Direct Instruction Lesson Plan Template

Grade Level/Subject: 5th, American

Revolution

Central Focus: Students will be focusing on all the events that led up
to the American Revolution.

Essential Standard/Common Core Objective:

5.H.1.3 Analyze the impact of major conflicts, battles and wars on the Date submitted:
Date taught:
development of our nation through Reconstruction.
Daily Lesson Objective:
Students will be able to identify the key events that led up to the American Revolution.
(This is a review type lesson since they have moved to Science)
21st Century Skills:
Academic Language Demand (Language Function and Vocabulary):
Congress: the national legislative body of a country
War: a state of armed conflict between different nations or states or
different groups within a nation or state.
Quartering: the provision of accommodations or lodgings, especially
for troops.
Tax: a compulsory contribution to state revenue, levied by the
government on workers' income and business profits or added to the
cost of some goods, services, and transactions
Self-Government: government of a country by its own people,
especially after having been a colony
Plymouth: a city in SE Massachusetts: the oldest town in New
England, founded by the Pilgrims 1620.
Government: the governing body of a nation, state, or community
Prior Knowledge: Students will need to know what the American Revolution is, and identify wars and conflicts
that came before. Students also need to have a mental timeline of what has happened leading to this event.
Activity

1. Focus and Review

2. Statement of
Objective
for Student

3. Teacher Input

4. Guided Practice

Description of Activities and Setting

I will pull up a video on
http://www.speedofcreativity.org/2014/02/03/american-revolutionvideos-from-schoolhouse-rock-and-discovery-united-streaming/
After we watch the video, we will have a brief discussion on what they
have learned so far.
Students will be able to identify the events that led to the American
Revolution.
I will open the PowerPoint and review what they have learned about the
American Revolution already. Then I will go through the slides
showing each different event and tell them what they will need to find
out about each event. I want the students to look up the information and
then get to be the teacher for a little bit and tell their class about what
they learned about the event they got.
For guided practice we will do a role playing activity where I will have
one student come up and be the king and one student come up and be a
tax collector. Each student will get 15 m&ms passed out to them, and
they are told not to eat them yet. The king will come sit at the front of
the class and they will be given sheets that have new taxes on them. For
example, if you have on sandals you owe me 4 m&ms. They will
have multiple sheets to choose from. When the king read this whoever

Time

5. Independent Practice

6. Assessment Methods
of
all objectives/skills:
7. Closure

has on sandals has to give up 4 of their m&ms, this is where the tax
collector comes in. They go and take the m&ms from the student. We
will go until someone runs out of m&ms. At the end of class every
student will receive their own pack of m&ms to eat.
Students will be put in small groups and they will be given an event
from during the American Revolution. They have to work together as a
group to look up information about their event and write down the date
that it happened and two facts that they think are important. Once they
have completed this I will have a time line drawn on the board and the
students, starting with the earliest time, will come up as a group and tell
the class the date and the two facts that they found important. Then they
will place the paper of their event on the timeline on the board in the
appropriate place. All groups will go and do the same thing.
The teacher will walk around helping students if they have questions and taking
notes of how students do in their groups. The teacher will check to make sure
students have reached all requirements while they are presenting their event.
Students will do an exit ticket of something new they learned and
something they may still have a question about and sticking on the
board before they leave.

8. Assessment Results of
all objectives/skills:
Targeted Students
Modifications/Accommodations:

Student/Small Group Modifications/Accommodations:

Materials/Technology:
King and tax collector sheets, PowerPoint, m&ms, sticky notes for exit tickets, pencils, pens, SmartBoard
References: PowerPoint that I created, Google images
Reflection on lesson: