Maryland's+Four+Signers+of+the+Declaration+of+Independence+(Part+4)+Lesson+Plan+(Jablon)

= Maryland's Four Signers of the Declaration of Independence (Part 4) Lesson Plan (Jablon) =

Jessica Thomas || **Grade ** 4th || **Class Size ** 26 || **Date / Time ** March 25 9:20 am || Social Studies |||| **School ** Waverly Elementary || **Mentor ** Brian Eisentraut || = I. Value of the Lesson  – //What will the students learn? Why is this learning meaningful, important and appropriate? What will the students say or do that will serve as evidence of learning? // = Students will be describe the role of key Maryland people who signed the Declaration of Independence || Language Function: describe the importance of a Marylander who signed the Declaration of Independence <span style="font-family: Arial,Helvetica,sans-serif;">Vocabulary: independence, revolution, tax, and protest <span style="font-family: Arial,Helvetica,sans-serif;">Connecting words: causal (because, since, however, therefore) || <span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">Students will conduct for a press conference to demonsrate what they know about the Declararton of Independence. ||
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= <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">II. Context for Learning <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">– //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">What factors will influence my instructional decisions? How will my instruction respond to these factors? // = <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">(Ex. IEP Accommodations, ESOL, Social Concerns, Etc.) |||| <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">**Differentiated Practices for <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">this Lesson ** ||
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 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; margin: 0in 0in 0pt;">Donte, Jillian, and Annie struggle with reading comprehension. |||||||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; margin: 0in 0in 0pt;">Students will be working together and discussing the text as they go along. I will also be walking around monitoring and making sure students understand the questions they are being asked. ||

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">(Ex. Family/community/cultural assets; Perspective- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Taking; etc.) || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">**Implications for this Lesson** || = <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">III. Instructional Procedures //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">– What instructional strategies will I use to ensure that every child is a successful learner? // = Students will be given a few minutes to prepare. Each group will have an actor and a publiv relations agent in the front of the classroom. Each historical figure will be introduced and the actors will be asked prepared questions by the reporters and the costume artists. After all questions are asked, students will return to their seats and a debriefing session will occur. Vocabulary will be gone over and students will update the vocabulary in their packets. A review of each signer will be given to the students. Finally, students will be given a quiz based on this unit. Students who finish the quiz early will get to read with a partner a book called //The Chestertown Tea Party.//
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 * < <span style="font-family: Arial,Helvetica,sans-serif;">Perspective-Taking |||| Students will be asked if they noticed anyone missing from the Declaration of Independence. The lack of representation of woman and slaves will be discussed. Students will be asked if they can guess why there were not woman signers of the Declaration of Independence. The teacher will discuss that slaves were not mentioned because it would cause conflict among the North and the South. They wanted to have independence from Britain without starting conflict among themselves. ||

= <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">IV. Analysis and Reflection <span style="font-family: 'Arial','sans-serif';">– //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">To what extent are my students learning? How can I improve my professional skills? (complete ////<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">after ////<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">teaching) // =

// What does the data from the formative assessment indicate about student learning? // // To what extent did the students acquire the intended learning? // || The students held their press conference where everyone participated in some way. The students were able to answer the questions given to them by the "reporters" or "costume artists" located in the audience. After the press conference, the students took a quiz on vocabulary and the four Maryland signers of the Declaration of Independence. The students did very well on it and 50% of the students got a perfect score. || // Address a minimum of three of the following questions: // // What is working? What is not? For whom? Why? // // How did you use informal feedback from the students to make instructional decisions while you were teaching the lesson? // // What changes would you make to your instructional procedure that would improve student learning? // // How effective were your assessment tools in helping you monitor student progress? What modifications would you make to help students better demonstrate their learning? // // How did the feedback you gave students help address their needs in relation to the instructional objectives? // // Analyze your biggest challenge during this lesson. What did you learn through it? How does that impact your future decision-making? // // Based on the results of this lesson, what are your next steps? // // What big ideas or insights are you developing about teaching? // || The groups worked well together to prepare for the press conference and then also during it. The students seemed to enjoy it and some of them really got into the part. There were a few questions that stumped students but they were able to figure it out. One group even helped another out when they were really stumped on the question. I may have talked more about what was so important and significant about each Maryland signer. The students knew all four men signer the document and that they were all lawyers but they sometimes got them confused. I think observing the students and listening to the groups was effective. I asked the students questions to make sure they had an understanding of what they read. After the press conference, I wished I allowed the students to discuss more. ||
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