Culminating Task Lesson Plans

Culminating Task Lesson Plans
Name of Teacher Candidate: Rebecca Fant Dates of Lessons: 11/23-12/4

Grade Level: 8
Lesson Title: Georgia in the American Revolution
Curriculum Areas Addressed: Social Studies (Georgia History)
Time Required: 8 days (55 minutes/day) Instructional Groupings: Whole group, small group
Standards: List the GSE that are key to this lesson. Include the number and the text of each of the GSE that is being addressed. If only a portion of a standard is addressed, include only the part or
parts that are relevant.
SS8H3 Analyze the role of Georgia in the American Revolutionary Era.
a. Explain the causes of the American Revolution as they impacted Georgia; include the French and Indian War, Proclamation of 1763, and the Stamp
Act.
b. Interpret the three parts of the Declaration of Independence (preamble, grievances, and declaration) and identify the three Georgia signers of the
document.
c. Analyze the significance of the Loyalists and Patriots as a part of Georgia’s role in the Revolutionary War; include the Battle of Kettle Creek and
Siege of Savannah.
As a result of this lesson students will know… and/or be able to do…

Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the discipline. These represent the skills that will be assessed.)
• Students will be able to correctly name causes of the American Revolution.
• Students will be able to describe what happened during each important event that led up to the American Revolution.
• Students will be able to complete a chart analyzing causes of the American Revolution.
• Students will be able to translate the language of the Declaration of Independence into modern speech.
• Students will be able to present to the class about a section of the Declaration of Independence.
• Students will be able to describe the differences between loyalists and patriots.
• Students will be able to correctly address and write a letter.
• Students will be able to understand the perspective of loyalists/patriots and describe reasons for being one or the other.
Support for Academic Language

Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the content area. These may be derived from the standards.)
American Revolution, French and Indian War, Proclamation of 1763, Stamp Act, Declaration of Independence, Button Gwinnett, George Walton, Lyman
Hall, preamble, grievance, declaration, loyalist, patriot, Battle of Kettle Creek, Siege of Savannah, tax, revolution
EDFS 5213 online – Lesson Plan Format John H. Lounsbury College of Education, Georgia College
Assessment (Each learning objective must be assessed. How will students demonstrate the targeted skill and/or understanding of the lesson’s objectives? How will you provide feedback for the
students? What type of assessment will be used? What evidence will be collected to demonstrate students’ understanding/mastery of the lesson’s objective? What constitutes success for the
students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above. Each learning objective should be assessed. DO NOT restate
the learning objective.)
• Warm-up Review Questions at the beginning of class, recapping the previous lesson
• Ticket Out the Door Responses that students will share verbally or on paper
• WebQuest questions answered and turned in
• Flip Chart depicted British Acts against the Colonies
• Presentation Over Section of Declaration of Independence, including translating the document into modern speech/
• Letter written from the perspective of loyalists/patriots
Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including strategies/planned supports for whole‐class, small group, and
individual instructions; and differentiated activities.)
LESSON 1
Opening:
• Bellringer Questions
o Bellringer questions are put on the board as students walk in the room and as virtual students come into the Zoom session. The question consists of three questions reviewing
the previous lesson. In-person students can collect their answer sheet from the front of the classroom (as they are used to). Warm-up questions are collected after 10 days and
graded. Online students can download sheet from virtual resource folder. This serves as a quick review and gives the students a task as I wait by the door, tend to the online
classroom, and take attendance.
• Opening Announcements
o Once students have had a few minutes to answer and the online students are situated, I will welcome everyone and give out announcements. This may be school and grade
level announcements. I will also give a brief grade update, a rundown of what today will bring, and then briefly talk about upcoming due dates and take any questions.
• Go over Bellringer Questions
o Once students are ready, we will go over the questions. I choose student volunteers to answer the questions, being mindful to include online students. Online students can
answer by speaking or typing in the class chat. In person students can answer by writing on the smart board with a pen, so that online students can see answers on the shared
screen. I write the answers on the board for students who participate online.
Work Session Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do as well as what the student will do.
Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive, social, emotional, and physical development along with their cultural backgrounds should be
evident.)
• Instruction for Work Session
o Students will be instructed to pick up a guided notes sheet for the lesson. On notes days, I provide a guided note sheet in person and online. It is fill-in-the-blank with the blank
spots usually being key ideas or vocabulary words. Students understand that this is not graded but should be kept in their Social Studies notebook for future study (or an open
note quiz!) All students can access the note presentation online after the lesson is over for their own review.
• Work Session for Students- Direct Instruction
o I give a presentation over the Causes of the American Revolution. My presentation features two perspectives- the country-wide perspective, and the Georgia perspective. We
go through major events such as the French and Indian War, the Proclamation of 1763, The Sugar Act, The Stamp Act, The Tea Act, and Boston Tea Party. Throughout the
presentation, I provide checkpoints. These are multiple choice questions that students answer as a class poll. They are taken from previous year’s tests. They serve as test-prep
and an informal assessment of understanding. As a presenter, I try to include memes, pictures, and pauses for students to try and guess what is coming next. At the end of the
notes, students are instructed to save their note sheet and place it in their Social Studies folder.
Closure: Strategies for students to summarize, process or report their learning

• Closing Video “Liberty’s Kids”
o After the notes, we watch an episode of “Liberty’s Kids” an animated show that follows three children (a loyalist, a patriot, and a French boy) through the events of the
American Revolution. Each episode is about 15 minutes long and features real history. Today we will watch the episode on the Boston Tea Party. At the end of the video, we
will briefly review and recognize which topics we covered in class were featured in the video, what is interesting about the Boston Tea Party, and what we think will come next
for the colonists.
LESSON 2
Opening:
screen. I write the answers on the board for students who participate online. I try to be very consistent with the opener, that way students always know what is expected of
them when I have my attention diverted elsewhere.
evident.)
o Students will be informed that this lesson will be differentiated to account for materials and resources available. Online students will be directed to access the Causes of the
American Revolution WebQuest where they will be instructed to follow the link to the website and then follow the worksheet directions. During this time, in-person students
will be collecting their instruction document for their activity. When ready, I will instruct the in-person students that they will be making a flipchart for the major causes of the
American Revolution. Students will watch as I make a flipchart as an example. Then they can emulate my actions and come up to examine my example piece if necessary. They
can then retrieve their supplies and get to work. These two assignments allow for differentiated instruction based on student location, resources, and capabilities.
• Work Session for Students- WebQuest or Flip Chart
o For the WebQuest, online students will download the WebQuest document from the online platform. The WebQuest has a link to a website that walks students through major
events leading up to the American Revolution. Students must navigate the website in order to find information and answer the questions on the document. They need to guide
themselves through the Proclamation of 1763, The Stamp Act, and The Townshend Act. They then can explore the website and make a choice about what else to include (there
are questions to guide them, but they have some autonomy here). The last part of the WebQuest has the students reflect upon what they have discovered. When students
finish, they can submit to an online drop box.
o For the Flip Chart students will be required to first use their notes or textbook to write a short summary of the major Causes of the American Revolution. Then they will receive
paper, markers, and colored pencils to create their chart. They will fold their paper accordingly and then label each tier of the chart with a cause of the Revolution. Then under
each flap, they will write a brief summary and a few facts, then draw a representative picture. When finished they will submit to the teacher for grading. When returned, this
can be used as an easy and valuable study tool.
Closure:
• Brief Discussion
o When finished, a brief discussion will be held. Every student will have a chance to answer two questions: What is something new that you learned? What cause do you think
had the biggest impact on the decision to declare independence? Online students can answer in the chat, while in-person students participate in a think-pair-share. At the end
of class, we will take an informal poll about what the students think is the most and least important cause. I will ask for volunteers to defend their position.
LESSON 3
Opening:
• Declaration of Independence Intro
o Students will watch a clip from the miniseries “John Adams”, specifically the clip of the signing and subsequent reading montage of the Declaration of Independence. This clip
will set the mood for the lesson and convey the uniqueness and importance of the document. This will introduce a multimedia aspect to the lesson and help transition to the
work session.
evident.)
• Declaration of Independence Info Session
o In a brief direct instruction setting, I will explain the basics of each section of the Declaration of Independence- the preamble, the grievances, the declaration, and the
signatures. This way students get an understanding of the purpose of the document and an idea of what is being communicated. From here I will direct students to work in twos
or threes, (I may choose partners in certain classes). Students will then be assigned a few sentences of the Declaration for “translation”. This activity should provide a break
from longer lectures and allow students some autonomy to work.
• Declaration of Independence Translation
o For the majority of the work session, students will work with their partner(s) to “translate” the document to modern vernacular. They can make use of their textbook, notes, a
dictionary, etc. For many students, they not only use a more modern form of English but make extensive use of slang. Students will be encouraged to be creative and can use
their own verbiage if it remains appropriate. They will be instructed to write down their translation and be ready to present it to the class.
• Declaration of Independence Presentation
o If time allows, we will watch a short reading of the Declaration again for the sake of comparison. Then starting from the beginning, students will present their translation.
