Lesson+A

ELAALRL3: The student deepens understanding of literary works by relating them to their contemporary context or historical background, as well as to works from other time periods. a. The student relates a literary work to primary source documents of its literary period or historical setting; the student relates a literary work to the seminal ideas of the time in which it is set or the time of its composition. ii. Colonial / Revolutionary/ National literature ELAALRC2: The student participates in discussions related to curricular learning in all subject areas. The student d. evaluates the merits of texts in every subject discipline. ELAALRC4: The establishes a context for information acquired by reading across subject areas. The student **//a.//** Explores life experiences related to subject area content. || Students are to review the novel Johnny Tremain, using their study guide in order to create a historical timeline of events from the Revolutionary period to include at least the Stamp Act, the Boston Massacre, rebellious acts of the Sons of Liberty, Boston Tea Party, and Pual Revere’s ride to Lexington. || 1. Students will have read the novel //Johnny Tremain// in class, and reviewed the content of the text by Esther Forbes as a group. They have access to their completed study guide ([]) which has notes as to content from the text, as well as historical context of the novel. 2. Copy of observation checklist for student evaluation. 3. Sign up for computer lab time (one computer per student).  ||
 * Lesson A: Timeline |||| Related Lesson: Revolutionary War, Founding Americans ||
 * **Grade level:** High School |||| **Unit**: Johnny Tremain ||
 *  **Goals** ||
 * **//Content Standards://**
 * 1) Identifies messages and themes from books in all subject areas.
 * **ISTE NETS-S** ||
 * Creativity and innovation |||| X Critical thinking, problem solving, & decision making ||
 * Communication and collaboration |||| X Digital citizenship ||
 * Research and information fluency |||| X Technology operations and concepts ||
 * **Instructional Objective(s):**
 *  **Action** ||
 * **Before-Class preparation:**
 *  **During Class** ||
 *  **Time**

25 minutes

30 minutes

5 minutes |||| **Instructional Activities** Teacher demonstrates how to create a timeline using Teachnology.com using daily events such as get out of bed/ brush teeth/ eat breakfast/ catch the bus/ go to first block. Students log on to the computer, access the website and begin to create a timeline for the Revolutionary War. The timelines should include all the events that were included in //Johnny Tremain,// at least: the Stamp Act, the Boston Massacre, rebellious acts of the Sons of Liberty, Boston Tea Party, and Paul Revere’s ride to Lexington. When the timeline is completed, each student will save it to their personal “homer” file on the school’s network server. || **Materials and Resources** One computer per student with internet access.

Website: []

Student “homer” file for use in saving completed timeline. || Observation checklist provides input for student participation in this timeline creation. ||
 * **Notes:** ||
 *  **Monitor** ||
 * **On-going Assessment(s):** The study guide is checked to verify participation in the reading process (prior to this lesson). Observation is made of students to be sure they are actively engaged in the process of creating a timeline. Observation checklist can be utilized to provide students with a class participation grade. ||
 * **Accommodations and Extensions:** Students will be working independently, however weaker students will be seated beside students who have more technological skill at the computers. ||
 * **Back-up Plan:** In the event of inability of using computers, the timelines will be created using pencil and paper. ||
 *  **Evaluation** ||
 * **Lesson Reflections and Notes:**