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Erica Preswood
MEDA 5700
Spring 2009

Table of Contents
Mission Statement and Personal ID Model…3
Project Intent Statement…6
Needs Assessment…6
Content Outline…9
Assessment Plan…11
Instructional Framework…12
Instructional Media…13
Prototype Lesson and Instructional Analysis…13
Program Evaluation…18
References…22
Appendix…23
Appendix A. Chapter Activities…23
Appendix B. Interactive Notebook…28
Appendix C. Webquest…31
Appendix D. Sample Student Blogg Entries…37
Appendix E. Student Survey from Survey Monkey…38
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Mission Statement of Beliefs about Learning and Instruction
Basically, learning is the acquisition of knowledge. More specifically, learning is the core of my profession. It is my task each and everyday to assist my students in the endeavor of learning. I like to think of myself as their guide on their trek.
Each individual learns or processes information at a different pace and through unique learning styles. As a middle school teacher, I see how developmental factors influence student achievement and how these factors modify my instruction. Because each learner grows at his/her own pace, learning is a continuous lifelong journey, not something to be measured on a standardized test; therefore, instruction must be flexible and responsive.
Personal Instructional Design Model
Instructional design is the intentional systematic planning of educational units. The planning allows for efficient, successful instruction which focuses on rigor and relevance for each student. Instructional design must be fluid in order to accommodate for changing context and student needs.
My personal design model would be closest to the ASSURE model because of my educational training which emphasized six point lesson plans. Below, I have created a visual representation of the traditional six point lesson plan format, with my personal extensions. I find that I plan larger units with daily lessons or smaller chunks that help achieve the larger objective/goal. The smaller chunks or lessons all build upon each other.
I utilize the basic six point design by expanding each section. For example, in the focus and review section, I conduct an assessment to determine what direction the instruction should proceed. In the state the objectives section, I include modifications for groups of students as well as specific modifications for specific students. The teacher input section contains my instructional strategies, needed media, and implementation instructions. In the guided practice section students are assigned targeted activities which I model for them. These activities focus on organization of the information. In the independent practice students are assigned either group or individual tasks which will help them use/connect the information in

meaningful tasks. Closure for the day is again a brief assessment to identify whether students attained the
4 targeted information or achieved the stated goals/objectives for the lesson. Closure for the unit is often student presentations of authentic tasks.
Closure
Connect learning to knowledg e
Assess student learning
Focus and Review
Assess student needs
Instructional Design
State the
Objectives
Plan modifications
Independent
Practice modeling Strategies and tools
Teacher
Input
Guided
Practice
Below is a representation of how the design and process for an overall unit of study. Within this larger unit are lessons and projects that help to achieve each step of the above design. My instructional design

Closure model is many of the above lesson designs all working interlinked (like the Olympic rings) to complete
5 the entire unit.
Daily reading and interactiv e notebook activities
Webquest and
Multigenre papers
Johnny
Tremain and the
American
Revolutio n
Vocabula ry and literature based writing
Assess student learning
Focus and
Review
Connect learning to knowled ge
Independen t Practice modeling
Interactive
Reading of the novel
Guided
Practice
Assess student needs
State the
Objectives
Plan modifications Connect learning to previous lesson and
Teacher
Input
Closure
Assess student learning
Focus and Review Assess student needs
State the
Objectives
Vocabular y and literature based writing
Plan modifications
Teacher
Input
Strategie s and tools modeling
Guided
Practice
Strategie s and tools

Project Intent Statement
The instructional problem is students and their lack of retention of basic historical knowledge dealing
6 with the American Revolution. Social Studies class provided 8th grade students with background knowledge of people, places, and events. When asked to identify these historical entities from a list which contained both historical and fictional names, students were unable to make correct distinctions.
This unit is designed to assist students in making historical connections via a novel study. The goal of this unit is to help students analyze and evaluate information through a variety of tasks which will assist them in making connections to larger themes and longer retention of information.
The vehicle with which the novel study will be conducted is an interactive notebook. The interactive notebook addresses several learning styles via Cornell notes, multiple choice, short answer, matching quizzes, and chapter activities which include an obstacle course with reflections, designing a family crests, and creating a post card from the Boston Tea Party. Once the novel has been read, the culminating event that is being planned is a multi-tiered hypermedia web quest.
The web quest is accessible through the Avery Middle School faculty pages, Preswood. Students will work with a partner to complete one of the three tiers. The tiers are intentionally constructed with student needs and modifications in mind. To facilitate instruction students will be assigned one of the three tiers which best suits their instructional needs.
Needs Assessment
The instructional unit and the web quest will be utilized with 8th graders at Avery Middle School during the 2nd Semester of the 2008-2009 school year. Four block classes of 70 minutes each will complete the proposed unit of study. The composition of the student body is diverse in many categories. There exists a wide spectrum of learners. Students range from autistic with one-on one helpers, non-readers, and non-
English speakers to AIG (academically intellectually gifted) students. There are 98 students who will participate in the study and approximately 52 of those students receive some type of modification in the form of a 504, LEP, IEP, PEP, or AIG status. Forty-six of the 98 students are at or above grade level in reading.

The students began the school year by complete a multiple intelligences survey and creating a multiple
7 intelligences map of their own learning styles.
The prerequisite knowledge/skills include the following:
Essential: Students will need basic reading comprehension, writing, and grammar skills which are present in most students. The higher tier of students has more developed higher-order thinking skills. Some of the lower tier students have the prerequisite knowledge of site words.
Supportive: The supporting knowledge comes from the other subject areas. This unit is strongly integrated with the social studies curriculum. The students need a basic understanding of the American Revolution including causes, participants, and a timeline of important historical events. In addition students will need basic computer skills to maneuver through the hypermedia lesson.
The North Carolina Standard Course of Study curriculum objectives for this unit include the following.
1. (NC 1.02) Analyze expressive materials that are read, heard, and/or viewed by:
-making connections between works, self and related topics drawing inferences.
-monitoring comprehension for understanding of what is read, heard and/or viewed.
This goal is essential to this ID because students must be able to read and comprehend the novel Johnny
Tremain in order to draw inferences and make connections to historical information.
2. (NC 2.01) Analyze and evaluate informational materials that are read, heard, and/or viewed by:
-summarizing information.
-determining the importance and accuracy of information.
-making connections to related topics/information.
-drawing inferences and/or conclusions.
-generating questions.

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-extending ideas.
These goals are essential in the building and retaining of knowledge because they help students make connections to larger themes and employ higher order thinking skills.
The lesson goals for this unit include the following.
1. Knowledge
The learner will be able to recall, acquire, and identify names of people, places, and events from the novel.
2. Analysis
The learner will conduct research in order to distinguish between historical and fictional people, places, and events from the novel.
3. Synthesis
The learner will plan and write assigned formats in response to topics in the novel.
The learner will plan and design the appropriate product for their tier of the hypermedia lesson.
4. Comprehension
The learner will take Cornell notes, create “Thinking Maps”, and complete summaries to demonstrate comprehension of the reading.
The learner will paraphrase, interpret, and reorder information gathered during research to complete their product.
5. Evaluation
The learner will discuss topics in the novel arguing in favor of one side over the other.
The learner will compare and contrast their product to the rubric to assess their own learning.

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These goals were constructed using Bloom’s Cognitive Taxonomy.
Content Outline
This unit is divided into two distinct parts: the interactive reading of the novel and the web quest activity, which will be analyzed in the protocol section. The interactive reading includes the creation of an Interactive notebook, which employs a variety of activities to engage students in the novel. The web quest is a culminating activity which guides students through the research process to help them determine whether elements from the novel are fictional or historical.
Johnny Tremain : History or Fiction?
Interactive Reading Goals:
-The learner will plan and write assigned formats in response to topics in the novel.
Learning Type : synthesis
Chapter Activities:
Chapter 3 Students will create a trade sign and write reasons they would like to pursue this career.
Chapter 4 Students will create a family crest using symbols to represent their family. Student must explain how the symbols represent their family.
Interactive Reading Goal: The learner will take Cornell notes, create “Thinking Maps”, and complete summaries to demonstrate comprehension of the reading.
Learning Type: Comprehension
Chapter Activities :
Chapters 1-12 Students will take Cornell notes during reading. After reading each chapter students will create a “Sequence Map”.
Interactive Reading Goal:
-The learner will discuss topics in the novel arguing in favor of one side over the other.

Learning Type: Evaluation
Chapter Activities:
Chapter 1: Students will create a family portrait of the Lampham household from least power to most.
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Students must write an explanation of their arrangement of the characters.
Chapter 2: Obstacle course reflections focus on issues raised from the completion of the obstacle course in connection with the events of the novel.
Chapter 6: Students will create a postcard from the Boston Tea Party . Students must portray a distinct point of view of their choosing.

Assessment Plan
Assessment Purpose Assessment Tools and Rubrics
Formative Assessment or as provided by Gronlund, “Find out the learning progress. What’s needed to reinforce learning?”
(Shambaugh & Magliaro, 1997)
To determine if students can collect required elements from novel, research to distinguish between historical and fiction, and produce a complete product.
Formative Assessment again to gauge the level of learning.
Tool: Pre-Reading Quiz
Rationale: One of the lesson objectives requires that students distinguish between fictional and historical this prequiz provides a baseline of knowledge.
Tool: Create a travel brochure, a People
Magazine, or create a living timeline
Rationale: The web quest product is designed as a summative assessment to measure the overall success of student products.
Student projects are designed to reinforce the concept of historical vs. fictional, which should help students make connections, and therefore, help students to increase retention rates of information.
Tool: Post-Reading Quiz
Rationale: To determine is students have make distinctions between historical and fictional elements.
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Instructional Framework
Rationale Assessment Possibilities Model
Direct
Instruction
This model will allow students to recall novel elements.
-Post activity quiz
-web quest product
Classroom discussion
This will allow students to express and support their opinions about topics in the novel.
-chapter writing assignments
Advance
Organizers
Organizers help students process the reading material into manageable chunks.
-Interactive Notebook Grade
-web quest product
Inductive
Learning
This model will allow students to progress through the hypermedia lesson and explore the body of knowledge; thus categorizing the people, places, and or events into fictional or historical.
-Students can then further research the historical figures to create the desired product.
-Post activity quiz.
Cooperative groups
Students will be divided into heterogeneous groups. Within these groups students will be paired and assigned one component of the hypermedia lesson. The pairs will use one-toone interaction to complete the hypermedia lesson. This will allow the students to support each other.
When their work is complete, students will report/present to each other, and they will evaluate their work using a rubric.
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Instructional Media
This product utilizes many media including: Interactive Notebooks (which can be viewed in the appendix), Johnny Tremain novels, bloggs, a Smart Board, an obstacle course, computers, and a hypermedia lesson. The selection of the novel, Johnny Tremain was based upon recommendations from students and teachers; in addition to the recommendation from the social studies textbook.
The development of the Interactive Notebook is in response to the AVID, Advancement Via Individual
Determination, program at Avery Middle School. The program utilizes “best practices” like the Interactive
Notebook to increase student success.
The web quest lesson design was chosen to help integrate computer skills, which all 8th graders on tested on by the state of North Carolina. This lesson can be difficult to implement if students are not on level with their computer skills. Also access to computers is key to implementing this lesson. Some students may work from home, but because it is a group activity it is best to schedule time and computers for students to work while at school.
Prototype Lesson with Task and Instructional Analyses
The web quest, which can be viewed in the appendix, is designed using tiers to allow for modifications.
Each tier requires the student to perform a specific role. There are three tiers and three roles. The roles are as follows: GPS locators, People Finders, and Event Reporters.
Instructional
Event
Details of Learning Activity that covers Event
1. Gain attention. Students record daily agenda from the Smart Board. Answer the “Essential Question” great novel, but is it just a story? Are there any truths behind the fiction?

