Alternative Text Collection - The Math Coachthemathcoach.weebly.com/uploads/8/6/2/4/8624608/liter… · Web viewGiven word Corresponding word Their courage deems utmost respect

Alternative Text: Declaration of Independence Ashton Botts and Ronnie Weldy

NONWHITE

Blight, D. (2006). Narrative of the life of Fredrick Douglass. Objective Systems Pty Ltd.

This is a book about the life of an American slave. It includes a biography and much more

descriptive details about the everyday life and overcoming’s Fredrick Douglas endured. This

is another piece for comparative reading. It could be used to compare the slaves and the

women who had known independence.

WOMAN

Green, H. (1997). Wives of the signers: The women behind the Declaration of Independence.

Aledo, TX: WallBuilders, Inc.

This book includes the hardships that the women of the signers endured throughout the time their

husbands’ searched for a plan for independence. It is a reprint of a book from 1912.

MAGAZINES

Pickerill, M. (2000). The votes that really count. Time for Kids, 6(10), 6.

This article informs students about the 538 members of the Electoral College and how their vote

effects the Presidential election.

NEWSPAPER ARTICLES

Beam, A. (2011, July 8). On the Goodness of King George. The New York Times.

This article was about the different sides to King George. How the Britain’s perceived him

compared to the Americans.

Dwight David Eisenhower: A leader in war and peace. (1969, March 29). New York Times, p. 17.

This article is about Dwight D. Eisenhower focusing on his involvement in World War 2 and the

Peace that followed.

NONFICTION

McDonald, M. (2005). Judy Moody declares independence. Cambridge, MA: Candlewick Press,

Inc.

A humorous book about a young girl, Judy Moody, who takes a trip to Boston and is motivated

to draft her own Declaration of Independence.

Macy, S. (2011). Wheels of change. Margate, FL: National Geographic Society Children’s

books.

This nonfiction book is good to use for comparative text. Allow students to find how the

Declaration of Independence allows women to find freedom as well. However, this book is about

women’s history and how women were granted the freedom of mobility. It includes photographs,

advertisements, cartoons, and songs from the eras.

Lossing, B. (1963). Lives of the signers of the Declaration of Independence. Champagne, Il.:

Garrard Publishing Company.

This book includes brief biographies on all 56 of the signers of the independence.

NOVELS

Green, H. (1997). Wives of the signers: The women behind the Declaration of Independence.


Ashton Botts and Ronnie Weldy 2

This book includes the hardships that the women of the signers endured throughout the time their

husbands’ searched for a plan for independence. It is a reprint of a book from 1912.

Blight, D. (2006). Narrative of the life of Fredrick Douglass. North Sydney, NSW: Objective

Systems Pty Ltd.

This is a book about the life of an American slave. It includes a biography and much more

descriptive details about the everyday life and overcoming’s Fredrick Douglas endured. This is

another piece for comparative reading. It could be used to compare the slaves and the women

who did not have freedom.

Conway, M. (2010).The age of reason, Thomas Paine. Union City, CA: Merchant Books.

This book contains charts, tables, notes, and the chronology of Thomas Paine. It is a

reproduction of Thomas Paine’s original book.

POETRY/SONG

Their Courage. (2012).Retrieved Sunday, February 05, 2012, from Apples 4 the Teachers web

site: http://www.apples4theteacher.com/holidays/fourth-of-july/kids-poems/their-

courage.html

This is just a poem about how hope was created and gave respect to those who were courageous.

This website also gives multiple poems to choose from for the topic of the Declaration of

Independence.


POSTERS, CARTOONS, AND COMICS

Declaration of Independence cartoons and comics. (2012.) Retrieved from:

http://www.cartoonstock.com/directory/d/declaration_of_independence.asp

This is actually a website where you can find Declaration of Independence posters, cartoons, and

comics.

CHILDRENS PICTURE BOOK

St. George, J. (2005).The journey to the one and only Declaration of Independence. New York

City, NY: Muze Inc.

WEBSITE

The Declaration of Independence, part I. (2008). Retrieved from:

http://congressforkids.net/Independence_declaration_1.htm

This is a site where students can find information about the Declaration of Independence, but can

also play fun games that are related to the topic.

US studies- American history. (2011). Retrieved from:

http://www.kids.gov/6_8/6_8_social_studies_us_history.shtml

This website allows students to find descriptive information about the Declaration of

Independence. It also provides a page to give a very analytic timeline for kids to visually see

when and what took place.


Word Sort Activity

1. Include an APA reference for the text you have chosen.Lossing, B. (1963). Lives of the signers of the Declaration of Independence. Champagne, IL:


2. Reference the GLEs related to the artifact. This will include a GLE from the content area and also from communication arts. On your document include the GLE notation as well as the GLE actually written.

Social Studies GLE – DOK 2; SS1 1.6Identify important principles in the Declaration of Independence, such as inalienable rights and government by consent of the governed

Comm Arts GLE – DOK 3; CA 2, 3, 1.5, 1.6, 3.5Apply post-reading skills to demonstrate comprehension of text:a. answer basic comprehension questionsb. identify and explain the relationship between the main idea and supporting detailsc. make predictions*d. question to clarify*e. reflectf. draw conclusionsg. analyzeh. paraphrasei. summarize

3. Compose directions for students to follow as they complete your task.Directions: Students will work in pairs. As a group review the categories at the top of each column. Then look and discuss the vocabulary words at the bottom of the page. Once you have discussed them decide which category the word falls under and in that column write it in the space provided for you. If you can think of other words that fit in that category add them to the column till it is full. You can’t put all of the vocabulary words in one group. You have 10 minutes to complete, remember that some words might go into more than one category. You will be asked to defend your sorting of terms by sharing the common features of the categories and how each specific term/concept meets the criteria.


4. Create your word sort that you will want students to create.

Declaration of IndependenceWord Sort

Terms Leading to: Documents Authors of:

Abraham Lincoln PatriotismArticles of confederation PetitionBenjamin Franklin PreambleCongress RebellionDeclaration of Independence RevolutionFederal constitution Robert E. LeeGeorge Washington Robert R. LivingstonGrievances Roger Sherman Inalienable rights Samuel AdamsIndependence Stamp Act John Adams Thomas JeffersonMinutemen TyrannyNoble Unalienable rights – Life, Liberty, Pursuit of Happiness

Thomas Jefferson (main writer)


Declaration of IndependenceWord Sort

Terms Leading to: Documents Authors of:

Congress Articles of confederation Thomas Jefferson

Independence Federal constitution Benjamin Franklin

Minutemen Declaration of Independence John Adams

Noble Grievances Roger Sherman

Patriotism Inalienable rights Robert R. Livingston

Preamble Stamp Act

Rebellion Unalienable rights

Revolution Petition

Tyranny Preamble

5. Explain when a teacher could use this as well as why this would be an effective strategy.I think that a teacher could use this as a pretest for background knowledge. I think it would also be a good idea to give it after the unit is completed. I think it could be used as a review game as well.


Vocabulary Self-Awareness ChartWives of the Signers, The Women Behind the Declaration of Independence

Green, H. (1997). Wives of the signers, The women behind the Declaration of Independence.


SS 1A05Identify important principles in the Declaration of Independence, such as inalienable rights and government by consent of the governed.

CA R1E05Develop vocabulary through text, using

a. roots and affixes b. synonyms and antonyms c. context clues d. glossary and dictionary

Student Directions:1. Examine the list of words you have written in the first column.

2. Put a “+” next to each word you know well, and give an accurate example and definition

of the word. Your definition and example must relate to the unit of study.

3. Place a “check” next to any words for which you can write only a definition or an

example, but not both.

4. Place a “?“ next to words that are new to you.

5. Add any additional words you feel are important to know or are unfamiliar to you.


You will use this chart throughout the unit. By the end of the unit should have the entire chart completed. Because you will be revising this chart, write in pencil.

Word + - Example DefinitionDeclaration of Independence

the document recording the independence of the colonies from Great Britain

Freedom + The right to choice whatever book I want in the library.

Is the right, or the ability, of independence, as an expression of the individual free will.

Inalienable Rights

-

Minuteman + Volunteer for military duty.

an American militiaman prior to and during the American Revolution

Abigail Adams + Michelle Obama Wife of a president and mother to another. One of the most influential women.

American Revolution

the revolution of the American colonies against Great Britain

John Hancock -Diplomat a person who deals

tactfully with othersPersecution -

Demonstrate with the students how to use the chart before reading. After demonstration, allow students to fill out the chart. This chart can continuously be updated with their knowledge while they read the book and again once finished. This chart is a helpful tool for checking the students’ progress. You can see what students already know, are learning, and end up mastering.


Question Answer Relationship (QAR)

APA Reference

Their courage. (2012).Retrieved Sunday, February 05, 2012, from:

http://www.apples4theteacher.com/holidays/fourth-of-july/kids-poems/their-courage.html

Social Studies GLE –

DOK 2; SS1 1.6

Identify important principles in the Declaration of Independence, such as inalienable rights and

government by consent of the governed

Communication Arts GLE –

DOK 3; CA 2, 3, 1.5, 1.6, 3.5

Apply post-reading skills to demonstrate comprehension of text:

a. answer basic comprehension questions

b. identify and explain the relationship between the main idea and supporting details

c. make predictions

*d. question to clarify

*e. reflect

f. draw conclusions

g. analyze

h. paraphrase

i. summarize


Student directions: After Reading the poem provided, complete each question appropriately.

IN THE TEXT Question Response

Right There questions (2) 1. Who is the author of this poem? Roger Robicheau

2. What country was this written about? America

Think and Search questions (2)

1. Summarize what the author meant by “If our Armed Forces ceased to beHow long could we survive as free:

Without our Armed forces we would have no one to defend us from our

enemies. They provide protection and maintain our freedom.

2. Explain who the author meant when he used the term “Their” when he said “Their courage deems utmost respect Their mission clear, our way protect”

The soldiers

IN YOUR HEAD Question Response

Author and You questions (1)

1. What are some possible outcomes if America did not have courageous men and women to serve in the Armed forces?

If we didn’t have courageous men and women, then there would be no one to protect us from our enemies. We wouldn’t have anyone to fight for our freedom. Freedom for land, property, speech, religion, or choice. There would be a possibility for not having a constitution or an America to fight for at all, since our country is founded for its fight for freedom.

On Your Own questions (1)

1. What was a situation when you had to be courageous?

I had to be courageous when I joined the Marines during operation Desert storm

and had to leave my wife and daughter at home. I believed I would be going to

war.


Rubric for Author and Me 4 3 2 1

Student states the possible outcomes if America did not have Armed forces. Two pieces of information from the text are used to support the answer. The student thoroughly explains background knowledge or experiences to further support their answer.

Student states the possible outcomes if America did not have Armed forces. At least one piece of information from the text is used to support the answer and the student uses some background knowledge or experience to further explain and support their answer.

Student states the possible outcomes if America did not have Armed forces. Student uses at least one piece of information from the text OR uses background knowledge/experiences to support and explain,

Student states the possible outcomes if America did not have Armed forces, but does not use information from the text or personal knowledge/experience to support or explain.

Rubric for On My Own 4 3 2 1

Student stated a time when they had to be courageous. They explained at least two options and reasons for the various choices. Student states the final decision with a thorough explanation of their choice.

Student stated a time when they had to be courageous. They explained at least one option and reason for various choices. Student states the final decision with a brief explanation of their choice.

Student vaguely states a time when they had to be courageous and gave minimal explanation to why they made various choices.

Student failed to clearly present a time when they had to be courageous. No clear description was stated. Student vaguely responds to the question. No explanation was provided.

When and why I would use this strategy: After reading important pieces of text, teachers can use this QAR activity to check for comprehension. This activity can also be used to understand students’ knowledge base; if students struggle with gathering information from text, or taking text and relating it to real world experiences.


Graphic OrganizerLossing, B. (1963). Lives of the signers of the Declaration of Independence. Champagne, IL:


Communication Arts GLE:DOK 2 CA 3, 1.5, 1.6, 2.4, 3.5 Apply information in text features, graphics, such as maps, diagrams, charts and index, to clarify and connect concepts to the main ideasSocial Studies GLE: DOK 2; SS1 1.6Identify important principles in the Declaration of Independence, such as inalienable rights and government by consent of the governed

Directions : Create a graphic organizer from the the book, Lives of the Signers of the Declaration of Independence. You should use a concept map to catagorize the words, events, and people associated with the Declaration of Independence.


Summary: Here are two examples of a concept map. One is more visual with images or clipart to help relate concepts. The other is simply organizing concepts together. Both are affective. I use graphic organizer still today, for notes and studying. I think they can be used in every classroom, and for every topic. There are a large variety of different organizers and everyone has their own preferences, but giving student the knowledge on how to use graphic organizers affectively is an important skill. It will also increase their comprehension dramatically. They should not be used every day, but throwing them into your lesson or independent practice is definitely important. I will use them in my math classroom for multiple objectives.


Note Taking/ Note Making Artifacts

Lossing, B. (1963). Lives of the signers of the Declaration of Independence. Champagne, IL: Garrard Publishing Company.

Social Studies GLE DOK 2; SS1 1.6Identify important principles in the Declaration of Independence, such as inalienable rights and government by consent of the governed

Communication Arts GLEDOK 3 CA 2, 3, 1.5, 1.6, 3.5 Apply post-reading skills to demonstrate comprehension of text: a. answer basic comprehension questions b. identify and explain the relationship between the main idea and supporting details c. make predictions *d. question to clarify *e. reflect f. draw conclusions g. analyze h. paraphrase i. summarize

Summary: I can use this for overall book notes, chapter to chapter, and discussions as well. This note strategy could be used to make sure students comprehend the text. It also provides a way to reflect and ask questions where they struggled with understanding. There are several different techniques besides this split-page form, each of them is effective ways to help students stay on task and learn good note taking techniques.

Name: Date: Hour: Main Point of the Book

Setting

Who were the key founding fathers?

What were some key events that occurred before and after the Declaration of Independence? When did they occur?

What are a few character traits that stuck out to you?

One quote from the reading that made an impact on you.

The history behind those that signed the Declaration of Independence.

Mid 1700’s

John Hancock, Thomas Jefferson, Benjamin Franklin, John Adams, Samuel Adams

The Stamp Act- March 22, 1765Declaration of Independence- July 4, 1776Articles of Confederation- November 15, 1777The Federal Constitution- September 17, 1787

Courage, Patriotism, Noble, Devoted

“the chief events in the lives of the men who stood sponsors at the baptism in blood of our infant republic”

Reflection/Summary: I knew details about the Declaration of Independence, but I did not know much about the Signers. I got brief glimpses into the lives of fifty-six patriotic Americans. I enjoyed learning the backgrounds behind each of these men’s. How brave, courageous, and noble all of them were. I feel more educated on my founding fathers after this book.


Missouri Assessment Program

Communications Arts

Practice Test

Grade 6

Student’s Name _________________________________

(Please print first name and last name)

Teacher’s Name ________________________________

(Please print first name and last name)

School District ___________________________________

Building/Room __________________________________

Date____________________________________

Form 22

Do not open test booklet until instructed to do so.


Their Courage

by Roger Robicheau

Their courage deems utmost respectTheir mission clear, our way protect

It’s sure to each what they must doNo give or take, keep freedom true

With the grand old flag, they'll uniteWhenever they must, march to fight

A life we know counts hard on themWithout their ranks, hellish problem

If our Armed Forces ceased to beHow long could we survive as free

Let’s well realize the truthful scoreWe need our troops just like before

Boils down to this, words to engraveLand of The Free, Due to The Brave

God Bless each one for being thereTheir loved ones too, unending care

Hope born from love touches the willDo back them strong, means to fulfill

Americans – Who Serve To GiveOne Nation – Under God We Live

©2005Roger J. Robicheau


Their Courage

1. Do you think the title of this poem reflects the content of the poem? Explain why and use

at least two examples from the passage to support your answer.

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2. Imagine that you were an American soldier during the American Revolution and you

were alive today. Use details from the passage to help tell us about yourself.

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Their Courage

3. Fill in the blanks with corresponding words that represent the given words from the poem?

Given word Corresponding word

1. Their courage deems utmost respect 1. bravery

2. Their mission clear, our way protect 2.

3. A life we know counts hard on them 3.

4. How long could we survive as free 4.

4. Based on the author’s description in the poem, compare and contrast our nation with or

without our troops in a small paragraph.

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Their Courage

Alternate Constructed-Response Item

4. What is the main idea of this passage? Provide at least two examples from the passage to support your answer.

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Circle the letter of the correct answer for Questions 5 and 6.

5. What is the author’s purpose in writing “Their Courage”?

A. How we got our freedom

B. Remember our soldiers’ sacrifices

C. To sell a product

D. Both A and B

6. In the poem by Roger Robicheau, “Their Courage” in the first line, “Their courage deems utmost respect” what does he mean the word deems to mean?

A. a beam of light

B. doesn’t

C. earns


D. lacks


Their Courage

7. Now you will write a paper in response to a writing prompt. First, read the prompt in the box below.

You will now have 45 minutes for your prewriting activities such as brainstorming, listing, outlining, and writing a rough draft. Use the pages in the test booklet labeled “prewriting” to record your ideas and your rough draft.

You will then have another 45 minutes in which to write your final paper. Use the pages in the test booklet labeled “final paper” to record your completed work.

In “Their Courage,” Roger Robicheau spoke about courage. Think

about a time that you or someone you know had to show courage.

Then write a paper to the newspaper explaining your example of

courage and why it is important to you.


Their Courage

Prewriting

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Their Courage

Final Paper

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Grade 6 Scoring Guides

Their Courage, Poetry

Question 1, GLE, R2A

2 pts The response includes an opinion with two examples from the poem as support.

Example—“Their Courage” is a good title for the poem. It describes the courage it takes to survive as free and courage to protect or fight.

1 pt The response includes a stance and a reasonable explanation that uses one example from the poem as support.

Example—“Their Courage” is a good title for the poem because its courageous to fight.

0 pts Other

Scoring Note: Student must provide an opinion to receive credit.

Question 2, GLE R1I

2 pts The response includes a description of the American soldier and is clearly supported by details from the passage or details from personal experience.

Example— My fellow soldiers and I would say how courageous we were to march to the fight; which in return gave us the land of freedom, due to our bravery.

1 pt The response includes a stance that is partially or generally supported by details from the passage or details from personal experience.

Example—We were courageous to march to the fight.

0 pts Other

Question 3, GLE R2C

2 pts The response includes four accurate corresponding words

Example— Courage/Bravery

1 pt The response includes two-three accurate corresponding words


0 pt Other

Question 4, R2C

2 pts The response compares and contrasts the nation with troops and without troops based on information in the poem and its supported by at least two things for each topic.

Example— The troops protect our nation, they fought to give us freedom. If we didn’t have troops then no one would have to give their lives to protect us, but we wouldn’t have the land of the free.

1 pt The response included limited comparison and contrast or less than two responses for each topic.

Example— The troops protect our nation. Without troops our nation wouldn’t sacrifice anyone to protect us.

0 pts Other

Scoring Note: Students are given credit when using an example from their personal lives (e.g. GLE R1I, Identify and explain connections between text ideas and own experiences), when using an example from the text.

Alternate Constructed-Response, GLE R1H

2 pts The response includes a statement of the main idea and two details from the passage as support.

Example—It takes the courage of our troops to live in a nation like ours. It says land of the free, due to the brave. If our Armed Forces ceased to be, how long could we survive as free.

1 pt The response includes a statement of the main idea and one detail from the passage as support.

0 pts Other

Question 5, GLE R2B 1 pt Correct Answer: D

Question 6, R 2B 1 pt Correct Answer: C


Question 7 Writing Prompt

4 Points

The paper:

• Has an effective beginning, middle, and end.

• Uses paragraphing appropriately.

• Contains a strong controlling idea.

• Progresses in a logical order.

• Uses effective cohesive devices (such as transitions, repetition, and parallel structure)

between and/or within paragraphs.

• Clearly addresses the topic and provides specific and relevant details/examples.

• Uses precise and vivid language.

• Contains sentences that are clear and varied in structure.

• Effectively uses writing techniques (such as imagery, humor, point of view, voice).

• Clearly shows an awareness of audience and purpose.

• Contains few errors in grammar/usage, punctuation, capitalization, and/or spelling.

3 Points

The paper:

• Has a beginning, middle, and end.

• Uses paragraphing.

• Contains a controlling idea.

• Generally progresses in a logical order.

• May use cohesive devices.

• Addresses the topic and uses relevant details/examples.

• Uses language that is usually precise.

• Contains sentences that are clear and show some variety in structure.

• Uses writing techniques.

• Shows an awareness of audience and purpose.

• May contain errors in grammar/usage, punctuation, capitalization, and/or spelling that are

not distracting to the reader.


2 Points

The paper:

• Has evidence of a beginning, middle, and end.

• Shows evidence of paragraphing.

• Contains some sense of direction, but may lack focus.

• May not progress in a logical order.

• At times seems awkward and lacks cohesion.

• Addresses the topic, but may contain some details that are not relevant.

• May use imprecise language.

• Contains sentences that are generally clear, but lack variety in structure.

• May use writing techniques.

• Shows some awareness of audience and purpose.

• Contains errors in grammar/usage, punctuation, capitalization, and/or spelling that may be

distracting to the reader.

1 Point

The paper:

• May lack evidence of a beginning, middle, and/or end.

• May lack evidence of paragraphing.

• Is difficult to follow and lacks focus.

• Does not progress in a logical order, and may digress to unrelated topics.

• Is awkward and lacks cohesion.

• May address the topic, but lacks details.

• Uses imprecise language.

• Contains sentences that are unclear and lack variety in structure.

• Does not use writing techniques.

• Shows little or no awareness of audience or purpose.

• Contains repeated errors in grammar/usage, punctuation, capitalization and/or spelling

that are distracting to the reader.


Minilesson Planning Sheet

Name: Ashton Botts

Grade Level: 6th

Content: Social Studies

Lesson: Vocab Self-Awareness Chart

Content Objective(s):

SS 1A05Identify important principles in the Declaration of Independence, such as inalienable rights and government by consent of the governed.

CA R1E05Develop vocabulary through text, using a. roots and affixes b. synonyms and antonyms c. context clues d. glossary and dictionary

Modifications: Some of the student will be allowed to listen to the book on audio tapes. I will allow the students the option to read with a partner or alone as well. This will help all students get a choice and accommodate the students that are not good following along, or reading independently.

Materials/Media/Resources:

Green, H. (1997). Wives of the signers, The women behind the Declaration of Independence. Aledo, TX: WallBuilders, Inc

Pencil

Chart

Book

Anticipatory Set: Can anyone tell me something important from the book? Any words that you

can think of to describe the book just from looking at the title and or the cover? How many of

you have read a book and come across words that you didn’t know very well? Or perhaps a word

you were proud of yourself for knowing? Good, I think we all have had this happen to us. Today


we will learn about Vocabulary Self Awareness Chart and how to use it while we learn about the

Declaration of Independence.

Modeling/Demonstrating: I would like to show you an example of the one I have created. I

used this chart to help me remember important words. It also shows me words that I do not know

the meaning to and might need to look them up to better understand the material; or words that

you already do know the meaning to. Show your example and explain a few of them.

Instructional Input: Today we will start by reading the first chapter of Wives of the Signers; the

lives behind the Declaration of Independence. As you read this book I want you to feel in this

chart with words that you come across. They can be words you do know and words that you do

not know, but you feel are important. When you’re done writing down you words and reading

the first chapter go back through and place a + next to each word you know well, and give and

accurate example and definition of the word. Your definition and example must relate to the unit

of study. Place a check mark next to any words for which you can write only a definition or an

example, but not both. Then place a “?” next to words that are new to you. Add any additional

words you feel are important to know or are unfamiliar to you. These directions and my example

will be on the board for you referral.

Guided Practice: I will begin reading the first few pages. Then you can finish the rest of the

chapter on your own. Begin reading the book. Then pause after a paragraph and say a word that

you came across. Have all the students write down the word. Declaration of Independence, write

this word down as your first word on your chart. Then mark it with question mark, check mark,

or plus side. Give them a moment to mark the word appropriately and write an example and

definition if needed. Provide them with the appropriate definition and example. This is one new

word for some of you and not to others. But at least everyone has one down and nine more to

go. This is how it is supposed to be down throughout the rest of the reading. I have given you all

the supplies and directions you should need. I would like you to finish the chapter and working

on your charts. Like I said before, my examples and directions are on the board for referral. Point

to your example. You can also ask your partner for help and then if you still have a question raise

your hand and I will be around to help you. You will not be graded based on how many words


you do know or do not know. So be honest. This is a form of assessment, so that I know what we

can improve on. I do want at least ten words for this first chapter. Walk around the classroom

making sure all students are all on task.

Checking for Understanding: Listen to the students’ discussion about their words. Step in if

you can see that the student has it wrong, so they are not explaining the definition incorrectly to

their partner. Also, look at the charts while they are reading and see how they are doing.

Independent Practice: Students will turn to their shoulder partners and talk about some of their

words. Then after a few minutes they will switch partners and discuss with a different partner.

Do this for ten minutes.

Closure: Today we learned about the Declaration of Independence, but we also learned what a

vocabulary self-awareness chart is. Tonight I would like you to complete chapter two and

tomorrow we will discuss what you have read so far. Good Work Everyone, See you tomorrow!

