Monday+Group+6


 * __​#1 Name (red):__** __Rocky__
 * 2 Name (blue):_**Cynthia
 * __#3 Name (green):___**
 * __#4 Name ( Black):___**Laura

__ Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010
 * __Name:__** Laura Mangan-Grenier, Cynthia Scott, Rocky Spriggs **Date:** May 10, 2010

Lesson Plan #1 Title: __ Women of the American Revolution Grade Level: 5 Contributors:­­­­­­­­­­­ Laura Mangan-Grenier, Cynthia Scott, Rocky Spriggs

LESSON PLAN
__**GRADE LEVEL**__ 5
 * TITLE:**
 * TIME ALLOTTED: 45-50 MIN**


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

**UNIT GOAL:**
===**PASS Grade 5: Social Studies Standard 4: 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**
 * Standard 4: The student will examine the lasting impact of the American Revolution**

​ 1) Students will understand that men were not the only ones who played important roles in the American Revolution and that women's contributions were also important in helping the war and shaping the beginning of our country. 2) Students will be able to identify some roles and contributions of women. 3) Students will be able to identify important people and events of the American Revolution. 4) Students will be able to rationalize why there is not a lot written about women during the Revolutionary War period.
 * SPECIFIC LESSON OBJECTIVES:**

Through a class discussion of people students think of or can identify in the Revolution.
 * 1. PREASSESSMENT OF STUDENT KNOWLEDGE:**

Indicators #1-3)** The students will be introduced to the important roles of women in The American Revolution by teachers demonstrating some of these roles while dressed in period attire and while reading passages from a selection of books while the other teachers play out the roles. The picture dictionary strategy will be used to introduce and assess the comprehension of the vocabulary words in this lesson. The words are: artillery, restitution, treason, divide and conquer, Minute Man.
 * 2. Introduction/Set Induction/Hook (//This involves getting your students interested and motivated to learn.// Consider Teacher Instructional


 * 3. Instructional Procedures (Consider Teacher Instructional Indicators #4-8)**

- Adaptations will be made according to students' individuals IEPs. - Include use of visuals and prompts and possibly books in native language for ELL. - Vision and hearing impaired (504) - microphones and prompts in addition to larger visual aids. - Gifted students will participate in individual or group research based on their interest within the unit.
 * • Adjustments/Adaptations (See Teacher Instructional Indicator #9)**

· **Guided Practice (Teacher Instructional Indicator #10)** 1) Students will work in groups on a Webquest about women in the Revolution. When they have completed the Webquest, students will create a Discussion Web. The question for the Discussion Web is: Did women's roles remain the same or change during the Revolution? //A Discussion Web organizer can be found at arapaho.nsuok.edu/~leeml/strategies/discussionweb.pdf.// 2) Students will work in groups to read the non-fiction trade books //The Brave Women and Children of the American Revolution// and //Independent Dames//. At the end of their reading, students will use Cubing to summarize what they read. //The Cubing strategy can be found at arapaho.nsuok.edu/~leeml/strategies/cubing.pdf.// 3) Students will work in groups to read several chapters from the fiction trade book //Changes for Felicity, A Winter Story//. At the end of the first and second chapters, students will complete a Story Impression. //A Story Impression organizer can be found at arapaho.nsuok.edu/~leeml/strategies/storyimpression.pdf.//


 * Discussion Questions:**
 * 1) Can you name some of the important women in the American Revolution?
 * 2) Can you identify at least three roles that were contributed by women during the American Revolution?
 * 3) Can you write in your own words how the women's contributions from the American Revolution still impact America today?
 * 4) Do you think America would be the same today if these women did not make contributions during the American Revolution?
 * 5) What question would you ask of the women from the American Revolution?
 * 6) Can you construct a bulletin board to show artifacts that represent women from the American Revolution?
 * 7) How are the roles of the women in the Iraqi War different from those of the women in the American Revolution War? How are they similar?
 * 8) Can you rationalize how and why people who impact our history?
 * 9) Can you write a different verse for the American Flag?
 * 10) Can you imagine being a woman during the American Revolution? Create a diary as the role of that person.
 * 11) Do you believe Betsy Ross really sewed the flag?
 * 12) Do you feel women should have had equal rights in the Constitution?


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

Students will choose one activity. 1) At the end of the week, dress up as one of their favorite Revolution people and present basic information (a Fact File) about that person. //A Fact File organizer can be found at arapaho.nsuok.edu/~leeml/strategies/factfile.pdf.// 2) Write a journal about one of the women of the Revolution, describing her and her life and telling what contribution she made and if/how it still affects America today. //A journal organizer can be found at arapaho.nsuok.edu/~leeml/strategies/journal.pdf.// 3) Assume the role of a woman of the Revolution and keep a diary, writing at least five entries in character. //Instructions for the diary can be found at arapaho.nsuok.edu/~leeml/strategies/diary.pdf.// 4) Create a bulletin board, displaying and explaining artifacts from the women of the Revolution. The rubric (provided below) will be the guide for required and other elements of the project.

The rubrics for each activity is provided below.


 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**

"Today you learned that women played important roles in the American Revolution and made significant contributions that helped shape the war and our country.


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

1) Rubric for costume and Fact File (PDF) //can be found at www.arapaho.nsuok.edu/~leeml/strategies/Lesson1-Dress-upRubric.pdf//. 2) Rubric for journal (PDF) //can be found at www.arapaho.nsuok.edu/~leeml/strategies/Lesson1-JournalRubric.pdf//. 3) Rubric for diary (PDF) //can be found at www.arapaho.nsuok.edu/~leeml/strategies/Lesson1-DiaryRubric.pdf//. 4) Rubric for bulletin board (PDF) //can be found at www.arapaho.nsuok.edu/~leeml/strategies/Lesson1-BulletinBoardRubric.pdf//.


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

Anderson, L. H. (2008). Independent Dames, What You Never Knew About the Women and Girls of the American Revolution. New York: Simon andSchuster. Micklos, J. (2009). The Brave Women and Children of the American Revolution. Berkeley Heights, New Jersey: Enslow Publishers. Somervill, B. A. (2006). Abigail Adams. Minneapolis, Minnesota: Compass Point Books. Wallner, A. (2001). Abigail Adams. New York: Holiday House.
 * Non-fiction books:**

Forbes, E. (1943). Johnny Tremain. New York: Bantam Doubleday Dell Publishing. Gregory, K. (2001). Five Smooth Stones: Hope's Diary. New York: Scholastic. Moss, M. (1999). Emma's Journal: The Story of a Colonial Girl. New York: Harcourt Brace & Company. Osborne, M. P. (2000). Revolutionary War on Wednesday. New York: Random House. Pryor, B. (2008). Hannah Pritchard: Pirate of the Revolution. Berkeley Heights, New Jersey: Enslow Publishers. Tripp, V. (1992). Changes for Felicity, A Winter Story. Middleton, Wisconsin: Pleasant Company.
 * Fiction books:**

The students can utilize the lessons during drama, art, or reading classes. Also as a home extension, they can question relatives and friends for stories they may have heard about former family members who experienced the American Revolution.
 * 6.** **Supplementary/Enrichment Activities**


 * Name: Laura Mangan-Grenier Date: May 10, 2010**

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


 * Lesson Plan #2 Title:** "Remember the Ladies" - Abigail Adams
 * Grade Level:** 5
 * Contributors:** Rocky Spriggs, Cynthia Scott


 * LESSON PLAN**


 * TITLE:** "Remember the Ladies" - Abigail Adams
 * GRADE LEVEL:** 5
 * TIME ALLOTTED:** 45 to 60 minutes


 * COMPOSITION OF CLASS:** Male _ Female _ Total _
 * Number of Special Needs Students:** ELL _ 504 _ IEP _

PASS Grade 5, Social Studies Standard 4: Students will examine the lasting impact of the American Revolution.
 * 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.
 * PASS OBJECTIVES FOR THIS LESSON:**

1. Literal Understanding c. Recognize main ideas presented in a particular segment of text; identify evidence that supports those ideas. d. Use the text's structure or progression of ideas such as cause and effect or chronology to organize or recall information. 2. Inferences and Interpretation a. Apply prior knowledge and experience to make inferences and respond to new information presented in text. b. Draw inferences and conclusions about text and support them with textual evidence and prior knowledge. e. Participate in creative response to text (e.g., art, drama, and oral presentation). 3. Summary and Generalization c. Support ideas and arguments by reference to relevant aspects of text and issues across texts. d. Organize text information in different ways (e.g., timeline, outline, graphic organizer) to support and explain ideas. Writing/Grammar/Usage and Mechanics: The student will express ideas effectively in written modes for a variety of purposes and audiences. 1. Communicate through a variety of written forms and for various audiences to inform, persuade, entertain, instruct, and describe, while adjusting tone and style as appropriate. Example: Write a skit to present at your class talent show. Use funny words and phrases to make the audience laugh or convincing statements that might persuade them to support a particular idea. 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. d. include and address reader concerns.
 * PASS OBJECTIVES - Language Arts:**
 * 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.

Candidates understand and use a variety of teaching strategies that encourage students' development of critical thinking and problem solving. Candidates use their knowledge and understanding of individual and group motivation to foster active engagement of learning to create supportive learning environments. Candidates will design lessons that appeal to a variety of learning styles. ​ 1) The student will be able to demonstrate knowledge of women's roles in the American Revolution. 2) The student will be able to convey understanding through a variety of media the contributions Abigail Adams made to the American Revolution and to the history of the United States. 3) The student will be able to produce works that attempt to persuade readers of the value of stated ideas.
 * ACEI OBJECTIVE:**
 * SPECIFIC LESSON OBJECTIVES:**

The pre-assessment will be part of the Introduction.
 * 1. Pre-assessment of Student Knowledge**


 * 2. Introduction/Set Induction/Hook (Consider Teacher Instructional Indicators #1-3)**

The lesson will begin with a viewing of John Adams: A Closer Look by HBO //(www.youtube.com/watch?v=oeHepBjAyS0)//.
 * Background Knowledge:**

The following words will be introduced: courtship, correspondence, equality, tyrant, diplomat. The class will complete a Word Map for each word. //A Word Map can be found at: http://www.readingquest.org/strat/wordmap.html.//
 * Vocabulary:**

Students will work in groups to complete K-W-L Plus charts, which will then be transferred by teacher through class discussion to the class K-W-L Plus charts. //A K-W-L Plus chart can be found at arapaho.nsuok.edu/~leeml/strategies/kwlplus.pdf.//
 * Motivation:**


 * 3. Instructional Procedures (Consider Teacher Instructional Indicators #4-8)**

• Adaptations will be made according to students' individuals IEPs. • The use of visuals, props, the buddy system, and possibly books in students' native language will be used to assist English Language Learners (ELL) during the lesson. They will also have access to an interpreter and be given additional time to complete projects, if needed. • Microphones, props, large visual aids, and other appropriate additions will be used to assist with visually or hearing-impaired students and others (504). • Gifted students will select appropriate-level reading selections from class library and participate in individual or group research based on their interest within the unit Additional enrichment opportunities will be provided. • All students will have the opportunity to complete projects in areas of their special talents.
 * Adjustments/Adaptations (See Teacher Instructional Indicator #9)**


 * Guided Practice (Teacher Instructional Indicator #10)**

1) Students will listen to excerpts of letters between Abigail and John Adams at www.pbs.org/wgbh/amex/adams/sfeature/sf_letters.html. 2) Students will be divided into pairs, and the teacher will distribute handouts that the class will read together. Students will use the Say Something strategy to discuss the text with their partners and make notes of their discussion. Student will be given a list of possible discussion starters. //Copies of the handouts and discussion starters can be found at arapaho.nsuok.edu/~leeml/handouts/abigailadams.pdf and arapaho.nsuok.edu/~leeml/strategies/saysomethingstarters.pdf.// 3) The teacher will introduce books from the class library and have students read excerpts. 4) Students will work in their pairs to create a Character Traits graphic organizer. //The organizer can be found at arapaho.nsuok.edu/~leeml/strategies/traits.pdf.// 5) The teacher will show students online resources for learning more about Abigail.

1) List the topics Abigail and John Adams wrote about in their letters. 2) Tell about Abigail's influence on her husband in at least two areas of his life. 3) Describe Abigail's domestic role during the Revolution. 4) Compare Abigail's role as John's wife to what other women's relationships probably were like. 5) What two questions would you ask Abigail if you could speak with her? 6) Construct a time line of Abigail and John's marriage including key events in the Revolution and John's political career. 7) What was the underlying theme (or belief) of Abigail and John's relationship? 8) Explain how Abigail and John's marriage is similar to some modern-day first lady-and-president marriages? 9) Imagine how Abigail's life may have been different if she had married someone else. 10) Can you create a brief 30-second commercial for Abigail if she were running for president? (write the script only) 11) Do you believe Abigail was right in wanting equal rights for women and slaves? Discuss why or why not? 12) Write an editorial as a colonist during the war based on your beliefs about education and rights of women. Take the stance that you are trying to persuade the member of the Continental Congress to decide your way.
 * Discussion Questions:**


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

Students will work independently or in pairs and choose one of the following to complete: 1) Write and give a speech that Abigail might give today and which contains ideas that were important to her (1 person). //A graphic organizer can be found at A K-W-L Plus chart can be found at arapaho.nsuok.edu/~leeml/strategies/persuasivewritingorganizer.pdf.// 2) Write a script for and record a radio interview as a Podcast with a host and Abigail (2 people). //Instructions can be found at arapaho.nsuok.edu/~leeml/strategies/podcast.pdf.// 3) Write and illustrate a picture book that contains at least five pivotal moments in Abigail's life (2 people). //A graphic organizer and planning chart can be found at arapaho.nsuok.edu/~leeml/strategies/picturebook.pdf.// 4) Create a diary in character with at least five entries each on Abigail's daily life, beliefs important to her, and events of the Revolution (1 person). //Instructions can be found at arapaho.nsuok.edu/~leeml/strategies/diary.pdf.//

The rubrics are provided below.


 * 5. Closure/Summary/Representation (Teacher Instructional Indicator #12)**

Today we learned about Abigail Adams, her influence on her husband John Adams, and the contribution of some of her ideas and beliefs to the American Revolution and the history of the United States.

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

Rubrics for the evaluation of independent/group projects: 1) Persuasive speech rubric //can be found at arapaho.nsuok.edu/~leeml/rubrics/Lesson2-DiaryRubric.pdf.// 2) Radio/Podcast interview script rubric //can be found at arapaho.nsuok.edu/~leeml/rubrics/Lesson2-PodcastRubric.pdf.// 3) Picture book rubric //can be found at arapaho.nsuok.edu/~leeml/rubrics/Lesson2-PictureBookRubric.pdf.// 4) Diary rubric //can be found at arapaho.nsuok.edu/~leeml/rubrics/Lesson2-DiaryRubric.pdf.//


 * 6. Resources and Materials**

Anderson, L. H. (2008). //Independent Dames, What You Never Knew About the Women and Girls of the American Revolution.// New York: Simon and Schuster. Micklos, J. (2009). //The Brave Women and Children of the American Revolution.// Berkeley Heights, New Jersey: Enslow Publishers. Somervill, B. A. (2006). //Abigail Adams.// Minneapolis, Minnesota: Compass Point Books. Wallner, A. (2001). //Abigail Adams.// New York: Holiday House.
 * Non-fiction books:**

Forbes, E. (1943). //Johnny Tremain.// New York: Bantam Doubleday Dell Publishing. Gregory, K. (2001). //Five Smooth Stones: Hope's Diary.// New York: Scholastic. Moss, M. (1999). //Emma's Journal: The Story of a Colonial Girl.// New York: Harcourt Brace & Company. Osborne, M. P. (2000). //Revolutionary War on Wednesday.// New York: Random House. Pryor, B. (2008). //Hannah Pritchard: Pirate of the Revolution.// Berkeley Heights, New Jersey: Enslow Publishers. Tripp, V. (1992). //Changes for Felicity, A Winter Story.// Middleton, Wisconsin: Pleasant Company.
 * Fiction books:**

Terrana, J. B. (November/December 2009). Remember the Ladies. //Cobblestone.// Carus Publishing Company.
 * Magazines:**

//John Adams: A Closer Look// by HBO
 * Video:**

PBS American Experience, John & Abigail Adams - www.pbs.org/wbgh/; The Massachusetts Historical Society - www.masshist.org/digitaladams/aea/; National First Ladies Library - www.firstladies.org; History.com - www.history.com; Williamsburg, Va. - www.visitwilliamsburg.com
 * Web sites:**


 * 7. Supplementary/Enrichment Activities**

Colonial Williamsburg Official History Site - www.history.org PBS, Liberty! The American Revolution - www.pbs.org/ktca/liberty/ Colonial Hall: Biographies of America's Founding Fathers - www.colonialhall.com/adamsj/ Gale Cengage Learning - www.gale.cengage.com

__ Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #3 Title: __ Grade Level:5 Contributors:­­­­­­­­­­­ Contributors:­­­­­­­­­­­ Laura Mangan-Grenier, Rocky Spriggs
 * __Name:__ Cynthia Scott Date: May 10, 2010**

LESSON PLAN
__**GRADE LEVEL**__ : **5th TIME ALLOTED: 45-75 Minutes**
 * TITLE: Remembering The Ladies-Nancy Hart**


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

//**UNIT GOAL:** ​// PASS Grade 5, Social Studies Standards 4:Students will examine the lasting impact of the American Revolution

Standard 4: The student will examine the lasting impact of the American Revolution. 1. Describe the causes and results of conflicts between England and Colonial America (e.g., the French and Indian War, Stamp Act, Boston Massacre, Intolerable Acts, Battles of Lexington and Concord, Battle of Saratoga, and Battle of Yorktown). 3. Identify and interpret the basic ideals expressed in the Declaration of Independence (e.g., "all men are created equal" and "life, liberty and the pursuit of happiness").
 * PASS OBJECTIVES FOR THIS LESSON:**
 * 2. Give examples that show how scarcity and choice govern economic decisions (e.g., Boston Tea Party and boycott).

** 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. 1. Literal Understanding a. Use prereading strategies independently (to preview, activate prior knowledge, predict content of text, formulate questions that might be answered by the text, and establish purpose for reading). b. Read and comprehend both fiction and nonfiction that is appropriately designed for fifth grade. c. Recognize main ideas presented in a particular segment of text; identify evidence that supports those ideas. d. Use the text's structure or progression of ideas 2. Inferences and Interpretation a. Apply prior knowledge and experience to make inferences and respond to new information presented in text. b. Summary and Generalization c. Summarize and paraphrase information from entire reading selection including the main idea and significant supporting details. d. Make generalizations with information gleaned from text. e. c. Support ideas and arguments by reference to relevant aspects of text and issues across texts.
 * Standard 3: Comprehension/Critical Literacy - The student will interact with the words and concepts in the text to construct an appropriate meaning. **

Candidates understand and use a variety of teaching strategies that encourage students' development of critical thinking and problem solving. Candidtaes use their knowledge and uderstanding 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:**


 * SPECIFIC LESSON OBJECTIVES: //(What do you want your students to know and be able to do after instruction?)//** //At the end of the unit, the students will have the knowledge of the role colonial women played in the turmoil that came with the American Revolution War. They will understand some of the events worked that led to the Revolution. //
 * 1) **PREASSESSMENT OF STUDENT KNOWLEDGE: //(How will you assess the prior knowledge of the students?)//** //To assess the student's background knowledge, the students will be asked to explain what they know about the Revolutionary War. After students answer in large group discussion, they will be grouped in groups of three or four and ask to make notes of some of the causes of the war and why America wanted to be independent. A KWL chart will be used. //
 * 2) **Introduction/Set Induction/Hook (//This involves getting your students interested and motivated to learn.// Consider Teacher Instructional Indicators #1-3) THIS IS THE BEFORE PART OF THE LESSON.** **The students will first be introduced to the new vocabulary words for this lesson which will be (patriots, dismounted, hither, treason, able body and credability) The students will use a definition map to help them break down the words and relate them to items relative to them. The students will then be introduced to Nancy Hart and the important role she played during the American Revolution, this will be presented with use of the smartboard and website [|www.gilkarwosi.com]**

//The students will use the structured notetaking strategy while the teacher reads aloud the text while in costume of Nancy Hart.//

If you were a British soldier stationed in Georgia, you knew about Nancy Hart. Nancy didn't just talk; she took action. When British soldiers came to question her about helping out a Patriot soldier, she brazenly admitted to it. Forced to cook the British a meal, she killed two of them. No, not with her cooking, with their own muskets.

Once, when information about British plans were needed, Nancy disguised herself as a crazy man. She went about the British camp gathering vital information for the Patriot cause.

Nancy is honored in Georgia with a county named after her and her portrait is in the state capital. If you visit Georgia, rest a spell at War Woman Creek. It's named for her.

__**Hearing Impaired: Speak loudly and clearly, provide handouts, use video/slideshows/audiotapes/etc., and allow students to sit towards front.**__ Physically Impaired: Make items easily accessible, assist if needed (teacher or student), Learning Styles: Tactile: there will be handouts, there will be tangible items during the simulation. Kinesthetic: there will be moving around during the simulation and for the centers. Audio: there will be some music to play along with the simulation. Visual: there will be images of the Boston Tea Party, Small dress-up items (e.g. hats, canes, etc relating to that time period). Gifted: provide additional reading, fun assignments, and opportunities to make up their own simulation to extend learning. ELL: Pair ELL students with an English speaking student, provide photos that coincide with the reading (for comprehension), IEP: Give students extra time to complete classroom assignments, allow students to complete tasks or present information in alternative ways (e.g., through taped answers, demonstrations, dramatizations, role play), allow students to tape lessons for more intensive review at a later time, providing a variety of learning tools, such as adapted computers for completing writing tasks, use pictorial schedules to assist students in making transitions. 504: Accommodations should be specified in a student’s IEP. Examples include books on tape, content enhancements, and allowing additional time to take a test
 * 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**
 * Visually Impaired: Provide larger font, provide colorful text and images, provide audio, provide handouts, allow students to sit towards front, use videos/slide shows/audiotapes/etc., and show visually what you are teaching.**

· **Guided Practice (Teacher Instructional Indicator #10) The teacher will then read from the book American Revolution by Karen Zeinert, the students will listen as the teacher reads pieces from each chapter, highligting the important information the author filled the pages with. Then she questioned the students with.** > > > **4.** **Independent Practice (Teacher Instructional Indicator #11)** > ​ ​The teacher will then break students into group, assigning each group a chapter to read, having each group with two readers while the other group members taking notes on the information they fill is important. After each group finihes thier reading and note taking, they will then present it to the class going in order of chapters. The students will be instructed to take personal notes with each presentaion of chapters. rubric attached. > > **5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)** > To help the students understand the important roles of womens durng battle, the teacher wrote on the smart board the important information she felt the students should be aware of which included, How are women described? What are women asked to do? Why are they being asked to do it? The students will then be instructued to write a one page essay, including the information given to them on the board, along with two other important facts they learned from the passages presented to them on Nancy Hart. //The students will be assessed by the rubrics which they are given to follow which guides them through each question, along with giving them instuctions to showing supportive and factual informal along with using creative using their own thoughts of how women should present their roles during battle. Before students leave the teacher will tell them they will be learning about who and how the American Flag was made, this teacher will use guided imagery to get the students intrested where they may do some reseach before tomorrow. //
 * // This can be the same for all of the lessons plans of the group. //**
 * 1) Does the title give you clues of what will be in the story?
 * 2) What are some of the highlights they got from the short passage readings?
 * 3) What do you think the outcome of the American Revolution would be without the contributions the women made?
 * 4) Can you design a poem dedicated to the women of the American Revlolution?
 * 5) Do you think battle is a good thing or a bad thing?
 * 6) Can you see a possible solution to battle?
 * 7) Can you name some of the roles the women contrubited to the American Revolution?
 * 8) True or False the American Revolution would have been no different without the women?
 * 9) Can you distinguish the difference between the battle our country is in today from the American Revolution?
 * 10) Write in your own words the role that Nancy Hart played in the Revolution War?
 * 11) What questions would you as Nancy Hart if you were able too?
 * 12) Do you know of another instance where women played such a vital role on society?
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**)

Research Report : Important Roles Of Women during The American Revolution
[]
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Notes || Notes are recorded and organized in an extremely neat and orderly fashion. || Notes are recorded legibly and are somewhat organized. || Notes are recorded. || Notes are recorded only with peer/teacher assistance and reminders. ||
 * First Draft || Detailed draft is neatly presented and includes all required information. || Draft includes all required information and is legible. || Draft includes most required information and is legible. || Draft is missing required information and is difficult to read. ||
 * Diagrams & Illustrations || Diagrams and illustrations are neat, accurate and add to the reader's understanding of the topic. || Diagrams and illustrations are accurate and add to the reader's understanding of the topic. || Diagrams and illustrations are neat and accurate and sometimes add to the reader's understanding of the topic. || Diagrams and illustrations are not accurate OR do not add to the reader's understanding of the topic. ||
 * Amount of Information || All topics are addressed and all questions answered with at least 2 sentences about each. || All topics are addressed and most questions answered with at least 2 sentences about each. || All topics are addressed, and most questions answered with 1 sentence about each. || One or more topics were not addressed. ||
 * Quality of Information || Information clearly relates to the main topic. It includes several supporting details and/or examples. || Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. || Information clearly relates to the main topic. No details and/or examples are given. || Information has little or nothing to do with the main topic. ||
 * Paragraph Construction || All paragraphs include introductory sentence, explanations or details, and concluding sentence. || Most paragraphs include introductory sentence, explanations or details, and concluding sentence. || Paragraphs included related information but were typically not constructed well. || Paragraphing structure was not clear and sentences were not typically related within the paragraphs. ||
 * Mechanics || No grammatical, spelling or punctuation errors. || Almost no grammatical, spelling or punctuation errors || A few grammatical spelling, or punctuation errors. || Many grammatical, spelling, or punctuation errors. ||

// The teachers and students will use the following resources: // //The Story of Nancy Hart.// [|//www.gailkarwoski.com//]//, The//** American Revolution by Karen Zeinert, Internet, writing pencils, index cards for note taking, writing paper for essay, dictionary for spelling. **
 * 5.** **Resources and Materials**

