St.

Tammany Parish Public Schools

Fourth Grade- American Revolution
Unit Study Tool

Step 1: Begin with the End in Mind

Unit Goal American Revolution

Students read texts about the American Revolution to understand the decisions and choices colonists had to
make leading up to and during the Revolutionary War. Students express their understanding of the concept of
"taking sides" and how, despite having different points of view about an issue or a situation, those engaged in
conflict can still share common ground.

Essential Question:
● How was the Revolutionary War much more than just a war for independence?

Unit Focus Questions:

● 1. What did colonists consider when making decisions up to and during the American Revolution?
● 2. What caused Loyalists and Patriots to take opposing stances in the American Revolution?
● 3. Who/what were the significant people, dress, and symbols of the time period?
● 4. Why do researchers use multiple sources?
● 5. How do you read and extract information from multiple texts to form and justify an opinion?
● 6. How can debate about different points of view lead to building common ground?

Unit Standards Overview - List of standards in each lesson

Power Standards & Exemplar Questions LDOE Louisiana Student Standards
LEAP ELA 3-8 Assessment Guide 2025 LEAP Achievement Level Descriptors
American Revolution Companion Guide: Assessments, Materials, Scaffolds, Supports

What is the Were the colonists justified in declaring their independence and fighting the Revolutionary War?
Culminating
Writing Task To answer this question:
(CWT)? ● Review the unit texts.
● Create a list of reasons and evidence why the colonists declared their independence.
Assessments ● Create a list of reasons and evidence why the British felt they had the right to govern the colonies.
● Determine whether the colonists were right or wrong to declare their independence.
Rubrics

Tool adapted from LDOE Guidebooks Unit Study Tool which can be found at: https://www.louisianabelieves.com/docs/default-source/teacher-toolbox-resources/ela-guidebooks-3-5-(2022)-and-9-12-
(2020)-unit-study-tool.pdf?sfvrsn=8e4b6518_4
 Write an essay stating whether you believe the colonists were justified in declaring their independence and
Sample fighting the Revolutionary War. Support your opinion with reasons and information from unit texts and use
Modified linking words (e.g., for instance, in addition) to connect your opinion and reasons. Also, be sure to use proper
Rubric grammar, conventions, spelling, and grade-appropriate words and phrases.

What do What knowledge will students need? What skills will students need?
students
need to ● How Loyalists & Patriots felt before, during, and ● Choose relevant and sufficient evidence to
know and be after the war support a claim
able to do at ● Why Patriots started the Revolution ● Write an opinion
the end of ● Events leading up to the Revolution ● Justify reasoning
the unit in ● Why British government levied taxes and ● Organization
order to be passed laws ● Topic sentence, closing sentence and supporting
successful on ● Taxation = what taxes were used for detail sentences
the CT? ● Liberty - deep understanding of what it is - ● Clarity of language
rights and freedom ● Linking words
Be sure to ● Understanding of monarchy/king & subjects- ● TWR strategies for revision - basic conjunctions,
consult the responsibility of the monarchy
student appositives, subordinating conjunctions,
● Vocabulary - tax, liberty, monarchy, revolution
exemplar. sentence expansion

Student Exemplar:

It’s not fair! King George was an unfair ruler who made rules and laws for people in the colonies without allowing them to
voice an opinion or listen to their objections. This is not a fair way to rule. The colonists were right to fight against King George and
the British.

The colonists left England to settle in the New World to have freedom. The colonists learned they could do things on their
own. They liked their freedom. If You Lived at the Time of the Revolution says that they were like children who grew up and
wanted to make their own decisions. King George kept trying to protect the colonists like during the French and Indian War. They
liked his help at first, but then they grew tired of it because King George started charging the colonists for his support. He decided
to raise taxes, and the colonists couldn’t complain. It is not fair for him to put a tax on people without allowing their input. In
George vs. George it says taxing people without asking for their consent is against the law.
 The colonists had to pay lots of taxes, and they also had to do things like let the soldiers live in their houses. Who would
want to do this? It cost the colonists extra money. King George made unfair rules and made the colonists follow them no matter
what! The colonists tried to talk to King George, but he wouldn’t listen. So the colonists were justified in rebelling and fighting the
Revolutionary War.

The war was King George’s fault because he made unfair laws and rules and would not listen to the colonists. The colonists
were justified in declaring their independence.

LEOU Exit Ticket Overview

High Leverage Checks for Understanding by Section
Identify lesson LEOUs in each section that bridge to the end of unit tasks. The LEOU should be a target endpoint for the
section, and can be used as a formative assessment for that section’s work.
Section 1

Lesson 1 Reread pages 2-5 of Liberty! With a partner and answer one of the following questions in your reading log.
● Why was America a land of opportunity for colonists?
● Why were the British and colonists allies in the French and Indian War?
● What were the results of the French and Indian War?

Lesson 2 As you read pages 2-9 of “Liberty!”, you will record important events or ideas that led to the Revolution on the split-
page Handout.

Section 2

Lesson 3 Referencing the notes taken while reading, respond to the following questions: “Why might the colonists on the left
side of the image be upset?” and “Why might the colonists on the right side of the image be excited?”

Lesson 4 Answer the following question in your reading log. Why did the American Revolution begin? Include evidence in
your response from at least one of the texts we’ve read.

Lesson 5 Referring to specific details and examples, write one reason the Colonists supported Great Britain and write one
reason colonists rebelled against Great Britain.

Lesson 6 Formulate a response to the first unit focus question. “What factors did colonists weigh when making decisions up to
and during the American Revolution? Include details from the texts and the index card timeline.
 Section 3

Lesson 7 Answer the post-reading questions in complete sentences.

Lesson 8 Explain why the British were concerned about the uprising in America. Support answers with evidence or examples
from the previous texts.

Lesson 9 Summarize Great Britain’s role in the American Revolution using the Word Display Slide.

Lesson 10 Respond the following question in the reading log:

● What does the author want us to learn by reading “George vs. George” ?

Lesson 11 Develop a thesis statement (main idea) and use the evidence chart to identify 1-2 reasons to support your opinion.

Lesson 12 Read and revise the paragraph to ensure:

1. There is a main idea sentence
2. The reasons are logically ordered
3. There is evidence to support each reason
4. The paragraph has at least one prepositional phrase.

Section 4

Lesson 13 Write one fact you learned about the American Revolution through the research.

Lesson 14 Write one fact you learned about the American Revolution through the research.

Lesson 15 Rephrase and respond to the following question: Why do researchers use multiple sources?

Section 5

Lesson 16 After modeling how to write a response, complete the second and third columns for the first row of the Evidence
Chart Handout that is labeled: And Then What Happened, Paul Revere?.

Lesson 17 With a partner, create a timeline of events of Paul Revere’s ride and summarize the events of the poem on the
summary of Paul Revere’s ride handout.

Lesson 18 After modeling how to write a response, complete the second and third columns for the second row of the Evidence
 Chart Handout that is labeled: “Paul Revere’s Ride”.

Lesson 19 Complete the remaining cells in the evidence chart to summarize how Paul Revere is portrayed and will compare
how each text presents his ride.

Lesson 20 We are going to write a response in answer to the prompt : How are the events of Paul Revere’s ride portrayed
similarly and differently in the three texts? Write a main idea sentence, then create a graphic organizer to compare
and contrast how each text portrays Paul Revere’s ride. Be sure to locate and include examples from the texts.

Lesson 21 Review the completed sentences on the sentence frame handout and incorporate at least two of the sentences into
the written response.

Lesson 22 Consider what was learned about Paul Revere and the American Revolution by reading multiple texts, review the
unit focus questions and explain to a partner how the information they acquired addressed at least one of the unit
focus questions.

Section 6

Lesson 23 In the reading log, answer the question:

● What happens in Katie’s Trunk?

Lesson 24 1. Select a topic that has been addressed in the text:

● Conflict, friendship, community, home, American Revolution, family
2. Write a response in the reading log using evidence from the text to support the response.

Lesson 25 Using the reading log, explain how Katie’s Trunk helps you answer at least one of the unit focus questions.

Section 7

Lesson 26 Respond to the prompt “How do the differences in the two texts affect your understanding of the war? Include
evidence from both texts in your response.

Section 8

Lesson 27 Write the response to the following prompt :

 ● How did John Adams’ and Thomas Jefferson’s skills help each man to contribute to American Independence?

Lesson 28 Review the written responses from the previous lessons to incorporate at least two of the words in the vocabulary
chart and share the responses with a partner to verify the correct use of the vocabulary words.

Lesson 29 Write a summary of “Those Rebels, John and Tom” on the summary template handout and include details from the
text and grade-appropriate vocabulary words.

Section 9 CRT

Lesson 30 Students have approximately 35 minutes to read the texts and answer questions 1-10.

Lesson 31 Students have approximately 40 minutes to reread the texts and answer question 11.

Section 10 EXT

Lesson 32 Add 1 event to the index card timeline based on the research and include a description of what occurred and why
the event was significant.

Lesson 33 Select a unit focus question and answer it based on what has been learned from the research.

Lesson 34 Share research with a partner from the side of the debate (Loyalist or Patriot) to add, remove or change the
information that has been gathered based on the work with partners.

Lesson 35 Prepare for the debate by having students work in two large groups. Each group should have a leader, two recorders
and a timer. Develop an opening statement in which the reasons and evidence that has been gathered in the debate
will be presented.

Lesson 36 Rate your performance in the debate and explain why, then select a unit focus question and answer the question
based on what was learned from participating in the debate.

Section 11 CWT

Lesson 37 Instruct students to write each question that was highlighted or marked at the top of a different piece of notebook
 paper and answer each question using the colonists and British chart, unit texts and class notes.

Lesson 38 Select a main idea sentence, identify the reasons that support the selected main idea sentence and write an
individual main idea sentence for the opinion essay.

Lesson 39 After reading the information on the slide, read the first draft and locate places where at least 2 linking words can be
added.

Lesson 40 Write a final draft and ensure you:

● State your opinion and support your opinion with reasons and information from the unit texts.
● Use linking words.
● Use grade-appropriate grammar and language.

Digging Deeper: Use this section of the tool during PLC and Common Planning to identify section/lesson key
focus areas in knowledge and skills, supports, high leverage section checkpoints, exit tickets, common
assessments, and expectations. Click on the Section header to view other supporting activities: The Writing
Revolution, CommonLit, Language Tasks/Mentor Sentences, and Diverse Learners Supports.

Section 1
Step 2: Text Ownership and Step 3: Formative Assessment Ownership

What knowledge should students gain from reading this text? (What is most important for students to know/understand
through reading this text?) What feature(s) of complexity will students likely struggle with?
Text Complexity: Qualitative Measures Rubric for Literary Texts
Text Complexity: Qualitative Measures Rubric for Informational Texts

Section 1

Reading/Knowledge Look Fors:

● How well does the student explain the relationship dynamics between the British and the colonists?
● How well does the student explain the results of the French and Indian War?
Writing/ELA Skill Look Fors:
● How well does the student respond to questions to demonstrate understanding of texts and topics?
● How well does the student determine the meaning of words and phrases as they are used in a text?

