Work that I consulted when justifying the planning of my unit and creating my activities:
Burke, K. (2009). How to assess authentic learning (5th ed.). Thousand Oaks, CA: Corwin Press.
Burke’s book was essential to help me determine the appropriate formative/summative and informal/formal assessments to give my students throughout the 5 lesson unit as well as a differentiated and higher level thinking summative assessment (my choice board).
D'Arcangelo, M. (1998). The brains behind the brain. How the Brain Learns, 56(3), 20-25.
This article helped me determine differentiation and accommodation strategies for different groups of students based on D’Arcangelo’s work on the development of the brain and how it best learns.
Fisher, D. & Frey, N. (2007). Checking for understanding: Formative assessment techniques for your classroom.
Alexandria, VA: ASCD.
Fisher and Frey really guided me in learning how to capitalize on formative assessments instead of only thinking that an assessment must be formal and summative like I had in the past. I learned that assessments were not all about grades, in fact often times assessments are in place to help me as the teacher continue to guide the lessons in a way that is appropriate for my students.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. (2nd ed.). Upper Saddle River,
NJ: Pearson Education.
Tomlinson was crucial to my understanding of differentiating my activities to fit a variety of student needs in my classroom. This text helped me to understand the different among differentiating by content, process, and product, as well as by readiness, interest, and student profile. This text talked a lot about Gardner’s multiple intelligences as well.
“A Letter to my Dear Nephew” SJH Lesson Plans. Stonewall Jackson House, 2010. Web. 14 Nov. 2012.
http://www.stonewalljackson.org/lesson_plans.html
This website provided an activity that is in my Think-Tac-Toe choice board for Lesson III. This activity focuses on the use of primary resources and provides students with an opportunity to own their learning through an interactive and independent task learning about primary sources and Thomas “Stonewall” Jackson.
Henry Hill Visitor Center. National Parks Service. National Parks Service, 10 Aug. 2012. Web. 14 Nov. 2012.
http://www.nps.gov/mana/planyourvisit/index.htm
This was the website I referenced for my field trip and field trip lesson plan. The National Park Service created an informative website about National Battlefield Park in Manassas, Virginia. This website provided me with details on how to plan my visit as well as additional teacher and students resources that I hope to incorporate into my classroom.
http://fcps.blackboard.com/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_334496_1%26url%3D
Above is the link of Susie Orr’s workshop resources. I had the opportunity to attend a foldable training of hers and got some great ideas on how to incorporate foldables into my unit. In fact, I use them for both my venn diagrams in lesson I and II, as well as a wrap up activity in lesson V. It was a pleasure to meet Susie and I can’t wait to incorporate what I learned during her workshops in my classroom.
"Two Generals, Many Perspectives." NYTimes.com. N.p., n.d. Web. 14 Nov. 2012.
http://learning.blogs.nytimes.com/2008/10/20/two-generals-many-perspectives/.
This NYTimes blog was the inspiration for my whole group activity in lesson II where the students responded in their journals about what they think was happening in the painting “Let Us Have Peace”. I thought this was a great activity to incorporate a Fine Arts piece into my social studies unit.
"Standards of Learning (SOL) & Testing." VDOE. N.p., n.d. Web. 14 Nov. 2012.
http://www.doe.virginia.gov/testing/index.shtml.
The Virginia S.O.L website is where I got all of my information on the standards I used to create the framework for my lesson and my unit. It was the use of these standards that dictated the direction of my lesson plans, activities and objectives.
Burke’s book was essential to help me determine the appropriate formative/summative and informal/formal assessments to give my students throughout the 5 lesson unit as well as a differentiated and higher level thinking summative assessment (my choice board).
D'Arcangelo, M. (1998). The brains behind the brain. How the Brain Learns, 56(3), 20-25.
This article helped me determine differentiation and accommodation strategies for different groups of students based on D’Arcangelo’s work on the development of the brain and how it best learns.
Fisher, D. & Frey, N. (2007). Checking for understanding: Formative assessment techniques for your classroom.
Alexandria, VA: ASCD.
Fisher and Frey really guided me in learning how to capitalize on formative assessments instead of only thinking that an assessment must be formal and summative like I had in the past. I learned that assessments were not all about grades, in fact often times assessments are in place to help me as the teacher continue to guide the lessons in a way that is appropriate for my students.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. (2nd ed.). Upper Saddle River,
NJ: Pearson Education.
Tomlinson was crucial to my understanding of differentiating my activities to fit a variety of student needs in my classroom. This text helped me to understand the different among differentiating by content, process, and product, as well as by readiness, interest, and student profile. This text talked a lot about Gardner’s multiple intelligences as well.
“A Letter to my Dear Nephew” SJH Lesson Plans. Stonewall Jackson House, 2010. Web. 14 Nov. 2012.
http://www.stonewalljackson.org/lesson_plans.html
This website provided an activity that is in my Think-Tac-Toe choice board for Lesson III. This activity focuses on the use of primary resources and provides students with an opportunity to own their learning through an interactive and independent task learning about primary sources and Thomas “Stonewall” Jackson.
Henry Hill Visitor Center. National Parks Service. National Parks Service, 10 Aug. 2012. Web. 14 Nov. 2012.
http://www.nps.gov/mana/planyourvisit/index.htm
This was the website I referenced for my field trip and field trip lesson plan. The National Park Service created an informative website about National Battlefield Park in Manassas, Virginia. This website provided me with details on how to plan my visit as well as additional teacher and students resources that I hope to incorporate into my classroom.
http://fcps.blackboard.com/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_334496_1%26url%3D
Above is the link of Susie Orr’s workshop resources. I had the opportunity to attend a foldable training of hers and got some great ideas on how to incorporate foldables into my unit. In fact, I use them for both my venn diagrams in lesson I and II, as well as a wrap up activity in lesson V. It was a pleasure to meet Susie and I can’t wait to incorporate what I learned during her workshops in my classroom.
"Two Generals, Many Perspectives." NYTimes.com. N.p., n.d. Web. 14 Nov. 2012.
http://learning.blogs.nytimes.com/2008/10/20/two-generals-many-perspectives/.
This NYTimes blog was the inspiration for my whole group activity in lesson II where the students responded in their journals about what they think was happening in the painting “Let Us Have Peace”. I thought this was a great activity to incorporate a Fine Arts piece into my social studies unit.
"Standards of Learning (SOL) & Testing." VDOE. N.p., n.d. Web. 14 Nov. 2012.
http://www.doe.virginia.gov/testing/index.shtml.
The Virginia S.O.L website is where I got all of my information on the standards I used to create the framework for my lesson and my unit. It was the use of these standards that dictated the direction of my lesson plans, activities and objectives.
Work Cited: Virtual Field Trip
Bridge, The Stone. National Parks Service. National Parks Service, 10 Aug. 2012. Web. 17 Oct. 2012.
http://www.nps.gov/mana/historyculture/places.htm
“The First Battle of Bull Run, 1861." The First Battle of Bull Run, 1861. N.p., n.d. Web. 17 Oct. 2012.
http://www.eyewitnesstohistory.com/bullrun.htm
Samuel English's letter appears in:
Rhodes, Robert H. (editor), All for the Union (1985); Buel, Clarence, and Robert Underwood, ed., Battles and Leaders
of the Civil War, vol I (1888, reprinted1982); Foote Shelby, The Civil War, A Narrative, Fort Sumter to Perryville
(1986); McPherson, James M., Battle Cry of Freedom
http://www.nps.gov/mana/historyculture/places.htm
“The First Battle of Bull Run, 1861." The First Battle of Bull Run, 1861. N.p., n.d. Web. 17 Oct. 2012.
http://www.eyewitnesstohistory.com/bullrun.htm
Samuel English's letter appears in:
Rhodes, Robert H. (editor), All for the Union (1985); Buel, Clarence, and Robert Underwood, ed., Battles and Leaders
of the Civil War, vol I (1888, reprinted1982); Foote Shelby, The Civil War, A Narrative, Fort Sumter to Perryville
(1986); McPherson, James M., Battle Cry of Freedom