lesson 1: american revolution/ the french and indian war

Lesson 1: American Revolution/ the French and Indian War

Name: Rikki Baxter Grade Level: 5

th Grade

School: Elkton Public School Date: 2-25-14 Time: 1:02-1:52 Reflection from prior lesson:

Today will be my first Social Studies lesson with the 5th

graders. While observing the students in previous lessons

with Mr. Erickson, I have gained an understanding of how the children participate in the readings, discussions, and

assignments. For example, each day the students are asked to read through the lesson. They may be asked to do

this independently, with a small group, or as a whole class. The students usually have an assignment that will be

helpful to them when studying for the test. Mr. Erickson also has gathered several interactive video clips that

relate to the content of each chapter as well. I anticipate that the students will actively participate in my lessons to

come as well. They work well with each other to accomplish the daily assignments and have positive input to share

with the class. As Social Studies class is at the end of the day, it will be important for me to engage the students in

activities that will keep them motivated to learn.

Summary of student progress (data analysis, what went

well) In my previous English lesson with these students I

felt the amount of participation and discussion went

well. The students were interested in the content and

had a lot to share what they already knew. My

objectives were met as the students were able to create

conversation as well as answer the questions at the end

of the lesson. Nine of the students received a perfect

score, one student received a B, and 3 students

received C’s.

Were lesson objectives met?

The lesson objectives were met because the results of

the assignment show me they performed at and above

average.

Instructional decisions (were students engaged; how

will you remediate difficulties or problems from this

lesson?)

I believe the students were engaged in this lesson;

however, there were a few students who became

distracted by their classmates. It seemed like the same

students answering questions and creating discussion

while others were interested in whispering to their

partner or shouting across the room.

Include in tomorrow’s lesson:

In tomorrow’s lesson I will be sure to include more

activities that allow students to move around and

cooperative work as it will keep everyone engaged for

the duration of the lesson.

Lesson Goal(s) / Standards:

5.US.1.3. Students are able to identify influential people and key events during the American Revolution.

Lesson Objectives:

Students will be able to produce an “observations and wonderings” chart based on based on the information gained from the class discussion and video watched.

Students will be able to identify events of the French and Indian War by completing a fill-in-the blank worksheet with 80% accuracy.

At the end of the lesson students will be able to explain their opinion on Benjamin Franklin’s plan by writing a paragraph in a discussion post on GoSoapBox.

I can make an observations and wonderings chart about the French and Indian War.

I can complete the worksheet over the lesson.

I can write about what I would do if I was at the Albany meeting.

Materials Needed:

Textbook

Classroom computer

Chrome book lab

Worksheet (14)

Liberty Kids Video

Pre-Test (14)

Contextual Factors/ Learner Characteristics:

The fifth grade class has a total of fourteen students; nine boys and five girls. There are two students on a

reading IEP and one student on a written language IEP. These students are only absent from the classroom during

reading and language class. The classroom ranges from slightly below average to average students. The room is

arranged to allow the students to work in small groups and discussion when permitted. The students understand

and follow the basic classroom rules- follow directions and be respectful. If misbehavior occurs, students are aware

of the consequences.

A. The Lesson

1. Introduction (10 minutes)

Getting attention: Good afternoon 5th

graders! The next unit in Social Studies will be interesting as we learn about the American Revolution.

Relating to past experience and/or knowledge: In your previous chapters with Mr. Erickson, you have been learning about the colonies. You and a partner should get together to create two lists. One list will list reasons why some colonists would have wanted independence and another list of reasons why some colonists would have wanted to remain part of the British Empire. Take time to explain your lists and then we will share.

Creating a need to know: These next few chapters will be important as we learn about the events that lead up to our country being created.

Sharing objective, in general terms: Before the lesson starts, the students will take the pre-test over unit 4. The class will participate in a discussion to help them become familiar with the unit on the American Revolution. To open the first lesson in chapter 9, I will play a short video that covers the main ideas of the French and Indian War. When the video is over, the students will write down their observations and wonderings on a sheet of paper. Then I will use the popcorn reading strategy as the class reads through the lesson together. If the students did not complete the worksheet during the reading, I will allow them to work with a partner to complete a worksheet that will be used for studying. To conclude the lesson, the students will respond to a question on GoSoapBox.com.

2. Content Delivery (30 minutes)

Before we begin our first lesson in Chapter 9, you are going to take a pre-test over the unit. I understand that you may not know all of the answers to the questions since we have not studied the upcoming chapters, but I want you to try your best. At the end of the unit you will take this test again to help me see how much you have learned. When you are finished with your pre-test, turn it over and I will collect it.

Now open your book to page 230. Quiet think time; read the quote on the bottom of the page and think about what the quote from George Washington wrote tells you about him and the other Patriots. Now turn and talk with your partner to discuss what you thought about. I will bring the students back together for a discussion to explain that the quote tells me that the Patriots committed to becoming independent and are not willing to negotiate with Britain.

Let’s look at page 232. Take a minute to look over the map that shows us where the troops were located in each colony. Pay attention to the boundaries of the 13 colonies. What do you notice about them? Now examine the legend to notice where the American troops, British troops, and the forts are located within those colonies. Now that we have some background knowledge on this unit, we will get started in Chapter 9.

This chapter will explain people, places, and events that are important to the French and Indian War. Before we get started reading, I will show you a short video that will show us what events we will read about in Chapter 9.

Now that you have a short glimpse at what the French and Indian War is about, create a t-chart on a piece of paper to write down your observations and wonderings. As you read through each lesson, pay particular attention to your observations and wonderings to see if you have learned about them.

We are going to do popcorn reading to read this first chapter. You will have a fill in the blank worksheet for homework today. You may fill it out as we read through the chapter. I will hand out the worksheet and begin reading the lesson. If there is ample time remaining, and some of the students did not complete the worksheet, I will allow them time to work with a partner to do so.

3. Closure (10 minutes): Before we start computer class, I am going to ask you to answer a discussion post that I have posted online. You may grab your chrome book and type www.gosoapbox.com into the address bar. When you get there, you will need to type in the following code (I will write the website and code on the board): 939-534-366. You will see a question that you will need to type an explanation to answer. When you are finished you will click “add reply”.

B. Assessments Used

Observations and Wonderings T-Chart: Formative After the class discussion and watching the video, I will ask the students to get with a

partner to use their previous knowledge gained to create an observations and wonderings t-chart. I will ask the students to do this with a partner to allow them to brainstorm and make conversation on the topic. When all of the groups have finished, I will ask a few of the students to share their observations and wonderings on the events leading up to the French and Indian War. I will tell the students they should keep this chart as we go through the chapter to see if their observations were correct and their wonderings were answered.

Lesson 9.1 worksheet While the class reads the text from lesson 9.1, the students are allowed to complete the

fill-in-blank worksheet. If the students miss any questions, they will have time at the end of the class to work on it with a partner. We will review the worksheet in the next class. I will encourage the students to save the worksheet as it will be helpful for the chapter test.

http://www.gosoapbox.com/

GoSoapBox discussion post: Formative At the end of class I will ask the students to log on to www.gosoapbox.com to respond

to a discussion question. The question is regarding the Albany meeting that the students read about in this lesson. The discussion question is as follows: Imagine that you a representative at the Albany meeting in 1754. Write a short paragraph giving reasons why you would support or reject Benjamin Franklin’s plan for the colonies to join together or to help the British fight the French.

C. Differentiated Instruction

To meet the needs of all learners in the classroom, we will read over the introduction and first lesson together. I will remind the students to use a bookmark to help them follow along while reading. If the student’s struggle to complete the worksheet at the end of the reading, I will allow them to discuss it with a partner or myself.

D. Resources

Compiled questions from previous tests made by Mr. Erickson

Liberty Kids video: www.learn360.com

Textbook: We the People. (1997). Boston: Houghton Mifflin.

GoSoapBox.com


http://www.learn360.com/

Lesson 2: American Revolution/Stamp Act and Townshend Acts


th Grade


I started my first Social Studies lesson out by giving the students the pre-test over the unit. Needless to say, they

were not very thrilled with me as they were not familiar with this material. Many of the students complained and

gave me a blank stare, but I encouraged them to do the very best they could. I reassured them that this would not

count as one of their grades and I simply wanted to see how much they will learn. After scoring the tests I

discovered that the students’ scores ranged from 5% to 33%. When the pre-test was completed, I introduced the

unit by creating discussion and showing a short video clip that would lead us into the first lesson. After reading the

lesson as a class, the students finished the worksheet and responded to my question on www.gosoapbox.com.

They were excited about being able to give their opinions through the computer as this is a method that was new

to them. I hope to use it more often as the students gave detailed responses.


well)

I felt the GoSoapBox activity went really well. Many of

the students are hesitant to voice their opinions in front

of the entire class. This method allowed everyone a

chance to answer the question. It was also motivating

for them as they have not used this method before. The

students were interested in how I would see their

answers and anxious for me to read them. The students

were able to complete the lesson worksheet with

scores ranging from 36% to100%.


The students did not produce an “observations and

wonderings” chart as we were running short on time. I

chose to cut that activity out of the lesson as the pre-

test took longer than expected.

The students were able to complete the worksheet

recalling events from the French and Indian War. The

students were able to explain their opinion by

responding to a question on GoSoapBox. The scores of

the worksheet ranged from 36% to100%.



lesson?)

It took me a few minutes to re-focus the students after

taking the pre-test as they were eager to discuss the

answers with their classmates. As the lesson

progressed, the students were engaged. They all

followed along and were willing to read aloud and

participated in discussion throughout.


