LESSON PLAN OUTLINE

JMU Elementary Education Program

Kayla Morrissey
Ms. Lam, Clymore Elementary
3-15-17 at 2:00pm

A. TITLE/TYPE OF LESSON: Famous Virginians and the American Revolution

B. CONTEXT OF LESSON
What pre-assessment did you do that tells you the students readiness, interests, and/or learning
preferences? Why is this an appropriate activity for these students at this time? How does this lesson
fit in the curriculum sequence? How does this lesson fit with what you know about child
development?
The students will be ready and interested in this lesson because they have been learning about the
colonies, especially Virginia, and the beginning of the Revolutionary war. They have been completing
a packet on early Virginia, colonial economics, and life in colonial Virginia. The students like to move
around and work in groups, so the role play part of the lesson will get them engaged in the content.
Students also like watching videos, so I think they will be interested in my Libertys Kids clip on
loyalists and patriots. This lesson fits with the curriculum sequence because this lesson is the next
topic of the Virginia Studies SOL that we are currently working on as a class. They have just finished
learning about Jamestown and have started learning about the colonies, and how the British
government had treated them. They will continue to learn more in depth about the revolutionary war
and the important battles after this lesson. This lesson fits with what I know about child development
because it is important to keep students active and engaged during a lesson, and with the different
elements to my lesson I am hoping that will keep them focused on whats happening and whats to
come next (Scholastic, 2017).

C. LEARNING OBJECTIVES
Understand what are the broad
generalizations the students should specific data the students will gain
begin to develop? (These are
typically difficult to assess in one must be assessed in your lesson.)
lesson.)
1. Students will understand that
Virginians played a prominent role
in the American Revolution, and
helped make our country what it is
today (social transformation).
Know what are the facts, rules,
through this lesson? (These knows
1. Students will know George
Washington was a Virginian, and
commander-in -chief of the
Continental Army
2. Students will know Patrick
Henry was a Virginian Patriot that
gave a famous speech on
Patriotism in Richmond.
3. Students will know James
Lafayette was an enslaved African
American who fought for the
Continental Army
4. Students will know what a
Patriot, Loyalist, and Neutralist is.
Do what are the specific thinking
behaviors students will be able to do
through this lesson? (These will also
be assessed in your lesson.)
1. Students will determine who a
loyalist, patriot, and neutralist are
from the American Revolution
role-play activity.
2. Students will determine who
famous Virginians George
Washington, James Armistead
Lafayette, and Patrick Henry are
and what they did during the
Revolutionary war from the role-
play activity.
 5. Students will know roles of
women and African Americans
during the American
Revolutionary War.

D. ASSESSING LEARNING
What will your students do and say, specifically, that indicate every student has achieved your
objectives? Remember every objective must be assessed for every student!
In order to assess learning at the end of the lesson, I will have the students take an exit
pass to see what they were able to understand and didnt. This exit pass includes
matching people or key terms with their definitions since we will be taking a lot of class
time learning about these people and terms. It is attached in another file where we
submitted our lesson plans on canvas.

E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required)

VS. 5 identifying the various roles played by whites, enslaved African Americans, free African
Americans, and American Indians in the Revolutionary War era, including George
Washington, Thomas Jefferson, Patrick Henry, and James Lafayette.

F. MATERIALS NEEDED
List all materials that will be needed to teach this lesson.
Students will need their The Colonies Grow packet, supplied by them.
Pencil
Scripts (supplied by me)
Paper to make Loyalist, neutralist, patriot foldable (supplied by CT)
YouTube
o Libertys Kids, (Mimielove55). (2012, Oct. 24). Liberty's Kids #114 New
York, New York [https://www.youtube.com/watch?v=sygLEBvn8wM].
Retrieved from URL. (10:05).
o Libertys Kids, (Libertys Kids). (2016, Jan. 13), Libertys Kids #104, Liberty
or Death. (https://www.youtube.com/watch?v=45Kk2dad2yI) Retrieved from
URL. (14:28).

