Thursday+Group+5

i#1 Name (red): __Kelly Carter__
 * 2 Name (blue):_**Brittany
 * __#3 Name (green):___**Kathryn Warr
 * __#4 Name ( Black):___**

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

Lesson Plan #1 Title: French and Indian War __ Grade Level: 5th Grade Contributors:­­­­­­­­­­­ Kelly Carter, Kathryn Warr, Brittany Johnson

LESSON PLAN
__**GRADE LEVEL**__ 5 **TIME ALLOTTED: about 50 minutes**
 * TITLE: The Big Picture - Fur Trade**


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


 * UNIT GOAL:** PASS Grade 5: Social studies Standard 4: Students will examine the lasting impact of the French and Indian War


 * PASS OBJECTIVES FOR THIS LESSON:** PASS Objective 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.


 * 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 f individual and group motivation to foster active engagement of learning to create supportive leaning environments. Candidates will design lesson that appeal to a variety of learning styles.

The students will be able to __use__ the fur trading techniques in class as they trade materials to make their corn husk dolls. The students will be able to __create__ an Exit Slip about Fur Trading.
 * 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?)//** Teacher will prompt class discussion about knowledge of fur trading, then related it to today's material needs. Discussion will be based off of what the students believe they need to survive today, how long they could survive without their materials, and what they would do to get it. This discussion will be noted/listed on chart paper for future relationships between the past (Indian Fur Trade) vs. present (how it relates to today). Discussion of wants vs. needs will also be reviewed.

Teacher will discuss Fur Trade (who, what, when, where, etc.) which will include the introduction of the problems starting between the French and the English. Teacher will then do a Book Walk of //Struggle for a Continent: The French and Indian Wars, 1689-1763//. Teacher will read pages 1-13 to class. Introduction of vocabulary words: immigration, Fur Trade, Flintlock musket, St. Lawrence River, Native Americans. Students will complete a picture dictionary of all new vocabulary words.**
 * 2. Introduction/Set Induction/Hook (//This involves getting your students interested and motivated to learn.// Consider Teacher Instructional Indicators #1-3)


 * 3. Instructional Procedures (//This involves what the teacher and students will actually DO as they engage in learning.// Consider Teacher Instructional Indicators #4-8)**
 * **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 seated close to the front of the room and will be provided larger font if needed. 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 as well as visual pictures. Each individual IEP will be used to guide learning for the student. ELL students can be paired with English speaking students. For gifted and talented students additional enrichment resources will be provided. The activities already access the learning styles of all students: visual, auditory, and tactile/kinesthetic learners. Adaptations will be made and/or provided where needed.**

· **Guided Practice (Teacher Instructional Indicator #10) Students will read and self-interpret directions on how to make a Corn Husk Doll. They will use what they have learned about Fur Trading (through trade book reading and class discussion) and trade with each other to get the necessary supplies to complete the making of their Corn Husk Doll. Each student will have their own set of instructions and will be provided one supply (corn husks, glue, beads, string, etc) to help begin their trading with the other students. Rubric will be provided. Cite is under Resources.**

Bloom's Taxonomy questions to discuss during Grand Conversation: __Knowledge__ Which two Native American tribes had that most influence during the Fur Trade era? Describe the relationship the Native Americans had with the French and English...how where they different? __Comprehension__ Explain how the Native Americans and the French relied on each other. Interpret the view of the Iroquois. __Application__ How does Fur Trading relate to our world today? Can you illustrate or describe how you feel about the French, the English and the Native Americans? __Analysis__ What underlying problem do you feel is occurring? Do you feel the Native Americans were to easily swayed? Why or why not? __Synthesis__ Can you predict what is about to happen? So far, whose side do you favor and what plan would you devise to maintain peace? __Evaluation__ How do you feel about the Native Americans siding with the "white" newcomers? Do you believe the Native Americans needed to be in such strong alliances to maintain their fur trading for materials? Were their materials more "wants" or "needs"?

