Portfolio: Unit Plan EDUC 526 Unit Title: Making a New Nation- The American Revolution Grade Level:

5th Teacher: Jennifer Roscoe

Subject: Social Studies Time Frame: 6 weeks Objectives: The student will know the names and regions of the thirteen colonies The student will compare the difference in climate, agriculture, and trade within each of the colonial regions The student will recognize and identify causes that led to the American colonist discontent and the American Revolution The student will draw conclusions about negative aspects of British rule in the Americans The student will have an understanding of the Continental Congresses The student will describe and compare the different perspectives of key individuals The student will identify the key people and events associated with significant documents The student will know the effects of the American Revolution Intelligences: Interpersonal Intrapersonal Kinesthetic Logical Musical Naturalist Verbal Visual Technologies in the unit: Audacity Bubbl Class YouTube Channel Classroom Website/Blog Comic Life/ Comic Creator Computer Dropbox Doceri Dipity Timeline Email Excel Flickr Google Docs Google Earth/ Maps iMovie/ Pinnacle iPad Internet Microsoft Word MindMeister Online Dictionary Online PDF Forms Podcast Powerpoint/Keynote/Prezi Scanner Skype Songify Storyboard Twitter Talking Ben Talking New Voicethread Webquest

iTunes

Wordle

Content standards: History-Social Science Content Standards 5.5 Students explain the causes of the American Revolution. Understand how political, religious, and economic ideas and interests brought about the Revolution (e.g., resistance to imperial policy, the Stamp Act, the Townshend Acts, taxes on tea, Coercive Acts) Know the significance of the first and second Continental Congresses and of the Committees of Correspondence Understand the people and events associated with the drafting and signing of the Declaration of Independence and the documents significance, including the key political concepts it embodies, the origins of those concepts, and its role in severing ties with Great Britain Describe the views, lives, and impact of key individuals during this period (e.g., King George III, Patrick Henry, Thomas Jefferson, George Washington, Benjamin Franklin, John Adams) Common Core State Standards: English Language Arts Reading: Literature RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text RL.5.6 Describe how a narrators or speakers point of view influences how events are described RL.5.9 Compare and contrast stories in the same genre on their approaches to similar themes and topics. RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 45 text complexity band independently and proficiently. Reading: Informational Text RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/

effect, problem/solution) of events, ideas, concepts, or information in two or more texts. RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 45 text complexity band independently and proficiently. Reading: Foundational Skills RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. RF.5.4 Read with sufficient accuracy and fluency to support comprehension. a. b. c. Writing W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. Read on-level text with purpose and understanding. Read on-level prose and poetry orally with accuracy, appropriate rate, and expressing on successive readings. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. W.5.4 Produce clear and coherent writing (including multiple-paragraph texts) in which the development and organization are appropriate to task, purpose, and audience. W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list. W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 5 Reading standards to literature b. Apply grade 5 Reading standards to informational texts W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. Speaking and Listening SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. a. Plan and deliver an opinion speech that: states an opinion, logically sequences evidence to support the speakers position, uses transition words to effectively link opinions and evidence (e.g., consequently and therefore), and provides a concluding statement related to the speakers position. CA b. Memorize and recite a poem or section of a speech or historical document using rate, expression, and gestures appropriate to the selection. CA SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation Language L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. c. Use verb tense to convey various times, sequences, states, and conditions. d. Recognize and correct inappropriate shifts in verb tense. Use correlative conjunctions (e.g., either/or, neither/nor). L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation to separate items in a series.* b. Use a comma to separate an introductory element from the rest of the sentence. c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., Its true, isnt it?), and to indicate direct address (e.g., Is that you, Steve?). d. Use underlining, quotation marks, or italics to indicate titles of works. e. Spell grade-appropriate words correctly, consulting references as needed. L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the

meaning of a word (e.g., photograph, photosynthesis). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases Technology standards: 1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. b. c. d. Apply existing knowledge to generate new ideas, products, or processes Create original works as a means of personal or group expression Use models and simulations to explore complex systems and issues Identify trends and forecast possibilities

2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats d. Contribute to project teams to produce original works or solve problems 3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. a. Plan strategies to guide inquiry b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media 4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. a. b. c. d. Identify and define authentic problems and significant questions for investigation Plan and manage activities to develop a solution or complete a project Collect and analyze data to identify solutions and/or make informed decisions Use multiple processes and diverse perspectives to explore alternative solutions

5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. a. Advocate and practice safe, legal, and responsible use of information and technology b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity c. Demonstrate personal responsibility for lifelong learning d. Exhibit leadership for digital citizenship

6. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems b. Select and use applications effectively and productively c. Troubleshoot systems and applications d. Transfer current knowledge to learning of new technologies Materials: (digital and non-digital) Intelligences: URLs: Merriam-Webster Online Dictionary Education Portal: The Road to Revolution Video Series Intrapersonal, Kinesthetic, Logical, Visual Interpersonal, Intrapersonal, Logical, Musical, Naturalist, Verbal, and Visual Interpersonal, Intrapersonal, Logical, Musical, Naturalist, Verbal Interpersonal, Intrapersonal, Kinesthetic, Logical, Naturalist, Verbal, Visual Interpersonal, Kinesthetic, Verbal, Visual Interpersonal, Intrapersonal, Kinesthetic, Logical, Musical, Naturalist, Verbal, Visual Intrapersonal Intrapersonal, Kinesthetic, Logical, Naturalist, Visual Interpersonal, Intrapersonal, Kinesthetic, Musical, Naturalist, Verbal, Visual Intrapersonal, Logical, Naturalist, Visual Intrapersonal, Kinesthetic, Logical, Naturalist, Visual

Library Of Congress: Thinking About Songs as Historical Artifacts Interactive Triangle Trade

Doppelme.com Boston Tea Party Webquest

Patriot, Loyalist, or Neutralist? You Decide Comic Creator The Battles of Lexington and Concord

American and British Armies Thirteen Colonies Map Maker

Yankee Doodle Song Yankee Doodle YouTube or Yankee Doodle (Dandy) BRTproject Chap 4: Regions Mr. Nussbaum 13 Colonies Columbia Region Climate Fakebook

Interpersonal, Logical, Musical, Verbal, Visual Interpersonal, Musical, Visual Logical, Naturalist, Visual Logical and Visual Logical and Naturalist Interpersonal, Intrapersonal, Kinesthetic, Verbal, Visual Logical, Naturalist, Visual

Summary 13 colonies Land Of the Brave Trade Route Revolutionary Tea Song Rally Mohawks Song Australian flag Makers Ben Franklins Rattlesnake comic Comic Creator American Revolution for Kids The Preamble Three Ring Government

Logical, Naturalist, Visual Interpersonal and Musical Interpersonal and Musical Intrapersonal, Kinesthetic, Visual Intrapersonal and Visual Intrapersonal, Kinesthetic, Visual Intrapersonal, Logical Intrapersonal, Kinesthetic, Logical, Musical, Visual Intrapersonal, Kinesthetic, Logical, Musical, Visual Intrapersonal, Kinesthetic, Logical, Visual

