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

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

Jessica Thomas || **Grade ** 4th || **Class Size ** 24 || **Date / Time ** March 16 11:45 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: 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;">Lucas has a specific learning disability. |||||||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; margin: 0in 0in 0pt;">A paraeducator works with Lucas and will scribe for him as needed.This lesson does not require a lot of writing though. ||
 * Samuel gets distracted easily when it pretains to reading. |||||||| In groups, the students will read to one another abvout their given Declaration of Independence signer. Samuel will be given a chance to read aloud which will keep him on task. ||

<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? // =
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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. ||

Students will continue to work on preparing for the press conference. They will gather materials and props for the press conference and then begin rehearsing for the big day. Students will be encouraged to prepare the actor for the questions that may be asked and ensure that he/she is an expert in their assigned area of expertise.

= <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 class got a little noisey during this lesson, but as I walked around I noticed the talking was on topic and the students were discussing the press conference. This was discussing possibly questions to ask the actors during the press conference. As I was walking around, I would ask the students what the answer was to the questions they came up with. The students also got an understanding of open ended questions compared to a closed ended question. By the end of the lesson, the students all had questionss prapared for the reporters to ask. || // 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 were working out well for the most part. I had matched some good students together and they were able to work together as a team. For some students who do not always work well with others, this did not work for as well. With any group project you are bound to have some disagreements amongst the group memebers.Overall, I believe the teams worked togehter to get the tasks asked of them done. I believe my directions were given clear and I began to show the students how the press conference would look like. Some studentsw still had questions but overal the students had an understanding of what they were to be doing even though it had been a few days since they lass had social studies. Now that the students have finished writing their questions, I will remeind them what they need to do beforer the press conference and give them time to gather their materials and rehearse. Any students who did not have well written questions I would ask them the answer to the question they wrote. When they were not able to give me an answer from the two pages of the textbook associated with that historical figure, I would tell them that they can not ask a qutestion that they can not answer themselves. The students would then know that they needed to look at the text again and come up with another question. I would also read sentences to students to help them come up with a question that would go with the sentence. This helped the groups to complete their questions and step 4 in preparing for the press conference. ||
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