Monday+Group+8

__**​​#1 Name (red):**__ Tiffany
 * 2 Name (blue):_**Kendi
 * __#3 Name (green):___**Bonnie
 * __#4 Name ( Black):___ALL**

__Northeastern State University – Broken Arrow__ __READ 4043: Reading for the Content Area Spring Semester 2010__
 * __Name:__ _ Date:_**

__Lesson Plan #1 Title: Let's Break Up__ Grade Level: 5th Grade Contributors:­­­­­­­­­­­ Tiffany Eaton

**LESSON PLAN**


 * TITLE: Let's Break Up**
 * __GRADE LEVEL__** **_5th GRADE TIME ALLOTED: 45 minutes**


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

Students will understand the purpose of the Declaration of Independence, the three main parts; the natural (unalienable) rights, grievances, and the colonists’ solution (breaking away), and know the major contributors and important dates linked to it.
 * UNIT GOAL:**

**Standard 4:** The student will examine the lasting impact of the American Revolution. 3. Identify and interpret the basic ideals expressed in the Declaration of Independence (e.g., "all men are created equal" and "life, liberty and the pursuit of happiness.
 * PASS OBJECTIVES FOR THIS LESSON:**
 * Social Studies: 5th Grade OK Pass Objectives**


 * Language Arts: 5th Grade OK Pass Objectives**


 * Standard 3.4:** Make observations and connections, react, speculate, interpret, and raise questions in analysis of texts

Students should be able to know the main concept of the Declaration of Independence, what it was written for and why and be able to answer questions levels of Bloom's Taxonomy in relation to the book, __The Declaration of Independence.__ I will introduce this lesson by reading a breakup letter. This will lead into a discovery that the Declaration of Independence was the most famous breakup letter ever written between the 13 American Colonies and Great Britian. [|//Breakup Letter//] //This link directs you to a podcast of the "breaup letter" hook being used in a real classroom setting. It also provides the text for the actual break up letter used.//
 * 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:**
 * 1) **PREASSESSMENT OF STUDENT KNOWLEDGE: //(How will you assess the prior knowledge of the students?)//**
 * 2. Introduction/Set Induction/Hook (//This involves getting your students interested and motivated to learn.// Consider Teacher Instructional Indicators #1-3)**

//Preassessment will be an open class discussion to assess as a group how much about the Revolution the students know.// Have you ever been really mad about something and written a letter about it? What were you mad about? During the American Revolution, the Thirteen Colonies got really mad at Great Britian. Do you know why? What kinds of things were Great Britian doing to the Thirteen Colonies? What is a tax?


 * Vocabulary:** Abolish, Legislature, Allegiance, Declaration, Independence
 * Vocabulary Strategy:** Word 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)**
 * **Adjustments/Adaptations (//What will you do to accommodate the special needs of individual students?// See Teacher Instructional Indicator #9)**
 * __504__**
 * __give more time to complete assignments__
 * __use a microphone for students with hearing impairments__
 * __allow the student to choose seating that fits their needs or make the learning experience better__
 * __use learning resources that provide direct experiences of seeing and touching (i.e., tactile materials)__
 * __use large print/font and colored paper__
 * __provide adjusted lighting__
 * __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__

__**ELL**__
 * __all the ELL student to work with a partner or teacher assistant as needed__
 * __use visuals to represent things in the classroom__
 * __allow the student additional time to complete assignments and tasks__
 * __provide ample opportunity to meet with the student and parents to ensure success__
 * __provide reading materials in both English and other languages__
 * __integrate other languages into our everyday class time and lessons__

