Design for Instruction (DFI) SSE 3312

Unit Plan
Theme: Events and people leading up to the Revolutionary
War
Grade level: 5th
Group Members:

Elizabeth Cotto-Perez
Rachel Carroll
Maegan Lammers
Erin Ward

Pre-Post assessment ideas: Use the kahoot app to create a game/quiz on facts about the causes of
the Revolutionary War.
Outline below, what will take place on each day and who is responsible for the lesson plan!

Day 1:
Standards:
SS.5.A.5.1: Identify and explain significant events leading up to the American Revolution.
SS.5.A.5.2: Identify significant individuals and groups who played in a role in the American
Revolution.
SS.5.C.2.1: Differentiate political ideas of Patriots, Loyalists, and undecided during the
American Revolution.
LAFS.5.RI.3.9 : Integrate information from several texts on the same topic in order to write or
speak about the subject knowledgably
Rachels lesson will cover the important people that lead the start to the war as well as
comparing and contrasting patriots and loyalists. The students will be lectured after watching a
song about the Revolutionary War, about the difference between Patriots and loyalists. The
students will then be split up into groups and each group is assigned a person who was
significant in the leading up to the war. Posters will be created based on the resources given to

the students about their assigned person. The students will present their posters to the class and
the lesson will end with a final discussion and closing statements on the patriots vs. loyalists.
The posters will serve as the assessment for the day. The information that needs to be on the
poster is what side of the war they were on, a famous document they were apart of, a quote, and
major contribution.

Day 2:
Standards:
SS.5.A.5.1: Identify and explain significant events leading up to the American Revolution.
LAFS.K12.W.1.2: Write informative/explanatory texts to examine and convey complex ideas
and information clearly and accurately through the effective selection, organization, and analysis
of content.
Maegans lesson will be about the Boston Tea Party. At the beginning of the lesson the students
will watch a video about the Boston Tea Party to get them excited to learn about the topic. The
students will be asked what they know about the Boston Tea Party. I will be discussing the
causes and effects of the Boston Tea Party. The students will do an activity that involves them
making a tea cup and tea packet out of paper. On the tea cup the students will write down 3
causes of the Tea Party and on the tea packet the students will write down 3 effects. I will be
discussing where the tea came from, how many ships were involved, and what damage the
Boston Tea Party caused. The students will be assessed based off of the students presenting what
they wrote on their tea bags and packets.

Day 3:
Standards:
SS.5.A.5.1: Identify and explain significant events leading up to the American Revolution.
SS.5.A.5.3: Explain the significance of historical documents including key political concepts,
origins of these concepts, and their role in American Independence.
Erins lesson will cover the intolerable acts and other acts that provoked the colonists to rebel
against the British. At the beginning of the lesson, the teacher will give a brief definition of what
the intolerable acts were and that they came about as a reaction to the Boston Tea Party. The
activity will require the students to be broken up into small groups. There will be 7 stations total,
one for each of the five acts in the intolerable acts as well as the stamp and sugar acts. Each table
will include primary sources, and other sources revealing what each act was and the
reactions/results of the act. Students will bring a graphic organizer with them from station to

station recording what each act was and results/reactions to it. Students will rotate through each
station. Once everyone has made their way through each station, the class will come together
again for a group discussion. The teacher will ask questions on the acts to gauge the students
knowledge and learning on the acts. The teacher will also ask more higher order thinking
questions about what the students think will happen as result of these acts coming into place(how
the students are assessed).

Day 4:
Standards:
SS.5.A.5.1: Identify and explain significant events leading up to the American Revolution.
LAFS.K12.R.3.9: Analyze how two or more texts address similar themes or topics to build
knowledge or to compare the approaches the authors take.
Elizabeths lesson will cover Paul Reveres ride and how it was the turning point and the start of
the actual war. The students will read and listen to a reading of, The Midnight Ride of Paul
Revere. Pulling out information and meaning of the text, the students will fill out a graphic
organizer depicting the main idea of the poem. Students can also read a letter that Paul Revere
wrote himself, explaining what happened during his ride. The students can compare and contrast
both of these pieces of literature. By doing this, the students will get to read about the event
from the perspective from the main source and from the perspective from a third party. That will
ensure that they are well rounded on the event and have learned about it from more than one
point of view. Their graphic organizers will be collected and I will evaluate the content based off
of a rubric.

Day 5:
Standard:
SS.5.A.5.1: Identify and explain significant events leading up to the American Revolution.
LAFS.5.RF.4.4: Read with sufficient accuracy ad fluency to support comprehension.
Elizabeth will facilitate a readers theater where the students act out events from the previous
lessons listed above. The class will be separated into four groups, one group for each lesson in
the unit. They will then create their own readers theater so that it is more interactive and
engaging for the students. They will be able to use the resources from the previous lessons to
create their performance. Each student has to participate in the script writing process and each
student has to have a speaking part. Each group will have certain information, dates, names, or
concepts, that they will have to write in their script. My job would be to facilitate the script

writing process and making sure the scripts are accurate descriptions based on what they have
learned. They will be assessed by student participation and if they used the information that they
were given to put in the script. Each group will turn in their final script before they present.

Note (bullet) technology use below:

Kahoot app

Classroom computers/ipads/smartphones

Computer

Theatrical reading of The Midnight Ride of Paul Revere

Video of the Revolutionary War song