USF Elementary Education Lesson Plan Template Name: Danyelle Estill

Grade Level Being Subject/Content: Social Group Size: 24Date of Lesson:

Taught: 5th Studies

Lesson Content
What Standards (national SS.5.A.5.1 Identify and explain significant events leading up to the American Revolution
or state) relate to this SS.5.A.5.2 Identify significant individuals and groups who played a role in the American
lesson? Revolution
(You should include ALL SS.5.A.5.5 Examine and compare major battles and military campaigns of the American
applicable standards. Rarely Revolution
do teachers use just one: SS.5.A.5.6 Identify the contributions of foreign alliances and individuals to the outcome
theyd never get through of the Revolution
them all.) LAFS.5.RI.1.3 Explain the relationships or interactions between two or more individuals,
events, ideas, or concepts in a historical, scientific, or technical text based on specific
information in the text
NCSS Theme Power, Authority, and Governance
Essential Understanding Students will be able to explain the interactions between the Continental and British
(What is the big idea or Armies and the events that led to the Colonists winning the war
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
Objectives- What are you When given an informational text, students will be able to identify and compare the
teaching? advantages and disadvantages the Continental Army and British Army faced during the
(Student-centered: What will battles of the Revolutionary War by creating a graphic organizer.
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
USF Elementary Education Lesson Plan Template Name: Danyelle Estill
Grade Level Being Subject/Content: Social Group Size: 24Date of Lesson:
Taught: 5th Studies

(i.e., I will see her

yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale This lesson aligns with the big national Standard 5: American Revolution & Birth of
Address the following a New Nation
questions: Students will be implementing their prior knowledge of writing a constructed
Why are you teaching this paragraph
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will Formative
you know students have Teacher will assess students ability to compare and contrast using a graphic
mastered your objectives? organizer
Students will use graphic organizer to construct a well written paragraph
Address the following: Teacher will provide student with oral or written feedback on their graphic
What formative evidence organizers and paragraphs
will you use to document Summative
student learning during Students will have an end of the unit test on the American Revolution
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
What Content Knowledge An understanding of the American Revolution and the events that took place
is necessary for a teacher
to teach this material?
What background Students should be able to read and follow along with the textbook
knowledge is necessary for Students should be able to use a graphic organizer
a student to successfully
USF Elementary Education Lesson Plan Template
Grade Level Being Subject/Content: Social
Taught: 5th Studies
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
Name: Danyelle Estill
Group Size: 24Date of Lesson:
Students should have an understanding of the events that led to the American
Revolution from previous lessons
Students should know who the major figures including but not limited to George
Washington, Paul Revere, King George, Charles Cornwallis
That it was easy for the Continental Army to win the Revolution
Lesson Implementation
Whole group read aloud
Guided reading notes
Shoulder talks
Independent writing
Time Who is Teacher Holy mole!
responsibl Students Guacamole!
e (Teacher T Please get out a Social Studies textbook and your Social Studies
or notebook please. There arent enough Social Studies books for
Students)? everyone so please share with your shoulder partner.
T wait 2 minutes for students to get materials
T Please open to the next blank page in your notebook and copy
down the goal for this lesson. Today we will be reading about and
explaining the interactions between the Continental and British
Armies and how those events led to the Colonists winning the
Revolutionary War.
T wait 2 minutes for students to copy goal
USF Elementary Education Lesson Plan Template
Grade Level Being Subject/Content: Social
Taught: 5th Studies
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?
Name: Danyelle Estill
Group Size: 24Date of Lesson:
T We are going to be reading our social studies text with a
purpose today. We have already read about specific events that
happened that upset the colonists and made them want their
independence. Talk to your shoulder partner about things that
happened that led up to the American Revolution.
T give students 1 minute to talk to partners
T Ring gong to get attention
T Pull a stick to call on student. Student A, what did you and your
partner talk about?
S Responses could include the Boston Tea Party, different taxes,
etc.
T While we are reading today, we are going to be paying careful
attention to the colonists army, which is called the Continental
Army and the British Army. We want to look for the advantages, or
good things, that would help them win the war, and the
disadvantages. We have talked about the prefix -dis before. Who
remembers what it means?
T Call on student
S Answer should resemble not.
T We are going to be making a graphic organizer to help organize
our thoughts. Please copy down the T-chart like this so that we can
fill it out while reading.
T Give students time to copy the chart
T Now we will begin reading.
T Start reading aloud the chapter. Stopping to point out important
pictures. Stop every couple of paragraphs to ask students if they
find an advantage or disadvantage for either Army. Do this until the
chapter is complete.
T Now that we have finished the chapter, what do we notice
about the advantages versus disadvantages for the two armies?
S Responses could vary. British had more advantages. Continental
had less advantages. British had more money and supplies.
Continental was on their own land.
T Now that we have made this graphic organizer, we are going to
write a compare and contrast paragraph that we have practiced in
USF Elementary Education Lesson Plan Template Name: Danyelle Estill
Grade Level Being Subject/Content: Social Group Size: 24Date of Lesson:
Taught: 5th Studies

ELA to compare the British Army and the Continental Army. You will
do this independently. Remember that when you are writing a
paragraph, we use the strategy RACES (restate, answer, evidence,
summary). If you finish before your peers, please remember to use
your writers checklist to go back and revise your work. We have
already done the hard work of getting evidence and making our
organizer, so your paragraph should be easy to write!

While other students are working, I will have my Tier II group (SJ, HB,
PJ) at the table and help them construct their paragraph.
What will you do if a student struggles with the content?

Have them come to the teacher table

Provide sentence strips to glue in notebook
What will you do if a student masters the content quickly?

Have the student help their shoulder partner

Have the student revise their paragraph using the Writers Checklist they have in
their notebook
Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners
It applies to all students because they will be learning about the way our country formed
to what it is today
If applicable, how does this lesson connect to/reflect the local community?

N/A for my class

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?

Sentence strips to paste in notebook instead of copying notes

Small table group
USF Elementary Education Lesson Plan Template Name: Danyelle Estill
Grade Level Being Subject/Content: Social Group Size: 24Date of Lesson:
Taught: 5th Studies

How will you differentiate instruction for students who need additional
language support?

N/A for my class

Accommodations (If PJ, HB, SJ are students who receive special accommodations. After whole group lesson,
needed) they will come to the teacher table to get extra support writing.
(What students need specific
accommodation? List While filling out the graphic organizer, sentence strips could be provided to struggling
individual students (initials), students to paste in the appropriate column of their notebook.
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials Social Studies Alive! Americas Past textbook
(What materials will you use? Doc cam
Why did you choose these Notebook paper
materials? Include any
Writing utensil
resources you used. This can
also include people!)