Project Equality: Paul Revere Middle School

Brooke Alayna Baber

Emily Folino
Zack Janson
Jordan Lawwill
Lauren Loney



Team Organization
Organizational Structure of Middle School
District Vision: All efforts of the district are focused on providing a quality education
and effective learning environment that prepares students to succeed and to accept responsibility
in their family, their place of work, and in society.
Belief Statement: We the people of Paul Revere City Schools are committed to
providing an environment that fosters continual learning and guides learners to life, liberty, and
the pursuit of happiness. When new teachers are hired on at Paul Revere, they are required to
memorize the belief statement. By doing so, they are taking part in the literacy theory of Mental
Discipline, which will be to read and study the belief statement until it is learned as a part of the
way they carry out their teaching every day in their classrooms (Tracey, Mandel-Morrow, 2012,
p.36.). Students and teachers will also learn through the Mental Discipline theory by
memorizing and knowing their expectations.
Expectations
Student Expectations:
Respect Expectations- I will respect myself, others, my school and our community.
Equality Expectations- I will treat others how I wish to be treated, I will stick up for a
student who is being treated unfairly, I will include anyone who may be left out, I will take
responsibility to tell a teacher or adult if I see someone being bullied, left out, or being treated
unfair.

General Expectations/Responsibilities- I will respect Paul Revere school expectations at
all times including in my classrooms, in the hallway, in the restrooms, during assemblies, on
field trips and outings, and anywhere that I am representing my school and my community.

Teacher Expectations:
Respect Expectations- I will respect my students and all students, my fellow teachers and
administrators, my school, and the community that envelopes it.
Equality Expectations- I will treat all students with equal dignity without bias and with
patience. I will carry out my responsibility to protect them individually and as a group of
students from anyone breaking equality expectations or moral conduct in any way. If a student
comes to me with a disposition, I will also carry out my place of authority to see to it that the
problem is addressed. I will treat my fellow teachers each as my equal because we are a team.








Organizational Structure of team
School Name: Paul Revere Middle School
Location: Boston, Massachusetts
Mascot: The Paul Revere Patriots
Staff: Two teachers per room including a general educator and intervention specialist. This does
not include paraprofessionals.
What Type of School we are: Public (open to community after hours), universally designed, co-
taught.
Parent involvement: Open communication/collaboration for parent-teacher.
Professional Development: Before class even meets each year, teachers will be part of a
Literacy Development workshop for professional development, which will be lead by the
English/Language Arts faculty, as well as Education and Literacy professors from the University
of Boston to lead our teachers to implement well known literacy theories such as behaviorism,
constructivism, and social learning theories in their lessons and interactions with students every
day. Here, our staff will be involved in the Social Constructivism theory which involves
learning through social interaction (Tracey, Mandel-Morrow, 2012, p.145). We believe it is just
as important for our instructors to learn through these theories as it is for our students to.




Paul Revere Middle School Bell Schedule
Regular Schedule: Student Day: 7:30-2:15
One-Hour Delay Schedule: Student Day: 8:30-2:15
Two-Hour Delay Schedule: Student Day: 9:30-2:15
1 34 Hour Early Dismissal Schedule: Student Day: 7:30-12:30
Monday-Friday (Periods 1-6) Period 1- 7:30-8:29
Period 2- 8:33-9:32
Period 3- 9:36-10:35
Period 4- 10:39-12:09
Lunch A- 10:39-11:07
Lunch B- 11:09-11:37
Lunch C- 11:39-12:07
Wake Your Brain 12:07-12:13
Period 5- 12:17-1:12
Period 6- 1:16-2:15




Extracurriculars: All of your basic sports, clubs and debate teams. Any student can
create a club with a letter signed by 10 potential members.
Dress Code: Uniforms- Red, white or navy polo shirt with khaki pants for boys and
choice of khaki pants or uniform skirts for girls. Choice of athletic shoes,
natural hair colors, no piercings besides ears
Community Involvement: GROOM ENERGY SOLUTIONS- Provides renewable and
energy efficiency technology and services such as the installation of lighting, HVAC equipment,
and solar, wind, and cogeneration systems, to commercial and industrial companies
(http://www.inc.com/profile/groom-energy-solutions). Our School is an energy efficient school
and partners with Groom Energy Sources. They sponsor our school with technology resources
such as tablets for each student, smart boards in every room, etc. and we are their companys
vision for an eco-friendly, green school. After school hours, our school doors are open to the
community as a resource center for parents, families, and community members can come
together for after school activities. Areas of the school that will be open include the library for
additional literacy learning and resources, the gymnasium for individual or group exercise, and
our kitchen will be open for free snacks and family nutritional learning classes. This is a basis of
the Family Literacy Theory which defines the ways that families use literacy at home and in their
community (Tracey, Mandel-Morrow, 2012, p.102).
The Main Event: To make students culturally aware of the history of their very own
backyards, our school will be hosting and running a community event on December 16
th
to
celebrate the 241
st
anniversary of the Boston tea Party. All semester students will work on
various assignments and projects to showcase at the event and to help set up the event. This will
include their assignments in cross-curricular content and elective classes. The event will be open

to the entire community and City of Boston. The event will include food, a live reenactment,
music, art showings, and project and assignment features from students.

Elective/Choice Class Descriptions:
Visual Arts Classes: All students will be in general art education, 2D/3D studio, or digital
broadcasting for the semester. Each assignment will be related to the end of the semester Boston
Tea Party event. Students will advertise for the event by creating fliers, brochures, and
commercials for the school and the community. They will also create statues, paintings, and
other artistic form of expressions to show at the event.
Music & Performing Arts Classes: All students will be in marching band, general music
education, concert choir, or drama class for the semester. Each class will either perform at the
Boston Tea Party event, or will be immersed in the musical culture of the world during the time
period of the revolution.
Personal Finance, Home Economics, & Woodshop: These classes will be electively chosen
by students and will also be cross-curricular with the rest of their content and arts classes in
preparation for the community-wide Boston Tea party Anniversary event held on December 16
th
.
** All of our elective courses involve components of literacy learning including the Unfoldment
Theory which is the belief that learning is done best by curiosity and the natural unfoldment of
the minds of students to lead their own education (Tracey, Mandel-Morrow, 2012, p. 32-35).
This will allow the students to take what they are learning in their content classes and translate it
into visual and performing arts, and apply it to real world skills such as financing, home-making
and building.