Each student will be required to complete an Exit Slip. Questions on the Exit Slip will include: 1) What did you learn about Fur Trading that you did not know before? 2) What do you think about the Fur Trading business? 3) How will you relate this new information to what you have or need in your world today? Rubric will be attached.
 * 4.** **Independent Practice (Teacher Instructional Indicator #11)**

Today students learned about the Fur Trade between Native Americans and the French and English and applied their knowledge by trading for supplies during the Corn Husk Doll making activity. In addition, students wrote about their knowledge when completing an Exit Slip. Rubric for Corn Husk Doll
 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**)


 * CATEGORY ||  || **4** ||   || **3** ||   || **2** ||   || **1** ||


 * **Quality of Construction** ||  || The doll shows considerable attention to construction. The items are neatly trimmed. All items are carefully and securely attached to the doll. There are no stray marks, smudges or glue stains. Nothing is hanging over the edges. ||   || The doll shows attention to construction. The items are neatly trimmed. All items are carefully and securely attached to the doll. A few barely noticeable stray marks, smudges or glue stains are present. Nothing is hanging over the edges. ||   || The doll shows some attention to construction. Most items are neatly trimmed. All items are securely attached to the doll. A few barely noticeable stray marks, smudges or glue stains are present. Nothing is hanging over the edges. ||   || The doll was put together sloppily. Items appear to be just "slapped on". Pieces may be loose or hanging over the edges. Smudges, stains, rips, uneven edges, and/or stray marks are evident. ||


 * **Number of Items** ||  || The doll includes 8 or more items, each different. ||   || The doll includes 6-7 different items. ||   || The doll includes 4-5 different items. ||   || The doll contains fewer than 3 different items. ||


 * **Understanding of Trade** ||  || The student can define the term "trade". S(he) can also name at least 5 reasons why the Indians used trade. ||   || The student can define the term "trade". S(he) can also name at 3-4 reasons why the Indians used trade. ||   || The student can define the term "trade". S(he) can also name at least 1-2 reasons why the Indians used trade. ||   || The student has trouble defining the term "trade" AND/OR the student cannot tell why the Indians used trade. ||


 * **Time and Effort** ||  || Class time was used wisely. Much time and effort went into the planning and the trade of materials. ||   || Class time was not always used wisely. Student could have put in more effort during class. ||   || Class time was not always used wisely, and small effort was shown in planning and trading. ||   || Class time was not used wisely and the student put in no additional effort. ||

Rubric for exit slip


 * CATEGORY || ** 3 ** || ** 1 ** ||
 * ** Learning ** || Student listed what he/she learned. || The student did not list anything he/she learned. ||
 * ** Question/ **
 * Concerns ** || Student listed what he/she thinks about the fur trading business. || Student did not list anything about their feelings on the fur trading business. ||
 * ** Effectiveness ** || Student listed good application to the fur trading in their world. || Student did not have an application to the fur trading in their world. ||

ALTEC at University of Kansas. (2000-2008). //Rubistar//. Retrieved April 15, 2010 from []. Maestro, B. (2000). //Struggle for a Continent: The French and Indian Wars, 1689-1763//. Singapore: Tien Wah Press. Network for Instructional TV, Inc. (2006). //How to Make Corn Husk Dolls//. Retrieved April 6, 2010 from [].
 * 5.** **Resources and Materials**


 * Materials: string, scissors, corn husks (according to instructions), beads, cloth scraps, glue, print-out of directions for Corn Husk Dolls for each student.

6.** **Supplementary/Enrichment Activities** Encourage students to seek books from local library regarding Native Americans life styles and regarding the French and Indian War. Challenge the students to find out why the original Corn Husk Dolls did not have faces. Introduce that the Native American History Month is in March at Tulsa County Libraries which include various activities for participates. Americangirl.com website contains historical info as well as games and activities.

__ Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #2 Title: French and Indian War __ Grade Level:5th Grade Contributors:­­­­­­­­­­­
 * __Name:__ Brittany Johnson Date:April 22, 2010**

LESSON PLAN
__**GRADE LEVEL**__ 5 **TIME ALLOTTED: About 50 minutes**
 * TITLE: The Fight for Control over the Ohio Valley.**


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


 * UNIT GOAL:** PASS Grade 5: Social studies Standard 4: Students will examine the lasting impact of the French and Indian War.


 * PASS OBJECTIVES FOR THIS LESSON:** PASS Objective 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.


 * 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 leaning environments. Candidates will design lesson that appeal to a variety of learning styles.

The students will be able to state six important facts or six important people by making a c.d book or a shape bound book. The students will be able identify by using a story map the beginning, middle, and ending of the story. The teacher will discuss the fight for control over the Ohio Valley. The teacher will tell the students many important details that are involved with in the fight for control over the Ohio Valley. After the class discussion students will have knowledge on the fight for control of the Ohio Valley because they will know who, what, where, when, why there was a fight for the Ohio Valley. As well as the important people invoved in this fight. Teacher will then read aloud the book //Struggle for a Continent: The French and Indian Wars, 1689-1763//. Teacher will read pages 32-39 to class. As the teacher reads she will stop periodicaly to discuss the book. Alot of what is happening in the book is what the teacher has just taught. After the book is read the students will complete a picture dictonary using all the new vocabulary words. Introduction of vocabulary words: Ohio Valley, George Washington, Fort Duquesne, Fort Necessity, Benjamin Franklin, General Edward Braddock, Willaim Johnson, Marquis de Montcalm, William Pitt, Fort Pitt.
 * SPECIFIC LESSON OBJECTIVES:**
 * 1) **PREASSESSMENT OF STUDENT KNOWLEDGE:** Teacher will prompt class discussion by asking some questions about the fight for control over the Ohio Valley. I will see if the students know who was fighting for the control over the Ohio Valley, why each one of them wanted area of the Ohio Valley, who were the poeple involved in the fight, as well as who ended up winning the area of the Ohio Valley. If the students did not answer any of the questions i will explain the answers to them. Asking questions is a good way to see if any of my students have any background knowledge on what we are about to learn about in class today.
 * 2. Introduction/Set Induction/Hook (//This involves getting your students interested and motivated to learn.// Consider Teacher Instructional Indicators #1-3)**

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 seated close to the front of the room and will be provided larger font if needed. 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 as well as visual pictures. Each individual IEP will be used to guide learning for the student. ELL students can be paired with English speaking students. For gifted and talented students additional enrichment resources will be provided. The activities already access the learning styles of all students: visual, auditory, and tactile/kinesthetic learners. Adaptations will be made and/or provided where needed.
 * 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)**

Each student will get copies of pages 32-39 of the book titled //Struggle for a Continent.// In their groups students will read the pages. This will be the second time they have heard this story but this time they will focus on the begining, middle and ending of the story. After reading the story they will complete a story map of the beginning, middle and ending of the story. After the students have completed their story maps, with their groups they will reenact the scenes they have wrote down on thier story map. The teacher will have prompts for the students to use in their reenactments. As the teacher I will be actively involved and will be the guide as the students read, complete thier story maps, and reenact the scenes. After these activities the class will have a grand converstion where we will discuss the following questions: __Knowledge__ Who was fighting for the Ohio Valley? List the reasons each of them wanted the control over the Ohio Vallley? __Comprehension__ Compare the differences of why the French wanted the control of the Ohio Valley and why the English wanted the control of the Ohio Valley? Explain the importance of the people involved in the fight for control over the Ohio Valley? __Application__ Examine the importance of having control over the Ohio Valley? Illustrate and describe how you feel about the French and the English wanting control over the Ohio Valley? __Analysis__ Explain the different forts and their names? Categorize the important people with which side they represented during the fight for control over the Ohio valley? __Synthesis__ Imagine you were in this fight what side would you want to be on? If you were in this fight what important person would you want to be and what plan would you construct or do differently? __Evaluation__ Do you believe the English should of won the control over the Ohio Valley? Why/why not? Decide if you think the French and English had good reasons to fight for control over the Ohio Valley? why/why not? Determine what you think would of happened if the French and the English did not fight for this area?
 * Guided Practice (Teacher Instructional Indicator #10**

Individually each student will be required to complete either a shape bound book or a c.d book. The students can choose to state five important facts or state six important people on thier shape bound book or c.d book. Here are the different options for the students: shape bound book with five important facts shape bound book with five important people c.d book with five important facts c.d book with five important people
 * 4.** **Independent Practice (Teacher Instructional Indicator #11)**


 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)** Today the students learned about the fight for control over the Ohio Valley. By learning the informtion about this topic the students were able to state six important facts or six important people by making a c.d book or a shape bound book. In addition the students were able to identify by using a story map the beginning, middle, and ending of the story.

There is a rubric for each of the four options the students can choose from. Whichever activity the student chooses will be the rubric they receive. Each student will receive a rubric so they will know what is expected from them. Rubric for the CD book of important facts A= 21-30pts B=11-20pts C= 6-10 pts D= 0-5pts F= The student refused to do assignment.
 * Evaluation/Assessment (Teacher Product Indicators #2-3**)
 * 1 circle || 2 circles || 4 circles || 6 circles ||
 * 5 pts || 10 pts || 20 pts || 30 pts ||
 * The student has completed one circle by stating the fact, and drawing a picture of the fact. || The student has completed two to three circles by stating the fact and drawing a picture of the fact. || The student has completed four to five circles by stating the fact and drawing a picture of the fact. || The student has completed the front and back cover as well as, completed all six circles by stating the fact and drawing a picture of the fact. ||

Rubric for the CD book of important people
 * 1 circle || 2 circles || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">4 circles || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">6 circles ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">5 pts || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">10 pts || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">20 pts || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">30 pts ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">The student has completed one circle by stating the person, identifying why that person is important and drawing a picture of the person. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">The student has completed two to three circles by stating the person, identifying why that person is important and drawing a picture of the person. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">The student has completed four to five circles by stating the person, identifying why that person is important and drawing a picture of the person. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">The student has completed the front and back cover as well as, completed all six circles by stating the person, identifying why that person is important and drawing a picture of the person. ||

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">A= 21-30pts B=11-20pts C= 6-10 pts D= 0-5pts F= The student refused to do assignment.

Rubric for the shape bound book of important people
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">1 page || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">2 pages || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">4 pages || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">6 pages ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">5 pts || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">10 pts || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">20 pts || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">30 pts ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">The student has completed one page by stating the person, identifying why that person is important and drawing a picture of the person. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">The student has completed two to three pages by stating the person, identifying why that person is important and drawing a picture of the person. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">The student has completed four to five pages by stating the person, identifying why that person is important and drawing a picture of the person. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">The student has completed the front cover, made the book in a shape that goes along with what we are studying, completed all six pages by stating the person, identifying why that person is important and drawing a picture of the person. ||

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">A= 21-30pts B=11-20pts C= 6-10 pts D= 0-5pts F= The student refused to do assignment. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Rubric for the shape bound book of important facts
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">1 page || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">2 pages || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">4 pages || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">6 pages ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">5 pts || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">10 pts || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">20 pts || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">30 pts ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">The student has completed one page by stating the fact, and drawing a picture of the fact. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">The student has completed two to three pages by stating the fact and drawing a picture of the fact. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">The student has completed four to five pages by stating the fact and drawing a picture of the fact. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">The student has completed the front cover, made the book in a shape that goes along with what we are studying, completed all six pages by stating the fact, identifying why that fact is important and drawing a picture of the fact. ||

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">A= 21-30pts B=11-20pts C= 6-10 pts D= 0-5pts F= The student refused to do assignment. Maestro, B. (2000). //Struggle for a Continent: The French and Indian Wars, 1689-1763//. Singapore: Tien WahPress The web site that shows the students how to make a c.d book and shape bound book.<span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">[]
 * 5.** **Resources and Materials**

Materials: copied pages,story map page, circles for cd book, cd book cases, printer paper for fan bound book, construction paper, markers, scissors, tap, crayons, materials for reanactments.

These are some websites that give more information about the French and Indian war and the Ohio Valley. Some of these sites include games worksheets, pictures and fun activities. [] information on the Ohio Valley and a game. [] more important informtion. [] A web site of a map you can click on a place and it tells you how it relates to the French and Indian war. [] picture [] Information, worksheet and clips of George Washington’s journal. [] important steps that talk about George Washington and the Ohio Valley. Santella, Andrew. (2004). //The French and Indian War: We The People, Minneapolis: Compass Point Books. Is// a great informational children's book.
 * 6.** **Supplementary/Enrichment Activities**

Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #3 Title: Grade Level: 5th Contributors:­­­­­­­­­­­ Kelly Carter __**GRADE LEVEL**__ 5**_ TIME ALLOTTED: 50 minutes**
 * __Name:__ _ Date:_**
 * LESSON PLAN**
 * TITLE: Where are we going....Where have we been? - Maps and more**


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


 * UNIT GOAL: PASS Grade 5: Social Studies Standard 4: Students will examine the lasting impact of the French and Indian War.**


 * OBJECTIVES FOR THIS LESSON:** PASS Objectives #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).


