Thursday+Group+1


 * __#1 Name (red):__** __LaShell Page__
 * 2 Name (blue):**__Nicole Hughes__
 * __#3 Name (green):___**
 * __#4 Name ( Black):___**

Standard 4, Objective 1: Describe the causes and results of conflicts between the England and Colonial America

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

__Lesson Plan #1 Title:__ Battles of Lexington and Concord Grade Level: 5th Contributors:­­­­­­­­­­­ LaShell Page

LESSON PLAN
__**GRADE LEVEL**__ **5th TIME ALLOTED: 50 minutes**
 * TITLE: Battles of Lexington and Concord**


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


 * UNIT GOAL:** This unit is an overview of the battles in the revolutionary war. The goal of this unit is for students to gain an understanding of the battles of Lexington and Concord, the battle of Saratoga, and the battle of Yorktown. They will be able to demonstrate their knowledge through a variety of hands on activities. This unit is valuable in the way that we understand what has happened in our past and weather repetition would be a good thing or a bad thing in our future.

1:2 Construct timelines from significant events in United States history. 4:1 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).
 * PASS OBJECTIVES FOR THIS LESSON:**
 * Social Studies Grade 5: **

Reading/Literature 3:1 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 such as cause and effect or chronology to organize or recall information. 3:2 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. 3:3 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.
 * Language Arts Grade 5: **
 * e. Participate in creative response to text (e.g., art, drama, and oral presentation).

Writing Process 2:1 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.

Oral Language/Listening/Speaking 3:1 Show respect and consideration for others in verbal or physical communication.


 * ACEI Objective: ** Candidates understand and use a variety of teaching strategies that encourage students’ development of critical thinking and problem solving. Candidates use their knowledge and understanding of individual and group motivation to foster active engagement of learning to create supportive learning environments. Candidates will design lessons that appeal to a variety of learning styles.

​**SPECIFIC LESSON OBJECTIVES: //(What do you want your students to know and be able to do after instruction?)//** 1. The students will be able to explain the causes and results of the Battles of Lexington and Concord through producing and performing a play or timeline that reenacts these events. __ Prior Knowledge __ To assess my student’s prior knowledge of the battles of Lexington and Concord I will hold a class discussion. In this class discussion we will use a graphic organizer to organize our knowledge of these wars on the whiteboard or overhead.
 * 1) **PREASSESSMENT OF STUDENT KNOWLEDGE: //(How will you assess the prior knowledge of the students?)//**

__ Hook: Motivation __ To obtain my student interest in the battles of Lexington and Concord I will walk into the classroom dressed in colonist clothing (farm clothes) and began to gallop around the room screaming “THE BRITISH ARE COMING! THE BRITISH ARE COMING!” __ Introduction: Build Background Knowledge __ Before continuing the lesson I will build background knowledge for my students through discussing the following: __ Concepts __(Strategy: Guided Imagery, Group Activity) · What era these battles occurred. o Guided Imagery · What the American army consisted of. o Guided Imagery · Why the colonists want to be free from England? o M&M Activity
 * 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.**

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Vocabulary __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> (Strategy: Word Maps) · Redcoats · Militia · Freedom · Muskets · Patriots

Students with disabilities will be put in heterogeneous groups so that able students may help those who may have difficulties. Students with learning disabilities will have peer help and teacher assistance when needed. Students will be provided with study plan for their individual needs. As the teacher I will be open to suggestions for the need of my students.
 * 3. Instructional Procedures (//This involves what the teacher and students will actually DO as they engage in learning.// Consider Teacher Instructional Indicators #4-8)**
 * **Adjustments/Adaptations (//What will you do to accommodate the special needs of individual students?// See Teacher Instructional Indicator #9)**

IEP – Provide students with materials necessary for their individual plans. For example students will: be given extra time to complete assignments, alternative way to complete tasks, provided schedules for making transitions.

ELL – English Language Learners will be paired with an English speaking student for help. I will simplify the instruction, provide visual aids, and translate instruction from English to Spanish.

Learning styles– Reading materials will be provided for reading levels and styles, such as books, video, and audiotapes. A variety of strategies will be used to help with different learning styles.

· Visual - I will use a lot of colors, pictures, and slide shows for visual learners. Students with visual impairments will be sat in the front of the classroom and given larger font written instructions. · Kinesthetic – Kinesthetic learners will be provided with hands on and physical activities. · Tactile – Materials will be provided for students to see and touch while learning. · Gifted – Students will be provided with appropriate enrichment and additional opportunities.

· **Guided Practice (Teacher Instructional Indicator #10)** __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt;">Explain Strategy __ <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt;">I will introduce and explain the following metacognition reading strategies: Strategy 1: Structured Note taking Strategy 2: Think Aloud(s)

__<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt;">Demonstrate Strategy __ <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt;">Once I have introduced the strategies and all misconceptions have been covered I will demonstrate how to perform these strategies on the whiteboard or overhead.

__<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt;">Students Read & Do Strategy __ <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt;">Know that the students understand how to do this strategy it is time for them to do the strategy. The Students will read Let it Begin Here: Lexington and Concord by Dennis Brindell Fradin and use the metacognition strategies to spark their reading comprehension.

__<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt;">Guide __ <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt;">While students are reading and using their metacognition strategies I will be walking around the room offering my assistance and insuring my students are doing their strategies correctly.

