Student: Mollie Eichenberg School: Northview

IWU Supervisor: Dr. Gloria Earl Co-op Teacher: Jennifer Moore

Teaching Date: April 13, 2018 Grade Level: 5th
Lesson Title: Loyalist and Patriot Beliefs

Indiana Wesleyan University

Elementary Education Lesson Plan Template
Social Studies: DSS LESSON PLAN
2007 ACEI Standards

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—Students will understand the many factors that played into the American
Revolution.
B. Objective(s)— After participating in a debate, students will show their understanding of
loyalist and patriot views by writing a letter convincing others to join their side.
C. Standard(s):
NCSS: Individuals, Groups, and Institutions
IAS: 5.1.9 Understand how political, religious, and economic ideas brought about the
American Revolution Examples: resistance to imperial policy, the Stamp Act, the
Townshend Acts, Intolerable [Coercive] Acts.
ISTE: 3a – Students plan and employ effective research strategies to locate information
and other resources for their intellectual or creative pursuits. 3b – Students evaluate the
accuracy, perspective, credibility and relevance of information, media, data or other
resources.
II. Materials & Management
A. Materials: one worksheet per student
B. Time: 55 min
C. Space: Students will remain at their tables throughout the duration of the lesson.
D. Behavior: Students have a classroom economy. The same standards will apply and
ticket writers will be able to issue fines to students that misbehave during the
lesson. I will also give marbles to individuals/tables that are on task to contribute
to their marble jars.
E. Technology: at least one device (laptop or iPad) for every three students
Website that I will add to Symbaloo:
https://sites.google.com/site/lindseybarney3140/home/projects/project-1/student-
activity-2/patriot-and-loyalist-ideas
III. Anticipatory Set (5 min)
• I will show students the attached picture (https://constitutioncenter.org/blog/join-or-die-
americas-first-political-cartoon) and ask them their thoughts on it.
“This is a picture that is attributed to Benjamin Franklin. What are your thought on this
picture? What do you think Benjamin Franklin was trying to do with this cartoon?”

I will call on students to share their ideas.

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 IV. Purpose: “Today you will be learning about the beliefs of both the Patriots and
Loyalists. You will try to convince others to unite with you in your beliefs, which is
what Benjamin Franklin did with his cartoon. This will help you better understand the
actions of the Tories and Whigs in Johnny Tremain.”

PLAN FOR INSTRUCTION

III. Adaptation to Diverse Students-- Demonstrate your understanding of the development
and approaches to learning unique to the students in this class as you describe the
specific instructional opportunities provided in this lesson.
A. Remediation – I will pull aside students that need remediation and help them with
their chart. I will question them about the beliefs of the political party they stated
they would side with and correct their misconceptions.
B. Enrichment – I will encourage students that need enrichment to put more in the
Other box on the graphic organizer. I will require students that need enrichment to
look at least two other websites for information.
C. ELL – ELL students should not have issues as they will be working in groups with
students who can help them if questions arise.
D. Exceptional Needs – C will be notified of his group ahead of time. He will be
expected to know all information but will have the opportunity to share the
information verbally if he does not have time to write it all down in the chart.
(ACEI 3.2)

IV. Lesson Presentation (Input/Output)

 Use the major concepts and modes of inquiry from the social studies—the integrated
study of history, geography, the social sciences, and other related areas—to promote
elementary students’ abilities to make informed decisions as citizens of a culturally
diverse democratic society and interdependent world.
(ACEI 2.4)
 Include a variety of teaching strategies that encourage elementary students’ development
of critical thinking and problem solving.
o active participation
o multiple levels of questions
o modeling/monitoring
(ACEI 3.3)

INPUT: (20 mins)

“In am going to hand a worksheet out to each of you. The worksheet has a table with three
columns. The first column gives a topic. For example, Taxes and Finances. I am going to tell you
if you are going to be a Loyalist or a Patriot. If you are a Loyalist, you will write what a Loyalist
believed about Taxes and Finances in the second column. If you are a Patriot, you will write what
a Patriot believed about Taxes and Finances in the second column. In the third column you will
write the reason the political party belief is what you wrote in the second column. I want you to
start by using your background knowledge and the website that I posted on Symbaloo. If you
cannot find the information on that website, you may look on other websites. You will need to
have your worksheet finished in twenty minutes, so use your time wisely. You may divide the
work up among the people at your table who share the same political party as you.” To divide the

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students evenly, I will divide each table in half and assign one side to be Loyalists and one side
to be Patriots.
OUTPUT: (20 mins)
“Now that you have finished your worksheets, we are going to have a debate. You want to
convince the people who were on the other side to agree with you. Before we begin the debate, I
will give you five minutes to discuss with the other people at your table so you can ask questions
about the beliefs other than yours and practice debating.”
“We are going to come together now and have a class debate. You will remain in your seats. The
loyalists will begin. If you have a comment to add, raise your hand. You may want to add on to
something that your own group has said, or challenge something that the other group has said.
Everyone must speak at least once and you may speak no more than three times, unless I say
otherwise. I will be keeping track of who speaks.”

(5 min)
“I am going to create a Venn Diagram and I want you to help me fill it out. What are some
beliefs that I can add to the Venn Diagram and where should I put them?”

V.Check for Understanding/ Review learning outcomes / Closure (5 min)

“Now that you have had time to debate and learn more about both viewpoints, I want you to
take a stand and decide whether you think you would have been a Loyalist or a Patriot. Write a
letter to me convincing me to join your political party. You must have at least two good facts
that you learned included in your letter. This may be one reason you believe and one belief, two
beliefs, or two reasons you are in the political party you are. You only have five minutes to
complete this, so it does not need to be a formal letter. Just make sure to write an intro and sign
your name at the bottom.

PLAN FOR ASSESSMENT

Develop a plan for assessing the degree to which your students have mastered the
learning outcomes from this lesson. Your plan should include formal and informal
assessment strategies to evaluate and strengthen instruction that will promote continuous
intellectual, social, emotional, and physical development of each student.
A. Formative: The students responses during the debate will be used as a formative assessment.
The main assessment will be the letter that the students write to me as a check for
understanding.

I will be looking for the following criteria in the letter:

 Take a stand by choosing to be a Loyalist or Patriot (clearly establish which)
 Include a greeting
 Student signs name at the bottom
 Two facts that the student has learned
.
(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?

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 3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences
7. Were the students able to argue the side given to them, even if they did not agree with
it?
8. Did the students understand the differences between the Patriot and Loyalist beliefs?
Include additional self-answer questions that specifically address unique lesson content and
methodology.
Revision Date: August 25, 2015
2007 ACEI Standard