Lesson Plan- Review Game- Pass the Monkey

TEACHER: Miss Gaskill
CLASS & GRADE LEVEL: 8th Grade American History
UNIT: The Revolutionary War
LESSON TOPICS: Review Day

TYPE OF LEARNING: Review
TIME ALLOTMENT: 1 Day

DAY: I day

STANDARD/BENCHMARKS:.
• Explain conditions, actions and motivations that contribute to conflict and cooperation within and among nations.
* Give examples and explain how governments attempt to achieve their stated ideals at home and abroad


OBJECTIVES:
Students will apply previous assignment and prior knowledge in playing.
Students will practice reading a timeline.
Students will display prior knowledge by playing a review game.
Students will discuss answers that have to have study guide.
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TEACHING MATERIALS:
Answer Key to Study Guide
Prepare 2 sets of 25 "scoring cards." On each of those cards, write a different instruction, for example:
* Earn 100 points
* Take 50 points from the other team
* Earn 70 points
* Double your total points
* Earn 500 bonus points
*Subtract 20 points from score.
Prepare 25 Questions
2 Monkeys

INSTURCTIONAL MATERIALS
16. Check the students agendas and stamp blue cards (5Minutes)
17. Have a couple students hand back work in the class tray
18. Tell the students that if their name is on the board I don’t have a score in the grade book for them. If they think that hand it and they don’t get it handed back, have them check the pile without names on it. If its not there do I don’t have it.
19. If their name is on the board and they get it back. Have hand it back in so I can record the score.
20. Have the students hand in any missing work.
21. Have the students get out their study guides. Go over the questions and discuss the answers to the work sheet.
22. When every questions has been answered split the class into two teams.
23. Have the teams sit in circles. Give each team an item to pass around.
24. Play music pass the time around when the music stomps that person has to come up and answer the question.
25. Have each contestant that is answering the question pick an index card (DO NOT SHOW THEM THE CARD UNTIL QUESTION IS ANSWERED)
26. When the question is answered show them the card if the answer is correct then do what the index card says.
27. Play the music and stop and the next person ends up with the object is the next contest.
28. The team with highest score wins at the end.


EVALUATION:
Students: How well are the applying previous assignment and prior knowledge in playing? Are the students able to practice reading a timeline?
How well are the students displaying prior knowledge by playing review game?


Teacher: Are the directions clear? How much time is this taking? Are the student just sitting there and not getting? What are they working on? What other question could be asked?

Lesson Plan- Study Guide Day

TEACHER: Miss Gaskill
CLASS & GRADE LEVEL: 8th Grade American History
UNIT: The Revolutionary War
LESSON TOPICS: Study Guide Day

TYPE OF LEARNING: Review
TIME ALLOTMENT: 1 Day

DAY: I day

STANDARD/BENCHMARKS:.
• Explain conditions, actions and motivations that contribute to conflict and cooperation within and among nations.
* Give examples and explain how governments attempt to achieve their stated ideals at home and abroad


OBJECTIVES:
Students will apply previous assignment and prior knowledge in completing the study guide.
Students will practice reading a timeline.
Students will display prior knowledge by completing a study guide.
.
TEACHING MATERIALS:
Study Guide

INSTURCTIONAL MATERIALS
9. Check the students agendas and stamp blue cards (5Minutes)
10. Have a couple students hand back work in the class tray
11. Tell the students that if their name is on the board I don’t have a score in the grade book for them. If they think that hand it and they don’t get it handed back, have them check the pile without names on it. If its not there do I don’t have it.
12. If their name is on the board and they get it back. Have hand it back in so I can record the score.
13. Have the students hand in any missing work.
14. Pass out the Study Guide. Students are to work by themselves quietly for 20 minutes and then they can work with a partner for the rest of the class period.
15. If the students are not quite the continue to work by themselves.


EVALUATION:
Students: How well are the applying previous assignment and prior knowledge in completing the study guide. Are the students able to practice reading a timeline?
How well are the students displaying prior knowledge by completing a study guide?


Teacher: Are the directions clear? How much time is this taking? Are the student just sitting there and not getting? What are they working on? What other question could be asked?

Lesson Plan- End of the War

November 5
TEACHER: Miss Gaskill
CLASS & GRADE LEVEL: 8th Grade American History
UNIT: The Revolutionary War
LESSON TOPICS: The End of the War

TYPE OF LEARNING: New
TIME ALLOTMENT: 1 Day

DAY: I day

STANDARD/BENCHMARKS:.
• Explain conditions, actions and motivations that contribute to conflict and cooperation within and among nations.
* Give examples and explain how governments attempt to achieve their stated ideals at home and abroad


OBJECTIVES:

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TEACHING MATERIALS:
Overhead
Blank overhead template
Text book
Declaration of Independence Worksheet
Rewrite Rubric

INSTURCTIONAL MATERIALS
1. Check the students agendas and stamp blue cards (5Minutes)
2. Students are going to perform their rewrite skits, jingles, poems etc., so to determine who goes first they can volunteer or teacher can draw sticks. (10 min.)
3. Go through and make sure everyone goes. The students will be graded based on the rubric on the back of this handout sheet.
4. Once the students are done, have them get out their books. Number the students off by 6.
5. In the book each group needs to cover one of the following sections:
a. End of the War
b. Why the Americans won
c. Costs of the war
d. Treaty of Paris
e. Creating a Nation
6. Students are to read and will be presenting this information to the class. By taking notes. (10 Minutes to prepare)
7. Students will present information to class. (10 Minutes)
8. If there is time the students can take a quiz over
EVALUATION:
Students: Were the students able to compare and contrast the Declaration of Independence of 1776 and the 21st Century Declaration of Independence? How well did the students rewrite their own version of the Declaration of Independence? How well did the students perform their version of the Declaration of Independence?

Teacher: Are the directions clear? How much time is this taking? Are the student just sitting there and not getting? What are they working on? What other question could be asked?

Lesson Plan- Declaration of Independence Rewrite

TEACHER: Miss Gaskill
CLASS & GRADE LEVEL: 8th Grade American History
UNIT: The Revolutionary War
LESSON TOPICS: The Declaration of Independence Rewrite

TYPE OF LEARNING: New
TIME ALLOTMENT: 1 Day

DAY: I day

STANDARD/BENCHMARKS:.
• Explain conditions, actions and motivations that contribute to conflict and cooperation within and among nations.
* Give examples and explain how governments attempt to achieve their stated ideals at home and abroad


OBJECTIVES:
Students will are to compare and contrast the Declaration of Independence of 1776 and the 21st Century Declaration of Independence.
Students will write their own version of the Declaration of Independence.
Students will perform their version of the Declaration of Independence.
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TEACHING MATERIALS:
Overhead
Examples overhead template
Copy of the 21st century rewrite
Declaration of Independence Worksheet


INSTURCTIONAL MATERIALS
1. Hand back blue cards
2. Check the students agendas and stamp blue cards
3. Pass out to each student the copy of the 21st Century Declaration of Independence
4. As a class read through this declaration.
5. Spend about 3 minutes make changes to it. Discuss with the students for about 5-10 minutes about the changes they would make.
6. Now, pull up the Overhead template of the Example. Notify the student that they are to write their own declaration of Independence but it is to be song to a song, show the examples.
7. This is their homework, come up with 2 verses per person (2 people= 4 verses) on their own version of the Declaration of Independence.
8. Students may work with 1 partner but they must have a total of 4 verses
9. Once student, know what the assignment is they are to finish answering the 7 questions about the Declaration of Independence (which is due by the end of class). They are too work on their rewrite and they will present these on Tuesday.

EVALUATION:
Students: Were the students able to compare and contrast the Declaration of Independence of 1776 and the 21st Century Declaration of Independence? How well did the students rewrite their own version of the Declaration of Independence? How well did the students perform their version of the Declaration of Independence?

Teacher: Are the directions clear? How much time is this taking? Are the student just sitting there and not getting? What are they working on? What other question could be asked?

Lesson Plan- Spirit of '76

TEACHING MATERIALS:
Lesson from the Patriots: Teacher’s Guide
THE CRUCIAL YEAR, 1776- class set
THE SPIRIT OF ‘ 76- class set

INSTURCTIONAL MATERIALS
15. Decide how to present background information on the colonies
16. THE SPIRIT OF ‘ 76 provides a brief sketch of life and culture in the colonies.
a. Distribute the essay and read aloud as a class, in Tavern Groups or as individuals.
b. Conduct a class discussion of information in the essay:
i. What was life like for the colonists
ii. How colonists reacted to events
iii. How colonists reacted to the Spirit of ‘76
iv. How students feel about life during such turbulent times
17. THE CRUCIAL YEAR, 1776 is the form of a letter, a refreshing change of format for the presentation of factual material. This fictional letter summarizes the political and military events immediately preceding the convening of the Second Continental Congress in Philadelphia
a. Select four or five students to read the letter aloud, taking turns with each paragraph.
b. Conduct a class discussion of information in the letter. Include to following points, plus any others that you or your students believe are important:
i. How Abel felt being an eyewitness to such momentous events
ii. How the Grant family reacted when the returned to the tremendous changes in attitudes among other colonists
iii. Do students think the events described in the letter are more exciting or more frightening?

EVALUATION:
Can the students recall the events and the lifestyle of the year 1776.
Are the students able to examine the political and military events immediately preceding the convening of the Second Continental Congress in Philadelphia.

Teacher: Are the directions clear? How much time is this taking? Are the student just sitting there and not getting? How could this be taught differently? Is there anything I need to change?

Lesson Plan- Web/ Graphic Organizer

TEACHER: Miss Gaskill
CLASS & GRADE LEVEL: 8th Grade American History
UNIT: The Revolutionary War
LESSON TOPICS: Web

TYPE OF LEARNING: New
TIME ALLOTMENT: 1 Day

DAY: I day

STANDARD/BENCHMARKS:.
*Explain conditions, actions and motivations that contribute to conflict and cooperation within and among nations
* Give examples and explain how governments attempt to achieve their stated ideals at home and abroad

OBJECTIVES:
Students Separate the aspects of the American Revolution in a web.
Students will draw out a web.
Students will display knowledge by listing categories and breaking the categories into sbu-categories

TEACHING MATERIALS:
Constructed web
Whiteboard/Markers
White paper
INSTURCTIONAL MATERIALS
9. Hand each student a white sheet of paper.
10. As a class the class will review these areas
11. On this sheet start with a circle in the middle and four boxes coming out of the circle. List the boxes: Causes, Prominent People, Documents, Major Battles.
12. Have the students go around listing these sub-categories. (See Constructed Web)
13. On the Constructed web the each should be listed and students can add more if they would like.
14. Parts to look at in the book: The major battles: See constructed web for page to look on in book.
Assignment:
Students are to list What the prominent people did.


EVALUATION:
Are the Students able to separate the aspects of the American Revolution in a web.
Can the students will draw out a web?
Did the students will display knowledge by listing categories and breaking the categories into sub-categories
paragraphs in one sentence? Are they able to follow the directions? Does this worksheet make sense? Are there a lot of questions?

Teacher: Are the directions clear? How much time is this taking? Are the student just sitting there and not getting?