Tuesday+Group+1


 * __#1 Name (red):__** __Tina Terry__
 * 2 Name (blue):_**Stephan Dark
 * __#3 Name (green):___**Brooke Tilman
 * __#4 Name ( Black):___**Victoria Douthitt

Standard 4: Objective 4: The student will show how scarcity and choice govern economic decisions


 * __Name:__ _ Date:_​**

__Monday:__ Taxation __Tuesday:__ Stamp Act and Intolerable Act __Wednesday:__ Boycott __Thursday:__ Boston Tea Party __Friday:__ Wrap up, tie together weeks lessons

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

__Lesson Plan #1 Title:__ Grade Level: Contributors:­­­­­­­­­­­

Books to help teach Revolutionary War

//George Washington’s Socks // by Elvira Woodruff

//Can't you make them behave, King George?// By Jean Fritz

//My Brother Sam Is Dead //by James Lincoln Collier and Christopher Collier

//Toliver’s Secret //by Esther Wood Brady //Heroines of the American Revolution // by Idella Bodie

//Secrets in the Tower //by Candice F. Ransom

//Oh Say, I Can’t See //by Jon Scieszka

//Turning Points: Sons of Liberty //by Marshall Poe

//Five Smooth Stones //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> by Kristiana Gregory

Lesson Plan #2 Title: Grade Level: 5th Contributors:­­­­­­­­­­ Stephen Dark

LESSON PLAN
__**GRADE LEVEL**__ **_ TIME ALLOTED: 2 Hours**
 * TITLE:**


 * COMPOSITION OF CLASS: Male 12_ Female 12_ Total 24_**
 * Number of Special Needs Students ELL1_ 504_1 IEP_1**

Standard 4: The student will examine the lasting impact of the American Revolution. 1. Describe the causes and results of conflicts of the Stamp Act and Intolerable Acts**. // // . // //** ACEI Objective: **//// Candidates understand and use a variety of teaching strategies that encourage students’ development of critical thinking and problem solving. Candidates use their knowledge and understanding of individual and group motivation to foster active engagement of learning to create supportive learning environments. Candidates will design lessons that appeal to a variety of learning styles. //
 * UNIT GOAL:** **The students will understand the events that caused the Revolutionary War and the economic impact it had on the early settlers.**
 * PASS OBJECTIVES FOR THIS LESSON:** // ***Standard 1: The student will develop and demonstrate the process skills of social studies. *2. Construct timelines from significant events in United States history.

Students will understand the reasons for the Stamp Act and the Intolerable Acts during the time period before the actual Revolutionary War.
 * 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. //

They will have participated in play-acting of one the six acts that are discussed in class during the Unit on the Revolutionary War.

> This part can be assessed in the development of prior knowledge (schema) and motivation found in the next part. // Introduction to the lesson about the Stamp Act and Intolarable Acts.
 * 1) **PREASSESSMENT OF STUDENT KNOWLEDGE: //(How will you assess the prior knowledge of the students?)//** //
 * 1) **Introduction/Set Induction/Hook:**

The introduction to this important information leading to the Revolutionary War is a “What do these things have in common?” The teacher will put on the table some of the following items: stamps, playing cards, dice, newspapers, marriage licenses, books, pamphlets, school diplomas, seals, parchment paper, marking devices, labels, etc. Then the teacher will call to the attention the items and ask what they have in common. The first comments might be that they have something to do with writing on paper. After a few suggestions, the teacher will then discuss with the class how the items were so important to the colonies and from where did the articles come from. Then the Stamp Act will be discussed and after that discussion, the Intolerable Acts will be introduced.

