Topic: The War Continues
Reminder: lesson plans are always subject to change. Consult your student planner first!
Monday, 2/16/15
Objective:
No School
Presidents Weekend
Activities:
Tuesday, 2/17/15
ELO 1
Wednesday, 2/18/15
ELO 2
Thursday, 2/19/15
ELO 3
Friday, 2/20/15
ELO 4
Objective:
Objective:
Objective:
Objective:
SWBAT list American
allies and how we
obtained these allies.
SWBAT discuss the
roles, struggles, and
achievements of women
and African Americans
in the Revolutionary
War.
SWBAT discuss the
roles, struggles, and
achievements of women
and African Americans
in the Revolutionary
War.
SWBAT improve nonfiction reading skills
and bolster content
knowledge though
Achieve 3000.
Activities:
Activities:
Activities:
Activities:
Anticipatory Set:
Choose one of these
battles. On an entrance
card, write down as
much as you can
remember about that
battle (key people,
location, strategy,
outcome).
Anticipatory Set:
Discuss: Today we are
going to do stations that
focus specifically on the
contributions of women
and African Americans
in the Revolutionary
War. Why do you think
we are covering this
topic so specifically?
Anticipatory Set:
Share your best line so
far from your bio poem.
Anticipatory Set:
Discuss: Why would
slaves or former slaves
chose to fight against
the British in the
American Revolution?
1. Exchange entrance
cards. Students should
correct any incorrect
facts.
2. Powerpoint: The
War Continues (Lesson
6.2)
Closure:
Pick one European
contributor. Make an
award highlighting this
person’s achievements.
Be prepared to give the
award speech at the
podium saying why this
person is deserving of
the award.
Quiz 6.1
Stations
1. Bio Poems:
Students will select one
of the women or
African Americans that
contributed to the
Revolutionary War
(Molly Pitcher,
Deborah Sampson,
Abigail Adams, Martha
Washington, Peter
Salem, Lemuel Hayes)
and create a bio poem.
Students may research
these people using
teacher approved
websites (found on
teacher webpage).
2. Article/Tracks of
Thinking: “Remember
the Ladies” –
Cobblestone, 2009,
volume 9 – pp. 10-13.
Students will show
connection to the
material by using
“Tracks of Thinking”.
Students will then
select one of their
tracks and do a left side
reflection.
3. Google Doc Photo
Stations
1. Bio Poems:
Students will select one
of the women or
African Americans that
contributed to the
Revolutionary War
(Molly Pitcher,
Deborah Sampson,
Abigail Adams, Martha
Washington, Peter
Salem, Lemuel Hayes)
and create a bio poem.
Students may research
these people using
teacher approved
websites (found on
teacher webpage).
2. Article/Tracks of
Thinking: “Remember
the Ladies” –
Cobblestone, 2009,
volume 9 – pp. 10-13.
Students will show
connection to the
material by using
“Tracks of Thinking”.
Students will then
select one of their
tracks and do a left side
reflection.
3. Google Doc Photo
Slide Show: Students
will view the slide show
entitled “African
Americans in the
Revolutionary War. As
a team, they will fill in
a google doc with “I
Say” statements.
1. Students will review
and correct their 6.1
Reading Essentials
homework
2. Students will take
the before reading pole
for the achieve article:
“American
Revolution: Never
Forgotten”.
3. Students will read
the article carefully,
responding to the text
through the reading
connections.
4. Students will
complete the activity
page, and this score will
count as graded work.
Closure:
Respond to tiered
question #3: In your
opinion, do you think
Brace should have
enlisted in the war?
Why or why not?
Slide Show: Students
will view the slide show
entitled “African
Americans in the
Revolutionary War. As
a team, they will fill in
a google doc with “I
Say” statements.
4. Google
Docs/Possible Quotes:
Using the information
sheets provided, groups
will create possible
quotes for Molly
Pitcher, Deborah
Sampson, Abigail
Adams, Martha
Washington, Peter
Salem, Lemuel Hayes.
4. Google
Docs/Possible Quotes:
Using the information
sheets provided, groups
will create possible
quotes for Molly
Pitcher, Deborah
Sampson, Abigail
Adams, Martha
Washington, Peter
Salem, Lemuel Hayes.
Closure:
Students will share
some of the “I Say”
statements from the
photo slideshow.
Closure:
Students will share
some of their quotes
from station 4.
Homework:
Homework:
Homework:
Homework:
Homework:
-Quiz 6.1 with study
tools – Wednesday,
2/18
-6.2 Reading Essentials
– due Friday, 2/20
-6.2 Reading Essentials
– due Friday, 2/20
-Quiz 6.2 with study
tools – Tuesday, 2/24
-Quiz 6.2 with study
tools – Tuesday, 2/24
-Quiz 6.2 with study
tools – Tuesday, 2/24
-Be sure notebook is
complete
Assessment:
Assessment:
Assessment:
Assessment:
“I Say” statements and
left side reflections
Completed stations
Completed stations
Achieve 3000 data
driven activities
Tiered Guiding
Questions:
Tiered Guiding
Questions:
Tiered Guiding
Questions:
Tiered Guiding
Questions:
1. What were some of
the problems faced by
Americans living on the
home front?
2. Which of these
problems was most
significant?
3. What problems
would we still face
today if there was a
revolution? What
added problems would
we face?
1. Who are some key
women and African
Americans who
contributed to the
Revolutionary War?
2. Why do you think
there is so little
information in your text
book about the
contributions of women
and African Americans
to the war?
3. In your opinion,
which person that you
learned about today was
most influential? Why?
1. Who are some key
women and African
Americans who
contributed to the
Revolutionary War?
2. Why do you think
there is so little
information in your text
book about the
contributions of women
and African Americans
to the war?
3. In your opinion,
which person that you
learned about today was
most influential? Why?
1. Who was Jeffrey
Brace?
2. Which event, being
a slave or a soldier, do
you think is more
significant in Jeffrey
Brace’s life?
3. In your opinion, do
you think Brace should
have enlisted in the
war? Why or why not?
-6.2 Reading Essentials
– due Friday, 2/20
Assessment:
Tiered Guiding
Questions:
Notes:
Notes:
SWBAT: Students will be able to
Notes:
Notes:
Notes: