Battles of Lexington and Concord
Ms. Mazon
5th Grade
Blanche Charles Elementary
California Social Studies Standard
• 5.6 Students understand the course and
consequences of the American Revolution
Lesson Objective
• Describe the first battle of the American
Revolution
Activate Prior Knowledge
• Identify the Causes and Effects of the
American Revolution
• Graphic Organizer
Vocabulary
• Patriot –colonists who
opposed British rule
called themselves
Patriots
• Militia-is a group of
ordinary people who
train for battle
Vocabulary
• Minutemen-were militia • Commander – a person
with special training
who exercises authority,
they had to be ready for
chief officer, leader.
battle at a minute’s
notice.
Vocabulary
• Petition- a formally
drawn request often
bearing the names of
number of those
making the request that
is addressed to a person
soliciting some favor,
right, mercy, or benefit
Pair/Share
• Turn to your partner and in your own words
describe one of the vocabulary words listed
War Begins
• In 1775 many colonists felt that the
Intolerable Acts were too harsh. There were
more than 3,000 British soldiers. The British
navy blocked Boston Harbor to keep ships
from entering leaving Boston.
Opposition
• Patriots spoke out against the British
government they opposed all the taxes the
British were imposing.
War Begins
• On the night of April 18, 1775 an army of 700
British soldiers set off for Concord. Paul
Revere a silversmith and William Dawes
galloped ahead, alerting sleeping minutemen
along the way.
• British soldiers captured Revere in Lexington,
but Dawes escaped. The soldiers later
released Revere.
• The British soldiers reached Lexington and just
before sunrise on April 19, 1775
• A small group of minutemen were waiting
there, a British officer told the minutemen to
leave
• As the minutemen turned to go, someone
fired a shot.
• No one knows whether the shot came from a
British soldier or a colonist.
• Both sides began shooting
• When they stopped, eight colonists were dead
and nine were wounded. Only one British
soldier had been hurt. The British marched on
to Concord.
• As the British searched Concord for hidden
weapons, more minutemen gathered nearby.
• The minutemen forced the British to turn back
toward Boston.
“the shot heard ‘round the world”
• The British soldiers were in dangerous
situation on the way back. Patriots from the
town between Concord and Boston, as well as
towns farther north and south were ready.
• As the British marched back to Boston,
colonists shot at them from behind trees and
stone walls. More than 250 British soldiers
were wounded or killed before the British
reached Boston.
• News of the Battles of Lexington and Concord
spread quickly more and more militias arrived
in Boston. Soon thousands of armed colonists
surrounded the city.
• The British in Boston were trapped
Guided Practice
Which side had more casualties at Lexington?
• What was the “shot heard round the world”?
Pair/Share
• Critical Thinking
• How do you think colonists and militiamen felt
when they heard the news of the events at
the Lexington and Concord?
• The Battle of Lexington and Concord which
took place in Massachusetts was the start of
many battles that led to the colonists’
independence from Britain.
Differentiated Instruction
Universal Access
• Have the students draw a series of pictures to
illustrate the battle of Lexington and Concord
• The pictures should show events before,
during, and after the battle.
Independent Practice
• Divide the class into two groups half the class
will pretend they are British soldiers and the
other half will pretend they are Patriot
Soldiers and they will write a letter home
describing the after mass of the Battle of
Lexington and Concord
Assessment
• The students will design a brochure for
attracting tourists to the first battle ground of
the American Revolution.
• Students will research major historical
attractions in Boston and include them on
their brochure along with pictures.
Grading Rubric
US STATE BROCHURE RUBRIC
CATEGORY
Historical
Content Accuracy
4
3
2
1
All facts in the
brochure are
accurate and upto-date. Content
relates to the
state.
99-90% of the
facts in the
brochure are
accurate.
89-80% of the
facts in the
brochure are
accurate. A few
inaccuracies
evident.
Fewer than 80% of
the facts in the
brochure are
accurate. Content is
not focused on the
state.
BROCHURE
SECTIONS
Required
FRONT FLAP
Organization of
Ideas and
Content
Grammar and
Spelling
Each section in
the brochure has
a title cover,
inside flaps, and
ending flap. All
required sections
are included.
Brochure is
completely filled.
Almost all
sections of the
brochure are
present.
Brochure utilizes
space well.
Most sections of
the brochure are
present. Space
has some gaps.
Less than half of the
sections of the
brochure are
present. Space is
not used wisely or
well organized.
Gaping holes are
evident.
-Title Cover
-Name of State
-State Shape Pic
-Introductory Slogan
-Student Name
-Class & Period
-Date
There are no
There are 1-2
grammatical or
grammatical
spelling mistakes. and/or spelling
mistakes.
There are some
grammatical
and/or spelling
mistakes.
There are several
grammatical and/or
spelling mistakes.
INSIDE LEFT FLAP
-Information
-Demographics
-State Facts
-Economy
Graphics/Pictures
Sources
Attractiveness &
Presentation
Editing and
Proofreading
Graphics go well
with the text and
there is a good
mix of text and
graphics. 1+
graphics per
section.
Graphics go well
with the text, but
there are so
many that they
distract from the
text. (too many)
Graphics go well
with the text, but
there are too few
and the brochure
seems "textheavy". (too few)
Careful and
accurate records
are kept to
document the
source of 95100% of the facts
and graphics in
the brochure. (5+
sources are used
and cited)
Careful and
accurate records
are kept to
document the
source of 94-85%
of the facts and
graphics in the
brochure. (At
least 5 sources
are cited)
The brochure has
exceptionally
attractive
formatting and
well-organized
information.
The brochure has The brochure has
attractive
well-organized
formatting and
information.
well-organized
information.
Documented
evidence of 4
editors (2 adults
and 2 students
other than the
author)
Documented
editing and
proofing by 1
adult and 1
student.
Graphics do not go
with the
accompanying text
or appear to be
randomly chosen.
(little to no graphics)
INSIDE RIGHT FLAP
-Famous Locations
-Weather
-Education
BACK FLAP
-Sources Cited
Careful and
accurate records
are kept to
document the
source of 84-75%
of the facts and
graphics in the
brochure. (3
sources used and
cited correctly.)
Documentation of
1 person other
than the author
who edits and
proofs the
brochure.
Sources are not
documented
accurately or are not
kept on many facts
and graphics. (Less
than 3 sources used
or cited correctly.)
-Where to find more
information
* Optional
-Little Known Facts
-Unique Products
-Laws & Rules
The brochure's
formatting and
organization of
material are
confusing to the
reader.
No documentation
of outside or
independent
editing/proofreading.
-Cultural Nuances
-Famous People
-Current Events
-Vacation Packages
-Must-sees or Musthaves
-Quotations
&
-Other
Bibliography
• Houghton Mifflin History Social Science United
States History
EDI Lesson Plan Lexington and Concord
LESSON PLAN DESIGN TEMPLATE
Standard & CA Standard 5.6 Students understand the course and
consequences of the American revolution.
C
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Lesson Objective:Students will describe the first battles of the Ameerican
Revolution.
Lesson Design Context (Presentation)
PHASE
ONE
STEP 1: Orientation to Lesson
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STEP 2: Preteach
I DO IT
F
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Lesson Objectives
Prior Skills/Advanced Organizers
Language Objective
Prerequisite Vocab
STEP 3: Teach
PHASE
TWO
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
Vocabulary/Academic Language
Demonstrate, Model, Explain…
Direct Delivery
Meaningful Interaction
Chunking & Scaffolding
----------WE DO
IT
STEP 4: Guided Practice
PHASE
THREE
----------YOU
DO IT
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Questioning
Pair Work
Cooperative Learning
Teacher highly involved
Formal Assessment of Mastery
STEP 5: Closure

Written and verbal
Lesson Delivery
Lesson Objective:
Students will describe the first battle
of the Ameerican Revolution.
Preteach:
Identify Causes and Effects of the
American Revolutions
Teach:
Vocabulary/Academic Language
 Patriot
 Militia
 Minutemen
 Commander
 Petition
Demonstrate, Model, Explain the
vocabulary
Check for Understanding:
In your own words describe one of the
vocabulary words listed.
Guided Practice
Questioning:
 Which side had more causalities
at Lexington?
 What was the “Shot heard ‘round
the world”?
Pair-share: Critical Thinking Discussion
 How do you
think colonists and
militiamen felt when
they heard the news of
the events at Lexington
and Concord?
Battles in Massachusetts were the
beginning of the war to free colonists
LESSON PLAN DESIGN TEMPLATE
STEP 5: Closure
C
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STEP 6: Universal Access
PHASE
ONE
----------I DO IT
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Carefully selected based on prior
instruction
Tied to Objectives
Differentiated
Instruction * Those who
need extra support
F
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Written and verbal
Tied to Objective
Quick Reflection/Wrap-Up
PHASE
TWO
----------WE DO
IT
PHASE
THREE
----------YOU
DO IT
OR
Battles in Massachusetts were the
beginning of the war to free colonists
from British rule.
Quick Reflection/Wrap up:
 Students will complete a
sequence of events chart
Universal Access:
Students will draw a series of pictures to
illustrate the Battle of Lexington and
Concord. (Pictures should show events
before, during, and after the battle.
Independent
Students will be divided into two
Practice
* Those who get itgroups.One group write letters home
about the Battle of Lexington and
Concord from the perspective of a British
soldier and the other group from the
perspective of a Patriot soldier.
Planning Considerations: Assessments, Questioning Level, Differentiation & EL Strategies
**Modeled on eDI models, Anita Archer, SB 472 Math & ELA Models 2009