1. Parchment Paper 2. Pamphlet 3. Molasses 4. Indigo 5. Quarters Strategies: Vocabulary Words will be introduced using the Picture Dictionary strategy. My Own Picture Dictionary Grade Brief Description Students create a picture dictionary that includes images of people and things that reflect on the meaning of the word. Suggestion: Put these on a 3/5 card and hole punch a single hole. Place a ring to keep the words together. Procedure 1. List the words. 2. Discuss each word making sure that connections are made to the real world. 3. Have the student draw a write the word, draw a picture of the word, tell how s/he will remember the word and the connection and write a sentence. Display the picture dictionary for each word on a word wall. Take down the word and put into the student’s dictionary of words
 * Vocabulary Words**:
 * All levels

· ** Adjustments/Adaptations ( **//** What will you do to accommodate the special needs of individual students? **//** See Teacher Instructional Indicator #9) **
 * 3. Instructional Procedures ( **//** This involves what the teacher and students will actually DO as they engage in learning. **//** Consider Teacher Instructional Indicators #4-8) **
 * 504: ** All resources and learning material will be provided in larger font for students with visual impairments.
 * ELL: ** Students will be paired with English speaking students throughout the lesson.
 * IEP: ** Individual IEPs will be followed and extra time will be given to complete material if needed.
 * Learning Styles: ** This unit contains many different activities that appeal to different learning styles

· **Guided Practice (Teacher Instructional Indicator #10)** United States Adventures In Time and Space ** -5th grade text book pp. 292-297 ** Liberty! How the Revolutionary War Began

Strategy: **Possible Sentences**


 * Possible Sentences**

In the days before e-mail, fax machines, and texting, when the telegram was the best way to contact someone quickly, key words were used to communicate the meaning of a message. If you had received a telegram that contained only the following words: Hepatitis A, outbreak, gourmet restaurants, Chicago, epidemic, health inspector, quarantine, incubation period, viral and liver, do you think you could piece together the probable meaning? In all likelihood, you would draw from your background experiences and knowledge to construct a prediction for the entire message:

There is an outbreak of Hepatitis A in Chicago, Illinois. Health inspectors have quarantined some gourmet restaurants associated with the outbreak. Hepatitis A has an incubation period before it appears and is a viral disease that affects the liver.

Possible Sentences (Moore & Moore, 1986) is a strategy that helps students process the key vocabulary of a passage before they begin reading. It encourages students to make predictions about the probable meaning of a passage based on what they know or can anticipate about a number of key word or terms. Then when students begin reading, they have already previewed the major ideas of the text. Their reading becomes an exercise in discovering the accuracy of their predictions about key terms.

Identify a list (5-8) key concepts or terms in the material the students will be reading. Include terms that will be familiar, as well as terms that might be an obstacle in their reading. List these on the board or overhead. The list words might be the following: parchment, molasses, indigo, quarters, intolerable, etc.

Ask students to select at least two terms and write them in a sentence that could possibly appear in the reading. You are essentially asking the students to predict how the terms might be used in the passage. Then have the students read their sentences as the teacher writes them on the board/overhead for everyone to see. Then after all the sentences have been read, the students need to decide as a group which sentences are true or false.

After class discussion about the words and sentences, the curriculum passage will need to be read. Then the students can check the sentences on the board to see how many were correct.

**Advantages of Possible Sentences:**


 * 1) Students become acquainted with key terms and vocabulary from a passage before they begin to read.
 * 2) Students are engaged in actively predicting major ideas of material.
 * 3) Students are involved in a process that helps them to establish their purposes for reading.
 * 4) Students activate what they know about information before they read, and are able to share background knowledge with their classmates.

Reference and Suggested Reading:

Moore, D. &Moore, S. (1986). Possible sentences. In E. Dishner, T. Bean, J. Readence, and D. Moore (Eds.) //Reading in the content areas: aImproving classroom instruction// (2nd ed.) Dubuque, IA: Kendall - Hunt. Readence, J.,Moore, D., & Rickelman, R. (2000) //Prereading activities for content area reading and learning// (3rd ed.) Newark, DE: International Reading Association.

The teacher will ask the following questions as reflected by Bloom's Taxonomy throughout the lesson on the Stamp Act and the Intolerable Acts. __Knowledge Level__: 1. Identify the five different acts in the Intolerable Acts. 2. List four items that the Colonists had to do for the British because of the Quartering Act. __Comprehension Level__: 1. Give examples of the type of items that the Colonists were having to pay taxes on in order to receive them from Great Britain. 2. Restate in your own words why George Washington called the “Administration of Justice Act” the “Murder Act”. __Application Level__: 1. Dramatize/Act out one of the six different Acts for the class. 2. Report to the class about the volcabulary word and the two sentences that your group wrote. These sentences should have enough information to explain the meaning of your word. __Analysis Level__: 1. Compare the Colonies and British attitudes toward taxing the items in the Stamp Act. 2. Outline the years that the six different Acts happened on your American Revolutionary War Timeline. __Systhesis Level__: 1. Create a headline for a newspaper article about the Boston Port Act that was a response to the Boston Tea Party. 2. Devise two types of punishment that the Colonists might have received in response to the Boston Tea Party? __Evaluation Level__ : 1. Determine if you would like to have been a British or a Colonists during this time period in American History. Why? 2. Decide if you would have willingly given money (taxes) back to King and Parliament. Why?
 * Bloom's Taxonomy: **

// . //**4.** **Independent Practice (Teacher Instructional Indicator #11)** Stamp Acts and Intolerable Acts

At the beginning of the lesson for the day, give a short description of each of the Acts. Then, give the information on a laminated paper to the students in groups of three or four. Each group needs to spend about five to seven minutes deciding how to present the information to the class. After the presentation the teacher needs to do a recap of the Act that has just been presented. Then, after all six Acts have been presented the teacher needs to again give a short recap of the Act. As the teacher discusses each Act, the Act needs to be written on the board, so that the students can see the name of the Act in printed form.

__Stamp Act of March 1765:__ This all began over money. Great Britain had been in one war or another for 50 years and was drowning in debt. Parliament (law making group in England) decided that Americans should help out by paying their fair share and King George agreed. After all, Great Britain had spend plenty of money fighting in American for the good of the colonies and they were helping with the Indian attacks on the American frontier. They thought it was right for Great Britain to collect this money from the colonists. To raise the money, Parliament passed a Sugar Act and a Stamp Act saying that colonists had to pay taxes to Great Britain for all sorts of imported goods, from molasses, blue indigo dye, and pimentos to printed items such as marriage licenses, playing cards, and newspapers. Similar taxes were often collected in England. But the colonists were already paying separate taxes to cover their own war debts and to run the colonies. A lot of them thought paying twice wasn't fair. __Aids:__ Sign for King George Molasses Sign for Parliament Newspapers Sign for Stamp Act __Act # 1 Intolerable Act - Boston Port Act__ It was in response to the Boston Tea Party. It closed the port of Boston until the East India Company had been repaid for the destroyed tea and until the king was satified that order had been restored. Colonists objected that the Port Act punished all of Boston rather than just the individuals who had destroyed the tea, and that they were being punished without having been given an opportunity to testify in their own defense. Aids: Sign for King Sign for Boston Port Sign for East India Company Colonists Destroyed box of tea

__#2 Intolerable Act – Massachusetts Government Act:__ This act provoked even more outrage (made more colonists mad) than the Port Act because it changed the government of Massachusetts. It made it more possible for the British government to control the colonists. Almost all positions in the colonial government were to be appointed by the governor or the king. It also strongly limited the activities of the town meetings in Massachusetts. Colonists outside of the colony of Massachusetts also feared for their own government and was afraid that the king would take more control. __Aids:__ Sign for King Sign for Mad Colonists Sign for Town Meeting Big Stick for Colonists

__#3 Intolerable Act – Administration of Justice Act:__ This allowed the governor to move trials of accused royal officials to another colony or even to Great Britain if he believed the official could not get a fair trial in Massachusetts. The act said that witnesses would be paid for their travel expenses, few colonists could afford to leave their work and cross the ocean to testify in a trial. George Washington called this the “Murder Act”, because he believed that it allowed British officials to harass (make fun of) Americans and then escape justice. __Aids:__ Suitcase Money Sign for Governor Sign for George Washington Sign for Murder Act

__Act#4 Intolerable Act – Quartering Act:__ This act applied to all of the colonies. It sought to create a more effective method of housing British troops in America. In a previous act, the colonies had been required to provide housing for soldiers, but the colonial legislatures had been uncooperative. The new Quartering Act allowed a governor to house soldiers in other buildings if suitable quarters were not provided. __Aids:__ Sign for British Troops Sign for Colonist's Home Apple Sandwich Cup for water

