Table Of Contents
Unit Calendar ........................................................................................................................ 2
Language Arts ....................................................................................................................... 3
Social Studies ........................................................................................................................ 7
Science ................................................................................................................................ 21
Math ................................................................................................................................... 26
Drama ................................................................................................................................. 42
Dance .................................................................................................................................. 55
Music .................................................................................................................................. 61
Art ...................................................................................................................................... 65
Appendix ............................................................................................................................. 70
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Monday
Science
Social studies
Drama
Math
Music
Science
Dance
Social studies
Drama
Math
Music
Tuesday
Lang arts
Dance
Social studies
Drama
Math
Dance
Social studies
Drama
Math
Lang arts
Wednesday
Science
Social studies
Drama
Math
Music
Dance
Social studies
Drama
Math
Music
Art
Thursday
Lang arts
Dance
Social studies
Drama
Math
Dance
Social studies
Drama
Math
Lang arts
Friday
Art
Science
Social studies
Drama
Math
Music
Dance
Art
Drama
Math
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Task A-2
Lesson Plan Format
Name: Date: May 4, 2009 Age/Grade Level: 5
# of Students: 20 # of IEP Students: # of GSSP Students # of LEP Students:
Subject: Language Arts Major Content: Writing Lesson Length: 40
Unit Title: Colonial America
Context
The children will learn about events during the colonial period. The children are learning about the colonies in social studies to precede the writing assignment.
Objectives -
For the children to be able to write a newspaper story with facts using proper grammar, punctuation, and structure.
Connections
WR-05-1.2.3
In Transactive Writing,

Students will communicate relevant information to clarify a specific purpose.

Students will develop an angle with support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals).
 Students will develop explanations to support the writer’s purpose.

Students will apply research to support ideas with facts and opinions.
Students will incorporate persuasive techniques when appropriate (e.g., bandwagon, emotional appeal, testimonial, expert opinion).
WR-05-2.3.1
In Reflective Writing,

Students will engage the interest of the reader.

Students will communicate ideas and details in meaningful order.

Students will apply a variety of transitions or transitional elements between ideas and details to guide the reader.

Students will apply paragraphing effectively.
Students will create conclusions effectively.
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WR-05-2.4.1
In Reflective Writing,

Students will develop sentences of various structures and lengths throughout the piece.
Students will develop complete sentences or apply unconventional structures when appropriate.
Asses Assessment Plan
Type of
Assessment
Observation
Objective/Assessment Plan Organizer
Description of
Assessment
Rubric
Depth of
Knowledge Level
2
Adaptations and/or
Accommodations
Objective
Number
Article’s grammar, structure, and punctuation
Cartoon, picture, game relevance
Overall product
Observation
Observation
Make sure that it is relevant to the article written
Observe the entire paper
2
3
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Resources, media and technology
Library media center for research.
Procedures
1.
Explain to the children about newspapers and that the class is making a paper about the colonial times.
2.
As a class decide on the name of the paper and brainstorm events that occurred during the time of the thirteen colonies.
3.
Pair the children up.
4.
Have the children research the events that took place during colonial times they have selected.
5.
Each pair will write about an event during colonial times in news article format.
6.
Each pair will also include a game, cartoon, or picture to coincide with their article.
7.
The class will put together a newspaper together and distribute to the school.
Notes: This lesson will be broken down into days allowing time to work together in pairs and as a class.
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4
3
Criteria
2 1
Points
Main/Topic Idea
Sentence
Main/Topic idea sentence is clear, correctly placed, and is restated in the closing sentence.
Main/Topic idea sentence is either unclear or incorrectly placed, and is restated in the closing sentence.
Main/Topic idea sentence is unclear and incorrectly placed, and is restated in the closing sentence.
Main/Topic idea sentence is unclear and incorrectly placed, and is not restated in the closing sentence.
____
Supporting
Detail
Sentence(s)
Paragraph(s) have three or more supporting detail sentences that relate back to the main idea.
Paragraph(s) have two supporting detail sentences that relate back to the main idea.
Paragraph(s) have one supporting detail sentence that relate back to the main idea.
Paragraph(s) have no supporting detail sentences that relate back to the main idea.
____
Elaborating
Detail
Sentence(s)
Each supporting detail sentence has three or more elaborating detail sentences.
Each supporting detail sentence has at least two elaborating detail sentences.
Each supporting detail sentence has one elaborating detail sentence.
Each supporting detail sentence has no elaborating detail sentence.
____
Legibility
Legible handwriting, typing, or printing.
Marginally legible handwriting, typing, or printing.
Writing is not legible in places.
Writing is not legible.
Mechanics and
Grammar
Paragraph has no errors in punctuation, capitalization, and spelling.
Paragraph has one or two punctuation, capitalization, and spelling errors.
Paragraph has three to five punctuation, capitalization, and spelling errors.
Paragraph has six or more punctuation, capitalization, and spelling errors.
____
____
Total----> ____
6

Lesson Plan
Name: Date: 5/4/2009 Lesson Length: 40 minutes
School: Bardstown Grade Level: 5th # of S’s: 20
Subject: Social Studies Topic: Colonial America # of IEP S’s: 0
Actions
Broad Learning Goals:
Goal 1: Students will understand the historical process and purpose of the Declaration of
Independence.
Lesson Objectives:
I.
II.
Students will be able to name the original thirteen colonies.
Students will be able to identify events and circumstances that lead to the creation of the
Declaration o Independence.
III.
IV.
V.
Connections:
Students will be able to name the five men who created the Declaration of Independence.
Students will be able to explain the main purpose of the Declaration of Independence and identify its five parts.
Students will be able to name the year the Declaration of Independence was created.
Core Content – Social Studies – Elementary
SS-5-05-1.3.1: Students will explain the basic principles of democracy (e.g., justice, equality, responsibility, freedom) found in significant U.S. historical documents (Declaration of Independence,
U.S. Constitution, Bill of Rights) and analyze why they are important to citizens today.
SS-05-2.3.1: Students will describe various forms of interactions (Compromise, cooperation, conflict) that occurred between diverse groups (e.g., Native Americans, European Explorers, English colonists,
British Parliament) in the history of the United States.
SS-05-2.3.2: Students will give examples of conflicts between individuals or groups and describe appropriate conflict resolution strategies (e.g., compromise, cooperation, communication).
SS-05-3.3.1: Students will give examples of markets in different periods of U.S. History (Colonization,
Expansion, Industrialization, Twentieth Century to Present) and explain similarities and differences.
Materials/Technology:


National Treasure (Movie)

Declaration of Independence Comprehension Packet
 www.nationalarchieves.gov
(National Achieves website)
Social Studies Book
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
Worksheets (Independence: The Original Thirteen Colonies, The Declaration of Independence,
Part I, The Declaration of Independence, Part II)
Procedures:

First have students watch the movie National Treasure. (This will take @ 2.5 class periods)

Have a brief discussion about the movie and the Declaration of Independence. (End of day three after the movie)

Give the students the Declaration of Independence Comprehension Packet. Go over each section of the packet with the students in great detail. Encourage questions and discussion from the students. (This will take 3 class periods)

Take students to the computer lab and have them browse the National Achieves website. Here they can view the Declaration of Independence and some other neat activities. (This will take 1 class period)

Use the Social Studies text book to discuss the Declaration of Independence in depth and as review for the test. (This will take 3 to 4 class periods)

Use the worksheets (Independence: The Original Thirteen Colonies, The Declaration of
Independence Part I, The Declaration of Independence, Part II) as quizzes at the beginning of classes.
Student Assessment:
Students will be assessed by evaluating handouts, homework and quizzes given during the unit. A comprehensive test will be given over the Declaration of Independence at the end of the unit.
Assistance will be offered to those students who seem to be having difficulty.
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A.2 Lesson Plan Format
Name: Patti A. Embry Date: _May 4, 2009__ Course Number: ________
# of Students: ____ # of IEP Students: ____ # of GSSP Students ___ # of LEP Students: ____
Subject: Science Age/Grade Level: ____5th_____ Lesson Length: 40 mins
Unit Title: American Revolution Lesson Number and Title: I’m a Scientist Like Ben Franklin
Context
In this lesson, students build upon their previous investigations of water—and its different forms—by learning about the water cycle and its continuous flow around us.
Objectives
Student will create a poster which shows the continuous cycle that water undergoes as it changes form.
Connections
Program of Studies SC-5-EU-S-1 Students will investigate how water can change forms yet still be conserved in the water cycle.
Core Content SC-05-2.3.1 Students will: describe the circulation of water (evaporation and condensation) from the surface of the Earth, through the crust, oceans, and atmosphere (water cycle); explain how matter is conserved in this cycle.
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Asses Assessment Plan
Objective
#
1
Type of assessment
Summative
Description of assessment
Informal
Depth of knowledge level
3
Adaptations and/or accommodations
Resources, media and technology
Glass of water
Dish with ice cube
Dish with wet paper towel over it
Computer with internet access
Water Cycle student E-Sheet http://www.sciencenetlinks.com/Esheet.cfm?DocID=102
Copy of ‘Round and Round It Goes!’ worksheet for each student http://www.sciencenetlinks.com/pdfs/watercycle_actsheet.pdf
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Procedures
Lesson initiation
1.
Say: During the American Revolution there were many famous people who made contributions to our fledgling nation. One of these men was Benjamin Franklin. Franklin not only contributed to politics but he was also a great scientist who thought about the way things worked and tried to figure out ways to make things work better.
2. Every time Benjamin Franklin saw a question and tried to answer it, he was a scientist.
Every time you ask a question and try to get an answer, you too are a scientist. Franklin is most famous for his questions about electricity . Briefly review the previous lesson on
Benjamin Franklin’s electricity experiments (i.e. kite, key, thunder storm, lightning).
3. Franklin also experimented with many other ideas in nature. In 1743, Franklin began observing the weather. After much observation he began to predict storm courses by noting wind patterns and humidity levels (the water cycle). So, in a way, Franklin was a weatherman too! He even printed weather forecasts in his almanac. Today's meteorologists use the different phases of the water cycle to determine what the weather will be like. In this lesson, we are going to be studying the life cycle of water much like
Benjamin Franklin did.
Teach & Guided practice
4. To understand how the water cycle works, it is important to know that water can form into three different states – solid, liquid, or gas. Liquid would be like this glass of water.
Solid would be like this ice cube. Gas would be like this wet paper towel – we’ll learn more about that one later. Show the glass of water. Ask: What is in this glass? What is water?
What does it look or feel like? Is water a solid, a liquid, or a gas? Where can you find water?
Where does it come from?
5. Explain that water is a liquid that both falls from the sky in the form of rain and can be found in abundance in oceans, streams, and underground. Show the ice cube. Ask: What is in this dish? What does it look or feel like? Is ice a solid, a liquid, or a gas? What is ice made of? How is it made? If I left the ice in the room for a few hours, what would happen to it?
6. Explain that ice is water that has been frozen into a solid because it has been exposed to very low temperatures. Explain that when ice is allowed to warm up, it returns to liquid water. Now look at the dish with the wet paper towel. Ask: What is this? What would happen if I left it out for a few hours? Why would it dry out? Besides paper towels, what are some other examples of wet things that dry out over time? (puddles) What if I put this wet paper towel outside during the winter? What might happen to it? Why?
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7. Students should now understand that when water is exposed to warm temperatures, it disappears or evaporates, becoming a gas. While under colder conditions water can freeze into ice, becoming a solid. Emphasize that these three water samples represent the three form of water. They are good representations of the water cycle.
Independent practice
8. To help students better understand the constant transformation of water in the world (AKA the water cycle), ask: Where does water go when it disappears or evaporates? What role does the sun play in the evaporation process? Where does water come from when it rains? How are clouds formed? When rain (snow/sleet) falls to the ground, what usually happens to it?
Encourage students to elaborate on their responses.
9. Using a buddy, allow students to get on the internet. Direct them to go to the “Water Cycle
E-sheet”. Allow time to explore the “Round and Round It Goes Water Cycle” demonstration.
Students will be directed to click on and read each process of the water cycle as shown on the graphic—starting with precipitation and ending with water vapor. Encourage students to try all the links on the E-sheet and explore the other information (quiz, word search, etc) on the website.
10. After students have explored the website, pass out the “Round and Round it Goes” worksheet for each student. Instruct students to complete the worksheets by using the website for information.
11. When finished, discuss with them what they have learned and be sure to emphasize key concepts involving the water cycle.
Closure
12.
Students will be informally assessed by their answers on the “Round and Round it
Goes” worksheet. This assignment will be checked off of their unit assignment checklist.
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Math
Lesson Plan
(Jellybean Multiplication)
Name: Shannon Gibson Date: 27 April 2009 Age/Grade Level: 5 th grade
# of Students: _____ # of IEP Students___ # of GSSP Students # of LEP Students:
Subject: Math Major Content: Multiplication
Unit Title: Jellybean Multiplication
Lesson Length: 40 minutes
Lesson Number and Title:
Context
 This unit’s lessons will allow the student to reaffirm his or her knowledge of multiplication using jellybeans as a visual to assist his or her learning strategy.
 The student will demonstrate the ability to multiply while using double digits.
 Each lesson will further advance the students skills of multiplication.
Objectives
Each student will demonstrate his or her multiplication knowledge over a period of days while using a tactile or hands on approach with jellybeans.
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Connections
MA-05-1.1.1
Students will:
 apply multiple representations (e.g., drawings, manipulatives, base-10 blocks, number lines, expanded form, symbols) to represent whole numbers (0 to 99,999,999);
 apply multiple representations (e.g., drawings, manipulatives, base-10 blocks, number lines, symbols) to describe commonly-used fractions, mixed numbers and decimals through thousandths;
 apply these numbers to represent real-world problems and
 explain how the base-10 number system relates to place value.
DOK 2
Asses Assessment Plan
Objective Number
Objective 1
Objective 1
General Assessment for Multiplication Worksheets
Type of
Assessment
Formative
Summative
Description of
Assessment
Fill in the blank multiplication worksheets
Word problems using multiplication skills
Depth of
Knowledge
Level
Adaptations and/or
Accommodations
2
2
Accommodations or adaptations for students with any disability will be made
Accommodations or adaptations for students with any disability will be made
Resources, media, and technology
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
Jellybeans

Jellybean Bingo

Jellybean PowerPoint Presentation

Multiplication Table Worksheet

Blank Multiplication Table Worksheet

Single Digit Jellybean Multiplication Worksheet

Multiplication Worksheet to 144 without 0

Lattice Multiplication Review Sheet and Worksheet for Homework
 Multiplication Word Problems – 1
 Multiplication Word Problems – 2
 Multiplication Flash Cards
 The Best of Times by Greg Tang
 Life, Liberty, and the Pursuit of Jellybeans by Heather French Henry
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Procedures
1. Day 1: The student’s multiplication skills will be reviewed by using multiplication flash cards and read the book Life, Liberty, and the Pursuit of Jellybeans. A single digit jellybean multiplication worksheet will be sent home with the student and asked to return it the following day.
2. Day 2: The students will receive a blank multiplication table worksheet up to 144 to fill out.
After filling it out, they will receive one with the correct answers up to 144 to assist them.
3. Day 3: Jellybean PowerPoint Presentation presented. The students will be read The Best of Times and given a Multiplication Worksheet up to 144 without 0 to answer.
4. Day 4: The students will be reviewed on how to do lattice multiplication and given a worksheet.
5. Day 5: Multiplication Flash Cards and Jellybean Bingo. Number Detective worksheets will be sent home for homework.
6. Day 6: Multiplication review. Students will be given a multiplication word problem sheet #1 to work on.
7. Day 7: Review answers to word problem multiplication worksheet #1.
8. Day 8: Students will be given a multiplication word problem sheet # 2 to work on.
9. Day 9: Review answers to word problem multiplication worksheet #2.
10. Day 10: Comprehensive test over multiplication facts to 144.
Closure
Review what was taught during the class time.
Performance Checklist Assessment
Each worksheet will be graded according to amount of questions each has on it. All worksheets will score up to 100 points each. The comprehensive final will have 50 problems which would be counted as 2 points each. Extra credit worth 5 points will be added to the final score of the exam if either the lattice multiplication problem or the word problem is answered correctly.
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References http://www.math-drills.com/multiplication.shtml
http://web.dps.k12.va.us/ParkAve/Jellybean%20Math.ppt
http://www.dedicatedteacher.com/estore/product/EMC4061I http://gr10pc-gb.blogspot.com/2006/09/multiplying-and-dividing-polynomials.html
http://math.about.com/ http://www.tlsbooks.com/fourthgradeworksheets.htm
http://www.math-drills.com
_ DE: _______________________
Name: ________________________ Date: ________________________
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1.
9 x 7 = _____
2.
7 x 8 = _____
3.
8 x 6 = _____
4.
6 x 7 = _____
5.
5 x 9 = _____
6.
9 x 9 = _____
7.
7 x 7 = _____
8.
8 x 5 = _____
9.
6 x 9 = _____
10. 5 x 7 = _____
11. 9 x 8 = _____
12. 8 x 8 = _____
13. 6 x 6 = _____
14. 9 x 5 = _____
15. 8 x 7 = _____
Review single digit multiplication. Write each answer in the space provided.
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Name: Christina Green Date: 05/04/2009 Age/Grade Level: 5
# of Students: 20 # of IEP Students: # of GSSP Students # of LEP Students:
Subject: Drama Major Content: Introduction to Theatre Lesson Length: 40
Unit Title: Colonial America
Context
This lesson will teach the children history of the Declaration of Independence and about the colonial time period. The children have learned about colonial times in history class. They will then incorporate what they know into making the play “ Life, Liberty, and the Pursuit of Jellybeans” .
Objectives
The children will learn about theatre production. Acting, set design/building, costume design, and technical support for a production.
Connections
AH-05-1.3.1
Students will analyze or explain the use of elements of drama in dramatic works.
DOK 3
Elements of drama:
Literary elements – Script, Story line (plot), Character, Story organization (beginning, middle, end), Setting,
Dialogue, Monologue, Conflict
Technical elements – Scenery (set), Costumes, Props, Sound and Music, Make-up
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Performance elements:
Acting (how speaking, moving help to create characters)
Speaking – vocal expression, projection, speaking style, diction
Nonverbal expression – gestures, facial expression, movement
AH-05-2.3.1
Students will describe or explain how drama has been a part of cultures and time periods throughout history.
DOK 2
Periods:
Colonial American - European influence on American drama/theatre, plays from England (The influence of Europe was very strong in the colonies due to the movement of settlers from Europe to America.)
Native American includes period in North America before European settlement
AH-05-4.3.1
Students will create and perform using elements of drama (Literary, Technical, Performance)
Asses Assessment Plan - Depending on the role the child takes will depend on the assessment used.
Objective/Assessment Plan Organizer
Objective
Number
Acting
Type of
Assessment
Observation
Description of
Assessment
Observe the children.
Depth of
Knowledge Level
Adaptations and/or
Accommodations
3
Set Design
Technical
Observation
Observation
Observe the children.
Observe the children.
2
2
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Costume and
Props
Observation Observe the children. 2
Resources, media and technology
Script for
Life, Liberty, and the Pursuit of Jellybeans.
Procedures
1. Have the children audition for parts in the play and crew members. (day 1)
2. Once parts are established the actors being reading the play to themselves. (day 2)
3. Begin the set design with the crew. (day 2)
4. Actors will read aloud the play in circle format. (day 3)
5. Crew continues on the set. (day 3)
6. Actors will read once through in circle and then get on stage run through once making notes of action.
(day 4)
7. Crew will finish set design, will be set on stage and begin on lighting and sound effects. (day 4)
8. Actors will rehearse their lines with action on stage. (day 5)
9. Crew will do costume fittings. (day 5)
10. Actors will run through entire play as many times as possible. (day 6)
11. Crew will work with actors on lights and sounds. (day 6)
12. Rehearse with lighting and sounds. (day 7)
13. Rehearse with lighting and sounds. (day 8)
14. Dress rehearsal with lighting and sounds. (day 9)
15. Dress rehearsal with lighting and sounds. (day 10)
16. PERFORMANCE!! (day 11)
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(Scene: Lighting is full up on stage R and center stage. No lights up on stage left. Claire and Mom sitting on couch General Jones is working behind fence with garden tools.)
CLAIRE: (to mom) I want jellybeans now.
MOM: It’s too early for candy. It’s the Fourth of July; you can have some at the fireworks tonight.
CLAIRE: You don’t give me any freedom. I’m going outside to play with Robbie. He lets me do what I want. (Walks outside)
GENERAL JONES: Hello Claire, how are you?
CLAIRE: I am unhappy.
GENERAL JONES: What’s wrong? This is the day that the patriots signed the
Declaration of Independence for ‘life, liberty, and the pursuit of happiness’.
CLAIRE: Independence is freedom isn’t it?
GENERAL JONES: Yes, it’s the freedom to find happiness and it started here in Philadelphia.
CLAIRE: I don’t have any freedom.
Mom makes all the rules.
GENERAL JONES: You have to learn how to be free. Your Mom makes good rules. That’s what the
Declaration of Independence is about, good rules for a free country.
BOBBIE: (enters from stage right and
throws poppers on ground) Freedom!
GENERAL JONES: The shot heard round the world!
BOBBIE: What?
GENERAL JONES: It was the first shot fired in the fight for America’s independence from British.
CLAIRE: Robbie throw your poppers somewhere else, you scared me.
GENERAL JONES: Good rule Claire.
(Lighting flashes behind fence and thunder sounds)
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MOM: Wow! What a flash.
GENERAL JONES: Ben Franklin would have gotten a jolt.
BOBBIE: Ben Franklin signed the
Declaration of Independence. Did that give him a jolt?
MOM: No, the jolt came from when
Franklin flew his kite in a storm and electricity traveled down the kite string. Let’s hurry inside before it starts to rain. Robbie you better run home too.
CLAIRE: But he just got here.
GENERAL JONES: Good rules remember.
CLAIRE: Okay Mom, see you later
Bobbie.
BOBBIE: See you later.
(Claire and Mom walk inside to the living room, General Jones exits stage right behind the house, and Bobbie exits stage right in front of the house.)
MOM: Why don’t you sit and read a little before we head out to the fireworks.
CLAIRE: Okay Mom. (Claire gets her book of the end table and sits on the couch to read. After a few seconds
Claire starts to nod off to sleep.)
(Stage right lights dim)
BENJAMIN: (enter stage left and walks to the tree in center stage)
Claire, the patriots need you. Come, on Claire we have work to do on the
Declaration of Independence.
CLAIRE: (gets off the couch and walks
outside) Who are you?
BENJAMIN: I am Benjamin Franklin, nice to meet you. Now we have to go or we will be late. I am supposed to sign the Declaration of Independence today.
CLAIRE: Alright, but I have to be back in time to watch the fireworks with
Mom and Bobbie. (Claire and
Benjamin turn to walk to the colonial building on stage left, three patriots enter stage right and walk to stage left to exit and three British soldiers enter stage left and walk stage right
to exit) Look at all the patriots.
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BENJAMIN: Yes there were lots of patriots and colonist here in
Philadelphia. Let’s go see more.
(Benjamin and Claire walk towards the colonial building as two colonial couples walk by laughing and
whispering amongst themselves.)
Everyone is talking about freedom these days. (Lights on stage left are
brought to full up)
CLAIRE: This should be fun, let’s go.
(Claire and Ben walk into the colonial building. John Adams, Thomas:
Jefferson, John Hancock:, and another signer are at the desk looking at the parchment paper.)
THOMAS: Glad you made it Mr.
Franklin.
BENJAMIN: I am ready to sign. Read it to us, Tom.
THOMAS: Here goes. We hold these truths to be self-evident: that all men are created equal; that they are endowed by their Creator with certain inalienable rights; that among these are life, liberty, and the pursuit of jellybean…
CLAIRE: You can’t say jellybeans.
THOMAS: Why not” Jellybeans make me happy.
CLAIRE: Not everyone like jellybeans and the Declaration is for everybody.
JOHN ADAMS: Get to the point.
CLAIRE: Well Mr. Adams, General
Jones likes cookies, Mom likes rules, and Robbie likes a peanut butter sandwich, and well, see everyone likes different things.
JOHN ADAMS: So this means…
CLAIRE: Life, liberty, and the pursuit of happiness!
BENJAMIN: I have made the change, everyone needs to sign quickly. , but we need to go for you to be back in time for the fireworks
JOHN HANCOCK: Here you can use my quill. (Everyone takes a turn signing the parchment paper.)
BENJAMIN: Alright let’s go.
JOHN ADAMS, THOMAS JEFFERSON,
JOHN HANCOCK AND OTHER
SIGNER: Goodbye, come back quickly.
JOHN ADAMS: We have to get
Congress to vote for freedom.
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BENJAMIN: I will be back in a flash.
(Claire and Benjamin leave to colonial house and head to Claire’s house.
The lights dim to darkness as the
lights dim to soft at Claire’s house.)
BENJAMIN: Thank you, for coming with me.
CLAIRE: Your welcome, you better hurry back for the vote. I will see you again sometime. (Claire goes inside and lays back down on the couch asleep. Lights come up to full on
Claire’s house)
MOM: (Shaking Claire’s shoulder)
Claire, wake up, it is time for the fireworks.
CLAIRE: (Sitting up and stretching.)
What a day, I learned all about freedom from General Jones, I visited
Thomas Jefferson and John Adams when they signed the Declaration of
Independence and helped write for the pursuit of happiness.
MOM: (Sits down beside Claire on the
couch.) That must have been some dream you had.
CLAIRE: Yeah, Mom I think Robbie and I should have jellybeans at the fireworks.
MOM: I agree, let’s go.
(Mom and Claire leave the house and exit stage right.)
Claire:
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Mom:
Bobbie:
General Jones:
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Benjamin Franklin: Thomas Jefferson:
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John Adams:
Colonial Soldier:
John Hancock:
British Soldier:
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Colonial Man: Colonial Woman:
Props:
Declaration of Independence and quill Book
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Magazine: Garden Tools:
Stage Set and Scenery
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Lesson Plan
Name: Colleen Bray Date: 5/4/2009 Lesson Length: 40 minutes
School: Bardstown Grade Level: 5th # of S’s: 20
Subject: Dance Topic: Colonial Am. (Scottish Reel) # of IEP S’s: 0
Actions
Broad Learning Goals:
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Goal 1: Students will understand elements of dance and general dance terminology.
Lesson Objectives:
VI.
Students will be able to perform a Scottish Reel from the Colonial American time period.
VII.
Students will be able to describe the purpose of the Scottish Reel and occasions it would generally be associated with.
VIII.
Students will be able to identify and define general dance terminology.
IX.
X.
Students will be able to use nonlocomotor and locomotor movements.
Students will be able to display the use of personal and general space.
Connections:
Core Content – Arts and Humanities – Elementary
AH-05-1.2.1: Students will identify or describe elements of dance in a variety of dances. Space – direction of dance movements (forward, backward, right, left, up, down), pathway (straight, curved, zigzag), levels (high, middle, low), shape (individual and group shapes). Time (tempo) – dance movements that follow a steady beat or move faster of slower.
AH-05-1.2.2: Students will describe how dance uses space, time, force and various locomotor and nonlocomotor movements to communicate ideas, thoughts and feeling.
AH-05-2.2.1: Students will identify how dance has been a part of cultures and periods throughout history. Periods – Colonial American (European influences on American dance, e.g., social dances, square dancing, folk dances).
AH-05-3.2.1: Students will identify how dance fulfils a variety of purposes. Recreational – dancing for entertainment, to support recreational activities (e.g., ballroom, line dancing, aerobic dance, dances as hobby).
AH-05-4.2.3: Students will perform traditional folk dances, square dances and ethnic dances (Native
American, West African/African American, Early American and folk).
National Standards for Arts in Education – DANCE (5-8)
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Content Standard #1: Identifying and demonstrating movement elements and skills in performing dance.
Content Standard #2: Understanding choreographic principles, processes and structures.
Content Standard #5: Demonstrating and understanding dance in various cultures and historical periods.
Materials/Technology:

Dance terminology handout.

Handout with brief history of the Scottish Reel.

Video clip of the Scottish Reel.

Audio clip Reels – Rakes of Mallow.
Procedures:

Go over general dance terminology with students. (Day One)

Briefly describe the Scottish Reel. (Day Two)

Play video clip example of the Scottish Reel. (Day Two)

Teach students basic dance steps to a Scottish Reel. (Day Three)

Have students practice the dance steps to Reels – Rakes of Mallow. (Students will practice dance for the remainder of the class meetings to prepare for performance)

Call students together and briefly discuss how specific terms were used throughout the dance.
Also ask general questions about when and where a Scottish Reel would have been typically performed.
Student Assessment:
Students will be assessed through observation during the dance performance. Assistance will be offered to those students who seem to be having difficulty with the activity. A quiz will be given at the end of the unit over dance terminology.
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Notes: This lesson will be broken up into sections over a two week period.
REELS
Another cross-cultural group dance was the Scottish reel, a dance for three or four people in a line. Passages of footwork in place are alternated with traveling on a weaving track. Because of their informal nature, reels were usually impromptu. Little instruction was needed to perform them although they often involved complex individual footwork displaying well-developed personal skills. While simple country dance figures such as circles, hand-turns, and elbow swings may have been danced by the lower classes, the reel was probably the group dance of choice on most occasions. It offered both structure and individual freedom within an improvisational framework .
Begin by lining students up across from a partner facing each other.
(approx. 6 students/group)
Right Leg – In/Out 123
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Left Leg – In/Out 123
Right Leg – In/Out 123
Left Leg – In/Out 123
Shuffle Up Right Leg 123
Shuffle Up Left Leg 123
Shuffle Back Right Leg 123
Shuffle Back Left Leg 123
Shuffle Up Right Leg 123
Shuffle Up Left Leg 123
Shuffle Up Right Leg 123 (begin turn)
Shuffle Up Left Leg 123 (finish turn)
Right Leg – In/Out 123
Left Leg – In/Out 123
Right Leg – In/Out 123
Left Leg – In/Out 123
Shuffle Up Right Leg 123
Shuffle Up Left Leg 123
Shuffle Up Right Leg 123 (Grasp Hand w/person across from you)
Shuffle Up Left Leg 123 (Raise hands creating a bridge)
Group 1 – Shuffle Through 123&4, 123&4 (Raise hands creating bridge once finished)
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Group 2 – Shuffle Through 123&4, 123&4 (Raise hands creating bridge once finished)
Group 3 – Shuffle Through 123&4,123&4 (Releasing hands on 4)
Shuffle Up Right Leg 123
Shuffle Up Left Leg 123
Shuffle Up Left Leg 123 (begin turn)
Shuffle Up Left Leg 123 (finish turn)
Right Leg – In/Out 123
Left Leg – In/Out 123
Right Leg – In/Out 123
Left Leg – In/Out 123
Shuffle Up Right Leg 123
Shuffle Up Left Leg 123
Shuffle Up Right Leg 123
Shuffle Up Left Leg 123
Shuffle Back Right Leg 123
Shuffle Back Left Leg 123
Shuffle Back Right Leg 123
Shuffle Back Left Leg 123
Start Over At Beginning!
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______________________________________________________________________________
Name: Patti A. Embry Date: Grade Level: 5 th
#LEP: # Students:
Subject: Arts & Humanities Major Content:
Unit Title:
# IEP: # GSSP:
Music Lesson Length:
Lesson #/Title:
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______________________________________________________________________________
Context
This lesson contributes to the overall unit by allowing the student to compose and perform a piece which would describe the political and social climate of the American Revolution.
______________________________________________________________________________
Objectives
Students will understand how the song “Yankee Doodle” represents the culture, politics, and customs of the
American Revolution.
Students will play “Yankee Doodle” on the recorder.
Students will create a short melodic or rhythmic song in the style of “Yankee Doodle.”
______________________________________________________________________________
Connections
National Standards: Music 5-8 Content Standard #2 Performing on instruments, alone and with others, a varied repertoire of music. Content Standard #3 Improvising melodies, variations, and accompaniments.
Program of Studies: Grade 5 Skills and Concepts – Music AH-5-PA-S-Mu1 Students will be actively involved in creating, notating, improvising and performing simple melodies (melodic shape/contour, meter), alone and with others.
Core Content: AH-05-4.1.2 Students will create and perform simple melodic or rhythmic accompaniments to given melodies.
______________________________________________________________________________
Assessment Plan
Students will be assessed as they perform “Yankee Doodle” on the recorder as well as when performing their own composed piece in the style of “Yankee Doodle”.
______________________________________________________________________________
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Resources, Media, & Technology
CD with recording of “Yankee Doodle”
CD player with speakers
Recorders for each student
Sheet music of “Yankee Doodle” http://www.altorecorder.com/PDFs/YankeeDoodle.PDF
Blank staff paper and pencils
Small percussion instruments
______________________________________________________________________________
Procedures
1.
Students should have background knowledge of playing the recorder.
2.
Play the recording of “Yankee Doodle”. Instruct students to tap the beat softly. Have students identify the instruments heard. Explain that this piece can be used as a march. Play the song again and have students march in place to the song. Lead a brief discussion as to where they would be most likely to hear this march. (parade, patriotic program) Ask students what they think of when they hear this song? (America, patriotism)
3.
Explain to students that this song comes from the American Revolution. Review any prior knowledge students might have about the American Revolution. Have students consider the statement: “. . . music has immortalized battles, celebrations and the American spirit.” What does this mean? Do they know any songs that fit this statement? (Star Spangled Banner, The Battle Hymn of the Republic) Let’s think about how “Yankee Doodle” reflects the era of the American Revolution.
4.
Cover background information on “Yankee Doodle”. The song was a popular march in its day because it was easy to remember, adaptable to the fife and drum, and appealing to the sense of humor. While the origin of the tune is uncertain it is known that it is pre-Revolutionary War. It was originally sung by British officers to mock the disheveled, disorganized colonial “Yankees” with whom they served in the French and
Indian War. The word “doodle” meant a fool or simpleton. From the sarcastic tone, the author was surely a Tory or a Briton. The simple song was introduced to the American colonies by an English fife major about 1750. The words assumed their present form about 1775.
5.
Look at the song “Yankee Doodle” with lyrics in G major. Practice playing the song on the recorder.
Allow time for students to practice the piece.
6.
Discuss the rhythm, melody, and form of the piece. In small groups of four, compose a short piece (4 – 8 measures) in the style of “Yankee Doodle”. Use hand percussion to accompany the piece with an ostinato pattern. Write out the parts on staff paper. Have students add lyrics that reflect the spirit of the American
Revolution. Allow time for each group to practice their piece. Have each group perform for the class.
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64

Art
Lesson Plan
Unit Title: Flag Chime
(Life, Liberty, and the Pursuit of Jellybeans)
Name: Shannon Gibson Date:27 April 2009 Age/Grade Level: 5 th grade
# of Students: _____ # of IEP Students: # of GSSP Students # of LEP Students:
Subject: Art Major Content: Declaration of Independence Lesson Length: 40 minutes
Lesson Number and Title:
Context
 Students will use tactile expression while painting and gluing project together.
 Students will expound knowledge about the variances of flags within the United States.
 Students will increase knowledge of Colonial America and what the various flags have represented.
Objectives
The student will increase knowledge of the USA flag representation and Colonial American facts while using tactile learning styles as he or she paints and assembles the flag art project.
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Connections
AH-05-2.4.1
Students will describe or explain how visual art has been a part of cultures and time periods throughout history.
(Colonial American)
DOK 2
AH-05-3.4.1
Students will describe or explain how art fulfills a variety of purposes.
Functional - artistic objects used in everyday life (e.g., pottery, quilts, baskets.)
DOK 2
National Standard Connections
Content Standard #2: Using knowledge of structures and functions.
Content Standard #3: Choosing and evaluating a range of subject matter, symbols, and ideas.
Content Standard #4: Understanding the visual arts in relation to history and cultures.
Content Standard #6: Making connections between visual arts and other disciplines.
Asses Assessment Plan
Objective Number
Objective 1
USA Flag Wooden Wind Chime
Type of
Assessment
Description of
Assessment
Depth of
Knowledge
Level
Adaptations and/or
Accommodations
Formative Visual Art-
Painted Flag
2 Student will receive adaptations or accommodations if needed.
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Resources, media and technology
Thin strips of wood for the stripes with pre-drilled holes
Rectangle thin strip of wood for flag corner with pre-drilled holes
Pre-cut stars
Red paint
White paint
Blue paint
Star Stencils (Various Sizes)
Paintbrushes (Various Sizes)
Twine
Old Newspapers to put under wood while painting
Paper plates
Base rod to hang project from
Performance Checklist Assessment
Student will be graded upon class participation and project completion.
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Procedures
Day 1:
1. Students will get 5 pieces of twine, one paper plate, and a piece of newspaper.
2. Students will choose 3 to 5 thins strips of wood for stripes.
3. Students will choose 1 rectangle thin strip of wood.
4. Students will get red, white, and blue paint on a paper plate.
5. Students will get a paintbrush.
6. Students will paint thin strips of wood: 2 red, 1 white, etc…
7. Students will paint rectangle thin strip of wood: blue
8. Students will paint chosen amount of stars white.
Day 2:
1. Students will need a base to hang it from.
2. Students will attach and tie twine to rectangle thin strips of wood.
3. Students will attach thin strips of wood’s twine to rectangle thin strip of wood.
4. Students will hot glue stars to the rectangle strip of wood with help of teacher.
5. Decoration may be hung in classroom or taken home.
Example below:
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Closure
Review what was taught during the class time.
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1.
National Treasure (Movie)
2.
Declaration of Independence Comprehension Packet
3.
www.nationalarchieves.gov
(National Achieves website)
4.
Social Studies Book
5.
Worksheets (Independence: The Original Thirteen Colonies, The Declaration of Independence, Part I, The
Declaration of Independence, Part II)
6.
Water Cycle student E-Sheet http://www.sciencenetlinks.com/Esheet.cfm?DocID=102
7.
Copy of ‘Round and Round It Goes!’ worksheet for each student http://www.sciencenetlinks.com/pdfs/watercycle_actsheet.pdf
8.
The Best of Times by Greg Tang
9.
Life, Liberty, and the Pursuit of Jellybeans by Heather French Henry
10.
http://www.math-drills.com/multiplication.shtml
11.
http://web.dps.k12.va.us/ParkAve/Jellybean%20Math.ppt
12.
http://www.dedicatedteacher.com/estore/product/EMC4061I
13.
http://gr10pc-gb.blogspot.com/2006/09/multiplying-and-dividing-polynomials.html
14.
http://math.about.com/
15.
http://www.tlsbooks.com/fourthgradeworksheets.htm
16.
http://www.math-drills.com
17.
Video clip of the Scottish Reel
18.
Audio clip Reels – Rakes of Mallow
19.
CD with recording of “Yankee Doodle”
20.
Sheet music of “Yankee Doodle” http://www.altorecorder.com/PDFs/YankeeDoodle.PDF
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