Dipity Timeline

Digital: Audacity

Interpersonal, Kinesthetic, Musical, Verbal Intrapersonal, Kinesthetic Logical, Visual

Bubbl Class YouTube Channel

Interpersonal, Intrapersonal, Kinesthetic, Musical, Verbal, Visual Interpersonal, Intrapersonal, Kinesthetic, Intrapersonal, Kinesthetic, Logical, Visual Interpersonal, Intrapersonal, Kinesthetic, Verbal, Visual Interpersonal, Intrapersonal, Logical Interpersonal, Intrapersonal, Kinesthetic, Logical, Verbal, Visual Intrapersonal& Kinesthetic

Classroom Website/Blog Comic Life/ Comic Creator

Computer

Dropbox

Doceri Intrapersonal, Kinesthetic, Logical, Visual Intrapersonal, Kinesthetic, Naturalist, Visual Intrapersonal & Logical Interpersonal, Intrapersonal, Kinesthetic, Logical, Naturalist, Visual Interpersonal, Kinesthetic, Logical, Musical, Verbal, Visual Interpersonal, Intrapersonal, Kinesthetic, Musical, Verbal, Visual Interpersonal, Intrapersonal, Musical Interpersonal, Intrapersonal, Kinesthetic, Logical, Musical, Visual Intrapersonal, Logical,

Email Excel Flickr

Google Docs Google Earth/ Maps

iMovie/ Pinnacle

iPad

iTunes Internet

Visual Microsoft Word MindMeister Intrapersonal, Logical, Visual Intrapersonal, Logical, Visual Interpersonal, Intrapersonal, Logical, Visual Interpersonal, Kinesthetic, Logical, Verbal, Visual Interpersonal, Intrapersonal, Kinesthetic, Logical, Visual, Verbal Interpersonal & Visual Intrapersonal, Kinesthetic, Visual Projector/Elmo Scanner Skype Songify Interpersonal, Musical, Verbal, Interpersonal, Intrapersonal, Kinesthetic, Logical, Visual Interpersonal, Intrapersonal, Kinesthetic, Visual Intrapersonal and Verbal Interpersonal, Logical, Verbal, Visual Talking Ben Talking News Visual Interpersonal, Intrapersonal, Logical, Musical, Verbal, Visual Interpersonal, Intrapersonal, Kinesthetic, Logical, Musical, Interpersonal, Kinesthetic, Verbal, Visual

Online Dictionary Online PDF Forms

Podcast Powerpoint/Keynote/Prezi

Storyboard

Twitter

Transparencies Voicethread

Naturalist, Verbal, Visual Webquest Interpersonal Intrapersonal, Logical, Visual Interpersonal, Intrapersonal, Logical, Verbal, Visual Interpersonal, Intrapersonal, Kinesthetic, Visual Interpersonal, Intrapersonal, Kinesthetic, Logical, Verbal, Visual Intrapersonal Worksheets/Handouts Intrapersonal, Kinesthetic, Logical, Visual Interpersonal, Kinesthetic, Logical, Verbal, Visual Interpersonal, Kinesthetic, Verbal, Visual Interpersonal, Intrapersonal, Logical, Verbal Interpersonal, Intrapersonal, Verbal, Visual Intrapersonal, Interpersonal, Kinesthetic, Logical, Verbal, Visual Interpersonal, Intrapersonal, Logical, Verbal, Visual Interpersonal, Kinesthetic, Logical, Verbal, Visual Interpersonal, Kinesthetic, Verbal, Visual

Wordle

Non-Digital: Open Court Making a New Nation Textbook

Pencil/Pens/Crayons, Colored Pencils

Journal Index Cards (Word Banks) Reading Transparency Daily Language Review Inquiry Journal

Concept/Question Slips

Clues/Problems/Wonderings

Comprehension and Language Arts and Spelling and Vocabulary Skills Workbook

 Large in Class Timeline Boston Tea Party Readers Theaters Paper

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Post It notes Encyclopedia Jig Saw puzzle pieces (5 per students) Leveled Classroom Reading Library: Samuelss Choice by Richard Berleth Johnny Tremain by Esther Forbes Come All You Brave Soilders: Black In The Revolutionary War By Clinton Cox Tolivers Secret by Esther Wood Brady Mr. Revere and I by Robert Lawson A Young Patriot by Jim Murphy The Flower Hunter: William Bartram, America's First Naturalist by Deborah Kogan Ray Let It Begin Here!: Lexington & Concord: First Battles of the American Revolution by Dennis Brindell Fradin Any other books including autobiography/ Biography on historical persons during time period that can be found in the schools library. (i.e. King George III, Patrick Henry, Thomas Jefferson, George Washington, Benjamin Franklin, John Adams, Abigail Adams, Martha Washington, Molly Pitcher, Phillis Wheatley, and/or Mercy Otis Warren) Procedures: Week 1 If You Lived at the Time of the American Revolution Day 1: Students will complete Word Knowledge (WK) whole group using the transparency and projector. With WK we will cover the root word colony (Latin for colere; meaning to cultivate), inflectional ending ed, irregular verbs, and plural nouns. Students will use WAC a word strategies including word

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Interpersonal, Intrapersonal, Logical, Naturalist, Verbal, Visual

Intelligences:

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structure, apposition, and context clues to determine the meaning of the first three vocabulary words including revolution, tyranny, and congress. Students then will look words up in dictionary, record definition, and create their own sentence. This is completed through think-pair-share. Students will complete clues, problems, and wonderings. This is done through whole group on a large clues, problems, and wonderings laminated paper on the concept board.

Intrapersonal, Logical, Verbal, Visual

Interpersonal, Intrapersonal, Logical, Naturalist, Verbal, Visual Interpersonal, Intrapersonal, Logical, Verbal, Visual

Day 2: Students will use WAC a word strategies including word structure, apposition, and context clues to determine the meaning of the last two vocabulary words including militia and treaty. Students then will look words up in dictionary, record definition, and create their own sentence. This is completed through think-pair-share. Students will use Google Earth to view the colonists trip from Great Britain to the American colonies. They will write a quick write in their online Word journals about someone they were once close with; however, due to living far away from they have lost touch with or are not as close to any more. Students will share with each other. Students will read If You Lived at the Time of the American Revolution from their textbook. During the reading, we will have group discussions about the story, summarizing, monitoring and clarifying, and cause and effect relationship. As we read, students will write in their Making a New Nation journals taking notes, asking questions, and clarifying their thoughts. As we learn about the American Revolution each student will create a dipity timeline in order to track events leading up to the American Revolution.

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Interpersonal, Intrapersonal, Logical, Naturalist, Verbal, Visual

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Day 3: Students will use the internet to create a map of the 13 colonies they must include a title, key, label state names, and be color coded based on regions. They will print it in color and add it to their Word journal. Based on findings in the reading and internet search in small groups they each must create a table in a Word document recording each regions, climate, geographic features, resources (natural and otherwise), early leaders, and economic activities. Their findings will be discussed in class and submitted through Dropbox. The websites they will search are BRTproject Chap 4: Regions, Mr. Nussbaum 13 Colonies, Columbia Region Climate Intrapersonal, Kinesthetic, Logical, Visual

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and Summary 13 colonies. Day 4: Students will use think-pair-share to discuss what they already know about trade. They will write their ideas in their Word journals and answer the following questions: what is trade, have you ever traded anything before, what was it and what did you get, were you both happy? Students in groups will visit two websites (Land Of the Brave Trade Route and Interactive Triangle Trade and learn more about trade and the triangle trade route. They will then recreate the trade map in their journals and include the purpose of the trade route, the countries involved, what was traded and to who. Interpersonal, Intrapersonal, Verbal

Interpersonal, Intrapersonal, Kinesthetic, Logical, Natural, Verbal, Visual

Day 5: Students will watch the French and Indian War video and in small groups will create a lockbook where they describe the 5 ws and H of the French and Indian War; they will learn the who, what when, where, why, and how of the war. Students will understand how geography changed because of the war and how the war was the first domino of the war. Interperosnal, Intrapersonal, Kinesthetic, Logical, Naturalist, Verbal, Visual

Week 2: Day 1: Students will create and add to a storyboards acts that the British passed on the American colonies, such as the proclamation act, sugar act, currency art, stamp act, quartering acts, the Declaratory act, and Townshend act as we read along and learn more about the acts that lead to the colonists displeasure. Students will identify and explain the difference between the patriots, loyalist, and neutralist after watching the video Patriots and Loyalist and referring to the text. They will then post to our classroom blog and answer the following questions: list 4 reasons why the loyalist were loyal to Great Britain and King George III, list 4 reasons why the patriots wanted to break away from Great Britain and King George III, list three reasons where some were neutralist, list five nicknames for each the patriots and loyalists, and list one nickname for the neutralists. Interpersonal, Kinesthetic, Logical, Verbal, Visual

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Intrapersonal, Kinesthetic, Students will create broadsides for either the patriots, loyalist, or Visual neutralist. They must create a slogan, draw an illustration, list at least three reasons why colonists should be one your side. Be specific and give examples. These will be scanned and posted on the classroom blog.

Day 2: Students will continue to create and add to a storyboards acts that the British passed on the American colonies, such as the proclamation act, sugar act, currency art, stamp act, quartering acts, the Declaratory act, and Townshend act as we read along and learn more about the causes. Students will continue to create broadsides for either the patriots, loyalist, or neutralist. They must create a slogan, draw an illustration, list at least three reasons why colonists should be one your side. Be specific and give examples. These will be scanned and posted on the classroom blog. Students will work in small groups of the same side view to create a one-two minute podcast convincing others to come to your side it can be a speech, song, rap, poem, ect. Interpersonal, Kinesthetic, Logical, Verbal, Visual

Intrapersonal, Kinesthetic, Visual

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Day 3: Students will watch Discovery Educations The Story Behind the Boston Massacre and take notes in their journals Students will view the two pictures of opposing viewpoints and place post it notes of their thoughts of each picture. Students will use the Talking News app to create a debate on which picture is the best representation and why; they will have to choose the Patriots or the British. Intrapersonal and Visual Intrapersonal, Kinesthetic, Logical Interpersonal, Intrapersonal, Logical, Verbal, Visual Interpersonal, Intrapersonal, Musical, Verbal, Visual Intrapersonal Interpersonal, Intrapersonal, Logical, Musical, Verbal, Visual

Day 4: Students will view the song Yankee Doodle on iTunes or scoutsongs.com as well as have a paper copy in front of them. After listening to the song they will sing it all together. Students will define unfamiliar words from Yankee Doodle and add the vocabulary words to their vocabulary banks. Student will evaluate the lyrics, interpret the verses, discuss the implication of meaning, and fill out the online PDF to submit from library of congress.

Day 5: Students continue their storyboards as they add the Tea Act and they participate in the M&M simulation where they learn about the British Parliaments imposed tax, the Stamp Act, on the British American colonists. This lesson allows students to gain a deeper understanding of the feelings the colonists felt in regards

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to being taxed without representation. Week 3 The Night the Revolution Began Day 1: Students will complete Word Knowledge (WK) whole group using the transparency and projector. With WK we will cover multiple meaning words, decodikng words that have /sh/ sound spelled sh or _ti_, regular plural words, and spelling possessive nouns. Students will use WAC a word strategies including word structure, apposition, and context clues to determine the meaning of the first three vocabulary words including apprentice, lieutenant, and defiance. Students then will look words up in dictionary, record definition, and create their own sentence. This is completed through think-pair-share. Students will complete clues, problems, and wonderings. This is done through whole group on a large clues, problems, and wonderings laminated paper on the concept board. Students will read The Night the Revolution Began from their textbook. During the reading, we will have group discussions about the story, visualizing, making connections, sequences, and summarizing. As we read, students will write in their Making a New Nation journals taking notes, asking questions, and clarifying their thoughts. Interpersonal, Intrapersonal, Logical, Verbal, Visual

Interpersonal, Intrapersonal, Logical, Verbal, Visual

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Day 2: Students will use WAC a word strategies including word structure, apposition, and context clues to determine the meaning of the last two vocabulary words including boycott and fife. Students then will look words up in dictionary, record definition, and create their own sentence. This is completed through think-pair-share. Students will begin a Webquest for Boston Tea Party. In the webquest Students will work in groups of five, each having their own job title and description to create the front page of the Gazette. They will additionally create a short 2-5 minute presentation for the class to demonstrate their understanding of the Boston Tea Party. Students will work on the webquest during the next week and present on.

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Interpersonal, Intrapersonal, Kinesthetic, Logical, Musical, Naturalist, Verbal, Visual

Day 3: Students will learn more about the Sons of Liberty through our readings and discussions. They will view the photo of the Sons of Liberty flag and create their own flag to represent freedom at Australian flag Makers Students will continue to work on their Boston Tea Party Webquest for rest of time period. Interpersonal, Intrapersonal, Kinesthetic, Visual Interpersonal, Intrapersonal, Kinesthetic, Logical, Musical, Naturalist, Verbal, Visual Interpersonal, Intrapersonal, Logical, Naturalist, Visual

Day 4: Students will interpret Ben Franklins Rattlesnake comic by researching at the above website. Students will then determine why a rattle snake was used to represent the 13 colonies. Once students understand the comparison they will create their own comic on comic life or comic creator using a different animal to represent the colonies. They must include at least four ways their animal was like the colonies and include an illustration. Students will continue to work on their Boston Tea Party Webquest for rest of time period.

