Wednesday+Group+5


 * __​​​#1 Name (red):__** __Pam Owens__
 * 2 Name (blue):_**Lisa Pacheco
 * __#3 Name (green):___**Elizabeth Cantu
 * __#4 Name ( Black):___**

__**Name:**__ Elizabeth Cantu **Date:_** 04-13-2010 Northeastern State University#|Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010

Lesson Plan #1 Title: John Adams __ Grade Level: 5th grade Contributors:­­­­­­­­­­­ Pam Owens, Lisa Pacheco, Elizabeth Cantu __

LESSON PLAN

 * TITLE: Spies of the American Reveloution** REVOLUTION
 * GRADE LEVEL** __**_ 5th TIME ALLOTTED: 60 minutes **


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

Students will be able to explain how key individuals impacted the American Revolution.
 * UNIT GOAL:**__

__**PASS OBJECTIVES FOR THIS LESSON:**__

__** LANGUAGE ARTS: **__

Reading/Literature: The student will #|apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts. Standard 1: Vocabulary - The student will develop and expand knowledge of words and word meanings to increase their vocabulary 1. Words in Context 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.

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 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.

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.

**__SOCIAL STUDIES:__** 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).

__**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 explain the major events in John Adams life: beginning, middle, and end. · Students will use two different forms of writing styles: newspaper and letter writing .
 * SPECIFIC LESSON OBJECTIVES: //(What do you want your students to know and be able to do after instruction?)//**

To assess the student’s prior knowledge, the students will be asked the following questions: · Who is John Adams ? · What did John Adams do that made such an impact on America ? After the students have shared their answers to the two previous questions, each student will be asked to fill out an anticipation guide. The anticipation guide will have several interesting facts about the life of John Adams which the students may or may not know. The guide will include interesting facts and false statements that will help motivate the students as they search, read, and listen to find out which of the statements have truth to them. The students will begin to learn that John Adams began as an everyday ordinary person who rose as a politician through his hard work, honesty, and dedication to improving American and mankind .
 * 1) __**PREASSESSMENT OF STUDENT KNOWLEDGE: //(How will you assess the prior knowledge of the students?)//**__

Complete this anticipation guide for John Adams



__**(//This involves getting your students interested and motivated to learn.// Consider Teacher Instructional Indicators #1-3)**__  The students will be asked to watch 2 minutes and 6 seconds of the following clip from the movie //National Treasure// <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">: <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">[] <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 10pt;">The students will then be asked the following questions to help guide them into the relationship between John Adams and the activities of a spy <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">.
 * 1) __** Introduction/Set Induction/Hook **__

· <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 10pt;">What does a spy do? · <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 10pt;">How does this video clip relate to spy activity? · <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 10pt;">Do spies use secret codes and messages? · <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 10pt;">How many students in this room have used secret codes and messages? · <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 10pt;">Do you think John Adams participated in spy activity during the American Revolution by using secret messages?

Students will then be asked to pull out a sheet of notebook paper so that they can participate in “Picture Dictionary.” The students will be asked to write //boycott, declaration, patriot, representation,// and //massacre// on their paper. The students will then be asked to use the dictionaries placed on each of their tables to look up and write down the meaning of each of the vocabulary words. The students will then be asked, as a class, to share their thoughts on what each word. When all the students have a clear understanding of the meaning of each word, the students will be asked to draw a picture on their sheet of paper that will help them define each word through images. The students will be told that their pictures of each definition should be drawn creatively enough to remind them of the meaning attached to each word <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">. They will post their picture dictionaries on the word wall.

__** 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!)__ > All students will be provided with an opportunity to participate in the lesson using their leaning styles. The lessons will address visual learners with pictures, written instructions, and written examples. Auditory learners will be addresses with verbal instructions, oral presentations, and a verbal presentation of the information contained in each lesson. Tactile learners will have the opportunity to write about the information presented and use computers. Kinesthetic learners will have opportunities to perform in reader theaters where they can re-enact major events in each lesson and will be provided with hands-on activities that allows them to stand-up and move about the work area, such as creating their own newspaper. Activities in each lesson will be modified to fit the needs of different learning styles. > ELL > Special accommodations will be made for students who are ELL, gifted, and are at different reading levels. Students who are ELL will be paired with an English speaking student who can help translate and explain the activity. If there is not a student who is able to translate the activity to the student, a translator will be provided or the instructor will demonstrate the activity for the student. Students who are gifted will be paired with another student who is having difficulty with the activity and needs extra assistance. Gifted students will be provided with more challenging questions to answer during the guided and independent practice. Students who are at different reading levels will be provided with text sets that include a variety of different reading level materials. The instructor will assist students with reading material that presents more of a challenge than intended. > IEP > Students with an IEP will have any adjustments made according to their individual IEP plan. Students with an IEP will have their work load presented in each activity decreased or adjusted as needed. Instructions will be stated clearly and repeated as necessary. Extra time will be allow on any activity as needed. More individualized help will be given as needed. > 504 > Students with a 504 will be provided with lower or higher writing surfaces during the activities. Students will be assisted in mobility by the teacher or another student depending on the extent of the disability. Students will be assisted in writing, cutting out materials, and gluing materials together as needed. Hearing impaired students will be allowed to use videotapes, audiotapes, and other audio-visual materials. Visual impaired students will be provided larger fonts and able to sit in an area where they can see clearly.
 * __**Adjustments/Adaptations (//What will you do to accommodate the special needs of individual students?// See Teacher Instructional Indicator #9)**__
 * ** Learning Style s**

__ · **Guided Practice (Teacher Instructional Indicator #10)**__ <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 10pt;">The students will be divided into three groups to participate in centers in which each group will learn about a major part of the life of John Adams and then teach the other two groups what they learned. There will be three centers prepared for the students containing the materials the students need to participate in the center and read about the information necessary to give a presentation about that period of John Adams life. Each center will have the same text set in which students can locate the information they need for their portion of the presentation.

The text sets include <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">: [] []

__Center 1:__ Let’s Make Some Noise! <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 10pt;">In this center the students will be asked to write a newspaper article, as a group, providing important information about John Adams life up to the Boston Massacre event. The students will focus on when and where Adams was born, his childhood, meeting Abigail Smith, his career studies, and his newspaper messages that were linked to the Sons of Liberty.Students will be able to choose a graphic organizer to use to write their newspaper. The newspaper graphic organizers that will be available to choose from are found at the following site: []

__Center 2:__ Readers Theater <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 10pt;">In this center the students will focus on the major events that John Adams participated in as he went from lawyer to politician. The readers theater in this center includes The Boston Massacre, Taxation Without Representation, Intolerable Acts, and the Declaration of Independence. Students will identify John Adams role in each of these major historical events during the American Revolution.

The scenes from each event that involves John Adams will be printed from the following website <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">: <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 10pt; text-align: center;">[] <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 10pt;"> Students will be asked to focus on: Act 3: Scene 1: Taxes Scene 2: Taxation Without Representation

Scene 3: The Boston Massacre 1770

__Center 3:__ Make Your Declaration! <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 10pt;">In this center the students will write their own “Declaration” that models the form of the “Declaration of Independence”. The students will focus their declaration on the final years of John Adams ADAM'S life. This group’s declaration will include a declaration in which John Adams declares his love for America, his family, friends (Thomas Jefferson), and the work he put into making America a better and fair place to live.

The students will be given fifteen minutes to research and locate the information they need to complete the activity in each center. The newspaper graphic organizer from: [] will be available for notetaking.

