Lesson Plan for Implementing

NETSSTemplate I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name
Adrienne B. McCrary
Position

Assistant Principal

School/District

Dobbs Elem. School/ Atlanta Public Schools

E-mail

Amccrar5@students.kennesaw.edu

Phone

678 358-8584

Grade Level(s)

4th Grade

Content Area

Social Studies

Time line

3-4 instructional days (60 minute class periods)

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.

Content Standards

Social Studies
SS4H4 The student will explain the causes, events, and results of the American Revolution.
c. Describe the major events of the Revolution and explain the factors leading to American
victory and British defeat; include the Battles of Lexington and Concord, Saratoga, and
Yorktown.

SS4G2 The student will describe how physical systems affect human systems.
d. Explain how each force (American and British) attempted to use the physical geography of
each battle site to its benefit (SS4H4c).

Reading Informational (RI)

ELAGSE4RI4: Determine the meaning of general academic language and domain-specific
words or phrases in a text relevant to a grade 4 topic or subject area.

ELAGSE4RI7: Interpret information presented visually, orally, or quantitatively (e.g., in charts,

graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how
the information contributes to an understanding of the text in which it appears.

Writing (W)
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ELAGSE4W1: Write opinion pieces on topics or texts, supporting a point of view with reasons.

ELAGSE4W3: Write narratives to develop real or imagined experiences or events using

effective technique, descriptive details, and clear event sequences.

ELAGSE4W4: Produce clear and coherent writing in which the development and organization
are appropriate to task, purpose, and audience.

ELAGSE4W7: Conduct short research projects that build knowledge through investigation of
different aspects of a topic.

Speaking and Listening (SL)

ELAGSE4SL1: Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others
ideas and expressing their own clearly.

ELAGSE4SL4: Report on a topic or text, tell a story, or recount an experience in an organized

manner, using appropriate facts and relevant, descriptive details to support main ideas or themes;
speak clearly at an understandable pace.

NETS*S Standards:

2.Communication and collaboration

Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of media
and formats
3. Research and information fluency
Students apply digital tools to gather, evaluate, and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media

Overview (a short summary of the lesson or unit including assignment or expected or possible products)

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In this unit (Forming a New Nation), students will understand why the English colonists decided to
separate from England and form an independent nation. Students will use the connecting theme of
beliefs and ideals to understand why the Declaration of Independence was created and explain why we
enjoy the rights and freedoms that we do today. They will also focus on the connecting theme of conflict
and change to explore the causes of the American Revolution and analyze how citizens are able to make
changes in their society today. Finally, through the connecting theme of individuals, groups, and
institutions students will describe the role of key individuals in the American Revolution and explain
how their actions influence the choices people make in their lives. Lesson two progression will focus on
the basic information related to the American Revolution, including Short term and long term causes of
conflict, important historical figures, and events during the war, and the conflicts ultimate impact on the
former British colonies- the creation of a new country.
The students should be able to explicitly link the indicated geography content to their historical
understandings. As much as possible, students should be learning all of this information in an integrated
manner, rather than having the historical, geographic, and economic content separated from each other.

Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? Additionally, what questions can you ask students to help them focus on important
aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring
to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry.
They should not be answered with a simple yes or no and should have many acceptable answers.

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Enduring Understanding
Beliefs and Ideals: The student will understand that the beliefs and ideals of a society influence the
social, political, and economic decisions of that society.
Conflict and Change: The student will understand that when there is conflict between or within
societies, change is the result.
Guiding Questions:
Conflict and Change
How were the colonists' opinions of pre-Revolutionary events alike and different?
What are the causes and events that lead to the Revolutionary War? (French and Indian War,
British Imperial Policy, activities of Sons of Liberty, Daughters of Liberty, and Boston Tea
Party)
Why did the colonists believe British taxation policies in North America were unfair?
How did the colonists protest British Imperial Policies in North America?
How did the Sons of Liberty protest British taxation policies in North America?
What is significant about the Battle of Lexington and Concord?
Why were the American colonies and Britain unable to resolve their differences without going to
war?
Why is the Battle of Saratoga called "the turning point" of the American Revolution?
Why was the Battle of Yorktown the final battle of the American Revolution?
Individuals, Groups, Institutions:
How did resources of the French and the strategic planning of George Washington combine to
defeat the British in the Battle of Yorktown?
How did British and American forces attempt to use the physical geography of the land to its
advantage in the battles of Lexington and Concord, Saratoga and Yorktown?
How did the Battle of Lexington and Concord embolden the American revolutionaries?
Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or
rubrics. Include these in your presentation as well.

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The student will complete a quizizz as a pre- assessment of what the already know about the American
Revolution up to this point. The result will inform instruction for reteaching.
As an assessment of this part of the unit, the students will complete the task below at the end of this
lesson cycle.
EXTRA! EXTRA! READ ALL ABOUT IT!
Working in a small group (3) or with a partner, students create a newspaper during the Revolutionary
time period or during the writing of the Declaration of Independence (1763-1783). The paper should
reflect the beliefs and ideals of the time as well as the influences of individuals or groups. The following
features should be included:
A newspaper title and slogan reflecting the revolutionary time period

An interview with a key individual for the time period relating the individual's influence

A feature article (from the front line of a battle, from an important event- i.e. Boston Massacre,
Boston Tea Party, signing of the Declaration of Independence) that describes an event that
shaped the revolutionary movement
Want Ad poster for a Volunteer Soldier that describes positive character traits found in strong
leaders
Political Cartoon or editorial article expressing the beliefs and ideals for the time period

A colonial advertisement

Resources (How does technology support student learning? What digital tools, and resourcesonline student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etchelp elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)

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Online Resources
School House Rock The Shot Heard Round the World song located at
https://www.youtube.com/watch?v=rZMmPWTwTHc
http://mrnussbaum.com/revolutionary_war_battles/ - This section provides
links to detailed descriptions of the important battles of the war such as
Saratoga, Yorktown, and many others. Many of these pages also contain
online and printable activities.
http://edtech2.boisestate.edu/estherbarney/502/virtualtour/start.html - The
American Revolution: A Virtual Tour Boise State University: This activity was
designed for upper elementary or middle school age students ... This virtual
field trip is an interactive journey through the American Revolution.

Resources for the Unit

PBS Companion site to the Liberty! Series contains background information about the causes
and events leading to the American Revolution, background on pertinent historical figures,
suggested lessons, and kid-friendly interactive games about the era.
Colonel Williamsburg's Role Playing Game: Loyalty or Liberty: This award-winning site
contains virtual field trips and web adventures that immerse students in the Revolutionary War.
Founding.com (a project of the Claremont Institute) describes the documents and principles of
the this era to make them accessible to students of all ages
The American Revolution is a comprehensive site that highlights the battles, people, documents,
and timeline of the American Revolution.
Our Documents contains tools for educators to teach about the 100 most influential documents in
American history.
Teaching American History divides important events in our country into different eras to teach

Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can
you find out if students have this foundation? What difficulties might students have?)

