Lesson Plan: Spend A Day with A Founding Father Author: Megan Horbin Title/Topic: (Organizing) Problem/Task: (Integrating) Curriculum Area: (Integrating) Grade/Level: (Organizing) Related Content Standards: (Integrating) Related Technology Standards: (Integrating) Objectives: (Integrating) Background Information: (Selecting) Spend A Day with A Founding Father Students will write a creative research paper based on research about a Founding Father. Research and Story Writing Fourth grade. Students will be able to find credible sources online and write a creative research paper by using three or more sources and notes taken using the sources. Students will be able to use media (e.g. photographs, films, videos, the arts, online catalogs, nonfiction books, encyclopedias, CDROM references, Internet) to view, read and represent information and to conduct research. Students will write a creative research paper by using three or more technology sources that they have found, evaluated, and of which have taken notes. Students will be able to: Demonstrate the 5 W’s to evaluate the quality of information located on the internet. Organize their research and ideas in a Story Map from their notes. Implement the five step writing process to submit a final copy of their paper. Students will learn about the Declaration of Independence and the important actions of each Founding Father in social studies. Students will also have background experiences in Story Maps from previous assignments, or will be introduced to them during Writing. If students are unfamiliar with the 5 W worksheet, they will be orientated by choosing a favorite author or musician to research, since there are many unreliable sources for popular culture on the web, this activity will help students determine credible resources while being introduced to the 5 W worksheet. To build background, or relate this lesson to the history lesson, the rap from http://www.educationrap.com/song/declaration-ofindependence.html can be heard with the lyrics on an overhead or handout. It teaches about the Declaration of Independence and what the Founding Fathers did and is appropriate for students at this education level. Teaching/Learning Strategies: (Organizing) Support for Diverse Learners: (Organizing) After the brainstorming activity, the students will spend 15-20 minutes journaling about the ideas they came up with in order to develop them further for a first draft. Read aloud the story, “If the Declaration of Independence Kept A Diary,” (Pearson Education, 2009) to demonstrate the use of research in creative writing. (Abrahamson, 1998, pp 440). Since not every child in the classroom is familiar with American History or our culture, and might learn in a different way, there are several ways to approach this lesson for universal understanding: (The Education Alliance of Brown University, 2006) Scenario: (Organizing) Relate America’s oppression and tyranny from England (which caused the birth of the Declaration of Independence) to current or historical events from the student’s home country; explain and discuss similarities and differences. Explain each step and the expectations for the assignment(s) to maximize learning opportunities. Have students work in groups to support a cooperative, collaborative, and community-orientated learning environment. Use role-playing or skits during the brainstorming activity. As part of the final submission, they will present which Founding Father they picked (and why), share one interesting fact they learned, and give a summary of how they spent the day with their Founding Father. Relate the Founding Fathers and the relationship to England to that of the student quarrelling with a friend or sibling: Your older brother’s chore every week is to take the garbage out on Tuesday morning. He gets paid $5 every week from your parents to do this, but has been giving you fifty cents every Tuesday to do it for him. You ask you brother several times for at least $2 to continue doing his chore. He says no. You threaten him by telling him that you will tell your parents that you are, in fact, the one taking out the garbage. Your brother threatens to beat you up if you say anything to Mom or Dad and if you refuse to take the garbage out any more. The following Tuesday you rip open the garbage bag and leave a trail of garbage down the driveway, which gets your brother into trouble. This can be related to the Boston Tea Party, an event leading up to the Declaration of Independence. The same scenario can be played out between student and sibling as friction develops between America and England. The student can stand up to his older brother by saying that he will no longer be bossed around and/or write a contract between him and his sibling just as the Founding Fathers drew up the Declaration of Independence and declared their freedom from England. Have the students share incidents of this type of oppression in their life and how it made them feel. Relate their feelings to those of the people of America. Procedures: (Organizing) Resources: (Selecting) 1.) Choose a Founding Father of America that was learned about in social studies. 2.) Using the 5 W worksheet, research the life and achievement of your Founding Father. (Schrock, 2007). 3.) In your group of students who chose the same Founding Father, brainstorm answers for the following questions and present an idea in a role play: What would they teach you? What would you teach them? Do you have anything in common with them? Where would you go? What would you talk about? Will you be with them during an important event? 4.) Organize your ideas from the brainstorming session in a Story Map. (Col & Spector, 2009). 5.) Create a first draft of your creative research paper by combining your research and brainstorming ideas. 6.) Proof read another student’s paper while they proof read yours. Offer ideas, corrections and questions. Discuss what you’ve read with your partner, letting them know what you liked and what confused you. 7.) Revise your paper, proofread for errors, and write a final copy. 8.) Submit your final copy, complete with Story Map, 5 W worksheet, and rough draft with partner’s comments. 9.) Present your creative research paper to the class by discussing why you chose your particular Founding Father, one interesting thing you discovered in your research and a brief summary as to what your day with a Founding Father was like. Presentation can have visuals. Preparation: Must have copies of Story Map worksheets, 5 W worksheets, lyrics to the rap, the story “If the Declaration of Independence Kept A Diary,” access to computers and the internet. Students should also be familiar with the Founding Fathers and the importance of the Declaration of Independence from social studies class. Students must be familiar with how to fill out a Story Map and 5 W worksheet Students must have access to computers, the internet and the library. Web Sources available to students: Note: To build background and transition into technology resources, I would like to show a clip of the musical “1776” since many lyrics and dialogue were taken directly from the letters and memoirs of the actual participants of the Second Continental Congress and shows portrayals of some of the Founding Fathers. www.archives.gov/exhibits/charters/declaration.html to see where the Declaration is kept today and learn more about their Founding Father through a government website. www.whitehouse.gov/about/presidents/thomasjefferson is another government website that gives information on past presidents and other historical information. www.history.com offers multimedia including videos and speeches about the Founding Fathers. It is also a good example of a credible website that is a .com versus.org, .gov, .net, or .edu. My rubric is below. (Myers, 2009.) Assessment: (Integrating) Credits/References: Abrahamson, Craig Eilert. (1998). “Storytelling as a Pedagogical (Selecting) Tool in Higher Education.” Education. Vol. 118, Issue 3, pp 440. Col, Jeananda & Mitchell Spector. (2009). Graphic Organizers. Retrieved 12 October 2009 from http://www.enchantedlearning.com/graphicorganizers/ The Education Alliance of Brown University. (2006). “Principles for Culturally Responsive Teaching.” Teaching Diverse Learners. Retrieved 13 November 2009 from http://www.alliance.brown.edu/tdl/tk-strategies/crt-principles.shtml Myers, Miriam. (2009). “Your Fourth-Grader and Writing.” GreatSchools. Retrieved 16 November 2009 from http://www.greatschools.net/students/academic-skills/fourth-gradewriting Pearson Education. (2009). “If the Declaration of Independence Kept A Diary.” Teacher Vision. Retrieved 14 November 2009 from http://www.teachervision.fen.com/fourth-ofjuly/printable/51875.html Schrock, Kathy (2007, January 15). The ABCs of Website Evaluation. Retrieved 11 October 2009, from http://www.kathyschrock.net/abceval Assignment: A Day with a Founding Father Fourth Grade Creative Research Paper CATEGORY Creativity Spelling and Punctuation Focus on Assigned Topic 4 The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination. There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout. The entire story is related to the assigned topic and allows the reader to understand much more about the topic. Neatness The final draft of the story is readable, clean, neat and attractive. It is free of erasures and crossed-out words. It looks like the author took great pride in it. Research The final draft of the story correctly sites the sources from the research. There are 3 or more sources sited. Final Submission The submission included the final copy, Story Map, 5 W worksheet, first draft with partner’s comments and 3 The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination. There is one spelling or punctuation error in the final draft. 2 The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination. There are 2-3 spelling and punctuation errors in the final draft. 1 There is little evidence of creativity in the story. The author does not seem to have used much imagination. Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic. The final draft of the story is readable, neat and attractive. It may have one or two erasures, but they are not distracting. It looks like the author took some pride in it. The final draft of the story correctly sites three credible sources. Some of the story is related to the assigned topic, but a reader does not learn much about the topic. No attempt has been made to relate the story to the assigned topic. The final draft of the story is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry. The final draft is not neat or attractive. It looks like the student just wanted to get it done and didn't care what it looked like. The final draft of the story has less than three sources cited correctly. None of the sources are correctly cited or there are no sources cited or the sources are not credible. The submission was missing 4 or more of the following: Story Map, 5 W Worksheet, first The submission was missing 2 or more of the following: Story Map, 5 W Worksheet, first The submission was missing 3 or more of the following: Story Map, 5 W Worksheet, first The final draft has more than 3 spelling and punctuation errors. presentation. Editing Presentation The writer paid attention to mechanics such as spelling, punctuation, grammar and handwriting, as well as the creativity, and took advice or partner’s critique. The presentation covered who they picked, why they picked them, an interesting fact and effective summary. Visuals were creative, well done and implemented technology. draft, partner’s comments or presentation. The writer corrected only what their partner commented on and/or only focused on mechanics. The presentation missed one of more of the following: who they picked, why they picked them, an interesting fact and effective summary. Visuals implemented technology and were well done. draft, partner’s comments or presentation. There were minimal changes made to the final copy, compared to the first draft. Many comments of their partner were overlooked and/or had many mechanical errors. The presentation missed two or more of the following: who they picked, why they picked them, an interesting fact and effective summary and visuals. Visuals were not a big part of the presentation. draft, partner’s comments or presentation. There was no change between the first draft and the final copy. The presentation missed three or more of the following: who they picked, why they picked them, an interesting fact and effective summary and visuals. Visuals were not explained or incorporated into presentation.