Lesson Plan Template for Student Teaching and the CalTPA

Grade Level 5th Subject Social Studies Lesson Title: Battle of Bunker Hill
Area:

Preparation to Teach
Unit Theme The American Revolution
(Where within the unit
is your lesson?)
Content Standard(s): 5.6 Students understand the course and consequences of the American Revolution.
1. Identify and map the major military battles, campaigns, and turning points of the Revolutionary War, the roles of the American
and British leaders, and the Indian leaders’ alliances on both sides.
2. Describe the contributions of France and other nations and of individuals to the outcome of the Revolution (e.g., Benjamin
Franklin’s negotiations with the French, the French navy, the Treaty of Paris, The Netherlands, Russia, the Marquis Marie Joseph
de Lafayette, Tadeusz Ko´sciuszko, Baron Friedrich Wilhelm von Steuben).
3. Identify the different roles women played during the Revolution (e.g., Abigail Adams, Martha Washington, Molly Pitcher, Phillis
Wheatley, Mercy Otis Warren).
4. Understand the personal impact and economic hardship of the war on families, problems of financing the war, wartime inflation,
and laws against hoarding goods and materials and profiteering.
5. Explain how state constitutions that were established after 1776 embodied the ideals of the American Revolution and helped
serve as models for the U.S. Constitution.
6. Demonstrate knowledge of the significance of land policies developed under the Continental Congress (e.g., sale of western
lands, the Northwest Ordinance of 1787) and those policies’ impact on American Indians’ land.
7. Understand how the ideals set forth in the Declaration of Independence changed the way people viewed slavery.

CCSS.ELA-Literacy.RI.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS.ELA-Literacy.W.5.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
ELD Standards: B. Interpretive
6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly
through language.
Learning Goal(s) or The student will be able to identify Bunker Hill as a major military battle of the American Revolution.
Objective(s):
The student will be able to explain why Bunker Hill is considered a major military battle of the American Revolution.
Materials, Resources, Viewsonic
or Tools: Chromebooks
Google Slides
Freckle Article
YouTube Video
Technology Teacher: Viewsonic
Integration: Student: Chromebook

Three Focus Students
Focus Student 1: English Learner
Focus Student 2: IEP, 504, GATE,
or other identified need
Adaptations/ Accommodations
Adrian- Group work will help him as well as wait time or think time between questions and
during discussions.
Alex (GATE)- Freckle and other programs used offer leveled articles so that GATE students are
pushed to their reading level.
Focus Student 3: A student who Lilian- She does not speak up when in need of assistance or when she is not following along. She
has had life experience(s) either will often act as if she gets it and never asks for help. I will intentionally monitor her independent
inside or outside of school, that work as walk around the room and direct as needed.
may result in a need for additional
social- emotional and/or academic
support

Instructional Plan
Activating Background Knowledge

Instructional Strategies  Liberty Kid’s YouTube Video on Bunker Hill

Informal Assessment Observation of video

Student Grouping Whole Group

Time Estimate 15 minutes

Instructional Input

Instructional Strategies  Students will buddy up and take turns reading the paragraphs of the Freckle Article on Bunker Hill.
 They read the article twice with their partner.
 The second time, they annotate the article.
 When finished, they answer the reading comprehension questions on the website.
 Whole group discussion of the main ideas of each section of the article
Informal Assessment Reading Comprehension Questions

Student Grouping Pairs, Whole Group

Time Estimate 20 minutes

Closure
Instructional Strategies  Students write and respond to the Critical Thinking Question
 Whole group discussion of the different responses, taking volunteers to share
Formal Assessment Critical Thinking Question- “Why is the battle of Bunker Hill considered one of the most important battles of the Revolutionary War?”
Students respond to this question by writing a paragraph of at least five sentences with a direct quote or reference of data from the
article they read.
Student Grouping Individual, Whole Group

Time Estimate 15 minutes