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Day 5:

Students will perform the Boston Tea Party Readers Theaters. They will film themselves using the iPad and iMovie. They must include the Patriots poem Rally, Mohawks or Revolutionary Tea and add a new verse to the song/poem. Interpersonal, Intrapersonal, Kinesthetic, Students will continue to work on their Boston Tea Party Logical, Musical, Webquest for rest of time period. Naturalist, Verbal, Visual Interpersonal, Kinesthetic, Musical, Naturalist, Verbal, Visual Interpersonal, Intrapersonal, Kinesthetic, Logical, Verbal, Visual

Week 3: Day 1: Students will present their Webquest presentations

Students will watch Intolerable Acts, & First Continental Congress video. This video will further explain the Intolerable acts including the Coercive Acts, the reinstated quartering act, Logical legislation forbidden, Boston Harbor closed until paid off, and the Quebec Act. Students will discuss the new acts add this act to their story boards. Students will in groups of three or four create a storykit to make a book with voice, pictures, and text in regards to the

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First Continental Congress. Day 2: The Midnight Ride of Paul Revere Students will complete Word Knowledge (WK) whole group using the transparency and projector. With WK we will cover homophones, identify and read numbers I written form, identify and read irregular plural words, recognize and spell closed compound words. Students will use WAC a word strategies including word structure, apposition, and context clues to determine the meaning of the first three vocabulary words including barrack, somber, and sentinel. Students then will look words up in dictionary, record definition, and create their own sentence. This is completed through think-pair-share. Students will complete clues, problems, and wonderings. This is done through whole group on a large clues, problems, and wonderings laminated paper on the concept board. Interpersonal, Intrapersonal, Logical, Verbal, Visual

Interpersonal, Intrapersonal, Logical, Verbal, Visual

Interpersonal, Intrapersonal, Logical, Naturalist, Verbal, Visual

Day 3: Students will use WAC a word strategies including word structure, apposition, and context clues to determine the meaning of the last two vocabulary words including impetuous and troop. Students then will look words up in dictionary, record definition, and create their own sentence. This is completed through think-pair-share. Students will read The Midnight Ride of Paul Revere from their textbook. During the reading, we will have group discussions about the story; monitoring and adjusting speed, author view point, visualizing, summarizing, and clarifying. As we read, students will write in their Making a New Nation journals taking notes, asking questions, and clarifying their thoughts.

Interpersonal, Intrapersonal, Logical, Verbal, Visual

Interpersonal, Intrapersonal, Musical, Naturalist, Verbal, Visual

Day 4: Students will compare and contrast two narrative poems of Paul Revere and Billy Dawes midnight ride using Read, Write, Thinks Venn Diagram. They will then use historical maps and current maps from google to trace the historical event of each rider as we read the stories. Students must point out geographic features, such as the Boston Harbor, Back Bay near Charles River, the Mystic River, and various towns mentioned. Students will blog about at least four figurative language quotes Interpersonal, Intrapersonal, Kinesthetic, Logical, Naturalist, Verbal, Visual

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in the story. Day 5: Students will read Let It Begin Here!: Lexington & Concord: First Battles of the American Revolution by Dennis Brindell Fradin as a class. Students will research the battle of Lexington and Concord using textbook, trade books, encyclopedia, and the internet they will take notes in their journals about key events that took place. Students will come up with five key events that took place during the battle and create a five piece jigsaw puzzle timeline. They must provide five true facts, list them in order, and illustrate each event. Students will play an interactive game if they finish early: Battles of Lexington

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Interpersonal, Verbal, Visual Interpersonal, Intrapersonal, Kinesthetic, Logical, Verbal, Visual Intrapersonal, Kinesthetic, Logical, Visual

Intrapersonal, Kinesthetic, Logical, Musical, Naturalist, Visual

Week 4: The Declaration of Independence Day 1: Students will learn about the Battle of Bunker Hill through our textbook and visiting American Revolution for Kids. They will then play a dice game with the class being broken into 8 groups. The groups will each play the either the British or Patriots side. Students roll dice until a person dies, students can role play dramatic deaths. In the end, students will blog about these questions: What made the odds better or worse for each side? Was it inevitable that this battle would end this way? How could one side or the other have changed their odds in advance? They will also answer the five Ws of the war. Interpersonal, Intrapersonal, Kinesthetic, Logical, Verbal, Visual

Day 2: Students will complete Word Knowledge (WK) whole group using the transparency and projector. With WK we will cover understand base words and derivatives, decode three consonant blends, decode words containing gh as a silent consonants, and change y to i before adding endings to words. Students will use WAC a word strategies including word structure, apposition, and context clues to determine the meaning of the first three vocabulary words including delegation, reconciliation, and radical. Students then will look words up in dictionary, record definition, and create their own sentence. This is completed through think-pair-share. Interpersonal, Intrapersonal, Logical, Verbal, Visual

Interpersonal, Intrapersonal, Logical, Verbal, Visual

Students will complete clues, problems, and wonderings. This is done through whole group on a large clues, problems, and wonderings laminated paper on the concept board. Students will read The Declaration of Independence from their textbook. During the reading, we will have group discussions about the story; monitoring and clarifying, classifying and categorizing, and summarizing, As we read, students will write in their Making a New Nation journals taking notes, asking questions, and clarifying their thoughts.

Interpersonal, Intrapersonal, Logical, Naturalist, Verbal, Visual Interpersonal, Intrapersonal, Logical, Verbal, Visual

Day 3: Students will use WAC a word strategies including word structure, apposition, and context clues to determine the meaning of the last two vocabulary words including unalienable and document. Students then will look words up in dictionary, record definition, and create their own sentence. This is completed through think-pair-share. Students will watch a video about the Second Continental Congress, which had agreed to come back together if the situation had not improved since the first meeting. Students will come up with a skit to reenact the meeting that took place. Students must play a role of a member, such as Hancock, Adams, or Jefferson. The video will be posted on our class YouTube channel and students must comment on at least two other videos. Interpersonal, Intrapersonal, Logical, Verbal, Visual

Interpersonal, Intrapersonal, Kinesthetic, Verbal, Visual

Day 4: Students will as a class discuss/review the declaration of Independence graphic organizer previously completed in order to analyze what the Declaration of Independence means. Students can add unfamiliar words to their words banks and define them through using the online dictionary. The student will then be hired by the Continental Congress to redevelop the Declaration of Independence in order to appeal to the British in a different way. Students will be instructed to rewrite the Declaration of Independence as a poem, rap, song, comic strip, picture book, or any other creative way (approved by teacher). The final product must include all five parts of the Declaration of Independence including Preamble or introductory section, explanation of the right of people to control the government, complaints against King George III, explanation of how the colonies tried to avoid separation, and the colonies declare independence. Interpersonal, Intrapersonal, Logical, Verbal, Visual

Interpersonal, Intrapersonal, Kinesthetic, Logical, Musical, Naturalist, Verbal, Visual

Day 5:

Students will continue the Declaration Activity above and at the end of class present their Declaration of Independence.

Interpersonal, Intrapersonal, Kinesthetic, Logical, Musical, Naturalist, Verbal, Visual

Week 5: The Master Spy of Yorktown Day 1: Students will complete Word Knowledge (WK) whole group using the transparency and projector. With WK we will cover understanding the relationship between words by identifying synonyms, identifying and decoding plural forms of words ending in Y, identifying comparative and superlative forms, and doubling final consonants to add word endings. Students will use WAC a word strategies including word structure, apposition, and context clues to determine the meaning of the first three vocabulary words including legislature, headquarters, and campaign. Students then will look words up in dictionary, record definition, and create their own sentence. This is completed through think-pair-share. Students will complete clues, problems, and wonderings. This is done through whole group on a large clues, problems, and wonderings laminated paper on the concept board. Students will read The Master Spy of Yorktown from their textbook. During the reading, we will have group discussions about the story; monitoring and clarifying, classifying and categorizing, and summarizing, As we read, students will write in their Making a New Nation journals taking notes, asking questions, and clarifying their thoughts. Interpersonal, Intrapersonal, Logical, Verbal, Visual

Interpersonal, Intrapersonal, Logical, Verbal, Visual

Interpersonal, Intrapersonal, Logical, Naturalist, Verbal, Visual Interpersonal, Intrapersonal, Logical, Verbal, Visual

Day 2: Students will use WAC a word strategies including word structure, apposition, and context clues to determine the meaning of the last two vocabulary words including petition and procure. Students then will look words up in dictionary, record definition, and create their own sentence. This is completed through think-pair-share. Students will read Flower Hunter by Deborah Kogan Ray. As they read they will take notes on notability about the story and the plants that the young naturalist found during the colonial days during his adventures.

Interpersonal, Intrapersonal, Logical, Verbal, Visual

Intrapersonal, Logical, Naturalist, Visual

Intrapersonal, Kinesthetic, Logical, Naturalist, Visual

Students will use their notes to find images of their plants on flickr. They must choose two images of different flowers, copy these images to the classroom blog, and write a paragraph giving facts about the flower they have chosen. Intrapersonal, Kinesthetic, Logical Students will each be choosing a famous person from the Revolutionary War era. They will have to research their person using our reading sources, textbook, class notes, internet, and encyclopedia in order to write a report on the given person. This will be due week six day four. Students must create a Fakebook for their famous. They must include four facts, four friends, five posts including one video, and two responses. This will be part of the above assignment will be due week six day four. Students in groups of three/four will gather data from various websites, an example is revolutionary war archives in order to create an excel document of the casualties of war during the American Revolution.

Day 3:

Interpersonal, Intrapersonal, Kinesthetic, Logical, Musical, Verbal, Visual

Interpersonal, Logical, Visual

Day 4: Students will compare and contrast the American and British forces; including their looks, weapons, strengths and weaknesses, and key factors that allowed the American colonists to defeat the powerful British during the American Revolution. Students will create a mind meister in order to demonstrate their findings and the class will respond to three other students.

Interpersonal, Intrapersonal, Kinesthetic, Logical, Naturalist, Verbal, Visual

Day 5: Students will read over the Treaty of Paris of 1783 in order to list the major provisions of the document which officially ended the American Revolution. They will then be divided into three groups in which they will represent the three signers of the Treaty including John Adams, Benjamin Franklin, and John Jay. As a group they will be responsible for creating an online aviator they must then save their aviator and place it in a word document where they write about the Treaty of Paris from the eyes of the chosen signer.

Interpersonal, Kinesthetic, Logical, Verbal, Visual

Week 6: Shh! Were Writing the Constitution and We the People of the United States Day 1: Interpersonal,

Students will participate in a field trip to Rileys Farm where they will discover what it was like to have lived during the A.R. When they return to class they will Skype with other students talking about their experiences and create an animoto video including pictures from the field trip and music.

Intrapersonal, Kinesthetic, Logical, Musical, Naturalist, Verbal, Visual

Day 2: Students will complete Word Knowledge (WK) whole group using the transparency and projector. With WK we will cover decoding and identifying words with the inflectional ing ending, decoding and identifying words with the long i sound followed by a consonant and silent e, identifying word origins, and dropping the final e before adding endings to words. Students will use WAC a word strategies including word structure, apposition, and context clues to determine the meaning of the five vocabulary words including nation, confederation, convention, constitution, and federal. Students then will look words up in dictionary, record definition, and create their own sentence. This is completed through think-pairshare. Students will complete clues, problems, and wonderings. This is done through whole group on a large clues, problems, and wonderings laminated paper on the concept board. Students will watch the school tube video Shhh!, Were Writing the Constitution

Interpersonal, Intrapersonal, Logical, Verbal, Visual

Interpersonal, Intrapersonal, Logical, Verbal, Visual

Interpersonal, Intrapersonal, Logical, Naturalist, Verbal, Visual Intrapersonal, Musical, Visual

Day 3:

Interpersonal, Logical, Verbal Students will review the Articles of Confederation and understand that although it had some strengths its weaknesses were too big in order to uphold a new nation. Students will pretend that we did not have rules in the classroom and will write a quick write using notability to demonstrate some of the problems they foresee occurring. We will then share some of our quick writes. Students will begin to learn about the different plans presented, such as the Virginia Plan by Edmund Randolph, the New Jersey Plan by William Paterson, and the Great Compromise. They will make Mind Meisters to create a bubble map of the plans, strengths, and weakness. Interpersonal, Intrapersonal, Logical, Verbal

Interpersonal, Intrapersonal, Kinesthetic, Logical, Verbal, Visual

Day 4: Reports and VoiceThread due

Interpersonal, Intrapersonal, Kinesthetic, Logical, Musical, Verbal, Visual

Students will participate in an activity to help them realize the importance of the Great Compromise. Students will be measured by their height in inches, each students receives a vote per inch of height (a height will be shorter than most students), students will votes on extra recess for only the shorter students, votes will be tallied, but will fail based on majority of votes, discuss how it Interpersonal, feels and relate it to the feeling of power. Intrapersonal, Kinesthetic, Logical, Verbal, Visual Students will participate in the Great Compromise Activity. In small groups students will study information leading to the Great Compromise. Using the following information of the estimated populations of the thirteen states in 1787, students will examine arguments leading to the Great Compromise. Using word or powerpoint students will organize the population of the states into bar graphs, figure out How many representatives would each state have if they got one representative per 30,000 residents, Which states would have the most representation under this plan, and Under this plan would all states have equal representation? Then they will answer the following questions Interpersonal, Intrapersonal, Logical, 1. Suppose it is decided that each state would have one Verbal, Visual representative regardless of population. Which states have the most representatives under this plan? Which plan favors states with larger populations? Which plan favors states with smaller Interpersonal, Verbal populations? 2. Discuss the conflicts that exist with this decision making process and how this type of representation caused conflict at the Convention. 3. Explain the Great Compromise and how the creation of the two houses of Congress satisfied the needs of both large and small states. This will all be discussed via classroom and blog

Interpersonal, Intrapersonal, Kinesthetic, Verbal, Visual

Interpersonal, Intrapersonal, Logical, Verbal, Visual

Day 5: Students will watch the School House Rock video The Preamble Students will break apart each line of the preamble and determine what they think it means and answer it in our blog. Students will then watch the School House Rock video Three Ring Government in order to understand the duty of the three branches. Students will begin to understand that Articles I-VII describes each branch of the Federal government and the states.

