Hello everyone! I know I am late posting my blog this week, but the mushrooms were popping and I had to hunt this weekend:) I just finished my last lesson plans and hope you enjoy reading them! I have had fun doing the plans for this class since we were able to branch out and do lessons over many subjects, however, I am glad I have all of mine finished:)

Lesson Plan #10

Grade: 4^th

Unit/Lesson Title: Ongoing Unit on the American Revolution; Lesson: The Patriots

Content Standards: 3a.  Knowledge of continuity and change in the history of Missouri and the United States. D. Perspectives on the American Revolution. Explain the causes of the American Revolution, including the perspectives of patriots, loyalists, Native Americans, African Americans and European allies. Explain the factors that contributed to the colonists’ success.          

Instructional Goals/Overview: Students will choose to be a “patriot” or a “loyalist,” and debate their reasons for engaging in the Revolutionary War.

Measurable Learning Objective(s): Students have already learned the major points and characters in the Revolutionary War. Now students will choose to be either a patriot or a loyalist and argue their side of the conflict. Students will use information previously discussed in class.

Materials/Resources Required for Lesson: List of major players in the Revolutionary War. Notes taken on major players and events leading to the war.

Pre-assessment/Prerequisite Knowledge and Skills: Students will know what lead to the Revolutionary War and the major players leading up to the conflict. They will use that knowledge to form their base for argument.

Vocabulary Overview:

Debate

Parliament

Repealed

Patriots

Sons of Liberty

Delegates

Loyalists

Boycott

Redcoat

Protested

Delegates

Opening “Hook”: Have a list of major players in the Revolutionary War on the smart board. Tell students that they need to pair up and choose one person. No two groups can choose the same person.

Clear Description of Teacher’s Actions: Teacher will instruct students to pair up and choose a person from the list on the smart board without telling students what they will be doing during the lesson. After students have made their choices and are sitting in pairs, teacher will instruct them to make a list of reasons their chosen person would have believed that led to the war using their notes from previous classes. After they have collected information, teacher will randomly choose one patriot team and one loyalist team to debate each other on the pros and cons of the war from their perspective. Teacher will be ready to guide the debate and offer suggestion where needed.

6 Evaluation; Compare pros and cons of actions by both sides of the war.

5 Synthesis; Create a list of pros and cons of actions taken by both sides of the war.

4 Analysis; Debate your chosen person’s side of the conflict.

3 Application; Think of one issue you struggle with at school that compares to issues in the war. Apply your knowledge of the Revolutionary War to a way to fix this issue.

2 Comprehension; Describe why your chosen person felt the way they did about the war.

1 Knowledge; State the reasons behind your pros and cons lists and how they contributed to the war.

Clear Description of Students’ Actions: Students will choose a partner and a Revolutionary War character from the list on the smart board. Students will gather information about their person from notes from previous classes. Students will participate in a debate, arguing pros and cons of the war from their chosen person’s perspective.

Closure: After the debates, tell students to relate one issue that lead to the Revolutionary War that they could relate to a school rule and share with the class. Students will be prepared the next day to share a proposed solution to the issue they shared.

Check for Understanding/Questions and Assessment(s): Teacher will check for understanding during the debates and make sure the events, issues, and ideas fall in line with what happened leading up to the Revolutionary War.

 Differentiation Strategies:

Struggling Learners: Struggling learners can watch pre-picked videos of their chosen persons to take notes from. 

Accelerated Learners:  Accelerated learners are encouraged to add solutions to issues that lead to the war that could have possible changed outcomes and saved lives in the war.

Lesson Plan #9

Grade: 2^nd

Unit/Lesson Title:  Math; place value (one lesson in an ongoing unit)

Content Standards: Grade 2; Understand place value of three digit numbers. Understand three-digit numbers are composed of hundreds, tens and ones. Compare two three-digit numbers using the symbols >, = or <.

Instructional Goals/Overview: Students will be more comfortable with place value (ones, tens, hundredths), how to round to the nearest one, ten, and hundredth, and how to compare using symbols < > =.

Measurable Learning Objective(s): Students will be able to fluently recognize numbers and be able to mentally round to the nearest one, ten, or hundredth, and to recognize which number is greater, less, or if they are equal.

Materials/Resources Required for Lesson: Smart board, place value worksheet

Pre-assessment/Prerequisite Knowledge and Skills: As this is an ongoing lesson on place value, students should be becoming familiar with the concept. Start the lesson with a “brain work” activity. Have some examples of 3 digit numbers on the smart board, and have 2 students at a time take turns rounding to the nearest one, ten, or hundredth (teacher decides each time what place value to round). Once they both finish rounding their numbers, have them decide as a group which number is < > or are they equal?

Vocabulary Overview:

Place Value

One’s Place

Ten’s Place

Hundredth’s Place

Greater Than

Lesson Than

Equal To

Instructional Procedures:

Opening “Hook: Have the smart board on and call two students at a time to come up. Give them a 3-digit number and tell them each to round to a different place value. When they finish, ask them to determine which number is greater than, less than, or are they equal? This will be a quick moving activity; every student should get a turn.

Clear Description of Teacher’s Actions: Teacher will lead the class in the opening   activity on the smart board. Teacher will use a list of 3 digit numbers or make them up as students take turns rounding them. Teacher will make sure answers are right before moving on to the next pair of students.  Teacher will then hand out a blank place value worksheet (attached) with empty spaces for the ones, tens, and hundredths places. Teacher will lead students on a “number walk,” first in the classroom, then down the hallway, looking for numbers to fill in their charts. When back in the room, students will trade their papers with their neighbor, and on another blank worksheet, round them to the place value listed on the work sheet as directed by teacher (example; #1 round to the tens, #2 round to the hundredths, #3 round to the ones). They will then compare with their neighbors’ numbers (example; look at #1 on both of your sheets and decide who’s is greater than, less than, or are they equal?) and determine who’s number is greater than, less than, or equal to each other.

6 Evaluation; choose numbers you see around the classroom or hallway to fill in your place value worksheet.

5 Synthesis; be thinking as you collect your numbers, how you could round to the nearest thousandths place.

4 Analysis; compare your numbers with your neighbors. Decide who has the greater or lesser number. Or are they equal?

3 Application; show what your number will be when rounded to the tens place.

2 Comprehension; convert the numbers you found in the hallway to the ones, tens, or hundredths places.

1 Knowledge; now that you can determine place value and round, identify what your birth month and day is rounded to the nearest thousandths place.

Clear Description of Students’ Actions: Students will pull their prior knowledge of place value, rounding, and determining <> or = during the opening activity lead by the teacher on the smart board. Students will take turns in pairs during the activity. Students will receive a blank place value worksheet and look for numbers around the classroom and hallway to fill in the blanks. They should not try to put numbers in order, this should be a random placement of numbers. When back in the classroom, students will trade papers with their neighbors, and be asked to round each number to a different place value as directed by the teacher. They will then compare with their neighbor’s results and determine who has the greater, lesser, or equal numbers.

Closure: Students will write down their birth month and day as one number and be asked to round to the nearest thousandths place.

Check for Understanding/Questions and Assessment(s): Checking for understanding will occur in the opening activity, if a student is not “getting it,” the teacher can work closely with them throughout the activity. Assessment will take place as students do the worksheet activity.

Differentiation Strategies:

Struggling Learners:  Struggling learners will “team up” with the teacher for this activity so that there is more time for one on one or small group instruction.

Accelerated Learners:  Accelerated learners will be given a place value worksheet with a thousand place as well as ones, tens, and hundredths, and paired with another student with the same worksheet.

THOUSANDS	HUNDRETHS	TENS	ONES