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Cristen Simone

Day 1 of 2

Grade: 4
Subject: Social Studies/Language Arts

Date: April 25, 2016


Time: 50-60 minutes

Cognitive Level(s) of Lesson: Analysis


Objective:
Students will be able to:
Learning: understand the time of the American Revolution and factors that contributed to it
Behavior: by doing a group writing activity that reflects all of the information they have just
learned
Condition: after reading the book If You Lived at the Time of the American Revolution by Kay
Moore and having a class discussion
NJCCCS Addressed:
CCSS.ELA-Literacy.W.4.1.b
Provide reasons that are supported by facts and details.
6.1.4.D.8
Determine the significance of Americas role in the American Revolution

Instructional Strategies
Opening: Good morning class! Since we are beginning our American Revolution chapter, it is
important that we have a good understanding of how it began. It started because of the fight for
independence between America and England. Today, we will be reading a book together that
will be presented on the Smart board. We will have a class discussion as we go through the
book. After, you will split off into small groups to do a writing task. Each group will have a
different set of questions based on the book we have just read. A computer will be given to each
group so they can reference back to the book if they need to. Lets begin! (Anticipatory Set)
Presentation:
1. The students are asked to remain in their seats but they might have to rearrange
themselves so they are able to see the Smart board clearly. (Classroom Organization)
2. The teacher will pull up the book If You Lived at the Time of the American Revolution by
Kay Moore. It will be displayed on the Smart board.
3. The teacher will ask the students if they know what the American Revolution is or if they
have ever heard of it. Anticipated Responses: yes/no it is a war battle between
America and England

4. The teacher will ask the students to share something they already know about the
American Revolution. (Assessment of Background Knowledge)
5. The teacher will briefly state that the American Revolution was a fight for Americas
independence away from England. She will also explain that they will be learning about
what started the Revolution and the different sides the colonists took. (Input)
6. The teacher will read the few pages of the book. It begins with an introduction and then
goes into life before the revolution. After she reads section by section, she will ask
questions to reflect back on the information. What is the American Revolution? What
document was signed to grant freedom to the colonies? Who are the Loyalists and the
Patriots? Anticipated Responses: Colonies wanted to break away from England/King
George The Declaration of Independence Loyalists remained loyal to the
King/Patriots wanted to be free from Englands rule (Input)(Checking for
Understanding)
7. The teacher will ask for a volunteer to read the next section about what started the
Revolution. The teacher will state that at first the colonies liked having the British
protect them but as time went on they decided they wanted more freedom. The teacher
will ask students What are some of the reasons the colonists wanted freedom?
Anticipated Responses: The British controlled trade Colonists had to pay taxes for
many things/extra money (Input)(Checking for Understanding)
8. The teacher will ask students who James Otis is and what taxation without
representation means. She will also ask students what the consequences of this were.
Anticipated Response: A lawyer If the people have no say in the
government/parliament then they should not give any money The King punished
Boston/protest against taxes/soldiers and patriots fought (Checking for Understanding)
9. Another student will read about the Loyalists and Patriots. The teacher will ask students
what they think might have happened if the Loyalists went against the King. She also
asked for some differences between two groups. Anticipated Responses: Their families
could be killed The Loyalists are loyal and the Patriots are not (Checking For
Understanding)
10. After a student reads about if every colonist took a side they will discuss that section.
The teacher will ask students what side they think they might have taken if they were a
colonist back then. Anticipated Responses: Patriot/Loyalist/Neutral
11. The students will take turns reading and will go on to learn about life after the
Declaration of Independence and life during the war.
12. The last page discusses the ending of the War. The teacher will ask what the description
in the book reminds them of. Anticipated Response: the Fourth of July The teacher
will state that we celebrate the Fourth of July because the Declaration of Independence
was signed on July 4, 1776, by the Continental Congress declaring that the thirteen
American colonies regarded themselves as a new nation (Input)(Checking for
Understanding)
13. The teacher will tell students to remain in their seats until she explains what they will be
doing and calls them by groups.

Guided Practice:

14. The teacher tells students that after they break into their groups that she has assigned,
they all will be doing a writing assignment. Every group will have a different set of
about three questions. It is their job to answer the questions in complete sentences and in
paragraph form. Each group will have a computer so they can reference back to the book
if they need to. After they have completed their assignment, they will present the
material to the class. This is a way for them to rethink about the information they have
just learned and they can re-teach it to their classmates. (Input)
15. The teacher will split students into four groups according to levels. The lower level
students will be mixed in with higher level students.
16. The teacher will give students enough time to collaborate and write down their ideas and
she will walk around to assist students.
17. The teacher will continue to check timing and will pull up a timer on the Smart board so
students can know how to pace themselves. She will also ring the bell when needed and
will keep reminding students to check their time.
18. As each group finishes the teacher will hand them an American Revolution word search
to occupy them until every group finishes. (Input)
19. When every group is finished each student will discuss their responses. They can either
take turns reading what they have written or verbally discuss what they wrote out loud.
Everyone in the group must read or say something about what they have done or learned
about.
20. After every group has presented, they will be asked to go back to their groups and hand in
their written work to the teacher. The teacher will let students know that they did a great
job with todays lesson.
Closure:
21. The teacher will ask the students to think back to the beginning of the lesson and will tell
ask them what the American Revolution is. Anticipated Responses:It was Americas
fight for independence away from England (Summary of Major Points)
22. The teacher asks students to take a minute and to think about what today would be like if
we did not gain independence. (Input)
23. The teacher emphasizes that America might not be where it is today if we did not gain
our independence. (Tying Coherent Parts to a Whole)
Assessment:
Formative: The teacher will call on students in between each section of the book to check for
understanding. It is also present in Steps 6, 7, 8, 9, and 12.
Individual Measurability: The teacher will observe each student by walking around the room
and monitoring their work and help those who need assistance. The knowledge they use and
contribute to the group is also a part of this.
Summative: The teacher will collect each groups written work and will record it as a grade.
This will help the teacher check for students understanding.

Differentiation:
Varying Content: The lesson is presented by auditory and visual means because of the book and
presentation from students.
Varying Process: The teacher will teach them about the American Revolution by reading them
If You Lived at the Time of the American Revolution By Kay Moore. After, they will do a group
writing assignment with a different set of questions for each group. This will help the students
rethink what they have learned and can teach their peers.
Varying Product: The teacher will have the lower level students work with higher level
students. If they are struggling, she will provide them with extra work for homework.
Technology: The Smart board is used to present the book If You Lived at the Time of the
American Revolution by Kay Moore.