Monday+Group+3

__**#1 Name (red):** Heather
 * 2 Name (blue):_**__


 * __#4 Name ( Black):___**Bree

__ Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010
 * __Name:__ Heather Cagle_ Date:_April 25, 2010**

Lesson Plan #1 Title: George vs George __ Grade level: 5 Contributors:­­­­­­­­­­­ Heather Cagle, Bree Bedsworth

LESSON PLAN
__**GRADE LEVEL**__ 5**_ TIME ALLOTTED: 1 class period**
 * TITLE: George Washington and the American Revolution**


 * 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 (eg., 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 thier 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.

**PASS Standard 3: Comprehension/Critical Literacy - The student will interact with the words and concepts in the text to construct an appropriate meaning.** 3. Summary and Generalization a. Summarize and paraphrase information from entire reading selection including the main idea and significant supporting details.

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.
 * PASS Standard 1: Writing Process - The student will use the writing process to write coherently.**

7. Write responses to literature that: a. demonstrate an understanding of a designated literary work. b. support judgments through references to the text and connections to prior knowledge. c. develop interpretations and evaluations that exhibit careful reading and understanding. > > **Introduction/Set Induction/Hook (Consider Teacher Instructional Indicators #1-3)** > Students will watch a brief animated video showing the Battle at Lexington and George Washington accepting the position to lead the army ([]). After the video, the teacher will ask the students to take 3 minutes and do a sequential roundtable alphabet to determine what they know about George Washington. The roundtable strategy can be found at []. After 3 minutes the students will share what they know and the teacherwill record it on the SmartBoard/overhead. The teacher will then present the key vocabulary words. The students will fill out a vocabulary map for each word. Vocabulary maps can be found at []. > > Parliament: A national representative body having supreme legislative powers within the state. 2. national legislature of various countries, especially that of the United Kingdom, made up of the House of Lords and the House of Commons. > > Taxation without representation: a phrase, generally attributed to James Otis about 1761, that reflected the resentment of American colonists at being taxed by a British Parliament to which they elected no representatives and became an anti-British slogan before the American Revolution. > > Independence: Not governed by a foreign power; self-governing. Free from the influence, guidance, or control of another or others. > > musket: A smoothbore shoulder gun used from the late 16th through the 18th century. > [|George Washington video] > > **3. Instructional Procedures (Consider Teacher Instructional Indicators #4-8)** IEP- Lesson will be adapted to accommodate individual IEPs.
 * SPECIFIC LESSON OBJECTIVES: //At the end of the lesson students will be able to recognize and discuss George Washington influence in the American Revolution.//**
 * 1) **PREASSESSMENT OF STUDENT KNOWLEDGE:** Preassessment will be included in introduction.
 * **Adjustments/Adaptations (See Teacher Instructional Indicator #9)**

Gifted- Students will be asked to research, and analyze information in more depth. Students will be able to explore a special area of interest related to the topic being studied.

ELL- Teacher will use gestures and visual aids to help students. ELL students will be paired with an English speaking student. Hearing Impaired- Teacher will use a voice amplifier system while teaching.

Vision Impaired- Students will be provided handouts with larger font and all class media will be enlarged.

· **Guided Practice (Teacher Instructional Indicator #10)** Teacher will start reading George vs. George with the students. During reading, the teacher will use the DRTA strategy. The students will make predictions of what they think will happen in the book. The teacher will read the first 2 chapters of the book to the students and briefly discuss the important parts of each chapter. The students will then make more predictions based off of the information discussed. The students will then divide into groups of 2- 3 students and read 2 sections of the book together. While the students are reading the teacher will be navigating the room answering any questions and assisting struggling readers. After reading, the students will discuss what they have read with their groups. After the discussion each group will tell the other students what they have read about in their own words. Students will be allowed to ask clarifying questions. The teacher will guide the students by asking questions about the content and keeping a running summary on the board about what has happened in the book. Some of the questions presented would be:

Who made the laws in Britain? Whose army had more resources? Tell in your own words what the colonists were angry about. Desrcibe the condition that Washington's army faced when they were fighting. If you were King George III, what would you have done differently in this war? What questions would you ask of George Washington if he were alive today? Compare the British army and the Continental Army. Which one was better? What were some of the motives behind the Boston Tea Party? Did it help or hinder the colonists in the long run? Given the circumstances of the war, can you see any possible solutions for the war not to have been fought? What would happen if Washington had decided to become king? Discuss what you think it would be like if Washington had lost the war. Do you think Washington is given too much credit for winning the war when there were thousands of other men that fought?

Students will write an unsent letter to George Washington. This strategy can be found at []. They can offer their opinions, suggestions on what he could have done differently, comments on the harsh conditions he faced, etc. However, they must reference something they have learned today. [|**Rubric for unsent letter**]
 * 4.** **Independent Practice (Teacher Instructional Indicator #11)**

The teacher will summarize what the students have learned today such as what started the American Revolution, George Washington's role, who his enemies were, what they were fighting for, etc. Students will then have to write on an exit slip something that they learned about George Washington to get out of class. Students will be evaluated on participation with their reading groups and discussion per the attached rubric. __**[|Group Reading Participation rubric]**__
 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**)

George Washington Video [] Vocabulary Word Map sheet Sequential Roundtable Alphabet sheet
 * 5.** **Resources and Materials**

Students can research fun facts and myths about George Washington. One website they can use is []. Students can create a comic strip using these facts.
 * 6.** **Supplementary/Enrichment Activities**

__ Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #2 Title: __ Grade Level: 5th Contributors:­­­­­­­­­­­ Bree Bedsworth, Heather Cagle
 * __Name:__ _ Date:_**

LESSON PLAN
__**GRADE LEVEL**__ 2nd **TIME ALLOTTED: 2 Class Periods**
 * TITLE: King George**


 * 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 (eg., Samuel Adams, the Sons of Liberty, Paul Revere, Medrcy 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.

PASS Language Arts:Writing Standard 2:1. 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.


 * SPECIFIC LESSON OBJECTIVES: The student will be able to describe the roles of King George the III in the American Revolution ** by writing a diary from his point of view.

The teacher will then introduce the book, //Can't You Make Them Behave, King George?// by Jean Fritz. The teacher will then use the "Image, Elaborate, Predict, Confirm (IEPC) Strategy" (IEPC can be found at [] to assess and engage the students' prior knowledge. The students will be asked to look at the cover of the book and think about the title, with their eyes closed. They will be asked to imagine what the book will be about, they will record key words that come to mind. The students will then be asked to elaborate on the words that they thought about by adding detail, using prior experiences and sensory information. The students will then be asked to predict and record how these images they have created in their minds will pertain to the book.
 * 1) **PREASSESSMENT OF STUDENT KNOWLEDGE:**  Preassessment will be addressed in the Introduction of the lesson// . //
 * 2) // **Introduction/Set Induction/Hook** //// The teacher will begin class with the song and video entitled King George III ([] ). //

The teacher will introduce the vocabulary words for the lesson: Tyrant- a single ruler of government with absolute power who is sometimes considered harsh. Sugar and Stamp Act- laws stating that American Colonist had to pay taxes to Great Britain on imported goods. First Continental Congress- delegates from all 13 colonies that met in 1774. Regiment - a group of soldiers. Patriot- outspoken American leaders who petitioned the king to stop taxes.

The class will work together to create picture dictionaries for each word. A picture dictionary is where students write the word, draw a picture of the word, tell how they will remember the word and write a sentence with the word. These can be done on notecards and then placed on a ring to keep them together.

IEP- Lesson will be adapted to accommodate individual IEPs. Gifted- Students will be asked to research, and analyze information in more depth. Students will be able to explore a special area of interest related to the topic being studied. ELL- Teacher will use gestures and visual aids to help students. ELL students will be paired with an English speaking student. Hearing Impaired- Teacher will use a voice amplifier system while teaching. Vision Impaired- Students will be provided handouts with larger font and all class media will be enlarged.
 * 3. Instructional Procedures**
 * **Adjustments/Adaptations**

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

The students will read //Can't you Make Them Behave, King George?// by Jean Fritz. The students will be given post-it notes and will be asked to stick them on the parts of the book that could help them confirm or disconfirm their predictions from the 'IEPC strategy.' They may also jot down notes on the sticky notes. After the reading the students will look at their 'IEPC' and record their confirmations. The class will then have a grand conversation about the book. The teacher will pose some questions; Knowledge Who was George's favorite tutor and mentor? Name some ways King George tried to save money. Comprehension Discuss some ways King George tried to be a 'good' king. Tell some of the disasters that happened during the crowning of King George and Queen Charlotte. Application What would America be like today if the colonists never fought back? Would it have been possible for King George to continue ruling the colonies? Analysis What made the colonist decide to rebel against King George? What were some of the problems facing the colonists? Synthesis Can you think of another way the issues of King George and the colonists could have been solved? How would you have acted different or the same as King George? Evaluation Do you think Kings and Queens are a good thing? Do you believe King George was a good person?

The students will be asked to write two diary entries from King Georges' perspective. A graphic organizer can be found at [] They should address some of the events discussed in the book and how King George reacted and how he felt. **
 * 4. ** **Independent Practice (Teacher Instructional Indicator #11 )

The students will be given an exit slip at the end of the class period. (The exit slip strategy can be found at [] )They must answer three questions before leaving; Name 1 new fact you learned about King George. Name 1 thing you would like to learn about King George. Name 1 thing you are confused about. **
 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)

Rubric for Diary of King George III []
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**)

King George III song - //[|http://www.youtube.com/watch?v=lhFKB036gyM]// Fritz, J. (1977). //Can't You Make Them Behave, King George?.// New York, NY: Puffin. IEPC Strategy Worksheet Post-it Notes
 * 5.** **Resources and Materials**

The students would be asked to research pictures and descriptions of King George. They will then paint a portrait of the king that will be displayed along with their diary entries.**
 * 6.** **Supplementary/Enrichment Activities

__ Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #3 Title:George vs George __ Grade Level:5 Contributors:­­­­­­­­­­­ Heather Cagle, Bree Bedsworth
 * __Name:__ _ Date:_**

LESSON PLAN
__**GRADE LEVEL**__ 5**_ TIME ALLOTTED:1 class period**
 * TITLE: Comparing George Washington and King George III**


 * 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 objective #4: Recognize the contributions of key individuals and groups involved in the American Revolution (eg., 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).
 * PASS OBJECTIVES FOR THIS LESSON:**

**PASS Language Arts Objective Standard 3: Comprehension/Critical Literacy - The student will interact with the words and concepts in the text to construct an appropriate meaning**. 4. Analysis and Evaluation d. Make observations and connections, react, speculate, interpret, and raise questions in analysis of texts.

***Standard 2: Speaking - The student will express ideas and opinions in group or individual situations.** 7. Deliver oral responses to literature that summarizes important events and details, demonstrates an understanding of several ideas communicated in the work, and uses examples from the literature to support conclusions.


 * ACEI Objective**: Candidates understand and use a variety of teaching strategies that encourage students' development of critical thinking and problem solving. Candidates use thier 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.

militia: An army composed of ordinary citizens rather than professional soldiers. revolt: To attempt to overthrow the authority of the state; rebel. To oppose or refuse to accept something: revolting against high taxes. inauguration: Formal induction into office
 * SPECIFIC LESSON OBJECTIVES: //Students will be able to compare/contrast the views of George Washington and King George III during the American Revolution.//**
 * 1) **PREASSESSMENT OF STUDENT KNOWLEDGE:** This will be included in the introduction.
 * 2) **Introduction/Set Induction/Hook:** Students will be asked to draw a slip of paper out of a hat as they enter the classroom. Each slip will either say Team Washington or Team King. This will set the stage for the guided instruction. The class will collectively construst a Venn Diagram to show the similarities and differences between George Washington and King George. Venn Diagrams can be found at []. After briefly discussing the Venn Diagram, the teacher will introduce the key vocabulary for today's lesson. Today's lesson will provide a conclusion to the previous 2 days.

Students will use the possible sentence strategy for each vocabulary word. This strategy can be found at [].

IEP- Lesson will be adapted to accommodate individual IEPs. Gifted- Students will be asked to research, and analyze information in more depth. Students will be able to explore a special area of interest related to the topic being studied. ELL- Teacher will use gestures and visual aids to help students. ELL students will be paired with an English speaking student. Hearing Impaired- Teacher will use a voice amplifier system while teaching. Vision Impaired- Students will be provided handouts with larger font and all class media will be enlarged.
 * 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)**

· **Guided Practice (Teacher Instructional Indicator #10)** As a review of the previous 2 days the teacher will have the students read the following biographies: __**[|King George III Biography]** The students divide into groups of 2 based on the name they drew when the cam into class. They will read the biographies in pairs with each person reading half of the time. The teacher will prompt the students to stop reading and insert new information into the Venn Diagram. After reading, the class will have a grand conversatoin about the material they have read over the last 2 days. The questions will include: List the physical differences between King George III and George Washington. Describe what happened to King George after the American Revolution. Can you explain what happened because of the Battle at Lexington? Why did some people think that the Continental Congress should fire George Washington? If you were writing a textbook about the American Revolution, what key points would you make sure to include? Show how King George's army fought differently from Washington's. Why did Washington's army start winning the war? What was the turning point in the American Revolution? If you were in Washington's army what ways can you come up with to eat, stay warm, stay dry, etc.? What plan would you have for safety if the American Revolution were happening today? Do you think the Sons of Liberty were right to throw the tea into the Boston Harbor? Defend your answer. What do you think about Congress not paying the soldiers or giving them food and supplies? What do you believe would happen if that took place today?
 * [|George Washington Biography]**__

The students will be asked to recall whose team they were chosen for at the beginning of class. The teacher will instruct them to begin brainstorming, using a graphic organizer, a 'defense case' for the person they drew. They must also brainstorm a 'prosecution case' for the opposing George. After brainstorming, the students will be asked to get with their team. The teams will have a few minutes to discuss and prepare their cases. The teams will then sit on opposite sides of the room and debate which George was a better leaders, person, why they did what they did, etc.. The debate will happen in a organized and fair manner. The students will be graded on participation, using the attached rubric. **
 * 4.** **Independent Practice (Teacher Instructional Indicator #11)

Each student will vote for the winner of the debate by writing on a piece of paper which George they like best and give three reasons why. The students will hand in the votes to the teacher. The teacher will count the votes and announce the winner before the class is dismissed.**
 * 5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)

Student rubric for debate []
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**

__**[|George Washington Biography]**__ [|King George III Biography]
 * 5.** **Resources and Materials**

Students can write articles from the perspective of the British and the colonists of what was happeneing on the battlefields as well as how everyday life was affected. The articles will be compiled into a classroom newspaper.
 * 6.** **Supplementary/Enrichment Activities**