Student: Julia Coston School: Sweetser Elementary School

IWU Supervisor: Prof. Schuler Co-op Teacher: Mrs. Johnson

Teaching Date: November 15, 2019 Grade Level: 4th Grade
Audit Trail:
 Spoke with Mrs. Johnson to find times that are best for doing my social studies lesson and on
what to teach
 Emailed Prof. Schuler to ask about what times worked best for her
 Prof. Schuler sent me a google document with times to teach my lesson on October 21st
 Signed up on the google document to teach on November 15th from 1 to 2pm
 Spoke with Mrs. Johnson to solidify that day as the day I teach my first Social Studies Lesson
 Met with Dr. Karr during McConn hours on November 8th to discuss my lesson plan ideas
 Emailed Lesson plan to Prof. Schuler and Mrs. Johnson on November 13th
 Lesson Approved by Dr. Karr on November 11th

LESSON RATIONALE
Learning about the American Revolution is important because it provides American children an understanding
of how their country gain its independence and why. Recapping the events of the American Revolution shows
the students what events in history caused it and shows them the importance of remembering the hard work it
took to create the United States. By teaching this lesson, the students will be able to explain the moments in
history that caused the American Revolution.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal: By creating the foldable the students will be able to describe the causation of the American
Revolution.
B. Objective: By filling out and presenting the three-tab book foldable, the students will be able to describe
key events that caused the American Revolution.
C. Standards: IAS/NCSS
a. 4.1.3 Explain the importance of the Revolutionary War and other key events and people that
influenced the development of Indiana as a state.
b. NCSS 6 Learners will be able to analyze conditions and actions related to power, authority,
and governance that contribute to conflict and cooperation among groups and nations, or
detract from cooperation.

II. Management Plan

a. Materials:
 26 three-tab book foldables (pg 22)
 PowerPoint
 Document camera
 6 papers with the instructions for the stations
 iPads
 Small sheets of paper and color pencils (for stamps)
 Small bags with sugar
 Fake coins
 Boston Massacre drawing sheets
 A container
 Glue
 Small popsicle sticks
  Tea bags

b. Time: 1 hour with 20 minutes for stations included

c. Space: The entire classroom
d. Behavior: I will be using be using a few call and response ideas to help get the students attention
throughout the lesson. I will also have a timer and bell to signify changes. This will help keep the
students on task and understanding what is going on. The students will also be engaged in various
tasks throughout the lesson that will help with keeping their attention.

III. Adaptation to Individual Differences and Diverse Learners—

a. For the students who have trouble with reading and reading comprehension, there is either a
listening version of the passage I am having them read or a video they will watch that helps to
explain the content the students are learning about. They also can always ask other group
members to help explain it for them.
b. For the students who tend to finish their work faster than the rest of the group, there will be an
activity the pertains to the event that the student just learned about that they can start on. It will
keep them busy until the other members of the group finishes, so they do not disrupt the class.

PLAN FOR INSTRUCTION

IV. Anticipatory Set
I will split the class up into groups of three and then give them instructions on what I want them to do. I
want you all to listen carefully as I give instructions. Two of the people in your group will be sharing their
answer on the question I give you in a minute. I want the two people I chose to think about why they chose their
answer and explain it to the other people in the group. The person who does not give an answer will be decided
which answer they like the best and will side with that person. It is the job of the other group members to
convince the one person to agree with them and join their side. I will allow for questions to help clarify and
then I will then go around to each group and chose who will be doing what for the activity. Now the question I
want you to answer is, what is the best food in the world and why? And remember you are trying to get the third
group member to agree with you. I will allow for 5 minutes or so of explaining and decision making before I
expect a side to be chosen. I will go around to each group and ask the third person what side they picked. Then I
will ask the whole class questions. Was it hard to convince the third person to agree with you? Wait for
answers. Was it easy to pick a side, or was it hard because neither one was your idea of the best food in the
world? Let the students answer that as well. That feeling of being unsure of your decision or feeling divided by
two decisions, is how the Colonists felt at the beginning of the American Revolution. They weren’t sure if they
wanted to stay a part of the British empire or become their own country. The more the colonists went through
though, the easier the decision was for them.

