Bluefield State College

Daily Lesson Plan

Name: Molly Wickline Date: 1-25-17

Subject: Social Studies Topic: History

Grade: 4th Length of Lesson: 1 hr.

Introduction (Essential Question): What is worth fighting for?

Standard: SS.4.H.CL2.2 explain the major ideas reflected in the Declaration of Independence

Cluster: History

Objective: Students will know that by July 4, 1776, many colonists felt that independence from
Great Britain was worth fighting for.

Specific Objectives:
Describe the purpose and actions of the Second Continental Congress.
Describe how and why the colonies declared their independence from British rule.
Identify the leaders who wrote and signed the Declaration of Independence.
Understand that the Declaration of Independence was a public explanation of American
ideals.

Method(s):
Read aloud
Graphic organizer
Foldable

Materials:
Textbooks
Smart doc
Textbook projected on smart board
Construction paper
Foldable example
3,2,1 exit slips
markers
scissors
Direct Instruction:
Tell the students to get out their textbooks and turn to page 264
Introduce the lesson. Say The name of this lesson is Declaring Independence. What
does independence mean?
Tell students to complete the Envision Activity at the top of the page.
o The Envision It activity shows a picture of the signatures on the Declaration of
Independence. It asks the students to circle the largest signature and write why
they think this person chose to write his name so large.
Read the section titled The Second Continental Congress and read aloud question #1.
Answer this question on the smart doc along with the students.
o Academic Vocabulary: Ask students aloud: To disagree means to have a
different opinion on an issue. Why did the loyalist and patriots disagree?
Loyalists wanted to remain part of Britain, but the Patriots felt it was time to
become a separate country.
o Formulate Questions: What central question did the Second Continental
Congress need to answer? Whether or not they would go to war with Great
Britain.
o Make Inferences: Why did many representatives want to remain peaceful with
Britain? They didnt want to go to war because they knew how hard war is.
Read the section titled Common Sense.
o Draw Inferences: Ask students aloud: What was Thomas Paines choice as
congress debated? To separate from Great Britain.
Read the section titled A Government of Our Own and read aloud question #2. This
question is part of their homework assignment.
o Demonstrate Reasoned Judgement: Ask students aloud: Why did congress
choose Thomas Jefferson to write the Declaration of Independence? He was
smart, educated, and a good writer.
Read the section titled The Declaration of Independence and complete questions 3-6
with the students.
o Distinguish Fact From Opinion: Ask students aloud: Was it a fact or opinion
that the colonies had the right to become a separate country? An opinion.
Read the section titled A Brave Step and read aloud question #7. This question is part
of their homework assignment.
o Analyze Visuals: Ask students aloud: Why would colonists tear down statues of
King George III after congress declared independence? King George III
represented Britains rule and abuse of the colonists rights.
o Identify Central Issues: Ask students aloud: Why were the colonists taking a
brave step in declaring their independence? They could have been found guilty of
treason and hanged, and they did not know whether they could win a war against
Britain.
Read aloud questions 9 and 10. These questions are part of their homework assignment.
Guided Practice:
 Guided Practice will be given through the graphic organizer that will be completed
throughout the week.
By completing this graphic organizer throughout the unit, we will be covering the
following standard:
o SS.4.H.CL2.3 - summarize the roles of the principal American, British and
European leaders involved in the conflict (e.g., King George III, Ben Franklin,
George Washington, Thomas Jefferson, John Adams, Thomas Paine, Patrick
Henry, and Marquis de Lafayette, etc.)
Graphic Organizer: Key Individuals of the American Revolution
Key Individuals Loyalist or Patriot Contributions

Together with the class make a foldable that focuses on the main battles of the American
Revolution using construction paper.
Example:

Differentiation:
Differentiated instruction when discussing the Declaration of Independence.
 Special Needs: Mention that the Declaration of Independence was like a letter to
Great Britain explaining why the colonists were declaring independence. Ask
students to tell why they think the colonies wanted to be independent.
Extra Support: Point out that the Declaration of Independence accuses King
George III of not supporting the colonists rights. Ask students to list some of the
rights and explain them in their own words.
On-level: Tell students that the Declaration of Independence makes an argument
for why the colonists must declare their independence from Great Britain. Ask
students to reread lessons 1-2 and identify the reasons why the colonists declared
their independence. Then have them write the reasons in their own words.
Challenge: Ask students to circle any word they dont know in the excerpts from
the Declaration of Independence. Have them look up the meaning of each word.
Then have them rewrite each excerpt in their own words.
For students who have trouble with fine motor skills I will be moving around the
room assisting students who need extra help.

Lesson Closure:
Ask students: At what time did the colonists believe that their independence from Great
Britain was worth fighting for?

Independent Practice:
Homework: Lesson 3 Questions (2, 8, 9)

Assessment:
3,2,1 Exit Slip:

Things I Learned Today

3 Things I Found Interesting

2 Question I Still Have