__<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt;">Grand Conversation __ <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt;">After my students have read Let it Begin Here: Lexington and Concord by Dennis Brindell Fradin I will hold a grand conversation. The following will be the discussion questions: Remembering: · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Name the rider who warned Hancock and Adams the British wear coming. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Identify who fired the first shot at the battle of Lexington. <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt;">Understanding: · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Explain why the colonist wanted to be separated from England. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Discuss what the militia consisted of. <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt;">Applying: · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Practice warning Hancock and Adams that the British are coming with a partner. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Apply the American pride to any situation you may see today. <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt;">Analyzing: · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Compare the British fighting styles to the militia (Patriot) fighting style. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Contrast the personal views of the British toward the Patriots and the Patriots towards the British. <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt;">Evaluating: · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Defend the Colonist for wanting to separate from England. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Argue how the Colonist could win against the British. <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt;">Creating: · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Create a Newspaper headline that summarizes the battles of Lexington and Concord. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Compose a short speech to give to the public as to why we should go to war with the British.

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Constructing & Performing a Play/ Timeline __ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">To summarize the learning of the day I will offer my students two choices to show what they have learned about the battles of Lexington and Concord. Students can write and perform a play or create a large timeline that depicts the events that took place in the battles of Lexington and Concord.
 * 4.****Independent Practice (Teacher Instructional Indicator #11)**

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Writing Centers & Theater Center __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> To encourage active engagement, collaboration, and supportive interactions I will have writing centers and a theater center. The writing center will allow students to work on the creation of their plays and timeline. At each writing center I will have teacher examples and supportive materials to assist the students in completing their activities. The theater centers will allow students to practice their plays. At this center I will have several prompts and outfits to encourage student imagination.

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Review Game __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> Today we learned what caused and the results of the battles of Lexington and Concord. To close up/summarize/reiterate our lesson on the battles of Lexington and Concord we will play a review game. The review game will be done on whiteboards or white plastic plates (if we do not have individual whiteboards for the students. In this review game I will ask Questions like “Why did the colonist want to separate from England,” Who informed Hancock and Adams the British were coming,” “Did Paul Revere make it to Concord,” “Who fired the first shot at Lexington,” etc. Tomorrow we will learn what caused and the results of the battle of Saratoga.
 * 5.****Closure/Summary/Representation (Teacher Instructional Indicator #12)**

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Performance __ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will perform the plays they have written and practiced for the class.

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Timelines __ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will show and discuss the timelines they have created. Then the students will be able to hang their timelines up to be displayed and used as reference for the remaining unit. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Summative: I will formally assess my students play and timelines based on the rubrics attached. Formative: I will monitor the students in their reading strategies, in class, in their groups, and in their centers. I will informally assess my student’s participation in class, in their group, and in their writing and theater centers.
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**)

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Materials: __ __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Teacher __ · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Overhead Graphic Organizer Transparencies · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Farmers/Colonist dress up clothes · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Strategy Word Maps · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Strategy Structured Note taking
 * 5.** **Resources and Materials**

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Student __ · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Word Maps · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Structured Note taking graphs · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Whiteboards or White Plastic Plates · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Dry Erase Markers

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Writing Center __ · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Pencils · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Lined Paper · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Computer Paper · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Construction Paper · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Scissors · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Glue · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Rulers · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Teacher example: Play & Timeline

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Theater Center __ · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Colonist clothing · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Patriot clothing · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Redcoat clothing · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Teacher example: short play · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Wigs · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Hats · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Puppets

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Resources: __ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Draper, A. S. (2001). //The Start of the American Revolutionary War.// New York: PowerKids Press. Fradin, D. B. (2005). //Let It Begin Here: Lexington and Concord.// New York: Walker & Company. King, D. (1997). //Lexington and Concord.// Connecticut: Twenty-First Century Books. Peacock, J. (2002). //The Battles of Lexington and Concord: Let Freedom Ring.// Minnesota: Bridgestone Books. Schanzer, R. (2004). //George vs. George.// New York: Scholastic INC.

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Classroom Library __ · //The Battles of Lexington and Concord// by Lucia Rastma · //Lexington and Concord// by Micheal V. Uschan · //The Minutemen// by Lucia Rastma · //Primary Source Accounts of the Revolutionary War// by James Deem · //Paul Revere: Freedom Rider// by Rose McCarthy · //The 10 most decisive battles on American soil// by R.B Hallett · //The Battles of Lexington and Concord// by Heidi Kimmel · //The Battles of Lexington and Concord// by Scott Waldman · //The Battles of Lexington and Concord// Judith Peacock · //Let It Begin Here: April 19, 1775, the day the American Revolution Began// by Don Brown · //Let It Begin Here! Lexington and Concord: First Battles of the American Revolution// by Dennis Fradin
 * 6.** **Supplementary/Enrichment**

__Art Center__ · Paint the battles of Lexington and Concord · Draw the battles of Lexington and Concord · Make a collage of the battles of Lexington and Concord

__Music Center__ · Write a song about the battles of Lexington and Concord · Write a rap about the battles of Lexington and Concord

__British vs. Patriots__ We will go outside to a large open area and reenact the British fighting styles. Then we will reenact the Patriot fighting style. Afterwards we will discuss how the patriot fighting style was so effective and how the clothing of the British and Patriots played a role as well.

<span style="display: block; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%; text-align: center;">
 * || ===<span style="font-family: 'Arial','sans-serif';">Historical Role Play: The Battles of Lexington and Concord ===

<span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Teacher Name: **Mrs. Page**

Student Name: ||  ||


 * <span style="display: block; font-family: 'Arial','sans-serif'; text-align: center;">CATEGORY || **<span style="font-family: 'Arial','sans-serif';">4 ** || **<span style="font-family: 'Arial','sans-serif';">3 ** || **<span style="font-family: 'Arial','sans-serif';">2 ** || **<span style="font-family: 'Arial','sans-serif';">1 ** ||
 * **<span style="font-family: 'Arial','sans-serif';">Historical Accuracy ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">All historical information appeared to be accurate and in chronological order. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Almost all historical information appeared to be accurate and in chronological order. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Most of the historical information was accurate and in chronological order. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Very little of the historical information was accurate and/or in chronological order. ||
 * **<span style="font-family: 'Arial','sans-serif';">Role ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Point-of-view, arguments, and solutions proposed were consistently in character. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Point-of-view, arguments, and solutions proposed were often in character. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Point-of-view, arguments, and solutions proposed were sometimes in character. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Point-of-view, arguments, and solutions proposed were rarely in character. ||
 * **<span style="font-family: 'Arial','sans-serif';">Knowledge Gained ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Can clearly explain several ways in which his character "saw" things differently than other characters and can clearly explain why. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Can clearly explain several ways in which his character "saw" things differently than other characters. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Can clearly explain one way in which his character "saw" things differently than other characters. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Cannot explain one way in which his character "saw" things differently than other characters. ||
 * **<span style="font-family: 'Arial','sans-serif';">Required Elements ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Student included more information than was required. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Student included all information that was required. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Student included most information that was required. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Student included less information than was required. ||
 * **<span style="font-family: 'Arial','sans-serif';">Props/Costume ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Student uses several props (could include costume) that accurately fit the period, show considerable work/creativity and make the presentation better. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Student uses 1-2 props that accurately fit the period, and make the presentation better. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Student uses 1-2 props which make the presentation better. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">The student uses no props OR the props chosen detract from the presentation. ||

<span style="color: #4f81bd; font-family: 'Arial','sans-serif';">Timeline: The Battles of Lexington and Concord
<span style="color: #4f81bd; display: block; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%; text-align: center;">

<span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Teacher Name: **Mrs. Page**

Student Name:
 * <span style="color: black; display: block; font-family: 'Arial','sans-serif'; text-align: center;">CATEGORY || **<span style="color: black; font-family: 'Arial','sans-serif';">4 ** || **<span style="color: black; font-family: 'Arial','sans-serif';">3 ** || **<span style="color: black; font-family: 'Arial','sans-serif';">2 ** || **<span style="color: black; font-family: 'Arial','sans-serif';">1 ** ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Content/Facts ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Facts were accurate for all events reported on the timeline. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Facts were accurate for almost all events reported on the timeline. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Facts were accurate for most (~75%) of the events reported on the timeline. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Facts were often inaccurate for events reported on the timeline. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Graphics ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">All graphics are effective and balanced with text use. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">All graphics are effective, but there appear to be too few or too many. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Some graphics are effective and their use is balanced with text use. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Several graphics are not effective. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Dates ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">An accurate, complete date has been included for each event. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">An accurate, complete date has been included for almost every event. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">An accurate date has been included for almost every event. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Dates are inaccurate and/or missing for several events. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Resources ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The timeline contained at least 8-10 events related to the topic being studied. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The timeline contained at least 6-7 events related to the topic being studied. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The timeline contained at least 5 events related to the topic being studied. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The timeline contained fewer than 5 events. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Spelling and Capitalization ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Spelling and capitalization were checked by another student and are correct throughout. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Spelling and capitalization were checked by another student and were mostly correct . || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Spelling and capitalization were mostly correct, but were not checked by another student. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">There were many spelling and capitalization errors. ||


 * __Name:__ _ Date:_**

__Northeastern State University – Broken Arrow__ __READ 4043: Reading for the Content Area__ __ Spring Semester 2010 __ __Lesson Plan #2 Title:__ Battle of Saratoga Grade Level: 5th Contributors:­­­­­­­­­­­Nicole Hughes

LESSON PLAN
__**GRADE LEVEL**__ **5th** **TIME ALLOTED: 50 minutes**
 * TITLE: Battle of Saratoga**

// Do not fill out! //
 * COMPOSITION OF CLASS: Male_ Female_ Total_**
 * Number of Special Needs Students ELL_ 504_ IEP_**


 * UNIT GOAL:** This unit is an overview of the battles in the revolutionary war. The goal of this unit is for students to gain an understanding of the battles of Lexington and Concord, the battle of Saratoga, and the battle of Yorktown. They will be able to demonstrate their knowledge through a variety of hands on activities. This unit is valuable in the way that we understand what has happened in our past and weather repetition would be a good thing or a bad thing in our future.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">**Social Studies Grade 5:** <span style="font-family: 'Times New Roman','serif'; font-size: 11pt;">1:1 Locate, gather, analyze, and apply information from primary and secondary sources using examples of different perspectives and points of view. 4:1 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). <span style="font-family: 'Times New Roman','serif';"> Reading/Literature <span style="font-family: 'Times New Roman','serif'; font-size: 11pt;">1:4 b. Determine the meanings, pronunciation, and derivations of unknown words by using a glossary and/or dictionary.
 * PASS OBJECTIVES FOR THIS LESSON:**
 * Language Arts Grade 5:**

3:1 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 such as cause and effect or chronology to organize or recall information.

3:2 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).

3:3 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.

<span style="font-family: 'Times New Roman','serif';">3:4 d. Make observations and connections, react, speculate, interpret, and raise questions in analysis of texts. 5:1 a. Determine and use appropriate sources for accessing information including, dictionaries, thesaurus, electronic card catalogs and databases, magazines, newspapers, technology/Internet, encyclopedias, atlases, almanacs, tables of contents, glossaries, and indexes. 5:2 c. Develop notes that include important information on a selected topic. Writing Process <span style="font-family: 'Times New Roman','serif'; font-size: 11pt;">2:1 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. <span style="font-family: 'Times New Roman','serif';"> Oral Language/Listening/Speaking 2:6 Deliver informative presentations about an important topic, issue, or event that frames a question to guide the investigation, establishes a central idea or topic, and develops that topic appropriately.

