Tuesday+Group+6


 * __#1 Name (red): Tissa Carter__**
 * 1) 2 Name (blue):_Bre Eddy
 * __#3 Name (green):__**_Renee McIntosh
 * __#4 Name ( Black):___**

Lesson 1- Broad intro to women in the Revolutionary war. Put in groups of 3 and pick people. I-Chart. Lesson 2- Deborah Sampson. Perspective. I-Chart research.

. Lesson 4- Do interviews and political cartoons.

Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010
 * __Name:__ _ Date:___-__**

Lesson Plan #1 Title: __ Grade Level: 5th Contributors:­­­­­­­­­­­ Tissa Carter, Bre Eddy, Renee McIntosh __

LESSON PLAN

 * TITLE:The Women of the American Revolution**
 * GRADE LEVEL** __5 **_ TIME ALLOTED: 3 hours**


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


 * UNIT GOAL:** // To learn about the key persons in theRevolutionary War and to be able to make a informed presentation at the end of the unit. //

Social Studies Standard 4-The students will examine the lasting impct of the American Revolution 4-Recongize the contribution of key individuals and groups involvedin the Aerican Revolution.
 * PASS OBJECTIVES FOR THIS LESSON:**

Language Arts Standard 5-Research and Information- The students will conuct reseach and organize information. Stanard 2-Mode and Forms of Writig-The studnt will communicate through a variety of wrien foms and for various purpses and to a specific adience or person. Standard 2-Speaking-The student will express idas and opinions in grop or inividual situaions. Standard 3-Group Ineraction-The students will use effectve communication stratge i pair and smal group context.__


 * ACEI Objective:**Cadidaes understand and use varieyof teaching statgie that encourage tudnts' evelopment of critical thining and problemsoving. Candidte use their knowledge ad undersanding of individual and group motivtion to fostr active engaement of learnng to crete supportive learning enviroment. Candidaes will design lesson that appea to a varietof learing styles.

The studnt will be able to recongize and explain the roles some women played during the American Revolution. The teacher will have the students make a word map using their vocublary words for the unit. vocublary words 1. minutemen 2. patriotism 3. termination 4. prision ship 5. honorable discharge
 * __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?)//** The teacher will go over the key vocublary words for the day. She will ask the students how many of them can name 3 important women and what they did during the American Revolution. She will then ask the student what was different about the women of the American Revolution and today's wars.
 * 2) **Introduction/Set Induction/Hook (//This involves getting your students interested and motivated to learn.// Consider Teacher Instructional Indicators #1-3) THIS IS THE BEFORE PART OF THE LESSON.** The teacher will ave guet speaker dressed in period clothing come and address the students about her life during the war and what she did to help how she was cought or went undetected. During thepresentaion the chilern will fill out a spider map on the person answering 4 questions. 1. Where was the woman from? 2.Who was she married to and what was he known for? 3. Was she ever cought and if so what happened to her? 4. Would she do it again and why?

__**3. Instructional Procedures (//This involves what the teacher and students will actually DO as they engage in learning.// Consider Teacher Instructional Indicators #4-8)**__ For the Deaf children I will provie an interpurtor and writen copy of the presentors speech.
 * **Adjustments/Adaptations (//What will you do to accommodate the special needs of individual students?// See Teacher Instructional Indicator #9)**

· **Guided Practice (Teacher Instructional Indicator #10)** The teache will explain to the sudents that to see how big their brains grow from the start of this unit to the end she is going to give them a paper to fill out. They are not required to know every answer but to do their best. After the unit is over sh will give them thesame paper and they will see how much they have learned. The teache will divide the class into small groups of 4 then pass out small excrpts from the lives of 10 key women of he Ameican Revoution. She will go over the women cards encourgaging the students to use guided imagery to see the women. The teache will then put the groups numbers in the numbers hat and draw one at a time out and they will be aloud to choose their woman they wish to reasherch and interview. The teacher will then pass out the I-chart attached for the studets to fill out.

Blooms questions Date_ 1. Name one woman who helped during the Revolutionary War.­­­­

3. If these women were alive today and war broke out would they still be able to do what they are famous for? _ 4. What would you like to ask one of the ten women you heard about today just one question? 5. Give me one thing different about women during war in the Revolution and war of today. 6. What is the underlying theme of all 10 women? 7. How many was could a woman help during the American Revolution other than fight. Name at least one. 8. Give me 3 reasons you think women should or should not have helped during the American Revolution. a) b) c) 9. Do you think women should have been allowed to be more involved during the American Revolution? Yes/no 10. On a seprate sheet of paper defend you answer to question 8 in a short paragraph. 11. Define the following words. Minutemen Partriotism Prision ship Honorable discharge


 * 4.** **Independent Practice (Teacher Instructional Indicator #11)** The students will use the internet, encyclopedias, text books, trade books, and each other to fill out their own I-chart to turn in. Rubric attached.


 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)** Each student wil be be to give information o their groups woman of the American Revolution and what her impact on the war was. We will achive this by having a quick game of name that person at the end of the day.
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**)
 * **Element ** || **Full Credit - 5 Points ** || **Partial Credit - 2 Points ** || **No Credit - O Points ** ||
 * **Topic ** || Topic is chosen. || --- || Topic is not chosen. ||
 * **Guiding Questions ** || Three to four guiding questions are developed . || One to two guiding questions are developed. || No guiding questions are developed. ||
 * **Prior Knowledge ** || Prior knowledge is listed in detail. || Prior knowledge is listed, but only partially. || No prior knowledge is listed. ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 10.5pt;">Resources ** || <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 9pt; text-align: center;">Three to five resources are found. || <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 9pt; text-align: center;">One to two resources are found. || <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 9pt; text-align: center;">No resources are found. ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 10.5pt;">New & Interesting Facts/Figures ** || <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 9pt; text-align: center;">New and other interesting facts and figures are recorded. || <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 9pt; text-align: center;">--- || <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 9pt; text-align: center;">No new intersting facts are recorded. ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 10.5pt;">New Questions ** || <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 9pt; text-align: center;">New questions are recorded. || <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 9pt; text-align: center;">--- || <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 9pt; text-align: center;">No new questions are recorded. ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 10.5pt;">Reading and Recording ** || <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 9pt; text-align: center;">Resources are investigated and questions are fully answered. || <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 9pt; text-align: center;">Resources are investigated, but questions are answered partially. || <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 9pt; text-align: center;">No evidence of resources investigated or questions attempted. ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 10.5pt;">Summary ** || <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 9pt; text-align: center;">Summary for each question is recorded. || <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 9pt; text-align: center;">Summaries for half of the questions are recorded. || <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 9pt; text-align: center;">No summaries for the questions are recorded. ||


 * Topic || Question || Question || Question || Question || Other interesting facts || Ending question ||
 * Internet ||  ||   ||   ||   ||   ||   ||
 * Encyclopedia ||  ||   ||   ||   ||   ||   ||
 * Trade Books ||  ||   ||   ||   ||   ||   ||
 * Text Books ||  ||   ||   ||   ||   ||   ||
 * What I already know ||  ||   ||   ||   ||   ||   ||

a. internet b. I-chart c. Spider chart d. encyclpedias e. text books f. trade books g. guest speaker h. important women cards i. numbers hat j. pre-test <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Pre test
 * 5.** **Resources and Materials**

// take the students on a virtual field trip to a museam over the American Revolution. //
 * 6.** **Supplementary/Enrichment Activities**

Name: __**_**__ Date:_ Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #2 Title: Perspectives of the American Revolution Grade Level: __ 5th grade __

LESSON PLAN

 * TITLE:** Perspectives of the American Revolution
 * GRADE LEVEL:** 5th **TIME ALLOTED:** 2 hours


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


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

**Social Studies PASS Objective #4.4**: Recognize the contributions of Key individuals and groups involved in the American Revolution (e.g., Samuel Adams, the Sons of Liberty, Paul Revere, Mercy Otis Warrant, George Washington, Thomas Pain, Thomas Jefferson, Marquis de Lafayette, King George III, Hessians, and Lord Cornwallis.)


