Teacher: Sarah Larbah

Date: 04/24/14

5th Social Studies Lesson Plan

Part 1: Classroom Information

Grade: 5th Grade
Content Area/Class Title: Social Studies
Group Size: 33 students
Lesson Length: 50 min

Classroom Context:
Total enrolled: 33 students
Second language learners: All students speak English
Special needs students (IEP, 504, RSP, GATE):
Describe specific accommodations for each of these students
Jagis, Jack, Amber, Junaid, Lexi
These students need extra support and monitoring. These
accommodations are provided through multiple means such as visual
representation and group discussions.

Part 2: Planning for the Learning Sequence

Topic: Women in the American Revolution
Learning Trajectory for this Topic (Concepts, Skills, Knowledge Surrounding this Topic):
Before your lesson (previous
grades and earlier this year)

Your lesson

After your lesson

(this grade & beyond)

Students have been studying the

American Revolution for a
couple of weeks. The roles that
women played in the Revolution
has come up briefly multiple
times throughout other lessons.

Students will be exploring more

on the role that women played
in the Revolution and how their
contributions helped bring about
change.

Students will see that

throughout history women can
be found taking an active role in
bringing about change, across
all nations

Part 3: Planning for the Lesson

A: Standards
i.
Key Content Standard:
HSS 5.6.3 - Identify the different roles women played during the Revolution (e.g.,
Abigail Adams, Martha Washington, Molly Pitcher, Phillis Wheatley, Mercy Otis
Warren).
ii.
Target CCSS-M Standards for Mathematical Practice, or NGSS
Science and Engineering Practices, CCSS-ELA Capacity of Literate Individuals
CCSS-ELA - They build strong content knowledge.

Students establish a base of knowledge across a wide range of subject

matter by engaging with works of quality and substance. They become
proficient in new areas through research and study. They read
purposefully and listen attentively to gain both general knowledge and
discipline-specific expertise. They refine and share their knowledge
through writing and speaking.
iii.

Related ELD Standard:

N/A

B. Objectives
i.
Learning Objective:
Cognitive Behavior:
Students will identify and examine the roles that women played in the
Revolutionary War in order to help them understand that many women believed
in the Patriot cause.
Student Learning Focus:
Students will learn that many women, just like the men, believed strongly in the
Patriot cause and played important roles in its success.
ii.
Language Objective (transfer this from "Incorporating Academic
Language"):
Students will be communicating in small group and in whole group discussions using
the academic language involved in the topic
Vocabulary:
Activist: a person who works for change

C. Assessments:
i.
Informal assessment strategies you will use during class
Whole group discussion asking questions and building on student answers
Chart
ii.
Written assessment you will use to determine, for each individual
student, to what extent they have met your learning objectives.
Student handout and presentations
D. Lesson Resources/Materials (e.g., handouts, manipulatives, special supplies):
Teachers material
o Computer Digital Path
o Projector
o Textbook p. 133
o Document camera
o Table chart (roles before/during)
o 35 handouts
o Pictures and list of women important to the American Revolution
Students material
o Textbooks

Part 4: Instructional Sequence - Engaging Students in the Learning Process

Introduction (10 min.):
Ask students to take out their social studies textbooks and open it to page 133
Explain to students that we will be looking at the roles and contributions women played during the
Revolutionary War
o Remind students that they already have some ideas of the roles they played from previous lessons have some students share a few ideas
Have students attention turn towards the screen and open Digital Path
Discuss the vocabulary of the lesson and play the introductory video
o Activist - someone who works for change
Ask students if they have ever seen a protest or demonstration
People holding signs, chanting, attending meetings, and signing petitions
What is the root word? active
What does that tell you? Does this person just sit at home excepting the change to happen or do they
chase after it?
o Is the change always accomplished? No, but most of the time it does but it might take months or years
Body of the Lesson (30 minutes): Describe step-by-step what the teacher and the students will be

doing during the lesson.

Direct students attention to the reading focus

o
Draw conclusions

Sometimes information is not clearly stated and so we as

readers/researches have to use facts in texts or other reliable sources to help us make
a conclusion

Give example (rainy day)

Relate to Phoebe concluding that Mr.

Hickey was the assassin. She used the information available (name starting
with T, the salt, his nervous behavior) to draw a conclusion.
Read Women Show Support
o
Pause during the reading when necessary to bring students attention to
key details/information
o
Remind students to circle any names they see (drawing conclusions
direction)
o
Answer #1 - underline sentences describing two groups of women that
came together to protest British taxes
Direct students attention to Women Take on New Roles
o
Ask students about what they think this title means?

Place chart on the board

Have students discuss at their table womens roles before

and during the Revolution

Ask students to share - write on chart

o
Read the section - pausing when necessary

Return to chart if necessary to remove or add roles

Answer #2 - underline the effect that women had on the

economy during the Revolution

Explain this role change can be seen

throughout history amongst all nations
Read Helping Behind the Lines
o
Pause during the reading when necessary to bring students attention to
key details/information
o
Answer #3 - why were women who traveled with the army important to
the Patriots cause? They performed tasks for soldiers such as nursing the wounded and
repairing uniforms
o
Add roles if needed to chart
Read Women on the Battlefield
o
Pause during the reading when necessary to bring students attention to
key details/information
o
Answer #4 - Underline examples of how women fought alongside the
men of the Continental Army
o
Add roles if needed to chart

Closure (10_minutes):

Briefly summarize with the students the importance of women in the Revolution
o
Were those roles important?
o
Were these women weak or strong?
o
Were they activists to the cause or did they just depend on the men to
win the fight?

