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Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II) Teacher(s) Name: _Samantha Whidden, Matt Poffenberger, Tara Woessner, and Amy Melin____________ Thematic Unit Theme/Title/Grade Level:_ Time, Continuity, & Change/Revolutionary War/5th Grade Wiki space address: http://ucfgr5americanrevolution13spt.wikispaces.com/__________________________ Daily Lesson Plan Day/Title: _Patriots, Loyalist and Other Important People of The American Revoultion_ Learning Goals/Objectives Learning Goal: What will students accomplish be able to do at the end of this lesson? Be sure to set significant (related to SSS/CCSS), challenging and appropriate learning goals! NCSS Themes Common Core State Standards (CCSS) Next Generation Sunshine State Standards (NGSSS) List each standard. Cutting and pasting from the website is allowed. http://flstandards.org. 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, etc. Design for Instruction Student Activities & Procedures What best practice strategies will be implemented? How will you communicate student expectations? What products will be developed and created by students? Consider Contextual Factors (learning differences/learning environment/learning styles) that may be in place in your future classroom. Exceptionalities What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. Students will be able to identify people and documents that shaped the American Revolution. Learning Objectives: 1. The student will be able to identify who a patriot and loyalist are. 2. The student will be able to write a persuasive letter. 3. The student will use technology to better comprehend the material. 4. The students will work corporately with others. NCSS theme(s): Time, Continuity, and Change Power, authority, and Governance Global Connections Common Core State Standard(s): CCSS.ELA-Literacy.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Next Generation Sunshine State Standards: SS.5.A.5.2 Identify significant individuals and groups who played a role in the American Revolution. LA.5.4.3.1 The student will write persuasive text (e.g., essay, written communication) that establish and develop a controlling idea and supporting arguments for the validity of the proposed idea with detailed evidence. LA.5.5.2The student effectively applies listening and speaking strategies. WL.K12.AH.3.4 Develop and defend complex information during debates or meetings. Unit Pre-Assessment: A pre-test was given a week prior (before teaching about the events that led up to the Revolutionary War) and a KWL- Tricorn Hat activity will be given as a pre assessment. Unit Post-Assessment: Students will be working on different writing assignments throughout the unit plan. At the end of the unit, students will put these writing materials together to make a front cover of a newspaper. This item will be used for their post assessment as well as a post assessment test and the completion of the KWL Tricorn Hat will be used as a post assessment. On-going daily (progress-monitoring) Assessment: Self-assessed writing responses, active participation in mock town meeting and questioning and discussion on students’ knowledge will be on-going daily assessed. Review (5 minutes): 1. Review Day 1 learning. Remind students of the events that led up to the American Revolution and the significant documents that played a significant role in America gaining independence. Anticipatory Set (5 minutes): 2. Introduce the topic of key people and groups to students. 3. Ask “Can anyone think about key people or key groups that made up the American Revolution” Allow time for students to think and discuss with an elbow partner. 4. Bring class back and explain The two major groups that made up the American Revolution are the patriots and the loyalist. Explain to students that there was important people on each side and there was some people who decided to stay neutral. 5. Ask students “Can anyone share what each side stood for” Call on multiple people. Activities (40 minutes) 6. Pass out and review Loyalists vs Patriots The Argument hand out. Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II) 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Resources/Materials Have students read each argument aloud. After reviewed, Use IWB to do “Who said it” activity. Have a student come to the board, student will read the quote, then answer who said it, giving an explanation why. Student can then reveal the correct answer. (The main idea of the quote is underlined to accommodate ESOL and ESE students). Explain to students famous Patriots and Loyalist. Remind students that because the Patriots won the war, there was not many famous Loyalist, and that many started off as Patriots. After the activity ask students to self asses themselves on knowing what Patriots and Loyalist are with the 1-4 scale. Instruct students that now that they have a better idea of which side of the American Revolution stood for, they will need to pick whether to side with the Patriots or the Loyalist. Explain to students “You are at a town meeting in the 1770s and you must vote as a town to become a Loyalist town or a Patriot town.” Have students split up into two groups, Patriots and Loyalist. Hand out the Persuasive Map for students to use to write down their arguments as a group. Go over debate tips: do not speak out of turn, be respectful and use details to back up your argument. Students must come up with ways to persuade the other side to change their mind.(students may change sides as they wish throughout the debate and may use there Loyalist vs Patriots The Arguments handout for reference) The debate should last around 15 minutes. At the end of the debate, whichever side has the most people will win the majority vote. Bring class back together and ask them how the final vote made them feel? Would they have said something different in order for the outcome to change? Summarize what a Patriot and a Loyalist are. Instruct students that they now are going to be writing a persuasive piece of writing. Students will pick a side, Patriots or Loyalist and develop a letter in order to try and persuade to the other side to change sides. Remind them to think about the main topics that were talked about during the debate. (this article will be placed into the newspaper which is the post assessment. Loyalists vs Patriots The Arguments Handout Who Said IT? Interactive Whiteboard Activity Interactive White Board Timer Paper Writing Prompt Pencils/Pens Persuasive Map Discussion Notes: Make comments here related to ideas for assessment measures, parent involvement, field trips, or extension to the unit plan ideas.