LESSON PLAN OUTLINE

• Katie Pierce
• Mrs. Mauzy (4th grade) at Clymore Elementary School
• March 15, 2018
• February 26, 2018

JMU Elementary Education Program

A. VIRGINIA MAJOR EVENTS DURING THE AMERICAN REVOLUTION

B. CONTEXT OF LESSON
This is an introductory lesson to the topics of the Battle of Great Bridge, Jack Jouett's famous ride, and
the Battle of Yorktown. Although it's not an introduction to topics surrounding the overarching topic
of the American Revolution, it is the first time these major events are discussed with the class. This
lesson will act as both a pre-assessment of a student's prior understanding of American Revolution
events and as a formal lesson on the content to strengthen their current understanding.

C. LEARNING OBJECTIVES
Understand – Know – Do –
TSW Understand how to categorize TSW know that the first land battle TSW create their own representation
events of the American Revolution in VA for the American Revolution of important major events in their
in an organized format. was the Battle of Great Bridge. interactive journals so they can make
their own connections to the
TSW understand the importance of TSW know Jack Jouett's ride from information.
Jack Jouett and both the Battle of Louisa Co., VA to Charlottesville
Great Bridge and Yorktown. was significant as he saved Thomas TSW write sentences and make
Jefferson. Patrick Henry, and other predictions about what could have
TSW understand the significance of VA Legislators from British arrest. happened in our history without
the Battle of Yorktown to the US these major events happening as they
victory of the American Revolution. TSW know that the Battle of did through a Cause and Effect
Yorktown was the last significant worksheet.
battle in the Revolutionary War
leading to American victory.

D. ASSESSING LEARNING
I will be assessing their understanding of the major events in VA during the Revolutionary War
through a cause and effect sheet. A copy of the worksheet is at the end of this lesson plan. The
students will use their interactive notes to help them make predictions about what would have changed
about history if these events did not happen as they did. Each student will write their own predictions
and submit them to me when finished. I will keep these sheets for a few weeks to determine if students
grasped how important these events were to the success of the American patriots. I am looking for
connections such as how Jack Jouett's ride being correlated to the victory at Yorktown and the result
of Yorktown's effect on our revolution from Great Britain.

E. RELATED VIRGINIA STANDARDS OF LEARNING

VS.5 The student will demonstrate knowledge of the role of Virginia in the American Revolution by:
c) identifying the importance of the Battle of Great Bridge, the ride of Jack Jouett, and the American
victory at Yorktown.

English 4.6 The student will read and demonstrate comprehension of nonfiction texts.
 a) Use text structures, such as type, headings, and graphics, to predict and categorize information in
both print and digital texts.
f) Draw conclusions and make simple inferences using textual information as support.
g) Distinguish between cause and effect.

F. MATERIALS NEEDED
-Interactive Students (students already own)
-Printed out facts sheet (teacher will pass out to each of the 19 students)
-Writing utensil and highlighter (students already own)
-glue sticks/liquid glue (students own)
-Cause and Effect worksheet (provided 20 copies by Practicum student)

G. PROCEDURE
• Interactive Notebook (approximately 15-20 minutes)
1) Introduce self to students and explain that I will be taking over the Interactive Notes for
Mrs. Mauzy. Then, I'll ask the students to get out their notebooks and a highlighter.
2) I will ask a student if they want to help pass out event sheets. However, if not, I will do so
myself and begin the notes.
3) Students will then glue the events sheet onto the left side of the page and create a 5-squared
grid on the right side of the page to draw representations.
4) I will call on a student to read each of the 5 sentences. With each sentence, I will highlight
the key details (determined by Mrs. Mauzy) that students will need to remember for the SOL
test.
5) After each sentence is read and highlighted, we will draw our own representations to help
remember the information as they study. For example, with "On December 9, 1775, the Battle
of Great Bridge was fought. It was the first land battle fought in Virginia during the American
Revolution", I might draw two stick figures with "swords" and write the number 1 st.
6) After completing the notes 1-5, I will have students clear their desks for the next activity
while keeping out their interactive notebooks.
• Cause and Effect worksheet (approximately 15 minutes)
1) I will either ask a student to help me pass out the "What If?" Cause and effect worksheet to
the class and begin to explain and read the directions posted below.
"Instructions: The success of the American rebels in the Revolutionary War would
not have been possible if certain moments in our history never happened. Below are some
scenarios that had some effect on the success of the United States in the war. Using your
interactive notebooks for guidance, think about what would have happened if the given events
played out differently in our history. Write in the right-hand column what you predict the
outcome would be for each scenario."
2) Having students work individually with their interactive notebooks for about 7-8 minutes,
the students will then read each starting sentence and create a response to what might have
changed about our history.
1) If the American patriots had not captured Norfolk and had not been completely
destroyed & bombarded, then...
2) If Jack Jouett did not take his ride to Charlottesville, then...
3) If Thomas Jefferson and Patrick Henry were not at the Battle of Yorktown, then...
4) If the Battle of Yorktown was not won by the American patriots, then...
3) After students have completed their own worksheet, they will turn in the assignment into
the assignments bin near the Chrome Book station.
 4) Once all papers are turned in, we will go over the sheet on the doc cam and I will call out
on students that want to share their ideas for what could have resulted from certain events not
happening in the Revolutionary War.
• Closure (5 minutes MAX)
• After all papers have been collected and students have shared their predictions,
students will be instructed to put their interactive notebooks away and review these
events before the upcoming test.
• Students will then end the history lesson and pack up to go home prepare to transition
for the next content-area lesson.

