Monday+Group+9


 * __#1 Name (red):__ ** Group
 * #2 Name (blue): ** Danielle Antle
 * __#3 Name (green):__** Lacy Williams
 * __#4 Name ( Black):__** Genie Wright

__Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010
 * Name:** Group **Date:** May 3, 2010

Lesson Plan #1 Title:__ Women of the Revolutionary War Grade Level: 5th grade Contributors:­­­­­­­­­­­ Genie Wright, Lacy Williams, Danielle Antle

**LESSON PLAN ** 
 * TITLE:** Women of the Revolutionary War
 * __GRADE LEVEL__** 5th **TIME ALLOTTED:** 50 minutes


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

· To understand that women not only comprised half the population of Revolutionary America, but were instrumental in achieving victory. · To appreciate that wars require enormous sacrifice by everyone involved, not just soldiers. · To understand that women did not have the freedoms then that we have today.
 * __UNIT GOAL:__**

Standard 4: The student will examine the lasting impact of the American Revolution. 4. Recognize the contributions of key individuals and groups involved in the American Revolution (e.g., Samuel Adams, the Sons of Liberty, Paul Revere, Mercy Otis Warren, George Washington, Thomas Paine, Thomas Jefferson, Marquis de Lafayette, King George III, Hessians, and Lord Cornwallis). 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.
 * __PASS OBJECTIVES FOR THIS LESSON:__**
 * __ACEI Objective:__ **

Students will be able to list and describe contributions and sacrifices made by women during the Revolutionary War.
 * __SPECIFIC LESSON OBJECTIVES:__ **
 * __Introduction/Set Induction/ LESSON:__ **
 * Revolutionary Women Music Video Clip **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Introduce the book, //Independent Dames,// with a video. After the video introduction, we will take a book walk. . As a pre-reading strategy I will introduce the IEPC strategy. I will demonstrate the strategy on the board for the students thoroughly explaining to students what the strategy is and how it can help them learn more effectively. We will do the first three parts of the strategy before we read. //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Revive, ////<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">crucial, Patriot, Loyalist, revolution // <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will be divided into five small groups with each group being assigned one word. Each group will be responsible for filling in all areas of the word map using prior knowledge, dictionary or any other source they choose. Once each group is finished they will share their findings with the class, so that when every group has shared everyone in the class will have five new word maps to add to their vocabulary notebooks.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">__PREASSESSMENT OF STUDENT KNOWLEDGE:__ **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">__PRE-READING ACTIVITIES__ **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * <span style="color: black; font-family: 'Times New Roman',serif; font-size: 12pt;">__Vocabulary:__ **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">3. Instructional Procedures **

** ELL ** · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Use directions in their native language. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Pair with an English speaking student. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Use visuals.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%;">__Adjustments/Adaptations:__ **

** Visually Impaired ** · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Provide larger font. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Read Introduction and instructions of the lesson. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Provide additional time to complete assignments.

· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Follow the IEP plan given to me. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Provide additional time for completion of assignments. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Allow them to complete tasks in alternative ways. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Level class assignments and learning outcomes. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Provide multiple enrichment and interactive options. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Provide leadership opportunities <span style="font-family: 'Arial','sans-serif';">. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">I will then read //Independent Dames// to the students and have them work in small groups to complete their IEPC handouts. Each group will then choose one book from the text set and read it as a group. Upon completion each group will share a brief synopsis of their book with the class. We will then have a grand conversation about our readings.
 * IEP **
 * Gifted **
 * __Guided Practice (Teacher Instructional Indicator #10)__**

__Knowledge:__ 1) Describe the primary roles of women at the beginning of the war . 2) Tell what children’s daily lives were like before the war. __Comprehension:__ 1) Discuss their lives before and after the war. 2) Give examples of roles women chose to play in the war. __Application:__ 1) Predict how you might have chose to react to the war. 2) Examine how things might have been different if you had chosen the loyalist side. __Analysis:__ 1) Contrast how life in colonial is different from your life. 2) Discuss what might have happened if the women had not chosen to get involved. __Synthesis:__ 1) What suggestions might you have given to other children if you had been there? 2) Imagine if the Revolutionary war were to happen today, How would you react? __Evaluation:__ 1) How effective do you think the women’s and children’s roles were on the patriots winning the war? 2) Choose a side and give reasons to support your choice.
 * Bloom's Questions for Discussion: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">To demonstrate what they have learned students will be able to choose from the following two activities: 1) Create an Acrostic or Diamante Poem using the name of a famous woman from the Revolutionary War. Examples will be available for examination and assessment will be done by rubric. 2) Create a poster to honor a woman who has made a significant contribution to the Revolutionary War. The poster should advertise the person’s life and accomplishments. Examples will be available for examination and assessment will be done by rubric.
 * 4.** **__Independent Practice (Teacher Instructional Indicator #11)__**// __.__ //

