Five+Day+Unit+Plan

= First Day = = = Teacher(s)/Group Name: __Jessica Burgess, Paulette Stadelmann, Jessica Parker, and Elizabeth Batz__ = = Thematic Unit Theme/Title/Grade Level: __American Revolution/Grade 5__ = = Group Wiki space address: __AmRevolutionSSE3312.wikispaces.com__ = = = Daily Lesson Plan Day/Title: __The Causes of the Revolution__ = Lesson Length (ie. 30 minutes): __60 minutes__

= = What will students know and be able to do at the end of this lesson? Be sure to set significant (related to NGSSS), challenging, and appropriate learning goals! || * The student will be able to express empathy for the colonists during the time of the Revolution and understand why they were angry. List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education [|http://flstandards.org].// || * SS.5.A.5.1: Identify and explain significant events leading up to the American Revolution. //Design for Instruction// For the teacher: Worksheets for lesson: Closing Trivia Game Link: [] || Daily Lesson Plan Assessment: What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc. || ESOL/Students with Learning Differences: Gifted/Talented: = =
 * =Learning Objectives=
 * The student will be able to briefly explain what events led up to the American Revolution
 * The student will be able to identify the two countries the war was between.
 * The student will be able to identify the leaders of both countries during the war. ||
 * **NCSS Theme/Next Generation Sunshine State Standards**
 * SS.5.A.5.2: Identify significant individuals and groups who played a role in the American Revolution.
 * LA.5.5.2.1: The student will listen and speak to gain and share information for a variety of purposes, including personal interviews, dramatic and poetic recitations, and formal presentations
 * LACC.5.RL.1.3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
 * LA.5.4.2.4: The student will write a variety of communications (e.g., friendly letters, thank-you notes, formal letters, messages, invitations) that have a clearly stated purpose and that include the date, proper salutation, body, closing and signature. ||
 * Student Activities & Procedures
 * What best practice strategies will be implemented?
 * How will you communicate student expectation?
 * What products will be developed and created by students?
 * Consider Contextual Factors (learning differences/learning environment) that may be in place in your classroom. || ** Opening **
 * 1) To open the lesson, ask the class the question: “How many of you enjoy playing video games?” When the students raise their hands, tell them “Well, I am sorry to say this, but for now on, every time you want to play a video game, you have to pay a tax.” Ask them another question, such as “What do you eat in the mornings for breakfast?” After receiving multiple answers, reply with, “Unfortunately, you are all going to have to pay me a fine for eating cereal, French toast, waffles, etc.”
 * 2) After asking a few more questions like these, the students will most likely be shocked, angry, or even upset. Explain to the students that this is how colonists in America felt as the American Revolution approached because they were caught off guard by what the British were taxing them for.
 * 3) Have the class gather in the reading area and read aloud the story //George vs. Georges: The American Revolution As Seen From Both Sides by Rosalyn Schanzer,// to help students understand the two perspectives of the Revolution.
 * 4) On the board, create a Venn diagram for the two Georges. Ask the class to compare and contrast the two people and their personalities, such as what they were fighting for, what they thought of the taxes, and what side of the war they were on. After reviewing these two sides of the story, have the students return to their seats for an activity.
 * Body **
 * 1) “Before we begin, I would like to teach you some vocabulary words that will be very important for you to know during out unit.” Pass out a work sheet with the words they will learn, and as you write the words on the board, or present them digitally, ask the students first what they believe the word may mean. Have them write down the definitions on the worksheets they were handed. (__Vocabulary words__: Revolution, colonists, rebellion, patriot, loyalist)
 * 2) Explain to the students that the American Revolution (when the colonists claimed war on the British to become independent) was caused by a number of events. Break the students up into four groups and assign each group a different cause. Pass out information sheets (see attached) on the cause they are assigned, as well as a set of notecards for each student to write down their reactions and feelings with their answers to the questions provided. Allow 10-15 minutes for students to discuss and record their reactions to the events.
 * 3) After the groups have finished, call each group up to the front of class and explain the events in chronological order, starting with the Stamp Act. Have the group read their excerpt of information to the rest of the class and explain their feelings if they were the colonist. Have a class discussion on how the rest of the students feel about the situation. Repeat this process with each of the groups. (While the presentations are happening, the teacher can listen while setting up the clothespin timeline in the classroom.)
