Introduction

This unit is going to be teaching the American Revolution. It will be taught in a fourth

grade, inclusion classroom. This classroom is in the West Windsor-Plainsboro school district.

The location of the school appears to be in a middle to upper-middle class area. It is a class of

twenty four students with two teachers. The population is mostly made up of students who have

an Indian background. The rest of the class is made up Caucasian, African American, and Asian

students. Three of the students are classified. Two of the students have auditory and visual needs.

One of the two has a hard time comprehending what is being taught in the lesson if it is just

written out for her and the other has a hard time with understanding the lesson if it is just

verbalized. The third student has an attention deficit. He is unable to stay in his seat and focus on

the task at hand.

Rationale

This unit is being taught because it meets the needs of the West Windsor-Plainsboro

curriculum and the Common Core State Standards. Some of the curriculum focus points are to

analyze the impact of certain individuals and the topic of taxes during the American Revolution.

Here are the curriculum standards used in the two social studies lessons. CPI. 6.1.8.C.3.a-

Explain how taxes and government regulation can affect economic opportunities, and assess the

impact of these on relations between Britain and its North American colonies. CPI.6.1.8.D.3.d-

Analyze how the prominent individuals and other nations contributed to the causes, execution,

and outcomes of the American Revolution.

The rest of unit objectives meet the needs of the Common Core State Standards. Social

studies standards have been adapted to meet the needs of the fourth grade level. The other

subjects integrated during this unit are reading, writing, and math. The standards for the reading

lesson are RL.4.1- Refer to details and examples in a text when explaining what the text says

explicitly and when drawing inferences from the text. RH.6-8.1- Cite specific textual evidence to

support analysis of primary and secondary sources. The standards used for the writing lesson are

RI.4.7- Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs,

diagrams, time lines, animations, or interactive elements on Web pages) and explain how the

information contributes to an understanding of the text in which it appears. WHST.6-8.9- Draw

evidence from informational texts to support analysis reflection, and research. Then the standards

used for the math lesson are MD.A.3- Apply the area and perimeter formulas for rectangles in

real word and mathematical problems. WHST.6-9.9- Draw evidence from informational texts to

support analysis reflection, and research.

This unit will unfold in the order of the events that occurred during the American

Revolution. As we introduce the American Revolution, the reading lesson will be the first to be

implemented . The reading of The Keeping Room by Anna Myers will be read throughout the

unit so students can make connections between the book and what they are learning. Then the

next lesson would be the writing inferences of Paul Revere's engraving The Bloody Massacre in

King Street. This will take place when the Boston Massacre is covered. The lesson after that

would be the taxation without representation activity. This will allow students some hands on

experience as to how the Colonists felt. Then the math and social studies lesson will be taught.

After everything and everyone from the American Revolution is covered, the debate will be

implemented. The debate will be used a summative assessment. This unit will meet the needs of

students with special needs by how each lesson will be taught using a different type of co-

teaching method. Also by how each lesson can be adapted for each student.

Adaptations

As I mentioned in the introduction, there are three students in the class that have special

needs. Two of the students have auditory and visual needs and the third has an attention deficit.

All three of them are classified. The female student with the visual and auditory need has

difficulty comprehending was is being taught if is it only written out for her. So the adaptations

used for her will include someone reading aloud during the lesson or to show her explicitly what

needs to be done. For the male student, with the auditory and visual needs, he has trouble

understanding a concept if it is only verbalized to him. So the adaptations done for him will

involve hand outs that give direct instructions in what he needs to do or someone could help

assist him in what he has to do like a buddy. The student who has an attention deficit is a boy

who loses focus on an assignment because he constantly wants to move around and do

something else. So some adaptations that could be done for him are letting him have a role in the

activity so that he has to participate and feels a sense of importance. Also we could make the

lesson or activity involve having the students get up and walk around so that we can decrease the

chances of him losing focus.

