7/2015

COOPERATIVE LESSON PLAN #2

TEACHER:
Scott Washburn
Mercedes Pascual
Breeanna Bryant
Jennifer
Schneidewind

INSTRUCTIONAL UNIT
GRADE:
5th Grade

SUBJECT:

History/Social Science

STANDARDS AND OBJECTIVES

ACADEMIC OBJECTIVE:
COMMON CORE
STANDARDS/ELD STANDARDS:
The students will be able to
analyze important and significant
5.5 Students explain the causes of
leaders of the American
the American Revolution:
Revolution and come to a
4. Describe the views, lives, and
conclusion on who they think had
impact of key individuals during
the biggest impact.
this period (e.g., King George III,
Patrick Henry, Thomas Jefferson,
George Washington, Benjamin
Franklin, John Adams).
ELD: Emerging Collaborative:
2. Interacting via written English
Collaborate with peers on joint
writing projects of short
informational and literary texts,
using technology where
appropriate for publishing,
graphics, and the like.
ADAPTATIONS FOR LEARNERS
FOCUS STUDENT #1
RATIONALE
English Language Learner:
Small groups lowers
Small groups with set roles
affective filter
Having them be the scribe
Being the scribe gives the
student the opportunity to
Peer assistance
hear the information and
see the information as it
goes onto paper.
Peers can re-teach the facts
on each leader with student

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friendly language.
FOCUS STUDENT #2
Gifted Student:
They have the role of reader
Ability to teach and support
group
Answering the closing
question

METHOD OF
ASSESSMENT
(outcome, product
based)
Group
discussion on
the topics
Poster/brochure
/power point
presentation
comparing two
of the leaders
of the American
Revolution
Individual
grading: how
well each
student did his
or her job. Was
the information
correct? Was it
obvious which
side they
showed? How
well the

RATIONALE
Being the reader allows
them to go through the
notes quickly and deicide
what information is the most
important.
Teaching the group gives the
student the chance to lead
and support their group
members.
The closing question gives
them the opportunity to
think critically about their
opinion based on everything
they have learned.

Tools and Materials

Interactive
history
notebooks
History
textbook
Poser paper
Pencils/pens/
markers
Chrome books
Access to the
internet

VOCABULARY/ACADE
MIC LANGUAGE
American
Revolution
Thomas Jefferson
George
Washington
Benjamin
Franklin
John Adams
Patrick Henery
King George III
Parliament
Self government
Democracy
Legislature
Ally
Tax
Authority
Tariff
Loyalist
Treason
Petition

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information was
presented.

Boycott
Continential
Congress
Sons of liberty
Tea Act
Boston Tea Party
Legislative
Judicial
Executive

LESSON PLAN
ORIENTATION, DIRECT EXPLANATION + MODELING (INTO)
1. State the objective: Today we are going to be analyzing the
significant leaders who impacted the American Revolution. In
cooperative groups, you will compare and contrast two of the leaders
and come to a conclusion oh whom you think made the larger impact.
2. Activate prior knowledge: Students have already gone over the
American Revolution in great detail and have notes in their interactive
notebooks on each of the leaders who played a part in the American
Revolution. This lesson is a closing of an overall unit on the American
Revolution and the roles specific individuals played in it.
3. Grouping students: Students will be pre-grouped by the teacher
into heterogeneous groups containing one high student, two average
students, and one below average student/ELD.
4. Team building activity: Students will quickly create a team
biography. Pretending that they are from the American Revolution ,
they will create a team name, a place and time of creation and three
things the team has in common.
5. Cooperative jobs:
Reader: reads through the notes in the interactive notebook and
the text to find the information needed of the two leaders they
have chosen.
Scribe: Writes down on their poster board, brochure, or power
point the important things they need to include that are being
read to them by the reader.
Illustrator: Draws pictures to better explain what the scribe is
writing.
Presenter: Presents their creation to the class stating what two

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leaders they chose, why, and which leader they feel made the
largest impact and why. (These things must be shown on their
project.)
6. Present driving question: Compare and contrast two of these
leaders: King George III, Patrick Henry, Thomas Jefferson, George
Washington, Benjamin Franklin, John Adams. What were their
contributions to the American Revolution, and which one of them do
you feel made the biggest impact? Explain.
GUIDED PRACTICE (THROUGH)
1. Students are excused to start on their assignment. They will begin
going through their interactive notebooks and textbooks to find all the
information they need to create their supporting poster of the two
leaders they have chosen.
2. Teacher will wander around the room to monitor students in their
cooperative groups checking that all students are doing their part for
the group, listening to discussion, and being available for any issues or
questions that may arise.
3. Students have the option to create a poster board, brochure, or
power point presentation to share the two leaders they chose and why
they were significant to the American Revolution, as well as which
leader they feel had the greatest impact.
INDEPENDENT PRACTICE + FORMATIVE ASSESSMENT (BEYOND)
1. Once the students have created their final product, they will share
with the class which two leaders they chose, the things they did to
contribute to the American Revolution, and which leader they decided
had the biggest impact on the American Revolution. All of these things
need to be evident on their final product as well as through the words
they use to present.
2. After all the groups have presented (2-3 minutes each), One group
will get with another group that chose a different leader as having the
biggest impact and they will debate which of those two leaders had a
bigger impact than the other. (5-10 minutes.)
3. After the short debate, the students will go back to their desks and
take out a blank piece of paper. They will be asked to write at least 5
sentences, and no more than a page, to answer the question: Is War
good? Why or why not?

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