DIRECT INSTRUCTION LESSON PLAN GUIDE AND TEMPLATE

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Name: Mallory Cecil Lesson #: Lesson Title: American Revolution 5th Topic: Social Studies NCSCOS Goal: COMPETENCY GOAL 4: The learner will trace key developments in U.S. History and describe their impact on the land and the people of the nation and neighboring countries. Objective: 4.04- Describe the causes and effects of the American Revolution and analyze their influence on the adoption of the Articles of Confederation, Constitution, and the Bill of Rights. Blooms: This lesson asks the students to perform at the application and synthesis level of Blooms Taxonomy. The fifth grade student will be able to: Compare and contrast the American and British forces at the beginning of the Revolutionary War. Explain the key factors that allowed the American colonies to defeat Britain in the Revolutionary War. Describe how the need for protection of freedom and order after war led to the forming of our national government.

Grade Level/Subject: NCES/CCSS Standard and Objective (1)

Revised Blooms level of thinking/type of knowledge (1) Behavioral Objective (2)

This content is extremely important because this is the history of your country and how we gained the freedome we have now. I will expect them to know what the American Prerequisite Knowledge Revolution is and some of the terms such as Patriots and and Skills (1) Colonists. Colonists Key Terms and Patriots Vocabulary (1) Revolution Content and Strategies Instructional Strategies Who can tell me something about the Focus/Review (prepares Objective Rationale (1)

students for the lesson) (2) American Revolution? Has anybody ever heard of it? If so, what have you heard? Well I have just received word that we have to start taxing you on every sheet of paper you receive! A dollar per page!! How does this make you feel? Is this fair? Experiential Exercise: Tell students they will be participating in a game of tug of war. Explain that they will later discover how the game relates to the history topic of study. The students will engage in a game of tug- ofwar. BEFORE: Give each student a Ration listif they lose their ration listthey will not be able to participate in the Tug of War. They must put it in their pocket or on a deskif they are misbehaving and do not follow directions- they will lose their rations and the right to participate. They will need to sit to the side for 10 minutes. Have students line up (without talking) and place themselves in order of ascending height/size. Form three teams for the game. Red team- Place the tallest students on this team. The red team should have the most students. Blue team- Place the smaller students on this team- this team should have the same amount as the white team White team- Place the rest of the students on this team. Choose a suitable place for the tug of war and make a safety announcement. There needs to be ample enough space to play tug of war. Tell students, now, and at every rule change not to wrap the rope around their bodies. Check this thoroughly. Position the teams for the tug of war. Have the red and blue teams line up along the rope on their respective sides. Have the white team sit nearby. Expect the red team to be excited and the blue team discouraged. Ask the white team, Who do you think will win? Why?

Explain the first rule change. Just as the Red and Blue teams are read to start pulling- pause dramatically and say, I just remembered a slight rule change Blue team will receive a special prizecandy- if they win- this is to symbolize the colonists greater motivation to win. Expect the red team to think this unfair- but still feel confident about winning. Pull one member of the blue team aside and announce that he/she will NOT receive a prize at the end of the game (this is to symbolize how some American colonists such as Loyalists and slaves did not benefit from possibly winning the war) Expect the students to complain- respond in a matter of fact tone- that there is not enough candy. Send the member of the Blue team back to the Tug-of War. Tell the White team they must stand and cheer for the blue team. (this is to symbolize support for the colonists from European allies) Ask the white team- Who do you think will win? Why? Explain the second rule change. When the teams are ready to pull again- pause dramatically and say, I just remembered another slight rule change Announce that 3 or 4 members of the red team must stand several yards (out in the hall) away from the rest of their team. Explain that they will need to run to the rope win the game begins. ( this is intended to model the challenge Britain faced in supplying its troops across the Atlantic Ocean)Expect the Red team to become upset- and the blue team to become more hopeful. Ask the white team- Who do you think will win? Why?

