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.
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Assessment(s):
LESSON
ELEMENT
Engage

DETAILS

TIME
5 min

Hey class, today we are going to continue our study on the American
Revolution. We have already talked a lot about what caused the war between the
British and the Colonies. We have also discussed the two groups people during
the 1970s were categorized as; the Loyalists and the Patriots.
Can someone remind us what the Loyalists wanted or what they stood for?
-The Loyalists were people loyal to the English crown. They wanted to remain a
British colony and they resisted the revolution.
Awesome explanation. I liked how succinct and precise you were. Now I need
another volunteer to tell us who the Patriots were.
-The Patriots were people who thought that their individual rights and liberties
were being violated by the English government. They didnt want to be taxed
anymore and wanted to be an independent nation.
Very good. You are all doing a great job engaging in what we are talking about.
Now that we have reminded ourselves who Loyalists and Patriots are, we are
going to do an activity that takes us inside the minds of the people of the
American Revolution.
Purpose

1 min
Our purpose today is to discover conflicting perspectives on the American
Revolution and to practice effective and positive discussion.

Explanation

5 min
Today we will each read about a person who lived during the American
Revolution. You are going to read a certain text, which I will assign you, from
the perspective of a certain person. They could be a loyalist or a patriot, a
military leader or an everyday citizen. 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.
I encourage you to highlight what you think is super important or write
questions you have as you read. This may be a good thing to say in your group
discussion.
Once you have your handout, you will sit on the floor and read the text silently
for 5 minutes, then we will stand and have a 5 minute discussion within our
character groups.
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After we do that to get a firm grasp on who we are and what we believe about
the American Revolution, we will bring our unique perspective back to our table
groups and discuss the same question.
Alright, there are 4 corners of the room and 4 historical characters. If you are
number 1 in your table group, please go to corner 1. If you are number 2, please
go to corner 2. Number 3, corner 3. Number 4, corner 4.
Conner, you are sitting in desk number two in your table group, which corner
will you go to? Corner 2.
Excellent.
On your mark, get set, GOLDFISH!
Almost gotcha.
On your mark, get set, go!

Explore

10 min
Students read in corners.
Now for 5 minutes, we are going to discuss with our character group the
question,
Should the Patriots give up their cause and continue to be a colony of the
English government?

15 min
Timer goes off. Class, find your way back to your seats and give me your eyes
in 5, 4, 3, 2, 1. Thank you. I wanted to remind you of what good discussion
looks and sounds like. (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, heads are nodding, one person is talking at a time, we give positive
responses, and our conversation has a logical flow.
This is what we are going for. 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.
Group Discussion
Walk around room, stopping and participating in group discussions. Bring up
points that students may not have thought of. Direct conversation to increase
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productivity and stretch conventional thought.

Examples:
Joseph, why are you willing to endure so much to make America
independent?
Eliza, do you think your home would be safer if the fighting was to stop?
Daniel, what do you think will happen if the American colonies are cut off
from the most powerful nation in the world?
Thomas, why do you think representation is so important?

Evaluate

Oh my word. I heard some really great discussions. You guys did a great job of
understanding your character and presenting your perspectives to other people.

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
didnt like about this activity. Something you learned. And what your real
personal opinion would be if you were living during the American Revolution.

Accommodations Needed: Larger print handout, peer help, discussion direction.

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, academics, focus, and individual needs.
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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. The group must rely on each individual to form a full perspective on the topic.
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).