Tuesday+Group+5


 * ​#1 Name (red):** __Rachael Veit__
 * 2 Name (blue):_**Rebecca Morris
 * __#3 Name (green):___**Amanda Babe
 * __#4 Name ( Black):___**Brittney Potter

Standard 4, Objective 4: Recognize the contributions of key individuals and groups involved in the American Revolution.

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

Lesson Plan #1 Title: Overview of Spies of the American Revolution __Grade Level:__ 5th Grade __Contributors:­­­­­­­­­­­__ Rachael Veit, Rebecca Morris, Brittney Potter, Amanda Babe

LESSON PLAN

 * TITLE: Overview of Spies of the American Revolution**
 * GRADE LEVEL:5th Grade** **__TIME ALLOTED:__ 45 Minutes**

__**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 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 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 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.

__**SPECIFIC LESSON OBJECTIVES: //(What do you want your students to know and be able to do after instruction?)//**__

The student will be able to understand the role a spy played in the American Revolution.


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

Oral Questioning: Have you ever heard of a spy? Do you know any spies?


 * 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.**__


 * Before class, gather a cache of props: some hats, a trench coat and a pipe; anything that would be noticeable in a shadow; a large roll of paper to mount on the wall (found in art supply stores); a posable lamp; and a marker. One at a time, the students come into a separate room, where they can select items for striking a pose. Stand each child in profile in front of a section of paper and shine the light on her. Trace each child's outline, then write their name on the back. Then introduce the following vocabulary terms.

__Vocabulary Words__** 1. Spy-a person who keeps close and secret watch on the actions and words of another or others 2. Reconnaissance-a search made for useful military information in the field 3. Secret Agent-a person employed to collect the military secrets of one country and relay them to another 4. Exploration-an act or instance of exploring or investigating; examination 5. Espionage-the act or practice of spying

The student will make a Vocabulary Word Map for each word.
 * __Vocabulary Strategy__**

__**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)**__

**__ELL Students__**
 * Pair an English speaking student with an ELL student.
 * Simplifying the language of instruction.
 * Allowing the student to tape the lesson.
 * __IEP Students__**


 * Follow the IEP plan as designed.
 * Give students extra time to complete classroom assignments.
 * Allowing students to complete tasks or present information in alternative ways.
 * __504 Students__**


 * Provide larger font for students with visual impairments
 * Pre-cut items to assist students with fine motor problems
 * Allow the hearing impaired to use videotapes, audiotapes, and other audio-visual materials
 * __Gifted Students__**
 * Give the student the same amount of work but make it __challenging.__
 * Provide opportunities for performance in areas of special talent
 * Provide enrichment units, additional readings, and other opportunities (e.g., problems to solve) that extend learning
 * __Learning Styles__**
 * Give the student a choice of learning by text or activities
 * Use learning resources that provide direct experiences of seeing and touching
 * Allow the students to complete tasks or present information in alternative ways

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

Introduce the book, // Everything Kids' Spies Puzzle & Activity Book, // by Scot Ritchie. Do the Guided Reading and Summarizing Procedure (GRASP) for your strategy. · Read over the section: What it takes to be a spy. Explain that after the reading a summary will be written. · After reading, ask the students to list what they remembered. You write the information on the baord or overhead. · Then have the students reread the passage to look for additional information and to correct or enrich information for the list. · Then model the organization of the information into categories. First list the categories and then regroup information under each category. · Using the generated outline, write a summary of the material. · Provide guided practice multiple times before having the students do GRASP individually. Have a grand conversation asking the following questions:


 * Blooms Taxonomy**

Knowledge Comprehension Application Analysis Synthesis Evaluation
 * What is a spy?
 * What do spies do?
 * Can you distinguish between the characteristics of a spy versus an everyday citizen?
 * What can be a key characteristic of a spy?
 * Why were there spies in the American Revolution?
 * Do we have spies in the World today?
 * What happened in the American Revolution if a spy was caught?
 * What were the motives of a spy?
 * What would happen if you were a spy?
 * How many ways can you describe that the spies would have communicated with each other?
 * Do you think being a spy is a good or bad thing?
 * How would you feel if your best friend was a spy and got caught?

__**4.** **Independent Practice (Teacher Instructional Indicator #11)**__  At this point bring out the shadow drawings from earlier in the day. Have the students try to decide which shadow belongs to who. At the end of the day if any shadows have not been identified, allow the students to reveal themselves. Have the students complete a frayer model. · Allow students to work in groups to carefully analyze a concept of term of their choice. · Allow students to do research over their term or concept using dictionarys or the internet.


 * __5.__** **__Closure/Summary/Representation (Teacher Instructional Indicator #12)__

Have students create a VOKI over what they have learned throughout the day and email it to you **

[|www.voki.com]


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

__**Group Planning -- Research Project : Frayer Model** __

__ Teacher Name: Student Name: __ //__ [] __//
 * __ 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. __ ||
 * __ Group Timeline __ || __ Group independently develops a reasonable, complete timeline describing when different parts of the work (e.g.,planning, research, first draft, final draft) will be done. All students in group can independently describe the high points of the timeline. __ || __ Group independently develops a timeline describing when most parts of the work will be done. All students in group can independently describe the high points of the timeline. __ || __ Group independently develops a timeline describing when most parts of the work will be done. Most students can independently describe the high points of the timeline. __ || __ Group needs adult help to develop a timeline AND/OR several students in the group cannot independently describe the high points of the timeline. __ ||
 * __ 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. __ ||


 * __5.__** **__Resources and Materials__**

· Large black construction paper · Flashlight · Markers · Paper · Pencils · Scissors · Props ( Hats, scarfs, etc.)