To close out the lesson, students will complete two exit slips. []
 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Poem Rubric [] Poster Rubric []
 * 1) **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Evaluation/Assessment (Teacher Product Indicators #2-3 **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">)

Books Used: <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Anderson, Laurie Halse. (2008). //Independent Dames.// Simon & Schuster Children's Publishing <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Bodie, Idella. (2003). //Heroines of the American Revolution.// Sandlapper Publishers. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Burgan, Michael. (2005). //Great Women Of The American Revolution.// We the People. Kneib, Martha. (2004). //Women Soldiers, Spies, and Patriots of the American Revolution.// Rosen Publishing Group <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Micklos, John, Jr. (2008). //The Brave Women and Children of the American Revolution.// Enslow Elementary. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Rife, Douglas, M. & Capaldi, Gina (2009) //Letters for Freedom: The American Revolution.// Innovative Kids. Thorton,Jeremy. (2003). //Famous Women of the American Revolution (Building America's Democracy)//. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Rosen Publishing Group Walsh, Francis. (2009). //Daring Women of the American Revolution (American History Flashpoints!).// PowerKids Press.
 * 5.** **Resources and Materials**

[] Revolutionary Women Music Video Clip **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> [] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> Independent Dames Video <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">[]

IEPC Strategy [|www.base5.ch/ref/base5/**strategy**117.php]

Poem Examples []

Internet


 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">6. **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> **Supplementary/Enrichment Activities**
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Include text set in classroom library
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Women of the American Revolution Word Search
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Create an Explorer’s Notebook and include each unit of study throughout the year and over the summer you can look back and see where you’ve been.
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Create Paper Plate People


 * __#1 Name (red):Group__ **
 * 2 Name (blue):Danielle**
 * __#3 Name (green):Lacy__**
 * __#4 Name ( Black):Genie__**

__Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010__
 * __Name:__ Danielle Antle Date:2**

__Lesson Plan #2 Title: Soldier__ Grade Level: 5 Contributors: Danielle Antle

**LESSON PLAN**


 * TITLE: Soldier**
 * __GRADE LEVEL__** 5 **TIME ALLOTTED: 50 MIN**


 * 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.

Social Studies Standard 4: The student will examine the lasting impact of the American Revolution. 4. Recognize the contributions of key individuals and groups involved in the American Revolution (e.g., Samuel Adams, the Sons of Liberty, Paul Revere, Mercy Otis Warren, George Washington, Thomas Paine, Thomas Jefferson, Marquis de Lafayette, King George III, Hessians, and Lord Cornwallis).
 * PASS OBJECTIVES FOR THIS LESSON:**

Language Arts Standard 3: Comprehension/Critical Literacy - The student will interact with the words and concepts in the text to construct an appropriate meaning. 2. Inferences and Interpretation e. Participate in creative response to text (e.g., art, drama, and oral presentation). 3. Summary and Generalization d. Organize text information in different ways (e.g., timeline, outline, graphic organizer) to support and explain ideas.

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.
 * ACEI Objective:**

<span style="color: #000000; font-family: Arial,sans-serif; font-size: 10pt;">The students will see the lasting impact Deborah Sampson made on the American Revolution and the United States. Students will show their comprehension by a creative written project with their information organized which will then be presented to the class.
 * SPECIFIC LESSON OBJECTIVES:**


 * 1. ** **//PREASSESSMENT OF STUDENT KNOWLEDGE://** Preassessment will be done by a class game of Jeopardy. This game will have 5 columns with different topics and 3 rows containing different questions for various amounts of points. The class will be split into 2 groups to complete this preassessment as teams.




 * Facts on Deborah Sampson ** ||


 * Imporant **
 * Dates ** ||


 * Locations ** ||


 * Revolutionary **
 * War ** ||


 * Changes **
 * Made ** ||


 * Random **
 * Facts ** ||


 * 10 ** || December 17, 1760

Birthday || Plypton, Massachusetts

Born || What military group group did Deborah join?