 * 4) Using a piece of construction paper, write the name of each act on the top with the year it occurred. After each presentation, ask the class as a whole to give important key terms and ideas they learned to add to the poster for the timeline. Make sure the paper for each event includes important facts and tips that will allow the students to briefly recall what has happened. Cut and paste pictures related to the event as well. (See example picture for details.)
 * 5) After all four of the posters have been created, walk with the class to the timeline and add them in order to create the events that will eventually lead up to the American Revolution!
 * Closing **
 * 1) After returning to their seats, ask the students to take out a piece of paper or a writing journal. Put up an example of a letter format onto the classroom projector and explain to the students that you would like to pretend that they are either a colonist or British soldier writing to their friends and family. Split the class up equally so that one side is writing from the British point of view and the other from the colonist.
 * 2) Using their knowledge of what we have learned in class and the timeline for reference, have the students create a letter with proper headings and format about their feelings of an event(s) that has happened. Make sure the students use at least two of the vocabulary words they learned at the beginning of the lesson and underline or highlight them in their letter. Give students 15 minutes to complete this assignment.
 * 3) After students have finished, have the them partner up with someone who is on the opposing side. Allow the students to read their letters aloud to one another and critique each other on their information using our Two Likes and a Wish method (I really liked this and this about your letter, but I wish you had used more detail on this.)
 * 4) As a review to end the lesson, play a trivia game (multiple choice and raise one finger for A, two for B, etc…) and have the students answer questions about the information we learned in class that day. Take note of any questions many students may get wrong to review at the beginning of the next day’s lesson to clarify and go over in more detail. (See PowerPoint for details) ||
 * == Resources/Materials == || For the students:
 * Pens or pencils
 * Highlighter (optional)
 * Writing journals
 * Notecards
 * Construction paper
 * Timeline materials (long string and clothespins)
 * Vocabulary worksheets
 * Event worksheets (for groups)
 * George vs. Georges: The American Revolution As Seen From Both Sides by Rosalyn Schanzer
 * Trivia Game
 * **Assessment**
 * How will student learning be assessed? Authentic/Alternative assessments?
 * Does your assessment align with your objectives, standards and procedures?
 * Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || Unit Pre-Assessment:
 * Students will be given a pre-test before the start of the lesson to assess their previous knowledge of the American Revolution. This pre-test will not be graded, but serve as a guide for the teacher on what needs more emphasis and explanation in the classroom where students may struggle and also as an assessment tool to measure the students’ progress and whether the unit plan was a success.
 * [[file:AL-Rev-Pre-Test.pdf]]
 * The letters will be turned in and used as an assessment tool to determine the level of understanding and what the students took away from the lesson. In the letters, students should show understanding of what happened during this time period to lead up to the American Revolution (or specifically the act of the Boston Tea Party). With this assessment, students should be able to meet the objectives of showing an understanding of life as a colonist or British soldier as well as an understanding of at least of one the events that occurred. This format of the letter can also be used to assess whether the students followed direction correctly and know how to properly write a letter using previous lessons and the example provided.
 * Students may also be informally assessed based on their participation in the group presentation and sharing of their reactions and opinions on the event. If this is to be used, make sure to inform the students that you expect each person to speak. ||
 * == Exceptionalities ==
 * Use visual graphic organizer – Venn Diagram
 * Compare and Contrast different ideas (The two Georges)
 * Social interaction (working in groups and reading letters)
 * Predicting (answering questions about how the colonists feel)
 * Visual aid (Picture book read aloud)
 * Probing technique (ask to explain their answers more in-depth – Why would you feel angry?)
 * Give opportunities to “teach” (work with struggling students to teach their knowledge) ||
 * == Discussion Notes == || * If students are having trouble with understanding event, show them short videos about the act, such as the Boston Massacre ([]).
 * Use the reading block during this day to practice writing letters to prepare for the closing activity.
