Lander University Teacher Education Lesson Plan Template

Teacher Candidate: Haley Wilson

Subject/Grade: Third Grade South Carolina History
3-16-15 at 1:30pm

Rev. 2013

Lesson # 1
Date and Time of Lesson:

Learning Objective: Students will be able to identify the causes of the American Revolution
with 80% accuracy.

Alignment with Standards:

The student will demonstrate an understanding of the American Revolution and
South Carolinas role in the development of the new American nation.
Indicator 3-3.1- Summarize the causes of the American Revolution, including
Britains passage of the Stamp Act, and the Tea Act, and the Intolerable Acts; the
rebellion of the colonists; and the writing of the declaration of Independence.
SSCA: Students will practice non-bullying skills while playing Kahoot.
Developmental Appropriateness or Cross-curricular connections:
In the pervious unit, students learned about the original 13 colonies and the taxes Britain
placed on the colonist. Students learned that these were some of the causes that led to
the American Revolution, and this lesson focuses on the causes of the American
Revolution and is an introduction lesson to the new unit, which focuses on the American
Revolution. This first lesson will be an introduction lesson for the new unit, and will also
serve as a review for students.
Assessment(s) of the Objectives:
Lesson Objective(s)
Students will be able to
identify the causes of
the American Revolution
with 80% accuracy.

Assessment(s) of the
Objective(s)
Since this is a review
lesson to start off the
new unit, students will
take a pre-assessment
that focuses on the
causes of the American
Revolution.

Use of Formative
Assessment
I will use the data
from this assessment
as a pre-assessment.
When the unit is
over, I will see how
students did on this
sheet compared to
their unit test at the
end.

Accommodations:
For students who have IEPs, I will follow the directions for each specific child. The IEPs state that
the two children be read to, have special seating, and a longer time frame for work while
participating in the lesson. For the four students who are ESOL, I will make sure they know the
meaning of new words that might be being introduced. Six students in the class have an
accommodation for assessments to be read aloud to them. While students are completing the
comprehension sheet I will bring them to the back table and read the passage and questions
aloud to them. Since students are working at their own pace for this assessment I will allow my
early finishers to choose a book and read silently, or complete a American Revolution word
search sheet.

Materials:

Lander University Teacher Education Lesson Plan Template

Rev. 2013

Comprehension Sheet
iPad
American Revolution Word Search
Kahoot- https://play.kahoot.it/#/k/1b43e75a-5192-48fd-a903-fd0c25bbd8c8
Parent Study Packet
Student Study Guide
Project Packet for the American Revolution Unit
Procedures:
1. Students will be introduced to the new unit, and receive the study guides, project
template, and notes sheet.
2. Students will play Kahoot to review the causes of the American Revolution.
3. Students will complete a comprehension sheet on the events leading up to the
American Revolution.
4. If time allows, then students will work on a word search focusing on the American
Revolution.
Motivation Techniques: During this lesson, students will get to use their iPads.
Students enjoy working on their iPads, so by having incorporated the iPads into this
lesson, it will help keep the students motivated. The teacher will also use positive
reinforcement to bring attention to students who are doing what theyre supposed to.
Also, the teacher will use the students individual behavior chart to give out stickers to
those who are completing their work.
Grouping: During this lesson, students will be in their desk, and no special grouping will
be used.
Instructional Strategies
Direct: Drill and Practice
Probing Questions:
1. What events led up to the American Revolution?
2. What country had control over the colonies?
3. How many original colonies were there?
4. Why is George Washington so important?
5. Who did the Loyalist support?
6. What did the Patriots wants?
Lesson Closure: Students will complete their comprehension sheet to see if any review
needs to be done on the causes of the American Revolution. If there is still time
available, then students can complete a word search that focuses on terms from the
American Revolution. The reason why students complete the comprehension sheet first
is because some students will finish early, while some will work on the comprehension
sheet until we get ready to go. Early finishers will have the word search to work on as
well.
Activity Analysis:

Activity #1- The first activity will consists of students playing Kahoot to review the causes of the
American Revolution. Technology will be used during this activity because students will need

Lander University Teacher Education Lesson Plan Template

Rev. 2013
their iPads to play the review game. This activity fits the objective because students will be
review the causes and also identifying what causes led to the American Revolution.
Activity #2- For the second activity during this lesson, students will complete a pre-assessment
for this unit. The pre-assessment will consist of a comprehension sheet on the causes of the
American Revolution. This activity fits the objective because students are completing a
comprehension sheet based off the causes of the Revolution, and the objective is identifying the
causes the causes of the Revolution. Technology will not be used during this activity because
students will be completing an individual assessment.