H. DIFFERENTIATION
For the interactive workbook:
-the drawing portion of the interactive notebook allows all students of different styles and abilities to
put a physical representation to the words they're highlighting and supposed to remember for the
upcoming test that will make sense in their minds and learning processes. There are no students in the
class with any physical barriers for them to complete this task, so there is no need in this specific
lesson to have an accommodation for inability to draw/write.
For the worksheet:
-if any of the ELLs within the class are struggling to understand a sentence or how to phrase their
thinking, they're able to raise their hand and ask for help from both me and Mrs. Mauzy as well as
students in their class that are already helpful toward their English learning needs
-if a student feels like they do not have enough time to complete the worksheet (and it being a matter
of them trying to work through the entire process instead of chatting or just not performing the task), I
will allow them to work on it until the end of Friday's class if they feel the need is there. In this case, I
will have Mrs. Mauzy send me a copy of the student's worksheet so I can record their understanding of
the information and the lesson.
For students who finish earlier than the set time limit:
-as I go through the interactive notebook, students should be going at the same pace as me since we
have students read and highlight in time with the teacher. However, if students finish drawing and
highlighting a panel before other students, I will encourage all students to share with a partner what
their visual representation was and how they will remember the event based on the picture. This way
they're analyzing their reasoning for why they drew the image/wrote the phrase.
-as they finish the worksheet and after they turn it in, they will be encouraged to turn to a partner or
table group to share their ideas and predictions, further reminding them what importance these events
had on US history while also encouraging group discussion on historical events, like actual historians
do the students will be able to come see me for an in-depth description of what Jack Jouett's ride
looked like on a map and how far he rode. As a native of Louisa County where Jack started his ride
and attending Jouett Elementary School, I can be a source for them to learn more information about
the area where Jack resided and started his trip as I learned a lot about him during my youth. On my
phone, I will pull up a map similar to but not exactly like the one I'm attaching below to show where
he rode from, where he rode to, and where that is in relation to the students in Augusta County.
I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
Students could become uninterested in content and act out to get out of lesson activities. If this
becomes an issue, I will find a way for students to be separated from one another to reduce their
chance of acting out. As Mrs. Mauzy will be formally observing my lesson, I expect the students to be
on their best behavior for me as they always are.
Students could still be confused between the difference of Great Bridge and Yorktown (whether it
be which one came first, how Jack Jouett fits into either of these two battles, or any number of
confusion questions). In the event this happens, I will still be in the classroom as they are packing up
and preparing to go home, and there can answer any questions with the students one-on-one before
they leave for the day. This will also allow more shy students to ask me questions without fear of
talking in front of other students.
Name: _______________________
What If Sheet?
Instructions: The success of the American rebels in the Revolutionary War would not have
been possible if certain moments in our history never happened. Below are some scenarios
that had some effect on the success of the United States in the war. Using your interactive
notebooks for guidance, think about what would have happened if the given events played
out differently in our history. Write in the right-hand column what you predict the outcome
would be for each scenario.
If this did not happen... ...then this would not have been the
result.
1) If the American patriots had not captured 1)
Norfolk and had not been completely
destroyed & bombarded, ...

2) If Jack Jouett did not take his ride to

Charlottesville, ... 2)

3) If Thomas Jefferson and Patrick Henry

were not at the Battle of Yorktown, ... 3)

4) If the Battle of Yorktown was not won by

the American patriots, ...
4)