1. Katie Napier
CI 350
Blanco
16 November 2013
Lesson Five: Major Battles and the War’s End
I.
Analyze Learners: There are twenty-two students in my fourth grade class (three of
whom are African American). Overall, thirteen of my students are girls, and the
other nine are boys. In addition, all of my students are between the ages of eight
and nine. In order to accommodate for the learning styles of each of my students, I
will incorporate a variety of teaching methods (such as: cooperative group projects,
visual aids, songs, role play, etc.).
II.
State Objectives:My fourth grade students will list and describe key battles of the
Revolutionary War and will explain the outcome of the American Revolution through
the utilization of WebQuests, blogs, research, visual aids, vokis, and group projects
by the end of the day with 95% accuracy.
III.
Selecting Methods, Material, and Media: In order to accommodate for the various
learning styles present in my classroom, I will utilize the following methods, media,
and materials throughout this lesson:
Voki: I will utilize the smartboard to display a voki of Benjamin Franklin that I
created to introduce this lesson.
Webquest: Each group will use an iPad to access the WebQuest that will be
utilized throughout this lesson. This WebQuest provides child-friendly
websites, documents, and video clips about key Revolutionary battles.
Dropbox:The students will utilize their Dropbox accounts (which were
created at the beginning of the school year) so that they can work on their
group’s colonial newspaper article over the weekend.

2. Visual Aids:When discussing the outcome of the Revolutionary War, the class
will examine a copy of the Treaty of Paris.
Student Colonial Blogs:After “travelling back in time” to learn about key
Revolutionary Battles, the students will write a brief entry in their colonial
blogs describing their experience.
IV.
Utilizing Methods and Materials: Prior to the lesson, I will make sure that the class
computer and smart board are working properly. Furthermore, I will make sure that
the student area is arranged into pods so that the children can easily complete the
group project that will be assigned. In addition, the iPads will be located in a bin next
to the listening center for easy access. Finally, I will check that the center of the
classroom is cleared so that the groups will have plenty of room to present their
PowerPoint’s regarding famous individuals in the American Revolution at the end of
class.
V.
Require Learner Participation:In order to pique the interest of my students,I will
begin this lesson by displaying a voki of Benjamin Franklin (which will introduce our
topic). The class will then discuss some of the key battles of the American
Revolution, such as: the Battle of Lexington and Concord, the Battle of Brandywine,
and the Battle of Yorktown. At this point, I will distribute an iPad to each group so
that the students can access the WebQuest that will be utilized to research
information about particular battles. This WebQuest will instruct each group to
choose a specific battle to “observe.” The students will then utilize the documents,
video clips, and websites providedon the WebQuest in order to gather needed

3. information so that they can create their own newspaper articles for the Colonial
Gazette. Once the students have researched information regarding their chosen
battle, they will begin to work on their group’s newspaper article utilizing the
template provided in the WebQuest. For homework, the students will complete this
article, utilizing Dropbox. This will enable the students to collaboratively edit their
group’s document over the weekend (since it will be due on Monday). Once the
students have gotten a chance to exchange ideas regarding their newspaper articles,
each student will then compose a brief entry in their colonial blogs describing their
“eye-witness account” of a particularRevolutionary battle. These entries must
contain the date and location of the battle as well as its outcome. Finally, I will
conclude this lesson by briefly discussing the terms of the Treaty of Paris which
officially ended the American Revolution. In order to pique the interest of my
students, the class will examine a copy of this document.Once the students have had
the opportunity to discuss the various outcomes of the American Revolution, I will
allow the groups to present their PowerPoint’s regarding famous individuals in the
American Revolution.
VI.
Evaluate and Revise:In order to assess student comprehension, I will:
Stimulate class discussion
.Circulate around the room to check that all students are actively involved in
their cooperative learning groups.
Check that each group’s articles include at least eight facts regarding their
particular battle (including the date, location, major players, and outcome).

4. Ask the students to describe the major players and outcomes of each
Revolutionary Battle discussed in class.
Ask students to describe the major components of the Treaty of Paris.
*To assess group PowerPoint’s (which were assigned several days prior to this
lesson), I will utilize the rubric provided.