Brittany Godfrey

Placement 1

1/29/2016

VA Studies

Title: American Revolution Unit

Grade Level: 4th Grade

Time Required: 20 days (lesson taught to 2 classes on alternating days)

I. Introduction

The American Revolution is a time period full of Patriotism, rebellion, and courage; making it particularly exciting for students to learn. Students will learn the causes, emotions, and battles that influenced this time period.

II. Objectives

A. General Objectives

· Throughout this unit, students will acquire a general knowledge and understanding of the American Revolution, the causes of it, key vocabulary terms, and famous Virginian’s that influenced it.

· By completing this unit, students will learn how to use iPads for review games, incorporate social skills and teamwork through a Jigsaw, and listen to music videos that depict history in a fun and memorable manor.

· Overall, students are expected to have a positive and open attitude towards learning within the classroom at all times. The American Revolution is an exciting topic, but lessons incorporating different modalities outside of guided notes and videos will require the students to be focused and engaged.

B. Specific Objectives

· Given pictures and words, the student will be able to identify the key reasons Colonists decided to go to war with England.

· The student will be able to explain the difference between England and Great Britain.

· Given a map, the student will be able to record the main battles and turning points of the American Revolution.

· The student will be able to list the reasons why the Colonists went to war with Great Britain.

· The student will be able to describe the who, what, when, where, and why of the declaration of independence.

· Given a word bank, the student will be able to define Patriot, Loyalist, and Neutral, along with describe the viewpoints they would have respectively.

· The student will be able to identify the various roles played by whites, enslaved African Americans, free African Americans, and American Indians.

· The student will be able to identify famous Virginians including George Washington, Thomas Jefferson, Patrick Henry, James Lafayette, and Jack Jouett.

· The student will be able to identify the importance of the Battle of Great Bridge, the American victory at Yorktown, and why the capital was moved.

III. Standards of Learning

· VS.5The student will demonstrate knowledge of the role of Virginia in the American Revolution by

a)identifying the reasons why the colonies went to war with Great Britain, as expressed in the Declaration of Independence;

b)identifying the various roles played by whites, enslaved African Americans, free African Americans, and American Indians in the Revolutionary War era, including George Washington, Thomas Jefferson, Patrick Henry, and James Lafayette;

c)identifying the importance of the Battle of Great Bridge, the ride of Jack Jouett, and the American victory at Yorktown.

IV. Daily Lesson Plans

Introductory Lesson

Day 1- Taxation Without Representation

I. Purpose:

· Students will use a live simulation in order to understand the feelings behind the Colonists’ desire for freedom and anger they felt towards Great Britain.

· VS.5The student will demonstrate knowledge of the role of Virginia in the American Revolution by

a)identifying the reasons why the colonies went to war with Great Britain, as expressed in the Declaration of Independence;

b)identifying the various roles played by whites, enslaved African Americans, free African Americans, and American Indians in the Revolutionary War era, including George Washington, Thomas Jefferson, Patrick Henry, and James Lafayette;

c)identifying the importance of the Battle of Great Bridge, the ride of Jack Jouett, and the American victory at Yorktown.

II. Objectives:

· The student will be able to list the reasons that the Colonists went to war with Great Britain.

III. Procedure: Includes three components

a. Introduction

· As a review (TAYLOR), I will ask the students to recall why England is sometimes referred to as Great Britain. (2 minutes)

· To introduce the American Revolution to WOODS, complete a KWL.

· Discuss that we are in 1774 and England is forming a greater power with Scotland, Wales, and part of Ireland. The French and Indian War is taking place, where the French want to secure their trade with the Native Americans, but the English want to keep the land to settle on. After the expensive war, the King wanted the Colonists to help pay for the debt accumulated by passing taxes and acts against them.

b. Development

· I will explain to the class that we will be having a pretend simulation to show how taxes worked in the colony.

· Three students will be called to the front of the classroom to serve as the British King and two tax collectors.

· Each student in the class will be given 5 bingo markers and told that by the end of the game, whoever has the most markers gets an extra 5 minute recess pass.

· The King will have a deck of cards and be able to choose which he wants to read to the class. The cards (attached) will have phrases such as “If you are 8, pay the King 2 markers”, “If you are sitting at the table with the purple bin, you get 1 marker”, etc. The random cards will end up with the King having the majority of the Bingo markers, making him the winner of the extra 5 minute recess pass.

· Amidst the outrage of the students, I will explain to them that this is a huge part of why the Colonists were so angry- the King was taking their hard earned money as taxes, and they didn’t have a say in stopping it. (35 minutes)

c. Summary

· As a class, we will discuss the other reasons that the colonists wanted to break away from Great Britain, including being forced through taxes to pay for the French and Indian War, only being allowed to sell tobacco to British merchants, the idea of England having legal authority over the colonies, multiple acts, and the Boston Massacre. (2 minutes)

· Students will glue their George vs. George cover onto their lap book. (3 minutes)

· Students will write a quick exit slip about how they felt during the exercise and leave it on their desk to be collected.

IV. Materials needed for the lesson

· King’s Candy Activity Cards

· Homework, with anchor chart

· Bingo Markers

· Extra Recess Pass

· Post-it Notes

V. Evaluation Part A: (Pre-lesson assessment of the lesson to be completed before the lesson has been taught)

· Based on the depth of their mini reflection about the lesson, I’ll be able to gauge how much the students were paying attention.

VI. Adaptations/Remediation (For students with learning challenges)

· Students known to have outbursts and problems with fairness will be the tax collectors to avoid any meltdowns.

VIII. Evaluation Part B: (Post-lesson assessment and reflection of the lesson to be completed after the lesson has been taught)

· Did the students meet your objectives?

· How do you know?

· Did your lesson accommodate/address the needs of all your learners?

· What were the strengths of the lesson?

· What were the weaknesses?

· How would you change the lesson if you could teach it again?

Developmental Lessons

Day 2- Declaration of Independence

I. Purpose:

· Students will use multiple forms of media to learn about the Declaration of Independence.

· VS.5The student will demonstrate knowledge of the role of Virginia in the American Revolution by

a)identifying the reasons why the colonies went to war with Great Britain, as expressed in the Declaration of Independence;

b)identifying the various roles played by whites, enslaved African Americans, free African Americans, and American Indians in the Revolutionary War era, including George Washington, Thomas Jefferson, Patrick Henry, and James Lafayette;

c)identifying the importance of the Battle of Great Bridge, the ride of Jack Jouett, and the American victory at Yorktown.

II. Objectives:

· The student will be able to describe the who, what, when, where, and why of the declaration of independence.

III. Procedure: Includes three components

a. Introduction

· As a review, we will discuss the key points from the timeline and what caused the American Revolution. (2 minutes)

· Hand out their homework: Choosing a Side reading and Patriot, Loyalist, and Neutral coloring to put in their binder.

b. Development

· Show Too Late to Apologize video https://www.youtube.com/watch?v=mQP-RirMwbY

· Read Student Reader article about the Declaration of Independence

· Fill out lap book graphic organizer and glue into lap book. (35 minutes)

c. Summary

· As a class, we will discuss just how much of a risk it was to sign the Declaration. It will be compared to signing a document that states you want to elect a new teacher instead of Mrs. Taylor and sending it to her!

IV. Materials needed for the lesson

· Too Late to Apologize video, pulled up

· Homework, graphic organizer anchor chart

V. Evaluation Part A: (Pre-lesson assessment of the lesson to be completed before the lesson has been taught)

· The students’ names will be on a chart, and the teacher can record the amount of discussion in order to see who understands what’s going on and who doesn’t.

VI. Adaptations/Remediation (For students with learning challenges)

· Students with writing problems will have a pre-printed graphic organizer.

VIII. Evaluation Part B: (Post-lesson assessment and reflection of the lesson to be completed after the lesson has been taught)

· Did the students meet your objectives?

· How do you know?

· Did your lesson accommodate/address the needs of all your learners?

· What were the strengths of the lesson?

· What were the weaknesses?

· How would you change the lesson if you could teach it again?

Day 3- Picking a Side

I. Purpose:

· This lesson is used to show students that not all colonists were for independence, and that it was a hard decision for them to make.

· VS.5The student will demonstrate knowledge of the role of Virginia in the American Revolution by

a)identifying the reasons why the colonies went to war with Great Britain, as expressed in the Declaration of Independence;

b)identifying the various roles played by whites, enslaved African Americans, free African Americans, and American Indians in the Revolutionary War era, including George Washington, Thomas Jefferson, Patrick Henry, and James Lafayette;

c)identifying the importance of the Battle of Great Bridge, the ride of Jack Jouett, and the American victory at Yorktown.

II. Objectives:

· The student will be able to define Patriot, Loyalist, and Neutral, along with describe the viewpoints they would have respectively.

III. Procedure: Includes three components

a. Introduction

· As a review, we will discuss what has happened so far including the events leading up to the war, the “last straws”, and the Declaration of Independence. (2 minutes)

· As a class, we will fill out a graphic organizer that depicts the three different types of colonists. (10 minutes)

· Hand out their homework: Role of Virginians Reading, Famous Heads coloring.

b. Development

· Each student will receive a card with a phrase on it. Taking turns, the students will stand up and read their card to the class.

· If the student thinks the phrase is something a Patriot would say, they will stand up and bounce in place. If the student thinks it’s a phrase that a Loyalist would say, they will stand up and salute. If the student thinks it’s a neutral statement, they will remain seated. (25 minutes)

c. Summary

· Students will complete a writing prompt for the remainder of class. They will write about what side they would choose if they were a colonist. Remind the students to use supporting details that they’ve learned about in Language Arts.

· Students will turn this in on their way out.

IV. Materials needed for the lesson

· Graphic organizer

· Famous heads coloring

· Role of Virginians reading

· “Who said it?” cards

· Writing prompt page

V. Evaluation Part A: (Pre-lesson assessment of the lesson to be completed before the lesson has been taught)

· From the writing prompt, the teacher will look for key supporting details that show the student understands the thought process behind the 3 categories.

VI. Adaptations/Remediation (For students with learning challenges)

· Students with writing problems will have a pre-printed graphic organizer.

· Some “Who said it?” cards will be shorter and at a lower reading level for struggling students.

VIII. Evaluation Part B: (Post-lesson assessment and reflection of the lesson to be completed after the lesson has been taught)

· Did the students meet your objectives?

· How do you know?

· Did your lesson accommodate/address the needs of all your learners?

· What were the strengths of the lesson?

· What were the weaknesses?

· How would you change the lesson if you could teach it again?

Day 4- Virginian’s Roles

I. Purpose:

· This lesson speaks to the diversity in Colonial Virginia and what each minority was doing during the time of the war.

· VS.5The student will demonstrate knowledge of the role of Virginia in the American Revolution by

a)identifying the reasons why the colonies went to war with Great Britain, as expressed in the Declaration of Independence;

b)identifying the various roles played by whites, enslaved African Americans, free African Americans, and American Indians in the Revolutionary War era, including George Washington, Thomas Jefferson, Patrick Henry, and James Lafayette;

c)identifying the importance of the Battle of Great Bridge, the ride of Jack Jouett, and the American victory at Yorktown.

II. Objectives:

· The student will be able to identify the various roles played by whites, enslaved African Americans, free African Americans, and American Indians.

III. Procedure: Includes three components

a. Introduction

· As a review, we will discuss what has happened so far including the events leading up to the war, the “last straws”, the Declaration of Independence, and the Loyalists, Patriots, and Neutral Virginians. (5 minutes)

· Hand out their homework: Check in Mini Quiz Review.

b. Development

· As a class, we will read the textbook paragraph regarding different roles of Virginians. The teacher will read, while interjecting commentary within.

· On the document camera, we will fill out the graphic organizer regarding the different roles and glue it into the lap book. (25 minutes)

c. Summary

· Students will close their lap book and we will go over any lingering questions any one has from any day leading up until now.

· Check in with the KWL chart to see if we’ve learned anything from the “want to know” column.

· Remind students that they have a quiz next class.

IV. Materials needed for the lesson

· Graphic organizer

· Check in Mini Review

· Textbook

· Lap book

· KWL Chart

V. Evaluation Part A: (Pre-lesson assessment of the lesson to be completed before the lesson has been taught)

· Based on the discussion in the KWL chart portion, I will be able to gauge who has gained meaningful knowledge and who is still lost.