References: I created the comprehension sheet and the Kahoot for review.
Teacher Candidate: Haley Wilson
Lesson # 2
Subject/Grade: Third Grade South Carolina History
3-18-15 at 1:30pm

Date and Time of Lesson:

Learning Objective: Students will be able to compare the perspectives of the people
living in South Carolina during the American Revolution, including Patriots, Loyalist,
women, enslaved and free African Americans, and Native Americans.
Alignment with Standards:
The student will demonstrate an understanding of the American Revolution and
South Carolinas role in the development of the new American nation.
Indicator 3-3.2- Compare the perspectives of South Carolinians during the
American Revolution, including Patriots, Loyalist, women, enslaved and free
Africans, and Native Americans.
Developmental Appropriateness or Cross-curricular connections:
Students are just starting to learn about the American Revolution, so this lesson will
focus on what different groups of people did during the Revolution. Students will need to
understand the difference between the Loyalist, Patriots, women, enslaved and free
African Americans, and Native Americans. This lesson will present the information
needed. It is important that students understand this information before moving on to
battle sites and other important information in the unit.
Assessment(s) of the Objectives:
Lesson Objective(s)

Assessment(s) of the
Objective(s)

Use of Formative
Assessment

Students will be able

to compare the
perspectives of the
people living in South
Carolina during the
American Revolution
including Patriots,
Loyalist, women,
enslaved and free
African Americans,
and Native Americans.

Students will complete

a unit test where
specific question about
Patriots, Loyalist,
women, enslaved and
free African Americans,
and Native Americans
will be asked.

I will use this data

from the unit test to
make sure students
understand this
curriculum before
moving on.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

Accommodations:

For students who have IEPs, I will follow the directions for each specific child. The IEPs state that
the two children be read to, have special seating, and a longer time frame for work while
participating in the lesson. For the four students who are ESOL, I will make sure they know the
meaning of new words that might be being introduced. Six students in the class have an
accommodation for assessments to be read aloud to them. While students are completing the
comprehension sheet, I will bring them to the back table and read the passage and questions
aloud to them. Since students are working at their own pace for this assessment, I will allow my
early finishers to choose a book and read silently, or complete a American Revolution word
search sheet.

Materials:
South Carolina History textbook
iPad
Patriots and Loyalist Sheet
Lap book
Lap book pieces for important people of the Revolution
Procedures:
1. Students will take out their South Carolina history text book
2. The teacher will read aloud pages 180-183
3. As a class we will discuss the important people of the American Revolution
including Patriots, Loyalist, women, enslaved and free African Americans, and
Native Americans.
4. Students will be given their lap books and the new pieces that they will use for the
day
5. Using Nearpod, students will go over a PowerPoint with the teacher that will focus
on the people of the American Revolution including Patriots, Loyalist, women,
enslaved and free African Americans, and Native Americans.
6. After students are finished filling in their lap book, they will complete a Patriots and
Loyalist sheet.
Motivation Techniques: During this lesson, students will get to use their iPads.
Students enjoy getting to work on their iPads, so by having incorporated the iPads into
this lesson, it will help keep the students motivated. The teacher will also use positive
reinforcement to bring attention to students who are doing what theyre supposed to.
Also, the teacher will use the students individual behavior chart to give out stickers to
those who are completing their work.
Grouping: During this lesson students will be in their desk, and no special grouping will
be used.
Instructional Strategies:
Direct: Lecture
Indirect: Writing to inform making charts
Probing Questions
1. What would be the difference between a free African American and an enslaved
African American?
2. What roles did women play during the war?

