3.+Five-day+Unit+Plan

Teacher(s) Name: __Kerri Kinnear__ Thematic Unit Theme/Title/Grade Level: __The Events Leading up to the American Revolution/ “Whose Country is it Anyway?”/ 5th Grade__ Wiki space address: __http://ucfgr5americanrevf09.wikispaces.com/__ = Daily Lesson Plan Day/Title: __Monday, “Meet the Angry Colonists”__ = || The student will understand the distance between Great Britain and the thirteen colonies using a globe. The student will draw a conclusion of colonist attitudes and their political stances: patriots, loyalists, and undecideds. The student will interpret a timeline and discuss early significant events leading to the American Revolution. The student will identify the Sons of Liberty and the role the group played during the American Revolution. The student will use primary and secondary sources to make connections || SS.5.G.1.1: Interpret current and historical information using a variety of geographic tools. SS.5.C.2.1: Differentiate political ideas of Patriots, Loyalists, and "undecided’s" during the American Revolution. SS.5.A.1.1: Use primary and secondary sources to understand history. SS.5.A.1.2: Utilize timelines to identify and discuss American History time periods. SS.5.A.5.1: Identify and explain significant events leading up to the American Revolution. SS.5.A.5.2: Identify significant individuals and groups who played a role in the American Revolution. Language Arts: LA.5.1.6.1: The student will use new vocabulary that is introduced and taught directly. LA.5.1.6.5: The student will relate new vocabulary to familiar words. LA.5.3.5.2: The student will use elements of spacing and design to enhance the appearance of the document and add graphics where appropriate. LA.5.4.2.2: The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids to organize and record information on charts, data tables, maps and graphs, as appropriate. NCSS Themes: Time, Continuity, and Change Individuals, Groups, and Institutions Power, Authority, and Governance || || 1. ** Anticipatory Set: ** Open class stating there will be a new rule the students must follow: Every time a student moves in their seat, they will receive a tally on the board, and one minuet of recess will be taken away from them for each tally (try to be as overbearing and obnoxious as possible to get the point across). 2. Get a census for how the students feel, record key terms like unfair, hard to follow, silly rule, etc. on the board (leave a center in the middle of the words blank). 3. ** Grand conversation: ** Ask leading questions: //Who makes the rules of this classroom? Do you think it would make sense for a teacher in// // Canada //// to make the rules of this classroom? Why/ why not? Who makes the rules for the country? What are these very important rules called? // Explain the term “law” and “act” can be used interchangeably, and write “Act” in the center of words already on board to make a circle map. 4. ** Relate ** : //Now tell me, what would you say if I told you we used to have// // Great Britain //// making our laws or acts? // Present globe for students to see and sticky-tack a flag at Great Britain and in one of the original 13 colonies stick a flag. 5. ** Review ** : Review the French and Indian war: the two sides (France with the Native Americans vs. Great Britain), as well as the outcome. 6. ** Explain ** : Wars cost money for resources; soldiers need supplies, clothing, food, shelter, ammunition, etc. 7. **Relate**: //How do you guys get your food, clothing and resources? If we, as a school, had to pay for all of the elementary schools in all of Orange County to have their resources, and we also had to pay for our own resources: books, food, clothing, shelter, would that be an easy thing to do?// 8. ** Explain **// : That is exactly what the King of //// England //// was thinking after the French and Indian War: How am I going to pay for all of this? // *Be passing out index cards while talking (1 stack in the middle of each group should work). 9. ** Activity ** : Have each student fill out one index card with as much as they know about the events that led to the American Revolution. Afterward, ask about their ideas. 10. __King George III__: Present King George III doll (with crown) to his throne in front of class. Resort back to key question: how are we going to pay for all of this, and discuss the king: king for 60 years, loved math and science, child of 15, secrete nickname “Farmer George”. //He would use his math skills to try to solve his country’s problem of debt.// 11. **Question/Explain/Relate:** //What is a tax? Rephrase student’s answers. Where have you heard that word before? Where is this extra money going? What is it put there for? What would the government need money for? Who pays to build schools, hospitals, air ports?// (The government) //So when I tell you the British government decided to tax the colonies, what exactly did they decide to do?// 12. ** __Key concept__ ** : //We all pay taxes now right//? Explain taxes did not first start with the American Revolution. People have been paying taxes for years. What the British government did was put an extra tax on certain things to help raise money to pay for their debt from the war. 13. ** Review ** : // What was an “Act” again? // ‘ 14. __Sugar Act__: While explaining act: provide artifakes of what items were taxed, hang magnetized “Sugar Act” picture on timeline. // 15. //** Relate ** : // Do you remember how you all felt when I told you about the new rule the school district made? Do you remember your responses? You are all used to having rules right? // Rephrase the reason they were upset was due to lack of thought on part of the distant “rule makers”. // This is exactly what the colonists were thinking and feeling. Reiterate key concept, and emphasize the 3.000 mile distance (refer to globe). I guess this would be the same if that Canadian teacher made our rules for us huh? // Tell how colonists felt now. 16. __Stamp Act__: While explaining act: provide artifakes of what items were taxed (pass around), hang magnetized “Stamp Act” picture on timeline. 17. ** Review ** : // How would you colonists feel now? // Quote James Otis “no taxation, without representation” and get a census of what he means. 18. __Quartering Act__: While explaining act: relate this to them taking the teacher home whenever she felt like, hang magnetized “Quartering Act” picture on timeline. Explain that to “quarter” someone is to “put them up” or “take care” of them. 19. ** Relate ** : How do we all feel now? 20. __Sons of Liberty__, __Liberty Tree, Patriots__, __Loyalists__, __Undecided’s__: Describe what the Sons of Liberty were and what they did. While explaining the Liberty Tree, place a “tree” (with sticky notes on trunk) on right-hand closest group table. While explaining Patriots, divide room down center, and reveal 13-star flag over right side. While explaining Loyalists, go to opposite side, and reveal British flag. While explaining Undecided’s, hold hand over own head, as the teacher is the only undecided in this room. Where would the Sons of Liberty fall? 21. __Townshend Acts__: While explaining the act: explain that Charles Townshend (British treasurer) declared he was the only brave soul to tax the angry colonist, hang magnetized “Townshend Acts” picture on timeline. Have picture talk to the king in a pompous voice before hanging on board. 22. ** Relate/Discuss ** : By this time, the colonists were no longer trying to hear anymore new laws. What do you think their next step should be? 23. Review: review all topics discussed, specifically the four acts and terms that fall under. 24. ** Model ** Accordion Book Unit Activity: Complete first page as whole class, then have students work in groups to complete the final 3 pages. Pages should have a picture on one side, and the title, date, and bullets on other side. *Book will be completed throughout week, so have students place their index cards into their envelope for safe keeping. || || “King George III” doll Magnetic pictures for timeline Index cards Flags (2 large for hanging, 2 small for sticking on globe) Sticky tack Colored dry erase markers Road to Revolution Journal (1 per student) __Magic Tree House: American Revolution__ by: Mary Pope Osborne and Natalie Pope Boyce || || Pre-Assessment: The first card filled out of what the students already know is their pre-assessment. ~A rubric will be used.
 * = Learning Objectives =
 * ** NCSS Theme/Sunshine State Standards ** || Social Studies:
 * Activities & Procedures
 * ==Resources/Materials ==
 * ==Assessment==

