Lesson Plan Format: Day 9

Grade: 3__

Unit: The American Revolution in Massachusetts

Goal: The Massachusetts Colonists had many advantages in overcoming the British Army at the start of the Revolutionary War.

Essential Question(s):

1. What people and events in Massachusetts History played a part in the onset of the Revolutionary War?

Development and Selection of Activities and Resources:

Ø Diary entry: Lexington and Concord

Ø Listen/read history and fill in diary

Ø Listen to excerpt from Paul Revere’s account of his ride

Ø Listen to The Midnight Ride of Paul Revere, by Henry Wadsworth Longfellow.

Ø Interactive Maps: http://www.ushistoryplace.com/maps/06revol.html

http://www.cyberbee.com/viewpoints/maps.html

Content:

Ø April 14, 1775: General Gage hears that ammunition has been hidden in Concord. He secretly travels to Concord.

Ø April 18, 1775 (a.m.): Minutemen get ready for battle; find out due to Paul Revere, William Dawes, Dr. Prescott. Revere captured before getting to Concord. Battle Minutemen (differences in battle).

Ø Website for Longfellow’s poem (if unable to get the book): http://pierce-evans.org/18April.htm

Ø School House Rock song on the Shot Heard Round the World:

http://www.school-house-rock.com/shot.html

Ø April 19, 1775: British troops travel to Concord-Old North Bridge. Minutemen waiting for them-start shooting (The shot heard round the world; beginning of the America Revolution).

Ø 8-10 men die the first battle; Minutemen won battle of Concord.

Ø Read parts of Paul Revere’s account; if not attached, see the following: http://americanrevolution.org/revere.html

Curriculum Standard:

New England and Massachusetts: Standard 3.5

Cities and Towns of Massachusetts: 3.8

History and Geography: 4

Assignment:

Ø Read The First Battles; finish writing facts in journal

How will the essential question be assessed?

Ø Diary filled in and passed in

Ø Booklet for younger children; rubric attached

http://rubistar.4teachers.org/index.shtml
http://rubistar.4teachers.org/index.shtml

Making A Brochure: Revolutionary War Booklet

Teacher name: Miss Flagg

Student Name ___________________

CATEGORY	Excellent	Good	Satisfactory	Needs Improvement
Writing - Mechanics	Capitalization and punctuation are correct throughout the brochure.	Capitalization and punctuation are correct throughout the brochure after feedback from an adult.	There are 1-2 capitalization and/or punctuation errors in the brochure even after feedback from an adult.	There are several capitalization or punctuation errors in the brochure even after feedback from an adult.
Graphics/Pictures	Graphics go well with the text and there is a good mix of pictures and text.	Graphics go well with the text, but there are so many that they distract from the text.	Graphics go well with the text, but there are too few and the brochure seems "text-heavy".	Graphics do not go with the accompanying text or appear to be randomly chosen.
Spelling & Proofreading	No spelling errors remain after one person other than the typist reads and corrects the brochure.	No more than 1 spelling error remains after one person other than the typist reads and corrects the brochure.	No more than 3 spelling errors remain after one person other than the typist reads and corrects the brochure.	Several spelling errors in the brochure.
Content - Accuracy	All facts in the brochure are accurate.	99-90% of the facts in the brochure are accurate.	89-80% of the facts in the brochure are accurate.	Fewer than 80% of the facts in the brochure are accurate.
Attractiveness & Organization	The brochure has exceptionally attractive formatting and well-organized information.	The brochure has attractive formatting and well-organized information.	The brochure has well-organized information.	The brochure's formatting and organization of material are confusing to the reader.
Knowledge Gained	All students in the group can accurately answer all questions related to facts in the brochure and to technical processes used to create the brochure.	All students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure.	Most students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure.	Several students in the group appear to have little knowledge about the facts or technical processes used in the brochure.