Lander University Teacher Education Lesson Plan Template

Rev. 2013

3. Who did the Patriots support?

4. Who did the Loyalist support?
5. What did the Native Americans want from the British?
Lesson Closure: Students will complete a sheet that compares Patriots and Loyalist.
This will allow students to work at their pace until the end of the day.
Activity Analysis:

Activity #1- Activity one for students will consist of students using Nearpod to fill in the
information in their lab book. Technology will be used during this activity because students will
need to use Nearpod to get the information for their lap book.
Activity #2- Students will complete a Patriots and Loyalist sheet based off loyalist and patriot
information provided. Technology will not be used during this lesson because students will be
completing a worksheet. This activity supports the learning objective because students will start
to compare how the loyalist and patriots were different.

References:
The Nearpod was created by me based off the information on the support document from the
state.
The Patriots and Loyalist sheet was found on Teachers pay Teachers.

Teacher Candidate: Haley Wilson

Subject/Grade: Third Grade SC History
3-20-15 at 1:30pm

Lesson # 3
Date and Time of Lesson:

Learning Objective: Students will be able to identify and describe important military
leaders of the American Revolution, including William Jasper, Thomas Sumter, Andrew
Pickens, and Francis Marion.
Alignment with Standards:
Standard 3-3: The student will demonstrate an understanding of the American
Revolution and South Carolinas role in the development of the new American
nation.
Indicator 3-3.3- Summarize the course of the American Revolution in South
Carolina, including the role of William Jasper and Fort Moultrie; the occupation of
Charles Town by the British; the Partisan warfare of Thomas Sumter, Andrew
Pickens and Francis Marion; and the battles of Cowpens, Kings Mountain, and
Eutaw Spring.
Developmental Appropriateness or Cross-curricular connections:

In pervious lessons, students have learned about the causes of the American Revolution, as well
as the people included in the revolution, so this lesson will focus on the important military
leaders during the American Revolution. Students will need to understand the leaders of the
battles before they start learning about the different battles.

Assessment(s) of the Objectives:

Lesson Objective(s)

Assessment(s) of the
Objective(s)

Use of Formative
Assessment

Lander University Teacher Education Lesson Plan Template

Students will be able

to identify and
describe important
military leaders of the
American Revolution,
including William
Jasper, Thomas
Sumter, Andrew
Pickens, and Francis
Marion.

Students will complete

a unit test where
specific question about
William Jasper, Thomas
Sumter, Andrew
Pickens, and Francis
Marion will be asked.
Students will also
create a ChatterPix
based off a military
leader theyre
assigned.

Rev. 2013

I will use this data

from the unit test to
make sure students
understand this
curriculum before
moving on. Based
off students
ChatterPix, I will pull
individual students
who may need more
help based off the
facts in their
presentation.

Accommodations:

For students who have IEPs, I will follow the directions for each specific child. The IEPs state that
the two children be read to, have special seating, and a longer time frame for work while
participating in the lesson. For the four students who are ESOL, I will make sure they know the
meaning of new words that might be being introduced. Six students in the class have an
accommodation for assessments to be read aloud to them. While students are completing the
comprehension sheet I will bring them to the back table and read the passage and questions
aloud to them. Since students are working at their own pace for this assessment I will allow my
early finishers to choose a book and read silently, or complete a American Revolution word
search sheet.

Materials:
iPad
Lap book
Lap book pieces for important Military leaders of the Revolution
ChatterPix App
Kahoot for review
Procedures:
1. As a class, we will discuss the important military leaders of the American Revolution,
including William Jasper, Thomas Sumter, Andrew Pickens, and Francis Marion.
2. Students will be given their lap books and the new pieces that they will use for the
day
3. Using Nearpod, students will go over a PowerPoint with the teacher that will focus
on the military leaders during the American Revolution.
Motivation Techniques: During this lesson, students will get to use their iPads.
Students enjoy creating work on their iPads, so by having incorporated the iPads into this
lesson, it will help keep the students motivated. The teacher will also use positive
reinforcement to bring attention to students who are doing what theyre supposed to.
Also, the teacher will use the students individual behavior chart to give out stickers to
those who are completing their work.
Grouping: During this lesson students will be in their desk, and no special grouping will
be used.
Instructional Strategies

Lander University Teacher Education Lesson Plan Template

Rev. 2013

Direct: Drill and Practice

Indirect: Making Charts
Probing Questions
1. Who is known as The Swamp fox?
2. Who is known as The Wizard owl?
3. Why is William Jasper important?
4. Why is Andrew Pickens important?
Lesson Closure: Students will their lap books and fill in any information they may of
missed during the pervious lesson.
Activity Analysis:
Activity #1- Students will use Nearpod to fill in information about the important military leaders
in South Carolina during the American Revolution. This activity fits with the objective because
students are learning how to identify and describe the important military leaders in South
Carolina. Students in this class need a lot of hands on activities, and by having them cut the flaps
and make a tangible object with their notes in it, helps them study for their unit test. The
students will use the App Nearpod to fill in information under each of the important military
leaders flaps. Students will use their iPads to log onto Nearpod, and then join my live session
where I have uploaded a PowerPoint that has information on all-important military leaders.

References:

I created the Nearpod; it is based off the information on the support document from the state.

Teacher Candidate: Haley Wilson

Subject/Grade: Third Grade SC History
3-20-15 at 1:30pm

Lesson # 4
Date and Time of Lesson:

Learning Objective: Students will be able to identify and describe important battle
sites of the American Revolution that took place in South Carolina.
Alignment with Standards:
Standard 3-3: The student will demonstrate an understanding of the American
Revolution and South Carolinas role in the development of the new American
nation.
Indicator 3-3.3: Summarize the course of the American Revolution in South
Carolina, including the role of William Jasper and Fort Moultrie; the occupation of
Charles Town by the British; the Partisan warfare of Thomas Sumter, Andrew
Pickens and Francis Marion; and the battles of Cowpens, Kings Mountain, and
Eutaw Spring.
Developmental Appropriateness or Cross-curricular connections:

Lander University Teacher Education Lesson Plan Template

Rev. 2013
Students have been learning about the American Revolution, including the events leading up to
the war, important people in the war, important military leaders in the war, and following the
standards, battle sites would come next. It is important that students have a background on what
they are learning, as well as a firm understanding of the information that has been laid out for
them.

Assessment(s) of the Objectives:

Lesson Objective(s)

Students will be able

to identify and
describe important
battle sites of the
American Revolution
that took place in
South Carolina.

Assessment(s) of the
Objective(s)

Use of Formative
Assessment

Students will complete

a unit test where
specific question about
individual battle sites,
including the battle of
Cowpens, Kings
Mountain, and Eutaw
Springs will be asked.
Students will also
complete a
comprehension sheet
based off Sullivans
Island.

I will use this data

from the unit test to
make sure students
understand this
curriculum before
moving on. Based
off students
comprehension
sheet I will pull
students who may
need extra help
during the next days
morning rotations.

Accommodations:

For students who have IEPs, I will follow the directions for each specific child. The IEPs state that
the two children be read to, have special seating, and a longer time frame for work while
participating in the lesson. For the four students who are ESOL, I will make sure they know the
meaning of new words that might be being introduced. Six students in the class have an
accommodation for assessments to be read aloud to them. While students are completing the
comprehension sheet I will bring them to the back table and read the passage and questions
aloud to them. Since students are working at their own pace for this assessment I will allow my
early finishers to choose a book and read silently, or complete a American Revolution word
search sheet.