G. PROCEDURE
(Include a DETAILED description of each step. Write what you will SAY and DO.)
Preparation of the learning environment (if required): Students will need their The Colonies
Grow packet, and I will set up my YouTube video on the computer.
Engage -Introduction of the lesson:
First, I will introduce the topic and say that will we be talking about the American
Revolution, and famous Virginians that had strong voices and actions during this
time. I will hook the students in by asking them Has anyone ever told you that you
HAD to do something, and you had no say in the matter? and ask if it was fair or
unfair. I will explain that this was how the Americans felt when Great Britain and
King George ruled over America from overseas. The Americans felt they were being
treated unfairly and decided to take action against it. I think this will take about 3-5
minutes. I will then go over the notes from their note packet with them about Thomas
Jefferson, George Washington, Patrick Henry, James Armistead Lafayette, and who
the patriots, loyalists, and neutralists were. We will also go over the notes on the roles
of enslaved African Americans and free African Americans, and draw picture
representations as well. Students will DRAW after each statement. For example, when
 we talk about George Washington, students may draw him as leader of the
Continental army, and maybe a colonial soldier that didnt know how to shoot a gun
(Washington lead an inexperienced colonial army). Students will be encouraged to
label and make speech bubbles. For example, with Patrick Henry, I would expect to
see a speech bubble that says Give me liberty, or give me death! and maybe some
patriot supporters. I will explicitly tell them what they should be thinking about
drawing for each part. I think this will probably talk about 15 minutes. After going
through the note packet and drawings for each section (6 short sections), students will
have a basis of who these men are. Students will also have an understanding of what a
loyalist, patriot, and neutralist are. After reading the section (3) on Patrick Henry, I
will show a short clip of his speech from Libertys Kids.
(https://www.youtube.com/watch?v=45Kk2dad2yI, 14:28) to demonstrate his purpose
in history and how he inspired Patriots from other colonies. After going over the
loyalist section, I will play another short clip from Libertys Kids
(https://www.youtube.com/watch?v=sygLEBvn8wM, 10:05), which demonstrates a
loyalist view. I will ask the students if they can identify what view this is. This should
take no more than 2 minutes.

Implementation of the lesson (specific procedures and directions for teacher and students)
After going over the notes and the drawings, we will proceed to make a Patriot,
Neutralist, and Loyalist foldable. Each student will create his or her own foldable. I
will be asking the students what key points, characteristics, and ideas should go in
each section. For the Patriot section, I am looking for: fought in continental army,
want independence from G.B, from America. For the Neutral section, I am looking
for: From America does not take sides in the war. In the Loyalist section, I am looking
for: Want to stay LOYAL to King George and G.B, Do NOT want the war, from
America. Students will write their ideas in each section. The purpose of this foldable
is to be used as a study material for their test, as well as to reinforce the concepts of
loyalist, patriot, and neutralist from the notes and for todays activity. I think this will
take about 10-15 minutes.
After creating the foldable, students will be ready to participate in a simulation role
play activity, where they will be acting out/role playing the parts of either George
Washington, a patriot, a loyalist, Patrick Henry, James Lafayette, a neutralist, an
African American freedman in the war, and a woman during the war. At this time,
students will know the role George Washington played in the army and where he was
from, and how Patrick Henry inspired patriots and spoke out against the unfair tax
laws. They will know that PATRIOTS supported these two individuals. They will
know James Armistead Lafayette was an enslaved African American, who became a
spy for America, and was granted his freedom after the war. There will be two scripts.
Script one will be read first by each group (there will be 3 groups. 2 will have 6
students, one will have 7) followed by script two. I will pick the groups based on
differentiation, but I will let the students self select their parts. If the students are
struggling to pick their parts and work cooperatively, I will step in and help mediate
this process, or assign parts if need be. I will be walking around listening to the
students and making sure they are staying on task and working together as a group. I
will let each student choose his or her part. However, if I notice that it becomes too
prolonged of a decision or that there are arguments, I will assign parts. The scripts are
as follows:

Narrator: Its the year 1776. Its been almost 170 years since John Smith and the
other colonists first settled in Jamestown. A lot has happened in America! We have
grown from a small settlement to the 13 colonies that we have now. We have been
making some of our own laws, but in the last 10-15 years England has started to put
their nose into our business again! The colonists and England are not happy.
Colonist 1: It is unfair that Great Britain expected us to pay those heavy taxes without
considering our feelings! King George doesnt even live in America! This American
Revolutionary War needs to be won by the Continental Army, and I support it 100%.
Colonist 2: Great Britain did help us in the French and Indian war; we should pay
them back through these taxes. King George III is our ruler! We must be loyal to him.
Colonist 3: I hate conflict! We should just keep to ourselves.
Colonist 1: Well, I am going to Richmond to go listen to Patrick Henry give a speech
on freedom and liberty! He is for the American Revolution just like I am.
Colonist 2: I will not listen to a Virginian colonist declare his right for Independence.
I will stay loyal to the crown.
Patrick Henry: The only answer to these problems with Great Britain is War! Is life
so dear, or peace so sweet, as to be purchased at the price of chains and slavery?
Forbid it, Almighty God! I know not what course others may take; but as for
megive me liberty or give me death!
Colonist 1: Patrick Henry gave a powerful speech!!! He is an inspiration to fight for
freedom.
Colonist 3: I am staying out of this! I cannot take sides in this war.
Colonist 4: I agree, I dont care who is in charge!

Narrator 2: The loyalists, patriots, and neutralists dont have much in common. Can
you figure out what these differences are?
Add your own! What are some words a patriot might use? What are some words a
loyalist might use? Pretend to be a patriot, loyalist, or neutralist and have a group
member guess what you are!

Narrator: The Colonists in the Continental Army are brave men. While they are
inexperienced fighters, General George Washington is our commander in chief and he
is using his military leadership to take charge and try to win the war for our
independence. Many different people are in the Continental army. There are African
American slaves that are fighting for a better chance to be free by fighting for the
King. There are free African Americans who are fighting for America to be free from
Great Britain. Since the men are fighting in the war, women are taking on more
responsibilities at home. Women are making gunpowder, sewing and repairing
uniforms for the troops, and are working as nurses. Other women are in charge of the
farms and making food for men and women on the battlefield.