VI. Adaptations/Remediation (For students with learning challenges)

· Students who aren’t comfortable reading aloud will be allowed to say “pass” when the popcorn reading gets to them.

VIII. Evaluation Part B: (Post-lesson assessment and reflection of the lesson to be completed after the lesson has been taught)

· Did the students meet your objectives?

· How do you know?

· Did your lesson accommodate/address the needs of all your learners?

· What were the strengths of the lesson?

· What were the weaknesses?

· How would you change the lesson if you could teach it again?

Day 5- Quiz

I. Purpose:

· This lesson is to determine what the students have learned so far and make sure the concepts already covered were effectively delivered.

· VS.5The student will demonstrate knowledge of the role of Virginia in the American Revolution by

a)identifying the reasons why the colonies went to war with Great Britain, as expressed in the Declaration of Independence;

b)identifying the various roles played by whites, enslaved African Americans, free African Americans, and American Indians in the Revolutionary War era, including George Washington, Thomas Jefferson, Patrick Henry, and James Lafayette;

c)identifying the importance of the Battle of Great Bridge, the ride of Jack Jouett, and the American victory at Yorktown.

II. Objectives:

· The student will be able to identify why the colonies went to war with Great Britain, explain the Declaration of Independence, identify the various roles played by whites, enslaved African Americans, free African Americans, and American Indians, and explain the positions of the Loyalists, Patriots, and Neutral colonists.

III. Procedure: Includes three components

a. Introduction

· Review Mock Quiz that was given for homework.

· Pass out homework to be put in binder: Famous Virginian paragraph with key points worksheet.

· Show students the key terms flashcards and explain to match them together, then glue them back-to-back when finished with the quiz.

b. Development

· Pass out offices and quizzes.

· Take students who require read aloud accommodations to the small group table, and allow the class to take the quiz.

· Have students turn in their quiz and pick up the key term flashcards.

c. Summary

· Students will match the key terms together, having a teacher check them before gluing.

· Students will glue in their Key Terms pocket and place the flashcards inside.

· Before the class breaks, assign the students their Famous Virginian for homework.

IV. Materials needed for the lesson

· Quiz

· Flash Cards matching worksheet

· Flash Card pocket

· Famous Virginian reading

V. Evaluation Part A: (Pre-lesson assessment of the lesson to be completed before the lesson has been taught)

· Students’ quizzes will be the assessment of student learning.

VI. Adaptations/Remediation (For students with learning challenges)

· Students who aren’t strong readers will be paired up in a Jigsaw with stronger students to help them in their discussions.

· Students with reading accommodations will be given a read aloud version of the quiz.

VIII. Evaluation Part B: (Post-lesson assessment and reflection of the lesson to be completed after the lesson has been taught)

· Did the students meet your objectives?

· How do you know?

· Did your lesson accommodate/address the needs of all your learners?

· What were the strengths of the lesson?

· What were the weaknesses?

· How would you change the lesson if you could teach it again?

Day 6- Jigsaw

I. Purpose:

· This lesson is designed to foster social skills while also allowing students to explain Famous Virginians to each other in terms that they can understand.

· VS.5The student will demonstrate knowledge of the role of Virginia in the American Revolution by

a)identifying the reasons why the colonies went to war with Great Britain, as expressed in the Declaration of Independence;

b)identifying the various roles played by whites, enslaved African Americans, free African Americans, and American Indians in the Revolutionary War era, including George Washington, Thomas Jefferson, Patrick Henry, and James Lafayette;

c)identifying the importance of the Battle of Great Bridge, the ride of Jack Jouett, and the American victory at Yorktown.

II. Objectives:

· The student will be able to identify famous Virginians including George Washington, Thomas Jefferson, Patrick Henry, James Lafayette, and Jack Jouett.

III. Procedure: Includes three components

a. Introduction

· Instruct the students that they are the teachers today, and they are in charge of making sure their classmates understand the necessary material that they read for homework.

· Pass out homework matching activity.

b. Development

· Tell students that they will first meet with a group that all read about the same famous Virginian (their expert group) so they can compare notes and talk about their 3 main points.