 * 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 leaning environments. Candidates will design lesson that appeal to a variety of learning styles.

Students will be able to visually see and __recite__ the areas which the English and French controlled during the French and Indian War and compare it to the United States today. Students will be able to __create__ a map (regarding important land and water areas during the French and Indian War) based off the research and charts they have created.
 * SPECIFIC LESSON OBJECTIVES:**
 * 1) **PREASSESSMENT OF STUDENT KNOWLEDGE:** Students will be pompted to have a Grand Discussion about the New England Map, prior to the French and Indian War vs. the map of the same area today. What has changed? Who lived there vs. who lives there now? Why was this land and area so important?

Students will be given (2) large 18" X 12" paper to draw their version of the United States map during present time (maps will include states names and outlines and outline of United States territory)....a United States map will be provided for those needing help in this area. This will be set aside for later use. Teacher will read highlighted portions throughout the book //Struggle for a Continent: The French and Indian Wars, 1689-1763////.// This will include review of maps, territories, forts, trading posts, colonies and other important land areas during the struggle for trading and land territory. Teacher will then introduce new vocabulary words in this lesson plan: trading posts & forts, Algonquian Indians, Iroquois Indians, colony and territory. Students will add vocabulary words to their picture dictionary.
 * 2. Introduction/Set Induction/Hook (//This involves getting your students interested and motivated to learn.// Consider Teacher Instructional Indicators #1-3)**

· **Guided Practice (Teacher Instructional Indicator #10)** Students will be using classroom computers or computer lab (depending on availability) to research what the area, territory and map looked like during the French and Indian War. They will be using the interactive map on-line at []. During this research they will be completing a chart which answers Bloom's Taxonomy questions. In addition, each student will be filling out their own chart but may choose to work in pairs. Teacher will walk the room to informally assess that the students are filling out their charts correctly.
 * 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) Students with visual impairments will be seated close to the front of the room and will be provided larger font if needed. 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 as well as visual pictures. Each individual IEP will be used to guide learning for the student. ELL students can be paired with English speaking students. For gifted and talented students additional enrichment resources will be provided. The activities already access the learning styles of all students: visual, auditory, and tactile/kinesthetic learners. Adaptations will be made and/or provided where needed.


 * Bloom's Taxonomy Questions (to be answered on their chart):**

__**Knowledge** List__ at least 4 forts powered by New France and 4 forts powered by the British Colonies. __Write__ a sentence regarding important information about the forts you mentioned from above..including their location. __**Comprehension** Outline__ the timeline of major battles duirng the French and Indain War according to the interactive map and where they took place. __Translate__ what other names the French and Indain War has been given. __**Application** Discover__ where the first conflict took place and who was involved. __Sketch__ the land and water matter surrounding the New England/New France area. List an __inventory__ of what land area the French lost at the end of the war. List an __inventory__ of what land area the French retained at the end of the war. __**Synthesis**__ In 1 to 3 sentences __forecast__ what the expense of the war does to the American colonies. __Devise__ a plan on what you would do to help with the expenses of the war...besides taxes. __**Evaluation** Assess__ England's plan to tax the New American colonies. Will it work, do you agree? __Evaluate__ and compare your plan versus England's tax plan...which do you agree with and why?
 * __Analysis__**

Using the chart the students have created, they will be creating a map and labeling the important areas, water mass, forts, conflicts and French and English territories on their second 18" X 12" sketch paper. In addition to land mass and names of areas and conflicts, students will be encouraged to include dates, groups of those involved and any important notes they have discovered based off their research. Color and neatness is important. The students will be making their own individual map, but may work in a small group to interact with. After map is complete, students will review it and compare it to the United States map they created at the beginning of class. They will then discuss the differences among their small group.
 * 4.****Independent Practice (Teacher Instructional Indicator #11)**