George Washington: Troops, it is time for us to stay united under the cause of
freedom, and fight the British troops!
Soldier 1: I am a Virginian farmer who is in favor of the war. While I do not know
how to shoot a gun, I am here because I want freedom for the colonies!
Soldier 2: I am a free African American who is fighting for independence. I want
freedom, independence, and liberty for our colonies!
Soldier 3: We might all be different and come from different places, but together we
are fighting for the common cause of FREEDOM!!!!!
Woman 1: While the men are away fighting, we must keep up our homes and take
care of our families. There is so much to do! Another woman I know has been making
gunpowder for the George Washingtons Continental army. Its important that we can
help the cause any way we can!
James Armistead Lafayette: I over heard the British troops and their plans when I
was spying. We can now find a way to stop their plans!
 George Washington: Excellent. Thank you, James. After the war, you will be set free
for your help. We will do whatever it takes to win this war for our country. Everyone,
get ready for battle!

Add your own!

Can you think of anything else a woman might say during this time?

I think that this should take about 10 minutes.

Closure
After the skits, we will discuss these questions as a large group:
o We learned that women had many different roles during the American
Revolution. What are some examples?
o Who was a loyalist? Patriot? Neutralist?
o What did James Armistead Lafayette do to help get his freedom?
o Who inspired many colonists to fight for freedom in his speech at Richmond?

I will give an exit pass as a form of assessment.

Clean-up (if required)

Students will put the chrome books back on the cart by table.

H. DIFFERENTIATION
Describe how you have planned to meet the needs of all students in your classroom with varied
learning styles and abilities, English language proficiency, health, physical ability, etc. How will you
extend and enrich the learning of students who finish early? How will you support the learning of
children struggling with your objectives?
For meeting the needs of everyone in the classroom, I will plan to use explicit instruction and
whole brain teaching. There are some students in the classroom that need the directions repeated
and stated explicitly, so I plan to do during my lesson. I will use whole brain teaching by saying
hands and eyes, and class class to bring back the focus of the lesson if students become
distracted. For students that need extra attention on being a good group member, I will
emphasize at the beginning of the lesson that they need to work as a team and learn from one
another. Since this activity involves reading and students are at different reading levels, I will
need to make sure that students are reading appropriate parts. I am pretty sure who I know would
volunteer to be a narrator or have a longer part, the students that might not be able to read that
well should also have the opportunity to do so if they please. If it is interrupting with the learning
of the group or flow of the activity, I will be around to help out and assist, and while doing so
emphasizing that all members of the group are important and can contribute in many ways. I will
support the students who need enrichment and extend their learning by having them make their
drawings more detailed using their knowledge of what each drawing is (e.g. describing in more
than one way what a patriot might say or do, describing more than one thing George Washington
is known for or has done) and asking them questions that connect the importance of these people
and Virginias rich state history. For students who are struggling to meet my objectives, I will go
over these people and definitions by acting out or help them come up with a way to remember.
For example, if they are struggling to remember James Armistead Lafayette, I will say
something like JameSSSSSSSSS ArmiSSSSSSSSStead was a SSSSSSSpy or something
catchy to help them remember. With patriot, I might say something like the Patriots are fighting
for indePendence while putting an emphasis on the letter P, or relating how the Patriots are a
team football team in AMERICA and instead of fighting for the super bowl, the patriots fought
for freedom. A lot of kids in the class like football and are familiar with the patriots from this
past super bowl.
I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
Think about this! It may help you avoid an embarrassing situation.
During this lesson, my biggest fear is losing control of the class, properly pacing myself so that
Im not going too fast or too slow when the students are drawing and we are going over the
notes, and arguing about who is who in the plays. The number in the groups is pretty large so I
need to make sure that I am actively walking around the classroom, intervening when necessary.
If I lose control of the class or see arguing about the skits, I will immediately do class class to
get their attention and remind them about being respectful group members (something that they
have talked about as a class before) and go over to the tables that are struggling. I will need to
keep asking the class about pacing and if they need me to slow down or if Im going too slow. I
will say that if they have finished before I have that they can add more details to their drawing
(some differentiation for the faster paced learners) and I will help the rest of the class stay on
target. There might be some inappropriate remarks when talking about the African American
slaves and freed men. I will immediately put an end to this. I will say that EVERYONE had a
role and they were treated unfairly and that they had little choice when they were slaves. I think
the same might happen when talking about the women. We just talked about women coming to
Jamestown to help with family life, so this shouldnt be too much of an issue but if it does I will
emphasize how important women were during this time and that it is not something to make fun
of. Even though there are girls in each group, it is possible that for the role of the woman in skit
2 might cause some students to say well youre a girl so you have to be this person and I will
step in and say that anybody can play anyone. If I need to assign roles, I will.