UPT

Cassandra Sclafani and Kimberly Lehn Professor Shteirman EDU 566 19 June 2012 =Universal Planning Tool*=
 * Working Title: ** The American Revolution: Team Patriots or Team Loyalists?


 * Content Standards: **
 * Subject and Grade Level: Social Studies, Grade 8 (Hartford Public Schools Curriculum)
 * Unit Topic: The American Revolution: The Colonies in Rebellion
 * Primary Learning Outcomes (CT Grade Level Expectations):
 * 3.1-1 Compare and contrast two or more interpretations of a historical event.
 * 2.5-11- Present persuasive pieces on historical questions and use appropriate visual evidence.
 * 3.3-5 - Justify why people might have different points of view on a historical or contemporary issue.
 * Primary Learning Objective: Learning Objective 3 - Use primary and secondary sources to write a persuasive newspaper article to support either the Patriot or Loyalists point of view.


 * Information Literacy/Inquiry Standards/21st c. Skills (From AASL): **
 * 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
 * 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conﬂicting information, and point of view or bias.
 * 1.1.9 Collaborate with others to broaden and deepen understanding.
 * 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
 * 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
 * 3.1.3 Use writing and speaking skills to communicate new understandings e ﬀ ectively.


 * Purpose: ** The purpose of this assignment is for students to persuade others to join the Patriots or the Loyalists side of the American Revolution. They are to act as a major supporter of their side and submit a letter to the public that will be printed in the local newspaper.


 * Essential Question Connecting Content to Purpose: ** During the time of the American Revolution, which side had a cause that was most relevant to the people living in the colonies? Which side, the Patriots or the Loyalists, was going to win the war and why?

resources when clear conclusions cannot be drawn.
 * Work Habits (from AASL): **
 * 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superﬁcial facts.
 * 1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information.
 * 2.2.1 Demonstrate ﬂexibility in the use of resources by adapting information strategies to each speciﬁc resource and by seeking additional
 * 2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.


 * Thinking Skills: ** Students will **analyze** the information about the Revolutionary War in order to be able to **draw conclusions** about which side of the war should be joined and will win: the Patriots or the Loyalists. They will then have to **justify** and **support** why that side should be joined by writing a letter that will be printed in the newspaper.


 * Formats of Products and/or Performances: **
 * Diagnostic Assessment – Students will complete an online pre-assessment regarding the Patriots and Loyalists stance during the American Revolution. This will give teachers insight as to how familiar students are with this topic.
 * Formative Assessments – Venn Diagram, ABCD cards, exit slips, student work progress
 * Summative Assessment – The summative assessment will be the letter that students write for the newspaper in support of the Patriots or the Loyalists.


 * Audience: ** The audience for this task will be the citizens that read the local newspapers.

** Instructional Arrangement(s): ** _x individual __ _x __ small group large group _x__ whole class
 * Role of Learner in Task: ** The role of the learner will be an activist for either the Patriots or Loyalists side of the war.

Published: London ; New York : DK, 2002.
 * Technology or Resources Suggested: **
 * Teacher created LiveBinder [], access code: amrev
 * Print encyclopedias and books covering topics such as the American Revolution, Patriots, and/or Loyalists
 * Interactive whiteboards
 * Noodlebib for citations: []
 * Writing a research paper []

School Librarian:
 * Collaborative Teaching Roles and Responsibilities: **
 * __ Pre-project Preparation: __
 * o Gather online and print resources
 * o Prepare lessons on researching, note-taking, and citing sources
 * o Prepare Venn Diagram, KWL, and T-chart
 * o Prepare formative assessments to be done during research and development phases
 * o Create rubric for summative assessment (focusing on researching and citing sources)
 * __ During research phase: __
 * o Teach researching, note-taking, and citing
 * o Facilitate research in the LMC
 * __ During development phase: __
 * o Assist students with citations and format
 * __Final Assessment__:
 * o Grade final project (summative assessment)

Classroom Teacher:
 * __ Pre-project Preparation: __
 * o Gather resources for writing a persuasive letter
 * o Prepare lessons on note-taking and writing a persuasive letter
 * o Prepare formative assessments to be done during research and development phases
 * o Create rubric for summative assessment (focusing on writing a persuasive letter, grammar, spelling, and support)
 * __During research phase__:
 * o Teach note-taking
 * o Teach lessons on writing a persuasive letter
 * o Assist students with compiling and organizing information
 * __ During development phase: __
 * o Support students during development of their letter
 * __Final Assessment__:
 * o Grade final project (summative assessment)

Day One – Class – Introduce project, diagnostic assessment, lesson on note-taking Day One – LMC – Discuss what project will look like in LMC and complete Venn Diagram lesson to compare Patriots and Loyalists, begin research and note taking Day Two – Class – Lesson on Writing a Persuasive Letter Day Two – LMC – Lesson on Citing Resources, research continues Day Three – Class – Research and Development Day Three – LMC – Research and Development Day Four – Class – Research and Development Day Four LMC – Research and Development Day Five – Class – Sharing of Projects with Peers Day Five LMC – Sharing of Projects with Peers
 * Timeline: **

*Please note this UPT format was adopted from the template supplied by Professor Shteirman.

Works Cited American Association of School Librarians. //Standards for the 21st-Century Learner//. Chicago: American Association of School Librarians, American Library Association, 2007. Web.19 June 2012.

*File available for download below.