__6.__ **__Supplementary/Enrichment Activities__** Have students go on a field trip to a local museum that focuses on the American Revolution.

Have students go to the website [] to play spy games if you have extra time.

Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #4 Title: Spy Talk __Grade Level: 5th Contributors:­­­­­­­­­­­ Rebecca Morris__
 * Name: _ __Date:___**

LESSON PLAN

 * TITLE: Spy Talk**
 * GRADE LEVEL** 5th**_ __TIME ALLOTED: 1 hour 15 min__**

// __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 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 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 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.**


 * __SPECIFIC LESSON OBJECTIVES:__ //__(What do you want your students to know and be able to do after instruction?)__

The student will be able to learn different methods to breaking codes. TSWBAT tell how the spies during the American Revolution kept in contact with each other by doing several activities that will give the student these skills. //**


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

Oral Questioning: What do we know about communication in the American Revolution era? How do we think the spies communicated with each other?

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 should begin by writing a statement on the blackboard using one of the four methods provided below. Students should then attempt to decipher the code. Show the students how the code works. The teacher and students should discuss the importance of knowing how to write and break codes.
 * Using numbers to represent letters of the 26-letter alphabet
 * Reverse imaging (write words backward so they appear correct in a mirror)
 * Scrambling the letters within the sentence
 * Develop a secret pattern using the alphabet. For example, for each letter of the sentence, move up one letter on the alphabet to develop the code. (i.e., Csfbl uif dpef = Break the code)


 * __Vocabulary__**


 * Code- A system used to obscure a message by use of a cipher, mark, symbol, sound, innocuous verse, or piece of music.
 * Communication-the imparting or interchange of thoughts, opinions, or information by speech, writing, or signs.
 * Decipher-to discover the meaning of.
 * Secret- kept from the knowledge of any but the initiated or privileged.
 * Compromised - When an operation, asset, or agent is uncovered and cannot remain secret.


 * __Vocabulary Strategy-__** Word Maps.

Have students complete a word map for each vocabulary word.

 __**ELL Students**__
 * __3. Instructional Procedures (//This involves what the teacher and students will actually DO as they engage in learning.// Consider Teacher Instructional Indicators #4-8)__** __(Do not put anything here!)__
 * __**Adjustments/Adaptations (//What will you do to accommodate the special needs of individual students?// See Teacher Instructional Indicator #9)**__


 * Pair an English speaking student with an ELL student.
 * Simplifying the language of instruction.
 * Allowing the student to tape the lesson.
 * __IEP Students__**


 * Follow the IEP plan as designed.
 * Give students extra time to complete classroom assignments.
 * Allowing students to complete tasks or present information in alternative ways.
 * __504 Students__**


 * Provide larger font for students with visual impairments
 * Pre-cut items to assist students with fine motor problems
 * Allow the hearing impaired to use videotapes, audiotapes, and other audio-visual materials
 * __Gifted Students__**
 * Give the student the same amount of work but make it __challenging.__
 * Provide opportunities for performance in areas of special talent
 * Provide enrichment units, additional readings, and other opportunities (e.g., problems to solve) that extend learning
 * __Learning Styles__**
 * Give the student a choice of learning by text or activities
 * Use learning resources that provide direct experiences of seeing and touching
 * Allow the students to complete tasks or present information in alternative ways


 * __Guided Practice (Teacher Instructional Indicator #10)__**

Using a smart board the teacher will take the students to a website that shows different methods of ways the spies in the American Revolution kept in contact with each other. // http://www2.si.umich.edu //spies/index-methods.html. This website will show the following ways that were used to communicate in this time era: Secret Codes, Invisible Ink, Captured Letters, Intelligence Letters, Mask Letters, and Quill Letters.

After going over these different ways the teacher will lead the students in a grand conversation. The Questions will be as followed: **Blooms Taxonomy**

__Knowledge__ __Comprehension__ __Application__ __Analysis__ __Synthesis__ __Evaluation__
 * __Can you name the different ways that were used to communicate?__
 * __What happened if a letter was captured?__
 * __Can you provide a definition for codes?__
 * __Give an example of a secret.__
 * __Do you know another instance where we have to use codes?__
 * __Could you apply this method to things we do today? Ex. Notes to a friend.__
 * __What are some of the problems with using different codes?__
 * __If a code was translated wrong, what do you think might happen?__
 * __Can you create a new code and have a friend decipher it?__
 * __What would happen if your code was intercepted by another classmate? How would you feel?__
 * __What changes would you recommend if you could talk to a spy today?__
 * __Do you believe you could have been a spy in the American Revolution? Try to see yourself in their shoes.__

