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

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

Jessica Thomas || **Grade ** 4th || **Class Size ** 24 || **Date / Time ** March 1 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. ||
 * **<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 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 ==
 * == <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;">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;">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** || __**SO HOW IS THIS MULTICULTURAL/DIVERSITY? BE SPECIFIC. ALSO YOU COULD HONE IN ON THE STRUGGLES OVER SLAVERY IN WRITING THE DECLARATION OF INDEPENDENCE--NOT TO MENTION ISSUE OF LACK OF REPRESENTATION OF WOMEN--DO SOME RESEARCH HERE!!!!!!!!!!!!!!**__ || = <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 |||| In this lesson students will hold their very own press conference in which four students will take on the role of one of the Maryland signers of the Declaration of Independence. Press conferences are given in this country and in other countries. Discussion of press conferences in other countries will be done before the students begin preparing for their own press conference.

<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. 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. 5. 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. 6. 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. 7. 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 || <span style="font-family: Arial,Helvetica,sans-serif;">Debriefing: <span style="font-family: Arial,Helvetica,sans-serif;">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: 10pt; margin: 0in 0in 0pt;">**//Development of the New Learning//**
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">**//Enrichment or Remediation//**
 * === //Planned Ending// ===

= <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,Helvetica,sans-serif;">When the students were working in groups, I sat down with each group to listen to their discussion to answer the five questions given to them based on their historical figure. I was very pleased to hear the students discussing each question as a group to come up with an answer. When groups finished early I would check their answers and ask them to explain them. All the groups were able to work together to answer the questions. A few groups did not get the answer I quite wanted them to so I told them to look back in the text for a better answer. They reread the section and were able to give me the better answer I was looking for. || <span style="font-family: Arial,Helvetica,sans-serif;">Address a minimum of three of the following questions:
 * ** Analysis:  **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Reflection: **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Reflection: **

//<span style="font-family: Arial,Helvetica,sans-serif;">What is working? What is not? For whom? Why? //

//<span style="font-family: Arial,Helvetica,sans-serif;">How did you use informal feedback from the students to make instructional decisions while you were teaching the lesson? //

//<span style="font-family: Arial,Helvetica,sans-serif;">What changes would you make to your instructional procedure that would improve student learning? //

//<span style="font-family: Arial,Helvetica,sans-serif;">How effective were your assessment tools in helping you monitor student progress? What modifications would you make to help students better demonstrate their learning? //

//<span style="font-family: Arial,Helvetica,sans-serif;">How did the feedback you gave students help address their needs in relation to the instructional objectives? //

//<span style="font-family: Arial,Helvetica,sans-serif;">Analyze your biggest challenge during this lesson. What did you learn through it? How does that impact your future decision-making? //

//<span style="font-family: Arial,Helvetica,sans-serif;">Based on the results of this lesson, what are your next steps? //

//<span style="font-family: Arial,Helvetica,sans-serif;">What big ideas or insights are you developing about teaching? // || <span style="font-family: Arial,Helvetica,sans-serif;">Having the groups preselected and written on the board was helpful. I also wrote the roles and how many group members would be needed for each role. This was good so visual learners could read for themselves rather than just having to listen to myself. Overall, the groups selected worked well and the students cooperated with one another. At the end of the lesson, I asked the students for some goals they had for themselves and for their group. I was happy to see the goals they had come up for themselves and wrote them down on a piece of paper on the document camera so they could see them. The students were able to meet as a group and assign roles but I do not believe the directions were clear on part 2. I went around to each group and told them that one person from each group need to get textbooks and answer the questions on their resource sheet in their packet. Next time, I will be sure to tell the students that they will read the introduction about their figure and then answer the expertise questions at the bottom of the sheet. Once I talked with a couple groups they were able to get textbooks and get right to work. Clearer directions would of meant a smoother transition for the students. Without my instruction students were able to divide the reading up and take turns reading before they answered the question. The biggest challenge with this lesson was groups finishing at different times. I had to think on my feet and give the other groups something to do without it being busy work. I told the students to look at part 3 and discuss what they may want their important points to be but not to write it yet, just discuss for the next class. I also sat down with groups and went over their answers with them and had them discuss with me. I learned how groups work together differently and finish at different times even when given the same assignment. ||