Intermediate Guided Reading Lesson Plan
Title: The Declaration of
Independence
Author: Burgan, Michael
Publisher: Compass Point Books
ISBN: 0-7565-0042-7
Genre:
Informational
Literacy Core Objective: 5th Grade
S7/O2 Apply strategies to comprehend text.
S8/O6 Write in different forms and genres.
Social Studies Core Objective: 5th Grade
S2/O1 Describe how the movement toward
revolution culminated in a Declaration of
Independence.
ELL Strategies:
Have students highlighting or making notes with
two colors. One color for the important
information to work on the comprehension strategy
of determining importance and the other for words
or ideas they do not understand. Review the words
or ideas that were not understood, together at the
end of each day’s reading.
Text Structure:
Narrative
Informational
Level:
T
Enduring Understanding: Purpose for reading
The mindset of the colonists changed over time, from
royal subject to a self sufficient and self-governing
people. Many of the ideas we have about
government today and what we consider “American”
come from the changing perception of the British
government and the ideals of the Declaration of
Independence. Students will understand the events
leading to the Declaration of Independence, the
reason for declaring independence and the process of
writing the Declaration of Independence.
“I Can Statements” - Essential Questions:
 What was unique about 1776 that caused the
colonies to want to separate from Britain?
 What are the core values and understandings we
share as Americans as enumerated in the
Declaration of Independence?
 Are these ideals a departure or continuation of
rights under the British crown?
 What does it mean to be American?
Before Reading
Vocabulary: Use the graphic organizer for the vocabulary. Word, Kid friendly definition, and sketch. You
may want to do the vocabulary in sections each day.
colonies (p. 4)
resolution (p. 7)
Parliament (p. 9)
Patriots (p. 12)
redcoats (p. 12)
minutemen (p. 20)
declaration (p. 25)
scholar (p. 26)
self-evident (p. 36)
endowed (p. 36)
unalienable (p. 36)
Activate/Build Prior Knowledge:
 Discuss the relevance of the first lines of the Declaration of Independence.
"We hold these truths to be self-evident, that all men are created equal, that they are endowed by their
Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of
Happiness. That to secure these rights, Governments are instituted among Men, deriving their just
powers from the consent of the governed..."
Take each part of each sentence separately. Help students to understand the value and impact of each of
the words in this passage and the effects that it will ultimately have on our government and our history.
Comprehension Strategy:
Determining Importance and Summary
Text Features
During Reading
Attend to Comprehension Within, Beyond, & About the text:
Using appropriate Guided reading strategies, students will be reading at their own pace and teachers will be
listening to students read, monitoring, giving feedback, taking anecdotal notes and running records.
Suggested Pacing:
Day 1 – p. 4-11
A Decision about Independence/Deep Roots of the Struggle
Day 2 – p. 12–20 Troubles in Boston/The First continental Congress/Battles at Lexington and concord
Day 3 - p. 21–30 The Second Continental Congress/Writing the Declaration
Day 4 – p. 31–41 The Vote for Independence/Finishing Jefferson’s Work/Celebrating Independence
While reading students use highlighter tape to highlight important ideas in each section of text.
After Reading
Attend to Comprehension Within, Beyond, & About the text:
At the end of each day’s reading compare the important ideas that students highlighted. Discuss each idea
and as a group determine the level of importance. Students can add to or take away from their highlighting.
 Day 1 – Model how to write a summary from the highlighted text.
 Day 2 – Review how to write a summary from the highlighted text and then write a group summary.
 Day 3 - Review how to write a summary from the highlighted text and then write a group summary.
 Day 4 – Students will write individual summaries using their highlighted text.
Content Core Integration:(Science, Soc. St., Math, etc.)
Assessment:
Pretend you are a colonist in 1776, write a newspaper
editorial about the writing of the Declaration of
Independence. What are your thoughts? Did you
interview anyone? Who was it? What did they say?
What does this Declaration of Independence mean for
the colony?
Activities:
 Explore the original copy of the Declaration of
Independence at the following webstie:
http://www.history.org/Foundation/journal/Sum
mer07/goods_slideshow/
 Write a story about how your life would be
different today if we did not declare ourselves
independent from England in 1776.
*Not all activities will be done in each lesson. Some lessons may take multiple days to complete.
However, all students should be reading each time you meet.
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