2. Inform learner of objective.
Have students turn to page one of their Interactive notebook.
This page contains the pre-reading activity. Have students brainstorm as to why they were required to complete the activity. Record answers on Smart Board, and then project on the same screen the actual lesson objectives. Make any appropriate connections by drawing a line between the students’ answers and the actual objectives.
3. Stimulate recall of prior learning.
Use a “Thinking Map”, “Tree Map” to help students generate people, places, and events from the novel.
4. Present new material.
Present the web quest lesson to the students via the Smart
Board.
5. Provide learning guidance.
Divide students into partners within their preexisting cooperative groups, or in this class “tribes”. Assign appropriate tasks to each partner group.
6. Elicit the performance.
7. Provide feedback.
Detailed instructions for each task and provided links for students to conduct research.
Students’ presentations of products and evaluations using rubric.
8. Assess learning performance.
Assign post-reading quiz.
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9. Enhance retention and transfer.
Reflection. The last page in the Interactive notebook should be reserved for student reflection. After completing the entire unit of study, have student reflect on each component including the interactive reading, chapter activities, and the web quest. How did these media affect your learning. Did you enjoy the activities, and were you able to make connections to historical figures through this novel?
Throughout the interactive reading of the novel, students participated in a blogg. This is an appropriate forum to continue the conversation. The final blogg topic should be,
“Can you believe that?” Meaning, what interesting fact did you discover in this unit of study.
Task Analysis
The lesson goals for the web quest include the following.
1. Knowledge
The learner will be able to recall, acquire, and identify names of people, places, and events from the novel.
2. Analysis
The learner will conduct research in order to distinguish between historical and fictional people, places, and events from the novel.
3. Synthesis
The learner will plan and design the appropriate product for their tier of the hypermedia lesson.
4. Comprehension
The learner will paraphrase, interpret, and reorder information gathered during research to complete their product.
5. Evaluation
The learner will compare and contrast their product to the rubric to assess their own learning.
These goals were constructed using Bloom’s Cognitive Taxonomy.

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Learning Outcome: Intellectual Skills, The students will present and evaluate complete products.
The level of performance can range from beginning, developing, accomplished, and exemplary.
Complete all tasks for assigned tier of the hypermedia lesson. There are three tiers for this lesson. The first tier is the most easily modified of the three tiers. The first tier is GPS locators whose job it is to compile a list of places from the novel. Next the GPS locators will conduct guided research to determine which locations are fact and which are fiction. The GPS locators will then use this information to create a travel brochure for one or several of the locations. The students will then present their product. Please note that the product can be electronic or traditional pen and paper.
The second tier of this lesson is the People Finders. The People Finders will compile a list of people from the novel. Next they will conduct guided research to create a database. The students will then use this information to create a magazine which will highlight five historical figures from their research. Students will present the product.
The third tier of this lesson is the Event Reporters. The Event Reporters will compile a list of events from the novel, and then they will create a timeline. They will conduct research to determine which events have historical significance. The Event Reporters will select a minimum of five events and produce a “living timeline”. The product can be a play, video, newscast, etc.
1. Compile list of appropriate information. Students must complete this task with a minimum of the accomplished level of performance based on the rubric for the unit. Entry level would be the knowledge level on Bloom’s.
2. Research by following the provided links in the hypermedia lesson. The second and third tiers require students to find some of their own resource; whereas, tier one students have all their resources provided.
Students should perform at the accomplished or exemplary level. Entry level varies because of the scaffolding provided. Tier one would be Comprehension. Tiers two and three would be application because of the need to seek out other resources.

3. Create the appropriate product for the assigned tier. Students may perform at the developing level or
17 higher. Each tier is designed to provide the appropriate modifications for students to enable them to perform at their highest level. Entry level for this task would be synthesis for all three tiers, but comprehension for tier one if students require the use of a template.
4. Students will compare their product to the provided rubric to reflect on their own learning. Entry level for this task is evaluation.
Task 1 The student will create the appropriate product for their assigned tier.
Sub task 1.3 Create. The learner will paraphrase, interpret, and reorder information gathered during research to complete their product
Sub task 1.2 Research. The learner will conduct research in order to distinguish between historical and fictional people, places, and events from the novel.
Sub task 1.1 Pre requisite task/knowledge
Complete an interactive reading of the novel Johnny Tremain and the social studies unit on the American
Revolutionary War.
Essential :
-basic reading comprehension, writing, and grammar skills
-access to internet ready computers
-knowledge about and access to the novel Johnny Tremain
Supporting:
-Knowledge about the American Revolution
-Basic computer skills to navigate through hypermedia lesson, navigate the internet, and create databases and word processed products