· After 5 minutes, have students break up into groups where each famous Virginian is represented by one student in the group.

· Students will take turns talking about their Virginian, making sure their group hears everything that they need to know about the 3 key points they’ve recorded.

c. Summary

· Have one student from each home group share something they learned about another famous Virginian besides their own.

· Students will return back to their seats and we will fill out our lap book notes together.

· After the jigsaw, pass out the quiz and allow students to look over it and ask questions that they’re confused about.

· Have students do a Heads Down, Thumbs Up self assessment to gauge who is still struggling.

IV. Materials needed for the lesson

· Graded quizzes

· Jigsaw team lists

· Homework matching activity

V. Evaluation Part A: (Pre-lesson assessment of the lesson to be completed before the lesson has been taught)

· Listen in on student conversations and take notes of who was prepared and who was not. Similarly, check the 3 key points to gauge depth of responses.

· Heads Down, Thumbs Up will be a good self-assessment to make sure students are confident that they learned from the assignment.

VI. Adaptations/Remediation (For students with learning challenges)

· Students who aren’t strong readers will be paired up in a Jigsaw with stronger students to help them in their discussions.

· Students with writing problems will be given printed versions of the notes.

VIII. Evaluation Part B: (Post-lesson assessment and reflection of the lesson to be completed after the lesson has been taught)

· Did the students meet your objectives?

· How do you know?

· Did your lesson accommodate/address the needs of all your learners?

· What were the strengths of the lesson?

· What were the weaknesses?

· How would you change the lesson if you could teach it again?

Day 7- Major Battles

I. Purpose:

· This lesson will teach students the important battles of the Revolution and where they are on the map of Virginia.

· VS.5The student will demonstrate knowledge of the role of Virginia in the American Revolution by

a)identifying the reasons why the colonies went to war with Great Britain, as expressed in the Declaration of Independence;

b)identifying the various roles played by whites, enslaved African Americans, free African Americans, and American Indians in the Revolutionary War era, including George Washington, Thomas Jefferson, Patrick Henry, and James Lafayette;

c)identifying the importance of the Battle of Great Bridge, the ride of Jack Jouett, and the American victory at Yorktown.

II. Objectives:

· The student will be able to identify the importance of the Battle of Great Bridge, the American victory at Yorktown, and why the capital was moved.

III. Procedure: Includes three components

a. Introduction

· Review with the class and have one person from each home group tell me something that they learned from the previous lesson about a Famous American that wasn’t theirs.

· Pass out homework to be put in their binders

b. Development

· Read the student reader newspaper article of the Battle of Great Bridge and explain that Lord Dunmore was lazy and a coward.

· Watch Virginia Trekkers Battle of Great Bridge Video (first 2:00)

· Have students read about the Surrender of Yorktown and Treaty of Paris.

· Watch Virginia Trekkers Surrender at Yorktown (last 2:00)

· Students will glue in their anchor chart to their lap book.

c. Summary

· Students will discuss what they’ve learned so far about why the capital was moved from Williamsburg to Richmond. We will look at a Virginia map and talk about where the battles discussed are and why Richmond was more secure than Williamsburg.

· Pass out post-it note and let students write down anything that was confusing, they need more help with, or questions that have not yet been answered.

IV. Materials needed for the lesson

· Videos, pulled up

· Map, pulled down

· Anchor chart

· Homework: study guide

V. Evaluation Part A: (Pre-lesson assessment of the lesson to be completed before the lesson has been taught)

· On a post it note, students will write one question they still have about this topic or “I’m good!”

· Collect and revisit next class.

VI. Adaptations/Remediation (For students with learning challenges)

· Based on the students’ discussion, keep a list of students who seem to have understood the material and who can’t recall the details.

VIII. Evaluation Part B: (Post-lesson assessment and reflection of the lesson to be completed after the lesson has been taught)

· Did the students meet your objectives?

· How do you know?

· Did your lesson accommodate/address the needs of all your learners?

· What were the strengths of the lesson?

· What were the weaknesses?

· How would you change the lesson if you could teach it again?

Day 8- Timeline

I. Purpose:

· This lesson is designed to give students a frame of reference for everything that led up to the American Revolution in order to understand the angst felt by the Colonists.

· Similarly, this will also serve as a preview of what’s to come in the lessons following.

· VS.5The student will demonstrate knowledge of the role of Virginia in the American Revolution by

a)identifying the reasons why the colonies went to war with Great Britain, as expressed in the Declaration of Independence;

b)identifying the various roles played by whites, enslaved African Americans, free African Americans, and American Indians in the Revolutionary War era, including George Washington, Thomas Jefferson, Patrick Henry, and James Lafayette;

c)identifying the importance of the Battle of Great Bridge, the ride of Jack Jouett, and the American victory at Yorktown.

II. Objectives:

· Given pictures and words, the student will be able to identify the key reasons Colonists decided to go to war with England.

· The student will be able to explain the difference between England and Great Britain.

· The student will be able to record the main battles and turning points of the American Revolution.

III. Procedure: Includes three components

a. Introduction

· To begin, I will have a discussion with the students about what has happened in the Colony so far throughout their studies, looking to highlight settlement, why they came to Virginia, economic problems arising and how the Colonists would be feeling at this point. (5 minutes)

b. Development

· Each table will get two cards. On the card, there will be a picture or word that describes a key event leading up to the American Revolution through the surrender at Yorktown.

· Tables will take turns determining where to place their event on the timeline bulletin board in the back of the classroom. Students from the class are able to help out, but encouraged to do so quietly.

· When completed, show the correct answers to where the events belong on the timeline. (20 minutes)

· Be sure to include 1707 when England joined Wales and Scotland to form Great Britain. Also, add that their government is called Parliament.

c. Summary

· Once the correct answers are on the bulletin board, have students complete the timeline for their lap book and glue it in.

· As students are leaving for Encore, have them leave their lap book open if they don’t feel like they understood the material, and closed if they think they’ve got it down.

· Survey the classroom during planning to see who needs more help, and if it’s an overwhelming majority, review further the next day.

IV. Materials needed for the lesson

· Bulletin board

· Timeline event cut outs

· Lap book timeline

· Lap book folder

V. Evaluation Part A: (Pre-lesson assessment of the lesson to be completed before the lesson has been taught)

· Using the lap book being open or closed, I will be able to gauge understanding while allowing students to be discrete in their self-assessment.

VI. Adaptations/Remediation (For students with learning challenges)

· For students who struggle, I will pair them with students who are stronger in order to be a more successful team.

· Students who have hand writing issues will be given a printed version of the fill-in the blank timeline.

VIII. Evaluation Part B: (Post-lesson assessment and reflection of the lesson to be completed after the lesson has been taught)

· Did the students meet your objectives?

· How do you know?

· Did your lesson accommodate/address the needs of all your learners?

· What were the strengths of the lesson?

· What were the weaknesses?

· How would you change the lesson if you could teach it again?

Culminating Lessons

Day 9- Review Day

I. Purpose:

· This lesson will review the American Revolution to ensure students know all of the material expected of them on their unit test.

· VS.5The student will demonstrate knowledge of the role of Virginia in the American Revolution by

a)identifying the reasons why the colonies went to war with Great Britain, as expressed in the Declaration of Independence;

b)identifying the various roles played by whites, enslaved African Americans, free African Americans, and American Indians in the Revolutionary War era, including George Washington, Thomas Jefferson, Patrick Henry, and James Lafayette;

c)identifying the importance of the Battle of Great Bridge, the ride of Jack Jouett, and the American victory at Yorktown.

II. Objectives:

· The student will be able to identify why the colonies went to war with Great Britain, explain the Declaration of Independence, identify the various roles played by whites, enslaved African Americans, free African Americans, and American Indians, explain the positions of the Loyalists, Patriots, and Neutral colonists, identify the roles of George Washington, Thomas Jefferson, Patrick Henry, Jack Jouett, and James Lafayette, and discuss the importance of the Battle of Great Bridge and victory at Yorktown.

III. Procedure: Includes three components

a. Introduction

· Review the study guide and go over the correct answers. Review any concepts that seemed to give students problems. (10 minutes)

b. Development

· Have key terms written on the board and split the class into 2 teams.

· Read a definition, and have students take turns going to the board and “swatting” the correct answer.

· Continue this until everyone has a chance to go once. (10 minutes)

c. Summary

· Time and resource permitting, use the class set of iPads to play a Kahoot! quiz. Students will pick an anonymous username, sign into the quiz, and play along to earn points.

· Remind the students of their test the following class period, and hand out the test review worksheet homework. Make sure students bring home their lap book to study!

IV. Materials needed for the lesson

· Test Review homework

· Kahoot!

· Flyswatter

· White board

· Study guide with answers

V. Evaluation Part A: (Pre-lesson assessment of the lesson to be completed before the lesson has been taught)

· Keep a score sheet of students’ correct answers throughout the two review games, checking in with students who answer more than 4 wrong.

VI. Adaptations/Remediation (For students with learning challenges)

· Make the Kahoot! unlimited time in order to help students who read slower than others.

VIII. Evaluation Part B: (Post-lesson assessment and reflection of the lesson to be completed after the lesson has been taught)

· Did the students meet your objectives?

· How do you know?

· Did your lesson accommodate/address the needs of all your learners?

· What were the strengths of the lesson?

· What were the weaknesses?

· How would you change the lesson if you could teach it again?

Day 10- Test

I. Purpose:

· This lesson will assess the student’s understanding of the American Revolution to ensure students know all of the material expected of them on their SOL.

· VS.5The student will demonstrate knowledge of the role of Virginia in the American Revolution by

a)identifying the reasons why the colonies went to war with Great Britain, as expressed in the Declaration of Independence;

b)identifying the various roles played by whites, enslaved African Americans, free African Americans, and American Indians in the Revolutionary War era, including George Washington, Thomas Jefferson, Patrick Henry, and James Lafayette;

c)identifying the importance of the Battle of Great Bridge, the ride of Jack Jouett, and the American victory at Yorktown.

II. Objectives:

· The student will be able to identify why the colonies went to war with Great Britain, explain the Declaration of Independence, identify the various roles played by whites, enslaved African Americans, free African Americans, and American Indians, explain the positions of the Loyalists, Patriots, and Neutral colonists, identify the roles of George Washington, Thomas Jefferson, Patrick Henry, Jack Jouett, and James Lafayette, and discuss the importance of the Battle of Great Bridge and victory at Yorktown.

III. Procedure: Includes three components

a. Introduction

· Review the test review and go over the correct answers. Review any concepts that seemed to give students problems. (10 minutes)

b. Development

· Pass out offices and tests.

· Take students who require read aloud accommodations to the small group table, and allow the class to take the test.

c. Summary

· Show Too Late to Apologize video https://www.youtube.com/watch?v=mQP-RirMwbY

· Have students complete the KWL chart with what they learned.

IV. Materials needed for the lesson

· Test

· Video, pulled up

V. Evaluation Part A: (Pre-lesson assessment of the lesson to be completed before the lesson has been taught)

· Grade test and gauge which students understood the concepts and which did not.

VI. Adaptations/Remediation (For students with learning challenges)

· Read aloud test for students with reading accommodations.

VIII. Evaluation Part B: (Post-lesson assessment and reflection of the lesson to be completed after the lesson has been taught)

· Did the students meet your objectives?

· How do you know?

· Did your lesson accommodate/address the needs of all your learners?

· What were the strengths of the lesson?

· What were the weaknesses?

· How would you change the lesson if you could teach it again?

V. Evaluation

· Students will be evaluated by recording their self evaluation from each day and their final test grade. The test will be 20 questions comprised of multiple choice, fill in the blank, short answer, and maps.

VI. Resources

· Bulletin board

· Timeline for lap book

· KG3 Video

· KWL chart

· George vs. George cover of lap book

· Taxation without Representation activity cards

· Too Late to Apologize video

· Post-it notes

· Disagreements with Great Britain reading

· Newspaper student reader

· Declaration of Independence lap book anchor chart

· “Who said it?” cards

· Role of Virginians reading

· Famous people heads notes

· Check in Mock Quiz

· Quiz

· Famous Virginians reading

· Jigsaw lists

· Famous Virginians matching worksheet

· Textbook

· Trekker’s video (Battle of Great Bridge and Yorktown)

· Study guide

· Flyswatters (2)

· Test Review

· Test