Social Studies Lesson Plan Template

Group Members/Group Name:

Melissa, Angelica, Sheanalyn & Katherine
Women During The American Revolution Martha Washington 4th, 5th & 6th Grade
Thematic Unit Theme/Title/Grade Level
Group Glog space address: http://ktighe5512.edu.glogster.com/martha-washington/
Daily Lesson Plan Day/Title:
Lesson 1 of 5 --120 minutes (2 hour block) Martha Washington
Lesson Length (ie. 30 minutes):
Rationale for Instruction
A rationale is an essential part of
thoughtful planning of classroom
instruction. This is a brief written
statement of the purpose for instruction
and the connection of the purpose to
instruction that has come before and will
follow.

Learning Objectives
What will students know and be able to
do at the end of this lesson? Be sure to set
significant (related to NGSS Themes,
CCSS, and NGSSS), challenging,
measurable and appropriate learning
goals!

Why this lesson is a necessary element of the curriculum? [An example from Broward County Schools Elementary students
should begin to understand that as citizens of the United States, they have both rights (privacy, speech, religion, movement,
assembly) and responsibilities (voting, obeying the law, helping in the community). Students should be willing to exercise
both their rights and responsibilities.]
The leading women and their roles during the American Revolution time period is important to learn and expand on
because it shows the significance of women in our society today. As American citizens, it is important to portray women
as valuable public figures that took great parts and the lead in what America has become.

Depending on the topic, grade level and length of time required for lesson, 3-5 objectives may be acceptable. Remember a
learning objective is a statement in specific and measurable terms that describes what the learner will know or be able to do
as a result of engaging in a learning activity as well as how that learning will be demonstrated. All learning objectives
should begin with: The student will
The class will be divided into small groups (4-5 students) and will come up with roles that they think the First Lady
should possess during the time period of the American Revolution. They will have a class discussion after about 30 -40
minutes of research and debate possible traits.
*The student will demonstrate this understanding by writing a small paper (maybe 2-3 paragraphs) on why their specific
ideas of the kinds of roles/traits the First Lady should possess are valid. This is an individual assignment.
Students will visit the www.mountvernon.org website and take the virtual tour either in groups (depending on how many
electric devices are present) or on an individual level. They will determine the significance of the residence and explain
what kind of events Martha Washington organized on regular occasions.
*After going through the mansion website and seeing its importance during Mrs. Washingtons lifetime, students will
construct a graphic organizer in groups (pairs of 2, preferably) to demonstrate their knowledge of what role Martha
played in Mount Vernon and what importance it had on her journey as the 1 st First Lady.

NCSS Theme/Next
Generation Sunshine State
Standards/Common Core
Standards (LAFS/MAFS)
List each standard that will be addressed
during the lesson. Cutting and pasting
from the website is allowed. You must
have a minimum of 3 standards that
represent multiple content areas identified

Do you cross the curriculum? What other content fields (language arts, science, math, the arts, physical education,
technology) do you address in this lesson?
NCSS Theme: Time, Continuity, & Change Social studies programs should include experiences that provide for the study
of the ways human beings view themselves in and over time, so that the learner can:
1. demonstrate an understanding that different people may describe the same event or situation in diverse ways, citing
reasons for the differences in views.
2. Compare and contrast different stories or accounts about past events, people, places, or situations, identifying how
they contribute to our understanding of the past.
Modified 5/15 Van De Mark from document created by L. Spaulding

Social Studies Lesson Plan Template

in this portion of the lesson plan.

SS.5.A.1.1 Use primary and secondary sources to understand history.

SS.5.A.5.2 Identify significant individuals and groups who played a role in the American Revolution.
SS.5.A.5.3 Explain the significance of historical documents including key political concepts, origins of these concepts, and
their role in American independence.
SS.5.A.5.4 Examine and explain the changing roles and impact of significant women during the American Revolution.

These can be downloaded from the

Florida Dept of Education
www.cpalms.org/homepage/index.aspx.

LAFS.5.RI.2.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the
point of view they represent.
LAFS.5.RL.2.6 Describe how a narrators or speakers point of view influences how events are described.
LAFS.5.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly.
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.
b) Follow agreed-upon rules for discussions and carry out assigned roles.
c) Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the
remarks of others.
d) Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the
This is the
heart of the lesson plan. Be specific. Describe lesson in a step-by-step, numbered sequence, including teacher
discussions.
and student activities. Be sure to include key questions for discussion, collaborative structures, etc. (This section includes
EVERYTHING and should be highly detailed!)

Student Activities &

Procedures
Design for Instruction
What best practice strategies will be
implemented?
How will you communicate student
expectation?
What products will be developed and
created by students?
Consider Contextual Factors (learning
differences/learning environment) that
may be in place in your classroom.

Anticipatory Set:
As students enter classroom: on the drop-down screen from the board, the Primary/Secondary video that was created with
Martha Washington as the focal point will be playing so they get an idea of how to use resources properly.
Instructional Input and Procedures:
Share multiple perspectives
1. Using the book, Independence Dames by Laurie Halse Anderson, read aloud to the class in large group format. As
students listen to you read aloud, they can write a minimum of 3 different prominent women mentioned during the
American Revolution and a minimum of one trait/trend/idea from each woman.
2. Students will explore the glog built on www.glogter.com in groups of 2-4 students on either hand-held devices or on desktop
computers.
3.

3. Check for understanding students will be split into groups of 4 and their desks will be set up as pods. There will be
a hug piece of paper in the middle (covering all 4 desks) and each student in each group will have a different color
marker. This activity will be called Musical Facts. Every time music is played, the students will be expected to circle
around their desks and when the music stops, whoever is closest to the right side up of the paper/poster board, will be
expected to write down a fact they learned from the childrens literature, video of sources, and glog exploring
opportunity. By each student have a different color representing themselves.

Modified 5/15 Van De Mark from document created by L. Spaulding

Social Studies Lesson Plan Template

Modified 5/15 Van De Mark from document created by L. Spaulding

Social Studies Lesson Plan Template

ALL resources including but not limited too; internet sites, professional resources- books, journals (titles and authors),
childrens literature, etc. should be noted here. Citations should be in APA format.
Books/Digital Resources:

Halse Anderson, L. (2008). Independent Dames (p. 39). New York, NY: Simon & Schuster Children's Publishing
Division.

Modified 5/15 Van De Mark from document created by L. Spaulding

Social Studies Lesson Plan Template

Resources/Materials

Assessment
How will student learning be assessed?
Authentic/Alternative assessments?
Does your assessment align with your
objectives, standards and procedures?
Informal assessment (multiple modes):
participation rubrics, journal entries,
collaborative planning/presentation
notes

Materials:
Computers
Other electronic devices (if applicable)
Pencils
Paper (ruled or not ruled)
Markers (different colors/washable)
TV
Projector screen
Desks/Chairs
Large poster boards/wall paper
Music (cds, ipod, iphone)
Boombox (something of the sort)

Be sure to include Pre/Post assessment for your entire unit plan and progress monitoring/ alternative assessment for
individual, daily lesson plans!
Unit Pre-Assessment: Theres a PBS Kids quick quiz on the glog
for them to take individually so you can see where they are before the
lesson.
Unit Post-Assessment: Students will take part in either a short essay on a topic of their choice relating to Mrs.
Washington or a short-answer/multiple choice test that the teacher already has made up.
Daily Lesson Plan Assessment: Formative throughout the lesson.
Primary vs. Secondary Video
Martha Washington Glog
Musical Facts
***Materials that will be used for assessment and examples of completed tasks and projects must be included with the lesson
plan.

Exceptionalities
What accommodations or modifications
do you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities,
etc.

ESOL; Students with Learning Differences: The sources video, glog, and other documents will be translated in their
language of origin as a last resort. Otherwise, they will be given extra time and will be able to utilize the computer to write
up their thoughts and can have the option of using a translation sight for the time being.
Gifted/Talented: If students are above level on this lesson, I will make sure they are paired/grouped up with students that I know may be having
difficulty especially ELL (English Language Learners) and students with disabilities.
Modified 5/15 Van De Mark from document created by L. Spaulding

These accommodations and/or

modifications should be listed within the
procedures section of the lesson plan as
well as in this section of the document.

Additional Comments and

Notes

Social Studies Lesson Plan Template

Make comments here related to ideas for homework, parent involvement, extension to the lesson plan, etc.
Homework students will create a timeline of events that must start with Martha Washington as the 1 st First Lady and have
at least 6 additional significant women in the American Revolution time period. This must include exact dates and
explanations. They will use primary and secondary sources for this exercise.

Modified 5/15 Van De Mark from document created by L. Spaulding