK (List, Inquire, Note and Know) brainstorning strategy. This strategy encourages student-directed discussion about their prior knowledge of a topic. The key word George Washington will be written on the markerboard. Students are allowed 3 minutes to list their associations for the word. Next, the teacher will ask students for associations and write them around the key word. When everyone has offered an association, allow students to respond with further ideas. Encourage students to inquire about the items listed on the markerboard. The teacher might prompt the students by asking What made you think of....? During the inquiry process, students interact both to share and to extend their understandings of the key word. When students have completed their inquiries and comments about the items. Instruct students to turn over their papers and note what they have learned about the key word.


 * 2. Introduction/Set Induction/Hook** I will dress up as George Washington to get students attention. I will state interesting facts about George Washington than I will read the book //George vs. George by// Rosalyn Schanzer.

Students will be introduced to new vocabulary throughout the course of the unit. For the third lesson plan, the teacher will direct students to the word wall where they will dicuss what they learned about the previous day. The teacher will then introduce the new vocabulary, allowing students to place the new words on the word wall. The word wall will continue to be displayed within the classroom for students to refer back to. The students will also add the new vocabulary to their picture dictionary.


 * Vocabulary:**
 * <span style="font-family: 'Times New Roman','serif';">Congress: **<span style="color: #333333; font-family: 'Times New Roman','serif';">the national legislative body of the U.S., consisting of the Senate, or upper house, and the House of Representatives, or lower house, as a continuous institution.
 * <span style="font-family: 'Times New Roman','serif';">Cabinet: **<span style="color: #333333; font-family: 'Times New Roman','serif';">(//often initial capital letter// ) a council advising a president, sovereign, etc., esp. the group of ministers or executives responsible for the government of a nation.
 * <span style="font-family: 'Times New Roman','serif';">Inauguration: **<span style="font-family: 'Times New Roman','serif';">A formal induction to a place in office
 * <span style="font-family: 'Times New Roman','serif';">E plubirus unim: **<span style="font-family: 'Times New Roman','serif';">The seal of the United States; meaning one out of many (latin)
 * <span style="font-family: 'Times New Roman','serif';">Oath: **<span style="color: #333333; font-family: 'Times New Roman','serif';">a formally affirmed statement or promise accepted as an equivalent of an appeal to a deity or to a revered person or thing; affirmation.

<span style="font-family: 'Times New Roman','serif';">As the teacher I realize that there will be students within my classroom that have exceptionalities. I will accommodate these students accordingly. For students that have visual impairments, they will be placed at the front of the classroom so they will be able to see the board more clearly. For students who have hearing impairments, they too will be placed at the front of the room. IEP students will be given extra time to complete their assignments. They will also be given a handout containing an overview of all of the material covered in the lecture that day. ELL students will also be given extra time to complete their assignments. Out of classroom aids will be set in place (at the beginning of the semester) to help students with their homework and assignments. They will also be placed with intermediate students when the class is split into groups for in-class assignments and group projects. Gifted students will be held at higher standards than others. They will be asked to “help” with aiding other less gifted students with their group work. They will be considered the leader of group projects.
 * 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)**

· **Guided Practice (Teacher Instructional Indicator #10)** The teacher will read the introduction in //George vs. George// by Rosalyn Schanzer. After the reading the teacher and students will discuss //George vs. George// in a classroom debate. The student will have a copy of the introduction of the book //George vs. George// so that they can fill out a T chart with the differences. Using a Grand Conversation, the teacher will ask the following questions.

1. Name the First President of the United States. 2. When was the American Revolution? 1. Give examples of the responsibilities of a King. 2. Give examples of a Colonist. 1. Illustrate the differences between the Colonists and the King. 2. Examine why King George wanted to maintain control over the colonies. 1. Breakdown what happened when King George decided to tax the colonies. 2. Compare and contrast George Washington and King George lifestyle. 1. Explain what might of happened if the Colonists had not risen against King George III. 2. Devise a plan without going to war. 1. Determine how you feel about the Colonists fight for independence. 2. Determine when a country can become self-sufficient enough to govern themselves. The teacher will guide the students on how to make a Timeline that depicts the events leading up to the Revolutionary War. The students will also be guided in a letter writing activity. __Constructing a Timeline__ The students will engage in independent practice as they collaborate together to construct a Timeline of the events leading up to the Revolutionary War. The students will decide together how they will form groups and obtain information. The students will have the available resources which will be: internet and the book //__George vs George__ by Rosalyn Schanzer.//
 * Knowledge:**
 * Comprehension:**
 * Application:**
 * Analysis:**
 * Synthesis:**
 * Evaluation:**
 * 4.** **Independent Practice (Teacher Instructional Indicator #11)**

__Writing Activity__ To encourage active engagement and collaboration I will have the students to write a poem describing either George Washington or King George in writing centers. The writing centers will allow students to work on the creation of their plays and also timeline. Each center will have teacher examples and supportive materials to assist the students in completing their activities. Several prompts and costumes will be provided to encourage students imagination.

__Timelines__ The students will show and discuss the timelines that they have created. The timelines will be displayed in the room and used for the remaining unit.
 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**

__Performances__ The students will recite their poem for the class.
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**)

[]


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

__<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Materials: __<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Strategy LINK T Chart __<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Writing Center: __<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Pencils Lined Paper Computer with internet access Timeline Sheet Construction Paper Scissors Glue Teacher example: Timeline and Poem __<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Theater Center __<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Clothing to dress up as George Washington or King George III Wigs Hats Schanzer, R. (2004). George vs.George. New York: Scholastic INC.

As an enrichment activity the students will create mock interviews with each other. One person will be the interviewer and the other person will be George Washington or King George III. After the interview is complete the students will switch roles and the students will be required to ask at least 10 questions.
 * 6.****Supplementary/Enrichment Activities**

Historical Role Play : Poem "George"

 * Mrs. estep**
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Historical Accuracy || All historical information appeared to be accurate and in chronological order. || Almost all historical information appeared to be accurate and in chronological order. || Most of the historical information was accurate and in chronological order. || Very little of the historical information was accurate and/or in chronological order. ||
 * Knowledge Gained || Can clearly explain several ways in which his character "saw" things differently than other characters and can clearly explain why. || Can clearly explain several ways in which his character "saw" things differently than other characters. || Can clearly explain one way in which his character "saw" things differently than other characters. || Cannot explain one way in which his character "saw" things differently than other characters. ||
 * Props/Costume || Student uses several props (could include costume) that accurately fit the period, show considerable work/creativity and make the presentation better. || Student uses 1-2 props that accurately fit the period, and make the presentation better. || Student uses 1-2 props which make the presentation better. || The student uses no props OR the props chosen detract from the presentation. ||

Timeline : The start of the American Revolutionary War

 * Mrs. estep**
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * 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. ||
 * Dates || An accurate, complete date has been included for each event. || An accurate, complete date has been included for almost every event. || An accurate date has been included for almost every event. || Dates are inaccurate and/or missing for several events. ||
 * Resources || The timeline contained at least 8-10 events related to the topic being studied. || The timeline contained at least 6-7 events related to the topic being studied. || The timeline contained at least 5 events related to the topic being studied. || The timeline contained fewer than 5 events. ||
 * 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. ||

<span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 9pt; msofareastfontfamily: 'Times New Roman'; text-align: center;">
 * || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13.5pt; mso-fareast-font-family: 'Times New Roman';">Newspaper : The Victory at Yorktown **

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; mso-fareast-font-family: 'Times New Roman';">Teacher Name: **Ms. Gonzalez**

Student Name: ||  ||


 * <span style="color: black; display: block; font-family: 'Arial','sans-serif'; msofareastfontfamily: 'Times New Roman'; text-align: center;">CATEGORY || **<span style="color: black; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">4 ** || **<span style="color: black; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">3 ** || **<span style="color: black; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">2 ** || **<span style="color: black; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">1 ** ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Articles - Interest ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; mso-fareast-font-family: 'Times New Roman';">The articles contain facts, figures, and/or word choices that make the articles exceptionally interesting to readers. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; mso-fareast-font-family: 'Times New Roman';">The articles contain facts, figures, and/or word choices that make the articles interesting to readers. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; mso-fareast-font-family: 'Times New Roman';">The article contains some facts or figures but is marginally interesting to read. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; mso-fareast-font-family: 'Times New Roman';">The article does not contain facts or figures that might make it interesting to read. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Layout - Headlines & Captions ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; mso-fareast-font-family: 'Times New Roman';">All articles have headlines that capture the reader's attention and accurately describe the content. All articles have a byline. All graphics have captions that adequately describe the people and action in the graphic. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; mso-fareast-font-family: 'Times New Roman';">All articles have headlines that accurately describe the content. All articles have a byline. All graphics have captions. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; mso-fareast-font-family: 'Times New Roman';">Most articles have headlines that accurately describe the content. All articles have a byline. Most graphics have captions. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; mso-fareast-font-family: 'Times New Roman';">Articles are missing bylines OR many articles do not have adequate headlines OR many graphics do not have captions. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Knowledge Gained ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; mso-fareast-font-family: 'Times New Roman';">All students in the group can accurately answer all questions related to a) stories in the newspaper and b) technical processes used to create the newspaper. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; mso-fareast-font-family: 'Times New Roman';">All students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; mso-fareast-font-family: 'Times New Roman';">Most students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; mso-fareast-font-family: 'Times New Roman';">Several students in the group appear to have little knowledge about the facts and the technical processes used for the newspaper. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Spelling and Proofreading ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; mso-fareast-font-family: 'Times New Roman';">No spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; mso-fareast-font-family: 'Times New Roman';">No more than a couple of spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; mso-fareast-font-family: 'Times New Roman';">No more than 3 spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; mso-fareast-font-family: 'Times New Roman';">Several spelling or grammar errors remain in the final copy of the newspaper. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Who, What, When, Where & How ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; mso-fareast-font-family: 'Times New Roman';">All articles adequately address the 5 W's (who, what, when, where and how). || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; mso-fareast-font-family: 'Times New Roman';">90-99% of the articles adequately address the 5 W's (who, what, when, where and how). || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; mso-fareast-font-family: 'Times New Roman';">75-89% of the articles adequately address the 5 W's (who, what, when, where and how). || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; mso-fareast-font-family: 'Times New Roman';">Less than 75% of the articles adequately address the 5 W's (who, what, when, where, and how). ||

<span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 9pt; msofareastfontfamily: 'Times New Roman'; text-align: center;">
 * || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13.5pt; mso-fareast-font-family: 'Times New Roman';">Letter-Writing : Comic Strip **

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; mso-fareast-font-family: 'Times New Roman';">Teacher Name: **Ms. Gonzalez**

Student Name: ||  ||


 * <span style="color: black; display: block; font-family: 'Arial','sans-serif'; msofareastfontfamily: 'Times New Roman'; text-align: center;">CATEGORY || **<span style="color: black; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">4 ** || **<span style="color: black; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">3 ** || **<span style="color: black; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">2 ** || **<span style="color: black; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">1 ** ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Ideas ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; mso-fareast-font-family: 'Times New Roman';">Ideas were expressed in a clear and organized fashion. It was easy to figure out what the letter was about. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; mso-fareast-font-family: 'Times New Roman';">Ideas were expressed in a pretty clear manner, but the organization could have been better. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; mso-fareast-font-family: 'Times New Roman';">Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the letter was about. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; mso-fareast-font-family: 'Times New Roman';">The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Grammar & spelling (conventions) ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; mso-fareast-font-family: 'Times New Roman';">Writer makes no errors in grammar or spelling. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; mso-fareast-font-family: 'Times New Roman';">Writer makes 1-2 errors in grammar and/or spelling. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; mso-fareast-font-family: 'Times New Roman';">Writer makes 3-4 errors in grammar and/or spelling || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; mso-fareast-font-family: 'Times New Roman';">Writer makes more than 4 errors in grammar and/or spelling. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Length ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; mso-fareast-font-family: 'Times New Roman';">The letter is 10 or more sentences. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; mso-fareast-font-family: 'Times New Roman';">The letter is 8-9 sentences. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; mso-fareast-font-family: 'Times New Roman';">The letter is 5-7 sentences. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; mso-fareast-font-family: 'Times New Roman';">The letter is less than 5 sentences. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Neatness ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; mso-fareast-font-family: 'Times New Roman';">Letter is typed, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with pride. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; mso-fareast-font-family: 'Times New Roman';">Letter is neatly hand-written, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with care. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; mso-fareast-font-family: 'Times New Roman';">Letter is typed and is crumpled or slightly stained. It may have 1-2 distracting error corrections. It was done with some care. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; mso-fareast-font-family: 'Times New Roman';">Letter is typed and looks like it had been shoved in a pocket or locker. It may have several distracting error corrections. It looks like it was done in a hurry or stored improperly. ||