Date: 4/19/2023 Teacher Name & CMT: Kayla Miller and Ms.

Borlik Class: Humanities

Grade Level: 5 Unit Name/Topic: The Revolutionary War Lesson Number: 3 Length: 45 minutes

Academic Content Standard(s):

5.1.19 – Read fiction and nonfiction stories about conflicts among and between groups of people at different stages in the
formation of the United States; give examples of how these conflicts were resolved and analyze the accuracy of the stories’
historical details and sequence of events.

5.2.4 – Identify and explain key ideas about government as noted in the Declaration of Independence, Articles of Confederation,
Northwest Ordinance, United States Constitution, and Bill of Rights.

Enduring Understandings / Goals (Why): Essential Questions:

Students will understand that . . .
The revolution brought destruction and uncertainty to the colonies,
causing emotional distress for many colonists (I Survived Text).
A good understanding of the important terms, events, organizations, and
figures from the revolutionary period will better help students understand
the history of the American Revolution (ABC Revolution Project).
Students will keep considering . . .
What terms, events, organizations, or figures am I still interested in/want
to know more about from this unit? How can I incorporate those
questions into this class project? (ABC Revolution Project)
Questions to elicit deeper thinking or build upon about the topic...
How would I feel if I had to live through a war? (I Survived Text)

Student (SMART) Objectives(s):

Outcome(s) students will be able to demonstrate . . .
That they have researched a vocabulary term or important figure/event from the unit by completing their ABCs of the Revolution book page within the
20-minute time period and including the letter, term, picture, and definition on their book page.

SMART objectives are:

 Specific: Concrete, detailed, and well defined so that you know where you are going and what to expect when you arrive
 Measureable: Numbers and quantities provide means of measurement and comparison
 Achievable:  feasible and easy to put into action
 Realistic: Considers constraints such as resources, personnel, cost, and time frame
 Time-Bound:  A time frame helps to set boundaries around the objective

Performance Task(s) tied to: Other Evidence

Students will show their learning by . . .
Completing the ABC Revolution Project. On their book page,
they must include their assigned letter and term, a pictorial
representation of their term, and a brief 1-2 sentence definition
or description of their term.
Evaluative Criteria:
Students success would look like. . .
Listening to a teacher read the I survived book and not talking
to their peers.
Answering Teacher Questions
Completing their ABC Revolution activity with all requirements
Formative:
Students will respond to teacher questioning about book
comprehension while we read “I Survived.”
Summative (if any beyond the performance task):
Students will complete their ABC vocabulary project, which will
include: their assigned letter and chosen term, a pictorial
representation of their term, and a brief 1-2 sentence definition
or description of their term.

General Methods for Instruction:

(Highlight all that apply)
Group Discussion Guided Practice Question/Answer Teacher Modeling Problem-based Simulation Cooperative Learning Lab Learning

Stations Writing to Learn Inquiry Learning Independent Learning Small Group Direct Instruction Workshop Role Play Game

Other: Artistic Project

 Where will this lesson take place? Ms. Borlik’s Fifth Grade General Education Classroom

Targeted Support(s) for Diverse Learners Technology Integration (purpose):

Specific Support and Who will provide that
Why? What’s the intention Since students have been working on their laptops a lot recently, we
Needed (Special support? wanted to provide an artistic technology break with this lesson. The
Education Support (support be provided? and/or only technology we used were PowerPoint slides and a Canva graphic.
accommodations The PowerPoint slides featured photos of example work for the
and modifications): students to model their projects on. Having a visual example help
students understand the expectations for a project and provides a
Since we do not have any children with IEPs in the great model for their work. I also used Canva to create my own model
class, our only specific supports are for our ELL of a term, image, and definition, which students could see better since
learners and one student who is on a behavior plan. I isolated the one specific poster instead of using only a group photo of
For the ELL learners, they both have higher levels of all A-Z Revolutionary terms. We did not integrate technology for
English acquisition and can read the language very student work because we wanted to structure in a screen brake and
well. Sometimes they need help understanding spoken provide hands-on artistic materials.
instruction, which is why spoken instructions and
checklists will also always appear in writing on the
board. Once the students start their independent
work, Ms. Borlik or I will check in with those students
on their understanding of instruction. For our student
with the behavior plan in place, we know that he
sometimes struggles getting started on tasks. To
combat behavior problems here, we will both be
proactive in encouraging academic work and helping
him begin his project.