I will be sure to include a review of the first lesson as

there was a lot of information to be retained from the

reading. I will emphasize the roles of the people and

events that were presented in the textbook.




Lesson Objectives:

After the lesson, students will be able to complete a worksheet about the Stamp Act with 80% accuracy.

At the end of the lesson, students will be able to complete an exit ticket, in writing, to explain one idea they learned, one idea they didn’t know, and a question they still have.

I can answer the questions on the exit ticket.

I can complete the Stamp Act worksheet. Materials Needed:

SMART Board Notes/Review Game

Textbook

The Stamp Act Worksheet (14)

Exit Tickets (14)

Pencil


The fifth grade class has a total of fourteen students; nine boys and five girls. There are two students on a reading

IEP and one student on a written language IEP. These students are only absent from the classroom during reading

and language class. The classroom ranges from below average to average students. The room is arranged to allow

the students to work in small groups and discussion when permitted. The students understand and follow the basic

classroom rules- follow directions and be respectful. If misbehavior occurs, students are aware of the

consequences.

A. The Lesson


Getting attention: When Virginia’s governor sent George Washington to deliver the letter to the French military leader he was only 21 years old.

Relating to past experience and/or knowledge: The letter he delivered changed Britain’s role in North America.

Creating a need to know: The events we read about are all leading up to the country we now live it.

Sharing objective, in general terms: Today we are going to learn about the Stamp Act.


Review the material covered in the last lesson by going over the worksheet as a class. (French and Indian War)

Play family feud game on SMART Board

Take notes/do activities on SMART Board presentation

Draw the chart on the board and complete with the students.

Instruct the students to turn to page 240 in We the People.

I will review the key vocabulary of this section with the students.

Remind the students that the French and Indian War put the British government in debt. Why do you think the British decided to impose new taxes on the American colonists after the war?

I will draw popsicle sticks that have the students’ names on it to indicate the reader.

After reading page 242, I will write on the board to help the students brainstorm ideas for how the colonists may resist the taxes.

Continue to read through page 245.

Class discussion: o How else could have the British raised money to cover their war debt?

o I will create a chart on the board to summarize the Townshend Acts. How did this create a greater division between Britain and North America?

o Think, Pair, Share: How do you think the Stamp and the Townshend Acts helped the colonists to become more “independent”?

I will hand out the Stamp Act worksheet.

The students have a choice to work with a partner or alone to complete it.

3. Closure (10 minutes):

What did we discuss today?

What was new to you?

What did you already know?

Today, we reviewed the events of the French and Indian War as well as read about the Stamp Act. Monday we will discuss what caused the Stamp Act and how the colonists will react to it. Does anyone have any questions?

B. Assessments Used

Homework (Formative) - The Stamp Act worksheet: Students will complete a worksheet about the Stamp Act. The students will answer the questions with 90% accuracy.

Homework (Formative) - Twitter Exit ticket: Students will complete an exit ticket using complete sentences with correct grammar and punctuation to explain one idea they learned, one idea they didn’t know, and a question they still have.


The students have an option to work with a partner for the worksheet. I will encourage those students who are performing below average to work in a group. When doing the exit ticket, there is a student on a written IEP. Since the exit ticket is small, I will work with him to write down his answer for him.

D. Resources


SMART Board Family Feud and Review notes: http://exchange.smarttech.com/search.html?q=french+and+indian+war

Twitter Exit Tickets: http://www.teacherspayteachers.com/Product/Tweets-About-Todays-Lesson-A-Fun-Exit-Pass-To-Check-Student-Understanding-557462

http://exchange.smarttech.com/search.html?q=french+and+indian+war

http://www.teacherspayteachers.com/Product/Tweets-About-Todays-Lesson-A-Fun-Exit-Pass-To-Check-Student-Understanding-557462

http://www.teacherspayteachers.com/Product/Tweets-About-Todays-Lesson-A-Fun-Exit-Pass-To-Check-Student-Understanding-557462

Lesson 3: American Revolution: The Stamp Act/Townshend Acts


th Grade

School: Elkton Public School Date: 3-3-14 Time: 2:50-3:40

Reflection from prior lesson:

The second lesson went well as the students were engaged in the activities and review. Again, timing became a

factor, but I was able to get all of the material of the lesson covered. The SMART Board review game was

successful as the students were able to participate in discussion and recall the questions asked. Although the

objectives were met, I hoped the students would have performed better on the worksheet. The students did not

have a lot of time to complete it in class resulting in several who did not finish it or guessed just so it was done. To

encourage the students to complete their assignments diligently and on time, I will allow them more time in class

to ask questions. To ensure that I have enough time to cover all of the material and give the students class-time to

complete assignments, I will use a timer for each part of the lesson.

Summary of student progress (data analysis, what

went well)

I felt the interactive SMART Board “family feud” game

went really well. I was surprised at how many of the

students were able to recall the information of the

previous lesson without any prior discussion on it. The

students worked well together as a team. I also felt the

Twitter exit ticket assessment was successful. The

students were intrigued and wrote out well thought out

responses. The students were able to complete the

Stamp Act worksheet with scores ranging from 100% to

58%.


The students were able to complete the Twitter exit

tickets as they answered the three questions prompted

to them by writing down their response.

The students were able to complete the Stamp Act

worksheet recalling information from the lesson with

on average score of 80%. The scores of the worksheet

ranged from 100% to58 %.



lesson?)

I felt the students were very engaged in the lesson, but

if I could do this differently, I would have waited to do a

review game over the two lessons at the end. The

students were excited about who won and which

questions were right and wrong. I felt they would have

been focused on the reading more if the game was at

the end of the lesson.


I will be sure to include a timeline to help the students

visualize the chronological order of events leading up to

the Stamp Act. We will briefly discuss these events to

recall important information.



Lesson Objectives:

At the end of the simulation, students will be able to write an opinion editorial to describe their feelings of being taxed by the British with 85% accuracy.

I can write an opinion editorial. Materials Needed:

George Vs. George by Rosalyn Schanzer

Dixie cups

M&M’s

Example of opinion editorial

Rubric for opinion editorial

Chrome book lab




and language class. The classroom ranges from slightly below average to average students. The room is arranged

to allow the students to work in small groups and discussion when permitted. The students understand and follow

the basic classroom rules- follow directions and be respectful. If misbehavior occurs, students are aware of the

consequences.

A. The Lesson


Getting attention: I will display a picture of King George III on the board. Who can guess who this man is?

Relating to past experience and/or knowledge: King George III is the person who decided to tax the colonists.

Creating a need to know: This action affected the lives of the colonists that continue to be a part of our daily lives.

Sharing objective, in general terms: Today we are going to learn how the colonists may have felt about the idea of collecting taxes.


Review the material covered in the last lesson by going over the worksheet as a class. (The Stamp Act)

Define “tax”.

Make a list of goods that were first taxed.

Review events leading up to the Stamp Act. The British Parliament enacted the Stamp Act as a way to raise taxes to help with the cost of the French and Indian War. The colonists immediately became upset as they did not approve of it. This lead to debates, written documents, and tar and feathering of tax collectors.

Read pages 18-22 in George vs. George.

Introduce the phrase “taxation without representation”: This slogan was a phrase used by colonists seeking independence from Britain.

o What does this slogan mean? o List pro’s and con’s.

Give the students 5 minutes to discuss the following in small groups o Was it right for Britain to have a tax on goods? o What else could have they done

We will play a game to represent what colonists experienced with the Stamp Act.

Brainstorm and lists items that are used in the classroom everyday that could be taxed (10-12 items)

Draw names to assign two students to be tax collectors and one student to represent Parliament

Pass out cups of M&M’s to students

After the King (me) reads off the list of items to be taxed, the tax collectors will take half of the students to collect their taxes.

The King will read the list and the tax collectors collect taxes. The tax collectors will keep 10 percent of the candy collected, give 40 percent to the Parliament member, and 50 percent to the king.

After the taxes have been collected and divided, the students will count their candy. Discuss the difference in how much candy the colonists, tax collectors, and the King have.

As a colonist, you are being asked to write an opinion editorial to the newspaper. You will need to answer the following questions in your article:

o How did you feel being taxed? o In what ways are taxes fair or unfair? Is there a way to make it fair; if so, how? o Explain how can you relate with the colonists about being taxed without representation?

I will provide the students with a rubric and remind them that they will be graded based on spelling/grammar, well developed sentences, and if they answered the questions.

I will explain that an opinion editorial is a section of the paper where people share their feelings and beliefs about a topic. I will read an example to the students. They will be given time in class to complete the assignment by typing it up on their Chrome book.


Discuss how the students felt about the activity. Did it seem fair? Was there a way to make it fair? How does this resemble the taxation for the colonists?

B. Assessments Used

Homework (Formative) – The students will complete an opinion editorial after the tax simulation and follow the guidelines listed on the rubric.


For students having a hard time staying focused, I will ask them to play a role or pass out materials. For the student on a written language IEP and the student on the reading IEP, I will allow the students to ask me to read over their paragraphs for help or suggestions.

D. Resources


George Vs. George by Rosalyn Schanzer

http://school.discoveryeducation.com/lessonplans/programs/weThePeople/

Op-Ed example:

http://readingrecovery.org/images/pdfs/Conferences/NC13/Handouts/Fielhauer_Opinion_Writing_Handouts.pdf

http://school.discoveryeducation.com/lessonplans/programs/weThePeople/



Opinion Editorial Rubric Name:

_______________________

1 2 3 4

Paragraph Development

Student wrote less than three paragraphs.

Student wrote three paragraphs with less than three sentences in each one.

