Teacher Candidate: Kristen Byrne Professor MoroneyCourse: EDU 521 03 Date: June 24, 2010Grade: 5th Topic: American Revolution

Day 9

Objective:

Following a lesson on the routine of the Continental Army of the American Revolution students will use prior knowledge and skills to demonstrate their understanding that American culture has developed and changed over time by creating an electronic Venn-diagram which compares and contrasts the Continental Army and the present day Army in a one day time period, as well as add important events to the ongoing American Revolution timeline.

Standards and Indicators:

Social Studies Standard: History of the United States and New York #1.1

The study of New York State and United States history requires an analysis and development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.

Indicator:

This will be evident when students complete a Venn-diagram which compares and contrasts the Continental Army and the present day Army.

English Language Arts Standard #1

Students will read, write, listen, and speak for information and understanding.

Indicator:

This will be evident when students read informational text, listen to enhance their knowledge, write as they fill out their Venn-diagram and speak to ask questions; all components will expand their knowledge on how the early days of the American Army are similar and different.

Motivation:

The teacher will show students a teacher reviewed video clip which introduces the life of a present day American soldier. After presenting the video clip, the teacher and students will participate in class discussion on what was just viewed; the teacher will denote the student’s responses on chart paper. The website for the video link is http://www.youtube.com/watch?v=5CHKPTGYb1U. Note: Only the first two minutes of the video clip will be shown to the students.

Materials:

Computer with internet access and Inspiration program The American Revolution: Life of a Soldier in Washington’s Army(book) Informational Handouts on the daily routine of a Continental Soldier Venn diagram Pictures which contrast how the present day Army and Continental Army differ SMART Board Activity

Strategies:

Direct Instruction – This strategy will be fulfilled when the teacher sets the stage of learning, provides clear explanations, models, and directions, concludes the lesson by wrapping up everything discussed, and there is appropriate evaluation of the student’s progress.

Group Discussion – This strategy will be fulfilled when the teacher and the students participate in a class discussion on the life of a present day American Soldier and a soldier in the Continental Army.

Adaptations:

For the student who needs an allotted time to complete assignments, he or she will be provided with an individualized timeline for completing the assignment.

For the English Language Learners material will be sent home prior to the lesson so students can review and become familiar with the topic of discussion.

Differentiation of Instruction:

Tier I – Students will be provided with handouts which highlight important facts and terms and a labeled sample Venn diagram to assist them in creating their electronic organizer.

Tier II – Students will be provided with un-highlighted handouts; students will be provided with highlighters to underline important terms and concepts. Students will be provided with a blank Venn diagram to assist them in creating their electronic organizer.

Tier III – Students will be provided with un-highlighted handouts; students will be provided with highlighters to underline important terms and concepts. Students will create their own sample Venn diagram.

Developmental Procedures:

1. The teacher will begin the lesson by asking students what they already know about the Continental Army; the teacher will write students responses on chart paper. (Boys and girls, who would like to tell me what they know about the Continental Army which fought in the American Revolution?)

2. The teacher will distribute informational handouts on the daily routine of a soldier during the American Revolution; the handouts will include information on where the army

travelled, communication during battle, soldier responsibilities, and what they did during their free time. The handouts will be distributed one at a time and discussed fully before the teacher passes out the next handout. Depending on the tier, students will either be provided with handouts which are already highlighted or be provided with highlighters to underline important terms and concepts. (After reading this passage, what differences and similarities are there between soldiers now and soldiers then? Please highlight any important facts you would like to discuss.)

3. The teacher and the students will begin to fill out the Venn-diagram comparing and contrasting soldiers from the present day Army and Continental Army. The Venn diagram will be duplicated through a SMART Board notebook activity so students can interactively fill it in.

4. Students will finish the Venn diagram individually on the Inspiration computer program. Students will receive a rubric which will outline the requirements of the assignment.

5. As a conclusion, the class will discuss the similarities and differences they discovered through the lesson. Students who did not finish the lesson will be given extra time at the end of the day.

Assessment:

Students will be assessed by their completion of the Venn diagram.

Independent Practice:

Students will be asked go through all the materials received during the unit and formulate at least two questions they would liked answered in the next class which is review day.

Follow Up: Academic Enrichment and Academic Intervention:

Academic Enrichment:

Using their pervious knowledge and today’s lesson students will formulate to design a new and improved uniform for the soldiers in the Continental Army. This new and improved uniform must be able to withstand extremely foul weather, protect them from enemies, and keep them on task. Students will be encouraged to use their imagination and any materials they would to use in designing the uniform. After designing the uniform students must write a brief paragraph explaining the uniform and how it will help the soldier.

Academic Intervention:

Students will work with a teacher and re-read and re-view the handouts from the lesson. Using the reading strategy very important points (VIP) the student will fill in the graphic organizer using the very important points which are highlighted.

Integration of Technology:

A brief video clip will be showed to the students through the computer.

Electronically composing their Venn diagram

Teacher References:

Schanzer, R. (2004). George vs. George: the American Revolution as seen from both sides.

National Geographic: Washington D.C

Stewart, G. (2003). The American Revolution: Life of a soldier in Washington’s army. Lucent

Books: New York.

Name______________________________ Date__________________________________

“March and Be Proud”

Occasionally, Washington would allow his army to make a more formal

parade through the towns especially when they had won a battle.

Washington thought it would be good for the men because it allowed them to

be cheered and clapped for which boosted their confidence. He also thought

that these parades would provide assurance and hope to the colonists not

fighting in the war because they would get to see the men who were

protecting them. Soldiers were required to march in time to the beat of the

drums which was played by a person in the Continental Army. In bad

weather, such as heavy rains, a parade through a town could take up to two

hours! These marches were a way to congratulate the soldiers and in the end

the army became more disciplined and regimented.

