Katie Pinkelman TE 843

Unit Plan 6.30.11

The American Revolution, Historical Fiction and Leadership: A Unit Plan

Introduction

I imagine this unit taking place in a fifth grade classroom, where historical fiction and

American history are elements of the English Language Arts and Social Studies curriculum. In

addition, I based the unit around the concept of leadership. I believe strongly that educators

should be developing leadership skills in our students. Furthermore, the school where I hope to

be teaching next year recently adopted the Leader in Me program, which integrates leadership

skills with the existing curriculum. I felt these three elements naturally blend well together in a

unit that students will find engaging and motivating.

The majority of my unit is based on Wilhelm’s inquiry approach to teaching. Wilhelm

argues that this technique is truly motivating for students and encourages deep, conceptual

understanding. The lack of motivation among students, even children in lower elementary, is a

growing concern for me. We must find ways to educate our children in ways that are

meaningful and relevant to them. As Wilhelm (2007) questions, “Since what we teach really

does matter, why not teach it in such a way that students can share your excitement and your

understanding of how and why learning it is important, for their lives today and in the future”

(p. 165)?

An additional component from our course I wanted to include in the unit was the

concept of multiple literarcies, particularly students’ out-of-school literacy practices. Not only

must we expand our notion of literacy “from print-based books to print, nonprint, and

multimedia texts” (Xu, 2008, p. 41), we need to recognize and value the literacies students

bring to the classroom from their experiences outside of school. The results of my literacy

surveys clearly illustrate students are more engaged in learning when their teachers

incorporate a variety of strategies, particularly opportunities to use different kinds of media

and text. I tried to imagine this unit as a true hybrid space, as described by Xu, where in-school

and out-of-school literacy practices meet in the classroom.

I envision the following framework for the unit, acknowledging that adjustments may

need to be made based on students’ needs or issues that may arise. The first week would be an

overall introduction to the American Revolution through the use of historical fiction picture

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books, a historical fiction novel, documentaries and a variety of visuals. We would continue to

read the novel during the second week, but I would also begin to incorporate various

informational texts (textbooks, articles). Students would continue to use informational texts,

including websites, during the third week to delve deeper into the events and people of the war

and to examine the tumultuous time period from various perspectives. The fourth week would

mark a gradual shift into American Revolutionary leaders, including the start of research for the

final assessment. We would continue our research, develop and present our projects during

the fifth and sixth weeks.

Throughout the unit, we will keep in mind our guiding question: What makes a great

leader? Students will be asked to think about the leadership qualities of the various characters

in the historical fiction texts, as well as the historical figures of the American Revolution. In

preparation for the cummulative assessment, students will use a variety of resources and note-

taking strategies to research an American Revolutionary leader. One of these resources will be

informational websites. Prior to exploring the Internet, I will incorporate a few lessons which

focus on teaching students how to read and analyze websites. Depending on when this unit

would take place during the year, these lessons may have already taken place. In that case, we

would take an opportunity to review this important information.

As a concluding activity and assessment, students will design and create a PowerPoint

presentation or video, using various media forms, to present their research project to the class.

Students must include the role their chosen historical leader played in the American Revolution,

as well as his or her invovlment in key events. Moreover, the presentation must contain an

answer to our guiding question and evidence of leadership qualities exhibited by their chosen

historical figure, thus addressing the two major goals of the unit.

Reflection

In the last few weeks of this course and in the development of this unit, I’ve recognized

the importance of backwards planning. As I worked my way through this unit, determing the

flow and framework, I was able to constantly refer to the cummulative assessment, which I

believe addresses the essential question and the two major unit objectives. Keeping in mind

Wilhelm’s ideas, the importance of multiple literacies and the significant role relevance plays in

student motivation, I was able to create a unit I believe will truly engage my students and help

them to develop a deep understanding about the American Revolution, historical fiction and

the qualities of great leadership. If my hopes comes true, I’ll be teaching fifth grade at Moraine

Elementary next year and will be thrilled about the opportunity to teach this unit. However,

even more importantly, developing this unit has provided me with the practice to create

inquiry-based lessons, using multiple literacies, which will have a long-lasting impact on my

teaching and will be be beneficial for all my future students.

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Instructional Context: Historical Fiction and the American Revolution Timeline: Approximately six weeks Placement: Fifth Grade English Language Arts and Social Studies

Curriculum Map Essential Question/Overall Goals What makes a great leader?

1. Use various print, visual, aural and digital texts to explore the time period from the French-Indian War to the adoption of the U.S. Constitution. Hereafter, this period is referred to as the American Revolution.

2. Use out-of-school and in-school literacies to analzye essential leadership qualities, with a focus on leaders of the American Revolution.

Content Major political, economical and idealogical reasons for the American Revolution Multi-faceted nature of the American Revolution Roles key individuals played in the American Revolution Structure, elements and style of historical fiction Structure, elements and text patterns of informational text Connect personal experiences to larger, global themes Skills Students will read historical fiction texts and recognize elements of the genre. Students will understand and analyze the events, issues and key players of the American

Revolution. Students will research an American Revolutionary leader using various resources. Students will practice note-taking skills. Students will describe characteristics of great leadership and justify their ideas. Students will create and present a multmedia research project using a variety of resources. Learning/Teaching Strategies Teacher guided explorations Reading strategies – graphic organizers, think-alouds, questioning and comprehension

techniques Exit ticket Historical simulations and drama techniques Small group discussions and presentations Various texts as references Frontloading activity – Opinionaire Timeline Project presentation Cummulative Assessment Students will create a multimedia personality profile of an American Revolutionary leader. The project should address evidence of great leadership skills as demonstrated by the historical figure. Students will also be required to include a description of the role(s) the leader played in the American Revolution and his or her involvement with key events.

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Unit Resources

**Resources may be added, changed or altered. Historical Fiction Texts

Katie’s Trunk – Ann Turner Redcoats and Petticoats – Katherine Kirkpatrick The Scarlet Stockings Spy – Trinka Hakes Noble Sleds on Boston Common – Louise Borden When Mr. Jefferson Came to Philadelphia: What I Learned of Freedom – Ann Turner By the Sword – Selene Castrovilla Joining the Boston Tea Party – Diane Stanley Johnny Tremain – Esther Forbes

OR The Fighting Ground – Avi

Informational Texts

Social Studies American History – Houghton Mifflin The Bill of Rights: Protecting Our Freedom Then and Now – Syl Sobel Shh! We’re Writing the Constitution – Jean Fritz From Thirteen Colonies to One Nation – John Micklos, Jr. Other texts and articles as needed

Other Texts

Give Me Liberty or Give Me Death – Patrick Henry o http://www.youtube.com/watch?v=XvJrSdr34co

Sesame Street: The American Revolution o http://www.youtube.com/watch?v=TnWxFOqsWdk&feature=related o http://www.youtube.com/watch?v=Ar6cFIfPFW4&feature=related

Schoolhouse Rock Video Liberty! The American Revolution – PBS Political cartoons, photos and illustrations Informational short videos

o http://www.history.com/topics/american-revolution/videos Songs and lyrics

o Revolution – The Beatles o Yankee Doodle

Websites

www.history.com www.pbs.org www.socialstudiesforkids.com www.history.org

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Lesson 1 Leadership Opinionaire

(Day One of Unit)

Rationale As stated by Wilhelm (2007), “frontloading provides the initial purpose, motivation and

background to get strated with a new unit” (p. 73). Therefore, this first lesson will be used to motivate and spark interest with the guiding question and the unit.

Objective

Students will discuss and clarify some of their own thoughts about leadership. Activities

I will introduce students to our new unit and its essential question. I’ll let them know I’d like them to get started thinking about leadership by sharing some our own ideas about what makes a great leader.

Students will be placed into small groups. An opinionaire will be distributed to each group [Appendix A]. Groups will read over opinion statements and ask one another for any clarifications, if

necessary. Students will share their thoughts about whether they agree or disagree with each

statement, as well as their reasoning. Groups will take notes on some of the “hot topics” during the discussion and be

prepared to share with the whole class. After groups have had enough time to discuss their ideas, we will share as a whole class. As students share their thinking, I will write a list of some of our beliefs about what

makes a great leader, which we will be able to refer to throughout the unit.

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Lesson 2 Historical Fiction Introduction

(Week 1)

Rationale This lesson will be used to introduce both the historical fiction genre and the American

Revolution. During a class discussion, students will be able to share their prior knowledge to establish background and provide future opportunities, as we work through the unit, to connect new understanding to prior knowledge.

Objective

Students will explore the elements of historical fiction through picture books. Students will be provided background information about the American Revolution

through historical fiction picture books. Activities

I will let students know we will be exploring the guiding question by learning about the key events and important leaders of the American Revolution.

I will ask students to share what they know (or think they know) about the American Revolution and historical fiction. What are some things you already know about the American Revolution? What about any of the people involved? Why did the American Revolution happen? How did it begin/end? Have you ever read any historical fiction books? Which ones? What did you notice about these texts? I will record their ideas on an overhead.

Students will be placed in groups, provided with a historical fiction picture book and a worksheet [Appendix B].

As they read their book, students will take notes on what parts of the story are fact and what is fiction, as well as portions they are unsure of.

After reading the text, groups discuss some of the the story elements that a reader might be expected to find in a historical fiction story.

Students will list their ideas. After groups have had enough time to discuss their ideas, groups of students will have

an opportunity to present their book with the whole class. Students will provide a summary of the story, as well as factual and fictional elements.

After each group has presented their information, we will have a whole-class discussion about historical fiction elements.

We will record ideas and then as a class, determine certain historical fiction characteristics. The Venn Diagrams and information about the historical fiction genre will be referred to as we work our way through the unit and adjustments will be made, as determined by the class.

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Lesson 3 American Revolution Timeline

(Weeks 2-4)

Rationale Providing students an opportunity to create a visual representation of the significant

events of the American Revolution will help students keep oriented to the complex time period.