Informal-Assessment: Journal Entry (each day in the week will have an entry). Observation notes will be taken while students work as groups to complete their accordion books, participation will be counted this way.

Post-Assessment: Accordion book entries will be assessed ~A rubric will be used. || || ESOL/SLD: Visual aids: Pictures, tangibles, globe Graphic organizers: circle graph, magnetic timeline, accordion book Group work
 * ==Exceptionalities==

Gifted/Talented: Students participate in group work, acting as group references/leaders. If students finish early, they may group to re-read Chapters 1 and 2 together from __The Magic Tree House__ series, ||
 * ==Discussion Notes== || ** Homework/Journal ** : Have students find a tax their parents pay and how they feel about paying taxes and record their findings/thoughts in their Road to Liberty Journal.

Parent involvement would be very helpful for constructing/hanging flags, as well as helping create the Road to Liberty Journals.

Extensions could take the unit into science/math and reading: Students could act as colonists and brew a batch of root beer, a Samuel Adams tribute (chemistry and measurement). During the literacy block, a read aloud of the __Magic Tree House: American Revolution__, chapters 1 and 2 will be read and explored by students. This will give students background information to life in the colonies, and get their “gears turning”. ||

Daily Lesson Plan Day/Title: __Tuesday, Day 2: The Boston Massacre: A History Mystery__

 * ==Learning Objectives==

|| The student will use primary sources to interpret the events of the Boston Massacre.

The student will work with a cooperative group to analyze different viewpoints of the Boston Massacre.

The student will complete a Venn diagram comparing the views of the Patriots, Loyalists and “undecideds” in regards to the Boston Massacre.

The student will work with a cooperative group to create a bulleted list of the events of the Boston Massacre.

The student will work with a cooperative group to draw a depiction of the Boston Massacre from their point of view.

The student will work with a cooperative group to create a poem that explains how and why the Boston Massacre led to the American Revolution.

The student will summarize the events leading up to and of the Boston Massacre on an index card with words and pictures. ||
 * ==**NCSS Theme/Sunshine State Standards**==

|| SS.5.A.1.1: Use primary and secondary sources to understand history.

SS.5.A.1.2: Utilize timelines to identify and discuss American History time periods.

SS.5.C.2.1: Differentiate political ideas of Patriots, Loyalists, and "undecideds" during the American Revolution.

