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Inquiry Lesson Plan

Teacher Name: Kayla Swarat
Course: Classroom Management

Date: 4/11/16
Grade Level: 4th

Lesson Length: 45 minutes
Concept or Skill: American Revolution
Materials/Technology Needed: 4 handouts - 6 copies each, highlighters.
Sources Consulted: history.com
Learning Objective: Students will be able to argue a specific opinion/perspective using details and examples from
a text.
Language Objective: Students will be able to effectively and positively interact in a group discussion.
Standard(s) Addressed:
CCSS.MATH.CONTENT.4.G.A.1
Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in
two-dimensional figures.
CCSS.ELA-LITERACY.RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the
text.
CCSS.ELA-LITERACY.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.4.1.A
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other
information known about the topic to explore ideas under discussion.
CCSS.ELA-LITERACY.SL.4.1.B
Follow agreed-upon rules for discussions and carry out assigned roles.
CCSS.ELA-LITERACY.SL.4.1.C
Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the
discussion and link to the remarks of others.
1

This may be a good thing to say in your group discussion. today we are going to continue our study on the American Revolution. then we will stand and have a 5 minute discussion within our character groups. They wanted to remain a British colony and they resisted the revolution. Now I need another volunteer to tell us who the Patriots were. Explanation 5 min Today we will each read about a person who lived during the American Revolution. which I will assign you. we are going to do an activity that takes us inside the minds of the people of the American Revolution. from the perspective of a certain person. You will then “become” this person when you come back to your table groups and argue the point of view of your assigned character in history. you will sit on the floor and read the text silently for 5 minutes. You are going to read a certain text. Very good. Once you have your handout. You are all doing a great job engaging in what we are talking about. Purpose 1 min Our purpose today is to discover conflicting perspectives on the American Revolution and to practice effective and positive discussion. a military leader or an everyday citizen. Can someone remind us what the Loyalists wanted or what they stood for?” -The Loyalists were people loyal to the English crown. I liked how succinct and precise you were. I encourage you to highlight what you think is super important or write questions you have as you read. We have also discussed the two groups people during the 1970s were categorized as. the Loyalists and the Patriots. They could be a loyalist or a patriot. They didn’t want to be taxed anymore and wanted to be an independent nation.Assessment(s): LESSON ELEMENT Engage DETAILS TIME 5 min “Hey class.” -The Patriots were people who thought that their individual rights and liberties were being violated by the English government. “Awesome explanation. Now that we have reminded ourselves who Loyalists and Patriots are. 2 . We have already talked a lot about what caused the war between the British and the Colonies.

Number 3. we give positive responses. (motion to poster on the wall) It should be clear to anyone walking in the door what we are doing because our eyes are following the speaker. I wanted to remind you of what good discussion looks and sounds like. and our conversation has a logical flow. find your way back to your seats and give me your eyes in 5. please go to corner 2. If you are number 1 in your table group. Thank you. please go to corner 1. On your mark. If you are number 2. Now for 5 minutes. Bring up points that students may not have thought of. one person is talking at a time. 2. 1. which corner will you go to? –Corner 2. On your mark. This is what we are going for. get set. Please begin discussing your opinion on whether or not the Patriots should continue to be a colony of the English government with your table group. we will bring our unique perspective back to our table groups and discuss the same question. Excellent. Number 4. Direct conversation to increase 3 . corner 4. we are going to discuss with our character group the question. GOLDFISH! Almost gotcha. get set. 4. Conner. Group Discussion Walk around room. you are sitting in desk number two in your table group. go! Explore 10 min Students read in corners. corner 3. 3. Alright. stopping and participating in group discussions. heads are nodding. “Class. there are 4 corners of the room and 4 historical characters. “Should the Patriots give up their cause and continue to be a colony of the English government?” 15 min Timer goes off.After we do that to get a firm grasp on who we are and what we believe about the American Revolution.

academics. Examples: “Joseph. And what your real personal opinion would be if you were living during the American Revolution. and individual needs. do you think your home would be safer if the fighting was to stop?” “Daniel. 5 min Oral question: Was it easy to pretend to be the person you were assigned to be? Why or why not? Did you feel like your opinion was well represented in the group discussion? Why or why not? Did you feel like there was a “winning” opinion or argument? Which one? Closure 5 min Take out your journals and write 3 sentences about something you liked or didn’t like about this activity. discussion direction. Accommodations Needed: Larger print handout.productivity and stretch conventional thought. focus. why do you think representation is so important?” Evaluate Oh my word. Post-Lesson Reflective Thoughts: Post-Lesson Suggestions for Revision: What will the size of your groups be? 4 What criteria will you use to group students? Students will work in predetermined table groups based upon behavior. 4 . peer help. why are you willing to endure so much to make America independent?” “Eliza. I heard some really great discussions. Something you learned. You guys did a great job of understanding your character and presenting your perspectives to other people. what do you think will happen if the American colonies are cut off from the most powerful nation in the world?” “Thomas.

How will you create individual accountability? How will you have the groups evaluate and reflect on how well they worked together? Post reflective questions (oral and written).What social skill will you emphasize in this lesson? Effective and respectful group discussion. How will you create positive interdependence in the cooperative activity? Each person is an expert on “themselves”. 5 . The group must rely on each individual to form a full perspective on the topic.