Bridgewater College Teacher Education Program Lesson Plan

Name: Sammantha Hall

Subject/Grade Level: Lesson Title: Unit: Date or Lesson #:

Fourth Grade/Virginia Clashing into the Stonewall Civil War Day 8

Studies
Virginia SOL/National Standard:

VS.7 The student will demonstrate an understanding of the issues that divided our nation and led to the Civil War by
a) explaining the major events and the differences between northern and southern states that divided Virginians and
led to secession, war, and the creation of West Virginia;
b) describing Virginias role in the war, including identifying major battles that took place in Virginia; and
c) describing the roles of American Indians, whites, enslaved African Americans, and free African Americans

The students will identify that the First Battle of Bull Run (Battle of First Manassas) was the first major clash of the
Civil War.

The students will describe Confederate General Thomas Stonewall Jackson's major role in this battle.

Measurable Lesson Objective(s)/Learning Intention:

Students will be able to dramatize the first Battle of Bull Run to show Stonewall Jacksons major role in the battle.

Materials/Technologies/Resources Needed:

First Battle of Bull Run Reading (not the questions attached) (one per student)
http://mrnussbaum.com/battle-of-bull-run-reading-comprehension/
Virginia Trekkers Podcast 44 Bull Run http://www.virginiatrekkers.com/BullRun/Podcast.html
Construction Paper
Timeline Strip
Blank paper
Scissors
Glue Sticks
One Pencil per student
Colored Pencils
One Highlighter per student
Whiteboard
Whiteboard marker
Teachers lunch
Projector
Blank sheets of paper (to use for exit passes if students cannot take role play seriously)
Student-Centered Success Criteria:

I can dramatize the First Battle of Bull Run to show Stonewall Jacksons major role in the battle.

Assessment (Formative and/or Summative):

1. Students will create a small script in their group and role play the First Battle of Bull Run to show
Stonewall Jacksons major role in the battle.
Anticipatory Set (Hook & Agenda)

Today we are going to explore the first battle of the Civil War, the First Battle of Bull Run. We are also going to learn
about Stonewall Jacksons major role in the battle. So obviously I should get my picnic lunch out!

Teacher will: Students will: Accommodatio Anticipated

ns/Differentiati Time:
Pull out lunch, and pretend to get ready to Look Confused. on:
watch a battle. 2 minutes
Say: Battle time, I bet this is going to be
over quick!

Explain to students that people in Listen to Teacher.

Manassas packed picnic lunches and
came with their families to watch the first
battle of the Civil War, the First Battle of
Bull Run. People thought it would quickly
come to an end. They did not realize how
severe the Civil War was going to be.

Access /Review Prior Knowledge: Who can tell me an event that led to secession and the Civil War?
Teacher will: Students will: Accommodations/ Anticipated
Differentiation: Time:
Call on students raising their hand. Write Raise hand to answer. If chosen, answer
abbreviated answers on the whiteboard. the question. Listen to clues if needed. Try to call on 3 minutes
Make sure all are mentioned, give clues if Work to come up with all of the events.
needed. students 1, 2, 4, or
5 if they have an
Should include: Nat Turner Slave Revolt, idea to help them
Abolitionists Campaigns, Harriet Tubman participate.
and the Underground Railroad, John
Brown raid on Armory at Harpers Ferry,
Abraham Lincolns presidency, Southern
States Secession and formation of
Confederacy
Teaching Process & Modeling (Content is presented, accessed or built)
Guided Practice & Checking for Understanding
Independent Practice
There is no prescribed order to this section; you must tailor the order to the students and the content. This should be the longest portion of your
lesson plan.
Teacher will: Students will: Accommodations/ Anticipated
Differentiation: Time:
Teaching Process & Modeling (Content is Teaching Process & Modeling (Content is
presented, accessed, or built): presented, accessed, or built): Teaching Process & Teaching
1. Open and play Virginia Trekkers Modeling (Content is Process &
Podcast 44 Bull Run presented, accessed, or Modeling
http://www.virginiatrekkers.com/B built): (Content is
ullRun/Podcast.html presented,
Listen to podcasts, listening for key
2. Ask students to carefully listen for accessed, or
names and facts. built):
key names and facts mentioned in
the podcast. Raise hands, and if chosen, list names or
3. After the podcast, ask students parts of names they remember from the
what names they heard. Make podcast.
sure students identify General
12 minutes
Bernard Bee and General
Stonewall Jackson.
Raise hands, and if chosen say how
4. Ask students how Stonewall
Jackson got his name, and what Stonewall Jackson got his name. Raise
his major role was in the battle. hands, and if chosen say what his major
Conclude that Bee said hold role was in the battle.
hold, there stands Jackson like a
stonewall. Jackson brought more
troops to battle to support the
Confederate line.
5. Ask students who won the battle. Raise hands, and if chosen say the their
Students should identify the answer.
Confederacy.
6. Ask students what other important
facts from the video they heard. Raise hands, and if chosen share an
Let students share. Examples important fact from the video with the
might include: How the battle was class.
named by each side, weapons
used, similarity in battle clothing
for each side, untrained soldiers,
and more.
Modeling
Modeling
Modeling
Modeling

1. Pass out First Battle of Bull Run

Reading. One per student. Also 10 minutes
Write their name on their paper. Leave
give one highlighter to each
their highlighter alone until instructed to
student.
http://mrnussbaum.com/battle-of-b use it.
ull-run-reading-comprehension/
2. Tell students that you are going to
read about the First Battle of Bull
Run, and that they should follow Listen to directions.
along with their finger. Tell them
that you are going to stop
throughout the reading, and
students will need to raise their
hand to identify key points from
the story when asked to. Students
will highlight what the teacher
highlights.
3. Begin reading story. Stop after the
first two sentences. Show
Listen to story. Point to each word as
students that the key point(s) they
teacher reads. Highlight what they are
heard would be The first major
shown to highlight, and write a 1 where
battle of the American Civil War Walk around and
told to do so.
occurred on July 21, 1861, in make sure that
Manassas, Virginia. The battle is students 1, 2,4, and
known as the First Battle of Bull 5 are highlighting
Run Highlight those words, and the correct things
have students highlight them. and writing the
Have students write a 1 and circle correct numbers. If
it beside what was highlighted. needed, move
4. Read the next two sentences. Ask them beside
students what two names were another student to
mentioned. Highlight and have help them with
students highlight General Irvin highlighting the
McDowell planned a surprise Listen to story. Point to each word as correct sentences
attack against the Confederate teacher reads. Raise hand if can answer and writing the
General P.G.T. Beauregards question. Answer if chosen. Highlight correct numbers.
forces at the railroad junction to what they are shown to highlight. Write
Manassas. Have students place the number 2.
a 2 by this.
5. Read the rest of the paragraph.
Highlight and have students
highlight Hundreds of spectators
from Washington lined the hills of
the battlefield to cheer on the
Union. Remind students of how Listen to the story. Point to each word as
this was mentioned in the video teacher reads. Highlight what they are
and how you mentioned it in the shown to highlight. Write a 3.
beginning of class. Have students
write a 3 beside this.
6. Read the next two sentences. Ask
students what was fired. Highlight
and have students highlight
McDowell sent two detachments Listen to the story. Point to each word as
from nearby Centerville toward teacher reads. If can answer question
Confederate positions. first shots raise hand. Answer if chosen. Highlight
were fired. Have students write a what they are shown to highlight. Write a
4 beside this. 4.
7. Read the next five sentences. Ask
students what Bee said about
General Jackson. Highlight and
have students highlight
Confederate reinforcements
under General Thomas J. Listen to story. Point to each word as it is
Jackson arrived on the battlefield. read. If can answer question, raise hand.
General Bernard Bee is said to Answer if chosen. Highlight what they are
have uttered the timeless words shown to highlight. Write a 5.
There is Jackson standing like a
stone wall. Have students write a
5 beside this.
 8. Read the next three sentences.
Remind students that Stonewall
Jackson played a major role in the
battle because he brought more
troops to the battle to support the Listen to story. Point to each word as it is
Confederate line and held his read.Highlight what they are shown to
ground. Highlight and have highlight. Write a 6.
students highlight Confederate
forces under Jackson and Cavalry
Commander J.E.B. Stuart
captured Union artillery Have
students write a 6 beside this.
9. Read the rest of the paragraph.
Ask students how the battle
ended. Highlight and have
students highlight more
Confederate reinforcements
crushed a Union brigade and
caused the collapse of
McDowells Union Army. Union Listen to story. Point to each word as it is
forces began a disorderly and read. If can answer question, raise hand.
poorly managed retreat Answer if chosen. Highlight what they are
Confederate forces captured shown to highlight. Write a 7.
several hundred Union soldiers
Have students write a 7 beside
this.
10. Read the last paragraph to
students. Summarize with
students that the First Battle of
Bull Run was the first major clash
of the Civil War, and that in this
battle Stonewall Jackson got his
name and played a major role in
Listen to teacher.
the Confederacys win.
11. Collect the highlighters.
Guided Practice/Checking for Understanding
1. Tell the students that they are
going to use the highlighted key Guided
points from the reading to create Practice/Checking for
a timeline with their group. Their Understanding Guided
Turn in highlighter. Practice/Checki
timeline should be divided into the
ng for
seven points that we created. Understanding
Students should collaborate with Guided Practice/Checking for Understanding
their group to put each of the
events into their own wording that
Listen to directions carefully.
they can more easily understand. 10 minutes
Tell students to write neatly
because they are going to need
their timelines later.
2. Number the students off into four
groups by counting students off.
Give each group a timeline strip,
 and pieces of construction paper. Do not let students
Show students that they will cut 3 and 7 be in the
up their paper into squares to same group. Switch
write their key points on, Remember number given to them in one if necessary.
countoff. Get in group in an open spot in
numbering them as they go. Show
the room. Keep materials still when given
students that they will glue them them. Listen to directions. Go get any
onto to their timeline strip to show other materials needed.
how the Battle progressed from
beginning to end. Have students
make a title on a piece of
construction paper to glue at the
beginning. Tell them that they
should place a star by Stonewall
Jacksons name and the point
showing his major role in the
battle.
3. Have students give me a thumbs
up if they understand the
directions, and thumbs down if
they do not. Pick a student to Let student 5 recite
the directions to
recite the directions.
make sure she
4. Let students begin working. They Students make thumbs up or down for
understands.
can ask for help as needed. Set a understanding or not. Chosen student will
timer for 8 minutes. Give them a 2 repeat directions back to teacher.
minute warning before their time
is up. Complete assignment in time given. Work Independent Practice:
Independent Practice: hard and cooperatively with peers. Share
Independent
materials. Participate. Stay engaged. Ask
1. Have students freeze and turn Practice:
questions if needed.
eyes to you.
2. Tell them that as a group they are
Independent Practice: 20 minutes
going to now perform the battle
through role play based off of their Freeze and look at teacher.
timeline. Every student must have
a role, and students can have Listen to directions. When working with Meet with students
multiple roles if needed. They their group, follow same groupwork 1, 2, and 4 to make
standards. Make sure every student has a sure that they have
need to include the name of the
role and knows their part. If have time, a role in their group
battle, how Stonewall Jackson got and know what they
his name, and his major role. The make props.
are going to do. If
students will have 8 minutes to not, help them work
compose their play. They cannot with their group to
bring anything to the front of the figure out a role for
room with them to perform except them.
for small props. Make sure
students understand that this is
how they are going to be
assessed on the material, so they
should take the assignment very
seriously.
3. Have students discuss in their
group the directions. Have one
representative from each group Have student 2
repeat the
give me a thumbs up or down for
 understanding. Have one student
repeat the directions for the class.
Begin working.
4. When time is up, have groups
return to their seats. Let groups
volunteer to go. Make sure
students understand to be quiet
and respectful while other groups
are performing.
5. Let each group role play.
Applause after each one.
directions for the
class to make sure
she understands
Discuss directions in their group. and is paying
Representative will give a thumbs up or attention.
down. Chosen student will repeat
directions. Begin working.
Return quietly to seat. Go when it is their
turn. Be respectful to other groups.

