Student: Julia Coston School: Sweetser Elementary School

IWU Supervisor: Prof. Schuler Co-op Teacher: Mrs. Johnson

Teaching Date: December 4, 2019 Grade Level: 4th Grade
Audit Trail:
 Decided with Mrs. Johnson that I could teach on December 4th
 Emailed Prof. Schuler on November 6th and decided on December 4th as my last
lesson day
 Updated Prof. Schuler’s Google Doc on November 6th
 Sent my lesson to Mrs. Johnson on November 21st for her input
 Talked with Mrs. Johnson about my lesson on November 22nd
 Sent my finished lesson to Prof. Schuler and Mrs. Johnson on November 24th
 Turned in my lesson to Dr. Karr on November 24th
 Lesson approved by Dr. Karr on _____________
LESSON RATIONALE
Learning about the American Revolution is important because it provides American
children an understanding of how their country gained its independence and why. Recapping the
actual battles of the American Revolution shows the students the struggle it was for the colonies
to fully claim the United States and what battles they won and lost. By teaching this lesson, the
students will be able to explain what led to the winning of the American Revolution.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal: Students will be able to describe what happened during the revolutionary war.
B. Objective: By watching the video and completing the worksheets the students will be
able to describe and identify battles that happened during the revolutionary war.
C. Standards: IAS/NCSS
a. 4.1.3 Explain the importance of the Revolutionary War and other key events
and people that influenced the development of Indiana as a state.
b. NCSS 6 Learners will be able to analyze conditions and actions related to
power, authority, and governance that contribute to conflict and cooperation
among groups and nations, or detract from cooperation.

II. Management Plan

 Materials:
o Mapping worksheet
o Video Worksheet
o YouTube video
o Slideshow for Vocab
o Document Camera

 Time: 35 minutes
 Space: The classroom
 Behavior: I will be using a call and response idea to help get the students attention
throughout the lesson. The video and working with a partner should also help with
behavior issues.
III. Adaptation to Individual Differences and Diverse Learners
a. For the students who have trouble following along with a video and
comprehending what it says, there will be the video worksheet they have to fill out
that will help them follow the video and fully understand what it is talking about.
b. For the students who tend to be the early finishers. I will have everyone in the
class work with their shoulder partner on the worksheets that way the early
finishers are not rushing through the work. They will have to work at a pace that is
good for the person sitting next to them as well. If they still get finished early I
will have questions about the American Revolution that I will have them talk
about and answer with the shoulder partner to keep them busy.

PLAN FOR INSTRUCTION

IV. Anticipatory Set
Can anyone tell me what we learned about the last time I taught? What was happening to
the colonists that made them angry at the British? Does anybody remember? Let them answer
those two questions if they can. That’s right the British were taking their stamps, tea, and
hurting people. Most of all though they were not giving the colonies representation and that
really made them mad. What do you think the colonies chose to do next when the British still
didn’t give them representation? I will let some students answer. That’s right they declared war
on the British. Which meant what? Yes! That they wanted independence.

V. Purpose: Today we will be learning what happened during the revolutionary war, what
battles took place, and how the declaration of independence happened. We take the time
to educate ourselves on this because like before it is important to know how our country
started and also how much work it was for the colonists for the USA to become a country.

VI. Lesson Presentation (Input/Output)

 Before continuing on with the lesson I will remind the students again of some vocabulary
they might not know that they will hear in either the video I show or in the language they
hear me use. I will tell them the word of give them picture clues for what they might
mean. . Let’s go over a few vocabulary words I want you to know. Look at the picture and
read the word. Can you guess from the pictures shown what the definition of this word
might be? I will let them guess the words’ meaning and will go off of what they say to
bring them around to the actual definition. Once all of the vocabulary is done and I feel
they have an understanding for them, I will move on to show the video.
 We are going to watch a video that helps tell us all about what happened during the war,
why we needed the declaration of independence, and how we ended up winning the war.
While watching I want you to pay close attention to the battles that are mentioned and
where they took place because we will use it later. I am going around passing out the
worksheet that will help you with the activity after the video. What I want you to do is fill
out this worksheet while the video is playing. Once I am done passing out the worksheet,
I will show the it on the document camera and explain what I expect them to do. The
directions say: Follow along with the video and put the numbers next to the battles they
 go along with. All seven numbers will be used. I want you to put the battles in order
from one to seven, following what the video is saying.
 The worksheet is a scramble of battles and places talked about in the video and the
students just have to put them in order from when they are talked about in the video.
They will put one next to the first battle talked about and so on. When I think the fully
understand what they need to do, I will start the video.
https://www.youtube.com/watch?v=McyeEnkDLKA

VII. Check for understanding

 Once the students are finished with the worksheet we will go over the answers together. I
will show my answer worksheet on the document camera and will have the students try
and get the answers correct before I give them the right answer. Who can show tell me
what the first battle was? Give them a minute to answer. Correct! The Battle of Bunker
Hill was the first battle they had. Now who can tell me what the second battle or event
was? I will continue to do this until all the answers have been given and the students are
able to change what they got wrong.
 When they have finished the worksheet, I will give them another worksheet that shows a
map of the thirteen colonies. The worksheet I am passing out right now is the next activity
you are to do. You must work with your shoulder partner on this worksheet and if you
don’t have a shoulder partner, find someone else who doesn’t as well and work with
them. I want them to map out the each war we just talked about. Starting from the one we
marked 1 to the 7th one. Read the directions with your partner carefully and help each
other fill it out. If you are still confused after helping each other than you can ask me.
Hold up your paper in the air when you’re finished so I know to come get it from you.
 I will collect the maps they created and will have questions for them to answer if they
finish before everyone else. Questions:
o If you were the French, would you have helped the colonists defeat the British and
why?
o What are qualities you think George Washington probably had in order to lead
the Colonists into battle against the British?
o How do you think the British felt after losing the war and then also losing control
over the Colonies?

VIII. Review learning outcomes / Closure

 One more time, to make sure the students know the different battles, when they
happened and who won, I will have a student come up for each battle and
explain where it was, when it was, and who won the battle. Alright, I need
seven volunteers to come up to the front of the room. Picks the seven students
and have them come to the front. I need each of you to explain one battle/event
that happened during the actual war that we learned about. You are going to
explain to the class, what happened during the battle, when it was, and who
won. Once you are done you can sit back down. I need you all to pick a
different battle to explain. The students who are sitting down are allowed to
help you describe the battle if you get stuck.
PLAN FOR ASSESSMENT
A. Formative: One of my formative assessments will be the first worksheet the students do
that is finished during the video. I will be assessing who is willing to answer, what
answers I get and how many students need to change their answers. My next assessment
will be what I pick up from each student as they are working with their partner on the
next worksheet. What they say and the input they give. Lastly, I will assess who is
willing to come up at the end to describe the battles and how well their description is. I
will also assess who decides to help the presenters if they get stuck and what they help
with.
B. Summative: My summative assessment will be the second worksheet that I give them
that they had to work with a partner on. I will take into account that they worked with a
partner but I will grade each students’ worksheet separately.

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?
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?
7. How well did the video help with the understanding of the war?
8. Was having the students fill out the worksheet that goes along with the video a good way
to assess how well they understood the video?
9. Should I have had the students work alone on the second worksheet or did they benefit
more from working together?