Paul Revere Middle School Lunch Menu

Sunday Multi- Cultural
Monday
Treat Tuesday Whole Grain
Wednesday
Thankful
Thursday
Free Lunch
Friday
Saturday
1 2 3 4 5
Student lunches-
$2.75
Reduced Price-
$0.40
Breakfast- FREE
FOR ALL
STUDENTS!
Vegan and
Vegetarian options
always-available
everyday.
*Cold fruit, Veggie
bar open everyday.
Grilled Chicken
Breast
Baked Potato
Choice of Vegetable
Choice Of Fruit
FREE RICE
CRISPIE TREAT!
Fat Free milk
Whole wheat
spaghetti with meat
sauce
Tossed salad
Baby Carrots
Choice of fruit
Fat free milk
Turkey Sandwich on
Wheat
Mashed Potatoes
Vegetables
Choice of fruit
Pumpkin Pie
Fat free milk
Hamburger or
vegetable burger
Baked Beans
Tator Tots
Variety Vegetables
Fat Free Milk

6 7 8 9 10 11 12

Chicken Stir Fry
Oriental Vegetables
Fortune Cookie
Fat Free Milk
Macaroni And
Cheese
Fish Sandwich
Oranges
Fat Free Milk
FREE ANIMAL
COOKIES!
Pizza on Whole
Grain Crust
Corn
Choice of Fruit
Fat Free Milk
Tossed Salad with
Turkey
Choice of Fruit
Apple or Cherry Pie
Fat Free Milk

Corn Dog
Macaroni and Cheese
Choice of Fruit
Choice of Vegetable
Fat Free Milk

13 14 15 16 17 18 19

TACO DAY!
Black Bean Salsa
Tortilla Chips
Fruit Pizza
Fat Free Milk
Grilled Chicken
Sandwich
Freedom Fries
Fruit Cocktail
Sundae Bar
Fat Free Milk
Whole Wheat Pasta
Meat Sauce
Tossed Salad
Apple Slices
Fat Free Milk
Baked Ham
Corn Bread
Green Beans
Corn
Bananas
Fat Free Milk
COOKS CHOICE!
*All Cold Options
Still Available.

20 21 22 23 24 25 26

General Tsos
Chicken
Brown Rice
Vegetable Stir Fry
Fortune Cookie
Fat Free Milk
Chili Dogs
Freedom Fries
Vegetable Salad
Campfire Smores
Choice of Fruit
Fat Free Milk
Whole Grain Pizza
Tossed Salad
Pudding Cup
Choice of Fruit
Green Beans
Fat Free Milk
Choice of
Ham/Turkey/Chicke
n
Corn
Green Beans
Apple Slices
Hamburger
Freedom Fries
Fruit Pizza
Green Beans
Fat Free Milk

27 28 29 30

Lasagna
Tossed Salad
Garlic Bread
Pudding Cup
Apple Slices

Grilled Chicken
Vegetable Mix
Fruit Cocktail
Cookie Bar
Fat Free Milk

Whole Wheat
Grilled Cheese
Tomato Soup
Fruit Pizza Slice
Green Beans
Fat Free Milk
* All Beef is
100% USDA
Choice Approved







Programs Fostering Health, Wellness, and Safety
Health and Wellness Program: Wake Your Brain. For 6 minutes after the last lunch bell, our
students and staff participate in light physical activity to get their minds ready for the second
portion of the day. This may include light aerobics, jumping jacks, stretching, etc. and is lead by
our physical education instructors and broadcasted live throughout the school via televisions and
smart boards.
Immunizations needed to enter Pre-School: 4 doses of DTaP, DTP or DT or any combination
(Diptheria, Tetanus, Pertussis) 3 doses of OPV or IPV (Polio) 1 dose MMR (Measles, Mumps,
Rubella) 3 or 4 doses Hib depending on the vaccine type and the age when the child began the
series 3 doses HEP B (Hepatitis B)
CPR classes
Health Class: A very critical stage of development occurs when students are in middle school,
and they must become educated on how to maintain proper social, emotional, and physical
health. Our aim is to guide our students into making healthy and smart choices that they must
understand.
Safety: Security system in place- Have to be buzzed in to enter the building, and must pass thru
the office to enter the building. Students will not be allowed to enter and exit without passing
through the office, and they must be signed out by a parent, or a designated adult. There will also
be cameras throughout the schools to prevent incidents from occurring, and to be sure there are
no students in the hallway without needing to be. Students will also be required to have a pass
from a teacher anytime they are in the hallway.
Wellness: meals are healthy and well balanced and provide students all the nutrition they need
to succeed at school.

Guidance and Support Services
We pledge, as teachers, administrators and staff to provide mental health services to our students
to maintain a sound, healthy school community.
Guidance Counselors: Paul Revere Middle School provides students with a guidance counselor
per grade: one for 6th, 7th, and 8th. The purpose of these counselors goes far beyond scheduling
classes for students. They will be an advocate and a foundation of trust that students can go to if
they have any kind of issue in or outside of our school walls.
Peer Mediation Team: Students of good conduct/behavior and positive leadership reputations
are nominated by teachers. Nominated students then apply for a position on the peer mediation
team and guidance counselors and select teachers and administrators meet and go through
applications and interview students to select a team of 7-10 peer mediators. These must be 7th
and 8thb grade students and 8th graders who were 7th grade mediators can continue in the
program without reapplication. Training takes place once a week after school supervised by
school guidance counselors.
Open-Door Policy: All three guidance counselors, administrators and teachers will have a time
during the day where they have open-office hours for all students. This can be a time where
students can check on their progress in classes, speak to counselors or administrators
confidentially, or get whatever help they need from these resources.
Grief Counseling: For the unfortunate occurrence death of student, teacher, or friend or family
member of students or teachers, our guidance counselors will provide grief counseling during
their office hours for as long as the time is needed.



Exceptionalities Rationale
Paul Revere Middle School sets its foundation on equality and values alike. We are
proud of the steps we have taken to ensure full inclusion and equal opportunities for every
student to succeed and meet their fullest potential as thriving citizens in our society, community,
and school district. We stand by the unity that the founding fathers of our country proclaimed
for us as having life, liberty, and the pursuit of happiness.
We will provide students with exceptionalities and/or disabilities with whatever tools and
resources they need to learn and grow in our classrooms. This will include a general educator
and intervention specialist in EACH classroom and paraprofessionals for students in need of
personal aids. We will also implement parent and community advocate and support groups to
ensure that each students voice is heard. For our multi-handicap students in particular, we will
provide opportunities to experience functional living and employment by partnering with
companies in the area like Groom Energy Solutions, Planet Fitness, etc. With this being said, all
students in need of any means of transportation will have those provided to them whether it be
for work study programs, getting to school, or special cases, they will be covered in full.
All students on an IEP will be provided with transitional plans for the move to the next
grade level or high school. This can include behavior management plans, goal settings, etc. to
see that the following school year will assist in improvement and further success. All lessons
will use Universal Design for Learning (UDL) components so that each type of learner is able to
retain information from the lessons and that their personal learning modalities and multiple
intelligences are being accounted for. Also any form of technology needed will be available for
students including switches, tablets, smart and Tapit interactive touch boards, text-to-speech and

speech-to-text devices (i.e. Dragon, and Natural Reader programs), Smart Pens, eReaders, and
Tobii communication devices.
Our school also has specific innovative attributes to make all staff, students,
administration, and community members aware and included in our inclusive environment.
These attributable programs are described below:
1) Project Pals: Students take as an elective course and are partnered with a student
pal with developmental/intellectual disabilities. Students will work together for the duration of
the semester. At the beginning of the semester, pals with develop social and functional goals and
will work on goals during class meetings. At the end of the semester, families and friends will
be invited to Project Pal Party where teams will present their progress and celebrate
friendships made and goals met through the semester. A large portion of project pals is the
Social Learning/Social Cognitive theory aspect (Tracey, Mandel-morrow, 2012, p. 130). The
students with exceptionalities will learn functional and academic skills in part by their pal
modeling positive aspects of these skills to them.
2) 100% Handicap Accessibility: Our school is equipped with ramps on each staircase,
elevators to every floor, braille on all signs and doors, & automatic door opening options to
ensure that no student is left without total transportation access.
3) Support-Resource/Sensory Rooms: In each hallway there is a room designated for
students with disabilities to accommodate any additional needs in order to carry out the school
day.


Background of Students and Community
Our main goal of equality is what we believe all schools should model their curriculum
from. Every student everywhere is different no matter the color of their skin, gender, adopted
religion, or country they live in. Our community is in such a richly historical location that the
point of the matter isnt to keep them focused on Americas values alone, but to lead them to
realize that because of equality and the freedoms and values we have, they can know, learn, and
adopt whatever ways of life, liberty, and pursuit of happiness they chose to live out. Each
student studies and operates differently. After discovering what works well for each student,
you will provide the conditions needed for his or her learning and the tools each student will
need to succeed at new cognitive challenges (Brown & Knowels, 2007, p. 107). This is a
statement we will maintain throughout our classrooms and halls to ensure that no form of
diversity is seen as a disabilityonly differences to further embrace.
Because we live in a historical city, at times it is found difficult to bring new ideas and
concepts to the community in which we live. Our eco-friendly and energy efficient school will
be a change from what a lot of the older community is used to and will be comfortable with.
But by partnering with the community and holding our event, we hope that anyone skeptical
come out and see what our school has to offer.
Our main anniversary event is how we plan to involve parents, community members and
visitors throughout the semester in the curriculum. The values of equality that our students will
take home from their well-rounded education this semester will be delivered as they present the
event to the community and the City of Boston. We are ecstatic and hopeful to be a light and
set a standard to the public school system on these values and dispositions we hold furthermore.

Lesson Plan Organizers (4)
LANGUAGE ARTS LESSON PLAN ORGANIZER
COMMON CORE STANDARDS (for E/LA and Math) and
OHIO REVISED STANDARDS AND MODEL CURRICULUM (Science and Social Studies)

Student Performance Objective:
Students will write an expository letter to the city of Boston. The letter will be written to the
city asking if they can host an event celebrating and making the community aware of the 241
st

anniversary of the Boston Tea Party. Students will use technology to help research to develop an
organized expository letter and work with peers to edit their writing.

Literacy Rationale and Component:
Inquiry-based group learning, researching information, peer editing

Key Academic Language:
Students will learn what an expository letter working in lit circles by and do research to help
write their letter. After they find their research for their letter students will write a rough draft and then
peer edit their letters.

Materials: smart board, laptop or iPad, pencil and paper

Procedure a brief description of your lesson/activity, including critical thinking questions
Students will first be we in groups where they will use iPads or laptops to find out what is an
expository letter. Then in the groups students will brainstorm ideas about what they need to research for
their letter. Then individually the students will write a rough draft of their letter. When the students
finish their rough draft they will then peer edit each others letters. After peer editing students will then
write their final draft of their letter.

Differentiations based on learning modalities/multiple intelligences and Universal Design for Learning
I will explain and show examples of an expository letters and some ideas for students to
research for their letters by using the smart board. I will allow students to handwrite or type their letters.
If the students cannot write an aide or paraprofessional will help them write their letter.











Assessment describe the tool you would use and what specifically is being assessed

The Students writing will be assessed by the rubric below.
Category 3 Points
(Meets Standards)
2 Points
(Almost meets Standards)
1 Point
(Doesnt meet Standards)
Introduction
Paragraph
Introduces the Topic. Structure
and elements of introduction
Paragraphs are included.
The paragraph introduces
the topic, but does not
include all
the elements of an
Introduction paragraph.

The topic is not clear in the
Introduction and uses few
elements and structure is not
clear.

Body
Paragraphs
The paragraphs have lots of
supporting details that are
related
to the topic.
The paragraphs have
some details
supporting the topic,
but need more details to
keep the topic clear.
The paragraphs have few to
no supporting details related
to the topic.
Conclusion
Paragraph
The paragraph has a strong
ending and all the elements
of a closing paragraph are
included.
The closing paragraph is
in the
letter, but lacks elements
of a
closing paragraph.
The letter lacks a closing
paragraph or not enough
elements
to make a closing paragraph.
Spelling &
Grammar
There are few or no spelling or
grammar mistakes.
There are some spelling and
grammar mistakes.
Sentences are incomplete.
There are lots of spelling and
grammar mistakes
throughout the letter.
Sentences are not complete
in the letter.
Focus on
Topic
The main idea is presented
through the whole letter.
The main idea is mostly
throughout the letter,
but lacks in some areas.
The main idea is not
presented throughout the
letter.













MATHEMATICS LESSON PLAN ORGANIZER

COMMON CORE STANDARDS (for E/LA and Math) and
OHIO REVISED STANDARDS AND MODEL CURRICULUM (Science and Social Studies)

Student Performance Objective: Students are going to be solving real-world based
mathematical problems involving finding the volume and area of different things that we will need to
host our event for the 241
st
anniversary of the Boston Tea Party. The lesson will be introduced with
basic geometry aspects. The students will know about hosting the anniversary even from the beginning
of the semester, so it will be no surprise to them that we will be using the skills that we learn in
geometry for the final event. We will take an early field trip to the event site to get all of the dimensions
that it will take to plan this even. Using tape measures and yardsticks, the students will make a plan and
measure out where things will go. From there, the students will use Pythagorean Theorem, volume and
area formulas to get a final product of how to set the props and big things up.
Literacy Rationale and Component: Students will be using Social Learning theories and
Inquiry based learning for this lesson. The students will be exploring the community to figure out the
volume and area of all the things that they will need to host the anniversary event. Also this is an
Inquiry-Based project because they are working all together for a common goal.
Key Academic Language: Pythagorean Theorem, volume, area, 2D, 3D, real-world
mathematical problems, cylinders, cones and spheres.
Materials: Writing utensils, paper, yardsticks, string to mark the dimensions, tape measures,
and tablets/computers to record the information found.

Procedure a brief description of your lesson/activity, including critical thinking questions
The unit will begin by an introduction of geometry.
The students will take guided notes, and practice problems with the Pythagorean
Theorem of right triangles, volume and area of: cylinders, cones, spheres, squares and
rectangles.
Quizzes will be given throughout the lessons to make sure the students are
understanding and comprehending these concepts.
Next there will be an introduction of our part of the event that Paul Revere will be hosting.
It will start with handouts and presentations of how we will be using the geometry
skills that we have worked on to figure out all of the proper settings and dimensions
for our main event.
The students will take a fieldtrip to the site that the event will be hosted, and use the
materials provided to decide where things will be placed.
The information gathered during the fieldtrip will formulate problems for the students
to figure out in small groups.
Once the students come to conclusions between their small groups/class as a whole, we will
send the measurements into a contracting company that will be setting everything up.
Differentiations based on learning modalities/multiple intelligences: This lesson will be
completely equipped for Universal Design.
Assessment describe the tool you would use and what specifically is being assessed:
Assessment for this project is informal. The students will be mainly graded on their participation in the
project. At the end, they will turn in all of their research from the field trip, work shown to solve the
equations and the final product of the formulas.

SCIENCE LESSON PLAN ORGANIZER
COMMON CORE STANDARDS (for E/LA and Math) and
OHIO REVISED STANDARDS AND MODEL CURRICULUM (Science and Social Studies)

Student Performance Objective:
The goal of this lesson is to challenge students to think critically and distinguish between
physical and chemical changes by comparing their observations using different types of materials
that are found in everyday life. This allows students to be able to make a connection to real life.
Also, students are asked to reflect over these changes and are challenged to describe whether
these changes are chemical or physical.

Key Academic Language:
Ohio Academic Content Standards (Science K-8)
RST 6-8.1. Cite specific textual evidence to support analysis of science and technical texts.
RST 6-8.7. Integrate quantitative or technical information expressed in words in a text with a
version of that information expressed visually. (e.g. In a flowchart, diagram, model, graph, or
table).
WHST. 6-8.9. Draw evidence from informational texts to support analysis reflection, and
research.

Instructional Strategies:
1. Provide students with the materials below and have them work in small groups and
challenge them to make as many physical changes with paper as possible without
creating any chemical reactions. Have students record their observations of the paper
first. (Students should be using the scrap paper and water)
2. Have students use the matches to set the paper on fire. Ask students to record their
observation and ask them if this is a physical or chemical change.
3. Split both the baking soda and vinegar into two separate bowls and have students make
observations over both. Have them predict what they think will happen when they are
mixed together.
4. Combine both the vinegar and baking soda in a large bowl, (make sure you stand away
from the bowl) and observe the reaction between the two. Have students take notes or
draw pictures!
5. In relation to the Boston tea party, have students use a bag of tea into a cup of water and
have them record their predictions in what they think will happen. Also, ask students if
they feel that mixing tea with water is a physical or chemical change.

Materials:
Scrap paper
Matches
Bowl
Water
Spoon
Baking Soda
Vinegar
Tea

Cup Of Water
Goggles

Activities:
Worksheet that focuses on critical thinking
Lab reporting based on observations

Accommodations for Special Learners:
Directions are given in multiple means of representation to reach all students
Students are placed in groups with multiple learner levels

Assessment (formal or informal):
Observe student participation in anticipatory set (informal)
Discuss student definitions and reactions to different reactions (informal)
Observations Worksheet (formal)


Literacy Rationale and Component:
Cooperative Learning
Inquiry Based Learning
Critical Thinking














Subject____________ Date _____________ Name: .

Physical Changes Worksheet

Directions: Answer each question based on your observations and your thoughts.

1) What do all of the items on the table have in common?


2) What is your evidence?


3) What happens to the paper when it undergoes physical changes?


4) What do you think will happen when the paper undergoes chemical changes?


5) What difference do you see between the vinegar and baking soda? What do you think will
happen when they are mixed?



6) Record your observations between the vinegar and baking soda.



7) Do you think mixing tea with water will be a chemical or physical change?



8) Explain what is happening with the tea and water:





Materials:

What do you think will
happen?
Physical? Chemical? What else would you
mix it with?
Paper with
matches




Vinegar




Baking Soda




Tea


























Social Studies Lesson plan Organizer

COMMON CORE STANDARDS (for E/LA and Math) and
OHIO REVISED STANDARDS AND MODEL CURRICULUM (Science and Social Studies)

Student Performance Objective: Students will be paired with a pen pal from either England, or the
Czech Republic. We chose these two countries because they are operated under a different form of
government than ours in America, so it will gives students a deeper look into how another countries
operates. In England, for example, they have a completely different outlook on our countries Declaration
of Independence, so it will be very valuable for our students to learn how others view what we view as a
document of freedom.

Literacy Rationale and Component: Cooperative Learning/ This will require students to work
together, and use problem solving based learning to decide what they feel is appropriate for their own
Declaration. Social- Cultural Theory/ This emphasizes the role of social, cultural, and historical factors
in the human society. This theory is especially prominent for this lesson, because it stresses the cultural
factors, and how important it is to be able to integrate those into our world now. Scaffolding/ This will
occur as I am introducing the students to this lesson. I will introduce them to the Declaration of
Independence, and then allow them to be independent thinkers when it comes to deciphering the
meaning in the text. This will encourage them to think critically on their own, but also allow them to
share what they believe the meaning is. Close Reading/ The students would read through the Declaration
themselves, and while reading they should circle any unknown word, underline any key vocabulary, and
highlight what they see as important for their own Declaration. This will encourage them to interpret
words and phrases as they are used in a text, because reading is critical to building knowledge in
history/social studies.

Key Academic Language: Cooperative learning, Close Reading, Scaffolding, Peer review/evaluation.

Materials: Computers- for video chat with their pen pal.
iPad- to be able to connect with their pen pal, and share each others ideas.
If we have technical difficulty, there will be other forms of communication with our pen
pals, EX: group chat, or email.


Procedure a brief description of your lesson/activity, including critical thinking questions
To begin the lesson, students will be required to read the Declaration of Independence, and
take a quiz on what they have learned.
Immediately following, they will have to make a list of 10 aspects of the Declaration that
they find most important.
Once they have compiled the list, they must work with their pen pal to come up with their
own Declaration of Independence.
This is a cooperative learning activity, where they will compare and contrast our government
with their pen pals.
After each group makes their own Declaration, they will be required to present it to the other
groups thru video chat on their iPads.

They can chose to present their work in multiple forms; A visual list, put into the form of a
song, or make an artifact to represent their declaration. An artifact could include, but not be
limited to: News story, Essay, Journal entry, Poem, Short Story, Book, Script/Play,
Interviews, Multi-media, Collage, etc. However, the artifact will have to be approved by me
before hand.
Finally, once their presentation is over, they must write a reflection on- 1. Why they chose
the rights and responsibilities they did, 2. What part they played in the project, and 3. How
they felt the overall presentation went, and what they could have done differently.
The reflection will help them think critically, and self-evaluate their presentation. It will also
teach them how to be accountable.
The students and staff will vote on who they think came up with the best Declaration, and the
top five presentations will present at the anniversary event of the Boston Tea Party that the
school is hosting.

Differentiations based on learning modalities/multiple intelligences
The work will all take place with the use of a computer, and an iPad.
The presentation that the students are required to give can be visually written out, put into the
form of a song, or make an artifact to represent their Declaration.

Assessment describe the tool you would use and what specifically is being assessed
I would provide the students with a rubric that listed my expectations.
They would also be required to do a peer review; I will provide them with a sheet that will
ask questions such as group members participation, to prevent students from being able to
benefit from their group members work, if they did not put any work in themselves.
Peer reviews would be anonymous and I would be the only person who could see them.
They would be assessed based on how well they worked with their pen pal,
How organized their Declaration of Independence is,
And how they tested their creative and imaginative mind.



















Ohio Standards for Educators

*Standard The standard is a broad category of knowledge, skills, or performance.

1. Standard 1 (Students) - Teachers understand student learning and development and
respect the diversity of the students they teach.
Inside our classrooms we model respect for students, accepting diverse cultures,
languages skills, and experiences. By doing so, we are able understand what student
know and are able to do. In using this knowledge, we are able to meet the needs of all
students. We are able to set clear rules of respect for individuals to avoid stereotypes and
generalizations.
Most importantly, the purpose of Paul Revere City Schools is to provide a
positive educational atmosphere for students to strive to do their best work and respect
the rights of human dignity of fellow students. Each of our teachers work inside the
community, school, and district to ensure that gifted students, students with disabilities
and at-risk students to have access to all opportunities and resources.