Each group will then present the information they learned about in each center beginning the newspaper article group and ending with the declaration writing group. The newspaper article group will read their newspaper article to the class, the readers theater group will present their scenes, and the declaration writing group will read their declaration paper with the class. All students will participate in the presentation to demonstrate that they have knowledge of the portion of John Adams life that they were asked to research.

After the groups have presented their information, the class will participate in a grand discussion in which the following questions will be asked by the instructor and discussed by the students. The teacher will provide guiding questions during the discussions to help students further develop their critical thinking.

<span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 10pt;">1. Identify some of the major events that took place during the life of John Adams. 2. What are the types of reaction John Adams received after he became President? <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 10pt;">1. Describe the relationship between the spy activities discussed in the beginning of the lesson in relation to the newspaper articles John Adams wrote that were linked to the Sons of Liberty. 2. What do you think would have happened next if John Adams had not defended the British soldiers after the Boston Massacre? <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 10pt;">1. Predict what would have happened to American had we not declared independence from Great Britain. 2. Relate John Adams experiences in choosing the honest and fair route over the more favorable route to something you have had to do that maybe other people did not agree with even though it was the right thing to do. <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 10pt;">1. What was the turning point in history that led to the American Revolution? 2. What were some of the motives behind John Adams becoming Vice President and then President? <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 10pt;">1. Can you see a better solution to the way the colonists and soldiers acted in the Boston Massacre? 2. Can you develop a proposal that would convince King George III to release America from his order and taxes? <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 10pt;">1. Do you think John Adams defense of the British soldiers was a good or a bad thing? 2. Judge the value of John Adams character as an honest man and determine if his actions throughout the American Revolution holds true to his character title <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 10pt;">Knowledge: **
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 10pt;">Comprehension: **
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 10pt;">Application: **
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 10pt;">Analysis: **
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 10pt;">Synthesis: **
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 10pt;">Evaluation **

__**4.**__ **__Independent Practice (Teacher Instructional Indicator #11)__** <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 10pt;">The students will be instructed that they will write a biography with illustrations over the life of John Adams. The students will be told to focus on the major events that took place in the beginning, middle, and end of John Adams’ life and include illustrations. The students will be provided with several sheets of hole-punch white paper, crayons, markers, and ribbon to tie their papers together. Students will have the opportunity to work on this biography book at home and return the finish project the next morning so that they can share their finished products with the class at a later date. Students are able to work together to verify their information is accurate, but each student must turn in an individually made biography <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">.

<span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Rubrics for Guided and Independent activities are attached in the Evaluation/ Assessment section.

__**5.**__ **__Closure/Summary/Representation (Teacher Instructional Indicator #12__**

<span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 10pt;">To close the lesson, the students will listen to the story //The Revolutionary John Adams// by Cheryl Harness, as the teacher reads it aloud to the class. The teacher will point out to the class that John Adams and Abigail Adams sent letters back and forth to each other using alias names. The students will be asked:

· <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">What is an alias name? · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">What name did Abigail use in her letters? · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">What name did John Adams use in his letter? · <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 10pt;">Why do you think that Abigail and John Adams use alias names in their letters to each other <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">? <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 10pt;"> The teacher will then direct the students to take out a sheet of blank paper, but do not write your names on the paper. The teacher will inform the students that they will be writing a letter Abigail Adams or “Porta” from John Adams or “Dearest Friend”. Each student will be told to pick a major event that took place after his marriage to Abigail, and write her a letter describing the details of the event and the emotions he is going through at that time. I will tell the students that the purpose of this activity is to check for comprehension of today’s lesson as well as to provide them with the experience of writing to someone from a distance in a time when family is needed most. I will ask the students to consider the following when writing the letter:

· <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Is a letter to a family member formal or informal? · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">How would you feel when something big that you are a part of is about to happen? · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">How does it feel when you are away from the people you love for an extended period of time? · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">How would you write a letter to someone you love dearly? <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 10pt;"> When the students are finished writing their letters, the teacher will collect all the letters that remain anonymous as to which student wrote which letter. The teacher will store the letter until the next day when the students will be provided with the opportunity to respond to another student’s letter as Abigail Adams.

<span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 10pt;">The rubrics for each of the centers are below. Students will be assessed formatively on how well they participated as an individual and a group. Summative Assessment will be assessed in the form of a rubric based upon the products created by each individual student.
 * 1) __**Evaluation/Assessment (Teacher Product Indicators #2-3**)__
 * || ===<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Historical Role Play : John Adams and The American Revolution ===

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Teacher Name: **Elizabeth Cantu** Student Name: ||  ||


 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; text-align: center;">CATEGORY || **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">4 ** || **<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%;">Role ** || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Point-of-view, arguments, and solutions proposed were consistently in character. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Point-of-view, arguments, and solutions proposed were often in character. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Point-of-view, arguments, and solutions proposed were sometimes in character. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Point-of-view, arguments, and solutions proposed were rarely in character. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Historical Accuracy ** || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">All historical information appeared to be accurate and in chronological order. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Almost all historical information appeared to be accurate and in chronological order. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Most of the historical information was accurate and in chronological order. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Very little of the historical information was accurate and/or in chronological order. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Knowledge Gained ** || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Can clearly explain several ways in which his character "saw" things differently than other characters and can clearly explain why. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Can clearly explain several ways in which his character "saw" things differently than other characters. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Can clearly explain one way in which his character "saw" things differently than other characters. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Cannot explain one way in which his character "saw" things differently than other characters. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Required Elements ** || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Student included more information than was required. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Student included all information that was required. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Student included most information that was required. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Student included less information than was required. ||

<span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; text-align: center;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Teacher Name: **Elizabeth Cantu** Student Name: ||
 * ===<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Newspaper : Let's Make Some Noise! ===
 * ===<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Newspaper : Let's Make Some Noise! ===


 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; text-align: center;">CATEGORY || **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">4 ** || **<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%;">Articles - Purpose ** || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">90-100% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">85-89% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">75-84% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Less than 75% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Articles - Supporting Details ** || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">The details in the articles are clear, effective, and vivid 80-100% of the time. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">The details in the articles are clear and pertinent 90-100% of the time. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">The details in the articles are clear and pertinent 75-89% of the time. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">The details in more than 25% of the articles are neither clear nor pertinent. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Articles - Interest ** || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">The articles contain facts, figures, and/or word choices that make the articles exceptionally interesting to readers. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">The articles contain facts, figures, and/or word choices that make the articles interesting to readers. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">The article contains some facts or figures but is marginally interesting to read. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">The article does not contain facts or figures that might make it interesting to read. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Knowledge Gained ** || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">All students in the group can accurately answer all questions related to a) stories in the newspaper and b) technical processes used to create the newspaper. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">All students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Most students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Several students in the group appear to have little knowledge about the facts and the technical processes used for the newspaper. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Spelling and Proofreading ** || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">No spelling or grammar errors remain in the newspaper. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">No more than a couple of spelling or grammar errors remain in the newspaper. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">No more than 3 spelling or grammar errors remain in the newspaper. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Several spelling or grammar errors remain in the final copy of the newspaper. ||

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Teacher Name: **Elizabeth Cantu**
 * || ===<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Letter-Writing : Make Your Declaration! ===

Student Name: ||  ||

<span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 10pt;">The following rubric is a summative evaluation of the biographies the students will write on John Adam's life. Students will be assessed on the accuracy of their story, colored illustrations, and writing methods <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Teacher Name: **Elizabeth Cantu**
 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; text-align: center;">CATEGORY || **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">4 ** || **<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%;">Ideas ** || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Ideas were expressed in a clear and organized fashion. It was easy to figure out what the letter was about. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Ideas were expressed in a pretty clear manner, but the organization could have been better. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the letter was about. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Format ** || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Complies with all the requirements for a friendly letter. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Complies with almost all the requirements for a friendly letter. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Complies with several of the requirements for a friendly letter. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Complies with less than 75% of the requirements for a friendly letter. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Content Accuracy ** || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">The letter contains at least 5 accurate facts about the topic. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">The letter contains 3-4 accurate facts about the topic. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">The letter contains 1-2 accurate facts about the topic. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">The letter contains no accurate facts about the topic. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Sentences & Paragraphs ** || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Sentences and paragraphs are complete, well-constructed and of varied structure. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">All sentences are complete and well-constructed (no fragments, no run-ons). Paragraphing is generally done well. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Most sentences are complete and well-constructed. Paragraphing needs some work. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Many sentence fragments or run-on sentences OR paragraphing needs lots of work. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Grammar & spelling (conventions) ** || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Writer makes no errors in grammar or spelling. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Writer makes 1-2 errors in grammar and/or spelling. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Writer makes 3-4 errors in grammar and/or spelling || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Writer makes more than 4 errors in grammar and/or spelling. ||
 * || ===<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Story Writing : Biography of John Adams ===

Student Name: ||  ||


 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; text-align: center;">CATEGORY || **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">4 ** || **<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%;">Introduction ** || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">First paragraph has a "grabber" or catchy beginning. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">First paragraph has a weak "grabber". || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">A catchy beginning was attempted but was confusing rather than catchy. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">No attempt was made to catch the reader's attention in the first paragraph. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Neatness ** || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">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. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">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. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">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. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">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. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Focus on Assigned Topic ** || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">The entire story is related to the assigned topic and allows the reader to understand much more about the topic. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">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. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Some of the story is related to the assigned topic, but a reader does not learn much about the topic. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">No attempt has been made to relate the story to the assigned topic. ||
 * **<span style="color: #008000; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Accuracy of Facts ** || <span style="color: #008000; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">All facts presented in the story are accurate. || <span style="color: #008000; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Almost all facts presented in the story are accurate. || <span style="color: #008000; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Most facts presented in the story are accurate (at least 70%). || <span style="color: #008000; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">There are several factual errors in the story. ||
 * **<span style="color: #008000; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Illustrations ** || <span style="color: #008000; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Original illustrations are detailed, attractive, creative and relate to the text on the page. || <span style="color: #008000; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Original illustrations are somewhat detailed, attractive, and relate to the text on the page. || <span style="color: #008000; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Original illustrations relate to the text on the page. || <span style="color: #008000; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Illustrations are not present OR they are not original. ||
 * **<span style="color: #008000; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Spelling and Punctuation ** || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">There are no spelling or <span style="color: #008000; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout. || <span style="color: #008000; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">There is one spelling or punctuation error in the final draft. || <span style="color: #008000; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">There are 2-3 spelling and punctuation errors in the final draft. || <span style="color: #008000; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">The final draft has more than 3 spelling and punctuation errors. ||

<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; line-height: 115%;">[|//http://rubistar.4teachers.org/index.php//] __**5.**__ **__Resources and Materials__**

Ribbon Paper Hole-punch Crayons Markers Pencils Three sets of the following books: Burgan, M. (2001). //John Adams: Second U.S. President.// Philadelphia: Chelsea House Publishers. Gaines, A. G. (2002). //John Adams: Our Second President.// Chanhassen: The Child's World. Harness, C. (2003). //The Revolutionary John Adams.// Washington D.C.: National Geographic. Kent, Z. (2004). //John Adams: Creating a Nation.// Enslow Publishers, Inc. Santella, A. (2003). //Profiles of the President: John Adams.// Minneapolis: Compass Point Book s.

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">[] [|//http://rubistar.4teachers.org/index.php//] <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">[] [] []

__**6.** **Supplementary/Enrichment Activities**__ <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Students may go to the following two sites to learn more about John Adams stance and belief in America. Students can learn about the language, dress, and government during the colonial period. <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">[] []

__Date:__ _​** 4/16/2010 Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010
 * Name: ​ Pam Owens

__<span style="font-family: 'Times New Roman','serif'; font-size: 18pt;">Lesson Plan #2 Title: __<span style="color: red; font-family: 'Times New Roman','serif'; font-size: 18pt;">**<span style="color: red; font-family: 'Times New Roman','serif'; font-size: 18pt;">Secrets, Spies and Traitors of the American Revolution- ****<span style="color: red; font-family: 'Times New Roman','serif'; font-size: 18pt;">Petticoat Participants ** <span style="font-family: 'Times New Roman','serif'; font-size: 18pt;">Grade Level: 5th Contributors:­­­­­­­­­­­ Pam Owens, Lisa Pacheco, Elizabeth Cantu

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> **TITLE:** <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">Secrets, Spies and Traitors of the American Revolution Petticoat Participants – Day 2
 * <span style="font-family: 'Times New Roman','serif'; font-size: 18pt;">LESSON PLAN **
 * __GRADE LEVEL__** __ 5th grade **_**__ **TIME ALLOTTED: 60 minutes **


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

__**UNIT GOAL:**__

<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Students will be able to explain how key individuals impacted the American Revolution.


 * __PASS OBJECTIVES FOR THIS LESSON:__**


 * __ LANGUAGE ARTS: __**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">

Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts. Standard 1: Vocabulary - The student will develop and expand knowledge of words and word meanings to increase their vocabulary 1. Words in Context 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.

Standard 3: Comprehension/Critical Literacy - The student will interact with the words and concepts in the text to construct an appropriate meaning. ​<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.

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. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> 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.

<span style="color: #0070c0; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: blue; font-family: 'Times New Roman','serif'; font-size: 12pt;">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).
 * __SOCIAL STUDIES:__**

<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">__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:__**

<span style="color: red; font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;">Students will learn the important role women and children played during the American Revolution.
 * 1) __**PREASSESSMENT OF STUDENT KNOWLEDGE:**__

<span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">What do you think the duties of colonial women during the American Revolution were? Was there anything they didn’t do? If there are things they didn’t or weren’t allowed to do explain to me why they didn’t do those things. How much information did you find about women and children in your text books? I will put these questions on the SMARTBOARD and hand out the American Revolution Knowledge Rating Guide. The students will be asked to complete the guide and answer the questions on the SMARTBOARD below the chart and/or the back of the page. __**2.Introduction/Set Induction/Hook**__ <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 14pt;">While the class is still settling down approach a student and look around like I am trying to be secretive. Cup my hand about my mouth and motion for the student to lean in. And whisper “I heard there is a secret message on its way, are you ready to delivery it?” Make plans ahead of time with another teacher to send a student to deliver the secret message before class if possible. Once the message it delivered give the student the message and give them strict instructions on how to delivery it (back to the teacher who sent it). Do this in a manner that will make the class wonder what is going on. Then start a grand conversation such as, I see no one wore a petticoat today. Lori, why didn’t you wear a petticoat today? How about you Max, was your petticoat dirty? By the way, Carl, did you have Flummery this morning for breakfast? Kaitlyn? Mark? No one? Hum this must not be a class from the colonial era then! I believe I have made a grave error in trusting one of our classmates to deliver a secret message. What every shall we do? <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 14pt;">Let’s make a comparison to this story, //Phoebe the Spy// by Judith Berry Griffin. I will read the story out loud. It is a good idea for you to take notes on this story. Now work with some vocabulary: Important vocabulary words for the word wall and discussion are: Petticoat Sampler Liberty tea Daughters of liberty Cipher Create a concept map for each vocabulary word and write a possible sentence for each.
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">American Revolution Knowledge Rating Guide ||
 * || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">Know It Well || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">Have Heard/Seen It || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">No Clue ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Spy Methods ||  ||   ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Women participants ||  ||   ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Children/teen participants ||  ||   ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Laundry Secret Codes ||  ||   ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Daughters of Liberty ||  ||   ||   ||