2:7 Deliver oral responses to literature that summarizes important events and details, demonstrates and understanding of several ideas communicated in the work, and uses examples from the literature to support conclusions.

<span style="font-family: 'Times New Roman','serif'; font-size: 11pt;">3:1 Show respect and consideration for others in verbal or physical communication. <span style="font-family: 'Times New Roman','serif';"> Visual Literacy 3 Compose Visual Messages – The student will create a visual message that effectively communicates and idea and produce communications using appropriate technology or media (e.g., developing a class newspaper, videos, or multimedia projects).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">ACEI Objective: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> Candidates understand and use a variety of teaching strategies that encourage students’ development of critical thinking and problem solving. Candidates use their knowledge and understanding of individual 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: 'Times New Roman','serif'; font-size: 12pt;">1. The students will be able to explain the causes and results of the Battle of Sartoga through producing and presenting a slide show and making a map that demonstrates knowledge. __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Prior Knowledge __ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">To assess my student’s prior knowledge of the battle of Saratoga I will hold a class discussion. In this class discussion we will use a KWL chart to organize their thoughts over the revolutionary war. The K section should reflect their knowledge of the battles of Lexington and Concord. We will organize our prior knowledge on the whiteboard or overhead as a group.
 * SPECIFIC LESSON OBJECTIVES: //(What do you want your students to know and be able to do after instruction?)//**
 * 1) **PREASSESSMENT OF STUDENT KNOWLEDGE: //(How will you assess the prior knowledge of the students?)//**


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

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Hook: Motivation __ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">To obtain my students interest in the battle of Saratoga I will create a life-size replica of the cannon shot to begin the First battle of Saratoga in the classroom. The students will be encouraged to investigate this prop, ask questions, take pictures, and research it.

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Introduction: Build Background Knowledge __ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Before continuing the lesson I will build background knowledge for my students through discussing the following:

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Concepts __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">(Strategy: Think Alouds) · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Who was fighting this war? · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">How did the battles of Lexington and Concord begin? · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">What was the outcome of the battles of Lexington and Concord?

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Vocabulary __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> (Strategy: Frayer model) · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Deserted · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Allies · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Advance · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Artillery · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Musket

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!) > > IEP – Provide students with materials necessary for their individual plans. For example students will: be given extra time to complete assignments, alternative way to complete tasks, provided schedules for making transitions. > > ELL – English Language Learners will be paired with an English speaking student for help. I will simplify the instruction, provide visual aids, and translate instruction from English to Spanish. > > Learning styles– Reading materials will be provided for reading levels and styles, such as books, video, and audiotapes. A variety of strategies will be used to help with different learning styles. > > · Visual - I will use a lot of colors, pictures, and slide shows for visual learners. Students with visual impairments will be sat in the front of the classroom and given larger font written instructions. > · Kinesthetic – Kinesthetic learners will be provided with hands on and physical activities. > · Tactile – Materials will be provided for students to see and touch while learning. > · Gifted – Students will be provided with appropriate enrichment and additional opportunities. **
 * **Adjustments/Adaptations (//What will you do to accommodate the special needs of individual students?// See Teacher Instructional Indicator #9) Students with disabilities will be put in heterogeneous groups so that able students may help those who may have difficulties. Students with learning disabilities will have peer help and teacher assistance when needed. Students will be provided with study plan for their individual needs. As the teacher I will be open to suggestions for the need of my students.

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

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Explain Strategy __ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">I will introduce and explain the following metacognition reading strategies: Strategy 1: Chapter Tour Strategy 2: Questioning the Author

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Demonstrate Strategy __ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Once I have introduced the strategies and all misconceptions have been covered I will demonstrate how to perform these strategies on the whiteboard or overhead.

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students Read & Do Strategy __ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Know that the students understand how to do this strategy it is time for them to do the strategy. The Students will read //Battlefield across America: Saratoga// by David C. King and use the metacognition strategies to help with their reading comprehension.

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Guide __ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">While students are reading and using their metacognition strategies I will be walking around the room offering my assistance and making sure my students are doing their strategies correctly.

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Grand Conversation __ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">After my students have read //Battlefield across America: Saratoga// by David C. King I will hold a grand conversation. The following will be the discussion questions: Remembering: · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">What time and day did the first battle of Sartoga start? · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Which side started the second battle of Saratoga and on what date? Understanding: · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Explain why a cannon was fired at the beginning of the first battle. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Who were the Shirtmen and why were they called that? Applying: · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Practice your own type of “Turkey Call” as used by Morgan when calling his men together. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">What might you have a plan of attack for in today’s society? Analyzing: · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Compare and contrast the British routes taken for the first battle and the second battle. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Contrast the outcomes of the first and second battles of Saratoga. Evaluating: · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">What might you have done differently to prevent the seesaws at the beginning of the first battle? · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Evaluate how a different path of advance could have changed the outcome of the battle of Saratoga. Creating: · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Create a Newspaper headline that favors the British for the outcome of the battle of Saratoga. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Create a map of how you as a British commander would approach the American forces in the first battle of Saratoga.


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

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Create a Slide Show/ Make a Map __ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">To summarize the learning of the day I will offer my students two choices to show what they have learned about the battle of Saratoga. Students can create and present a slide show or make a large map that depicts the travels of both the British and the Americans of either the first or second battle.

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Research Centers & Craft Center __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> To encourage active engagement, collaboration, and supportive interactions I will have research centers and a craft center. The research center will allow students to work on the creation of their slide show. At each research center I will have teacher examples and supportive materials to assist the students in completing their activities, such as computer, trade books, and reference books. The craft center will allow students to create their maps. At this center I will have several prompts and supplies to encourage student imagination and exploration.

· **5.****Closure/Summary/Representation (Teacher Instructional Indicator #12)** __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Review Game __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> Today we learned what caused and the results of the battle of Saratoga. To close and summarize our lesson on the battle of Saratoga we will play a review game. The review game will be done with pre-created response cards. In this review game I will ask “Yes” “No” “True” “False” questions. This will allow the students to answer without shouting out in class. If there are large differences in answers we will review in a discussion/debate as to what the right answer is. Tomorrow we will learn what caused and the results of the battle of Yorktown.

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Presentation __ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will present the slide shows they have created for the class.

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Map __ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will show and discuss the maps they have created. Then the students will be able to hang their maps in the classroom to be displayed for the remaining unit.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Summative: I will formally assess my students slide shows and maps based on the rubrics attached. Formative: I will informally assess my student’s participation in class discussions, reading with strategies, and in their centers.
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**)

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Materials: __ __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Teacher __ · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Created cannon replica · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Strategy resources
 * 5.** **Resources and Materials**

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Student __ · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Word Maps · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Frayer Model · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Response cards

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Research Centers __ · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Pencils · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Lined Paper · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Computer Paper · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Computer · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Reference books · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Trade books · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Teacher example: Slides

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Craft Center __ · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Pencils · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Markers · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Crayons · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Colored pencils · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Glue · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Glitter · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Scissors · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Construction paper

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Resources: __

Chalk, G. (1993). //Yankee Doodle//. London: Dorling Kindersley Publishers Ltd.

=<span style="color: windowtext; font-family: 'Calibri','sans-serif'; font-size: 11pt; font-weight: normal; line-height: 115%;">King, D. C. (1998). //Saratoga (Battlefields Across America)// (1st ed ed.). Brookfield: 21st Century. =


 * 6.** **Supplementary/Enrichment Activities**

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Classroom Library __ · //The Battles of Lexington and Concord// by Lucia Rastma · //Lexington and Concord// by Micheal V. Uschan · //The Minutemen// by Lucia Rastma · //Primary Source Accounts of the Revolutionary War// by James Deem · //Paul Revere: Freedom Rider// by Rose McCarthy · //The 10 most decisive battles on American soil// by R.B Hallett · //The Battles of Lexington and Concord// by Heidi Kimmel · //The Battles of Lexington and Concord// by Scott Waldman · //The Battles of Lexington and Concord// Judith Peacock · //Let It Begin Here: April 19, 1775, the day the American Revolution Began// by Don Brown · //Let It Begin Here! Lexington and Concord: First Battles of the American Revolution// by Dennis Fradin · //Yankee Doodle// by Gary Chalk · //Battlefields Across America: Saratoga// by David King

__Art Center__ · Paint or draw a scene from the battle of Saratoga · Make a collage that represents the battle of Saratoga __Battle!__ Students can create a traditional or modern battle to represent what they learned about Saratoga. They will act it out and film it to share with the class.

<span style="display: block; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%; text-align: center;">
 * || ===<span style="font-family: 'Arial','sans-serif';">Make a Map: The Battle of Saratoga ===

<span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Teacher Name: **Ms. Hughes**

Student Name: ||  ||   ||   ||


 * <span style="display: block; font-family: 'Arial','sans-serif'; text-align: center;">CATEGORY || **<span style="font-family: 'Arial','sans-serif';">6 points ** || **<span style="font-family: 'Arial','sans-serif';">4 points ** || **<span style="font-family: 'Arial','sans-serif';">2 points ** ||
 * **<span style="font-family: 'Arial','sans-serif';">Content ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">The information on the map is completely relevant to the assignment and shows the students starting point and ending point. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">The information on the map is mostly relevant to the assignment and shows the students starting point and ending point. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">The information on the map is not relevant to the assignment and does not show the students starting point and ending point. ||
 * **<span style="font-family: 'Arial','sans-serif';">Creativity ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">The map shows many creative touches that add detail to the finished product. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">The map shows few creative touches that add some detail to the finished product. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">The map does not show any creative touches. The map only shows what is needed and nothing extra. ||
 * **<span style="font-family: 'Arial','sans-serif';">Accuracy ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">The map accurately shows the four cardinal directions and the roads are running in the correct way. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">The map accurately shows some of the cardinal directions or some of the roads are running in the correct way. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">The map does not accurately show any of the four cardinal directions or show any of the roads running in the correct way. ||
 * **<span style="font-family: 'Arial','sans-serif';">Neatness ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">The map is neat and easy to read. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">The map is kind of neat and easy to read. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">The map is not neat or easy to read. ||
 * **<span style="font-family: 'Arial','sans-serif';">On Time ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">The map is completed and turned in on time. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">The map is completed and turned in one day late. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">The map is completed and turned in more than one day late. ||  ||   ||

<span style="color: #4f81bd; font-family: 'Arial','sans-serif';">Slide Show: The Battle of Saratoga
<span style="color: #4f81bd; display: block; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%; text-align: center;">

<span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Teacher Name: **Ms. Hughes**

