Beruflich Dokumente
Kultur Dokumente
Ashley Schrader
EDI 430 Unit Plan
Table of Contents
Introduction pg. 1
Standards pg. 1
Goals pg. 1
I Can Statements pg. 1-2
Pre-Assessment/Pre-Assessment Rubric pg. 2
Lesson One pg. 3-8
Lesson Two pg. 9-16
Lesson Three pg. 17-22
Final Unit Assessment pg. 23
Final Unit Assessment Rubric pg. 23-24
Student Reflection pg. 25
Unit Bibliography pg. 26
Unit Topic: To Declare Independence or Not
Introduction:
This lesson was written for fifth grade students at White Pines Intermediate
School in the Grand Haven Area Public School District. Through a series of
lessons, students will analyze/study, create and debate the different viewpoints of
Patriots and Loyalists. Students will look at how these differentiating viewpoints
led colonists to ask themselves if they believed they should declare independence
against Great Britain or not.
Students will learn about six prominent colonists, who are either Loyalists or
Patriots, and record those leaders viewpoints about American Independence. In
the preview, students examine the role of the government in their lives and
identify Patriot and Loyalist views about Great Britains rule of the colonies.
Problem solving groups will represent six historical figures in a panel debate
between Patriots and Loyalists. Students will practice presenting part of Patrick
Henrys most famous speech and create their own rallying cries. In the processing
activity, students write letters supporting and disputing the views of Patriots and
Loyalists.
Standards:
5-U3.1.5 Use the Declaration of Independence to explain why the colonist wanted
to separate from Great Britain and why they believed they had a right to do so.
5-U3.1.6 Identify the role that key individuals played in leading the colonists to
revolution, including George Washington, Thomas Jefferson, Benjamin Franklin,
Patrick Henry, Samuel Adams, John Adams and Thomas Paine.
W.5.2- Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
Goals:
Students will prepare and present key Patriot or Loyalist arguments in a panel
debate. They will identify the positions of Loyalists or Patriots and summarize the
personal backgrounds of 6 prominent colonists. They will organize information
about historical figures in a T-chart. Lastly, they will create rallying cries to
express the points of view of Patriots and Loyalists.
I Can Statements:
I can use the Declaration of Independence to explain why colonists wanted to
separate from Great Britain.
I can use the Declaration of Independence to explain why colonists had the right
to separate from Great Britain.
I can identify the role that key individuals played in leading the colonists to
revolution.
I can explain the political ideas of key individuals that played a role in the
revolution.
I can create a rallying cry to express the points of view of Patriots and Loyalists.
Pre-Assessment:
Before we begin the first lesson, students will do some Visible Thinking and start
KWL Chart. The purpose of this activity is to activate students prior knowledge
on the subject. Students will think about what they know about this topic, what
they want to learn throughout this unit or need to learn throughout this unit and
finally at the end of the unit the students will come back and do the L part which
is what they learned in this unit. The teacher will ask questions based off of the
standards to get the students thinking about the topic. For example, What do you
know about the Declaration of Independence? Why do you think the colonists
wanted to separate from Great Britain? Why do you think George Washington
was an important person during this time period? The teacher will look at the
questions that students have and use them as driving points to answer throughout
this unit.
Pre-Assessment Reflection:
For my pre-assessment, I had my students complete a KWL chart on what they
know and want to know about the American Revolution and why colonists wanted
to declare independence against Britain. Many of my students did not know a lot
of information about the topic or they had a lot of misconceptions about the
topic such as, Ben Roosevelt wrote the Declaration of Independence. One of my
goals throughout this unit will be to fix those misconceptions. Also, many of my
students wanted to know why the American Revolution happened and why the
colonists were mad at the British. That is a great thing to look at before we start
this unit however the chapter before the unit that Im working on informs
students why colonists were angry at the British. I think that if I did this pre-
assessment closer to the time when I am about to teach this unit, those questions
would hopefully had been answered, due to the previous chapters teachings.
Lesson one:
Checking for Understanding One or two people will tell me what they might
Teach some stop and check draw as a visual representation of a term. Walk
resume teaching around the room to see what students are
Ways in which students will drawing as their visual representations of the
respond and be engaged
terms. Also walk around the room and see what
Formative assessment strategies
students are putting down on their 3-2-1 Bridge
to be implemented
worksheet.
Reflection
Using your assessment data, what
will you change?
How well did the students
perform? Were all students
engaged?
How was my timing?
How many students struggled?
What will I do to help those
who struggled?
