Thanks to Quite Tom
Objectives:
j) Identify new information gained from reading.
Materials:
Procedures of Learning Activity:
Introduction- (about 10 minutes)
1. The teacher will start this lesson by showing the students a picture of Jefferson's gravestone. The teacher will then proceed to read the head stone picture, stopping in between each accomplishment and posing a question to see if students recognize any of them. The students should be able to recall Thomas Jefferson through the previous unit on American Revolution and The Declaration of Independence.
2. The teacher will provide a reading to the students to on the gravestone. After allowing the students to read about the gravestone, the teacher will ask students, "which one of these accomplishments do you think is similar to one of George Mason's accomplishments (hint George Mason was not the founder of the college)"?
Instructional Learning Activity- (about 20 minutes)
1. The teacher will then to proceed to introduce the document that Jefferson wrote in 1779 for people to have religious freedom, keeping the government and churches separate. The teacher will provide the students with a reading on Thomas Jefferson and the Virginia Statute of Religious Freedom.
2. The students will be partnered up and work together to pull out at least one idea presented in the reading.
3. The students will then have to each write a sentence about the document and draw a picture of the idea. The teacher will show an example of her drawing from the reading showing people holding signs stating "We want religious freedom". The teacher's sentence will state, "Thomas Jefferson believed people should be able to pick the religion they wanted to." The teacher will be walking around assisting groups that need extra help.
Summary- (about 10 minutes)
1. The teacher will ask the students to share their pictures and ideas that they pulled out of the reading. The teacher will explain that the presenters should tell the class where in the reading their sentence was and explain their drawing.
2. The teacher will then put these drawings up in the classroom or in the hall for other students to read and look at.
Assessment: The teacher will be assessing the students prior knowledge by showing a photo of Thomas Jefferson's gravestone and discussing what they know and don't know about Thomas Jefferson. The teacher will be assessing students ability to work with a partner and buddy read. The teacher will be taking notes of how students are working in their pairs. The teacher will also be assessing the students ability to pull out important ideas for the reading and being able to draw and write a sentence about that idea. The teacher will walk around the room assessing students ability to explain what they drew in their pictures as well.
Differentiation:
- VS 6 The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by
b) identifying the ideas of Thomas Jefferson as expressed in the Virginia Statute for Religious Freedom - English 4.6 The student will read and demonstrate comprehension of nonfiction texts.
j) Identify new information gained from reading.
Materials:
- Picture of Jefferson's gravestone
- Reading on Jefferson's gravestone
- Virginia Statue of Religious Freedom document
- Virginia Statue of Religious Freedom idea worksheets
Procedures of Learning Activity:
Introduction- (about 10 minutes)
1. The teacher will start this lesson by showing the students a picture of Jefferson's gravestone. The teacher will then proceed to read the head stone picture, stopping in between each accomplishment and posing a question to see if students recognize any of them. The students should be able to recall Thomas Jefferson through the previous unit on American Revolution and The Declaration of Independence.
2. The teacher will provide a reading to the students to on the gravestone. After allowing the students to read about the gravestone, the teacher will ask students, "which one of these accomplishments do you think is similar to one of George Mason's accomplishments (hint George Mason was not the founder of the college)"?
Instructional Learning Activity- (about 20 minutes)
1. The teacher will then to proceed to introduce the document that Jefferson wrote in 1779 for people to have religious freedom, keeping the government and churches separate. The teacher will provide the students with a reading on Thomas Jefferson and the Virginia Statute of Religious Freedom.
2. The students will be partnered up and work together to pull out at least one idea presented in the reading.
3. The students will then have to each write a sentence about the document and draw a picture of the idea. The teacher will show an example of her drawing from the reading showing people holding signs stating "We want religious freedom". The teacher's sentence will state, "Thomas Jefferson believed people should be able to pick the religion they wanted to." The teacher will be walking around assisting groups that need extra help.
Summary- (about 10 minutes)
1. The teacher will ask the students to share their pictures and ideas that they pulled out of the reading. The teacher will explain that the presenters should tell the class where in the reading their sentence was and explain their drawing.
2. The teacher will then put these drawings up in the classroom or in the hall for other students to read and look at.
Assessment: The teacher will be assessing the students prior knowledge by showing a photo of Thomas Jefferson's gravestone and discussing what they know and don't know about Thomas Jefferson. The teacher will be assessing students ability to work with a partner and buddy read. The teacher will be taking notes of how students are working in their pairs. The teacher will also be assessing the students ability to pull out important ideas for the reading and being able to draw and write a sentence about that idea. The teacher will walk around the room assessing students ability to explain what they drew in their pictures as well.
Differentiation:
- Visual- the photo of the gravestone, sharing the pictures from the text, work being hung up
- Auditory- class discussions about the gravestone, reading with a buddy, sharing of the photos
- Intrapersonal- every student writes and draws their own pictures
- Interpersonal- working in pairs, whole class discussions
Extension:
After learning about Thomas Jefferson, the book Those Rebels, John & Tom, by Barbara Kerley could be read aloud. The book provides bright pictures and describes the relationship between John Adams and Thomas Jefferson. The book goes on to describe different character traits of each man. The students could continue to practice identifying and pulling out character traits.