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Plan B
Because this lesson is internet based, there should be a contingency plan in case computers are not available. The teacher should have the PowerPoint slides printed as note pages for each student. In addition, instead of web links, the teacher should have a prepared list of resources that students can access in the school’s library. Although this lesson is designed as a web quest, more traditional materials and media may be used to complete the lesson.
Program Evaluation
Formative Evaluation Outline
Who?
When?
What? How?
Experts
-Social
Studies
Teacher, Mr.
Guinn
-Language
Arts Teacher,
Mrs. Jones
-Special
Education
Teacher, Mr.
Samuelson
-ESL Teacher,
Mrs. Kathy
Prior to implementation and at the
End of Unit
-Content: knowledge of
American Revolution
-Social Studies
Curriculum Goals and
Objectives
-Language Arts
Curriculum Goals and
Objectives
-English Language
Learners Goals and
Objectives
-Individualized
Education Plans
- Curriculum content conferences
- Team meetings
-*Went through entire unit to determine if goals were met for all students involved and to determine if content objectives were met.

Learners
8th grade students
After completion of the post-reading activity
Content: Made the suggestion that prior to the unit teacher should review American
Revolution facts and have formal historical connection lessons within the unit.
Technical quality:
Students want the hypermedia lesson to be more user friendly, meaning they want to be able to navigate forward and backwards.
Effectiveness: Students took pre and post quizzes.
Appeal: Students wanted more hands on activities like the obstacle course, but overall, they liked the variety of assignments.
Reflections
Blogg
Utilize the preexisting randomly chosen group,
Principal’s Round
Table, to discuss the unit.
Connoisseurs
(Generalists)
School Media
Specialist,
Mrs. Hundley
-After the completion of the unit and after the formal classroom observations
School
Principal, Mr.
Wright
Overall design
Elements
-Mrs. Hundley’s suggestions: provide more links for the students to use and provide non-internet based resources via a link to the school’s card catalog.
-Mr. Wright suggested using more video clips to help the students visualize the setting.
-School media specialist assisted in the web quest lesson by helping students with researching their topics. She gained first hand experience.
-Mr. Wright conducted formal classroom observations sporadically throughout the entire unit.
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Designer
Erica
Preswood
End of each stage of design
Content: Narrowed historical content to content specifically addressed in novel.
Technical quality:
Created the hypermedia lesson and placed link on teacher webpage to make access easier for students.
Effectiveness: Created
Interactive Notebooks to help students organize and interact with information.
Utilized “best practices” such as Cornell Notes and “Thinking Maps” to assist students.
At the end of each chapter in the book, I reflected on my design and made appropriate changes.
Appeal: Created a variety of activities to increase student engagement.
Efficiency: Determined that modeling
Interactive Notebook activities step by step, including filling out the table of contents each day should help facilitate the process.
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Summative Evaluation
What How When Who
Completion of unit April
09’
8th grade students
Effectiveness-
Do students’ scores improve from the pre-reading quiz to the post-reading quiz?
Can the students follow the hypermedia lesson to fruition and a final product?
Achievement: 80% of students completed a project, and most improved their scores on the post-reading quiz.
Appeal Students responses on blogg, which may be viewed in the appendix, about have they feel about this unit of instruction. How could it have been improved, and what were the best features?
Attitudes: Students were positive about the variety, but the workload posed a problem for several students.
Efficiency- Responses to student surveys at http://www.surveymonkey.
com/s.aspx?sm=HIiZWTTj
DrEkg1i_2bxhjfWA_3d_3d
Use: Students felt that the class time devoted to this unit was appropriate, and most said that they would recommend using this unit for future students.
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References:
Dodge, PhD, B (2007). WebQuest.org:Home. Retrieved January, 26 2009, from WebQuest.org Web
site: http://www.webquest.org/index.php
Forbes, E. (2000). Johnny Tremain . Columbus, OH: Glencoe
.
Linde, M.A.Ed., B (1996). Johnny Tremain a Unit Plan . Berlin, MA: Teacher's Pet Publications, Inc..
Shambaugh, R., & Magliaro, S. (1997). Mastering the Possibilities a Process Approach to Instructional
Design.
Boston: Allyn Bacon.

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Appendix
A.
Chapter Activities
Chapter 1 Family Portrait
Draw a family portrait of the Lampham family. Be sure to position the family members from least power to most power. Also include a detailed background that reflects the setting of the novel. NO STICK
FIGURES! You may use clipart.
Chapter 2 Obstacle Course
Obstacle Course Reflection (1)
1.) How did you feel when you first saw the obstacle course? Scared? Excited? Explain your thoughts.
2.) As you progressed through the course, did your thoughts and feelings change in any way?
3.) Were there any aspects of the course that were more difficult for you to complete than others? Why or why not?

4.) Did you see other classmates having difficulty with the course? If so where in the course and why?
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5.) Did you offer to assist any of your classmates in completing the course? Why or why not?
6.) If you could repeat the obstacle course, what would you do differently and why?
Obstacle Course Reflection (2)
1.) How did you feel when you saw the obstacle course or understood that you would have to complete an obstacle course? Scared? Excited? Explain your thoughts.
2.) As you progressed through the course, did your thoughts or feelings change in any way?

3.) Were there any aspects of the course that were more difficult for you than others?
Why or why not?
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4.) Did you see any classmates having difficulty with the course or did you experience difficulty with the course yourself? If so, where and why?
5.) Did you offer to assist any of your classmates in completing the course or did anyone offer to assist you in completing the course?
6.) If you could repeat the obstacle course, what would you do differently and why?
Chapter 3 Trade Sign
Create a sign to represent the career you would like to pursue. This sign needs to be creative, colorful, and easy to interpret, meaning the viewer should be able to determine what you career you are presenting.

Chapter 4 Family Crest
In the novel Johnny Tremain, Johnny tells Cilla about a silver cup his mother passed on to him. Please reread the description of the cup on page 19, Section 5. Pay close attention to the description of the family crest.
Your family crest must include the following:
 Motto- which states your personal goal or ambition.

Symbol-draw a symbol which represents the best qualities of your family.
 Family name should be included in the drawing.

Write a detailed explanation of the symbol on the back of this sheet.
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Chapter 6 Post Card
You Were There!!!
You witnessed the Boston Tea Party! You are now eager to share news of this event with others. Write a postcard message describing the event from the perspective of the person you choose to be. On the flip side of your postcard, create a drawing of the event as your character saw it.
Things to think about:
1.) Who are you? Identify your role in Boston at this point in history. Your role will decide the perspective of your writing. (townsperson, cabin boy, sailor, ship captain, and “Indian”, British official, a Tory, a Whig)
2.) What exactly did your character see? Hear? Smell? Touch? Taste? Description should be sensory.
3.) Who is your audience? Who would your character write to?
4.)
How does your character feel about the event? Your character’s role will determine your emotional content.
5.) Your drawing should reflect all the elements of your writing. It should be original to you.

B. Interactive Notebook
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Name: ___________________

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Johnny Tremain Pre-Reading Activity
Now that you have completed the Revolutionary War Unit in Social Studies, let’s put you to the test! Label the following people, places, and events as either historical (H) or fictional (F).
_____ 1. Paul Revere
_____ 2. George Washington
_____ 3. William Tryon
_____ 4. Joseph Warren
_____ 5. Mecklenburg County
_____ 6. Samuel Adams
_____ 7. Josiah Quincy Jr.
_____ 8. Ephram Lampham
_____ 9. Battle of Moore’s Creek Bridge
_____ 10. Lavinia Lyte
_____ 11. Battle of the Tories
_____ 12. General Cornwallis
_____ 13. Jonathon Lyte Tremain
_____ 14. Bunker Hill
_____ 15. Merchant Lyte
_____ 16. Donald McDonald
_____ 17. John Hancock
_____ 18. Cilla Lampham
_____ 19. Rab Silsbee
_____ 20. Richard Caswell
_____ 21. William Hooper
_____ 22. Joseph Hewes
_____ 23. Boston Tea Party
_____ 24. Halifax County
_____ 25. Scurvey Clause

