ALEX Lesson Plan

     

From Tyranny to Freedom

You may save this lesson plan to your hard drive as an html file by selecting "File", then "Save As" from your browser's pull down menu. The file name extension must be .html.

  This lesson provided by:  
Author:Delita Potter
System: Huntsville City
School: Monte Sano Elementary School
  General Lesson Information  
Lesson Plan ID: 16724

Title:

From Tyranny to Freedom

Overview/Annotation:

During this lesson students will have the opportunity to research famous battles of the American Revolution and document these battles in a timeline, which they will construct. Students will also create a slideshow presentation about the American Revolution to be shared with classmates.

 Associated Standards and Objectives 
Content Standard(s):
TC2 (3-5)
10. Use digital environments to collaborate and communicate.
Examples: publishing online journals, sharing presentations, contributing to online discussions, communicating with experts
  • Producing digital works collaboratively
  • Examples: developing shared writing projects and group multimedia projects
    TC2 (3-5)
    12. Create a product using digital tools.
    Examples: products—digital story, podcast, digital artwork
    ELA2015 (5)
    2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. [RL.5.2]
    ELA2015 (5)
    23. Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.5.2]
    a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [W.5.2a]
    b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.5.2b]
    c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). [W.5.2c]
    d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.5.2d]
    e. Provide a concluding statement or section related to the information or explanation presented. [W.5.2e]
    ELA2015 (5)
    38. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.5.1]
    a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. [L.5.1a]
    b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. [L.5.1b]
    c. Use verb tense to convey various times, sequences, states, and conditions. [L.5.1c]
    d. Recognize and correct inappropriate shifts in verb tense.* [L.5.1d]
    e. Use correlative conjunctions (e.g., either/or, neither/nor). [L.5.1e]
    ELA2015 (5)
    39. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.5.2]
    a. Use punctuation to separate items in a series.* [L.5.2a]
    b. Use a comma to separate an introductory element from the rest of the sentence. [L.5.2b]
    c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it'), and to indicate direct address (e.g., Is that you, Steve'). [L.5.2c]
    d. Use underlining, quotation marks, or italics to indicate titles of works. [L.5.2d]
    e. Spell grade-appropriate words correctly, consulting references as needed. [L.5.2e]
    SS2010 (5) United States Studies: Beginnings to the Industrial Revolution
    8. Identify major events of the American Revolution, including the battles of Lexington and Concord, Bunker Hill, Saratoga, and Yorktown.
  • Describing principles contained in the Declaration of Independence
  • Explaining contributions of Thomas Jefferson, Samuel Adams, Paul Revere, Patrick Henry, Thomas Paine, George Washington, Haym Solomon, and supporters from other countries to the American Revolution
  • Explaining contributions of ordinary citizens, including African Americans and women, to the American Revolution
  • Describing efforts to mobilize support for the American Revolution by the Minutemen, Committees of Correspondence, First Continental Congress, Sons of Liberty, boycotts, and the Second Continental Congress
  • Locating on a map major battle sites of the American Revolution, including the battles of Lexington and Concord, Bunker Hill, Saratoga, and Yorktown
  • Recognizing reasons for colonial victory in the American Revolution
  • Explaining the effect of the Treaty of Paris of 1783 on the development of the United States
  • Local/National Standards:

     

    Primary Learning Objective(s):

    Students will gather and interpret information from various sources regarding the famous battles of the American Revolution. Students will create a slide show that will present information gathered. Students will create a timeline using computer software.

    Additional Learning Objective(s):

     
     Preparation Information 

    Total Duration:

    Greater than 120 Minutes

    Materials and Resources:

     

    Technology Resources Needed:

    Computers with Internet access, presentation software, word processing software, printer

    Background/Preparation:

     
      Procedures/Activities: 
    1.)Begin the lesson by asking students to share what they know about the American Revolution. Inform students they are going to explore the Internet to discover facts about the American Revolution. They will use the information they find to create a slideshow and a timeline depicting the battles and key events of the American Revolution.

    2.)Before students begin their Internet exploration, give an oral reading of the poem titled, Paul Revere's Ride to stimulate their curiosity about the American Revolution.
    (Paul Revere's Ride)
    Paul Revere's Ride by Henry Wadsworth Longfellow in full text. This poem is one of many published by the EServer, a non-profit collective of students and faculty at Iowa State University

    3.)Give students the fact finding sheets (see attached). Remind students to find dates to go along with their information. Have them visit the following websites to learn more about American Revolution and its battles.
    (The American Revolution)
    This website gives many facts about the American Revolution.

    4.)Website:
    (American Revolution)
    This site will give students many facts.

    5.)Website:
    (AmerRevKids)
    This site is designed to help kids understand the American Revolution. There are several links from this site to assist students.

    6.)Website:
    (The American Revolution Homepage)
    This site has many facts about the American Revolution.

    7.)Once students have gathered their information, have them visit the following website to learn how to create a timeline using Excel. The teacher may choose to review this as a class.
    (Create a Timeline in Microsoft Excel)
    This site teaches students how to create a timeline using Excel.

    8.)After students have completed their timelines, distribute the Powerpoint handout (see attached). Review the instructions as a class, then allow students to create their own slideshows about the American Revolution. Also review how to save and insert pictures from the Internet (see attached).


    Attachments:
    **Some files will display in a new window. Others will prompt you to download.
      Assessment  

    Assessment Strategies

    The teacher will use the attached rubric to assess students' projects. The teacher will check students' timelines for accuracy.

    Acceleration:

     

    Intervention:

     

    Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

    Presentation of Material Environment
    Time Demands Materials
    Attention Using Groups and Peers
    Assisting the Reluctant Starter Dealing with Inappropriate Behavior
    Be sure to check the student's IEP for specific accommodations.