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6. Formulate an opinion
7. Generate that support that includes facts and details
IV. Procedures:
Introduction: I will begin by asking students to thinkpair-share: What is your favorite drink? What if
everytime you wanted to drink it, you had to pay a tax?
The tax that you paid, went to a cause you didnt
believe in. How would this make you feel?
Teaching/Activities
1. Students will read in partners A Tempest Over Tea
1770-1774 from Rosalyn Schanzers George vs.
George
2. Upon completeing their reading, they will be asked
to find an open computer and answer prompts on
our Fakebook Page for the Boston Tea Party.
a. Students must answer Ms.Rhodes question,
plus one more.
3. While students are rotating through the computers
that are set up, others will be working on creating
a comic strip for the Boston Tea Party.
a. The comic strip should include details about
the causes leading up to the Boston Tea
Party, as well as what happened at the
Boston Tea Party.
4. If free time is available following the completion of
both assignments, students will be allowed to read
from the text set, and be encouraged to add
information the bulletin board via post-it notes.
Closure
Students will be asked to share their comic strip with
the memebrs at their table. They will then be asked to
display their comic strips throughout the room.
VI. Evaluation/Assessment:
Assessment of Objectives
Responses on the Fakebook will be evaluated as a
formative assessment. Teacher should look to see if
students are grasping the different views of the people
during this time. The comic strip will also be used for
this matter.