Maryland's+Four+Signers+of+the+Declaration+of+Independence+(Part+2+and+3)+Lesson+Plan+(Jablon)

= Maryland's Four Signers of the Declaration of Independence (Part 2 and 3) Lesson Plan (Jablon) =

Jessica Thomas || **Grade ** 4th || **Class Size ** 26 || **Date / Time ** March 15 11:45 am & March 18 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 and revolution <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 be preparing for a press conference that will be held at the end of the lesson. ||
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 * == <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Formative Assessment <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;"> (planned for use in this lesson) ==

= <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 ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Specific Individual or Small Group Needs **
 * <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? // =
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Specific Diversity / Multicultural Factors **
 * < <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. ||


 * Students will continue to work together as a group on preparing for the press conferences. Students will create questions to ask the actors at the press conference based on their area of expertise and prepare their actor. for the questions that could be asked. Once students have prepared questions, they will begin to rehearse for the actual press conference. ||

= <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? // || From walking around, I was able to work with and talk to each group. Some groups were farther along than others but by the end of the class most groups were on the same page. All the students are beginning to come up with questions to ask the actors when it is time to have the press conference. The students all seem to have a grasp of the issues with Britain and why the colonists wanted their freedom. || // 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? // || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt; tabstops: right 6.5in;">My biggest challenge for this lesson was the groups. Many students did not seem to want to get along. I spend more time than I wanted to and anitcipated on getting the groups to work together. I had talks with a few of the groups and told them that it was a group assignement and it would be silly for them to fail because they did not get along. They all agreed and I told them that they then needed to put their differences aside. I am learning this class more and realizing who does not work well with who.Next time, I do group wrok with this class I will keep this in mind. The next class, I will remind students the steps in preparing for the press conference and review what we have done so far. Before the class, seperates into groups I will remind them how we work with others, about team work, and to respect one another. The students are understanding the task given to them but it is taking them longer because they are not all working together. The readings and the activities are going well. The students understood the questions being asked and were able to complete them. I had them reread to refresh their memory on the different areas of expertise before they began writing. I also believe I gave clear instructions in the beginning which helped the lesson run smoother. The one thing I want to work on is team work and staying on task as a group to get the steps completeed in a timely fashion. ||
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