The teacher should divide the class into pairs and have each group create a coded message of their own using one of the four methods provided at the beginning of class. The students can use the suggested methods or develop new ones of their own. After students have completed and deciphered each others codes, have students make a triarama to demonstrate three keys ways of communication that they liked. The students will be allowed to work in groups and present at the end of class.
 * __4.__** **__Independent Practice (Teacher Instructional Indicator #11)__**


 * __5.__** **__Closure/Summary/Representation (Teacher Instructional Indicator #12)__

Once students have completed their codes and understand the meaning of all the vocabulary words go over a quick oral summary of what we have learned today. Have students show their finished triarama and demonstrate which method of communication was their favorite. **


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

__**Rubric for Code**__

Letter-Writing : Code

 * Mrs. Morris**
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Neatness || The code is clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with pride. || Code is not as neatly hand-written, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with care. || Code is crumpled or slightly stained. It may have 1-2 distracting error corrections. It was done with some care. || Code looks like it had been shoved in a pocket or locker. It may have several distracting error corrections. It looks like it was done in a hurry or stored improperly. ||
 * Ideas || Ideas were expressed in a clear and organized fashion. It was easy to figure out what the code was about. || Ideas were expressed in a pretty clear manner, but the organization could have been better. || Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the code was about. || The code seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about. ||
 * Length || The code is 5 or more sentences. || The code is 4 sentences. || The code is 3 sentences. || The code is less than 2 or less sentences. ||


 * //__Rubric for Triarama__//**

Mural : Triarama

 * Mrs. Morris**
 * CATEGORY || Master=4 points || Apprentice=3 points || Novice=2 points || Untrained=1 point || Score ||
 * Thematic Accuracy || The student's portion of the mural fits the theme of the assignment and all of the team's items are accurately placed on the background. Example: Student has drawn a dwarf palm and has placed it in the understory layer in a rainforest mural. || The student's portion of the mural fits the theme of the assignment and most of the team's items are accurately placed on the background. || The student's portion of the mural fits the theme of the assignment. || The student's portion of the mural does not fit the theme of the assignment. ||  ||
 * Balance and Use of Space || Use of positive and negative space creates a feeling appropriate to the theme. Objects are placed for best effect. Overall, it just feels right. || Use of positive space is good and the painting is relatively balanced, but negative space could be utilized better to create a more cohesive feel. || The mural seems to have a little too much background or seems a little too busy. Balance has not been achieved. || The mural seems unfinished (too much empty space) or there is not enough balance between foreground and background causing it to seem much too busy and unfocused. ||  ||
 * Drawings || Drawings are recognizable, detailed and colored accurately. Overall, the drawing are original and skillful. || Drawings are recognizable and colored accurately. Overall, the drawings are original and done with some skill. || Drawings are recognizable and reasonably accurate. They are copied, printed or traced rather than original. || Drawn objects are difficult to recognize AND/OR not accurate ||  ||

http://rubistar.4teachers.org/index.php

//**5.** **Resources and Materials**//
 * Pencil
 * Paper
 * Construction paper
 * Crayons
 * Markers
 * Internet connection for website: // http://www2.si.umich.edu //spies/index-methods.html.
 * Smartboard

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

Guest Speaker: Arrange for a detective or someone that has worked undercover to come and talk to the class about how difficult it is to keep secrets but how important it is at the same time. **//

//**Name: Rebecca Morris_ __Date: April 13, 2010__**//

Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #2 Title: Men Spies of the American Revolution __Grade Level: 5th Grade Contributors:­­­­­­­­­­­ Amanda Babe__

LESSON PLAN

 * TITLE: Men Spies of the American Revolution**
 * GRADE LEVEL** 5 __**TIME ALLOTED: 1 Hour**

// 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.**__

Social Studies__**
 * __PASS OBJECTIVES FOR THIS LESSON:

Standard 4: The student will examine the lasting impact of the American Revolution. 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 Warren, George Washington, Thomas Paine, Thomas Jefferson, Marquis de Lafayette, King George III, Hessians, and Lord Cornwallis).

Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts.**
 * __Language Arts__

**Standard 1: Vocabulary - The student will develop and expand knowledge of words and word meanings to increase their vocabulary.**

1. Words in Context **Standard 3: Comprehension/Critical Literacy - The student will interact with the words and concepts in the text to construct an appropriate meaning.** 1. Literal Understanding 2. Inferences and Interpretation <span style="font-family: Arial,Helvetica,sans-serif;">4. Analysis and Evaluation
 * a. Use knowledge of word parts and word relationships, as well as context clues (the meaning of the text around a word), to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.
 * a. Use prereading strategies independently (to preview, activate prior knowledge, predict content of text, formulate questions that might be answered by the text, and establish purpose for reading).
 * b. Read and comprehend both fiction and nonfiction that is appropriately designed for fifth grade.
 * d. Make inferences or draw conclusions about characters’ qualities and actions (e.g., based on knowledge of plot, setting, characters’ motives, characters’ appearances, stereotypes and other characters’ responses to a character).
 * *e. Participate in creative response to text (e.g., art, drama, and oral presentation).
 * d. Make observations and connections, react, speculate, interpret, and raise questions in analysis of texts.