SS.5.A.5.3: Explain the significance of historical documents including key political concepts, origins of these concepts, and their role in American independence

LA.5.4.2.2: The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids to organize and record information on charts, data tables, maps and graphs, as appropriate

LA.5.4.2.3: The student will write informational/expository essays that state a thesis with a narrow focus, contain introductory, body, and concluding paragraphs

LA.5.6.1.1: The student will read and interpret informational text and organize the information (e.g., use outlines, timelines, and graphic organizers) from multiple sources for a variety of purposes (e.g., multi-step directions, problem solving, performing a task, supporting opinions, predictions, and conclusions ||
 * ==**Student Activities & Procedures**== || **__Anticipatory Set:__**
 * 1) Have the students arrange the magnetic pictures in the correct order on the timeline located on the white board. (This will serve as their review from the previous lesson within the unit.)
 * 2) Allow three students to share anything they found out from their parents about taxes.
 * 3) INTRODUCTION: Ask the students. “//Have you ever heard two people talk about a disagreement they had with each other and they tell two very different stories?”// Tell the students //“Today we are going to investigate a conflict that occurred between the colonialists and the British soldiers. Just like when you talk to people on different sides of an argument you often get different versions of the same story, there are two sides to this particular conflict. The conflict is referred to as The// //Boston// //Massacre. What do you think of when you hear the word Massacre?// (anticipated responses: lot’s of people are killed) //Today we’re going to be looking at primary sources in order to see if we can figure out what actually happened at the// //Boston// //Massacre. The// //Boston// //Massacre happened on March 5, 1770. What do we know was going on around this time?// (Allow responses; refer students back to the timeline if necessary. Answers can include the acts learned on Monday, boycotts, patriots, loyalists, Sons of Liberty etc.)
 * 4) READ ALOUD: Read aloud pages 17(last paragraph) – 21 of the book: //Give Me Liberty: The Story of the Declaration of Independence// by Russell Freedman
 * 5) Before the reading, allow students to make predictions based on the pictures in the book, the title of the book and of the section as well as any previous knowledge they may have about the Boston Massacre.
 * 6) After the reading, allow comments or questions about the reading and confirm or reject any predictions made.


 * __Group Activity: Primary Sources and Multiple Perspectives__**
 * 1) Split the students into six groups of mixed ability (pre-determined).
 * 2) Explain that each group will have one primary source and they will be analyzing that source to see what they can learn about the Boston Massacre.
 * 3) Each group is to analyze their source and fill out one concept map, or image analysis sheet (depending on their source) per group.
 * 4) Each group must then come to a consensus as to the point of view of the creator of their primary source. (Loyalist or Patriot)
 * 5) Groups 1, 2, 3 and 4 will have documents to analyze and will have to complete a concept map.
 * 6) Groups 5 and 6 will have images to analyze and will have to complete the image analysis.
 * 7) Give each group their primary sources and have them begin. Go around during this time making sure all groups have a clear understanding of what they are supposed to be doing. Ask probing questions of each group in order to inspire more critical thinking such as: 1. What //words do you see used here that might make a strong argument against the British or Colonists? 2. From Captain Preston’s point of view, what was the intent of the unruly crowd? 3. Would the writer/artist have any reason to tell less than the exact truth? 4. Who drew or wrote this, an American or a British person? Why is that important to consider?//


 * __Whole Class Activity: Venn Diagram__**
 * 1) Have each group briefly share their primary source and share with the class the point of view they believe the source to be from. Using a doc cam, display each source for the whole class to see as it is discussed.
 * 2) As a class, complete a Venn diagram on the board comparing the Loyalist point of view of the Boston Massacre with the Patriot point of view of the Boston Massacre. Include a circle for those that were neutral or undecided.
 * 3) Remind the students to use information they found in their primary sources.
 * 4) Add any additional information if needed.


 * __Group Activity: 4 -Square Project__**
 * 1) Have students go back to their groups and give each group a 4-Square Project Rubric, one piece of poster board and markers. Students can use their own pens and pencils for this project.
 * 2) Demonstrate on the board the 4-Square Project.
 * 3) Tell the students that in Box #1 they should outline the events leading up and of the Boston Massacre in bullet points.
 * 4) In Box #2, students should recreate the Venn diagram on the board and write a short explanation of where each group (patriot, loyalist and undecided) stands in relation to this event.
 * 5) In Box #3, the students should draw a description of the Boston Massacre. They can use images from their textbooks, the read aloud or the primary sources to guide them.
 * 6) In Box #4, the students should write a poem (in a format of their choosing) that explains how and why the Boston Massacre led to the American Revolution.
 * 7) Each group will briefly share boxes 1-3 and then one student from each group will read the poem their group created.


