Tuesday+Group+3


 * __#1 Name (red):__** __Amanda Curlott__
 * 2 Name (blue):_** Shanda Heatherly
 * __#3 Name (green):___**
 * __#4 Name ( Black):___**

Standard 4, Objective 2: Give examples that show how scarcity and choice govern economic decisions (e.g., Boston Tea Party and boycott).


 * __Name: Shanda Heatherly and Amanda Curlott__ Date: April 19, 2010**

Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #1 Title: The Boston Tea Party __Grade Level: 5th Contributors:­­­­­­­­­­­ Shanda Heatherly__

LESSON PLAN

 * TITLE:** **The Boston Tea Party**
 * GRADE LEVEL** - ** 5th ** **TIME ALLOTTED: 45-55 min **

__**COMPOSITION OF CLASS: Male-12 Female-11 Total-23 **
 * Number of Special Needs Students ELL-1 504-1 IEP-2 **

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

__**PASS OBJECTIVES FOR THIS LESSON:**__
 * PASS Objective#2: Give examples that show how scarcity and choice govern economic decision (E.G., Boston Tea Party and boycott). **

** LANGUAGE ARTS **** Grade 5 ** word meanings to increase their vocabulary. **
 * 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

1. Use the writing process to develop, extend, and refine composition skills. Example: Use a variety of prewriting activities, such as brainstorming, clustering, illustrating, webbing, using graphic organizers, notes, and logs.
 * Writing/Grammar/Usage and Mechanics: The student will express ideas effectively in written modes for a variety of purposes and audiences. **
 * Standard 1: Writing Process - The student will use the writing process to write coherently. **

__** 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 to create supportive learning environments. Candidates will design lesson that appeal to a variety of learning styles. **

__**SPECIFIC LESSON OBJECTIVES:**__ See http://www.eduplace.com/graphicorganizer/ for strategy. ** **I will post pictures of The Boston Tea Party. During this time I will have a student passing out tea bags to each student. Next the students will be given a glass of water and while they are dipping their tea bags in the water I will ask them what the tea has to do with the pictures. I will then ask the students to recall a time in history where tea bags were used to make a statement.** -Boston Tea Party -Stamp Act -Government -Boston Harbor -Ban__**
 * Students will be able to describe what the Boston Tea Party is and how it made an impact during The American Revolutionary War. **
 * 1) __**PREASSESSMENT OF STUDENT KNOWLEDGE:**__
 * Preassessment of student knowledge will take place in the next part during the hook and background knowledge and also the use of vocabulary words. The students will also fill out a KWL+ chart.
 * 1) __**Introduction/Set Induction/Hook (Consider Teacher Instructional Indicators #1-3).**__
 * __Vocab Words

For the vocabulary a picture dictionary strategy will be used. A picture dictionary is when students create their own pictures for a word. This enables students to be able to recall what a words mean through their own works.

__**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 visual impairments will be provided larger font on handouts. ELL students will be paired with English speaking students.ELL students will also be allowed to tape **** lessons for more intensive review at a later time. ELL students will be allowed to complete tasks or present information in alternative ways (e.g., through taped answers, demonstrations, dramatizations, role play). ****Students with physical or learning impairments will be included in heterogeneous groups that work together. Students with hearing impairments will rely on the written information to work through the activities. The activities already access the learning styles of all students: visual, auditory, and tactile kinesthetic learners. C ****ollaborating with resource teachers, teacher-librarians, and other professionals will take place when there are 504 students in the class before any lessons are planned. **** I will also follow the IEP plan for my students that may need the further accommodations for their special needs. **

__**Guided Practice (Teacher Instructional Indicator #10)**__ **In pairs the students will read the book, The Boston Tea Party, for background and visual information to use in their flip books.**


 * The class will, as a whole, will add to the KWL+ chart over the Boston Tea Party and before, during and after. The Before, During and After will be done in a manner where we discuss the before, during and after of The Boston Tea party and not a book. **