Student wrote three paragraphs with three sentences in each one.

Student wrote three paragraphs with four to five sentences in each.

Answered Questions Student answered zero of the questions

Student answered one of the questions

Student answered two of the questions

Student answered all of the questions

Grammar/Spelling Student had six or more errors

Student had five to four errors

Student had less than three errors

Student had one error

Lesson 4: American Revolution/Chapter Review


th Grade


I felt that the previous lesson went well. The students were interested and participated during the discussion and

activity as we had a simulation to describe the Stamp Act. It was interesting to see how the students reacted to

being “taxed” for their belongings as they were not very willing to give up their skittles for these items. When all of

the skittles were divided, we discussed what the colonists were probably feeling at that time. The students

engaged in discussion to explain that they hardly had anything left and would still need to pay for their families to

live. They did a great job of putting themselves in the shoes of the colonists to make this simulation seem real. At

the end of the lesson, the students worked diligently to complete their opinion editorial article. While working on

the article, I had a chance to explain parts of writing a formal letter. I was surprised at how many students were

not familiar with the format of a letter. I will print off each student’s letter to put together in a book for them to

read.


well)

I believe the Stamp Act simulation went well during this

lesson. I was nervous that the students would get out of

hand as it required a lot of talking and moving around

the room, but they did well. I was able to gain their

attention easily and quickly when I needed it. During

the discussion it was clear that they were able to make

the connections with the main idea of our topic. The

students were able to relate to the colonists and how

they felt during the Stamp Act. The students were able

to complete the opinion editorial with scores ranging

from 42% to 92%.


At the end of the simulation, the students were able to

construct an opinion editorial to describe their feelings

of being taxed. The scores of this assessment ranged

from42 % to92%. On average, the students were able to

meet the lesson objective by completing it with 85%

accuracy.



lesson?)

The students seemed engaged in the lesson, but if I

could have done it differently, I would have brought in

props to make the simulation more realistic. Although

using the students’ items and skittles to represent the

colonists’ belongings and money, I feel they would have

made more of a connection if they were able to see

examples of what the colonists were actually being

taxed for.


In tomorrow’s lesson, I will be sure to include an

overview of the entire chapter as they will have a test

over chapter 9 the following day.



Lesson Objectives:

At the end of the review game and discussion, students will be able to complete the end of the chapter questions with 90% accuracy.

During the lesson, the students will be able to fill in the blanks of the worksheet while going through the PowerPoint together with 100% accuracy.

I can answer the questions at the end of the chapter.

I can complete the fill in the blank worksheet while taking notes over the chapter.

Materials Needed:

SMART Board Notes/Review Game

Chapter 9 fill in the blank worksheet (14)

Textbook




and language class. The classroom ranges from slightly below average to average students. The room is arranged

to allow the students to work in small groups and discussion when permitted. The students understand and follow

the basic classroom rules- follow directions and be respectful. If misbehavior occurs, students are aware of the

consequences.

A. The Lesson


Getting attention: Did you know the British Parliament made a decision to install the Stamp Act on March 22, 1765 but it was not scheduled to take effect until November 1st of the same year. This gave the colonist half a year to let the government know their opinion.

Relating to past experience and/or knowledge: Besides writing letters to the newspapers like we did, what else may have the colonists done to let their opinions be known?

Creating a need to know: The events we have learned about will help us to understand how our country became independent.

Sharing objective, in general terms: Today we are going to review what we learned in chapter 9 as you will have a test tomorrow.


Hand out the fill in the blank worksheet for the students to fill out while going through the PowerPoint.

Review the material covered in the chapter by going through the PowerPoint.

I will stop after each slide to discuss the answers for the fill in the blank worksheet.

Divide the students up into two teams.

http://www.stamp-act-history.com/stamp-act/1765-november-1-stamp-act/

http://www.stamp-act-history.com/stamp-act/1765-november-1-stamp-act/

Play jeopardy game using the SMART Board.

Answer any questions students may have over the chapter.

Instruct the students to open their books to page 246 and 247.

Write on the board and assign the end of the chapter questions for homework.

Students should do page 246 #1-9 for their homework.


Today, we reviewed the events and important people involved in chapter 9. Tomorrow you will have a test and we will begin chapter 10. Does anyone have any questions? Make sure you take your study guides home with you as they will be very helpful for the test. Raise up one finger if you are confused about what is happening in this chapter, raise three fingers if you kind of understand, but you still have some questions, put up 5 fingers if you completely understand and believe you will do great on the test tomorrow. For any students who do not understand or still have questions, I will ask them to see me for a separate discussion at the end of class.

B. Assessments Used

Homework (Formative) - End of the chapter questions: The students will work independently to complete the questions on page 246 #1-9


For the students on a reading IEP, I will read over each question before allowing the students to begin their assignment. I will monitor the class and pay special attention to these students by periodically asking them if they need help reading any of the words. For the student who is also on a written language IEP, I will remind him to use finger spacing and neat handwriting for the assignment. Instead of asking him to write the question, I will allow him to write the correct answer beside the number.

D. Resources


Lesson 5: American Revolution/Crisis in Boston


th Grade


Yesterday’s lesson consisted of a review of notes, playing a jeopardy review game, and then assigning the students

questions at the end of the chapter for homework. I felt that this lesson went well. It was an indication of what

they knew and what they are maybe still confused about. During the jeopardy game, the students were very

competitive and used all their resources to answer the questions. All of the students participated in the activity

and contributed to answering the questions. The students also engaged in discussion of questions that needed a

further explanation. At the end of the lesson, the students had some time to get started on their assignment and

ask questions if they had any.


well)

I felt the jeopardy game was the most meaningful part

of the lesson yesterday. It was a chance for me to see

what the students knew and weren’t so sure about. It

was pleasing to listen to the students engage in

conversation amongst their group to answer the

questions. The students were able to complete the

chapter review questions with scores ranging from

100% to 64%.


The objectives were met as the students were able to

complete the chapter review with 90% accuracy with

scores ranging from100% to 64%.



lesson?)

The students were actively engaged in this lesson as

they were able to work together and communicate

during the review. During the note taking review, the

students were not hesitant to ask questions about

topics they were not certain about or needed a further

explanation. To improve my future lessons, I will allow

the students more time in class to work on their

assignments to avoid confusion or questions.


In tomorrow’s lesson, I will be sure to include an activity

that allows the students to move around the room as

they have a hard time staying focused at the end of the

day and will have just finished a test.



Lesson Objectives:

At the end of the lesson, students will be able to describe, in writing, the three events that took place in Boston with 90% accuracy.

During the lesson, the students will be able to complete the fill in the blank worksheet with 85% accuracy.

Before the lesson, the students will be able to complete the test with an average of 80% accuracy.

I can list three events that took place in Boston.

I can finish the worksheet.

I can take the test.

Materials Needed:

SMART Board Notes

“Crisis in Boston” fill in the blank worksheet (14)

“Events that took place in Boston” graphic organizer (14)

Textbook

The Boston Tea Party Reader’s theatre Contextual Factors/ Learner Characteristics: The fifth grade class has a total of fourteen students; nine boys and five girls. There are two students on a reading


and language class. The classroom ranges from slightly below average to above average students. The room is




A. The Lesson


Getting attention: These pictures all deal with events leading up to the colonists declaring their independence.

Relating to past experience and/or knowledge: Thinking back to last chapter, let’s talk about some of the events that caused tension between the British and the colonists after the French and Indian war.

Creating a need to know: The events we will learn about in the upcoming lessons will help us to understand how the colonists gain independence.

Sharing objective, in general terms: Today we are going to learn about the crisis in Boston. There are three main events that will take place in this lesson.


The students will first take the Chapter 9 test. I foresee this lasting about 20 minutes.

Hand out the fill in the blank worksheet for the students to fill out while reading through lesson 10.1

Instruct students to open their books to Chapter 10.

Discuss vocabulary.

Read pages 249-255 with students

Students will complete the graphic organizer independently

Pass out the reader’s theater

Assign roles

Allow the students a few minutes to highlight their lines

Read through the reader’s theater

Discuss- What parts were familiar from the reading? How are the colonists feelings different from British?

Remind students if they did not get their graphic organizer or worksheet completed, it will be homework.





Today we learned about the events that occurred in Boston. Tomorrow we will read about battles that begin as a result of the events in Boston.

B. Assessments Used

Homework (Formative) – Events in Boston graphic organizer: At the end of class, the students will work independently to complete a chart to describe the events that took place in Boston.

Homework-if not finished in class- (Formative) - Crisis in Boston worksheet: During the lesson, the students will complete the fill in the blank worksheet.

Test (Summative) - Before the lesson, the students will complete Chapter 9 test. C. Differentiated Instruction

For the students on a reading IEP, I will read over the passages and summarize each part of the reader’s theatre. I will ask the students to volunteer for parts so others do not feel uncomfortable if they would rather not play a role. For the student who is also on a written language IEP, I will allow him to use a sheet of paper to complete the graphic organizer as the chart I provide may be too small.

D. Resources


The Boston Tea Party Reader’s theatre: http://jkuehn.wikispaces.com/Reader%27s+Theater

Crisis in Boston worksheet: Mr. Erickson

Lesson 6: American Revolution/The Fighting Begins


th Grade



Due to a snow day and two late starts last week, it has been awhile since our last lesson. The students took their

test on the original date. I allowed them some time to study before the test, but that is all they did as there were

shortened periods. Yesterday’s lesson went well as the students seemed to be engaged and interested in the topic

we were covering. Many of them were able to recall the events leading up to this point in the American Revolution

and had a lot of questions about what would happen next. I began the lesson by introducing the new chapter.