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Focus Lesson
Before the lesson, the students will take a quick assessment using quizizz to see how much the already
know about the content to be covered. The teacher will introduce the lesson by playing the video
Libertys Kids: Episode 1 The Boston Tea Party. Students will be asked to view the video clip with the
following questions in mind: What are some of the key events or individual in this episode? Where
and when did they occur? How did these events or individuals shape the American Revolution?
The students will be given a graphic organizer to take notes and answer the questions posed during the
video. Students should be given time to share/discuss their answers with the class. The teacher will
review the lesson objective with students and inform them that the video highlighted many of the lesson
concepts they will be studying.
Guided Practice
The teacher will have students recall, discuss, and make connections to the students previous
unit on colonial life. Explain that colonists began to resent British rule in the mid- 1700s and
started to think about breaking away from England. Express that they will be going on a timeline
journey through the events that shaped the revolutionary movement in America. The students
will take notes of important dates and events. To review the lesson up to this point, the teacher
will quickly check for understanding by allowing the students to assist her in correctly listing the
historical events in chronological order using the American Revolution online sequencing
activity.
The teacher should utilize the flipchart (courtesy of promethean planet see attachment below)
to help guide whole group dialogue and discussion about the events leading to the American
Revolution. Student should take notes using their note take graphic organizer.
Collaborative Practice
Students will partner read the article The French and Indian War Set the Stage for the American
Revolution. After reading students will work with their partner to create a one minute play that
tells the impact of the French and Indian War on the American Revolution. Students will present
their plays to the class.
Independent Practice
Using everything learned throughout the lesson (students may be allowed to conduct additional
research if times permits) The students will write a blog post (using kidblog.com) that traces the
events that shaped the revolutionary movement in America. Your essay should include the
following:
Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as
throughout the process. Be sure to indicate how you prepared for problems and work through the issues that
occurred as you implemented and even after the lesson was completed.
The classroom will be set up in collaborative groups of no more than 4 per group. Each group will have 2 iPads or
MacBook laptop computers to use to access resources and create artifacts described in this plan. The student will
work within the classroom and may find a comfortable working space throughout the classroom. Should we
experience technical difficulties hard copies of the resources will be distributed to the students to complete as
much of the task as possible. All issues will be reported to our Client Support Help Desk.

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Instructional Strategies and Learning Activities Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or
creativity levels of Blooms Taxonomy? How can the technology support your teaching? What authentic,
relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge
and skills? How will students use digital tools and resources to communicate and collaborate with each other
and others? How will you facilitate the collaboration?
Multiple research based instructional strategies will be used through this unit. As the students are reviewing the
online resources and during lectures, the will use graphic organizers to summarize the information and organizer
their information for the final task. The student will be engaged is a lesson/discussion with the teacher. The
students will take notes from a video presentation and from other online resources that have been identified.

Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)

The students will have the option of completing one of these activities according to the ability.

Have students complete a 5 Ws chart for planning their news reports (see link)

http://www.eduplace.com/graphicorganizer/pdf/5Ws.pdf
Provide students with a bank of teacher/student generated interview questions to choose from
Have students use a tick-tack-toe chart to plan their advertisements (see link)
http://www.eduplace.com/graphicorganizer/pdf/tictack.pdf
Have students complete a character map to organize their ideas about the qualities of a valuable
soldier (see link) http://www.educationoasis.com/curriculum/GO_pdf/Character_map_boy.pdf
Provide examples of want ads from local newspapers and analyze the elements of an ad together

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? What will be your process for answering the following
questions?
Did students find the lesson meaningful and worth completing?
In what ways was this lesson effective?
What went well and why?
What did not go well and why?
How would you teach this lesson differently?)
The student will have the opportunity to share their newspaper articles with the class. The classmates will use the
rubric to score the projects and ensure all components have been identified. The lesson was effective because
the students have the opportunity to be engaged throughout the learning process. There were many opportunities
for the students to work with their peer and collaborative with the teacher when necessary. The students were
really excited about their projects. I wish I had spent a little more time identifying the strengths of the collaborative
groups. Some groups worked well together while others needed more guidance and coddling from the teacher to
stay on task. I would probably co teach with a colleague to ensure that all of the content was covered sufficiently. I
felt like their were time where more time was needed to expound a little more on the concepts that were taught in
order for the students to fully grasp the concepts.

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Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.
The lesson opportunity gave me the opportunity to really work with students again as the teacher and facilitator of
learning. It was really fun engaging with the students and seeing them struggle with the learning, but then smiling
from ear to ear during those lightbulb moments. I would definitely advise other to work with a colleague because
there is a lot of content to cover. The students definitely loved using the technology to create new learning
experiences. Getting them to use the technology was the easy part. The challenge was outlining content that
would keep them excited and focused on the content that was being taught.

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