__**IEP**__
 * __I will follow the IEP Plan.__
 * __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 transition__

__**Gifted/Talented**__ > > > · **Guided Practice (Teacher Instructional Indicator #10)** > After hook and discussion and activation of prior knowledge, the teacher will use guided imagery to help the television readers get a picture in their head of what we will be reading as well as hand out a Three Level Guide for students to complete while reading //The Declaration of Independence// by Michael Burgan. Each student will have a copy of the book to read along as the teacher reads aloud. > **Knowledge** > What was one main reason the Declaration of Independence was written? > What was the name of the "committee" who signed the document? > **Comprehension** > Were some of the members of Congress and people of the Thirteen Colonies apprehensive about breaking ties with Great Britian despite the trouble? > Why do you think that was? > **Application** > What problem did the document solve? > Do you know of another instance where a letter like this one might be useful? > **Analysis** > What were some of the motives behind writing the Declaration of Independence? > Was there any problems with the document at the beginning? > **Synthesis** > Could you think of a time when you would have liked to write a letter similar to this document? > What do you think would happen if you wrote such a letter? > **Evaluation** > What do you think would have happened if the Declaration of Independence was never written? > What do you think made all Thirteen Colonies finally decide to accept their Independence from Great Britian? > > **4.** **Independent Practice (Teacher Instructional Indicator #11)** > > Students will break into groups of 3 or 4 and complete a Discussion Web. During the discussion web, students will be encouraged to look at the issues from both sides, those of the colonists who wanted independence and those who did not and will weigh the pros and cons from both sides in their own opinions. > > **5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)** > The teacher will close summarizing the reason for why the Declaration of Independence was written and holding an open discussion with the students allowing for questions. > Students will be instructed to write an Exit slip about the lesson. Starting statements could include; > Two things I found interesting were... > One question I have about today's lesson is... > I want to know more about... > || **3 ** Correctly filled out at least six steps of the word map, including steps 2, 3, 7, and 8. || **2 ** Correctly filled out at least four steps of the word map, including steps 2 and 3. || **1 ** Correctly filled out at least two steps of the word map, including step 2. || **0 ** Made no attempt to map out the vocabulary word. || > || **2** Student missed 1-2 * statements and || **1** Student missed three or more statements and misidentified them as true or false. The student provides few to no words, * phrases to support each statement. It appears as if the student did not examine the trial notes and/or guessed at the evidence. || > > **5.** **Resources and Materials** > Burgan, M. (2001). __The Declaration of Independence.__ Compass Point Books. > Word Web printouts > Three Level Guide printouts > Pencils > Ruled notebook paper > Overhead or SMARTboard, mic/speaker system for adaptations > > **6.** **Supplementary/Enrichment Activities** > Students could research on their own one fact about the Declaration of Independence that they find interesting by either using the internet or library and sharing it with the class. This would give the student an opportunity to find out more indepth about the topic. > > **#1 Name (red): Tiffany #2 Name (blue):Kendi #3 Name (green): Bonnie_ #4 Name ( Black): All_ Name:Kendi Davis Date: April 26, 2010 Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #2 Title: Breaking Down the Declaration of Independence Grade Level: 5th Grade Contributors:­­­­­­­­­­­ Kendi **
 * __plenty of enrichment activities will be provided__
 * __higher level reading materials provided in the classroom__
 * __options in and outside of the classroom for the students to choose from to make the most of their time__
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**)
 * **WORD MAP ** || **4 ** Correctly filled out all eight steps of the word map. * Steps:
 * 1. Cited word and page number.
 * 2. Cited the sentence or phrase in which the word appears.
 * 3. Recorded the contextually correct definition.
 * 4. Recorded synonym.
 * 5. Recorded antonym or nonexample (if applicable).
 * 6. Recorded other word forms.
 * 7. Made a personal connection or sketch of the word.
 * 8. Created an original sentence using the word.
 * **THREE Level Guide** || **3** Student chose to agree with statements that were true * and disagreed with
 * incorrect statements.
 * Students supported all of the statements with valid quotations, phrases, and words from the trial document.
 * misidentified them as true or false. Students
 * attempted to support all statements with valid quotations, phrases, and words from the trial document. There may be 1- 2 words/phrases that do not provide the necessary evidence, but overall, the student was thorough.
 * **EXIT SLIP ** || **1 ** exit slip is blank or is impossible to understand || **2 ** <span style="font-family: 'Arial','sans-serif'; font-size: 7.5pt;">exit slip is difficult to read or understand || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 7.5pt;">3 ** exit slip is organized and easy to understand ||
 * Comprehension of question || <span style="font-family: 'Arial','sans-serif'; font-size: 7.5pt;">student makes no effort to answer the question. Simply writes "I don't know. || <span style="font-family: 'Arial','sans-serif'; font-size: 7.5pt;">exit slip makes very little attempt to answer the question that was asked. || <span style="font-family: 'Arial','sans-serif'; font-size: 7.5pt;">student has made a serious attempt to answer the question posed by the teacher. ||
 * Effort || no effort has gone into exit slip || <span style="font-family: 'Arial','sans-serif'; font-size: 7.5pt;">minimal effort has gone into exit slip || <span style="font-family: 'Arial','sans-serif'; font-size: 7.5pt;">evident that effort has gone into exit slip ||

LESSON PLAN TITLE: Breaking Down the Declaration of Independence GRADE LEVEL _5th GRADE TIME ALLOTED: 50-90 minutes COMPOSITION OF CLASS: Male_ Female_ Total_ Number of Special Needs Students ELL_ 504_ IEP_ UNIT GOAL: Students will understand the purpose of the Declaration of Independence, the three main parts; the natural (unalienable) rights, grievances, and the colonists’ solution (breaking away), and know the major contributors and important dates linked to it. PASS OBJECTIVES FOR THIS LESSON: <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">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. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">c. develop interpretations and evaluations that exhibit careful reading and understanding. Social Studies: 5th Grade OK Pass Objectives Standard 4: The student will examine the lasting impact of the American Revolution.

> PASS Objective 3: Identify and interpret the basic ideals expressed in the Declaration of Independence (e.g., "all men are created equal" and "life, liberty and the pursuit of happiness.) >

> 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: Students will know the three parts of the Declaration of Independence and what their purpose is. > Students will be able to interpret the Declaration of Independence into their own words and share their interpretations with the class. 1. PREASSESSMENT OF STUDENT KNOWLEDGE: To assess the students’ prior knowledge we will have a class discussion about what the Declaration of Independence means to them? What comes to their minds when they think about the Declaration of Independence? I will ask if anyone knows why the Declaration of Independence was written and who helped write it? As a class we will complete an who, what, where, when, and why graphic organizer in regard to the Declaration of Independence. > 2. Introduction/Set Induction/Hook: To perk the students ’ interest in the lesson I will pull up the School House Rock Fireworks song and video online for the class to view. This will set the scene for the lesson and the three parts of the Declaration of Independence. > [] This link will direct you to the video on utube. > Does anybody know why we celebrate Independence Day? Who did we gain our independence from? Why did we want to be our own nation, separate from Great  Britain  ? What is a tax? >

> Vocabulary: Creed, Grievances, Demand, Preamble, Denunciation > > Vocabulary Strategy: Picture Dictionary > The class will get in groups of three and complete a picture dictionary using all five vocabulary words, each group member will share with their small group their drawings. > > 3. Instructional Procedures (Do not put anything here!) · Adjustments/Adaptations __504__ · give more time to complete assignments · use a microphone for students with hearing impairments · allow the student to choose seating that fits their needs or make the learning experience better · use learning resources that provide direct experiences of seeing and touching (i.e., tactile materials) · use large print/font and colored paper · provide adjusted lighting · 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 > ELL · all the ELL student to work with a partner or teacher assistant as needed · use visuals to represent things in the classroom · allow the student additional time to complete assignments and tasks · provide ample opportunity to meet with the student and parents to ensure success · provide reading materials in both English and other languages · integrate other languages into our everyday class time and lessons > IEP · I will follow the IEP Plan. · 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 transition > Gifted/Talented · plenty of enrichment activities will be provided · higher level reading materials provided in the classroom · options in and outside of the classroom for the students to choose from to make the most of their time > > Guided Practice For the guided practice the teacher will read aloud the book, //The Journey of the One and Only Declaration of Independence// by Judith St. George. While reading the book to the class, the teacher will engage the students in the book by incorporating think alouds. By asking questions about the book while reading will reinforce the main ideas of the book and help paint a vivid picture of the story in each student’s mind. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">__Knowledge:__ · Would you be a patriot or a loyalist? Why do you think the patriots were justified in breaking away from the British crown or why were the loyalists right to remain loyal to the crown?

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">__Comprehension:__

· <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">What was the main idea of the Declaration of Independence?

__Application:__

· <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Relate how the Declaration of Independence is still relevant today.

__Analysis:__

· <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">What were some of the motives for Great Britain to keep the colonies under their control?

__Synthesis:__

· <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Imagine you are a newspaper reporter for the G.B. Herald. Who would you want to interview the most and why?

__Evaluation:__

· <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">What changes to the Declaration of Independence would you recommend and why?