__**Evaluation: **__
 * //__Knowledge:__ //**
 * //What happened after the Boston Tea Party? //**
 * //Who was involved in the Boston Tea Party? //**
 * //__Comprehension:__ //**
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">Who was the Key character or characters in the Boston Tea Party? **
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">Can you write in your own words what caused the Boston Tea Party? **
 * <span style="color: #1f497d; font-family: Arial,sans-serif; font-size: 10pt;">__Application:__ **
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">What factors would you change if you were in the Boston Tea Party? **
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">What questions would you ask the key characters involved in the Tea Party? **
 * <span style="color: #1f497d; font-family: Arial,sans-serif; font-size: 10pt;">__Analysis:__ **
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">What do you think they could have done differently other than the Tea Party? **
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">What were some of the motives behind the Boston Tea Party? **
 * <span style="color: #1f497d; font-family: Arial,sans-serif; font-size: 10pt;">__Synthesis:__ **
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">Can you think of a different way they could have made a statement other than the Tea party? **
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">If you had access to all resource how would you deal with the Tea Party aftermath? **
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">Do you think the Boston Tea Party was a good or bad thing and why? **
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">How would you feel if something like this happened today and how effective would it be? **

<span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">**The students will make a flip book about the Boston Tea Party. As a class we will discuss the important information and the go over the events that took place before, during and after the Boston Tea Party.**

The three flips will consist of 1.) Before: what happened before the Boston Tea Party? What brought on the Tea Party? What were the events leading up to the Boston Tea Party? 2.) During: What happened when this event took place? During the event what was said or happened? 3.) After: What was the aftermath of the Boston Tea Party? Were there any repercussions? What, if anything, changed? Did the Tea Party make a difference and or statement?

__**4.** **Independent Practice (Teacher Instructional Indicator #11)**__
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">In groups the students will create a Newspaper Article. They will be paired into groups and asked to make a newspaper. Within the group they will be given task. There will be a leader: they lead the group and help everyone. Next will be the recorder: they record the information that will be put in the newspaper. There will be a time keeper: they will be in charge on keeping the group going and making sure things are done on time. After the important information has been decided upon the group will begin to design the newspaper. The paper should be the size of a normal paper. The students will each be in charge of a piece of the newspaper. Once they have finished the newspaper they will present the information. They will need to describe what happened during the Boston Tea Party and what important events took place leading up to and after the Tea Party. A newspaper graphic organizer and inforamtion can be found at []. **

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

<span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">**Students will know what the Boston Tea Party is and what events took place before, during and after the Tea Party. They will be able to recall the importance of the Tea Party and how it impacted our nation’s history.**

FLIP BOOK RUBRIC: **
 * 1) __**Evaluation/Assessment (Teacher Product Indicators #2-3**)__


 * || **Shanda Heatherly** ||  ||


 * CATEGORY || **4** || **3** || **2** || **1** ||
 * **Content - Accuracy** || All facts in the flip book are accurate. || 99-90% of the facts in the flip book are accurate. || 89-80% of the facts in the flip book are accurate. || Fewer than 80% of the facts in the flip book are accurate. ||
 * **Graphics/Pictures** || Graphics go well with the text and there is a good mix of text and graphics. || Graphics go well with the text, but there are so many that they distract from the text. || Graphics go well with the text, but there are too few and the brochure seems "text-heavy". || Graphics do not go with the accompanying text or appear to be randomly chosen. ||
 * **Writing - Organization** || Each section in the flip book has a clear beginning, middle, and end. || Almost all sections of the flip book have a clear beginning, middle and end. || Most sections of the flip book have a clear beginning, middle and end. || Less than half of the sections of the flip book have a clear beginning, middle and end. ||
 * **Attractiveness & Organization** || The flip book has exceptionally attractive formatting and well-organized information. || The flip book has attractive formatting and well-organized information. || The flip book has well-organized information. || The flip book's formatting and organization of material are confusing to the reader. ||
 * **Writing - Grammar** || There are no grammatical mistakes in the flip book. || There are no grammatical mistakes in the flip book after feedback from an adult. || There are 1-2 grammatical mistakes in the flip book even after feedback from an adult. || There are several grammatical mistakes in the flip book even after feedback from an adult. ||
 * NEWSPAPER RUBRIC: **

