Teacher Candidate: Cortney Estes Unit Title: The Revolutionary War

Date: _______________ Subject: ELA/Reading Grade Level: 5

Essential Question(s): What was life like for people during the Revolutionary War; specifically those in Valley Forge, Pennsylvania? Lesson Title/Number Common Core, State Standards, and/or Performance Indicators Dear America: The Winter of Red Snow/ 4 Writing Standards K-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. 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Speaking and Listening Standards K-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. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Lesson Objectives
(Blooms Taxonomy)

1. Students will know and understand many of the hardships and the realities of war as presented in the novel as well as through the depiction of the story through the movie.

Must be numbered.

Acceptable Evidence
*Could be collected for accountability/auditing purposes.

Evidence that students have achieved objective: Through their reading journal Through their worksheet they will complete during the movie Through their summative assessment There extra credit writing after their summative assessment Day One: 1. The teacher will have the students take out their reading journals and begin going over the assigned journal pages as a whole group by calling on several students who have their hands raised to answer the questions. [CFU- content, routine, & procedure] [auditory] 2. The students will be prepared with the assigned completed reading journal pages and the called upon students will answer the selected questions from the reading journal. 3. The teacher will finish up with the reading journal questions and give the

Procedure
Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

Label: Bell Ringer

Also may be called: set induction, anticipatory set, introduction/review

students a two minute break before beginning the next activity. Label: visual, auditory, and kinesthetic Accommodations for learning modalities Label: Checks for Understanding: directions, procedures/routines, and/or content (formative)
Ex. (CFU directions)

4. The teacher will explain to the students that they will be watching a 30 minute long movie based on the novel and that the movie may not be exactly like the novel; however, it will be very similar. [CFU-directions & procedure] [auditory] 5. The teacher will pass out and explain the worksheet that the students will have to complete as they are watching the movie. [CFU-directions & procedure][auditory] 6. The students will scan the worksheet to become aware of the questions that they are being asked from the movie. 7. The teacher will play the movie and watch the students to make sure that they are paying attention to the movie and attempting to answer the guided questions. 8. The teacher will stop the movie at the end and will divide the students up into groups of 3-4 students to have them work on completing their worksheet from the movie. [CFU-content & procedure][auditory, visual, & kinesthetic] 9. The teacher will give the students a two minute break before having them go back to their seats to have a whole group discussion. 10. The students will return to their own seats and actively participate in answering the questions from the worksheet. 11. The teacher will explain to the students that their homework is to make sure that they have their entire reading journal completed, their vocabulary word map packet completed, and the worksheet from the movie completed because they will be collected at the beginning of the next class for a grade. Day Two: 12. The teacher will ask the students to take out their reading journal, vocabulary word map packet, and their worksheet from the movie and place them at the corner of their desk while the teacher is passing out the summative assessment for the unit to the students. 13. The students will place their papers at the corner of their desk and wait for their summative assessments and for the teacher to explain the assessment. 14. The teacher will explain the assessment to the students; go through each of the sets of directions and ask the students if they have any questions before having the students begin their assessments. [CFU-directions & procedure] [auditory & visual] 15. The students will have 30 minutes to complete their summative assessment. 16. The teacher will stop the students 15 minutes into the assessment and give the students the opportunity to get up and stretch before returning to their

seats to complete their assessment. 17. The students will complete their assessments in the allotted time. If they finish early they are to write a paragraph or two about how they would cope with some of the dilemmas that many of the people during that time period were faced with if they were alive during the Revolutionary War era.[CFUdirections]

Assessment/Evaluation The students will be given a worksheet that they must complete between watching the movie and working in their small groups after the conclusion of the movie. They will have to work together to complete the entirety of the worksheet and then Label: formative or summative return to a whole group to discuss the answers that they have come up with. and describe purpose (formative) The students will be asked to make sure that their entire reading journal is completed as well as their vocabulary word map packet and the worksheet from the movie because they will be collected and graded. (formative) The students will have to complete a summative assessment within the 30 minute allotted time based on the novel that they had just finished. There are 20 questions on this assessment; 10 multiple choice, 3 true/false, and 2 short response questions. (summative) The students will be given the opportunity to write about how they would cope with living in the time period of the Revolutionary War era and how they would deal with some of the dilemmas that people in this time period were faced with. This paragraph or two will be counted towards their final grade for this unit depending on the completeness of the paragraphs and if they answered the questions being asked. (formative)

Closure

By the end of this lesson the students will know and understand many of the hardships and realities that people during times of war were faced with as presented in the novel that they have just read. They will understand what people had to go through to survive during these times. The students will also have an idea of what they would do to make it through these tragic times by placing themselves in the position of the people from the novel that they have read about and deciding how they would personally make it through these rough times.

Accommodations and/or Interactions with Support Staff

Research journal with guiding questions Brainstorming topics and questions Working in small groups Frequent breaks between activities Direct instruction

Resources/Materials

Dear America- The Winter of Red Snow: The Revolutionary War Diary of Abigail Jane Stewart (Valley Forge, Pennsylvania, 1777)

Reading journal Movie: Dear America- The Winter of Red Snow: The Revolutionary War Diary of Abigail Jane Stewart (Valley Forge, Pennsylvania, 1777)

Time Required Reflection:

2 days at 40 minutes each