<span style="font-family: Arial,Helvetica,sans-serif;">**Standard 5: Research and Information: The student will conduct research and organize information.** 2. Interpreting Information - Analyze and evaluate information from a variety of sources. <span style="font-family: Arial,Helvetica,sans-serif;">
 * b. Select a topic, formulate questions, and synthesize information from a variety of print, nonprint and technological resources (e.g., dictionaries, reference books, atlases, magazines, informational texts, thesaurus, and technology/Internet).
 * <span style="font-family: Arial,Helvetica,sans-serif;">d. Summarize information from multiple sources into a written report or summary.
 * Writing/Grammar/Usage and Mechanics: The student will express ideas effectively in written modes for a variety of purposes and audiences**.

1. Use the writing process to develop, extend, and refine composition skills. <span style="font-family: Arial,Helvetica,sans-serif;">Example: Use a variety of prewriting activities, such as brainstorming, clustering, illustrating, webbing, using graphic organizers, notes, and logs. <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: justify;">**Standard 2: Modes and Forms of Writing - The student will communicate through a variety of written forms and for various purposes and to a specific audience or person.** 1. Communicate through a variety of written forms and for various audiences to inform, persuade, entertain, instruct, and describe, while adjusting tone and style as appropriate. <span style="font-family: Arial,Helvetica,sans-serif;">Example: Write a skit to present at your class talent show. Use funny words and phrases to make the audience laugh or convincing statements that might persuade them to support a particular idea.
 * Standard 1: Writing Process - The student will use the writing process to write coherently**.

2. Listen critically and respond appropriately to oral communication to seek information not already discussed.
 * Oral Language/Listening and Speaking: The student will demonstrate thinking skills in listening and speaking.
 * Standard 1: Listening: The student will listen for information and for pleasure.** 1. Interpret a speaker’s verbal and nonverbal message, purpose, and perspective.

1. Speak articulately and audibly before a group using appropriate delivery (enunciation, volume, timing, and gestures) and language skills (pronunciation, word choice, and usage). 1. Show respect and consideration for others in verbal and physical communication.
 * Standard 2: Speaking - The student will express ideas and opinions in group or individual situations.**
 * Standard 3: Group Interaction - The student will use effective communication strategies in pairs and small group context.**


 * 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 appeal to a variety of learning styles.

Students will learn about different men spies of the American Revolution. Students will then be able to conduct and perform interviews in groups.
 * SPECIFIC LESSON OBJECTIVES: //(What do you want your students to know and be able to do after instruction?)//**

Oral Questioning: Do you know of any men spies? What do you think men spies did during the time of the American Revolution? What was their motivation? The teacher will ask them what comes to mind when they think of spies. They can come to the board one at a time and they will discuss these words and add them to the word wall for this unit. After that the teacher will introduce them to the names Benedict Arnold, Nathan Hale, James Armistead Lafayette, George Washington, and Paul Revere.
 * 1) __**PREASSESSMENT OF STUDENT KNOWLEDGE: //(How will you assess the prior knowledge of the students?)//**__
 * 1) __**Introduction/Set Induction/Hook (//This involves getting your students interested and motivated to learn.// Consider Teacher Instructional Indicators #1-3) THIS IS THE BEFORE PART OF THE LESSON.​**__

Vocabulary: Patriot- One who loves, supports, and defends one's country. Loyalist- American colonist loyal to Britain in the American Revolution. Independence- Freedom from control or influence of another or others. Confidential- Entrusted with private information; a secret. Liberty- The condition of being free from restriction or control.

Students will engage in a picture dictionary for their vocabulary words.
 * __Vocabulary Strategy__**: Picture Dictionary

__**3. Instructional Procedures (//This involves what the teacher and students will actually DO as they engage in learning.// Consider Teacher Instructional Indicators #4-8)** (Do not put anything here!)__ > IEP Students > 504 Students > Gifted Students > Learning Styles
 * __**Adjustments/Adaptations (//What will you do to accommodate the special needs of individual students?// See Teacher Instructional Indicator #9)**__
 * ELL Students
 * Pair an English speaking student with an ELL student.
 * Simplifying the language of instruction.
 * Allowing the student to tape the lesson.
 * Follow the IEP plan as designed.
 * Give students extra time to complete classroom assignments.
 * Allowing students to complete tasks or present information in alternative ways.
 * Provide larger font for students with visual impairments
 * Pre-cut items to assist students with fine motor problems
 * Allow the hearing impaired to use videotapes, audiotapes, and other audio-visual materials
 * Give the student the same amount of work but make it challenging
 * Provide opportunities for performance in areas of special talent
 * Provide enrichment units, additional readings, and other opportunities (e.g., problems to solve) that extend learning
 * Give the student a choice of learning by text or activities
 * Use learning resources that provide direct experiences of seeing and touching
 * Allow the students to complete tasks or present information in alternative ways

__ · **Guided Practice (Teacher Instructional Indicator #10)**__ The teacher will show the class a few short videos from the website above that discusses Paul Revere and the other spies mentioned in the lesson. As the class watches these videos, the teacher will ask them to pay close attention to the spies and the setting and what their movtivation was for becoming spies. After the videos, the teacher will read them the story __Liberty's Son: A Spy Story of the American Revolution (Historical Fiction Adventures)__ by Paul B. Thompson. Together they will use the strategy, Imagery Instruction, to comprehend information learned in the videos. The story being read is fiction, but the goal is to let them get a better understanding of the way these spies thought during the time of the American Revolution. The teacher will tell them to close their eyes while she is reading and think of their brains as televisions. They will listen to the story and pretend they are taking a trip back in time and learning the ins and outs of the men spies of this era. After this is over they will participate in a sketch-to-stretch where they will illustrate their favorite part of the story and then write a few sentences on why that was their favorite part. Students can then volunteer to share with the class.
 * []**

