Download Johnny Tremaine/Revolutionary War Unit

Differentiated Instruction &
Understanding By Design
Lesson Plan Format
Title: Johnny Tremain/Revolutionary War Unit
Subject Matter Emphasis and Level: Language Arts/Social Studies – 8th Grade
Author: Amy Tyler
School District: Wagner Community School
Email: [email protected]
Brief Description of the Lesson/Unit:
The Johnny Tremain/Revolutionary War unit is an integrated unit for 8th grade language
arts and social studies classes. The goal of this unit is to apply reading strategies to a
historical fiction novel, Johnny Tremain, while studying key historical concepts, figures
and battles of the Revolutionary War.
SD Content Standards:
8th Grade History Standards:
1 – identify and explain the sources of conflict which led to the American Revolution
with emphasis on Proclamation of 1763, Stamp Act, Townshend Acts, and tax on tea.
2 – identify key individuals and summarize their roles in the American Revolution, such
as Thomas Jefferson, King George, Patrick Henry, Thomas Paine, Samuel Adams, and
Benjamin Franklin.
4 – analyze major military battles and the role of major American and British military
leaders in the American Revolution, such as Lexington and Concord, Saratoga,
Yorktown, Bunker Hill, George Washington, Benedict Arnold, George Rogers Clark,
William Howe, John Burgoyne, and Charles Cornwallis.
5 – analyze the reasons why the colonies were able to defeat the British.
8th Language Arts Standards:
R1.2 – Students are able to use reading strategies to comprehend the meaning of words
and text.
R3.1 – Students are able to compare/contrast literature from different eras or cultures
dealing with similar themes or conflicts.
R4.1 – Students are able to determine the appropriate strategy to gather and organize
information.
R4.2 – Students are able to evaluate information about a topic gathered from a variety of
sources.
R4.3 – Students are able to combine new information with existing knowledge to form
interpretations.
S1.1 – Students are able to choose a specific format based on audience and purpose.
S1.2 – Students are able to develop clear and organized presentations.
S2.1 – Students are able to use context and topic to determine vocabulary and style.
S2.2 – Students are able to design presentation strategies appropriate to audience and
purpose.
W1.1 – Students are able to create narrative, descriptive, expository, and persuasive texts
of more than one paragraph.
W1.2 – Students are able to organize text to support a specific point of view, focus,
and/or purpose.
W2.2 – Students are able to revise writing to improve sentence fluency and cohesiveness.
W3.1 – Students are able to apply knowledge of standard language usage, including
phrases and clauses.
W3.2 – Students are able to edit final copies for publication.
W4.1 – Students are able to write to transfer and apply knowledge in a subject area.
Stage 1: Identify Desired Results
1. What enduring understandings are desired?
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The effects of war on a society and individuals
Historical fiction differs from other fictional genres
How to apply reading strategies to informational and fictional texts
The historical significance of the American Revolution
2. What essential questions will guide this unit and focus
teaching/learning?
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What were the causes of the American Revolution?
Why were the colonies able to defeat the British?
What were the key events of the American Revolution?
How can reading strategies aid students in comprehension?
What are the effects of war on a society and individuals?
3. What key knowledge and skills will students acquire as a result of
this unit?
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Students will apply reading strategies to informational and fictional texts.
Students will demonstrate their knowledge of the causes and effects of the
American Revolution through various means.
Students will demonstrate the effects of war on an individual and/or society
through various means.
Students will present a project to the class.
4. What prior learning, interests, misconceptions, and conceptual
difficulties might be brought to this unit?
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Learning:
Students need to have an understanding of patriotism, and the historical
significance of the American Revolution.
Interests: Many students enjoy learning about war, battles and the struggles of
other people, contemporary and historical.
Misconceptions: Why the American Revolution took place – How the American
colonists beat the British – The differences between fiction and historical fiction.
Conceptual difficulties: Many students do not understand the concepts of
patriotism, war, or the significance of learning history. They also have a hard
time understanding that they can become better readers by applying reading
strategies. Many believe that the either “get it” or “don’t get it.”
Stage 2: Determine Acceptable Evidence
1. What evidence will show that students understand?
Performance Tasks:
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Novel unit test (paper/pencil)
American Revolution test (paper/pencil)
Apply reading strategies to informational text (SS book) and the novel (sticky
notes)
Choose a variety of projects to demonstrate their knowledge of unit goals
(video (scene recreation from novel), song (create a song that stresses the
effects of war on society and/or individual), PowerPoint presentation (key
historical figure), art (draw or paint a picture that depicts the effects of war on
an individual and/or society), newspaper article (write a newspaper article
concerning a major battle of the American Revolutionary War), diary (create
a diary of a fictional character living during the American Revolution), battle
plan (develop a battle plan for your troops for either the colonists or British
Army), newscast (develop a newscast on a significant event of the American
Revolution), pamphlet (create a pamphlet (propaganda) convincing people to
join the war effort for either the colonists or the British Army), essay (write an
essay on the historical significance of the American Revolution)
Other Evidence:
Quizzes, Tests, Prompts, Work Samples (summarized):
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Novel quizzes & test – SS quizzes & test – Vocabulary prompts – Collaborative
learning – Rubric for written projects – Journals
Unprompted Evidence: (observations, dialogues, etc.)
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Observation (During reading/and computer lab time) – Conversation between
students – Students’ questions during independent work time – Participation
Student Self-Assessment
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Journal on participation during unit – Self reflection on project completion
Stage 3: Plan Learning Experiences and Instruction
1. What sequence of teaching and learning experiences will equip
students to develop and demonstrate the desired understandings?
Major Learning Activities:
• Discuss patriotism – make war relevant (i.e. discuss current conflicts)
• Learn and practice reading strategies (apply to current news article)
• Begin Revolutionary War Unit (SS) – Events leading up to American Revolution
• Introduce historical fiction genre and Johnny Tremain
• Continue to study the causes and effects of American Revolution
• Apply causes and effects to the characters in Johnny Tremain
• Complete projects
Materials & Resources (technology & print):
• Johnny Tremain (paperback)
• Social studies text
• Video camera
• VCR – TV
• Computers
• Construction paper
• PowerPoint software
• Journals (made by students w/construction paper)
• Pens, pencils, markers, colored pencils, sketching paper, sticky notes
Management:
• Students have been taught the appropriate procedure of group work – move
accordingly – also pre-taught consequences of wasted time – may work in
groups if project insists – tests will be completed independently – reading
time/literature circle roles are pre-taught.
Support Services and Special Teacher Notes:
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Integrated unit with social studies teacher (create rubric, projects and grading
of projects must be group effort)
Extensions and Adaptation:
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Adaptation: Modifications can be made on written tests – fewer projects can
be completed for SPED students – Oral quizzes/journals may be given for
struggling writers.
Stage 4: Plan Differentiation
2. What differentiated instruction strategies are being used in this
lesson/unit?
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Project differentiation – students may choose various means to demonstrate
knowledge of learning goals. Students may choose projects based on talents,
interests, etc.
Tests/quizzes differentiation – Based on level of student – modifications may
be used (fewer choices – oral tests/quizzes – oral journals – shortened
assignments – etc.).
Differentiated Process:
• Struggling students may have tests modified – projects lessened (1 instead of 2)
• Projects are chosen based on interests, talents, etc.
Differentiated Content:
• Projects
• Modifications
Differentiated Product:
Learning goals are demonstrated through various means – writing, art, music, roleplaying, etc.