Section 1 Chosen Exit Ticket: Lesson ___:

Exit Ticket Curriculum Answer:

Criteria for Success

Section 1 Lessons and Readings

Lesson/Focus and Texts LEOU
Reading Focus/Knowledge
Power Standards & Instructional Resources
EFFICIENT & ENGAGING PLANNING
Exemplars
Lesson 1: Reread pages 2-5 of Liberty! Key Knowledge:
With a partner and answer ● Colonists came to find a life where they could make
Text(s): one of the following things better for themselves
● ...If You Lived at the Time of questions in your reading log. ● Liberty, colonist, British subject, king, pioneer, settlers
the American Revolution by ● Why was America a land of ● Ally, French/Indian War, Why Britain = allies colonists
Kay Moore opportunity for colonists?
● Liberty!: How the ● Why were the British and What in this text (complexity) will trip students up when
Revolutionary War Began by colonists allies in the French trying to comprehend it?
Lucille Recht Penner and Indian War? ● Text Structure - headings - images - captions
● What were the results of ● Vocabulary
● Can the student describe the French and Indian War? ● Knowledge - British/New England
what the relationship was
between American colonists Essential Activities in Lesson:
and Britain prior to the -
Revolutionary War?
 ● Can the student recognize
and interpret words and
phrases to deepen their
understanding of texts?

Lesson 2: As you read pages 2-9 of Key Knowledge:

“Liberty!”, you will record ●
Text(s): important events or ideas
● ...If You Lived at the Time of that led to the Revolution on
the American Revolution by the split-page Handout.
Kay Moore What in this text (complexity) will trip students up when
● Liberty!: How the trying to comprehend it?
Revolutionary War Began by ●
Lucille Recht Penner

● Can students identify

events that contributed to the Essential Activities in Lesson:
change in American -
Colonists’ attitudes towards
British rule?
● Can students gather
evidence and record details
from the text?

Section 2
Step 2: Text Ownership and Step 3: Formative Assessment Ownership

What knowledge should students gain from reading this text? (What is most important for students to know/understand
through reading this text?) What feature(s) of complexity will students likely struggle with?
Text Complexity: Qualitative Measures Rubric for Literary Texts
Text Complexity: Qualitative Measures Rubric for Informational Texts
 Section 2

Reading/Knowledge Look Fors:

● How well does the student respond to questions to demonstrate understanding of the text and topics?
● How well does the student interpret information presented visually and explain how the information contributes to an
understanding of the text in which it appears?
Writing/ELA Skill Look Fors:
● How well does the student develop and clearly communicate meaningful and defensible claims for an argument that
represent valid, evidence-based analysis?
● How well does the student refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text to describe the events that led to the American Revolution ?

Section 2 Chosen Exit Ticket: Lesson ___:

Exit Ticket Curriculum Answer:

Criteria for Success

Section 2 Lessons and Readings

Lesson/Focus and Texts LEOU
Reading Focus/Knowledge
Power Standards & Instructional Resources
EFFICIENT & ENGAGING PLANNING
Exemplars
Lesson 3: Referencing the notes taken Key Knowledge:
while reading, respond to the ●
Text(s): If You Lived at the following questions: “Why
Time of the American might the colonists on the left
Revolution by Kay Moore side of the image be upset?”
and “Why might the colonists What in this text (complexity) will trip students up when
● Can students respond to on the right side of the image trying to comprehend it?
questions to demonstrate be excited?” ●
understanding of the text and
topics?
● Can students rephrase key
statements to answer text Essential Activities in Lesson:
related questions? -

Lesson 4: Referencing the cover art, Key Knowledge:

students will answer the ●
Text(s): If You Lived at the following questions: “Why
Time of the American might the colonists on the left
Revolution by Kay Moore side of the image be upset?”
and “Why might the colonists What in this text (complexity) will trip students up when
● Can the student interpret on the right side of the image trying to comprehend it?
information presented visually be excited?” ●
and explain how the
information contributes to an
understanding of the text in
which it appears?
Essential Activities in Lesson:
● Can the student refer to
details and examples in a text -
when explaining what the text
says explicitly and when
drawing inferences from the
text to describe the events
that led to the American
Revolution ?

Lesson 5: Referring to specific details Key Knowledge:

and examples, write one ●
Text(s): reason the Colonists
● If You Lived at the Time of supported Great Britain and
the American Revolution by write one reason colonists
Kay Moore rebelled against Great Britain. What in this text (complexity) will trip students up when
● Liberty by Lucille Recht trying to comprehend it?
Penner ●

● Can the student describe

colonists in depth, drawing on
specific details in the texts? Essential Activities in Lesson:
● Can the student refer to -
details and examples in a text
to support the reason the
Colonists had to either support
or not support Great Britain?

Lesson 6: Formulate a response to the Key Knowledge:

first unit focus question. ●
Text(s): If You Lived at the “What factors did colonists
Time of the American weigh when making decisions
Revolution by Kay Moore up to and during the
American Revolution? Include What in this text (complexity) will trip students up when
● Can the student describe details from the texts and the trying to comprehend it?
colonists in depth, drawing on index card timeline. ●
specific details in the texts?
● Can the student integrate
information from distinct
resources to answer the unit
Essential Activities in Lesson:
focus question?
-

Section 3
Step 2: Text Ownership and Step 3: Formative Assessment Ownership
What knowledge should students gain from reading this text? (What is most important for students to know/understand
through reading this text?) What feature(s) of complexity will students likely struggle with?
Text Complexity: Qualitative Measures Rubric for Literary Texts
Text Complexity: Qualitative Measures Rubric for Informational Texts

Section 3

Reading/Knowledge Look Fors:

● How well does the student identify possible reasons for the conflict between the Loyalists and Patriots?
● How well does the student identify possible causes for the American Revolution?
Writing/ELA Skill Look Fors:
● How well does the student produce an opinion piece on the American Revolution that introduces the topic, states an opinion,
and groups related ideas together?
● How well does the student analyze the relationships among the details of a text and how they develop a narrator’s or
speaker’s point of view?

Section 3 Chosen Exit Ticket: Lesson ___:

Exit Ticket Curriculum Answer:

Criteria for Success

Section 3 Lessons and Readings

Lesson/Focus and Texts LEOU
Reading Focus/Knowledge
Power Standards & Instructional Resources
EFFICIENT & ENGAGING PLANNING
Exemplars
Lesson 7: Answer the post-reading Key Knowledge:
questions in complete ●
Text(s): If You Lived at the sentences.
Time of the American
Revolution by Kay Moore
What in this text (complexity) will trip students up when
● Can the student distinguish trying to comprehend it?
the differences between the ●
Loyalists and Patriots?
● Can the student identify
possible reasons for the
conflict between the Loyalists Essential Activities in Lesson:
and Patriots? -

Lesson 8: Explain why the British were Key Knowledge:

concerned about the uprising ●
Text(s): George vs. George by in America. Support answers
Rosalyn Schanzer with evidence or examples
from the previous texts.
● Can the student identify What in this text (complexity) will trip students up when
possible causes for the trying to comprehend it?
American Revolution? ●
● Can the student integrate
information from two texts on
the same topic?
● Can the student analyze the Essential Activities in Lesson:
development of the text using -
the author’s language ?

Lesson 9: Summarize Great Britain’s role Key Knowledge:

in the American Revolution ●
Text(s): George vs. George by using the Word Display Slide.
Rosalyn Schanzer

● Can the student recognize What in this text (complexity) will trip students up when
the possible causes for the trying to comprehend it?
American Revolution? ●
● Can the student interpret
information presented visually
or orally?
● Can the student refer to the Essential Activities in Lesson:
academic vocabulary to -
construct a response?

Lesson 10: Respond the following Key Knowledge:

question in the reading log: ●
Text(s): George vs. George by ● What does the author want
Rosalyn Schanzer us to learn by reading “George
vs. George” ?
● Can the student determine What in this text (complexity) will trip students up when
the main idea of the text? trying to comprehend it?
● Can the student support ●
the main idea with key
details?

Essential Activities in Lesson:

-

Lesson 11: Develop a thesis statement Key Knowledge:

(main idea) and use the ●
Text(s): evidence chart to identify 1-2
● George vs. George by reasons to support your
Rosalyn Schanzer opinion.
● Liberty by Lucille Recht What in this text (complexity) will trip students up when
Penner trying to comprehend it?
● If You Lived at the Time of ●
the American Revolution by
Kay Moore
● Can the student introduce Essential Activities in Lesson:
and state an opinion clearly? -
● Can the student integrate
information from various texts
on the same topic?
● Can the student explain the
conflicts in the American
Revolution?

Lesson 12: Read and revise the paragraph Key Knowledge:

to ensure: ●
Text(s): 1. There is a main idea sentence
2. The reasons are logically
● If You Lived at the Time of ordered
the American Revolution by 3. There is evidence to support What in this text (complexity) will trip students up when
Kay Moore each reason trying to comprehend it?
● Liberty by Lucille Recht 4. The paragraph has at least ●
Penner one prepositional phrase.
● George vs. George by
Rosalyn Schanzer
Essential Activities in Lesson:
● Can the student produce an -
opinion piece on the
American Revolution that
introduces the topic, states an
opinion, and groups related
ideas together?
● Can the student explain the
use of a prepositional phrase?

Section 4
 Step 2: Text Ownership and Step 3: Formative Assessment Ownership

What knowledge should students gain from reading this text? (What is most important for students to know/understand
through reading this text?) What feature(s) of complexity will students likely struggle with?
Text Complexity: Qualitative Measures Rubric for Literary Texts
Text Complexity: Qualitative Measures Rubric for Informational Texts

Section 4

Reading/Knowledge Look Fors:

● How well does the student evaluate the specific claims, relevance and validity of the American Revolution conflicts between
the Patriots and the Loyalists?
Writing/ELA Skill Look Fors:
● How well does the student follow steps to complete a short research project?

Section 4 Chosen Exit Ticket: Lesson ___:

Exit Ticket Curriculum Answer:

Criteria for Success

Section 4 Lessons and Readings

Lesson/Focus and Texts LEOU
Reading Focus/Knowledge
Power Standards & Instructional Resources
EFFICIENT & ENGAGING PLANNING
Exemplars
Lesson 13: Write one fact you learned Key Knowledge:
about the American ●
Text(s): Revolution through the
● George vs. George by research.
Rosalyn Schanzer
● Liberty by Lucille Recht What in this text (complexity) will trip students up when
Penner trying to comprehend it?
● If You Lived at the Time of ●
the American Revolution by
Kay Moore

● Can the student follow Essential Activities in Lesson:

steps to complete a short -
research project?
● Can the student evaluate
the specific claims, relevance
and validity of the American
Revolution Conflicts between
the Patriots and the Loyalists?

Lesson 14: Write one fact you learned Key Knowledge:

about the American ●
Text(s): Revolution through the
● George vs. George by research.
Rosalyn Schanzer
● Liberty by Lucille Recht What in this text (complexity) will trip students up when
Penner trying to comprehend it?
● If You Lived at the Time of ●
the American Revolution by
Kay Moore

● Can the student follow Essential Activities in Lesson:

steps to complete a short -
research project?
● Can the student evaluate
the specific claims, relevance
and validity of the American
Revolution Conflicts between
the Patriots and the Loyalists?

Lesson 15: Rephrase and respond to the Key Knowledge:

following question: Why do ●
Text(s): researchers use multiple
● ...If You Lived at the Time of sources?
the American Revolution by
Kay Moore What in this text (complexity) will trip students up when
● Liberty! by Lucille Recht trying to comprehend it?
Penner ●

● Can the student evaluate

the specific claims, relevance
and validity of the American Essential Activities in Lesson:
Revolution Conflicts between -
the Patriots and the Loyalists?
● Can the students find 3
distinct research sources?

Section 5
Step 2: Text Ownership and Step 3: Formative Assessment Ownership

What knowledge should students gain from reading this text? (What is most important for students to know/understand
through reading this text?) What feature(s) of complexity will students likely struggle with?
Text Complexity: Qualitative Measures Rubric for Literary Texts
Text Complexity: Qualitative Measures Rubric for Informational Texts
 Section 5

Reading/Knowledge Look Fors:

● How well does the student interpret the same character points of view through various texts?
● How well does the student identify the details of the events of Paul Revere’s ride change in the various texts?
Writing/ELA Skill Look Fors:
● How well does the student recognize and analyze syntax of texts to demonstrate understanding of texts and topics, support
claims and develop ideas?
● How well does the student analyze relationships among the details of a text and how they develop ideas?

