LESSON PLAN FIVE

American Revolutionary War: Bridge to Independence Essential Question/s Why was the Battle of Great Bridge of great importance? Why is the Declaration of Independence an important document? What was Thomas Jefferson role during the American Revolution? NCSS THEME Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance. VA Standards of learning
VS. 5 The student will demonstrate knowledge of the role of Virginia in the American Revolution by

a) identifying the reasons why the colonies went to war with Great Britain, as expressed in the Declaration of Independence LA 4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry. j) Identify cause and effect relationships.
VA 4.5 The student will use the following to express meaning in works of art: 1. Colorhue, tint, shade, intensity 2. Textureactual, implied 3. Valueshading 1. Patternrepetition to imply movement 2. Varietyto create interest The student will analyze how line choices affect the intent of a work of art and make selections accordingly.

VA 4.6

VA 4.18 The student will analyze works of art based on visual properties and contextual information. VA 4.19 The student will interpret works of art for multiple meanings.

Objectives Students will be able to explain the significance of the Battle of Great Bridge and describe the events of the battle. Students will be able to explain the importance of the Declaration of Independence. Students will be able to define the role of Thomas Jefferson during the American Revolution. Materials for Learning Activities Teacher: Power point slides (presented through a SMART board presentation), book: When Mr. Jefferson Came to Philadelphia, What I learned of Freedom, 1776 by Ann Turner and illustrated by Mark Hess, SMARTboard with tools, KWL chart Student: 3-Ring social studies notebook, pencil, worksheets: Bridge to Independence, artwork analysis. Created by Michelle White 2013

Procedures for Learning Activities Introduction (RAP-5-10 minutes) There is one photo today for the RAP, fill out the sheets that are coming around to you. o Looking at the picture from the first slide what do you see? Today the photos are not on the sheets, but you will be answering questions similar to those you have seen in previous days. Once completed have students place the sheets into students 3ring social studies binders In a previous lesson, in both art and in the classroom, students were taught words to describe, analyze, interpret, and evaluate artwork. When learning these new vocabulary words students were also taught definitions, when to use them, and how to use them. Students will take a few minutes to analyze the artwork, and then a class discussion will begin on the artwork. The teacher will discuss the connection of the artwork to todays lesson on the Battle of Lexington, briefly mentioned in Lesson 4, and the significance it has on the next battle, The Battle of Great Bridge. Review Causes and Effects: French and Indian War, Taxes, leading into the Boston Tea Party, Great Britain trying to keep the colonists in line, Battle of Lexington. Instructional strategies (20-30 minutes) (Revisit KWL throughout lesson) WOW (10 minutes): Worksheet: Bridge to Independence will be passed out to students to fill out while the teacher reads from the text book aloud. o Students will open to pages 84-85 in their social studies text book; they read silently as the teacher reads aloud. Students will fill out their worksheets while the teacher reads each section of the textbook. The worksheet follows each section of the textbook that is to be read. The teacher will stop after each section so that the students can fill in the worksheet, then they will discuss the questions for that section. Students will fill in their worksheet as the teacher fills in the questions on the SMARTboard. The teacher will read The Battle of Great Bridge, Our Glorious Half Hour, Life, Liberty, and the Pursuit of Happiness, Thomas Jefferson and the Declaration. o Once the teacher completes the reading and going over the worksheet, the students are given a few minutes to complete their final thoughts on their worksheet. Worksheets will be placed into the students 3-ring binder under the American Revolutionary War tab. WIO (20 minutes): Students join the teacher at the carpet as the teacher reads, When Mr. Jefferson Came to Philadelphia o Students will be direction to create a timeline of events they have learned so far during the unit. Created by Michelle White 2013

Students should include French and Indian War Parliaments Acts Boston Massacre Boston Tea Party Patrick Henry Paul Reveres ride Battle of Lexington Battle of Great Bridge Declaration of Independence Students will be permitted to use the following when working on their timelines. Your binder with notes Textbooks Blank paper Pencil to sketch Markers, crayons, colored pencils Timelines will be turned in for a grade and returned so students may add to them throughout the unit.

Summary (5 minutes) The teacher will give this time for students to continue working on their timelines. The teacher will walk around asking student questions about their timelines and the events they have learned.

Connection: At the end of day 2 of American Revolutionary War unit, the teacher gave 24 students the responsibility to be Parliament members and named tasks other students will be taxed for: students being out of their seats, talking without raising hands, using their text books. No Additional taxes will be added today. Parliament will continue to have tax collectors collect money, to be given to the queen, parliament, and the tax collectors throughout the day. Money collected will be added, divided up between groups, tallied and graphed daily. Assessment Observation during the WIO, students will be thinking about cause and effect of the events that are unfolding during the American Revolution. (Informal Assessment) Differentiation Interpersonal, auditory learners and students with a lower reading level will be supported by having the teacher read the text book aloud to the whole class verses having students read it themselves. Visual spatial, will be supported during the SMART board lesson, analyzing artwork, and having the teacher review the question from the worksheet, writing the answers on the board.

Created by Michelle White 2013