Bridgewater College Teacher Education Program Lesson Plan

Name: Sammantha Hall

Subject/Grade Lesson Title: Civil War Unit: Civil War Writing Date or Lesson #: 4/3/17-
Level: Writing/ 4th RAFTs 4/7/17
grade

Virginia SOL/National Standard:

Writing
4.7 The student will write cohesively for a variety of purposes.
a) Identify intended audience.
b) Focus on one aspect of a topic.
c) Use a variety of pre-writing strategies.
d) Organize writing to convey a central idea.
e) Recognize different modes of writing have different patterns of organization.
f) Write a clear topic sentence focusing on the main idea.
g) Write two or more related paragraphs on the same topic.
h) Use transition words for sentence variety.
i) Utilize elements of style, including word choice and sentence variation.
j) Revise writing for clarity of content using specific vocabulary and information.
k) Include supporting details that elaborate the main idea.

Students will produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.
Students will recognize different modes of writing have different patterns of organization- narrative.
Students will create a plan and organize thoughts to convey a central idea before writing.
Students will use a variety of prewriting strategies.
Students will use specific vocabulary and word choice.
Students will use facts and details in sentences to elaborate the main idea.

VA Studies
VS.7 The student will demonstrate an understanding of the issues that divided our nation and led to
the Civil War by
a) explaining the major events and the differences between northern and southern states that divided
Virginians and led to secession, war, and the creation of West Virginia;
b) describing Virginias role in the war, including identifying major battles that took place in Virginia; and
c) describing the roles of American Indians, whites, enslaved African Americans, and free African Americans.

The students will explain that Nat Turner led a revolt against slavery in Virginia.

The students will explain that Harriet Tubman supported secret routes that enslaved African
Americans used, and that these routes became known as the Underground Railroad.
 The students will explain that John Brown led a raid on the United States Armory (Arsenal) at
Harpers Ferry, Virginia because he was trying to start a slave rebellion but was captured and hanged.

Students will explain that after Abraham Lincoln was elected president of the United States in 1860,
some southern states seceded from the Union and formed the Confederate States of America.

Measurable Lesson Objective(s): SWBAT use their understanding of Harriet Tubman, Nat Turner, John
Brown, or Abraham Lincoln to write a RAFT.

Materials/Technologies/Resources Needed:
1. One pencil per student
2. Projector
3. RAFT Assignment and Planning Packet- one per student
4. Scissors- one pair per student
5. Gluestick- one per student
6. Colored Pencils

Assessment (Formative and/or Summative): Students will summarize their Civil War individual through what
they are known for in a RAFT.

Anticipatory Set (Hook & Agenda): Today you are going to choose one of the Civil War individuals that we
have been discussing, and using what you know about them to write a RAFT. What famous people and
abolitionists have we learned about so far?

Teacher will: Students will: Accommodations/Differentiation: Anticipated

Call on students and let Share ideas. Time:
multiple students share. 2 minutes
Should get answers: Nat
Turner, John Brown, Harriet
Tubman, and Abraham
Lincoln.

Access /Review Prior Knowledge: Who can remind me what these people were fighting against?

Teacher will: Students will: Accommodations/Differentiation: Anticipated

Call on students. Get the Raise hand and share. Time:
answer: fighting against
slavery. 1 minutes

Teaching Process & Modeling (Content is presented, accessed or built)

Guided Practice & Checking for Understanding
Independent Practice

Teacher will: Students will: Accommodations/Differentiation: Anticipated

Teaching process and Teaching process and Time:
modeling/Guided Practice: modeling/Guided Practice:
1. Go over graphic 1. Fill out graphic *Work with student 1 and 2 on
organizer. Tell organizer. their RAFT.
 students to write what 2. Pick which one
they know about each they want to write 25 minutes
individual under that about. each day
RAFT idea. 3. Begin writing
2. When students finish, RAFT.
tell them to pick the 4. Show teacher
one that they knew the when finished.
most about or where 5. Assemble and
the most excited decorate
about. envelope to match
3. Have students begin their RAFT.
writing their RAFT. 6. Share RAFT.
4. Tell students to show
you their RAFT when
they are finished.
5. Let students assemble
and decorate
envelope for their
letter. Tell them to
decorate it to match
their RAFT.
6. If time, let students
share their RAFTs.

Closure: Everyone is going to have a chance to share part of their RAFT. We are going to form a circle,
and you can read one or two of your sentences.

Teacher will: Students will: Accommodations/Differentiation: Anticipated

Have students form a Listen, and share. Time:
circle. Students will read a 5 minutes
sentence or two of their
choice.

Declarative Summary Statement: You all learned more about Abraham Lincoln and the Abolitionists, and how
to use what you know about them to write creatively.

Activity If Extra Time Remains or Technology Fails:

Teacher will: Students will: Accommodations/Differentiation: Anticipated

Verbally explain Listen. Time:
assignment. Same amount
Add to their RAFT or read a of time
Students may add to their book.
RAFT or read a book.