Created by Jamie Cole DAILY LESSON PLAN TEMPLATE (CORE) Date developed 6/17/14

Preliminary Information
LESSON Web 2.0 Lesson Date of Lesson:6/18/14
Grade: 5
Number of Students: 18
Course/Subject:
Social Studies
Unit/Theme:
American Revolution
Period/Time: Span of Unit
Estimated Duration: 2 weeks
Where in the unit does this lesson occur?
Beginning of the unit
Middle of the unit
End of the unit
Structure(s) or grouping for the lesson (underline any that apply):
Whole class
Small group
One-to-one
Other (specify)

1. GOALS: What are your goals for student learning, and why are they appropriate for these
students at this time?
Big Idea or Concept Being Taught
Point of View
Identify Major Events
Connection between text and history
Student Learning Goal(s)/Objective(s):
(Identify 1 or 2 goals for students; below your goals state how you will communicate the goals to students.)
Students will create online web based journal entries portraying the point of view of three different characters (Ex: Sam,
Father, and Tim) regarding a major historical event from the novel My Brother Sam is Dead.
Standards
(List the Common Core Learning Standards or other discipline-specific standards addressed in this Common lesson.)
CCLS: RL.5.6; W.5.3; W.5.6
ISTE Standards: 1. Creativity & Innovation; 2.. Communication & Collaboration
2. ASSESSMENT: How will you know and document the extent to which students make
progress towards or meet your goals?
Evidence and Assessment of Student Learning
(How will you know whether students are making progress toward your learning goal[s], and/or how will you assess
the extent to which they have met your goal[s]?)
Students will evaluate one anothers pieces of work using a peer evaluation sheet. The teacher will use students
journal entries and score them using a rubric to determine if students understood each character within the book and
their point of view regarding the historical event.
3. THE LESSON: How will you support students to meet your goals?
Launch/Hook/Anticipatory Set
(How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to
engage students?)
Students have been learning about the American Revolution within Social Studies, and have been reading the novel
My Brother Sam is Dead independently throughout this unit. They have examined documents and journal entries
during this unit of study written by both Patriots and Loyalists.They were given a culminating project assignment
regarding the novel when they began reading it- to find embedded historical events within the novel that they have
discussed throughout Social Studies. At the end of the novel study, they know that they are expected to create 3
journal entries using a Web 2.0 tool regarding one of the historical events from the novel from the perspective of
three different characters.
Explore/Instructional Strategies
(How will students engage with ideas/texts to develop understandings; what questions will you ask; how will you
promote question generation/discussion; how will you address the academic language demands? Detail your plan.
Note: For math lesson plans, please write or attach every task/problem students will solve during the lesson.)
1. Students will independently read My Brother Sam is Dead and identify historical events of the American
Revolution within the novel by keeping track of these .
2. Students will use Penzu.com to create three journal entries regarding ONE historical event that occurred within
the novel. Each journal entry must be written from a different characters perspective. The characters that are used
should be characters that were either involved or affected by the event.
3. Students will share these entries with their teacher.
Closure
(How will you bring closure to the lesson?)
Students will be partnered up with a peer to share their journal entries. They will evaluate one another using a peer
evaluation sheet.
The class will come together to discuss how the novel embedded historical facts/events of the American
Revolution that were discussed in class.
Differentiation/Extension
(How will you address the needs of all learners in this lesson, i.e., how will you respond to diversity among students in
such areas as prior knowledge, ability level, learning needs, cultural background, and English language proficiency?)
Students who are well below grade level with regards to reading will be able to listen to the novel on CD, rather
than read it independently.
Students who are unmotivated in writing may be engaged with the use of technology- Penzu.
Students with special needs may be required to only create 2 journal entries, rather than 3.
Resources and Materials
My Brother Sam is Dead by James Lincoln Collier & Christopher Collier
Computers
Penzu.com