Student Name:
 * **<span style="color: black; font-family: 'Arial','sans-serif';">CATEGORY ** || **<span style="color: black; font-family: 'Arial','sans-serif';">8 Points ** || **<span style="color: black; font-family: 'Arial','sans-serif';">7 Points ** || **<span style="color: black; font-family: 'Arial','sans-serif';">6 Points ** || **<span style="color: black; font-family: 'Arial','sans-serif';">5 Points ** ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Organization of Content/Length of Presentation ** || <span style="color: black; font-family: 'Arial','sans-serif';">Content engages audience; Content has a logical sequence of information; 12+ slides are included in the presentation || <span style="color: black; font-family: 'Arial','sans-serif';">Content begins to flow; Content includes important information; 11 slides are included in the presentation || <span style="color: black; font-family: 'Arial','sans-serif';">Content does not engage audience; Includes some irrelevant information; 10 slides are included in the presentation || <span style="color: black; font-family: 'Arial','sans-serif';">Content includes numerous errors (including spelling & grammatical errors); 9 slides are included in the presentation ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Backgrounds and Graphics ** || <span style="color: black; font-family: 'Arial','sans-serif';">Background does not detract from text or other graphics. Choice of background and graphics are appropriate for the topic. || <span style="color: black; font-family: 'Arial','sans-serif';">Choice of background and graphics could have been better suited for the project. || <span style="color: black; font-family: 'Arial','sans-serif';">Background does not detract from text or other graphics. || <span style="color: black; font-family: 'Arial','sans-serif';">Background makes it difficult to see text or competes with other graphics on the page. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Transitions and Animations ** || <span style="color: black; font-family: 'Arial','sans-serif';">Slide transitions and animations are effective and enhance the look of this presentation. || <span style="color: black; font-family: 'Arial','sans-serif';">Transitions between slides are present and work. Some animations on slides are present. || <span style="color: black; font-family: 'Arial','sans-serif';">Transitions and some animations are present. There are some glitches in presenting this slideshow. || <span style="color: black; font-family: 'Arial','sans-serif';">There are almost no transitions or animations. There are major glitches in presenting this slideshow. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Sounds -planning ** || <span style="color: black; font-family: 'Arial','sans-serif';">Careful planning has gone into sounds. All sounds improve the content or "feel" of the presentation. || <span style="color: black; font-family: 'Arial','sans-serif';">Some planning has gone into sounds. None detract from the overall presentation. || <span style="color: black; font-family: 'Arial','sans-serif';">Sounds that are chosen are appropriate for the topic, but some detract from the overall presentation. || <span style="color: black; font-family: 'Arial','sans-serif';">Sounds are not appropriate for the presentation. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Credits for Used Materials ** || <span style="color: black; font-family: 'Arial','sans-serif';">Graphics are hand-drawn. The illustrator(s) are given credit somewhere in the presentation. || <span style="color: black; font-family: 'Arial','sans-serif';">A combination of hand-drawn and HyperStudio graphics are used. Sources are documented in the presentation for all images. || <span style="color: black; font-family: 'Arial','sans-serif';">Some graphics are from sources that clearly state that non-commercial use is allowed without written permission. || <span style="color: black; font-family: 'Arial','sans-serif';">Some graphics are borrowed from sites that do not have copyright statements. ||

__Northeastern State University – Broken Arrow__ __READ 4043: Reading for the Content Area__ __ Spring Semester 2010 __ __Lesson Plan #3 Title:__ Battle of Yorktown Grade Level: 5th Contributors:­­­­­­­­­­­ Lashell Page, Nicole Hughes
 * __Name:__ _ Date:_**

LESSON PLAN
__**GRADE LEVEL**__ **5th TIME ALLOTED: 50 minutes**
 * TITLE: Battle of Yorktown**

// Do not fill out! //
 * COMPOSITION OF CLASS: Male_ Female_ Total_**
 * Number of Special Needs Students ELL_ 504_ IEP_**


 * UNIT GOAL:** This unit is an overview of the battles in the revolutionary war. The goal of this unit is for students to gain an understanding of the battles of Lexington and Concord, the battle of Saratoga, and the battle of Yorktown. They will be able to demonstrate their knowledge through a variety of hands on activities. This unit is valuable in the way that we understand what has happened in our past and weather repetition would be a good thing or a bad thing in our future.

<span style="font-family: 'Times New Roman','serif';">4:1 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). <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Reading/Literature <span style="font-family: 'Times New Roman','serif';">3:1 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 such as cause and effect or chronology to organize or recall information. <span style="font-family: 'Times New Roman','serif';">3:2 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. <span style="font-family: 'Times New Roman','serif';">3:3 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. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> Writing Process <span style="font-family: 'Times New Roman','serif';">2:1 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. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> Oral Language/Listening/Speaking <span style="font-family: 'Times New Roman','serif';">3:1 Show respect and consideration for others in verbal or physical communication.
 * PASS OBJECTIVES FOR THIS LESSON:**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Social Studies Grade 5: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Language Arts Grade 5: **
 * e. Participate in creative response to text (e.g., art, drama, and oral presentation).


 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">ACEI Objective: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> Candidates understand and use a variety of teaching strategies that encourage students’ development of critical thinking and problem solving. Candidates use their knowledge and understanding of individual 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: 'Times New Roman','serif'; font-size: 12pt;">1. The students will be able to explain the causes and results of the Battle of Yorktown through creating a newspaper article or cartoon strip that reenacts this event.
 * SPECIFIC LESSON OBJECTIVES: //(What do you want your students to know and be able to do after instruction?)//** // . //


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

__<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt;">Prior Knowledge __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt;">To assess my student’s prior knowledge of the battle of Yorktown I will use the strategy of Sequential Roundtable Alphabet. I will have students fill in the alphabet of what they already know about the Battle of Yorktown. This will be done as a class on the overhead or whiteboard.