4th Grade- Reading and Social Studies

Common Core State Standards (CCSS)

RL.4.1- Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RH.6-8.1- Cite specific textual evidence to support analysis of primary and secondary sources.

Objectives:

Reading- During a classroom read aloud of The Keeping Room by Anna Myers, students will generate predictions about the text in their reader's notebooks with 100% accuracy.

History- While making their predictions, students will write evidence to show how their prediction connects to the reading with 100% accuracy.

Materials

The Keeping Room by Anna Myers Chart Paper Markers Reader's notebooks Pencils

Procedures

Introduction/Anticipatory Set: "Today, fourth graders, we will be doing a mini lesson on how to make predictions while you are reading. When coming up with predictions you need to be able to provide evidence. So to practice this we will be looking at the book The Keeping Room by Anna Myers. It is a story about a boy named Joey Kershaw, whose father goes off to lead the American Rebels, and is left to be the man of the house. But trouble comes along when General Cornwallis comes into town and uses the Kershaw household as his headquarters."

Instruction: "As I read I want you to think of how the events in this first chapter is going to lead up to instances that happen later on." Read the chapter. Have the students turn and talk as to why they think some of the events are happening. "Now that we finished reading, I want you to write in your reader's notebooks what you think is going to happen as we continue to read. Make a T-chart, on the left side put your prediction and on the right side put the evidence supporting it."

Closure: Have the students write their predictions and share them with the peers in their groups.

Assessment (direct connection to objectives): Read the students' T-charts. See if they provided evidence with their predictions. Make sure that their predictions are accurate to what was read.

Adaptations/ Accommodations/Differentiation for specific learner needs: For students with auditory and visual needs, I will model what needs to be done with the T-chart and what type of

thinking they should be doing to help make predictions. For students with attention deficits, I will have the students move around by going to the carpet when the book is read and move back to their desk when it is time to write in their journals.

Co-teaching model(s) selection and rationale: The type of co-teaching that will be used is one teach, one observe. This method was chosen because only one teacher is needed to teach this mini lesson. The teacher that is observing can watch the students to make sure that they are focused and paying attention. They also can observe the other teacher who is directing the mini lesson to see if they need any professional development.

Teacher Roles: One teacher will teach while the other observes. The observing teacher will pay attention to the class as a whole or individual students. They also could observe the teacher who is teaching if it is requested.

4th Grade- Social Studies and Writing

Common Core State Standards (CCSS)

RI.4.7- Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

WHST.6-8.9- Draw evidence from informational texts to support analysis reflection, and research.

Objectives

Writing- After analyzing and reading Paul Revere's engraving The Bloody Massacre in King Street, students will write their own interpretations of the event while "meeting the expectations" of the rubric criteria.

History- After looking at Paul Revere's engraving The Bloody Massacre in King Street, students will draw evidence from the engraving to support their interpretation with 100% accuracy.

Materials

Paul Revere's engraving The Bloody Massacre in King Street (paper and transparent sheet)

Projector Markers Chart Paper Writer's journals Pencils Plain paper

Procedures

Introduction/Anticipatory Set: "Good morning fourth graders! Today we will be doing a little time travel again and discuss the events that occurred during the Boston Massacre. This is another event, just like the previous ones we have discussed, that led up to the American Revolution. After we learn what caused and happened during the Boston Massacre, I am going to have you "read like detectives" and write your own interpretation of what happened that night." Give a brief summary about the Boston Massacre but not too much so the students can make observations for the activity.

Instruction: Have the students get into groups of three to five. Tell them this is where they will be "reading like a detective". Hand out the image of Paul Revere's engraving The Bloody Massacre in King Street with the transcript of the poem as well. While handing out the image explain to the students how art is often used to get people thinking a certain way about an event or people. Hand out magnifying glasses. "So what I want you to do in your groups is to look at Paul Revere's engraving and come up with your own idea of what happened that night". "For about five minutes, I want you in your

groups to discuss and record in your journals what you see in the image". Once the five minutes is up call the attention of the class back to the front of the room. Have your own copy of the image on the projector. Discuss the image as a whole class and point out some aspects that the students might have missed. Throughout the discussion, ask the students why they think Paul Revere included some of things the noticed in his engraving.

Now read the poem under the engraving and have the students follow along. Include some of the students in the read aloud after you read a few sentences. When you are done, have the class, as a whole, identify ten key words from the poem that could summarize it. Model by thinking aloud for the words that may be unfamiliar. Have the students write the key words in their journals as you write them on the board. By using the key words, write a summary on chart paper and demonstrate thinking. Encourage the students to have some input for the summary. When the summary is complete, read it aloud and have the students copy it in their journals. Have students write their own summaries and invite them to share.

Closure: Have the students write a summary in the form of a newspaper article of the events of March 5, 1770 by using their interpretations from Paul Revere's engraving and poem.

Assessment (direct connection to objectives): Read the students' summaries to see if they understood the concept of interpretations. Use a rubric to see if their grammar and spelling are correct, if they included evidence, and to see if their writing is thorough.

Adaptations/ Accommodations/Differentiation for specific learner needs: Each student will be given a hand out and the image will be up on the projector which will help the students with visual and auditory needs. Allowing them to use magnifying glasses makes the activity hands on which will help the students with attention deficits.

Co-teaching model(s) selection and rationale: The co-teaching model that would be used is team teaching. The reason for this is because the teachers can take turns with telling their interpretation of the engraving. This will emphasize that there is no right or wrong way when you make an interpretation of something because it is your opinion.

Teacher Roles: Teachers will team teach to offer their different points of view. They will both demonstrate thinking and questioning. They also will assist any students who have a difficult time trying to interpret the image.

Rubric

1 2 3 4 Score

Quality

Summary is detailed and includes evidence.

Summary is detailed and includes some evidence.

Summary is somewhat detailed and includes little evidence.

Summary is little to no detail and includes no evidence.

Organization

Focus is clear and distinct. Includes a clear opening and ending. Smooth transitions.

Focus is clear and distinct. Includes evidence of an opening and ending. Transitions are present.

Focus is somewhat clear and distinct. May include an opening and ending. Attempt of transitions.

Focus is unclear. Lacks an opening and ending. Transitions are minimal.

Spelling & Punctuation

Capitalization and punctuation are consistently correct. No spelling errors.

Capitalization and punctuation are generally correct. Minimum spelling errors.

Capitalization and punctuation are somewhat correct. Multiple spelling errors.

Capitalization and punctuation are incorrect. No correct spelling.

Score: ____/12

Rating: A (12-9), B (8-6), C (5-4), D (3-2), F (1-0)

Comments:

4th Grade- Social Studies

Common Core State Standards (CCSS): CPI. 6.8.C.3.a-Explain how taxes and government regulation can affect economic opportunities, and assess the impact of these on relations between Britain and its North American colonies.

Objectives: After reviewing the concept of taxation without representation, students will participate in a role playing scenario to understand the process of taxes with 100% accuracy.

Materials

String Construction paper Markers Plastic cups Paper plate Scissors Hole punch Candy

Procedures

Introduction/Anticipatory Set: "Today we are going to do a bit of time traveling. We are going to act like we are back in time during that American Revolution. As a class, we are going to act out how taxation without representation would have been. Most of the class is going to be colonists while two people get to be the King and the tax collector. To give you guys the idea of how unfair this was, the tax collector will be going around to gather candy that I am going to give you.

Instruction: One student will be picked to be the King and another student will be picked to be the tax collector. Does not matter if they are boy or girl. Let them be aware of what their role entails. Have these two students wear identification cards. Hand out ten pieces of candy for each student in a cup or paper plate. Make sure to tell them not to touch the candy. When the class is ready have the King start reading the tax cards. The tax cards will tell students when they have to hand in candy and how much. Have the students raise their hands when the card applies to them so that the tax collector can go to them to take their candy. The tax collector will bring the candy to the King and pile it on a plate that is visible to the whole class. Make sure the student playing the King makes comments about how much candy they are getting. When all of the tax cards have been read have the King make an announcement about how 10% of their taxes will go to the collectors and the rest will be kept by them.

Closure: Wrap up the lesson with a class discussion. Ask the students questions about what they thought about the experience and how it made them feel. Ask questions like "What was so unfair about how the class was taxed?" "How could it have been handled more fairly?"

Assessment (direct connection to objectives): This lesson will be assessed on how the students react and participate in the role playing. You want to observe that they are getting the concept of taxation without representation. See that they are understanding how the Colonists felt. Then assess them based on the answers you get during the class discussion.

Adaptations/ Accommodations/Differentiation for specific learner needs: For students with auditory and visual needs, have the directions written out for them as well. This can include what is written on the tax cards as well. For students with attention deficits, let them be the tax collector so that they can move around the class.

Co-teaching model(s) selection and rationale: The co-teaching method selected for this lesson is team teaching. The two teachers can demonstrate the different ways the King and tax collectors can act. This provides different point of views.

Teacher Roles: By team teaching, the two teachers will split up the amount of material and present it to the class.

Lesson adapted from: http://youngteacherlove.blogspot.com/2014/05/role-playing-with-american-revolution.html

4th Grade- Math and Social Studies

Common Core State Standards (CCSS)

MD.A.3- Apply the area and perimeter formulas for rectangles in real word and mathematical problems.

WHST.6-9.9- Draw evidence from informational texts to support analysis reflection, and research.

Objectives

Math- After reading the informational text on Fort Ticonderoga, students will recreate the fort by using area and perimeter with 100% accuracy.

History- Using the informational text on Fort Ticonderoga, students will analysis what the British could have done to prevent the capture of the fort with 100% accuracy.

Materials

Article- The Capture of Fort Ticonderoga: http://www.history.com/topics/american-revolution/capture-of-fort-ticonderoga

Plain paper Color pencils

Procedures

Introduction/Anticipatory Set: "Good afternoon class! Today you will be working as part of the British army. They need your help in improving their fort structure. But first you are going to do some research by reading up on how their Fort Ticonderoga was captured by the Americans."

Instruction: "As you are reading this article, I want you to highlight what you find to be important information to use in building your fort. Use another highlighter to highlight what you think was their downfall. You will need that information later. When you are down with reading the article, you will create your own fort. When you are creating your fort I want you to put measurements for each side. Using those measurements you will conclude the area and perimeter of your fort. Be creative. Include what would be on the inside and surrounding it."

Closure: "Now that you have finished drawing your forts. I want you to write an explanation about why you think your fort is better than Fort Ticonderoga. Then write why you think their fort failed. Use the information you highlighted from the text."

Assessment (direct connection to objectives): Look at the measurements each student used for their fort. Make sure that their perimeter and area are correct. Read their explanation for their fort and the downfall of Fort Ticonderoga. See if they used information from the text.

Adaptations/ Accommodations/Differentiation for specific learner needs: For students with visual and auditory needs, the article could be read aloud to them as they follow along. For

students with attention deficits, the assignment could be done in groups so that they can get up and interact with their peers.

Co-teaching model(s) selection and rationale: The type of co-teaching chosen for this lesson is one teach, one assist. This was selected because it will allow one teach to teach the lesson and have the other teacher assist any students who may be having difficulties with the assignment.

Teacher Roles: While one teacher is teaching, the other will assist. The teacher who is assisting will walk around to help any students who may be having a hard time with what is going on. They can also assist the other teacher.

4th Grade- Social Studies

Common Core State Standards (CCSS): CPI.6.1.8.D.3.d- Analyze how prominent individuals and other nations contributed to the causes, execution, and outcomes of the American Revolution.

Objectives: After discussing the roles of the American Revolution, students will participate in a debate to demonstrate the importance of certain individuals by "meeting the expectations" of the rubric criteria.

Materials

Types of stands (e.g., podiums) Pencils Paper Markers Chart paper

Procedures

Introduction/Anticipatory Set: "I am sure you have all heard the saying that there are two sides to every story. Well you guys are going to prove that point. For this lesson, you are going the be split up into two sides. One half of you will be the Patriots while the other half will be the Loyalists. You will pick a role whether it be the King, a soldier, or a civilian. You will have to persuade us how your side was in the right in what they have done. You'll also have to defend yourself with rebuttals."

Instruction: Give each student a piece of paper and five minutes to write up their argument. When the five minutes are up, have students assemble to form an audience in front of the podiums. Randomly select who goes and have them debate against each other. Give them five minutes each to argue their side. Then give them another five minutes to make any rebuttals. Continue this until each student has gone.

Closure: Regroup as a whole class. Make a T-chart, one side for the Patriots and the other for the Loyalists. Ask the students to use points that their peers made that they thought made a good argument. Write down what they say. As a whole, ask who they thought made the better argument, the Loyalists or the Patriots.

Assessment (direct connection to objectives): To assess this lesson, pay attention to the arguments made by each student to see if they understood the points of view from the American Revolution. See that all of the points on the rubric are met.

Adaptations/ Accommodations/Differentiation for specific learner needs: For students with visual and auditory, create a formatted worksheet for them to use to plan their arguments. For students with attention deficits, you can make them the mediator so they always have something to do.

Co-teaching model(s) selection and rationale: Parallel teaching will be used because you can save time by splitting up the class during the debate portion of the lesson.

Teacher Roles: Both teachers will act as mediators on both sides of the classroom. They can keep the pace of the lesson and keep the students on track.

1 2 3 4 Score

Factual Information

Did not present facts to support argument.

Used few facts to support arguments.

Used some facts to support all arguments.

Used many facts to support all arguments.

Persuasiveness

Few arguments were logical and convincing.

Some arguments were logical and convincing.

Most arguments were logical and convincing.

All arguments were logical and convincing.

RebuttalDid not address opponent's arguments.

Addressed some of opponent's arguments with counter-evidence.

Addressed most of opponent's arguments with counter-evidence.

Addressed all opponent arguments with counter-evidence.

DeliveryFailed to communicate clearly, no eye contact, and monotone delivery.

Seldom communicated clearly, poor eye contact, and poor voice inflection.

Communicated clearly, frequent eye contact, and good voice inflection.

Communicated clearly and confidently, maintained eye contact, and excellent voice inflection.

Rubric

Score: ____/12

Rating: A (12-9), B (8-6), C (5-4), D (3-2), F (1-0)

Comments:

Assessment

The pre-and post- assessment used for this unit will be a miniature quiz that will be

taken at the beginning and end of the unit. The quiz will consist of multiple choice and open-

ended questions. The pre-assessment will be used to see how much knowledge the class already

has on the American Revolution. Then the post-assessment will be used to see how much the

students were able to comprehend from the unit and to see if there any difficulties that need to be

covered.

Lesson #1- Read the students' T-charts. See if they provided evidence with their predictions.

Make sure that their predictions are accurate to what was read.

Lesson #2- Read the students' summaries to see if they understood the concept of interpretations.

Use a rubric to see if their grammar and spelling are correct, if they included evidence, and to see

if their writing is thorough.

Lesson #3- This lesson will be assessed on how the students react and participate in the role

playing. You want to observe that they are getting the concept of taxation without representation.

See that they are understanding how the Colonists felt. Then assess them based on the answers

you get during the class discussion.

Lesson #4- Look at the measurements each student used for their fort. Make sure that their

perimeter and area are correct. Read their explanation for their fort and the downfall of Fort

Ticonderoga. See if they used information from the text.

Lesson #5- To assess this lesson, pay attention to the arguments made by each student to see if

they understood the points of view from the American Revolution. See that all of the points on

the rubric are met.