Materials:
iPad
Lap book
Lap book pieces for important battle sites during the American Revolution.
Glue
Scissors
Procedures:
1. Students will take out their American Revolution lap book.
2. The teacher will hand out the new material needed for the battle site flaps.
3. As a class, we will discuss the important battle sites using Nearpod.
4. Students will be given time to fill in their lap books using the information on
Nearpod.
5. After students are finished filling in their lap book, they will complete a
comprehension sheet on Sullivans Island.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

Motivation Techniques: During this lesson, students will get to use their iPads.
Students enjoy creating work on their iPads, so by having incorporated the iPads into this
lesson, it will help keep the students motivated. The teacher will also use positive
reinforcement to bring attention to students who are doing what theyre supposed to.
Also, the teacher will use the students individual behavior chart to give out stickers to
those who are completing their work.
Grouping: During this lesson students will be in their desk, and no special grouping will
be used.
Instructional Strategies
Direct: Lecture
Indirect: Making Charts
Probing Questions
1. How is one battle site different from another?
2. Give me one important detail about the battle of Cowpens.
3. Give me one important detail about the battle of Eutaw Springs
4. What is significant about the battle of Kings Mountain?
Lesson Closure: Students will complete a comprehension sheet based on Sullivans
Island to be turned in for a grade.
Activity Analysis:

Activity #1- Students will use Nearpod to fill in information about the three battle sites in South
Carolina during the American Revolution. This activity fits with the objective because students
are learning how to identify and describe the three major battle sites in South Carolina. Students
in this class need a lot of hands on activities and by having them cut the flaps and make a
tangible object with their notes in it, helps them study for their unit test. The students will use
the App Nearpod to fill in information under each of their battle site flaps. Students will use their
iPads to log onto Nearpod, and then join my live session where I have uploaded a PowerPoint that
has information on all three-battle sites.
Activity #2- Students will complete a comprehension sheet based on Sullivans Island as the
second activity. Students will be using prior knowledge from the pervious lesson and their test
taking strategies to answer the questions on the sheet. This sheet is to gage retention from the
lesson that was previously thought. No technology will be used during this activity because
students are completing an independent assessment.

References:
The Nearpod was created by me based off the information on the support document from the
state.

Teacher Candidate: Haley Wilson

Subject/Grade: Third Grade SC History
3-24-15 at 1:30pm

Lesson # 5
Date and Time of Lesson:

Learning Objective: Students will be able to summarize the effects of the American
Revolution and be able to compare the state and national government.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

Alignment with Standards:

Standard 3-3: The student will demonstrate an understanding of the American
Revolution and South Carolinas role in the development of the new American
nation.
Indicator 3-3.4: Summarize the effects of the American Revolution, including the
establishment of the state and national governments.
Developmental Appropriateness or Cross-curricular connections:
Students have been learning about the American Revolution, including the events leading up to
the war, important people in the war, important military leaders in the war, and battle sites. It is
important that students have a background on what theyre learning about, and what has been
laid out with the pervious lessons.

Assessment(s) of the Objectives:

Lesson Objective(s)

Assessment(s) of the
Objective(s)

Use of Formative
Assessment

Students will be able to

summarize the effects
of the American
Revolution and be able
to compare the state
and national
government.

Students will complete a

unit test where specific
question about the
establishment of our
government are asked.
During the lesson,
students will complete a
flag drawing,
constructing what they
think the American flag
should look like and why.
This will be taken up for
a participation grade
during this lesson.
Students will also
complete a
comprehension sheet
based on life after the
American Revolution.

I will use this data

from the unit test to
make sure students
understand this
curriculum before
moving on. Based
off students
comprehension
sheet, I will pull
students who may
need extra help
during the next days
morning rotations.

Accommodations:

For students who have IEPs, I will follow the directions for each specific child. The IEPs state that
the two children be read to, have special seating, and a longer time frame for work while
participating in the lesson. For the four students who are ESOL, I will make sure they know the
meaning of new words that might be being introduced. Six students in the class have an
accommodation for assessments to be read aloud to them. While students are completing the
comprehension sheet, I will bring them to the back table and read the passage and questions
aloud to them. Since students are working at their own pace for this assessment I will allow my
early finishers to choose a book and read silently, or complete a American Revolution word
search sheet.

Materials:
Book (Pages 191-193)

Lander University Teacher Education Lesson Plan Template

Rev. 2013

Construction paper, markers, pencil, crayons, ect.

