Direct instruction

Teacher(s): Deshon Haddad, Corbin Skiles, James Curry

Subject: History

Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this lesson
Student Standards: Creativity and Innovation, Communication and Collaboration, Technology Operations and Concepts.
Teacher Standards: Facilitate and inspire student learning and creativity, Design and develop digital age learning experiences and
assessments.
Common Core: Concept 4: Revolution and New Nation PO 1. Assess the economic, political, and social reasons for the American
Revolution: a. British attempts to tax and regulate colonial trade as a result of the French and Indian War b. Colonists reaction to
British policy ideas expressed in the Declaration of Independence

Objectives (Explicit): Use Blooms verbiage and formula

Students will be able to explain the Townshed, Tea, and Intolerable Acts
Students will be able to explain why the Boston Tea Party occurred
Students will be able to analyze the colonists actions and form a judgement in defense or
condemnation

Evidence of Mastery (Measurable): An actual product /Include an explanation of how you are going to grade/grading
tool? (rubric, checklist, etc.)
Formative Assessment: After a KWL chart on the Boston Tea Party, the teacher will read off responses informally
assessing students understanding. By reading student responses the teacher will determine which Acts will need to
be covered in more depth.

Summative Assessment: The KWL chart and a Kahoot quiz will be the tools used to formally assess students understanding
of the content. After a class discussion on whether the colonists actions were justified the teacher will bring up Kahoot and
the class will participate in a short quiz. After going over the answers to the quiz, students will post the L portion of the
KWL chart allowing the teacher to assess students mastery of the content.

Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives action verbs such as
write, list, highlight, etc.)

Write, explain, analyze

Key vocabulary: protest, tax, representation, government,

monarch, imperialism

Materials/Technology Resources to be Used:

Sticky notes, Kahoot, Padlet, Youtube.

Opening (state objectives, connect to previous learning, and make RELEVENT to real life) ENGAGE/ hook the students
Students will write on two of the three sticky notes given to them and place them in the correct part of the KWL chart for the
Boston Tea Party.

Instructional Input

Teacher Will: Instruct students to write what they know,

and what they want to know about the Boston Tea party
on sticky notes and place them in their corresponding
spots on the chart on the white board activating their
prior knowledge. The teacher will then read some of the
sticky notes out-loud to the class.
After the KWL chart, the teacher will then give
background information on the Townshend Acts and its
relevance to the Boston Tea Party. This will be followed
by a short video that explains the Tea Act, the Boston
Tea Party, and Coercive Acts. The teacher will then go
over the Tea Act, Boston Tea Party, and Coercive Acts to
clarify what the video explained.

Student Will: Write on their sticky notes what they

know about the Boston Tea Party and what theyd like
to know about it. They will then take their sticky notes
up to the board and post them under the correct section.

Take notes during the presentation on the

Townshend Acts for the Kahoot quiz after.
Students will also be taking notes during the video
to do well on the Kahoot quiz.

Co-Teaching Strategy/Differentiation: ELL students will be able to raise their hand and answer what they

know about the Boston Tea Party instead of having to write it out. For all parts but the video, the teacher
will provide students who need help taking notes with an outline so they can still do well on the Kahoot
quiz.

Guided Practice

Teacher Will: Form students into 3-4 person groups

based on whos sitting nearby and then pose the
following question Were the colonists right to protest
and rebel, or did they overreact?. The teacher will
instruct students to discuss the question in their groups
and once they reach a consensus, post their findings on
the padlet site opened by the teacher. Once all groups
have posted to the website, the teacher will pick
responses calling on students to defend their point of
view and also other students if they have counter
arguments.

Student Will: Join the groups assigned to them and

discuss with their peers the following question Were
the colonists right to protest and rebel, or did they
overreact?. Students will articulate the reasoning why
they agree or disagree with the statement to their group
members. Once the group has come to an agreement,
one of the members with technology will post the
groups findings to padlet. If the teacher calls on that
specific students group, they will need to explain why
they chose their answer and defend it.

During group discussion, the teacher will monitor

behavior by visiting each group and observing their
discussions. However, the teacher will not interfere to
allow students to reach their own conclusions without
any bias.
Co-Teaching Strategy/Differentiation/Check for Understandinghow are you going to know if EACH student is
ready to move onto independent practice? And how are you going to differentiate if they do not understand?
The independent practice assigned to students outside of class with help cement and expand upon the concepts
covered in class. Students that understood the concept by scoring well on the Kahoot quiz will be given a short
essay prompt to answer. Students that scored below a certain threshold on the Kahoot quiz or who are ELL students
will be given an alternate independent practice assignment that reviews major points. The video will have closed
captions to help ELL students.

Independent Practice

Teacher Will: Assign independent practice to each

student after checking their Kahoot scores.

Student Will: be required to write a 2 paragraph

response to a prompt given by the teacher, If you were
a colonist that lived during the Coercive Acts how
would you respond?.
Students that scored low on the Kahoot quiz or who are
ELL students will watch a short video to review the
concepts covered in class and write down 5 new things
that they learned.

Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need
differentiation or accommodations?
I would allow ELL students and any other students that struggled with the lesson to do an alternate assignment that
would require them to write down 5 new things they learned after watching a video. The video will also have closed
captions for ELL students

Closing/Student Reflection/Real-life connections: What connections will students make to their real lives? What essential
questions will they reflect on in their closure of the lesson?
Students will make a connection to protests that are occurring throughout the country right now. At the end of the lesson
students will reflect on whether current protesters are justified in their actions.