Lesson #2 Rubric

1 2 3 4 Score

Quality

Summary is detailed and includes evidence.

Summary is detailed and includes some evidence.

Summary is somewhat detailed and includes little evidence.

Summary is little to no detail and includes no evidence.

Organization

Focus is clear and distinct. Includes a clear opening and ending. Smooth transitions.

Focus is clear and distinct. Includes evidence of an opening and ending. Transitions are present.

Focus is somewhat clear and distinct. May include an opening and ending. Attempt of transitions.

Focus is unclear. Lacks an opening and ending. Transitions are minimal.

Spelling & Punctuation

Capitalization and punctuation are consistently correct. No spelling errors.

Capitalization and punctuation are generally correct. Minimum spelling errors.

Capitalization and punctuation are somewhat correct. Multiple spelling errors.

Capitalization and punctuation are incorrect. No correct spelling.

Score: ____/12

Rating: A (12-9), B (8-6), C (5-4), D (3-2), F (1-0)

Comments:

Lesson #5 Rubric

1 2 3 4 Score

Factual Information

Did not present facts to support argument.

Used few facts to support arguments.

Used some facts to support all arguments.

Used many facts to support all arguments.

Persuasiveness

Few arguments were logical and convincing.

Some arguments were logical and convincing.

Most arguments were logical and convincing.

All arguments were logical and convincing.

RebuttalDid not address opponent's arguments.

Addressed some of opponent's arguments with counter-evidence.

Addressed most of opponent's arguments with counter-evidence.

Addressed all opponent arguments with counter-evidence.

DeliveryFailed to communicate clearly, no eye contact, and monotone delivery.

Seldom communicated clearly, poor eye contact, and poor voice inflection.

Communicated clearly, frequent eye contact, and good voice inflection.

Communicated clearly and confidently, maintained eye contact, and excellent voice inflection.

Score: ____/12

Rating: A (12-9), B (8-6), C (5-4), D (3-2), F (1-0)

Comments:

In terms of adapting assessment, it is only necessary to make adaptations for lessons or

activities where the students have to write out what will be assessed. The lessons where they are

getting up and acting out do not need to be adapted because you already have the student with

the attention deficit moving around and participating. Then the students who have the auditory

and visual needs already have the opportunity to be assessed verbally. For the lessons or

activities where their writing is a source of assessment, you can have the students with auditory

and visual needs conference with you to share their opinions or answers. During this time you

can ask them questions to expand their thinking and provide evidence. For the student with the

attention deficit you can have them come up to the board and write their answer so that they can

move around and you can see if they understood the lesson.

Reflection

To be honest, I knew that making a unit plan would take time and have its difficulties but

I did not know that there was so much to take into consideration when making one. I did not

realize that you had to put in the roles of the teachers, the different types of adaptations you will

be using, and that there was such a thing as short and long term planning. I also did not even

consider that teachers had to explain why they are teaching the unit. In terms of CEC standard

#2, it talks about how special educators should demonstrate respect for their students by

understanding the similarities and differences in human development. Using this knowledge will

allow the teacher to respond to any needs the students may have. The unit plan provides this

because, as a teacher, you have to think about how you are going to adapt the different lessons

you are going to teach according to the type of class you have.

Standard #4 points out how special educators need to modify learning environments to

enhance the learning and performance of their students with special needs. The instructional

strategies used need to be individualized. I thought this part was the hardest out of creating the

unit plan. There is a lot of pressure in making sure that what you do as a teacher meets the needs

of all your students. Standard #8 is about how you need to come up with multiple types of

assessments. This part of the unit that took a while for me. I was thinking about how you need to

have a large amount of assessments but then I realized that the different assessments you come

up with can be used for more than a student. As long as the assessment meet the needs of the

student, you can use it. Standard #9 mentions the use of ethical practices. In my opinion, it is

easy to come up with methods that are ethical because you want you were students to be safe and

get the best out of their learning. Overall, I thought the assignment was an eye-opening learning

experience.