Integrated Thematic Unit/ Lesson Plan #2

Group Members/Group Name: Angeleca Dunbar, Shenalyn Shawver, Katherine Tighe, and Melissa Caccavale
Thematic Unit Theme/Title/Grade Level: American Revolution - 5th Grade______
Group Wiki space address: _______________________________________________________
Daily Lesson Plan Day/Title: Lesson # 2 Womens role during the American Revolution
Lesson Length (i.e. 30 minutes): ___30 - 45 minutes________________
Rationale for Instruction
A rationale is an essential part of
thoughtful planning of classroom
instruction. This is a brief written
statement of the purpose for instruction
and the connection of the purpose to
instruction that has come before and will
follow.

Learning Objectives
What will students know and be able to
do at the end of this lesson? Be sure to set
significant (related to NGSS Themes,
CCSS, and NGSSS), challenging,
measurable and appropriate learning
goals!

NCSS Theme/Next
Generation Sunshine State
Standards/Common Core
Standards (LAFS/MAFS)
List each standard that will be addressed
during the lesson. Cutting and pasting
from the website is allowed. You must
have a minimum of 3 standards that
represent multiple content areas identified
in this portion of the lesson plan.

Why this lesson is a necessary element of the curriculum? [An example from Broward County Schools Elementary students
should begin to understand that as citizens of the United States, they have both rights (privacy, speech, religion, movement,
assembly) and responsibilities (voting, obeying the law, helping in the community). Students should be willing to exercise
both their rights and responsibilities.]
Women had many different roles during the American Revolution. Some of the roles were traditional roles and some were
unorthodox. Women were nurses, seamstresses, cooks, maids, soldiers, spies, camp followers, and homemakers. Students
should begin to develop an understanding of the different roles women played during this time and how their influence
contributed to birth of the United States.
Depending on the topic, grade level and length of time required for lesson, 3-5 objectives may be acceptable. Remember a
learning objective is a statement in specific and measurable terms that describes what the learner will know or be able to do
as a result of engaging in a learning activity as well as how that learning will be demonstrated. All learning objectives
should begin with: The student will
The student will gain a deeper understanding of the various roles that women performed during the American Revolution.
They will also have a deeper understanding of Deborah Sampson and what her role was during the American Revolution
after exploring the Biographical Glogster webpage at http://adunbar1.edu.glogster.com/glog-from-orlando-us-jun-162015/ The student will demonstrate this understanding after exploring the primary and secondary sources on the Glogster
and visiting the websites presented on the webpage.
Do you cross the curriculum? What other content fields (language arts, science, math, the arts, physical education,
technology) do you address in this lesson?
SS.5.A.1.1 - Use primary and secondary sources to understand history.
SS.5.A.5.2 - Identify significant individuals and groups who played a role in the American Revolution.
SS.5.A.5.4 - Examine and explain the changing roles and impact of significant women during the American Revolution.
LAFS.5.RI.3.7 - Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to
a question quickly or to solve a problem efficiently.
LAFS.5.RI.3.9Integrateinformationfromseveraltextsonthesametopicinordertowriteorspeakaboutthesubject
knowledgeably.

These can be downloaded from the

Florida Dept of Education
Melissa Caccavale Summer 2015 - SSE6115

Integrated Thematic Unit/ Lesson Plan #2

www.cpalms.org/homepage/index.aspx.

Student Activities &

Procedures
Design for Instruction
What best practice strategies will be
implemented?
How will you communicate student
expectation?
What products will be developed and
created by students?
Consider Contextual Factors (learning
differences/learning environment) that
may be in place in your classroom.

This is the heart of the lesson plan. Be specific. Describe lesson in a step-by-step, numbered sequence, including teacher
and student activities. Be sure to include key questions for discussion, collaborative structures, etc. (This section includes
EVERYTHING and should be highly detailed!)
Anticipatory Set:
Have students complete the Deborah Sampson Anticipatory Guide (see attached). They will make predictions of whether or
not the statements are true or false before they read information on the two websites. Once they complete the form they will
read the information on the two websites provided. Students will record true or false for each statement as they verify facts
in the text. Correct any false statements by rewriting them in social studies journal so that they reflect correct information.
Instructional and Input
1.
2.
3.
4.
5.

Resources/Materials

Display Glogster on the white board. Model how to explore the Glogster by clicking on pictures to enlarge, viewing
the video and explain that some pictures have hyperlinks that will take them to another website. Have students view
and explore the Glogster.
Have a couple of books about Deborah Sampson available for students to look at and refer to.
Have students individually complete a 3-2-1 in their Social Studies Journal.
Separate students into small groups. Have them create their own timeline as a group and create a visual
representation of the timeline.
The class will participate in whole group discussion and each individual will have an opportunity to discuss what
they discovered in their research and any additional questions they may have.