Student Name: ||  ||
 * || <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt;">Teacher Name: **Shanda Heatherly**


 * <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;">Layout - Headlines & Captions ** || <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt;">All articles have headlines that capture the reader's attention and accurately describe the content. All articles have a byline. All graphics have captions that adequately describe the people and action in the graphic. || <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt;">All articles have headlines that accurately describe the content. All articles have a byline. All graphics have captions. || <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt;">Most articles have headlines that accurately describe the content. All articles have a byline. Most graphics have captions. || <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt;">Articles are missing bylines OR many articles do not have adequate headlines OR many graphics do not have captions. ||
 * **<span style="color: black; font-family: Arial,sans-serif;">Spelling and Proofreading ** || <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt;">No spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper. || <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt;">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="color: black; font-family: Arial,sans-serif; font-size: 9pt;">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="color: black; font-family: Arial,sans-serif; font-size: 9pt;">Several spelling or grammar errors remain in the final copy of the newspaper. ||
 * **<span style="color: black; font-family: Arial,sans-serif;">Knowledge Gained ** || <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt;">All students in the group can accurately answer all questions related to a) stories in the newspaper and b) technical processes used to create the newspaper. || <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt;">All students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper. || <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt;">Most students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper. || <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt;">Several students in the group appear to have little knowledge about the facts and the technical processes used for the newspaper. ||
 * **<span style="color: black; font-family: Arial,sans-serif;">Who, What, When, Where & How ** || <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt;">All articles adequately address the 5 W's (who, what, when, where and how). || <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt;">90-99% of the articles adequately address the 5 W's (who, what, when, where and how). || <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt;">75-89% of the articles adequately address the 5 W's (who, what, when, where and how). || <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt;">Less than 75% of the articles adequately address the 5 W's (who, what, when, where, and how). ||
 * **<span style="color: black; font-family: Arial,sans-serif;">Requirements ** || <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt;">All of the required content was present. || <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt;">Almost all the required content was present. || <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt;">At least 75% of the required content was present. || <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt;">Less than 75% of the required content was present. ||

**Doeden, M. //The Boston Tea Party//: Capstone Press, 2005.**
 * <span style="color: #1f497d; font-family: Arial,sans-serif; font-size: 10pt; line-height: 115%;">__Students:__ **
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">Brown paper bags **
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">Markers, pens, and or pencils **
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">Tape **
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">Computers **
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">Internets access **
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">Paper for flip books **
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">Cups **
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">Tea bags **
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">Water **
 * <span style="color: #1f497d; font-family: Arial,sans-serif; font-size: 10pt;">__Teacher:__ **
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">Pen **
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">Over head projector or smart board **
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">Computer access **

__**6.**__ **__Supplementary/Enrichment Activities__ <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">By following the website below the student will create a flip book of someone involved in the Tea Party. ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">[]

Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #2 Title: Key People Involved in the Boston Tea Party __Grade Level: 5th Contributors:­­­­­­­­­­­ Amanda Curlott__

LESSON PLAN
PASS Grade 5: Social Studies Standard 4: Students will examine the lasting impact of the American Revolution.
 * TITLE:** **Key People Involved in the Boston Tea Party**
 * GRADE LEVEL**__** 5th TIME ALLOTTED:** **45-55 min**
 * COMPOSITION OF CLASS: Male- ** **12****Female-11 Total-23**
 * Number of Special Needs Students ELL-1 504-1 IEP-2 **
 * UNIT GOAL:**
 * PASS OBJECTIVES FOR THIS LESSON:**
 * PASS Objective #2: Give examples that show how scarcity and choice govern economic decisions (E.G., Boston Tea Party and boycott). **__

** LANGUAGE ARTS **** Grade 5 ** 1. Use the writing process to develop, extend, and refine composition skills. Example: Use a variety of prewriting activities, such as brainstorming, clustering, illustrating, webbing, using graphic organizers, notes, and logs.
 * Writing/Grammar/Usage and Mechanics: The student will express ideas effectively in written modes for a variety of purposes and audiences. **
 * Standard 1: Writing Process - The student will use the writing process to write coherently. **

__** 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 to create supportive learning environments. Candidates will design lesson that appeal to a variety of learning styles.