Then we did popcorn reading together to read through the lesson. While we were reading, the students completed

the “Crisis in Boston” worksheet. During and after the lesson the students participated in discussion which helped

them better understand the events. After reading the lesson together, I gave the students time to complete the

graphic organizer. We did not get time to start the reader’s theatre, so I will begin this lesson with that activity. It

was interesting to see how the students were able to make connections with the past lessons.


well)

I felt the graphic organizer went well in this lesson. I

wasn’t sure how the students would react as I have not

seen them do a lot of cause and effect or charts to

organize the information in a reading. They were able

to identify the three major events and list the effect

without much direction from me. This seemed like an

easy task for the students, which lets me know they

were interested and comprehended the information

from the text. The students were able to complete the

“Crisis in Boston” worksheet with scores ranging from

95% to65 %.



complete the graphic organizer with 90% accuracy.

The students were able to complete the worksheet with

82% accuracy which does not meet the objective of 85%

accuracy.

The students were not able to complete the chapter 9

test with 80% accuracy as scores ranged from 86% to

27%.



lesson?)

The students were focused and engaged in this lesson

as they participated in the reading and activities. They

were interested in what would happen next. To

improve my future lessons, I will not allow the students

to work on their worksheet over the text while reading.

I felt that some of the students were distracted and


In tomorrow’s lesson, I will be sure to review the

worksheet and give the students more detailed notes

over the previous lesson. If they hear it another time,

and have more notes to review for the test, it will

hopefully improve their test grades at the end of the

chapter.

were not able to follow along with the reading.



Lesson Objectives:

During the lesson, the students will be able to complete the fill in the blank worksheet with 85% accuracy.


Materials Needed:

Classroom computer

Chapter 10 Power Point

“The Fighting Begins” worksheet (14)

Textbook

The Boston Tea Party Reader’s theatre

Liberty Kids Video: “The Boston Tea Party” Contextual Factors/ Learner Characteristics: The fifth grade class has a total of fourteen students; nine boys and five girls. There are two students on a reading






A. The Lesson


Getting attention: We will do a reader’s theatre to help us better understand the Boston Tea Party.

Relating to past experience and/or knowledge: Before starting the reader’s theatre, let’s discuss what got the colonists into this situation.

Creating a need to know: The events we will learn about in the upcoming lessons will help us to understand how the colonists gain independence.

Sharing objective, in general terms: Today we are going to learn about the events that took place as the colonists and Britain began fighting.


Pass out the reader’s theater

Assign roles

Allow the students a few minutes to highlight their lines

Read through the reader’s theater

Discuss- What parts were familiar from the reading? How are the colonist’s feelings different from British?

Go over the power point to review notes from last lesson.

Instruct students to open their books to lesson 10.2 on page 262

Choose partners for the students to read the lesson together.

Allow the students to complete the worksheet together

If there is time at the end of the lesson, I will show the students the Liberty Kids video that explains Paul Revere’s role in the American Revolution.





Today we learned about the fighting that occurred between the British and the colonists. Tomorrow we will learn about how the colonists began to declare independence.

B. Assessments Used

Homework-if not finished in class- (Formative) – “The Fighting Begins” worksheet: During the lesson, the students will complete the fill in the blank worksheet.


For the students on a reading IEP, I will read over the passages and summarize each part of the reader’s theatre. I will ask the students to volunteer for parts so others do not feel uncomfortable if they would rather not play a role. For the student who is also on a written language IEP, I will guide him through the worksheet to help him read any words he does not understand.

D. Resources


The Boston Tea Party Reader’s theatre: http://jkuehn.wikispaces.com/Reader%27s+Theater

“The Fighting Begins” worksheet: Mr. Erickson

Liberty Kids Video: www.learn360.com

http://www.learn360.com/

Lesson 7: American Revolution/Declaring Independence


th Grade



I felt the prior lesson was successful. The students enjoyed starting the lesson out with the reader’s theatre. They

were engaged and every student chose to participate. I believe they gained a deeper understanding of how the

Boston Tea Party came to be as well as some of the events to follow. When we were finished, they asked if we

could do it again. Then we went over the Power Point to take notes over the lesson. The students were actively

listening and following along in the book as they brought up questions and discussion. To read the text, I put their

names on a popsicle stick and drew them periodically. Towards the very end of the lesson, I allowed the students

to read independently to finish reading and begin working on their assignment. Some of the students were pulled

out of the room for band, but a majority of the students were able to finish in the time I allowed.


well)

The reader’s theatre went well during this lesson. I was

nervous that they would become rowdy and off task for

the rest of the lesson, but they were just the opposite.

The active engagement was a new and exciting way for

them to learn. All of the students volunteered for a role

during the reader’s theatre. I gave them time before we

started so they could read over their lines and practice

the movement that went with it. Although it was kind of

silly, I believe it was a meaningful learning experience

for them.



complete the fill in the blank worksheet with 85%

accuracy with scores ranging from 100% to 33%.



lesson?)

The students were engaged in this lesson as they

participated in the reader’s theatre and then changed

their focus to read through the text and complete the

worksheet. To improve my future lessons, I will involve

the students in more hands-on and active activities.


In tomorrow’s lesson, I will be sure to review the major

events that took place in the previous lesson. There

were several important people and battles that may be

unclear to them.



Lesson Objectives:

After the lesson, the students will be able to complete the fill in the blank worksheet with 85% accuracy.

During the lesson, the students will be able to construct a pamphlet, in writing with a small group, to persuade the colonists to be freed.


I can make a pamphlet to persuade the colonists to be freed.

Materials Needed:

Classroom computer

Chrome book lab

“Declaring Independence” worksheet (14)

Textbook

YouTube Video: http://www.youtube.com/watch?v=stAsigWF5Bc








A. The Lesson


Getting attention: We will watch a short video on “the shot heard around the world”.

Relating to past experience and/or knowledge: This video will give us more information on Paul Revere’s role in the American Revolution that we read about yesterday.

Creating a need to know: The events we will learn about in the upcoming lessons will help us to understand how the colonists eventually gain independence.

Sharing objective, in general terms: Today we are going to learn about the events that took place as the Declaration of Independence was created.


Show the School House Rock YouTube video that explains “the shot heard around the world”.

Go over “The Fighting Begins” worksheet

Give notes on the board over last lesson

Instruct the students to open to page 270 in their text book

Before reading, review the events in the colonies from the Boston Massacre to the Battle of Bunker Hill

http://www.youtube.com/watch?v=stAsigWF5Bc

Popcorn read the lesson as a class.

Stop at page 272 to compare and contrast the Common Sense and Declaration of Independence with the students, on the board.

When finished reading, the students will identify and explain the three parts of the Declaration of Independence. I will make a chart and display it on the board as we do this activity together as a class.

After the lesson, I will assign the students to a group. They will work together to construct their own Common Sense pamphlet. In their pamphlet, the students will persuade the colonists to free themselves from British rule. Each group will be assigned an article to write for the pamphlet. The topics will include: the injustices of the king, the hardships colonists face due to the taxes, and lack of representation in Parliament. To complete this activity, the students will use their Chrome book and use the drawing tool to make a pamphlet/poster. This activity will carry over into their computer class as the students have been learning how to utilize the Google doc software and the functions of each. Before they start working, I will demonstrate the features of Google drawing tool and show them an example.





Today we learned about the signing of the Declaration of independence. Tomorrow we will review for our test on Monday.

B. Assessments Used

Homework- (Formative) – “Declaring Independence” worksheet: After the lesson, the students will complete the fill in the blank worksheet.

Formative- During the lesson, the students will construct a pamphlet, to persuade the colonists to be freed. On the board, I will write the components they will need to include in the pamphlet:

o Use the Word Art feature o Insert a textbox to write the article

The article must be at least five sentences relating to the assigned topic. o Insert two pictures from the web


For the students on a reading IEP, we will read through the text together as a class, using the popcorn reading method. To meet the needs of the student on the writing IEP, I will guide him through the worksheet to help him read any words he does not understand. On the class activity, I will pair these students with others who are leaders of the class.

D. Resources


“Declaring Independence” worksheet: Mr. Erickson

YouTube Video: http://www.youtube.com/watch?v=stAsigWF5Bc

http://www.youtube.com/watch?v=stAsigWF5Bc

Lesson 8: American Revolution/Declaring Independence


th Grade


Yesterday’s Social Studies lesson went well as the students participated well in the discussion and activities. I

started the class with a “School House Rock” video that covered material of the previous lesson. The students were

able to recognize and understand the video when asked. While we were reading the text together, the students

were able to recall past events that related to the content. I also made sure to stop throughout the reading to

discuss some of the important people and events that took place. After we read as a class, I asked explained the

project that they would be doing to create a pamphlet. Since the students had never used the Google drawing

tool, I lead them through an example. They did not have time to meet with their group to get started, so I will give

them time to do so during Social Studies and Computer class today. It was interesting to hear the students

discussing ideas for their pamphlet and how they would feel if they were a colonist.


well)

During this lesson, I felt the students were more

engaged in the reading than they have been in the past.

The students were able to make connections to

previous events and recognized the historical leaders. I

was able to stop periodically throughout the text to

discuss the information. Many of them had questions

about what certain words meant, so I was able to

explain the topic in further detail. After the reading, the

students were able to complete the “Declaring

Independence” worksheet with scores ranging from

80% to 100%.



complete the fill in the blank worksheet with 85%

accuracy.

The students were able to begin constructing a

pamphlet to persuade the colonists to be freed.



lesson?)

The students were engaged in this lesson as they

participated in the group discussions and asked

questions. They were also anxious to begin creating the

pamphlet as they were discussing what they wanted to

write about. Although they haven’t had a chance to

work as a group, the students already have many ideas


In tomorrow’s lesson, I will be sure to review the

previous lesson by creating discussion over the three

documents that we learned about. I will also review the

chapter as they will be doing the chapter review and a

test next week.

for their project. To improve my future lessons, I will

continue to discuss the text more thoroughly and

encourage discussion on each topic before moving on.



Lesson Objectives:

After the lesson, the students will be able to complete the chapter review questions in the textbook with 90% accuracy.

During the lesson, the students will be able to construct a pamphlet, in writing with a small group, to persuade the colonists to be freed.

I can complete the chapter review.

I can work with my group to make a pamphlet to persuade the colonists to be freed.

Materials Needed:

Chrome book lab

Classroom Computer

Textbook

TeacherTube Video: http://www.teachertube.com/viewVideo.php?video_id=242015








A. The Lesson


Getting attention: We will watch a short video on the signing of the Declaration of Independence to help us understand how and why it was created.

Relating to past experience and/or knowledge: Who was the first person to sign the Declaration of Independence?

Creating a need to know: The events we will learn about in the upcoming lessons will help us to understand how the colonists felt as they fought to gain independence.

Sharing objective, in general terms: Today we are going to review lesson 10.3 and the rest of the chapter to prepare for the test on Tuesday.


Show the TeacherTube video that explains the signing of the Declaration of Independence.

Go over “The Declaring Independence” worksheet

Instruct the students to open to page 276 in their text book

Before reading, the students start working on the assignment, I will read through the directions.

I will assign the students to their groups for the pamphlet project.

When the students finished or have worked on the assignment for at least 15 minutes, I will allow them to work with their group members to work on the pamphlet project.





Today we reviewed the events that lead up to the signing of the Declaration of Independence and worked on your pamphlet projects. Monday we will review the Chapter and have a test on Tuesday.

B. Assessments Used

Homework- (Formative) – Chapter Review: After the lesson, the students will complete the chapter review questions on page 276 #2-6.

Formative- During the lesson, the students will construct a pamphlet, to persuade the colonists to be freed. On the board, I will write the components they will need to include in the pamphlet:

o Use the Word Art feature o Insert a textbox to write the article

The article must be at least five sentences relating to the assigned topic. o Insert two pictures from the web


For the students on a reading IEP, I will read through the directions with the class before allowing them to work on the chapter review questions. To meet the needs of the student on the writing IEP, I will help him to organize his paper so that he has extra space to write his answers. On the class activity, I will pair these students with others who are leaders of the class.

D. Resources


TeacherTube Video: http://www.teachertube.com/viewVideo.php?video_id=242015

http://www.teachertube.com/viewVideo.php?video_id=242015

Lesson 9: American Revolution/Chapter 10 Review


th Grade


The previous lesson, last week went well. The students enjoyed the video at the beginning of class as they felt it

seemed like a real life representation of the signing of the Declaration of Independence. After the video, we

discussed the parts of the video that were similar to what they read about in their text book. We reviewed the

worksheet as a class and discussed any questions the students had over the chapter. The students had time in class

to work on the questions for the end of the chapter review. Now that they are familiar with the Google drawing

software, they have begun constructing their pamphlet. With no school on Friday and the upcoming weekend, I

didn’t want to give them a test today, so we will do a few activities today to help them recall the events in the

chapter.


well)

In this lesson, I felt the Declaration of Independence

video was beneficial to the lesson. Not only was this

video a reminder of the events and important people

involved, but it was a real life representation that the

students could better relate to. After the video, the

students were able to identify who the people in the

video were as well as recall the roles of these people.

The students had additional questions that correlated

with the information they learned about from their

textbook. After the lesson, the students were able to

complete the chapter review questions in the text book

with scores ranging from 50% to100 %.


The lesson objectives were not met as the students

completed the chapter review questions in the

textbook with 86% accuracy.

The students were able to construct a pamphlet, in

writing with a small group, to persuade the colonists to

be freed.

Instructional decisions (Were students engaged; how


lesson?)

The students were engaged in this lesson as they were

able to make connections with the reading in their text

book and the events described in the video. While

reviewing the questions from the worksheet, the

students were actively participating. Some of the

students were not finished with the worksheet by the

time we went over it. As the chapter review questions

were being assigned that day, I wanted these students

to have the answers to this worksheet. Instead of asking


In tomorrow’s lesson, I will use the class time to review

the chapter by going over the chapter review questions.

We will also do an activity and play a review game to

help prepare them for the test.

them to go into the hallway to finish, I had them stay in

the room and write in the answers they didn’t have. To

improve my next lesson, I will ask if anyone did not

complete the assignment. Those students could have

sat out during the video to complete the assignment.



Lesson Objectives:

During the lesson, the students will be able to create a minimum of 15 Quizlet flash cards, on their Chrome book, to use as a study tool for the upcoming test.

After the lesson, the students will be able to answer questions, in writing, on an exit ticket with 100% accuracy.

I can make Quizlet flashcards.

I can answer questions on the exit ticket.

Materials Needed:

Chrome book lab

Classroom Computer

Textbook

Exit ticket (14)








A. The Lesson


Getting attention: Look at these pictures to see if you can identify the event/people.

Relating to past experience and/or knowledge: These pictures all show events/people that we learned about in chapter 10.

Creating a need to know: The events we are reviewing today will help us understand how the colonists felt as they fought to gain independence.

Sharing objective, in general terms: Today we are going to review chapter 10 by doing a few activities before the test tomorrow.


I will display some pictures that portray the important events discussed in chapter 10. The students will analyze each one. I will ask them to identify what events or people they see.

Instruct students to get out their assignment from last week

Review each question together- the students will correct a partner’s assignment

Remind the students their test is tomorrow, so we will play doing a couple activities to prepare for it

On the overhead, I will introduce the Quizlet website to the students.

I will demonstrate how to create a card, import a picture, and review each card.

Allow groups of students at a time to get their Chrome book

I will write the link on the board that the students will need to join the class I created.

http://quizlet.com/join/rVBwZeWPZ

Explain that the students need to use their text book to include vocabulary, important people, and important events that occurred throughout this chapter. They should create at least 15 cards. Some examples may include the following:

o Vocabulary o Names of British and colonists o Boston Tea Party o Name of men who dumped tea into the water o Paul Revere o William Dawes o Important cities o Declaration of Independence o Thomas Jefferson o George Washington o 3 Important documents o Famous quotes o Boston Massacre

When finished, the students will have time to review their cards alone or with a partner.

Instruct students to return their Chrome book to the cart.

I will divide the class into two groups. Two students will go to the front of the room. I will read the question and the first student to tap the stool will be able to answer the question. If they get it correct, that team receives a point. If the student answers the question incorrectly, the other student will have a chance to answer the question.

With a few minutes left in the lesson, the students will complete an exit ticket to answer the following questions:

o Explain one idea you understand well. o Explain one idea you will need to study more before the test. o Explain one idea you didn’t understand before the review today.


Today we reviewed chapter 10. Remember you can log on to Quizlet to help you study for your test. You also have notes and worksheets from the text that you may use to study. Does anyone have any questions?

Tomorrow we will take the test and begin chapter 11.

B. Assessments Used

During the lesson- (Formative): The students will create flashcards on www.quizlet.com

After the lesson- (Formative): The students will answer questions on an exit ticket.

http://quizlet.com/join/rVBwZeWPZ


For the students on a reading IEP, I will go through the text book to read over which topics they should use for the Quizlet flash cards. For the student on the writing IEP, there is no writing involved in this lesson, but I will assist him when typing his flash cards.

D. Resources


www.quizlet.com

http://www.teacherspayteachers.com/Product/Exit-Ticket-Template-Editable-960824

http://www.quizlet.com/

Lesson 10: American Revolution/Chapter 10 Test & Fighting the Revolution


th Grade


In the last lesson, the students engaged in a couple activities that would help to prepare them for the chapter test

tomorrow. I felt this lesson was beneficial and meaningful to the students. While reviewing the chapter review

questions in the book, the students seemed to understand the material well. Next, the students logged onto

quizlet.com to create flash cards over the material. At the end of the class we played a review game to help me

better understand their readiness for the test. After the review, I believe the students will do well on the

assessment.

My lesson was originally scheduled for Monday. Six of the fourteen students were absent, so Mr. Erickson and I

made the decision to wait to review the following day in hopes these students would be back. I didn’t feel

comfortable giving the students a test when only half of them were able to be present for the review. Due to the

weather, there was no school yesterday (Tuesday). This caused my lesson to be pushed to today (Wednesday),

which is an early dismissal day. My lesson was planned for a full class period, so I had to eliminate some parts of

the lesson for the sake of time.


well)

In this lesson, I felt the Quizlet activity went well. The

students were able to join my class and share their flash

cards with me. The students were required to use their

text book or previous worksheets to complete the task.

I was able to explain the directions before allowing

them to begin using the website. Since we were short of

time, the students were not able to complete 15 flash

cards. They were able to complete the exit ticket with

100% accuracy.


The first lesson objective was not met as the students

were not able to create 15 Quizlet flash cards. This was

due to the shortened class period. Instead, I asked them

to complete 10. All of the students were able to

complete this activity.

The students were able to complete an exit ticket with

100% accuracy.



lesson?)

I felt the students were engaged in this lesson as they

had to recall definitions, events, and important people

in order to create the Quizlet flashcards. Many of them

agreed that it would be an easy way to study for the

test at home as well. At times, the students seemed to

get off task and anxious for the next activity. To

improve my next lesson, I will set a timer that is visible


In tomorrow’s lesson, I will give the students time to

silently and independently look over their study

materials before the test. While reading through the

text together, I will periodically ask questions to

increase their comprehension as there are many small

details that are pertinent to the chapter.

to the students. I believe this will help them to

understand how much time they have to complete each

task rather than asking me when we would move on.

This strategy may also help me with managing how

much time we need to be spending on each activity.



Lesson Objectives:

During the lesson, the students will be able to, using their Chrome book, complete a Venn diagram to compare and contrast the British Army and Continental Army with 90% accuracy.

After the lesson, the students will be able to complete a worksheet, in writing, to increase their knowledge on the fighting of the Revolution with 85% accuracy.

Before the lesson, the students will be able to complete the chapter 10 test, in writing, with 80% accuracy.

I can compare and contrast the British and Continental Army.

I can complete a worksheet to help me understand the fighting of the war.

Materials Needed:

Classroom Computer

Chrome book lab

Textbook

Fighting the Revolution Worksheet (14)








A. The Lesson


Getting attention: I have created a timeline using timetoast.com to show you some of the events, in order, which we will learn about in this chapter.

Relating to past experience and/or knowledge: The last chapter left us with the signing of the Declaration of Independence, but we know the colonists aren’t actually free yet.

Creating a need to know: The events we learn about today will help us to learn about the fighting the soldiers endured to eventually gain independence.

Sharing objective, in general terms: Today we are going to take the chapter 10 test and begin learning about the fighting that took place in chapter 11.


The students will take a test over chapter 10. It should take less than 20 minutes.

When all of the students are finished, I will display and discuss a www.timetoast.com timeline that I have created to explain the events the students will learn about in this chapter.

I will assign students to a reading group where they will read the lesson and complete the worksheet.

Come together as a group to discuss the events and vocabulary explained in the text o On the board we will list the difficulties the Patriots faced in their fight for

independence. o Discuss the strengths and weaknesses of each army o Discuss how families were split over the Patriot and Loyalist issues o Discuss what might have happened if General George Washington did not lead the

attack on Christmas.

After the discussion, I will demonstrate the Venn diagram on ReadWriteThink

Instruct the students to open Chrome books and begin working on Venn diagram.

Instruct them to e-mail it to me using their Google account.





Today we took the Chapter 10 test and began learning about the fighting of the Revolution in Chapter 11. Tomorrow we will continue on in the Chapter to learn about who won the Revolution.

B. Assessments Used

During the lesson- (Formative): Using the Chrome book, the students will complete a Venn diagram to compare and contrast the characteristics of the British Army and Continental Army.

Homework: After the lesson- (Formative): The students will complete a worksheet to help them understand the fighting of the Revolution.

Before the lesson- (Summative) Chapter 10 test: The students will take the chapter 10 test.


For the students on a reading and writing IEP, I will pair them with another student who is seen as a leader in the classroom. This student will be able to guide the other student through the reading to complete the reading and Venn diagram.

D. Resources


Fighting the Revolution worksheet: Mr. Erickson

Venn Diagram: http://www.readwritethink.org/files/resources/interactives/venn_diagrams/

www.timetoast.com

http://www.readwritethink.org/files/resources/interactives/venn_diagrams/

http://www.timetoast.com/

Lesson 11: American Revolution/Winning the Revolution


th Grade



The Social Studies lesson went well last week as the students are engaged and interested in the content of this

chapter. Before the test, I allowed the students to work with a partner to review their study materials. The

students enjoy using the classroom white board or the small personal sized whiteboards to do so. I believe this

type of interaction between students encourages them to pay attention to the details in the text. Then I instructed

the students to return to their desk and prepare their area to take the test. When all of the students were finished

with the test, I introduced the chapter and reviewed the terms and events that they would be reading about. I

broke the students into small groups where they would read the text and complete the worksheet. When they

were finished reading, I went through the instructions for completing the Venn diagram. Then I asked them to log

onto their Chrome books to begin working. Many of the students were not able to complete it as we ran out of

time. I will allow them to finish that activity before beginning the next lesson. After grading the students’ tests, I

was pleased to see the scores improved from the last chapter.


well)

Allowing the students to read the text and complete the

worksheet as a group went well in this lesson. I was

unsure it would be beneficial as the students easily

become off task in group activities. I was able to create

the groups to avoid students who don’t work well

together. I was also hesitant to let them work together

as I was not able to facilitate the conversations;

however, I walked around throughout the reading to

ask questions and be sure they were on task. I hope to

continue using this method as the students are able to

interact and discuss with their students. The students

were able to complete the chapter 10 test with scores

ranging from 45% to100%.


The lesson objectives were met as the students were

able to complete the worksheet with 85% accuracy.

The students were able to complete the chapter 10 test

with 84% accuracy.

The students were able to complete the Venn diagram

with 90% accuracy.



lesson?)

I believe the students were engaged in this lesson as

they were able to work together in a small group to

read the text and complete the worksheet. As I walked

around the room, I heard the students discussing the


In tomorrow’s lesson, I will review the previous lesson

materials as it has been a few days since the last lesson.

I will also allow the students to finish their Venn

diagram and print it so they have it for study materials.

events and asking me questions. After the reading the

students were engaged in the Venn diagram activity as

they had to recall information from the text. I believe

this was a useful visual representation of the British and

Continental armies. To improve my future lessons, I will

allow the students to work in small groups for reading

as they are able to learn from each other’s comments

and ideas.



Lesson Objectives:

Before the lesson, the students will be able to, using their Chrome book, finish a Venn diagram to compare and contrast the British Army and Continental Army with 90% accuracy.

During the lesson, the students will be able to, using their Chrome book, complete a graphic organizer on www.bubbl.us to identify the factors leading up to a Patriot victory.

After the lesson, the students will be able to analyze the events to complete, in writing, a worksheet to increase their understanding of how the Patriots won the Revolution with 85% accuracy.

I can finish the Venn diagram.

I can complete a graphic organizer.

I can complete a worksheet.

Materials Needed:

Classroom Computer

Chrome book lab

Textbook

Winning the Revolution worksheet (14)








A. The Lesson


Getting attention: This is a picture that portrays the hardships the soldiers had to face at Valley Forge.

http://www.bubbl.us/

Relating to past experience and/or knowledge: In the last lesson we learned that the Continental Army defeated the British at Saratoga. We read that it was December and the weather was very cold. These issues have become worse as they are struggling to stay warm.

Creating a need to know: The events we learn about today will help us to understand how the Patriots defeat the best army, the British.

Sharing objective, in general terms: Today we are going to review the events in lesson 11.1 and then begin reading to learn about how the Patriots defeated Britain.


Allow the students 10 minutes to finish their Venn diagram on their Chrome book

Students will return their Chrome book to the cart

Instruct the students to get out their worksheet from the last lesson

Discuss the answers

Review the events from last lesson

Display the picture to introduce the lesson o How can you tell from the picture that life was hard for the soldiers at Valley Forge? o Let’s brainstorm to come up with a list of words to describe the scene and moods of the

soldiers.

Instruct students to open their book to page 286

After reading page 287: Imagine you are Benjamin Franklin trying to persuade the French to help your cause. What reasons would you give them to support the colonies?

While reading through the chapter, on the board I will make a list of events that lead up to the end of the war.

After reading page 288: Look at the map on page 289. Take some time to look at the legend, where the battles took, and who won the battle.

When finished reading the text, on the board, list the types of aid provided to the colonies by European countries and how it may have lead to an American victory.

Turn the students’ attention to board where I will explain how to create a graphic organizer using www.bubbl.us.

Students will use their text book to complete the graphic organizer.

When they are finished, they will complete the ‘Winning the Revolution’ worksheet.


Discuss: Quiet think time, why do you think the southern Loyalists might have been afraid of their Patriot neighbors?

Today we reviewed the 11.1, read the text in 11.2, and completed a graphic organizer to list events that took place leading up to the Patriot victory. Tomorrow we will discuss impact of the war to end chapter 11.

B. Assessments Used

During the lesson- (Formative): Using the Chrome book, the students will complete a Venn diagram to compare and contrast the characteristics of the British Army and Continental Army.

During the lesson- (Formative): Using the Chrome book, the students will complete a graphic organizer on www.bubbl.us.

Homework: After the lesson- (Formative): The students will complete a worksheet to help them understand how the Patriots won the Revolution.




For the students on a reading and writing IEP, I will work with them on the Venn diagram to read and identify events. When reading the lesson, I will ask the students questions to make sure they comprehend the text. When completing the graphic organizer, I will pair these students with another student who proves to be a leader.

D. Resources


Winning the Revolution worksheet: Mr. Erickson

www.bubbl.us


Lesson 12: American Revolution/ The Impact of the Revolution


th Grade



Yesterday’s lesson began as I gave the students time to finish their Venn diagram that was started in a previous

lesson. The students did a great job recalling facts about each army. Completing this activity brought up several

discussions and questions about the way each army fought and succeeded in the war. While walking around the

room, I heard several of the students discussing how different these armies are from today as well. This activity

took longer than expected, but all of the students were able to complete it. Then, we reviewed the previous

lesson’s worksheet by reading each question as a class. When finished, I introduced the lesson, passed out the

worksheet, and began reading the text. We read the lesson as a class, and most of the students were able to

complete the assignment at that time. With this lesson being at the end of the day, it is imperative to reserve time

to allow the students to pack their book bags and fill out their assignment books. With the lack of time, we were

not able to do the graphic organizer on www.bubbl.us. Before starting this lesson, I will show the students the

completed graphic organizer that I created.


well)

During this lesson, I felt the Venn diagram activity went

well. Many of the students were able to recall the

details in the text to compare and contrast the

Continental Army and British Army. This idea is

imperative for them to understand as it helps them

understand how these similarities and differences

affected the roles of each army in the American

Revolution war. This idea will also be asked on the

chapter test. The students were able to complete the

Venn diagram with all scoring 100%.



able to finish a Venn diagram to compare and contrast

the British Army and the Continental Army with 90%

accuracy.

