Carver-Lyon Elementary
Lesson Plans
Math
Science
Social Studies
Health
Teacher/Grade:
English/Language
Week of:
Monday
Tuesday
Wednesday
Thursday
Friday
Content Standard(s):
3-3.1 Summarize the causes of the American Revolution, including Britain’s passage of the Stamp Act, the Tea
Act, and the Intolerable Acts; the rebellion of the colonists; and the writing of the Declaration of Independence.
Learning Objective(s):
The students will read
and respond to the
teacher-created
questions in their
textbooks.
Students will read and
respond to the studies
weekly article to better
understand the slavery
in colonial S. Carolina.
Students will compare
and contrast the Stamp
Act to the Tea Act by
using a Venn diagram.
Students will create a
poster to illustrate
the effects of the
Intolerable Acts.
Checking for
Understanding
Student answers to
questions from the text
Student sticky note
responses
Student Venn diagram
responses.
Student Posters
Materials and Resources
SF: p. 132-135; 154-161; 223-225
South Carolina Studies Weekly: Week 11 “Slavery in South Carolina”, “Slavery”
“South Carolina Great Stories That Embrace the History of the Palmetto State” p. 30-31
Planning Guide: Teacher Toolbox
Students will
complete a cause
and effect chart on
the first and
second continental
congresses.
Whole Group Lesson (Adapted from the Primary Kit)
Relevance
(Instructional
Procedures):
The students will be told
that for the next 2 days
they will be starting to
learn about a major war
that took place in the
colonies. They will be
reading and responding
The teacher will engage
students in a “4 square
activity” in which they
will be asked to predict,
clarify, question, and
summarize the text in
their e-studies weekly
The teacher will ask
students what they
already know about the
Stamp and Tea Acts.
After listening and briefly
discussing student
answers, the teacher will
Students will turn and
talk with a neighbor
about the Stamp and
Tea Act discussed on
the previous day. The
teacher will then
begin to discuss how
Students will turn
& talk with an
elbow buddy
about what they
know so far about
the American
Revolution. The
to the text in their
student textbooks to get
a better understanding
of how the war started
and what it was about.
week 7. The teacher will go through the lesson
the two prior acts,
begin the lesson by
PowerPoint and video to combined with the
asking students to
illustrate the causes and actions of the
predict what they think
the effects of both Acts.
colonists, created a
the article will be about
Students will create their new act called the
based on the pictures
own Venn Diagram and
Intolerable Acts.
and titles. Students will
as the lesson is
Students will then
then activate prior
progressing they will be
read an article that
knowledge by playing a
determining where their will discuss the
game called “I Know
information needs to be matriculation of the
that” in which they will
placed to fully illustrate
Intolerable Acts.
tell their partners things each act.
Students will then use
they know about the
the article to create a
Early Carolina settlement
poster that illustrates
and other English
the who, what,
colonies. The teacher will
where, when, & why
then lead students in
of Intolerable Acts.
guided reading before
clarifying any confusing
words or concepts.
Students will then
question the text and
summarize their
learning.
Literacy Materials (Must come from the Primary Kit or S3 Supplementary Materials)
Video Extensions (Must come from the S3 Supplementary Materials Only)
*Video Extensions
*Literacy Materials
SF textbook: p. 163-167, 179-181
PowerPoint: “The Revolutionary War”
Double Click
The Revolutionary War
By Miss Lily
for Mrs. Stephens’ 4th grade Class
“South Carolina Great Stories That Embrace the History of the Palmetto State” p. 48-49
Student Newspaper: eStudies Weekly
“South Carolina Great Stories That Embrace the History of the Palmetto State” p. 48-55
Document: The Boston Tea Party
Student Newspaper: eStudies Weekly
teacher will then
tell students that
today they will be
learning about
how the American
Revolution ended
and the document
that made it
official. Students
will be given a
cause and effect
sheet that they
will be completing
as the lesson is
going on.
Video(s): The Revolutionary War Series Streamline SC
causes of the Revolutionary War.
Scoring Rubric
3-3.1.docx
Closing
Closure
Lesson Reflection
Students will play a game
called “the hot seat” in
which there will be one
student in front of the
class that will have to
answer questions from
the lesson. The students
will develop these
questions to ask from
their lesson.
Students will respond on
a sticky note about what
they learned for the day.
Students will write a
paragraph to describe
the differences and
similarities between the
two acts.
Students will do an
acrostic poem on the
American Revolution.
Students will write
one word on a
sticky note to
summarize what
they felt about the
Revolutionary war.
The teacher will
share the words
with the class.