Students will recite the original text, their translation, and why they think their section is important. Other groups will be instructed to listen and make note on whether each
translation is accurate and/or more easily understandable than the original document.
Closure:
• Discussion/Review
o Once everyone has presented, we will have a group discussion and answer the following questions: Why is the Declaration important? Do you think you better understand it
now? We will also talk about this activity and discuss whether they enjoyed it, what was difficult, what was easy, etc. This will give the students a chance to analyze the lesson
and self-analyze. It will also give me the opportunity to get some informal feedback about the day’s activity. The discussion will also allow me to gage student understanding.
LESSON 4
Opening:
evident.)
• GPB Short Video
o Students will watch a short video from GPB Education about Georgia’s decision to enter the American Revolution. This will serve as an intriguing intro and is a great resource
because it focuses closely on Georgia rather than the whole of America. It gives an idea of the different perspectives in Georgia. While Georgia was a part of the Revolution, the
opinions of the populace tended to not be as extreme as other colonies. There was a stronger connection to Great Britain and events up north were felt less down south.
Students tend to be engaged by videos and it gives a chance to break up the lesson, especially on a note heavy day. We also review the idea of loyalists and patriots.
o Students will be instructed to pick up a guided notes sheet for the lesson. On notes days, I provide a guided note sheet in person and online. It is fill-in-the-blank with the blank
spots usually being key ideas or vocabulary words. Students understand that this is not graded but should be kept in their Social Studies notebook for future study (or an open
note quiz!) All students can access the note presentation online after the lesson is over for their own review.
• Direct Instruction
o Students will be presented with information about events in Georgia during the Revolution, particularly the Battle of Kettle Creek and the Siege of Savannah. Throughout the
presentation, I provide checkpoints. These are multiple choice questions that students answer as a class poll. They are taken from previous year’s tests. They serve as test-prep
and an informal assessment of understanding. As a presenter, I try to include memes, pictures, and pauses for students to try and guess what is coming next. For this
presentation, I mainly focus on showing paintings and artistic depictions, so that students can get an idea of what a battle in the 1700s looked like. At the end of the notes,
students are instructed to save their note sheet and place it in their Social Studies folder.
Closure:
• Ticket out the Door
o To close we will have an impromptu “pop quiz” I will announce five questions that students can answer encompassing major information from the presentation and potentially a
question about the Declaration of Independence and Causes of the American Revolution. Online students can submit their answers in the textbox of the assignment page of our
online platform. We will then immediately review the answers as a group. This will provide immediate feedback to students about their understanding, is less stress than a
normal quiz, and allows me to check understanding in a more concrete way. I can use some of the “check-point” questions from the presentation to check to see if students are
paying attention to the lesson and stress the importance of reviewing/studying the lesson presentations after they are given.
LESSON 5
Opening:
evident.)
• Black Loyalist/Patriot Short Video
o Students will watch a short video that discusses the POV of black loyalists and black patriots during the war. The video discusses the perspectives of these two groups and gives
students insight in to why someone might remain loyal or decide to support the war. This video also gives a voice to an often-overlooked group in the American Revolution-
freedmen and enslaved populations.
• Work Session Instruction
o Students will be informed that they will need to imagine themselves in 1776. They are in the Georgia colony and are going to write a letter to their family back in Europe. They
must describe whether they are a loyalist or a patriot and explain how they came to that decision. They must also describe events going on in Georgia during this time period.
The parts of a letter will be reviewed, and a few examples will be shown on the board. In-person students can write their letter by hand, while virtual students can draft their
letter on a word processor and submit to the online portal
• Student Work Session
o Students will work independently to draft their letter. I will walk around and consult as needed. Students can use this opportunity to show off what they have learned about
the events of the American Revolution, as well as engage in a role-playing activity. I think it is a good lesson to encourage empathy for those in positions that we might not
experience today. This is also a great opportunity to reinforce writing, grammar, spelling, and composition skills. Students will submit their letter at the end of class, or the
beginning of the next class if not finished.
Closure: Strategies for students to summarize, process or report their learning

• Student Presentation
o At the end of the class, I will ask for a few student volunteers to share part or all of their letter with the class. Students can get practice speaking in front of their peers and gain
confidence in showing-off their work. Other students may get a different perspective or explore ideas they didn’t think of. It may also inspire a student who didn’t speak to
participate at the next opportunity.
Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content: (List any websites and sources of materials and background
information that you will need or use as the teacher to engage the students.)
• Power Point Presentations (Self-made)
• Note Handouts (Self-made)
• Assignment Instruction Handouts (Self-made)
• Class Textbook
• Class Textbook Resources (https://www.authpro.com/auth/clairmontprsMSHGA17)
• WebQuest (Self-made)
• Paper
• Informative Videos (BrianPop, GPB Education, Georgia History Center, HBO Clips, Liberty’s Kids)
• Course Textbook
• Personal Encyclopedias
• Personal Non-fiction books related to the American Revolution
• Personal Knowledge gained through education
• Documentaries (History or otherwise ex. America, The Story of Us)
Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development:
• Bloom’s Taxonomy
o Overall, I try to incorporate ideas of Bloom’s taxonomy into the lesson. Everyday I try to start my lessons with the
remembering/understanding phase through the warm-up questions. While not every day can be fully realized, I try to end the day by moving
up a few steps into analyzing/evaluation. Throughout a unit, I try to scaffold the lessons so that we start with direct instruction and move
towards application and creation.
• Social Constructivism
o I believe it is important for students to learn empathy and understanding for those in the past, whether they can relate to their experiences
or not. However, it goes without saying that students can more easily understand what they can more easily relate to. That’s why I think it is
important to try and modernize the language in historical documents and allow the children the opportunity to partake in that process.
• Multiple Intelligences
o Throughout my lessons I try to provide different sensory experiences. During this pandemic, this is increasingly difficult, but still I try to
provide something to physically do, something to see, something to listen to as often as possible.
• Scaffolding
o I try and plan my lessons so that we can build to more intricate information, but also more advanced activities and understandings. For
example, we start with direct instruction, but then move to creating a letter or translating a document.
• Articulation and Reflection
o When possible, I try to give students the opportunity to reflect and critique their own work and the lesson. After students articulate their
answers or thoughts, they can connect to their own feelings about the matter or reflect on the bigger picture.
• “Teach Like a Champion” Lesson Structure
o I appreciate the straightforward and dependable structure put forth in “Teach like a Champion” and try to utilize it frequently. I especially
utilize “do now”, “name the steps”, “board=paper”, “circulate”, and “exit ticket”. I think the points about consistency are especially
important. Lemov talks about creating an opening that students can start without any instruction from the teacher, so that the lesson can
start as soon as a student enters the room. This is the reason that I try and maintain my bellringer question structure as much as possible.
Especially in the age of COVID, I need the time to get the online students situated. When students can quietly and independently work for a
few minutes at the beginning of class, I can attend to the needs of virtual learners.

Culminating Task Lesson Plans

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Culminating Task Lesson Plans

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Culminating Task Lesson Plans

Name of Teacher Candidate: Rebecca Fant Dates of Lessons: 11/23-12/4

Lesson Title: Georgia in the American Revolution

Curriculum Areas Addressed: Social Studies (Georgia History)

As a result of this lesson students will know… and/or be able to do…

Support for Academic Language

Closure: Strategies for students to summarize, process or report their learning

Closure: Strategies for students to summarize, process or report their learning

Other Relevant Information

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