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ED 345 Calvin College Lesson Planning Form

Teacher: Emily Veenstra Date: October 30 Subject/Topic/Theme: Road to Revolution: The Shot Heard Round the World
I. Objectives
What is the main focus of this lesson?
This lesson focuses on the Battles of Lexington and Concord, and the Shot heard round the World
How does this lesson tie in to a unit plan? (If applicable.)
This is the 8th lesson in the unit.
What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable national or
state standards. If an objective applies to only certain students write the name(s) of the student(s) to whom it
applies.

Students will be able create a sequence of events timeline that represents the events in the Battles
of Lexington and Concord.
Students will be able to read about these battles and describe the advantages and disadvantages of
both sides in this particular battle.
5 U3.2.1 Describe the advantages and disadvantages of each side during the American Revolution with
respect to military leadership, geography, types of resources, and incentives. (National Geography
Standard 4)

II. Before you start


Prerequisite knowledge and
skills.
Assessment
(formative and summative)

What we have done in the past

Formative- Having students participate in the reading will help me


see who is paying attention.
Summative- The sequence of events in the guidebook.

Universal Design for Learning Networks/Domains (see UDL Guidelines)


RECOGNITION

STRATEGIC

AFFECTIVE

Multiple Means of Representation

Multiple Means of Expression


(Action)

Multiple Means of Engagement

Options for Perception

Options for action/interaction


Draw information from the book to
create a timeline.

Options for recruiting interest


Relate to Paul Reveres ride. This is
the very next day!

Options for Language/Symbols

Options for Expression

Options for Sustaining Effort &


Persistence

Options for Comprehension


Draw example of how the British are used
to fighting and how the colonists fought.

Options for Executive Function

Options for Self Regulation

Materials-what materials
Rubber band (3 to break)
(books, handouts, etc) do you
Book
need for this lesson and do you Road to War Packet
have them?

Do you need to set up your


classroom in any special way
for this lesson? If so, describe
it.

No

III. The Plan


Time

Parts

The description of (script for) the lesson, wherein you describe teacher activities and
student activities

Motivation
(Opening/
Introduction/
Engagement)

Refer back to the growing tension (rubber band) on the board, that has been
growing since we began. (See Lesson 1)
Open books to pg. 288.
I expect you to be following along. At the end of the reading we are going to list a
sequence of events. What is a sequence of events?
So, I expect you to be listening for the order it happened in. I will give you the first and
the last event, and you should fill in the events in between.

Development

M: For this reading, designate students to be John Parker, British Major John
Pitcairn, and British Lieutenant John Barker to read the respective quotes in the
book.
Read Pg. 288-289
When you read that the first shot is fired, pull the rubber band so far apart that
the tension breaks!
When finished reading, have students list the sequence of events of April 19,
1775 in their guidebooks, ending with the British retreat to Boston.

Closure

Have students pick the three events they think were the most important in their
timeline.

Your reflection on the lesson including ideas for improvement for next time: