Monday+Group+4


 * __​​​#1 Name (red):__** __Courtney__
 * 2 Name (blue):_**Christine
 * __#3 Name (green):___**Lauren
 * __#4 Name ( Black):___**Wendye

=**Rulers and Writers of the Revolution**=

__Northeastern State University – Broken Arrow__ __READ 4043: Reading for the Content Area Spring Semester 2010__
 * __Name:__ _ Date:_**

__Lesson Plan #1 Title:__ Thomas Paine Grade Level: 5th Grade Contributors:­­­­­­­­­­­ Courtney, Christine, Lauren, & Wendye

LESSON PLAN
__ **GRADE LEVEL** __ __ 5th __ **TIME ALLOTED:** __ 45 __
 * TITLE:** Thomas Paine


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


 * UNIT GOAL:** PASS Grade 5: Social Studies Standard 4: Students will examine the lasting imparct of teh American Revolution.

PASS Objective #4: Recognize the contribuion of key individuals and groups invovled in the American Revolution (Samuel Adams, the Songs of Liberty, Paul Revere, Mercy Otis Warrant, George Washington, Thomas Paine, Thomas Jefferson, Marquis de Lafayette, King George III, Hessians, and Lord Cornawallis). **PASS OBJECTIVES FOR THIS LESSON:** **LANGAUGE ARTS:** 3. Summary and Generalization a. Summarize and paraphrase information from entire reading selection including the main idea and significant supporting details. b. Make generalizations with information gleaned from text. c. Support ideas and arguments by reference to relevant aspects of text and issues across texts. 8. Write persuasive compositions or letters that: a. state a clear position in support of a proposal. b. support a position with relevant evidence and effective emotional appeals in order to persuade. c. organize supporting statements from the most appealing to the least powerful.   SPECIFIC LESSON OBJECTIVES: 1. Students will be able to define the word pamphlet and write about a topic that is important to them in a pamphlet. 2. Students will be able to journal about what they have learned about Thomas Paine. I will begin by asking question about Thomas Paine. I assume that not many of them will know much about them, but I will ask a few basic questions about him. For example: Who is Thomas Paine? Does anyone know what he did in the American Revolution? 
 * PASS OBJECTIVES FOR THIS LESSON: ​**
 * SPECIFIC LESSON OBJECTIVES: //(What do you want your students to know and be able to do after instruction?)//**
 * Social Studies: ​**PASS Objective #4: Recognize the contribuion of key individuals and groups invovled in the American Revolution (e.g., Samuel Adams, the Songs of Liberty, Paul Revere, Mercy Otis Warrant, George Washington, Thomas Paine, Thomas Jefferson, Marquis de Lafayette, King George III, Hessians, and Lord Cornwallis).
 * Standard 3: Comprehension/Critical Literacy - The student will interact with the words and concepts in the text to construct an appropriate meaning. **
 * Standard 2: Modes and Forms of Writing - The student will communicate through a variety of written forms and for various purposes and to a specific audience or person. **
 * 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 motivations to foster active engagement of learning to create supportive learning environments. Candidates will design lesson that appeal to a variety of learning styles.
 * 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) THIS IS THE BEFORE PART OF THE LESSON.**

__Motivation/Background Knowldege __ To interest the students I will begin by reading famous quotes from Thomas Paine. This will give some in site to what kind of man Thomas Paine was, and what he stood for. <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">The quotes come from this website: <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">[] <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">We will discuss what some of the quotes mean and about how we think some of these quotes fit in with Thomas Paine’s beliefs. __<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">Vocabulary __ <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">1. pamphlet <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">2. firebrand <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">3. revolutionary writer <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">The vocabulary strategy used to learn these words and their definitions will be a vocabulary word map. This way the students can read, write, and draw a picture to remember the definition. It will cover several learning styles which is important in learning new words.
 * <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">1. **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Introduction/Set Induction/Hook (//This involves getting your students interested and motivated to learn.// Consider Teacher Instructional Indicators #1-3)

3. Instructional Procedures (//This involves what the teacher and students will actually DO as they engage in learning.// Consider Teacher Instructional Indicators #4-8) · <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">The teacher will use visuals. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> · <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">The teacher will provide text at appropriate reading level. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> · <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">The student will be paired with an English speaking student. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">
 * **Adjustments/Adaptations (//What will you do to accommodate the special needs of individual students?// See Teacher Instructional Indicator #9)**
 * <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">ELL **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">


 * <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">504 ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">

· <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">The teacher will use a microphone to aid hearing impaired students. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> · <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">Larger font will be provided for visually impaired students. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> · <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">Learning tools, such as computers will be provided. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">

· <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">The teacher will follow the guidelines given on the individual students' IEP's. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> · <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">Extra time after completed lessons will allow for research and games related to the topic, such as webquests. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">For the guided practice I will read out of the book //Give Me Liberty!,// by Russell Freedman. In the book Chapter 7 is about Thomas Paine, and it is called Common Sense. As I read it aloud to the students will be taking notes using the Magnet Summary Strategy. This will be good because they can listen for key words and then develop a summary at the end. This way they can remember and later Journal about Thomas Paine if they choice to for their independent practice. In addition to this book I will also read small paragraph out of one other book called //Encyclopedia of the United States at War,// by June English and Thomas Jones. This book has a great little piece about why Paine did what he did. I think it will be a great addition to the first book. <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">Knowledge <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">1. Who wrote the pamphlet called “Common Sense”? <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">2. What does the word firebrand mean? <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">Comprehension <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">1. Can you write in your own words the kind of impact Thomas Paine had on the people? <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">2. What was the main idea in the passage we read out of //Give Me Liberty!// <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">Application <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">1. Do you know another instance where someone wrote a piece and made a difference in their town or community? <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">2. What Questions would you ask Thomas Paine if you lived at the same time he did? <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">Analysis <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">1. What would another possible outcome be if the people didn’t support Thomas Paine and his ideas? <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">2. What were some of the motives Paine had to write “Common Sense”? <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">Synthesis <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">1. Can you design a creative picture that represents Thomas Paine’s words? <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">2. What would have happened if Thomas Paine decided to talk about his beliefs instead of write them down? How could this have effected how the word spread? <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">Evaluation <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">1. Do you believe Thomas Paine and his friends were right in what they were promoting? Explain your reasoning. <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">2. How effective do you think Thomas Paine was with his pamphlet? Do you think he would be as successful today? Why or why not?
 * <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">IEP **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">
 * <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">Gifted ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">
 * · **Guided Practice (Teacher Instructional Indicator #10)**
 * <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">Bloom’s Taxonomy Questions **

<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">Students will be give two choices of activates to do <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">1. Students can create their own pamphlet. They will be given a template, but they can choose their own topic. The topic has to be one that they believe in. I would suggest a school issue, or an issue they see in the world today. They will have to pick a side and make a case and point for this topic. <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;"> 2. Students can write in a diary as if they were Thomas Paine. They can act as if they were him and express is feelings and emotions. They also have to incorporate important things he did and facts from the guided practice with the two books we read.
 * 4.** **Independent Practice (Teacher Instructional Indicator #11)**

<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">Thomas Paine was a revolutionary writer. He Wrote “Common Sense” and it help the people take a stand against England. He used writing to make a difference. Words are powerful and I can use writing to be persuasive, just like Thomas Paine.
 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**

**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13.5pt;">Persuasive Essay : Pursuasive Pamphlet ** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;"> Teacher Name: **Ms. Hitchcock**
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**)
 * || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">

Student Name: _____________________________________ || || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;"> <span style="color: black; font-family: 'Arial','sans-serif';">CATEGORY  || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The introductory paragraph has a strong hook or attention grabber that is appropriate for the audience. This could be a strong statement, a relevant quotation, statistic, or question addressed to the reader. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The author has an interesting introductory paragraph but the connection to the topic is not clear. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The introductory paragraph is not interesting AND is not relevant to the topic. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;"> || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader's concerns, biases or arguments and has provided at least 1 counter-argument. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences). || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;"> || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Evidence and examples are NOT relevant AND/OR are not explained. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13.5pt;">Story Writing : Diary ** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;"> <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Teacher Name: **Courtney Hitchcock**
 * <span style="color: black; font-family: 'Arial','sans-serif';">4 - Above Standards ** ||
 * <span style="color: black; font-family: 'Arial','sans-serif';">3 - Meets Standards ** ||
 * <span style="color: black; font-family: 'Arial','sans-serif';">2 - Approaching Standards ** ||
 * <span style="color: black; font-family: 'Arial','sans-serif';">1 - Below Standards ** ||
 * <span style="color: black; font-family: 'Arial','sans-serif';">Score ** ||
 * <span style="color: black; font-family: 'Arial','sans-serif';">Attention Grabber ** ||
 * <span style="color: black; font-family: 'Arial','sans-serif';">Attention Grabber ** ||
 * <span style="color: black; font-family: 'Arial','sans-serif';">Support for Position ** ||
 * <span style="color: black; font-family: 'Arial','sans-serif';">Support for Position ** ||
 * <span style="color: black; font-family: 'Arial','sans-serif';">Evidence and Examples ** ||
 * <span style="color: black; font-family: 'Arial','sans-serif';">Evidence and Examples ** ||

Student Name: ________________________________________ || || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;"> <span style="color: black; font-family: 'Arial','sans-serif';">CATEGORY  || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The entire story is related to the assigned topic and allows the reader to understand much more about the topic. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Some of the story is related to the assigned topic, but a reader does not learn much about the topic. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">No attempt has been made to relate the story to the assigned topic. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">There is little evidence of creativity in the story. The author does not seem to have used much imagination. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">All facts presented in the story are accurate. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Almost all facts presented in the story are accurate. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Most facts presented in the story are accurate (at least 70%). || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">There are several factual errors in the s ||
 * <span style="color: black; font-family: 'Arial','sans-serif';">4 ** ||
 * <span style="color: black; font-family: 'Arial','sans-serif';">3 ** ||
 * <span style="color: black; font-family: 'Arial','sans-serif';">2 ** ||
 * <span style="color: black; font-family: 'Arial','sans-serif';">1 ** ||
 * <span style="color: black; font-family: 'Arial','sans-serif';">Focus on Assigned Topic ** ||
 * <span style="color: black; font-family: 'Arial','sans-serif';">Focus on Assigned Topic ** ||
 * <span style="color: black; font-family: 'Arial','sans-serif';">Creativity ** ||
 * <span style="color: black; font-family: 'Arial','sans-serif';">Creativity ** ||
 * <span style="color: black; font-family: 'Arial','sans-serif';">Accuracy of Facts ** ||
 * <span style="color: black; font-family: 'Arial','sans-serif';">Accuracy of Facts ** ||

<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">English, J and Jones, T (1998). Encyclopedia of the United States at War. Broadway, New York, Scholastic Inc. <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">Freedman, R. (2000). Give Me Liberty: The Story of the Declaration of Independence. Broadway, New York, Scholastic Inc. <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">Journal, Pencil, Crayons <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">Webquests <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">[] <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">[] <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">
 * 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 #2 Title:__ Thomas Jefferson Grade Level: Fifth Contributors:­­­­­­­­­­­ Christine, Lauren, Courtney, Wendye
 * __Name:__ _ Date:_**

LESSON PLAN
__**GRADE LEVEL**__ **_ TIME ALLOTED: 45 minutes **
 * TITLE: ​**


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


 * UNIT GOAL:** PASS Grade 5: Social Studies Standard 4: Students will examine the lating impact of the American Revolution.


 * PASS OBJECTIVES FOR THIS LESSON:

PASS Objective #4: ** Recognize the contributions of key individuals nd 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 enviroments. Candidates will design lessons that appeal to a variety of learning styles.


 * Language Arts PASS Objective:**

3. Summary and Generalization a. Summarize and paraphrase information from entire reading selection including the main idea and significant supporting details. d. Organize text information in different ways (e.g., timeline, outline, graphic organizer) to support and explain ideas.
 * Standard 3: Comprehension/Critical Literacy - The student will interact with the words and concepts in the text to construct an appropriate meaning.**


 * Standard 2: Speaking - The student will express ideas and opinions in group or individual situations.**

1. Speak articulately and audibly before a group using appropriate delivery (enunciation, volume, timing, and gestures) and language skills (pronunciation, word choice, and usage).


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

1. The students will be able to summarize the life and key contributions made by Thomas Jefferson during the American Revolution.

2. The students will be able to deliver a small oral presentation to a group of peers while using proper language skills.

1. Who was Thomas Jefferson? 2. What important document did he write?
 * 1) **PREASSESSMENT OF STUDENT KNOWLEDGE: //(How will you assess the prior knowledge of the students?)//** I will begin by opening a discussion on Thomas Jefferson by asking some probing questions to have the students start discussing the subject. These are a few possible questions:


 * 1) **Introduction/Set Induction/Hook (//This involves getting your students interested and motivated to learn.// Consider Teacher Instructional Indicators #1-3) THIS IS THE BEFORE PART OF THE LESSON.**

After our previous discussion I will tell the students a few quirky, unknown facts about Thomas Jefferson to help grab their attention. Such as: 1. Thomas Jefferson is responsible for bringing ice cream and french fries to the United States. 2. He once ate a tomato in public to prove to everyone that tey weren't poisonous. 3. He was once given a 1,235 pound hunk of cheese as a gift. 4. When he was president in the White House he had a "bear garden" on the White House lawn. Lewis and Clark brought back bears from their journeys and Jeffeson kept them in cages on the lawn. I will add that, in honor of Thomas Jefferson, we will be having a treat of icecream at the end of class.


 * Vocabulary:**

1. gentry 2. governor 3. revolution 4. declaration 5. independence

The vocabulary strategy I would use with these vocabulary words is picture dictionary. I think the students would benefit by making a visual connection to the words. This is also an excellent strategy to use to help your visual learners.


 * 3. Instructional Procedures (//This involves what the teacher and students will actually DO as they engage in learning.// Consider Teacher Instructional Indicators #4-8)** (Do not put anything here!)
 * **Adjustments/Adaptations (//What will you do to accommodate the special needs of individual students?// See Teacher Instructional Indicator #9)**

ELL
 * The teacher will use visuals.
 * The teacher will provide text at appropriate reading level.
 * The student will be paired with an English speaking student.


 * 504**
 * The teacher will use a microphone to aid hearing impaired students.
 * Larger font will be provided for visually impaired students.
 * Learning tools, such as computers will be provided.


 * **IEP**
 * The teacher will follow the guidelines given on the individual students' IEP's.
 * **Gifted**
 * <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 10pt;">Extra time after completed lessons will allow for research and games related to the topic, such as webquests.

· **Guided Practice (Teacher Instructional Indicator #10)** During guided reading we will be reading __Thomas Jefferson__ by Victoria Sherrow. This book is an introduction to the life of Thomas Jefferson, discussing his roles as drafter of the Declaration of Independence, ambassador to France, secretary of state, vice president, and president of the United States of America. During the reading of the text I will instruct the students to be taking notes using the semantic (cognitive) mapping strategy. This map will help the students keep their mind active and focused on the text and also aid them with their independant practice assignments.

Knowledge: 1. Identify two important contributions made by Thomas Jefferson. 2. What number President was Thomas Jefferson? Comprehension: 1. Can you write a brief outline? 2. Who is the main character? Application: 1. If you could ask Thomas Jefferson a question what would it be? 2. Examine Thomas Jefferson and write three adjectives to describe him. Analysis: 1. If he never wrote the Declaration of Independence, what might have happened? 2. What were some motives behind the American Revolution? Synthesis: 1. Can you think of a different solution than war to this problem? 2. How do you think your life would be different if the American Revolution never happened? Evaluation: 1. Do you believe the colonists were right to revolt? 2. Defend either the colonist's or the British viewpoint on the war.
 * Bloom's Questioning:**
 * 4.** **Independent Practice (Teacher Instructional Indicator #11)**

Students will have a choice of three assignments for their independent practice. 1. The student can write a bio-poem on Thomas Jefferson. 2. The student can create a timeline on the life of Thomas Jefferson. 3. The student can write a summary of the text read during guided reading.

After working independently on this assignment the students will gather into small groups of 4 or 5 and share their work with each other. The students will gain experience in being a respectful listener and a good oral communicator. Rubric assessments of each of these assignments can be found in the Evaluation/Assessment portion of this lesson plan.

Thomas Jefferson played an important role in the development of our country by creating the Declaration of Independence, but he also served our country as our third President of the United States. Tomorrow we will be learning about another important American President, George Washington. We will learn about his life and important contributions to making our country what it is today.
 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**)

Letter-Writing : Bio-Poem

 * Mrs. Mathis**
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Format || Complies with all the requirements for a bio-poem || Complies with almost all the requirements for a bio-poem || Complies with several of the requirements for a bio-poem || Complies with less than 75% of the requirements for a bio-poem ||
 * 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. ||
 * Content Accuracy || The letter contains at least 5 accurate facts about the topic. || The letter contains 3-4 accurate facts about the topic. || The letter contains 1-2 accurate facts about the topic. || The letter contains no accurate facts about the topic. ||
 * Neatness || Letter is 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 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 : Timeline

 * Mrs. Mathis**
 * 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. ||
 * Learning of Content || The student can accurately describe 75% (or more) of the events on the timeline without refering 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 refering 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. ||
 * 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. ||


 * || === Letter-Writing : Summary ===
 * Mrs. Mathis** ||  ||


 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Format || Complies with all the requirements for a summary. || Complies with almost all the requirements for a summary. || Complies with several of the requirements for a summary. || Complies with less than 75% of the requirements for a summary. ||
 * 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. ||
 * Content Accuracy || The summary contains at least 5 accurate facts about the topic. || The summary contains 3-4 accurate facts about the topic. || The summary contains 1-2 accurate facts about the topic. || The summary contains no accurate facts about the topic. ||

Kerrow, Victoria. //Thomas Jefferson.// Lerner: New York. 2002. 47p. Ice cream, bowls, spoons.
 * 5.****Resources and Materials**
 * 6.****Supplementary/Enrichment Activities**
 * Webquests over the American Revolution
 * Selection of texts available for students to read on the subject during independent reading time.
 * Visit [] where the students can see actual historic documents such as the Constitution and Declaration of Independence online.

__Northeastern State University – Broken Arrow__ __READ 4043: Reading for the Content Area__ __ Spring Semester 2010 __ __Lesson Plan #3 Title:__ The Important Thing About George Washington Grade Level: 5th Contributors:­­­­­­­­­­­ Lauren, Wendye, Christine & Courtney
 * __Name:__ Lauren Meadors Date: April 2010**

LESSON PLAN
__** GRADE LEVEL **__ 5th **TIME ALLOTED: 45 Minutes ** Pass Objective 4**:**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Recognize the contributions of key individuals and groups involved in the American Revolution (e.g., Samuel Adams, the Sons of Liberty, Paul Revere, Mercy Otis Warrant, George Washington, Thomas Paine, Thomas Jefferson, Marquis de Lafayette, King George III, Hessians, and Lord Cornwallis). <span style="color: #008000; font-family: 'Arial','sans-serif'; font-size: 10pt;">Standard 1: Vocabulary - The student will develop and expand knowledge of words and word meanings to increase their vocabulary. 1. Words in Context a. Use knowledge of word parts and word relationships, as well as context clues (the meaning of the text around a word), to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Standard 5: Research and Information: The student will conduct research and organize information. 1. Accessing Information - Select the best source for a given purpose. c. Use text features to access information (e.g., format, italics, heading, subheadings, graphics, sequence, diagrams, illustrations, charts, and maps). e. Use the features of informational texts, such as formats, graphics, diagrams, illustrations, charts, maps, and organization, to find information and support understanding. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">**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 of 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. <span style="color: #008000; font-family: Symbol,sans-serif; font-size: 10pt;">· <span style="color: #008000; font-family: 'Arial','sans-serif'; font-size: 10pt;">At the end of the lesson students will recognize key vocabulary in context and produce sentences in which the vocabulary is properly used.
 * TITLE: The Important Thing About George Washington **
 * COMPOSITION OF CLASS: Male_ Female_ Total_**
 * Number of Special Needs Students ELL_ 504_ IEP_**
 * UNIT GOAL:** PASS Grade 5: Social Studies Standard 4: Students will examine the lasting impact of the American Revolution.
 * PASS OBJECTIVES FOR THIS LESSON: **
 * Social Studies:**
 * Language Arts:**

**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">To begin the lesson I will read “The Important Book” by Margaret Wise Brown. I will explain that we are going to do a “character analysis” on George Washington using the method found in “The Important Book.” We will begin a KWL+ on George Washington by beginning with what the students already know about him and what they want to know. ** · **Guided Practice (Teacher Instructional Indicator #10)**
 * 1) ** PREASSESSMENT OF STUDENT KNOWLEDGE: //(How will you assess the prior knowledge of the students?)// **
 * 2) ** Introduction/Set Induction/Hook (//This involves getting your students interested and motivated to learn.// Consider Teacher Instructional Indicators #1-3) **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Next, students will use the strategy “Possible Sentences” to show a relationship between the following words and George Washington: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Revolution, Constitutional Convention, Mount Vernon, Redcoats, patriots. This will be used to assess students knowledge of the vocabulary.
 * 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 (//What will you do to accommodate the special needs of individual students?// See Teacher Instructional Indicator #9)**
 * ** ELL **
 * The teacher will use visuals.
 * The teacher will use hand gestures when speaking.
 * ELL students will be paired with English speaking students.
 * **504**
 * The teacher will use a microphone to aid hearing impaired students.
 * Larger font will be provided for visually impaired students.
 * Learning tools, such as computers will be provided.
 * **IEP**
 * The teacher will follow the guidelines given on the individual students' IEP's.
 * Students will be given extra time to complete assignments.
 * Scribes will be provided.
 * Gifted
 * Students will read books at their own reading level, while assisting lower level students.
 * <span style="color: green; font-family: 'Arial','sans-serif'; font-size: 10pt;">Extra time after completed lessons will allow for research and games related to the topic.
 * <span style="color: green; font-family: 'Arial','sans-serif'; font-size: 10pt;">Students will do supplementary activities in their gifted program.

<span style="color: #008000; font-family: 'Arial','sans-serif'; font-size: 10pt;">I will put the students into groups of two or three pairing students of higher reading levels, with those of lower reading levels, an evidence-based pratice. Then the students will be reading the following book to complete the “important” writing assignment. **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">I will explain that they will be looking for information that relates to Washington’s involvement in the war. **



<span style="color: #008000; font-family: 'Arial','sans-serif'; font-size: 10pt;">After the reading we will hold a grand conversation and discuss the following questions: Knowledge 1. What year was George Washington born? 2. What year did the Revolutionary war begin? Comprehension 3. Why was George dissapointed that his mother wouldn't let him go to sea? 4. Why did the Revolutionary War begin? Application 5. How did Washington's role in the revolution influence him later in life? 6. How would your life be different if there wasn't a revolution? Analysis 7. What qualities made Washington a good leader? <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">8. Compare George Washington to King George III, as a ruler. Synthesis 9. If you were writing a letter to George Washington, what would you ask him? 10. If you were creating the constitution, what would you put in the bill of rights? Evaluation 11. How did George Washington's role in the French and Indian War influence his role in the Revolutionary War? 12. What do you think was the most important victory in the war?

After the Grand conversation the students will use facts that they discovered from their reading, from speaking with classmates we will fill out the “Learned” portion of the KWL+ chart. Then with all the knowledge the students learned, they will complete the following writing assignment/character analysis adapted from “The Important Book” for the + part of the strategy.

The Imporant thing about George Washington is __,__ And that he , <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">And he was _, <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">He also , <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">But the important thing or George Washington is.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> 5.Closure/Summary/Representation (Teacher Instructional Indicator #12) ** The teacher will remind the students that today they learned about the importance George Washington, his impact on the Revolutionary War, and the war's impact on him. The students will turn to their neighbor and tell them one important thing that they learned that day.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">4.Independent Practice (Teacher Instructional Indicator #11) **
 * <span style="color: #008000; font-family: 'Arial','sans-serif'; font-size: 10pt;">At the completion of the lesson students will be asked to summarize what they learned that day by writing a letter to George Washington, writing a mock "Oprah" interview with George Washington, or giving a speech convincing their audience to vote for Washington. The rubrics are attached in the evaluation/assessment portion of the lesson plan.


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

Persuasive Speech : Voting for Washington

 * Mrs. Meadors**
 * CATEGORY || 4 - Above Standards || 3 - Meets Standards || 2 - Approaching Standards || 1 - Below Standards || Score ||
 * Attention Grabber || The introductory paragraph has a strong hook or attention grabber that is appropriate for the audience. This could be a strong statement, a relevant quotation, statistic, or question addressed to the reader. || The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience. || The author has an interesting introductory paragraph but the connection to the topic is not clear. || The introductory paragraph is not interesting AND is not relevant to the topic. ||  ||
 * Focus or Thesis Statement || The thesis statement names the topic of the essay and outlines the main points to be discussed. || The thesis statement names the topic of the essay. || The thesis statement outlines some or all of the main points to be discussed but does not name the topic. || The thesis statement does not name the topic AND does not preview what will be discussed. ||  ||
 * Audience || Demonstrates a clear understanding of the potential reader and uses appropriate vocabulary and arguments. Anticipates reader's questions and provides thorough answers appropriate for that audience. || Demonstrates a general understanding of the potential reader and uses vocabulary and arguments appropriate for that audience. || Demonstrates some understanding of the potential reader and uses arguments appropriate for that audience. || It is not clear who the author is writing for. ||  ||
 * Evidence and Examples || All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position. || Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position. || At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position. || Evidence and examples are NOT relevant AND/OR are not explained. ||  ||

Talk Show : Oprah and Washington

 * Mrs. Meadors**
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Questions & Answers || Excellent, in-depth questions were asked by host and excellent answers supported by facts were provided by all talk show members. || Questions requiring factual answers were asked by the host and correct, in-depth answers were provided by all talk show members. || Questions requiring factual answers were asked by the host and correct answers were provided by several of the talk show members. || Answers were provided by only 1-2 talk show members. ||
 * Interest and Purpose || Script has a clear and interesting purpose. || Script is interesting but purpose is somewhat unclear. || Script is not very interesting and purpose is somewhat unclear. || Script is not interesting and has no discernable purpose. ||

Letter-Writing : To George

 * Mrs. Meadors**
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Ideas || Ideas were expressed in a clear and organized fashion. It was easy to figure out what the letter was about. || Ideas were expressed in a pretty clear manner, but the organization could have been better. || Ideas 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 what the letter was about. ||
 * 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. ||
 * Content Accuracy || The letter contains at least 5 accurate facts about the topic. || The letter contains 3-4 accurate facts about the topic. || The letter contains 1-2 accurate facts about the topic. || The letter contains no accurate facts about the topic. ||

5.**Resources and Materials**

Paper, Pencils, SmartBoard
 * Harness, C. (2000). //George Washington//. Washington D.C.: National Geographic Society.

6.****Supplementary/Enrichment Activities** A text set on George Washington, containing nonfiction and historical fiction will be provided for DEAR time. There will be time allotted for webquests and on-line games related to Washington and the Revolutionary War.

Name: __Wendye Coupe__ Date: __April 26, 2010__

Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010

Lesson Plan #4 Title: King George III: Conflict Beyond Reason Grade Level: 5th Contributors:­­­­­­­­­­­ Wendye, Lauren, Christine, Courtney

LESSON PLAN

 * TITLE: King George III: Conflict Beyond Reason**
 * GRADE LEVEL5th TIME ALLOTED: 60 minutes**


 * COMPOSITION OF CLASS: Male 12 Female 10 Total 22**
 * Number of Special Needs Students ELL 2 504 2 IEP 3**


 * UNIT GOAL:** PASS Grade 5: Social Studies Standard 4: Students will examine the lasting impact of the American Revolution.


 * SOCIAL STUDIES PASS OBJECTIVES FOR THIS LESSON:** Pass Objective 4**:** Recognize the contributions of key individuals and groups involved in the American Revolution (e.g., Samuel Adams, he Sons of Liberty, Paul Revere, Mercy Otis Warrant, George Washington, Thomas Paine, Thomas Jefferson, Marquis de Lafayette, King George III, Hessians, and Lord Cornwalls).

Standard 3: Comprehension/Critical Literacy - The student will interact with the words and concepts in the text to construct an appropriate meaning. 1.Literal Understanding: c. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Recognize main ideas presented in a particular segment of text; identify evidence that supports those ideas. Standard 5: Research and Information - The student will conduct research and organize information. 1. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Accessing Information: Select the best source for a given purpose. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">a. Determine and use appropriate sources for accessing information including, dictionaries, thesaurus, electronic card catalogs and databases, magazines, newspapers, technology/Internet, encyclopedias, atlases, almanacs, tables of contents, glossaries, and indexes. Standard 2: Modes and Forms of Writing-The student will communicate through a variety of written forms and for various purposes and to a specific audience or person. 8. Write persuasive compositions or letters that: <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">b. support a position with relevant evidence and effective emotional appeals in order to persuade. Standard 3: Group Interaction-The student will use effective communication strategies in pairs and small group context. 1. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Show respect and consideration for others in verbal and physical communication.
 * LANGUAGE ARTS PASS OBJECTIVES:**
 * Reading/Literature:** The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts.
 * Writing/Grammar/Usage and Mechanics:** The student will express ideas effectively in written modes for a variety of purposes and audiences.
 * Oral Language/Listning and Speaking:** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">The student will demonstrate thinking skills in listening and speaking.


 * 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 ad 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.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">The students will demonstrate an understanding about the role King George played in the American Revolution. They will be able to explain the events surrounding King George's rule that contributed to the start of the Revolutionary War. They will be able to formulate an opinion as to whether they think the Colonies fight for liberty and freedom was a just one, and why.
 * SPECIFIC LESSON OBJECTIVES: //(What do you want your students to know and be able to do after instruction?)//**


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

The teacher will assess prior knowledge by asking the questions: 1. Who is King George III? 2. What war was he associated with? 3. How is he significant to American history?


 * 1. Introduction/Set Induction/Hook (//This involves getting your students interested and motivated to learn.// Consider Teacher Instructional Indicators #1-3) THIS IS THE BEFORE PART OF THE LESSON.**

1. As the students enter the classroom, have them respond to the following prompt. You have just gotten home from school and received a message from your internet service provider that a usage tax has been placed on every person’s account. Now every time you access the internet and there is activity on your account, you will be billed. How do you feel about this new charge? You have never been interested in politics but you think it is unfair that they can do this. What action would you take? Use it less? Write a letter? Or possible even consider boycotting the company? <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Your parents pay taxes every year for services the government gives them. You pay a small tax every time you go to the store to buy something. When the first people settled in our country, they had to pay taxes to the king back in England.

2. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">The teacher will check prior knowledge and vocabulary knowledge on key concepts and words which will be presented in the book by breaking students up into 5 groups (labeled 1-5). Each group will be assigned one word from the vocabulary list. The groups will use the Internet resources and/or the textbook, //United States: Adventures in Time and Place,// to define the words. Each group will share their work with the class, starting with group 1 and continuing through to group 5.


 * Vocabulary words:** Stamp Act (group 1), Boston Massacre (group 2), Boston Tea Party (group 3), Intolerable Acts (group 4), boycott (group 5)
 * Alternate Vocabulary words:** colony, freedom, liberty, monarchy, representative, tax


 * 2. 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)

504:** For any students with a physical limitation that may affect their ability to participate fully in the lesson activity, the teacher will provide individual assistance to those students as needed, allowing them to participate and be included in the activities and also feel like they are an important part of the activity. The teacher will use a microphone to aid hearing impaired students and use a larger font for the visually impaired students. For the gifted students, the teacher will provide enrichment units, additional readings, and other opportunities (e.g., problems to solve) that extend learning so thy may be more challenged. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">
 * IEP:** For the students with IEP's, the teacher will follow the guidelines given on the individual students' IEP. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">For those students who have difficulty understanding the content of the lesson plan any time during the lesson, the teacher will give those students immediate, individual help so they may feel they are included in the lesson and not left behind. This will ensure that they feel like their input is important and relevant to the lesson. These students will be given extra time to complete assignments, and scribes will be provided.

~ **Guided Practice (Teacher Instructional Indicator #10)** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"><span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> 1. The teacher will introduce the book //George vs. George// by Rosalyn Schanzer. The teacher will read aloud pages 12,13,16,18-25 as they focus on King George III involvement in the American Revolution. After reading the teacher will discuss the role King George played in the American Revolution and the events that lead up to the rise of the Colonies against him and the start of the Revolutionary War. The teacher will also use the textbook, <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">//United States - Adventures In Time And Place// (pp. 284-307). Using grand conversation, the teacher will ask these questions: 1. When was the American Revolution? 2. Describe what happened when the King decided to tax the colonist? 3. What do you think the responsibilities of a King may be? 4. What differences existed between the Colonists and the King? 5. Could this fight over freedom happen in America today? 6. Why do you think King George wanted to retain control over the colonies? 7. What determines when a country can become self-sufficient enough to govern themselves? 8. What were some of the motives behind King George's desire to maintain control of the colonies? 9. What would happen if King George had continued his reign and the Colonists had not risen against him? 10. Can you think of a possible solution without going to War? 11. If the King of your country was not doing a great job, what would you do about it? 12. How do you feel about the Colonists' fight for Independence, was it right or wrong and why?
 * ELL:** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">For the Spanish speaking student, the teacher will use visual to aid in teaching and utilize hand gesture while speaking. The teacher will pair the ELL students with English/Spanish speaking students, if available, and provide those students the applicable lesson information and worksheets in written form, translated in Spanish. This will enable the Spanish speaking student to participate in the lesson discussion and activities while helping them to feel valued in the classroom.
 * Knowledge:
 * Comprehension:
 * Application:
 * Analysis:
 * Synthesis:
 * Evaluation:

2. The teacher will guide the students as she instructs the students on how to make a Timeline of the events and acts of parliament passed leading up to the Revolutionary War. Studying the lives of others is of interest and value to young learners. This activity supports 5th grade students' exploration of multiple sources to create a timeline about the life of a person. Further, the experience requires students to work together and to research and resolve potentially conflicting pieces of information about the life and events they research. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> 3. The teacher will guide the students as she instructs them on the letter writing activity. The teacher will d<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">iscuss why the colonies sought independence from King George and Britain. What were the positive things about being ruled by a far-away government? What were the negative things? What did the British government do that angered the colonists? Were the colonists reasonable to want independence from Britain? The students will refer to this information when writing their persuasive letters


 * ~Independent Practice (Teacher Instructional Indicator #11)**

1. The students will engage in independent practice as they each construct a Timeline of King George III reign and all significant events and acts of parliament passed leading up to the Revolutionary War. The students can work together to do this. They must collaborate and negotiate with peers to decide together how they will form groups to obtain the information and to select interests of study. Available resources will be: Internet access, the book //George vs. George// by R. Schanzer//,// and the textbook //United States: Adventures in Time and Place.//

Rubric: for others in verbal and physical communication at all times. || Show respect and consideration for others in verbal and physical communication most of the time. || Show respect and consideration for others in verbal and physical communication some of the time. || Rarely showed respect and consideration for others in verbal and physical communication. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">CATEGORY ** || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">4 ** || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">3 ** || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">2 ** || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">1 ** ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Content/ **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Facts ****<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">/ **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Dates ** || <span style="color: black; font-family: 'Arial','sans-serif';">Facts and dates were accurate for all events reported on the timeline. || <span style="color: black; font-family: 'Arial','sans-serif';">Facts and dates were accurate for almost all events reported on the timeline. || <span style="color: black; font-family: 'Arial','sans-serif';">Facts and dates were accurate for most (~75%) of the events reported on the timeline. || <span style="color: black; font-family: 'Arial','sans-serif';">Facts and dates were often inaccurate for the events that were reported on the timeline. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Group Interaction ** || Show respect and consideration
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Learning of Content ** || <span style="color: black; font-family: 'Arial','sans-serif';">The student can accurately describe 75% (or more) of the events on the timeline without referring to it. || <span style="color: black; font-family: 'Arial','sans-serif';">The student can accurately describe 50% of the events on the timeline without referring to it. || <span style="color: black; font-family: 'Arial','sans-serif';">The student can describe any event on the timeline if allowed to refer to it. || <span style="color: black; font-family: 'Arial','sans-serif';">The student cannot use the timeline effectively to describe events nor to compare events. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Resources ** || <span style="color: black; font-family: 'Arial','sans-serif';">The timeline contained at least 6 events related to the topic being studied. || <span style="color: black; font-family: 'Arial','sans-serif';">The timeline contained at least 4-5 events related to the topic being studied. || <span style="color: black; font-family: 'Arial','sans-serif';">The timeline contained at least 2-3 events related to the topic being studied. || <span style="color: black; font-family: 'Arial','sans-serif';">The timeline contained 1 or fewer events. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Resources ** || <span style="color: black; font-family: 'Arial','sans-serif';">The timeline contained at least 6 events related to the topic being studied. || <span style="color: black; font-family: 'Arial','sans-serif';">The timeline contained at least 4-5 events related to the topic being studied. || <span style="color: black; font-family: 'Arial','sans-serif';">The timeline contained at least 2-3 events related to the topic being studied. || <span style="color: black; font-family: 'Arial','sans-serif';">The timeline contained 1 or fewer events. ||