Army || The senate approved Deborah to receive _ for her services in the army.

back pay || What was Deborah’s inspiration that caused her to join the war as a man?

Thomas Paine’s //Common Sense// ||


 * 20 ** || April 29, 1827

Died || Medway, Massachusetts

Where Deborah enlisted in the army || How many times was Deborah wounded?

2 || When discovered Deborah was a female, rather than punishment what did she receive?

Honorable discharge || How was Deborah injured the second time during the war?

Shot in the shoulder with a musketball ||


 * 30 ** || January 20, 1972

Congress recognized Deborah as a hero || Tarrytown, New York

Location where Deborah received first injury || What name did Deborah use when she enlisted?

Robert Shirtliff || Deborah was the first woman to receive a for her services in the army.

pension || During the Revolutionary War, how was Deborah’s identity revealed?

Illness, Yellow Fever ||

//**2.** **Introduction/Set Induction/Hook**//**:** The hook will also be the game of Jeopardy which includes the information that will be needed for the final evaluation. In the small middle box students will write the vocabulary word. In the top right box the students will draw a picture. In the bottom right box the students will write the definition. It the top left box students will write a personal clue or a connection. In the bottom left box students will write a word that is opposite of the vocabulary word. [] Vocabulary:Strategy- Four Square Army Enlist Heroism

· ** Adjustments/Adaptations ** · Use directions in their native language. · Pair with an English speaking student. · Use visuals.
 * 3. Instructional Procedures**
 * ELL **

· Provide larger font. · Read Introduction and instructions of the lesson. · Provide additional time to complete assignments.
 * Visually Impaired**

· Follow the IEP plan given to me. · Provide additional time for completion of assignments. · Allow them to complete tasks in alternative ways.
 * IEP**

· Level class assignments and learning outcomes. · Provide multiple enrichment and interactive options. · Provide leadership opportunities.
 * Gifted**

· **Guided Practice (Teacher Instructional Indicator #10)** [] I will guide the students through a short reading on Deborah Sampson from an online website. During the reading students will be keeping a double entry journal to note what they find to be important information. Following the reading the class will have a grand conversation and discuss each question from the bloom’s questions below. After the grand conversation students will be asked to pick 2 of the questions discussed in class and to use those questions to complete text dialogues. For this assignment student will be allowed to use sources such as the internet and the classroom library to look up information if needed. [] On the left side students will write in what the text says and a page number. On the right side students will write why what they put on the left side is important.

Bloom’s Questions __Knowledge__ <span style="font-family: Arial,sans-serif; font-size: 10pt;">1. How do you relate to Deborah Sampson? <span style="font-family: Arial,sans-serif; font-size: 10pt;">2. Identify the personality traits Deborah showed during her enlistment in the army. __Comprehension__ <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">1. Write a brief outline of Deborah Sampson’s life. <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">2. Tell what Deborah Sampson’s mother felt about her decision to join the army. __Application__ <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">1. What questions would you ask Deborah Sampson if given the opportunity? <span style="color: #000000; font-family: Arial,sans-serif; font-size: 10pt;">2. <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Could this have happened in today’s society? __Analysis__ <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">1. What do you see as other possible outcomes when the army discovered Deborah’s true identity? <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">2. If the doctor hadn’t revealed the truth, what might the ending have been? __Synthesis__ <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">1. How many other ways can you find that Deborah could have aided in the war without disguising herself as a man? <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">2. <span style="color: #000000; font-family: Arial,sans-serif; font-size: 10pt;"> Can you develop a proposal to the senate from Deborah asking for pension for her services in the war? __Evaluation__ <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">1. Do you think Deborah pretending to be a man to fight in the Revolutionary War is a good or a bad thing? <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">2. How would you feel if someone in your family had made the decision to pretend to be a man to fight in a war?