 * If the trivia power point does not work, go around the room and ask students what they thought was interesting or what they learned during the lesson. ||

= = = = = = = Second Day = = = Teacher(s)/Group Name: __Elizabeth Batz, Jessica Burgess, Jessica Parker, Paulette Stadelmann__ Thematic Unit Theme/Title/Grade Level: __American Revolution 5th__ Group Wiki space address: __AmRevolutionSSE3312.wikispaces.com__ Daily Lesson Plan Day/Title: __The Boston Tea Party and the Intolerable Acts__ Lesson Length (ie. 30 minutes): __50__

What best practice strategies will be implemented? * How will you communicate student expectation? * What products will be developed and created by students? How will student learning be assessed? Authentic/Alternative assessments? * Does your assessment align with your objectives, standards and procedures? * Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || ** Daily Lesson Plan Assessment: ** 1. Assess the Students knowledge of the causes and effects of the Boston tea party and the Intolerable Acts by looking at the cause and effect worksheets. || = Third Day = Teacher(s)/Group Name: __Jessica Burgess, Paulette Stadelmann, Jessica Parker, and Elizabeth Batz__
 * Learning Objectives What will students know and be able to do at the end of this lesson? Be sure to set significant (related to NGSSS), challenging, and appropriate learning goals! || Students will be able to understand what occurred at the Boston Tea Party.Students will be able to understand the importance the Boston Tea Party had on the American Revolution. Students will be able to understand the actions the British took in order to reprimand the colonists. Students will be able to identify the five intolerable acts with 85% accuracy. ||
 * **NCSS Theme/Next Generation Sunshine State Standards** List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education [|http://flstandards.org].// || // SS.5.A.5.2: Identify significant individuals and groups who played a role in the American Revolution. //// SS.5.A.5.6: Identify the contributions of foreign alliances and individuals to the outcome of the Revolution. //// LA.5.1.7.4: The student will identify cause-and-effect relationships in text; // ||
 * Student Activities & Procedures//Design for Instruction// *
 * Consider Contextual Factors (learning differences/learning environment) that may be in place in your classroom. || ** The Boston Tea Party ** 1. Show the History. Com Video on the Boston tea Party. __http://www.history.com/topics/american-revolution/videos#the-sons-of-liberty-and-the-boston-tea-party____2.__ Explain to the class that we are going to act out the Boston Tea Party.3. Tell the students that they are going to take the role of the Sons of Liberty, and that they are going to dress up like Native Americans and throw the tea into the harbor.4. Have the students make Native American headdresses out of construction paper and feathers.5. Arrange the room so the students desks represent the boat, and place blue paper on the ground to represent the harbor. Place boxes on the students desks to represent the crates of tea.6. Explain to the students that On December 16, 1773 116 American colonists dressed as Mohawk Indians sneaked aboard three merchant ships and dumped 45 tons of tea into Boston Harbor. The “Sons of Liberty” were protesting British Parliament’s Tea Act, which granted the British-owned East India Tea Company a monopoly on exporting tea into the colonies. Led by Sam Adams, the colonists rebelled, starting down the long road that would lead to the American Revolution and independence.7. Have the students throw the tea into the harbor.8. Have the students clean up the mess and put the desks back. Have one of the students place information about the Boston tea party on the timeline. ** Intolerable Acts ** 9. Explain to the students that the results of the Boston Tea Party led to the Intolerable Acts.10. Explain that there were 5 Intolerable acts: The Boston Port Act, The Massachusetts Government Act, The Administration of Justice Act, The Quartering Act, and The Quebec Act.11. Explain that **//The Boston Port Act//** was the act that closed the port of Boston until the East India Company was paid for the lost tea. This created a great deal of hardship for the people of Boston, because they depended on trade to survive.12. Explain that the **//Massachusetts Government Act//** was the second intolerable act and modified the Massachusetts Charter of 1691, taking away many of its rights of self-government. This act was aimed at punishing Boston and forcing it out of resistance. Almost all of their rights were taken away by the king.13. Explain that the **//Administration of Justice Act//** was the third Intolerable Act, it provided that British Officials accused of committing crimes in a colony might be taken to England for Trial. Unfortunately this meant that witnesses would have to travel, and because colonists didn’t have money due to the fact that they couldn’t trade, many British Officials escaped justice.14. Explain that the **//Quartering Act//** was the fourth intolerable act. This meant that British Soldiers were to be quartered in colonial buildings and at the expense of the colonists. This included colonists homes.15. Explain that the **//Quebec Act//** was the fifth intolerable act. This extended the boundaries of Quebec. This was another way to punish colonists, who thought that the transfer of land was unrepresented.16. Get into 5 groups (each having a different act) Have each group discuss their act and determine the causes of the act and the effect it had on society(worksheet). Have each group briefly discuss with the class their opinions, and place the acts on the timeline. ||