 * Language Arts PASS Objective #5.1** Accessing Information - Select the best source for a given purpose. a. Determine and use appropriate sources for accessing information including, dictionaries, thesaurus, electronic card catalogs and databases, magazines, newspapers, technology/Internet, encyclopedias, atlases, almanacs, tables of contents, glossaries, and indexes.

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


 * SPECIFIC LESSON OBJECTIVES:** Students will gain an understanding of how different perspectives played a part in the American Revolution.


 * 1) **PREASSESSMENT OF STUDENT KNOWLEDGE: //(How will you assess the prior knowledge of the students?)//** Preassessment will take place in the introduction of this lesson.


 * 1) **Introduction/Set Induction/Hook (//This involves getting your students interested and motivated to learn.// Consider Teacher Instructional Indicators #1-3) THIS IS THE BEFORE PART OF THE LESSON.** To get students motivated, we will begin this lesson by reading the book __Redcoats and Petticoats__ by Katherine Kirkpatrick. After reading this book, we will discuss new vocabulary words as a class. After each word is discussed, students will be given 5 min to create a picture dictionary. Next, we will read the book __Independent Dames__ by Laurie Halse Anderson. The book tells a little bit about different women in the American Revolution. Upon learning new facts about their chosen "Independent Dame" students will develop additional guiding questions to be added to their I-Chart.

Vocabulary Words:
 * Petticoats
 * Perspective
 * Whaleboat
 * Musket
 * Principles


 * 3. Instructional Procedures (//This involves what the teacher and students will actually DO as they engage in learning.// Consider Teacher Instructional Indicators #4-8)**

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
 * **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


 * 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

· **Guided Practice (Teacher Instructional Indicator #10)** In this guided practice, we will be focusing on the vocabulary word perspective. As a group, we will talk about different perspectives in the book __Redcoats and Pettiecoats__ so students can become more comfortable with what the concept actually means. We will use a Venn Diagram as a tool to compare and contrast the perspective of the Redcoats and Thomas' mother.

Discussion questions:
 * 1) Define perspective.
 * 2) Name some people from the book who had a perspective.
 * 3) What was the book about?
 * 4) Tell about a specific person from the books' perspective.
 * 5) Elaborate on your illustration to your picture dictionary of the word perspective.
 * 6) Would this information be useful if you had a disagreement?
 * 7) Create a Venn diagram for the Redcoats and Thomas' mother
 * 8) How is this similar to the person that you are researching.
 * 9) What would you do if you were in Thomas' situation?
 * 10) Imagine if you were Thomas, would you be scared to talk to the Redcoats?
 * 11) Do you believe that it was ok for Thomas' mother not to tell him what she was doing?
 * 12) Debate whether or not you think that the family should have just been loyal to the king


 * 4.** **Independent Practice (Teacher Instructional Indicator #11)** Students will begin to research their person more deeply, learning about their perspective, beliefs, values, and motivation for doing what they are remembered for. Students will use their I-Chart as a guide for their research. Tools that can be used include written text or electronic sources. After a firm understanding about their person has been obtained, students will create a Voki character for their person. The voki should include a few sentences that when shown to the other students will give them an understanding o that persons perspective. Completed Vokis will be shared with the class. Students should be prepared to answer other students questions.


 * CATEGORY || 4 || 3 || 2 || 1 ||
 * 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. ||
 * Research || Successfully uses suggested resources to find information ||  ||   || Needs assistance or supervision to use suggested resources ||

Completed Vokis will be shared with the class. Students should be prepared to answer other student's questions about the person that they are studying. A summative assessment will take place during student questioning in the closure of this lesson.
 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**)


 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Knowledge Gained || Student can accurately answer several questions about the person || Student can accurately answer a few questions about the person || Student can accurately answer a few questions about the person || Student cannot accurately answer questions about the person ||

__Independent Dames__ by Laurie Halse Anderson __Redcoats and Pettiecoats__ by Katherine Kirkpatrick Internet access Library access Venn Diagram crayons I-Chart Pencils Paper
 * 5.** **Resources and Materials**

Students could write an unsent letter to the person that they are studying. The letter could include if they agree or disagree with the persons perspective.
 * 6.** **Supplementary/Enrichment Activities**

Name: **Renee McIntosh_** Date: 4-23-2010_ Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #3 Title: Becoming a Reporter Grade Level: 5th grade Contributors:­­­­­­­­­­­ BreAnnah Eddy, Tissa Carter, Renee McIntosh

LESSON PLAN

 * TITLE:**
 * GRADE LEVEL** __5__ **TIME ALLOTTED:**


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


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


 * PASS OBJECTIVES FOR THIS LESSON:** PASS Objective #4: Recognize the contribution sof key individuals and groups involved int he American Revolution (e.g., Samuel Adams, the Sons of Liberty, Paul Revere, Mercy Otis Warrant, George Washington, Thomas Paine, Thomas Jefferson, Marquis de Lafayette, King George III, Hessians, and Lord Cornwallis).

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


 * SPECIFIC LESSON OBJECTIVES:** ​Students will be able to explain the parts of a camcorder and now how to use the basic parts. Students will be able to make questions out of facts found in research.


 * 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)** The teacher will bring in podcasts of previous years' students to get them excited to do their own. They can get ideas from the previous students and see how the interviews should flow. This should get the students motivated to do their own podcasts. The teacher will invite students to share what they already know about using a camcorder and what they think the students did to make their podcasts successful and professional. The following words will be put on a word wall and discussed and the picture dictionary strategy will also be used with these words. This includes students drawing their own personal view of the definition of the words.
 * cut
 * fade
 * jack
 * raw footage
 * take
 * view finder

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
 * 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)**

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


 * 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

· **Guided Practice (Teacher Instructional Indicator #10):** The teacher will begin by asking the students what they already know about camcorders. What are they used for? What are the steps in recording something? The children will then be exposed to an actual camcorder and be allowed to explore the viewfinder and where the buttons are located. A think aloud will be done here as the teacher uses the camcorder at the front of the class. Each group will be given a __Digital Video for Dummies 3rd Edition__ book. This book is a great guide for both the students and the teacher on how to get ready to record as well as how the recording process goes The students will use the annotated note taking strategy while reading the assigned parts of this book. As a group the class and the teacher will conduct a KWL chart about what they know, what the want to know, and what they learn after exploring the book and camcorders. A step by step guide will then be given to the students handling the camcorder. Camera ettique will be discussed and practiced. Bloom's Taxonomy Questions: 1. Where on the picture is the viewfinder located? 2. Where on the picture is the "record" button located? 3. Write in your own words what you should FIRST do when you pick up the camera to record. 4. Summarize the steps your group should do BEFORE recording. 5. What references might you use if you forget a step when recording? 6. How might you go about asking the questions during the interview? Will the interviewer look at the camera? At the person being interviewed? Will you use cue cards? 7. How many ways can you transition between questions? Will you turn the camera off? Fade? How will your group do it? 8. Will the interviewer or the interviewee introduce the name of the woman? 9. What will your group do if a mistake is made during recording? 10. What makes this interview unrealistic for the time? 11. What can each person in your group do to make the interview seem more realistic? 12. How will you reherse before shooting?


 * 4.** **Independent Practice (Teacher Instructional Indicator #11):** During this time the teacher will instruct the students to retrieve their icharts that they made while researching their women. As a group the three students will construct at least four questions that they would be able to ask and have answered about the woman on camera. Remind them to put these questions in the form that they will be using when actually asking the questions. These should be questions that people would most likely want to know about the woman and that can be backed by evidence via their research. The teacher will visit shortly with each group to make sure they are on the right track, but for the most part this is an idependent/group activity to be done with thier peers. Finished questions will be put onto individual index cards. Rubric attached.


 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12):** At the end of the day each group will share one question that will be asked of the woman they are interviewing. The answer will not be given. This is to get the other groups excited to hear more about their person. The students will be invited to answer what they think a woman of the time would answer this question. How is this different from how they would answer it? The teacher will then have the students turn in their questions to be looked over and assessed.


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

Group Planning -- Research Project : Questions From Ichart Rubric

 * Ms. Eddy**
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Ideas/Research Questions || Researchers independently identify at least 4 reasonable, insightful, creative ideas/questions to pursue when doing the research. || Researchers independently identify at least 4 reasonable ideas/questions to pursue when doing the research. || Researchers identify, with some adult help, at least 4 reasonable ideas/questions to pursue when doing the research. || Researchers identify, with considerable adult help, 4 reasonable ideas/questions to pursue when doing the research. ||
 * 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. ||
 * 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. ||
 * Quality of Sources || Researchers independently locate at least 2 reliable, interesting information sources for EACH of their ideas or questions. || Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions. || Researchers, with some adult help, locate at least 2 reliable information sources for EACH of their ideas or questions. || Researchers, with extensive adult help, locate at least 2 reliable information sources for EACH of their ideas or questions. ||


 * 5.** **Resources and Materials**
 * camcorders
 * icharts
 * bloom's questions
 * rubrics
 * word wall
 * previous podcasts
 * large paper for class KWL
 * index cards
 * Keith Underdahl. (2003). //Digital Video for Dummies, 3rd ed.// New York, NY: Wiley Publishing Inc.

​ Name: **_** Date:_ Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #4 Title: Grade Level: Contributors:­­­­­­­­­­­
 * 6.** **Supplementary/Enrichment Activities**

LESSON PLAN

 * TITLE:**
 * GRADE LEVEL** **_ TIME ALLOTED:**

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


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


 * PASS OBJECTIVES FOR THIS LESSON:** PASS Objective #4: Recognize the contribution sof key individuals and groups involved int he American Revolution (e.g., Samuel Adams, the Sons of Liberty, Paul Revere, Mercy Otis Warrant, George Washington, Thomas Paine, Thomas Jefferson, Marquis de Lafayette, King George III, Hessians, and Lord Cornwallis).

ACEI Objective: Candidates understand and use a variety of teaching strategies that encourage students' development of critical thinking and problem solving. Candidates also use their knowledge and understanding of individula and grup motivation to foster active engagement of learning to create supportive learning environments. Candidates will design lessons that appeal to a variety of learning styles. The students will understand the rolls women played in the American Revolution and how they where treated for their help
 * SPECIFIC LESSON OBJECTIVES: //(What do you want your students to know and be able to do after instruction?)//**
 * 1) **PREASSESSMENT OF STUDENT KNOWLEDGE: //(How will you assess the prior knowledge of the students?)//**

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Go over the information dealing with the video equipment. Talk to the students and make sure they have their question, cue cards, and information ready for the day. Ask the students if they know what a political cartoon is? What it was and is still used for? Introduce the vocabulary words for the day. 1. Political 2. Cartoon 3. Shading 4. Colors

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Show the student’s examples of political cartoons then tell them they were used to persuade the public that each politician was better and brighter than the other. Explain that they can still see these type of cartoons today used to try and persuade the public. Show the students cartoons from today and allow them to discuss the difference between both cartoons.
 * Introduction/Set Induction/Hook (//This involves getting your students interested and motivated to learn.// Consider Teacher Instructional Indicators #1-3)**

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

//.// <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Tell the students that while they are taking turn making their interview tapes the others will be brain storming and making a political cartoon on the person they will interview. Each group will work together and find three things they would like to do their cartoon over and then each one will do one cartoon each and turn in. The teacher will be available to help with the recording of the video interviews if needed. The teacher will be helping the students work out any problems with their questions and costumes. Blooms questions will be in the form of the final test.

