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REVOLUTION

REVOLUTION. why?. Text 1: Franklin’s Snake. Literacy Approach: Prediction. Students will view Franklins divided snake published in 1754 during the French & Indian War for puzzlement. Questions will be solicited from students regarding the image

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REVOLUTION

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  1. REVOLUTION why?

  2. Text 1: Franklin’s Snake

  3. Literacy Approach: Prediction • Students will view Franklins divided snake published in 1754 during the French & Indian War for puzzlement. • Questions will be solicited from students regarding the image • Predictions will be made concerning what students believe the image represents • Predictions will include how students can find answers to their questions • Text concerning image will be read by students in groups, and discussed in groups http://www.history.org/history/teaching/enewsletter/volume5/november06/primsource.cfm • Connections will be made between this symbol and the American Revolution

  4. Learning Goals • Students learn the symbolic relevance of Franklin’s Snake regarding unification of colonies during the French & Indian War • Students learn the specific meanings of the divided parts of the snake and the phrase “join or die” • Students learn the significance of a unification symbol in the colonies in the years leading to revolution after the French & Indian War. • Students begin to understand that tensions between England and the Colonies predate the Tea Acts.

  5. Prediction Rationale • Prediction can focus the students’ study toward key features of the text. • When trying to prove their predictions students will critically examine the symbol and compare it to assigned text in a more meaningful way. • When studying text and symbol students will make connections between what they learn and their predictions which supports contextual understanding. • Students can use image context and connections with further study of content texts.

  6. Literacy Approach: KWL • Students will now be presented with a KWL worksheet (http://dl.dropbox.com/u/11125303/kwl.pdf). • A brief explanation about the Proclamation of 1763 will be given to the class as a 2 min lecture. • Students will work in pairs to fill in the “know” section of worksheet, they will be able to use much of what they learned from their exploration of Franklin’s snake in the “Know” column. • Students will independently practice their predicting skills when writing in the “want to know” column, they will be instructed to focus on what they think they can learn from the upcoming video.

  7. Royal Proclamation 1763

  8. What I Learned Column • Students will compare the two prior columns and check for accuracy of what they know and what they want to know. • We will discuss if what they “knew” changed as they watched the video. • Then will fill in the “what I learn” column individually

  9. Learning Goals • Students will practice how to make predictions and connections with prior knowledge. • Students will understand how images and ideas of Colonial unity influenced colonial opinion about the proclamation line. • Students will begin to examine different points of view in regards to the proclamation line. • Students will understand causes and effects of the proclamation line.

  10. KWL Rationale • Continuing with the lessons theme regarding early influences on the American Revolution, studying the proclamation line that occurs shortly after the French & Indian war highlights early tensions. I want to connect this knowledge with early sentiment for unity represented by Franklin’s Snake. • In regards to literacy, students will practice their cognitive skills of prediction, and connecting as well as see how different points in history can relate to a theme; such as how a sentiment of unity can influence opinions about fair treatment under authority. • KWL specifically focuses students on what they are looking for when engaging with the text and helps them organize the important points once they find them.

  11. Proclamation Line Maps

  12. Literacy Strategy: POV-Letters • Continuing with our exploration of early tensions leading to the American Revolution I will give students a new source that has outlined maps of the Proclamation line with supporting text.: http://www.virginiaplaces.org/settleland/proclamation.html • Students will be allowed to review and change their KWL worksheets as they engage with the text. • Students have already engaged with the content and vocabulary of the website so they will be instructed to jump right in and freely explore (Krashen, 2007) • Students will be instructed on the POV-letters that will be the final assessment of this lesson. So that they can prepare for that as they read and discover

  13. Point of View -Letters • Students will now use the resources they have compiled during the two prior activities and culminate their understanding by writing a point of view letter. • Students will choose a voice and a receiver. • They will be asked to include at least three historical references in their letters.

  14. Learning Goals • Students will continue to make historical connections regarding the theme of the lesson. • Students will practice critical reading and comprehension skills as they prepare to write a letter from a point of view. • Students can work with partners to discuss their points of view to help them continue to discover new ways to look at the information provided in the texts of the lesson. • The idea that tensions began before the Royal Acts will be a continued theme.

  15. POV Rationale • Point of View Letters enhance students’ critical thinking, reading and comprehension skills. It will take focus and the ability to synthesize the information that they have gathered throughout the lesson to create a competent version of a letter that could have been written. • Adding the free browsing of the website is a way to differentiate for ELL’s (Krashen, 2007) as they are allowed to seek out and use comprehensible input. • Writing to learn helps students to clarify their thoughts an make connections between knowledge they bring to class and what they learn there (Vacca, Vacca & Mraz, 2011).

  16. Learning Theory • Students focusing on the way they think and how connections are made is a cognitive theory learning approach. • The prediction approach helps organize new information and makes connections to prior knowledge. • Writing to Learn increases comprehension and connection building. • Working in groups and discussing pieces of the lesson creates a collaborative environment with a low affective filter.

  17. Conclusion • Students worked with a theme about the early causes of the American Revolution. • Students engaged with their textbook and three additional supporting texts. (Image, Video, Text) • Students worked with three different literacy strategies: Predicting, KWL, & POV-letters. • Students worked as a class, as small groups and individually as they practiced the skills learned in successive parts of the lesson. • Rubric: http://dl.dropbox.com/u/11125303/Engaging%20Students-RUBRIC.docx

  18. References • Vacca, R. T., Vacca, J.A., & Mraz, M. (2011). Content Area Reading (p. 284). Boston: Pearson. • Krashen, S. (2007) Free Voluntary Web-Surfing. The International Journal of Foreign Language Teaching, 3(1).

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