Curriculum / ELA / 4th Grade / Unit 4: Examining Our History: American Revolution / Lesson 11
ELA
Unit 4
4th Grade
Lesson 11 of 24
Jump To
Lesson Notes
There was an error generating your document. Please refresh the page and try again.
Generating your document. This may take a few seconds.
Are you sure you want to delete this note? This action cannot be undone.
Defend whether one should side with the Loyalists or the Patriots.
All unit texts
We participate in the Amazon Associate program. This means that if you use this link to make an Amazon purchase, we receive a small portion of the proceeds, which support our non-profit mission.
Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Based on everything students have learned so far and the information from the text, what sides would students pick, the Loyalists or the Patriots?
In your answer make sure to include information that describes:
Upgrade to Fishtank Plus to view Sample Response.
Bring your most engaging lessons to life with comprehensive instructional guidance, detailed pacing, supports to meet every student's needs, and resources to strengthen your lesson planning and delivery.
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.
SL.4.3 — Identify the reasons and evidence a speaker provides to support particular points.
W.4.1 — Write opinion pieces on topics or texts, supporting a point of view with reasons and information
Standards that are practiced daily but are not priority standards of the unit
L.4.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.4.1.a — Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
L.4.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.4.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
SL.4.6 — Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.
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
Summarize the events in the days leading up to the start of the American Revolutionary War.
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
Describe what happened at the First Continental Congress.
SL.4.1SL.4.3W.4.1
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
Create a free account to access thousands of lesson plans.
Already have an account? Sign In
See all of the features of Fishtank in action and begin the conversation about adoption.
Learn more about Fishtank Learning School Adoption.
Yes
No
We've got you covered with rigorous, relevant, and adaptable ELA lesson plans for free