Direct Instruction Lesson Plan Template Grade Level/Subject: 5th grade Central Focus: Social Studies Date submitted:

3/16/2014 Date taught:

Essential Standard/Common Core Objective: 5.H.1 Analyze the chronology of key events in the United States.

Daily Lesson Objective: An introduction and overview to the Declaration of Independence 21st Century Skills: 4th grade Communication skills, collaboration skills Academic Language Demand (Language Function and Vocabulary): Analyze, interpret, explain

Prior Knowledge: Events prior to Declaration of Independence that occurred during the American Revolution

Activity

Description of Activities and Setting The date is 1776 and the American Revolution is underway. The thirteen colonies are prepared to break away from the British Empire to create an independent nation. What events have led up to this point? - French and Indian War (1754-1763) - Proclamation of 1763 - Currency and Sugar Act (1764) - Quartering Act (1765) - Boston Massacre (1770) - Boston Tea Party (1773) - First Continental Congress meets in response to Intolerable Acts (1774) - Lexington and Concord (1775) - Bunker Hill (1775)

Time

1. Focus and Review

5 minutes

2. Statement of Objective for Student

Students will participate in a game of tug-of-war that relates to the Revolutionary War. They will reflect and be able to answer key factors that allowed American colonies to defeat Britain. Directed to students, before we begin our discussion of the Revolutionary War, Ive noticed how tired you all look and I thought we could do some stretching and maybe play a game to get you energizedhow does that sound? Get the students excited about playing a game of tug-of-war, teacher will divide students up based on their strength and size, purposefully putting students of same characteristics on same team. Explain to them that the game will relate to the history they are studying today.

3. Teacher Input

*Game instructions are attached with lesson plan When the game is complete ask the students discussion questions How did you all feel before the game? Were you hopeful? Doubtful? How did you feel during and after the game? Which side do you think represented the Continental army? British army? Who did the white team represent? What factors allowed the blue team to win?

10 minutes

4. Guided Practice

Game of tug-of-war with specific modifications to give advantage and motivation to one time more so than the other. After they have completed their game, students will answer specific questions to connect the ways in which the American colonies won the Revolutionary War. From a primary account, they will reflect on the way the rules made them feel and whether or not they believed they would win.

20 minutes

5. Independent Practice

Sample questions for them to answer: How did you all feel before the game? Were you hopeful? Doubtful? How did you feel during and after the game? What were some of the advantages for British Army/Continental Army? Disadvantages? Motivations? How did allies help the Continental Army?

15 minutes

6. Assessment Methods of all objectives/skills: 7. Closure

Formative: Asking questions throughout the lesson Summative: Their reflection writing will serve as their summative assessment. Have students do a turn and talk to discuss their reflections 3-5 minutes

8. Assessment Results of all objectives/skills: Targeted Students Modifications/Accommodations: Student/Small Group Modifications/Accommodations: If students do not want to participate in tug-of-war, offer them the opportunity to help you facilitate the game. *Since this activity requires physical activity, take extra cautions to be sure all students are safe at all times. Materials/Technology: PowerPoint presentation Tug-of-war specific game instructions Rope Cloth to tie to rope

References: Social Studies Alive by Teachers Curriculum Institute PBS Online. Liberty! The American Revolution Teachers Guide http://www.pbs.org/ktca/liberty/chronicle_subject.html

Reflection on lesson: