Lesson+4

__Northeastern State University – Broken Arrow__ __READ 4043: Reading for the Content Area__ __Spring Semester 2010__ __Lesson Plan #4 Title:__ __Women of the American Revolution__ Grade Level: 5th Contributors: Laura Mangan-Grenier, Cynthia Scott, Rocky Spriggs
 * __Name:__ _ Date:_ Rocky Spriggs**

LESSON PLAN
 * TITLE: Betsy Ross**
 * __GRADE LEVEL__** **_ TIME ALLOTED:45 to 50 minutes**


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


 * UNIT GOAL:**
 * PASS Grade 5: Social Studies Standard 4: The student will examine the lasting impact of the American Revolution.**

Grade 5//** 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)
 * PASS OBJECTIVES FOR THIS LESSON:**
 * //SOCIAL STUDIES
 * Standard 4: The student will examine the lasting impact of the American Revolution**

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. 1. Literal Understanding a. Use pre-reading 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. c. Recognize main ideas presented in a particular segment of text; identify evidence that supports those ideas. d. Use the text's structure or progression of ideas 2. Inferences and Interpretation a. Apply prior knowledge and experience to make inferences and respond to new information presented in text. b. Summary and Generalization c. Summarize and paraphrase information from entire reading selection including the main idea and significant supporting details. d. Make generalizations with information gleaned from text. e. c. Support ideas and arguments by reference to relevant aspects of text and issues across texts.
 * 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.**
 * Standard 3: Comprehension/Critical Literacy - The student will interact with the words and concepts in the text to construct an appropriate meaning.**

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 lessons that appeal to a variety of learning styles.
 * ACEI Objective:**

1) The student will be able to demonstrate knowledge of women's roles in the American Revolution. 2) The student will be able to convey understanding through a variety of media the contributions Betsy Ross made to the American Revolution and to the history of the United States. 3) The student will be able to produce works that attempt to persuade readers of the value of stated ideas.
 * SPECIFIC LESSON OBJECTIVES: //(What do you want your students to know and be able to do after instruction?)//**

The pre-assessment will be part of the Introduction.
 * 1. Pre-assessment of Student Knowledge: //(How will you assess the prior knowledge of the students?)//**

**Background Knowledge and Motivation:** The lesson will begin with a viewing of the following PowerPoint. **Vocabulary:** The following words will be introduced: Quaker, free Quaker, patriot, loyalists, upholstery, and seamstress. The class will complete the Knowledge Rating Strategy for the words **3. Instructional Procedures (//This involves what the teacher and students will actually DO as they engage in learning.// Consider Teacher Instructional Indicators #4-8)** - Adaptations will be made according to students' individuals IEPs. - The use of visuals, props, the buddy system, and possibly books in students' native language will be used to assist English Language Learners (ELL) during the lesson. They will also have access to an interpreter and be given additional time to complete projects, if needed. - Microphones, props, large visual aids, and other appropriate additions will be used to assist with visually or hearing-impaired students and others (504). - Gifted students will select appropriate-level reading selections from class library and participate in individual or group research based on their interest within the unit Additional enrichment opportunities will be provided. - All students will have the opportunity to complete projects in areas of their special talents. 1) The teacher will show students online resources for learning more about Betsy Ross. __http://www.ushistory.org/ betsy/__ The home page of Betsy Ross. 2)  The teacher will introduce and read parts of books from the class library. The students will work in groups to complete an Internet Workshop Strategy as they explore Betsy Ross’ homepage. They will also work in groups to complete the Bookmarks Strategy as they explore the text sets that will be provided and then will discuss as a class their findings on both strategies. > > **All rubrics attached** > > **5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12** > Do you feel that Betsy Ross was an important woman in American History? Besides the flag can you tell me another important contribution that Betsy Ross contributed to the United States? Has her part in American History impacted our country? > Create a personal writing that answers the following questions and add any additional information that you find relevant and important to your writing. You can use and should use your Bookmark strategy and your? strategy. > First question Do you believe Betsy Ross sewed the American Flag? If yes please explain some of the things that persuaded you! If no please list some of the reasons why you do not believe she did sew the flag. Second question Explain in detail some of the important facts you learned about Betsy Ross and the American Flag.
 * 2. Introduction/Set Induction/Hook (//This involves getting your students interested and motivated to learn.// Consider**
 * **Adjustments/Adaptations (//What will you do to accommodate the special needs of individual students?// See Teacher Instructional Indicator #9)**
 * Guided Practice (Teacher Instructional Indicator #10)**
 * 4.** **Independent Practice (Teacher Instructional Indicator #11)**
 * 1) Create a Timeline that list and describes important events/happenings in Betsy Ross' life.
 * 2) Be a Betsy Ross Poster- Create a poster that is made from pictures from old magazines, postcards, maps, and photos. Flags mean different things to different people. In order to do this project you must interview a few people and ask them how they feel about the American Flag and what it means to them. Be sure to interview a family member who is a veteran of the war or contact your local American Legion and ask to interview a war veteran ask them what the flag means to them. If possible ask a person from another country. Ask what the American Flag means to them and what their own countries flag means to them. Lastly you will formulate your own personal opinion of what the flag means to you. You will create a poster board that represents this by cutting out pictures that represent your meaning (prefer them to be red, white, and blue) glue together in the shape of the flag.
 * 3) Stitchery- creates an example of the stitchery that Betsy Ross used for the stars on the flag. This must be in addition to another activity. (Extra Credit)
 * 4) Create a short skit- The skit can be an example of the dialogue that you feel would have taken place between George Washington and Betsy Ross the day it was believed he came to ask her to sew the American Flag. Be prepared to act out. Create simple props to represent your skit.
 * 5) Create a Voki- Create a Voki on __www.Voki.com__ that relates information that you learned about Betsy Ross.
 * 6) Create an advertisement for Betsy Ross’ upholstery shop; be sure to include some literature tied to her sewing of the American Flag.