ALL resources including but not limited too; internet sites, professional resources- books, journals (titles and authors),
childrens literature, etc. should be noted here. Citations should be in APA format.
References:
Bois, D. (1998). Deborah Sampson. Retrieved June 16, 2015, from Distinguished Women of the Past and Present:
http://www.distinguishedwomen.com/biographies/sampson.html
Burke, R. (2003). Deborah Sampson. St. Louis, MO: Turtleback Books.
Clapp, P. (1977). Im Deborah Sampson: A Solider in the War of the Revolution. New York: Lothrop, Lee and Shepard
Books.
Danyluk, K. (2015). Womens Service with the Revolutionary Army. Retrieved June 7, 2015, from Colonial Williamsburg:
http://www.history.org/history/teaching/enewsletter/volume7/nov08/women_revarmy.cfm
Klass, S. S. (2009). Soldiers Secret: The Story of Deborah Sampson. New York: Henry Holt and Co.
McGovern, A. (1990). The Secret Soldier: The Story of Deborah Sampson. New York: Scholastic, Inc.
Melissa Caccavale Summer 2015 - SSE6115

Integrated Thematic Unit/ Lesson Plan #2

Young, A. F. (2005). Masquerade: The Life and Times of Deborah Sampson, Continental Soldier. New York: Vintage.

Assessment
How will student learning be assessed?
Authentic/Alternative assessments?
Does your assessment align with your
objectives, standards and procedures?
Informal assessment (multiple modes):
participation rubrics, journal entries,
collaborative planning/presentation
notes

Materials:
Deborah Sampson Anticipatory Guide, 3-2-1 form, childrens literature, blank 8 x 10 paper, crayons/markers.
Be sure to include Pre/Post assessment for your entire unit plan and progress monitoring/ alternative assessment for
individual, daily lesson plans!
Unit Pre-Assessment: Have students complete Deborah Sampson Anticipatory Guide to assess prior knowledge.
Unit Post-Assessment: Students will choose one of the following to demonstrate understanding:

Students can write about what it must have been like being a woman soldier during the American Revolution.
Why was Deborah Sampsons role important during the American Revolution?

Daily Lesson Plan Assessment:

Formative throughout the lesson.
Response to Glog using 3-2-1
Timeline result.
Whole group discussion of answers to questions.

Exceptionalities
What accommodations or modifications
do you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities,
etc.
These accommodations and/or
modifications should be listed within the
procedures section of the lesson plan as
well as in this section of the document.

Additional Comments and

Notes

***Materials that will be used for assessment and examples of completed tasks and projects must be included with the lesson
plan.
ESOL/ Students with Learning Differences: SLIDE (Show, Look, Investigate, Demonstrate, Experience) and TREAD (Tell,
Read, Explain, Ask/Answer, Discuss) http://education.ucf.edu/stll/edg4410New.cfm (appropriate for students based on
need), graphic organizers, cooperative learning, flexible grouping, printed materials for group tasks
Gifted/Talented: Multi-level and multi-dimensional aspects of the lesson, interactive nature of the lesson, opportunity to
explore many points of view and opportunity to analyze and evaluate material, opportunity for independent projects (student
suggested/identified), flexible grouping

Make comments here related to ideas for homework, parent involvement, extension to the lesson plan, etc.
Homework:
Deborah Sampson kept a journal of her life. Using the timeline student created, choose an event and pretend to be
Deborah Sampson for a day and write a journal entry.
Written assignment: Deborah Sampson was one of the first women soldiers. If you could be the first to do
something, what would it be? What problems would you have to overcome? How would you overcome them? What
would be the most exciting part? Think carefully then write a descriptive narrative about your adventure.

Melissa Caccavale Summer 2015 - SSE6115

Integrated Thematic Unit/ Lesson Plan #2

Melissa Caccavale Summer 2015 - SSE6115

Integrated Thematic Unit/ Lesson Plan #2

Deborah Sampson Anticipatory Guide

Name _______________________________
Before you read the story, make a true or false prediction for each of the statements listed below.
Prediction Text Statement
______
______ Deborah Sampson was born in Plympton,
Massachusetts, in 1860.
______

______

Deborah Sampson served in Washingtons army for 3 months.

______

______

Deborah Sampson used the name Robert Shurtleff

to join the army.

______

______

Deborah made herself look like an old man.

______
______

______
______

______

______

______

______

Deborah was given a dishonorable discharge from the army.

Deborah was awarded a pension for her services and initially given $4 a month.
It was discovered that Deborah was a women when she went home to visit her
parents.
Deborah was 6ft tall when she entered the army.

Read the story Womens Service with the Revolutionary Army at

http://www.history.org/history/teaching/enewsletter/volume7/nov08/women_revarmy.cfm and Deborah Sampson
http://www.distinguishedwomen.com/biographies/sampson.html. Record true or false for each statement as you verify facts in
the text. Correct any false statements by rewriting them so that they reflect correct information.
Melissa Caccavale Summer 2015 - SSE6115

Integrated Thematic Unit/ Lesson Plan #2

Clear Chart
Name: __________________________________

Date: ______________

3-2-1 Strategy Chart

Title of article:

_____________________________________________________

Source: ___________________________________________________________

3 things you discovered

2 interesting things

1 question you still have

Copyright 2006 IRA/NCTE. All rights reserved.

ReadWriteThink materials may be reproduced for educational purposes.

Melissa Caccavale Summer 2015 - SSE6115