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Hook: Motivation __ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">To obtain my student interest in the battle of Yorktown I will <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> open the lesson with a journal writing prompt. This prompt is meant to help the students make a personal connection to the battle of Yorktown. Prompt: “Has there ever been a time when someone has backed you into a corner with no way to escape; forcing you to surrender?”
 * 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.**

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Introduction: Build Background Knowledge __ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Before continuing the lesson I will build background knowledge for my students through discussing the following:

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Concepts __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">(Strategy: Class discussion) · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">The outcome of the battles of Lexington and Concord · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">The outcome of the battle of Saratoga · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">French alliance o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Navy

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Vocabulary __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> (Strategy: Picture Dictionary) · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Fort · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Siege · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Trenches · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Routes · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Truce

> > IEP – Provide students with materials necessary for their individual plans. For example students will: be given extra time to complete assignments, alternative way to complete tasks, provided schedules for making transitions. > > ELL – English Language Learners will be paired with an English speaking student for help. I will simplify the instruction, provide visual aids, and translate instruction from English to Spanish. > > Learning styles– Reading materials will be provided for reading levels and styles, such as books, video, and audiotapes. A variety of strategies will be used to help with different learning styles. > > · Visual - I will use a lot of colors, pictures, and slide shows for visual learners. Students with visual impairments will be sat in the front of the classroom and given larger font written instructions. > · Kinesthetic – Kinesthetic learners will be provided with hands on and physical activities. > · Tactile – Materials will be provided for students to see and touch while learning. > · Gifted – Students will be provided with appropriate enrichment and additional opportunities. ** · **Guided Practice (Teacher Instructional Indicator #10)** __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt;">Explain Strategy __ <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt;">I will introduce and explain the following metacognition reading strategies: Strategy 1: DR-TA Strategy 2: Verbatim Split Page Procedure (VSP)
 * 3. Instructional Procedures (//This involves what the teacher and students will actually DO as they engage in learning.// Consider Teacher Instructional Indicators #4-8)** (Do not put anything here!)
 * **Adjustments/Adaptations (//What will you do to accommodate the special needs of individual students?// See Teacher Instructional Indicator #9) Students with disabilities will be put in heterogeneous groups so that able students may help those who may have difficulties. Students with learning disabilities will have peer help and teacher assistance when needed. Students will be provided with study plan for their individual needs. As the teacher I will be open to suggestions for the need of my students.

__<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt;">Demonstrate Strategy __ <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt;">Once I have introduced the strategies and all misconceptions have been covered I will demonstrate how to perform these strategies on the whiteboard or overhead.

__<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt;">Students Read & Do Strategy __ <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt;">Now that the students understand how to perform this strategy; it is time for them to do the strategy. The Students will read The end of the American Revolutionary War: The Colonists Defeat The British At Yorktown by Allison Stark (Headlines from History) Draper and use the metacognition strategies to spark their reading comprehension.

__<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt;">Guide __ <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt;">While students are reading and using their metacognition strategies I will be walking around the room offering my assistance and insuring my students are doing their strategies correctly.

__<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt;">Grand Conversation __ <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt;">After my students have read The end of the American Revolutionary War: The Colonists Defeat The British At Yorktown by Allison Stark Draper (Headlines from History) I will hold a grand conversation. The following will be the discussion questions: Remembering: · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Name the General of the American troops. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Identify the General of the British troops. <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt;">Understanding: · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Explain why General Cornwallis asked the Americans for a truce. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Discuss how the American’s and the French cornered the British. <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt;">Applying: · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Practice celebrating the British surrendering. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Apply the British arrogance to any situation you might see today. <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt;">Analyzing: · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Compare the American and French troop numbers to the British troop numbers. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Contrast the British position in the battle with the American’s position in the battle. <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt;">Evaluating: · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Defend why General Cornwallis stayed at the fort and sent his second in command to surrender the troops. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Argue why the British tried to surrender to the French General. <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt;">Creating: · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Create your own siege against the British. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Compose a speech that an American my give after the British surrenders.

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Creating a Newspaper Articles/Cartoon strips __ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">To summarize the learning of the day I will offer my students two choices to show what they have learned about the battle of Yorktown. Students can write a newspaper article or create a cartoon strip that depicts the events that took place in the battle of Yorktown.
 * 4.****Independent Practice (Teacher Instructional Indicator #11)**

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Writing Groups __ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">To encourage active engagement, collaboration, and supportive interactions I will have writing centers. The writing center will allow students to work on the creation of their newspaper articles and cartoon strips. At each writing center I will have teacher examples and supportive materials to assist the students in completing their activities.

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Review __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> Today we learned what caused and the results of the battle of Yorktown. To close up/summarize/reiterate our lesson on the battle of Yorktown we will participate in a story chain and then exit slips. First we will complete a story chain about the battle of Yorktown. I will start the story chain and then pass the story chain to a student who will then pass it to another student and so on. Then I will have the students fill out and exit slip to show what they have learned, what they need re-taught, and how effective my instruction was.
 * 5.****Closure/Summary/Representation (Teacher Instructional Indicator #12)**

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Publish Newspaper Articles/ Cartoon strips __ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will publish their newspaper articles and filmstrips in one large classroom newspaper. As a class we will come up with a name for our newspaper. Then students will receive a copy of the classroom newspaper to read.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Summative: I will formally assess my students’ newspaper articles and comic strips using the attached rubrics.
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**)

Formative: I will monitor the students in their reading strategies, in class, in their groups, and in their centers. I will informally assess my student’s participation in class, in their group, and in their writing centers.

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Materials: __
 * 5.****Resources and Materials**

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Teacher __ · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Overhead · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Picture Dictionary Strategy · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">DR-TA Strategy · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Verbatim Split Page Procedure (VSP) Strategy · //The End of The American Revolutionary War: The colonists Defeat the British At Yorktown// by Allison Stark Draper · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Exit Slips · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Rubric: Newspaper/Cartoon Strips

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Student __ · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">DR-TA Strategy · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Verbatim Split Page Procedure (VSP) Strategy

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Writing Center __ · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Teacher examples: Newspaper Article/ Cartoon Strip · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Lined Paper · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Pencils · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Crayons · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Markers · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Computer Paper · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Rulers

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Resources: __ Draper, A. S. (2001). //The End of The American Revolutionary War: The colonists Defeat the British At Yorktown.// New York: PowerKids Press. Ready, D. (2002). //The Battle of Yorktown: Let Freedom Ring.// Minnesota: Bridgestone Books. Schanzer, R. (2004). //George vs. George.// New York: Scholastic INC.

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Classroom Library __ · //The End of The American Revolutionary War: The colonists Defeat the British At Yorktown// by Allison Stark Draper · //The Battle of Yorktown: Let Freedom Ring// by Dee Ready · //Saratoga// by David C. King · //Yankee Doodle// by Gary Chalk · //The Battles of Lexington and Concord// by Lucia Rastma · //Lexington and Concord// by Micheal V. Uschan · //The Minutemen// by Lucia Rastma · //Primary Source Accounts of the Revolutionary War// by James Deem · //Paul Revere: Freedom Rider// by Rose McCarthy · //The 10 most decisive battles on American soil// by R.B Hallett · //The Battles of Lexington and Concord// by Heidi Kimmel · //The Battles of Lexington and Concord// by Scott Waldman · //The Battles of Lexington and Concord// Judith Peacock · //Let It Begin Here: April 19, 1775, the day the American Revolution Began// by Don Brown · //Let It Begin Here! Lexington and Concord: First Battles of the American Revolution// by Dennis Fradin
 * 6.****Supplementary/Enrichment Activities**

__ Art Center __ · Paint the battle of Yorktown · Draw the battle of Yorktown · Make a collage of the battle of Yorktown

__ Music Center __ · Write a song about the battle of Yorktown o <span style="background: white; color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">create a song that expresses American emotions at the British surrender

__Video__ (Visual) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">The following is a animated video of the battle of Yorktown at YouTube: []

<span style="display: block; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%; text-align: center;">
 * || ===<span style="font-family: 'Arial','sans-serif';">Newspaper: Battle of Yorktown ===

<span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Teacher Name: **Mrs. Page**

Student Name: ||  ||


 * <span style="display: block; font-family: 'Arial','sans-serif'; text-align: center;">CATEGORY || **<span style="font-family: 'Arial','sans-serif';">4 ** || **<span style="font-family: 'Arial','sans-serif';">3 ** || **<span style="font-family: 'Arial','sans-serif';">2 ** || **<span style="font-family: 'Arial','sans-serif';">1 ** ||
 * **<span style="font-family: 'Arial','sans-serif';">Spelling and Proofreading ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">No spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">No more than a couple of spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">No more than 3 spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Several spelling or grammar errors remain in the final copy of the newspaper. ||
 * **<span style="font-family: 'Arial','sans-serif';">Requirements ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">All of the required content was present. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Almost all the required content was present. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">At least 75% of the required content was present. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Less than 75% of the required content was present. ||
 * **<span style="font-family: 'Arial','sans-serif';">Who, What, When, Where & How ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">The article adequately address the 5 W's (who, what, when, where and how). || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">90-99% of the article adequately address the 5 W's (who, what, when, where and how). || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">75-89% of the article adequately address the 5 W's (who, what, when, where and how). || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Less than 75% of the article adequately address the 5 W's (who, what, when, where, and how). ||
 * **<span style="font-family: 'Arial','sans-serif';">Historical Accurracy ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">The article was Historically accurate. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">90-99% of the article was Historically accurate. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">75-89% of the article was Historically accurate. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Less than 75% of the article was Historically accurate. ||

<span style="display: block; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%; text-align: center;">
 * || ===<span style="font-family: 'Arial','sans-serif';">Cartoon Strip: Battle of Yorktown ===

<span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Teacher Name: **Mrs. Page**

Student Name: ||  ||


 * <span style="display: block; font-family: 'Arial','sans-serif'; text-align: center;">CATEGORY || **<span style="font-family: 'Arial','sans-serif';">4 ** || **<span style="font-family: 'Arial','sans-serif';">3 ** || **<span style="font-family: 'Arial','sans-serif';">2 ** || **<span style="font-family: 'Arial','sans-serif';">1 ** ||
 * **<span style="font-family: 'Arial','sans-serif';">Cartoon Strips ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Cartoon strip had at least five or more cartoon strips. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Cartoon strip had four cartoon strips. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Cartoon Strip had 3 cartoon strips || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Cartoon strip had 2 or less cartoon strips. ||
 * **<span style="font-family: 'Arial','sans-serif';">Word captions ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Cartoon strip had two or more word bubbles per strip. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Cartoon strip had one word bubbles per strip. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Cartoon strip had one word bubble on every other strip. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Cartoon strip did not have any word bubbles. ||
 * **<span style="font-family: 'Arial','sans-serif';">Spelling and Proofreading ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">No spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">No more than a couple of spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">No more than 3 spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Several spelling or grammar errors remain in the final copy of the newspaper. ||
 * **<span style="font-family: 'Arial','sans-serif';">Requirements ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">All of the required content was present || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Almost all the required content was present. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">At least 75% of the required content was present. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Less than 75% of the required content was present. ||
 * **<span style="font-family: 'Arial','sans-serif';">Who, What, When, Where & How ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">All articles adequately address the 5 W's (who, what, when, where and how). || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">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; line-height: 115%;">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; line-height: 115%;">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';">Historical Accuracy ** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">The article was Historically accurate. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">90-99% of the article was Historically accurate. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">75-89% of the article was Historically accurate. || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Less than 75% of the article was Historically accurate. ||