__http://rubistar.4teachers.org/ index.php?screen=ShowRubric& module=Rubistar&rubric_id= 1899557&__ __http://rubistar.4teachers.org/ index.php?screen=ShowRubric& module=Rubistar&rubric_id= 1899560&__ __http://rubistar.4teachers.org/ index.php?screen=ShowRubric& module=Rubistar&rubric_id= 1899561&__ __http://rubistar.4teachers.org/ index.php?screen=ShowRubric& module=Rubistar&rubric_id= 1899561&__ __http://rubistar.4teachers.org/ index.php?screen=ShowRubric& module=Rubistar&rubric_id= 1899564&__ **6.** **Resources and Materials** Franchino, V. (2003). //Betsy Ross: Patriot//. Our people. Chanhassen, Minn: Child's World. Micklos, J. (2009). //The brave women and children of the American Revolution//. Berkeley Heights, NJ: Enslow. Miller, S. M. (2000). //Betsy Ross: American patriot//. Revolutionary War leaders. Philadelphia: Chelsea House. Harkins, S. S., & Harkins, W. H. (2007). //The life and times of Betsy Ross//. Profiles in American history. Hockessin, Del: Mitchell Lane. Duden, J. (2002). //Betsy Ross//. Let freedom ring. Mankato, Minn: Bridgestone Books. Randolph, R. P., & Myers, S. (2009). //Betsy Ross The American flag and life in a young America//. Grand Haven, MI: Brilliance Audio. Du Souchet, H. A., Vale, T., Cowl, G., Brady, A., Bowers, J., Lester, K., et al. (2007). //Betsy Ross//. Historical drama classics. [Minneapolis, Minn.]: Mill Creek Entertainment. __http://www.contentreserve.com/ TitleInfo.asp?ID={23AE9A3D- 5034-45ED-96CB-16586DFB0728}& Format=35__. Betsy Ross. (n.d.). BrainyQuote.com. Retrieved April 25, 2010, from BrainyQuote.com Web site: __http://www.brainyquote.com/ quotes/authors/b/betsy_ross. html__ __http://www.ushistory.org/ betsy/__ //Information courtesy of __ushistory.org__// **7.** **Supplementary/Enrichment Activities**
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**)
 * 1) Create a Voki- Create a Voki on __www.Voki.com__ that relates information that you learned about Betsy Ross.
 * 2) Create an advertisement for Betsy Ross’ upholstery shop; be sure to include some literature tied to her sewing of the American Flag.
 * 3) Create a song about the American Flag
 * 4) Create a verse that could be added to the Star-Spangle Banner song.
 * 5) Create a poem use Betsy Ross or the American Flag as the subject.
 * 6) Determine if there are any Right Angles in the American Flag.
 * 7) Create a painting or a sketch using this picture //Picture courtesy of __ushistory.org__//