Unit Plan: America Before and After the Revolutionary War. Taylor Sides, Becca Napoli TED 330 Teaching Process P. Cobau-Smith

Transcription

1 Unit Plan: America Before and After the Revolutionary War By Taylor Sides, Becca Napoli TED 330 Teaching Process P. Cobau-Smith

2 Unit Plan: America Before and After the American Revolution 10 Days Unit Essential Question: Compare and Contrast the Government and Literature of America before and after the Revolutionary War. Intended Audience: The audience is 10 th grade students in both English and Government classes (about 22 students). These classes have a mixture of students, including some with IEPs and other issues. Objectives & Standards: Becca: F1.1 Identify the core ideals of American society as reflected in the documents below and analyze the ways that American society moved toward and/or away from its core ideals. Declaration of Independence The U.S. Constitution Bill of Rights Gettysburg Address 13 th, 14 th and 15 th Amendments F1.2 Using the American Revolution, the creation and adoption of the Constitution and the Civil War as touchstones, develop an argument/narrative about the changing character of American political society and the roles of key individuals across cultures in prompting/supporting the change by discussing the birth of republican government, including the rule of law, inalienable rights, equality and limited government the development of governmental roles in American life competing views of the responsibilities of governments development of political parties America s political and economic role in the world Taylor: Explore the relationships among individual works, authors, and literary movements in English and American literature and consider the historical, cultural, and societal contexts in which works were produced Prepare spoken and multimedia presentations that effectively address audience by careful use of voice, pacing, gestures, eye contact, visual aids, audio and video technology. Objective Overview: Students will learn how America developed its own literature, ideals, and government after the Revolutionary War, comparing these aspects to before the Revolutionary War. They will develop an understanding of political and social changes, different sides of the war, and how America became independent (in government and writing). Using those concepts, they will complete a research assignment on an important person (writer, speaker, or politician) during the American Revolution and present these ideas in both the History and English Classroom (keeping in mind the goal and audience for each). Important skills will include ability to do appropriate research, put together a well-written paper, completing assignments, and completing the readings. 1

3 Activities will include debating on either side of the war, researching important people, reading important documents of the time, examining literary features during the time, and creating a multimedia presentation (among others) Classroom Implementation: Day 1: Introduction Introduction of Unit discuss Pre-Revolutionary America. Assignment of Due Dates - Handout Overview of Culminating Project Discuss final presentations Beginning Activity: Becca: Present a video about the American Revolution with a worksheet included and discussion to follow previewing the next unit. Taylor: Students will participate in an Agree/Disagree activity. Statements will be posted on the board from the computer/projector, and then students will decided if they agree or disagree. Students will be given the chance to explain why they feel the way they do. Day 2 Pre- Revolution Becca: F1.1 Introduction: Entrance ticket and review of the video from previous day. Lesson Activities: F1.1 with pre- Revolutionary America- power point presentation with interactive questioning. HW: reading from text Day Wrap-up: Exit ticket Taylor: Introduction: Video on Book [ Lesson Activities: Read The Year of the Hangman as a class. Discuss what historical events the author changed, and how these affect the audience s view on history. HW: 1 page essay discussing the political, societal, and cultural ideals of Pre-Revolutionary America. Day Wrap-Up: In groups, discuss what the best part of this book was, and why. What changes would you have made to the book? Day 3 Changes in the American Ideal Becca: F1.1 continued Introduction: entrance ticket and recap of previous day Lesson Activities: Declaration of Independence, each student can read from Declaration and power point presentation about the writing and signing. Students will create a classroom Declaration and all sign it. HW: Text book reading Day Wrap-up: exit ticket Taylor: Introduction: Bell Ringer: Using journal, discuss how you think writing and literature affect the politics of countries, states, or cities. Lesson Activities: Activity with Political Writers ( Common Sense Thomas Paine, Concerning Civil Government John Locke). (ppt. lecture) Discuss upcoming speech topics. 2

4 HW: Create a table comparing and contrasting these two works. Day Wrap-Up: Discuss with table group how these works may have affected American ideals, leading up to the revolutionary war. Day 4 Opposing Political Sides Becca: F1.2 (21.1 &21.4) Introduction: entrance ticket and ask students if they have any knowledge of the political sides of Revolution and ask students if they have participated in a debate before. Lesson Activities: Power point teaching students about different political parties during the Revolutionary War, check for understanding by asking questions. Split class into two groups and they act as the political parties of the time. Split the political parties into sub groups and the sub groups spend the rest of class researching topics for the debate the next day. HW: continue research for the debate Day Wrap-up: ensure students understand the debate for tomorrow Taylor: Introduction: Video on Literature of Revolution [ Lesson Activities: Listen to Rip Van Winkle [ complete worksheet. HW: Choose your historical figure (writer or political leader) of Revolution. Day Wrap-Up: Discuss conflicting pre- and post-revolutionary ideals in the story. Day 5 Revolutionary America Becca: F1.2 (21.1 &21.4) continued Introduction: split the room in half and set up for the debate Lesson Activities: start the debate, student run with teacher prompting when in need of help. HW: write a summary about the debate Day Wrap-up: conclude the debate and introduce speech project and give handout for assignment (see day 6). Taylor: Introduction: Move into computer lab, discuss how to choose reliable / unreliable sources. Lesson Activities: Handouts of sample speech outlines. Use computer lab day to research your intended person and begin writing your speech & paper. HW: Start rough draft of paper. Day Wrap-Up: Save, send, and print research and beginnings of writings. 5 minutes for discussion of any questions. Day 6 During and After the Revolution Becca: F1.2 Introduction: entrance ticket and overview of research project (give a speech being a person from the time period) Lesson Activities: research day in the library- librarian will help students with how to use databases. 3

5 HW: continue to work on speech- due on day 9. Day Wrap-up: exit ticket Taylor: Introduction: Review Preamble of Constitution, Handout [ about the importance of word usage in writing. Lesson Activities: Read Sections of Founding Brothers, discuss para- and post-revolutionary ideals and differences between American writing before & after the revolution. HW: Keep working on your rough draft of speech & paper, finish speech outline, put together a visual aid (presentation, poster, etc.) for your speech. Day Wrap-Up: Write a 1 paragraph summary of what we read today to turn in when the bell rings. Day 7 Post-Revolutionary America Becca: F1.1 Introduction: Ask students if they know how the Revolutionary War ended Lesson Activities: Power point on how the war ended with student involvement, students will use their books to answer questions throughout the power point/ HW: Read from textbook and work on speech Day Wrap-up: exit ticket Taylor: Introduction: Handout reviewing how to turn your essay into a speech. Lesson Activities: discuss any concerns about presentations; work on finalizing drafts with partners. HW: prepare / practice for your presentation Day Wrap-Up: Sign up for presentation times. Day 8 Wrapping Up Becca: Introduction: introduce the new government Lesson Activities: power point on newly established government, class discussion on if they think this is the best option for America. HW: Get ready for speech day! Day Wrap-up: exit ticket Taylor: Introduction: Review editing, revising, proofreading for research paper. Tell students any announcements, begin presentations. Lesson Activities: students will begin present to their speeches today HW: Finalize final drafts of research Day Wrap-Up: n/a. Day 9 Presentation Day Introduction: Review order of speeches. Lesson Activities: Have all students present their research, give review sheet. HW: Finalize final drafts of research paper to turn in tomorrow, study for exam. 4

6 Day Wrap-up: Answer any questions about exam. Day 10 Assessment Day Introduction: students come in, hand in papers, ready to take exam. Lesson Activities: Students take final assessment (including reflection essay: how they thought they did on their writing assignments and what they would improve if they had more time). When all have finished, quick preview of next unit (abolition) Student Assessments: Culminating Projects: Research paper on historical figure (rubric) Speech on research of historical figure (rubric). Final assessment on revolutionary government (including reflection essay). Final assessment on revolutionary literature (including reflection essay). Instructional Strategies: PPT Lecture w/ Notes Agree/ Disagree Activity Video viewing Reading Group Comparison Activity Performance Activity (Side Note: This Unit Plan Outline was found on Teacherspayteachers.com) Calendar: 5