Section 5 Chosen Exit Ticket: Lesson ___:

Exit Ticket Curriculum Answer:

Criteria for Success

Section 5 Lessons and Readings

Lesson/Focus and Texts LEOU
Reading Focus/Knowledge
Power Standards & Instructional Resources
EFFICIENT & ENGAGING PLANNING
Exemplars
Lesson 16: After modeling how to write a Key Knowledge:
response, complete the ●
Text(s): second and third columns for
And Then What Happened, the first row of the Evidence
Paul Revere? by Jean Fritz Chart Handout that is labeled:
And Then What Happened, What in this text (complexity) will trip students up when
Paul Revere?. trying to comprehend it?
● Can the student recall
relevant information from the ●
text?
● Can the student analyze
how two or more texts
address similar topics to Essential Activities in Lesson:
compare the different -
approaches authors take?
● Can the student explain
how Paul Revere is portrayed
in this text in comparison to
the other texts?

Lesson 17: With a partner, create a Key Knowledge:

timeline of events of Paul ●
Text(s): Revere’s ride and summarize
“Paul Revere’s Ride” by Henry the events of the poem on the
Wadsworth Longfellow summary of Paul Revere’s ride
handout. What in this text (complexity) will trip students up when
● Can the student summarize trying to comprehend it?
the events of the “Paul ●
Revere’s Ride”?
● Can the student interpret
words and phrases as they are
Essential Activities in Lesson:
used in the poem?
-

Lesson 18: After modeling how to write a Key Knowledge:

response, complete the ●
Text(s): second and third columns for
● “Paul Revere’s Ride” by the second row of the
Henry Wadsworth Longfellow Evidence Chart Handout that
● Liberty by Lucille Recht is labeled: “Paul Revere’s Ride”. What in this text (complexity) will trip students up when
trying to comprehend it?
Penner ●

● Can the student interpret

words and phrases as they are
Essential Activities in Lesson:
used in the poem?
-
● Can the student analyze
how two or more texts
address similar topics to
compare the different
approaches authors take?
● Can the student explain
how Paul Revere is portrayed
in this text in comparison to
the other texts?

Lesson 19: Complete the remaining cells Key Knowledge:

in the evidence chart to ●
Text(s): summarize how Paul Revere is
● “One if by Land, Two if by portrayed and will compare
Sea” from Liberty! by Lucille how each text presents his
Recht Penner ride. What in this text (complexity) will trip students up when
● “Paul Revere’s Ride” by trying to comprehend it?
Henry Wadsworth Longfellow ●

● Can the student analyze

how two or more texts
Essential Activities in Lesson:
address similar topics in order
-
to build knowledge?
● Can the student read and
comprehend complex texts
independently and
proficiently?

Lesson 20: We are going to write a Key Knowledge:

response in answer to the ●
Text(s): prompt : How are the events
● And Then What Happened, of Paul Revere’s ride portrayed
Paul Revere by Jean Fritz similarly and differently in the
● “Paul Revere’s Ride” by three texts? Write a main idea What in this text (complexity) will trip students up when
Henry Wadsworth Longfellow sentence, then create a trying to comprehend it?
graphic organizer to compare ●
● Liberty! by Lucille Recht
and contrast how each text
Penner
portrays Paul Revere’s ride. Be
sure to locate and include
● Can the student make examples from the texts. Essential Activities in Lesson:
connections between the -
text’s portrayal of Paul
Revere’s?
● Can the student compare
and contrast how details of
Paul Revere’s ride change in
the various texts?

Lesson 21: Review the completed Key Knowledge:

sentences on the sentence ●
Text(s): frame handout and
● And Then What Happened, incorporate at least two of the
Paul Revere by Jean Fritz sentences into the written
● “Paul Revere’s Ride” by response. What in this text (complexity) will trip students up when
Henry Wadsworth Longfellow trying to comprehend it?
●
● Liberty! by Lucille Recht
Penner
● Can the student make Essential Activities in Lesson:
connections between the -
text’s portrayal of Paul
Revere’s?
● Can the student compare
and contrast how details of
Paul Revere’s ride change in
the various texts?

Lesson 22: Consider what was learned Key Knowledge:

about Paul Revere and the ●
Text(s): American Revolution by
● And Then What Happened, reading multiple texts, review
Paul Revere by Jean Fritz the unit focus questions and
● “Paul Revere’s Ride” by explain to a partner how the What in this text (complexity) will trip students up when
Henry Wadsworth Longfellow information they acquired trying to comprehend it?
addressed at least one of the ●
● Liberty! by Lucille Recht
unit focus questions.
Penner

● Can the student note Essential Activities in Lesson:

similarities and differences of -
Paul Revere’s ride change in
the various texts?
● Can the student make
connections between the
text’s portrayal of Paul
Revere’s?

Section 6
Step 2: Text Ownership and Step 3: Formative Assessment Ownership
What knowledge should students gain from reading this text? (What is most important for students to know/understand
through reading this text?) What feature(s) of complexity will students likely struggle with?
Text Complexity: Qualitative Measures Rubric for Literary Texts
Text Complexity: Qualitative Measures Rubric for Informational Texts

Section 6

Reading/Knowledge Look Fors:

● How well do students analyze relationships among the details of a text and how they develop a narrator’s or speaker’s point of
view?
● How well does the students identify Katie’s narration and point of view? Can they identify her as a first person narrator?
Writing/ELA Skill Look Fors:
● How well does the student explain the conflicts between the Loyalists and the Patriots in the American Revolution?
● How well does the student refer to details in a text when drawing inferences?

Section 6 Chosen Exit Ticket: Lesson ___:

Exit Ticket Curriculum Answer:

Criteria for Success

Section 6 Lessons and Readings

Lesson/Focus and Texts LEOU
Reading Focus/Knowledge
Power Standards & Instructional Resources
EFFICIENT & ENGAGING PLANNING
Exemplars
Lesson 23: In the reading log, answer the Key Knowledge:
question: ●
Text(s): Katie’s Trunk by Ann ● What happens in Katie’s
Turner Trunk?
 What in this text (complexity) will trip students up when
● Can the student identify trying to comprehend it?
Katie’s narration and point of ●
view and as a first person
narrator?
● Can the student explain
Essential Activities in Lesson:
what was the Loyalist side of
-
the conflict in the American
Revolution?

Lesson 24: 1. Select a topic that has been Key Knowledge:

addressed in the text: ●
Text(s): Katie’s Trunk by Ann ● Conflict, friendship,
Turner community, home, American
Revolution, family
● Can the student identify 2. Write a response in the What in this text (complexity) will trip students up when
Katie’s narration and point of reading log using evidence trying to comprehend it?
view and as a first person from the text to support the ●
narrator? response.
● Can the student explain the
conflicts between the
Loyalists and the Patriots in Essential Activities in Lesson:
the American Revolution? -
● Can the student refer to
details in a text when drawing
inferences?

Lesson 25: Using the reading log, explain Key Knowledge:

how Katie’s Trunk helps you ●
Text(s): Katie’s Trunk by Ann answer at least one of the unit
Turner focus questions.

● Can the student identify the What in this text (complexity) will trip students up when
conflicts between the trying to comprehend it?
Loyalists and the Patriots? ●
● Can the student refer to
details in a text when drawing
inferences?
Essential Activities in Lesson:
-

Section 7
Step 2: Text Ownership and Step 3: Formative Assessment Ownership

What knowledge should students gain from reading this text? (What is most important for students to know/understand
through reading this text?) What feature(s) of complexity will students likely struggle with?
Text Complexity: Qualitative Measures Rubric for Literary Texts
Text Complexity: Qualitative Measures Rubric for Informational Texts

Section 7

Reading/Knowledge Look Fors:

● How well does the identify the effects of the war and explain what changed from before the war?
Writing/ELA Skill Look Fors:
● How well does the information integrate from the two texts?

Section 7 Chosen Exit Ticket: Lesson ___:

Exit Ticket Curriculum Answer:

Criteria for Success

●
 Section 7 Lessons and Readings
Lesson/Focus and Texts LEOU
Reading Focus/Knowledge
Power Standards & Instructional Resources
EFFICIENT & ENGAGING PLANNING
Exemplars
Lesson 26: Respond to the prompt “How Key Knowledge:
do the differences in the two ●
Text(s): texts affect your
● ... If You Lived at the Time of
understanding of the war?
the American Revolution by
Kay Moore Include evidence from both
● George vs. George by texts in your response. What in this text (complexity) will trip students up when
Rosalyn Schanzer trying to comprehend it?
●
● Can the student identify the
effects of the war and explain
what changed from before
the war? Essential Activities in Lesson:
● Can the student integrate -
information from the two
texts?

Section 8
Step 2: Text Ownership and Step 3: Formative Assessment Ownership

What knowledge should students gain from reading this text? (What is most important for students to know/understand
through reading this text?) What feature(s) of complexity will students likely struggle with?
Text Complexity: Qualitative Measures Rubric for Literary Texts
Text Complexity: Qualitative Measures Rubric for Informational Texts

Section 8

Reading/Knowledge Look Fors:

● How well does the student use text evidence to explain how John Adams and Thomas Jefferson were able to work together?
Writing/ELA Skill Look Fors:
● How well does the student integrate quotations while maintaining the flow of ideas to develop and support arguments,
analyses, and explanations to describe John Adams and Thomas Jefferson?

Section 8 Chosen Exit Ticket: Lesson ___:

Exit Ticket Curriculum Answer:

Criteria for Success

Section 8 Lessons and Readings

Lesson/Focus and Texts LEOU
Reading Focus/Knowledge
Power Standards & Instructional Resources
EFFICIENT & ENGAGING PLANNING
Exemplars
Lesson 27: Write the response to the Key Knowledge:
following prompt : ●
Text(s): Those Rebels, John ● How did John Adams’ and
and Tom by Barbara Kerley
Thomas Jefferson’s skills help
● Can the student use text each man to contribute to
evidence to explain how John American Independence? What in this text (complexity) will trip students up when
Adams and Thomas Jefferson trying to comprehend it?
were able to work together? ●
● Can the student describe
John Adams and Thomas
Jefferson in depth?

Essential Activities in Lesson:

-

Lesson 28: Review the written responses Key Knowledge:

from the previous lessons to ●
Text(s): Those Rebels, John incorporate at least two of the
and Tom by Barbara Kerley words in the vocabulary chart
and share the responses with a
● Can the student use text partner to verify the correct What in this text (complexity) will trip students up when
evidence to explain how John use of the vocabulary words. trying to comprehend it?
Adams and Thomas Jefferson ●
were able to work together?
● Can the student explain the
similarities/differences
between Thomas Jefferson Essential Activities in Lesson:
and John Adams? -
● Can the student describe
John Adams and Thomas
Jefferson in depth?

Lesson 29: Write a summary of “Those Key Knowledge:

Rebels, John and Tom” on the ●
Text(s): Those Rebels, John summary template handout
and Tom by Barbara Kerley and include details from the
text and grade-appropriate
● Can the student use text vocabulary words. What in this text (complexity) will trip students up when
evidence to explain how John trying to comprehend it?
Adams and Thomas Jefferson ●
were able to work together?
● Can the student explain the
common goal between John
Adams and Thomas Essential Activities in Lesson:
Jefferson? -
● Can the student describe
John Adams and Thomas
Jefferson in depth?

Section 9 CRT
 Step 2: Text Ownership and Step 3: Formative Assessment Ownership

What knowledge should students gain from reading this text? (What is most important for students to know/understand
through reading this text?) What feature(s) of complexity will students likely struggle with?
Text Complexity: Qualitative Measures Rubric for Literary Texts
Text Complexity: Qualitative Measures Rubric for Informational Texts

Section 9

Reading/Knowledge Look Fors:

● How well does the student analyze relationships among the details of a text to identify the shared main idea of both texts?
Writing/ELA Skill Look Fors:
● How well does the student explain Thomas Jefferson’s actions during the American Revolution?

Section 9 Chosen Exit Ticket: CRT

Exit Ticket Curriculum Answer:

Criteria for Success

Section 9 Lessons and Readings

Lesson/Focus and Texts LEOU
Reading Focus/Knowledge
Power Standards & Instructional Resources
EFFICIENT & ENGAGING PLANNING
Exemplars
Lesson 30: Students have approximately Key Knowledge:
35 minutes to read the texts ●
Text(s): and answer questions 1-10.
● “Colonization and the
Revolutionary War: The
Declaration of
Independence” What in this text (complexity) will trip students up when
● “The Landlord’s Mistake” trying to comprehend it?
●
● Can the student explain
Thomas Jefferson’s actions
during the American
Revolution?
● Can the student identify the Essential Activities in Lesson:
shared main idea of both -
texts?
● Can the student compare
and contrast two different
texts addressing the same
topic?

Lesson 31: Students have approximately Key Knowledge:

40 minutes to reread the texts ●
Text(s): and answer question 11.
● “Colonization and the
Revolutionary War: The
Declaration of What in this text (complexity) will trip students up when
Independence” trying to comprehend it?
● “The Landlord’s Mistake” ●

● Can the student explain

Thomas Jefferson’s actions
during the American Essential Activities in Lesson:
Revolution? -
● Can the student identify the
shared main idea of both
texts?
● Can the student compare
and contrast two different
texts addressing the same
topic?
 Section 10 EXT
Step 2: Text Ownership and Step 3: Formative Assessment Ownership

What knowledge should students gain from reading this text? (What is most important for students to know/understand
through reading this text?) What feature(s) of complexity will students likely struggle with?
Text Complexity: Qualitative Measures Rubric for Literary Texts
Text Complexity: Qualitative Measures Rubric for Informational Texts

Section 10

Reading/Knowledge Look Fors:

● How well can the the student explain the point of view of a Loyalist/Patriot to answer the following debate question:
○ Was the Revolutionary War a war for freedom or a war of treason?
Writing/ELA Skill Look Fors:
● How well does the student draw specific evidence from a Loyalist/Patriot point of view to engage in a formal debate?
● How well does the student use the information gathered from the research to create an argument?

Section 10 Chosen Exit Ticket: CWT

Criteria for Success

Section 10 Lessons and Readings

Lesson/Focus and Texts LEOU
Reading Focus/Knowledge
Power Standards & Instructional Resources
EFFICIENT & ENGAGING PLANNING
Exemplars
Lesson 32: Add 1 event to the index card Key Knowledge:
timeline based on the research ●
Text(s): ● ...If you Lived at the and include a description of
Time of the American what occurred and why the
Revolution by Kay Moore event was significant.
● Liberty! by Lucille Recht What in this text (complexity) will trip students up when
Penner
trying to comprehend it?
● George vs. George by
Rosalyn Schanzer ●
● And Then What Happened,
Paul Revere? by Jean Fritz
● “Paul Revere’s Ride” by
Henry Wadsworth Longfellow Essential Activities in Lesson:
● Those Rebels, John and -
Tom by Barbara Kerley

● Can the student explain the

point of view of a
Loyalist/Patriot to answer the
following debate question:
○ Was the Revolutionary War
a war for freedom or a war of
treason?
● Can the student describe
the meaning of freedom and
loyalty?
● Can the student draw
specific evidence from a
Loyalist/Patriot point of view
to engage in a debate?

Lesson 33: Select a unit focus question Key Knowledge:

and answer it based on what ●
Text(s): ● ...If you Lived at the has been learned from the
Time of the American research.
Revolution by Kay Moore
● Liberty! by Lucille Recht What in this text (complexity) will trip students up when
Penner trying to comprehend it?
● George vs. George by ●
Rosalyn Schanzer
● And Then What Happened,
Paul Revere? by Jean Fritz
● “Paul Revere’s Ride” by Essential Activities in Lesson:
Henry Wadsworth Longfellow -
● Those Rebels, John and
Tom by Barbara Kerley

● Can the student explain the

point of view of a
Loyalist/Patriot to answer the
following debate question:
○ Was the Revolutionary War
a war for freedom or a war of
treason?
● Can the student describe
the meaning of freedom and
loyalty?
● Can the student draw
specific evidence from a
Loyalist/Patriot point of view
to engage in a debate?

Lesson 34: Share research with a partner Key Knowledge:

from the side of the debate ●
Text(s): ● ...If you Lived at (Loyalist or Patriot) to add,
the Time of the American remove or change the
Revolution by Kay Moore information that has been
● Liberty! by Lucille Recht gathered based on the work What in this text (complexity) will trip students up when
Penner with partners. trying to comprehend it?
● George vs. George by ●
Rosalyn Schanzer
● And Then What Happened,
Paul Revere? by Jean Fritz
● “Paul Revere’s Ride” by Essential Activities in Lesson:
Henry Wadsworth Longfellow -
● Those Rebels, John and
Tom by Barbara Kerley

● Can the student explain the

point of view of a
Loyalist/Patriot to answer the
following debate question:
○ Was the Revolutionary War
a war for freedom or a war of
treason?
● Can the student draw
specific evidence from a
Loyalist/Patriot point of view
to engage in a debate?

