Name of Lesson:
Declaration of Independence
Materials:
Technology:
~The Journey of The One and Only Declaration of
Independence by Judith St. George
~Pencils
~Paper
Standard(s):
SS4H4- The student will explain the causes, events, and results of the American Revolution.
ELA4R1- The student demonstrates comprehension and shows evidence of a warranted and
responsible explanation of a variety of literary and informational texts.
ELA4W2- The student demonstrates competence in a variety of genres
Element(s):
SS4H4 b. Explain the writing of the Declaration of Independence; include who wrote it,how it was
written, why it was necessary, and how it was a response to tyranny and the abuse of power.
ELA4R1 b. Identifies and analyzes the elements of plot, character, and setting in stories read, written,
viewed, or performed.
ELA4W2 a. Engages the reader by establishing a context, creating a point of view, and otherwise
developing reader interest.
Identify Desired Results
Enduring Understanding(s):
The students will understand
Social Studies:
The Declaration of Independence played a major
role in gaining independence from Great Britain.
Reading:
Reading for information and facts develops
understanding.
Writing:
Students express their ideas and thoughts through a
narrative writing piece.
Essential Question(s):
Who wrote the Declaration of Independence?
Why is the Declaration of Independence important?
What will students understand as a result of this
What questions will focus this plan?
plan?
Students will understand the importance of the
Declaration of Independence and how it affected
the United States and the government. The students What is the Declaration of Independence? When was
will also understand who they important key
it written? Who wrote it? What did it do?
individuals were that had a part in creating the
Declaration of Independence.
Determine Acceptable Evidence (Assessment)
What evidence will show that students understand . . .
Performance Task(s):
Written narrative piece describing what life would be like if the Declaration of Independence was
never written.
Participation during group discussions.
Other Evidence: (quizzes, observation, work samples, etc.)
Pre-Assessment
Post-Assessment
Plan Learning Experience and Instruction
Given the targeted understandings, other lesson/unit goals, and the assessment evidence identified,
what knowledge and skills are needed?
Students will need to know . . .
Students will need to be able to . . .
The definition of: declaration, revolution, congress,
and traitor.
What the importance of the Declaration of
Independence was.
Who the Declaration of Independence was written
by.
Provide information about the Declaration of
Independence.
Write a narrative writing piece about what life would
be like if the Declaration of Independence did not
exist.
What teachings and learning experiences will equip students to demonstrate the targeted
understandings?
Prior Knowledge:
Ask students what they know about the
Declaration of Indepence.
Pre-Reading Activity:
Tell the students that you, the teacher, are
going to read a book about the Declaration of
Hook:
Come in the classroom with an old British
traditional costume and talk with an English
accent. Say that this is possibly how I would talk
and dress if we never signed the Declaration of
Independence.
Independence. Explain to the students that
the purpose of reading this passage is to
learn how the Declaration of Independence
came about and why it was written. They
also need to be thinking about why the
Declaration of Independence was such an
important part in the American Revolution.
During Reading Activity
Direct Instruction:
The teacher will read selected pages (6-12)
from the book The Journey of the One and
Rationale for type instruction(D), (CL), (PB)
Direct Instruction- Students will be read to about
the Declaration of Independence and will be
given information regarding the subject area.
Only Declaration of Independence. As the
teacher is reading they will come across
important vocabulary words which are
declaration, revolution, congress, and
traitor. When the teacher reads them they
will ask the students what they think the
words might mean. Prompt the students in
figuring out the vocabulary word by listening
to the surrounding context. Take breaks in
your reading to ask important questions such
as, “Why did America go to war with Great
Britain?” and “Who wrote the Declaration of
Independence and why did they write it?”
Asking questions like these will help the
students grasp an understanding of why the
Declaration of Independence was so
important.
Cooperative Learning: X
Problem Based Learning: X
Differentiation: (needs, interests, abilities of
learners)
Students are able to develop their own ideas
through the duration of the writing process.
Writes workshop will be added and individual
student/teacher conferences will be held to meet
the needs of each student.
After Reading
Conclude: (Provide Opportunity to
Rethink/Revise)
Discuss with the class why the Declaration
of Independence is important and what it
means and stands for. The students will then
complete an activity that will help them
make connections to the text. The
Declaration of Independence was written
such a long time ago that it might be hard for
them to connect with what happened then to
what is happening now in the world that they
live in today. So, for the after reading
activity the students will write a narrative
piece that will describe what life would be
like if the Declaration of Independence was
never written. They will be themselves in
this time period, but they will have to what
their life would be like in 2011 if the
Declaration of Independence was never
created.
Directions for the students:
You will write a narrative story describing
what your life would be like if the
Declaration of Independence was never
written. In your story you should discuss
how your daily life would be different if we
were not a free country. Explain what you
might not be able to do. Would you dress or
talk differently? Would there still be 50
states? What are your thoughts? You should
use the word, “I” in your story because this
is a narrative piece. You are telling a story
from your point of view.