· The students will dress in costumes and conduct their interviews. They will record the interviews and then down load them to the schools web site. The students will work on their political cartoons while not doing their videos. When the class is done with their work and interviews they will all regroup to take the final test for a grade.
 * 4.** **Independent Practice (Teacher Instructional Indicator #11)**


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

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">The students will be allowed to get up and present their cartoons to the class and as a class they will watch all the interviews on the school web site. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Name _ Date_ 1. (1pt)Name one woman who helped during the Revolutionary War.­­­­ 2. (2pts)Who do you think is the most interesting woman you have learned about over this unit and why? 3. (1 pt)If these women were alive today and war broke out would they still be able to do what they are famous for? _ 4. (1pt)What would you like to ask one of the ten women you heard about today just one question? 5. (1pt)Give me one thing different about women during war in the Revolution and war of today. 6. (1pt)What is the underlying theme of all 10 women? 7. (2pt)How many ways could a woman help during the American Revolution other than fight? Name at least two.
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**)

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">9. (1pt)Do you think women should have been allowed to be more involved during the American Revolution? Yes/no 10. (5pt)On a separate sheet of paper defend you answer to question 8 in a short paragraph. 11. (5pt)Define the following words. __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">a) Minutemen ___ __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">b) Partriotism ___ __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">c) Termination __ __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">d) Prison ship __ __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">e) Honorable discharge __

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;"> Date Created: **Apr 16, 2010 06:37 pm (UTC)**
 * <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';">Videography ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Video does not rock/shake and the focus is excellent throughout. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Video does not rock/shake and the focus is adequate throughout. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Video has a little rocking or shaking, but the focus is excellent throughout. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The video rocks/shakes often OR the focus is not adequate. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Sound Quality ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Both the interviewer and the person being interviewed can be heard/understood very clearly on the tape with no wind or background noise. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Both the interviewer and the person being interviewed can be heard/understood very clearly on the tape but there is some wind or background noise. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The person being interviewed can be heard/understood very clearly on the tape but the interviewer's voice is not easily heard. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The sound quaity is poor making it hard to hear/understand the person being interviewed. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Knowledge Gained ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Student can accurately answer several questions about the person who was interviewed and can tell how this interview relates to the material being studied in class. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Student can accurately answer a few questions about the person who was interviewed and can tell how this interview relates to the material being studied in class. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Student can accurately answer a few questions about the person who was interviewed. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Student cannot accurately answer questions about the person who was interviewed. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Politeness ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Student never interrupted or hurried the person being interviewed and thanked them for being willing to be interviewed. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Student rarely interrupted or hurried the person being interviewed and thanked them for being willing to be interviewed. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Student rarely interrupted or hurried the person being interviewed, but forgot to thank the person. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Several times, the student interrupted or hurried the person being interviewed AND forgot to thank the person. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Preparation ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Before the interview, the student prepared several in-depth AND factual questions to ask. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Before the interview, the student prepared a couple of in-depth questions and several factual questions to ask. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Before the interview, the student prepared several factual questions to ask. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The student did not prepare any questions before the interview. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Follow-up Questions ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The student listened carefully to the person being interviewed and asked several relevant follow-up questions based on what the person said. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The student listened carefully to the person being interviewed and asked a couple of relevant follow-up questions based on what the person said. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The student asked a couple of follow-up questions based on what s/he thought the person said. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The student did not ask any follow-up questions based on what the person said. ||

cartoon rubric 3 2 1 0
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Quality of Sources ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Researchers independently locate at least 3 reliable, interesting information sources for EACH of their ideas. Art and color vivid and up to artistic skills of the student. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Researchers independently locate at least 2 reliable information sources for EACH of their ideas. Use of vivid colors and art. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Researchers, with some adult help, locate at least 2 reliable information sources for EACH of their ideas. Some use of color and art. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Researchers, with extensive adult help, locate at least 2 reliable information sources for EACH of their ideas. No use of color some art. ||

Video camra costumes cue cards paper colors pencials test markers
 * 5.** **Resources and Materials**

The students will be able to put their cartoons up in either the hall or the class for a gallary show. The students can write a skit and preform for the parents. Name: **_** Date:_ Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #5 Title: Grade Level: Contributors:­­­­­­­­­­­
 * 6.** **Supplementary/Enrichment Activities**

LESSON PLAN

 * TITLE:**
 * GRADE LEVEL** **_ TIME ALLOTED:**

// 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**