Explain the third rule change. When the teams are ready to pull again- pause dramatically and say, WAIT! I just remembered another slight rule change Tie the scarf to the middle of the rope. Announce that the red team must pull the flag at least twenty steps into their territory in order to win. Explain that the blue team will win if it prevents the red team from doing so in 30 seconds. (This is to model the British armys objective to retake the land in America, as opposed to the colonists objective to merely defend their country). Expect the Red team to become upset- and the blue team to become even more confident. Ask the white team- Who do you think will win? Why? Explain the 4th rule change. When the teams are ready to pull again- pause dramatically and say, OKAY! I promise there is just one more change I just remembered another slight rule change Announce that the white team may now join the blue team once the game is in progress. (This is intended to model Frances entry into the war, which provided the colonists with more military power) Expect the red team to be upset and discouraged and the blue team more excited and more confident that they may win. Ask the white team- Who do you think will win? Why? Monitor the tug of war. Finally. There will be an initial surge by the blue, then the red will comeback- when all members have arrived, when the flag is coming toward the red side, allow the white team to join, this should allow the red/white teams to win. (remind students to drop rope- if it hurts- to prevent burns). If I start to Sing Yankee Doodle Dandy then it is time to salute, transition, and drop the rope. Find a

Seat and have your book, packet, and worksheet in front of you. You will be placed in groups. Debrief the game. Return to seats. Discuss the following questions: Red- How did you feel at the beginning? Blue- How did you feel at the beginning? White- Who did you think would win first- Why? Red- How did you fell as the rules changed? Blue- How did you feel as the rules changed? White- As the rules changed, who did you think would win? Why? All- What factors allowed the blue team to win? All- In what way (s) might this tug-of-war represent what happened when the American colonies fought the British in the Revolutionary War? Objective as stated for students (helps students set their own goals for the lesson) (1) Teacher Input (provides the content to students in a teacher-directed manner) (3) Today we will learn about the American Revolution and by the end of the lesson you will be able to understand the different sides of the war. Teacher Input: On the overheard board, I will play the School House Rock: Shot Heard Around the World. What did we learn from this video? Just after watching this video, can this compare to the American Revolution? Why or why not? American Colonies declared their independence from Britain. 1775-1783, the two countries fought in the Revolutionary War. Does anyone know who won? The two sides used different strategies or war plans. In the beginning, Britain was sure to win. Large navy, professional army. The colonial army was known as the Continental

Army. They were small and inexperienced. The British won most of the early battles. Continentals had some advantages- they had better reasons for fighting- they were defending their homes and their rights. In addition, other countries, called allies, sent soldiers and supplies to help the Continental Army. The colonists had the advantage of fighting on their home soil- familiar territory. The British armies were paid soldiers- many recruited from other countries in Europe. Can the Revolutionary War be compared to a game of Tug of War between two unequal teams? How could a smaller team win? How were the Continentals able to defeat a much stronger army? After I front load this information, we will List the have a discussion about their thoughts on the instructional Revolution. (Not sure where the discussion strategies you will go) but some questions I might ask are will use in this Now what do you think about the section of the Revolution? lesson. What was the whole point of the start of the war? Independent Practice: To integrate this lesson with writing and what they are learning right now. I will have all students write a point of view paper answering these questions How do you think the colonists felt about having to fight the patriots? How did the patriots feel when they lost? Why? How did the colonists feel when they won? Why? How do you think the tug of war game related to the American Revolution? Ask students these questions: What did the colonists need after they won the war? (Government- rules, orderprotection of rights and freedoms) Ask students to balance a book on one pencil- then ask to balance in a group of three- 1 book and three pencils- which is easier? Our government is similar to a three-legged stoolor the three legs (pencils) under your book Formative:

Guided Practice (scaffolded practice with the content; helps students make sense of the content provided in Teacher Input) (3)

Independent Practice (application activities to help students use and demonstrate what they have learned) (2)

Closure (provides a wrapup for the lesson) (1)

Evaluation (How will you

assess students learning so that you can determine if they met the objective of the lesson?) (2) Plans for Individual Differences (differentiations needed for students) (1)

The questions throughout Summative They will be writing a point of view paper. Answering the questions that I listed above. For ESL students, I will expect a less detailed answer in their paper. If they have questions, I will coach them as much as they need. For struggling students, I will be sure to stay close to them so I can step in to prevent frustrations. I will walk around so I can monitor all students work. Materials: Rope, scarf, bag of candy, smart board, YouTube

Materials used in the lesson; Resources used in developing the lesson (1)