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  • Lesson Plan Template For Student Teaching and The Caltpa

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    This lesson plan focuses on teaching 5th grade students about the significance of the Battles of Saratoga during the American Revolution. Students will watch a video to activate prior knowledge, then read and annotate an article about the battles in pairs. They will answer reading comprehension questions and discuss the key points as a whole group. Finally, students will respond individually to a critical thinking question to assess their understanding of how terrain factors contributed to the colonial victory.

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    This lesson plan focuses on teaching 5th grade students about the significance of the Battles of Saratoga during the American Revolution. Students will watch a video to activate prior knowledge, then read and annotate an article about the battles in pairs. They will answer reading comprehension questions and discuss the key points as a whole group. Finally, students will respond individually to a critical thinking question to assess their understanding of how terrain factors contributed to the colonial victory.

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    © All Rights Reserved
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    Download as doc, pdf, or txt
    99 views3 pages

    Lesson Plan Template For Student Teaching and The Caltpa

    Uploaded by

    api-346526495
    This lesson plan focuses on teaching 5th grade students about the significance of the Battles of Saratoga during the American Revolution. Students will watch a video to activate prior knowledge, then read and annotate an article about the battles in pairs. They will answer reading comprehension questions and discuss the key points as a whole group. Finally, students will respond individually to a critical thinking question to assess their understanding of how terrain factors contributed to the colonial victory.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Flag for inappropriate content
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    Lesson Plan Template for Student Teaching and the CalTPA

    Grade Level 5th Subject Social Studies Lesson Title: The Battles of Saratoga
    Area:

    Preparation to Teach
    Unit Theme The American Revolution
    (Where within the unit
    is your lesson?)
    Content Standard(s): 5.6 Students understand the course and consequences of the American Revolution.
    1. Identify and map the major military battles, campaigns, and turning points of the Revolutionary War, the roles of the American
    and British leaders, and the Indian leaders’ alliances on both sides.
    2. Describe the contributions of France and other nations and of individuals to the outcome of the Revolution (e.g., Benjamin
    Franklin’s negotiations with the French, the French navy, the Treaty of Paris, The Netherlands, Russia, the Marquis Marie Joseph
    de Lafayette, Tadeusz Ko´sciuszko, Baron Friedrich Wilhelm von Steuben).
    3. Identify the different roles women played during the Revolution (e.g., Abigail Adams, Martha Washington, Molly Pitcher, Phillis
    Wheatley, Mercy Otis Warren).
    4. Understand the personal impact and economic hardship of the war on families, problems of financing the war, wartime inflation,
    and laws against hoarding goods and materials and profiteering.
    5. Explain how state constitutions that were established after 1776 embodied the ideals of the American Revolution and helped
    serve as models for the U.S. Constitution.
    6. Demonstrate knowledge of the significance of land policies developed under the Continental Congress (e.g., sale of western
    lands, the Northwest Ordinance of 1787) and those policies’ impact on American Indians’ land.
    7. Understand how the ideals set forth in the Declaration of Independence changed the way people viewed slavery.

    CCSS.ELA-Literacy.RI.5.1
    Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

    CCSS.ELA-Literacy.W.5.2
    Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
    ELD Standards: C. Productive
    10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology.
    Learning Goal(s) or The student will be able to recognize the battles of Saratoga as significant turning points in the war.
    Objective(s): The student will be able to explain how the battles of Saratoga turned the war in favor of the colonists.
    Materials, Resources, Viewsonic
    or Tools: Chromebooks
    Google Slides
    Freckle Article
    Technology Teacher: Viewsonic
    Integration: Student: Chromebooks

    Adaptations/ Accommodations
    Three Focus Students
    Focus Student 1: English Learner Adrian- Group work will help him as well as wait time or think time between questions and
    during discussions.
    Focus Student 2: IEP, 504, GATE, Alex (GATE)- Freckle and other programs used offer leveled articles so that GATE students are
    or other identified need pushed to their reading level.
    Focus Student 3: A student who Lilian- She does not speak up when in need of assistance or when she is not following along. She
    has had life experience(s) either will often act as if she gets it and never asks for help. I will intentionally monitor her independent
    inside or outside of school, that work as walk around the room and direct as needed.
    may result in a need for additional
    social- emotional and/or academic
    support

    Instructional Plan
    Activating Background Knowledge

    Instructional Strategies  Liberty Kid’s Video on the Battle of Saratoga https://www.youtube.com/watch?v=Kr3tOIPF8Ek

    Informal Assessment Observation of video

    Student Grouping Whole Group

    Time Estimate 20 minutes

    Instructional Input

    Instructional Strategies  Students will buddy up and take turns reading the paragraphs of the Freckle Article on the battles of Saratoga.
     They read the article twice with their partner.
     The second time, they annotate the article.
     When finished, they answer the reading comprehension questions on the website.
     Whole group discussion of the main ideas of each section of the article
    Informal Assessment Reading Comprehension Questions

    Student Grouping Pairs, Whole Group

    Time Estimate 20 minutes

    Closure
    Instructional Strategies  Students write and respond to the Critical Thinking Question
     Whole group discussion of the different responses, taking volunteers to share
    Formal Assessment Completion of Critical Thinking Question, “How did the American forces take advantage of the terrain to win the battles?”

    Student Grouping Individual

    Time Estimate 15 minutes

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