Teacher Education Lesson Plan Template

Teacher Candidate
2/12/13 10:40 am Brian Lyda

Date and Time of Lesson

Social

School

Springfield Elementary School Subject/Grade Level Studies/3rd Grade

Description of Lesson: Students will begin the formation of a timeline of the

events of the American Revolution in South Carolina. While doing so, students will examine key battles in South Carolina during the American Revolution.

Lesson Title: Battleground State: South Carolina Curriculum Standards Addressed:

National Standard(s): NCSS Standard 2: Time, Continuity, and Change: Social studies programs should include experiences that provide for the study of the past and its legacy. SC Social Studies Curriculum Standard(s): 3-3: The student will demonstrate an understanding of the American Revolution and South Carolinas role in the development of the new American nation. SC Social Studies Academic Indicator(s): 3-3.3: Summarize the course of the American Revolution in South Carolina, including the role of William Jasper and Fort Moultrie; the occupation of Charles Town by the British ; the partisan warfare of Thomas Sumter, Andrew Pickens, and Francis Marion; and the battles of Cowpens, Kings Mountain, and Eutaw Springs. National Visual Arts Standard: Content Standard #4: Understanding the visual arts in relation to history and cultures

Cross Curricular Connections: Students will view and analyze pieces of visual art to aid their comprehension of the subject matter. Instructional Objective(s) Criteria:
100% of students will be able to summarize, verbally and in writing, the Battle at Sullivans Island (Fort Moultrie) and the occupation of Charles Town by the British in 1780. (Indicator: 3-3.3)

Assessment(s) of the Objectives:

Student learning will be assessed through class, small group, and partner discussion. This will be done through thinkpair-share and/or turn-and-talk strategies. I will be looking for answers that make sense and allow me to know students are following along. Students will also be assessed through a visual timeline that they will be asked to create in small groups. I will be checking the accuracy of the timeline and will not be concerned with a specific

design.

Materials/Resources: SmartBoard, photo of Fort Moultrie, photo of William Jasper raising the flag, poster board for timelines, markers, copy of Fort Moultrie flag, copy of pre-assessment worksheet for each student, copy of blank T-chart for each student

Prerequisites (Prior Knowledge):

Social- Students should be able to work with a partner and in small groups while demonstrating respect for themselves and others including peers and the teacher. Cognitive- Students should be aware of the causes of the American Revolution including the Stamp Act, Intolerable Acts, and Tea Act. Students should also be aware of the reason the Declaration of Independence was written. Finally, students should know the difference between Loyalists and Patriots during the American Revolution. Students should have gained this knowledge from previous lessons this year regarding the subject matter. Physical- Students should be able to sit attentively in their desks. They should also be able to move about the room safely when asked to do so. Emotional- Students should be able to handle disagreements within group or partner discussions with ease and respect.

References:

SC department of education, (2011). Grade 3 support document. Retrieved from website: http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-andCurriculum/documents/Grade3SupportDocument.pdf

Procedures:
Pre-Assessment: 1. Okay guys. I know Miss Lewis has been talking with you about the colonies and the British. She also talked about how the British were being unfair to the colonists. 2. Well, all of this eventually led many of the colonists to fight for their freedom and independence. This fight became known as the American Revolution or Revolutionary War, and many battles occurred in South Carolina. 3. Before we begin talking about the American Revolution in South Carolina, I want to see what you already know about it. 4. I have a sheet that I would like you to try and complete. Now, I want you to understand that you may not know any of the answers but that is okay. We are going to learn all of this but I just want to see if you know any of it already. 5. Pass out pre-assessment sheet- I am going to set the timer for 5 minutes. Do the best you can. 6. Allow students 5 minutes to complete the pre-assessment. Take up papers following the 5 minutesThe Lesson: 1. Okay. Can someone please remind me what the British were doing that caused so many people to want to fight against them? (Answers may include

unfair taxes [taxation without representation], Stamp Act, Coercive Acts, Intolerable Acts, Tea Acts, etc.) 2. Thats right, and they believed the British were not providing them their rights and freedoms as citizens. They believed that all people deserved these rights and freedoms and that the government should protect these rights and freedoms. This led to the writing of the Declaration of Independence. 3. These beliefs are what led to the country we know today. They guaranteed the freedoms that we enjoy today. 4. Now, does anyone remember the name given to the colonists fighting against the British? (answer- Patriots) 5. Did all of the colonists want to fight for independence? (answer- no) They wanted to stay loyal to the king of England. They were called what? (answerLoyalists) 6. Write on board- So on this side we have the Patriots and on the other side we have the Loyalists and the British. 7. Table 1 and table 2, you are going to be my Loyalists. Table 3 and table 4, you are going to be my Patriots. have students answer proposed questions as if they were the respective group assigned to their table.8. Now, many important battles took place in South Carolina during this time. We are going to look at them in the order that they happened. (Point to and reference graphic organizer chart on wall) Which of these strategies would be best to show the order of events? (answer- Timeline) 9. Yes, a timeline because it shows events in an order. We are going to make a timeline to help us remember the battles in South Carolina, but before that, we are going to learn about them. 10.The first battle we are going to learn about took place in one of the biggest cities in the colonies and in South Carolina. Weve already talked a lot about it in here. Does anyone know where Im talking about? (answer- Charles Town) 11.I want you to think to yourself Why did the British want to take over Charles Town? How could that help them in the war? Now turn and talk with a partner Now discuss at your table. Would any table share their answer please? (answers may include they wanted to defeat the patriots there, there were a lot of people there) 12.Great thinking guys. They wanted to use Charles Town as a place to plan their next move. It would be like their home base. 13.So my Loyalists (Tables 1 & 2). When the British come to take over Charles Town, what are you going to do? (answer- help them defeat the Patriots) 14.So my Patriots (Tables 3 & 4). When the British come to take over Charles Town, what are you going to do? (answer- fight against them) And that is exactly what the Patriots did. They fought. 15.This happened in 1776 in a part of Charleston known as Sullivans Island. (Pull up picture of Fort Moultrie on the SmartBoard) This is where the patriots were and the British came from the sea in their navy ships. The leader of this battle was named William Moultrie. It is now known as Fort Moultrie. 16.Give me a thumbs up if you think the Patriots won the battle, thumbs down if the British won, and sideways if you just dont have a clue. 17.Ask for opinion from one thumbs up and one thumbs down student18.The Patriots won this battle. Let me show you what happened. 19.Use a few desks to form a fort. Have 3 or 4 students pretend to be the British naval vessels. Get behind the fort with 2 more students.20.Our fort withstood the bombing from the British and they became stuck on the sandbars so they could not avoid our bombing. They lost the battle. (explain sandbars as it relates to previous lessons on landforms) 21.Pull up picture of William Jasper raising the fort flag- This was the forts flag. During the battle it was shot down. (knock down the make-shift flag on the

desk) A man named William Jasper ran through all the fighting just to get the flag and put it back up. (have a student from the fort perform this act) 22.Why do you think the flag was so important? Turn and talk to a partner. 23.The flag gave the Patriots hope. It was a symbol of the independence they were fighting for. If the flag went down, the Patriots would feel defeated. If they could look up and see the flag, they could find the courage to keep fighting. 24.So the British failed and for the next 4 years, they moved away from fighting in South Carolina. But in 1780, they came back to Charles Town to try again. 25.This time, the British successfully took control of Charles Town. They blocked off all support to the city, so the Patriots had to give in. 26.Tomorrow we will discuss what the British did to the people in Charles Town, but right now I want us to work on making our timelines. Nobody do anything yet. I will give you supplies in a moment. 27.First, lets think about a title and what should go on the timeline. (TitleRevolutionary War in South Carolina) We have 2 events from today to place on our timeline. The Battle at Fort Moultrie on Sullivans Island in 1776 and the victory for the British in Charles Town in 1780. (Write each on the board in a T-chart) 28.Ask students what key information should go on the timeline. Each table will be asked to come up with a consensus idea. List the information on the Tchart.-- (info that should be included- year, location, winning side, important names/events) 29.Provide materials for timelines. Discuss different formats that could be used.- Remember to leave room for 3 more events we will discuss another day. Dont fill your paper up with these two events. 30.We will work on these until lunch. Be sure your names are on the back of your timeline. 31.Monitor groups while they work. Take up timelines and save for tomorrows lesson.

Accommodations: Students will experience visual, auditory, and kinesthetic presentations of the content to account for the major learning styles. If students become restless or disengaged, I will ask the students to stand and re-enact a portion of a battle at their seat area. They will be moving and using their imagination. This will release some energy and refocus the students. ESOL students will be addressed by the use of visuals to aid in the comprehension of the content.