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A Living Timeline: The American Revolution
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Students will be able to identify and demonstrate the important information about an event from the American Revolution.
- Ask students what they know about the American Revolution. Create a list of facts on the board.
- Explain that students will be learning more about the American Revolution today, but instead of learning from the teacher, they will be learning from each other!
- Provide a word bank for students to use when discussing their background knowledge.
Explicit Instruction/Teacher modeling(5 minutes)
- Tell students that they will be working in a group to help create a living timeline by creating a skit of an event from the American Revolution.
- Explain that these skits will be presented in chronological order, or the order in which they occurred.
- Tell students that they will be put in groups. Each group member will read a text that gives information about an event of the American Revolution. Students will work together to determine the most important information.
- Once students have determined the most important information, they will convey this in the form of a skit to be presented to their classmates.
- Provide a definition for the word "timeline" and show students an example or visual.
- Record the directions on the board for student reference.
- Ask advanced or non-EL students to rephrase the directions so that intermediate ELs hear them more than once.
Guided Practice(40 minutes)
- Assign students to groups. There should be four groups altogether.
- Pass out worksheets to students. Each group should have a different worksheet.
- Give students time to read their worksheets and discuss the most important information with their team members.
- Have students explain what information they will convey in their skit to you. Then, give students permission to start creating and practicing their skits.
- Note: due to the nature of the topic, you may want to emphasize to students that their skits should be school-appropriate and not include violence!
- Allow beginner ELs to work in a teacher-led group.
- Read the text aloud to students or provide a recording for them to listen to.
- Group students strategically so that they are working with advanced ELs and/or English-only peers.
- Provide a glossary of content-specific terms students will encounter in the texts (e.g., "militia," "general," "battle," "defeated," "musket").
- Hold groups accountable for member participation (e.g., use different colored markers or require every group member to have a speaking role).
Independent working time(20 minutes)
- Have students present their skits in chronological order.
- As groups are presenting, the audience can take notes on what is occurring in each skit.
- Provide sentence frames or abridged lines for ELs speaking roles. Limit beginner ELs' speaking roles to one or two lines.
- Allow beginner ELs to practice their spoken line(s) several times with a partner before presenting to the class.
- Provide a structured note-taking guide with sentence frames and/or a word bank for support.
- Allow students to read the worksheet with a partner to aid in their comprehension.
- Have students read about other battles of the American Revolution to compare and contrast the event from their skit with one of these battles.
- Use the students' skits to determine their understanding of the important information found in their worksheet.
Review and closing(5 minutes)
- Have students discuss the following questions: What was the best part about creating the skit? What was the most difficult part?
- Have some students share their answers with the whole group.
- Provide sentence frames and a word bank to support students during the whole-group discussion.
- Allow students to talk to a partner about the discussion questions before asking them to speak to the whole class.