Objective

Students will work with a partner to create a timeline of the American Revolution. Activities

I will show students the following American Revolutionary War timeline: http://www.ushistory.org/declaration/revwartimeline.htm as we review the benefits of timelines and graphic organizers.

Students will brainstorm with a partner what they like/dislike about the timeline and what could be improved about the timeline. What works about the timeline? What doesn’t work? What could be done to make this timeline better? More interesting? More helpful?

Students will share their ideas with the whole class as I record suggestions for improvements.

Partners will be provided with a sheet of butcher paper. As we work our way through the history of the American Revolution, students will use

their timelines to take notes and record key information. Each piece of the timeline should include the date and location, a list of the people

involved, a short summary and the significance of the occasion. Partners will work together to create their timeline in any manner they wish. Students

will be encouraged to include illustrations and visuals and to be creative. This will be an ongoing activity and as we explore the American Revolution each day,

each period will be wrapped-up with 5-10 minutes of “timeline time.” That is, each day partners will work on their timeline together to include any key events discussed that day during class activities.

Students will use their timelines as a resource for their cummulative assessment and I will be able to use the timelines as an ongoing assessment for students.

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Lesson 4 Patriots (Whigs) vs. Loyalists (Tories)

(Week 5 or 6)

Rationale Encouraging students to examine different viewpoints of the American Revolution helps

them to develop a wider perspective on world events. Objective

Students will justify a Patriot or Loyalist perspective by role-playing. Activities

Students will meet with their small groups. A graphic organizer will be distributed to each group [Appendix C]. Groups will imagine they are Patriots and Loyalists and brainstorm arguments for each

side of the American Revolution. What were the Patriots/Loyalists thinking? Why and in what ways did the Patriots/Loyalists think they were right?

Students will write their ideas on their graphic organizers; they should have a similar number of ideas for each side.

After groups have had time to discuss their ideas, I will distribute a red or blue chip to each student. Students who receive red chips are Loyalits and students who receive blue chips will act as Patriots.

Student volunteers will meet for a roundtable – three representatives from each set. Students at the roundtable will act as if they are meeting prior to the start of the

Revolution, hoping to prevent war. Each side must try to persuade the opposition to see their point of view.

If students at the roundtable get stuck, they can ask for assistance from their delegates (the rest of the class). Delegates can also contribute ideas to provide their representatives with support.

Students at the the roundtable will rotate places with delegates in order to involve more students.

During the rountable, I will act as facilitator. After the roundtable has finished, students will complete an Exit Ticket [Appendix D].

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References

Michigan’s K-8 Grade Level Content Expectations. (2009). Fifth grade english language arts and fifth grade social studies. Retrieved from http://www.michigan.gov/mde.

Wilhelm, J. (2007). Engaging readers & writers with inquiry. New York, NY: Scholastic. Xu, S.H. (2008). Rethinking literacy learning and teaching. In K. Hinchman and H. Sheridan-

Thomas (Eds.), Best practices in adolescent literacy instruction (pp. 39-56). New York, NY: Guilford Press.

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Appendix A

What Do You Think About Leadership?

Please read over the following opinions with your group members. Before discussing each statement, make sure everyone understands each idea. Take turns sharing whether you agree or disagree with the following statements; be sure to justify your thinking. Take notes about some of the interesting thoughts, the “hot topics,” you share about each statement. We will be sharing as a whole class so be ready to report out about your group discussion. You are either a leader or a follower; you can’t be both. Great leaders always have the right solution to a problem. They don’t make mistakes. Good leaders don’t do all of the work on their own, they share responsibilities. Leadership equals power. Great leaders are just born that way. Great leaders tell other people how to do things. How great leaders act is more important than what great leaders say. A leader is just as good as the people he or she leads.

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Appendix B

Historical Fiction

Please read your historical fiction picture book with your group. As you read, take notes using the Venn Diagram. After you’ve finished reading, discuss with your group what story elements might be required of the historical fiction genre. It might help to think about other genres you are familiar with (realistic fiction, fantasy, fable). List your ideas below. **This Venn Diagram would be larger so students would be able to use it to take notes.

FACT FICTION

FACT OR FICTION?

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Appendix C

Patriots (Whigs) vs. Loyalists (Tories)

Imagine you were alive during the 18th century. Brainstorm with your group what Patriots and Loyalists might say about the American Revolution. Each group believed their thinking was right; what might they say to justify their beliefs? Read the example to help you get started and then write your ideas below.

Patriots – Whigs Loyalists - Tories

Think about the Stamp Act. Why should we all of a sudden have to pay for something we’ve been doing free for years?

We are at war with France and need to pay for that. Besides, when all the colonists were so upset with the Stamp Act, we decided to repeal it.

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Appendix D

Patriots (Whigs) vs. Loyalists (Tories) Exit Ticket

Before you head home for the day, I’d like to know what you thought of our roundtable meeting today. Share your ideas below.

1. What is something important you learned during the discussion?

2. What do you think was the Patriot’s strongest argument? Why is that idea significant?

3. What do you think was the Loyalist’s strongest argument? Why is that idea significant?

4. Describe how you contributed to our discussion today.