> > 4. Independent Practice <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">After the think aloud book read, I will talk again about how the Declaration of Independence can be divided into three sections, natural (unalienable) rights, grievances, and the colonists’ solution (breaking away.) The students will divide into small groups and be given a copy of the Declaration of Independence. Each group will be given a section of the Declaration to interpret into their own words and share with the rest of the class in the order of their assigned sections. The teacher will go over what is expected according to the rubric. > > 1. Evaluation/Assessment > **Picture Dictionary Rubric** > || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">Vocabulary Words > || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">Definition > || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">Illustration > || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">Organization/ Creativity
 * || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">Exemplary || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">Proficient || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">Working Toward || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">Not Yet ||
 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">Dictionary includes all 5 words. || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">Dictionary includes at least 3 words. || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">Dictionary includes at least 2 words. || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">Dictionary includes 0 words. ||
 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">All words have a complete definition. || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">Most words have a complete definition. || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">Some words have a complete definition. || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">No words have a complete definition. ||
 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">All pictures illustrate the meaning of the word clearly. || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">Most pictures illustrate the meaning of the word clearly. || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">Some pictures illustrate the meaning of the word clearly. || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">No pictures illustrate the meaning of the word clearly. ||
 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">All of the pictures and writing are neat and organized. || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">Most of the pictures and writing are neat and organized. || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">Some of the pictures and writing are neat and organized. || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">None of the pictures and writing are neat and organized. ||

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">This is what we believe…Rubric

> || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">This is what we believe. > || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">The unacceptable things the crown did to the colonies. > || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">What we are going to do about it.
 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">Category || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">Exemplary || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">Proficient || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">Working Toward || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">Not Yet ||
 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">Includes 3 or more well thought out sentences. || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">Includes 2 vague sentences. || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">Includes less than 2 vague sentences. || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">Few vague sentences. ||
 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">Includes 3 or more true sentences. || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">Includes 2 vague sentences. || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">Includes less than 2 vague sentences. || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">Few vague sentences. ||
 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">Includes 3 or more precise sentences. || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">Includes 2 sentences describing what we’re going to do. || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">Includes less than 2 vague sentences. || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;">Few vague sentences. ||

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Rubric for Interpretation of the Declaration of Independence > || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">The paraphrase of the excerpt clearly illustrates the main idea of the entire excerpt and is written in student’s own words.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">3 || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">2 || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">1 || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">0 ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">The paraphrase of the excerpt may or may not include enough details, and most is written in student’s own words. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">The paraphrase of the excerpt doesn’t include enough details and isn’t written in student’s own words. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">The paraphrase is incomplete, or doesn’t follow any of the directions. ||

> 5. Resources and Materials > Pencils > ** Ruled notebook paper Overhead or SMARTboard, mic/speaker system for adaptations ** <span style="color: #999999; font-family: 'Arial','sans-serif'; font-size: 10pt;">School House Rock Fireworks song/video at [] <span style="color: #999999; font-family: 'Arial','sans-serif'; font-size: 10pt;">Chalk board Internet Copies of the Declaration of Independence This is what we believe charts Colored pencils, markers, and crayons //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The Journey of the One and Only Declaration of Independence //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> by Judith St. George

6. Supplementary/Enrichment Activities > > > > > > **__#1 Name (red):Tiffany__** > **#2 Name (blue):_Kendi** > **__#3 Name (green):___Bonnie** > **__#4 Name ( Black):___ALL** > > > __**Name:**__ Bonnie Smith **Date:** 4/26/2010 > __Northeastern State University – Broken Arrow__ > __READ 4043: Reading for the Content Area__ > Spring Semester 2010 > > **__Lesson Plan #3 Title:__** Important People and Dates of the Declaration of Independence > **Grade Level:** 5 > **Contributors:**­­­­­­­­­­­ Bonnie Smith > > > **LESSON PLAN** > > **TITLE:** Important People and Dates of the Declaration of Independence > **GRADE LEVEL** 5 **TIME ALLOTED:** 60-90 minutes > > **COMPOSITION OF CLASS: Male_ Female_ Total_** > **Number of Special Needs Students ELL_ 504_ IEP_** > **Standard 1:** The student will develop and demonstrate the process skills of social studies. 2. Construct timelines from significant events in United States history. 3. Identify and interpret the basic ideals expressed in the Declaration of Independence (e.g., "all men are created equal" and "life, liberty and the pursuit of happiness. <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 11.5pt; line-height: 115%;"> 4. Write personal, persuasive, formal, business letters, thank-you notes, and invitations, including the date, greeting, body, closing, and signature.
 * UNIT GOAL:** Students will understand the purpose of the Declaration of Independence, the three main parts; the natural (unalienable) rights, grievances, and the colonists’ solution (breaking away), and know the major contributors and important dates linked to it.
 * PASS OBJECTIVES FOR THIS LESSON:**
 * Social Studies: 5th Grade OK Pass Objectives**
 * Standard 4:** The student will examine the lasting impact of the American Revolution.
 * Language Arts: 5th Grade OK Pass Objecctives**
 * 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.


