Ci 350 unit 5

226 views

Published on

Published in: Education, News & Politics
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
226
On SlideShare
0
From Embeds
0
Number of Embeds
46
Actions
Shares
0
Downloads
2
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Ci 350 unit 5

  1. 1. Katie Napier CI 350 Blanco 16 November 2013 Lesson Five: Major Battles and the War’s End I. Analyze Learners: There are twenty-two students in my fourth grade class (three of whom are African American). Overall, thirteen of my students are girls, and the other nine are boys. In addition, all of my students are between the ages of eight and nine. In order to accommodate for the learning styles of each of my students, I will incorporate a variety of teaching methods (such as: cooperative group projects, visual aids, songs, role play, etc.). II. State Objectives:My fourth grade students will list and describe key battles of the Revolutionary War and will explain the outcome of the American Revolution through the utilization of WebQuests, blogs, research, visual aids, vokis, and group projects by the end of the day with 95% accuracy. III. Selecting Methods, Material, and Media: In order to accommodate for the various learning styles present in my classroom, I will utilize the following methods, media, and materials throughout this lesson: Voki: I will utilize the smartboard to display a voki of Benjamin Franklin that I created to introduce this lesson. Webquest: Each group will use an iPad to access the WebQuest that will be utilized throughout this lesson. This WebQuest provides child-friendly websites, documents, and video clips about key Revolutionary battles. Dropbox:The students will utilize their Dropbox accounts (which were created at the beginning of the school year) so that they can work on their group’s colonial newspaper article over the weekend.
  2. 2. Visual Aids:When discussing the outcome of the Revolutionary War, the class will examine a copy of the Treaty of Paris. Student Colonial Blogs:After “travelling back in time” to learn about key Revolutionary Battles, the students will write a brief entry in their colonial blogs describing their experience. IV. Utilizing Methods and Materials: Prior to the lesson, I will make sure that the class computer and smart board are working properly. Furthermore, I will make sure that the student area is arranged into pods so that the children can easily complete the group project that will be assigned. In addition, the iPads will be located in a bin next to the listening center for easy access. Finally, I will check that the center of the classroom is cleared so that the groups will have plenty of room to present their PowerPoint’s regarding famous individuals in the American Revolution at the end of class. V. Require Learner Participation:In order to pique the interest of my students,I will begin this lesson by displaying a voki of Benjamin Franklin (which will introduce our topic). The class will then discuss some of the key battles of the American Revolution, such as: the Battle of Lexington and Concord, the Battle of Brandywine, and the Battle of Yorktown. At this point, I will distribute an iPad to each group so that the students can access the WebQuest that will be utilized to research information about particular battles. This WebQuest will instruct each group to choose a specific battle to “observe.” The students will then utilize the documents, video clips, and websites providedon the WebQuest in order to gather needed
  3. 3. information so that they can create their own newspaper articles for the Colonial Gazette. Once the students have researched information regarding their chosen battle, they will begin to work on their group’s newspaper article utilizing the template provided in the WebQuest. For homework, the students will complete this article, utilizing Dropbox. This will enable the students to collaboratively edit their group’s document over the weekend (since it will be due on Monday). Once the students have gotten a chance to exchange ideas regarding their newspaper articles, each student will then compose a brief entry in their colonial blogs describing their “eye-witness account” of a particularRevolutionary battle. These entries must contain the date and location of the battle as well as its outcome. Finally, I will conclude this lesson by briefly discussing the terms of the Treaty of Paris which officially ended the American Revolution. In order to pique the interest of my students, the class will examine a copy of this document.Once the students have had the opportunity to discuss the various outcomes of the American Revolution, I will allow the groups to present their PowerPoint’s regarding famous individuals in the American Revolution. VI. Evaluate and Revise:In order to assess student comprehension, I will: Stimulate class discussion .Circulate around the room to check that all students are actively involved in their cooperative learning groups. Check that each group’s articles include at least eight facts regarding their particular battle (including the date, location, major players, and outcome).
  4. 4. Ask the students to describe the major players and outcomes of each Revolutionary Battle discussed in class. Ask students to describe the major components of the Treaty of Paris. *To assess group PowerPoint’s (which were assigned several days prior to this lesson), I will utilize the rubric provided.

×