The teacher will then lead the class in a discussion with the following questions: <span style="color: #000000; font-size: 13px; font-style: normal; line-height: 19px; webkit-text-decorations-in-effect: none;">**Blooms Taxonomy**

Knowledge <span style="color: #000000; font-size: 13px; font-style: normal; line-height: 19px; webkit-text-decorations-in-effect: none;">Comprehension Application Analysis Synthesis Evaluation
 * Can you name some of the men spies of the American Revolution?
 * What exactly did these spies do?
 * Can you provide or give an example of a patriot spy?
 * What side were the loyalists on?
 * If you saw one of these spies, what might you ask him?
 * If you were one of these spies, what might you answer if asked those questions?
 * Why was there a need for spies?
 * Explain why you think people became spies?
 * Can you come up with a reason for being a spy today?
 * How would you feel about being a spy?
 * Do you consider spies to be a good thing?
 * Do you think being a spy would be difficult? Would you find it hard to keep it a secret?

__**4.** **Independent Practice (Teacher Instructional Indicator #11)**__ The teacher will divide the students up into four groups and each group will be assigned one of the spies that they learned about. As a group they will develop questions that they wish to ask this spy in an interview setting. Then together they will come up with how they think this spy would have answered these questions. Each group will get to choose one student to be the spy and then they will get to perform these interviews as groups to the class. After, the class will get a chance to ask the entire group questions about the spy they demonstrated. This will keep all students actively involved since they will need to be paying attention in order to formulate their own questions. Afterwards, they will write a short story of their favorite spy that they learned about in class. During the interviews, the teacher can bring different props and hats (if she has any available) to make the activity more exciting.

__**5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**__ After students have written their summaries, they will go over the lesson by creating a giant discussion web on the board. Then students may share who their favorite spy was and why with the class if they choose to do so.
 * 1) __**Evaluation/Assessment (Teacher Product Indicators #2-3**)__

Interview : Spies

 * Ms. Babe**
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Knowledge Gained || 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. || 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. || Student can accurately answer a few questions about the person who was interviewed. || Student cannot accurately answer questions about the person who was interviewed. ||
 * Politeness || Student never interrupted or hurried the person being interviewed and thanked them for being willing to be interviewed. || Student rarely interrupted or hurried the person being interviewed and thanked them for being willing to be interviewed. || Student rarely interrupted or hurried the person being interviewed, but forgot to thank the person. || Several times, the student interrupted or hurried the person being interviewed AND forgot to thank the person. ||
 * Preparation || Before the interview, the student prepared several in-depth AND factual questions to ask. || Before the interview, the student prepared a couple of in-depth questions and several factual questions to ask. || Before the interview, the student prepared several factual questions to ask. || The student did not prepare any questions before the interview. ||
 * Follow-up Questions || The student listened carefully to the person being interviewed and asked several relevant follow-up questions based on what the person said. || The student listened carefully to the person being interviewed and asked a couple of relevant follow-up questions based on what the person said. || The student asked a couple of follow-up questions based on what s/he thought the person said. || The student did not ask any follow-up questions based on what the person said. ||

Story Writing : Spy Story

 * Ms. Babe**
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Neatness || The final draft of the story is readable, clean, neat and attractive. It is free of erasures and crossed-out words. It looks like the author took great pride in it. || The final draft of the story is readable, neat and attractive. It may have one or two erasures, but they are not distracting. It looks like the author took some pride in it. || The final draft of the story is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry. || The final draft is not neat or attractive. It looks like the student just wanted to get it done and didn't care what it looked like. ||
 * Focus on Assigned Topic || The entire story is related to the assigned topic and allows the reader to understand much more about the topic. || Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic. || Some of the story is related to the assigned topic, but a reader does not learn much about the topic. || No attempt has been made to relate the story to the assigned topic. ||
 * Accuracy of Facts || All facts presented in the story are accurate. || Almost all facts presented in the story are accurate. || Most facts presented in the story are accurate (at least 70%). || There are several factual errors in the story. ||
 * Setting || Many vivid, descriptive words are used to tell when and where the story took place. || Some vivid, descriptive words are used to tell the audience when and where the story took place. || The reader can figure out when and where the story took place, but the author didn't supply much detail. || The reader has trouble figuring out when and where the story took place. ||


 * 5.** **Resources and Materials**
 * Pencils
 * Paper
 * Construction paper
 * Crayons/Markers
 * Props (Hats, feathers, etc.) *Optional
 * Chairs
 * Website []
 * Thompson, P. B. (2009). //Liberty's Son: A Spy Story of the American Revolution (Historical Fiction Adventures)//. Berkeley Heights: Enslow Publishers.