After reading this passage answer the follow question.

How did the Continental Army travel from one place to another?

(Stewart, 2003)

Name_____________________________ Date________________________________

More than Music

In the Continental Army the drummer boy played an important role in

keeping the army unified. It was the drummer’s job to provide a tempo, or

beat for the soldiers as the soldiers marched. When the Continental Congress

established the army in the summer of 177, it made sure to state that every

group of soldiers must have drummer and fife player. (A fife is an instrument

which is similar in sound and appearance to the flute.) Without them the

army would be in deep trouble. The drummer and fife player were the link

between officers and the soldiers throughout the day. One the battlefield,

the drummer’s purpose was to send information from the commanders to

the infantry. Any other communication was impossible; visual signals were to

hard to see because of all the smoke from the muskets and no one’s voice

could provide commands over the loud noise of fighting.

After reading the passage above, answer the question below.

Why was the main job of the drummer and fife player?

(Stewart, 2003)

Name____________________________________ Date________________________________________

Soldier Responsibilities

Soldiers were required to construct their own shelter and prepare their own

food. Some other duties included guarding the camp’s grounds, while others

were in charge of cutting trees for timber and firewood. Soldiers also needed

to care for the animals in the camp; the oxen and horses that pulled the

supply wagons as well as horses ridden by the commanding officers. Often

soldiers who look busy even if they were not; if they had nothing to do an

officer would find something unpleasant for them to do.

Name at least one responsibility a soldier had?

(Stewart, 2003)

Name_____________________________________ Date_______________________________________

Free-time, At Ease

When all of the duties and responsibilities were finished, he was usually

allowed to spend free time as they pleased. The Continental Army was made

up of mean from different backgrounds, so they differed in the way they

spent their free time. Many of the men wrote letters or journal entries in

which they describe the events that had taken place each day; writing

helped them deal with the loneliness and misery they felt. Sometimes the

men wrote of exciting things that had happened to them.

Though writing was popular, soldiers also took part in social activities. Some

enjoyed ball games which differed from company to company. According to

journal entries, some take part in group swims and ice skates in the winter.

Other men played board games such as backgammon and checkers. Such

activities such as, cards or dice, were forbidden by the commander-in-chief

because he worried that these games would lead to arguments and fighting

among the men.

Name at least one activity soldiers participated in their free time.

(Stewart, 2003)

Name_______________________________ Date______________________________________________

The Final Battle

Up in the north in New York, George Washington received word that

British General Charles Lord Cornwallis and his mean were marching toward

the city of Yorktown on the Chesapeake Bay, cruelly frightening residents as

they went. In August 1781, Cornwallis finished setting up his base.

Washington had just learned that the French were sending 28 ships to

help the American troops. Could this possibly set a trap for Cornwallis and

the British Army? First, Washington’s men joined forces with an army of

French troops in New York. Both the American and French troops snuck past

the redcoats and made their way towards Yorktown.

At the same time, the 28 French ships sailed into the mouth of the

Chesapeake Bay. Shortly after their arrival Britain shot cannons across the

water at the French and they began fighting too. In no time the French

troops sent the British navy pack! Now Cornwallis couldn’t escape by water.

By early October, Washington’s troops and the French Army and Navy had

joined to surround him.

Cornwallis was outnumbered two to one, but he didn’t give up. He had

asked for back up but the Commander-In-Chief Sir Henry Clinton ignored his

request. By October 17, three weeks had passed and Cornwallis’s forces

were starving, bodies lay everywhere, and the sky was red from shots flying

across enemy lines. All of sudden a British officer appeared through the

smoke waving a white handkerchief which signaled defeat. General

Cornwallis had sent his second-in-command to surrender his sword to

General George Washington, and when the British sword was at last

surrendered, the Revolutionary War was unofficially over.

It took two years of meetings to plan for peace between Great Britain

and the colonists. In Paris, France on September 3, 1783, England finally

signed a peace treaty with France and Spain that also included total

independence and huge amount of land for America. At long last, it was

official: King George and Great Britain had lost the 12 Colonies forever, and

the United States or American had been born.

(Stewart, 2003)

Multimedia Project: Venn-diagram Comparing and Contrasting Continental and Present Day Army

Teacher Name: Ms. Byrne

Student Name:     ________________________________________

CATEGORY 4 3 2 1 Content Covers topic in-

depth with details. Subject knowledge is excellent.

Includes essential knowledge about the topic. Subject knowledge appears to be good.

Includes essential information about the topic but there are 1-2 factual errors.

Content is minimal OR there are several factual errors.

Organization Content is well organized using correct headings and bulleted lists to compare and contrast.

Uses headings or bulleted lists to organize, and the overall organization of topics appears flawed.

Content is logically organized for the most part.

There was no clear or logical organizational structure, just lots of facts.

Requirements All requirements are met and exceeded.

All requirements are met.

One requirement was not completely met.

More than one requirement was not completely met.

Attractiveness Makes excellent use of font, color, graphics, effects, etc. to enhance the Venn-diagram.

Makes good use of font, color, graphics, effects, etc. to enhance to Venn-diagram.

Makes use of font, color, graphics, effects, etc. but occasionally these detract from the Venn-diagram.

Use of font, color, graphics, effects etc. but these often distract from the Venn-diagram.

Mechanics No misspellings or grammatical errors.

Three or fewer misspellings and/or mechanical errors.

Four misspellings and/or grammatical errors.

More than 4 errors in spelling or grammar.