Lesson Plan re-do

Hi all! After what has been a crazy week of homework, football practice (for Merritt) football games, and the list goes on and on, I had to make a few minor changes to the lesson plan. I will post it at the end of this writing. I also created an e-book which was really neat on a website called UDL book builder. You can create a book for free, all you need is an account. You can view my book Declaring Our Independence by clicking on the link.
Here is my new lesson plan with a few minor changes:)

CAST’s UDL LESSON BUILDER

Lesson Overview

Title:	Declaring Our Independence
Author:	Marissa Phillips
Subject:	Social Studies
Grade Level(s):	5th grade
Duration:	4 or 5- 1 hour class periods
Subject Area:	US History- Colonial Period- End of Revolutionary War
Unit Description:	Revolutionary War
Lesson Description for Day:	Declaration of Independence  and its’ importance in American History
State Standards:	TEKS chapter 113 5th grade Social Studies:   (7)  State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week. (A)  Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement. (B)  Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."   (2)  History. The student understands how conflict between the American colonies and Great Britain led to American independence. The student is expected to: (A)  identify and analyze the causes and effects of events prior to and during the American Revolution, including the French and Indian War and the Boston Tea Party; (B)  identify the Founding Fathers and Patriot heroes, including John Adams, Samuel Adams, Benjamin Franklin, Nathan Hale, Thomas Jefferson, the Sons of Liberty, and George Washington, and their motivations and contributions during the revolutionary period; and
ISTE Standards:	Creativity and Innovation: a, b Communication and Collaboration: a, b, d Research and Information Fluency: a,b,c,d       5.  Digital Citizenship: b,c,d 6.    Technology Operations and Concepts: a,b,d
Alignment to UDLprinciples /21st Century Skills	Recognition networks: Students will view a video with an overview of the Declaration of Independence as well as do an activity focused on understanding why the people wanted independence and what they felt the Kind had done wrong. Strategic Network: The students will work in collaborative groups to create a project about the DOI. The groups must decide which format they want the project to take and which aspect of the DOI they want to do. Students will then show their completed project to the class and upload the project to the class wiki. Affective Networks: Students will participate in a variety of activities to carry out this assignment such as participating in a group discussion about what the DOI means and students will have the choice of activities to help them better understand the DOI.

 

 

 

Goals

Unit Goals:	To understand and be able to communicate why the colonists wanted independence, the events that led up to the Revolutionary War, identify key people/ events in this time period, the effects of the war and the formation of the country.
Lesson Goals:	To understand and be able to explain the DOI, its’ meaning and why it was an important step in the American Revolution. The children should also be able to communicate to whom it was written and why.

Methods

Anticipatory Set:	Each child will have the opportunity to explore  the Declaration of Independence and to understand its' importance in American Revolution.
Introduce and Model New Knowledge:	Begin the lesson with a review of what the students already know about the events leading up to the creation of the Declaration of Independence and write their answers on the board for everyone to see/hear. Have the students watch/listen to the first part of the video located @http://www.youtube.com/watch?v=jYyttEu_NLU&feature=related. You will only need to watch up to 4:33.
Provide Guided Practice:	The students will each get a copy of the actual text of the document along with a “what it means” sheet. Students will review the text and the “what it means” sheet. While reviewing the text, students will paste the "what it means" under the actual text in the document. At the conclusion, students will understand that the DOI explained to the King the “charges” against Him and why the colonists were declaring their independence.
Provide Independent Practice:	Students will work in collaborative small groups to do one of the following: 1. Create a skit to be preformed/recorded for the class wiki about the DOI 2. Create a power point covering facts about the Declaration of Independence. 3. Create a video using animoto, imovie, etc about the DOI 4. Create a audio skit/recording about the DOI These projects can be about facts, people, the King, etc. The students should develop and create projects that are meaningful to the people in their group.

 

Assessment

Formative/Ongoing Assessment:

This lesson will take place over four/five class periods and there will be checkpoints along the way. -End of 1st day- group video, DOI/what it means sheet, groups formed, group will decide what their project will cover End of 2nd day- groups will research and work on their projects, students should decide what format their project will take and which team member will be responsible for what, students are free to use any resources located in the classroom End of 3rd day- students will work in their groups to complete any research and the rough draft/outline of their project. End of 4th day/5th day if necessary- students will use technology resources to finalize their project.

Summative/End Of Lesson Assessment:

The children will present their projects to the class and then upload their projects to the class Revolutionary War Wiki.

Materials

Smart board, internet, copies of the DOI, copies of the “what it means” sheet, several video and audio recording devices, power point software, animoto/imovie/other video creation website or software

Accommodations:

Gifted/ Talented: GT students will be expected to fully engage in the activity by working in collaborative groups with all their fellow students. GT students may be asked to assist other students with this group project. Hearing impaired students: The hearing impaired student will sit near the teacher so that they may hear better. If appropriate a sound magnification device may be used by the teacher or other children if necessary. All instructions will be written and the choice of project can incorporate sign language or closed captioned words if appropriate. Visual Impaired students: The visually impaired students will receive oral instruction for all parts of the lesson. Students can use text to speak software for the internet research portion of the lesson and will be paired with a non- visually impaired learned to provide descriptions and assistance as needed to help complete the project. Any other accommodations the students regularly uses will of course be available for this lesson as well. Other Disabilities: any other disability that students have will receive the same accommodations as they regularly receive and can include but are not limited to: assistance from an aide, sitting near the teacher, oral/written instruction, special tools/materials, extra support/time. Online users: Online users will also be able to form collaborative groups using Web 2.0 tools, email, or wikis to accomplish the tasks. Multiple achievement levels: Students in all ranges should complete and be successful with this project. There will be small groups with multiple level students in each group. The teacher and technology support personnel will also be there to assist students with questions or concerns they may have.