Students can get together as a class and perform a skit for the rest of the fifth graders at their school. They could simply perform their interviews for the other classes or take it a step beyond. The other classes could learn from this as well. The teacher could even collaborate with the other fifth grade teachers and come up with performances for each of the classes to do, focusing on a certrain aspect of the American Revolution. Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #3 Title: Women Spies of the American Revolution __Grade Level:__ 5th grade __Contributors:­­­­­­­­­­­__ Rachael Veit
 * 6.** **Supplementary/Enrichment Activities**
 * Name: Amanda Babe __Date:___April 20, 2010**

LESSON PLAN

 * TITLE: Women Spies of the American Revolution**
 * GRADE LEVEL:5th Grade** **__TIME ALLOTED:__ 1 Hour**

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

PASS Objective #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 Paine, Thomas Jefferson, Marquis de Lafayette, King George III, Hessians, and Lord Cornwallis). Candidates understand and use a variety of teaching strategies that encourages students' development of critical thinking and problem solving. Candiddates use their knowledge and understanding of individual and group motivation to foster active engagement of learning to create supportive learning environments. Candidates will design a lesson that appeal to a variety of learning styles. __**SPECIFIC LESSON OBJECTIVES:**__ The student will be able to discuss the two different women spies of the American Revolution. TSWBAT know how to write an unsent letter.
 * UNIT GOAL:**__ PASS Grade 5: Social Studies Standard 4: Students will examine the lasting impact of the American Revolution.
 * __PASS OBJECTIVES FOR THIS LESSON:__**
 * ACEI Objective:**

Oral Questioning: What do you know about women spies? Do you know any spies that were women in the American Revolution? I will review with the students about what a spy is and does. Then, I will ask them if they know any women spies. I will then wrote those women on the board and introduce the two women spies of the American Revolution that we will be learning about (Ann Bates and Miss Jenny). I will tell the students that these were the two main women spies of the American Revolution. I will ask the students if they have ever heard of either one of these women and if so, what can they tell me about them. Then, I will introduce the Vocabulary words and we will do the Vocabulary strategy.
 * __PREASSESSMENT OF STUDENT KNOWLEDGE: //(How will you assess the prior knowledge of the students?)//__**
 * 1) __**Introduction/Set Induction/Hook**__

__Vocabulary Words__ 1. Woman-the female human being 2. Heroine-a woman of distinguished courage or ability 3. Transmitting-to send or forward 4. Letters-a written or printed communication addressed to a person or organization 5. Route-a course, way, or road for passage or travel

The students will complete the possible sentences strategy. They will do this for each of the words. __**3. Instructional Procedures (//This involves what the teacher and students will actually DO as they engage in learning.// Consider Teacher Instructional Indicators #4-8)**__ **__ELL Students__**
 * __Vocabulary Strategy__**
 * __**Adjustments/Adaptations (//What will you do to accommodate the special needs of individual students?// See Teacher Instructional Indicator #9)**__
 * Pair an English speaking student with an ELL student.
 * Simplifying the language of instruction.
 * Allowing the student to tape the lesson.
 * __IEP Students__**
 * Follow the IEP plan as designed.
 * Give students extra time to complete classroom assignments.
 * Allowing students to complete tasks or present information in alternative ways.
 * __504 Students__**
 * Provide larger font for students with visual impairments
 * Pre-cut items to assist students with fine motor problems
 * Allow the hearing impaired to use videotapes, audiotapes, and other audio-visual materials
 * __Gifted Students__**
 * Give the student the same amount of work but make it __challenging.__
 * Provide opportunities for performance in areas of special talent
 * Provide enrichment units, additional readings, and other opportunities (e.g., problems to solve) that extend learning
 * __Learning Styles__**
 * Give the student a choice of learning by text or activities
 * Use learning resources that provide direct experiences of seeing and touching
 * Allow the students to complete tasks or present information in alternative ways

__**Guided Practice (Teacher Instructional Indicator #10)**__ I will have a picture of Ann Bates and Miss Jenny taped to the board. Using the smart board we will go to the website h[|ttp://www.clements.umich.edu/Spies/index-lounge.html] and I will read the passages about Ann Bates and Miss Jenny to the class. We will then do a discussion web as a class. Then, we will go back to the website and read the letters that Ann Bates and Miss Jenny wrote. Finally, we will have a grand conversation about the letters. **__Blooms Taxonomy__** Knowledge
 * Can you name some women spies?
 * What did the women spies do?

//__Comprehension__// //__Application__// //__Analysis__// //__Synthesis__// //__Evaluation__// I would let the students answer these questions to the best of their ability.
 * Who do you think wrote the best letter?
 * What was the main idea of writing these letters?
 * What questions would you ask of Ann Bates or Miss Jenny?
 * What factors would you change if you were writing the letters?
 * How was this similar to the men's spy letters?
 * Can you explain what must have happened when they delivered the letters?
 * Can you create new and unusual uses for writing a spy letter?
 * What would happen if you were a woman spy?
 * Do you think being a woman spy was a good or a bad thing? Why?
 * What changes to the spy letters would you recommend?

__**4.** **Independent Practice (Teacher Instructional Indicator #11)**__ The students will be writing an unsent letter. They will be writing it in their own invisible ink. They will be using any kind of heavy white writing paper, paper with lines is the best. Dip a clean pen (not a ball-point) or any instrument with a smooth point, like a toothpick, into the ink. As you write the words will disappear, so hold your finger at the end of the last word to mark your place. When its dry, hold your paper over a bright electric light or a heated pop up toaster. The letter needs to be written as if they were a spy. It needs to be written properly and signed.