The students were able to complete a worksheet with

85% accuracy.

Due to the lack of time, the students were not able to

complete the graphic organizer on www.bubbl.us.



lesson?)

I believe the students were engaged in this lesson. They

enjoyed using the interactive Venn diagram on their

Chrome book to compare and contrast each army. This

also created discussion and questions that the students

were able to ask during the activity. Many of the

students were interested in the uniforms and weapons


In tomorrow’s lesson, I will provide the students with

notes using the Prezi software. There were many small

details that are important to their understanding. Using

Prezi will be a new, interesting way for the students to

review the material.



that each army used during the war. The students were

also engaged during the review as they used their book

to correct any errors they may have had. The only

difficulty I experienced with this lesson was the lack of

time, although I felt the class time was well spent.



Lesson Objectives:

During the lesson, the students will be able to, using their Chrome book, type to describe how the war changed the map of the United States and ways the war changed the lives of American people with 90% accuracy.

After the lesson, the students will be able to analyze the events to complete, in writing, a worksheet to increase their understanding of how the Revolution impacted the United States with 85% accuracy.

I can type to answer questions on www.gosoapbox.com

I can complete a worksheet.

Materials Needed:

Classroom Computer

Chrome book lab

Prezi presentation

Textbook

The Impact of the Revolution worksheet (14)








A. The Lesson


Getting attention: Today we will be learning about the impact of the Revolution. This lesson will explain the Treaty of Paris as well. The Treaty of Paris was a document stating the United States is a free country. Here is a map of our country after the Treaty of Paris in 1783. Take some time to look at how different it is from our current country.

Relating to past experience and/or knowledge: In the last lesson we learned that the Continental Army defeated the British as the Patriot soldiers shouted “America is ours!” Why did France and Spain help the colonies?

Creating a need to know: The events we learn about today will help us to understand the lives of America changed after the war.

Sharing objective, in general terms: Today we are going to review the events in lesson 11.2 and then begin reading to learn about the Treaty of Paris and the impact the war had.


Prompt the students to have their previous assignment out as the Prezi will answer all questions on it

Present discuss topics on Prezi

Introduce the lesson

Instruct students to open their text books to page 294

As a class, we will popcorn read the text to learn about how America was impacted by the war.

Before reading: What changes might have the Revolution brought?

After reading page 295 and analyzing the map: How much additional territory did the United States gain as a result of the Treaty of Paris?

After reading page 296: How did the Revolution affect the lives of Americans?

Instruct students to log onto www.gosoapbox.com to complete a discussion post answering the following questions- using the code to log in (754-955-249):

o How did the Treaty of Paris change the map of North America? o How did the Revolution affect the lives of Americans?

Pass out worksheet

Allow students time at the end of the class to complete the assignment.





Today we reviewed the 11.2, read the text in 11.3, and completed a discussion post to list how the war affected both the map of the United States and the American people. Tomorrow we will review the chapter for a test on Thursday.

B. Assessments Used

During the lesson- (Formative): The students will complete two discussion questions by logging onto www.gosoapbox.com.

Homework: After the lesson- (Formative): The students will complete a worksheet to help them understand the impact of the Revolution.


For the students on a reading and writing IEP, the class will read through the text together. When working to complete the discussion post, I will read each question and help them find the answers to the questions if needed. I will work closely with these students to assist them while reading and writing.

D. Resources


Impact of the Revolution worksheet: Mr. Erickson

www.prezi.com

www.gosoapbox.com



http://www.prezi.com/


Lesson 13: American Revolution/ Chapter 11 Review


th Grade


Yesterday’s lesson seemed to flow well as the students were attentive and on task throughout the entire lesson. I

began the lesson my displaying the Prezi presentation I created. The Prezi was a review of events from the

previous lesson, so the students were asked to pay attention to Prezi as well as their worksheet. In the

presentation I especially pointed out the names of the generals mentioned in the lesson. Then I introduced the

lesson and focused their attention to the map of the United States after the Treaty of Paris. The students were

shocked to see how much the United States changed from the war. After reading the text, the students logged

onto www.gosoapbox.com to complete two discussion questions. I reminded the students to use their book to

help them answer the questions, but many of them were able to reply without the use of their book. This tells me

they were engaged and comprehended the text. Then I made time to allow them to complete their worksheet in

class. Many of the students were able to complete it during that time. The students are anxious to know how the

United States will change now that they are independent.


well)

During the lesson, I felt the go soapbox discussion

responses went well. This is the second time I had the

students do this type of activity. The first time they felt

rushed as they had to set up their log in information

and were not familiar with the program. During this

lesson, they remembered how to log in and find the

questions, which made this a activity seem to flow

better than the first time. The students enjoyed being

able to respond to the question by typing. I noticed

they were able to give more details in their answers

with this method as well. The students were able to

complete the worksheet with scores ranging from 53%

to 100%.



able to describe how the war changed the map of the

United States and the lives of the American people with

90% accuracy.

The students were able to complete a worksheet with

85% accuracy scoring 86% accuracy.



lesson?)

The students were engaged in the previous lesson. They

enjoyed reviewing the lesson in the form of a Prezi

rather than a PowerPoint or notes on the board.

Throughout the presentation the students asked


In tomorrow’s lesson, I will play a review game in

preparation for their test tomorrow. This game will

allow them to move around the room and interact with

other students.


questions and discussed the topics. During the reading,

the students followed along as we did popcorn reading.

When finished reading, the students were eager to log

on to their Chrome book to respond to the questions.

When finished, we discussed the answers and the

students began working on their homework

assignment. To improve my next lessons, I will

incorporate more student response questions via go

soapbox. I believe this is a great way to discuss

important topics.



Lesson Objectives:

During the lesson, the students will be able to, in writing, prepare for the chapter test and complete the chapter study guide with 85 % accuracy.

I can do the study guide.

Materials Needed:

Classroom Computer

Learn 360 video

Textbook

Chapter 11 study guide (14) Contextual Factors/ Learner Characteristics: The fifth grade class has a total of fourteen students; nine boys and five girls. There are two students on a reading






A. The Lesson


Getting attention: This video is a good representation of the chapter we have previously learned about. You will see more about the Declaration of Independence and the Treaty of Paris, which officially ended the war.

Relating to past experience and/or knowledge: Raise your hand to describe what the Treaty of Paris is. What is so significant about it?

Creating a need to know: The events we learned in this chapter help us to understand how the United States became a free country.

Sharing objective, in general terms: Today we are going to review the events in lesson 11.3 and then play a review game. You will also have a study guide to have completed before the test. It will be imperative that you do your best as it is a good indication to what will be on the test.


Show video

Prompt the students to have their previous assignment ready to review

Go over and make sure all students have the correct answers for the worksheet

Divide students into 3 groups of four for the review game

Explain the rules of the game “Bluff” o The teacher will ask a question. All of the students in the group being asked the question

that know the answer are to quietly stand. Anyone that wants to “bluff” they know the answer, can stand as well. The teacher picks a standing student. If the student knows the answer, the team is awarded the number of points for the amount of students standing. If the answer is incorrect, the team loses the number of points for the amount of students standing. The team with the most points wins the round.

When the game is finished, we will discuss any of the questions the students felt were difficult

Ask students to return to their desk.

Pass out the study guide

Allow students the remainder of the class to complete the assignment

Remind the students the test will be tomorrow


Today we reviewed chapter 11. Tomorrow you will take the test over the chapter and review for the unit. Remember to complete your study guide as it will be a big help for you on the test. You should also be sure to use your other worksheets to help you study.

Does anyone have any questions?

B. Assessments Used

Homework: (Formative): The students will complete the chapter 11 study guide in preparation for the upcoming test.


For the students on a reading IEP, I will read through each question before they begin working on the study guide. For the student on the writing IEP, the amount of space between each question is sufficient as he tends to write large. I will work closely with these students to assist them while reading and writing.

D. Resources


Chapter 11 study guide: Mr. Erickson

Learn 360 video: http://www.learn360.com/ShowVideo.aspx?SearchText=the+treaty+of+paris&lid=9237527&GradeLevel=3360057&ID=479673

http://www.learn360.com/ShowVideo.aspx?SearchText=the+treaty+of+paris&lid=9237527&GradeLevel=3360057&ID=479673

http://www.learn360.com/ShowVideo.aspx?SearchText=the+treaty+of+paris&lid=9237527&GradeLevel=3360057&ID=479673

Lesson 14: American Revolution/ Chapter 11 Test and Unit Review


th Grade


The previous lesson was positive, interactive, and engaging. The lesson began as I showed a video over the Treaty

of Paris. Then I asked the students to prepare their materials to review the lesson worksheet from yesterday. We

went around the room to have students read and answer each question. If there was a question that several

students struggled with, we stopped to discuss and clear up the confusion. Then I explained to the students that

since they have a test tomorrow, we would be playing a review game. I divided the class up into teams of four and

then explained the rules to the game. This is a new review game that the students have not played before so they

had a few questions about the rules. While playing, the students were competitive with the other teams and tried

their best to answer the questions. When we came to a question that a majority of the students were not sure

about, I stopped to explain the event. At the end of the game, I passed out the study guide and reminded the

students of their test tomorrow. The students told me they enjoyed that game and would like to play it again for

our next review. Knowing that they enjoyed it and put effort into doing their best tells me it was an effective

review for the students.


well)

The review game in this lesson went well for all

students. This particular game was new to them so they

were anxious to know what it was about. During the

game the students were on task and following

directions well. This type of activity was a great

indication of how prepared the students are for the

upcoming test. There were only a few questions I asked

that needed a further explanation. I reminded the

students to pay close attention to the questions they

did not know so they would know for the test. Many of

the questions from the review game were on the study

guide that I passed out following the activity. With less

than ten minutes left to work on it, some of the

students were able to complete the study guide. The

students were able to finish the study guide with scores

ranging from 70% to 100%.



able to complete the study guide with 87% accuracy.



lesson?)


