Lesson One British Viewpoints Heading Class – American History 8th Grade Name of Unit - Revolutionary War Lesson Part #2 Teacher’s Name - Mr. Maiden Objectives SS1 1.6/4.2 SS3 3.6 Instructional Framework Initiating Constructing Utilizing Lesson Plan Format Student Directed Cooperative Groups (students helping each other)
Materials & Resources School Pen/Pencil Teacher Notebook Student Strategy RAFT/Magazine Activity Introduction Review Previous Lessons Opening 10 Minutes – Do Now/Bell Ringer Students generate a list of regular/not famous historical figures from the Revolutionary War. New Material Middle 25 minutes - Actual Lesson Students learn what a RAFT strategy is and brainstorm as a class ideas for role, audience, format, and topic related to the Revolutionary War. Students choose partners. General discussion of available research resources. Guided Practice The teacher will approve students’ selection of role, audience, format, and topic and asks each pair of students to give a brief description of what they will write about. Closure to Lesson Allow students time to ask any remaining questions about the assignment. Encourage students to be creative. Remind them research starts tomorrow. Assignment for Tomorrow Students will be introduced to the idea of creating a magazine with the stories they create using RAFT. *see student and teacher calendars
35 = Total Points The magazine project will: Combine our social studies project with another content area. Mrs. Watson will be using the magazine project to teach writing and revising skills in our team’s English classes. Include a non-team teacher in our project. Mr. Turner will use our magazine project as a lesson on creating print materials in his computer applications class. Give students an opportunity to actively participate in the learning process. Teach students to work together through cooperation and respect. RAFT/Magazine Article Exceeds 5 pts Meets 4 pts Needs Revision 3 pts Needs Instruction 2 pts Needs Substantial Support 1 pts Introduction Exceeds Lead introduces subject and immediately engages the reader's interest, impelling continued reading. Meets Lead introduces topic and engages the reader's interest, encouraging continued reading. Needs Revision Lead introduces topic Needs Instruction Lead vaguely introduces topic. Needs Substantial Support Lead is confusing or irrelevant to the topic. Topic Exceeds Topic and Subtopics are well developed through explanation, descriptive details, Meets Topic and Subtopics are adequately developed through explanation, descriptive Needs Revision Topic and Subtopics are somewhat developed through two or three types of Needs Instruction Topics and Subtopics need additional development due to the use Needs Substantial Support Topics and Subtopics lack development.
anecdotes, and direct quotations. details, anecdotes, and direct quotations. writing. of only one type of writing. Who, What, When, Where, Why Exceeds Information is organized into subtopics and woven together in a lively, logical manner. Meets Information is organized into subtopics and organized logically. Needs Revision Information is organized into subtopics, presented in a reasonably logical structure. Needs Instruction Information needs some reorganization and/or transitions. Needs Substantial Support Information is disorganized without interconnections. Ending Exceeds Ends with a clear, satisfying sense of closure. Meets Ends with a sense of closure. Needs Revision Somewhat provides a sense of closure. Needs Instruction Has an inadequate sense of closure. Needs Substantial Support May simply end. Spelling and Grammar Exceeds Text is free of errors in sentence structure, punctuation, and spelling. Meets Text is relatively free of errors in sentence structure, punctuation, and spelling. Needs Revision Text contains surface errors that do not impede the reader's understanding. Needs Instruction Text contains surface errors that do impede the reader's understanding. Needs Substantial Support Surface errors make the document illegible or unclear. Bottom of Form Teacher Calendar 2009-2010 School Year Teacher: Mr. Maiden Unit: Revolutionary War RAFT/Magazine Activity Monday Tuesday Wednesday Thursday Friday
Week One -Complete Lesson Day #2 Activities (Lesson Day #1 completed Friday of prior week) -Initiate Lesson Day #3 -Introduce RAFT/Magazine project -Open discussion about research resources Library computer lab and research -Library computer lab and research -Library computer lab and research Week Two -Last day library reserved!!!! Finish research Writing/Revising RAFT articles (continued in Mrs. Watson’s English class) Writing/Revising RAFT articles (continued in Mrs. Watson’s English class) Writing/Revising RAFT articles (continued in Mrs. Watson’s English class) Wrap up and time for typing and saving Week Three New Unit Give Mr. Turner all saved RAFT articles for his computer applications classes. *Thank Mrs. Watson for helping with the assignment! Buy her lunch! New Unit New Unit New Unit New Unit If on schedule, share completed magazines with students. *Thank Mr. Turner for helping with the assignment! Buy him
Exploration Guide Friday/Monday Tuesday Wednesday Thursday Friday Friday Lesson Part # 1 Intro to Revolutionary War Brainstorming Monday Lesson Part #2 Group Work: Idea Maps and brief presentations Lesson Part #3 Learn about our exciting RAFT/Magazine Project!!! Open discussion about research resources. Report to the library/computer lab for class. RESEARCH BEGINS!!!!!!! Report to the library/computer lab for class. Research Topic Report to the library/computer lab for class. Research Topic Report to the library/computer lab for class. Last Day for Research!!! Writing/Revising RAFT project in our class and Mrs. Watson’s English class. Writing/Revising RAFT project in our class and Mrs. Watson’s English class. Writing/Revising RAFT project in our class and Mrs. Watson’s English class. Wrap up day. Typing and saving RAFT article. Emma and Grandpa McQuirk