__**5.**__**__Closure/Summary/Representation (Teacher Instructional Indicator #12)__** At the end of the lesson, the students will create an exit slip. We will then have an oral summary about what was presented that day. __Rubric for Unsent Letter:__
 * 1) __**Evaluation/Assessment (Teacher Product Indicators #2-3**)__

__Letter-Writing : Unsent Letter__
__Teacher Name: **Ms. Veit** Student Name:__
 * __CATEGORY__ || __4__ || __3__ || __2__ || __1__ ||
 * __Sentences & Paragraphs__ || __Sentences and paragraphs are complete, well-constructed and of varied structure.__ || __All sentences are complete and well-constructed (no fragments, no run-ons). Paragraphing is generally done well.__ || __Most sentences are complete and well-constructed. Paragraphing needs some work.__ || __Many sentence fragments or run-on sentences OR paragraphing needs lots of work.__ ||
 * __Grammar & spelling (conventions)__ || __Writer makes no errors in grammar or spelling.__ || __Writer makes 1-2 errors in grammar and/or spelling.__ || __Writer makes 3-4 errors in grammar and/or spelling__ || __Writer makes more than 4 errors in grammar and/or spelling.__ ||
 * __Capitalization and Punctuation__ || __Writer makes no errors in capitalization and punctuation.__ || __Writer makes 1-2 errors in capitalization and punctuation.__ || __Writer makes 3-4 errors in capitalization and punctuation.__ || __Writer makes more than 4 errors in capitalization and punctuation.__ ||
 * __Ideas__ || __Ideas were expressed in a clear and organized fashion. It was easy to figure out what the letter was about.__ || __Ideas were expressed in a pretty clear manner, but the organization could have been better.__ || __Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the letter was about.__ || __The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about.__ ||
 * __Neatness__ || __Letter is neatly hand-written, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with pride.__ || __Letter is neatly hand-written, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with care.__ || __Letter is hand-written and is crumpled or slightly stained. It may have 1-2 distracting error corrections. It was done with some care.__ || __Letter is hand-written and looks like it had been shoved in a pocket or locker. It may have several distracting error corrections. It looks like it was done in a hurry or stored improperly.__ ||

__**5.Resources and Materials**

Items needed for the Invisible Ink__
 * Lemon, grapefruit or orange juice
 * Milk
 * Sugar or salt water (teaspoon in a cup of water)
 * White vinegar
 * White lined notebook paper
 * Toothpick
 * Bright electric light or a heated pop-up toaster

__Materials also needed for lesson__
 * Smartboard
 * Internet Access
 * Pencils
 * Paper
 * White board
 * Markers
 * Pens
 * Picture of Ann Bates
 * Picture of Miss Jenny
 * Tape

__**6.** **Supplementary/Enrichment Activities**__ The students can write another unsent letter or they can research other women spies.

//Northeastern State University – Broken Arrow// //READ 4043: Reading for the Content Area// // Spring Semester 2010 // //Lesson Plan #5 Title:// Children Spies of the American Revolution //__Grade Level:__// 5th Grade //__Contributors:­­­­­­­­­­­__// Brittney Potter
 * Name: Rachael Veit __Date: April 19, 2010__**

LESSON PLAN
__**COMPOSITION OF CLASS: Male_ Female_ Total_**
 * TITLE: Children Spies of the American Revolution**
 * GRADE LEVEL****_ __TIME ALLOTED:__**
 * 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:**//

<span style="color: #050505; font-family: 'Times New Roman','serif'; font-size: 12pt;"> Standard 4: The student will examine the lasting impact of the American Revolution. <span style="color: blue; font-family: 'Times New Roman','serif'; font-size: 12pt;"> 1. Literal Understanding a. Use prereading strategies independently (to preview, activate prior knowledge, predict content of text, formulate questions that might be answered by the text, and establish purpose for reading). b. Read and comprehend both fiction and nonfiction that is appropriately designed for fifth grade. <span style="color: #050505; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Standard 1: Writing Process - The student will use the writing process to write coherently. Writing/Grammar/Usage and Mechanics: The student will express ideas effectively in written modes for a variety of purposes and audiences. 1. Use the writing process to develop, extend, and refine composition skills. Example: Use a variety of prewriting activities, such as brainstorming, clustering, illustrating, webbing, using graphic organizers, notes, and logs. //**SPECIFIC LESSON OBJECTIVES:**//**(What do you want your students to know and be able to do after instruction?)** In order to access the students’ previous knowledge, the following will be reviewed and some questions will be asked: “The American colonists  were used to doing things their own way in the new world. These colonists came over from Great Britain, but didn’t want to wait on the British to tell them how to fix problems when they had them. Rather, they did it themselves. The British government didn’t really like that because they wanted the control. The Colonist did want their help, though, when the Native Americans or French tried to take their land and homes. Because of the fighting, like the French and Indian War , Britian was left with the debt from the war they helped the Colonist win. George Grenville, the man in charge of Britains treasury decided that the American people should pay most of the money back. Money was not only owed to Great Britain, but to other countries that had given money. The American people had no choice but to pay that money. Then, when the colonist started making a lot of money, Britain decided to take part of that money as taxes. The Colonist were not pleased with the idea of giving part of their hard earned money to the king. They especially didn’t like that the taxes were so high. Some examples of these taxes were the Sugar Act, Stamp Act , and Tea Act. All of this led to more and more fighting. The Colonist decided they wanted to be independent, but would have to fight for it. America won their independence, mainly due to strong leadership in their armies and help from the French. Men, women and children all played very important roles in gaining independence. What are some of the things men would have done to help? (Allow a few answers such as soldiers and sailors, and make sure someone answers spies or you include it with the answers) What about the women? (allow replies such as take care of the children, cook for the soldiers, etc and again make sure spies are remembered) What about the kids? (Name a few jobs kids did) Do you think they would have used kids as spies? (Comments allowed). Well, they did. Can you imagine trying to spy for your country at your age? After the oral review and questioning, I would have the students fill out a KWL chart on the topic children spies of the American Revolution.
 * Social Studies:**
 * 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 Paine, Thomas Jefferson, Marquis de Lafayette, King George III, Hessians, and Lord Cornwallis).**
 * Language Arts**
 * 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.**
 * 1) //__**PREASSESSMENT OF STUDENT KNOWLEDGE:**__//