Intrapersonal, Kinesthetic, Logical, Musical, Visual Interpersonal, Intrapersonal, Logical, Verbal Intrapersonal, Kinesthetic, Logical, Musical, Visual Intrapersonal

Product: Week 1: Across the Sea: Google Earth

Intelligences:

Interpersonal, Intrapersonal, Kinesthetic, Logical, Visual Intrapersonal, Kinesthetic, Logical, Visual Interpersonal, Intrapersonal, Kinesthetic, Logical, Naturalist, Verbal, Visual Interpersonal, Intrapersonal, Kinesthetic, Logical, Natural, Verbal, Visual Interpersonal, Intrapersonal, Kinesthetic, Logical, Visual. Interpersonal, Intrapersonal, Kinesthetic, Logical, Naturalist, Verbal, Visual Interpersonal, Kinesthetic, Logical, Verbal, Visual Interpersonal, Intrapersonal, Kinesthetic, Visual Intrapersonal, Kinesthetic, Visual Interpersonal, Kinesthetic, Musical, Verbal Interpersonal, Intrapersonal, Logical, Verbal, Visual Interpersonal, Intrapersonal, Musical, Verbal, Visual

Map of Thirteen Colonies Word Document Three Regions

Triangle Trade Route

French and Indian Lockbooks

Week 2:

Dipity Timeli

Storyboards Acts Patriot and Loyalists Blog Post Broadsides

Podcast Talking New: Boston Massacre

Yankee Doodle Evaluation

Week 3 Boston Tea Party Webquest

Interpersonal, Intrapersonal, Kinesthetic, Logical, Musical, Naturalist, Verbal, Visual Interpersonal, Intrapersonal, Kinesthetic, Visual Interpersonal, Intrapersonal, Logical, Naturalist, Visual Interpersonal, Kinesthetic, Logical, Musical, Verbal, Visual Interpersonal, Kinesthetic, Logical, Visual Interpersonal, Intrapersonal, Kinesthetic, Logical, Naturalist, Verbal, Visual Interpersonal, Intrapersonal, Kinesthetic Intrapersonal, Kinesthetic, Logical, Visual Interpersonal, Intrapersonal, Kinesthetic, Verbal, Visual Interpersonal, Intrapersonal, Logical, Verbal, Visual Intrapersonal, Logical, Naturalist, Visual Interpersonal, Intrapersonal, Kinesthetic, Logical, Visual Interpersonal,

I Pledge Allegiance to the Sons of Liberty

American Colonists Comic: Benjamin Franklin

Boston Tea Party Readers Theater

First Continental Congress Story Kit

Paul Revere and Billy Dawes: Whos Ride Was it Anyway

Figurative Language Blog Week 4: Lexington and Concord Puzzle

Second Continental Congress reenactment

Rewrite the Declaration of Independence Week 5: Flower Hunter

Famous Person Revolutionary War Fakebook

Intrapersonal, Kinesthetic, Verbal, Visual Famous Person Revolutionary War Essay Interpersonal, Logical, Visual Interpersonal, Intrapersonal, Kinesthetic, Logical, Naturalist, Verbal, Visual Interpersonal, Kinesthetic, Logical, Verbal, Visual Treaty of Paris Aviator Week 6: Rileys Farm Animoto Rileys Farm Short Paper/Skype Unruly Class Quick write Bubble Map: The Three Plans Great Compromise Blog Intrapersonal, Kinesthetic, Musical, Visual Interpersonal, Intrapersonal Intrapersonal Intrapersonal, Logical, Visual Interpersonal, Intrapersonal, Kinesthetic, Interpersonal, Intrapersonal, Logical, Verbal, Visual Intrapersonal, Kinesthetic, Logical, Musical, Visual

Causalities of the American Revolution American Colonists Vs. British Soldiers

Preamble: We the People

The Three Ring Government Assessment (quantitative rubric): See Below

Thirteen Colonies Map

Category Title Key Labeling of States 4 Titled Included Key includes colors by regions All 13 States Labeled and 3 X 2 X 1 X Key included X X but not color coded by region 10-12 states 8-9 states labeled 6-7 states labeled correctly correctly labeled 0 No Title Included No Key included States are not labeled or

correct Color Coded based on regions All 13 states color coded correctly by each of the 3 region All 13 states color coded, but only two regions are completely correct All 13 states color coded, but only one is completely correct

correctly All 13 states color coded, but no region completely correct

only 1-5 states correct No regions color coded

Category Regions

Climate

4 All Three regions represented correctly All 13 states climate correct All 13 states climate correct All 13 states climate correct All 13 states climate correct All 13 states climate correct On time and on dropbox

Word Document: Three Regions 3 2 Two regions One region represented represented correctly correctly 10-12 states climate correct 10-12 states climate correct 10-12 states climate correct 10-12 states climate correct 10-12 states climate correct 1-2 days late tuned in to dropbox 8-9 states climate correct 8-9 states climate correct 8-9 states climate correct 8-9 states climate correct 8-9 states climate correct 3-4 days late tuned in to dropbox

1 All regions there; however, none correctly 6-7 states climate correct 6-7 states climate correct 6-7 states climate correct 6-7 states climate correct 6-7 states climate correct 5 days late tuned in to dropbox

0 No regions labeled 0-5 states climate correct 0-5 states climate correct 0-5 states climate correct 0-5 states climate correct 0-5 states climate correct Not turned in by dropbox or later than a 5 days 0 Triangle Trade Route not recreated None Shown None correct

Geographic Features Natural Resources Early Leaders Economic Activities Dropbox

Category Recreated Triangle Trade Route Listed Country involved North

4 Triangle Trade Route Correctly recreated All four shown List all three

Triangle Trade Route 3 2 Triangle trade X Route recreated however, is wrong Only three shown List two trade Only two shown List one trade

1 X

Only one shown X

American England and Europe West Indies Africa

trade routes correctly List two routes correctly List all three items correctly List all two items correctly 4 All four parties listed States France lost Lists dates 1754-1763 States it was fought in North America States the two sides were fighting for control of North America States that Britain gained control of all land east of the Mississippi River and New France

routes correctly List one route correctly List two items correctly Lists one item correctly

routes correctly X List one items correctly X X X X None correct None correct None correct

Category Who was included What happened When did it happen Where did it happen Why did it happen

French and Indian Lockbook 3 2 Three parties Two parties listed listed X X X X

1 One party listed X

0 No parties listed Does not provide an answer or is wrong Does not provide an answer or is wrong Does not provide an answer or is wrong Does not provide an answer or is wrong Does not provide an answer or is wrong

How did geography change

States one of the following answers: Britain gained control of all land east of the Mississippi River or New France Storyboard Acts 2 X

Category Proclamation Act

4 Date listed correctly, Act described, American Colonists response correctly Date listed

3 Two items answered correctly: date, act described, and colonists response Two items

1 One item answered correctly: date, act described, and colonists response One item

0 No Answer or all wrong

Sugar Act

No Answer

Currency Act

Stamp Act

Quartering Act

Declaratory Act

Tea Act

Townshed Act

Intolerable Act

correctly, Act described, American Colonists response correctly Date listed correctly, Act described, American Colonists response correctly Date listed correctly, Act described, American Colonists response correctly Date listed correctly, Act described, American Colonists response correctly Date listed correctly, Act described, American Colonists response correctly Date listed correctly, Act described, American Colonists response correctly Date listed correctly, Act described, American Colonists response correctly Date listed correctly, Act described, American

answered correctly: date, act described, and colonists response Two items answered correctly: date, act described, and colonists response Two items answered correctly: date, act described, and colonists response Two items answered correctly: date, act described, and colonists response Two items answered correctly: date, act described, and colonists response Two items answered correctly: date, act described, and colonists response Two items answered correctly: date, act described, and colonists response Two items answered correctly: date, act described, X

answered correctly: date, act described, and colonists response One item answered correctly: date, act described, and colonists response One item answered correctly: date, act described, and colonists response One item answered correctly: date, act described, and colonists response One item answered correctly: date, act described, and colonists response One item answered correctly: date, act described, and colonists response One item answered correctly: date, act described, and colonists response One item answered correctly: date, act described,

or all wrong

No Answer or all wrong

No Answer or all wrong

No Answer or all wrong

No Answer or all wrong

No Answer or all wrong

No Answer or all wrong

No Answer or all wrong

Colonists response correctly Category Difference between Patriots, Loyalist, and Neutralist Why loyalist were loyal 4 Lists all three correctly

and colonists response Patriot and Loyalist Blog 3 2 Lists two Lists one answer answers correctly correctly Lists three answers correctly Lists three answers correctly Lists two answers correctly Lists four answers correctly Lists four answers correctly X Lists two answers correctly Lists two answers correctly Lists one answer correctly Lists three answers correctly Lists three answers correctly X

and colonists response

1 X

0 Does not list any reasons

Lists all four answers correctly Lists all four answers correctly Lists all three answers correctly Lists all five answers correctly Lists all five answers correctly One nickname listed

Lists one answer correctly Lists one answer correctly X

Does not list any reasons

Why Patriots wanted to break away Why the neutralists were neutral Nicknames for Patriots Nicknames for Loyalists Nicknames for neutralists Category Slogan Illustrations

Does not list any reasons Does not list any reasons List none correct or no answer List none correct or no answer None listed or incorrect

Lists one or two answers correctly Lists one or two answers correctly X

Broadsides 4 Slogan included Illustrations included and neatly colored Lists at least four reasons Scanned and posted to blog 3 X X Lists three reasons Scanned and posted, but one days late 2 X 1 X 0 No slogan No illustrations No reasons listed Not scanned and posted to blog or more than five days late

Reasons Scanned and posted to classroom blog

Illustrations X included, but very messy not neat Lists two reasons Lists one reasons Scanned and Scanned and posted, but two- posted, but 4-5 three days late days late

Podcast Category Created Podcast Time 4 Podcast created One to two minutes long Shows at least three convincing argument to join their side Posted and on time Response to three other students Student received 11-12 points from Student Peer Evaluation Form 4 Takes a side Clearly states at least three facts to back up side Successfully created a talking news debate Debate is threefive minutes long 3 X Less than a minute or up to three minutes Shows two convincing argument to join their side Posted, but 1-2 days late Response to two other students Student received 9-10 from Student Peer Evaluation Form 2 X Three-four minutes long Shows one convincing argument to join their side Posted, but 3-4 days late Response to one other students Student received 8 from Student Peer Evaluation Form 1 X Four or more minutes long X 0 No podcast created X

Convincing

No convincing argument Not posted or more than five days late No response Student received 5 or less from Student Peer Evaluation Form 0 X No evidence stated No talking news debate No debate or is greater than seven minutes No debate is turned in at all Student received 5 or less from

Posted to classroom blog Response Peer Evaluation Form

Posted, but five days late X Student received 6-7 from Student Peer Evaluation Form

Category Takes a side Backs up debate with photo evidence Created talking news Time

Talking News: Boston Massacre 3 2 X Clearly states two facts to back up side X X Clearly states one facts to back up side X

1 No side taken X

Structure

Peer Evaluation Form

Debate is greater than five, but less than six minutes Students debate Students state each side and their own point, counter debate but do not their partner counter debate partner Student Student received Student received received 11-12 9-10 from 8 from Student points from Student Peer Peer Evaluation

Debate is less than three minutes, but not greater than five X

Debate is greater than six, but less than seven minutes Talking is taking place, but no debate Student received 6-7 from Student

Student Peer Evaluation Form Category Student participates in singing Student interprets verses Fills out PDF form 4 Yes Yes

Evaluation Form Form

Peer Evaluation Form

Student Peer Evaluation Form 0 No No

Yankee Doodle 3 X X Answers all three areas including looking at the song, responding to the music, and thinking about history 4 Journalist thoroughly researches the topic. There is video and link use. Information and evidence was completely 100- 90% accurate Writes a thorough article from research. Is free from grammatical and spelling errors or only 1-5 errors. Well structured. The group works well together to create a cohesive Answers two areas including looking at the song, responding to the music, and thinking about history 2 X X Answers one area including looking at the song, responding to the music, and thinking about history 1 X X Does not fill out the PDF form X

Category Researching Information/ Historical Accuracy

Boston Tea Party 3 2 Journalist Journalist research the research is topic. There is inadequate. evidence of There is no video and link evidence of use. Information videos and links and evidence use. Information was 80- 89% and evidence accurate was 70-79% accurate Writes a thorough article from research. Has a 6-10 grammatical and spelling errors. Generally well structured Writes an article based on some research and has 10-15 grammatical and spelling errors. Shows little structure

1 Journalist does not research the topic. There is no evidence of videos and links use. Information and evidence less than 70% accurate. Does not write a thorough article from research and has 15 or more grammatical and spelling errors. Shows no structure Does not formulate the articles into a cohesive newspaper and

0 Not completed at all

Individual Article Grammar and Spelling

Not completed at all

Boston Gazette

The group works well together. They create a

The group works ok together. They create a newspaper that is

Not completed at all

newspaper and format it properly. They show structure and illustrations. Presentation for the class Students presentation shows a clear presentation and work together. The presentation is well executed and presented in an excited delivery Student received 11-12 points from Student Peer Evaluation Form 4 Yes, an animal is used to represent the colonies in a comic form Student compares their animal to the colonists in four different ways

newspaper that is that is fluid and is formatted properly. Effort was used in creation, but not in newspaper structure Students presentation shows adequate effort and creativity making the presentation interesting

choppy and is not formatted properly. Some effort was used in creation, but messy Students presentation shows little effort, creativity, and students work together, but presentation is hard to follow

does not have formatting. Looks like little effort was used in creation

Students presentation show no effort, no creativity, and students do not work together

Not completed at all

Peer Evaluation Form

Student received 9-10 from Student Peer Evaluation Form

Student received 8 from Student Peer Evaluation Form

Student received 6-7 from Student Peer Evaluation Form

Student received 5 or less from Student Peer Evaluation Form 0 No, an animal is not used to represent the colonies in a comic form No comparison is made

Category Animal Comic

American Colonists Comic 3 2 X X

1 X

Comparison

Student compares their animal to the colonists in three different ways

Student compares their animal to the colonists in two different ways

Student compares their animal to the colonists in one different way

Category Readers Theatre iMovie

4 All scenes are included Student created an iMovie and posted it to our class YouTube

Boston Tea Party: Readers Theater 3 2 One scene is Two scenes are missing missing X X