__**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**__

> All students will be provided with an opportunity to participate in the lesson using their leaning styles. The lessons will address visual learners with pictures, written instructions, and written examples. Auditory learners will be addresses with verbal instructions, oral presentations, and a verbal presentation of the information contained in each lesson. Tactile learners will have the opportunity to write about the information presented and use computers. Kinesthetic learners will have opportunities to perform in reader theaters where they can re-enact major events in each lesson and will be provided with hands-on activities that allows them to stand-up and move about the work area, such as creating their own newspaper. Activities in each lesson will be modified to fit the needs of different learning styles. > ELL > Special accommodations will be made for students who are ELL, gifted, and are at different reading levels. Students who are ELL will be paired with an English speaking student who can help translate and explain the activity. If there is not a student who is able to translate the activity to the student, a translator will be provided or the instructor will demonstrate the activity for the student. Students who are gifted will be paired with another student who is having difficulty with the activity and needs extra assistance. Gifted students will be provided with more challenging questions to answer during the guided and independent practice. Students who are at different reading levels will be provided with text sets that include a variety of different reading level materials. The instructor will assist students with reading material that presents more of a challenge than intended. > IEP > Students with an IEP will have any adjustments made according to their individual IEP plan. Students with an IEP will have their work load presented in each activity decreased or adjusted as needed. Instructions will be stated clearly and repeated as necessary. Extra time will be allow on any activity as needed. More individualized help will be given as needed. > 504 > Students with a 504 will be provided with lower or higher writing surfaces during the activities. Students will be assisted in mobility by the teacher or another student depending on the extent of the disability. Students will be assisted in writing, cutting out materials, and gluing materials together as needed. Hearing impaired students will be allowed to use videotapes, audiotapes, and other audio-visual materials. Visual impaired students will be provided larger fonts and able to sit in an area where they can see clearly. __ · **Guided Practice (Teacher Instructional Indicator #10)**__ <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">You have a copy of //Patriots in Petticoats// on your desk. We are going to walk through this book together. Then you will separate into groups of 5 and work your way through the centers to discovery more in depth information about women and children during the American Revolution.
 * ** Learning Style s**

<span style="color: red; font-family: 'Times New Roman','serif'; font-size: 14pt;">You are a patriot during the American Revolution. You are going to train to be talented spies at four different centers. First, you will study about spies and the various methods they used during the American Revolution. You will collect information to use at a later time to write a research paper about spy activity during this time. Second, you will study maps of the original thirteen colonies and learn spy routes. Using this knowledge you will create a new route on your own map that you believe will help you complete your missions in the future. Third, you will learn the art of using invisible ink to write a secret message. You will deliver this message to the fourth station. Lastly you will choose a message written in invisible ink that has dried. You will make the message appear using a blow dryer. Take your revealed hidden message back to your desk for a class activity.

<span style="color: red; font-family: 'Times New Roman','serif'; font-size: 14pt;"> You will find a computer with Internet access, a list of websites, various books about female and children spies, and a set of encyclopedias. You will have 10 minutes on the Internet and 10 minutes with the printed documents. Collect page numbers, names, and spy techniques you want to study further. You will use this information to start a research paper about spies during the American Revolution.
 * <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 14pt;">Center 1: Spy Methods Research Center **

<span style="color: red; font-family: 'Times New Roman','serif'; font-size: 14pt;"> You will find sliced lemons, small containers, cotton swabs, blank paper, and a message box. Squeeze the juice from one lemon slice into one of the small containers. Randomly select a message strip from the message box. Write the sentence from the message strip on a blank piece of paper using the lemon juice and a cotton swab. Keep the message strip. Set your message at the fourth center to dry. Don’t forget to write your name on your paper.
 * <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 14pt;">Center 2: Write your message **

<span style="color: red; font-family: 'Times New Roman','serif'; font-size: 14pt;">You will find blank white paper, art materials, and a map bin containing maps of the thirteen colonies. Choose a map and study the spy route on the map. Draw a duplicate of the map omitting the spy route and drawing a new spy route on it. Write a paragraph explaining why you would take that route on the page you started in center 1.
 * <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 14pt;">Center 3: Make your route **

<span style="color: red; font-family: 'Times New Roman','serif'; font-size: 14pt;"> Use one of the blow dryers to make the message appear. While it is visible write it down at the bottom of the page the message was written on. Record your name below the person’s name that wrote the message. Take this back to your desk.
 * <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 14pt;">Center 4: Heat will Help **

After the completion of the center activities we will put together a paragraph from the hidden messages that have been revealed. Each student will tape their message on the board and as a class we will rearrange the messages until they reveal the hidden paragraph taken from //Phoebe the Spy// from the first center. This will lead us into grand conversation about the various roles spies played in the war.

Now let’s talk about what you have learned.

<span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">**Knowledge**: 1. Do you think there were spies working for the British? How do you know? <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt;">2. <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">Who was it that prevented General George Washington from being poisoned in the book written by Judith Berry Griffin I read to you at the beginning of class? <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">1. Tell me about a female patriot that contributed to the American Revolution. Make sure you do not discuss Phoebe from the book //Phoebe the Spy//. Discuss how this patriot differs from Phoebe. 2. Explain one method used by Patriots to leave messages for spies. <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">1. Why did the spies need to spy? 2. Think of a spy you have read or heard about. Name or describe the spy and tell me what could have happened if that person decided NOT to spy for their country. 1. Based on the methods you have studied, create a new spy method. 2. Create a secret code to write a letter with. <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">1. How would you feel if you were asked you to spy on someone? 2. Is spying a valuable war tactic? __**4.** **Independent Practice (Teacher Instructional Indicator #11)**__
 * <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">Comprehension: **
 * <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">Application: **
 * <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">1. **<span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">Could the same spy methods be used today? Why or Why not?
 * <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">2. **<span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">Were spies always working undercover and in secret?
 * <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">Analysis: **
 * <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">Synthesis: **<span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">Evaluation: **

<span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;"> Take the information you gathered in the centers and use the magnet summary strategy to organize for your written report about spy activity during the American Revolution. You may revisit the first center, our class library, school library, or use your textbook to develop your thoughts and ideas. Remember center one and the library have computers with Internet access. You need to create a way to present this information to your classmates in a 3 to 5 minute report. You may create a power point presentation, an art project, a video, a puppet show, or any other format. Be creative, make your classmates laugh, captivate your audience and teach us something you learned.
 * <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 14pt;">Bring it all together **


 * || ===<span style="color: red; font-family: 'Arial','sans-serif';">Oral Presentation Rubric : Petticoat Participants === ||  ||


 * <span style="color: red; display: block; font-family: 'Arial','sans-serif'; text-align: center;">CATEGORY || **<span style="color: red; font-family: 'Arial','sans-serif';">8-10 ** || **<span style="color: red; font-family: 'Arial','sans-serif';">6-7 ** || **<span style="color: red; font-family: 'Arial','sans-serif';">4-5 ** || **<span style="color: red; font-family: 'Arial','sans-serif';">0-3 ** ||
 * **<span style="color: red; font-family: 'Arial','sans-serif';">Speaks Clearly ** || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">Often mumbles or can not be understood OR mispronounces more than one word. ||
 * **<span style="color: red; font-family: 'Arial','sans-serif';">Uses Complete Sentences ** || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">Always (99-100% of time) speaks in complete sentences. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">Mostly (80-98%) speaks in complete sentences. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">Sometimes (70-80%) speaks in complete sentences. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">Rarely speaks in complete sentences. ||
 * **<span style="color: red; font-family: 'Arial','sans-serif';">Posture and Eye Contact ** || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">Stands up straight and establishes eye contact with everyone in the room during the presentation. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">Sometimes stands up straight and establishes eye contact. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">Slouches and/or does not look at people during the presentation. ||
 * **<span style="color: red; font-family: 'Arial','sans-serif';">Time-Limit ** || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">Presentation is 5 minutes long. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">Presentation is 4 minutes long. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">Presentation is 2-3 minutes long. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">Presentation is less than 1 minutes OR more than 5 minutes. ||

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

<span style="color: red; font-family: 'Times New Roman','serif'; font-size: 14pt;">Everyone take out the message you revealed at the fourth center. When we put these sentences together they will form a paragraph from //Phoebe the Spy.// As each of you brings up a sentence the rest of the class will tell me where to put it in the paragraph. We will check our answer with the book when we are finished.

Remember the letters you wrote at the end of class yesterday? I am passing those back out, put your name at the top this time. You are going to respond to the letter. Then summarize what you learned today about a female patriot you studied today. Be sure to include these points. **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">6. Evaluation/Assessment (Teacher Product Indicators #2-3 **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">)
 * || ===<span style="color: red; font-family: 'Arial','sans-serif';">Spy Map Art Project- Petticoat Participants === ||  ||


 * <span style="color: red; display: block; font-family: 'Arial','sans-serif'; text-align: center;">CATEGORY || **<span style="color: red; font-family: 'Arial','sans-serif';">4 ** || **<span style="color: red; font-family: 'Arial','sans-serif';">3 ** || **<span style="color: red; font-family: 'Arial','sans-serif';">2 ** || **<span style="color: red; font-family: 'Arial','sans-serif';">1 ** || **<span style="color: red; font-family: 'Arial','sans-serif';">Score ** ||
 * **<span style="color: red; font-family: 'Arial','sans-serif';">Drawing ** || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">Drawing is expressive and detailed. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">Drawing is expressive and somewhat detailed. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">Drawing has few details. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">The drawing lacks almost all detail OR it is unclear what the drawing is intended to be. ||  ||
 * **<span style="color: red; font-family: 'Arial','sans-serif';">Color Choices ** || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">Color choice enhances the idea being expressed. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">Colors are appropriate for the idea being expressed. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">Colors are NOT appropriate for the idea being expressed. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">Map has no color. ||  ||
 * **<span style="color: red; font-family: 'Arial','sans-serif';">Time/Effort ** || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">Class time was used wisely. A lot of effort was put into the map. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">Class time was used wisely. Student could have put in more time and effort. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">Class time was not always used wisely. Little effort displayed || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">Class time was not used wisely. Noeffort was displayed to complete this project. ||  ||


 * || ===<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">Letter-Writing : Response to Day John Adams === ||  ||


 * <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">CATEGORY || **<span style="color: red; font-family: 'Arial','sans-serif';">8-10 ** || **<span style="color: red; font-family: 'Arial','sans-serif';">6-7 ** || **<span style="color: red; font-family: 'Arial','sans-serif';">4-5 ** || **<span style="color: red; font-family: 'Arial','sans-serif';">0-3 ** ||
 * **<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">Ideas ** || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">Ideas were expressed in a clear and organized fashion. It was easy to figure out what the letter was about. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">Ideas were expressed in a pretty clear manner, but the organization could have been better. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the letter was about. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about. ||
 * **<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">Format ** || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">Complies with all the requirements for a friendly letter. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">Complies with almost all the requirements for a friendly letter. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">Complies with several of the requirements for a friendly letter. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">Complies with less than 75% of the requirements for a friendly letter. ||
 * **<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">Content Accuracy ** || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">The letter contains at least 5 accurate facts about the topic. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">The letter contains 3-4 accurate facts about the topic. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">The letter contains 1-2 accurate facts about the topic. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">The letter contains no accurate facts about the topic. ||
 * **<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">Sentences & Paragraphs ** || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">Sentences and paragraphs are complete, well-constructed and of varied structure. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">All sentences are complete and well-constructed (no fragments, no run-ons). Paragraphing is generally done well. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">Most sentences are complete and well-constructed. Paragraphing needs some work. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">Many sentence fragments or run-on sentences OR paragraphing needs lots of work. ||
 * **<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">Grammar & spelling (conventions) ** || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">Writer makes no errors in grammar or spelling. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">Writer makes 1-2 errors in grammar and/or spelling. || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">Writer makes 3-4 errors in grammar and/or spelling || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">Writer makes more than 4 errors in grammar and/or spelling. ||


 * || ===<span style="color: red; font-family: 'Arial','sans-serif';">Making A Map : Making a concept map of new vocabulary words === ||  ||


 * <span style="color: red; display: block; font-family: 'Arial','sans-serif'; text-align: center;">CATEGORY || **<span style="color: red; font-family: 'Arial','sans-serif';">8-10 ** || **<span style="color: red; font-family: 'Arial','sans-serif';">6-7 ** || **<span style="color: red; font-family: 'Arial','sans-serif';">4-5 ** || **<span style="color: red; font-family: 'Arial','sans-serif';">0-3 ** ||
 * **<span style="color: red; font-family: 'Arial','sans-serif';">Synonyms ** || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">95% of the words researched have correct synonyms || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">80%of the words researched have correct synonyms || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">70% of the words researched have correct synonyms || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">60% or below of the words researched have correct synonyms ||
 * **<span style="color: red; font-family: 'Arial','sans-serif';">Antonyms ** || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">95% of the words researched have correct antonyms || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">80% of the words researched have correct antonyms || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">70% of the words researched have correct antonyms || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">60% of the words researched have correct antonyms ||
 * **<span style="color: red; font-family: 'Arial','sans-serif';">Definitions ** || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">95% of the words researched have correct definitions || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">80% of the words researched have correct definitions || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">70% of the words researched have correct definitions || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">60% of the words researched have correct definitions ||
 * **<span style="color: red; font-family: 'Arial','sans-serif';">Use in a sentence ** || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">95% of the words researched are used correctly in a sentence || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">80% of the words researched are used correctly in a sentence || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">70% of the words researched are used correctly in a sentence || <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">60% of the words researched are used correctly in a sentence ||

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">


 * 7.** **Resources and Materials**

<span style="color: red; font-family: 'Times New Roman','serif'; font-size: 14pt;">//Phoebe the Spy// by Judith Berry Griffin Class set of //Patriots in Petticoats// by Shirley Raye Redmond <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 14pt;">4 centers Library access Computers with Internet access Sliced Lemons Small containers Cotton Swabs Blank white paper Paint brushes 5 Blow dryers Crayons Colored pencils American Revolution text set including: Redmond, S. (2004). //Patriots in petticoats: heroines of the American Revolution//. New York, NY. Random House. Johnston, J. (2004). //They led the way: 14 American women//. New York, NY. Puffin Books. Tomes, J. (2002). //Phoebe the spy//. New York, NY. Puffin Books. Davis, K. (2002). //Abigail Adams//. Farmington Hills, MI. Blackbirch Press. McCarthy, P. (2002). //Abigail Adams: first lady and patriot//. Berkley Heights, NJ. Enslow Publishing, Inc. Micklos, J. (2009). //The brave women and children of the American Revolution//. Berkley Heights, NJ. Enslow Publishing, Inc. Keenan, S. (2002). //Scholastic encyclopedia of women in the United States//. New York, NY. Scholastic. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 14pt;">Do you want to take your adventure further? Write a thank you letter to one of the patriots we have studied. They helped make America what it is today. Read //Emma’s Journal: The Story of a Colonial Girl// by Marissa Moss for fun. Are her thoughts similar to yours? Go to [] on the Internet and surf around the site. Play one of the games to test your knowledge about our subject. Have fun!
 * 8.** **Supplementary/Enrichment Activities**

Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #3 Title: Benedict Arnold __ Grade Level: 5th Grade Contributors:­­­­­­­­­­­ Pam Owens, Lisa Pacheco, Elizabeth Cantu __
 * Name: Lisa Pacheco _ __Date:___April 16th 2010**

LESSON PLAN

 * TITLE: Benedict Arnold **
 * GRADE LEVEL ** __**_ TIME ALLOTTED: 60 minutes **
 * COMPOSITION OF CLASS: Male_ Female_ Total_**
 * Number of Special Needs Students ELL_ 504_ IEP_**

Students will be able to explain how key indviduals impacted the American Revolution.
 * UNIT GOAL:**__

LANGUAGE ARTS: __** Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts. Standard 1: Vocabulary - The student will develop and expand knowledge of words and word meanings to increase their vocabula 1. Words in Context 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.
 * __PASS OBJECTIVES FOR THIS LESSON:

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 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.

Writing/Grammar 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. <span style="color: #0000ff; display: block; font-family: Times,Times; text-align: left;">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.

**__SOCIAL STUDIES:__** 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).

<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">__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 discover how Benedict Arnold influenced the American Revolution <span style="color: #3333cc; font-family: 'Times New Roman','serif'; font-size: 12pt;">and will be able to construct meaning from the text using various strategies.


 * 1) __**PREASSESSMENT OF STUDENT KNOWLEDGE:**__

**//Students have been talking about spies this week and some questions to ask will include the following: Can you have a good spy and a bad spy? What is the difference? Is being a spy sometimes justified? Explain why or why not a spy is justified. Would you be spy if it paid good money?//** __**2. Introduction/Set Induction/Hook**__
 * Watch this video about Benedict Arnold at http://www.earlyamerica.com/benedict.html[|Video on Benedict Arnold]__​​​#__**

Students will do a vocabulary word map (Strategy is attached) on some new vocabulary words. Those words are traitor, treason, arrogant, promotion, and pride. The class will talk about what these words mean and the teacher will tie those words into what the students will be learning in this lesson. Benedict Arnold was a great military leader during the American Revolution whose successful battles contributed to the outcome of the war. He also was a very prideful, arrogant man who wanted to gain back the riches his family had lost. He disliked the British for their taxes but after he was past up for promotions and others got the credit for his successful battles, Benedict Arnold soon became a traitor to the colonist and switched sides before the end of the war. __**3. Instructional Procedures**__

All students will be provided with an opportunity to participate in the lesson using their leaning styles. The lessons will address visual learners with pictures, written instructions, and written examples. Auditory learners will be addresses with verbal instructions, oral presentations, and a verbal presentation of the information contained in each lesson. Tactile learners will have the opportunity to write about the information presented and use computers. Kinesthetic learners will have opportunities to perform in reader theaters where they can re-enact major events in each lesson and will be provided with hands-on activities that allows them to stand-up and move about the work area, such as creating their own newspaper. Activities in each lesson will be modified to fit the needs of different learning styles. ELL Special accommodations will be made for students who are ELL, gifted, and are at different reading levels. Students who are ELL will be paired with an English speaking student who can help translate and explain the activity. If there is not a student who is able to translate the activity to the student, a translator will be provided or the instructor will demonstrate the activity for the student. Students who are gifted will be paired with another student who is having difficulty with the activity and needs extra assistance. Gifted students will be provided with more challenging questions to answer during the guided and independent practice. Students who are at different reading levels will be provided with text sets that include a variety of different reading level materials. The instructor will assist students with reading material that presents more of a challenge than intended. IEP Students with an IEP will have any adjustments made according to their individual IEP plan. Students with an IEP will have their work load presented in each activity decreased or adjusted as needed.
 * __** Adjustments/Adaptation **__
 * Learning Style s**

504 Students with a 504 will be provided with lower or higher writing surfaces during the activities. Students will be assisted in mobility by the teacher or another student depending on the extent of the disability. Students will be assisted in writing, cutting out materials, and gluing materials together as needed. Hearing impaired students will be allowed to use videotapes, audiotapes, and other audio-visual materials. Visual impaired students will be provided larger fonts and able to sit in an area where they can see clearly.

__ · **Guided Practice**__ Students will participate in a readers theatre. The Think aloud strategy(Strategy Attached) will be used during this activity. Questions will be asked before,during and after to enhance comprehension. In each scene the students will rotate the roles of the different characters so everyone gets to participate. At the conclusion on this activity students will write a reflection about the letter that Benedict Arnold wrote his second wife Peggy. Before starting the students will be asked to what it would be like as a Patriot soldier in the American Revolution. The battle lasted five years through some cold winters and the men were short of food and supplies. They didn't have car and trucks like we do now. No electricity. No paved roads. Lots of goods were imported in from Canada and the West Indies. It was really different than it is now. Some of the questions for the grand conversation are listed below.

__//Knowledge//__ Who was Benedict Arnold? Where was he born? __Comprehension__ Can you provide a definition of a traitor? Explain why there were spies during the American Revolution? __Application__ What factors would you change if you were living during this time? Can you group by characteristics what makes a good spy or a bad spy? __Analysis__ What were some of the motives behind why Benedict Arnold became a traitor? What were some of the problems with the military during the American Revolution? __Synthesis I__f Benedict Arnold never committed treason what could have become of him? Would he be a war hero or would he be charged with more crimes? What would have happened if Benedict Arnold had been caught before fleeing at West Point? __Evaluation__ Was Benedict's action justified when he sold out to the British? What would you choose to do in the same situation?

__**4.**__ **__Independent Practice__**

Students will be working independently on their journal writing of their reflection on Benedict Arnold's letter to his wife Peggy. They will rewrite the letter using their own words of what they think Benedict Arnold was trying to say to his wife.

__**5.** **Closure/Summary/Representation**__ Students will use the exit strategy to conclude this lesson by writing the answer to the following question? How did Benedict Arnold influence the American Revolution ?

<span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 9pt; text-align: center;">--- <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Teacher Name: **Mrs. Pacheco**
 * 1) __**Evaluation/Assessment (Teacher Product Indicators #2-3**__
 * || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13.5pt;">Reader's Theatre Rubric **

