Name : Grace Rucker Two-Prong # Kansas, United States, and World History 5th grade

Two-Prong Lesson Plan

This lesson should be part of an unit for teaching the American Revolution

Two-Prong Focus: 1) Arts Content = Kansas Curricular Standards for Theater : Basic Standard 1: Developing scripts Benchmark 2: The student knows how to improvise dialogue to tell stories Indicator 1: The student improvises dialogues while role-playing a character in an imaginary or real-life situation. 2) Core Academic Content (use State Standards) = Kansas, United States, and World History :5th grade History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills. Benchmark 3: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the American Revolution and the United States becoming a nation (1763 to 1800). Indicator 2: explains the significance of important groups in the American Revolution (e.g., Loyalists, Patriots, Sons of Liberty).

Student Objectives: The students will research and list the characteristics of a loyalist, patriot and a member of the Sons of Liberty. The Students will role-play a town meeting sharing viewpoints concerning Colonial-Britain relations. Teaching Procedure: Introduction: 1. Attention/focus: Use clapping rhythm signal to quiet students in preparation for lesson 2. Interest: Play a piece of music that would have been played at that time, to urge people to fight 3. Set mood: Show short clip from the movie The Patriot (starring Mel Gibson), the scene at the town hall meeting where he says he will not fight. 4. Set purpose: Tell students we are going to role play/write a script/dialogue for a Historic Town Hall Meeting in the Colonial time to debate whether to go to war against Britain.

5. Review and relate: review vocabulary with students using their previously made flip book or graphic organizer made at start of the unit, review motivations and reasons why some loyalists choose to support Britain and why the Patriots wanted independence. 6. Make ground rules and expectations clear: C-conversation level 1.5 or 2, no louder than 2 for group work; H help- raise hand for help; A- activity group work for research and role playing practice, Historic Town Hall Meeting will be whole class; M-movement stay with your group, only move when necessary and with purpose; P-participation- participate in your group and in the Town Hall Meeting; Success! 7. Energizers and warm-ups: vocal exercises and expressions to get into character. Pretend you are a Colonial housewife, a General like George Washington, King George the Third, a rebel like Samuel Adams, etc. Encourage students to think, what would they say, what sort of vocabulary words would they use (base on how much education the character received), what would their posture be like? etc. 8. Vocabulary: Patriots the people who wanted independence from the British; loyalists people who supported Britain and King George the third, Sons of Liberty a secret group who are credited for the Boston Tea Party. It is believed that Samuel Adams was the founder. Taxation without representation; Stamp Act; Intolerable Acts; Boston Tea Party; Continental Congress Development: 1. Together with students, brainstorm and list requirement of cast of characters: some students will be patriots, some will be loyalist, some patriots will belong to the secret Sons of Liberty group, some will be just plain patriots. Also, briefly plot out the Town Hall drama with the students by going through the reasons and motivations people chose their sides. Use the Mel Gibson movie to illustrate motive he wasnt going to join the war until his son died. Tell students to consider their characters background, some of the wealthy people were loyalist because they were not affected by the taxes, whereas some of the patriots were merchants who were heavily impacted by Britains decision to tax. There also need to be a Town Mayor/Judge who can preside over the meeting. (chose one or 2 gifted student who are good at analyzing two sides of debate to handle this role) 2. Students independently need to create a brief background for their character. 3. Students work in groups to come up with script. There will be two types of group work: 1, those who play loyalists get together, Patriots get together, sons of liberty get together so the whole group can be sure of what their stand is, they need to check their dialogue to make sure it fits the characters motivation. Then, one from each group need to get together to practice/rehearse how their characters will interact with each other. 4. Perform and role play! Conclusion: 1. After Town Hall, students are required to pick a side: they need to determine the outcome or fate of their character during and after the revolution. They will write a short paragraph (like a epilogue) about the fate of their character.

Assessment (may include a rubric): (Rubric borrowed from rubistar) CATEGORY Role 4 Point-of-view, arguments, and solutions proposed were consistently in character. Can clearly explain several ways in which his character \"saw\" things differently than other characters and can clearly explain why. 3 Point-of-view, arguments, and solutions proposed were often in character. Can clearly explain several ways in which his character \"saw\" things differently than other characters. 2 Point-of-view, arguments, and solutions proposed were sometimes in character. Can clearly explain one way in which his character \"saw\" things differently than other characters. 1 Point-of-view, arguments, and solutions proposed were rarely in character.

Knowledge Gained

Cannot explain one way in which his character \"saw\" things differently than other characters.

Multiple Intelligences/Differentiated Instruction (place an x by each one covered in the lesson): Spatial (ability to visualize) Linguistic (words/spoken/written) Logical-mathematical Kinesthetic (movement) Musical Interpersonal (interaction w/others) Intrapersonal (self-reflective ability) Naturalist (having to do w/nature) ___ _X__ ___ __X_ ___ _X__ ___ ___

Blooms Taxonomy/Differentiated Instruction (place an x by each of the items that apply): _X__ __X_ _X__ ___ Knowledge (tell, list, define, label, recite, memorize, repeat, find, name, record, fill in, recall) Comprehension (locate, explain, summarize, identify, describe, report, discuss, review, show) Application (demonstrate, construct, record, illustrate, research, order, display, practice) Analysis (compare, contrast, classify, critique, solve, experiment, examine, infer, categorize)

__X_ _X__

Evaluation (judge, predict, verify, rate, determine, decide, choose, forecast, estimate, prioritize) Synthesis (compose, hypothesize, design, formulate, create, invent, develop, refine, produce)

Special Needs (indicate how you will extend the lesson for gifted learners and decrease the lesson for struggling learners): Gifted Learners: Chose gifted learners who can analyze two sides of debate preside the role of Town Mayor or judge or governor. Also have them assist with students to create dialogue that contains reasoning of why their character will or will not go to war. Learners Below Level: This activity is meant to activate higher order thinking so students can understand what events and people led to the American Revolution. Through group work and dialogue, struggling learners should be able to participate without much assistance. However, it is important to monitor students thinking so they understand why their characters dialogue needs to fit in-character Resources: Website resources: http://en.wikipedia.org/wiki/Loyalist_(American_Revolution) http://library.thinkquest.org/TQ0312848/# http://www.pbs.org/ktca/liberty/