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The Presidents of the United States of America4th GradeMatthew D. HanamanMay 10, 2015University of Wisconsin SuperiorThis Unit Plan was prepared for Social Studies Education 331 – Teaching Elementary and Middle School Social Studies taught by Dr. Brooke Grant.This unit focuses on the Presidents of the United States of America and what the individual Presidents have accomplished, through regular assignments and a research project. This unit is set up taking some easy and difficult topics and bringing them to a level where the students can understand the material. This unit looks into the questions of: What are and where do the powers and responsibilities for the President come from? How have these powers and responsibilities been used throughout history and how do this Presidential history influence us today? Upon completion of this unit the students will be able to highlight the main aspects of the Presidency. They will gain a great deal of knowledge about multiple presidents through the lessons and their individual research. They will be able to cite instances of success, failure, and the holding of the status quo by a President. Although this is not an exhaustive unit, the students’ knowledge about the complexity of the Presidency will be enhanced through this unit.This unit will cover the following standard: Common Core State Standards for English Language ArtsCommon Core State Standards for English Language ArtsWriting Standards Grade 41. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic. 8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.9. Draw evidence from literary or informational texts to support analysis, reflection, and research 10. Write routinely over a shorter time frame for a range of discipline-specific tasks, purposes, and audiences.Speak and Listening Standards Grade 41. Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. 2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.3. Identify the reasons and evidence a speaker provides to support particular points.4. Report on a topic or text.5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.Language Standards Grade 41. Demonstrate command of the conventions of standard English grammar and usage when writing and speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic.Reading Standards for Literature Grade 41. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.4. Determine the meaning of words and phrases as they are used in a text. Reading Standards for Informational Text Grade 41. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.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.8. Explain how an author uses reasons and evidence to support particular points in a text. Reading Standards: Foundational Skills Grade 43. Know and apply grade-level phonics and word analysis skills in decoding words. 4. Read with sufficient accuracy and fluency to support comprehension.Reading and Literacy in History/Social Studies 6-82. Determine the central ideas or information of a primary source.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary.5. Describe how a text presents information.This unit will cover the following Wisconsin Model Academic Standards for Social Studies Grade 4:History: time, continuity, and changeB.4.1 – Identify and examine various sources of information for constructing an understanding of the past. B.4.2 - Use a timeline to select, organize, and sequence information describing eras in historyB.4.3 – Examine biographies, stories, narratives to understand the lives of people, place them in time and context, explain their relationship with historical events. B.4.4 – Compare and contrast changes in contemporary life with life in the pastB.4.5 – Identify the historical background and meaning of important political values such as freedom, democracy, and justiceB.4.7 – Identify and describe important events and famous people in WI and the USPolitical Science and Citizenship: power, authority, governance, and responsibilityC.4.1 - Identify and explain the individual's responsibilities to family, peers, and the community, including the need for civility and respect for diversityC.4.2 - Identify the documents, such as the Declaration of Independence, the Constitution, and the Bill of Rights, in which the rights of citizens in our country are guaranteed.C.4.3 - Explain how families, schools, and other groups develop, enforce, and change rules of behavior and explain how various behaviors promote or hinder cooperation C.4.4 – Explain the basic purpose of government in American society, recognizing the three levels of governmentC.4.5 – Explain how various forms of civic action such as running for political office, voting, signing an initiative, and speaking at hearings, can contribute to the well-being of the communityC.4.6 - Locate, organize, and use relevant information to understand an issue in the classroom or school, while taking into account the viewpoints and interests of different groups and individualsEconomics Performance StandardsD.4.1 Describe and explain of the role of money, banking, and savings in everyday lifeD.4.2 Identify situations requiring an allocation of limited economic resources and appraise the opportunity costD.4.5 Distinguish between private goods and services (for example, the family car or a local restaurant) and public goods and services (for example, the interstate highway system or the United States Postal Service) D.4.6 Identify the economic roles of various institutions, including households, businesses, and governmentD.4.7 Describe how personal economic decisions, such as deciding what to buy, what to recycle, or how much to contribute to people in need, can affect the lives of people in Wisconsin, the United States, and the worldBehavioral Science Performance StandardsE.4.1 - Explain the influence of prior knowledge, motivation, capabilities, personal interests, and other factors on individual learningE.4.2 - Explain the influence of factors such as family, neighborhood, personal interests, language, likes and dislikes, and accomplishments on individual identity and developmentE.4.6 - Give examples of group and institutional influences such as laws, rules, and peer pressure on people, events, and cultureE.4.7 - Explain the reasons why individuals respond in different ways to a particular event and the ways in which interactions among individuals influence behaviorE.4.8 - Describe and distinguish among the values and beliefs of different groups and institutionsE.4.10 Give examples and explain how the media may influence opinions, choices, and decisions E.4.11 - Give examples and explain how language, stories, folk tales, music, and other artistic creations are expressions of culture and how they convey knowledge of other peoples and culturesE.4.12 - Give examples of important contributions made by Wisconsin citizens, United States citizens, and world citizensE.4.14 - Describe how differences in cultures may lead to understanding or misunderstanding among peopleE.4.15 Describe instances of cooperation and interdependence among individuals, groups, and nations, such as helping others in famines and disastersThis unit will cover the following Math Standards for 4th Grade4.0A.A.1 – Interpret multiplication equations4.0A.A.2 – Multiply or divide to solve word problems involving multiplicative comparison4.0A.A.3 – Solve multistep word problems posed with whole numbers and having whole-number answers4.NBT.A.1 – Recognize that in multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.4.NBT.A.2 - Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form.4.NBT.A.3 - Use place value understanding to round multi-digit whole numbers to any place.4.NBT.A.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm.4.NBT.A.5 - Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations.4.MD.A.1 - Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec.4.MD.A.2 - Use the four operations to solve word problems involving distances, intervals of timeUnit Topic __The Presidents of the United States of America____________KNOWUNDERSTANDDOThe Presidents of the United States.What the President accomplished. Whether his accomplishments were beneficial or detrimental to the country.What it was like at a different time.What it takes to be a great leader.How politics will affect many decisions.Other’s political views and what were the causes behind their formations.Decisions have consequences.A bit of what it is like to run for office.Racism.Women’s rights.Minority rights.Research a president. Research another time.Create a BioCube.Look at coins. Write a letter of support or disagreement about a president.My grade level: ____Fourth Grade____________________My unit topic: ____The Presidents of the United States of America_My big idea or essential question: What are and where do the powers and responsibilities for the President come from? How have these powers and responsibilities been used throughout history and how do this Presidential history influence us today? 217170019050Teacher Education ProgramDaily Lesson PlanTeacher Candidate’s Name: Matthew D. HanamanPreliminary InformationLesson President’s: Where were they born? FORMTEXT ?????Date: April 18, 2015Grade: Fourth GradeNumber of Students: Click here to enter text.Course/Subject: Social StudiesUnit/Theme: Communication and the PresidentsPeriod/Time: 60 minutesEstimated Duration: 2 or 3 daysWhere in the unit does this lesson occur?(Double click box to activate check mark.) FORMCHECKBOX Beginning of the unit FORMCHECKBOX Middle of the unit FORMCHECKBOX End of the unitStructure(s) or grouping for the lesson (Check any that apply) (Double click box to activate check mark.) FORMCHECKBOX Whole class FORMCHECKBOX Small group FORMCHECKBOX One-to-one FORMCHECKBOX Other: Specify: IndependentWhat are your goals for student learning, and why are they appropriate for these students at this time?Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?How do you read a map? How do you estimate travel time, by car or by foot?Rationale/Context Why is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?During the lesson on the Presidents, we will also be doing lessons on maps and geographyPrior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?The students will have some prior knowledge about locations, maps, globes, and distance. The students will have experience traveling in an automobile and in walking. The students will already have proficient internet navigation skills. Students will already have research skills established.Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives. The student will be able to find locations on a map. The students will be able to use the key of the map as well as they will be able to calculate time/distance. The students will be able to figure out a route from one point to another.How you will communicate the learning objectives to students?I will inform the students that they will be graded on accuracy of the birthplace of their president, based on the rubric in “Expectations for Student Learning.” I will also let them know that they will be expected to learn how to read a map, estimate distance, estimate travel time, and plot a course of travel.Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation. Exceeds Expectations: Students are able to answer all of the questions correctly without error.Meets Expectations: Students attempt answer all of the questions, but answers some of the questions incorrectly.Below Expectation: Students do not attempt to do any of the things listed above. \sEvidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student. The evidence and assessment of the student’s learning will be the completion of the Nat Geo worksheet and the completion of the assignment work sheet. I will also assess the students as I walk around the classroom and monitor their progress. Student FeedbackHow will you provide students with feedback? Use academic language within your response.I will provide the students feedback by returning the graded worksheets to them and looking over their saved route on the map, with explanations of the incorrect answers and positive feedback of the correctly answered questions. I will also give them verbal feedback as I walk around the classroom and monitor their progress. StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or mon Core State Standards for English Language ArtsReading Standards for Informational 4th Grade1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Math Standards for 4th Grade4.0A.A.1 – Interpret multiplication equations4.0A.A.2 – Multiply or divide to solve word problems involving multiplicative comparison4.0A.A.3 – Solve multistep word problems posed with whole numbers and having whole-number answers4.NBT.A.1 – Recognize that in multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.4.NBT.A.2 - Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form.4.NBT.A.3 - Use place value understanding to round multi-digit whole numbers to any place.4.NBT.A.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm.4.NBT.A.5 - Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations.4.MD.A.1 - Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec.4.MD.A.2 - Use the four operations to solve word problems involving distances, intervals of timeWisconsin Model Academic Standards for Social StudiesGrade 4Geography Performance StandardsA.4.1 - Use reference points, latitude and longitude, direction, size, shape, and scale to locate positions on various representations of the earth's surfaceA.4.2 - Locate on a map or globe physical features such as continents, oceans, mountain ranges, and land forms, natural features such as resources, flora, and fauna; and human features such as cities, states, and national bordersA.4.4 - Describe and give examples of ways in which people interact with the physical environment, including use of land, location of communities, methods of construction, and design of sheltersA.4.5 - Use atlases, databases, grid systems, charts, graphs, and maps to gather information about the local community, Wisconsin, the United States, and the worldA.4.7 Identify connections between the local community and other places in Wisconsin, the United States, and the worldAcademic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Analyze, calculate, chart, detail, estimate, identify, multiply, place value.How will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content. How long would it take you to walk to where your President was born? How long would you estimate it to be if it takes, approximately, 3 days to walk 230 miles to Madison? How long would it take to drive, if you travel at 60 miles per hour? ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.Day 1: We will work through the problem asked above, figuring out how long it would take to travel by car to Madison. The National Geographic: Reading Highway Maps document will then be handed out. I will have the map on the Smartboard, as it is difficult to see on the printed sheet. (I cannot add it to the .PDF to this document, so I have uploaded it separately)I will let the student know that they only need to answer questions A-F. Once they have completed this task, they can look up where their president was born. After locating where the president was born, they will need to use a paper map to figure out distances. We will have atlases and state maps available (if there are other types of maps available that I am not aware of, they will have those as well). The students will be notified that they will not be able to use electronic maps to easily figure out the details to the questions:We will select presidents by having all the presidents in a “hat,” except Washington, Buchanan, Lincoln, Ford, Carter, Reagan, G.H.W. Bush, Clinton, G.W. Bush, Obama will not be options. The President chosen will be the one use for this lesson and for any other lesson that involves research on one particular President by the students.\s They will have a second and third day to work on this lesson if necessary.ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.So is this really how long it would take you to get to your location by car or on foot? Why would this not be the correct amount of time? (bathroom breaks, sleeping, aching feet, the need of new shoes, etc.)If you could choose how would you want to get to your destination? Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?I will go over the worksheets and follow the rubric for the PRESIDENTIAL BIRTHPLACE worksheet. I will give them a written response to their answers as well as a final grade on the assignment. For extra credit, the students can calculate the time it would take them to travel this distance by whatever means was most common at the time their president was alive. What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?Students may have difficulty understanding the key. Students may find it daunting to look at the maps or do the math. I will be there to support them with the equations that they will need to calculate. Students may attempt to talk to one another while in group work instead of working on the assignment. Some students may not want to do the assignment. Students may only partially answer the questions on the worksheet.Resources and MaterialsIdentify all resources and materials used for this lesson. SmartboardComputersPRESIDENTIAL BIRTHPLACE worksheetNational Geographic: Reading Highway Maps worksheetAtlasesMapsPencilsInternet217170019050Teacher Education ProgramDaily Lesson PlanTeacher Candidate’s Name: Matthew D. HanamanPreliminary InformationLesson Presidents – What do they do? FORMTEXT ?????Date: April 24, 2015Grade: Fourth GradeNumber of Students: Click here to enter text.Course/Subject: Social StudiesUnit/Theme: Diversity and the PresidentsPeriod/Time: 60 minutes Estimated Duration: 1-3 daysWhere in the unit does this lesson occur?(Double click box to activate check mark.) FORMCHECKBOX Beginning of the unit FORMCHECKBOX Middle of the unit FORMCHECKBOX End of the unitStructure(s) or grouping for the lesson (Check any that apply) (Double click box to activate check mark.) FORMCHECKBOX Whole class FORMCHECKBOX Small group FORMCHECKBOX One-to-one FORMCHECKBOX Other: Specify: IndividuallyWhat are your goals for student learning, and why are they appropriate for these students at this time?Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?What does the President do? What are his/her roles and responsibilities? Rationale/Context Why is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?This lesson will help the students to begin to think about the President in ways that they have not before. This lesson will allow them to assess the president they research, as to what he did well and in what capacities he was lacking. This lesson will be a study of the presidency which they can utilize for their own project at the end of the unit.Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?The student will know how to conduct internet research.Students will know how to use the suite of Google products.Students will know how to take notes from a reading and videos. The student will understand the importance of word choice.The students will know how to summarize and put another’s words into their own words.The students will have a beginning knowledge of the Constitution of the United States of America.Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives. The student will be able to clarify one of the following roles of the President: Chief Executive, Commander in Chief, Chief Legislator, Chief Diplomat, Chief of State, Chief Guardian of the Economy, or Party Leader. The student will be able to identity how the President demonstrates these different roles through his/her actions. The student will be able to present to the class in a way that all students learn valuable information about the Presidential role. The student will be able to present an argument as to this role of the President is important.The student will be able to summarize portions of articles and video clips, in their own words or present as overall summary of the document/video. How you will communicate the learning objectives to students?I will inform the students that they will be graded on their choice of clip, their presentation, and the answers to the questions on the worksheets. Their grade will be based upon the Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation. Exceeds Expectations: The student thoughtfully completes their worksheets and makes a stellar presentation. Meets Expectations: Attempts to complete worksheets and/or makes a good attempt at the presentation. Below Expectation: Students do not attempt to do any, or some, of the items listed above. \sEvidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student. The students will be presenting a video that correlates to the particular role assigned. They will be assessed as to how well they have demonstrated their knowledge of this role through the video.I will monitor their work by observing what the students are doing as I walk around the room. Participation in the discussion will be noted. Roles of the President worksheet will be graded after they are completed and handed in. Student FeedbackHow will you provide students with feedback? Use academic language within your response.Feedback will be provided with notes on their worksheets and a corresponding grade. Verbal feedback will be given during the group discussion. Verbal feedback will be given as I walk around the classroom and monitor their progress.StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or mon Core State Standards for English Language ArtsReading Standards for Informational Grade 41. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.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.Reading Standards: Foundational Skills Grade 43. Know and apply grade-level phonics and word analysis skills in decoding words.4. Read with sufficient accuracy and fluency to support comprehension.Writing Standards Grade 41. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.10. Write routinely over a shorter time frame for a range of discipline-specific tasks, purposes, and audiences.Speaking and Listening Standards Grade 41. Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. 2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.4. Report on a topic or text.5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. Language Standards Grade 41. Demonstrate command of the conventions of standard English grammar and usage when writing and speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic.Wisconsin Model Academic Standards for Social StudiesGrade 4History Performance StandardsB.4.7 Identify and describe important events and famous people in Wisconsin and United States historyPolitical Science and Citizenship: power, authority, governance, and responsibilityC.4.2 - Identify the documents, such as the Declaration of Independence, the Constitution, and the Bill of Rights, in which the rights of citizens in our country are guaranteed.C.4.4 Explain the basic purpose of government in American society, recognizing the three levels of governmentC.4.5 – Explain how various forms of civic action such as running for political office, voting, signing an initiative, and speaking at hearings, can contribute to the well-being of the communityEconomics Performance StandardsD.4.6 Identify the economic roles of various institutions, including households, businesses, and governmentBehavioral Science Performance StandardsE.4.6 - Give examples of group and institutional influences such as laws, rules, and peer pressure on people, events, and cultureE.4.8 - Describe and distinguish among the values and beliefs of different groups and institutionsE.4.12 - Give examples of important contributions made by Wisconsin citizens, United States citizens, and world citizensAcademic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Essay, speech, timeline, chronology, compose, extract, opinion, symbolize How will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content. How many major roles do you have as a student?How many major roles do I have as your teacher? How many major roles does the President have? ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.Through the Smartboard and a lecture/discussion I will introduce the students to the constitutional powers and roles of the President.The students will then read about the constitutional powers and roles of the President from their text book and take notes on the document: \sAfter they have had time to complete the worksheet we will have a discussion on the definition of each role and examples they found. I will then hand out the student assignment with the assigned Presidential role for research:\sThey will need to do their research on c- to locate a video clip of the role they are assigned. After they have created their clip, answered the questions, and created what they will say for the preview of their clip, the students will be told that they can either continue working on their final project or have free reading time. Once very one has completed their clip, we will have each one present their clip to the class. After all of the clips have been shown we will have another discussion where I will ask the following questions. \s (This lesson was adapted from the C-Span Classroom – c- - ) ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.Why is it important for you to know the role of the President? What recourse do you have if the President does not fulfill his/her role or abuses his/her role? What is in place to ensure that the President does not have too much power? Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?I will ask additional questions during the presentations to ensure that they students are understanding, watch responses (or lack thereof) and address when needed. I will also ask if there are any questions, encouraging the raising of hands if there are questions. The students will need to complete questions asked on the worksheets to the best of their abilities. The student will need to create their PowerPoint or Google document, make it look presentable and have a nice polished finished product. For extra credit students can complete an essay of abuses of Presidential powers The following can be usedArticles taken from periodicalsWebsites: CNN; PBS; etc. What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?Students may have difficulty locating a clip presenting the President in the role assigned. The student may have difficulty locating the portion of the constitution which gives the President the power of the role assigned. Some of the students may have difficulty understanding portions of the material. I will be sure to go over any additional areas if needed. We may also run out of time, so I will be sure to have extra time set aside for an additional day if necessary. Some students will not want to fill out the information. We will have established classroom guidelines for not wanting to participate (i.e., staying in for recess, call home, etc.). Resources and MaterialsIdentify all resources and materials used for this lesson. SmartboardPencilsComputersPresidential booksNotes WorksheetAssignment WorksheetAssigned roles of the PresidentInternet access217170019050Teacher Education ProgramDaily Lesson PlanTeacher Candidate’s Name: Matthew D. HanamanPreliminary InformationLesson President’s: Personal and Federal Budget FORMTEXT ?????Date: May 2, 2015Grade: Fourth GradeNumber of Students: Click here to enter text.Course/Subject: Social StudiesUnit/Theme: Communication and the PresidentsPeriod/Time: 60 minutesEstimated Duration: 2 weeksWhere in the unit does this lesson occur?(Double click box to activate check mark.) FORMCHECKBOX Beginning of the unit FORMCHECKBOX Middle of the unit FORMCHECKBOX End of the unitStructure(s) or grouping for the lesson (Check any that apply) (Double click box to activate check mark.) FORMCHECKBOX Whole class FORMCHECKBOX Small group FORMCHECKBOX One-to-one FORMCHECKBOX Other: Specify: IndependentWhat are your goals for student learning, and why are they appropriate for these students at this time?Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?How does someone create a personal budget? How would you adjust the federal budget as President? Rationale/Context Why is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?The lesson is at this time, because students are learning about personal finance and budgeting. This is a way to incorporate the federal budget into the unit on the Presidents. Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?The students will have some prior experience with mathematics. Students will know how to think critically about subject matter. Students will know the difference between needs and wants. The students will already have reading and comprehension skills, close reading skills as well will have been established.The students will have knowledge of close reading. Students will already have research skills and internet research established.Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives. The student will be able to calculate a budget. Students will be able to create a budget.Students will know how to read a budget.Students will know that allocation of funds for one priority means reducing funds in another area to maintain a balanced budget The students will experience the difficulty of making changes to the federal budget, how difficult this is and how much everything else must change in order to create a small change in one part of the budget.Students will understand the definition differences between microeconomics and macroeconomics as well as they may begin to develop some understanding of, or simply have some exposure to, the differences between the two economically.How you will communicate the learning objectives to students?I will inform student that they will be graded on their correct math skills, creative thinking, and their failure on a portion of the lesson may give them a higher grade than a success.Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation. Exceeds Expectations: Students are able to answer all of the questions correctly without error, participates in class, participates in discussion, and participates in presentation.Meets Expectations: Students attempt answer all of the questions, but answers some of the questions incorrectly, somewhat participates in class, somewhat participates in the discussion, and somewhat participates in the presentation.Below Expectation: Student does not attempt to do any of the things listed above. \s\sEvidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student. The evidence and assessment of the student’s learning will be the completion of the worksheet that corresponds to the reading.I will also assess the students as I walk around the classroom and monitor their progress. Student FeedbackHow will you provide students with feedback? Use academic language within your response.I will provide the students feedback by returning the graded worksheet to them, with explanations of the incorrect answers and positive feedback of the correctly answered questions. I will discuss their ability or inability to create a budget for the federal government, which they are pleased with.I will also give them verbal feedback as I walk around the classroom and monitor their progress. StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or mon Core State Standards for English Language ArtsReading Standards for Informational 4th Grade1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.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.Reading Standards: Foundational Skills Grade 43. Know and apply grade-level phonics and word analysis skills in decoding words.4. Read with sufficient accuracy and fluency to support comprehension.Speaking and Listening Standards Grade 41. Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. 2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.3. Identify the reasons and evidence a speaker provides to support particular points.4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. Language Standards Grade 41. Demonstrate command of the conventions of standard English grammar and usage when writing and speaking. 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic.Math Standards Grade 4OA.A.1 - Interpret a multiplication equation as a comparisonNBT.A.1 – Recognize that a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.NBT.A.2 - Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form.NBT.B.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm.MD.A.2 - Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit.Wisconsin Model Academic Standards for Social StudiesGrade 4History Performance StandardsB.4.5 - Identify the historical background and meaning of important political values such as freedom, democracy, and justiceB.4.7 Identify and describe important events and famous people in Wisconsin and United States historyPolitical Science and Citizenship: power, authority, governance, and responsibilityC.4.1 - Identify and explain the individual's responsibilities to family, peers, and the community, including the need for civility and respect for diversityC.4.2 - Identify the documents, such as the Declaration of Independence, the Constitution, and the Bill of Rights, in which the rights of citizens in our country are guaranteed.C.4.5 – Explain how various forms of civic action such as running for political office, voting, signing an initiative, and speaking at hearings, can contribute to the well-being of the communityC.4.6 - Locate, organize, and use relevant information to understand an issue in the classroom or school, while taking into account the viewpoints and interests of different groups and individualsBehavioral Science Performance StandardsE.4.6 - Give examples of group and institutional influences such as laws, rules, and peer pressure on people, events, and cultureE.4.7 - Explain the reasons why individuals respond in different ways to a particular event and the ways in which interactions among individuals influence behaviorE.4.8 - Describe and distinguish among the values and beliefs of different groups and institutionsE.4.10 Give examples and explain how the media may influence opinions, choices, and decisions E.4.12 - Give examples of important contributions made by Wisconsin citizens, United States citizens, and world citizensE.4.15 Describe instances of cooperation and interdependence among individuals, groups, and nations, such as helping others in famines and disastersEconomics Performance StandardsD.4.1 Describe and explain of the role of money, banking, and savings in everyday lifeD.4.2 Identify situations requiring an allocation of limited economic resources and appraise the opportunity costD.4.5 Distinguish between private goods and services (for example, the family car or a local restaurant) and public goods and services (for example, the interstate highway system or the United States Postal Service) D.4.6 Identify the economic roles of various institutions, including households, businesses, and governmentD.4.7 Describe how personal economic decisions, such as deciding what to buy, what to recycle, or how much to contribute to people in need, can affect the lives of people in Wisconsin, the United States, and the worldAcademic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Analyze, anticipate, approximate, argue, articulate, conclude, budget, equal, evaluate, factor, interpret, motivation, opinion, optional, reduce, validHow will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content. What is a budget? How big is an individual budget? How big is the federal budget? How would you change the federal budget if you had full control as President (although the President does not have full control, s/he can only submit a budget proposal)? ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.Day 1 and 2.1. I will ask all students to write three words or phrases that come to mind with the term, budget. We will then have a discussion of their answers. (noun) An itemized summary of probable income and expenses for a given period; a plan for managing income, spending, and saving during a given period of time. (verb) To plan or manage income and expenses2. I will ask all students to write three words or phrases that come to mind with the term, income. We will then have a discussion of their answers. The payment people receive for providing resources in the marketplace. Work or labor in exchange they received income in the form of wages or salaries. People also earn income in the forms of rent, profit, and interest3. I will ask all students to write three words or phrases that come to mind with the term, expenses. We will then have a discussion of their answers. Costs as the result for purchasing goods and services4. The students will get into groups of 2 and they will each receive a copy of the Budget Game, where they will need to cut out the game cards before playing on the game board. The rules of the game will be explained. One player is Jet Stream and the other player is Whoosh – Whoosh goes first.Draw a card, from your stack, read aloud, following directions of card, place card at the bottom of the stack. Alternate taking turns until someone crosses the finish line and winsIf you land on an instruction space, follow the instructionsNo player shall move farther back than the first space. Please raise your hands after you have completed the game.\s5. Upon completion of the game hand out the Savvy Spending and Saving Principles worksheet. \s(If a group is done early, then they can have SSR time.) Answer Key\s6. Once everyone has completed the lesson we will discuss the following:Which expenses did both Whoosh and Jet Stream have in the game? (A friend’s birthday party, a flat tire repair, and the increased price of movie tickets)What do these expenses have in common? (Unexpected expenses; no control over the prices; the movie and birthday are optional expenses, but fixing the tire is not an optional expense)We will discuss/I will explain, the differences between: fixed expenses, occur each month in a regular amount (rent, car payment); variable expenses, expenses that change from one time period to the next (food, gasoline); periodic expenses, expenses that occur several times a year (car insurance, tuition payment).7. We will then discussWhat are examples of variable expenses and periodic expenses mentioned in the game? (variable expenses: movie, concert, shirt at concert, miscellaneous cash expenses; periodic expenses; friend’s birthday gift, flat tire, Monster music purchase, a guitar)Did you see any fixed expenses in the game? No. What would be an example of a fixed expense? Based on the successful spending and saving principles in the game, what advice would you give to Whoosh? (keep track of expenses, keep receipts, track money in account, pay bills on time; save for unexpected and periodic expenses)What is budgeting? (managing of expenses based upon income by creating a plan)What is income? (payment received for work, wages, salary; income from rent, profit and interest)What are expenses? (costs from receiving goods and services)What are fixed expenses? (monthly expenses)What are some examples of fixed expenses? (rent, car payment, mortgage, tuition, loan repayment)What are variable expenses? (expenses that change from one time period to the next)What are some examples of variable expenses? (food, entertainment, petrol, clothing, eating out)What are periodic expenses? (periodic expenses occur several times a years)What are some examples of periodic expenses? (birthday gifts/other special occasions, health insurance co-pay, car insurance, home owners/renters insurance)What are some important principles to keep in mind if you want to be a savvy spender or saver? (save before spending; create an emergency fund; make informed choices; plan for periodic expenses; create a budget and stick to the budget) 8. Hand out\s9. I will collect the worksheets once they are completed. If the students’ needs extra time, then this assignment can be done as homework. Day 3 to Day 10.1. Now that you have some experience on a personal budget, or Micro Economics, we will now take a look at the federal budget, or Macro Economics. (micro = small – macro = big)Watch the film Ten Trillion and Counting at 2. The class will be broken into 6 groups of students. As a group discuss and respond to the questions on the worksheet titled Federal Budget Plan\s 3. After they have completed the worksheet as a group we will then discuss their answers as a class.4. The U.S. budget includes more than $3 trillion in spending annually. In your group you will need to answer the worksheet and then assign percentages to each of the six budget categories listed below. Now keep in mind that you NO LONGER must stay within a budget as you can either increase taxes or sell bonds to make up the difference. However you MAY also choose to spend less and begin to build up a “rainy day fund” for the government. The “rainy day fund” would be like a savings account for the government.In the same groups they will create a Federal Budget\s 5. Hand in your Federal Budget proposal. 6. Each group will be assigned one of the six categories of: education; energy; defense; health care; infrastructure; or social programs. You can use the Budget Research Assignment worksheet to locate information on your budget area. Please prepare a presentation for the class about why your budget category should receive priority within the budget proposal. Let the students know that they will be graded on their group participation and individual participation – I will sit down with each group to hear from them how every was involved in the project. \s7. After everyone has presented their budget, we will have another discussion/debate to decide as a class how we will allocate the funds of the budget for all of the budget categories. 8. Are we going to need to run a deficit or will we have a surplus? (Parts of this lesson were adapted from the Federal Reserve Bank of St. Louis, education_resources the Public Broadcasting Service ) ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.Why is planning a budget by yourself easy? Why was it so difficult to plan the budget as a whole class? Why is it important to plan with a budget? Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?I will go over the worksheets and written responses. I will respond with a written responses and a grade on their math and written response. I will give verbal feedback during the presentations and evaluate their presentation based on the rubric.For extra credit, the students can: 1. create a budget with their parents for their family – I do not need to see the budget, but I will send home a sheet for the parents to sign that the budget was created with the student; or 2. They can write a paper, or schedule a meeting with me to discuss, why our budget was not as accurate as the budget simulator at - what did we not cover in our budget and could one person create a budget for the United States? If anyone would like to explore this topic more, I would encourage them to go to the site and to the following site where there is a budget calculator where you plug in your own numbers for the budget What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?Students may have difficulty comprehending the text. Students may attempt to talk to one another while in group work instead of working on the assignment. Some students may not want to do the assignment. Students may only partially answer the final question on the worksheet.Resources and MaterialsIdentify all resources and materials used for this lesson. SmartboardComputers“How Do We Elect Our Leaders?” by William David ThomasPencilsWorksheetsInternet217170019050 Teacher Education ProgramDaily Lesson PlanTeacher Candidate’s Name: Matthew D. HanamanPreliminary InformationLesson Lincoln – the Gettysburg Address FORMTEXT ?????Date: April 4, 2015Grade: Fourth GradeNumber of Students: Click here to enter text.Course/Subject: Social StudiesUnit/Theme: Diversity and the PresidentsPeriod/Time: 45 – 60 minutesEstimated Duration: 2 daysWhere in the unit does this lesson occur?(Double click box to activate check mark.) FORMCHECKBOX Beginning of the unit FORMCHECKBOX Middle of the unit FORMCHECKBOX End of the unitStructure(s) or grouping for the lesson (Check any that apply) (Double click box to activate check mark.) FORMCHECKBOX Whole class FORMCHECKBOX Small group FORMCHECKBOX One-to-one FORMCHECKBOX Other: Specify: IndividuallyWhat are your goals for student learning, and why are they appropriate for these students at this time?Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?What made the Gettysburg Address so important at the time? What makes it important today?Rationale/Context Why is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?The lesson will help the students come to understand the significance of words. How words will affect a situation at a particular time and how words can carry meaning over time. This lesson fits into the larger concept of the unit, as it allows the students to learn how to use primary sources for their final assignment.Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?The student will have some knowledge of Abraham Lincoln. The student will understand the importance of word choice.How to summarize and put another’s words into their own words.Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives. The student will be able to list at least two events that led up to Lincoln’s Gettysburg Address.The student will be able to present an argument as to why Lincoln gave The Gettysburg Address.The student will be able to summarize portions of the Gettysburg Address in their own words or present as overall summary of the document. The student will be able to discuss why they believe the Gettysburg Address is still relevant in todays’ society.How you will communicate the learning objectives to students?At the beginning of the class, I will explain, that we will be analyzing Abraham Lincoln’s Gettysburg Address and that they will all be writing the address in their own words. We will be learning why the address was given, what Lincoln might have been saying, and what the reaction was by the North and South.Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation. Exceeds Expectations: Takes excellent notes on “Notes on Gettysburg Address video” worksheet; excellent translation of sentence; presents to class; does excellent job on “Understanding the Gettysburg Address Worksheet”Meets Expectations: Takes good to adequate notes on “Notes on Gettysburg Address video” worksheet; good translation of sentence; presents to class; does good job on “Understanding the Gettysburg Address Worksheet”Below Expectation: Students dos a fair job; attempts some; or does not attempt to do any of the items listed above. \sEvidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student. I will monitor their work by observing what the students are doing as I walk around the room. Participation in the discussion will be noted. Worksheets will be graded after they are completed and handed in. Student FeedbackHow will you provide students with feedback? Use academic language within your response.Feedback will be provided with notes on their worksheets and a corresponding grade. Verbal feedback will be given during the group discussion. Verbal feedback will be given as I walk around the classroom and monitor their progress.StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or mon Core State Standards for English Language ArtsReading Standards for Informational 4th Grade1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.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.Reading Standards: Foundational Skills Grade 43. Know and apply grade-level phonics and word analysis skills in decoding words.4. Read with sufficient accuracy and fluency to support comprehension.Writing Standards Grade 41. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.10. Write routinely over a shorter time frame for a range of discipline-specific tasks, purposes, and audiences.Speak and Listening Standards Grade 41. Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. 2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.Language Standards Grade 41. Demonstrate command of the conventions of standard English grammar and usage when writing and speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic.Wisconsin Model Academic Standards for Social StudiesGrade 4History Performance StandardsB.4.1 - Identify and examine various sources of information that are used for constructing an understanding of the past, such as artifacts, documents, letters, diaries, maps, textbooks, photos, paintings, architecture, oral presentations, graphs, and chartsB.4.2 - Use a timeline to select, organize, and sequence information describing eras in historyB.4.4 - Compare and contrast changes in contemporary life with life in the past by looking at social, economic, political, and cultural roles played by individuals and groupsB.4.5 - Identify the historical background and meaning of important political values such as freedom, democracy, and justiceB.4.7 Identify and describe important events and famous people in Wisconsin and United States historyPolitical Science and Citizenship: power, authority, governance, and responsibilityC.4.1 - Identify and explain the individual's responsibilities to family, peers, and the community, including the need for civility and respect for diversityC.4.2 - Identify the documents, such as the Declaration of Independence, the Constitution, and the Bill of Rights, in which the rights of citizens in our country are guaranteed.C.4.3 - Explain how families, schools, and other groups develop, enforce, and change rules of behavior and explain how various behaviors promote or hinder cooperationC.4.5 – Explain how various forms of civic action such as running for political office, voting, signing an initiative, and speaking at hearings, can contribute to the well-being of the communityC.4.6 - Locate, organize, and use relevant information to understand an issue in the classroom or school, while taking into account the viewpoints and interests of different groups and individualsBehavioral Science Performance StandardsE.4.1 - Explain the influence of prior knowledge, motivation, capabilities, personal interests, and other factors on individual learningE.4.2 - Explain the influence of factors such as family, neighborhood, personal interests, language, likes and dislikes, and accomplishments on individual identity and developmentE.4.6 - Give examples of group and institutional influences such as laws, rules, and peer pressure on people, events, and cultureE.4.7 - Explain the reasons why individuals respond in different ways to a particular event and the ways in which interactions among individuals influence behaviorE.4.8 - Describe and distinguish among the values and beliefs of different groups and institutionsE.4.11 - Give examples and explain how language, stories, folk tales, music, and other artistic creations are expressions of culture and how they convey knowledge of other peoples and culturesE.4.12 - Give examples of important contributions made by Wisconsin citizens, United States citizens, and world citizensE.4.14 - Describe how differences in cultures may lead to understanding or misunderstanding among peopleAcademic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Essay, speech, timeline, chronology, compose, extract, opinion, symbolize How will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content. Why do Presidents give speeches? What makes a good speech? What kinds of speeches do you remember hearing? What was said that stuck out to you? ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.How many of you have heard of the Gettysburg Address before? During the video, you may take notes on the “Notes for Gettysburg Address worksheet,” because after the video I am going to ask you to reflect on some questions. Watch the video “The Great Task” Hand out Notes for Gettysburg Address video worksheet. \sIf a day 2 then play the above video again.After the video, we will have a class discussion:Put the Speech up on the Smartboard. We will then discuss the followingHave you ever heard this speech before today? Why do you think certain lines were repeated? Which parts of the speech stuck out to you the most? When do you believe the speech was originally given? Why do you think the speech was given?Lincoln’s Gettysburg Address appeared in newspapers throughout the land, in pamphlets and eventually on stamps. Why was it so important to have this address displayed in this way? Information on the speech. What are some of the reasons why this speech is important? What do you think speeches were like at this time? (Very long, up to a couple of hours, as it was believed that the longer one spoke the more they had to say, however, Lincoln captured all his thoughts in 9 sentences – 2 to 3 minutes.)Hand out copy of the Gettysburg Address to each student. Break the class into 10 groups. Hand out the “Translate a sentence of the Gettysburg Address” worksheet. You will each be assigned a sentence to translate. Using your own words, you need to create a “translation” of what Lincoln meant, for your sentence. You may use dictionaries and/or a thesaurus to determine word meanings. Once you are done each group will read their translated sentence to the class, as we will translate the entire speech as a class. \sAfter the translation is complete, hand out the “Understanding the Gettysburg Address Worksheet.” I would like each of you to complete this worksheet to check your understanding of the speech and how well you paid attention to our discussion and the translation from your classmates. \s(This lesson was adapted from the Civil War Preservation Trust – education - and a lesson from the Abraham Lincoln Presidential Library and Museum - ) ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.Now that we have discussed the Gettysburg Address, what makes a good speech? Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?I will ask additional questions during the presentations to ensure that they students are understanding, watch responses (or lack thereof) and address when needed. I will also ask if there are any questions, encouraging the raising of hands if there are questions. The students will need to complete the Time Line to the best of their abilities. For the “Your Version” worksheet the students can either create their own version of the Gettysburg Address or they can write a summary of the Address in the area provided, to the best of their abilities. Students can complete an essay of why the Gettysburg Address is still relevant today. The following can be usedArticles taken from the newspaperWebsites: CNN; PBS; etc. The students will have the opportunity to look at the 5 remaining different copies of the GA that still exist today, and write a paper as to why there are 5 different versions with different usage of words in the text.\sWhat IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?Students may have difficulty writing their own version of the GA, if they do they I may allow them to work in groups. Some of the students may have difficulty understanding portions of the material. I will be sure to go over any additional areas if needed. We may also run out of time, so I will be sure to have extra time set aside for as additional day if necessary. Some students will not want to fill out the information. We will have established classroom guidelines for not wanting to participate (i.e., staying in for recess, call home, etc.). Resources and MaterialsIdentify all resources and materials used for this lesson. SmartboardPencilsGettysburg Address VideoUnderstanding the Gettysburg Address WorksheetTranslate a Sentence of the Gettysburg Address WorksheetNotes for Gettysburg Address Video WorksheetGettysburg Address copy Internet access217170019050Teacher Education ProgramDaily Lesson PlanTeacher Candidate’s Name: Matthew D. HanamanPreliminary InformationLesson President’s: How to become President & the Presidency. FORMTEXT ?????Date: April 11, 2015Grade: Fourth GradeNumber of Students: Click here to enter text.Course/Subject: Social StudiesUnit/Theme: Communication and the PresidentsPeriod/Time: 60 minutesEstimated Duration: 5 daysWhere in the unit does this lesson occur?(Double click box to activate check mark.) FORMCHECKBOX Beginning of the unit FORMCHECKBOX Middle of the unit FORMCHECKBOX End of the unitStructure(s) or grouping for the lesson (Check any that apply) (Double click box to activate check mark.) FORMCHECKBOX Whole class FORMCHECKBOX Small group FORMCHECKBOX One-to-one FORMCHECKBOX Other: Specify: IndependentWhat are your goals for student learning, and why are they appropriate for these students at this time?Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?How does someone become President? What is the presidency like? That the presidential election is decided by the electoral college. Rationale/Context Why is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?The lesson is at this time, because students are beginning a unit on the Presidents of the United States, so they need to learn about the presidents. Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?The students will have some prior knowledge about the various presidents, especially the most famous and recent ones. This will be an introduction to some of the other presidents. The students will already have reading and comprehension skills, close reading skills as well will have been established.The students will have knowledge of close reading. Students will already have research skills established.Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives. The student will be able to read the passage, through a close reading, and would be able to answer questions about how a person is elected president of the United States. The student will be able to locate the answer to any questions about the passage of the text. How you will communicate the learning objectives to students?At the beginning of the class, I will communicate the learning objectives to the students by explaining to the students that they will be learning about the presidency and the president they picked/were assigned for research. Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation. Exceeds Expectations: Students are able to answer all of the questions correctly without error.Meets Expectations: Students attempt answer all of the questions, but answers some of the questions incorrectly.Below Expectation: Students do not attempt to do any of the things listed above. \sEvidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student. The evidence and assessment of the student’s learning will be the completion of the worksheet that corresponds to the reading.I will also assess the students as I walk around the classroom and monitor their progress. Student FeedbackHow will you provide students with feedback? Use academic language within your response.I will provide the students feedback by returning the graded worksheet to them, with explanations of the incorrect answers and positive feedback of the correctly answered questions. I will also give them verbal feedback as I walk around the classroom and monitor their progress. StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or mon Core State Standards for English Language ArtsReading Standards for Informational 4th Grade1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.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.Reading Standards: Foundational Skills Grade 43. Know and apply grade-level phonics and word analysis skills in decoding words.4. Read with sufficient accuracy and fluency to support comprehension.Speak and Listening Standards Grade 41. Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. 2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.Language Standards Grade 41. Demonstrate command of the conventions of standard English grammar and usage when writing and speaking. 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic.Wisconsin Model Academic Standards for Social StudiesGrade 4History Performance StandardsB.4.1 - Identify and examine various sources of information that are used for constructing an understanding of the past, such as artifacts, documents, letters, diaries, maps, textbooks, photos, paintings, architecture, oral presentations, graphs, and chartsB.4.4 - Compare and contrast changes in contemporary life with life in the past by looking at social, economic, political, and cultural roles played by individuals and groupsB.4.5 - Identify the historical background and meaning of important political values such as freedom, democracy, and justiceB.4.7 Identify and describe important events and famous people in Wisconsin and United States historyPolitical Science and Citizenship: power, authority, governance, and responsibilityC.4.1 - Identify and explain the individual's responsibilities to family, peers, and the community, including the need for civility and respect for diversityC.4.2 - Identify the documents, such as the Declaration of Independence, the Constitution, and the Bill of Rights, in which the rights of citizens in our country are guaranteed.C.4.5 – Explain how various forms of civic action such as running for political office, voting, signing an initiative, and speaking at hearings, can contribute to the well-being of the communityC.4.6 - Locate, organize, and use relevant information to understand an issue in the classroom or school, while taking into account the viewpoints and interests of different groups and individualsBehavioral Science Performance StandardsE.4.6 - Give examples of group and institutional influences such as laws, rules, and peer pressure on people, events, and cultureE.4.7 - Explain the reasons why individuals respond in different ways to a particular event and the ways in which interactions among individuals influence behaviorE.4.8 - Describe and distinguish among the values and beliefs of different groups and institutionsE.4.12 - Give examples of important contributions made by Wisconsin citizens, United States citizens, and world citizensAcademic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Associate, background, characteristic, confirm, defend, determine, emphasize, evaluate, former, judge, primary, strategy, termHow will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content. Could you become the President of the United States? What does it take to become President?ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.They will have time to read the book “How Do We Elect Our Leaders?” by William David Thomas.The students will have the opportunity to explore the website of “Step Inside the Voting Booth” at read through the website of The students will be informed that we will be discussing the book and websites today, by handing out the “Discussion on who can be President?” worksheet breaking into groups of 4 to discuss the big ideas of the book, for 15 minutes. Then we will meet as a group and have a group discussion.\sThey will also receive the worksheetAfter they have completed the worksheet we will discuss what they think it would be like for a family to have someone run for president. If your mom ran for president when would you see her? What would your father have to do? How would you feel about people saying mean and nasty things about your mother? How would you feel about news people standing outside your home, outside your school, outside your church/synagogue/mosque/temple/etc., in order to talk to you, your mother, or your father? How would you feel having people following you around as you rode your bike to a friend’s house? Why? Any time left over and be used beginning to look at their chosen presidentReading a bookWatching the 60-Second Presidents episode on their president Look for other material on the webEtc.This will be left as either free-work-time for the students, we will cover things that need to be covered more, or they can do more research.ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.Who in this class could be President? Who in this class could run for President right now? Can anyone tell me who is currently running for President? Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?I will go over the worksheets and quiz. I will respond with a written response to the final question on the worksheet. For extra credit, the students will have the opportunity to do research on the order of succession, why it was established, when the rules were changed and for what reason, and who are the current individuals in this order of succession.What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?Students may have difficulty comprehending the text. Students may attempt to talk to one another while in group work instead of working on the assignment. Some students may not want to do the assignment. Students may only partially answer the final question on the worksheet.Resources and MaterialsIdentify all resources and materials used for this lesson. SmartboardComputers“How Do We Elect Our Leaders?” by William David ThomasPencilsCould you be President? – worksheetDiscussion on who can be President? - worksheetInternet217170019050Teacher Education ProgramDaily Lesson PlanTeacher Candidate’s Name: Matthew D. HanamanPreliminary InformationLesson President’s, their decisions and times – an influence on diversity FORMTEXT ?????Date: February 19, 2015Grade: Fourth GradeNumber of Students: Click here to enter text.Course/Subject: Social StudiesUnit/Theme: Diversity and the PresidentsPeriod/Time: Click here to enter text.Estimated Duration: 45 minutesClick here to enter text.Where in the unit does this lesson occur?(Double click box to activate check mark.) FORMCHECKBOX Beginning of the unit FORMCHECKBOX Middle of the unit FORMCHECKBOX End of the unitStructure(s) or grouping for the lesson (Check any that apply) (Double click box to activate check mark.) FORMCHECKBOX Whole class FORMCHECKBOX Small group FORMCHECKBOX One-to-one FORMCHECKBOX Other: Specify: FORMTEXT ?????What are your goals for student learning, and why are they appropriate for these students at this time?Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?What role has race, women, and diversity played into Presidential decisions/actions (that helped or hurt diversity and national or international events that occurred during a presidency, related to diversity? Rationale/Context Why is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?The lesson is at this time, because students have been learning about Black history, the fight for civil and women’s rights, so the next step would be to look at how these issues influenced, or were influenced by, a president. Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?The students will know about the 3 branches of government, and have a vague understanding of the cabinet. The students will have knowledge about women’s rights and civil rights.Students will already have research skills established.Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives. Utilizing the internet and books on the presidents from the library, the students will be able to see how presidential decisions have a great influence on society as a whole, how presidential influence can help or hurt people, and how these decisions can have long standing consequences. The students will be able to understand that one person does not make all the decisions for our country, that there is a great deal of discussion and thinking that goes into national and international decisions.How you will communicate the learning objectives to students?At the beginning of the class, I will communicate the learning objectives to the students by explaining what I want the students to accomplish, in detail, as well as by handing out a worksheet with the lesson and objective listed.Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation. Exceeds Expectations: Students are able communicate how a president’s decisions hurt or helped the cause of diversity in our society. They understand that all presidents make decisions based upon the time in which they live. They understand that “one man” did not make any decision during a presidency. Meets Expectations: Students attempt to demonstrate how a president’s decisions hurt or help in the cause of diversity. They understand that a president that the time in which we live influences our decisions. Below Expectation: Students do not attempt to do any of the things listed above. \sEvidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student. The students will share the information they found on their president to the class, and I will collect their writing when the students are done. I will also walk around the room and monitor their discussion and progress.Student FeedbackHow will you provide students with feedback? Use academic language within your response.I will provide students feedback by commenting on each student’s presentation and by asking follow-up questions, as necessary. I will also give them verbal feedback as I walk around the classroom and monitor their progress.StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or mon Core State Standards for English Language ArtsWriting Standards K-51. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 7. Conduct short research projects that build knowledge through investigation of different aspects of a topic. 8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.10. Write routinely over a shorter time frame for a range of discipline-specific tasks, purposes, and audiences.Speak and Listening Standards K-51. Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. 4. Report on a topic or text.Language Standards K-51. Demonstrate command of the conventions of standard English grammar and usage when writing and speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Wisconsin Model Academic Standards for Social StudiesGrade 4History: time, continuity, and changeB.4.1 – Identify and examine various sources of information for constructing an understanding of the past. B.4.3 – Examine biographies, stories, narratives to understand the lives of people, place them in time and context, explain their relationship with historical events. B.4.4 – Compare and contrast changes in contemporary life with life in the pastB.4.5 – Identify the historical background and meaning of important political values such as freedom, democracy, and justiceB.4.7 – Identify and describe important events and famous people in WI and the USPolitical Science and Citizenship: power, authority, governance, and responsibilityC.4.4 – Explain the basic purpose of government in American society, recognizing the three levels of government.Academic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Similarities, differences, diversity, Venn diagram, circle mapHow will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content. I will ask, “Did a decision you made last week influence something you did this week? Did decisions that your parents made influence you today? Did decisions made by a president 1 year, or 150 years ago affect you?” Then explain, “We will be looking at your presidential choices and do some research on how his, and his administration’s, decisions helped with the diversity of the time and today.”“Does one decision cause another decision to be made? Whether beneficial or hurtful?” I will utilize a circle map, to demonstrate how one person’s (administration’s) decisions can have ramifications beyond the initial decision. A Venn diagram will be used to see who a decision will affect and who it will not and how the decision may affect all people. “You will have the opportunity to use the internet or the books (from the library) to find 1 or more choices of your president which had a consequence for, or because of, diversity.ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.I will begin by discussion the presidency of James Buchanan, as an example. James Buchanan, the president prior to Abraham Lincoln being elected to office, is not a very well-known president, however he was a very good lawyer and because of this he was used to compromise. As president he thought he was doing the right thing by creating compromises over slavery between the North and South, because he did not want to offend either side. He was a Northerner from Pennsylvania, who had southern sympathies, as he was one who thought that slavery should be allowed to continue. Do Presidents need to often use compromise to make a decision? Or are they able to simply dictate a “rule?” Why or why not? Buchanan, thought it would be a good idea to influence a Supreme Court decision. Would it be right for the President to do this? Why or why not? At the time, can you see how Buchanan thought he was making the right decision? Or not? Do you think Buchanan was right or wrong, through the lens of history?Now this was the time of the “wild west” in most all territory to the west of the Mississippi River. Buchanan was a reactionary president, attempting to “put out fires” after they had started instead of anticipating conflict. He did not attempt to solve problems before they happened, he only reacted to problems after they had begun. Buchanan watched violence break out in Kansas, when the state discussed being a slave or anti-slave state. Buchanan assisted in creating a situation where the state would become a slave state by its state constitution – however this was overturned when election fraud was uncovered. This election fraud, some speculate, can be traced back to Buchanan. Was he right at this time, to help alleviate pressure over slavery? What if you were a slave owner? In our time, did he make the right decision? At about the same time violence was occurring in Kansas, violence broke out over religious reasons in Utah when the Mormons started an uprising because they thought their land would be taken away from them if Utah became a state (this is before Utah was brought into the Union as a state). There was a small “war” in Utah that lasted a couple of weeks, but was quelled when Buchanan finally sent an envoy to find a compromise for peace. Buchanan had been alerted to the Mormons’ concerns about statehood, but he did not react until after violence broke out. Was this the right decision at the time? Was this the wrong decision, form a historical perspective? How did this decision influence history? The students will then be allowed to work with a partner or on their own to do some research on their presidential choice to research information on his presidency and administration. Please keep a list of the items you find on your research and be sure to show it to me before the end of the day. After they have completed the research, they can write a response about what they found out about their Presidential choice:\sYou will need to write an essay based upon this rubric (hand out rubric). This will not be due until your Bio Cube is completed. You may find information in this essay is quite useful later for the Bio Cube.\sClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.I will conclude the lesson by asking for volunteers to share what they wrote. Again, I will emphasize that all presidents have made decisions that have had a great deal of influence on the diversity of our nation. Some of these decisions were positive and some negative, but we as a nation are attempting to make this unique experiment of democracy work for the betterment of all our citizens.Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?I will go over what they wrote, looking for spelling and grammatical errors. A day later, I will allow the students to revise what they wrote with more information or with corrections. In addition, students will be given guidance with spelling of difficult words. What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?Students may have difficult locating information to discuss/write about. I will have short biographies available for the students to look at and reference books of the presidents for the students to use, however some Presidents will either have very little information or they may not have done much about diversity. I will be sensitive to those students who do not want to share what they wrote or who otherwise do not want to discuss the information they found about the president or administration.Resources and MaterialsIdentify all resources and materials used for this lesson. SmartboardPencilsPaperDiversity and the President worksheetDiversity Rubric - President’s their decision and times – an influence on diversityBooks from the library: reference material; material on presidents; presidential biographies.Internet access2027208104679217170019050217170019050Teacher Education ProgramDaily Lesson PlanTeacher Candidate’s Name: Matthew D. HanamanPreliminary InformationLesson President’s Washington & Lincoln FORMTEXT ?????Date: May 5, 2015Grade: Fourth GradeNumber of Students: Click here to enter text.Course/Subject: Social StudiesUnit/Theme: Diversity and the PresidentsPeriod/Time: Click here to enter text.Estimated Duration: 120 minutes perhaps done over 2 daysWhere in the unit does this lesson occur?(Double click box to activate check mark.) FORMCHECKBOX Beginning of the unit FORMCHECKBOX Middle of the unit FORMCHECKBOX End of the unitStructure(s) or grouping for the lesson (Check any that apply) (Double click box to activate check mark.) FORMCHECKBOX Whole class FORMCHECKBOX Small group FORMCHECKBOX One-to-one FORMCHECKBOX Other: Specify: FORMTEXT ?????What are your goals for student learning, and why are they appropriate for these students at this time?Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?What are the qualities of a great leader? What made George Washington, Abraham Lincoln and Theodore Roosevelt great leaders? How do you convince others that you are a great leader?Rationale/Context Why is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?The lesson will help the students come to understand what it is that makes a great leader. They will explore what it is like to run for a political office. This lesson fits into the larger concept of the unit.Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?The student needs to know how to persuade others to follow them. The student needs to be able to speak in front of the class. The student must be able to come up with positive attributes about themselves.The student needs to be able to write a thoughtful speech, or come up with a thoughtful speech from an outline.Students will already have research skills established – to look up what has made other candidates successful.Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives. The students will be able to talk positively about themselves. The students will be able to have a better grasp of what it takes to run for office.The students will use a web or list to write down their main ideas to incorporate into a speech. How you will communicate the learning objectives to students?At the beginning of the class, I will explain, “Today, you will need to be thinking about running for president of the class. You need to think about what made some of our presidents great and what they might have said or done in order to convince others to vote for them. You will be writing a speech about yourself to convince the rest of the class to vote for you. We will vote at the end of the day and find out tomorrow who won the election. You will need to hand in your speech or outline to me, but either way you need to give a thoughtful speech.”Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation. Exceeds Expectations: Students are able give a good persuasive speech on why s/he should be elected the “president of the room.” The speech will have positive words in it, explaining why s/he would be the best choice. S/he will incorporate ideas from past presidents to help with what s/he will say in the speech. Meets Expectations: Students attempt a speech, but it is only partially persuasive and or does not have a good basis for why s/he should be elected “president of the room.” The speech contains some positive words and may or may not explain why s/he is the best choice.Below Expectation: Students do not attempt to do any of the things listed above. Evidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student. I will monitor their work by observing what the students are doing as I walk around the room. I will look into what it is they are writing about, ask questions, make comments and add insights. The students will share the information they found on their president to the class, and I will collect their writing when the students are done. I will also walk around the room and monitor their discussion and progress.Student FeedbackHow will you provide students with feedback? Use academic language within your response.I will provide students feedback by summarizing what they have written in my own words. I will make comments on each student’s speech by allowing the class to ask questions and I will ask questions as well. I will also give them verbal feedback as I walk around the classroom and monitor their progress.StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or mon Core State Standards for English Language ArtsWriting Standards K-51. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.10. Write routinely over a shorter time frame for a range of discipline-specific tasks, purposes, and audiences.Language Standards K-51. Demonstrate command of the conventions of standard English grammar and usage when writing and speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Wisconsin Model Academic Standards for Social StudiesGrade 4Political Science and Citizenship: power, authority, governance, and responsibilityC.4.4 – Explain the basic purpose of government in American society, recognizing the three levels of government.C.4.5 – Explain how various forms of civic action such as running for political office, voting, signing an initiative, and speaking at hearings, can contribute to the well-being of the communityC.4.6 - Locate, organize, and use relevant information to understand an issue in the classroom or school, while taking into account the viewpoints and interests of different groups and individualsAcademic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Essays, speech, discussions, listening, reading, speaking, writing, voting.How will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content. Today we will be exploring why George Washington and Abraham Lincoln are considered to be great presidents, how they got to office, and the profound things they did once in office. While working today, you may come up with ideas for your speech.ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.Why was George Washington asked to be the first president? Why was he apprehensive? Would you be apprehensive to be the first president?What was going on when Abraham Lincoln was running for president in 1860? What was the main hurdle that Lincoln had to overcome to become president? What did he do to get over this problem? Would you have done anything different? If so, what? What did these men do during their presidencies to help the United States? What were their main accomplishments? You will have the chance to choose different activities to pursue to gain more information and insight into Lincoln and Washington. Some websites that can be used: books from the school library about Lincoln and Washington will be requested for the classroom. The following is an example of titles: “Who Was Abraham Lincoln?” Pascal and Harrison“Abe Lincoln: the Boy Who Loved Books” Winters and Carpenter“National Geographic Readers: Abraham Lincoln” Gilpin“DK Biography: Abraham Lincoln” Stone“Magic Tree House #47: Abe Lincoln at Last!” Osborne and Murdocca“Who Was George Washington?” Edwards and Harrison“National Geographic Readers: George Washington” Gilpin“George Washington – Soldier, Hero, President” DK PublishingA memory match game will be set up, where the students need to match the word/picture with the corresponding definition with the following cards:(Platon, N. (n.d.) Incorporating Differentiated Instruction and Bloom’s Taxonomy in President’s Day Lesson. Wordpress. Retrived 2.25.2015 from )3. The students will have the opportunity use computers to look at websites about Lincoln’s election and the reasons behind Washington being asked to be the first president and his apprehension. 4. Washington and Lincoln worksheet will be passed out, where the students can write down important items about Washington or Lincoln and draw a corresponding picture. \s5. The students will have the opportunity to build their own cabins using a CAD-like program. ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.Why are these two President’s so important? What did they do that made them so memorable? Where can you see these two men in your everyday lives? Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?Those students who do not write as well, will be able to demonstrate their learning through a picture. When it comes to the books available, they will be able to choose the books that are appropriate for them to use. I will offer my assistance while they are working on the various items. I will walk around the class and offer my assistance as needed. They will all give their speech from either a completely written speech or from notes on the topics they wish to cover. What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?Students may not want to draw. I will let that pass as long as they write a good description at the bottom of the page. If they do not want to participate then there will be consequences. If the student does not want to participate in the discussion I will use leading questions to get them to answer questions. If we run out of time, I will have extra time in the next couple of days to make up for the time needed. If they do not want to play the game, I will have to sit down with the student and find out why they do not want to play, if this means a new opponent then that can be arranged. Resources and MaterialsIdentify all resources and materials used for this lesson. SmartboardPencilsColored drawing utensilsPre-made memory decksWhite PaperWorksheetsWashington and Lincoln WorksheetBooks from the library on Lincoln and Washington.Internet access217170019050Teacher Education ProgramDaily Lesson PlanTeacher Candidate’s Name: Matthew D. HanamanPreliminary InformationLesson President’s, their decisions and times – an influence on diversity FORMTEXT ?????Date: March 7, 2015Grade: Fourth GradeNumber of Students: Click here to enter text.Course/Subject: Social StudiesUnit/Theme: Diversity and the PresidentsPeriod/Time: 45-60 minutesEstimated Duration: 2+ daysWhere in the unit does this lesson occur?(Double click box to activate check mark.) FORMCHECKBOX Beginning of the unit FORMCHECKBOX Middle of the unit FORMCHECKBOX End of the unitStructure(s) or grouping for the lesson (Check any that apply) (Double click box to activate check mark.) FORMCHECKBOX Whole class FORMCHECKBOX Small group FORMCHECKBOX One-to-one FORMCHECKBOX Other: Specify: FORMTEXT ?????What are your goals for student learning, and why are they appropriate for these students at this time?Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?What role did racism, the Republican Party, and Lincoln have in the secession of the South and the cause of the Civil War? Rationale/Context Why is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?The lesson is at this time, because students have been learning Lincoln and the Civil War. This is an appropriate topic for the students as they examine the causes of war, racism, the birth of a new political party, and the ramifications of conflict between the states. Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?The students will have some knowledge of the Civil War from movies, books, and shows. The students will already have an opinion on whether or not the Civil War should have been fought and who was in the right. The students will have some knowledge of the political parties in the United States.Students will already have research skills established.Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives. Students will evaluate the impact of the Republican party in creating a Southern philosophy of session.Students will evaluate the views of the early Republican party and why it was formed and from what parties it was formed from.Students will analyze causation concerning the Southern philosophy of secession.How you will communicate the learning objectives to students?At the beginning of the class, I will communicate the learning objectives to the students by explaining that we will be looking into the causes of the Civil War based off of the actions of the Republican party and why this would have changed minds both in the north and south. Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation. Exceeds Expectations: Students are able communicate the reason for the formation of the Republican party, how the Republican party influenced the Southern philosophy of secession and they will be able to explain the causes concerning the secession and philosophy of the South. Meets Expectations: Students attempt to demonstrate the reasons for the formation of the Republican party, attempt to explain how the Republican party influenced the Southern philosophy of secession, and will attempt to explain the causes of secession. Below Expectation: Students do not attempt to do any of the things listed above. AS THIS IS A PRIMER FOR DOING RESEARCH, THIS WILL NOT BE A GRADED LESSON. Evidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student. The students will need to participate in discussions presenting their own ideas of what they would want; right and wrong; their own expectations. Completion of the worksheets while working in small groups and not simply being social. I will also walk around the room and monitor their discussion and progress.Student FeedbackHow will you provide students with feedback? Use academic language within your response.I will provide students feedback through a grade and by making comments or asking follow-up questions as the discussion occurs and on their worksheets and papers. I will also give them verbal feedback as I walk around the classroom and monitor their progress.StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or mon Core State Standards for English Language ArtsWriting Standards K-51. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 7. Conduct short research projects that build knowledge through investigation of different aspects of a topic. 8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.10. Write routinely over a shorter time frame for a range of discipline-specific tasks, purposes, and audiences.Language Standards K-51. Demonstrate command of the conventions of standard English grammar and usage when writing and speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Wisconsin Model Academic Standards for Social StudiesGrade 4History: time, continuity, and changeB.4.1 – Identify and examine various sources of information for constructing an understanding of the past. B.4.3 – Examine biographies, stories, narratives to understand the lives of people, place them in time and context, explain their relationship with historical events. B.4.5 – Identify the historical background and meaning of important political values such as freedom, democracy, and justiceB.4.7 – Identify and describe important events and famous people in WI and the USAcademic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Similarities, differences, address, analyze, annotate, argue, assess, clarify, confirm, conclude, exclude, establish, estimate, critique, illustrate, notice, interpret, recall, suggest, survey, translate, represent, prove, process.How will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content. I will ask, “Would you want to be a slave or a freeman? Would you want to work for someone for only food and housing or would you want money for your work?”ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.We are going to explore the birth of the Republican Party and Abraham Lincoln as a form of inquiry into the history. We are doing this as a class so that you will have a better idea how to research for your own President.“Were you aware that the Republican Party was born in the state of Wisconsin? It was born in Ripon, Wisconsin, and at the time of the Republican Party’s birth, today you would recognize it as the Democratic Party. The origins of the Republican party in the 1850s was a conglomeration (coming together) of several factors, one of the most important was the idea of “free labor.” The Republican party was born from elements of the Free Soil, Liberty, and Democratic parties. These people realized that an industrial worker who “sold” his own labor achieved independence and social position. The crisis came that both Southerners and Northerners alike realized that free labor and slavery could not co-exist, especially in the newly forming western territories. Northern Republicans saw the dignity in labor, while Southern Democrats were upset over the tariffs they were seeing placed on their goods that came from slavery. The southerners though it unfair that the northern industrialists were the ones who were making the profits. A question for you to look into is, how many of the leading individuals of the time actually believed in racial equality? I will utilize a Venn diagram to illustrate the differences and similarities between the slave owning plantation owner and the industrialist. Students will answer: how do the decisions of the slave owner or industrialist affect other people? The Republican Party of 1860 was directly influence by, and influenced, Abraham Lincoln. We will be exploring what the Republican Party did, which is also looking into what Abraham Lincoln was doing politically at the time.You will have the opportunity to use the internet or the books (from the library) to find sources about how people were dealing with the issues of the time. You will need to look into why the Republicans were so one-sided in their beliefs and who influenced them. 1. Students should have completed a homework reading of Resource Sheet #1, "The Road to Southern Secession," to get some background of the antebellum slave-based society and economy in the South as well as the South's desire to maintain the political balance within the Senate so that their interest of spreading slavery to the territories would not be hindered. This reading makes it clear that the South was committed to the preservation and expansion of slavery, and it explains the concepts of states' rights, nullification, and the right to secede. The reading ends with the victory of Lincoln and the Republicans and the resulting secession of a number of Southern states. The reading ends without explaining why Southern states seceded.?We will go over this as a class.2. Review the responses students came up with for the questions attached to the reading. 3. Assign students to work in pairs. Each student should have a copy of Resource Sheet #2, "Lincoln Campaign Poster." Ask them to identify phrases and describe images on the poster that they might think a Southerner would oppose (reference the homework assignment if students need assistance). Write these responses on the board or on the overhead projector. These phrases are: "The Union Must and Shall Be Preserved," "Free Speech, Free Homes, Free Territory," "Protection to American Industry." Discuss with the students what these themes and phrases mean. It must be made clear to the students that the Republican Party opposed slavery in the territories ("Free Territories"), opposed secession ("The Union Must and Shall Be Preserved") and supported the tariff and other government assistance to industry ("Protection to American Industry"). We will go over this worksheet as a class. 4. Distribute copies of Resource Sheet #3, "The Republican Party Platforms of 1856 and 1860." Tell them that they will read excerpts from the 1856 and 1860 Republican Party Platforms. Explain to the students that a platform is a statement of principles or beliefs. Again working in pairs, students should silently read each platform statement and associate it with one of the phrases on the campaign poster. Then, ask the students to answer the question:Would Southern slave owners agree or disagree with this statement? Explain your answer. The student should be able to answer that the slave owner would object to all of the platform positions. They should also be able to explain why Southerners would object to these positions based on their previous night's reading about slave owners' interests in slavery.We will go over this worksheet as a class. 5. Distribute Resource Sheet #4, "A Southerner's Reaction to the Republicans." Read over the directions with the students before we complete this worksheet together as a class.6. As a possible extension activity, have students examine the entire 1856 and 1860 Republican platforms in order to get a better and more thorough understanding of Republican positions on other issues, such as Bleeding Kansas. Also, if the teacher feels the students can handle a deeper discussion of the Free Labor ideology of the Republican party, they may excerpt several quotes from Eric Foner's book, Free Soil, Free Labor, Free Men, chapters 1 and 2, and 9, and have students examine these in order to get a deeper understanding as to why the Republicans did not want slavery to grow by spreading to the territories.By getting the appropriate background through reading "The Road to Southern Secession" as well as examining the campaign poster and the excerpts of the Republican platforms of 1856 and 1860, students should not only be able to conclude that the Republican party's political philosophy was inimical to the interests of the "Slave Power," but they should also be able to identify specific points in the Republican party's ideology to which the Southern slaveholders objected. Hopefully students will gain insights into how this ideology contributed to the sectional strife that led to secession in 1860.If the students choose to also write a paper, then I would recommend doing research on the following: the free labor ideology; the Republican critique of the South; attempts at compromise over the issue of slavery; the West as a “safety valve” for free labor; the tariff and its benefit to labor and industry; and the secession crisis.(from the UMBC Center for History Education)* For extra credit: write a paper about your conclusions and feelings of the secession and Lincoln’s Republican influence on secession, and what sources influenced this conclusion. ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.I will conclude the lesson by have a class discussion about the conclusions they found in the reading and worksheets. Again, I will emphasize the dividing line of slavery at the time, the many political parties, and the growing nature of the political parties of the time. That we all must make decisions about our views on the diversity of our nation. -AND-What did Lincoln have to do to keep the Union intact? Was this easy for him to do? What sort of resistance did he face? Do other Presidents face this sort of obstacle? How would you find information about the obstacles that your President faced? Where would you look? How would you incorporate this information into a project? Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?I will be floating around the room, taking special care and time for those students who might be, or who are, demonstrating that they are having difficulty with the subject matter. I will go over what they wrote, looking for spelling and grammatical errors. If needed, I will allow the students to revise what they wrote with more information or with corrections. In addition, students will be given guidance with spelling of difficult words. What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?Students may get into heated discussions, which I will need to monitor and be sure that things do not get out of hand. I will allow students to read the material out loud, if necessary for a speedy reading for slower readers, if they do it quietly. I will be sensitive to those students who do participate in the group discussion, and I will ask yes or no questions to see if I can get all of the students involved in at least nodding or shaking their heads.Resources and MaterialsIdentify all resources and materials used for this lesson. SmartboardWorksheets:The Road to Southern Secession Lincoln Campaign Poster Republican Party Platforms of 1856 and 1860 Southerner’s Reaction to the Republicans PaperBooks from the library: reference material; material on Lincoln; material on the Civil War.Internet access217170019050Teacher Education ProgramDaily Lesson PlanTeacher Candidate’s Name: Matthew D. HanamanPreliminary InformationLesson President’s: Time for Change FORMTEXT ?????Date: March 21, 2015Grade: Fourth GradeNumber of Students: Click here to enter text.Course/Subject: Social StudiesUnit/Theme: Communication and the PresidentsPeriod/Time: 20-30 minutesEstimated Duration: 3 daysWhere in the unit does this lesson occur?(Double click box to activate check mark.) FORMCHECKBOX Beginning of the unit FORMCHECKBOX Middle of the unit FORMCHECKBOX End of the unitStructure(s) or grouping for the lesson (Check any that apply) (Double click box to activate check mark.) FORMCHECKBOX Whole class FORMCHECKBOX Small group FORMCHECKBOX One-to-one FORMCHECKBOX Other: Specify: IndependentWhat are your goals for student learning, and why are they appropriate for these students at this time?Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?Lessons about our presidents does not only happen in books and through research. We can learn about the presidents just by spending money or looking at coins. Rationale/Context Why is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?The lesson is at this time, because students are beginning to learn about the presidents. With the demonstration that the presidents will appear on the $1 coin, the students can being to learn about the presidents and see that they are still relevant today. Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?The students will have some prior knowledge about the various presidents, especially the most famous ones. This will be an introduction to some of the other presidents. The students will already have reading and comprehension skills, close reading skills as well will have been established.The students will have knowledge of close reading. Students will already have research skills established.Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives. The student will be able to read the passage, through a close reading, and answer all of the additional questions. The student will be able to locate the answer to the questions in the passage of the text. How you will communicate the learning objectives to students?At the beginning of the class, I will communicate the learning objectives to the students by explaining what I want the students to accomplish, in detail, as well as by handing out a worksheet with the lesson and objective listed. The students will understand that they will need to read the passage and answer the questions pertaining to the text.Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation. Exceeds Expectations: Students are able to answer all of the questions correctly without error.Meets Expectations: Students attempt answer all of the questions, but answers some of the questions incorrectly.Below Expectation: Students do not attempt to do any of the things listed above. \sEvidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student. The evidence and assessment of the student’s learning will be the completion of the worksheet that corresponds to the reading.I will also assess the students as I walk around the classroom and monitor their progress. Student FeedbackHow will you provide students with feedback? Use academic language within your response.I will provide the students feedback by returning the graded worksheet to them, with explanations of the incorrect answers and positive feedback of the correctly answered questions. I will also give them verbal feedback as I walk around the classroom and monitor their progress. StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or CCS.Literacy in History/Social Studies, Science, and Technical SubjectsReading Standards for Literature Grade 41. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.4. Determine the meaning of words and phrases as they are used in a text. Reading Standards for Informational Text Grade 41. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. 8. Explain how an author uses reasons and evidence to support particular points in a text. Reading Standards: Foundational Skills Grade 43. Know and apply grade-level phonics and word analysis skills in decoding words. 4. Read with sufficient accuracy and fluency to support comprehension.Reading and Literacy in History/Social Studies 6-82. Determine the central ideas or information of a primary source.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary.5. Describe how a text presents information.Wisconsin StandardsSocial Studies Economics standardsD.4.1 – Describe and explain the role of money, banking, savings in everyday life. Academic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Similarities, differences, comprehend, common, compare, describe, explain, notice, notice, recall, summarize, support, and review. How will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content. What images are on our coins and paper money? How many presidents are depicted on coins and money? Is it only Presidents on our money? ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.“Do you know of other people who are not presidents who appear on money of the United States?” After a discussion I will ask, “What do other countries put on their money?” I will show images from the internet/have currency from around the world. I will also have examples of money in the classroom from the U.S. and around the world.We will learn that one day all Presidents will appear on money. If you were President would you want your image on money? Why or why not? Does anyone know of any women on money? Why do different countries put different images on their money? Why do we use presidents and some non-presidents? We will look specifically at the Euro and the images that appear. Why do you think that there are no people on the Euro? How do you think they decided which places they would have on the money? Do you think everyone was happy about the decisions of places to put on the money? Why or why not? Why are dollar bills all the same size? Why is the Euro different sizes for different amounts of money? Do you think having the bills the same size or different sizes are better? Why? What about people who don’t see well or who are blind? How would you go about making a list of places in our town or state to appear on money? How would we get everyone to agree? I will do a close reading of the first paragraph for the students, so that they can have a refresher of how to do a close reading. Additionally, for those students who have not had much experience with a close read, this will be a mini-lesson for them to know how to complete the assignment. The students will read the Time for Change article, independently, upon the completion of this article, the students will answer the questions on the corresponding sheet. All of this should be done independently by the students. When the student completes the assignment, they need to: describe the creation of a coin with their own image on it. What pose would you use? How would you depict yourself, on a horse, in battle, at a desk, etc.? Why?I will walk around while they are working to ensure that everyone is understanding the material. (Worksheet and article from )ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.Why do we put the images that we do on money? Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?I will go over the worksheet. For the final question I will evaluate what they wrote, looking for spelling and grammatical errors. I will respond with a written response to the final question on the worksheet.What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?Students may have difficulty comprehending the text. Students may attempt to talk to one another or work together on the assignment. Some students may not want to do the assignment. Students may only partially answer the final question on the worksheet.Resources and MaterialsIdentify all resources and materials used for this lesson. SmartboardPencilsArticleWorksheetsTime For Change – readingTime for Change - worksheetInternetTime for Change Past presidents will appear on $1 coin. U.S. Mint Just in time for Presidents' Day on February 19, [2007] the U.S. Mint is releasing new $1 coins honoring former U.S. presidents. Beginning February 15, [2007], the mint1 will circulate2 the first coin, which depicts George Washington—and that's only the start. President’s: Time for ChangeReading Passage The series will honor four different presidents per year in the order in which they served in office. On the reverse side of the coin will be the Statue of Liberty. The next three coins released this year [2007] will feature John Adams, Thomas Jefferson, and James Madison. They will debut, or be introduced, throughout the year. "I believe this program is a great opportunity for educating both children and adults about the history of our country," says lawmaker Michael Castle from Delaware. He helped pass the new coin legislation, or law. With the exception of Grover Cleveland, each president will appear on only one coin. Cleveland was the only president to serve two terms that weren't consecutive, or back-to-back. To be depicted on a coin, a president must have been dead for at least two years. mint: a place where money is made circulate: to be passed from person to person 262890-245743 Text: Copyright ? 2007 Weekly Reader Corporation. All rights reserved. Weekly Reader is a registered trademark of Weekly Reader Corporation. Used by permission. ? 2010 Urban Education Exchange. All rights reserved. Past presidents aren't the first people to be depicted on $1 coins. Female leaders Susan B. Anthony and Sacagawea have appeared on the coins. Anthony dedicated her life to fighting for women's rights in the 1800s. Native American guide Sacagawea led explorers Meriwether Lewis and William Clark on their westward journey to find a route to the Pacific Ocean. The idea of rotating coin designs comes from the 50 State Quarters Program. Those quarters began circulating in 1999. The State Quarters Program has been very popular, introducing millions of people to coin collecting. The U.S. Mint hopes the presidential coins will be as successful. President’s: Time for ChangeReading Passage Name: Date: “Time for Change” Question_____ 1. The main idea of this passage is:most presidents will appear once on a one-dollar coin.four new coins will be introduced this year.the U.S. mint has started making presidential one-dollar coins.lawmakers are hoping that the presidential coins will educate children and adults._____ 2. Which detail does not support the main idea?Coins will debut throughout the year.Michael Castle helped to pass the law.Only Cleveland did not serve consecutive terms.Presidents are not the only historical people to be depicted on coins. _____ 3. The author quotes Michael Castle becausehe is a coin expert.he helped to pass the law.President’s: Time for ChangeQuestion Sheethe is from Delaware.he is a past President._____ 4. People that will soon be on the presidential coins areJohn Adams, Thomas Jefferson, James Madison.George Bush, Grover Cleveland, Theodore Roosevelt.John Adams, Calvin Coolidge, Bill Clinton.James Madison, Jimmy Carter, Benjamin Franklin._____ 5. List a detail from the passage that supports the main idea and explain how it supports it._______________________________________________________________________________________________________________________________________________________________217170019050Teacher Education ProgramDaily Lesson PlanTeacher Candidate’s Name: Matthew D. HanamanPreliminary InformationLesson President’s: Bio Cube Final Research Project FORMTEXT ?????Date: May 5, 2015Grade: Fourth GradeNumber of Students: Click here to enter text.Course/Subject: Social StudiesUnit/Theme: Communication and the PresidentsPeriod/Time: 60 minutesEstimated Duration: 3 weeks Where in the unit does this lesson occur?(Double click box to activate check mark.) FORMCHECKBOX Beginning of the unit FORMCHECKBOX Middle of the unit FORMCHECKBOX End of the unitStructure(s) or grouping for the lesson (Check any that apply) (Double click box to activate check mark.) FORMCHECKBOX Whole class FORMCHECKBOX Small group FORMCHECKBOX One-to-one FORMCHECKBOX Other: Specify: IndependentWhat are your goals for student learning, and why are they appropriate for these students at this time?Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?How to conduct research for a final project Rationale/Context Why is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?The lesson is at this time, because the students have been learning things about the Presidents and it is a good experience to conduct a research project. Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?The students will have some prior knowledge about the various presidents, especially the most famous and recent ones. This will be an introduction to some of the other presidents. The students will have developed some literature and digital research skillsThe students will already have reading and comprehension skills, close reading skills as well will have been established.The students will have knowledge of close reading. Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives. The student will conduct independent research on a President and create a final report displaying the information they have found about the individual. How you will communicate the learning objectives to students?I will show them a Bio Cube and inform them that they are going to learn how to conduct research, create a good looking project and learn how to defend their ideas. I will explain to the students that this is going to be a 3 week research assignment. They will learn how to better conduct research and how to write a report in a new and creative way. I will remind them that they will be graded on the merits of the rubric they have received. Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation. Expectations based on Rubric\sEvidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student. I will be monitoring students throughout the semester as they work on this project. I will meet weekly or bi-weekly, through the semester, with each student about what they are looking at for research and how they are doing with the material they are researching. I will also be in contact with the parents/guardians about where their student is on the project. During the final three weeks I will be meeting weekly, or more, with each student about how their project is coming. I will also assess the students as I walk around the classroom and monitor their progress. Student FeedbackHow will you provide students with feedback? Use academic language within your response.I will provide verbal and written feedback at each of the meetings I hold with the student. I will also provide written and verbal feedback based upon the rubric at the end of the project. StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or mon Core State Standards for English Language ArtsReading Standards for Informational 4th Grade1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.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.Reading Standards: Foundational Skills Grade 43. Know and apply grade-level phonics and word analysis skills in decoding words.4. Read with sufficient accuracy and fluency to support comprehension.Writing Standards Grade 41. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.9. Draw evidence from literary or informational texts to support analysis, reflection, and research 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.Language Standards Grade 41. Demonstrate command of the conventions of standard English grammar and usage when writing and speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic.Wisconsin Model Academic Standards for Social StudiesGrade 4History Performance StandardsB.4.1 - Identify and examine various sources of information that are used for constructing an understanding of the past, such as artifacts, documents, letters, diaries, maps, textbooks, photos, paintings, architecture, oral presentations, graphs, and chartsB.4.4 - Compare and contrast changes in contemporary life with life in the past by looking at social, economic, political, and cultural roles played by individuals and groupsB.4.5 - Identify the historical background and meaning of important political values such as freedom, democracy, and justiceB.4.7 Identify and describe important events and famous people in Wisconsin and United States historyPolitical Science and Citizenship: power, authority, governance, and responsibilityC.4.1 - Identify and explain the individual's responsibilities to family, peers, and the community, including the need for civility and respect for diversityC.4.2 - Identify the documents, such as the Declaration of Independence, the Constitution, and the Bill of Rights, in which the rights of citizens in our country are guaranteed.C.4.5 – Explain how various forms of civic action such as running for political office, voting, signing an initiative, and speaking at hearings, can contribute to the well-being of the communityC.4.6 - Locate, organize, and use relevant information to understand an issue in the classroom or school, while taking into account the viewpoints and interests of different groups and individualsBehavioral Science Performance StandardsE.4.6 - Give examples of group and institutional influences such as laws, rules, and peer pressure on people, events, and cultureE.4.7 - Explain the reasons why individuals respond in different ways to a particular event and the ways in which interactions among individuals influence behaviorE.4.8 - Describe and distinguish among the values and beliefs of different groups and institutionsE.4.12 - Give examples of important contributions made by Wisconsin citizens, United States citizens, and world citizensAcademic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Address, analogy, analyze, argue, articulate, background, cause, character, chronology, citation, compare, confirm, context, defend, debate, develop, format, graph, imply, include, influence, label, logical, locate, note, perspective, persuade, process, quote, recall, representHow will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content. You cannot ever become President unless you study the Presidents of the past. You will each be creating a BioCube about the President you pull out of a hat. ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.You will need to conduct research on your own on the President you have selected/been assigned. I will be meeting with you on a bi-weekly basis for the first half of the semester on the research that you are conducting. Once we are 2 months away from the assignment being due we will be meeting on a weekly basis, so that I can assist you with any direction that you may require in your research. You may use this sheet as a guide. You must answer these questions and follow the rubric that was handed out. You will have the able to decide what resources you use for this project. If you have any difficulty please feel free to be in touch with me about any assistance I can provide. You are welcome to solicit the help of others on the research.This will not be an exhaustive research unit, but I do expect some good work from you. For the final three week of the unit, you will have at least 1 hour per day to work on this assignment.At the end of the unit we will also be displaying our Bio Cubes for the entire school to take a look at. You will have the opportunity, though you are not required, to answer questions that people may have about your President. Do a good job, make it colorful, have fun, LEARN!\sYou may use the information at to watch a 60 second video about your President to get some ideas of what you might want to look into. This is not exhaustive so you cannot simply use this for your project. ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.We will now take a look at everyone’s Bio Cube, before we take them to the (room where they will be displayed) for the rest of the school to look at. Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?I will give additional assistance to those students who need the assistance. I will also modify the assignment and rubric for those students who may require that due to their abilities. I will be at the students disposal to assist them with any research or ideas of where to look during this assignment.What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?Student does not want to do assignment, we will meet and discuss with student and family if necessary. Student has difficult locating information, I will assist in locating resources, I will also utilize the school librarian to assist and the public library for resources. A student does not have enough time to complete the project – if the student is on the right track and has a good deal of material but wants to add more, then I will allow for more time. A student procrastinates and does not work on the assignment as requested, the student will get a poor grade if they do not do the work.Resources and MaterialsIdentify all resources and materials used for this lesson. SmartboardComputersReference materialBoxesColored paper, small and large pieces, wrapping paperPencilsWorksheetsInternet ................
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