 * __Independent Practice:__**
 * 1) Students will complete as homework one index card containing at least two things they learned about the Boston Massacre. They may use bullet points.
 * 2) Students are encouraged to draw a picture representing their items or they may find clip art or other pictures and paste those onto the index card.

|| || Pre-Assessment:
 * ==Resources/Materials== || * Primary Source #1: Report of the Committee of the Town of Boston
 * Primary Source #2: Testimony from Bostonian William Tant
 * Primary Source #3: Testimony from Captain Thomas Preston
 * Primary Source #4: Testimony from Captain Thomas Preston (part 2)
 * Primary Source #5: Paul Revere’s Engraving “The Bloody Massacre Perpetrated in King Street on March 5th, 1700…” [|Paul_Revere_Etching.jpg]
 * Primary Source #6: Alonzo Chappel’s painting of the Boston Massacre [|The-Boston-Massacre,-5th-March-1770.jpg]
 * Concept Map (for groups 1-4) [|concept map.doc]
 * Image Analysis Sheet (for groups 5& 6 )[|Image Analysis 1.doc]
 * Poster board (one for each group)
 * Markers (enough for each group)
 * Trade Book: //Give Me// //Liberty////: The Story of the Declaration of// //Independence// by Russell Freedman
 * 4-Square Project rubric ||
 * ==**Assessment**==
 * Students have previously filled out an index card with what they already know about the events leading the American Revolution (on Monday)
 * Before the read aloud students will be encouraged to make predictions based on the title and the pictures in the book.

Post-Assessment:
 * In the Primary Source group activity, each student will fill out either a concept map or an image analysis sheet regarding their primary source. The group will share their findings with the class.
 * Each group in the Primary Source group activity must decide the point of view of the creator of their primary source.
 * The 4-Square Project will be used to assess what the students have learned about the Boston Massacre, a rubric will be used.
 * Students will complete as homework one index card containing at least two things they learned about the Boston Massacre. They may use bullet points. Students are encouraged to draw a picture representing their items or they may find clip art or other pictures and paste those onto the index card. This index card will become part of a visual timeline created by the students. A rubric will be used for the entire timeline. ||
 * ==Exceptionalities== || ESOL/SLD:
 * Visual timeline.
 * Graphic Organizers: Concept Map, Image Analysis Sheet
 * Use of rubrics
 * Ability to draw during the 4-Square Project
 * Mixed ability cooperative groups
 * Read Aloud
 * Modeling

Gifted/Talented:
 * Higher Order Thinking Questions
 * Mixed ability cooperative groups ||
 * ==Discussion Notes== || **__Homework:__**
 * Students will complete as homework one index card containing at least two things they learned about the Boston Massacre. They may use bullet points.
 * Students are encouraged to draw a picture representing their items or they may find clip art or other pictures and paste those onto the index card.

> by Michael Burgan and The Boston Massacre, An Interactive History Adventure by Elizabeth Raum.
 * __Integration:__**
 * During the writing block on Wednesday, students will write a journal entry about the Boston Massacre with the option of the following formats: a newspaper article describing the events from either point of view, a letter to a friend who lives outside of Boston about the event or a poem about the event.
 * In our classroom library include books about the Boston Massacre for those that are interested in learning more such as: Title: The Boston Massacre
 * __Extension Ideas:__**
 * Have students reenact the Boston Massacre complete with paper snowballs.
 * Find examples in history or current events where two sides are clearly evident and compare and contras the two sides.


 * __Changes I might make:__**
 * The entire unit might be better as a two week unit, instead of one.
 * The group activities might be better done on two separate days. ||

Teacher(s) Name: __Ellie Levine__ Thematic Unit Theme/Title/Grade Level: __The Events Leading up to the American Revolution/ “Whose Country is it Anyway?”/ 5th Grade__ Wiki space address: __ http://ucfgr5americanrevf09.wikispaces.com/ __ Daily Lesson Plan Day/Title: __ Wednesday, Day 3: “One Lump or Two?” __
 * **Learning Objectives** || The student will understand the reasons that caused the Boston Tea Party.

The student will write about the time period being focused on and reflect on its importance.

The student will interpret a timeline and discuss early significant events leading to the American Revolution.

The student will identify important people of the time.

The students will be able to reenact the Boston Tea Party after a read aloud and art activity. || SS.5.A.5.1: Identify and explain significant events leading up to the American Revolution.
 * **NCSS Theme/Sunshine State Standards** || **Social Studies**:

SS.5.A.5.2: Identify significant individuals and groups who played a role in the American Revolution.

SS.5.A.1.1: Use primary and secondary sources to understand history.

SS.5.A.1.2: Utilize timelines to identify and discuss American History time periods.

SS.5.G.1.1: Interpret current and historical information using a variety of geographic tools. LA.5.1.6.1: The student will use new vocabulary that is introduced and taught directly.
 * Language Arts**:

LA.5.1.6.5: The student will relate new vocabulary to familiar words.

LA.5.4.2.2: The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids to organize and record information on charts, data tables, maps and graphs, as appropriate.

Time, Continuity, and Change Individuals, Groups, and Institutions Power, Authority, and Governance ||
 * NCSS Themes**:
 * Activities & Procedures || **Anticipatory Set:**
 * 1)  Have the students arrange the magnetic pictures in the correct order on the timeline located on the white board. (This will serve as their review from the previous lesson within the unit.)
 * 2)  Allow three students to share anything they found out from their parents about the Boston Massacre.
 * 3) Introduction: Ask the students “Imagine if there were a special fee for every toy your family bought. And every week the fee got higher and higher. Would you still buy toys?” Tell the students “Today we are going to look at an event that took place because of a similar situation. You would probably be upset if you had to pay more money for the same toys, and your parents probably wouldn’t pay for them anymore. In 1773, when the British taxed tea, the Colonists got very upset too. We are going to find out how this led up to the Boston Tea Party. What do you think of when you hear the word ‘act?’ (Anticipated responses: perform, drama) Today we are going to reenact the Boston Tea Party. The Boston Tea Party happened on December 16, 1773. What do we know was happening around this time? (Allow for responses; refer back to the timeline on the board if necessary. Answers can include events and acts that occurred on Monday and Tuesday, Sons of Liberty, Patriots, Loyalists, Boston Massacre, etc)
 * 4) Read Aloud: Can’t You Make Them Behave, King George? By Jean Fritz and Tomie de Paola. Illustrated by Margot Tomes.
 * 5) Before the reading, allow for students to make predictions, based on a picture walk of the book, the title of the book, as well as previous knowledge they may have about the Boston Tea Party.
 * 6) After the reading, allow for comments and questions and confirm or correct any predictions made.

Art Activity and Reenactment: 1. Split the students into 3 groups: British, Colonists, and Native Americans 2. Explain that each group will make a different hat, one for each group we will be pretending to be when we act out the Boston Tea Party. 3. Each group will use the model hats and art supplies to make their own hat. I will walk around at this point and help out where needed. 4. When students have completed their hats, they will gather into their groups – the British, Colonists, and Native Americans. 5. The British group will walk around the Colonists saying lines like “You are being taxed for tea now… You must pay tax on tea.” The Colonist group will walk around very upset, complaining about the new tax. The Native American group will then step up on the platform I will set up and toss boxes of tea I will provide into a kiddy pool I will also provide. The British group will then see what is going on and get angry. The Colonist group will then become delighted and thank their friends dressed up as Native Americans for making such a great point.

Group Activity: 1. In group, students will fill in a t-chart of the pros and cons of allowing the Tea Act to continue. 2. After about 5 or 10 minutes, each group will give their best answer to each side of the chart and I will put their answers on a giant t-chart. 3. We will then decide as a class if rebelling against the Tea Act was a good decision.

Independent Practice: Index cards Road to Revolution Journal (1 per student) //Can’t You Make Them Behave, King George?// By Jean Fritz and Tomie de Paola. Illustrated by Margot Tomes. Art supplies to create the 3 hats: construction paper, staplers, glue sticks T-charts  Supplies for reenactment: platform, tea, kiddy pool || The students have previously filled out an index card with what they already know about the events leading up to the American Revolution (on Monday), as well as the homework index card with at least two things they learned about the Boston Massacre (from Tuesday). Before the read aloud, students will be encouraged to make predictions and inferences about the book based on a picture walk, the title, and schema. Journal Entry- Road to Revolution Observation notes will be taken while students work as groups to complete their accordion books, participation will be counted this way.
 * 1) Students will complete as homework one index card containing at least two things that they learned about the Boston Tea Party. They may use bullets or paragraph form.
 * 2) Students are encouraged to draw a picture representing the items they learned or they may use clip art or magazine clippings and paste those on the index card. ||
 * **Resources/Materials** || Magnetic pictures for timeline
 * **Assessment** || **Pre-Assessment:**

Accordion book entries will be assessed (A rubric will be used.) Road to Revolution Journal Entry (Participation will be graded.) || Visual aids: Pictures, tangibles, art activity, group work, graphic organizers, magnetic timeline, accordion book
 * Post-Assessment:**
 * **Exceptionalities** || **ESOL/SLD:**

Students participate in group work, acting as group references/leaders. If students finish early, they may assist other students that have not finished yet. Higher order thinking questions Mixed ability cooperative groups || Students will complete as homework an index card containing at least two things they learned about the Boston Tea Party. Pictures or drawings are encouraged.
 * Gifted/Talented:**
 * **Discussion Notes** || **Homework/Journal**:

Students could act as Colonists and Brits, then brew tea to drink
 * Science Extension:**

Trace the route the Colonists dressed up as Native Americans took in order to have the Boston Tea Party.
 * Geography Extension:**

Calculate how many days it would take the class to drink all the tea that was thrown overboard.
 * Math Extension:**

During the writing block, students will write in their “Road to Revolution” journals. They will be instructed to write their viewpoint on the events as if they were either a Patriot or Loyalist (their choice).
 * Integration**:

Notes: What did I think of this activity? ||


 * Teacher’s Name:** Miss Logan Ellett
 * Thematic Unit Theme:** The Events Leading up to the American Revolution
 * Grade Level:** 5th Grade
 * Wiki Space Address:** http://www.ucf.gr5americanrevf09.wikispaces.com
 * Daily Lesson Plan Day/Title:** Thursday, Day 4 – The First Continental Congress

• The student will be able to identify the elements and “major players” of the 1st Continental Congress. • The student will be able to model the 1st Continental Congress after completing a mock trial. • The student will be able to demonstrate the functions of government and assembly in the late 18th century. • The student will be able to explain the significance of this historical period in history and government for this country. • SS.5.A.1.2: Utilize timelines to identify and discuss American History time periods. • SS.5.A.5.1: Identify and explain significant events leading up to the American Revolution. • SS.5.A.5.2: Identify significant individuals and groups who played a role in the American Revolution. • SS.5.A.5.3: Explain the significance of historical documents including key political concepts, origins of these concepts, and their role in American independence. • SS.5.C.1.1: Explain how and why the United States government was created. • SS.5.C.2.1: Differentiate political ideas of Patriots, Loyalists, and those undecided during the American Revolution. • LA.5.1.6.1: The student will use new vocabulary that is introduced and taught directly • LA.5.4.2.2: The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids to organize and record information on charts, data tables, maps and graphs, as appropriate • LA.5.5.2.1: The student will listen and speak to gain and share information for a variety of purposes, including personal interviews, dramatic and poetic recitations, and formal presentations • LA.5.6.1.1: The student will read and interpret informational text and organize the information (e.g., use outlines, timelines, and graphic organizers) from multiple sources for a variety of purposes (e.g., multi-step directions, problem solving, performing a task, supporting opinions, predictions, and conclusions) • LA.5.6.3.2: The student will use a variety of reliable media sources to gather information effectively and to transmit information to specific audiences • Culture • Time, Continuity and Change • People, Places, and Environment • Individuals, Groups, and Institutions • Power, Authority, and Governance • Civic Ideas and Practices 1) Review the Boston Tea Party from yesterday by referencing the map and timeline a. Patriots and Loyalists hat activity b. Students acting out the tea party c. Presentation of artifacts and importance of the tea party act d. Writing in the journals 2) Relate back to the timeline and talk about the Continental Congress occurring in 1774 and show on map – use map skills 1) Do a read aloud of George vs. George: The Revolutionary War as Seen by Both Sides by Rosalyn Schanzer here to get students interested and introduced to the material 2) Present the artifact bag full of artifacts and “artifakes” to get students to see visuals of the time period and of what happened during the Continental Congress. 1) Have a group discussion about the 1st Continental Congress and what they read about for homework in their books. 2) Use a piece of chart paper to write down the two sides in a T chart to explain how the British felt during this event and what the colonists were thinking also. 3) Write a third column in the chart to include questions they might have about the Congress and why it was important in our history. 4) Tell students that you expect them to be thinking about how to answer these questions throughout the lesson because they will be asked to choose a side and present facts and information in order to support their opinion. 1) First, inform students that we will be doing an activity that requires full participation, respect, and attentiveness. They will be divided into groups and asked to research and then present their findings. 2) Ask the students to choose a current policy or rule with which they disagree. Have students decide a reasonable solution. (Examples: curfew, dress code, etc…) 3) Divide them into two groups for those that support the current policy and those that are against the current policy. Have them discuss the positives and negatives of each whole group. 4) Short activity – after a quick discussion, ask them prompting questions. How hard was it to reach a solution that everyone agreed on? What were the problems? What is the best way to solve this rule? 5) Now, imagine how the British and the American Colonists felt during the First Continental Congress when the Colonists decided to officially rebel against the British rule. What were they thinking? What were they getting themselves into? Why did they want this? Why should they have not gone against the British in the first place? 6) Explain the British policies and rules that led to the First Continental Congress. Have students read about the First Continental Congress in their textbooks. Ask students how the British government might have viewed the meeting of the First Continental Congress and the Congress’s decision. (Example: Colonists were ungrateful and acted treasonably.) 7) Divide the class into three groups and have them sit under the appropriate flag for their country they are representing. 8) One group can be a “television news crew” reporting on the meeting of the First Continental Congress – as OBJECTIVE observers and representing the “undecideds” at the start of the Revolution who couldn’t pick a side. (Example: calling for a halt in trade and issuing the Petition of Rights and Grievances) 9) The second group can represent the American Colonists and how they felt in the First Continental Congress (Example: this can be done through interviews with the colonists). 10) The third group can represent the British and how they felt about the decisions the Colonial leaders made in the First Continental Congress (Example: this can be done through interviews with the British, maybe TV debate between the two). 11) Have the three groups prepare their parts by researching online, using classroom resources like the textbook, and using the chart we created at the beginning of class to determine their views. 12) Have students present their parts/interviews as if being interviewed on television and why they feel the way that they do. 13) Record with video camera if available for students to see afterward and as a way of informally assessing them. 1) Remind students of the Accordion Book we have been creating all week long with the events leading up to the American Revolution. 2) Have them write down whichever perspective they researched – the British, American Colonists, or Objective Observers (the News Crew), and have them draw a quick picture to describe that feeling or event of the 1st Continental Congress. 1) For homework, or if time during class, have students write in their Road to Liberty journals and date it during the First Continental Congress in the view of their position from the “simulation activity.” 2) This can also be used as a type of informal assessment. • George vs. George: The Revolutionary War as Seen by Both Sides by Rosalyn Schanzer • Artifact Bag • Timeline from all week long with 1st Continental Congress piece • Map used all week – pull up on computer • Textbooks and Classroom Resources on American Revolution • Computer for Research • Accordion Book Makings – Note cards, markers, pencils • Individual Journals for journal writing • The t-chart can be used to pre-assess what students know about the 1st Continental Congress based on their homework and class discussion • Completion of their Road to Revolution Journals on the topic of the First Continental Congress will be assessed post lesson – there will be a rubric. • They will also be presenting their sides in the simulation activity, which will be graded informally. • The accordion book card for the 1st Continental Congress will also be assessed and added to their portfolio – there will be a rubric. • Homework: Have each student chose a side they would like to defend – Colonists or the British – and have them draw a political cartoon that might have appeared in a newspaper in 1774 or make their own political poster about the event and the struggle for independence. The accommodations made for ESOL students are: • The use of maps, labels, and large timeline on the board with pictures as well as words. • Partner work in researching and in the presentation. • Group discussion with the book, artifact bag, and t chart. Gifted and talented students will have extra work and discussion activities available if finished with their work in order to develop their higher order thinking skills and to keep them engaged. There are extra worksheets, reading, You Tube clips, and Smart Board map activities they could work on after they are finished. Some great ideas for extension and parent involvement could include: • Completing the Smart Board map activity that will be reviewed in centers on Friday • Having students take their journals home to share with parents their experience from the day. • Have students remain in “character” either the British or American Colonists throughout the night and write down their responses to daily life at home from their chosen perspective.
 * Learning Objectives**
 * NCSS Theme/Sunshine State Standards**
 * Content Specific**
 * Language Arts Specific**
 * NCSS Themes**
 * Student Activities & Procedures**
 * Review Activity**
 * Literature Connection**
 * Chart Activity**
 * Class Simulation Activity**
 * Accordion Book**
 * Journal Writing**
 * Resources/Materials**
 * Assessment**
 * Pre-Assessment:**
 * Post-Assessment:**
 * Exceptionalities**
 * ESOL/SLD:**
 * Gifted/Talented:**
 * Discussion Notes**