V. Purpose: Today we will be learning about what happened in the colonies to cause the colonists to gain
enough courage to fight back against the British rule, create their own power and cause the American
Revolution. We investigate and learn this information to better understand why the United States
became a country and why we are able to call yourselves American.

VI. Lesson Presentation (Input/Output)

 The students will sit back down in their seats and I will go over some terms with them. Before we
get into the activity I want all of you to know the definition for some important words. I will be
using a slide show for the words and definitions. The first one is tax. A tax is money that a
government collects to pay for the services it provides. For example people in the US pay taxes
for the food they buy, the clothes they wear, and lots of other things. The next word is boycott. To
boycott means to refuse to buy goods or services from a person, group, or country. Next is
 patriotism. Patriotism is when someone is loyal to his/her country. Lastly is the word delegates.
Delegates are people chosen to represent a group of people. All of these words are important to
know for the activity. We will be creating foldables with information about each event in them
learned in them. The groups will put their information in their section of the foldable and will
present their information to the class so they can write it in their foldables too. I will pass out the
three tab foldables to each student. Then I will show mine on the document camera for them. At
the top of the book, I want everyone to write Causes of the American Revolution. Then on the
first tab write Taxes. On the second write Boston Massacre, and on the third write Boston Tea
Party.
 I will then put the students into the three different groups. Within those groups will be two
smaller groups. I will now be putting you into groups. When I call your name you will be in
group 1a. Do not move from your seat just remember you are in group 1a. I will give each of
them a piece of paper that says group 1a on it. Now if I call your name you are in group 1b. Same
thing goes for you stay in your seat until told to move and remember you are in group 1b. I will
give this group members their piece of paper as well. I will continue to do this for group 2a, 2b,
3a, and 3b. Now that you are each in a group I will tell you where to go. If you are in groups 1a
and 1b, you will be at the desks in the front of the room. You will be learning about taxes and
how being taxed on items helped cause the American Revolution. If you are in groups 2a and 2b,
you will be at the table by the sink. You will be learning about The Boston Massacre and how
this event helped cause the American Revolution. Finally if you are in groups 3a and 3b, you will
be at the group of tables by the door. You will be learning about the Boston Tea Party and how
this event helped cause the American Revolution.
 There will be instructions at each station about what I want the groups to do and the questions
they should answer for the foldable. When I tell your group to move to your area please bring
your iPad with you and read the instructions on the sheet carefully. There are question on the
sheet to help you know what to write in your foldable. I will then have group 1a and 1b move
first. If you are in group 1a you will be looking at the sugar act. Watch the video and write what
you learned about the sugar act on the foldable first, before doing the sugar activity at your
station. If you are in group 1b you will be looking at the stamp act. Same for you, please watch
the video and write in your section of the foldable before creating your own special stamp. Then
group 2a and 2b will move. If you are in group 2a you will be learning about what happened
during the Boston Massacre. Please watch the video and write in the foldable before completing
the Boston Massacre worksheets. Similar to 2a, 2b you will read your section of the passage
talking about what happened after the Boston Massacre, before doing the same worksheets.
Finally group 3a and 3b will move to their spot. 3a you will be learning about what happened to
cause the Boston Tea party. Read the passage and write in the foldable before creating your
Boston tea party boats. 3b you will learn about what happened at the Boston tea party. Same
thing goes for you, no boat creating until reading the passage and writing in the foldable.
 Each group will have twenty minutes to finish learning the information and writing it in the
foldable. The activities are extra and do not have to be finished by the time the timer goes off. I
will be walking around to make sure the students are on task and to help them if they need it
whether it is help with the foldable or the activity.

VII. Check for understanding

 When the timer goes off I will have everybody focus on me to get the next instructions. I want
everybody to quickly and quietly go back to their seats. Each group will now be presenting to the
rest of the class what they learned in their group and how they saw the colonists courage turn
into power over the British. When you’re group is not presenting you should be writing the
information being presented down in the section it goes in. Once everybody sits down we will
start the presentations. The class will be using the document camera to present their information.
What one or two people, in group 1a, wants to go up to the doc. camera and read to the class
 what they learned in their group? I will pick on one or two people to go up to the document
camera. The student(s) will go up and present their information to the class while the students in
the other group write down the information. I will ask groups 1b, 2a, 2b, 3a, and 3b who wants to
present their information and the same process with happen. By the end of the presentations each
student should have a completely filled out three-tab book on the causes of the American
Revolution. I will go around to check that each student has finished writing in their foldable
before collecting them and moving on.
VIII. Review learning outcomes / Closure
 I will go up to the board at the front of the room and create a pro/con diagram on the board. I will
have the students help me fill it out with the new found information we know about the
beginning of the American Revolution. The Pro/Con list is here to help us decide if we should
declare war on Britain. With the new knowledge we know about how they treated us, what might
be some pros or good things about declaring war on Britain to help us become independent? I
will a couple students give me some pros. What might be some cons or not so good things about
declaring war on Britain, if we have any? If hands are raised I will let some students add a few
cons. Do the pros out weight the cons? I will let the students answer. Yes, the pros do out weight
the cons, which is why the colonists did in fact declare war on Britain to start the American
Revolution.

PLAN FOR ASSESSMENT

A. Formative: I will be assessing students as I walk around making sure that all students are understanding
the learning and that they filling out the foldable correctly. As they interact with their group members I
will note the conversation that is going on about their topics and what they have to say about it. I will
also be assessing how well they know the topic when they have to share what they learned with their
classmates. Also how well they help me fill out the pro/con list about leaving the British rule or not.
B. Summative: I will collect the foldables from each student to see what they wrote in their foldable about
each topic. This will be each students official assessment on how much they learned in this particular
lesson.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
a. I think all the students will be able to describe one cause for the American revolution because
they did a deep study on it, but since we did not finish the lesson, I don’t think they could
explain the others causes.
2. What were my strengths and weaknesses?
a. My strengths were keeping the students on task and making sure they were understanding what
they were learning.
b. My weaknesses were loosing track of time and not holding myself accountable that way, so I
wasn’t able to finish everything in the lesson.
3. How should I alter this lesson?
a. Save the activities for a new day of this lesson and turning it into a three day lesson instead of a
two day lesson. This way the students can do all the activities or the ones they like and don’t
feel rushed.
4. How would I pace it differently?
a. Definitely give a little more than 20 minutes for the research time, but then actually stick to
that pace and limit the time for the presentations that way they are only saying what is really
important.
5. Were all students actively participating? If not, why not?
a. They were and I think that is because they were intrigued by the foldable and the activities I
had planned for when you finished your section of the foldable. I also think being able to work
in groups helped.
6. What adjustments did I make to reach varied learning styles and ability levels?
a. I broke down the questions to make the answers about the events easier to find and understand.
The students were able to listen to the articles if they wanted. I guided them all through the
presentation part so they felt competent enough to give their information.
7. Was having big groups divided into smaller groups beneficial or would it have been better to just have
three big groups looking at the events before the war?
a. This was so beneficial. Bigger groups would have been more chaotic and harder to handle. The
smaller groups meant less conflict and more willingness to work together.
8. Did having fun engaging activities help the students stay engaged with the lesson or did it more so
distract them from what the main focus was?
a. I really did. I would say even that it was the reason most of the students finished filling out
their foldable so quickly. They wanted to know what the activities were and wanted time to do
them.
9. Was creating a foldable where the students presented their information a good idea to help solidify the
causes of the war?
a. I think it was, the problem with the foldable was that there was not enough information of
guidelines on it for them to know how to organize it all to present it to the class.