Kelly Doolen Lesson Plan Grade Level: 4th Grade Subject: Social Studies Academic Primary Learning Target:

Students will understand why the colonists entered the Revolutionary War with the British. Academic Standard Grade 4 C.C. Writing Standard 3d Use concrete words and phrases and sensory details to convey experiences and events precisely. IEP Goal/Context for Learning Not applicable-No Special Education/Needs students in class: Multiple Intelligences Met Learning Objective Given the prompt the learner will provide accurate details in writing as to why they as colonists were angry with British prior to the Revolutionary War with 100% accuracy. Assessment Students will pretend they are colonists upset with King George III prior to the American Revolution and must state the reasons why in a letter addressed to him. A rubric for grading will be provided. Academic Supporting Learning Target: Students will work collaboratively in groups. Academic Standard Grade 4 C.C. Speaking and Listening Standards 1 Seek to understand and communicate with individuals from different perspectives. IEP Goal Not applicable Lesson Objective Given the prompt the learner will be able to cooperatively work together to complete group assignments and discussions on material that states why the colonists entered the Revolutionary War against Britain. Assessment Students will evaluate each others participation in the group by filling out a checklist evaluation for each group member. The teacher will also observe the groups as they are researching.

Instructional Strategies/Learning Tasks (Refer to Instructional Strategies Page for Further details) 1. Introduce the anticipatory hook to engage the students and capture their interest in the topic.

Accommodations

1. Interpersonal-allows for group discussion and sharing of thoughts. Physical-allows students to get up and move. 2. Intrapersonal-allows for students to work independently to think about the definition to each event, book, and act presented. 3. Verbal/Linguistic-the group will have to read various articles to take notes on.

2. Have the students individually complete the Pre-Activity Worksheet provided.

3. Have the groups from before pick a different article to read and note key points about the subject presented. 4. Have students share with the class each groups main points from the article as well as your input as a teacher in on the important points. 5. Have the students individually complete the assessment (letter to King George III) based on their knowledge gained from the lesson. 6. Have the students complete the essential questions assignment individual based on their own opinion for homework. 7. As a teacher evaluate the student assessment with the provided rubric and look over the group checklist evaluation as a well as recall observing the group working. Resources and Materials Used: *Smart Board: to draw on/use timer *Writing Assessment *Writing Assessment Rubric *Essential Questions Homework *Checklist Evaluation

5. Verbal/Linguistic-the students individually must complete a letter to be addressed to King George III.

6.rrIntrapersonal/Cognitive-allows for cccccccstudents to work independently to ssssssssthink about their opinions to answer aaaaaaathe essential questions.

*Computers for research -Use of Websites *Pre-Activity *Outline Note sheet