Lesson+3

__ Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area Spring Semester 2010 Lesson Plan #3 Title: __ Grade Level:5 Contributors:­­­­­­­­­­­ Contributors:­­­­­­­­­­­ Cynthia Scott, Laura Mangan-Grenier, Rocky Spriggs
 * __Name:__ _ Date:_**

LESSON PLAN
__**GRADE LEVEL**__ : **5th TIME ALLOTED: 45-50 Minutes**
 * TITLE: Remembering The Ladies-Nancy Hart**

// Do not fill out! //
 * COMPOSITION OF CLASS: Male_ Female_ Total_**
 * Number of Special Needs Students ELL_ 504_ IEP_**

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

Standard 4: The student will examine the lasting impact of the American Revolution. 1. Describe the causes and results of conflicts between England and Colonial America (e.g., the French and Indian War, Stamp Act, Boston Massacre, Intolerable Acts, Battles of Lexington and Concord, Battle of Saratoga, and Battle of Yorktown). ** 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. 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. 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.
 * 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. **

Candidates understand and use a variety of teaching strategies that encourage students' development of critical thinking and problem solving. Candidtaes use their knowledge and uderstanding 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:**

//The students will use the structured notetaking strategy while the teacher reads aloud the text while in costume of Nancy Hart.//
 * SPECIFIC LESSON OBJECTIVES: //(What do you want your students to know and be able to do after instruction?)//** //At the end of the unit, the students will have the knowledge of the role colonial women played in the turmoil that came with the American Revolution War. They will understand some of the events worked that led to the Revolution. //
 * 1) **PREASSESSMENT OF STUDENT KNOWLEDGE: //(How will you assess the prior knowledge of the students?)//** //To assess the student's background knowledge, the students will be asked to explain what they know about the Revolutionary War. After students answer in large group discussion, they will be grouped in groups of three or four and ask to make notes of some of the causes of the war and why America wanted to be independent. A KWL chart will be used. //
 * 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. The students will first be introduced to the new vocabulary words for this lesson which will be (patriots, dismounted, hither, treason, able body and credability) The students will use a definition map to help them break down the words and relate them to items relative to them. The students will then be introduced to Nancy Hart and the important role she played during the American Revolution, this will be presented with use of the smartboard and website [|www.gilkarwosi.com]**

If you were a British soldier stationed in Georgia, you knew about Nancy Hart. Nancy didn't just talk; she took action. When British soldiers came to question her about helping out a Patriot soldier, she brazenly admitted to it. Forced to cook the British a meal, she killed two of them. No, not with her cooking, with their own muskets.

Once, when information about British plans were needed, Nancy disguised herself as a crazy man. She went about the British camp gathering vital information for the Patriot cause.

Nancy is honored in Georgia with a county named after her and her portrait is in the state capital. If you visit Georgia, rest a spell at War Woman Creek. It's named for her.

__**Hearing Impaired: Speak loudly and clearly, provide handouts, use video/slideshows/audiotapes/etc., and allow students to sit towards front.**__ Physically Impaired: Make items easily accessible, assist if needed (teacher or student), Learning Styles: Tactile: there will be handouts, there will be tangible items during the simulation. Kinesthetic: there will be moving around during the simulation and for the centers. Audio: there will be some music to play along with the simulation. Visual: there will be images of the Boston Tea Party, Small dress-up items (e.g. hats, canes, etc relating to that time period). Gifted: provide additional reading, fun assignments, and opportunities to make up their own simulation to extend learning. ELL: Pair ELL students with an English speaking student, provide photos that coincide with the reading (for comprehension), IEP: Give students extra time to complete classroom assignments, allow students to complete tasks or present information in alternative ways (e.g., through taped answers, demonstrations, dramatizations, role play), allow students to tape lessons for more intensive review at a later time, providing a variety of learning tools, such as adapted computers for completing writing tasks, use pictorial schedules to assist students in making transitions. 504: Accommodations should be specified in a student’s IEP. Examples include books on tape, content enhancements, and allowing additional time to take a test
 * 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**
 * Visually Impaired: Provide larger font, provide colorful text and images, provide audio, provide handouts, allow students to sit towards front, use videos/slide shows/audiotapes/etc., and show visually what you are teaching.**