What will I do to extend the
learning for those who met target?
What did everyone know? What
did no one know? Were there
any surprises?
Lesson two:
EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS BASED LESSON PLAN
Formative Assessment
Students will provide a verbal example of
understanding by answering discussion
questions during the class period. Students will
also provide a visual example of understanding
by writing down two arguments a Patriot might
make in favor of independence and two that a
Loyalist might make in favor of remaining under
British rule.
Lesson Management: Focus and Lesson Management
Organization Introduce the idea of how the government
What positive strategies, techniques affects our lives.
and tools will I use? Lead a discussion on how the federal, state
What are my ideas for on task, active and local government affects our daily lives.
and focused student View pictures of different key Patriot and
behavior?
Loyalist and discuss different arguments that
each side can make.
Read section 11.1 in the textbook.
Form groups and assign different groups to
Patriot viewpoints and Loyalist viewpoints.
Have groups come up with different arguments
for their side on whether the colonies should
declare independence or not.
Groups will present their arguments in a debate
format.
Discuss why there might have been real anger
among the colonists over their different
opinions about independence.
Student Management
Movement-
Students will move around when getting into
partner groups to discuss their arguments.
Active Student Participation-
Students will actively participate in the
discussion of ways in which the government
affects their lives, they will look at a T-chart of
different Loyalists and Patriots and discuss
what they see and they will discuss two reasons
why Patriots might favor independence and
two reasons why Loyalists might oppose
independence. Students will then participate in
a debate after they are assigned a Loyalist role
or a Patriot role.
Classroom Management Focus-
Students will use inside voices at all times.
Students who speak loudly or out of turn will
first be warned of their offense. Second
offense they will be asked to sign the Pride
Book. Students will be asked to use quiet
voices when working with their partners on
figuring out their arguments. Students will be
asked to be respectful when another group is
presenting their arguments.
Formative Assessments
Students will provide a verbal example of
understanding by answering discussion
questions during class period.
(2014/2015)
Final Unit Assessment:
For the summative assessment for this unit, students will be participating in a class-
wide debate between Patriots and Loyalists and whether the colonists should be
allowed to declare independence from Great Britain or not. Students will be
placed into groups where they will decide roles. Examples of the roles are Public
Relations Agent, Actor, Investigative Reporter and Costume Designer. Students
will then complete a worksheet that has students thinking about their historical
figure. Students will then prepare the person that is their actor for the debate.
They will have the student explain their position and three arguments that will
support their position. After that they will prepare questions for their opponents
and the materials that they will need for the debate. After they rehearse, they will
finally hold the debate. The rubric for this assessment will be passed out and
discussed before beginning the assessment.
Assessment Rubric:
CATEGORY 4 3 2 1
Understanding The team clearly understood the topic in-depth The team The team The team did
and presented their information forcefully and clearly seemed to not show an
of Topic
convincingly. undestood understand adequate
the topic the main understanding
in-depth points of of the topic.
and the topic
presented and
their presented
information those with
with ease. ease.
Information All information presented in the debate was Most Most Information
clear, accurate and thorough. information information had several
presented presented inaccuracies
in the in the OR was
debate was debate was usually not
clear, clear and clear.
accurate accurate,
and but was not
thorough. usually
thorough.
Organization All arguments were clearly tied to an idea Most All Arguments
(premise) and organized in a tight, logical fashion. arguments arguments were not
were were clearly clearly tied to
clearly tied tied to an an idea
to an idea idea (premise).
(premise) (premise)
and but the
organized organization
in a tight, was
logical sometimes
fashion. not clear or
logical.
Respect for All statements, body language, and responses Statements Most Statements,
were respectful and were in appropriate and statements responses
Other Team
language. responses and and/or body
were responses language were
respectful were consistently
and used respectful not
appropriate and in respectful.
language, appropriate
but once language,
or twice but there
body was one
language sarcastic
was not. remark.
1. How did you feel about this chapter? Was the topic too hard of a topic? Too
easy? Reflect on the chapter in 3-4 sentences.
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2. What were some things you liked about this chapter? It could be something you
liked learning, something that you liked doing in this chapter? A new fact that
you learned that you found to be interesting.
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3. What were some things that you did not like about this chapter?
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4. What were some take-a-ways that you have from this chapter? What big ideas do
you want to remember from this chapter?
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Bibliography
Social Studies Alive textbook and lesson plan book
Social Studies Alive! Palo Alto, CA: Teachers' Curriculum Institute, 2010. Print.