Download lesson plan - ucfgr5americanrevolution13spt

Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
Teacher(s) Name: _Samantha Whidden, Matt Poffenberger, Tara Woessner, and Amy Melin____________
Thematic Unit Theme/Title/Grade Level:_ Time, Continuity, & Change/Revolutionary War/5th Grade
Wiki space address: http://ucfgr5americanrevolution13spt.wikispaces.com/__________________________
Daily Lesson Plan Day/Title: _Patriots, Loyalist and Other Important People of The American Revoultion_
Learning Goals/Objectives Learning Goal:
What will students accomplish be able
to do at the end of this lesson? Be sure
to set significant (related to
SSS/CCSS), challenging and
appropriate learning goals!
NCSS Themes
Common Core State
Standards (CCSS)
Next Generation
Sunshine State Standards
(NGSSS) List each standard.
Cutting and pasting from the
website is allowed.
http://flstandards.org.
Assessment
 How will student learning be
assessed? Authentic/Alternative
assessments?
 Does your assessment align with
your objectives, standards and
procedures?
 Informal assessment (multiple
modes): participation rubrics, journal
entries, collaborative
planning/presentation notes, etc.
Design for Instruction
Student Activities & Procedures
 What best practice strategies will be
implemented?
 How will you communicate student
expectations?
 What products will be developed and
created by students?
 Consider Contextual Factors (learning
differences/learning
environment/learning styles) that may be
in place in your future classroom.
Exceptionalities
What accommodations or modifications do
you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities
(SLD), etc.
Students will be able to identify people and documents that shaped the American
Revolution.
Learning Objectives:
1. The student will be able to identify who a patriot and loyalist are.
2. The student will be able to write a persuasive letter.
3. The student will use technology to better comprehend the material.
4. The students will work corporately with others.
NCSS theme(s):
 Time, Continuity, and Change
 Power, authority, and Governance
 Global Connections
Common Core State Standard(s):
 CCSS.ELA-Literacy.W.5.1 Write opinion pieces on topics or texts, supporting
a point of view with reasons and information.
Next Generation Sunshine State Standards:
 SS.5.A.5.2 Identify significant individuals and groups who played a role in the
American Revolution.
 LA.5.4.3.1 The student will write persuasive text (e.g., essay, written
communication) that establish and develop a controlling idea and supporting
arguments for the validity of the proposed idea with detailed evidence.
 LA.5.5.2The student effectively applies listening and speaking strategies.
 WL.K12.AH.3.4 Develop and defend complex information during debates or
meetings.
Unit Pre-Assessment:
A pre-test was given a week prior (before teaching about the events that led up to the
Revolutionary War) and a KWL- Tricorn Hat activity will be given as a pre assessment.
Unit Post-Assessment:
Students will be working on different writing assignments throughout the unit plan. At the end
of the unit, students will put these writing materials together to make a front cover of a
newspaper. This item will be used for their post assessment as well as a post assessment test
and the completion of the KWL Tricorn Hat will be used as a post assessment.
On-going daily (progress-monitoring) Assessment:
Self-assessed writing responses, active participation in mock town meeting and questioning
and discussion on students’ knowledge will be on-going daily assessed.
Review (5 minutes):
1. Review Day 1 learning. Remind students of the events that led up to the American
Revolution and the significant documents that played a significant role in America
gaining independence.
Anticipatory Set (5 minutes):
2. Introduce the topic of key people and groups to students.
3. Ask “Can anyone think about key people or key groups that made up the American
Revolution” Allow time for students to think and discuss with an elbow partner.
4. Bring class back and explain The two major groups that made up the American
Revolution are the patriots and the loyalist. Explain to students that there was
important people on each side and there was some people who decided to stay
neutral.
5. Ask students “Can anyone share what each side stood for” Call on multiple people.
Activities (40 minutes)
6. Pass out and review Loyalists vs Patriots The Argument hand out.
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
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Resources/Materials
Have students read each argument aloud.
After reviewed, Use IWB to do “Who said it” activity.
Have a student come to the board, student will read the quote, then answer who said
it, giving an explanation why. Student can then reveal the correct answer. (The main
idea of the quote is underlined to accommodate ESOL and ESE students).
Explain to students famous Patriots and Loyalist. Remind students that because the
Patriots won the war, there was not many famous Loyalist, and that many started off
as Patriots.
After the activity ask students to self asses themselves on knowing what Patriots and
Loyalist are with the 1-4 scale.
Instruct students that now that they have a better idea of which side of the American
Revolution stood for, they will need to pick whether to side with the Patriots or the
Loyalist.
Explain to students “You are at a town meeting in the 1770s and you must vote as a
town to become a Loyalist town or a Patriot town.”
Have students split up into two groups, Patriots and Loyalist. Hand out the Persuasive
Map for students to use to write down their arguments as a group.
Go over debate tips: do not speak out of turn, be respectful and use details to back up
your argument.
Students must come up with ways to persuade the other side to change their
mind.(students may change sides as they wish throughout the debate and may use
there Loyalist vs Patriots The Arguments handout for reference)
The debate should last around 15 minutes. At the end of the debate, whichever side
has the most people will win the majority vote.
Bring class back together and ask them how the final vote made them feel? Would
they have said something different in order for the outcome to change?
Summarize what a Patriot and a Loyalist are.
Instruct students that they now are going to be writing a persuasive piece of writing.
Students will pick a side, Patriots or Loyalist and develop a letter in order to try and
persuade to the other side to change sides. Remind them to think about the main topics
that were talked about during the debate. (this article will be placed into the
newspaper which is the post assessment.
Loyalists vs Patriots The Arguments Handout
Who Said IT? Interactive Whiteboard Activity
Interactive White Board
Timer
Paper
Writing Prompt
Pencils/Pens
Persuasive Map
Discussion Notes: Make comments here related to ideas for assessment measures, parent involvement, field trips, or extension to
the unit plan ideas.