Maryland's+Four+Signers+of+the+Declaration+of+Independence+(Part+1)+Lesson+Plan+(Jablon)

= Maryland's Four Signers of the Declaration of Independence (Part 1) Lesson Plan (Jablon) =

Jessica Thomas || **Grade ** 4th || **Class Size ** 26 || **Date / Time ** March 4 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 have been discussing Maryland's colonist and how the state was settled. || Students will learn abut the four people from Maryland who signed the Declaration of Independence. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Standard: 1.0 Political Science <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Topic: B. Individual and group participation in the political system <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Indicator: 1. Analyze how individuals and groups contributed to the political system in Maryland <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Objective: b. Research the role of Marylanders who influenced the building of our new nation, such as the Sons of Liberty, William Paca, Charles Carroll, Thomas Stone, and Samuel Chase || <span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">HCPS Maryland from Settlement to State Assessment || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Students will be describe the role of key Maryland people who signed the Declaration of Independence || <span style="font-family: Arial,Helvetica,sans-serif;">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;">Purpose and relevance: **
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 * == <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Summative Assessment <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;"> (towards which the students are wo <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">rking: unit assessment, benchmark assessment...)  ==
 * == <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Lesson Objective ==
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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;">(Data-based Information – Pretest <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">and/or Formative Assessment) **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Anticipated Misconceptions or Areas of Confusion ** |||||| **Instructional Decisios based on** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">**the Data** || <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;">Students’ Prior Knowledge **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; margin: 0in 0in 0pt;">Students know about Maryland and it colonists and how they were becoming angry with the British government. |||||||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; margin: 0in 0in 0pt;">In this lesson they will learn about four important Marylanders and how they signed the Declaration of Independence. ||
 * **<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. ||

<span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">//The Maryland Adventures// textbooks for each student, HCPSS social studies curriculum powerpoint for this lesson, student copies of "Directions for Preparing for the Press Conference," 6 copies of each "Signer Resource Sheet," one copy of "Signer Mask" and a copy of the "Suggested Classroom Arrangement" ||
 * == <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Instructional Materials ==

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">document camera, laptop, and projector ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Technology Integration **//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">(If applicable) //

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Teacher must have copies made for each student/group. Teacher must also read the content background for this lesson to understand what occured when creating the Declaration of Independence. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Teacher Preparation and Resources **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Groups will be predetermined for a smoother transition and to avoid too much socializing rather than on topic conversation. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Students will be stopped and reminded to watch their noise if the class gets too loud. Teacher will clap her hands to get the attention of the class. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Management Considerations **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">(Motivation, Procedures, Transitions, Materials, Behavior)

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">If students finish early they be able to continue to work on preparation of the press conference and move on to step 3 of the "Directions for preparing for the press conference" handout. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Possible Modification of Plans **

**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Time ** || ==<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Procedure == || · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Warm-up · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Motivation · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Bridge || 10 min || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">. Motivation: <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Project the "Press Conference" image on to the screen and ask the following questions: <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">~What do you see?" <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">~Why might these people be sitting behing this table? <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">~Who might be sitting in the audience? Why? <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">~Why might meetings like this take place? <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">~What types of people or groups might hold press conferences? <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Ensure students' understanding of the purpose and format of a press conference. Tell students that press conferences are held so that the press can get important information directly from the source. Expalin that they are common in the United States but other countires do have them too.
 * = <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Instructional Sequence = || **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Approximate **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">**//Planned Beginning//**

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Then ask the students how they think it might feel to be part of a press conference. || //(Clearly explain instructional activities in sequence.)// || 45 min || Procedure: 1. .Use the "Maryland's Four Signers" chart to introduce the purose of the lesson. 2. Tell the students that they will work together to hold a press conference for these four people. Ask the students thes questions: ~Examine the chart. What do you notice? ~What similarities do you see? What differences? ~How else, other than the information on the chart, might these men be similar? ~Why were these four men so important to Maryland's history? ~Do you think all people in Maryland agree with their leaders about declaring independence from Britain? 3. Explain that students groups will bring one of these four signers to life and ask them what they think it felt like to sign the Declaration of Independence. 4. Ask the students who is missing from the signers of the Declaration of Independence. Discuss the lack of representation of women and slaves in the document. 5. Tell students their groups ( 6 students in 4 groups). Assign each group to one historical figure and explain the "Direction for preparing for the press conference" handout. When students are in their groups have them circle the name of their assigned historical figure on the top of their handout. 6. Hand out a copy of the "Signer Resource Sheet" to each student and a "Signer Mask" to each group. Tell the students that they will use these materials and //The Maryland Adventure// textbook to prepare to bring to life their assigned historical figure for a press conference. 7. Read aloud and explain the four roles-Public Relations Agent, Actor, Reporter and Costume Artist-listed on the student resource sheet. Expalin that there are more than four students in each groujp so there will be two reporters and two costume artists. 8. Pass out //The Maryland Adventure// to each student and give the groups time to work on Step 2 of "Directions for preparing for the press conference." While the students are working in the groups, circulate and assist groups as needed. || <span style="font-family: 'Arial','sans-serif'; font-size: 8pt; font-style: normal; font-weight: normal; margin: 0in 0in 0pt;">(As appropriate to lesson) ||  || N/A || **//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">(Closure) //** · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Summary · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Homework || 5 min || Debriefing: Have students set goals for working together to prepare for the press conference. Have students Think-Pair-Share in response to ths question: What must you do, individually and as a team, to work successfully during the next class period? Write the students responses on a piece of paper. Tell students that they will work to complete the remaining steps during the next class period. || = <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? // || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">The students took the information from the reading and connected it to the painting we looked at. The students were to take on the role of one of the men in the painting and answer questions like they were that person. Most of the students were successful in answer the questions and understood what was going on in the painting based on what we read. For these students, they were able to connect the article read to the painting. || // 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;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Before the students came to class, I had the groups written on the board and the roles that would be needed for each group. After talking about press conferences I was able to pull up the screen and the students could see what roles they would need and who was in each group. This way they could verbally hear it and visually see it. The directions were clear enough that the students were able to get to work and beginning preparing for the press conference. One thing that did not work out was on of the groups. One student did not want to work with a particular student but I told them groups were already made and they would have to work with whoever was in their group. I was walking around and then realized that the one student was crying. I told him to take a second and relax. I then came back and got the student back on track with his group once he had gotten himself together and was ok. One of my biggest challenges was getting the students to work together. Another group was not getting along but I told them they needed to work together and not have one person do all the work. I also reminded the students to be respectful and listen to one another. This was also one of the goals the students gave themselves for the class period. Next time, I will ask the student’s homeroom teacher if there is any students that should not work together. I will always remind students my expectations of group work and how everyone is respectful and that we all work together. My next step is to remind the students of the goals they made for themselves at the beginning of the next class. I will remind them of the assignment and the expectations. Then I will give the students time to continue to prepare for the press conference while I walk around and ensure the students are focused and on task. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">**//Development of the New Learning//**
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 * === //Planned Ending// ===
 * ** Analysis: **
 * **<span style="font-family: 'Arial','sans-serif';">Reflection: **