Lesson+2


 * Name:** Laura Mangan-Grenier **Date:** May 10, 2010

__ Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #2 Title: __ "Remember the Ladies" - Abigail Adams Grade Level: 5 Contributors:­­­­­­­­­­­ Rocky Spriggs, Cynthia Scott

LESSON PLAN

 * TITLE:** "Remember the Ladies" - Abigail Adams
 * GRADE LEVEL****:** 5 **TIME ALLOTTED:** 45 to 60 minutes


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

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

PASS Objective #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 Warrant, George Washington, Thomas Paine, Thomas Jefferson, Marquis de Lafayette, King George III, Hessians, and Lord Cornwallis.
 * PASS OBJECTIVES FOR THIS LESSON:**

**PASS OBJECTIVES -** **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. 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 such as cause and effect or chronology to organize or recall information. a. Apply prior knowledge and experience to make inferences and respond to new information presented in text. b. Draw inferences and conclusions about text and support them with textual evidence and prior knowledge. e. Participate in creative response to text (e.g., art, drama, and oral presentation). c. Support ideas and arguments by reference to relevant aspects of text and issues across texts. d. Organize text information in different ways (e.g., timeline, outline, graphic organizer) to support and explain ideas. 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. 1. Communicate through a variety of written forms and for various audiences to inform, persuade, entertain, instruct, and describe, while adjusting tone and style as appropriate. Example: Write a skit to present at your class talent show. Use funny words and phrases to make the audience laugh or convincing statements that might persuade them to support a particular idea. 5. Write informational pieces with multiple paragraphs that: a. provide an introductory paragraph. b. establish and support a central theme or idea with a thesis statement. c. include supporting paragraphs with simple facts, details, and explanations. d. present important ideas and events in sequence or in chronological order. e. provide details and transitions to link paragraphs. f. conclude with a paragraph that summarizes the points. g. use correct indention at the beginning of paragraphs. 7. Write responses to literature that: a. demonstrate an understanding of a designated literary work. b. support judgments through references to the text and connections to prior knowledge. 8. Write persuasive compositions or letters that: a. state a clear position in support of a proposal. b. support a position with relevant evidence and effective emotional appeals in order to persuade. c. organize supporting statements from the most appealing to the least powerful. d. include and address reader concerns.
 * 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**
 * 2. Inferences and Interpretation**
 * 3. Summary and Generalization**
 * Writing/Grammar/Usage and Mechanics: The student will express ideas effectively in written modes for a variety of purposes and audiences.

**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 lessons that appeal to a variety of learning styles. ​

**SPECIFIC LESSON OBJECTIVES:** **//(What do you want your students to know and be able to do after instruction?)//**
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 Abigail Adams 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.

The preassessment will be part of the Introduction.
 * 1. Preassessment of Student Knowledge: //(How will you assess the prior knowledge of the students?)//**

The lesson will begin with a viewing of //John Adams: A Closer Look// by HBO ([|www.youtube.com/watch?v=oeHepBjAyS0]).
 * 2. Introduction/Set Induction/Hook (//This involves getting your students interested and motivated to learn.// Consider Teacher Instructional Indicators #1-3) THIS IS THE BEFORE PART OF THE LESSON.**
 * Background Knowledge:**

**Vocabulary:** The following words will be introduced: courtship, correspondence, equality, tyrant, diplomat. The class will complete a Word Map for each word.

**Motivation:** Students will work in groups to complete K-W-L Plus charts, which will then be transferred by teacher through class discussion to the class K-W-L Plus charts.

- Adaptations will be made according to students' individuals IEPs. - The use of visuals, props, the buddy system, and possibly books in students' native language wil 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.
 * 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!)
 * **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)**
1) Students will listen to excerpts of letters between Abigail and John Adams ([|www.pbs.org/wgbh/amex/adams/sfeature/sf_letters.html]). 2) The teacher will distribute handouts that the class will read together. 3) The teacher will show students online resources for learning more about Abigail. 4) The teacher will introduce and read parts of books from the class library.

Students will work in groups to complete both of the following, which will then be shared with the class: Character Traits graphic organizer and Say Something with notes.

Disscussion Questions: 1) List the topics Abigail and John Adams wrote about in their letters. 2) Tell about Abigail's influence on her husband in at least two areas of his life. 3) Describe Abigail's domestic role during the Revolution. 4) Compare Abigail's role as John's wife to what other women's relationships probably were like. 5) What two questions would you ask Abigail if you could speak with her? 6) Construct a time line of Abigail and John's marriage including key events in the Revolution and John's political career. 7) What was the underlying theme (or belief) of Abigail and John's relationship? 8) Explain how Abigail and John's marriage is siilar to some modern-day first lady-and-president marriages? 9) Imagine how Abigail's life may have been different if she had married someone else. 10) Can you create a brief 30-second commercial for Abigail if she were running for president? (write the script only) 11) Do you believe Abigail was right in wanting equal rights for women and slaves? Discuss why or why not? 12) Write an editorial as a colonist during the war based on your beliefs about education and rights of women. Take the stance that you are trying to persuade the member of the Continental Congress to decide your way.

**4.** **Independent Practice (Teacher Instructional Indicator #11)**
Students will work independently or in pairs and choose one of the following to complete: 1) Write and give a speech that Abigail might give today and which contains ideas that were important to her (1 person); 2) write a script for and record a radio interview as a Podcast with a host and Abigail (2 people); 3) write and illustrate a picture book that contains at least five pivotal moments in Abigail's life (2 people); and 4) create a diary in character with at least two entries each on Abigail's daily life, beliefs important to her, and events of the Revolution (1 person).

The rubrics are attached below.

**5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)**
Today we learned about Abigail Adams, her influence on her husband John Adams, and the contribution of some of her ideas and beliefs to the American Revolution and the history of the United States.


 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**)

Rubrics for the evaluation of independent/group projects: 1) [|Persuasive speech rubric] 2) [|Radio/Podcast interview script rubric] 3) [|Picture book rubric] 4) [|Diary rubric]

**6.** **Resources and Materials**
Non-fiction and fiction trade books, video, and Web sites. Non-fiction: //Abigail Adams// by Barbara A. Somervill; //Abigail Adams// by Alexandra Wallner; //The Brave Women and Children of the American Revolution// by John Micklos, Jr.; //Independent Dames, What You Never Knew About the Women and Girls of the American Revolution// by Laurie Halse Anderson. Fiction: //Changes for Felicity, A Winter Story// by Valerie Tripp; //Emma's Journal: The Story of a Colonial Girl by Marissa Moss//; //Five Smooth Stones: Hope's Diary// by Kristiana Gregory; Hannah Pritchard: Pirate of the Revolution; Phillis Wheatley; Sarah Bishop; The Secret of Sarah Revere Video: //John Adams: A Closer Look// by HBO Web sites: www.pbs.org/wbgh/ - John & Abigail Adams; www.masthist.org/digitaladams/; www.firstladies.org; www.history.com; www.visitwilliamsburg.com

**7.** **Supplementary/Enrichment Activities**
www.history.org; www.pbs.org/ktca/liberty/; www.colonialhall.com/adamsj/; www.gale.cengage.com