Technology Integration Plan<br /> American Revolution in Depth<br /> Fifth Grade <br />By: Rana Kakish<br />
Phase I: Relative Advantage<br />I would like my students to understand the American Revolution and the major causes of the war. In addition, I will motivate and engage my students through role playing, working in groups, participating in hands on experiences and through meaningful discussions. Technology will be another major motivational factor that will take place. <br />Students will learn about the American Revolution by further investigating the causes of the war and people involved. Students are to research more information on a person of choice that had an influence during the American Revolution and come up with interview questions. Interview questions should portray an understanding of the war and the person interviewed. <br />
Phase I (Cont.)<br />The websites provided give students ample opportunities to further investigate person of choice and relate them to causes of war. Students will look at pictures, videos and excerpts of the person of choice to become experts on that person and contributions. Also, quizzes and games are part of the websites in which students will work on.<br /> The Webquest will provide students with an engaging task to come up with a peace plan. <br />
Phase II: Objectives & Assessments<br />Objective: Students should be able to choose a person of their choice that took part in the American Revolution and provide reasons for choosing that person. In addition, by understanding causes of war and person chosen, students should be able to write a persuasive essay to the British. <br />Webquest: Students are required to travel back in time and come up with powerful reasons for peace. (Should be based on the previous learning of American Revolution and on the further research that was conducted). <br />
Phase II (cont.)<br />Students will work on various activities that enables them to understand the American Revolution in depth:<br /><ul><li>Answering questions related to American revolution after having read historical fiction book.
Choosing appropriate questions that would asked to person of choice from American Revolution.
Writing a persuasive essay for peace between colonists and the British.
Researching details about the American Revolutions for in- depth understanding.</li></li></ul><li>Phase II (cont.)<br />Webquest:<br /> -Students are required to travel back in time and come up with powerful reasons for peace. The reasons of peace will be written on a poster board in which groups will present. <br />Assessments: <br />Rubrics will be used for technology, collaboration, essay and presentation. <br />Self-Evaluation Rubrics will be handed out to students to fill out. <br />
Phase III: Integration Strategies<br />Instructional Method: Constructivist<br />Students will have learned about the American revolution in social studies textbooks, discussions and historical fiction trade book. The reason of using technology is to be able to provide the students with an in-depth understanding of the American Revolution time and to motivate them to want to investigate and learn more. The activities provided to the students are fun and provide additional practice. <br />
Phase III (cont.)<br />Students will have been exposed to using Webquest. However, teacher will model once again the use of a Webquest and how to complete required tasks. <br />Teacher will be a facilitator in the overall project and will assist students when needed. <br />Students will work in groups of four. Grouping will be heterogeneously grouping in order to ensure overall understanding. <br />Explicit whole group instruction as well as small group instruction will take place to ensure understanding of group work and usage of computers as a grouop.<br />
Core book<br />When her grandfather is injured, 10-year-old Ellen Toliver replaces him on a top-secret patriotic mission. Disguised as a boy, she manages to smuggle a message to General George Washington. <br />
Activity 1: Students will choose a person and contribution through research<br />http://www.pbs.org/ktca/liberty/chronicle.html<br />-This website enables students to read newspaper articles relating to events in American Revolution and be able to read on perspectives of people. <br />Also, this site will enable students to take a quiz which assess’ understanding. <br />
Research & Developing in depth understanding<br />http://teacher.scholastic.com/activities/teachdearamerica/<br />-This site enables students to travel back in time and take a walk through the Era. People that contributed to the American Revolution are listed. <br />
Activity 2: Writing Persuasive essay <br />Using Webquest : <br />-Students will come up with a peace document <br />-Students will write a persuasive essay – a letter to the British persuading them to make peace <br />-Students will type essay on word document and add pictures to their letters <br />WebQuest<br />
Sites to use for Peace Posters & Essay<br />http://www.socialstudiesforkids.com/articles/ushistory/revolutionarywar1.htm<br />http://www.neok12.com/American-Revolution.htm<br />These websites contain information, as well as games, quizzes and videos on the American Revolution.<br />
Activity 3: <br />Students will present their projects as a group. <br />Students will get a chance to use printers and magazines to paste on their final project.<br />Glogster will be an option presented to the students in order to present project.<br />http://www.glogster.com/<br />
Phase IV: Instructional Environment<br />Students will need the following: <br />-A set of “Toliver’s Secret” books for each child.<br />-Most of the project will take place in the computer lab to give all students an opportunity to do research.<br />-Online games, activities, quizzes<br />-Poster Board & Markers<br />-Word Document <br />
Phase V: Evaluate Integration Strategies<br />The integration strategies will be evaluated by how well the students were are to collaborate as a class, how they were able to follow directions and presentation of work. The internet resources will be evaluated on level of completion of every task.<br />After every computer activity, students are to write in their daily log journals that they have created at the beginning of the unit. <br />
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