2. Standard 2 (Content) Teachers know and understand the content area for which they
have instructional responsibility.
Paul Revere Middle School challenges teachers to integrate different viewpoints,
theories and processes of inquiry to guide their thinking and instructional planning. Our
teachers seek out different opportunities to enhance and extend student learning. We
challenge our teachers to continue to deepen their knowledge of content through new
learning and use it to support the growth of other educators as well. Each of our teachers
understands school and district curriculum priorities of the Ohio academic content
standards.
Inside our lessons, teachers engage students to generate knowledge, test
hypotheses and use inquiry. Each of our classrooms have accommodations for special
learns and different forms of assessment. In our science lesson, we were able to
accommodate special learners by providing directions multiple ways and having them
work with collaboratively with peers in which they are place in groups with multiple
learner levels.

3. Standard 3 (Assessment) Teachers understand and use varied assessments to inform
instruction, evaluate and ensure student learning.
Our teachers are knowledgeable about different types of assessments,
purposes of those assessments and the data they generate. Paul Revere Middle School
knows that demonstrations and understanding of assessment means evaluating and
supporting student learning. This allows teachers to integrate full range of student needs,
abilities and learning styles.
Each of our teachers works with other educators to design and revise assessment
policies and procedures that enhance future learning. In our lessons, we have peer
assessment, rubrics, group projects, and worksheets that help teachers utilize data to
identify students strengths and needs and modify instruction. Our teachers use these

assessments to monitor student progress toward achievements, differentiate learning and
provide help for individual students.

4. Standard 4 (Instruction) Teachers plan and deliver effective instruction that advances
that learning of each individual student
We challenge our teachers to follow district curriculum priorities and
assume leadership of their classrooms and students success. We ask our teachers to
monitor the performance gaps of students within their classrooms and develop
interventions that can close learning gaps.
Each of our teachers use this information about students learning and
performance to plan and deliver instruction that will help close the achievement gap.
Inside our classrooms, instructions are presented in multiple means for different learner
levels. Our curriculum decisions respond to immediate teaching context and student
needs. Our teachers communicate learning goals to students and link those goals between
learning activities. Inside our classrooms, students are not singled out due to learning
exceptionalities. We include all students in all activities to provide inclusion and a
positive learning environment.

5. Standard 5 (Learning Environment) Teachers create learning environments that
promote high levels of learning and achievement for all students.
Paul Revere Middle School focuses on creating a learning environment
that is positive for all students. We ask our teachers to promote high levels of
achievement for all students and in which all students will feel responsible for their own
learning. We value respect, and establish an environment that is supportive and caring.
Our teachers recognize that student learning at all different levels and
that each student is unique. Each of our lesson plans, provides formal and informal
assessments. Our teachers motivate students by demonstrating enthusiasm for the subject;
creating a learning environment that feels safe, valued and a sense of belonging. Each of
our lessons challenges students to take an active role in maintaining their own learning.

6. Standard 6 (Collaboration and Communication) Teachers collaborate and communicate
with students, parents, other educators, administrators and the community to support learning.
Paul Revere Middle School understands and expects the role of
communication to foster active inquiry, collaborative learning and supportive interaction
inside the classroom. We value the voices of the community, our staff, parents, and
students.
Each of our classrooms create a effective verbal, nonverbal, and media
communication techniques that support a positive learning environment. In our lessons,
our teachers use effective communication strategies to convey ideas such as; use of
vocabulary, student interest, diversity, and universal design. We use each of our lessons
to relate to the Boston area in which we use support from the community to provide
inquiry learning.

7. Standard 7 (Professional Responsibility and Growth) Teachers assume responsibility
for professional growth, performance and involvement as individuals and as members of learning
community.

Paul Revere Middle School expects teachers to maintain a level of
professionalism inside and outside of the community. We expect our teachers to uphold
and follow professional ethics, policies, and legal conducts of professional conduct. We
expect our teachers to take leadership roles in department, school, district, state, and
professional organizations such as curriculum development, staff development, and
policy design.
Each of our lessons, engages students in continuous, purposeful and
professional development. In our literature curriculum, students are challenged to use
professional dialogue, collaborations with others, and outside resources to support their
developments.


Cotton, K., Effective Schooling Practice: A Research Synthesis 1995 Update. Portland. OR:
Northwest Regional Educational Laboratory [online], 1995


























Course Concept Map







Curriculum Rationale for the Course
For Paul Revere Middle School our curriculum will be based on equality. We felt that a
major thing we learned from the course was that with schools being more and more diverse that
equality in schools is the key for everyone to learn. We chose the city of Boston, Massachusetts
for our school to be located because we wanted to maintain the values of our founding fathers
created and it Boston was where the first public school was started. Since Boston is a big city
with lots of diversity it gave us the idea that our curriculum should be based on equality.
For our curriculum we wanted to incorporate co-teaching into all of our classes. Since we
did co-teaching as our current issues project, we learned a lot about and the importance of it in
the classroom. For our school we will have a general education and a special education teacher in
every classroom to create better learning for everyone. Students with exceptionalities will be
included with general education students in the classroom and both teachers could work together
creating universal design lessons and teaching together. By doing this it makes the classroom
more diverse and every student has an equal opportunity to learn and teachers can learn from
each other. We want every teacher to treat every student the same way and that every student has
the same opportunity to learn.
We also chose equality as the theme for our school because we want to stop bullying in
schools. In todays schools there are too many bullies picking on other students. We want our
school to be bully free. Schools should be a place where students want to learn and not worry
about being bullied. We want all of the teachers and students to be respected by one another. For
Paul Revere Middle School we want the students to wear school uniforms so that everyone looks
the same because a lot of times there are students picked on in schools for what they wear and so
we feel the uniforms make the students more equal.