Intentional Co-Teaching or Grouping

Strategies:

My CMT and I decided to teach and assist

each other during this lesson. For the
opening of the lesson, she helped the
students focus in for the day and read the
chapter out of the “I Survived” text while I
floated around and fielded questions from
students. I then taught the next part of the
lesson, introducing the ABCs of the
Revolution activity and modeling some
examples. She assisted me, adding a
couple pieces of information, and we both
engaged students during their work.
❏ 1 Teach 1 Assist (float to support/engage)

Lesson Agenda with Discipline-Specific Learning Activities

Time: Teacher Will Be (Planned Students Will Be (Learning Rationale: (Based on
Supports tied to objectives & Tasks connect to prior Research/theory)
build in checks for knowledge & assets):
understanding)

5 minutes The teacher will greet students and Students will enter the classroom Writing clear expectations
ask them to grab their history and look at the board to see what on the board and repeating
 textbooks and coloring utensils from
their storage places in the
classroom. The teacher will then
introduce the day’s agenda which
includes reading “I Survived the
Revolutionary War” and creating the
ABCs of the American Revolution.
10 minutes The teacher will read a chapter of
the book “I Survived the American
Revolution.” She will read aloud and
give students books so they can
follow along if they will understand
better by reading and hearing the
words. She will also walk around to
ensure students are focused and
everyone can hear. During the
reading, she will occasionally stop to
ask comprehension questions to
students, who may raise their hand
or shout out to answer.
20 minutes The teacher will begin a new activity
after she reads the book chapter.
She will ask students to turn their
attention to the board and explain
their next activity: the ABCs of the
Revolution. On the board, there will
be photos of example projects and a
list of requirements for student
projects in the classroom. The
teacher will review these examples
and go over the student checklist, so
they know the expectations for their
projects. Then the teacher will
materials they will need to
prepare for the class period.
Students will then grab their
history textbook and coloring
utensils from their personal
belongings, or the class set. Then,
they will show they are ready by
sitting quietly with their
materials, waiting for teacher
instruction.
Students will listen to the teacher
read the text. They also have the
option to use an additional copy
of the book to read along while
the teacher reads aloud, if that
helps them with comprehension
and helps their reading skills.
Students can practice their
comprehension of the text by
answering questions the teacher
asks throughout the reading.
They can also use this time to lay
their head down and decompress
while they listen.
Students will listen to the teacher
explain the ABCs of the
Revolution activity. They will have
the opportunity to raise any
questions that arise during the
explanation of this project.
Students should look at the
examples of other projects on the
board and take note of the
expectations for their work
during class. The student will also
make note of the letter they are
assigned by the teacher and
commonly practiced
procedures will help
students build routine and
minimize potential
behavior concerns. Listing
out the day’s activities can
also reduce student anxiety
and better prepare them
for transitions during class.
Including two ways for
students to engage with
the text, through listening
and reading, will help
students who struggle to
process oral information.
This will also support our
ELL students who could
build on their language
proficiency in these two
areas. Reading a book
about our current historical
topic engages Bloom’s
Taxonomy for the Effective
domain, allowing students
to understand the
emotional and individual
impacts of larger historical
events like wars.
This vocabulary will allow
students to practice and
develop their
understanding of certain
key terms and figures in a
more creative way. This
engages students at higher
levels of Bloom’s
Taxonomy for cognitive
learning because instead of
copying definitions,
students have to seek out a
term they would like to
 assign each student a letter and ask
them to find a term or name from
the Revolutionary unit that begins
with that letter. Every student will
work on one letter, and they will
have terms for the entire alphabet,
apart from x and z. While students
work on their projects, the teacher
will walk around the room to offer
assistance, help students stay on
task, and brainstorm ideas.
consult vocabulary lists and book
chapters from their unit on the
revolution to find a term for their
letter. Once students find a term,
they will write it on their paper
and draw a picture to represent
the term. They should also
include a definition of the term in
a simple sentence or two. If the
student needs help with any of
these steps, they should raise
their hands and ask for help.
know more about, create a
pictorial representation,
and then define the term in
their own words. This is
also a great way to quickly
assess student work while
also creating a resource for
the class. Students can use
their ABCs vocabulary
booklet as they review for
their upcoming iLearn
testing next week.