1 Three scenes are missing X

0 Four are more scenes are missing Student did not create an iMovie and posted it to our

channel Patriot Song used Student used X X X one of the following song/poem in their iMovie: Rally, Mohawks or Revolutionary Tea Student added Student added a X X a new verse to new verse to the the song/poem song/poem, but that made sense it did not make and went along sense or rhyme with the rhythm Student Student Student received Student received 11-12 received 9-10 8 from Student received 6-7 points from from Student Peer Evaluation from Student Student Peer Peer Evaluation Form Peer Evaluation Evaluation Form Form Form 4 Student correctly answers all 5 Ws Included Text Included Pictures Included Voice Student received 11-12 points from Student Peer Evaluation Form First Continental Congress- Story Kit 3 2 1 Student Student correctly Student correctly answers 2-3 Ws correctly answers 4 Ws answers 1 Ws X X X Student received 9-10 from Student Peer Evaluation Form X X X Student received 8 from Student Peer Evaluation Form X X X Student received 6-7 from Student Peer Evaluation Form

New Verse

class YouTube channel Student did not use one of the following song/poem in their iMovie: Rally, Mohawks or Revolutionary Tea No new verse was added

Peer Evaluation Form

Student received 5 or less from Student Peer Evaluation Form 0 None correct

Category Five Ws Facts Text Pictures Voice Peer Evaluation Form

No text No Pictures No Voice Student received 5 or less from Student Peer Evaluation Form

Category Post on time Figurative Language

4 Yes, post was on time Student posts four figurative language

Figurative Language Blog 3 2 Post was 1 day Post was 2-3 late days late Student posts three figurative language Student posts two figurative language

1 Post was 4 days late Student posts one figurative language

0 No post Student did not post any figurative

examples from text correctly Response Students responded to two others

examples from text correctly X

examples from text correctly Students responded to one other students

examples from text correctly X

language examples from text No responses

Category Five Key Events Order of Events Illustrations that match event are shown

4 Five Key Events are shown and titled All five events are correctly ordered All five events are illustrated to match event name

Lexington and Concord Puzzle 3 2 Four Key Three Key Events are Events are shown and titled shown and titled Four events are correctly ordered Four events are illustrated to match event name Three events are correctly ordered Three events are illustrated to match event name

1 One or two Key Event(s)is/ are shown and titled Two events are correctly ordered One or two events are illustrated to match event name 1 X

0 No events are shown and titled No events are correctly ordered No Events are illustrated correctly

Category Role Play

4 Student plays a role of person involved in the Second Continental Congress Meeting

Second Continental Congress reenactment 3 2 X X

0 Student does not play role of person involved in the Second Continental Congress Meeting

Facts of Second Continental Congress Posted on Class YouTube Peer Evaluation Form

Video is posted on YouTube channel Student received 11-12 points from Student Peer Evaluation Form 4

X Student received 9-10 from Student Peer Evaluation Form

X Student received 8 from Student Peer Evaluation Form

X Student received 6-7 from Student Peer Evaluation Form

Video is not posted to YouTube Student received 5 or less from Student Peer Evaluation Form 0

Category

Declaration of Independence 3 2

Five parts of the DOI included

All five parts of the Declaration of Independence included

Four parts of the Declaration of Independence included

Three parts of the Declaration of Independence included Three parts of the Declaration represented by true fact and details X

One or Two parts of the Declaration of Independence included One or two parts of the Declaration represented by true fact and details X

No parts of Declaration of Independence included None of the parts represented by true facts and details Not presented in an acceptable format approved by teacher Student did not present to class Student received 5 or less from Student Peer Evaluation Form 0 No plants chosen from story and no images from Flickr No characteristics listed No characteristics listed No fun facts listed No fun facts listed Does not list any scientific classification

Facts included

Presented as a poem, rap, song, comic strip, picture book, ect Presentation

Peer Evaluation Form

Each of the Four parts of the five parts of the Declaration Declaration represented by represented by true fact and true fact and details details Yes, presented in an X acceptable format approved by teacher Student X presented to class with participation Student Student received received 11-12 9-10 from points from Student Peer Student Peer Evaluation Form Evaluation Form 4 Student chooses two plants from story and find correctly images on Flickr Lists five characteristics Lists five characteristics Lists four fun facts Lists four fun facts Lists all six: Kingdom, order, family,

Student received 8 from Student Peer Evaluation Form

Student received 6-7 from Student Peer Evaluation Form

Category Plant Pictures

Flower Hunter Flickr 3 2 Student chooses X one plants from story and find correctly images on Flickr Lists four characteristics Lists four characteristics Lists three fun facts Lists three fun facts Lists five of the following: Kingdom, Lists three characteristics Lists three characteristics Lists two fun facts Lists two fun facts Lists three-four of the following:

1 X

Plant one: Characteristics Plant two: Characteristics Plant one: Fun Facts Plant two: Fun Facts Plant one: Scientific Classification

Lists one or two characteristics Lists one or two characteristics Lists one fun fact Lists one fun fact Lists one-two of the following:

subfamily, genus, and species Plant two: Scientific Classification Lists all six: Kingdom, order, family, subfamily, genus, and species

order, family, subfamily, genus, and species Lists five of the following: Kingdom, order, family, subfamily, genus, and species

Kingdom, order, family, subfamily, genus, and species Lists three-four of the following: Kingdom, order, family, subfamily, genus, and species

Kingdom, order, family, subfamily, genus, and species Lists one-two of the following: Kingdom, order, family, subfamily, genus, and species 1 Aviator is created; however, there is no resemblance to their chosen Treaty of Paris signer X X

Does not list any scientific classification

Category Aviator

4 Student created an aviator that resembles their chosen Treaty of Paris signer

Treaty of Paris Aviator 3 2 X X

0 No aviator used

When was it originally signed Where was it signed What three Americans played a key role in negotiating the Treaty Major Two Facts

Student states it was signed September 3, 1783 The students states it was signed in Paris, France Student lists all three: John Adams, Benjamin Franklin, and John Jay Students lists The first point: Britain recognize the Thirteen Colonies to be free and independent states. That Britain no longer had any claim on the land or government.

X X

X X

Students give another date Student lists another place None listed

Student lists two of the following: John Adams, Benjamin Franklin, and John Jay X

Student lists one of the following: John Adams, Benjamin Franklin, and John Jay Student lists one of the following facts: Britain recognize the Thirteen Colonies to be free and independent states. That Britain no longer had any claim on

No facts listed or correct

Second: The second major point was that the boundaries of the United States allowed for western expansion.

the land or government. The second major point was that the boundaries of the United States allowed for western expansion. Student lists two other facts about the signer Student lists one other facts about the signer X No additional facts added about the signer 1 X Includes 1 Point Relating to Theme Includes 2-4 pictures related to Animoto Music used but not related 0 No title No points

Three facts about signer

Student lists three other facts about the signer

Category Title Information

4 Includes a title Includes 5 or More Points Relating to Theme Includes 10 pictures related to Animoto Related music used

Rileys Farm Animoto 3 2 X X Includes 4 points Relating to Theme Includes 8-9 pictures related to Animoto X Includes 3-2 points Relating to Theme Includes 5-7 pictures related to Animoto X

Pictures Music

No pictures No music

Student Peer Evaluation Form

3 points- Strongly Agree 2 points- Slightly Agree/Disagree 1 point- Strongly Disagree

This person helped the group work hard to meet group objectives as the task analysis sheet.

This person completed their assigned work without a having to be re by group members.

This person did not spend time socializing with other groups.

This person listened to the other group members ideas, and offered own input