The role of the teacher leaders at Paul Revere Middle School will be to be committed to
educate all students the information need to be an asset for society. We want our teachers to
teach everything they can because we want all of our students to be successful. We want our
students to be prepared the most they can so that they can have future careers like being doctors,
lawyers, teachers and Politians. We want all of the teachers to engage learning to all students
and want teachers to use universal designed lessons. The role of our teachers will be to set goals
for themselves and their students so that they can increase their learning. We want the teachers to
guide, support and coach their students when needed. We want every teacher to work together to
be more creative with lessons to engage students learning. Teachers are to communicate with the
students parents, administrators if there is an issue in the classroom. These are just some of the
examples we believe make a great teacher leader. To come up with some of the ideas for what is
a good teacher leader we referred back to our teaching platforms we wrote.
For the classrooms of Paul Revere Middle School we want to have a positive learning
environment. The classroom will use energy efficient resources like lighting, heat and air
conditioning. All classrooms will be equipped with proper safety plans in case there is an
emergency. The classroom will be wheel chair assessable, so that child can learn. The classroom
should have all the resources needed to produce ongoing learning for the students. The classroom
should have all up to date technology and every student will have an iPad to use in the
classroom. Students will work in inquiry based learning groups to work on projects and
assignments. We want all of the students in the classroom to be able work together because they
will have to be able to work together in their future careers. Collaborating with others is the key
when you need help solving things.

For teachers ongoing professional growth teachers will be required before the school
year to attend a literacy development workshop. The workshop will be led by the
English/Language Arts department and literacy professors from the University of Boston. The
purpose of the workshop will be to discuss educational literacy theories like constructivism,
behaviorism and social learning to use strategies in the classroom. Teacher will be required to
reflect on their lesson to make sure the lesson went as planned, or what need to be changed to
make the lesson better. In this course we learned that reflection is very important as a teacher
because you see what you need to improve on to be a successful teacher.
For Paul Revere Middle School we value family and community involvement very
importantly. We want to have positive feedback from the community and support from the
community. We want members of the community to support the sports teams and clubs of Paul
Revere Middle School. At the school we will allow community members to use or rent out
places like the gym or auditorium. Our school will be open after hours for the community to
take part in various literacy and learning opportunities such as an open library, gym, and
cafeteria. The school will work with families for support if there are issues at home. Teachers
and parents will work together on ways to help their student learn and will also collaborate on
how the student is progressing learning in the classroom. This relates to the class because when
we had to create a poster about what we believe makes a good school community. By having
family and community involvement schools can get the resources they need to better educate the
students.




Curriculum Description
Here at Paul Revere Middle School, our main focus is to provide our students with an
environment that allows them to learn the values of equality, respect and to develop an interest in
other cultures. Our school is organized into six periods a day, and courses included are: math,
language arts, social studies, science, and two elective classes a day. This semester our students
will be focusing on cross-curricular learning activities where all of their lessons will lead them
up to events that took place before the Boston Tea Party. We are focusing on this special event
in American history because this December will be the 241
st
anniversary of the Boston Tea
Party. We feel it is important for students to learn about the foundations of America.
Although we are focusing on the events leading up to the Boston Tea Party, our course is
organized around equality and equitable learning. To us as educators, equality means that we are
insuring that every single individual is treated fairly and respectfully no matter their race, gender,
religion, sexual orientation, or disability. Our course also promotes equal access for all, focusing
on communication skills for our English Language Learning students. Since our school is
centered around equality, we pride ourselves on providing out students with a co-teaching
experience, which will benefit all students. As an inclusive environment, promoting equality is
very important. Our lessons will be universally designed to meet the needs of all of our students
no matter their pace/style of learning. Teaching our students strong values, and focusing on
character development is also something we promote here at Paul Revere Middle School. We
want our students to learn how to take responsibility for their actions, while developing a strong
sense of compassion.
As a school that encourages multi-cultural learning, our students will be involved in
lessons that will promote deeper thinking of their own culture identity, as well as that of their
peers. During out students social studies classes, they will be partnered with a pen pal, which

they will communicate with everyday either via video chat, or email. They will be required to
work together with their pen pal to develop their own Declaration of Independence. As a
cooperative learning assignment, they must learn how to work together with someone who has
different beliefs from them, and agree on what they see as important. At the end of this lesson
they will come together and present their Declaration to the entire class, and vote on who they
feel had the best presentation. The winner of the assignment will present their Declaration at the
Boston Tea Party celebration at the end of the semester.
Our teachers will focus on content integration, which will include high and popular
culture, as well as an equitable pedagogy. Teachers will also show continual interest in students
home cultures, and stand as an advocate for ELL students. Not only will students gain a better
understanding of other cultures, but they will also develop a sense of community in our school,
and our classrooms. Group projects will be implemented that provide all students with a voice
and promote social integration. Also, since we feel so strongly about equality, and cultural
education, we have a no tolerance policy for bullying. With that said, our standards and
expectations for all students are clear, and set very high.
Community resources, and involvement are also something we incorporate in our school.
Groom Energy Source, based in Boston, will provide our resources to Paul Revere. We are using
them for all of our energy needs for our school, and in turn they are funding our entire school.
We are setting the standard for eco-friendly schools, and we stand as a vision for their company.
Paul Revere Middle School is also going to serve as a resource center, where people in the
community can come together for after-school activities. Areas of the school that will be open
include: the library for additional literacy resources, the gym for either individual or group
exercise, and our kitchen will be open for snacks, and nutrition classes.

At Paul Revere Middle School, we will challenge our students with applying their
knowledge to real world applications. A common question that teachers are asked is, How is
this ever going to be useful to me? Our teachers will be able to answer that by making their
lesson plans culturally relevant to all students. By doing this, our curriculum will produce
students who will become productive democratic citizens in society. How can we as educators
encourage equality not only inside of school, but promote students to be advocates for equality
outside of school as well? That is a question that our staff and students will be developing
strategies for over the course of the entire school year.
Students at Paul Revere Middle School will participate heavily in inquiry-based learning,
making it the most prevalent literacy theory involved in our curriculum. Our lessons are also
focused around social learning theories, because we recognize the importance of social
interaction amongst students at this age. Students will also be involved in inquiry learning in
small groups, which will also promote cooperative learning. For our history sample lesson,
students will be involved in several literacy theories including socio-cultural theory, cooperative
learning, and scaffolding learning methods (Tracey, Mandel-Morrow, 2012, p. 122-127, 205).
Paul Revere Middle School strives to be a large source of self-discovery for the students
it has. This is prevalent through our curriculum, and unconventional ways of assessing our
students, and their work. As students move on through life and look back to reflect, we would
like them to remember their time at Paul Revere Middle School greatly revolved around learning
to trust in yourself and the work you produce. Above all else, we want to be able to develop a
well-rounded democratic citizen.



Assessment Rationale
Paul Revere Middle School is founded upon equality for all students. Our ultimate goal
is to make future thriving democratic citizens amongst society. In order to achieve this, we
believe that standardized testing only hinders our students. Paul Reveres students are assessed
based on a portfolio that is filled with milestone work throughout the school year. Our teachers
are highly qualified in their subject area, and we believe they have the discernment to mold
students into future successful citizens.
The portfolios will consist of the students hard work they have demonstrated throughout
the year. There will be different sections for each subject area. The students will be aware of the
key assessments that go into their future portfolios. During the last month of school, all
classrooms are dedicated to constructing their portfolio, that way they do not feel the stresses of
cramming. Something we think the students will enjoy about their portfolios is that they will be
given the choice of what goes into them. This will give them a sense of empowerment and pride
to share their final assessments with their instructors.
Once the portfolios are turned in, the teachers will gather together and adjudicate the
students work. Paul Revere Middle School stands by our vision of going to any means necessary
for a student to succeed and be on grade level as opposed to retention. Because of our co-
teaching and inclusion, we will provide the intervention necessary for students to move on to the
next grade level. We believe that all students learn differently and at their own pace, therefore
assessment is also carried out on an individual basis, as we know that no students portfolios will
have the exact make-up.





Work Cited

Brown, D.F. Knowles, T (2007). What every middle school teacher should know (2
nd
ed.)
Portsmouth, NH: Heinemann

Poetter, T. (2014) Teacher Leadership for the twenty-first century (2
nd
ed.) Van-Griner
Publishing Cincinnati, OH

Council of Chief State School Officers (CCSSO) and National Governors Association Center for
Best Practices (NGA Center) (2014) Common Core Standards. Retrieved from
http://www.corestandards.org

Sergiovanni, T. (2004) Building a Community of Hope Pg. 33-37

Biemiller, Andrew. (1999). Language and Reading Success. Brookline, MA: Brookline Books.

Stahl, Steven A. (1999). Vocabulary Development. Brookline, MA: Brookline Books.

Tracey, Diane H. & Morrow, Lesley M. (2012). Lenses on Reading: An Introduction to Theories
and Models. New York, NY: The Guilford Press.

Old South Meeting House Association (OSMH) (2014) Old South Meeting House. Retrieved
from www.oldsouthmeetinghouse.org

In addition to:

Valley View Middle School Handbook
http://www.valleyview.k12.oh.us/docs/VVJH-Student%20Handbook%202013-14.pdf

Madison Local School Handbook
http://mjshs.madisonmohawks.org/ourpages/auto/2012/12/17/45929784/STUDENT%20ASSIG
NMENT%20BOOK%2013-14.pdf





Literacy Rationale
Literacy is not only intertwined throughout our entire curriculum, but it is the cornerstone
of the curriculum as well. With our organizational center for Paul Revere Middle School being
Equality, our policies, programs, belief statements, and expectations have been directly evolved
from the United States Declaration of Independence, which is a piece of literature itself. We not
only incorporate literacy in our lessons, but we use literacy theories to drive our classrooms so
students are being intrinsically and extrinsically motivated to read, write, and explore to succeed
both while in school and out in the world we inhabit and could never learn more about without
these literacy components.
Before class even meets each year, teachers will be part of a Literacy Development
workshop for professional development, which will be lead by the English/Language Arts
faculty, as well as Education and Literacy professors from the University of Boston to lead our
teachers to implement well known literacy theories such as behaviorism, constructivism, and
social learning theories in their lessons and interactions with students every day.
We have provided four lesson plan samples for our core class subjects. These lesson
plans all have literacy components that feed into our main event for the end of the semester
celebrating the 241
st
anniversary of the Boston Tea Party. For our language arts lesson, students
will write an expository letter to the City of Boston to share with them the community event. For
this lesson, students will take part in inquiry learning by peer editing each others letters, as well
as brainstorming on what to include in their letters (Tracey, Mandel-Morrow, 2012, p.59-61) .
For our mathematics lesson, students will be involved in inquiry and social learning theories to
apply their real world geometry skills with area and volume formulas needed for key aspects of
our event (Tracey, Mandel-Morrow, 2012, p.59-61). This includes the dimensions of the stage

area, seating for the community, etc. In this lesson, students will also be involved in inquiry
learning in small groups to determine variables for their equations. For our history sample
lesson, students will be involved in several literacy theories including socio-cultural theory,
cooperative learning, and scaffolding learning methods (Tracey, Mandel-Morrow, 2012, p. 122-
127, 205). Students will have a pen pal from another country and together, groups of pen-pals
will write their own Declaration of Independence. For science, the students will be involved in
inquiry based learning to decide whether tea in water is a physical or chemical change (Tracey,
Mandel-Morrow, 2012, p.59-61). They will begin by exploring the differences between physical
and chemical changes.
Literacy will benefit students by giving them the foundation of knowledge they will need
to expand their learning and life experiences. Without this foundational literacy knowledge
especially in reading comprehension, we have no basis to write, explain, expand vocabulary, or
properly speak for a scholarship or job interview. Inquiry based learning is the most prevalent
literacy theory involved in our curriculum because we recognize this age group of students need
for social interaction and discovery with their peers. Without this vital stage of self discovery
and synergy with their classmates, students will not thrive once they leave the four walls of Paul
Revere Middle School. These students are our future doctors, lawyers, teachers, and Presidents.
We owe life, liberty, and the pursuit of happiness to each and every one of them.