Applause when appropriate.

Closure

Teacher will: Students will: Accommodations Anticipated

/Differentiation: Time:
Ask students what battle was the first If students know the answer, raise
battle of Civil War. Have a student come hand. Answer if chosen. If chosen for 3 minutes
up to the front of the room and write it on a writing task, do as told. Listen to peers
blank strip of paper. Have students look to to get date for slip. Place slip in correct
their First Battle of Bull Run reading to find
place as directed by other students.
the date of the battle. Let the standing
student write the date by the First Battle of
If not chosen, look up date on reading.
Bull Run slip. Have students direct the
standing student to place it on the large Direct classmate to correct place on
timeline across the room (the timeline will timeline.
at this point have a lot of the Essential
Knowledge items covered so far for the
SOL). Let the student place it on the
timeline after applying tape to it.
Next ask the students what key person Whisper answer to shoulder buddy. If
earned their nickname during this battle chosen, write Stonewall Jackson on
and what major role he played. Have
paper slip and place it on the timeline
students whisper to their shoulder buddy
Stonewall Jackson and his major role. with the First Battle of Bull Run.
Pick a student to come up to the room to
write Stonewall Jackson on a blank strip of
paper and place it with the Battle of Bull
Run on the timeline.

Declarative Summary Statement: Today we learned that the First Battle of Bull Run was the first major clash of the Civil
War. We also learn that General Thomas Jackson gained his nickname Stonewall Jackson because he played a major role
in the battle by bringing more troops to the Confederate line and holding his ground.

Activity If Extra Time Remains or Technology Fails

Teacher will: Students will: Accommodations Anticipated
/Differentiation: Time:
If the video does not work, skip straight to Listen to the reading. Answer questions.
reading the First Battle of Bull Run Listen for what should be highlighted. Will take same
reading. Read it all the way through, going
over the story and important concepts as amount of time
you go. Ask questions afterwards (ones
that were in the podcast part of lesson).
Then, go into Modeling and highlighting. If
the projector does not work, read off what
students should highlight, being specific,
and walking around to show students as
you go.
If extra time, give students longer to
prepare their performances and make
props.

Note: Attach or provide hyperlink to all handouts, external documents, resources, etc throughout the lesson plan in
appropriate sections.

Forethought: What could go wrong with this lesson plan - if this happens - what will you
do?

1. This lesson is under a time crunch. I tried my best to get my lesson within an hour,
but I know for some students this would be very fast paced. If I got behind with time, it
would be very hard to catch up. I would have to let students finish performing another day,
which would then interfere with assessment. With this lesson I would have to watch time, and stay on track.
2. The directions for this lesson are very complex. When I realized this, I added the thumbs up or thumbs down,
and having students restate the directions. There is a possibility that students could still struggle with the
directions. If so, I would explain the directions again and write them on the whiteboard.
3. If students cannot take Role Play seriously, I would have students complete an ext pass. Role Play can only be
done if students act mature, and take the assessment seriously.