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First Name Last Name Email Date

Isabel Choe isabel8@hawaii.edu Day 1: April 24, 2017

Day 2: April 25, 2017

Semester Year Grade Level/Subject Lesson Duration

2 2017 5/Social Studies Day 1: 12:30-1:15

Day 2: 12:30-1:15

Title

The Revolutionary War

Central Focus (Enduring Understandings)

A description of the important understandings(s) and concept(s). Indicate the C3 disciplinary skill and key conceptual knowledge selected.

The C3 disciplinary skill and key conceptual knowledge selected is geography. Integrating geography content into the classroom allows students to
gain experience of the world without having to travel. Picking specific events, such as the Revolutionary War and integrating geography allows for a
better understanding of what happened during that event based on where it took place. This lesson is important because the students will be able to
learn about an event that lasted almost 10 years and took the lives of many. There were several battles within the Revolutionary War, which caused
the movement of people, such as soldiers. The movement of these people could have played a part in the way things are the way they are in the
present day.

Content Standard(s)
Hawaii Content & Performance Standards III (HCPS III) for Social Studies, National Council of Social Studies (NCSS) Thematic Standards, General
Learner Outcomes (GLOs) and InTASC Model Core Teaching Standards that align with the central focus and address essential understandings,
concepts, and skills.

HCPS III:
Standard 7 Geography: WORLD IN SPATIAL TERMS-Use geographic representations to organize, analyze, and present information on people,
places, and environments and understand the nature and interaction of geographic regions and societies around the world.
Benchmark SS.5.7.1: Explain how the Revolutionary War caused the movement of people.

NCSS Thematic Standard:

People, Places, and Environments

GLOs:
Self-Directed Learner
Complex Thinker

inTASC Model Core Teaching Standards:

Standard #2: Learning Differences
Standard #4: Content Knowledge
Standard #7: Planning for Instruction

Student Learning Objectives

Outcomes to be achieved by the students by the end of the lesson or by the end of the multi-lesson learning segment.

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The students will be able to create a map showing the movements of people during different events of the Revolutionary War.
The students will be able to write in detail about how the Revolutionary War caused the movement of people. (This includes writing about the event,
a summary of what happened [the reason(s) for conflict, the outcome of the event])

Assessments
The procedures to gather evidence of students’ learning of learning objective(s) to include formative (informal) assessments applied throughout the
lesson and a summative assessment (formal) of what students’ learned by the end of the lesson (include any assessment tools).

Formative Assessments:
Students will be able to actively engage in map activity.
Students will be able to actively and appropriately engage in virtual field trip.

Summative Assessment Task:

Create a map that shows the movement of people during different events of the Revolutionary War
Write in detail about how the Revolutionary War caused the movement of people.

Summative Assessment Tool:

WB DP MP ME
Writing
The student is The student is The student is The student is
not able to write writes a able to write a able to write a
a summary of summary about summary of their detailed and
their battle. The their battle with battle with some accurate
student is not little to no accuracy and summary of their
able to write accuracy and detail. The battle. The
about the detail. The student is able to student is able to
movement of student is able to write about the write about the
people in the write about the movement of movement of
battle and what movement of people in their people in their
caused it people in their battle with some battle and what
battle and what accuracy and caused it in
caused it with detail detail
little to no
accuracy and
detail
Map
The student is The student The student is The student is
not able to struggles to able to create a able to create an
create an create an representation of accurate
accurate accurate the movement of representation of
representation of representation of the people the movement of
the movement of the movement of during their the people
the people the people battle of the during their
during their during their Revolutionary battle of the
event of the event of the War on a map Revolutionary
Revolutionary Revolutionary War on a map
War on a map War on a map

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Students’ Prior Academic Knowledge and Assets

The students’ content knowledge, skills, prior academic experiences, and personal/cultural/community assets to draw upon to support learning.

Previous knowledge about and experience with the Revolutionary War:

 The students did a timeline activity as a class
 Most of the students read/are reading books based on the Revolutionary War).

Academic Language and Language Supports

Oral and written language that the students need to learn and use to participate and engage in the content. Identify and describe the planned
instructional supports to help students understand, develop, and use academic language.

The American Revolutionary War: (also known as The American Revolution and the U.S. War of Independence) Happened from 1775-1783
Colonists: A settler in or inhabitant of a colony (also known as patriots, revolutionaries, continentals, colonials, rebels, Yankees, and Whigs)
- Patriots were colonists who rebelled against the British
- Loyalists were colonists who were loyal to the British
Planned instructional supports:
Anchor chart or T-Chart of facts and list of events that happened during the Revolutionary War
Dictionaries

Instructional Strategies and Learning Tasks

A description of what the teacher will do and say and what the students will do during the lesson that 1) uses clear steps that convey the use of
multiple strategies, supports, and resources and 2) list opportunities offered for multiple modes of participation

Day 1 Day 1
Teacher Will Students Will
(1-2 minutes) Set expectations for work and behavior
- I expect everyone to focus on me when I’m talking. When I’m talking, Turn and talk about expectations for work and behavior
all eyes and ears should be on me. I expect everyone to produce quality
Actively engage in listening
work.
- Quickly have students turn and talk about expectations for work
and behavior

(1-2 minutes) Ask students if they know anything about the Share what they know about the Revolutionary War
Revolutionary War
- Have students share what they know
(- Do you know when the war started? Do you know when it ended?
Do you know who the war was between?)
(1-2 minutes) Review and go over basic facts about The Revolutionary
War
- The Revolutionary War was between Great Britain and the 13
North American Colonies. The Revolutionary War started on
April 19, 1775 and ended on September 3, 1783.

(1-2 minutes) Talk about the different events within the Revolutionary
War (ex: The Battles of Lexington and Concord, The Battle of Brooklyn,
etc.)
- The Revolutionary War consisted of many different battles, such as the
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battles of Lexington and Concord, the Battle of Brooklyn, and the Battle
of Yorktown.
(1-2 minutes) Discuss map and writing activity
- The activity we are going to start today and finish tomorrow is a
map and writing activity. I will be giving each group a battle
that occurred. For the writing section of the activity, I want
each everybody in each group to write a summary of the battle
you were given. Write about how and why the battle started,
and how/why it caused people to move. This means that if
something happened during your battle that caused people to
move from one place to another, write about it. For the map
section of the activity, I want everybody in each group to
research the places mentioned in your battle and make a map
to show where a specific person or people started and where
that person or people moved to
(2-3 minutes) - Model/provide example:
- Battles of Lexington and Concord (April 19, 1775) – Paul Revere
and others warned British soldiers who were in Concord. The King’s
troops marched into Lexington at around 5 am, and found a military force
of more than 70 men led by Captain John Parker. Captain Parker
ordered his company to spread out, and one of the two sides fired the
first shot. The British moved on towards Concord, and arrived at around
8 am. The British troops were ordered to secure the north bridge across
the Concord River and then continue on to Barrett Farm. The Minute
Men formed and marched down the hill. They killed three British soldiers
and wounded nine others. The British troops retreated back to town.
The British were ordered to return to Boston but were surrounded and
attacked from all sides. When they got back to Lexington, Captain
Parker and his troops got revenge. British General Thomas Gage heard
about the fighting at Lexington and ordered Lord Percy to march from
Boston with a relief column. The column reached the British troops on
the eastern outskirts of Lexington; however, the Minute Men continued to
attack them. The British had a running fight until they got under the
cover of British guns in ships that were in the waterways surrounding
Boston.
- Show students model of map
(2-3 minutes) - Show artifact (Paul Revere’s lantern) related to the
Battles of Lexington and Concord. It was the lantern Paul Revere used,
and it’s made out of tin. Don’t tell students what the artifact is.
Carefully look at and pass around the artifacts
- Artifacts are utensils that were used around the time of the war
- Go over rules on how to handle artifacts:
Hold with 2 hands
Hold only one artifact at a time
No eating or drinking near the artifacts

(about 1 minute) Have each table group choose a battle of the

- Choose a battle by picking a slip of paper
Revolutionary War by picking a slip of paper
- The battles are:
The Battle of Bunker Hill
The Battle of Brooklyn
The Battle of Trenton
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The Battle of Brandywine

and
The Battle of Germantown
(about 30 minutes) - Have students start initial research
Start researching and writing their summaries
- Give students one or two articles about their battle that I printed out for
them
Closure: Have the students share out something that they found
Share
interesting about their specific battle
Day 2
Day 2
Teacher Will
Students Will
(1-2 minutes) Remind students of work and behavior expectations
Actively listen to reminder about work and behavior expectation
- Like I said yesterday, I want everybody focused with all eyes and ears
on me when I’m talking. I also want quality work.
Look carefully as we revisit example of activities
(1-3 minutes) Revisit example of writing and map activity: Battles of
Lexington and Concord summary and map
Share
(1-3 minutes) - Have each table group share one or two facts that they
learned about their battle so far
- Students are already in table groups from yesterday
Work with their group on the writing activity
(10-15 minutes) - Have the students continue to research their battle
- Have the students write a summary about their battle, while focusing on
the movement of people and what caused the movement

Work with their table group on their maps

(20-25 minutes) - Have the students wrap up their writing and move on
to mapping where the people of their battle came from and traveled to
Get together with students in other groups and discuss their work
(about 5 minutes) Closure: Have students from each group get together
with students in other groups to talk about what they learned about their - Share
battle and show each other their maps
- Have students share out something they talked about - Hand in their work
- Collect student work

Differentiation
Adaptations to instructional strategies, the learning environment, content, and/or assessments to meet the needs of students, who require further
support, including ELL/MLL, struggling and accelerated learners. (Learners may also be on formal documentation such as a 504/IEP, etc.)

ELL/MLL:
Small group or 1-1 instruction
Have a student who can speak their language help them better understand
Struggling:
1-1 or small group instruction
Accelerated:
Include more specific details in their writing (dates, times, people, places)
Assist their group mates if the finish ahead of time
504/IEP:

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Frequent check-ins

Instructional Resources and Materials

Books texts, and other resources (including specific materials) needed for the lesson.
The name (s) of one artifact(s) incorporated from the Honolulu Museum of Art Linekona Lending Collection

Paper to write on
Artifact:
Paul Revere’s lantern
Anchor chart of different events/battles during the Revolutionary War

Additional Information
A children’s book that might connect to the lesson.
An explanation of how the lesson could be enhanced with technology.

George vs. George: The American Revolution As Seen From Both Sides by Rosalyn Schanzer (this illustrated book shows both sides of the
American Revolution)
This lesson could be enhanced with technology because there are websites that we could visit that allows us to partake in interactive activities. By
using technology, the lesson could include YouTube videos, virtual fieldtrips, games, etc.

Lesson Plan Justification (To be completed and submitted with the Lesson Plan Draft)
1. Explain how the learning tasks and materials in the lesson help students to make connections to build content area understandings.
2. Justify how your understanding of your students’ prior academic learning and personal, cultural, and community assets guided your choice
or adaption of learning tasks and materials. Be explicit about the connections between the learning tasks and students’ prior academic
learning, their assets, and research/theory.
3. What do you hope to achieve as a teacher of Social Studies by planning and ultimately teaching your lessons? Explain in detail.

1. The learning tasks and materials help students make connections since most of the students in my class have already done readings and
activities on The Revolutionary War. They have background knowledge and information about it. Making a map showing the movement of
people due to different events of the Revolutionary War and taking a virtual field trip would build upon what they previously learned and
expanding upon that. This new information will also help the students to better understand The Revolutionary War and perhaps provide
them a “behind the scenes” knowledge about it (as I believe the movement of people due to the war is not heavily discussed during a
Revolutionary War lesson). The chart with the list of events that happened during the Revolutionary War will help the students pick which
event they want to work on. The handout of the maps will make it easier for the students to map the movement of people during their
event of the Revolutionary War. Providing students with the maps will have them spending less time on drawing the map, and more time
figuring out where people were and where they moved to. Writing a summary about the event and how it caused people to move helps to
make the information real and not just something they’re listening to. The map activity helps to support the information they learned and
wrote about. The map activity also makes the lesson more hands on.
2. I chose this benchmark and activities because of the fact that I knew that the students already learned about The Revolutionary War. I
know that I could use this previous knowledge to expand on and teach them something new but relevant to previous knowledge. Although
they learned and have done activities related to the Revolutionary War, they weren’t able to dive deep into the different events/battles that
occurred during the war and how it caused the movement of people. Thus, I know that this lesson will provide them with new information
and a better understanding of the Revolutionary War. The students know how to use technology, which is crucial if they want to research
about the movement of people during the different events of the Revolutionary War. The students could also use technology to help them
during the map activity. The purpose for this lesson is to have the students widen their knowledge of the Revolutionary War. The students

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did several different pertaining to ideas and topics related to the Revolutionary War, such as the 13 colonies. They can use the knowledge
that they gained from doing research for their projects to deepen and expand their knowledge by learning how the colonies were involved
in the Revolutionary War.
3. As a teacher of Social Studies, I hope to expand on the knowledge the students previously gained and teach them something new. The
Revolutionary War is not something that is totally relevant to our lives here in Hawaii, but it’s an important part of history. The
Revolutionary War is something that happened “on the mainland”. It wasn’t something that happened here in Hawaii, but I believe that it’s
still crucial to learn because history sometimes repeats itself. By learning about what happened back then, we might be able to better
prepare ourselves if something like the Revolutionary War happens in the future. Therefore, I know that it’s crucial to teach students about
these events. Teaching students about history allow us to explore the effects of events like wars, and what can be done to prevent such
events from happening again. Also, by researching and teaching information about the Revolutionary War and events that are related to it,
I hope to learn something new that I can hold onto and possibly use to teach throughout the years to come. I don’t remember much about
the Revolutionary War, so I think that it would be great to use this opportunity to learn about it and delve deep into it with my students.
Upper grade content can be very specific. Also, social studies can be taught in so many interesting and engaging ways. It doesn’t, and it
shouldn’t, be able learning and memorizing facts. This was how I learned social studies, and it made me have a strong dislike for the
subject. If I was taught in an engaging way, I would be more involved in social studies, and want to learn more.

Lesson Plan Reflection (To be completed and submitted AFTER lesson is implemented)
An analysis of your teaching and the students learning:
1. What specific components of your teaching went well? Support your explanation with specific evidence and examples. Describe and
include details.

2. What changes would you make to your instruction—for the whole class and/or for students who needed greater support or challenge—to
better support student learning?

3. Why do you think these changes would improve student learning? Support your explanation with evidence of student learning AND
principles from theory, recommended practices, and/or research.

4. Based on your reflection and your analysis of student learning, describe the next steps for instruction to support students’ learning.

5. The outcome of the C3 framework includes students taking informed action. What informed action can your students take based on the
learning experiences you provided?

1. I believe that I did pretty well at managing the class. For the most part, I was able to keep the class calm and engaged. I walked around to
monitor student progress and tried my best to answer the questions that the students had. I believe that I was able to present an activity
where the students were able to gain some new information through research.
2. I would change the assignment/activities I did for this lesson. I didn’t quite have a purpose for this lesson, as I didn’t have the best
understanding of the standard. Another change I would make is to talk to others, share my ideas, and see what things they would suggest
to make my lesson more engaging. I would make the lesson allow the students to use higher order thinking by asking (and having them
ask) higher-level questions. Next time, as I walk around the classroom, I should ask my students more questions to see if they really
understood what we were doing. Perhaps I could provide more modeling for them. I would also try to have less “me time.” I did try to
have implement student directed sections in my lesson; however, I definitely could have implemented more. There were questions that
kept coming up at varying parts of my lesson. I should have stopped the whole class and addressed the questions that were coming up so
that everybody would be on the same page, and I wouldn’t have to answer the same questions more than once. There was also a couple
of students who got off track at times and were being a distraction to others. I would have better set my expectations for the class, and
thought of ways to address the situation in a more effective way. If I had done this, I wouldn’t have had to take away instructional time
from the other students.
3. According to Herrell, Jordan, and Eby (2012), “When a teacher circulates in the classroom to monitor students as they practice or create
their own work, it is efficient for him or her to use modeling and demonstration on a one-to one basis to assist students in getting started or
in correcting mistakes” (p. 153). By circulating the room and having one-on-one discussions with my students, I could see if there was any
confusion or any way I could better support them. If I felt like anything had not been presented in a way the students could easily
understand, I could have made adjustments that would help my students make better progress. According to Herrell and Jordan (2013), “If
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the student is not ready to make good choices, tell him or her that you will have to make the choices for a while. Give such students the
opportunity to tell you when they are ready to make their own choices” (p. 48).
4. The next step would be to implement the changes that would better support student learning. I would talk with other teachers, especially
those who teach the same grade. I would read books and research what could help me improve instruction to better support student
learning. I would make sure that I fully understand the standard(s) and benchmark(s) so that I can have a purpose to my lesson. By fully
understanding the standard(s) and benchmark(s) and having a purpose to my lesson, I can create activities and assignments that will allow
the students to use higher order thinking. Also, the students would be able to do activities or assignments that are meaningful, and allow
them to deepen and expand their learning.
5. My lesson could be a starting point for a longer and more detailed research lesson. My students could take what they learned, and
research deeper into what was the cause of their battles, and what the effects of the battle were. The students could research by going out
into the community, how the effects of the battles, and the Revolutionary War in general, affects present day life. The students could take
field trips to places like museums. There are plays/musicals that could present the story of the Revolutionary War and allow the students
to gain the information in an interesting and engaging way. Of course these plays/musicals would have to be grade level appropriate. The
students could also go to libraries or bookstores to try and find books related to the Revolutionary War and/or the battles they started to
research. The students could try to find virtual fieldtrips that would allow them to deepen their understanding of all the places that were
involved in the war.

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References

Eby, J. W., Herrell, A. L., & Jordan, M. (2013). Teaching in the Elementary School: A Reflective Action
Approach (6th ed.). Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.

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