As an evaluation students will be able to chose from the following projects which will be presented in class: <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">1. Make a 5 page diary as if you are Deborah Sampson, make sure to include 1 entry on childhood events, 1 entry on war events, and 1 entry on post war events. Students will use the internet to find photographs to add to the journal. Must use vocabulary words in diary. <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">2. Conduct a debate on the action of Deborah Sampson pretending to be a man to fight in the war. This is a 3-6 person project. Students will type their questions and some main points they will use in their arguments. Must use vocabulary words in debate.
 * 4. ** **Independent Practice (Teacher Instructional Indicator #11)**

Exit Slip []
 * 5. ** **Closure/Summary/Representation**

Diary Rubric**
 * 6. ** **Evaluation/Assessment


 * CATEGORY || **4** || **3** || **2** || **1** ||
 * **Sentences & Paragraphs** || Sentences and paragraphs are complete, well-constructed and of varied structure. || All sentences are complete and well-constructed (no fragments, no run-ons). Paragraphing is generally done well. || Most sentences are complete and well-constructed. Paragraphing needs some work. || Many sentence fragments or run-on sentences OR paragraphing needs lots of work. ||
 * **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. ||
 * **Ideas** || Ideas were expressed in a clear and organized fashion. It was easy to figure out what the letter/diary 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. ||
 * Debate Rubric**


 * CATEGORY || **4** || **3** || **2** || **1** ||
 * **Information** || All information presented in the debate was clear, accurate and thorough. || Most information presented in the debate was clear, accurate and thorough. || Most information presented in the debate was clear and accurate, but was not usually thorough. || Information had several inaccuracies OR was usually not clear. ||
 * **Use of Facts/Statistics** || Every major point was well supported with several relevant facts, statistics and/or examples. || Every major point was adequately supported with relevant facts, statistics and/or examples. || Every major point was supported with facts, statistics and/or examples, but the relevance of some was questionable. || Every point was not supported. ||
 * **Rebuttal** || All counter-arguments were accurate, relevant and strong. || Most counter-arguments were accurate, relevant, and strong. || Most counter-arguments were accurate and relevant, but several were weak. || Counter-arguments were not accurate and/or relevant ||
 * **Respect for Other Team** || All statements, body language, and responses were respectful and were in appropriate language. || Statements and responses were respectful and used appropriate language, but once or twice body language was not. || Most statements and responses were respectful and in appropriate language, but there was one sarcastic remark. || Statements, responses and/or body language were consistently not respectful. ||

Byrnes, D. (1997). //Deborah sampson//. Retrieved from [] //Four-square chart//. (2003, July 03). Retrieved from http://www.beaconlearningcenter.com/documents/4494_3993.pdf //Double-entry journal//. (2006). Retrieved from http://www.teachervision.fen.com/tv/printables/prodev/PAS_Double-Entry-Journal.pdf []
 * 5.** **Resources and Materials**
 * Resources **
 * Materials **


 * Jeopardy Game
 * Print outs for strategies
 * Internet
 * Screen to project the internet
 * Classroom Library
 * <span style="color: #000000; font-family: Arial,sans-serif; font-size: 10pt; letter-spacing: 0.75pt; line-height: 115%;">Printer

http://library.thinkquest.org/TQ0312848/links.htm
 * 6.** **Supplementary/Enrichment Activities**

__Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010__
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Name: Lacy Williams Date: 3 **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">

__Lesson Plan #2 Title: The Spy Who Saved: Lydia Darragh__ Grade Level: 5 Contributors: Lacy Williams

==**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">GRADE LEVEL: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> **<span style="font-family: 'Arial','sans-serif';">5 TIME ALLOTTED: 50 MIN ** ==

**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Number of Special Needs Students ELL_ 504_ IEP_ **
<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> PASS Grade 5, Social Studies Standard 4: Students will examine the lasting impact of the American Revolution.
 * <span style="font-family: 'Arial','sans-serif';">UNIT GOAL: **

PASS Objective #4: Recognize the contributions of key individuals and groups involved in the American Revolution (e.g. Samuel Adams, the Sons of Liberty, Paul Revere, Mercy Otis Warrant, George Washington, Thomas Paine, Thomas Jefferson, Marquis de Lafayette, King George III, Hessians, and Lord Cornwallis.
 * <span style="font-family: 'Arial','sans-serif';">PASS OBJECTIVES FOR THIS LESSON: **

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. ​<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> The students will see the lasting impact Lydia Darragh made on the American Revolution and the United States. Students will show their comprehension by choosing between two activities and presenting them to the class.
 * <span style="font-family: 'Arial','sans-serif';">ACEI Objective: **
 * <span style="font-family: 'Arial','sans-serif';">SPECIFIC LESSON OBJECTIVES: **


 * <span style="font-family: 'Arial','sans-serif';">Introduction/Set Induction/Hook **

Use //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The Scarlet Stockings Spy //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> as the Introduction/Hook. Begin with doing a book walk (some ideas for questions are given below).

__PRE-READING ACTIVITIES__ Make predictions regarding the story based on the title. Preview the book by reading the back cover, the title page, and the dedications. Continue to make predictions about the content. Preview all the illustrations. Generate discussion and questions regarding the illustrations.
 * <span style="font-family: 'Arial','sans-serif';">Title and Cover Predictions – ** Discuss the title //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The Scarlet Stockings Spy //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">.

__Illustration Questions and Discussion Prompts Page__ • Why is the girl running? Why is she in a hurry? 4 • Do you think anyone notices her? • What’s in her basket? • Who is the lady in the picture? 7 • What is she telling the girl? • Where is the girl going? 11 • Why are her eyes closed? • How does she feel? What is she thinking? • What do you notice about her clothes and shoes? • What is the girl doing? 12,13,14 • What is the boy saying to her? • Who is the boy? • Describe the mood of the illustration. 17,18,19 • What time of day is it? • Who is standing outside the girl’s home? • What is the girl saying? 23 • Who is the girl approaching? 34 • What time of day is it? • Should the girl be outside at this time? • What is the girl doing? 43 • What’s in her basket? • Why doesn’t she turn on the lights? • Why are the people celebrating? 46,47

Vocabulary: **<span style="font-family: 'Arial','sans-serif';">import, rebellion, suspicious ** Strategy: Word Maps

The students will get in 3 groups and create word maps on poster board together. Different versions of Word Maps will be available for examples. Each group will present their Word Map to the class.

[]

· <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Use directions in their native language. · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Pair with an English speaking student. · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Use visuals.
 * <span style="font-family: 'Arial','sans-serif';">3. Instructional Procedures **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Adjustments/Adaptations **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">ELL **

<span style="font-family: 'Arial','sans-serif';">**Visually Impaired** · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Provide larger font. · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Read Introduction and instructions of the lesson. · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Provide additional time to complete assignments.

· <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Follow the IEP plan given to me. · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Provide additional time for completion of assignments. · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Allow them to complete tasks in alternative ways.
 * <span style="font-family: 'Arial','sans-serif';">IEP **

· <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Level class assignments and learning outcomes. · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Provide multiple enrichment and interactive options. · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Provide leadership opportunities.
 * <span style="font-family: 'Arial','sans-serif';">Gifted **

· **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Guided Practice (Teacher Instructional Indicator #10) **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> I will guide the students through a text set. The students will be reminded to locate the words on their word wall as they read. They will be investigating as spies into the life of Lydia Darragh. The students will have clip boards and collect information on Lydia using the Grasp strategy. After they collect all their information we will have a grand conversation to discuss what we have learned. More information on the GRASP strategy can be found under resources.

Books to use: Bodie, Idella. (2003). //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Heroines of the American Revolution. //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Sandlapper Publishers. Burgan, Michael. (2005). //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Great Women of the American Revolution. //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Compass Point Books. Farman, John. (2002). //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The Short and Bloody History of Spies, //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Lerner Publications. Noble, Trinka Hakes. (2004). //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The Scarlet Stalkings Spy. //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Sleeping Bear Press.


 * <span style="font-family: 'Arial','sans-serif';">Bloom's Questions for Discussion: **

__Knowledge:__ 1) Describe what Lydia Darragh is known for. 2) Define what side she was on. __Comprehension:__ 1) Explain how Lydia Darragh was suspicious. 2) Give examples of how what she did was risky. __Application:__ 1) Examine what you would have done if you were her. 2) Sketch out the events on your clipboard with a partner. __Analysis:__ 1) Debate what could have happened if Lydia Darragh did not spy on the British that night. 2) Discuss what could have happened if she had gotten caught. __Synthesis:__ 1) Explain a time you have been suspicious. How did you feel? What did you do to find out what you needed to know? 2) imagine her into today’s time. How would things have been different? __Evaluation:__ 1) Conclude her life in your journal as a heroine for the American Revolution. Why or why not do you think she was a heroine? 2) Evaluate your buddy’s conclusion. Did you both agree or disagree?

To demonstrate their new knowledge they will be allowed to choose from the following activities:
 * <span style="font-family: 'Arial','sans-serif';">4. ** **<span style="font-family: 'Arial','sans-serif';">Independent Practice (Teacher Instructional Indicator #11) **

1. **Create a Newspaper** Students will create a newspaper article about the heroic events of Lydia Darragh’s choice to spy on the British. I will bring in an old type writer where the students can type their newspaper article the paper used for newspapers. I will have example newspapers for them the use as a reference. They will be graded on the content, knowledge gained, layout, headlines, captions, article purpose, and supporting details. The rubric is given below.