Explain to students that they will be working at their table groups to research different
women that were important to the Revolution and present that info to the class the next day
o
Place a picture selection of the different women on the board

Have a student pick one for their group (select student by

picking their cards)

Provide students with 10 -15 mins to research before moving on to next subject (more
time to finish tomorrow)
o
Let students know that there are some helpful links available on Edmodo
to help them get started

Part 5: Incorporating Academic Language

1. Describe the cognitive task(s) related to the content learning objective:
Students will identify and examine the roles that women played in the Revolutionary War in
order to help them understand that many women believed in the Patriot cause.
2. Language Demands: How will students be communicating in relation to the content in the
cognitive task(s)? Identify the communicative mode.
Collaborative and productive
3. Looking at all of the ways your students will be using language, which one of the language
demands (from #2 above) do you want to systematically address?
I would like my students to work together in identifying the roles that women played in the
Revolution and to teach their peers about what they learnt.
4. What genre / function do you want to systematically address in your lesson plan that will scaffold
students to stronger disciplinary discourse?
Drawing conclusions
5. What is/are the language objective(s) for your lesson? (Note: be sure to copy and paste this into
the top of the lesson planner.)
Students will be communicating in small group and in whole group discussions using the
academic language involved in the topic
Vocabulary:
Activist: a person who works for change
6. What does your language objective sound like/look like for different levels of language learners
(see samples below)?

Emerging

Expanding

Bridging

They helped by
Names of women
Women were important too

Many women played an

important role in the
Revolution. Many women
were activists.

Base of their actions we

concluded that many women
strongly believed in the
Revolution and took an
active role.

7. What linguistic feature(s) are you going to explicitly "teach" your students?
Genre cue words

Start here!

8. What learning "interval" will you include in your lesson plan to support your Language
Objective?
Instruction

Guided Practice

Independent Practice

Teacher will help students read

the chapter and in identifying
key details that will help them
in drawing conclusions about
how women felt in regards to
the Revolution.

Teacher will ask students to

identify the roles that women
had before and during the
revolution. Students will also
have a handout to guide them
in preparing their presentation.

Searching multiple mediums

for available and reliable
information about some of the
important women that played a
role in the Revolution.

9. What key vocabulary will students need during this lesson?

New to this lesson: activist
Previously taught but need continued support:
Previously learned: spying, Revolution
10. Be sure to incorporate your ideas in #8 above into your actual lesson plan! Use yellow and green
highlighting to match.

Name: ____________________________

Biography Information

Date: _____________

Directions: Research your chosen Revolutionary War women and create a poster.
The poster should include the illustration and the following information.
Name of the Revolutionary War Women:
____________________________________________
1. When was she born? _________________________________________________________
2. When did she die? ___________________________________________________________
3. What was her family background?
__________________________________________________________________________
__________________________________________________________________________
4. Was she a Loyalist or a Patriot? How do you know?
__________________________________________________________________________
__________________________________________________________________________
5. What contributions did she make?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
6. Other Notes:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Penelope Barker

Martha Washington

A
bigail Adams

P
hillis Wheatley

Es
ther de Berdt Reed

M
ercy Otis Warren

Deborah Sampson

Sybil Ludington

Prudence Cummings Wright

Mary Ludwig Hayes - Molly Pitcher

Grace and Rachel Martin

Lydia Darragh

Patience Lovell Wright

Revolutionary War Women Links

http://score.rims.k12.ca.us/score_lessons/women_american_revolution/
http://allthingsliberty.com/2013/10/10-amazing-women-revolutionarywar/
https://www.nwhm.org/education-resources/biography/biographies/
https://www.nwhm.org/online-exhibits/spies/2.htm
http://www.americanrevolution.org/women/women.html
Rachel and Grace Martin
http://ladiesindefiance.com/2012/11/05/rachel-and-grace-martin-girlswith-guns-sendem-running/
Lydia Darragh
http://www.ushistory.org/march/bio/lydia.htm
https://www.nwhm.org/education-resources/biography/biographies/lydiabarrington-darragh/
http://www.revolutionary-war.net/lydia-darragh.html
Esther De Berdt Reed
http://www.nwhm.org/educationresources/biography/biographies/esther-de-berdt-reed/
Martha Washington
http://marthawashington.us/exhibits/show/martha-washington--a-life/
Abigail Adams
http://www.firstladies.org/biographies/firstladies.aspx?biography=2
Deborah Sampson
https://www.nwhm.org/educationresources/biography/biographies/deborah-sampson/
Patience Lovell Wright
http://www.ettc.net/njarts/details.cfm?ID=26
http://www.bordentownhistory.org/Current_Exhibits/PatielceWright/index
.html
Prudence Cummings Wright
http://www.shoppepperell.com/Prudence_Wright2.pdf
Sybil Ludington
http://www.historicpatterson.org/Exhibits/ExhSybilLudington.php
Penelope Barker
http://www.nwhm.org/educationresources/biography/biographies/penelope-barker/
Molly Pitcher

http://www.biography.com/people/molly-pitcher-9390922
Phillis Wheatley
http://www.biography.com/people/phillis-wheatley9528784#awesm=~oCk6RvO6nLHuZL
Mercy Otis Warren
http://www.revolutionary-war.net/mercy-otis-warren.html