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">2. The students will individually participate in a persuasive letter writing activity. The students will imagine that they live in Boston in 1770 and they are writing a letter to <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">King George, attempting to persuade him to accept and agree with the American fight for liberty and freedom. Ask students to think about how the Stamp Act or Boston Massacre might have affected their lives and the lives of others in colonial America. Addressing creatively why the policies of King George III are unfair. The letters should include at least two events that led to the desire for independence. They should also include a definition of liberty and why they want it badly enough to fight. The teacher will review the parts of a letter, and tell students that each should include the date (between March 5 and December 31, 1770), greeting, body, closing, and signature.

Rubric:

· **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Two points: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">: Students adequately identified at least three events that led to the American Revolution; wrote somewhat thoughtful, creative letters that addressed most of the necessary criteria and generally explained the sentiment and emotion that led to the American Revolution. · **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">One point: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students identified two or fewer events that led to the American Revolution; wrote incomplete letters that addressed little to none of the necessary criteria and inadequately explained the sentiment and emotion that led to the American Revolution.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Three points: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students clearly and correctly identified four or more events that led to the American Revolution; wrote thoughtful, creative letters that addressed all the necessary criteria and thoroughly explained the sentiment and emotion that led to the American Revolution.


 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">3. ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Closure/Summary/Representation (Teacher Instructional Indicator #12) **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">

Through the knowledge gained from the independent and collaborate activities performed during the lesson the students will be able to describe the role that King George played in the events that lead up to the Revolutionary War. The teacher will close the class by reintroducing the Hook scenario from the beginning of the lesson, she will ask the students the question, "How far would you go to preserve your rights?


 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">4. Evaluation/Assessment (Teacher Product Indicators #2-3 **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">)

Informal assessment by the teacher will take place during the class discusion and grand conversation. In order to assess the independent strategies, rubrics are attached in the independent practice section of the lesson. Formal assessment will take place in the form of a 20 question quiz over the lesson content. Each question will be worth 5 points with a total of 100 points possible. The test will be graded as follows: 90-100=A 80-89=B 70-79=C 60-69=D 59 or below=F


 * <span style="font-family: 'Arial','sans-serif';">5. ** **<span style="font-family: 'Arial','sans-serif';">Resources and Materials **

Schanzer, R. (2004). //<span style="font-family: 'Arial','sans-serif';">George vs. George: The Revolutionary War as Seen by Both Sides //. Washington, DC: National Geographic Children's Books. //<span style="font-family: 'Arial','sans-serif';">United States - Adventures In Time And Place // (pp. 284-307). (1999). Breaking Ties with Great Britain. España: McGraw - Hill. Computers with Internet access Pencils and writing paper Timeline sheet


 * <span style="font-family: 'Arial','sans-serif';">6. ** **<span style="font-family: 'Arial','sans-serif';">Supplementary/Enrichment Activities **

As an extension to this lesson he students are to create mock interviews with important figures during the American Revolution such as: Paul Revere, Ethan Allen, George Washington, Peter Salem, Sons of Liberty, etc. The students should be allowed to do any type of interview, whether it be a news report, one-on-one interview, taped interview, etc. At least 10 questions are required.

Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010

Lesson Plan #5 Title:__ From Colonies to Independence (Drama Play) Grade Level: 5th Contributors:­­­­­­­­­­­ Wendye, Lauren, Christine, Courtney

LESSON PLAN

 * TITLE: From Colonies to Independence (Drama Play)**
 * 5th TIME ALLOTED: 60 minutes**


 * COMPOSITION OF CLASS: Male 12 Female 10 Total 22**
 * Number of Special Needs Students ELL 2 504 2 IEP 3**


 * UNIT GOAL:** PASS Grade 5: Social Studies Standard 4: Students will examine the lasting impact of the American Revolution.


 * PASS OBJECTIVES FOR THIS LESSON:** PASS Objective 4: Recognize the contributions of key individuals and groups involved in the American Revolution (e.g., Samuel Adams, he Sons of Liberty, Paul Revere, Mercy Otis Warrant, George Washington, Thomas Paine, Thomas Jefferson, Marquis de Lafayette, King George III, Hessians, and Lord Cornwalls).

2. Inferences and Interpretation: e. Participate in creative responses to text (e.g., art, drama, and oral presentation).
 * LANGUAGE ARTS PASS OBJECTIVES:** **Reading/Literature:** The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts.
 * Standard 3: Comprehension/Critical Literacy-The student will interact with the words and concepts in the text to construct an appropriate meaning.**

**Standard 2: Modes and Forms of Writing - The student will communicate through a variety of written forms and for various purposes and to a specific audience or person.** 8. Write persuasve compsitions or lettrs that: a. state a clear position in support of a proposal. b. support a position with relevant evidence and effective emotional appeals in order to persuade.

SPECIFIC LESSON OBJECTIVES: //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">(What do you want your students to know and be able to do after instruction?) //**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> Students will demonstrate an understanding about the events leading up to, and involved in the American Revolutionary War. Using a simulation activity, the students will compare the views of the Colonists and the British. They will demonstrate appropriate cooperative groups skills and encourage student dialog while working in cooperative groups.
 * ACEI Objective:**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> 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 ad 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.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">


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


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

The lesson will begin with the teacher getting out various props needed for the lesson and showing them to the students. She will explain that they will be doing a readers' theatre about the Revolutionary war and that they will all have parts. She will then review the four individuals that the students learned about during the week. These four people, George Washington, Thomas Paine, King George III, and Thomas Jefferson, will be the vocabulary words for the day. The students will do a concept map relating the four individuals and their contributions to the Revolutionary war.


 * 2. 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 (//What will you do to accommodate the special needs of individual students?// See Teacher Instructional Indicator #9)

504:** For any students with a physical limitation that may affect their ability to participate fully in the lesson activity, the teacher will provide individual assistance to those students as needed, allowing them to participate and be included in the activities and also feel like they are an important part of the activity. The teacher will use a microphone to aid hearing impaired students and use a larger font for the visually impaired students. For the gifted students, the teacher will provide enrichment units, additional readings, and other opportunities (e.g., problems to solve) that extend learning so thy may be more challenged. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">
 * IEP:** For those students who have difficulty understanding the content of the lesson plan any time during the lesson, the teacher will give those students immediate, individual help so they may feel they are included in the lesson and not left behind. This will ensure that they feel like their input is important and relevant to the lesson. These students will be given extra time to complete assignments, and scribes will be provided.**504**


 * ELL:**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">For the Spanish speaking student, the teacher will use visual to aid in teaching and utilize hand gesture while speaking. The teacher will pair the ELL students with English/Spanish speaking students, if available, and provide those students the applicable lesson information and worksheets in written form, translated in Spanish. This will enable the Spanish speaking student to participate in the lesson discussion and activities while helping them to feel valued in the classroom.

The teacher will ask the students to choose one of the key individuals involved in the American Revolution that we have discussed in this Unit and write one question they would ask that person, and why? Blooms Questioning: * Knowledge: 1. When was the American Revolution? 2. Can you name the key players? 3. What were some of the conflicts between the Colonists and Great Britain? 4. How do these conflicts contribute to the Revolutionary War? 5. If you lived during this time, whose side would you defend and why? 6. What questions would you ask a key player in the American Revolution if you had the opportunity, and why? 7. If Great Britain had won the Revolutionary War, what might the end result be today? 8. Can you compare your rights as an American today to those of the Colonists back then? 9. Can you think of a compromise that may have satisfied both the Colonists and Great Britain besides War? 10. What would happen if your rights were violated in today's society compared to back then? 11. Did George Washington really make an impact on the presidency and how it's defined today? 12. Why is it important to understand how past events have affected world events today?
 * Guided Practice (Teacher Instructional Indicator #10)**
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%;">The teacher will re-introduce the book, //George vs. George// by **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Rosalyn Schanzer and use it as reference. The teacher will use a cluster word web to guide the class discussion about the key individuals and the causes of the American Revolution. The students will utilize the knowledge they have gained in lessons 1-4 to assist them in this class discussion.
 * Comprehension:
 * Application:
 * Analysis:
 * Synthesis:
 * Evaluation:


 * Independent Practice (Teacher Instructional Indicator #1**

The students have spent the week learning about key people during the American Revolution. They can choose any of the four people and write a character journal entry as if they were that person. The journal entry will be written as a reflection about an important event that took place during that person's life. The second choice is to write a persuasive paragraph taking either the British side or colonist's side on the war. They must give supporting reasons as to why "their" side should win the war. This is an excellent way to assess how well the students comprehended the information covered over the past week.

The assignments will be assessed using a rubric attached in this lesson plan.

There were many key playes in the American Revolution. They had great ideas and worked together to make a change. We would not be the same America we are today with out them!
 * 3.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**
 * 4. Evaluation/Assessment (Teacher Product Indicators #2-3**)

Rubric for Drama skit:
 * <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 8.5pt; text-align: center;">Criteria || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 8.5pt; text-align: center;">4 || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 8.5pt; text-align: center;">3 || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 8.5pt; text-align: center;">2 || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 8.5pt; text-align: center;">1 ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8.5pt;">Knowledge of content and quality of script || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8.5pt;">Skit is clear, compelling and based fully on the text. Students added and explained essential information to highlight drama and comprehension. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8.5pt;">Skit is generally clear and based fully on the text. Students added and explained some essential information to highlight drama and comprehension. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8.5pt;">Skit is somewhat unclear and somewhat based on the text. Students added and explained some little information to highlight drama and comprehension. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8.5pt;">Skit is unclear and not based on the text. Students did not add or explain information to highlight drama and comprehension. ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8.5pt;">Depth of comprehension, understanding and interpretation || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8.5pt;">Actors showed full comprehension of the text. The skit fully explores the text emotively. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8.5pt;">Actors demonstrated good comprehension of the text. The skit explores the text emotively. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8.5pt;">Actors showed a basic comprehension of the text. The skit somewhat explores the text emotively. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8.5pt;">Actors showed no comprehension of the text. The skit does not explore the text emotively. ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8.5pt;">Presentation || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8.5pt;">Skit was dramatized, not read. Addressed the audience at all times. Frequent eye contact, loud, excellent posture. Excellent use of simple costumes and props. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8.5pt;">Skit was dramatized, with little or no reading. Addressed the audience most of the time. Occasional eye contact. Voice could be heard most of the time. Good posture. Good use of simple costumes and props. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8.5pt;">Read much of the skit. Addressed the audience infrequently. Infrequent eye contact.Voice volume waivered. Some slouching and talking to the floor. Decent use of costumes and props. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8.5pt;">Read entire skit. Addressed the floor or ceiling, rather than audience. Little or no eye contact. Slouched or leaned against something. Poor use of costumes and props ||

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> Schanzer, R. (2004). //<span style="font-family: 'Arial','sans-serif';">George vs. George: The Revolutionary War as Seen by Both Sides //. Washington, DC: National Geographic Children's Books. A Play about the American Revolution: From Colonies to Independence. Obtained from teacher.net [] Costumes and props
 * 5.** **Resources and Materials**

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;"> As an extension to this lessom this lesson the students are to create biographies on important women figures during the American Revolution. The students can either draw pictures, write a book, create poems, etc. Must have cover page, body, and closing. <span style="color: #008000; font-family: 'Arial','sans-serif'; font-size: 10pt;">The students will have webquests and online games to play related to the Revolutionary War. The materials and books used throughout the week will be available for further reading and review. There will also be books available that have to do with other characters mentioned in the play that the students did not learn about that week.
 * 6.** **Supplementary/Enrichment Activities**