 * 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 students will be able to create a time line that includes both important dates and information about people involved in the creation of the Declaration of Independence. The student will also demonstrate his or her understanding by writing an unsent letter to an important figure of the past involved with the Declaration of Independence.

To motivate the students and introduce the lesson I will read the book //Shh! We're Writing the Constitution// by Jean Fritz. We will use vocabulary words taken from the text and do the Discussion Web strategy in small groups.
 * 1. PREASSESSMENT OF STUDENT KNOWLEDGE/INTRODUCTION/SET INDUCTION/HOOK: //(How will you assess the prior knowledge of the students?)//** To assess the students’ prior knowledge we will fill out a KWL chart as a class. We will discuss what we already know about the Declaration of Independence, the important people involved as well as when it took place. We will then determine what other information and people we would like to learn more about.


 * __Vocabulary:__** Bill of Rights, Constitution, Articles of Confederation, Jurisdiction, Founding Fathers

__**3. Instructional Procedures (//This involves what the teacher and students will actually DO as they engage in learning.//)** (Do not put anything here!)


 * Adjustments/Adaptations (//What will you do to accommodate the special needs of individual students?//**
 * 504**__
 * __give more time to complete assignments__
 * __use a microphone for students with hearing impairments__
 * __allow the student to choose seating that fits their needs or make the learning experience better__
 * __use learning resources that provide direct experiences of seeing and touching (i.e., tactile materials)__
 * __use large print/font and colored paper__
 * __provide adjusted lighting__
 * __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__

__**ELL**__
 * __all the ELL student to work with a partner or teacher assistant as needed__
 * __use visuals to represent things in the classroom__
 * __allow the student additional time to complete assignments and tasks__
 * __provide ample opportunity to meet with the student and parents to ensure success__
 * __provide reading materials in both English and other languages__
 * __integrate other languages into our everyday class time and lessons__

__**IEP**__
 * __I will follow the IEP Plan.__
 * __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 transition__

__**Gifted/Talented**__ > > · **Guided Practice (Teacher Instructional Indicator #10)**__ For the guided practice the teacher will use the Web Quest Declaration Quest to further introduce some important dates and historical figures during this time that directly had a hand in the Declaration of Independence. The teacher will pull the Web Quest up on the Smart Board or overhead projector, as a class we will make our way through the facts, dates, and people of this time period. As a class we will organize the information and together we will create a timeline on the Smart Board or Chalk Board for future reference during the lesson.
 * __plenty of enrichment activities will be provided__
 * __higher level reading materials provided in the classroom__
 * __options in and outside of the classroom for the students to choose from to make the most of their time
 * Knowledge:**
 * Who wrote the Declaration of Independence? What Year was it written?
 * Comprehension:**
 * Why do we celebrate the 4th of July? Who were the key characters involved in making this day possibe?
 * Application:**
 * Translate what Life, Liberty, and the Pursuit of Happiness means to you? Can you apply this to something that has happened more recently?
 * Analysis:**
 * What are some other possible outcomes if we never broke away from Great Britan? How would this change your life today?
 * Synthesis:**
 * Imagine what it would be like to live during the American Revolution. What do you think would be going on around you? What would the people's behavior be like? What would you do you deal with what was going on?
 * Evaluation:**
 * As we have discussed there were people living here in the United States that did not fully support the Declaration of Independence. How do you think they justified those beliefs? Do you think the Revolution was handled in the best manner? Discuss and defend your case.

__**4.** **Independent Practice:**__ For independent practice the students will get into groups of 3 or 4 and they will create a poster using poster board, markers, crayons, colored pencils, glue, magazine clippings, and facts from the Web Quest, the classroom text, and the book //Shh! We're Writing the Constitution//. Each group will be given a historical figure that they must include on their poster along with important dates and events that went on. The choices will be Benjamin Franklin, George Washington, John Adams, Thomas Jefferson, John Hancock, and James Madison. The teacher will go over what is expected according to the rubric. After the students have created their posters they will present them to the class.

