American History 5th Grade Unit: American Revolution Objective: Students will understand the reasons why the

patriots wanted to obtain freedom and break away from English rule, and will articulate those reasons through a Voicethread presentation. Lesson: What reasons did the Patriots have for leading the country into the Revolutionary War?

Gagnes Nine Events of Instruction

Example of Relation of method to be used the step to in the classroom TPACK?

As the lesson begins, another teacher will come into the classroom and, posing as a student, will act as if he is tardy to class. He will be very dramatic and will list several complicated reasons for his tardiness, beginning with not being able to decide what to choose to eat in the lunch line, and ending with a detailed description of why the bathrooms closest to the classroom were unacceptable for him to use, forcing him to go across the building to use the facilities before class began, thus making him late. Then another teacher will come into the classroom and, posing as a student, will explain to the teacher that he is tardy because he had been in a meeting with his guidance

Gain attention

counselor. He will have a pass signed by the counselor as evidence. The teacher will ask the class which of the two reasons is the most valid and why, spurring a mini-discussion on the dangers of making important decisions by yourself, not being good at selecting your priorities, and how concrete evidence is needed to make your decision valid.

Students will receive a handout with the objectives listed. Students will be able to:
o

Inform learners of objectives

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Understand who each key historical figure in the Revolution was (verbal skill) Identify through research reasons why each figure felt the Revolution was necessary (intellectual skill) Demonstrate this knowledge through the construction of a script in which one student asks the historical figure questions, and one student answers them in the figures persona (cognitive skill) Synthesize the information collected into a Voicethread (intellectual skill) Based on information

from each groups presentation, evaluate-as a group--whether the information presented warranted a good or poor argument for starting the Revolutionary War. (attitudes)

Students will brainstorm in small groups the three most important figures in the American Revolution. Students will them come together and the teacher will facilitate a discussion where the three most important figures are identified.

Stimulate recall of prior learning

One student in each group can use his or her smart phone to cast the groups guesses using a program that collects information that the teacher can access instantly. This would be beneficial because it would make the activity accurate and the feedback immediate.

Present the content

Teacher will explain Voicethread by displaying an overview of the program. The overview will touch on the overall features, focusing specifically on features needed for the final interview presentation. Presentation will end with the teacher showing students an example of a Voicethread.

Use of the website and instructional videos fits TPACK model because it provides visual and auditory content that enhances the content more completely than a verbal explanation would.

Provide

learning guidance

Once the students have been given some background on Voicethread, the teacher will walk the students step by step through how to create an interview using Voicethread. Then the entire class will get computers and the teacher will guide them step by step through the initial startup. An instructional video has been created to support their learning and provide them a resource to refer back to while creating their Voicethreads. The parts of the project that the students will see are o Initial Voicethread set up. o Inserting the images. o Creating the voice comment for the slide, using two different voices and their finished interview script. o Including an introduction and a conclusion by the interviewer. o How to post their completed Voicethread. Projects need to include: o A title slide o At least four but no more than seven questions and answers o At least four documented reasons why this particular patriot wanted a new government or a revolution. o An introduction and conclusion. o A bibliography image created in MS Word, for images and your information

The use of the Voicethread is supported by the TPACK model, because the Voicethread provides students with an interactive method for demonstrating their knowledge of an American Patriot. The interview is enhanced by the technology, as it allows the students to individually create an interview, synthesize the information they gathered, and present that information in a manner that is entertaining.

Once the Voicethreads have been completed, they will be played by the teacher for the class to view. Students will be given a copy of the rubric, so they can use the information to guide them as they work.

Students will work on their Voicethread in independent groups. Teacher will monitor progress and provide assistance as needed. Additional aides and LRC staff will be on hand to provide additional assistance. Students in the ELL program will create their Voicethreads with the ELL support staff. Based upon IEP and support staff recommendations, final requirements and rubrics will be adjusted as needed.

Elicit performance

Provide feedback

Throughout the process of creating the Voicethreads, the teacher can provide feedback. If a student has not yet grasped a concept or idea, this is the time to provide more information and different examples. Feedback from other learners observing the performance can also be very helpful.

Assess performance

At the end of the project, student performance will be assessed in order to determine

if the desired learning has occurred. This assessment will be completed using the previously indicated rubric. Students final grades are determined based on reasons given, research done, Voicethread production, and overall product. This project will count as one assignment in the entire body of gradable material. The rubric designed will address just this project.

Enhance retention and transfer

Throughout the course, the teacher will provide real-life examples, so that students can relate these examples to their own lives. In doing so, he hopes that the knowledge gained in this lesson will be transferred to other courses and hopefully to the students formation of their own political philosophies and general knowledge of history. Daily sessions can be closed by reviewing the key points, answering the questions and asking for learners feedback. The teachers use of Socratic questioning further ensures the internalization and retention of the material.