__#5 Intolerable Act – Quebec Act:__ This was a piece of legislation unrelated to the events of Boston, but the timing of its passage led colonists to believe that it was a part of the program to punish them. The act enlarged the boundaries of what was then the colony of Canada ( roughly today's Provinces of Quebec and Ontario). It removed the references to the Protestant faith and guaranteed free practice of the Roman Catholic faith. Many feared the establishment of the Catholic church in Quebec and they were afraid that the French Canadians were going to be forced to help the British Americans. __Aids:__ Sign for Roman Catholic's Churches Sign for Protestant's Churches 2 Bibles Map of Canada // . // __Timeline__ A timeline should be used throughout the entire unit on the Revolutionary War. Timelines are very important and the students must be given the opportunity to be aware of the order of events in this important part of American History. It is easier for the students if the teacher makes a model of the timeline and the students can then fill in the events. I would even suggest that the teacher put the dates on the timeline and the students add the event. Enclosed is an unfinished and finished sample of the first page of the American Revolutionary War Timeline..
 * 5.****Closure/Summary/Representation (Teacher Instructional Indicator #12)**


 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**): Students grasp of the lesson will be assessed by rubric. The assessment will also include a written summative assessment on the assigned text in a short answer quiz format.


 * ===Historical Role Play : Historical Role Play of Stamp and Intolarable Acts.===


 * Mr. Dark** ||


 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Historical Accuracy || All historical information appeared to be accurate and in chronological order. || Almost all historical information appeared to be accurate and in chronological order. || Most of the historical information was accurate and in chronological order. || Very little of the historical information was accurate and/or in chronological order. ||
 * Required Elements || Student included more information than was required. || Student included all information that was required. || Student included most information that was required. || Student included less information than was required. ||
 * Knowledge Gained || Can clearly explain several ways in which his character "saw" things differently than other characters and can clearly explain why. || Can clearly explain several ways in which his character "saw" things differently than other characters. || Can clearly explain one way in which his character "saw" things differently than other characters. || Cannot explain one way in which his character "saw" things differently than other characters. ||
 * Props/Costume || Student uses several props (could include costume) that accurately fit the period, show considerable work/creativity and make the presentation better. || Student uses 1-2 props that accurately fit the period, and make the presentation better. || Student uses 1-2 props which make the presentation better. || The student uses no props OR the props chosen detract from the presentation. ||

<span style="font-family: Arial Black,sans-serif;">__Stamp Acts and Intolerable Acts Quiz__ <span style="font-family: Arial Black,sans-serif; font-size: 16pt;">1. Which Act required the colonies to provide housing for the British troops? __//Quartering Acts//__

2. Which Act let all the colonial government positions be appointed by the governor or the King of Great Britain? __//Massachusetts Government Act//__ <span style="display: block; font-family: Arial Black,sans-serif; font-size: 16pt; text-align: justify;">3. Which Act allowed the governor to move trials of accused royal officials to another colony or back to Great Britain? __//Administration of Justice Act//__ <span style="font-family: Arial Black,sans-serif; font-size: 16pt;">4. Which Act made the colonist send their taxes back to Parliament and the King? **__//Stamp Act//__** <span style="display: block; font-family: Arial Black,sans-serif; font-size: 16pt; text-align: center;">5. Which Act was in reponse to the Boston Tea Party? The colonists did not think it was right to punish all the colonists for what only a few did? __Boston Port Act__ <span style="font-family: Arial Black,sans-serif; font-size: 16pt;"> 6. Which Act enlarged the boundaries of the American colonies by adding some land that belonged to Canada? __//Quebec Act//__

** Sandwich ** References //American Revolution (DK EYEWITNESS BOOKS)// (121 ed.). (2002). New York: Dorling Kindersley. Freedman, R. (2000). //Give Me Liberty! The Story of the Declaration of Independence//. New York: Scholastic. //Kids Discover 1776 (Kids Discover 1776, Vol. 12, Issue 9)// (1ST ed.). (2002). New York City : Kids Discover. Levy, E. (2003). //Revolting Revolutionaries, 1750s-1790s (America's Funny But True History No. 5)//. New York: Scholastic Paperbacks. Masoff, J. (2000). //Chronicle Of America: American Revolution, 1700-1800 (Chronicle of America)//. Cincinnati: Scholastic Reference. Penner, L. R. (2003). //Liberty////!: How the Revolutionary War began (Landmark books)//. New York: Scholastic. Society, N. G. (1997). //United States////: Adventures In Time And Place Teacher's Multimedia Edition (Volume 1 and 2)//. New York: Macmillan/Mcgraw-Hill. American Revolutionary War Timeline. An excellent source for a timeline is http://www. socialstudiesforkids.com. // . //**__Name:__ _ Date:_** __ Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 __ __<span style="font-family: 'Times New Roman','serif'; font-size: 18pt;">Northeastern State University – Broken Arrow __ __<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">READ 4043: Reading for the Content Area Spring Semester 2010 __ __<span style="font-family: 'Times New Roman','serif'; font-size: 18pt;">Lesson Plan #1 Title: __<span style="font-family: 'Times New Roman','serif'; font-size: 18pt;">Boycotting England Grade Level: 5th Contributors:­­­­­­­­­­­ Tina Terry, Stephen Dark, Victoria Douhitt **<span style="font-family: 'Times New Roman','serif'; font-size: 18pt;">LESSON PLAN **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> · <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 14pt;">The students will understand why the colonists began to boycott England. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">As a class, we will have a conversation about boycotting. I will ask the students if they have ever boycotted anything. An example would be broccoli at dinner time. The students will answer in everything they have refused to eat. We will discuss that the colonists boycotted England because they could not afford all the taxation payments. __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Key Vocabulary __ · __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Boycott __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">- <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">To abstain from or act together in abstaining from using, buying, or dealing with as an expression of protest or disfavor or as a means of coercion. · __<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Trade- __<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> The business of buying and selling commodities; commerce. · __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Debt- __ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Something owed, such as money, goods or services. · __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Stifle- __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">To keep or hold back. · __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Chaos- __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> A condition of total disorder or confusion. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Students will write, define, find synonym, find antonym, and draw or use word in a sentence. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">**__Procedure:__** <span style="font-family: 'Helvetica','sans-serif'; font-size: 10pt;">The new term goes in the middle of the map. Students fill in the rest of the map with a definition, synonyms, antonyms, and a picture to help illustrate the new concept. · **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Guided Practice (Teacher Instructional Indicator #10) ** · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Have students get out a piece of notebook paper. · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Have them fold their paper into fours T <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">he students will do a Venn Diagram comparing and contrasting living in England to the Colonies. The students will put on the left side the advantages/disadvantages of living in England, on the right side the advantages/disadvantages of living in the Colonies, and in the middle how it was the same living in both places. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">The students will be assessed on their independent practice reports as follows. Student Name: ||  ||
 * 5.****Resources and Materials**
 * Materials: **
 * Signs for reenactment activity **
 * Molasses **
 * Newspapers **
 * Play money **
 * Playing cards **
 * Destroyed box of tea **
 * 20-24 inch stick **
 * Suitcase **
 * Apple **
 * Cup for water **
 * 2 Bibles **
 * Map of Canada **
 * 6.****Supplementary/Enrichment Activities**
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Name: __**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Brooke Tilman **Date:** April 27, 2010
 * TITLE:** Taxation
 * __GRADE LEVEL__** **– 5th TIME ALLOTED:** 60 minutes
 * COMPOSITION OF CLASS: Male** __12__**Female** __12__ **Total** __24__
 * Number of Special Needs Students ELL** __1__ **504** __1__ **IEP** __1__
 * UNIT GOAL:** <span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">For students to learn events such as boycotting that provoked the Revolutionary War. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * PASS OBJECTIVES FOR THIS LESSON:** **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Standard 4: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> The student will examine the lasting impact of the American Revolution **Objective 2:** Give examples that show how scarcity and choice govern economic decisions
 * <span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">ACEI Objective: **<span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">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 appeal to a variety of learning styles.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">National Council for the Social Studies Standard: CIVICS IDEALS AND PRACTICES: **<span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">SPECIFIC LESSON OBJECTIVES: //(What do you want your students to know and be able to do after instruction?)// **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">PREASSESSMENT OF STUDENT KNOWLEDGE: //(How will you assess the prior knowledge of the students?)// **//<span style="color: #999999; font-family: 'Times New Roman','serif'; font-size: 14pt;">This part can be assessed in the development of prior knowledge (schema) and motivation found in the next part. //
 * 1) **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Introduction/Set Induction/Hook (//This involves getting your students interested and motivated to learn.// Consider Teacher Instructional Indicators #1-3) THIS IS THE BEFORE PART OF THE LESSON. **
 * __<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Strategies: __**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Vocabulary words will be introduced using the Vocabulary Word Map strategy.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">3. Instructional Procedures (//This involves what the teacher and students will actually DO as they engage in learning.// Consider Teacher Instructional Indicators #4-8) **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Adjustments/Adaptations (//What will you do to accommodate the special needs of individual students?// See Teacher Instructional Indicator #9) **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">504: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">All resources and learning material will be provided in larger font for students with visual impairments.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">ELL: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Students will be paired with English speaking students throughout the lesson.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">IEP: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Individual IEPs will be followed and extra time will be given to complete material if needed.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Learning Styles: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">This unit contains many different activities that appeal to different learning styles.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">1. __KWL:__ **
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Individually: //<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> What they know section.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Have them write in the first square, what they know about the Revolutionary War and boycotting.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Give them 1 minute and they need at least 5 things.
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">As a group: //<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">(the recorder is the top left for groups of 4 or the end person in groups of 3)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Have them use the back side of the first square
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">The recorder will write what they all know about the Revolutionary War and boycotting. The things they had in common or were like (Oh, I know that!).
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Give them 5 minutes
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">When the group is finished, the recorders will come to the board and neatly write their commonalties on the board under their group name.
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">As a class: //
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Look at the different comments and find the common things they all know about the Revolutionary War and boycotting.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Put on chart paper
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Individually: //<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> What they wonder.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Have them write in the second square, what they wonder about the Revolutionary War.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Give them 1 minute. They must have at least 5 things.
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">As a group: //<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> (the recorder is the upper right-hand person in groups of 4 or the right person in groups of 3)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Have them use the back side of the second square
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">The recorder will write what the group wonders about the Revolutionary War boycotting. Or if when someone is commenting they go, Oh I have that same question.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Each person in the group should read their questions. When someone has a common one, the other group member should say.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Give them 5 minutes
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">When the group is finished, the recorders will come to the board and neatly write their commonalties under their group name.
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">As a class: //
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Look at the different questions and find the common questions they have about the Revolutionary War and boycotting.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Put on the same chart paper as what they know.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Check up: **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Every student should have questions and comments on a piece of paper. The paper will make them accountable for their work.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Walk around the room, check for understanding, and make sure everyone is working together.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">The groups are accountable by having to write their comments or questions on the board under the group name.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Assessment: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">(for the teacher)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">How successful were you?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Did you achieve our objectives?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Did we learn something?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Was it interesting?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">4. **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> **Independent Practice (Teacher Instructional Indicator #11)**
 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**
 * __<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 14pt;">Revolutionary War Crossword- __**<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 14pt;">The teacher will hand out a crossword of words that have been used this week in class over the Revolutionary War.
 * 1) **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Evaluation/Assessment (Teacher Product Indicators #2-3 **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">)
 * || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Teacher Name: **Ms. tilman**


 * <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';">Role ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Point-of-view, arguments, and solutions proposed were consistently in character. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Point-of-view, arguments, and solutions proposed were often in character. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Point-of-view, arguments, and solutions proposed were sometimes in character. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Point-of-view, arguments, and solutions proposed were rarely in character. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Knowledge Gained ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Can clearly explain several ways in which his character "saw" things differently than other characters and can clearly explain why. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Can clearly explain several ways in which his character "saw" things differently than other characters. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Can clearly explain one way in which his character "saw" things differently than other characters. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Cannot explain one way in which his character "saw" things differently than other characters. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Knowledge Gained ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Can clearly explain several ways in which his character "saw" things differently than other characters and can clearly explain why. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Can clearly explain several ways in which his character "saw" things differently than other characters. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Can clearly explain one way in which his character "saw" things differently than other characters. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Cannot explain one way in which his character "saw" things differently than other characters. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Props/Costume ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Student uses several props (could include costume) that accurately fit the period, show considerable work/creativity and make the presentation better. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Student uses 1-2 props that accurately fit the period, and make the presentation better. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Student uses 1-2 props which make the presentation better. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">The student uses no props OR the props chosen detract from the presentation. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Role ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Point-of-view, arguments, and solutions proposed were consistently in character. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Point-of-view, arguments, and solutions proposed were often in character. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Point-of-view, arguments, and solutions proposed were sometimes in character. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Point-of-view, arguments, and solutions proposed were rarely in character. ||

· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Pencil · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">paper · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Textbook · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Rubric-group planning from Rubistar · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Cross-word puzzle · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">You-tube video __<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;">http://www.youtube.com/watch?v=8yJRzoRvKec __<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;">. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;">Video about the Revolutionary War and boycotting- __http://www.youtube.com/watch?v=8yJRzoRvKec__. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Also included crossword puzzle- __http://abcteach.com/directory/basics/social_studies/history/us_history/__ Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #4 Title: Grade Level: Contributors:­­­­­­­­­­­
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">5. **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> **Resources and Materials**
 * 6.** **Supplementary/Enrichment Activities**
 * __Name:__ _ Date:_**

LESSON PLAN
// 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 Examples of the individualized accommodations that may be identified in the IEP include the following: · **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 //// ? // // 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. // // 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 [] // // 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? // __ Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #5 Title: __ Grade Level: Contributors:­­­­­­­­­­­
 * TITLE:**
 * GRADE LEVEL**__**_ TIME ALLOTED:**
 * COMPOSITION OF CLASS: Male_12 Female 12_ Total 24_**
 * Number of Special Needs Students ELL 1_ 504 1_ IEP_1**
 * UNIT GOAL:** **The students will recall the events that caused the Revolutionary War and the economic impact it had on the early settlers.**
 * 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. //__
 * 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)**
 * **Adjustments/Adaptations (//What will you do to accommodate the special needs of individual students?// See Teacher Instructional Indicator #9)**
 * 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
 * // This can be the same for all of the lessons plans of the group. //**
 * 4.****Independent Practice (Teacher Instructional Indicator #11)**
 * 5.****Closure/Summary/Representation (Teacher Instructional Indicator #12)**
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**)
 * 5.****Resources and Materials**
 * 6.****Supplementary/Enrichment Activities**
 * __Name:__ _ Date:_**

LESSON PLAN
// 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 Examples of the individualized accommodations that may be identified in the IEP include the following: · **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 //// ? // // 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. // // 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 [] // // 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? // Possible Sentences
 * TITLE:**
 * GRADE LEVEL**__**_ TIME ALLOTED:**
 * COMPOSITION OF CLASS: Male_12 Female_12 Total_24**
 * Number of Special Needs Students ELL 1_ 504_1 IEP 1_**
 * UNIT GOAL:** **The students will recall the events that caused the Revolutionary War and the economic impact it had on the early settlers.**
 * 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. //__
 * 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)**
 * **Adjustments/Adaptations (//What will you do to accommodate the special needs of individual students?// See Teacher Instructional Indicator #9)**
 * 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
 * // This can be the same for all of the lessons plans of the group. //**
 * 4.****Independent Practice (Teacher Instructional Indicator #11)**
 * 5.****Closure/Summary/Representation (Teacher Instructional Indicator #12)**
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**)
 * 5.****Resources and Materials**
 * 6.****Supplementary/Enrichment Activities**