BLOCK C LESSON PLAN FORM

Kansas State University

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Date: Name: Lauren Keller
Grade: 5th Lesson Title: Battle of Lexington and Concord
Subject: Social Studies Lesson Source:
Lesson Length: 50 min

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 KCCR Social Studies Standard(s) G5.S1.The American Revolution.Events.Lexington and Concord.
Standard/Benchmark: Discipline. Knowledge/Skills G5.S5American Revolution.Events.Lexington and Concord.
KCCR ELA Standard(s)
Standard/Benchmark/Description

KCCR Math Standards(s)

Essential Question(s) what is the purpose of primary documents
Lesson Objective Analyzing the accuracy of different accounts of a historical event
Assessment/Criteria
Disciplinary Literacy or Folk hero
Content Vocabulary Primary document
(terms: technical, figurative, locality, quantitative,
multiple meanings, acronyms, easily confused)

Materials
 Printed resources of Paul Revere’s letter to Jeremy Belknap, Midnight Ride of Paul Revere
poem, School House Rock’s Shot Heard Round The World lyrics, and venn diagram sheet
 Classroom first continental congress document
Materials
Technology
Technology

Resources
Resources
Setting
 Paul Revere’s letter to Jeremy Belknap, Midnight Ride of Paul Revere poem, School House
Rock’s Shot Heard Round The World lyrics
Setting
 Home room classroom, large group, small group
Adaptations/Modifications
(guided notes, extended time, fewer questions, Flexible grouping, smaller sections to pay attention to
fewer distractors, alternate setting, etc.)

Visual:
Modalities Auditory:
(visual, auditory, kinesthetic, tactile) Kinesthetic:
Tactile:
Instructional Strategies
(graphic organizer, cooperative learning, discussion,  large group, small group, discussion, graphic organizer
technology integration, etc.)

Lesson Procedures/Activities
Write out detailed lesson procedures. Be sure to include 4-5 important questions you will ask during the lesson and the expected student
Est. responses. Your plan should be detailed enough for another teacher to teach it without having to ask you any questions. Numbering and
Time bullets are permissible and encouraged.
(Engage) Beginning

1. Review what we learned last time

2. Have student read our classroom first continental congress document
3. Introduce question “What is a Primary Source?" and “What is a folk hero:

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 1. Introduce each resource with selected students do dramatic readings of the highlighted sections of each
documents
2. Discuss the presence discrepancies within the resources
(Explain/Explore)Middle

3. Break students into groups to read and review the documents and to identify the similarities and differences
and historical accuracies and inaccuracies within the documents
4. Allow students work time with teacher scaffolding
5. Call on groups to come up and share what they have learned
End

1. Have students turn in their Venn Diagrams

2. Add the description of the ride to the timeline packet
(Extend/Evaluate)

3. Introduce the topic for next (Battle of Lexington and Concord) for time by reading about it from the text.

Rubric/Checklist
2 1 0

Student identifies
Criteria #1 similarities and differences
in the provided texts

Student identifies
historically accurate and
Criteria #2 historically inaccurate
elements of the provided
texts

Mastery: (score for mastery here)

Developing: (score for developing here)

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