5 minutes The teacher will ask students to
wrap up their coloring and writing,
providing two- and one-minute
warnings. Then, the teacher will ask
students to share their terms in
alphabetical order. Once every
student has shared their work, the
teacher will collect everyone’s work
and staple it together to create an
ABCs of the Revolution book which
students can reference.
Students will finish up their work Students should have the
on the book pages. They will then time to practice their
sit or stand up and present their speaking skills and also
work. They will say the term they show off their work.
chose and include a brief Creating time to display
description of that term. They and celebrate student
may also show the picture they progress is a great
drew while they present. While motivator and reminds
they are not presenting, students them that they should use
will listen to what their peers class periods to work
worked on. Once everyone has towards goals and get
presented, the students will turn creative with their
in their pages to a teacher so it assignments.
can be stapled into a class
booklet.

5 minutes The teachers will have a celebration
for Ms. Miller’s last day at Zionsville.
They will pass out cookies to
students and Ms. Miller will thank
the students for their hard work and
her opportunity to teach them.
Students will enjoy a cookie (if
they so please) and pack up their
things to move onto their next
class/go home.
As I have learned in ED 491
this year, relationships are
crucial! I planned in some
time to celebrate the
students so they would
know to feel proud of their
work and also see that I
care about them and their
learning.

Based on the specific objective(s), Performance Task(s), and Evaluative Criteria set for today’s lesson, what was the result? How well did the
class do collectively on meeting the objective at the level you expected? Were there any patterns, collective misconceptions/gaps? Who
needs specific support/reteach? Now, justify your next step in planning. What will you do next? Why (research-based)? What do you
anticipate the result to be?

I first want to reflect on the amazing semester I’ve had at Zionsville. This practicum experience has been really wonderful, and I am
so grateful to my CMT and to the kind, understanding, and flexible students I had the pleasure of teaching over the past few
months. Based on the set performance tasks and evaluative criteria, students succeeded at high levels during today’s activities.
While Ms. Borlik read their “I Survived” book, many students engaged with the comprehension questions and showed that they
were following the text by listening. They showed this since they sat quietly, did not talk to their neighbors, and followed Ms.
Borlik, who was reading, with their eyes. A few students even followed along by reading through their own physical copy as Ms.
Borlik read aloud. The students all did well meeting the objective for the ABCs of the Revolution activity. All students found a term
and created a pictorial representation of that term. Most students included the definition as well, only one or two ran out of time
to add this piece in each class. Overall, the students expressed enjoyment with this activity, and many put a lot of effort into their
pictorial representations of the terms. This part of the activity took the most time, and many student drawings were detailed and
colorful, going above and beyond expectations. A few students even completed an extra term when they finished early, which was
very exciting to see!

I am now done with lessons for this class, but in future practicum and student teaching experiences, I will be sure to include many
of the student-centered methods I have employed so far this semester. Today’s strategy focused on engaging higher levels of
Bloom’s Affective and Cognitive taxonomies. We did this through our course text for the day and during our ABCs of the Revolution
project. Both activities prompted higher-level thinking about emotions at play during historical events and about vocabulary
definition through an artistic representation. I thought both activities were helpful for students, and I hope to think about both of
these domains and engaging students at higher levels so they receiver greater academic benefit. The incorporation of the “I
Survived” book also directly engaged with Zionsville’s priority of SEL curriculum in the classroom. The main character talked about
feeling scared and sad with the threat of impending war. This is important for students to think about as they can explore their
own emotions within historical contexts. I think these interdisciplinary activities are extremely helpful and I plan to implement
more activities like this in the future.

Once again, this was a great experience. I am so glad the College of Education has a growing relationship with the Zionsville
Community School District. This was a great place to gain experience and I hope to work here again in the future!