Maryland's+Four+Signers+of+the+Declaration+of+Independence+(Part+4)+Lesson+Plan

= Maryland's Four Signers of the Declaration of Independence (Part 4) Lesson Plan =

Jessica Thomas || **Grade ** 4th || **Class Size ** 24 || **Date / Time ** March 17 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 || <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, revolution, 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 conduct for a press conference to demonsrate what they know about the Declararton of Independence. ||
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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? // = = = Students will be given a few minutes to prepare. Each group will have an actor and a publiv relations agent in the front of the classroom. Each historical figure will be introduced and the actors will be asked prepared questions by the reporters and the costume artists. After all questions are asked, students will return to their seats and a debriefing session will occur. Vocabulary will be gone over and students will update the vocabulary in their packets. A review of each signer will be given to the students. Finally, students will be given a quiz based on this unit.
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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. ||

= <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? // || During the press conference, I could tell that students had an idea of what was going on during the time of the Declarration of Independence. Students know why the colonist had problems with Britain and specific examples of what they did to them such as the tea act. The students have an understanding of why the Declaration of Independence was created and what was the purpose. || // 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 students were working well as a team to get the actor and other group memebers ready for the press conference. After sometime though students began to get off task so I had them return to their seats and set up for the press conference. A student let me know that she was not ready but I told her she was off task and shou8ld of used her time wisely. I realized how easily students can get off track if they are working in groups. This is why I started the press conference before some students may of wanted to. I wanted to show them that because they were talking and off task that I thought they were done and we moved on. Next time, I would like to have smoother transitions between the group work and the press conference. Students were getting loud while a few students and I were moving desks to set up the layout for the press conference. If had told them more clearly my expectations, this may have made for a smoother transitioning. ||
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