· **Closure/Summary/Representation (Teacher Instructional Indicator #12)** Teacher will discuss the changes the French and Indian War brought to the United States by comparing the maps. Students will hand in their maps for a grade based off the rubric listed below.
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**)
 * K Carter**
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Labels & Features - Neatness || 90-100% of the labels/features can be read easily. || 89-80% of the labels/features can be read easily. || 79-70% of the labels/features can be read easily. || Less than 70% of the labels/features can be read easily. ||
 * Spelling/Capitalization || 95-100% of words on the map are spelled and capitalized correctly. || 94-85% of the words on the map are spelled and capitalized correctly. || 84-75% of the words on the map are spelled and capitalized correctly. || Less than 75% of the words on the map are spelled and/or capitalized correctly. ||
 * Neatness of Color and Lines || All straight lines are ruler-drawn, all errors have been neatly corrected and all features are colored completely. || All straight lines are ruler-drawn, most errors have been neatly corrected and most features are colored completely. || Most straight lines are ruler-drawn, most errors have been neatly corrected and most features are colored completely. || Many lines, corrections of errors, and/or features are not neatly done. ||
 * Labels - Accuracy || At least 90% of the items are labeled and located correctly. || 80-89% of the items are labeled and located correctly. || 79-70% of the items are labeled and located correctly. || Less than 70% of the items are labeled and located correctly. ||

ALTEC at University of Kansas. (2000-2008). //Rubistar//. Retrieved April 15, 2010 from []. Maestro, B. (2000). //Struggle for a Continent: The French and Indian Wars, 1689-1763.// Singapore: Tien Wah Press. Merchex Inc. (2010). //50 States.com//. Retrieved April 15, 2010 from []. Nussbaum Educational Network. (2009-2010). //Mr. Nussbaum.com.// Retrieved April 15, 2010 from [].
 * 5.** **Resources and Materials**

Additional suggested student reading material: Shaw, J. (2002). //Meet Kaya - An American Girl//. Middleton, WI: Pleasant Company Publications. Green, C. R. (2002). //The French and Indian War: A MyReportLinks.com Book//. United States: Winslow Publishers, Inc.

Materials: 18" X 12" sketch paper (2 per student), crayons/colored pencils, pencils, Internet access and computers, copy of rubric (per student) to review with students before map making exercise and for grade, copies of the books listed above.

Encourage the students (on their own or center time) to learn about the Salem Witch Trials which took place in 1692; what peace pipes were and when were they used; what major disease broke out during this time killing thousands of people; and what are almanacs. This information can be found in books, on the Internet and can be discussed with parents or other adults.
 * 6.** **Supplementary/Enrichment Activities**

Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #4 Title: Pontiac's Rebellion Grade Level: 5 Contributors: Kathryn Warr
 * __Name:__ _ Date:_**

LESSON PLAN
__**GRADE LEVEL**__ 5 **TIME ALLOTTED:**
 * TITLE: Pontiac's Rebellion**


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


 * UNIT GOAL:** PASS Grade 5: Social Studies Standard 4: Students will examine the lasting impact of the French and Indian War


 * PASS OBJECTIVES FOR THIS LESSON:** PASS Objective 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.


 * 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 f individual and group motivation to foster active engagement of learning to create supportive leaning environments. Candidates will design lesson that appeal to a variety of learning styles.

Students will be able to list 5 facts about Pontiac’s Rebellion
 * 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?)//** As a class we will fill out a KWL chart on a shower curtain on the wall


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

I will have the student’s do a picture dictionary using the following words: <span style="font-family: 'Times New Roman',serif; font-size: 12pt; font-weight: normal; line-height: 115%;">Power, authority, and rebellion **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt; font-weight: normal;">Write the words “power” and “authority” on the board. Tell the class that these two words are different. Instruct students to turn and talk to a partner about how they might be different. Then engage the whole class in a discussion of how these two terms might be different.
 * 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)**

Students with visual impairments will be seated close to the front of the room and will be provided larger font if needed. 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 as well as visual pictures. Each individual IEP will be used to guide learning for the student. ELL students can be paired with English speaking students. For gifted and talented students additional enrichment resources will be provided. The activities already access the learning styles of all students: visual, auditory, and tactile/kinesthetic learners. Adaptations will be made and/or provided where needed.

· **Guided Practice (Teacher Instructional Indicator #10)** // The students will be reading S **truggle for a Continent: The French and Indian Wars, 1689-1763** in pairs and will do GRASP. After reading they will list what they remember and then they will go back and read the passage again, this time looking for additional information and to correct any falsely remembered information. They will then put their information into categories. // Questions to discuss during Grand Conversation: __Knowledge__ Who were the two sides involved during Pontiac’s Rebellion? Describe the relationship between these two sides. __Comprehension__ What is the main idea behind Pontiac’s Rebellion? Describe what happened during Pontiac’s Rebellion/ __Application__ Can you apply the methods used to an experience of your own? Could this happen today? __Analysis__ What underlying problem do you feel is occurring? What are some of the motives behind Pontiac’s Rebellion? __Synthesis__ Can you predict what is about to happen? What plan would you devise to maintain peace? __Evaluation__ Is there a better solution than what Pontiac has come up with? How would you have handled the situation if you were in charge (of either side)? The students will write a story about Pontiac's Rebellion. While in the planning stage of their writing, they will go to the following website ([|www.enchantedlearning.com/graphicorganizers/]) and they may use the Star, Spider, Fishbone, Cloud or Tree graphic organizer. They may write as if they were a child during that time or an adult from that time, from either the Indian side or the British side. They must include 5 facts about Pontiac's Rebellion **
 * 4.** **Independent Practice (Teacher Instructional Indicator #11)
 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**

The students will watch this short video about Pontiac’s Rebellion put on by 4th graders. []. As a class we will finish filling out the KWL chart with the information that we learned today. Today we have learned about Pontiac’s Rebellion.

The students will be graded on their story according to the following rubric:
 * 1) **Evaluation/Assessment (Product Indicators #2-3**)


 * CATEGORY || **4** || **3** || **2** || **1** ||
 * **Focus on Assigned Topic** || The entire story is related to the assigned topic and allows the reader to understand much more about the topic. || Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic. || Some of the story is related to the assigned topic, but a reader does not learn much about the topic. || No attempt has been made to relate the story to the assigned topic. ||
 * **Spelling and Punctuation** || There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout. || There is one spelling or punctuation error in the final draft. || There are 2-3 spelling and punctuation errors in the final draft. || The final draft has more than 3 spelling and punctuation errors. ||
 * **Creativity** || The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination. || The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination. || The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination. || There is little evidence of creativity in the story. The author does not seem to have used much imagination. ||
 * **Facts** || All 5 facts are in the story || 3-4 facts are in the story || 2-1 facts are in the story || there are no facts in the story ||

Maestro, B. (2000). //Struggle for a Continent: The French and Indian Wars, 1689-1763//. Singapore: Tien WahPress <span style="color: #008000; font-family: arial,sans-serif; font-size: small; line-height: normal;">www.oakland.k12.mi.us/ **scope**/fifth_**lesson**s/social/.../SS050502.do GRASP Instructional Strategy papers**
 * 5.** **Resources and Materials

Students can look up all the different battles and make a map of where they are in location to each other. Students can read books that are in the classroom about Pontiac's Rebellion. Students can research the different kinds of weapons that were used in Pontiac's Rebellion. **
 * 6.** **Supplementary/Enrichment Activities

__ Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #5 Title: __ Grade Level: Contributors:­­­­­­­­­­­
 * __Name:__ _ Date:_**

LESSON PLAN
__**GRADE LEVEL**__ **_ TIME ALLOTED:**
 * TITLE:**

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


 * UNIT GOAL:** // This is the umbrella goal that you want the students to know at the end of the unit. Why are we teaching this unit? What is its value? //


 * PASS OBJECTIVES FOR THIS LESSON:** // Cut and paste the reading, social studies, language arts, etc. which are incorporated within the lesson. CHOOSE ONLY TWO OR THREE OBJECTIVES. MAKE SURE THAT THEY MATCH THE NEXT LESSON OBJECTIVES. //
 * SPECIFIC LESSON OBJECTIVES: //(What do you want your students to know and be able to do after instruction?)//** // List one or two objectives which at the end of each lesson the student will know and you can assess. //