Lesson 35: Prepare for the debate by Key Knowledge:

having students work in two ●
Text(s): ● ...If you Lived at large groups. Each group
the Time of the American should have a leader, two
Revolution by Kay Moore recorders and a timer. Develop
● Liberty! by Lucille Recht an opening statement in What in this text (complexity) will trip students up when
Penner which the reasons and trying to comprehend it?
● George vs. George by evidence that has been ●
Rosalyn Schanzer gathered in the debate will be
● And Then What Happened, presented.
Paul Revere? by Jean Fritz
● “Paul Revere’s Ride” by Essential Activities in Lesson:
Henry Wadsworth Longfellow -
● Those Rebels, John and
Tom by Barbara Kerley
● Can the student explain the
point of view of a
Loyalist/Patriot to answer the
following debate question:
○ Was the Revolutionary War
a war for freedom or a war of
treason?
● Can the student use the
information gathered from
the research to create an
argument?

Lesson 36: Rate your performance in the Key Knowledge:

debate and explain why, then ●
Text(s): ● ...If you Lived at the select a unit focused questions
Time of the American and answer the question
Revolution by Kay Moore based on what was learned
● Liberty! by Lucille Recht from participating in the What in this text (complexity) will trip students up when
Penner debate. trying to comprehend it?
● George vs. George by ●
Rosalyn Schanzer
● And Then What Happened,
Paul Revere? by Jean Fritz
● “Paul Revere’s Ride” by Essential Activities in Lesson:
Henry Wadsworth Longfellow -
● Those Rebels, John and
Tom by Barbara Kerley

● Can the student explain the

point of view of a
Loyalist/Patriot to answer the
following debate question:
○ Was the Revolutionary War
a war for freedom or a war of
treason?
● Can the student use the
information gathered from
the research to create an
argument?

Section 11 CWT
Step 2: Text Ownership and Step 3: Formative Assessment Ownership

What knowledge should students gain from reading this text? (What is most important for students to know/understand
through reading this text?) What feature(s) of complexity will students likely struggle with?
Text Complexity: Qualitative Measures Rubric for Literary Texts
Text Complexity: Qualitative Measures Rubric for Informational Texts

Section 11

Reading/Knowledge Look Fors:

● How well does the student present evidence based counter-claims to strengthen their own claim about conflicts in the
American Revolution?
Writing/ELA Skill Look Fors:
● How well does the student develop an opinion essay that integrates evidence from text and research to demonstrate the
understanding of the conflict in the American Revolution?

Section 11 Chosen Exit Ticket: Lesson ___:

Exit Ticket Curriculum Answer:

Criteria for Success

●
 Section 11 Lessons and Readings
Lesson/Focus and Texts LEOU
Reading Focus/Knowledge
Power Standards & Instructional Resources
EFFICIENT & ENGAGING PLANNING
Exemplars
Lesson 37: Instruct students to write each Key Knowledge:
question that was highlighted ●
Text(s): ● ...If you Lived at the or marked at the top of a
Time of the American
different piece of notebook
Revolution by Kay Moore
● Liberty! by Lucille Recht paper and answer each
Penner question using the colonists What in this text (complexity) will trip students up when
● George vs. George by and British chart, unit texts trying to comprehend it?
Rosalyn Schanzer and class notes. ●
● And Then What Happened,
Paul Revere? by Jean Fritz
● “Paul Revere’s Ride” by
Henry Wadsworth Longfellow Essential Activities in Lesson:
● Those Rebels, John and -
Tom by Barbara Kerley

● Can the student provide an

explanation of why the
colonists were justified in
declaring their
independence?
● Can the student explain the
reasoning behind the
American Revolutionary War?
● Can the student justify their
answer by providing specific
details that support their
answer?
Lesson 38: Select a main idea sentence, Key Knowledge:
identify the reasons that ●
Text(s): ● ...If you Lived at the support the selected main
Time of the American idea sentence and write an
Revolution by Kay Moore individual main idea sentence
● Liberty! by Lucille Recht for the opinion essay. What in this text (complexity) will trip students up when
Penner trying to comprehend it?
● George vs. George by ●
Rosalyn Schanzer
● And Then What Happened,
Paul Revere? by Jean Fritz
● “Paul Revere’s Ride” by Essential Activities in Lesson:
Henry Wadsworth Longfellow -
● Those Rebels, John and
Tom by Barbara Kerley
● Can the student explain the
reasoning behind the
American Revolutionary War?
● Can the student develop an
opinion essay that integrates
evidence from text and
research to demonstrate the
understanding of the conflict
in the American Revolution?

Lesson 39: After reading the information Key Knowledge:

on the slide, read the first draft ●
Text(s): ● ...If you Lived at the and locate places where at
Time of the American least 2 linking words can be
Revolution by Kay Moore added.
● Liberty! by Lucille Recht What in this text (complexity) will trip students up when
Penner trying to comprehend it?
● George vs. George by ●
Rosalyn Schanzer
● And Then What Happened,
Paul Revere? by Jean Fritz
● “Paul Revere’s Ride” by Essential Activities in Lesson:
Henry Wadsworth Longfellow -
● Those Rebels, John and
Tom by Barbara Kerley

● Can the student explain the

reasoning behind the
American Revolutionary War?
● Can the student develop an
opinion essay that integrates
evidence from text and
research to demonstrate the
understanding of the conflict
in the American Revolution?

Lesson 40: Write a final draft and ensure Key Knowledge:

you: ●
Text(s): ● ...If you Lived at the ● State your opinion and
Time of the American support your opinion with
Revolution by Kay Moore reasons and information from
● Liberty! by Lucille Recht the unit texts. What in this text (complexity) will trip students up when
Penner ● Use linking words. trying to comprehend it?
● George vs. George by ● Use grade-appropriate ●
Rosalyn Schanzer grammar and language.
● And Then What Happened,
Paul Revere? by Jean Fritz
● “Paul Revere’s Ride” by Essential Activities in Lesson:
Henry Wadsworth Longfellow -
● Those Rebels, John and
Tom by Barbara Kerley
● Can the student explain the
reasoning behind the
American Revolutionary War?
● Can the student develop an
opinion essay that integrates
evidence from text and
research to demonstrate the
understanding of the conflict
in the American Revolution?