Lesson+Plan

American Revolutionary Hero Lesson - Nathan Hale Fifth Grade March 24, 2012


 * __Content Standards__**
 * Connecticut Standards**
 * Standard 1 - Content Knowledge, Knowledge of concepts and information from history and social studies is necessary to promote understanding of our nation and our world.**
 * GLE 1.2.6. ** Explain the connections between local, state and national events (e.g., charter, Connecticut Constitution, colonization, American Revolution, U.S. Constitution).


 * __Learner Background__**

The students in this class have completed Unit A: Colonial America that focuses on 1620-1723 colonization of America. They have learned of n atural resources and religious freedom that were the major motivators in settling the American Colonies. This lesson is to expand on that knowledge by making connections to analyze and develop an understanding of how a citizen of Southeastern and his beliefs helped shape America.


 * __Student Learning Objective(s)__**

The students will:
 * Know that Southeastern Connecticut played an active part in the American Revolution. (Fort Trumbull/Griswold, Lebanon)
 * Use technology and learning resources to investigate, analyze, and develop a clear understanding of how individuals impact society.


 * __Assessment__**

The assessment will be a teacher-generated pre and post test to determine prior knowledge and learned knowledge. This test will be administered online.


 * __Materials/Resources__**

Links go here


 * __Class Setup:__**

This is a homogeneous collaborative group effort. Students work in teams of 2 or 3 and each segment is approximately forty (40) minutes in length.

__**Initiation**__ The teacher will initiate this lesson by using KWL, Jigsaw, Brainstorming, or any other prior learning assessment strategy.


 * Students are asked what they know about Nathan Hale. Individually, they must compose a list of facts and opinions on the hero.
 * Students in their homogeneous groups share and compare to compile a second list.
 * As a class, students discuss with teacher and post on chart paper.
 * Discussion continues with outline of what they are going to learn in this lesson.
 * Teacher assigns students a predetermined section of the web site in which to focus.
 * Pairs/teams are operator and notetaker. Roles switch midway through lesson.


 * Lesson Development**

The teacher will develop the lesson by learning how to create an interactive digital lesson through Web 2.0 tool wikispace. Students will actively engage in the lesson via laptops that they share in their classroom.


 * 1) Teacher demonstrates mechanics of wikispace and how students will navigate through its sections. This is done on whiteboard with projector and students are hands-off computers.
 * 2) Students start their computers and launch web site and go to assigned section (childhood, college life, teacher, military service, and tributes).
 * 3) Students read and follow directions, taking notes and comparing ideas according to the particular section.
 * 4) Individually, students will respond to questions in their history notebooks.
 * 5) Students will share and compare their responses as they research. They will use their district-wide writing format to demonstrate clear and concise written responses.
 * 6) Class convenes as a group to discuss their outcomes and share their findings.


 * Closure**

Closure for this lesson is a brainstorm of the concepts covered in the lesson.


 * Extensions**