// What //// __motivation, background knowledge, vocabulary__ ////, and etc. will be needed here? [Remember this is the most important part of the lesson, I feel.] You will have something to **motivate**…..You will have the about //// 5 vocabulary words and a **strategy** //// to teach these words. // // What adaptations for ELL, gifted, etc. students? What are you doing to meet the VAKT aspects of the students? What are you doing to make sure that all are participating in the verbal, nonverbal and media communication? Are there many opportunities for speaking, writing, and media communication? // // Examples: // provide larger font for students with visual impairments / pair an English speaking student with an ELL student / use color to appeal to visual learners / provide hands-on activities to appeal to kinesthetic learners / pre-cut items to assist students with fine motor problems / for mathematics lessons, please ask the students to turn their papers sideways to utilize the lines for column addition, long division, and regrouping problems. using special resources such as reading material that is consistent with students' reading levels and learning styles, and videotapes, audiotapes, and other audio-visual materials that give learning experiences greater breadth and depth
 * 1) **PREASSESSMENT OF STUDENT KNOWLEDGE: //(How will you assess the prior knowledge of the students?)//** // This part can be assessed in the development of prior knowledge (schema) and motivation found in the next part. //
 * 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.**
 * 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)**

Examples of the individualized accommodations that may be identified in the IEP include the following:
 * using learning resources that provide direct experiences of seeing and touching (i.e., tactile materials)
 * providing enrichment units, additional readings, and other opportunities (e.g., problems to solve) that extend learning
 * using a variety of teaching and learning strategies, such as special interest groupings for research projects; peer partners, collaborative groups, and cross-age tutoring; mentorship programs; and independent study plans
 * collaborating with resource teachers, teacher-librarians, and other professionals
 * simplifying the language of instruction
 * providing opportunities for performance in areas of special talent
 * providing all students with strategies for understanding and accepting exceptional students and integrating them into the regular classroom

· **Guided Practice (Teacher Instructional Indicator #10)** // You will be the //// guide //// in this part. You will be guiding the students through some text. What text (you might have to make it) or ? are you using here? [Remember that the text can be book, electronic, environmental, etc. or a combination of such //// .] What **one or two strategies** are you using to keep the television in the reader active //// ? //
 * giving students extra time to complete classroom assignments
 * allowing students to complete tasks or present information in alternative ways (e.g., through taped answers, demonstrations, dramatizations, role play)
 * allowing students to tape lessons for more intensive review at a later time
 * providing a variety of learning tools, such as adapted computers for completing writing tasks and calculators for completing numeracy tasks
 * providing for the use of scribes
 * using pictorial schedules to assist students in making transitions
 * // This can be the same for all of the lessons plans of the group. //**

// What discussion questions are you using in the Grand Conversation? Write at least **two questions** for each level of Bloom’s taxonomy. You might even want to connect the Bloom’s with Gardner’s Intelligences. A personal writing should be here or in the closing to wrap up the lesson. //

· // What //**// active inquiry //**//, **collaboration**, and **supportive interaction** activities //// can be developed to help with active participation in speaking, writing and media communication? // · // What activities will the students be doing alone or with a partner(s) to summarize the learning of the day? // · // Each of these activities must have a //**// rubric //**// attached. //// Look in Rubistar for ideas. These rubrics must be complex and identify the points that match the objectives which were stated above. //
 * 4.** **Independent Practice (Teacher Instructional Indicator #11)**

// What //// activities are you using to summarize //// and wrap up this day’s lesson and apply it to the previous or the next day’s lessons? [This is a prime place for text to self, text to text, and text to the world activities.] // // What are the suggested assessments? This must be directly tied to the objectives!!!!! Summative or formative? Every independent strategy must have **a rubric**. The rubric will be built from [] //
 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**)

// List everything which is needed for this lesson. If a book is needed, please give the book in APA format. What other electronic, written, oral history, etc. are used and can be used as a resource? What are all of the resources needed to make this unit work? // // What other things as centers, extended activities into other content areas, activities, home extensions [Notice that the word homework is not used], etc. can be used here? //
 * 5.** **Resources and Materials**
 * 6.** **Supplementary/Enrichment Activities**