Wednesday+Group+1

**__#1 Name (blue):__** __Nikki Ellis__ **__#2 Name (green):___**Amanda Peterson
 * __#3 Name ( Black):___**Lesli Finch

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:__ Freedom-A Right For Everyone Date: May 5, 2010**

Lesson Plan #1 Title: The Revolution Begins __ Grade Level: ­­­­­­­­­­­ Nikki Ellis __

LESSON PLAN
**TITLE: The Revolution Beings-The Sons of Liberty**
 * GRADE LEVEL 5** __**_ TIME ALLOTTED: 45 to 1 hour**


 * UNIT GOAL:**__ Students will recognize the contributions of key individuals and groups involved in the American Revolution.

__**PASS OBJECTIVES FOR THIS LESSON:**__ __ //**Reading/Literature:**// __ Standard 1: Vocabulary - The student will develop and expand knowledge of words and word meanings to increase their vocabulary. Writing/Grammar/Usage and mechanics: Standard 1: Writing Process - The student will use the writing process to write coherently. 1. Use the writing process to develop, extend, and refine composition skills. // __**Social Studies**__ // Standard 4: Students will recognize the contributions of key individuals and groups involved in the American Revolution.


 * 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 lessons that appeal to a variety of learning styles.

1. Students will be able to explain who Sam Adams is and how he kept the war going. 2. Students will be able to explain who Patrick Henry is and the role the he played in the American Revolution. 3. Students will be able to explain who the Sons of Liberty are and what role they played in the American Revolution.
 * 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?)//**__

 Through a grand discussion, the teacher will check students’ prior knowledge about the Sons of Liberty, Samuel Adams, and Patrick Henry. During our grand discussion we will construct a KWL+ chart. We will refer back to the K-W-L+ chart at the closure of the lesson to cover what we have learned. We will also have a discussion about freedom and what it means to be free. We will discuss areas in our lives that we have freedom. __
 * Introduction/Set Induction/Hook** __

I will say to the students: Has there ever been something that someone has told you that you have to do that you do not want to do? Did that person make you angry? Did you wish that you could have told that person no and done what you wanted to instead? Well, I am going to share something with you all that will probably make you very angry. You no longer have access to your lockers. You will not be able to store your school books, personal supplies, or school supplies in them. Instead you have to carry your supplies around with you. This is probably going to be a pain for a lot of you all but I simply do not care. You are just going to have to deal with it. If you want access to your locker again you are going to have to pay me $5 a day for it.

I will now have a grand discussion with the students about how they felt about the information that I just shared with them: How did I just make you feel? Why did I make you feel that way? Did it make you angry? Did you all want to all gang up against me and find a way to get your lockers back? Would you really pay me $5 a day to have access to your locker?

Vocabulary: Rebellion, Petition, Revolution, Intolerable Acts, freedom The strategy that I will have the students use to work on their vocabulary is the Possible Sentence (strategy attached under resources) Strategy. The vocabulary words will be added to the word wall.

__**3. Instructional Procedures (//This involves what the teacher and students will actually DO as they engage in learning.// Consider Teacher Instructional Indicators #4-8)**__
 * __**Adjustments/Adaptations**__
 * Larger font will be provided on all worksheets, and other resources as well as magnifying glasses as needed for those student who have visual impairments. Also those students who have visual impairments will sit closer to the front of the room or closer to the teacher during class discussions.
 * If possible, I will provide books that are in my ELL student's native language to help them make connections and further their understanding such as "Who is Thomas Jefferson" by Fradin which is available in Spanish.
 * For students who require an IEP I will work directly with parents and aids to be sure that their individual needs are met according to the prescribes IEP of that student.
 * I will pair an English speaking student with an ELL student so that they can have support from someone whose native language is English.
 * I will use color to appeal to visual learners and provide hands-on activities to appeal to kinesthetic learners.
 * Pre-cut items will be used to assist students with fine motor problems during the lesson in which crafts are formed from construction paper. Also, my students with fine motor skills can be paired with those who are not deficient in these fine motor skills and those who struggle with reading can take part in "Buddy Reading".
 * I will use special resources such as reading material that are consistent with my students' reading levels and learning styles.
 * videotapes, audiotapes, and other audio-visual materials that give learning experiences greater breadth and depth will be used such as the documentary video over the Declaration of Independence and youtube videos to increase understanding and interest
 * using learning resources that provide direct experiences of seeing and touching such as making a book that incorporates their understanding of the Revolutionary period
 * providing enrichment units, additional readings, and other opportunities under suppplementary supplementary activities such as webquests, the investigations of websites, and re enactments that extend learning
 * using a variety of teaching and learning strategies, such as special interest groupings for research projects; peer partners, collaborative groups, and cross-age tutoring
 * collaborating with resource teachers, teacher-librarians, and other professionals
 * simplifying the language of instruction
 * providing opportunities for performance in areas of special talent such as in the supplementary activities as the students act as their chosen character.
 * providing all students with strategies for understanding and accepting exceptional students and integrating them into the regular classroom. Supplementary activities that will enhance learning for the exceptional child
 * Extra time will be allotted to children who need time to complete tasks such as the presentations, or a group project will be given as an alternative.
 * allowing students to complete tasks or present information in alternative ways (e.g., through taped answers, demonstrations, dramatizations, role play)
 * providing for the use of scribes
 * using pictorial schedules to assist students in making transitions

__·__ **__Guided Practice (Teacher Instructional Indicator #10)__** I will provide the students with the text set (text set is provided under the resources). I will guide the students through the text set. I will tell the students to refer to the words on the word wall and see if they can find those words in the text. Also, I will tell them to find as much information as they can about Samuel Adams, the Sons of Liberty, and Patrick Henry from the text set. I will have the students use the Double-Entry Journal strategy (attached under resources) while they read the text. They will be reading to find out what the text says about Samuel Adams, the Sons of Liberty, and Patrick Henry. We will have a grand conversation over the text:

__Knowledge:__ 1) Can you name the person who said, "Give me liberty, or give me death!" ? 2) Name one of the Sons of Liberty. __Comprehension:__ 1) Can you provide a definition for rebellion? 2) What do you think could have happened if Samuel Adams had not have been as vocal as he was about his beliefs? __Application:__ 1) What questions would you ask if you became one of the Sons of Liberty? 2) Interpret what Patrick Henry meant when he said, "Give me liberty, or give me death!" __Analysis:__ 1) What events could have happened if Samuel Adams had not organized resistance to the Stamp Act? 2) What was the problem with the British taxation measures? __Synthesis:__ 1) Can you write a recipe for rebellion? 2) Predict what would have happened if Samuel Adams had not resisted the Stamp Act. Predict what the British would have done of there was not resistance towards the Stamp Act. __Evaluation:__ 1) How would you defend your position if you were one of the Sons of Liberty? 2) How would you feel if all of your freedom were taken away?

We will go back to the Possible Sentence Strategy to review sentences that students have made with their vocabulary words.

The text set is: Adler, D. (1995). //A Picture Book of Patrick Henry.// Holiday House. Adler, D. (2005). //A Picture Book of Samuel Adams.// Holiday House. Fradin, D. (2008). //Let It Begin Here!// Roaring Book Press. Fritz, J. (1974). //Why Don't You Get a Horse, Sam Adams?// Putnam. Irvin, B. //Samuel Adams: Son of Liberty, Father of Revolution .// 2002: Oxford University Press. Noble, Trinka Hakes. (2004). //The Scarlet Stalkings Spy.// Sleeping Bear Press. Richardson, Fayette. (1975). //Sam Adams: The Boy Who Became Father of the American Revolution//. New York: Crown Publishers. Poe, M. (2008). //Turning Points: Sons of Liberty.// New York: Aladdin Paperbacks.

__**4.**__ **__Independent Practice (Teacher Instructional Indicator #11)__**

I will share with the class that they are now to get into groups of four. In their groups they will design a flag. The flag will be a flag that they believe the Sons of Liberty should have had or a slogan that they would have had if they were one of the Sons of Liberty. On the back of the flags the students will write down at least five interesting facts that they discovered about the Sons of Liberty. The rubric for this assignment is attached below. The students will also create a Venn Diagram comparing and contrasting Samuel Adams and Patrick Henry. They can put whatever information that they find and that they think is important to know about the two men. They can get as creative as they want with their Venn diagrams. The rubric for the Venn diagrams is attached below. The following are additional resources that the students can use while they are working on creating their slogans as well as creating their Venn diagrams: [|Liberty's Kids website] [|Biographies of Important Revolutionary War People] __[|Information Over Key Figures]__

__**5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**__ The students will now share their Venn diagrams with each other and well as their flags that they created. The students will share with each other why they chose the information that they did to include in their Venn diagrams. The students will also share with each other why they chose to create the slogan the way that they did. >
 * 1) __**Evaluation/Assessment (Teacher Product Indicators #2-3**)__
 * Formative: I will observe how well the students together and how efficiently they use their time and stay on topic.
 * Summative: I will use a rubric to assess the Venn diagrams over Samuel Adams and Patrick Henry. I will also use a rubric to assess the information recorded in the students exit slips.
 * Venn Diagram Rubric || 4 || 3 || 2 || 1 ||
 * Content || The Venn Diagram is filled in with at least 3 items per category. || The Venn Diagram is filled in with at least 2 items per category. || The Venn Diagram is filled in with at least 1 item per category. One category may be not filled in. || The Venn Diagram is not completely filled in. More than one category is empty. ||
 * Accuracy || The information on the Venn Diagram is completely accurate. || The information on the Venn Diagram is mostly accurate. Two or fewer items are inaccurate. || The information on the Venn Diagram is partially accurate. Three to five items are inaccurate. || The information on the Venn Diagram is mostly inaccurate. More than 5 items are inaccurate. ||

5 facts about the Sons of Liberty are on the back of the flag. Groups collaborated well. || Flag is completed. At least 4 facts about the Sons of Liberty are on the back. Groups had little trouble collaborating. || Flag is incomplete. 3 or less facts about the Sons of Liberty on the back. Groups did not collaborate well. ||
 * Flag Rubric || Target || Acceptable || Unacceptable ||
 * What I am looking for: || Flag is completed.


 * Exit Slips Rubric || Outstanding || Target || Acceptable || Unacceptable ||
 * Answer possibilities || Student correctly identifies the information covered in today's lesson. Student correctly lists the characteristics of the Revolutionary War, Sons of Liberty, Samuel Adams, or Patrick Henry. Students identify and area that they would like to have more clarification in || Student correctly identifies the information covered in today's lesson. Student correctly lists the two main characteristics of either the Revolutionary War, Sons of Liberty, Samuel Adams, or Patrick Henry. Student identifies an area they need more clarification in. || Student correctly identifies the information covered in today's lesson. Student correctly lists at least one of the main characteristics of the Revolutionary War, Sons of Liberty, Samuel Adams, or Patrick Henry. || Student does not correctly identify the information covered in today's lesson.Student does not correctly list any of characteristics of the Revolutionary War, Sons of Liberty, Samuel Adams, or Patrick Henry. ||

__**5.** **Resources and Materials**__ [|Double-Entry Journal] [|Venn Diagram] [|Liberty's Kids website] [|Biographies of Important Revolutionary War People] __[|Information Over Key Figures]__ Adler, D. (1995). //A Picture Book of Patrick Henry.// Holiday House. Adler, D. (2005). //A Picture Book of Samuel Adams.// Holiday House. Fradin, D. (2008). //Let It Begin Here!// Roaring Book Press. Fritz, J. (1974). //Why Don't You Get a Horse, Sam Adams?// Putnam. Irvin, B. //Samuel Adams: Son of Liberty, Father of Revolution .// (2002): Oxford University Press. Noble, Trinka Hakes. (2004). //The Scarlet Stalkings Spy.// Sleeping Bear Press. Richardson, Fayette. (1975). //Sam Adams: The Boy Who Became Father of the American Revolution//. New York: Crown Publishers. Poe, M. (2008). //Turning Points: Sons of Liberty.// New York: Aladdin Paperbacks.
 * art supplies for creating slogans
 * 5th grade social studies text set
 * computers
 * Internet access
 * [|Possible Sentence]
 * the following websites:
 * the text set:

__6.____**Supplementary/Enrichment Activities** ​__ The students will be given access to the following website: [|Revolutionary War WebQuest] The students will be able to explore this website to gain more information about the Revolutionary War. The students can record the information that they find in their learning journals. The information will help clarify and enrich their understanding about the Revolutionary War. Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #2 Title: __ Grade Level: 5th Grade Contributors: __ Amanda Peterson __Edited by Nikki Ellis and Lesli Finch__

LESSON PLAN

 * TITLE:**Thomas Jefferson and the Declaration of Independence
 * GRADE LEVEL**__**_ TIME ALLOTTED:** 1 hour
 * UNIT GOAL:**__ Students will recognize the contributions of key individuals and groups involved in the American Revolution.

//__ **PASS Reading/Literature:** __// Standard 1: Vocabulary - The student will develop and expand knowledge of words and word meanings to increase their vocabulary. Writing/Grammar/Usage and mechanics: Standard 1: Writing Process - The student will use the writing process to write coherently. 1. Use the writing process to develop, extend, and refine composition skills. __**PASS Social Studies**__ Standard 4: Recognize the contributions of key individuals and groups involved in the American Revolution.
 * __PASS OBJECTIVES FOR THIS LESSON:__**

<span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">** __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. **

__**SPECIFIC LESSON OBJECTIVES**__
 * 1) Students will be able to generate Thomas Jefferson's basic biography through the construction of a timeline.
 * 2) The students will be able to write about how Thomas Jefferson was a major part of the Declaration of Independence, and describe his role through a letter to John Adams.

__**PREASSESSMENT OF STUDENT KNOWLEDGE:**__ //Play the audio reading of the Declaration of Independence at http://www.youtube.com/watch?v=poT5yr5lJCU. Ask students who wrote the Declaration of Independence. Have them write down what they think the Declaration of Independence is and then give key terms that they can recall from the audio. Ask them who Thomas Jefferson was and what they think his role was with the Declaration of Independence. Present them with a "Knowledge Rating Scale".// //Tell them that it is okay if they do not know what some of the things on the paper are. Tell them that you will discuss what each is during the lesson.//

Introduce the Vocabulary Words that were listed on the Knowledge Rating Scale: Second Continental Congress Continental Army Traitor abolish unalienable

As a class, instruct them to use word maps to identify the meaning and components of the vocabulary words. Write each word on the board and have them go in groups of four and find the meaning of the words. Then as a class they will make Word Maps for each word.

__**Introduction/Set Induction/Hook**__ Play the video of Thomas Jefferson and John Adams at http://www.youtube.com/watch?v=T1Txi1687wo.

Start off by asking questions about the Declaration of Independence. Then tell them to pretend they are Thomas Jefferson and are writing a "Declaration." Explain that a declaration is a statement about anything that will be done or has been done. Give the example of (I will eat my vegetables before dessert every day). Instruct them to write out a declaration. Give each child a chance to read their declaration.

__**Instructional**__ __**Procedures**__


 * __**Adjustments/Adaptations (//What will you do to accommodate the special needs of individual students?// See Teacher**__ **Instructional Indicator #9)**
 * Larger font will be provided on all worksheets, and other resources as well as magnifying glasses as needed for those student who have visual impairments. Also those students who have visual impairments will sit closer to the front of the room or closer to the teacher during class discussions.
 * If possible, I will provide books that are in my ELL student's native language to help them make connections and further their understanding such as "Who is Thomas Jefferson" by Fradin which is available in Spanish.
 * For students who require an IEP I will work directly with parents and aids to be sure that their individual needs are met according to the prescribes IEP of that student.
 * I will pair an English speaking student with an ELL student so that they can have support from someone whose native language is English.
 * I will use color to appeal to visual learners and provide hands-on activities to appeal to kinesthetic learners.
 * Pre-cut items will be used to assist students with fine motor problems during the lesson in which crafts are formed from construction paper. Also, my students with fine motor skills can be paired with those who are not deficient in these fine motor skills and those who struggle with reading can take part in "Buddy Reading".


 * I will use special resources such as reading material that are consistent with my students' reading levels and learning styles.
 * __**videotapes, audiotapes, and**__ other audio-visual materials that gi ve learning experiences greater breadth and depth will be used such as the documentary video over the Declaration of Independence and youtube videos to increase understanding and interest
 * using learning resources that provide direct experiences of seeing and touching such as making a book that incorporates their understanding of the Revolutionary period
 * providing enrichment units, additional readings, and other opportunities under supplementary activities such as webquests, the investigations of websites, and re enactments that extend learning
 * using a variety of teaching and learning strategies, such as special interest groupings for research projects; peer partners, collaborative groups, and cross-age tutoring
 * collaborating with resource teachers, teacher-librarians, and other professionals
 * simplifying the language of instruction
 * providing opportunities for performance in areas of special talent such as in the supplementary activities as the students act as their chosen character.
 * providing all students with strategies for understanding and accepting exceptional students and integrating them into the regular classroom. Supplementary activities that will enhance learning for the exceptional child
 * Extra time will be allotted to children who need time to complete tasks such as the presentations, or a group project will be given as an alternative.
 * allowing students to complete tasks or present information in alternative ways (e.g., through taped answers, demonstrations, dramatizations, role play)
 * providing for the use of scribes
 * using pictorial schedules to assist students in making transitions

__ · **Guided Practice (Teacher Instructional Indicator #10)**__ Guide the students through "Who was Thomas Jefferson". Then, give them each a copy of the worksheet article "Thomas Jefferson" found at lessonsnips.com/docs/pdf/thomasjefferson. Highlight main events in his life such as where he was born, his birth date, his contribution and writing of the Declaration of Independence, and his years as President of the United States. Use the Question-Answer relationship strategy to encourage the student to focus on the life of Thomas Jefferson. Have a class discussion in which you discuss the life of Thomas Jefferson, at all levels of comprehension. Use the possible sentence strategy to form a variety of sentences as a class that identifies the vocabulary words. __Knowledge:__ 1) Who wrote the Declaration of Independence? 2) When was he born? __Comprehension:__ 1) What is the definition of inalienable? 2) Around what time did the Revolutionary War break out? __Application:__ 1) Predict what would have happened if Thomas Jefferson had never written the Declaration of Independence. 2) How does the Declaration of Independence relate to our free country? __Analysis:__ 1) Order the main events in Thomas Jefferson's life. 2) Contrast what Jefferson did when he was 16 to what you will be doing at 16. __Synthesis:__ 1) Create a time line of the events of Thomas Jefferson's life. 2) Construct on the time line certain dates and people who were involved in Jefferson's life. __Evaluation:__ 1) Decide whether or not you would have written the Declaration of Independence like Jefferson or not and tell why. 2) What changes would you recommend to the Declaration of Independence? St

__**Independent Practice**__ The students will be instructed to write a letter stating why or why not Thomas Jefferson is the best man to write the Declaration of Independence. They will be writing this friendly letter to John Adams in support or rejection of Thomas Jefferson writing the Declaration of Independence. They should include some of Jefferson's experiences with politics including him serving on the Continental Congress and fighting against the Coercive Acts. They can refer back to the important events from the worksheet article. This will be a homework activity. The students will also be constructing the timeline that was discussed in the Guided Practice Questions. Using construction paper and other craft materials, including pictures, drawings, magazine articles and graphics etc, the students will list the major events that were listed on the worksheet. For bonus they can include other main events of his life that they research on their own, not listed in the short essay about Jefferson, or in the book that was read. They can use the text set that is available to find more key events of Jefferson's life.

__**Closure/Summary/Representation**__ Reflect on the lesson about Thomas Jefferson and his role in the Declaration of Independence. Tell the students that without the writing of Declaration of Independence, we may not be a free country today. Tell the students that there were many other factors that were involved in our freedom and many men and women sacrificed a great deal so that we would be free hundreds of years later. Identify the importance of learning about these events and individuals so that we can identify with their example and follow it. The teacher will refer back to the Knowledge rating chart and review the vocabulary words.

__**Evaluation/Assessment**__ Formative assessment will take place during the Grand discussion about the vocabulary words as well as the Bloom's questions. Summative assessment will take when the students construct a time line of Jefferson's life and write a letter persuasive letter to John Adams. LETTER RUBRIC


 * Amanda Peterson**
 * CATEGORY || 4 Excellent || 3 Good || 2 Average || 1 Needs Revision ||
 * Format || Complies with all the requirements for a friendly letter. The letter written to John Adams is in the correct letter style and includes all parts of a friendly letter. || Complies with almost all the requirements for a friendly letter. The Letter written to John Adams contains most parts of a friendly letter but leaves off less than 2. || Complies with several of the requirements for a friendly letter. The letter to John Adams is missing more than 2 components of a friendly letter. || Complies with less than 75% of the requirements for a friendly letter. The letter to John Adams is missing all format of a friendly letter ||
 * Ideas || Ideas about Thomas Jefferson were expressed in a clear and organized fashion. It was easy to figure out what the letter was about. || Ideas about Thomas Jefferson were expressed in a pretty clear manner, but the organization could have been better. || Ideas about Thomas Jefferson were somewhat organized, but were not very clear. It took more than one reading to figure out what the letter was about. || The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out that the letter was about Thomas Jefferson. ||
 * Grammar & spelling (conventions) || Writer makes no errors in grammar or spelling. || Writer makes 1-2 errors in grammar and/or spelling. || Writer makes 3-4 errors in grammar and/or spelling || Writer makes more than 4 errors in grammar and/or spelling. ||
 * Neatness || Letter is typed, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with pride. || Letter is neatly hand-written, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with care. || Letter is typed and is crumpled or slightly stained. It may have 1-2 distracting error corrections. It was done with some care. || 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. ||

Timeline : Thomas Jefferson's Life

 * Amanda Peterson**
 * CATEGORY || 4 Excellent || 3 Good || 2 Average || 1 Needs Revision ||
 * Dates || An accurate, complete date has been included for each event that was provided in "Who was Thomas Jefferson" or the worksheet article. || An accurate, complete date has been included for almost every event in "Who was Thomas Jefferson" or the worksheet article.. || An accurate date has been included for almost every event in "Who was Thomas Jefferson" or the worksheet article. || Dates are inaccurate and/or missing for several events in "Who was Thomas Jefferson" or the worksheet article.. ||
 * Readability || The overall appearance of the timeline is pleasing and easy to read. || The overall appearance of the timeline is somewhat pleasing and easy to read. || The timeline is relatively readable. || The timeline is difficult to read. ||
 * Learning of Content || The student can accurately describe 75% (or more) of the events on the timeline without referring to it and can quickly determine which of two events occurred first. || The student can accurately describe 50% of the events on the timeline without referring to it and can quickly determine which of two events occurred first. || The student can describe any event on the timeline if allowed to refer to it and can determine which of two events occurred first. || The student cannot use the timeline effectively to describe events nor to compare events. ||
 * Preparation || The student had notes about all the events and dates s/he wished to include on the timeline before beginning to design the timeline. || The student had notes about almost all the events and dates s/he wished to include on the timeline before beginning to design the timeline. || The student had notes about most (~75%) of the events and dates s/he wished to include on the timeline before beginning to design the timeline. || The student had not prepared adequate notes before beginning to design the timeline. ||
 * 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. ||

__**Resources and Materials**__ Reading of Declaration of Independence by JFK at http://www.youtube.com/watch?v=poT5yr5lJCU

"Thomas Jefferson article from http://www.lessonsnips.com/docs/pdf/thomasjefferson\ Video documentary of Thomas Jefferson and John Adams http://www.youtube.com/watch?v=T1Txi1687wo. Also: http://www.youtube.com/watch?v=nrvpZxMfKaU

Text Set: <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;"> Adler, D (1990) //A Picture Book of Thomas Jefferson.// Holiday House. Barret, M (2001) //Meet Thomas Jefferson//. Random House. Fradin, D (2003) //Who was Thomas Jefferson.// Grossett & Dunlap. Fradin, D (2009) Quien fue Tomas Jefferson? Altea. <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">Monsell, H (1989) Thomas Jefferson:Third President of the United States. Alden Paperbacks.

Possible Web Quest: http://www.Teacher.scholastic.com/webquest/ushist/thomas.htm

__**6.** **Supplementary/Enrichment Activities**__ For a supplementary/enrichment activity, I will have the students do a webquest from the above "Possible Webquest" site. They will bring back to class a short biography of Thomas Jefferson that they gathered from the webquest. It will be assigned as an oral presentation.

Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #3 Title: Loyalists, Mercenaries & Patriots __Grade Level:__ 5th __Contributors:­­­­­­­­­­­__ Lesli Finch ( editors: Amanda P. and Nikki E.)
 * Name: _ __Date:___**

LESSON PLAN

 * TITLE: Loyalists, Mercenaries & Patriots**
 * GRADE LEVEL 5_ __TIME ALLOTTED:__**

__**UNIT GOAL:**__ Students will recognize the contributions of key individuals and groups involved in the American Revolution.

__**PASS OBJECTIVES FOR THIS LESSON:**__

//__ **PASS Reading/Literature:** __// Standard 1: Vocabulary - The student will develop and expand knowledge of words and word meanings to increase their vocabulary. Writing/Grammar/Usage and mechanics: Standard 1: Writing Process - The student will use the writing process to write coherently. 1. Use the writing process to develop, extend, and refine composition skills.

__**PASS Social Studies:**__ Standard 4: Recognize the contributions of key individuals and groups involved in the American Revolution. <span style="font-family: Arial,Helvetica,sans-serif;">** __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. **

__**SPECIFIC LESSON OBJECTIVES:**__
 * 1) Students will name and identify the three groups during the Revolutionary War (Loyalist, Patriots, Mercenary).
 * 2) Students will find new information on each group.
 * 3) Student will apply, express, compose, create and debate using the knowledge they have gained about the three groups.

The teacher will ask the student a few questions to test their prior knowledge. In a large group the teacher will ask: Who can will me what a Loyalist is? Do you know any famous Loyalists? Who know what a Mercenary is? Do you know any famous Mercenaries? Who knows what a Patriot is? Do you know any famous Patriots? What do Loyalist, Patriots and Mercenaries all have in common?
 * 1) __**PREASSESSMENT OF STUDENT KNOWLEDGE:**__

As a class we will construct a K-W-L- Plus chart on the board. We will add to this chart throughout the lesson.

**Hook:** <span style="font-family: 'Times New Roman',Times,serif;">Tell the students you have a dilemma for them. Ask them to think hard about their decision. Ask: Who will skip their recess and PE to spent time with me doing jobs for three weeks? In return I will pay you a small bag of M&M’s a day. Ask: Who would do it for me for free? Ask: Who would do neither? Ask: What did you base your decision on? Have a grand conversion about the choice they made. Ask: What would you be giving up if you gave up your recess time? Ask: Use only one word to describe, giving up your recess for me for free.
 * 1) __**Introduction/Set Induction/Hook (//This involves getting your students interested and motivated to learn.// Consider Teacher Instructional Indicators #1-3)**__

**Vocabulary words: Mercenary, Loyalist, Patriot** Vocabulary: As a group we will do the four square strategy (strategy is attached under resources) on an overhead, with the vocabulary words. Then the students will do the picture dictionary strategy on their own using note cards(strategy is attached under resources). __**3. Instructional Procedures**__


 * __**Adjustments/Adaptations (//What will you do to accommodate the special needs of individual students?// See Teacher**__ **Instructional Indicator #9)**
 * Larger font will be provided on all worksheets, and other resources as well as magnifying glasses as needed for those student who have visual impairments. Also those students who have visual impairments will sit closer to the front of the room or closer to the teacher during class discussions.
 * If possible, I will provide books that are in my ELL student's native language to help them make connections and further their understanding such as "Who is Thomas Jefferson" by Fradin which is available in Spanish. I will pair an English speaking student with an ELL student so that they can have support from someone whose native language is English.
 * For students who require an IEP I will work directly with parents and aids to be sure that their individual needs are met according to the prescribes IEP of that student.
 * I will use color to appeal to visual learners and provide hands-on activities to appeal to kinesthetic learners.
 * Pre-cut items will be used to assist students with fine motor problems during the lesson in which crafts are formed from construction paper. Also, my students with fine motor skills can be paired with those who are not deficient in these fine motor skills and those who struggle with reading can take part in "Buddy Reading".
 * I will use special resources such as reading material that are consistent with my students' reading levels and learning styles.
 * videotapes, audiotapes, and other audio-visual materials that give learning experiences greater breadth and depth will be used such as the documentary video over the Declaration of Independence and youtube videos to increase understanding and interest
 * using learning resources that provide direct experiences of seeing and touching such as making a book that incorporates their understanding of the Revolutionary period
 * providing enrichment units, additional readings, and other opportunities under supplementary activities such as webquests, the investigations of websites, and re enactments that extend learning
 * using a variety of teaching and learning strategies, such as special interest groupings for research projects; peer partners, collaborative groups, and cross-age tutoring
 * collaborating with resource teachers, teacher-librarians, and other professionals
 * simplifying the language of instruction
 * providing opportunities for performance in areas of special talent such as in the supplementary activities as the students act as their chosen character.
 * providing all students with strategies for understanding and accepting exceptional students and integrating them into the regular classroom. Supplementary activities that will enhance learning for the exceptional child
 * Extra time will be allotted to children who need time to complete tasks such as the presentations, or a group project will be given as an alternative.
 * allowing students to complete tasks or present information in alternative ways (e.g., through taped answers, demonstrations, dramatizations, role play)
 * providing for the use of scribes
 * using pictorial schedules to assist students in making transitions

__ · **Guided Practice (Teacher Instructional Indicator #10)**__ The students will be give access to the text set ( text set is attached under resources). They will be told to try to find as much out about the Patriots, Loyalist and Mercenaries during the American Revolution. The students will do the Concept Map Strategy will gathering information (the strategy is attached under resources).

The students will individually use the Say Something Strategy (strategy is below). The teacher will write the beginning of each sentence on the board. While looking through the text set, the students will finish the sentences. The sentences are: I wonder… I was surprised that… It is interesting that… I think _ will happen next. I don’t understand … I think this means… This reminds me of… I especially liked…. I am confused about… I learned that…

As a whole class we will do the simulation, "Who Will Fight For King George?" (simulation is attached under resources)

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">We will have a grand conversation and the teacher will ask the following questions as reflected by Bloom’s Taxonomy <span style="color: #000000; font-family: 'Times New Roman',Times,serif;">**Knowledge** 1. Who were some of the famous patriots? 2. What were some events the patriots were responsible for? 1. Can you distinguish between Patriots, Loyalist and Mercenaries? 2. What do you think would have happened if there were no Mercenaries? 1. In groups, you will be given five minutes to discuss possible ideas on a game we could play using the information we learned. 2. In your same groups I want you to think of a possible story to write about one of these groups or all three. I want you to come up with a title and topic for the book. You will be given five minutes to work on this. 1. Imagine that your neighbor just signed up to fight for the British. Can you explain what your reaction would be? 2. You’re a poor farmer, you have two children. Decide what group you would be in and why. 1. In groups of three you will be given 10 minutes to make a commercial over the topic. For example, You could advertise a special soil for the poor farmer who is thinking about fighting for the British, so that he can feed his family. You will be using a video camera and we will be watching them on the T.V. You are allowed to dress up and use any prompts you need. Think creative thoughts! 2. In groups of three I will give you five minute to compose a song about the three groups. It can be a rap song, to the tune of a nursery song, etc. 1. Do you think a person should fight for another country for money? Why or why not? 2. Determine the reasons people took the sides they did. Give me different scenarios.
 * Comprehension**
 * Application**
 * Analysis**
 * Synthesis**
 * Evaluation**

As a group we will finish our K-W-L Plus chart.

<span style="font-family: 'Times New Roman',Times,serif;">__**4.** **Independent Practice (Teacher Instructional Indicator #11)**__ The students will have the choice to make a Help Wanted Ad or a Help Wanted Poster. The ad will be placed by the Patriots, or the British Army. The ad or poster will focus upon trying to convince the public to fight for freedom or the British. It must contain at least three reasons why the public should choose their side. The poster will be hung up outside the classroom and down the main hall and the newspaper ad will be published in the school paper. (Rubrics are attached under resources)

The students then will use the RAFT strategy, using the information they gathered through the text set. The teacher will allow the students to choose the audience and format. The role has to be a Loyalist, Patriot, British soldier, Mercenary, a farmer, or King George and the topic has to be related to our present content over the American Revolution. (Rubric and strategy is attached under resources)

__**5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**__ To close the lesson the students will make a compare/contrast graphic organizer using the three different groups as topics: Mercenaries, Loyalist and Patriots.


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


 * //Formative//**// : // The teacher will observe how well groups use their time and work together,

__**5.** **Resources and Materials**__
 * //Summative//**// : // The teacher will use a rubric to grade the RAFT assignment and the Help Wnated assignment. The teacher will observe how well the teams work together in independent practice.

The following is the link to the rubric for the Help Wanted Poster [|Help Wanted Poster] The following is the rubric for the Help Wanted Ad [|Help Wanted Ad]<span style="background-color: #ffffff; color: #0000ff; font-family: 'Comic Sans MS',cursive;"> <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif;">The following is the rubric for the RAFT assignment [|**RAFT**]

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9.5pt; line-height: 115%;">**RAFT Strategy** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9.5pt; line-height: 115%;"> [|RAFT_Writing_Technique.pdf] <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 7.5pt; line-height: 115%;"> (319.926 Kb) <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9.5pt; line-height: 115%;">**Picture Dictionary** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9.5pt; line-height: 115%;"> <span style="border-bottom-color: windowtext; border-bottom-width: 1pt; border-left-color: windowtext; border-left-width: 1pt; border-right-color: windowtext; border-right-width: 1pt; border-top-color: windowtext; border-top-width: 1pt; color: #003366; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;">[|My Own Picture Dictionary(6).doc] <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 7.5pt; line-height: 115%;"> (30 Kb) <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9.5pt; line-height: 115%;"> [|Concept Map.pdf] <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 7.5pt; line-height: 115%;"> (197.916 Kb)
 * Concept Map Strategy** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9.5pt; line-height: 115%;">

FOUR SQUARE STRATEGY 1. <span style="font-family: 'Times New Roman','serif';">Make an overhead transparency of a square with four quadrants. Label the boxes as follows; word, personal clue or connection, definition, opposite. 2. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; letter-spacing: -0.3pt;">Tell students that you are sharing a strategy that will help them learn and remember important vocabulary words. Then write a vocabulary word in the upper-left quadrant. Invite a student to <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; letter-spacing: -0.25pt;">pronounce the word. 3. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; letter-spacing: -0.3pt;">Ask students to offer words or phrases that they personally associate with the vocabulary word. Write one of their associations in the upper-right quadrant. An alternative for words may be a picture or logo <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; letter-spacing: -0.25pt;">that is drawn in one of the quadrants. 4. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; letter-spacing: -0.3pt;">Invite a student who may know the meaning of the word to offer it. Encourage other students to react to the definition and provide clarification as needed. Then write a brief definition of the word in the lower- <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; letter-spacing: -0.25pt;">left quadrant. 5. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; letter-spacing: -0.3pt;">Have students offer words or phrases that are opposite in meaning. Discuss the responses and select a <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; letter-spacing: -0.25pt;">word or phrase to write in the lower-right quadrant. 6. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; letter-spacing: -0.3pt;">Give students copies made from the Four Square reproducible master on page 56. Provide words from a <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; letter-spacing: -0.25pt;">reading selection for students to use. Have students work individually to complete their squares. Then <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; letter-spacing: -0.2pt;">provide time for students to discuss their squares in groups of three to five students. 7. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; letter-spacing: -0.25pt;">The meanings of the words selected with the whole group. 8. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; letter-spacing: -0.3pt;">Have students use the Four Square strategy independently with words you believe to be important in <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; letter-spacing: -0.25pt;">understanding the content of your lesson or unit of study.

**//Who will fight for King George?//**


 * British soldier**: I have come to gather men to fight for my army. We will pay you generously! Who will fight for the British?


 * Mercenary 1**: I will fight for the British for the right amount!


 * Mercenary 2**: I will fight for the British as long as you pay me enough to keep my farm!


 * British Soldier**: Who else will fight?


 * Loyalist 1**: I will fight for free!


 * Loyalist 2**: I will serve your army at no cost!


 * Mercenary 3**: You’re crazy to fight for free!


 * Mercenary 4:** Let the fool fight for free, there’s more money for us!


 * Patriot 1**: Listen to yourself! What’s more important freedom or money?


 * All Mercenaries**: MONEY!!!


 * All Patriots**: FREEDOM!!!!


 * Patriot 2**: We need to stand together to fight for our freedom!


 * Mercenary 5**: Are you going to feed my children while I fight for free!


 * Mercenary 6**: We need money!


 * Loyalist 3**: You should fight because you’re loyal to King George!


 * Patriot 3**: You should fight for freedom for your country, not money or loyalty to a King.


 * Patriot 4**: King George does not care about you! How many taxes his he added?


 * Patriot 5:** No taxation!!!


 * Patriot 6**: We need to be separated from Britain! We need our FREEDOM!


 * British Soldier**: Shut Up! Let these men decided for themselves! Who will fight for King George?


 * All Mercenaries**: I WILL!!


 * All Loyalists:** I WILL!!!


 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">All Patriots **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">: FOOLS, You’re all fools!!

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Anderson, M.F. (2004).//Young patriots : Inspiring stories of the American Revolution//. Boyds Mills Press.
 * TEXT SET**

Bradford, K. (2002).//With nothing but our courage : The Loyalist diary of Mary MacDonald//. Scholastic Canada.

Brady, E.W.(1993). //Toliver's secret//. Random House.

Crawford, L. (2009). //The American Revolution from A to Z//. Pelican Pub. Co.

Fryer, M. B.(1981). //Buckskin pimpernel : The exploits of Justus Sherwood, Loyalist spy//. Dundurn Press. Gregory, K. (2002). //We are patriots//.Scholastic.

Millender, D. H. (1986). //Crispus Attucks : Black leader of colonial patriots//. Aladdin Paperbacks.

Moore,K. (2006). //If you lived at the time of the American Revolution//. Scholastic Nonfiction.

Murphy, J.(1996) //A young patriot : The American Revolution as experienced by one boy//. Clarion Books.

Palmer, K. S. (2008). //Almost invisible : Black patriots of the American Revolution//. Warbranch Press, Inc.

Wade, L. R.(2001). //Leaders of the American Revolution//. ABDO & Daughters.

Winters, K. (2008). //Colonial voices : Hear them speak//. Dutton Children's Books.

//<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Yankee Doodle a song from the American Revolution //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">.(2003). Picture Window Books

The will provide the student with the three websites to explore. [] PBS's Liberty! Site-- American Revolution-- interactive simulation on the war [] American Revolution—resources--Thinkquest site--explore Early American culture and lifestyle, major battles, Declaration of Independence, key events and players--play Revolution simulation []
 * 6.** **Supplementary/Enrichment Activities**
 * A REVOLUTIONARY GAME: **
 * A REVOLUTIONARY WEBQUEST: **

Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #4 Title: Independence at Last __Grade Level:__ 5 __Contributors:­­­­­­­­­­­__ Lesli Finch, Amanda Peterson, Nikki Ellis
 * Name: _ __Date:___**

__**PASS OBJECTIVES FOR THIS LESSON:**__
==** //__ Reading/Literature: __// Standard 1: Vocabulary - The student will develop and expand knowledge of words and word meanings to increase their vocabulary. Writing/Grammar/usage and mechanics: Standard 1: Writing Process - The student will use the writing process to write coherently. 1. Use the writing process to develop, extend, and refine composition skills. **==

==<span style="font-family: Arial,Helvetica,sans-serif;">** __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. ** ==

__**SPECIFIC LESSON OBJECTIVES:**__
1 . The students will create a book with explanations of how the Fight for Independence was won.

2. The students will create a facebook profile over a key contributor in the Fight for Independence.

Hook: The teacher will say: I want everyone to close their eyes, lay your head down on your desk and think really hard about where you have been, and what you have done in the last eight years. Think about the year 2002, where were you, what happened to you that year, did you go anywhere exciting, did something tragic happen? Now think about 2003, 2004, 2005, 2006, 2007, 2008, 2009, and 2010. Now open your eyes and raise your head. As a class we’re going to walk down memory lane together and share.
 * 1) __**PREASSESSMENT OF STUDENT KNOWLEDGE:**__ //For a preassessment, the students will participate in a grand conversation about the key individuals discussed during the previous lesson plans including Thomas Jefferson, the Sons of Liberty, the Loyalists, the Patriots and the Mercenary. Have each child, with a partner, write down two distinct characteristics or events that pertain to each group or individual. After each pair has written down events or characteristics let them share their memory of the particular group or individual with the class.//
 * 2) __**Introduction/Set Induction/Hook**__

Thank you all for sharing! Why do you think I asked you to think back eight years? What is significant about eight years? The Revolutionary War lasted eight years! Think about what the people involved in the war went through. That’s a long time to fight and live a state of uncertainty. Can you image from 2002 until now to fight for something and make so many sacrifices!

Vocabulary word review: Loyalist, Patriots, Mercenary, rebellion, petition, revolution, Intolerable Act, traitor, abolish, unalienable, Second Continental Congress, Continental Army. The students will do a modified STAR strategy with the vocabulary words. (the strategy is as follows) The students will pick two words to do this strategy. The students will pick the two words that are the star of the vocabulary words, basically two words that stand out to them. Then they will write the words down on paper and tell why they chose that word.

__**3. Instructional Procedures**__
 * __**Adjustments/Adaptations**__
 * Larger font will be provided on all worksheets, and other resources as well as magnifying glasses as needed for those student who have visual impairments. Also those students who have visual impairments will sit closer to the front of the room or closer to the teacher during class discussions.
 * If possible, I will provide books that are in my ELL student's native language to help them make connections and further their understanding such as "Who is Thomas Jefferson" by Fradin which is available in Spanish. I will pair an English speaking student with an ELL student so that they can have support from someone whose native language is English.
 * For students who require an IEP I will work directly with parents and aids to be sure that their individual needs are met according to the prescribes IEP of that student.
 * I will use color to appeal to visual learners and provide hands-on activities to appeal to kinesthetic learners.
 * Pre-cut items will be used to assist students with fine motor problems during the lesson in which crafts are formed from construction paper. Also, my students with fine motor skills can be paired with those who are not deficient in these fine motor skills and those who struggle with reading can take part in "Buddy Reading".
 * I will use special resources such as reading material that are consistent with my students' reading levels and learning styles.
 * videotapes, audiotapes, and other audio-visual materials that give learning experiences greater breadth and depth will be used such as the documentary video over the Declaration of Independence and youtube videos to increase understanding and interest
 * using learning resources that provide direct experiences of seeing and touching such as making a book that incorporates their understanding of the Revolutionary period
 * providing enrichment units, additional readings, and other opportunities under supplementary activities such as webquests, the investigations of websites, and re enactments that extend learning
 * using a variety of teaching and learning strategies, such as special interest groupings for research projects; peer partners, collaborative groups, and cross-age tutoring
 * collaborating with resource teachers, teacher-librarians, and other professionals
 * simplifying the language of instruction
 * providing opportunities for performance in areas of special talent such as in the supplementary activities as the students act as their chosen character.
 * providing all students with strategies for understanding and accepting exceptional students and integrating them into the regular classroom. Supplementary activities that will enhance learning for the exceptional child
 * Extra time will be allotted to children who need time to complete tasks such as the presentations, or a group project will be given as an alternative.
 * allowing students to complete tasks or present information in alternative ways (e.g., through taped answers, demonstrations, dramatizations, role play)
 * providing for the use of scribes
 * using pictorial schedules to assist students in making transitions

__ · **Guided Practice**__ The students will be given access to the text set. ​The students will also be given access to picture books that they have looked at during the week. As a group we will do the plot/concept relationship strategy. The teacher will do the strategy on the overhead, the student will make and fill in their own chart. ​

The students will use the Save the Last word for Me Strategy (strategy is attached under resources). As a class we will discuss their quotes and ideas.

We will have a grand conversation, using the following questions as reflected by Bloom’s Taxonomy. The following questions will be written on a beach ball. The class will sit in a circle and throw the ball to each other. The person who catches the ball will read the question that his or her right thumb is touching and then we will discuss it<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">. <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif;">**Knowledge** <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 10pt;">1. What happened after the Declaration of Independence was signed? 2. When was independence finally declared? <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif;"> 1. Can you provide a definition for independence? 2. Can you explain in your own words why the Revolution began? 1. What questions would you ask Benjamin Franklin/Samuel Adams/Patrick Henry if you were there when independence was finally declared? 2. What do you think would have happened if the Declaration of Independence hadn't been written? 1. Retell the fight for independence in your own words. 2. What was the motive behind writing the Declaration of Independence? 1. What do you think would have happened if independence hadn't been declared when it was? 2. Do you think we would still be fighting for independence today? Why or why not? 1. What is your opinion of the Declaration of Independence? 2. Select who you believe to be the most important person during the fight for Independence and why you believe they are the most important contributor?
 * Comprehension**
 * Application**
 * Analysis**
 * Synthesis**
 * Evaluation**

__**4.**__ **__Independent Practice (Teacher Instructional Indicator #11)__** ​ The students will get into groups of at least four and create a facebook profile for a key contributor in the Fight for Independence. The facebook profile can be creative, but does need to consist of actual facts about the key contributor that they choose to make the facebook profile about. The students will share the facebook profile page that they have created with the class. See attached rubric below for the assessment for the facebook page.

The students get into groups of at least four and they will will create a children's book about how the independence was won. There is no set amount of pages that the book needs to have; however, the book needs to contain sufficient information that tells how the fight for independence was won. The students will share their books with another class. The students will also leave their books in the library so other classroom can have access to them. See attached rubric below for the assessment of the children's books. __ The students will get back with their partner from the preassessment and will look at what they wrote as characteristics or main events of each individual or group. The students will switch papers with another group and add to the other groups paper more events or characteristics that have not been listed yet. Repeat the process one more time so that each groups paper has 6 traits of the group or individual that is listed and was discussed in the previous lessons. The facebook profile pages and the children's books about how independence was won will be assessed. Click on the following links for the rubrics: [|Facebook Rubric] (Click link) [|Book Rubric] (Click link)
 * 5. ** **Closure/Summary/Representation (Teacher Instructional Indicator #12)** __
 * 1) __**Evaluation/Assessment (Teacher Product Indicators #2-3**)__

// [] // Text Set: <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;"> Adler, D (1990) //A Picture Book of Thomas Jefferson.// Holiday House. Barret, M (2001) //Meet Thomas Jefferson//. Random House. Fradin, D (2003) //Who was Thomas Jefferson.// Grossett & Dunlap. Fradin, D (2009) Quien fue Tomas Jefferson? Altea. <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">Monsell, H (1989) Thomas Jefferson:Third President of the United States. Alladdin Paperbacks.
 * 5.** **Resources and Materials**

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">Adler, D (1995). //A Picture Book of Patrick Henry.// Holiday House. Adler, D. (2005). //A Picture Book of Samuel Adams.// Holiday House. Fradin, D. (2008). //Let It Begin Here!// Roaring Book Press. Fritz, J. (1974). //Why Don't You Get a Horse, Sam Adams?// Putnam. Irvin, B. //Samuel Adams: Son of Liberty, Father of Revolution .// 2002: Oxford University Press. Noble, Trinka Hakes. (2004). //The Scarlet Stalkings Spy.// Sleeping Bear Press. Richardson, Fayette (1975) //Sam Adams: The Boy Who Became Father of the American Revolution//. New York: Crown Publishers. Poe, M. (2008). //Turning Points: Sons of Liberty.// New York: Aladdin Paperbacks.

Discovery Enterprises (2000) //The Declaration of Independence//. Discovery Enterprises. Landau E (2001) //Independence Day: Birthday of the United States//. Enslow. Mazer, Anne (2000) //The Declaration of Independence//. Scholastic. Orsonio, C (2010) //The Declaration of Independence from A to Z.// Pelican Publishing Rosen, D (2004) //Independence Now//: The American Revolution. National Geographic Sanders, N (2003) //Independence Day//. Childrens' Press Warrick, K (2005) //Independence National Park. My linksreport.com Books.

SAVE THE LAST WORD FOR ME STRATEGY// //<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt;">1. //<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; letter-spacing: -0.3pt;">Distribute three 3x5-inch cards to each student. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; letter-spacing: -0.85pt;">2. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; letter-spacing: -0.25pt;">Have each student read the selected text independently. //<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; letter-spacing: -0.75pt;">3. //<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; letter-spacing: -0.25pt;">As students read, have them lightly mark with pencil sentences or small sections of the text about which they have a reaction, question, or connection. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; letter-spacing: -0.65pt;">4. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; letter-spacing: -0.25pt;">After reading, have students select three of the sentences or sections of text they have marked and write each on an index card or on their copy of the Save the Last Word for Me reproducible. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; letter-spacing: -0.3pt;">5. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; letter-spacing: -0.25pt;">Students then need to write their comments and thoughts about each of the text segments on the back of the cards or on the Save the Last Word for Me reproducible. When this task is completed, place students in groups of 4 or 5 students. The Discussion Guide can also be referred to as <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; letter-spacing: -0.3pt;">students share. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; letter-spacing: -0.75pt;">6. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; letter-spacing: -0.3pt;">Choose one student in each group to begin. That student reads one of the text segments he or she has <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; letter-spacing: -0.25pt;">selected. Only the text segment is shared at this time. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; letter-spacing: -0.65pt;">7. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; letter-spacing: -0.2pt;">Each member of the group is then invited to comment on the first student's text segment or quote. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; letter-spacing: -0.85pt;">8. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; letter-spacing: -0.25pt;">When all students in the group have commented, then the student who shared the quote offers his or <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; letter-spacing: -0.3pt;">comments about it. The comments may or may not be the same as the original thoughts or ideas that were written. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; letter-spacing: -0.75pt;">9. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; letter-spacing: -0.3pt;">The process continues by having another student share a quote from one of the cards or the Save the Last Word for Me reproducible. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt;">10. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; letter-spacing: -0.25pt;">At the conclusion of the lesson, ask students if selecting the sentences and discussing them helped them <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; letter-spacing: -0.3pt;">understand the text. Stress that making connections, asking questions, and reacting during reading can <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; letter-spacing: -0.2pt;">aid students' understanding of the selection.

__**6.** **Supplementary/Enrichment Activities** ​__ The students will watch the the following youtube video: [|CLICK HERE FOR VIDEO]. The students can then create their own rap song about the Revolutionary War and everything that took place before Independence was finally declared. The students will dress up as different characters discussed in the lesson and will practice performing a part of their characters role in the Revolutionary War. The presentation could take place at an Open House, or as a class party to celebrate Independence.