 * OR**

2. **Create a TV interview** Students will work in partners creating a TV interview. Students will write scripts where one is the reporter and one is Lydia Darragh. Students will be allowed to perform this to the class. Each group will be given five minutes. There scripts will be graded by a rubric ensuring they are covering all the details.


 * <span style="font-family: 'Arial','sans-serif';">5. ** **<span style="font-family: 'Arial','sans-serif';">Closure/Summary/Representation (Teacher Instructional Indicator #12) **

Exit Slips : []

Students will be graded with a rubric, and each is worth a total of 20 points.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Evaluation/Assessment (Teacher Product Indicators #2-3 **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">)


 * || ===<span style="color: windowtext; font-family: 'Arial','sans-serif';">Newspaper Article - Lydia Darragh === ||  ||


 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 11pt; text-align: center;">CATEGORY || **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">4 ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">3 ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">2 ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">1 ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Knowledge Gained ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">All students in the group can accurately answer all questions related to a) stories in the newspaper and b) technical processes used to create the newspaper. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">All students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Most students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Several students in the group appear to have little knowledge about the facts and the technical processes used for the newspaper. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Who, What, When, Where & How ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">All articles adequately address the 5 W's (who, what, when, where and how). || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">90-99% of the articles adequately address the 5 W's (who, what, when, where and how). || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">75-89% of the articles adequately address the 5 W's (who, what, when, where and how). || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Less than 75% of the articles adequately address the 5 W's (who, what, when, where, and how). ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Layout - Headlines & Captions ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">All articles have headlines that capture the reader's attention and accurately describe the content. All articles have a byline. All graphics have captions that adequately describe the people and action in the graphic. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">All articles have headlines that accurately describe the content. All articles have a byline. All graphics have captions. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Most articles have headlines that accurately describe the content. All articles have a byline. Most graphics have captions. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Articles are missing bylines OR many articles do not have adequate headlines OR many graphics do not have captions. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Articles - Purpose ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">90-100% of the article demonstrates a clear understanding of the topic. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">85-89% of the article demonstrates a clear understanding of the topic. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">75-84% of the articles demonstrates a clear understanding of the topic. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Less than 75% of the article demonstrates a clear understanding of the topic. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Articles - Supporting Details ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">The details in the articles are clear, effective, and vivid 80-100% of the time. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">The details in the articles are clear and pertinent 90-100% of the time. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">The details in the articles are clear and pertinent 75-89% of the time. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">The details in more than 25% of the articles are neither clear nor pertinent. ||


 * || ===<span style="color: windowtext; font-family: 'Arial','sans-serif';">TV Interview : Lydia Darragh === ||  ||


 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 11pt; text-align: center;">CATEGORY || **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">5 ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">4 ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">3 ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">2 ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Knowledge Gained ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Student can accurately answer several questions about the person who was interviewed and can tell how this interview relates to the material being studied in class. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Student can accurately answer a few questions about the person who was interviewed and can tell how this interview relates to the material being studied in class. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Student can accurately answer a few questions about the person who was interviewed. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Student cannot accurately answer questions about the person who was interviewed. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Preparation ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Before the interview, the student prepared several in-depth AND factual questions to ask. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Before the interview, the student prepared a couple of in-depth questions and several factual questions to ask. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Before the interview, the student prepared several factual questions to ask. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">The student did not prepare any questions before the interview. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Formatting & Editing ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">The student edited and organized the transcript in a way that made the information clear and interesting. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">The student edited and organized the transcript in a way that made the information clear. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">The student edited and organized the transcript but the information was not as clear or as interesting as it could have been. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">The student did NOT edit or organize the transcript. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Politeness ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Student never interrupted or hurried the person being interviewed and thanked them for being willing to be interviewed. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Student rarely interrupted or hurried the person being interviewed and thanked them for being willing to be interviewed. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Student rarely interrupted or hurried the person being interviewed, but forgot to thank the person. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Several times, the student interrupted or hurried the person being interviewed AND forgot to thank the person. ||

· <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Old Type Writer · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Clip boards for interviews · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Paper to be used for typing the newspapers · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Sample newspapers · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Text Set · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Two Chairs for the students to perform their interviews for the class · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Writing materials · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Poster board and markers for word maps
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">5. **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> **<span style="font-family: 'Arial','sans-serif';">Resources and Materials **

<span style="font-family: arial,helvetica,sans-serif;">Berglund, R, & Johns, J. (2006). //Strategies for content area learning//. Dubuque, IA: Kendall/Hunt Publishing Company. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Noble, Trinka Hakes. (2004). //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The Scarlet Stalkings Spy. //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Sleeping Bear Press.