Students can present was knowledge they learned through drama, they can use art to draw what they learned. Activities can also be introduced at home, with student lead practice, on interviewing family members and they information they have on the American Revolution. ​
 * 6.** **Supplementary/Enrichment Activities**

**__Name:__ _ Date:_ Rocky Spriggs** __Northeastern State University – Broken Arrow__ __READ 4043: Reading for the Content Area__ __Spring Semester 2010__ __Lesson Plan #4 Title:__ __Women of the American Revolution__ Grade Level: 5th Contributors: Laura Mangan-Grenier, Cynthia Scott, Rocky Spriggs

LESSON PLAN
 * TITLE: Betsy Ross**
 * __GRADE LEVEL__** **_ TIME ALLOTED:45 to 50 minutes**


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


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

Grade 5//** 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:**
 * //SOCIAL STUDIES
 * Standard 4: The student will examine the lasting impact of the American Revolution**

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. 1. Literal Understanding a. Use pre-reading strategies independently (to preview, activate prior knowledge, predict content of text, formulate questions that might be answered by the text, and establish purpose for reading). b. Read and comprehend both fiction and nonfiction that is appropriately designed for fifth grade. c. Recognize main ideas presented in a particular segment of text; identify evidence that supports those ideas. d. Use the text's structure or progression of ideas 2. Inferences and Interpretation a. Apply prior knowledge and experience to make inferences and respond to new information presented in text. b. Summary and Generalization c. Summarize and paraphrase information from entire reading selection including the main idea and significant supporting details. d. Make generalizations with information gleaned from text. e. c. Support ideas and arguments by reference to relevant aspects of text and issues across texts.
 * LANGUAGE ARTS**
 * 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 1: Vocabulary - The student will develop and expand knowledge of words and word meanings to increase their vocabulary.**
 * Standard 3: Comprehension/Critical Literacy - The student will interact with the words and concepts in the text to construct an appropriate meaning.**

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:**

1) The student will be able to demonstrate knowledge of women's roles in the American Revolution. 2) The student will be able to convey understanding through a variety of media the contributions Betsy Ross made to the American Revolution and to the history of the United States. 3) The student will be able to produce works that attempt to persuade readers of the value of stated ideas.
 * SPECIFIC LESSON OBJECTIVES: //(What do you want your students to know and be able to do after instruction?)//**

The pre-assessment will be part of the Introduction.
 * 1. Pre-assessment of Student Knowledge: //(How will you assess the prior knowledge of the students?)//**

**Background Knowledge and Motivation:** The lesson will begin with a viewing of the following PowerPoint. **Vocabulary:** The following words will be introduced: Quaker, free Quaker, patriot, loyalists, upholstery, and seamstress. The class will complete the Knowledge Rating Strategy for the words **3. Instructional Procedures (//This involves what the teacher and students will actually DO as they engage in learning.// Consider Teacher Instructional Indicators #4-8)** - Adaptations will be made according to students' individuals IEPs. - The use of visuals, props, the buddy system, and possibly books in students' native language will be used to assist English Language Learners (ELL) during the lesson. They will also have access to an interpreter and be given additional time to complete projects, if needed. - Microphones, props, large visual aids, and other appropriate additions will be used to assist with visually or hearing-impaired students and others (504). - Gifted students will select appropriate-level reading selections from class library and participate in individual or group research based on their interest within the unit Additional enrichment opportunities will be provided. - All students will have the opportunity to complete projects in areas of their special talents. 1) The teacher will show students online resources for learning more about Betsy Ross. __http://www.ushistory.org/ betsy/__ The home page of Betsy Ross. 2) The teacher will introduce and read parts of books from the class library.
 * 2. Introduction/Set Induction/Hook (//This involves getting your students interested and motivated to learn.// Consider**
 * **Adjustments/Adaptations (//What will you do to accommodate the special needs of individual students?// See Teacher Instructional Indicator #9)**
 * Guided Practice (Teacher Instructional Indicator #10)**

The students will work in groups to complete an Internet Workshop Strategy as they explore Betsy Ross’ homepage. They will also work in groups to complete the Bookmarks Strategy as they explore the text sets that will be provided and then will discuss as a class their findings on both strategies.

> > **All rubrics attached** > > **5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12** > Do you feel that Betsy Ross was an important woman in American History? Besides the flag can you tell me another important contribution that Betsy Ross contributed to the United States? Has her part in American History impacted our country? > Create a personal writing that answers the following questions and add any additional information that you find relevant and important to your writing. You can use and should use your Bookmark strategy and your? strategy. > First question Do you believe Betsy Ross sewed the American Flag? If yes please explain some of the things that persuaded you! If no please list some of the reasons why you do not believe she did sew the flag. Second question Explain in detail some of the important facts you learned about Betsy Ross and the American Flag.
 * 4.** **Independent Practice (Teacher Instructional Indicator #11)**
 * 1) Create a Timeline that list and describes important events/happenings in Betsy Ross' life.
 * 2) Be a Betsy Ross Poster- Create a poster that is made from pictures from old magazines, postcards, maps, and photos. Flags mean different things to different people. In order to do this project you must interview a few people and ask them how they feel about the American Flag and what it means to them. Be sure to interview a family member who is a veteran of the war or contact your local American Legion and ask to interview a war veteran ask them what the flag means to them. If possible ask a person from another country. Ask what the American Flag means to them and what their own countries flag means to them. Lastly you will formulate your own personal opinion of what the flag means to you. You will create a poster board that represents this by cutting out pictures that represent your meaning (prefer them to be red, white, and blue) glue together in the shape of the flag.
 * 3) Stitchery- creates an example of the stitchery that Betsy Ross used for the stars on the flag. This must be in addition to another activity. (Extra Credit)
 * 4) Create a short skit- The skit can be an example of the dialogue that you feel would have taken place between George Washington and Betsy Ross the day it was believed he came to ask her to sew the American Flag. Be prepared to act out. Create simple props to represent your skit.
 * 5) Create a Voki- Create a Voki on __www.Voki.com__ that relates information that you learned about Betsy Ross.
 * 6) Create an advertisement for Betsy Ross’ upholstery shop; be sure to include some literature tied to her sewing of the American Flag.

__http://rubistar.4teachers.org/ index.php?screen=ShowRubric& module=Rubistar&rubric_id= 1899557&__ __http://rubistar.4teachers.org/ index.php?screen=ShowRubric& module=Rubistar&rubric_id= 1899560&__ __http://rubistar.4teachers.org/ index.php?screen=ShowRubric& module=Rubistar&rubric_id= 1899561&__ __http://rubistar.4teachers.org/ index.php?screen=ShowRubric& module=Rubistar&rubric_id= 1899561&__ __http://rubistar.4teachers.org/ index.php?screen=ShowRubric& module=Rubistar&rubric_id= 1899564&__ **6.** **Resources and Materials** Franchino, V. (2003). //Betsy Ross: Patriot//. Our people. Chanhassen, Minn: Child's World. Micklos, J. (2009). //The brave women and children of the American Revolution//. Berkeley Heights, NJ: Enslow. Miller, S. M. (2000). //Betsy Ross: American patriot//. Revolutionary War leaders. Philadelphia: Chelsea House. Harkins, S. S., & Harkins, W. H. (2007). //The life and times of Betsy Ross//. Profiles in American history. Hockessin, Del: Mitchell Lane. Duden, J. (2002). //Betsy Ross//. Let freedom ring. Mankato, Minn: Bridgestone Books. Randolph, R. P., & Myers, S. (2009). //Betsy Ross The American flag and life in a young America//. Grand Haven, MI: Brilliance Audio. Du Souchet, H. A., Vale, T., Cowl, G., Brady, A., Bowers, J., Lester, K., et al. (2007). //Betsy Ross//. Historical drama classics. [Minneapolis, Minn.]: Mill Creek Entertainment. __http://www.contentreserve.com/ TitleInfo.asp?ID={23AE9A3D- 5034-45ED-96CB-16586DFB0728}& Format=35__. Betsy Ross. (n.d.). BrainyQuote.com. Retrieved April 25, 2010, from BrainyQuote.com Web site: __http://www.brainyquote.com/ quotes/authors/b/betsy_ross. html__ __http://www.ushistory.org/ betsy/__ //Information courtesy of __ushistory.org__//
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**)
 * 7.** **Supplementary/Enrichment Activities**
 * 1) Create a Voki- Create a Voki on __www.Voki.com__ that relates information that you learned about Betsy Ross.
 * 2) Create an advertisement for Betsy Ross’ upholstery shop; be sure to include some literature tied to her sewing of the American Flag.
 * 3) Create a song about the American Flag
 * 4) Create a verse that could be added to the Star-Spangle Banner song.
 * 5) Create a poem use Betsy Ross or the American Flag as the subject.
 * 6) Determine if there are any Right Angles in the American Flag.
 * 7) Create a painting or a sketch using this picture //Picture courtesy of __ushistory.org__//