ELEMENT

Author
Name
Mini-Unit
Name
Content
Area(s)
Must
include at
least 2
(Language
Arts and
something
else)
Grade
Level(s)
Duration
(Must be 10
Days)

DESCRIPTION
Ryan Schlesser
People and events of The American Revolution

Social Studies, Language Arts

5th Grade
10 lessons in the fifth grade

This unit is going to have the children learn and write about the influential people and
some major key points that happened during the American Revolution. This lesson plan
will span for 10 days and will probably take around 45 minutes per day. The students
Unit Theme
will understand the American Revolution with help from the mentor text D is for
and
Democracy along with other texts and websites we will visit throughout this lesson.
Overview
When each student has finished their culminating project they will have a firm grasp on
what major points happened throughout the revolution and each student will know the
people that made this happen.
D is for Democracy by Elissa D. Groden
George vs. George: The American Revolution As Seen from Both Sides by Rosalyn
Text
Schanzer
Resources
Revolutionary War info:
(3-5)
http://www.socialstudiesforkids.com/articles/ushistory/revolutionarywar1.htm
Social studies:
5.US.1.3. (Knowledge) Identify influential people and key events during the
American Revolution.
Language Arts:
5.R.I.2 Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text.
5.RI.3 Explain the relationships or interactions between two or more individuals,
Standards events, ideas, or concepts in a historical, scientific, or technical text based on specific
being
information in the text.
addressed
5.RL.1 Quote accurately from a text when explaining what the text says explicitly
(from all
and when drawing inferences from the text.
content
SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically
areas
and using appropriate facts and relevant, descriptive details to support main ideas or
integrated) themes; speak clearly at an understandable pace
SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays
in presentations when appropriate to enhance the development of main ideas or
themes.
5.W.2 Write informative/ explanatory texts to examine a topic and convey ideas
and information clearly.
5 W.7 Conduct short research projects that use several sources to build
knowledge through investigation of different aspects of a topic.

I can read and understand George vs. George making inferences on both sides.
I can read and comprehend D is for Democracy
Daily
Learning
Targets or
Objectives

I can understand the causes and effects of the revolutionary war

I can find resources using the internet
I can make an infograph using online websites.
I can talk in front of a large group conveying what I learned

Final
Assessment
of student
success
(Description
of the
Culminating
Project)

Instructiona
l Strategies
and
Activities
(10 days)
Technology
must be
integrated
in a
minimum of
2 days.

Students will all be assigned a person of significant importance throughout the

Revolutionary War from both sides of the war. The students will write a 1 page paper
about their specific person, it will have at least 2 sources. They will then use the website
Piktograph.com to make their very own infograph, and in the end the class will have
time to present their infograph to the rest of the classroom.

Lesson 1 (1 day- 45 min.)

Learning ObjectiveI can read and listen to a narrative and be able to determine
what was going on during the Revolutionary War.
I can determine why the Revolutionary War started
IntroductionWhat was the revolutionary war?
Does anyone know why this started?
Read Aloud- George vs. George: The American Revolution As Seen from Both Sides by
Rosalyn Schanzer
Work TimeThe students will each take turns reading out loud, throughout the reading I will stop
and ask questions,
What was leading up to the Revolutionary War?
What did each side of the war feel about what was going on?
The students will then use a computer or iPad to research for a short time anything they
want that they find interesting.
ClosureAsk the students to share one interesting fact that they found, we will then write them
up and put it up in the classroom.
Lesson 2 (1 day- 45 min.)
Learning ObjectiveI can read a narrative and find the key parts in it.
I can work in a small group discussing what I read.
IntroductionWhat did we learn about the revolutionary war yesterday?
What do we hope to learn today?
Read Aloud- D is for Democracy by Elissa D. Groden
Work TimeThe students again today will take turns reading out loud, If they find anything they find
worth noting they will take notes. I will ask questions throughout the reading and as
necessary.
What events triggered the revolutionary war?
Who were some of the influential people in the war?
After this they will research one event that occurred during the revolutionary war, that
they find crucial to the cause of the war.

ClosureThe students will share something they found during their research.
Lesson 3 (1 day-45 min.)
Learning ObjectiveI can look through a website and find value information.
I can work in small groups discussing what we have learned.
IntroductionWhat are some of the things we learned about the revolutionary war so far?
Who are some of your favorite people in the revolutionary war?
Why are they your favorite people during this time period?
Work TimeStudents will be researching the remainder of the period, they will research the
revolutionary war on their IPad or computer. They will be using the website
http://www.socialstudiesforkids.com/articles/ushistory/revolutionarywar1.htm.
Afterwards they will talk amongst each other in small groups discussing what they have
learned.
ClosureEach group will then bring a few major points they talked about to the larger group they
will then discuss it as a large group.
Lesson 4 (1 day-45 min.)
Learning ObjectiveI can work in a larger groups.
I can listen to directions and do as I am told.
I can take part of a game and remain scholarly.
IntroductionWhat can you tell me about the Boston tea party?
What were the causes and effect of the Boston tea party?
Introduce the game http://youngteacherlove.blogspot.com/2014/05/role-playing-withamerican-revolution.html.
Work timeThe students will be taking part in a game where there will be 1 person who is the king
while 2 other students will be tax collectors the rest of the students will then be the
public. Each student will be given so many Smarties and then they will be taxed for
numerous different things, and then given to the king.
ClosureHow did this assignment make you feel?
What do you think of the Boston tea party now?
Did this assignment change the way you felt about this movement?
Go home and write 2 paragraphs about what you learned throughout this activity.
Lesson 5 (1 day- 45 min.)
Learning ObjectiveI can listen to directions and follow them.
I can review facts that I have learned in the past.
IntroductionWhat have you guys learned so far?
What has been your favorite part of this lesson?
Lets review over everything we have learned before we start our project.

Work TimeStudents will be playing bingo, I will be leading the game while walking around making
sure all the students are doing what they are supposed to do.
ClosureAsk the students to name 2 things that they learned today. Let them know that the next
few days are going to be very busy and tough.
Lesson 6 (1 day- 45 min.)
Learning ObjectiveI know what an infographic is
I can make an infographic
I can use online tools effectively
IntroductionHas any student ever heard of an infographic?
If so, what is it?
If not, what do you think it is?
I will inform the students what an infographic is, and will practice together.
Work TimeWe will as a whole be on iPads or computers, we will go over infographics, practicing
how they work, what they look like, and how these students should go about making
their very own infographics.
ClosureLet them know that this will be a part of their culminating project and that they will go
about in a few days.
Lesson 7 (1 day- 45 min.)
Learning ObjectiveI can research effectively through the internet
I can pick a person who was beneficial in the revolutionary war
I can find material that is relatable to that person.
IntroductionThe students will sign up for whoever they would like, they will be randomly chosen to
go and sign up for their person of importance.
Work TimeStudents will be researching using iPads or computers to research their person of
importance. I will be going around if they need any help.
ClosureFill them in that they will need to go home and continue to put together their research
they found today during class.
Lesson 8(1 day- 45 min.)
Learning ObjectiveI can write a research paper
I can use information I have already found and put it into a paper
IntroductionHow has the research been coming along?
Do they have any questions about how the research is going?
Now that they have most of the material they are going to need, we will now discuss
what this research is all about
Students will be doing 1 page research paper on the person of importance they chose.
Work Time-

Students will be finishing up any research that they didnt research the day before, they
will then begin their paper.
ClosureAsk them if they have any final questions, let them know that they should probably go
finish this at home considering they will have very minimum time to finish this in class.
Lesson 9 (1 day- 45 min.)
Learning ObjectiveI can proof read my paper
I can edit and make corrections to my paper
I can use technology to make an infographic
Introduction
How many of you remember what an infograph is?
Give quick example of what it is show them pictures of it.
Work Time
Students will be finishing up their papers making any final corrections, as well as
starting and finishing their infographics, they will be using an IPad or computer to make
this using piktograph.com
Closure
Make sure everyone seems to being really close to being done, if they are not done they
can use the library and finish up their infographic, and that they will share tomorrow.
Lesson 10 (1 day- 45 min.)
Learning ObjectiveI can share in front of a large group
I can explain data and information through a picture
I can make information relatable to my audience
IntroductionToday we are going to share our infographics, everyone will go up separately and give a
fairly brief overview about their person of importance through their infograph.
Work TimeStudents will go up and share their person of importance, and the other students will sit
their silently listening.
ClosureHave the students go home and write a short 1 -2 paragraph paper on what they
learned throughout this lesson, and what their favorite part was.

List of
Assessment NOT NEEDED
s (formative
and
summative)
Rubric for
Culminating
Activity

Advanc
ed
4 Points

Content

Students
went off and
beyond what
was asked of
them, they
gave a more

Proficie
nt

Basic
2 Points

3 Points
Students
found all of
the content
that was
asked of
them for

Below
Basic
1 Point

Students
found most
of what was
asked of
them,
slightly

Had little to
know
knowledge
of who their

deeper and
better
understandin
g of this
person

Resources

Creativity

Presentati
on

Scoring
Guide

Students
used more
than 3
resources
and cited
them in their
paper.
The students
put their
heart and
soul into
infographic,
used a lot of
creativity
and it shows.

Presentation
of
infographic
was very
well done
and
impressive,
discussed
major points
and more,
adding more
information
of the person
then asked
for.
Add the total
points up
from each
section
See right to
see cut
scores to
determine

their person
of
importance,
including
(day of birth
and death,
where there
from, what
importance
they shared
in the
revolutionary
war.)
Students
used at least
2 resources
and cited
them in their
paper.

vague when
asked
personal
information
about their
person.

person was
and what it
was about.

Students
only used 1
resource
throughout
their paper.

Students
used 0
resources

Students
showed
ample
creativity in
their
infographic,
showing they
understood
what was
asked of
them.
Presentation
of
infographic
was good,
they
discussed
the major
points of
their person
of
importance.

Students
put some
work into it
to make it
creative, but
fell short.

Students
showed no
creativity,
and very
little interest
in this
project.

Presentation
of
infographic
was done
alright,
missed
some very
key points
in their
persons
life.

Missed most
of the key
points in
their
persons life
during their
presentation
, did not
really
present
anything
worthwhile.

Advanced14-16
Proficient10-13
Basic6-9
Below
Basic-

16- 100%
15- 97%
14- 94%
13- 91%
12- 88%
11- 85%
10- 82%
9- 79%
8- 76%
7- 73%

B C

proficiency

0-5

654321-

70%
67%
64%
61%
58%
55%

Students that have difficulty reading will be helped during the out loud session. Writing
Differentiati conferences could be helpful for students that are struggling throughout the writing
on
process. Students that have difficulty with technology could have the opportunity to
make their own infographic on paper.
IPad
Notebook
Group discussion worksheet

http://youngteacherlove.blogspot.com/2014/05/role-playing-with-americanrevolution.html rules for tea party activity

bingo worksheet
Student
resources
and
materials
List here
and attach
to the unit
plan