Edgar Duffey

Belmont University

Belmont Lesson Plan Template

DEPARTMENT OF EDUCATION
Building together for excellence in education
Lesson Planning Document
1.
General Information
Teacher: Ed Duffey
Subject: US History
Number of
Students: 30+
Mentor: Katherine Prather
Grade: 8th
Lesson
Number:
Date: October 18, 2014
Time Allowed:
Lesson in
Sequence: 5
Unit Title: American Revolution
2.
Topic: Prelude/Overview of the American Revolution
3.

Subjects Integrated: English and Grammar

4.
Readiness and Background Knowledge: (Prerequisite
knowledge or skills: What do students need to be able to know and/or do
in order to be ready to participate in this lesson? How do you as the
teacher know the students are ready for this lesson? How will you
evaluate students prerequisite knowledge/skills? Include the pre-testing
or evaluation process that allows you to know that this lesson is
appropriate at this point.)
Because we do not have textbooks, students have been assigned peer
reviewed articles to read, which I have posted on the PortaPortal site.
The students are expected to read the assigned readings the night
prior regarding the American Revolution and the causes leading up to
it. The previous unit was Colonization and students should have a
working knowledge of European motivation to seek out new land to colonize,
cultural and religious differences in the British Colonies, agricultural and geographical
differences of the 3 colonial regions of the British Colonies and the living conditions and
lifestyles of the Africans, Native Americans and colonists who occupied America.
5.
Goals: (Common Core/ State standards to be addresses by this
lesson.)
Standard 8.25 ID and explain the significance of the major battles, leaders and events of
the American Revolution.

Edgar Duffey
Belmont University
Battles of Lexington and Concord
Capture of Fort Ticonderoga
Battle of Bunker Hill (Breed's Hill)
Battle of Trenton and Princeton
Battle of Saratoga
Valley Forge
Battle of Kings Mountain
Battle of Yorktown
George Washington
Benedict Arnold
Hessians
Marquis de La Fayette
Friedrich von Steuben
George Rogers Clark
Francis Marion
6.
Objectives
Student learning objectives:
Given (condition) ... the students will (action verb)... with (criterion)...
(Statement of the measurable learning that is intended to occur as a
result of this lesson NOT activities. What students should know and /or
be able to do at the end of this lessonnew skills or knowledge, and/or
dispositions. You may have multiple objectives for the class and possibly
different objectives for diverse learners.)
The objective is to familiarize the students with the American Revolution and the events that
led to the Revolutionary War.
SWBAT identify the major battles, where they took place and other events of the
Revolutionary War such as the battles of Lexington and Concord, Ft. Ticonderoga, Bunker
Hill, Trenton and Princeton, Saratoga, Valley Forge and Yorktown.
SWBAT identify and explain the roles of George Washington, Benedict Arnold, Hessians,
Marquis de La Fayette, Fedrich von Steuben and Francis Marion.
Teacher learning objectives: (Skills that the teacher will work on to
improve his/her skills.)
My objectives are to use this lesson to help me improve my direct
communication skills, classroom management to include management of
large and small groups, ability to adapt my lessons based on class and
student needs and my ability to reflect and articulate changes or norms
for this lesson.

Edgar Duffey
Belmont University
Assessment (statement of how you will assess your objective for
the lesson)
The students learning will be assessed formatively via verbal check-ins throughout
the lesson. The students will also be formatively assessed by the quality of and the
information in their newspaper article.
7.
Resources and Materials
(List all things that will be used in the lesson including relevant
textbooks, supplemental reading materials, demonstration materials and
student materials. Be sure to include descriptions of how materials may
be modified for diverse learners. Attach copies of worksheets or activities
to be completed by the learners.)
The resources used in this lesson are:
Laptops to complete their in-class group assignment.
I will be using two forms of technology for this lesson. They are a website in which I will
use to structure my lecture and a GoogleEarth overlay the students will use during their
group assignment.
http://www.revolutionarywaranimated.com/PreRevolutionAnimation.html and a
Revolutionary War GoogleEarth Overlay (No website available, the GoogleEarth overlay
is downloaded from GoogleEarth.)
Students will be given an overview lecture of the American Revolution with the aid of an
interactive online map.
I will follow along with the map and lecture and explain the information as it unfolds on
the map. During this time I will ask probing questions to formatively assess their
understanding.
I will then transition into their group work in which the students will be split into groups
of 3-4 to make up 8 groups. Each group will be assigned an event associated with the
revolutionary war to read about and share. They will use the GoogleEarth overlay as their
initial resource to prompt their research. They will be allowed to use any viable website,
such as any site ending in .gov, .edu or .org. This said certain sites ending in .com may
also be acceptable. They will then be asked to collaborate and craft a newspaper article
(complete with pictures) reporting on their assigned reading.
8.
Instructional Model, Procedures, and Strategies (Include
time estimates for each section of the lesson.)
This class consists of a 50min timeframe. The instructional model for this
lesson will be standards based instructor led instruction consisting of a
lecture and will be followed up by group work completed by the students.
a.)
Attention Signal (Identify how you will get students
attention at the beginning of the lesson and student response.)

Edgar Duffey
Belmont University
My attention signal is to simply tell the students to listen up. I may
have to repeat it a couple of times and then tell them, I have something
to tell them or something along those lines. When separating the
students into groups I will tell them that they are not allowed to move
until the tower tells them to move. I tell them that they are to take all
directions from the tower and that I am the tower.
b.)
Opening and Advanced Organizer (How will you hook
students and introduce the lesson? How will you connect this lesson to
previous lessons and learning? Is there any review that is needed? How
will you identify student misconceptions?)
I will open the lesson with a bellringer/guiding question in which I will ask
the students to list and identify the 13 colonies and discuss their
geographical locations and their agricultural and economic resources. I
will then open the lesson with a brief verbal review of the readings from
PortaPortal with a .ppt. Then I will transition into a lecture in which they
will follow along with the lecture I will use a brief review of the
prerequisite readings and begin the interactive map immediately.
c.)
Behavioral Expectations (Identify the behavioral
expectations that will be in place during this lesson.)
I expect the students to be quiet, pay attention and ask meaningful
questions.
d.)
Instructional Steps (The type and number of steps depends on
the instructional model that you are using. Be sure to also identify the
specific instructional strategies [e.g., think aloud] that you will use,
including Universal Design strategies for diverse learners that address
recognition, strategy, and affective networks. Consider the grouping
strategies that you will use.)
Step 1 Students will walk in, check the agenda on the whiteboard as
they enter the room. Then they will turn their attention to the
SmartBoard for more detailed instructions and the bellringer/guiding
question. I will give them a few minutes to work on the bellringer and
then I will discuss the bellringer with them and ask questions, which will
promote critical thinking.
Step 2 I will transition into the lesson in which I will lecture along with
the interactive map and explain events as they unfold on the map. I will
stop the lecture and map periodically to ask probing questions to
formatively assess my students for understanding.

Edgar Duffey
Belmont University
Step 5 Students will be numbered off by 4s and will be split into groups
of 4 to read and discuss the material in the Google Earth overlay.
(Overlay consists of pins that contain information regarding the prelude
to the American Revolution). They will also use other viable (.edu, .org,
.gov) web and classroom resources to find information that will be
beneficial to their learning.
Step 6 Students will then craft a newspaper document (complete with
pictures) that reports the information they learned about using the
GoogleEarth overlay and other internet resources.
e.)
Lesson Closure (How will you end the lesson? What type of
brief review and feedback will you give students? How will you connect
this lesson with future lessons and learning?)
I will end this lesson by fielding any questions or comments the students
have.
f.)
Feedback and Evaluation (How will you evaluate if students
met the objectives for this lesson? Be sure that you evaluation is directly
aligned with your objectives and lesson.)
I will offer verbal and written feedback throughout the lesson. I will also
offer verbal and written feedback based on the quality of and information
located in the newspaper article.
9.
Modifications (These are the add on strategies that
couldnt be addresses with the Universal Design strategies. Consider
what you might need to do for early finishers, gifted students, slow
learners, learning difficulties ESL, etc.)
Language modifications may be made for ESL students. Other
modifications should not be necessary as this lesson utilizes groupings
and should be easily understood by all students.
Summary of Integration
Appropriate Assessment
This lesson utilizes appropriate assessments by periodically stopping the
lesson to verbally assess my students learning and by assessing their
learning based on the information in their newspaper articles. These
assessments are age and grade appropriate.
Technology
I used two forms of technology during this lesson. The first use of
technology was to help deliver the material and the second use of

Edgar Duffey
Belmont University
technology was used to help the students learn the information on their
own as well as for peer assisted teaching. This also falls into the Evidence
Based Practices model.
Standards Based Instruction
This lesson is standard based because all of the students have been
made aware of the standard, which is located in their Cornell Note
calendar, student calendar and the syllabus. Furthermore, all students
have access to the standard as they are posted on a bulletin board in my
classroom and are available on the TN.edu website.