[|Student] Name: ||  ||

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">1.
 * <span style="color: black; display: block; font-family: 'Arial','sans-serif'; text-align: center;">CATEGORY || **<span style="color: black; font-family: 'Arial','sans-serif';">4 ** || **<span style="color: black; font-family: 'Arial','sans-serif';">3 ** || **<span style="color: black; font-family: 'Arial','sans-serif';">2 ** || **<span style="color: black; font-family: 'Arial','sans-serif';">1 ** ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Pitch ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Pitch was often used and it conveyed emotions appropriately. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Pitch was often used but the emotion it conveyed sometimes did not fit the content. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Pitch was rarely used OR the emotion it conveyed often did not fit the content. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Pitch was not used to convey emotion. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Enthusiasm ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Very little use of facial expressions or body language. Did not generate much interest in topic being presented. ||
 * **<span style="color: #0000ff; font-family: 'Arial','sans-serif';">Speaks Clearly ** || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word. || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">Often mumbles or can not be understood OR mispronounces more than one word. ||
 * **<span style="color: #0000ff; font-family: 'Arial','sans-serif';">Volume ** || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">Volume is loud enough to be heard by all audience members throughout the Reader's theatre. || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">Volume is loud enough to be heard by all audience members at least 90% of the time. || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">Volume is loud enough to be heard by all audience members at least 80% of the time. || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">Volume often too soft to be heard by all audience members. ||
 * **<span style="color: #0000ff; font-family: 'Arial','sans-serif';">Listens to others ** || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">Listens intently. Does not make distracting noises or movements. || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">Listens intently but has one distracting noise or movement. || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">Sometimes does not appear to be listening but is not distracting. || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">Sometimes does not appear to be listening and has distracting noises or movements. ||
 * **<span style="color: #0000ff; font-family: 'Arial','sans-serif';">Posture and Eye Contact ** || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the Reader's Theatre. || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">Stands up straight and establishes eye contact with everyone in the room during the Reader's Theatre. || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">Sometimes stands up straight and establishes eye contact. || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">Slouches and/or does not look at people during the Reader's Theatre ||


 * || **<span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 13.5pt;">Vocabulary Strateg <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13.5pt;">y ** ||  ||
 * || **<span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 13.5pt;">Vocabulary Strateg <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13.5pt;">y ** ||  ||

<span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">3.
 * <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 points ** || **<span style="color: #0000ff; font-family: 'Arial','sans-serif';">3 points ** || **<span style="color: #0000ff; font-family: 'Arial','sans-serif';">2 points ** || **<span style="color: #0000ff; font-family: 'Arial','sans-serif';">1 point ** ||
 * **<span style="color: #0000ff; font-family: 'Arial','sans-serif';">Word ** || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">All words spelled correctly || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">1 or 2 words spelled correctly || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">3 or 4 words spelled incorrectly || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">5 or more words spelled incorrectly ||
 * **<span style="color: #0000ff; font-family: 'Arial','sans-serif';">Definition ** || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">Every definition is correct || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">1 or 2 incorrect definitions || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">3 or 4 incorrect definitions || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">5 or more incorrect definitions ||
 * **<span style="color: #0000ff; font-family: 'Arial','sans-serif';">Picture ** || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">I put effort into all my pictures. || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">I put some effort into all my pictures. || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">I put little effort into all my pictures. || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">I put no effort into all my pictures. ||
 * **<span style="color: #0000ff; font-family: 'Arial','sans-serif';">Sentence ** || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">All of my sentences make sense and match the definition. || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">1 or 2 of my sentences do not make sense or do not match the definition. || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">3 or 4 of my sentences do not make sense or do not match the definition. || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">5 or more of my sentences do not make sense or match the definition. ||


 * || **<span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 13.5pt;">Journal Reflectio <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13.5pt;">n ** ||  ||


 * <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';">Introduction (Organization) ** || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">The introduction is inviting, states the main topic and previews the structure of the paper. || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader. || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader. || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">There is no clear introduction of the main topic or structure of the paper. ||
 * **<span style="color: #0000ff; font-family: 'Arial','sans-serif';">Support for Topic (Content) ** || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable. || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported. || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported. || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">Supporting details and information are typically unclear or not related to the topic. ||
 * **<span style="color: #0000ff; font-family: 'Arial','sans-serif';">Commitment (Voice) ** || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">The writer successfully uses several reasons/appeals to try to show why the reader should care or want to know more about the topic. || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">The writer successfully uses one or two reasons/appeals to try to show why the reader should care or want to know more about the topic. || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">The writer attempts to make the reader care about the topic, but is not really successful. || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">The writer made no attempt to make the reader care about the topic. ||
 * **<span style="color: #0000ff; font-family: 'Arial','sans-serif';">Grammar & Spelling (Conventions) ** || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">Writer makes no errors in grammar or spelling that distract the reader from the content. || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">Writer makes more than 4 errors in grammar or spelling that distract the reader from the content. ||
 * **<span style="color: #0000ff; font-family: 'Arial','sans-serif';">Conclusion (Organization) ** || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">The conclusion is strong and leaves the reader with a feeling that they understand what the writer is "getting at." || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">The conclusion is recognizable and ties up almost all the loose ends. || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">The conclusion is recognizable, but does not tie up several loose ends. || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 9pt;">There is no clear conclusion, the paper just ends. ||

__**5.**__ **__Resources and Material__** Reader’s Theatre created by Lisa Pacheco

Burgan, Michael. (2007). //Benedict Arnold: American Hero and Traitor.// Mankato, Minnesota: Capstone Press. Dell, Pamela. (2005). //Benedict Arnold: From Patriot to Traitor//. Minneapolis, MN: Compass Point Books.

Schlesinger, Arthur M. Jr. (2000) //Revolutionary War Leaders Benedict Arnold: Traitor to the Cause.// New York, NY: 21st Century Publishing and Communications Inc.

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

Students could create a tricorn hat and other props to be used in the reader’s theatre. There would be extra books on hand for students to read independently that would further their knowledge about the American Revolution and the key individuals who influenced the events that took place. Students could draw maps and timelines about the events that took place during the American Revolution.

Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #4 Title: I want to be a spy __Grade Level:__ 5th __ Contributors:­­­­­­­­­­­ __ Pam Owens, Lisa Pacheco, Elizabeth Cantu
 * Name: Lisa Elizabeth and Pam __Date:___ 4-18-2010**

LESSON PLAN

 * TITLE:** Spies, Secrets and Traitors of the American Revolution


 * GRADE LEVEL**
 * 5th __TIME ALLOTTED: ​__** 60 minutes

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

<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Students will be able to explain how key individuals impacted the American Revolution.
 * UNIT GOAL:**__


 * __PASS OBJECTIVES FOR THIS LESSON:__**

Language Arts

<span style="color: #0000ff; font-family: 'Times','serif'; font-size: 11.5pt;">2. Demonstrate thinking skills in listening, speaking, reading, and writing. For example, students are expected to gather information, organize and analyze it, and generate a written or oral report that conveys ideas clearly and relates to the background and interest of the audience. ** Writing/Grammar/Usage and Mechanics: The student will express ideas effectively in written modes for a variety of purposes and audiences. **

<span style="color: black; font-family: 'Times','serif'; font-size: 11.5pt;">** 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. ** 6. Write research reports about important ideas, issues, or events that: a. frame questions about an idea or issue to direct the investigation. b. establish a main idea or topic. c. develop the topic with simple facts, details, examples, and explanations to support the main idea. d. use a variety of information sources, including speakers, firsthand interviews, reference materials, and online information **__ SOCIAL STUDIES: __** 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).

