Unit Plan Template Name: Ryan Young Grade level: 7th Grade Content Area: U.S.

History Title of Unit: American Revolution Essential Questions or Driving Questions: Why did the American Revolution occur and what effect did it have on our Country? Why is it important for students today to know about the Revolution? What was it like living during the American Revolution? Standards: Students will understand Factors leading up to the war. Turning points during the war. What positive or negative consequence became of it? How did all of this contribute to the birth of a new nation? Content Standards: 8.26. Examine a controversial event, issue, or problem from more than one perspective. 8.27. Examine the various characteristics, causes, and effects of an event, issue, or problem. 8.28. Investigate a response or solution to an issue or problem and support or oppose, using research. ISTE*S Standards: 1. Creativity and innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression c. Use models and simulations to explore complex systems and issues d. Identify trends and forecast possibilities

Overview and Timeline This unit will be covered in a two week time frame. The first week will be informational and thought provoking. Students will take notes over the weeks lectures and create a timeline of important dates and events. The second week will be focused on creating a comic strip using ToonDoo in which students will chose a character to portray such as a Loyalist, Patriot or common citizen during the American Revolution.

Assessment The following rubric will be used to assess the students performance on the comic strip presentation. Comic Book Rubric Name/Class Category 5 Content is Content

4
Content is usually correct; Ideas and concepts are usually clearly explained and understood. Captions are Usually related to the scenes and the connections are usually easy to understand. The main characters are usually identified, and their actions and dialogue are usually wellmatched. Landscape and props are usually related to the theme or purpose of the comic and enhance understanding of the scene. There are 1-3 spelling, punctuation, or grammar errors.

3
Content is sometimes correct; Ideas and concepts are sometimes clearly explained and understood. Captions are Sometimes related to the scenes and the connections are sometimes easy to understand. The main characters are sometimes identified, and their actions and dialogue are sometimes wellmatched. Landscape and props are sometimes related to the theme or purpose of the comic and enhance understanding of the scene. There are 4-5 spelling, punctuation, and grammar errors.

2
Content is seldom correct; Ideas and concepts are seldom explained and understood. Captions are seldom related to the scenes and the connections are seldom easy to understand. The main characters are seldom identified, and their actions and dialogue are seldom wellmatched. Landscape and props are seldom related to the theme or purpose of the comic and fail to enhance understanding of the scene. There are more than 5 spelling, punctuation, and grammar errors.

1
Content is rarely correct; Ideas and concepts are rarely explained and understood.

Captions

always correct; Ideas and concepts are always clearly explained and understood. Captions are always related to the scenes and the connections are always easy to understand.

Captions are Rarely related to the scenes and the connections are rarely easy to understand. The main characters are rarely identified, and their actions and dialogue are rarely wellmatched. Landscape and props are rarely related to the theme or purpose of the comic and fail enhance understanding of the scene.

Characters/Setting The main

characters are always identified, and their actions and dialogue are always wellmatched. Landscape and props are always related to the theme or purpose of the comic and enhance understanding of the scene. There are no spelling, punctuation, or grammar errors.

Spelling, Punctuation, and Grammar

The comic book cannot be understood because there are too many spelling and grammar errors.

Resources Educator Preparation:

A. In this unit students will create their own personal digital presentation using ToonDoo. Students will receive information about the American Revolution. During that time they will need to decide if they will be represented as a Loyalist, Patriot or an average citizen. B. I chose to make this presentation limited to ToonDoo for the simple reason as this will be the first time presenting information in this manner. Later in the year students will be exposed to new technology. C. Each student will create a ToonDoo account that will be private. I will provide a tutorial on how to access the site and create a comic. Students will create their comic in class with mobile lap tops provided by the teacher. Students will also be able to work on this at home if they need; due to the fact it is a web based program. D. Students will be in pods of four in the room, but creating individual comics. This will allow them to share new things and ask questions if they are in a bind. Students will need to have some idea of how to navigate the program so they will be given a one class day to play and create for practice. Tools and Resources Provided to Learners: Computers, timelines and lecture notes Tutorials and Templates Provided to Learners: Teachers ToonDoo creation will be provided for students to see how one is created. Briefly explain how the resources, tools, and tutorials may be used to differentiate content or process for learners: Students with disabilities or other issues may be put into partnerships to create a comic. Reason(s) for chosen technology(s): The reason I chose this technology is that is very basic and fun for the students. Most of all my students have only used PPP or Prezi in the past. This experience will open them up to getting out of their comfort zones. Instructional Plan Management: As mentioned above, students will be working individually on the project, but will be in pods of four for collaborative advice from each other. They will all have their own individual computer each day. Differentiation: In some cases students will be paired up to create a group presentation depending on the situation and class demographics. Closure and Reflection At the end of the unit students will present their creation to the class. I will also have them write a reflection paper on the lesson, the good, bad and ugly they might have experienced through the process. I will also have them share ideas some of us might not have learned in the process as well. Students projects will be placed on the teachers Weebly, with parent approval.