Evaluation/Assessment: The chart its self is an assessment. I can see how they are doing by

observing and at the end of the week when they have completed the book they will turn the chart

in to me. I will use it to determine what vocabulary I need to focus on for the next week. For now

it is a participation grade.


Minilesson Planning Sheet

Graphic OrganizerName: Ronnie Weldy

Grade Level: 6th

Content: Social Studies

Lesson: Graphic Organizer

Content Objectives:

Social Studies GLE: DOK 2; SS1 1.6

Identify important principles in the Declaration of Independence, such as inalienable rights and government by consent of the governed

Communication Arts GLE: DOK 2 CA 3, 1.5, 1.6, 2.4, 3.5

Apply information in text features, graphics, such as maps, diagrams, charts and index, to clarify and connect concepts to the main ideas

Modifications: Some of the student will be allowed to listen to the book on audio tapes. I will allow the students the option to read: as a table group, with a partner or alone. This will help all students get a choice and accommodate the students that are not good following along, or reading independently.

Materials/Media/Resources:Lossing, B. (1963). Lives of the signers of the Declaration of Independence. Champagne, IL:


Book

Pencil

Blank Paper

Anticipatory Set: Can anyone tell me what the book was about? Did anyone read or hear

any information that they thought was interesting or important? Does anyone besides me

have a hard time remembering everything they read? Good, I’m not alone. Today we will

learn how to create a Graphic Organizer to help us with this problem as we read the rest of

the book, “Lives of the signers of the Declaration of Independence”.

Instructional Input: What is a Graphic? That’s right a picture or a drawing we can see.

What is an Organizer? Good, it is a way we can keep track of things, like a calendar or a

chart. So what is a Graphic Organizer? Nice, that’s right it is a tool we can use to help of

visually organize information. Today we will continue reading our book, as we read we are

going to write down information that we find interesting, important or items that we have a


hard time remembering. Do we want to write down everything? Correct, we just want to

write down a word or a phrase that helps us remember them. We also want to group them

together. Why would we want to group them? That’s right we are organizing them as we

go. Ok now I will show you one that I done from my notes on what we read yesterday.

Modeling: This is the Graphic Organizer I created last night, just to show you what they

look like. Show my example up on the smart board. You do not have to computer generate

your today but we will in the near future. Not everyones Graphic Organizer will look the

same, even if they come from the same information. Each of us see things a little different

so we might write thing down a little different. Can we see some of the items that we

discussed earlier? Great! That’s right a theme, words of interest, people, places and events.

Are these all things that we have a hard time remembering as we read? This is a fun way of

writing these items down as we read to help us remember and to help tie things together. I

will leave this up on the board as a reference for you.


Guided Practice: First I want you to write down the topic we are studing in the center of

your page. Then I want you to write down people, places, points of interest, and important

prhases. As we do this I want you to tie them together by connecting them with what they

are associated to. Will somethings be connected to multiple items? Yes, they can. I will start

reading where we left off yesterday. I want you to follow along on page 17. Ok, what are

some things we wrote down? Good, we put William Whipple under people, connected

Newhampshire to him and places. That is great, so when you look at your Graphic

Organizer what can you see? Awesome, that’s right we see that William Whipple was from

New Hampshire and was a signer of the Decloration of Indepenence. Now I want you to

group read with our tables quitely and continue to add items to our organizer as we go. I

will walk around the room observing item they are writing down and help those that need

assistance.


Checking for Understanding: I do this through out my lesson with questions like:

1. What is a Graphic?

2. What is an Organizer?

3. So what is a Graphic Organizer?

4. Are these all things that we have a hard time remembering as we read?

5. What are some things we wrote down?

Independent Practice: Students will be assigned to read about two additional Signers at home

tonight and continue adding items to their Graphic Organizer. Tomorrow they will share their

information to their table group and I will randomly select students to discuss them with the

class.

Closure: Great job today! What did we learn today? That’s right, we learned how to create

a Graphic Organizer. Don’t forget to complete your assignment tonight we will go over

them tomorrow. Be prepared to share with your table group and the rest of the class on

what you have added to your organizer. Have a good day!

Evaluation: The Graphic Organizer is an evaluation in itself. Their discussions is also an

evaluation. At this time I will give participation points.