 * Resources/Materials || // - Boxes //// - Construction Paper //// - Book //// - Blue paper //// - Timeline //// - Feathers //// - Cause and effect worksheets. //// - Glue //// - Video from History.com // ||
 * **Assessment** *
 * Exceptionalities What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc. || ** ESOL/Students with Learning Differences: ** Modeling and working with other students in groups will help the student understand the content that is being addressed. ** Gifted/Talented: ** Have the students work in groups, this will allow them to help struggling students and not get bored with the lesson.  ||
 * Discussion Notes || Read the parts of the If You Lived at the Time of the American Revolution book that deals with the Boston Tea Party. (Incase technology fails.)Give students Handouts that have to do with the Intolerable Acts. (if there is time after the lesson)Have the students write about their experiences at the Boston Tea Party. (Homework) ||

Thematic Unit Theme/Title/Grade Level: __American Revolution/Grade 5__

Group Wiki space address: __AmRevolutionSSE3312.wikispaces.com__ = Daily Lesson Plan Day/Title: One letter to change History = Lesson Length (ie. 30 minutes): 45 mins What will students know and be able to do at the end of this lesson? Be sure to set significant (related to NGSSS), challenging, and appropriate learning goals! || The student will… Be able to use a map and a use a narrative to trace a historical event in a spatial context. Students will be able to write their own narrative as well. || List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education [|http://flstandards.org].// || SS.5.A.1.1: Use primary and secondary sources to understand history. SS.5.A.1.2: Utilize timelines to identify and discuss American History time periods. LA.5.1.6.2: The student will listen to, read, and discuss familiar and conceptually challenging text; LA.5.4.2.4; the student will write a variety of communications || // Design for Instruction // 1. Ask students how do they get their news? 2. Introduce the lesson by telling students about the movement of the British troops from Boston Harbor into the communities surrounding. In 1775 how would the American Colonists have hear about this? Since their wasn’t radios and television wasn’t invented at this time. 3. Now read Paul Revere’s Ride to the class. Ask students to give their thoughts about the poem. What was Paul Revere asked to do? Was it easy? Was there a sense of urgency in the poem? [|http://www.legallanguage.com/resources/poems/midnightride/] 4. Now reread the poem or you can give a copy to small groups, and give out a historical map, and a current map of Boston. As they go through the poem again have them write down all the landmarks that Longfellow has included. 5. Point out geographic feature on a map of Boston examples are: Boston Harbor, the Back bay regions near the Charles river, the mystic river, and the town mentioned in the poem. 6. While the students are rereading the narrative and following the map, finding the place that are mentioned in the poem examples are old North church, Charlestown shore, Medford town, Lexington. 7. Then talk about what happened after Paul Revere did his big ride? Concord 8. Talk a little about the battle for student to get an idea of how things went. Then ask what would have happened if the letter never got there? 9. Last talk about what we do today if we need to tell someone something, and relate it back to think about how long it would take if you had to write a letter like Paul and ride on horseback to get your information known. 1. Have students take their colonial map and then their new map and see the differences in how Boston was and is now. Examples of differences are: Back bay area was a marsh; Boston is still located on a peninsula. || Student will be assessed by tell them to act as a British spy in 1775 and have been asked to describe in writing that route was taken by Paul Revere, and to Include their own sketched map on the routes you think will be taken. Then send the letter secretly to your General. || What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc. || * ESOL: using pictures, choral reading, social interaction, and using visuals.
 * = Learning Objectives =
 * ** NCSS Theme/Next Generation Sunshine State Standards **
 * Student Activities & Procedures
 * What best practice strategies will be implemented?
 * How will you communicate student expectation?
 * What products will be developed and created by students?
