Curriculum / ELA / 4th Grade / Unit 4: Examining Our History: American Revolution / Lesson 22
ELA
Unit 4
4th Grade
Lesson 22 of 24
Jump To
Write an informational report about a person that participated in the American Revolution, describing their cause, action, obstacle, and outcome.
All unit texts
Template: Single Paragraph Outline
Template: American Revolution Research Note-Taker
Rubric: Grade 4 Informational Writing Rubric
Various websites for research
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
Write an informational report about a person that participated in the American Revolution. Use a variety of sources to research and tell more about:
An example response to the Target Task at the level of detail expected of the students.
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.4.4 — Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
W.4.2 — Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.2.a — Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
W.4.2.b — Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
W.4.2.d — Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.4.5 — With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
W.4.6 — With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
W.4.7 — Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.4.8 — Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
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.4.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.4.3 — Use knowledge of language and its conventions when writing, speaking, reading, or listening.
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.
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.4.1 — 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.4.2 — Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.4.3 — Identify the reasons and evidence a speaker provides to support particular points.
W.4.4 — Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1—3 above.)
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.
Lesson 21
Lesson 23
Defend if the actions of the French and Indian War support the idea that America was the land of liberty.
RI.4.3
Defend if the colonies really were a land of liberty and equality.
RI.4.3 RI.4.6
Describe the relationship between the colonists and the British after the French and Indian War.
RI.4.2 RI.4.3
Summarize what happened during the Boston Massacre.
RI.4.2 RI.4.3 RI.4.6
Writing
Summarize what happened during the Boston Massacre. Use subordinating conjunctions to write more interesting and complex sentences in summaries.
RI.4.2 W.4.2.a W.4.2.b W.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.
Discussion & Writing
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.f L.4.2.c W.4.9
Describe what happened at the First Continental Congress.
Defend whether one should side with the Loyalists or the Patriots.
SL.4.1 SL.4.3 W.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.4.2 RI.4.3 SL.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.4.2 RI.4.3 SL.4.3 SL.4.4
Analyze the role women played in the American Revolution and why they were referred to as everyday heroines.
RI.4.3 SL.4.1 SL.4.3 SL.4.4 W.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.4.2 RI.4.3 SL.4.3 SL.4.4 W.4.9
Analyze the role of Black heroes in the American Revolution and why they were important.
Informative Writing – 4 days
SL.4.4 W.4.2 W.4.2.a W.4.2.b W.4.2.d W.4.5 W.4.6 W.4.7 W.4.8
Assessment
Opinion Writing – 4 days
Write an essay defending if the colonists were or were not justified in declaring independence and fighting the Revolutionary War.
L.4.1.f L.4.2.a W.4.1 W.4.1.a W.4.1.b W.4.8 W.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
Access rigorous, relevant, and adaptable ELA lesson plans for free