Lesson Topic: The American Revolution

Grade level: 7th Grade

Length of Lesson: This lesson will take 45 Minutes and two days each day.

Content: Social Studies/Writing

Arizona State Standard for Content: Standard. (2.W.2). Write insightful paragraphs in which they introduce a topic, offer relevant background information, and conclude with a sense of satisfaction.( English language proficiency standards).

Arizona State ELP Standard:

Standard. (3-B-1). Developing thoughts in classrooms, using assisted writing to capture them, and using visuals with teaching.

Standard (3-L1-3). Composing a pupil draught with an educational strategy that comprises a significant topic and supporting components based on a creative writing strategy.

 Academic Standard:

Identify the causes and impacts of the America Revolution and the independence of America. Also, the journey of the USA from a British colony to a global superpower.

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ELP Standard:

• Learners will be able to improve their language skills to communicate successfully via observing and expressing. (Listening, speaking, reading, and writing).

• Students will improve their language skills by using media and giving presentations.

Content objectives:

Students examine the struggle for an independent state and the rise of the USA as a global power from 1900 to the date.

Language objectives:

Students will be able to outline how determination influenced the people of America during the war of independence. They will also be able to interpret how posters were used to support domestic front actions for a struggle for a separate homeland.

Key concepts and vocabulary

  • Articles of confederation
  • Bill of rights
  • Sons of liberty
  • Enslaved people
  • Black Africans
  • Colony
  • Constitution
  • Boston Tea Party
  • Boston Massacre                                       
  • Continental army
  • Federalist
  • Democracy
  • Loyalists
  • Treaty of Paris
  • Stamp act

Supplementary materials

  • Internet and projector as a start-up initiative
  • Spreadsheet for Brochure Interpretation
  • Deck of playing cards with a revolution poster printed on it
  • white poster paper
  • Vocabulary list and key terms definitions for students to keep
  • Handout: Drawing war events’ worksheet
  • Markers and paints
  • Manipulatives: pumpkins, beachballs
  • Book: Johnny Tremain  by Esther Forbes and Lynd Ward(Book below)

Prints of the important articles and posters

The American Revolution and a colonial war of independence

The American Revolution

The War of Independence

Journal of the American Revolution

American Revolution

The Geopolitics of the American Revolution

American Revolution-Ducksters

Comprehensible input

  • Always talk clearly and calmly, so everybody understands.
  • Always give each pupil printed along with spoken guidance.
  • Employ suitable language for the pupils’ level of understanding.
  • Articulate class assignments
  • To follow themes and themes obvious, use several strategies.

Building background

  • When discussing the American war of independence, it is crucial to determine whether there are any British in your class because it might be a sensitive issue.
  • For a 7th grader, some of the posters maybe a little too dense or difficult to comprehend. Ensure you assist them without instructing them how to think about or evaluate the poster.
  • Before beginning this exercise, double-check that there are no youngsters who will be upset by images of the revolutionary war of independence.
  • Discuss causes and impacts of war
  • Discuss moral lessons that can be learnt from the war
  • Connect the concepts to the posters using the knowledge they have previously gained about the American revolution and war of independence

Interaction and strategies

Following are the strategies used in the classroom.(Echevarria, Graves,2015).

  • Use of technology and online resources to guide students on the concepts of war
  • Pupils must examine posters and determine what the artist is attempting to convey.
  • Students must arrange their ideas and processes to illustrate how revolution and determination can bring independence.
  • Use of Cognitive learning strategies
  • Identifying key vocabulary
  • Using mnemonics
  • Rereading to aid understanding
  • Use of varied text-structures
  • Previewing a story chapter before reading
  • When students are required to create their posters, they are pushed to be innovative.
  • Taking notes or outlines
  • Establish a purpose for learning
  • Use of meta-cognitive learning strategies: Purposeful monitoring of thinking
  • Predicting and inferring
  • Generating questions and using them for comprehension
  • Monitoring and classifying
  • Evaluating
  • Summarizing
  • Visualizing
  • Self-Monitoring: During most of this class, pupils do not get one-on-one time with the teacher and must remain on track. They must also learn to cooperate in pairs. They will be given a time restriction and will be required to keep track of their time in order to complete the task. After each poster I display, I start asking questions and lead conversations about the posters and how they connect to the conflict. I may ask questions and find out who thought up the idea for the banners when the teams describe them. That way, I will be able to observe how they reasoned.
  • Digital story-telling
  • She directed reading and thinking. Following questions can be asked of students.
  • Where did you get the idea that the stamp act was the main factor for revolution?
  • What made you think that evolution was the reason behind the independence?
  • Tell me more about the war of independence?
  • What are your thoughts on Paris Treaty?
  • What moral lessons do you get from the war?

Practice and application

Modelled practice:

The teacher will start the lesson by reading the American Revolutionary War book. The teacher will deliver background information related to war to develop students’ interest. The teacher then explained the key vocabulary words and wrote them on the board. The pictures related to war are also shown to students via internet sources, and the teacher tries to involve students in the lesson. The visuals give a deep understanding of the lesson to the students. Then, the teacher gives manipulators to the students to relate the events of the war. It gives the student a better understanding by relating things, such as explaining the vocabulary to the students on the board.

Vocabulary wordDefinitionPicture
Boston tea party    
Stamp act  
Revolutionary war  
Articles of confederation  
Bill of rights  

Guided practice:

The two students have the chance to converse and gain knowledge about their partners’ interpretations of the opening flyer. -A projector will be used to display the banner.

Banner interpretation

Students will be given a single flowchart to evaluate in their teams. They will be provided with a workbook to use as a guide for conversations and to enable learners to dig deeper into the significance of the banner and its impact on the conflict. Worksheet for evaluating posters, Poster prints and flow charts to distribute to classrooms, and PowerPoint with all of the boards.

Making of posters by students

Students are guided to make posters and banners related to the revolutionary war and independence scenes. The items required for poster making are:

  • White paper
  • Scissors
  • Glue
  • Paint
  • Markers
  • Pencils
  • Paintbrushes
  • Paint
  • Paper board
  • Clear acrylic
  • Corrugated plastic
  • Expanded PVC

Learners will have the chance to explain what they imagine the banner symbolizes and why to their classmates. Then they will find out if their guess was correct. This helps them to brush up their language skills. They learn how to communicate effectively with others. This improves their speaking, reading and writing skills. The listening and analyzing skills are also polished in this way. This activity helps improve content objectives.

Poster analysis

The content and language objectives can be achieved through poster analysis. By completing the evaluation questionnaire, children will be asked to connect what their company has discussed. On the assignment, I will double-check vocabulary and sentence structures. They will also discuss whatever they have learnt with the rest of the students.


Two kinds of assessments are done.

  • informal assessment
  • formal assessment

Informal Assessment

 The teacher will evaluate each student informally and ask questions related to war to judge their understanding and shortcomings. The teacher may ask any fact about the war and evolution and ask them to orally tell the teacher, or write it down in a notebook or go to the board and present it to the class.

Formal Assessment

By completing the evaluation questionnaire, children will be asked to connect whatever their class has discussed. On the assignment, I will double-check vocabulary and sentence construction. They will also discuss whatever they have learned with the rest of the students. It will also reveal if they were aware of what was going on. The central evaluation will be based on the posters students design at the conclusion. I will know they learned anything from the lecture if they make a banner that looks like an authentic American revolutionary war poster. Because the English language learners will be working in teams to develop the boards, they may receive plenty of assistance and be able to complete the task satisfactorily. The teacher will analyze whether all language learning standards are covered. The teacher also has a grading rubric to analyze and prepare the student’s progress report.


When students have finished their tasks, they are asked by the teacher to communicate their ideas and knowledge to their project partners. The pictures made by students are also discussed in the class. The students’ most liked events of the war are presented by a few students in front of the whole class.

Grading Rubric

Name of student:

Couse Name:

Sentence -structureFDCBA


The students have to pass a vocabulary test based on new words they have learned in the class.


Echevarria, J. & Graves, A. (2015) Sheltered content instruction: Teaching English language learners with diverse abilities (5th edition). Boston, MA: Pearson Education, Inc.

English language proficiency standards.


 Rios-Aguilar, Cecilia & Gonzalez Canche, Manuel & Moll, Luis. (2012). Implementing structured english immersion in Arizona: Benefits, challenges, and opportunities. Teachers College Record. 114. 10.1177/016146811211400903.