In tomorrow’s lesson, I will do an activity and then play

a review game in preparation for the unit test

I felt this lesson was engaging for the students as the

interacted with their classmates throughout the lesson.

The review game required the students to quickly recall

their knowledge from the chapter in order to score

points for their team. This activity was energetic and

allowed the students to be active. The students in this

class are very competitive so they took the game

seriously and wanted to do their best. I didn’t

experience any problems with this lesson, but to

motivate the students more, I will continue to use

review games or activities when reviewing for a test.

tomorrow. I believe these activities will be interactive

and enjoyable for the students.



Lesson Objectives:

Before the lesson, the students will be able to, in writing, complete the chapter test with 80% accuracy.

During the lesson, the students will be able to, in writing, prepare for the unit test and complete the unit study guide with 85 % accuracy.

I can do the unit study guide.

I can take the chapter 11 test.

Materials Needed:

Chapter 11 Test (14)

Chrome book lab

Eggspert game buzzers

Unit Study Guide

Textbook








A. The Lesson


Getting attention: Great job finishing unit 4. I believe each of you did very well on your last test. Today we will play a game and do an activity to prepare for the unit test.

Relating to past experience and/or knowledge: In chapter 9 we learned about the French and Indian war, in chapter 10 we learned about the events and battles leading up to the war, in Chapter 11 we learned about the end of the war and how it impacted the people and land.

Creating a need to know: The events we learned in this unit helped us to understand how our country became free from Britain.

Sharing objective, in general terms: Today we are going to review the events from unit 4 by doing an activity on the Chrome books and play a review game using the “eggspert” game buzzers. When finished with the game, I will give you time to complete the study guide, which will help you to prepare for the unit test tomorrow.


Prompt the students to prepare their desk for the test by removing all other books and notebooks

Pass out the test

When finished with the test, explain that they will be logging on to quizlet to study the note cards I created for 15 minutes.

Write the quizlet URL on the board: http://quizlet.com/_nihvk

When the time is up, explain that we will playing a review game using the “eggspert” game buzzers

I will divide the students up into pairs as there are enough buzzers for each pair

The students will be allowed five seconds to answer each question. The team with the most points at the end of the game will win.

At the end of the lesson, I will allow at least 15 minutes for the students to complete the unit 4 study guide. They may work with a partner if they wish.

Remind the students they will have a unit 4 test tomorrow


Today we reviewed took the chapter 11 test and reviewed for the unit test that you will have tomorrow. When you are finished with the test tomorrow, we will continue to work with the iPads to create your iMovie over the American Revolution. Make sure you take home your book to complete your study guide as it will be helpful for the test.


B. Assessments Used

Homework: (Formative): The students will complete the unit 4 study guide in preparation for the upcoming test.

Summative: The students will complete the chapter 11 test.


For the students on a reading IEP, I will read through each question before they begin working on the chapter test and study guide. For the student on the writing IEP, the amount of space between each question is sufficient as he tends to write large. I will work closely with these students to assist them while reading and writing.

D. Resources


Eggspert game buzzers: Mr. Erickson

www.quizlet.com

http://www.quizlet.com/

Lesson 15: American Revolution/ Unit Test and iMovie activity


th Grade


I believe the last lesson was beneficial to the students as the main objective was to prepare for the unit test and

take the chapter test. After taking the chapter test, the students felt as though they were able to easily complete

the assessment. While waiting for others to finish, I allowed those who were done to work on the unit study guide.

When all the students were done with the test, I explained the directions for the quizlet activity. The students

enjoyed this activity as they were able to play several games on the website while studying for the test. They were

able to sit with a friend while studying. When the time was up, I asked the students to return their Chrome book to

the cart. Next, I assigned each student to their partner and arranged the room to play the review game using the

eggsellent game buzzers. The students were competitive and attentive to the questions asked. I felt they did well

and are prepared for the unit test.


well)

I believe the most effective activity in this lesson was

the quizlet activity. As their second time on this

website, they were now more familiar and got to work

immediately. They enjoyed being able to study from

their computer rather than a paper and book. I wrote

the URL on the board and told the students to write it

down in their assignment book so they could study at

home. Today when I asked them, over half of the class

said they studied from this site at home. During free

time with the computer, this was the first activity the

students asked to do. Between this activity, the review

game, and the study guide, I believe all of the students

will be able to successfully complete the unit test. The

students were able to do the unit test with scores

ranging from 47% to 100%.



able to complete the unit study guide with 85%

accuracy.

The students were able to complete the chapter test

with 81% accuracy and scores ranging from 78% to

100%.



lesson?)

This lesson was engaging for the students as there were

multiple activities that were interactive and enjoyable

for the students. I believe this lesson was beneficial for

the students to review and recall information from the


In tomorrow’s lesson, I will allow the students to take

10 minutes before the test to study as there are more

vocabulary words on the test than they are used to.

We typically do not have social studies class on Friday’s,

but I asked Mr. Erickson if we could use computer class

previous chapters. The students asked questions and

discussed previous events in the chapters while

reviewing the material. I did not face any problems

from this lesson, but I know that I will continue to use

websites such as Quizlet and manipulatives such as the

eggspert buzzers to review material.

today to take the test and work on the iMovie activity.

He agreed that would be the best option to avoid a test

on Monday after the weekend. We will be doing other

activities with the iPads during computer class.



Lesson Objectives:

During the lesson, the students will be able to, in writing, complete the unit 4 post test with 85% accuracy.

During the lesson, the students will be able to, using the iPad, create an iMovie with 90% accuracy.

I can take the unit 4 test.

I can create an iMovie.

Materials Needed:

Unit 4 Post-Test (14)

iPads (7)

Rubric (14)

Textbook Contextual Factors/ Learner Characteristics: The fifth grade class has a total of fourteen students; nine boys and five girls. There are two students on a reading






A. The Lesson


Getting attention: Here is the iMovie that I created to help me and others learn about my favorite American Revolutionary War person, George Washington.

Relating to past experience and/or knowledge: In this last unit, we learned about the American Revolution.

Creating a need to know: The events we learned in this unit helped us to understand how our country became free from Britain.

Sharing objective, in general terms: Today you will take the unit post test and continue to work with the iPads to make an iMovie.


Write the URL on the board: http://www.quizlet.com/_nihvk

Allow the students 10 minutes to study the terms using their Chrome books.

Prompt students to put away their Chrome book and all notes

Pass out the unit 4 post test

Collect all tests

Show my iMovie

Assign students to their partner

Pass out rubrics

Read over the rubric

Explain the directions: To complete this activity, you will need to choose one key American Revolutionary person to research and create an iMovie. Before looking for pictures, you will have to search the web to learn more about this person and his/her role during the war.

Students will have the remainder of the class period to work on the iMovie.


Today was the last lesson in unit 4. Think, pair, and share with a partner to discuss the most interesting idea, person, or event that you learned in this chapter.

Next week we will begin unit 5. This unit will cover the early years of our country. We will learn about how the country grows as a nation and government. We will also continue to use our time during computer class to create the iMovie activity.


B. Assessments Used

Summative: During the lesson, the students will take the unit 4 post test.

Formative: During the lesson, the students will use the rubric to create an iMovie.


For the students on a reading IEP, I will read through each question before they begin working on the unit test. For the student on the writing IEP, the amount of space between each question is sufficient as he tends to write large. I will work closely with these students to assist them while reading and writing. For the iMovie activity, I will pair these children with another student who is able to lead, assist, and encourage them through the project.

D. Resources


Rubric: www.rubistar.com

http://www.quizlet.com/_nihvk

http://www.rubistar.com/

Digital Storytelling : American Revolution iMovie

Teacher Name: Ms. Baxter

Student Name: ________________________________________

CATEGORY 4 3 2 1

Images Images create a distinct

atmosphere or tone that

matches different parts of

the story. The images may

communicate symbolism

and/or metaphors.

Images create an

atmosphere or tone that

matches some parts of the

story. The images may

communicate symbolism

and/or metaphors.

An attempt was made to

use images to create an

atmosphere/tone but it

needed more work. Image

choice is logical.

Little or no attempt to use

images to create an

appropriate

atmosphere/tone.

Grammar Grammar and usage were

correct (for the dialect

chosen) and contributed to

clarity, style and character

development.

Grammar and usage were

typically correct (for the

dialect chosen) and errors

did not detract from the

story.

Grammar and usage were

typically correct but errors

detracted from story.

Repeated errors in grammar

and usage distracted greatly

from the story.

Duration of

Presentation

Length of presentation was

1 minutes.

Presentation was less than 1

minute long.

lesson 1: american revolution/ the french and indian war

Documents