7 Teacher: Taylor Sides Grade/subject: 10 th Grade, English / Speech Lesson title/topic: American Literature Before and After the American Revolution Time available: 1 hour, 20 minutes Lesson date: Feb. 13 STANDARDS/BENCHMARKS/GLCE/HSCE addressed in this lesson: Explore the relationships among individual works, authors, and literary movements in English and American literature and consider the historical, cultural, and societal contexts in which works were produced. OBJECTIVES The student will demonstrate the ability to: Learn about early American ideals and the confusion that followed the American revolution by listening and reflecting on the story Rip Van Winkle. INSTRUCTIONAL ACTIVITIES: Time: 10 min. Introduction/anticipatory set [1.52] *Discuss ideas that are presented in the video and how they relate to today s lesson. 55 min. Instructional activities (including checking for understanding activities) Listen to Rip Van Winkle [ (40:48) *Complete worksheet to check for understanding, use group time to share answers and see different understanding. 10 min. Conclusion/closure Discuss conflicting pre- and post-revolutionary ideals in the story in table groups. 5 min. [Assignment/follow up] Choose your historical figure (writer or political leader) of Revolution [for final paper]. Review topic with teacher. RESOURCES/MATERIALS and CLASSROOM SET UP needs: 1. Working computer 2. Projector / screen 3. Worksheets 4. Pens / pencils 6

8 Rip Van Winkle Viewing Worksheet 1. List three important components of Rips personality. A B C 2. List some clues that tell you that time has passed. How does this create irony? 3. Identify the Beginning, Middle and End. Whom does Rip meet in the forest, and how is that what ends the Exposition? 4. Name several ways in which Rip s town has changed when he awakens. 5. What are the implications of this in terms of Pre- and Post- Revolutionary American ideals (cultural, political, and social changes)? 7

9 Teacher: Taylor Sides Grade/subject: 10 th Grade, English / Speech Lesson title/topic: American Literature Before and After the American Revolution Time available: 1 hour, 20 minutes Lesson date: Feb. 18 STANDARDS/BENCHMARKS/GLCE/HSCE addressed in this lesson: Prepare spoken and multimedia presentations that effectively address audience by careful use of voice, pacing, gestures, eye contact, visual aids, audio and video technology.. OBJECTIVES The student will demonstrate the ability to: Learn how to proofread, revise and edit more efficiently. They will also learn how to put together different types of visual aids (presentation) and how to give an effective speech. INSTRUCTIONAL ACTIVITIES: Time: 10 min. Introduction/anticipatory set Handout reviewing how to turn your essay into a speech. Any questions can be asked about the process. 50 min. 15 min. Instructional activities (including checking for understanding activities) - Sign up for presentation times - Ppt. presentation on visual aids (informal formative assessment to check for understanding by asking students throughout presentation to evaluate material that was covered). - Work with partners to finalize drafts of speech outline, when finished work on finalizing research paper or creating your speech cards. (Students will turn in an edit/ revision checklist with their final paper as part of the assessment to check if they understand revising and editing). Conclusion/closure Discuss any concerns students have about their speeches and final papers. 5 min. [Assignment/follow up] Finish preparing a visual aid, practice speech with visual aid for tomorrow (make sure it fits in time slot). Finalize any changes that have been made / need made to papers for Friday. RESOURCES/MATERIALS and CLASSROOM SET UP needs: 1. Working computer 2. Projector / screen 3. Handout 4. Pens / pencils / highlighters 8

10 Speech Sign Up: How to turn your essay into a Speech (handout): How to turn your essay into a speech: 1. Revise and Edit! a. Make sure you have EVIDENCE! i. Ask yourself, How do I know? ii. Give credit to your sources iii. Make sure you have a thesis statement and a hook- repeat your hook!!! iv. Eliminate all slang and non-academic language 2. DO NOT PLAGIARIZE! 3. When you are done with steps 1, 2 - retype or recopy your rough draft into another rough draft. a. Revise and edit that rough draft. Check for spelling, grammar, and punctuation mistakes. b. Use the rubric! c. Read it to someone else! d. If it is not interesting, go back and work on it again! e. If it is - move onto Step Type your final copy! a. Perfect copy! No mistakes, no rips, no misspelled words. 5. Make notes on your speech on note cards ONLY when you are finished with your final copy. a. Speech cards should not be the speech written out! Just Cues! 9