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C. Webquest http://www.averyschools.net/166920115115710887/lib/166920115115710887/History%20or%20Fictionpare nt.ppt

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D. Sample Blogg Entries From Students http://www.averyschools.net/166920115115710887/Blog/browse.asp?C=55421&A=398&DomainID=2010&
PostID=271
Now that we are nearing the end of our Johnny Tremain Unit, tell me what you thought. What did you like? What would you change? etc.
Dustin B. said... i liked that i understood what i read. and most of the words were easy to understand.i would change where i think Rab dies at the end of the story. katie h. said...
JOHNNY TREMAIN IS THE BEST BOOK EVER MADE :) AND I LEARN ALOT ABOUT THE BOSTON TEA PARTY AND HOW THE BRITISH
SOLDIERS WERE TRYING TO TAKE OVER............
Isauro E. said...
THIS BOOK IS ONE OF THE BEST I HAVE EVER READ BEFORE. I LIKED THE KNOWLEDGE THAT I LEARN FROM THE REVOLUTIONARY WAR
( BOSTON TEA PARTY ). I WOULD CHANGE THE END, RAB DIED AND THAT MAKES THE NOVEL A LITTLE SAD EVEN DO RAB DIED WITH
PRIDE AND WITH WHAT HE WANTED TO DO. danny p. said...
The book was ok i didn't like it so much. I think it was predictable that he was going to go to war and that rab was too. And another thing is that i mabye would have like it a bit more if we would have read it before we got into the subject in social studies.
Jessi P. said...
Johnny Tremain was the best book i have read in school!i love Rab & Johnny!i learned more from the book than i did in Socail Studies!
READ THE BOOK ;)
Lexi L. said...
Johnny Tremain is a different book in the way that it makes you want to read, but at the same time is secretly teaching you stuff. I learned things from reading the book that I didn't really know from Mr. Guin's class. I'd probably add more onto the end of the book because I kinda felt like it left me hanging. I hate when books do that. But overall, it was a great book.
♥ eRiKa H.
♥ said...
I think i learned more in this book about the revolutionary war then i did in mr. guinns! (: but this book was really good!!! (:
Serina R. said...
I really like Johnny Tremain. It was a good novel and very interesting. I really liked all the activities that we did at the beginning (obstacle course). The only thing that I didn't really like was how rushed we got towards the end of the book. With the snow we didn't get to do as many fun activities as we did earlier in the book. That was the snow's fault though. =( Overall I had a good time during this unit and I really look forward to the next one. POETRY!!
Jay B. said...
I really enjoyed this book. I liked how we (the readers) saw the Revolutionary War through the eyes of a normal citizen, where some Rev.
War books are through the eyes of a leader, such as George Washington. I also liked how the book was easy to understand, yet still had some complex ideas.
FeLeCe P. said...
I agree with what Jay said. The book helped me understand the Revolutionary War a lot better. I really liked the book. A few parts of the book were sad, like the ending. Overall the book was wonderful. I give it 2 thumbs up. :P
Abigail F. said...
I thnk this book would make it on top 11 favioret books i've read! I do agree with Erika about Mr. Guinns class, no offense to him.

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E. Survey from Summative Evaluation
Exit this survey
1. Default Section
1. How do you feel about the classtime devoted to the Johnny
Tremain unit?
How do you feel about the classtime devoted to the Johnny Tremain unit? not enough just right way too much
2. How do you feel about the projects in this unit?
How do you feel about the projects in this unit?
too easy just right way too difficult
3. How do you feel about the flexibility (changes in assignments and schedule) of this unit?
How do you feel about the flexibility (changes in assignments and

schedule) of this unit?
it confused me just right just move on already
4. Would you recommend using this unit for future students?
Would you recommend using this unit for future students?
No way.
Absolutely, yes.
Done
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