__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:**__

<span style="color: red; font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;">Students will expand their knowledge of the American Revolution while exploring the war in a webquest. <span style="color: #0070c0; font-family: 'Arial','sans-serif'; font-size: 10pt;">Has anyone ever done a webquest before? Well, to tie up this lesson we've been doing this week you are going on an adventure through a WebQuest. You'll be put into groups and each assigned a task to complete. Picture it…you are a colonist in the 1700s. There have been numerous tax acts passed by King George III. You have seen pamphlets and newspapers talking about taxation without representation. You have heard of a group called the Sons of Liberty. They are considered spies by some and patriots by others. You want to help because you are tired of all the taxes and have heard the colonies may go to war with the British. You decide to apply to join this brave group. How do you think you should apply? Who do you know that is already in the group? Will it be dangerous? Could you die for your country?
 * 1) __**PREASSESSMENT OF STUDENT KNOWLEDGE:**__

<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt;">I will show the students different images from the webquest and briefly discuss the people throughout the quest. I will ask them to put themselves in the colonists’ shoes and really think about what the colonist must have been thinking, feeling, hearing, smelling, and even imagining during this time of turmoil. As the students share their ideas I’ll write them on the board. I will leave them there for reference for them while they are working through the webquest. Use the Frayer Model for the following vocabulary words: Belfry Sexton Orator Radical Tory
 * 1) __**Introduction/Set Induction/Hook (//This involves getting your students interested and motivated to learn.// Consider Teacher Instructional Indicators #1-3)**__

__**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!)__ > All students will be provided with an opportunity to participate in the lesson using their leaning styles. The lessons will address visual learners with pictures, written instructions, and written examples. Auditory learners will be addresses with verbal instructions, oral presentations, and a verbal presentation of the information contained in each lesson. Tactile learners will have the opportunity to write about the information presented and use computers. Kinesthetic learners will have opportunities to perform in reader theaters where they can re-enact major events in each lesson and will be provided with hands-on activities that allows them to stand-up and move about the work area, such as creating their own newspaper. Activities in each lesson will be modified to fit the needs of different learning styles. > ELL > Special accommodations will be made for students who are ELL, gifted, and are at different reading levels. Students who are ELL will be paired with an English speaking student who can help translate and explain the activity. If there is not a student who is able to translate the activity to the student, a translator will be provided or the instructor will demonstrate the activity for the student. Students who are gifted will be paired with another student who is having difficulty with the activity and needs extra assistance. Gifted students will be provided with more challenging questions to answer during the guided and independent practice. Students who are at different reading levels will be provided with text sets that include a variety of different reading level materials. The instructor will assist students with reading material that presents more of a challenge than intended. > IEP > Students with an IEP will have any adjustments made according to their individual IEP plan. Students with an IEP will have their work load presented in each activity decreased or adjusted as needed. Instructions will be stated clearly and repeated as necessary. Extra time will be allow on any activity as needed. More individualized help will be given as needed. > 504 > Students with a 504 will be provided with lower or higher writing surfaces during the activities. Students will be assisted in mobility by the teacher or another student depending on the extent of the disability. Students will be assisted in writing, cutting out materials, and gluing materials together as needed. Hearing impaired students will be allowed to use videotapes, audiotapes, and other audio-visual materials. Visual impaired students will be provided larger fonts and able to sit in an area where they can see clearly.
 * __**Adjustments/Adaptations (//What will you do to accommodate the special needs of individual students?// See Teacher Instructional Indicator #9)**__
 * ** Learning Style s**

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

The students will be working on a WebQuest using the RAFT strategy. They will be assuming the role of a either a young boy, a woman or child writing a letter to the Son’s of Liberty to join in their cause. WebQuest is below: <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 12pt;">Knowledge 1. Now that you have studied spies and spy activity define the duties a spy may have. 2. Which man rode through the streets at midnight and warned the British were on their way? How did he know the British would arrive by sea?

Comprehension 1. What do you think could have happened next if Ann Bates did not make it back to warn Clinton of Washington’s troop movement? 2. Do you think Ann was a bad person for being a spy for the Loyalist spy network?

Application 1. Do you know another instance where someone rode on horseback to warn the colonists the British were coming? 2. If you could interview a British commander who would it be and what would you ask him?

Analysis 1. What were some of the motives behind the actions of the Sons of Liberty? 2. Can you compare your life experiences with one of the experiences that you learned about in your investigation over the Sons of Liberty? Synthesis

1. The Sons of Liberty are interested in your application and want to interview you. Can you develop a proposal for why you are the best candidate to join the Sons of Liberty during your interview? 2. Can you predict what would have happened during the American Revolution if the figure you selected had not been around to contribute to America’s freedom? Evaluation 1. Think about the historical figure you chose to research and pretend you are that person. Are you considered a good person or a bad person during the American Revolution? What contributions during the American Revolution support you answer? 2. Do you believe that the Sons of Liberty’s actions were the best responses in fighting for freedom, even though some of their actions were illegal and sometimes immoral?

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

Students will write their resume for application to the Sons of Liberty.

__**5.** **Closure/Summary/Representation**__ Students will close with their presentations and a classroom discussion. Then they will complete an exit slip. <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">Tell me what you think. In order to leave class today you will need to hand in an exit slip. Answer these questions on your exit slip. · <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">The three most important things I have learned this week are…. · <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">I am confused about or would like more information about….. · <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt;">Something that did not help me pay attention in class this week was…. Complete your slips and prepare your area to leave.


 * 1) __** Evaluation/Assessment **__

<span style="color: #ff0000; font-family: 'Arial','sans-serif'; font-size: 10pt;"> In addition to the rubric is embedded in the WebQuest you will be graded on your group and independent work work with the following rubrics.
 * || ===<span style="color: #ff0000; font-family: 'Arial','sans-serif';">Collaborative Work Skills : I want to be a Spy === ||  ||


 * <span style="color: #000000; display: block; font-family: 'Arial','sans-serif'; text-align: center;">CATEGORY || **<span style="color: #000000; font-family: 'Arial','sans-serif';">4 ** || **<span style="color: #000000; font-family: 'Arial','sans-serif';">3 ** || **<span style="color: #000000; font-family: 'Arial','sans-serif';">2 ** || **<span style="color: #000000; font-family: 'Arial','sans-serif';">1 ** ||
 * **<span style="color: #000000; font-family: 'Arial','sans-serif';">Time-management ** || <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 9pt;">Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. || <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 9pt;">Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. || <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 9pt;">Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. || <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 9pt;">Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management. ||
 * **<span style="color: #000000; font-family: 'Arial','sans-serif';">Focus on the task ** || <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 9pt;">Consistently stays focused on the task and what needs to be done. Very self-directed. || <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 9pt;">Focuses on the task and what needs to be done most of the time. Other group members can count on this person. || <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 9pt;">Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task. || <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 9pt;">Rarely focuses on the task and what needs to be done. Lets others do the work. ||
 * **<span style="color: #000000; font-family: 'Arial','sans-serif';">Working with Others ** || <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 9pt;">Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. || <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 9pt;">Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group. || <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 9pt;">Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. || <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 9pt;">Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. ||
 * **<span style="color: #000000; font-family: 'Arial','sans-serif';">Attitude ** || <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 9pt;">Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s). || <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 9pt;">Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s). || <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 9pt;">Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s). || <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 9pt;">Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s). ||

Letter-Writing : letter-writing

 * 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. ||
 * 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. ||
 * 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 typed, 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 typed and is crumpled or slightly stained. It may have 1-2 distracting error corrections. It was done with some care. || Letter is typed 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. ||
 * 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. ||
 * Salutation and Closing || Salutation and closing have no errors in capitalization and punctuation. || Salutation and closing have 1-2 errors in capitalization and punctuation. || Salutation and closing have 3 or more errors in capitalization and punctuation. || Salutation and/or closing are missing. ||
 * 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. ||

__**5.**__ **__Resources and Materials__** WebQuest created by Lisa Pacheco Computers in the classroom or computer lab time Internet

__**6.** **Supplementary/Enrichment Activities**__ Students can learn more about the differences between the military soldiers at the following site. Students will learn about their weaponry, uniforms, and stance within the war. [] Students can quiz themselves on the knowledge they have learned about the American Revolution. Just follow the link below to see what you know! [] Students can learn more about the men and women that made contributions in the American Revolution and listen to their stories as they watch each contributor’s video. []