· **Guided Practice (Teacher Instructional Indicator #10) The teacher will then read from the book American Revolution by Mary Pope Osborne and Natalie Pope Boycle, the students will listen as the teacher reads pieces from each chapter, highligting the important information the author filled the pages with. Then she questioned the students with.** > > **4.** **Independent Practice (Teacher Instructional Indicator #11)** > ​ ​The teacher will then break students into group, assigning each group a chapter to read, having each group with two readers while the other group members taking notes on the information they fill is important. After each group finihes thier reading and note taking, they will then present it to the class going in order of chapters. The students will be instructed to take personal notes with each presentaion of chapters. rubric attached. > > **5.** **Closure/Summary/Representation (Teacher Instructional Indicator #12)** > To help the students understand the important roles of womens durng battle, the teacher wrote on the smart board the important information she felt the students should be aware of which included, How are women described? What are women asked to do? Why are they being asked to do it? The students will then be instructued to write a one page essay, including the information given to them on the board, along with two other important facts they learned from the passages presented to them on Nancy Hart. //The students will be assessed by the rubrics which they are given to follow which guides them through each question, along with giving them instuctions to showing supportive and factual informal along with using creative using their own thoughts of how women should present their roles during battle. Before students leave the teacher will tell them they will be learning about who and how the American Flag was made, this teacher will use guided imagery to get the students intrested where they may do some reseach before tomorrow. //
 * // This can be the same for all of the lessons plans of the group. //**
 * 1) Does the title give you clues of what will be in the story?
 * 2) What are some of the highlights they got from the short passage readings?
 * 3) What do you think the outcome of the American Revolution would be without the contributions the women made?
 * 4) Can you design a poem dedicated to the women of the American Revlolution?
 * 5) Do you think battle is a good thing or a bad thing?
 * 6) Can you see a possible solution to battle?
 * 7) Can you name some of the roles the women contrubited to the American Revolution?
 * 8) True or False the American Revolution would have been no different without the women?
 * 9) Can you distinguish the difference between the battle our country is in today from the American Revolution?
 * 10) Write in your own words the role that Nancy Hart played in the Revolution War?
 * 11) What questions would you as Nancy Hart if you were able too?
 * 12) Do you know of another instance where women played such a vital role on society?
 * 1) **Evaluation/Assessment (Teacher Product Indicators #2-3**)

Research Report : Important Roles Of Women during The American Revolution
[]
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Notes || Notes are recorded and organized in an extremely neat and orderly fashion. || Notes are recorded legibly and are somewhat organized. || Notes are recorded. || Notes are recorded only with peer/teacher assistance and reminders. ||
 * First Draft || Detailed draft is neatly presented and includes all required information. || Draft includes all required information and is legible. || Draft includes most required information and is legible. || Draft is missing required information and is difficult to read. ||
 * Diagrams & Illustrations || Diagrams and illustrations are neat, accurate and add to the reader's understanding of the topic. || Diagrams and illustrations are accurate and add to the reader's understanding of the topic. || Diagrams and illustrations are neat and accurate and sometimes add to the reader's understanding of the topic. || Diagrams and illustrations are not accurate OR do not add to the reader's understanding of the topic. ||
 * Amount of Information || All topics are addressed and all questions answered with at least 2 sentences about each. || All topics are addressed and most questions answered with at least 2 sentences about each. || All topics are addressed, and most questions answered with 1 sentence about each. || One or more topics were not addressed. ||
 * Quality of Information || Information clearly relates to the main topic. It includes several supporting details and/or examples. || Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. || Information clearly relates to the main topic. No details and/or examples are given. || Information has little or nothing to do with the main topic. ||
 * Paragraph Construction || All paragraphs include introductory sentence, explanations or details, and concluding sentence. || Most paragraphs include introductory sentence, explanations or details, and concluding sentence. || Paragraphs included related information but were typically not constructed well. || Paragraphing structure was not clear and sentences were not typically related within the paragraphs. ||
 * Mechanics || No grammatical, spelling or punctuation errors. || Almost no grammatical, spelling or punctuation errors || A few grammatical spelling, or punctuation errors. || Many grammatical, spelling, or punctuation errors. ||

// The teachers and students will use the following resources: // //The Story of Nancy Hart.// [|//www.gailkarwoski.com//]//, The//** American Revolution by Mary Pope Osborne and Natalie Pope Boycle, Internet, writing pencils, index cards for note taking, writing paper for essay, dictionary for spelling. **
 * 5.** **Resources and Materials**

Students can present was knowledge they learned through drama, they can use art to draw what they learned. Activities can also be introduced at home, with student lead practice, on interviewing family members and they information they have on the American Revolution.
 * 6.** **Supplementary/Enrichment Activities**