** Teacher(s) Name: ** __Nina Washington__ = Daily Lesson Plan Day/Title: __Friday-Day 5: Paul Revere__  =  || //Depending on the topic, 4-5 objectives are ample. All should begin with: // The student will…  ||  || //Also consider—Do you cross the curriculum? What other content fields do you address in this lesson? ie. language arts, science, technology, the arts, or math? //
 * Thematic Unit Theme/Title/Grade Level: ** __Events Leading up to the American Revolution /Whose Country is it Anyway? / 5th Grade__
 * Wiki space address: ** __http://ucfgr5americanrevf09.wikispaces.com/__
 * =Learning Objectives =
 * <span style="font-family: 'Times','serif'; font-size: 11pt;">What will students accomplish / be able to do at the end of this lesson? **
 * <span style="font-family: 'Times','serif';">The student will be able to identify major events that led up to the American Revolution.
 * <span style="font-family: 'Times','serif';">The Student will be able to explain the role of Paul Revere leading into the American Revolution.
 * <span style="font-family: 'Times','serif';">The student will demonstrate their understanding of the sequence of pre-revolutionary events by creating a timeline.
 * <span style="font-family: 'Times','serif';">The student will be able to compare and contrast the events within Longfellow’s Poem and the actual historical ride.
 * **<span style="font-family: 'Times','serif';">NCSS Theme/Sunshine State Standards **<span style="font-family: 'Times','serif'; font-size: 10pt;">List each standard. Cutting and pasting from the website is allowed. //<span style="font-family: 'Times','serif'; font-size: 9pt;">These can be downloaded from the Florida Dept of Education []. //
 * NCSS Themes:**
 * 1) Culture
 * 2) People, Places, and Environments
 * 3) Individuals, Groups, and Institutions