Life after the American Revolution comprehension sheet
Procedures:
1. Students will take out their South Carolina history book
2. The students and teacher will read and go over pages 191-193 in their book
3. As a class, we will talk about life after the war
4. They will then create what they think the American flag should look like, as if they
were given that job during the American Revolution. Students will have to explain
why they included the details in their flag.
5. Students will complete a Life after the American Revolution Sheet.
Motivation Techniques: During this lesson, students get to create a work of art based
off their ideas. Students in this class are very crafty and enjoy creating things, so by
having the students do something they enjoy will hopefully cut down on behavior issues.
The teacher will also use positive reinforcement to bring attention to students who are
doing what theyre supposed to. Also, the teacher will use the students individual
behavior chart to give out stickers to those who are completing their work.
Grouping: During this lesson students will be in their desk, and no special grouping will
be used.
Instructional Strategies
Direct: Drill and Practice
Indirect: Creating Artwork
Probing Questions
1. How was life different after the war?
2. Looking at women, is there any significant difference for them?
3. What were African Americans promised after the war from the British?
4. Were African Americans given what they were promised from the British?
5. What were Native Americans promised after the war from the British?
6. Were the Native Americans given what they were promised by the British?
Lesson Closure: Students will complete a Life after the American Revolution sheet for a
grade.
Activity Analysis:
Activity #1- Students will be designing their idea of what the American flag should look like.
Students will pretend that their job after the war is to create the American flag. Students will
then have to explain why they included every detail they included on their flag.
Activity #2- Students will complete a comprehension sheet based on life after the American
Revolution as the second activity. Students will be using prior knowledge from the pervious
lesson, as well as their test taking strategies to answer the questions on the sheet. This sheet is
to gage retention from the lesson that was taught. No technology will be used during this activity
because students are completing an independent assessment.

References:

Ashley Landreth created the comprehension sheet; it was based off information in the supporting
document.

Lander University Teacher Education Lesson Plan Template

Teacher Candidate: Haley Wilson

Subject/Grade: Third Grade SC History
3-26-15 at 1:30pm

Rev. 2013

Lesson # 6
Date and Time of Lesson:

Learning Objective: Students will be able to explain the structures of our government
and the representative bodies of each branch, as well as their basic powers.
Alignment with Standards:
Standard 3-3: The student will demonstrate an understanding of the American
Revolution and South Carolinas role in the development of the new American
nation.
Indicator 3-3.5: Outline the structure of state government, including the branches
of government (legislative, executive, and judicial), the representative bodies of
each branch (general assembly, governor, and supreme court), and the basic
powers of each branch.
Developmental Appropriateness or Cross-curricular connections:
Students have been learning about the American Revolution, including the events leading up to
the war, important people in the war, important military leaders in the war, and battle sites. It is
important that students have a background on what theyre learning about and what has been
laid out with the pervious lessons.

Assessment(s) of the Objectives:

Lesson Objective(s)

Assessment(s) of the
Objective(s)

Students will be able

to explain the
structures of our
government and the
representative bodies
of each branch, as
well as the basic
powers.

Students will complete

a unit test where
specific question about
our government will be
asked. Students will
also complete a
BrainPopJr quiz video
on the three different
branches of
government.

Accommodations:

Use of Formative
Assessment

I will use this data

from the unit test
to make sure
students
understand this
curriculum before
moving on.

For students who have IEPs, I will follow the directions for each specific child. The IEPs state that
the two children be read to, have special seating, and a longer time frame for work while
participating in the lesson. For the four students who are ESOL, I will make sure they know the
meaning of new words that might be being introduced. Six students in the class have an
accommodation for assessments to be read aloud to them. While students are completing the
quiz I will bring them to the back table and read the questions aloud to them. Since students are
working at their own pace for this assessment, I will allow my early finishers to choose a book
and read silently, or continue working on their American Revolution word search sheet.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

Materials:
Book (Pages 196-197)
BrainPopJr Video/Quiz
Procedures:
1. Students will take out their South Carolina history book
2. The students and teacher will read and go over pages 196-197 in their book
3. As a class, we will talk about the three branches of government, what powers they
have, and who makes up each branch.
4. Students will then participate in a movement activity. They will dance out the three
braches of government. (Legislative, Judicial, and Executive)
5. Students will watch the BrainPopJr video on the three branches of government and
then take the quiz that goes along with the video.
6. When students are finished, they may start writing the script for their news report.
Motivation Techniques: During this lesson, students get to get up and move around,
dancing out the three branches of government. Having students up and moving around
will hopefully cut out some of the behavior issues. The teacher will also use positive
reinforcement to bring attention to students who are doing what theyre supposed to.
Also, the teacher will use the students individual behavior chart to give out stickers to
those who are completing their work.
Grouping: During this lesson students will be in their desk, and no special grouping will
be used.
Instructional Strategies
Indirect: Songs, Dance, and Chants
Probing Questions
1. How was life different after the war?
2. What does our government do?
3. What are the three branches of government?
4. Who is involved in those three branches?
5. What basic powers does our government have?
Lesson Closure: Students will be writing their script for their news report.
Activity Analysis:
Activity #1- Students will be dancing out the three branches of government. Students in this
class like to get up and move around, so I am incorporating movement into my lesson hoping
they will retain the content. No technology will be used during this portion of the lesson because
students will be up moving around the room.
Activity #2- Students will complete a quiz on the video that is presented. Students will be using
prior knowledge from the pervious lesson and their test taking strategies to answer the questions
on the sheet. This sheet is intended to gauge retention from the video on prior activity in the
lesson. No technology will be used during this activity because students are completing an
independent assessment.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

References:

Ashley Landreth created the comprehension sheet; it was based off information in the supporting
document.

Teacher Candidate: Haley Wilson

Subject/Grade: Third Grade SC History
3-30-15 at 1:30pm

Lesson # 7
Date and Time of Lesson:

Learning Objective: Students will be able to discuss the setting, important leaders, and
events at a South Carolina battle site during the American Revolution.
Alignment with Standards:
Standard 3-3: The student will demonstrate an understanding of the American
Revolution and South Carolinas role in the development of the new American
nation.
SSCA: Students will practice non-bullying skills while working together to film their
video.
Developmental Appropriateness or Cross-curricular connections:
Students have been learning about the American Revolution, including the events
leading up to the war, important people in the war, important military leaders in the war,
and battle sites. Students will be applying their learning to creating their own script
about a SC battle site.
Assessment(s) of the Objectives:
Lesson Objective(s)

Assessment(s) of the
Objective(s)

Use of Formative
Assessment

Students will be able

to discuss the setting,
important leaders,
and events at a South
Carolina battle site
during the American
Revolution.

Students will complete a

unit test where specific
question about our
government will be
asked.

I will use this data

from the unit test to
make sure students
understand this
curriculum before
moving on.

Accommodations:

For students who have IEPs, I will follow the directions for each specific child. The IEPs state that
the two children be read to, have special seating, and a longer time frame for work while
participating in the lesson. For the four students who are ESOL, I will make sure they know the
meaning of new words that might be being introduced.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

Materials:
iPad
DoInk App
Students scripts/notecards
US constitution booklet
Green Screen
SC battle sites PowerPoint
Procedures:
1. Students will review the events leading up to the American Revolution, people in
the revolution, important military leaders, and battle sites during the American
Revolution.
2. Students will write a script with an assigned group, as if they were reporting live
from one of the South Carolina battle sites.
3. Once their script is approved, they will be allowed to record their video in front of
the green screen in the app DoInk.
4. Students will turn their videos into Google Classroom once they are complete.
5. Once students have turned their wok into Google Classroom, they will complete a
US constitution booklet.
Motivation Techniques: During this lesson, students get to use their iPads to express
their learning though making a video. Students in this class really like to incorporate
technology into their learning. The teacher will also use positive reinforcement to bring
attention to students who are doing what theyre supposed to. Also, the teacher will use
the students individual behavior chart to give out stickers to those who are completing
their work.
Grouping:
Cowpens: Millie, Robbie, Jenifer
96: Laura Margaret, Jose, Zakia
Kings Mountain: Kassidy, Quantavion, Sofia
Eutaw Springs: Cooper, Franklin, William
Sullivans Island: Hannah, Detravious, Mayson
Cowpens (2): Letisia, Brady, Kellar
Kings Mountain (2): Kendra, John, Deterrious
Sullivans Island (2): Arielle, Kyra, Iyana
Instructional Strategies
Project based learning
Probing Questions
1. Who are significant leaders during this battle?
2. When did this battle take place?
3. Where did this battle take place?
4. What was the outcome of this battle?
Lesson Closure: Students will finish editing/recording their videos and then upload
them into Google Classroom.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

Activity Analysis:
Activity #1- Students will use their iPads to report live from one of the five major battle.
Working in groups, they will create a script and record their video using a green screen app.
Technology will be used during this lesson since students are using their iPads and a recording
App. This activity is related to the standards because students have to take information
presented in other lessons and apply their knowledge to create their own news report.

References:

Teacher Candidate: Haley Wilson

Subject/Grade: Third Grade SC History
4-1-15 at 1:30pm

Lesson # 8
Date and Time of Lesson:

Learning Objective: Students will be able to summarize the events of the American
Revolution and South Carolinas role in the development of America.
Alignment with Standards:
Standard 3-3: The student will demonstrate an understanding of the American
Revolution and South Carolinas role in the development of the new American
nation.
Developmental Appropriateness or Cross-curricular connections:
Students have been learning about the American Revolution, including the events leading up to
the war, important people in the war, important military leaders in the war, and battle sites.
Students will be applying their learning for the post assessment of this unit.

Assessment(s) of the Objectives:

Lesson Objective(s)

Students will be able

to summarize the
events of the
American Revolution
and South Carolinas
role in the
development of
America.

Assessment(s) of the
Objective(s)

Use of Formative
Assessment

Post-Assessment- The
American Revolution Unit
Test.

I will use this data

from the unit test to
make sure students
understand this
curriculum before
moving on.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

Accommodations:

For students who have IEPs, I will follow the directions for each specific child. The IEPs state that
the two children be read to, have special seating, and a longer time frame for work while
participating in the lesson. For the four students who are ESOL, I will make sure they know the
meaning of new words that might be being introduced. ESOL students also have oral
administration for test.

Materials:
Kahoot for review- https://play.kahoot.it/#/?quizId=1b43e75a-5192-48fd-a903fd0c25bbd8c8
The American Revolution Unit Test
Pencils
Procedures:
1. Students will play Kahoot to review the American Revolution Unit.
2. Students will review the events leading up to the American Revolution, people in
the revolution, important military leaders, and battle sites during the American
Revolution. Students will also review South Carolinas role in our countries
government development.
3. Students will take the unit test on The American Revolution unit.
Motivation Techniques: During this lesson, students get to use their iPads to express
their learning though making a video. Students in this class really like to incorporate
technology into their learning. The teacher will also use positive reinforcement to bring
attention to students who are doing what theyre supposed to. Also, the teacher will use
the students individual behavior chart to give out stickers to those who are completing
their work.
Grouping: During this lesson students will be in their desk, and no special grouping will
be used.
Probing Questions
1. Who are significant leaders during this battle?
2. When did this battle take place?
3. Where did this battle take place?
4. What was the outcome of this battle?
5. Who is known as Swamp Fox?
6. Why is Francis Marion important?
7. What was the outcome of the war?
8. Who were patriots?
9. Who were loyalists?
Lesson Closure: Students will finish editing/recording their videos and then upload
them into Google Classroom.
Activity Analysis:
Activity #1- The first activity will consist of students playing Kahoot to review the the American
Revolution. Technology will be used during this activity because students will need their iPads to

Lander University Teacher Education Lesson Plan Template

Rev. 2013
play the review game. This activity fits the objective because students will be review the causes
and also identifying what causes led to the American Revolution.
Activity #2- Students will complete a unit assessment on the American Revolution.

References:
Ashley Landreth created the chapter 6-unit assessment.