__**SPECIFIC LESSON OBJECTIVES:**__ >> ** -Preassessment of student knowledge will take place in the next part during the hook and background knowledge and also the use of vocabulary words. The students will also fill out a KWL chart. **__ >> >> -To get the students interested and motivated to learn I will have pictures on the board of Sam Adams, Paul Revere, and an image of the participants throwing tea into the harbor. Above the pictures it will say "Who Am I". This will get the students thinking about these individuals and why they are important. >> >> //Vocabulary Words// (strategy for each will be a vocabulary word map, printable versions available at readingquest.org) >> -colonists >> -Sons of Liberty >> -boycott >> -tyranny >> -petition **__
 * -Students will be able to describe the key people involved in the Boston Tea Party. The individuals include, Sam Adams and the Sons of Liberty and also Paul Revere. **
 * 1) __**PREASSESSMENT OF STUDENT KNOWLEDGE:**
 * 1) __**Introduction/Set Induction/Hook

__**3. Instructional Procedures**__ **<span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Students with visual impairments will be provided larger font on handouts. ELL students will be paired with English speaking students.ELL students will also be allowed to tape ****<span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> lessons for more intensive review at a later time. ELL students will be allowed to complete tasks or present information in alternative ways (e.g., through taped answers, demonstrations, dramatizations, role play). ****<span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Students with physical or learning impairments will be included in heterogeneous groups that work together. Students with hearing impairments will rely on the written information to work through the activities. The activities already access the learning styles of all students: visual, auditory, and tactile kinesthetic learners. C ****<span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">ollaborating with resource teachers, teacher-librarians, and other professionals will take place when there are 504 students in the class before any lessons are planned. ****<span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> I will also follow the IEP plan for my students that may need the further accommodations for their special needs. **
 * __**Adjustments/Adaptations**__

__ · **Guided Practice** For guided practice we will review from the previous day the basics about the Boston Tea Party. Next I will pull up information on website for the students to view on the overhead or smart-board. They will be reading the information about the individuals. We will have a class discussion and I will ask several questions. Then I will have the students divide into three groups and they will do the different perspective for reading strategy. There is a printable version on the following website http://www.teachersdomain.org/resource/vtl07.la.rv.text.lpdrums/

Informational Websites: http://americanhistory.about.com/od/biographiesaf/p/samuel_adams.htm http://www.lucidcafe.com/library/95sep/adams.html http://www.americansonsofliberty.com/sonsofliberty.htm
 * http://www.americansonsofliberty.com/samadams.htm

Discussion Questions**__ __**<span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">Evaluation: **__
 * //<span style="color: #1f497d; font-family: Arial,sans-serif; font-size: 10pt;">__Knowledge:__ //**
 * //<span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">What happened after the Boston Tea Party? //**
 * //<span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">Who was involved in the Boston Tea Party? //**
 * //<span style="color: #1f497d; font-family: Arial,sans-serif; font-size: 10pt;">__Comprehension:__ //**
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">Who was the Key character or characters in the Boston Tea Party? **
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">Can you write in your own words what caused the Boston Tea Party? **
 * <span style="color: #1f497d; font-family: Arial,sans-serif; font-size: 10pt;">__Application:__ **
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">What factors would you change if you were in the Boston Tea Party? **
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">What questions would you ask the key characters involved in the Tea Party? **
 * <span style="color: #1f497d; font-family: Arial,sans-serif; font-size: 10pt;">__Analysis:__ **
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">What do you think they could have done differently other than the Tea Party? **
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">What were some of the motives behind the Boston Tea Party? **
 * <span style="color: #1f497d; font-family: Arial,sans-serif; font-size: 10pt;">__Synthesis:__ **
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">Can you think of a different way they could have made a statement other than the Tea party? **
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">If you had access to all resource how would you deal with the Tea Party aftermath? **
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">Do you think the Boston Tea Party was a good or bad thing and why? **
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">How would you feel if something like this happened today and how effective would it be? **

__**4.** **Independent Practice**__ __-Students will fill out a Bio-poem for each historical figure discussed earlier in the lesson. This will show their understanding and knowledge of each individual. Bio-poem Format:__ Line 1 - First name only Line 2 - Four adjectives that describe Line 3 - Brother/Sister or Son/Daughter or Husband/Wife of… Line 4 - Likes… (3 people, places, or things) Line 5 - Who feels (3 things) Line 6 - Who needs (3 things) Line 7 - Who gives (3 things) Line 8 - Who fears (3 things) Line 9 - Who would like to (3 things) Line 10 - Resident of (city and state) Line 11 - Last name only

__**5.** **Closure/Summary/Representation**__ Yesterday you learned about the events that occurred during the Boston Tea Party. Today you learned the key individuals involved in the Tea Party and their roles. Tomorrow, as a class, you will be reenacting the Boston Tea Party. >>
 * 1) __**Evaluation/Assessment**__

Group Planning -- Research Project : Group Biography

 * Amanda Curlott**
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Plan for Organizing Information || Students have developed a clear plan for organizing the information as it is gathered and in the final research product. All students can independently explain the planned organization of the research findings. || Students have developed a clear plan for organizing the information in the final research product. All students can independently explain this plan. || Students have developed a clear plan for organizing the information as it is gathered. All students can independently explain most of this plan. || Students have no clear plan for organizing the information AND/OR students in the group cannot explain their organizational plan. ||
 * Delegation of Responsibility || Each student in the group can clearly explain what information is needed by the group, what information s/he is responsible for locating, and when the information is needed. || Each student in the group can clearly explain what information s/he is responsible for locating. || Each student in the group can, with minimal prompting from peers, clearly explain what information s/he is responsible for locating. || One or more students in the group cannot clearly explain what information they are responsible for locating. ||
 * Accurate Information || Identify at 5 or more accurate pieces of information. || Identify 4 accurate pieces of information. || Identify 3 accurate pieces of information. || Identify 2 or less pieces of information. ||

Research Report : Biopoem Rubric

 * Amanda Curlott**
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Amount of Information || All topics are addressed || More than half the topics are addresses || Less than half the topics are addressed || None of the topics are 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. ||
 * Internet Use || Successfully uses suggested internet links to find information and navigates within these sites easily without assistance. || Usually able to use suggested internet links to find information and navigates within these sites easily without assistance. || Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance. || Needs assistance or supervision to use suggested internet links and/or to navigate within these sites. ||
 * 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. ||

__**5.** **Resources and Materials** //Student Materials:// -Paper -Pencil //Teacher Materials/Resources:// Links to websites Handouts of Vocab Map, Bio-poem Pictures of each historical figure.

Students can write a letter to one of the key individuals discussed during today's lesson and share it with the class. __
 * 6.** **Supplementary/Enrichment Activities**

Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #3 Title: Tea Party Reenactment. __Grade Level: 5th Contributors:­­­­­­­­­­­ Shanda Heatherly, Amanda Curlott__

LESSON PLAN
__**PASS OBJECTIVES FOR THIS LESSON: Pass Objective: #2: Give examples that show how scarcity and choice govern economic decisions (E.G., Boston Tea Party and boycott).**__
 * TITLE:****Tea Party Reenactment**
 * GRADE LEVEL**__**5th TIME ALLOTTED:** **45-55 min**
 * COMPOSITION OF CLASS: Male-12 Female-11 Total-23**
 * Number of Special Needs Students ELL-1 504-1 IEP-2**
 * UNIT GOAL:**__ __// PASS Grade 5: Social Studies Standard 4: Students will examine the lasting impact of the American Revolution. //__

1. Speak articulately and audibly before a group using appropriate delivery (enunciation, volume, timing, and gestures) and language skills (pronunciation, word choice, and usage). 4. Engage the audience with appropriate words, phrasing, facial expressions, and gestures. 5. Deliver narrative (story) presentations that establish a situation, develop a plot, point of view, and setting with descriptive words and phrases. 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. 7. Deliver oral responses to literature that summarizes important events and details, demonstrates an understanding of several ideas communicated in the work, and uses examples from the literature to support conclusions. 2. Demonstrate thinking skills in listening, speaking, reading, and writing. For example, students are expected to gather information, organize and analyze it, and generate a written or oral report that conveys ideas clearly and relates to the background and interest of the audience.
 * Oral Language/Listening and Speaking: The student will demonstrate thinking skills in listening and speaking. **
 * Standard 2: Speaking - The student will express ideas and opinions in group or individual situations. **
 * Standard 3: Group Interaction - The student will use effective communication strategies in pairs and small group context. ** 1. Show respect and consideration for others in verbal and 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 to create supportive learning environments. Candidates will design lesson that appeal to a variety of learning styles.

__**SPECIFIC LESSON OBJECTIVES:**__ -Students will accurately reenact in a play The Boston Tea Party
 * 1) __**PREASSESSMENT OF STUDENT KNOWLEDGE:**__
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">-Preassessment of student knowledge will take place in the next part during the hook and background knowledge and also the use of vocabulary words. **<span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">

1. __**<span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">Introduction/Set Induction/Hook THIS IS THE BEFORE PART OF THE LESSON. **__ A man dressed as Paul Revere will visit the class and talk about what his role was in the Boston Tea Party. Next, the teacher will explain to the students that they are going to be reenacting the Boston Tea Party.

__ Vocabulary Words (we will continue using picture dictionary strategy as well as a words wall) -protagonist -self-governing -liberty -independence -disguise__

__**3. Instructional Procedures**__ **<span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Students with visual impairments will be provided larger font on handouts. ELL students will be paired with English speaking students.ELL students will also be allowed to tape ****<span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> lessons for more intensive review at a later time. ELL students will be allowed to complete tasks or present information in alternative ways (e.g., through taped answers, demonstrations, dramatizations, role play). ****<span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Students with physical or learning impairments will be included in heterogeneous groups that work together. Students with hearing impairments will rely on the written information to work through the activities. The activities already access the learning styles of all students: visual, auditory, and tactile kinesthetic learners. C ****<span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">ollaborating with resource teachers, teacher-librarians, and other professionals will take place when there are 504 students in the class before any lessons are planned. ****<span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> I will also follow the IEP plan for my students that may need the further accommodations for their special needs. **
 * __**Adjustments/Adaptations**__

__ · **Guided Practice (Teacher Instructional Indicator #10)** During this time, as a class, we will have a discussion about the Boston Tea Party and the people involved as a refresher. Then the students will do a small, descriptive paragraph and picture for each date on the timeline, choosing 8-10 important dates. as a refresher activity from the KWL chart in the first lesson. (See timeline link below) The students will also break into small groups and practice reading the play they are going to perform.__

[] (link to visual timeline)

__**<span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">Evaluation: **__
 * //<span style="color: #1f497d; font-family: Arial,sans-serif; font-size: 10pt;">__Knowledge:__ //**
 * //<span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">What happened after the Boston Tea Party? //**
 * //<span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">Who was involved in the Boston Tea Party? //**
 * //<span style="color: #1f497d; font-family: Arial,sans-serif; font-size: 10pt;">__Comprehension:__ //**
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">Who was the Key character or characters in the Boston Tea Party? **
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">Can you write in your own words what caused the Boston Tea Party? **
 * <span style="color: #1f497d; font-family: Arial,sans-serif; font-size: 10pt;">__Application:__ **
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">What factors would you change if you were in the Boston Tea Party? **
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">What questions would you ask the key characters involved in the Tea Party? **
 * <span style="color: #1f497d; font-family: Arial,sans-serif; font-size: 10pt;">__Analysis:__ **
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">What do you think they could have done differently other than the Tea Party? **
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">What were some of the motives behind the Boston Tea Party? **
 * <span style="color: #1f497d; font-family: Arial,sans-serif; font-size: 10pt;">__Synthesis:__ **
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">Can you think of a different way they could have made a statement other than the Tea party? **
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">If you had access to all resource how would you deal with the Tea Party aftermath? **
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt;">Do you think the Boston Tea Party was a good or bad thing and why? **
 * <span style="color: #1f497d; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">How would you feel if something like this happened today and how effective would it be? **

__**4.** **Independent Practice** Students will perform a play that accurately portrays the events that occurred during the Boston Tea Party. This will be a group activity and the students will dress in costume. The students will be in charge of selecting the cast, I will be there to make sure everyone is being fair and involved. We will take a look at the following website about the costumes. The students will also fill out a storyboard graphic organizer. These can be found at the following website to print off.__ http://www.educationoasis.com/curriculum/GO/character_story.htm

[] [] (link to story map graphic organizer)

__**5.** **Closure/Summary/Representation** The past few days you have learned all about the Boston Tea Party, how and why it happened and the key individuals involved. Today as a class you reenacted the events of the Boston Tea Party. This will hopefully be a learning experience you will all remember. __
 * 1) __**Evaluation/Assessment**__

Historical Role Play : Boston Tea Party
Teacher Name: **Amanda Curlott** Student Name:


 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Historical Accuracy || All historical information appeared to be accurate and in chronological order. || Almost all historical information appeared to be accurate and in chronological order. || Most of the historical information was accurate and in chronological order. || Very little of the historical information was accurate and/or in chronological order. ||
 * Role || Point-of-view, arguments, and solutions proposed were consistently in character. || Point-of-view, arguments, and solutions proposed were often in character. || Point-of-view, arguments, and solutions proposed were sometimes in character. || Point-of-view, arguments, and solutions proposed were rarely in character. ||
 * Required Elements || Student included more information than was required. || Student included all information that was required. || Student included most information that was required. || Student included less information than was required. ||
 * Props/Costume || Student uses several props (could include costume) that accurately fit the period, show considerable work/creativity and make the presentation better. || Student uses 1-2 props that accurately fit the period, and make the presentation better. || Student uses 1-2 props which make the presentation better. || The student uses no props OR the props chosen detract from the presentation. ||

Student Name: ||  || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">1. Timeline
 * || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Teacher Name: **Shanda Heatherly/ Amanda Curlott**
 * <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';">Title ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The timeline has a creative title that accurately describes the material and is easy to locate. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The timeline has an effective title that accurately describes the material and is easy to locate. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The timeline has a title that is easy to locate. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The title is missing or difficult to locate. ||
 * **<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';">Readability ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The overall appearance of the timeline is pleasing and easy to read. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The overall appearance of the timeline is somewhat pleasing and easy to read. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The timeline is relatively readable. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The timeline is difficult to read. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Learning of Content ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The student can accurately describe 75% (or more) of the events on the timeline without referring to it and can quickly determine which of two events occurred first. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The student can accurately describe 50% of the events on the timeline without referring to it and can quickly determine which of two events occurred first. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The student can describe any event on the timeline if allowed to refer to it and can determine which of two events occurred first. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The student cannot use the timeline effectively to describe events nor to compare events. ||

__//Students//__ -Paper -Pencil __//Teacher//__ -Link to play/materials for play http://www.eduref.org/Virtual/Lessons/Social_Studies/US_History/USH0220.pdf -Timeline handouts -Copies of the play
 * 5.****Resources and Materials**

-Students could perform the play at home with their family or in front of the school.
 * 6.****Supplementary/Enrichment Activities**