Lesson+Plan



|| Name of Lesson: Declaration of Independence Technology: computers, ipads  [] || b. Explain the writing of the Declaration of Independence; include who wrote it, how it was written, why it was necessary, and how it was a response to tyranny and the abuse of power d. Demonstrates basic keyboarding skills and familiarity with computer terminology a. Initiates new topics in addition to responding to adult-initiated topics. b. Asks relevant questions. c. Responds to questions with appropriate information. d. Uses language cues to indicate different levels of certainty or hypothesizing (e.g., “What if. . .”; “Very likely. . .”; “I’m unsure whether. . .”). e. Confirms understanding by paraphrasing the adult’s directions or suggestions. f. Displays appropriate turn-taking behaviors. g. Actively solicits another person’s comments or opinions. h. Offers own opinion forcefully without domineering. i. Responds appropriately to comments and questions. j. Volunteers contributions and responds when directly solicited by teacher or discussion leader. k. Gives reasons in support of opinions expressed. ||
 * Materials: poster board, markers, Copies of the students’ parts of the document
 * **Standard(s):** **SS4H4 The student will explain the causes, events, and results of the American Revolution. **
 * ELA4W3 ****The student uses research and technology to support writing. The**
 * student**
 * 1) Acknowledges information from sources.
 * ELA4LSV1 ****The student participates in student-to-teacher, student-to-student,**
 * and group verbal interactions. The student**
 * **Identify Desired Results** ||
 * **Enduring Understanding(s):** || **Essential Question(s):** ||
 * Students will have a basic understanding of the context of the Declaration of Independence.

Students will know how to research online as well as in a dictionary. || Students will explain the meaning of the Declaration of Independence. Students will investigate how the Declaration of Independence fits into our daily lives. Students will use basic research skills to find facts about the Declaration of Independence. ||
 * **What will students understand as a result of this plan?** || **What questions will focus this plan?** ||
 * They will understand the basics of what the Declaration of Independence says. || What does the Declaration of Independence really say? ||
 * **Determine Acceptable Evidence (Assessment)** ||
 * **What evidence will show that students understand . . . They will be able to confidently discuss the context of the document** ||
 * **Performance Task(s):**


 * Students will complete a poster stating facts about their section the Declaration of Independence.** ||
 * **Other Evidence: (quizzes, observation, work samples, etc.)**


 * I will observe the students as they present and as they work. Also, I will see who is answering the questions their peers asks.** ||
 * Plan Learning Experience and Instruction ||
 * **Given the targeted understandings, other lesson/unit goals, and the assessment evidence identified, what knowledge and skills are needed?** ||
 * **Students will need to know . . .** || **Students will need to be able to . . .** ||
 * Background knowledge will be built in the previous days. They will understand why the colonists weren’t happy and why the document was written. || Research their section and use dictionary skills to look up any words they do not understand. They must explain what their section says and why it is important to us. ||

|||| **What teachings and learning experiences will equip students to demonstrate the targeted understandings?**
 * **Hook: Watch brain pop video about the Declaration. (link above)** || **Prior Knowledge: Tell students to talk to each other about what we’ve discussed so far. Go around and listen to what their talking about.** ||
 * **Rationale for type instruction(D), (CL), (PB)**
 * **Rationale for type instruction(D), (CL), (PB)**


 * (d)- Easier to explain directions to everyone**
 * CL- Jigsaw** || **__During Reading Activity__**
 * Direct Instruction: Give student directions. Explain that I am going to give each group a section of the Declaration. Their job is to talk about what they think the section means. Define any words they do not know and research anything on the computer they think is necessary to know more about in order to understand what the section is saying. They have to create a poster with facts and definitions they found important. It must also show why they thought it was important to us today.**


 * Cooperative Learning:**
 * Break into groups. Each group has a section of the document, one computer, and one ipad**


 * Problem Based Learning: X** ||
 * **Differentiation: (needs, interests, abilities of learners)**


 * Students are grouped by ability.**
 * Visual: video and posters**
 * auditory: listen to my directions and presentations**
 * Kinesthetic: making posters** || Come back together and have students present their posters ||
 * Reflect:**
 * **What went well?**
 * They loved making the poster and really understood what they were learning**


 * **What would I modify?**
 * Maybe give the students more than one day to complete this activity.**


 * **What learners increased their knowledge of subject matter?**
 * All. The gifted students liked helping my lower students. They all had responsibilities, so they were all engaged.**


 * **Did my assessment meet my goals to guide future instruction in this area?**
 * Yes, I loved this activity and I will defiantly use this again.**

Adapted/formatted from //Understanding by Design// by Grant Wiggins and