GRASP Strategy: <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">** Guided Reading and Summarizing Procedure (GRASP) ** **What is it?** Summarizing can be quite difficult for students unless guidance and practice can be provided for the students. This strategy illustrates what a summary is and how to compress many ideas into a brief synopsis. The goal of teaching GRASP is to help students to summarize independently when they try to understand as well as study text. Upper elementary through high school • Provide students with a short passage of easy text. Explain that after reading, a summary will be written. • After reading individually, ask the students to list what they remembered. You write the information on the board or overhead. • Then have the students reread the passage to look for additional information and to correct or enrich information for the list. • Then model the organization of the information into categories. First list the categories and then regroup the information under each category. • Using the generated outline, write a summary of the material. • Provide guided practice multiple times before having the students do GRASP individually.
 * What is the focus group? **
 * How do you do it? **


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

· <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Graphic Organizers will be available. [] [] · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Websites to browse for more information on Lydia Darragh. [] [] [] · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">//The Scarlet Stocking// []

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">__**#1 Name (red):**__ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> Group
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">#2 Name (blue): **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> Danielle Antle
 * __#3 Name (green):__** Lacy Williams
 * __#4 Name ( Black):__** Genie Wright

__Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010
 * Name:** Genie Wright **Date:** May 3, 2010

Lesson Plan #4 Title:__ Patriot Writer: Mercy Otis Warren Grade Level: 5th grade Contributors:­­­­­­­­­­­ Genie Wright, Lacy Williams, Danielle Antle

**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">LESSON PLAN ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * TITLE: Patriot Writer: Mercy Otis Warren vs. Modern Writers**
 * __GRADE LEVEL__** 5th **TIME ALLOTED:** 50 MIN


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

· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">To understand that women not only comprised half the population <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">of Revolutionary America, but were instrumental in achieving victory. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">To appreciate that wars require enormous sacrifice by everyone <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">involved, not just soldiers. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">To understand that women did not have the freedoms then that we have today.
 * __UNIT GOAL:__**

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Standard 4: The student will examine the lasting impact of the American Revolution. 4. Recognize the contributions of key individuals and groups involved in the American Revolution (e.g., Samuel Adams, the Sons of Liberty, Paul Revere, Mercy Otis Warren, George Washington, Thomas Paine, Thomas Jefferson, Marquis de Lafayette, King George III, Hessians, and Lord Cornwallis). 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.
 * __PASS OBJECTIVES FOR THIS LESSON:__**
 * __ACEI Objective:__ **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will be able to explain the differences between a female writer during the revolutionary time and a female writer today. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">I will ask if they know what an author does. Then we will have a grand conversation about what authors do. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Movie Trailer: Mercy Otis Warren Video Clip, []
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">__SPECIFIC LESSON OBJECTIVES:__ **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">__PREASSESSMENT OF STUDENT KNOWLEDGE:__ **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">__Introduction/Set Induction/ LESSON:__ **

After watching the clip, each child will make a K-W-L Chart and we will discuss what they know about authors and fill in the K part of the charts. //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">historian, ////<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">pamphleteer, correspondence, parochial, pamphlet // <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will be divided into five small groups with each group being assigned one word. Each group will be responsible for filling in all areas of the word map using prior knowledge, dictionary or any other source they choose. Once each group is finished they will share their findings with the class, so that when every group has shared everyone in the class will have five new word maps to add to their vocabulary notebooks.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">__PRE-READING ACTIVITIES__ **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * <span style="color: black; font-family: 'Times New Roman',serif; font-size: 12pt;">__Vocabulary:__ **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">3. Instructional Procedures **

** ELL ** · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Use directions in their native language. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Pair with an English speaking student. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Use visuals.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%;">__Adjustments/Adaptations:__ **

** Visually Impaired ** · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Provide larger font. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Read Introduction and instructions of the lesson. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Provide additional time to complete assignments.

· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Follow the IEP plan given to me. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Provide additional time for completion of assignments. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Allow them to complete tasks in alternative ways. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Level class assignments and learning outcomes. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Provide multiple enrichment and interactive options. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Provide leadership opportunities <span style="font-family: 'Arial','sans-serif';">. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">I will use a text set for the guided practice. As a class we will examine each book cover and title and have a book talk about each one prior to reading. As we talk about the books, I will ask the students to write down what they want to know under the W part of their K-W-L charts before we begin reading. We will then divide up into our five groups and each group will be asked to choose one book about Revolutionary Women group and one from the Women Authors of Today group. Each group will be asked to read their books and complete a Venn diagram comparing Mercy Otis Warren to the modern author they choose. Once each group has completed their diagram we will have a grand conversation about the differences and complete a large Venn diagram that has been placed on the wall in the room.
 * IEP **
 * Gifted **
 * __Guided Practice (Teacher Instructional Indicator #10)__**

__Knowledge:__ 1) Describe what it was like for Mercy to write . 2) Tell what it is like for authors today. __Comprehension:__ 1) Explain how Mercy Otis Warren was a pioneer in women’s rights. 2) Translate how that changes things for writers today. __Application:__ 1) Predict how you might have reacted to Mercy’s situation. 2) Examine the difference if Mercy would have been on the other side. __Analysis:__ 1) Contrast how Mercy had to write compared to how authors today write. 2) Discuss what might have happened if she had never learned to read or write. __Synthesis:__ 1) What ideas might you have given Mercy if you had been there? 2) Imagine Mercy in today’s time. How would things have been different for her? __Evaluation:__ 1) How effective do you think Mercy’s writings were? 2) How would you have decided what to do if you would have been in Mercy’s place?
 * Bloom's Questions for Discussion: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">To demonstrate what they have learned students will be able to choose from the following two activities: 1) Create a pamphlet persuading others to join your side of the Revolutionary movement. It must be creative, informative and most of all persuasive. Students may work individually or in pairs. Examples will be available for examination and assessment will be done by rubric. 2) Become a Journalist. Students will pretend they are a newspaper journalist and they are doing a front page story on Mercy Otis Warren. I will provide a Be a Journalist handout for those wishing to complete this activity. Examples will be available for examination and assessment will be done by rubric.
 * 4.** **__Independent Practice (Teacher Instructional Indicator #11)__**// __.__ //

To close out the lesson, students will complete their K-W-L charts.
 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**


 * 1) **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Evaluation/Assessment (Teacher Product Indicators #2-3 **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">)

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> Pamplet Rubric [] <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt;">Newspaper Article Rubric <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">[] Books Used: <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Bodie, Idella. (2003). //Heroines of the American Revolution.// Sandlapper Publishers. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Burgan, Michael. (2005). //Great Women Of The American Revolution.// We The People. De Pauw, Linda Grant. (1994). //Founding Mothers.//Sandpiper. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> Gillis, Jennifer Blizin. (2006). // Mercy Otis Warren: Author and Historian (Signature Lives: Revolutionary War Era series). // Compass Point Books. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Micklos, John, Jr. (2008) //The Brave Women and Children of the American Revolution (The Revolutionary War Library).// Enslow Elementary. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Banting, Erinn. (2006). //Mary Pope Osborne (My Favorite Writer)//. Weigl Publishers. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; letter-spacing: -0.35pt;">Bunting, Eve. (1995). //Once Upon a Time (Meet the Author//). R.C. Owens. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Numeroff, Laura Joffe. (2003). //If You Give An Author A Pencil (Meet The Author).// Richard C. Owens Publishers. Ring, Susan. (2002). //Beverly Cleary (My Favorite Writer).// Weigl Publishers. Sexton, Colleen. (2007). //J. K. Rowling (Biography (a & E)).// First Avenue Editions. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">K-W-L Charts http://www.superteacherworksheets.com/graphic-organizers/kwl-lines.pdf Word Map http://www.busyteacherscafe.com/worksheets/vocabulary%20map%201.pdf Become a Journalist Handout [] ​ <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Internet
 * 5.** **Resources and Materials**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Revolutionary Women: **
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Women Authors of Today: **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">6. **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> **Supplementary/Enrichment Activities**


 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Include text set in classroom library
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Have students use the writing process to create a poem about the revolutionary war, Mercy Otis Warren or another key figure.