 * Consider Contextual Factors (learning differences/learning environment) that may be in place in your classroom. || ** Opening **
 * During **
 * Closing activity ** :
 * ==Resources/Materials== || * []
 * []
 * [|http://www.legallanguage.com/resources/poems/midnightride/]
 * Paper
 * Maps both todays time frame and kid friendly map
 * Longfellows poem of Paul revere's ride ||
 * ** Assessment **
 * How will student learning be assessed? Authentic/Alternative assessments?
 * Does your assessment align with your objectives, standards and procedures?
 * Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || Unit Post-Assessment:
 * Does your assessment align with your objectives, standards and procedures?
 * Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || Unit Post-Assessment:
 * ==Exceptionalities==
 * Gifted: Having students explain to one and another in the classroom on how they got their answers.
 * Have students work as a whole instead of working in small groups. If you forget to make copies of the letter.
 * Make the post assessment into homework if they are unable to finish their ideas of writing their own letter to the general. ||
 * ==Discussion Notes== || * Have students work as a whole instead of working in small groups. If you forget to make copies of the letter.
 * Make the post assessment into homework if they are unable to finish their ideas of writing their own letter to the general. ||

= = = = = **Fourth Day** =

Teacher(s)/Group Name: __Elizabeth Batz, Jessica Burgess, Jessica Parker, Paulette Stadelmann__ Thematic Unit Theme/Title/Grade Level: __American Revolution 5th__ Group Wiki space address: __AmRevolutionSSE3312.wikispaces.com__ Lesson Length (ie. 30 minutes): __50__
 * Daily Lesson Plan Day/Title: **__ Celebrate the Constitution __

What will students know and be able to do at the end of this lesson? Be sure to set significant (related to NGSSS), challenging, and appropriate learning goals! || Students will be able to define keywords related to the Constitution, including preamble, articles, and Bill of Rights. Understand the purpose and content of each section of the Constitution, and List appropriate rights and responsibilities for a classroom constitution with 85% accuracy. || List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education [|http://flstandards.org].// || // SS.5.A.5.3 Explain the significance of historical documents including key political concepts, origins of these concepts, and their role in American independence. // // SS.5.A.5.10 Examine the significance of the Constitution including its key political concepts, origins of those concepts, and their role in American democracy. // || //Design for Instruction// 2. Explain that the Constitution is divided into several sections. •The first part, the Preamble, explains who is writing the Constitution and why. •The second part, which is composed of seven Articles, explains how our government will work. •The third part, the Bill of Rights, is a list of amendments, or additions, that the Constitution writers thought were important. These additions name the rights or freedoms that Americans have. After the first 10 amendments in the original Bill of Rights, the Constitution includes other additional amendments that have been added over time. 3. Have students log on to the Scholastic website. Have them read the Grolier Online articles from The New Book of Knowledge in the Article Section to learn more about the different sections of the Constitution. If you'd like, divide your class into teams and have each team research a different part of the Constitution. Teams can then report to the class on what they found. Discuss unfamiliar terms as students encounter them. 4. Direct students' attention to the Constitution Game. Review the instructions, explaining that students will be given a series of four phrases or statements. They will need to decide where in the Constitution each piece of text belongs. Play once together, thinking aloud to show students how they might approach the task. For example, you might say: "Hmmm...This says, 'The judicial power of the United States shall be vested in one Supreme Court.' Which part of the Constitution sets up the Supreme Court and the other branches of our government?" Show students that if they get stumped, they can click on the mystery statement for a clue. 5. Have students play the game on their own or in pairs. || -The New Book of Knowledge on the Scholastic website: //http://www.scholastic.com/browse/collection.jsp?id=391// // - // The Constitution game on the Scholastic website: // http://teacher.scholastic.com/scholasticnews/indepth/constitution_day/constitution.asp // // - // We the Students PDF: //http://teacher.scholastic.com/scholasticnews/indepth/constitution_day/printables/WeTheStudents.pdf// || 1. Distribute the PDF and explain that students will use what they have learned about the U.S. Constitution to create a constitution for your classroom. Review the directions and have students work independently. 2. For each section on the PDF, invite a few student volunteers to share their class constitution ideas. Compile the best suggestions on chart paper, the overhead, or LCD to create a real class constitution. This is an excellent way to ensure that your students feel like important members of a classroom community. Because they helped to think of the rights and responsibilities that will be the basis of your classroom government, students will be more likely to respect classroom rules. Create a clean, polished version of the document and have all students sign it. 3. Evaluate whether each student understands the purpose and content of the Constitution by asking review questions to the class as a whole. || What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc. || ** ESOL/Students with Learning Differences: ** Students will work in pairs for parts of the lesson plan and the teacher will also relate new information to prior knowledge
 * =Learning Objectives=
 * **NCSS Theme/Next Generation Sunshine State Standards**
 * Student Activities & Procedures
 * What best practice strategies will be implemented?