__**5.** **Closure/Summary/Representation:**__ To close the lesson plan for the day the teacher will summarize some of the important historical figures, dates, and events. The teacher will then explain to the students that they are going to choose a historical figure that was directly involved with the Declaration of Independence and write them a letter. They can write about what they have learned and ask any questions they might feel were not answered in the lesson. The teacher will then give them more specific instruction about the Unsent Letter strategy, go over the rubric and have the students begin writing to their person of choice. If time permits the students can choose to share their letter with the class or just turn it into the teacher.


 * 1) __**Evaluation/Assessment**__
 * **Making A Poster : Declaration of Independence Poster** ||
 * Student Name: ||  ||
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Required Elements || The poster includes all required elements as well as additional information. || All required elements are included on the poster. || All but 1 of the required elements are included on the poster. || Several required elements were missing. ||
 * Graphics - Originality || Several of the graphics used on the poster reflect a exceptional degree of student creativity in their creation and/or display. || One or two of the graphics used on the poster reflect student creativity in their creation and/or display. || The graphics are made by the student, but are based on the designs or ideas of others. || No graphics made by the student are included. ||
 * Graphics - Relevance || All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation. || All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation. || All graphics relate to the topic. Most borrowed graphics have a source citation. || Graphics do not relate to the topic OR several borrowed graphics do not have a source citation. ||
 * Content - Accuracy || At least 5 accurate facts are displayed on the poster. || 4-5 accurate facts are displayed on the poster. || 3-4 accurate facts are displayed on the poster. || Less than 3 accurate facts are displayed on the poster. ||
 * Attractiveness || The poster is exceptionally attractive in terms of design, layout, and neatness. || The poster is attractive in terms of design, layout and neatness. || The poster is acceptably attractive though it may be a bit messy. || The poster is distractingly messy or very poorly designed. It is not attractive. ||
 * Grammar || There are no grammatical mistakes on the poster. || There is 1 grammatical mistake on the poster. || There are 2 grammatical mistakes on the poster. || There are more than 2 grammatical mistakes on the poster. ||
 * Mechanics || Capitalization and punctuation are correct throughout the poster. || There is 1 error in capitalization or punctuation. || There are 2 errors in capitalization or punctuation. || There are more than 2 errors in capitalization or punctuation. ||


 * **Letter-Writing : Unsent Letter** ||
 * Student Name: ||  ||
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Format || Complies with all the requirements for a friendly letter. || Complies with almost all the requirements for a friendly letter. || Complies with several of the requirements for a friendly letter. || Complies with less than 75% of the requirements for a friendly letter. ||
 * Content Accuracy || The letter contains at least 3 accurate facts about the topic. || The letter contains 2 accurate facts about the topic. || The letter contains 1 accurate facts about the topic. || The letter contains no accurate facts about the topic. ||
 * 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. ||
 * Length || The letter is 10 or more sentences. || The letter is 8-9 sentences. || The letter is 5-7 sentences. || The letter is less than 5 sentences. ||
 * 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. ||


 * ** Vocabulary: Discussion Web ** ||
 * Student Name: ||  ||   ||
 * CATEGORY || 4-3 || 3-2 || 2-1 || 1-0 ||
 * Working together/developing strong arguments || The students work together cooperatively to develop opposing sides. Students are able to link strong arguments to vocabulary words. || The students work together cooperatively to develop opposing sides. Students link somewhat strong arguments to vocabulary words. || Students worked together somewhat cooperatively to develop opposing sides. They were unable to link stong arguments to vocabuary words but made an effort. || Students did not work cooperatively together. They did not attempt to link strong arguments to vocabulary words. ||
 * Consensus/Conclusion || Students worked together to form a consensus question. Students write a fitting conclusion to fit the Discussion Web. || Students worked together to form a consensus question. Students write a conclusion sentence that somewhat fits into the Discussion Web. || Students were unable to form a consensus question fully. Students did not write a conclusion sentence that fits into the Discussion Web but made a great attempt. || Students did not work together to form a consensus question. Students did not write a fitting conclusion to fit the Discussion Web. Students did not make an effort. ||
 * Ideas || Students used the information from the text and class discussion appropriately and neatly placed it on the Discussion Web. || Students used the information from the text and class discussion and placed it on the Discussion Web. || Students used some of the information from the text and class discussion and placed some information on the Discussion Web. || Students did not use information from the text and class discussion and did not place it on the Discussion Web. ||
 * Grammar/Mechanics || Students did not make any grammatical or mechanical errors. || Students made only 1-2 grammatical or mechanical errors. || Students made more than 1-2 gramattical or mechanical errors. || Students did not attempt to do the Discussion Web at all. ||

__**5.** **Resources and Materials** Smart Board/Overhead Projector Chalk Board Internet Pencil Paper Ruler Colored Pencils/Crayons KWL Worksheet copies Declaration of Independence Word Scramble__ Fritz, J. (1997). //Shh! We're Writing the Constitution. Putnam Juvenile.// __Web Quest-__ [] //__Chronology of Events-__ [|http://www.ushistory.org/declaration/timeline.htmThe White House http://whitehouse.gov]

__**6.** **Supplementary/Enrichment Activities**__// //Brenner, B. (1994). If You Were There In 1776.// Bradbury. Worksheet- Declaration of Independence (vocabulary) http://www.brighthub.com/education/k-12/articles/37942.aspx?image=52545 Worksheet- Declaration of Independence Word Scramble (spelling,vocabulary) http://www.theteacherscorner.net/printable-worksheets/make-your-own/word-scramble/6/4th-of-July/ [|http://www.wordcentral.com] (vocabulary) [|http://www.dictionary.com] (vocabulary)

//**#1 Name (red):Tiffany** __**#2 Name (blue):_Kendi**__
 * 3 Name (green):Bonnie_**
 * 4 Name ( Black):___ALL__**

//Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010//
 * Name:**// Group 8 **//__Date:__//** 4/26/2010

__**Grade Level:**__ 5 __**Contributors:­­­­­­­­­­­**__ ALL
 * __Lesson Plan #4 Title__**//:// Class Creed

//__**LESSON PLAN**

//**GRADE LEVEL** 5// __//**_ TIME ALLOTED:**//__ 45-60 minutes
 * TITLE:**__// Class Creed

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


 * UNIT GOAL:**//__ Students will understand the purpose of the Declaration of Independence, the three main parts; the natural (unalienable) rights, grievances, and the colonists’ solution (breaking away), and know the major contributors and important dates linked to it.

__//**PASS OBJECTIVES FOR THIS LESSON:** **Social Studies: 5th Grade OK Pass Objectives** 3. Identify and interpret the basic ideals expressed in the Declaration of Independence (e.g., "all men are created equal" and "life, liberty and the pursuit of happiness.
 * Standard 4:**//__ The student will examine the lasting impact of the American Revolution.

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.
 * __//Writing/Grammar/Usage: 5th Grade OK Pass Objectives


 * __//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?)__ Students will know and understand the purpose of as well as how to create their own creed to represent how the creators of the Declaration of Independence also created that famous document.
 * 1) **__PREASSESSMENT OF STUDENT KNOWLEDGE/Introduction/Set Induction/Hook:__** To assess the students' prior knowledge as a class we will have a discussion and briefly talk about all the things learned from the last 3 lessons over the Declaration of Independence. We will use a brainstorming activity and list the key important facts that we have learned from this unit. To get the students motivated we will recite the school creed together and break it apart to better understand what the words really mean. We will then talk about characteristics and beliefs that we all agree upon and want to live by in and outside of our classroom. The students will create a Vocabulary Word Map to demonstrate their understanding of the terms.


 * Vocabulary:** Leadership, Belief, Respect, Motto, Opportunity

What was the purpose of the preamble of the Declaration of Independence? Have you ever had a moto or statement that you felt held true to you? Has there ever been a situation that you've wanted to change? How would you begin to change that situation? //The teacher will lead the students in singing the Preamble song from Lesson #2 to lead them into being motivated to write their creeds.// ** 504 **
 * Questions:**
 * 3. Instructional Procedures:**
 * Adjustments/Adaptations**
 * give more time to complete assignments
 * use a microphone for students with hearing impairments
 * allow the student to choose seating that fits their needs or make the learning experience better
 * use learning resources that provide direct experiences of seeing and touching (i.e., tactile materials)
 * use large print/font and colored paper
 * provide adjusted lighting
 * 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


 * ELL**
 * all the ELL student to work with a partner or teacher assistant as needed
 * use visuals to represent things in the classroom
 * allow the student additional time to complete assignments and tasks
 * provide ample opportunity to meet with the student and parents to ensure success
 * provide reading materials in both English and other languages
 * integrate other languages into our everyday class time and lessons


 * IEP**
 * I will follow the IEP Plan.
 * 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 transition

· **Guided Practice:** The teacher will ask students to give examples of situations or events that the students would like to change or make better. Ideas will be written on the board to help students when they create their creeds. Then the students will be asked to each read a portion of the Declaration of Independence so that they get another look at what was written and why.
 * Gifted/Talented**
 * plenty of enrichment activities will be provided
 * higher level reading materials provided in the classroom
 * options in and outside of the classroom for the students to choose from to make the most of their time_

Students will break into groups of 3 or 4 and create their own creed based on things that they might want to change in their schools, communities or organizations. Each student will sign their creed symbolizing the signing of the Declaration of Independence. Guidelines will be included in the rubric below. Students will present their creeds to the class in an oral and visual presentation.
 * 4.** **Independent Practice:**

After the students' presentations, the teacher will ask what they liked about their classmates creeds and also why they chose to include in their own creeds what they did. This will give the students a chance to reflect on why the wrote it and the purpose for them in order to tie understanding between their creeds to the theme of the Declaration of Independence
 * 5. Closure/Summary/Representation:**
 * Evaluation/Assessment:**


 * <span style="color: #0000ff; display: block; font-family: 'Arial','sans-serif'; text-align: center;">CATEGORY || **<span style="color: #0000ff; font-family: 'Arial','sans-serif';">4 ** || **<span style="color: #0000ff; font-family: 'Arial','sans-serif';">3 ** || **<span style="color: #0000ff; font-family: 'Arial','sans-serif';">2 ** || **<span style="color: #0000ff; font-family: 'Arial','sans-serif';">1 ** ||
 * **<span style="color: #0000ff; font-family: 'Arial','sans-serif';">Written Portion ** || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">Students came up with a personal and creative creed that was free of grammar and punctuation errors and followed along with the theme of the Declaration of Independence. || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">Students came up with a creed that was creative and only had few grammar and punctuation errors. || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">Students created a creed, but it was short and had a lot of grammar and punctuation errors. || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">Students did not put much effort into the creation of a creed. ||
 * **<span style="color: #0000ff; font-family: 'Arial','sans-serif';">Oral Presentation ** || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">Each member of the group participated in the oral presentaton of their creed. || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">Only a majority of the group participated in the oral presentation of their creed. || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">Only one member of the group participated in the oral presentation of their creed. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">T <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">he oral presentation was not complete <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">d ||


 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Reading - Analyzing Information : Vocabulary Word Map ** ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student Name: ||  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">CATEGORY || 4 || 3 || 2 || 1 ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Completion of Word Map || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The student filled in the map fully by listing the vocabulary word, synonym, antonym, and atleast 1 illustration. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The student filled in the map by listing the vocabulary word, and atleast 2 other parts of the map || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The students filled in the vocabuarly word, however did not fill in atleast 2 others parts of the map. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The student put forth very little effort if any at all to fill out the map. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Grammar/Mechanics || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The Word Map contained 1 or no grammatical and mechanical errors. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The Word Map contained 1-2 grammatical and or mechanical errors. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The Word Map contained 3-4 grammatical and or mechanical errors. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The Word Map had 4 or more grammatical and or mechanical errors ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Creativity/Ideas/Neatness || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The student displayed great ideas and understading of the vocabulary words used. Creativity and neatness was also displayed in the illustration. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The student displayed ideas and understanding of the vocabulary used. The illustration was somewhat creative and neatly displayed. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The student did not display great ideas and understanding of the vocabulary words used. Creativity and neatness was not strong in the illustration. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">The students displayed very little or no ideas and understanding of the vocabulary words used. Very little creativity and neatness were displayed through the illustration. ||

Large lined poster paper Crayons, markers, colored pencils Smart Board/Overhead Projector Internet Access Reading materials used from the previous days lessons []
 * 5.** **Resources and Materials**

Supplamentary/Enrichment Activities: For a supplemetary activity the students could work in small groups and create a play to reinact the Declaration of Indepence and integrate their creeds that they have written in class to perform in front of their fellow classmates.