Curriculum / ELA / 4th Grade / Unit 4: Examining Our History: American Revolution / Lesson 10
ELA
Unit 4
4th Grade
Lesson 10 of 24
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Describe what happened at the First Continental Congress.
Book: Liberty! How the Revolutionary War Began by Lucille Recht Penner pp. 22 – 25
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Summarize what happened at the First Continental Congress. Were all delegates in agreement? Why or why not?
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Questions about the text that will help guide the students understanding
The author starts the section by saying, "By now, war seemed almost certain. You could practically smell the gunpowder in the air" (p. 22). What does the author mean by this statement?
Patrick Henry stated, "Give me liberty or give me death" (p. 23). Did all colonists feel this way? Why or why not?
What role did spies play in the Revolution?
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
unite
v.
(p. 22)
to join together to do or achieve something
delegate
n.
a person elected to vote or represent others
condemn
(p. 23)
to declare someone or something is bad or wrong
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RI.4.2 — Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.4.3 — Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
Standards that are practiced daily but are not priority standards of the unit
L.4.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
RF.4.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.4.4 — Read with sufficient accuracy and fluency to support comprehension.
RI.4.1 — Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.4 — Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
RI.4.10 — By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4—5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
SL.4.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
W.4.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Next
Defend whether one should side with the Loyalists or the Patriots.
Defend if the actions of the French and Indian War support the idea that America was the land of liberty.
Standards
RI.4.3
Defend if the colonies really were a land of liberty and equality.
RI.4.3RI.4.6
Describe the relationship between the colonists and the British after the French and Indian War.
RI.4.2RI.4.3
Summarize what happened during the Boston Massacre.
RI.4.2RI.4.3RI.4.6
Summarize what happened during the Boston Massacre. Use subordinating conjunctions to write more interesting and complex sentences in summaries.
RI.4.2W.4.2.aW.4.2.bW.4.9
Analyze and explain the unrest felt by colonists in the lead up to the Revolutionary War.
Summarize what happened during the Boston Tea Party.
Discuss and analyze unit-essential questions by preparing for and participating in a class discussion using evidence from the text.
SL.4.1
Use subordinating conjunctions to write more interesting and complex sentences.
L.4.1.fL.4.2.cW.4.9
SL.4.1SL.4.3W.4.1
Summarize the events in the days leading up to the start of the American Revolutionary War.
Summarize how the Battle of Bunker Hill showed both sides how terrible war would be.
Analyze why the Declaration of Independence was written and who it represented.
RI.4.2RI.4.3SL.4.1
Describe the role poor people, Indigenous people and black people played in the Revolution.
Explain the role of Indigenous people in the colonies once the European colonists arrived.
RI.4.2RI.4.3SL.4.3SL.4.4
Analyze the role women played in the American Revolution and why they were referred to as everyday heroines.
RI.4.3SL.4.1SL.4.3SL.4.4W.4.9
Analyze the role of a few individual heroines in the American Revolution and why they were referred to as heroines.
Analyze the role of Black people during the American Revolution.
RI.4.2RI.4.3SL.4.3SL.4.4W.4.9
Analyze the role of Black heroes in the American Revolution and why they were important.
4 days
Write an informational report about a person that participated in the American Revolution, describing their cause, action, obstacle, and outcome.
SL.4.4W.4.2W.4.2.aW.4.2.bW.4.2.dW.4.5W.4.6W.4.7W.4.8
Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.
Write an essay defending if the colonists were or were not justified in declaring independence and fighting the Revolutionary War.
L.4.1.fL.4.2.aW.4.1W.4.1.aW.4.1.bW.4.8W.4.9
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