 * How will you communicate student expectation?
 * What products will be developed and created by students?
 * Consider Contextual Factors (learning differences/learning environment) that may be in place in your classroom. || 1. Start of by giving some basic knowledge as to what led to the Constitution. Tell them that The Declaration of Independence was a statement adopted by the Continental Congress on July 4, 1776, which announced that the thirteen American colonies, then at war with Great Britain, regarded themselves as independent states. The Independence Day of the United States of America is celebrated on July 4, the day Congress approved the wording of the Declaration. Scaffold into the topic of the constitution by asking students to name some important laws. After five or six examples, tell students that you can name a law that is even more important than all of those examples. Explain that the U.S. Constitution is the highest law in our land. It explains how our whole government works and lists the basic freedoms that all Americans enjoy. Why is it so important? Point out that because of the Constitution, our leaders can't make a new law that is unfair. Because of the Constitution, the students in your class can practice any religion they like and share their opinions freely. Guide students to understand that the Constitution was written more than 200 years ago, but is still very important in our lives today.
 * == Resources/Materials == || -Internet access
 * **Assessment**
 * How will student learning be assessed? Authentic/Alternative assessments?
 * Does your assessment align with your objectives, standards and procedures?
 * Informal assessment(multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || ** Daily Lesson Plan Assessment: **
 * == Exceptionalities ==
 * Gifted/Talented: ** Have them pair up and reread the items in the Bill of Rights. Have them name one responsibility that corresponds to each right that Americans enjoy. ||
 * == Discussion Notes == || For parent involvement have the students go home and explore the Scholastic website with their parents. Have them discuss why they think the Constitution is important in our society. ||

= **Fifth Day** =

Teacher(s)/Group Name: __Elizabeth Batz, Jessica Burgess, Jessica Parker, Paulette Stadelmann__ Thematic Unit Theme/Title/Grade Level: __American Revolution 5th__ Group Wiki space address: __AmRevolutionSSE3312.wikispaces.com__ Daily Lesson Plan Day/Title: A Celebration of Freedom! Lesson Length (ie. 30 minutes): __90 minutes__

What will students know and be able to do at the end of this lesson? Be sure to set significant (related to NGSSS), challenging, and appropriate learning goals! || # The student will be able to summarize the main events of the American Revolution. List each standard. Cutting and pasting from the website is allowed. These can be downloaded from the Florida Dept of Education [|http://flstandards.org]. || LA.5.6.4.1: The student will select and use appropriate available technologies to enhance communication and achieve a purpose (e.g., video, presentations); and LA.5.6.1.1: The student will read and interpret informational text and organize the information (e.g., use outlines, timelines, and graphic organizers) from multiple sources for a variety of purposes (e.g., multi-step directions, problem solving, performing a task, supporting opinions, predictions, and conclusions). SS.5.A.5.2: Identify significant individuals and groups who played a role in the American Revolution. SS.5.A.5.5: Examine and compare major battles and military campaigns of the American Revolution. SS.5.A.5.4: Examine and explain the changing roles and impact of significant women during the American Revolution. || Design for Instruction ·What best practice strategies will be implemented? ·How will you communicate student expectation? ·What products will be developed and created by students? ·Consider Contextual Factors (learning differences/learning environment) that may be in place in your classroom. || Opening Body Closing For glogs/5ws: For celebration: [|Example glog] See artifact page for example of 5W Chart || ·How will student learning be assessed? Authentic/Alternative assessments? ·Does your assessment align with your objectives, standards and procedures? ·Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || Unit Post-Assessment: Daily Lesson Plan Assessment: What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc. || ESOL/Students with Learning Differences: Gifted/Talented:
 * = Learning Objectives =
 * 1) The student will be able to explain the importance of certain individuals during this time period.