//__**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 read the book // Phoebe the Spy // by Judith Berry Griffin. During the book reading, the teacher should emphasize certain tactics that spies used in the book and how the main character was a child spy during the war. The teacher must really ununciate during the reading to draw an interest from the kids. Once the book is read, the teacher should try to really play up how amazing the children spies were and how brave they had to be to do what they did for their country. Next, the students will make a Venn Diagram. The students will have a choice on which diagram they want to complete. The first one is the information known about spies before reading the book (this information should come from the “know” part of their KWL chart they previously completed) on the left side, and the information given about spies on the right. Information they knew before the book that was discussed in the book should be in the intersecting area of the diagram. The next choice for their diagram is adult vs. children spies. The left side is adult spy tactics and characteristics and the children’s way of spying on the left.

1. scoundrel 2. spire 3. technique 4. sampler 5. colonist
 * Vocabulary Words:**

Vocabulary Strategy: Concept/Definition Map


 * //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)//**


 * Pair an English speaking student with an ELL student.
 * Simplifying the language of instruction.
 * Allowing the student to tape the lesson.


 * Follow the IEP plan as designed.
 * Give students extra time to complete classroom assignments.
 * Allowing students to complete tasks or present information in alternative ways.


 * Provide larger font for students with visual impairments
 * Pre-cut items to assist students with fine motor problems
 * Allow the hearing impaired to use videotapes, audiotapes, and other audio-visual materials


 * Give the student the same amount of work but make it challenging
 * Provide opportunities for performance in areas of special talent
 * Provide enrichment units, additional readings, and other opportunities (e.g., problems to solve) that extend learning


 * Give the student a choice of learning by text or activities
 * Use learning resources that provide direct experiences of seeing and touching
 * Allow the students to complete tasks or present information in alternative ways

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


 * Blooms Taxonomy **

Knowledge


 * What is one characteristic of a spy during the American Revolution?
 * What is one method of spying?

Comprension


 * What differences occur between adult spies and women spies?
 * What would happen if a spy got caught?

Analysis

Synthesis
 * Can you develop a set of instructions for other children spies?
 * What did almost all spies have in common?

Evaluation
 * What were some of the problems of children spies? Phoebe?
 * Create your own spy method that differs from the book.
 * How would you feel if you Phoebe from the book //Phoebe the Spy?//
 * Would you find it difficult to have to live a secret life and keep secrets from your families?

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

First, they will retell the story in their own words to ensure comprehension to their partner. It should be a very brief summary. Next, they will prepare a manual for “future child spies” explaining how to spy and what a spy is.

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

<span style="color: #000000; font-family: 'Times New Roman',Times,serif;">While preparing the manual, the teacher will ask for several students to share one thing they have on their manual, while wrapping the day up and bringing it all together, slighly reviewing in the process.


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

Story Writing : Student Spy Manuals

 * Ms. Potter**
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Organization || The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions. || The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used. || The story is a little hard to follow. The transitions are sometimes not clear. || Ideas and scenes seem to be randomly arranged. ||
 * Creativity || The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination. || The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination. || The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination. || There is little evidence of creativity in the story. The author does not seem to have used much imagination. ||
 * Neatness || The final draft of the story is readable, clean, neat and attractive. It is free of erasures and crossed-out words. It looks like the author took great pride in it. || The final draft of the story is readable, neat and attractive. It may have one or two erasures, but they are not distracting. It looks like the author took some pride in it. || The final draft of the story is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry. || The final draft is not neat or attractive. It looks like the student just wanted to get it done and didn't care what it looked like. ||

//**5.** **Resources and Materials**//

Materials:
 * paper
 * pencil
 * //Phoebe the Spy// by Judith Berry Griffin

//**6.** **Supplementary/Enrichment Activities**// The teacher could also have the students write a story as if they were a spy or have the students act out a spy play or simulation.