Ashley Allen

1-25-14
Multi-Level Lesson Plan

The Patriots-VS- The Loyalist

A.) Subject: Social Studies
Grade Level: 5th grade
Objective: Students will be able to accurately describe who the Patriots and Loyalist
were during the Revolutionary War.
Students will be able to correctly identify the Patriots reasons for breaking
away from Great Britain and the Loyalists reasons for staying loyal to Great Britain.

B.) General Instructional Activity:

1. The teacher will ask the students to recall some of the reasons, mentioned in the
Declaration of Independence (discussed in the previous lesson), why the colonist felt
it was necessary to break away from Great Britain. The teacher will list these reasons
on the board. After the students respond, she will ask the students if they think all of
the colonist had the desire to break away and become a free country.

2. The teacher will explain that there was a group of colonist, called the Loyalists, who
did not want to break away from Great Britain. It will then be the students job to
read information from a few different websites and learn why the Loyalists felt this
way. While reading, the students will complete a T chart. On one side they will list
the Loyalists views about breaking away from Great Britain, on the other side they
will list the Patriots views (that was previously discussed in the beginning of class).
3. After the students complete the reading and the T chart, we will discuss the reading as
a class. The students will share what they wrote in their T charts and the teacher will
fill out a large T chart in the front of the class.

4. Next the students will be broken into 2 teams. One team will be the Loyalists and the
other will be the Patriots. Each team will need to use the information learned in class
to help them defend their teams feelings towards breaking ties with Great Britain.
The students will have about 10-15 minutes with their team to discuss what points
they may want to argue during the debate.
5. The students will debate. The teacher will choose a winning side.
6. The students will reflect on what they have learned about the Patriots and Loyalists.
They will write a journal entry and state which side they would choose if they lived
during the Revolution. They will need to explain three reasons why they chose this
side (this may carry over into the next day).
C.) Individualized Instruction:
1. Gifted-Enriched Curriculum: Nita already has a thorough understanding of who the
Patriots and Loyalists were and the beliefs each of the 2 groups held. She will
participate in the discussions and the debate with her classmates in order for her to
continue developing her oral language skills (for the English Language). However,
while the students are reading about the Patriots and Loyalists and later writing their
journals, Nita will be working on an enrichment project. Rather than simply writing a
journal on which side she would agree with, Nita will choose a side (Patriots or
Loyalists) and create a propaganda poster urging other colonists to side with this
point of view as well. She will also complete a writing piece that explains why she
created her poster the way she did. While the others are reading, Nita can use a
computer to research propaganda (examples, how to create it, etc.). This will allow
her to expand her knowledge of a specific art form and it will demonstrate to Nita
how art can be used in the social studies context. She can then create her propaganda
poster. This will be done in the hopes that including art, an interest of Nitas, in social
studies will perk Nitas interest in the subject (since she is usually uninterested in this
area).

2. Mild Disabilities-Additional Supports:

Task

Anticipated Problem

Supplementary Aids &

Materials

Reading

Reading the web pages for

-The teacher will create a

information about the

summary of the readings

loyalists views.

that discusses the key

points from the websites.
This summary will be
created in a Word
Document, so Andy can
have the summary read
aloud to him using Natural
Reader.

Writing

Writing the journal entry

-Andy will use the

and explaining why he

computer program

would be either a Patriot or Inspiration to brainstorm

Loyalist. Using correct

and outline what he would

spelling in his journal

like to write. He can begin

entry.

by creating a web on
Inspiration with his ideas.
He can then turn the web
into an outline. Andy can
use this outline as a guide
while he writes his journal.
This will help him to
organize his thoughts and
create a well-organized
piece that includes a topic
sentence and details.
-Andy will be able to type

his journal entry. While

doing this he will use a
talking spell-check
program to assist him with
spelling words that he
struggles with.

Processing

Remembering the tasks

-The teacher will give

that he needs to complete.

Andy a checklist with the

assignments for the social
studies lesson. There will
be picture cues to assist
Andy in reading the
checklist. This will help
Andy to stay focused and
to keep track of what he
has done so far/ what he
still has left to do.
-The teacher will also type
up the step by step
directions for the journal
assignment. Andy can
listen to these steps using
Natural Reader before he
begins writing.

3. Severe Disabilities-Prioritized Curriculum:

-Students Role in the Activity: Jo will participate in the discussion in the beginning
of class with the rest of her classmates. She will participate in the debate with the
other students as well. As the others complete the readings about the Loyalists, Jo will
be able to listen to a summary of the readings (the same as Andys) on the computer
using Natural Reader.

After listening to the summary, Jo will talk with the aide about the debate. The
aide will discuss and model what Jo will say when it is her turn to speak during the
debate. Jo will practice, while the other students complete their T charts.
While the students are writing their journal entries, Jo will work on her printing
skills. Jo will tell the aide whether she would be a Patriot or Loyalist. The aide will
write Jos response. Jo will then use the aides model and practice writing the
sentence on her own.
-General Curriculum Focus: Jo will learn the concept of a debate and how to
participate in one/ state her point of view.
-IEP Goals Being Addressed:
*Print Legible Letters (while writing the sentence on her own, after it is modeled
by the aide)
*Improve articulation skills (during class discussion and through participation in
the debate)
*Improve turn taking skills (Jo will need to wait her turn to speak and give her
point during the debate. Her classmates will also model turn taking while participating in the
debate.)

D.) Materials:
-Websites for students (copies of web pages attached)
-Computers/ IPads for the class
-Patriots VS- Loyalist T Chart
-2 Computers that are equipped with Natural Reader (1 of these also needs to be
equipped with Inspiration, and a talking spell check program)
-Word Document with a summary of the Loyalists readings (attached)
-Assignment Checklist for Andy (attached)
-Word Document with step by step directions for the journal entry assignment, for Andy
(attached)

Patriots-VS- Loyalists Checklist

___1. Listen to the passage on the computer

___ 2. Fill out the T Chart

___ 3. Debate

___ 4. Type your journal

Journal Entry Directions

1. Choose to be either a Patriot or Loyalist

2. Brainstorm reasons why you chose the side that you did. Fill out an
inspiration web with your ideas.
3. Change the web into an outline format.
4. Follow the outline when typing your entry.
5. Remember to use complete sentences!

The Loyalists

Colonist who did not want to break away from Great Britain were called
Loyalists. Loyalists did not want to break away from Great Britain for a
few different reasons.
1. Great Britain was the country the colonist originated from. The
Loyalist thought of Great Britain as their Mother Country. They
felt very close to Britain and did not want to cut ties with their
Mother Country.

2. The Loyalists were scared to lose their connection to Great Britain

for something that was new and unfamiliar.
3. Some Loyalists did not have a problem with Great Britain. They were
happy with the way things were. Many Loyalists made a good
amount of money, so paying taxes was not a problem for them.
4. The colonies wealth came from Britains trade. Loyalists were
scared that they would not have enough money if they did not have
Great Britain to support them.
5. The Loyalists did not want to risk getting a new leader.