 * 2) The student will be able to retell parts of the American Revolution in their own words.
 * 3) The student will be able to present their topic and information with understanding after research. ||
 * NCSS Theme/Next Generation Sunshine State Standards
 * Student Activities & Procedures
 * 1) Have the class sit together all around the timeline. Explain to the class, “Since we have covered all of the important events on the American Revolution, we are going to review everything that we have learned.”
 * 2) Go over each event on the timeline with the class, pausing to allow students to add their own details and ask questions.
 * 3) Explain that today, we are going to be researching important people and battles of the Revolution and creating our very own glogs. Show the class an example of a glog that you have found/created so they understand what it is and show them how to use the program, like inserting their own photos and adding text. Be sure to let students know if they do not wish to use a glog to cover their topic, they can use a 5 W’s chart. (Show examples and explain this artifact as well.)
 * 1) Write the names of famous people and the battles during the revolution on to popsicle sticks and put them face down in a can. Go around the room and have the students pull a stick from the can. This will be their person/battle they are assigned to research and make a glog/5W about.
 * 2) Have the students use classroom computers, their notes, or books in the class to research their topic. Be sure that the students know that they are only researching at this time. Allow the students to gather all information they think may be helpful to them to create their glog/5W.
 * 3) Take the students to the media center/computer lab and explain to them that we are going to be creating glogs here. The students can use the library resources and the internet to further research their topic. If there are students who are making 5Ws, have them sit at a table with craft paper and any tools they may need like markers, glue, and scissors. Give them several examples to use as guides while they work.
 * 4) Go around the media center helping students as needed.
 * 5) To celebrate the American Revolution, bring the class back to the room after all of the glogs have been successfully transferred onto a flash drive.
 * 6) Have the students pull their chairs together to create a theater-like seating and so they can watch the presentations of their glogs. Pass out snacks like red white and blue cookies or popcorn on a string to celebrate America’s victory together! Have students share their glogs one at a time while snacking. Afterward, have those that created the 5Ws charts come up and explain their person and a few facts about them.
 * 1) After the presentations, ask the class to return to their seats briefly for a quick test. Tell the students that this is the same test that you had given them before the lesson, and you want to see how much they have learned.
 * 2) Pass out the test and allow 5-10 minutes for students to complete. While they are testing, set up stations in the classroom such as a game area and a movie area.
 * 3) When students are finished, explain to them that the rest of the lesson is their choice and they may either play a board game about the Revolution, or watch a School house Rock film (American Revolution) at the front of the class. ||
 * == Resources/Materials == || For research:
 * Classroom books on American Revolution
 * Notes
 * Computers
 * Media center reservation
 * Flash drive
 * Construction paper
 * Glue, scissors, markers
 * Snacks
 * Board game (see artifacts page)
 * School House rock video
 * Assessment
 * Students will be given the same test as the beginning of the unit to assess if they have learned new information. This is a great tool for finding out their understanding of the week’s unit as well as the teacher’s ability.
 * The glogs and 5Ws chart will be used to find the students use of knowledge we talked about in class as well as their research abilities to find new information. Using the presentations, as the teacher, I can discover if I should focus on research more in the classroom. ||
 * == Exceptionalities ==
 * ESOL and Students with disabilities will have access to many examples of the glogs and 5Ws charts and will be able to use them as a guide.
 * If some students are technologically disadvantaged, they can partner up with another student and work together on the assignment.
 * ESOL students will have access to tons of visuals with the glogs to help them create their own, and can also ask other students for help if needed.
 * These students may use the opportunity of creating the glogs to also create a section on their posters with a piece of writing regarding their opinions on the topic they chose. They may add in their own reflection of Thomas Jefferson, for example, and talk about what they believed was the most important thing he did during this time. They could also do this on the back of their 5Ws chart if they choose to make one. ||
 * == Discussion Notes == || * If media center time is unavailable, have the students use their notes and make topics from things we have covered in the classroom and use 5Ws charts instead of glogs.
 * Find out allergies of students before bringing in snacks!
 * Talk to the art teacher beforehand to see if she has any craft supplies students can use with their 5W charts. ||