<span style="font-family: 'Times','serif'; font-size: 11pt;"> || //Teacher Activities/Student Activities// · <span style="font-family: 'Times','serif'; font-size: 9pt;">What best practice strategies will be implemented? · <span style="font-family: 'Times','serif'; font-size: 9pt;">How will you communicate student expectation? · <span style="font-family: 'Times','serif'; font-size: 9pt;">What products will be developed and created by students? || // This is the heart of the lesson plan. Be as specific as possible. Describe lesson in a step-by-step, **numbered** sequence, including teacher and student activities. Be sure to include key questions for discussion, collaborative structures, etc. (This section includes EVERYTHING1) // ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Paul Revere Word Search (Extra Resources) ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Active Board Map Activity ([]) ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">  Read the “Real Story of Revere’s Ride” from the Paul Revere House website and complete a Venn diagram comparing the poem and the “Real Story.” (  []) || <span style="font-family: 'Times','serif'; font-size: 9pt;"> || // ALL resources including but not limited too; internet sites, professional resources- books, journals (titles and authors), children’s literature, etc. should be noted here. // || · <span style="font-family: 'Times','serif'; font-size: 9pt;">How will student learning be assessed? Authentic/Alternative assessments? · <span style="font-family: 'Times','serif'; font-size: 9pt;">Are you using a rubric? · <span style="font-family: 'Times','serif'; font-size: 9pt;">Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes <span style="font-family: 'Times','serif';"> || //<span style="font-family: 'Times','serif'; font-size: 10pt;">Be sure to include Pre/Post assessment in your lesson plans! //
 * Sunshine State Standards:**
 * SS.5.A.1.2: Utilize timelines to identify and discuss American History time periods.
 * SS.5.A.5.2: Identify significant individuals and groups who played a role in the American Revolution.
 * SS.5.G.1.4: Construct maps, charts, and graphs to display geographic information.
 * LA.5.4.2.2: The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids to organize and record information on charts, data tables, maps and graphs, as appropriate
 * Student Activities & Procedures
 * 1) Have the students arrange the magnetic pictures in the correct order on the timeline located on the white board. (This will serve as their review from the previous lessons within the unit.)
 * 2) Introduce the day’s subject: Paul Revere
 * 3) Discuss with students what they know about Paul Revere and what they want to know about him. Record this information on the board.
 * 4) Have the students create a personal KWL chart and fill in the K and W sections using the information that was previously discussed.
 * 5) Read Aloud “The Midnight Ride of Paul Revere,” by Henry Wadsworth Longfellow.
 * 6) Have students work in groups to complete different activities.
 * 1) Have the students complete their accordion books and review their portfolios.
 * 2) End the lesson and unit by showing: []
 * 3)  Assign Homework
 * ==Resources/Materials ==
 * “The Midnight Ride of Paul Revere,” by Henry Wadsworth Longfellow
 * [] (Mapping activity)
 * Active Board
 * http://www.paulreverehouse.org/ride/real.shtml
 * Word Search Worksheet
 * **<span style="font-family: 'Times','serif';">Assessment **
 * <span style="font-family: 'Times','serif';">Pre-Assessment **<span style="font-family: 'Times','serif';">: Ask students what they know about Paul Revere: Create a KWL Chart and have the students fill in the Know and Want to know pieces.

<span style="font-family: 'Times','serif'; font-size: 10pt;"> || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || **<span style="font-family: 'Times','serif';">ESOL/SLD **<span style="font-family: 'Times','serif';">: Maps, Graphic Organizers, Pictures, Artifacts/Artifakes (Visuals); Read-Aloud, Discussion (Modeling); Questioning and activities require some TPR (Total Physical Response) ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: 'Times','serif'; font-size: 12pt;">For discussion time, ask higher order thinking questions, such as, predictions about what really happened during the midnight ride, or how they would feel if they were required to travel in the same way that Paul Revere did. ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: 'Times','serif'; font-size: 12pt;">When students complete their center, they may buddy up with another student to help them complete their work. ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: 'Times','serif'; font-size: 12pt;">During Language Arts, students will be writing in their Road to Liberty Journal about how they would feel if they had to travel and send messages the way that Paul Revere did. ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: 'Times','serif'; font-size: 12pt;">Homework: The students will be researching three things that happened during the American Revolution so that they can prepare for next week’s unit on the war. ||
 * <span style="font-family: 'Times','serif';">Post-Assessment **<span style="font-family: 'Times','serif';">: The students will complete their KWL charts and add it to their unit portfolio. This portfolio will be graded at the end of the unit along with the accordion book that they have been creating all week. At the end of the unit, the students will be graded based on the information recorded within their accordion book. There will be a rubric for grading the accordion book, as well as a list of required items to be included in the portfolio.
 * ==Exceptionalities==
 * <span style="font-family: 'Times','serif';">Gifted/Talented: **<span style="font-family: 'Times','serif';">Higher order thinking questions, peer buddy up ||
 * ==Discussion Notes== || <span style="font-family: 'Times','serif';">Make comments here related to ideas for homework, parent involvement, extension to the unit plan or lesson ideas, etc.