Matrices+and+The+Burning+of+the+Peggy+Stewart+Lesson+Plan+(Jablon)

= Matrices and The Burning of the Peggy Stewart Lesson Plan (Jablon) =

Jessica Thomas || **Grade ** 4th || **Class Size ** 26 || **Date / Time ** March 3 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 how Maryland was settled from settlement to state. || Students will have an understanding of why Maryland colonist were angry with the British government. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Standard: 5.0 History <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Topic: C. Conflict bewtween ideas and institutions <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Indicator: 1. Examine the consequences of interactions among groups and cultures in Maryland <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Objective: a. Describe Maryland colonists' reactions to changing economic policies from England using events that led to the American Revolutionary War || <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 able to describe why Maryland colonist became angry with the Bristish government and how they reacted. || <span style="font-family: Arial,Helvetica,sans-serif;">Language Function: explaining or justifying the reaction of the Maryland colonist <span style="font-family: Arial,Helvetica,sans-serif;">Vocabulary: 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 use reading strategy examples through out reading an article and will then in groups act out the burning of the Peggy Stewart. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Intern's Name **
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 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Pre-assessment: **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Purpose and relevance: **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">SC Citation: **
 * == <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 working: unit assessment, benchmark assessment...) ==
 * == <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Lesson Objective ==
 * == <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Academic Language Objective ==
 * == <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;">Most students have heard about the Boston Tea Party but not specifically about what happened in Maryland. |||||||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; margin: 0in 0in 0pt;">Students will learn about the Stamp Act and the Tea Act to understand why the Boston Tea Party and the burning of the Peggy Stewart occurred. ||
 * **<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, Annie, and Jillian struggle with reading comprehension. |||||||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; margin: 0in 0in 0pt;">I will worth these students more closely to help them with the text and to fill out the reading strategy boxes that are located through out the text. ||

<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** || Current Event on fairness/power-The war we are in right now and how the woman in Afghanistan are treated. Before the war, woman were not allowed to go to school or work and most of them never left their homes. Is that fair? || = <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 |||| This lesson focuses on the why the Maryland colonist were mad at the Bristish government but we will also discuss the Bristish government's perspective on their reasoning for taxing the colonists.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">HCPS social studies powerpoint, copies of the "Anger Grows in Maryland" articles for each students and "Act-It-Out Cue Card" and a copy of the "Burning of the Peggy Stewart" ||
 * == <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. Also she must of read the article the student will read and have a background of the Bristish government to discus their perspective. ||
 * **<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;">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 not all students are able to finish their acting it out presentation then we will continue the beginning of the next social studies period. ||
 * **<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;">.Students will finish presenting their matrices on the first Maryland settlements that they previous completely in the last lesson. || //(Clearly explain instructional activities in sequence.)// || 45 min || Motivation: <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Project the "Burning of Peggy Stewart" image on to the screen using the document camera. 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;">~Who might be these people? <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">~What do you think is going on here? <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">~How might this painting represent the feelings of Maryland colonists under Bristish rule? <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Explain that Maryland colonists, as well as people throughout the colonies, became angry with the British government in the mid to late 1700s. Tell students that they will learn more about why colonists became frustraed with Britain.
 * = <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; margin: 0in 0in 0pt;">**//Development of the New Learning//**

Procedure: 1. Distribute "Anger Grows in Maryland" and allow students to preview the text. 2. Ask students what text features they may see and then draw attention to the boxes labeled "Reading Strategy." The boxes will help them practice using reading strategies while they are reading. 3. Read the first paragraph aloud and model the comprehension strategy of predicting. Have students follow along as you are reading. Stop at the "Reading Strategy:Predicting" box and predict what will happen text. Explain to the students that good readers make ongoning predictions as they read. 4. Have students write their own prediction in the box. 5. Read the "War Debts" section so students can confirm or deny their prediction. Then have the students identify the main idea and write in the box located at the end of the section. 6. Have students independently read the remain of the "Anger Grows in Maryland" article, completely the reading strategies as they read. 7. Project the "Buring of the Peggy Stewart" image on the screen again. Ask students why the colonist were mad at the Bristish governemnt. Then ask the students why the British government may had been doing it. 8. Explain to the students that the Britain had been in war with France called The Seven Years War (1756-1763). They had won the war but it had put them in great debt. (Review what debt means). Also, they got more land because of the war which caused more money to govern and protect. The British had high taxes themselves and were just asking the colonist to help out. Talk to the students about fairness and how the women in Afghanistan were not able to have jobs or go to school and that they were to stay in their homes. 9. Distribute the "Act-It-Out Cue Card" to each student. Tell the students they will be working in groups of 4 and each group will be assigned a character in the image. Label each person with a number and tell the group which numbered person they will be representing. 10. Give students time to prepare for their protrayals of the individual assigned to them. 11. One representative from each group would come infront of the class and stand beside the image to recreae the scene. The teacher will be the reporter and ask questions of each student in the scene. 12. Students will then return to their seats. . || <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: Ask the students what they have learned from this lesson. || = <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: 9pt;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">We had to first finish a previous lesson and students needed to present matrices of Maryland settlements that completed last week. We then had to begin the lesson for today and hopefully complete it to catch up. The students were able to quickly finish the presentation and complete the next lesson. I did change this lesson as it went along. To save time we had a discussion at the end of class instead of act it out and I think it was beneficial for the students. I saw that some groups were struggling so I gave them a little bit more time to try and complete the questions. We then came together as a class and discussed the questions and the answers to them. This worked well because based on the discussion at the end of the lesson I would say the students were able to take the knowledge from the lesson and connect to the photograph. This class seemed to struggle more with the article and the reading strategies. I noticed this as I read the first section to them. I read an extra section to them and discussed it then I had planned so that the class could be better at working independently and complete the last two sections themselves. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">For this lesson, I used the painting in the book to show the students rather than the picture in the powerpoint. The students were able to see the picture clearer and in color which helped them with the assignment. The timing was not working out and that is when I decided to not act it out and discuss instead. I believe the act it out would have been ineffective if I tried to squeeze it in. I always know that as a teacher you have to expect for this to not go as planned and to be flexible. As walking around I realized students were having trouble and I needed to do something so they would meet the objective and understood the painting. After discussing the questions, I continued to question the students to check for understanding and to ensure the some of the students were no longer struggling ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">**//Enrichment or Remediation//**
 * === //Planned Ending// ===
 * ** Analysis:  **
 * <span style="font-family: 'Arial','sans-serif';">Reflection: **
 * <span style="font-family: 'Arial','sans-serif';">Reflection: **