UNLV Student: Georgette Sheldon PSMT Name: Mrs.

Gina West

Lesson Plan The American Lesson Plan Topic: Social Studies

Title: Revolution
Date: 6/8/2017 Estimated Time: 50 minutes
Grade Level: 5th grade School Site: Harriet Treem ES

1. State Standard(s):
H2.5.6- Identify the events that led to the Declaration of Independence.
H2.5.7- Identify the causes, key events, and people of the American Revolution.
H2.5.8- Explain the relationship between the American colonies and England, and
discuss its impact on independence.

2. Teaching Model(s):
Direct Instruction
Modeling
Cooperative Learning
Interactive Instruction

3. Objective(s):
SWBAT identify the causes, and key events that led to the American Revolution.
SWBAT explain how the relationship between the American colonies and England
relate to these causes and key events.

4. Materials and Technology Resources

Whiteboard
Intolerable Acts Teacher Notes
38 Intolerable Acts Graphic Organizers
Name Tags (King/Queen, Tax Collectors (2), Colonists)
1 Toy Crown
38 Dixie cups
2 small collection baskets
1 large bag of Starbursts
Timeline Cards (Dates and Events) & Yarn
38 Exit Tickets
Pencils/Markers

5. Instructional Procedures:

a. Motivation/Engagement: (7 minutes)
TW open the lesson with a brief explanation of the activity that will
follow the lesson review!
TW explain that today the students will be role-playing in order to better
learn about how Englands relationship with the Colonists effected the
 Colonists desire for independence.
TW briefly review the F&I War, and ask the students to Turn & Talk
with their partners for a minute to recall the effects the F&I War had.
TW then review the lesson objectives, standards, and activity objectives
with the students.
b. Developmental Activities or Learning Experiences:

TW open the lesson with a role-playing activity to activate the students

background knowledge and build a foundation for the new concepts.
TW direct attention to the directions on the board for the role-playing
activity (#57-What to Do).
Ex:
Dear Loyal Colonists,
Upon your desks you will find a cup of money (Starburst). As you
know, Britain is in a great deal of debt because of the French and Indian
War. It is YOUR responsibility to provide for your country, and help us
repay that debt. I have sent two members of Parliament across the
Atlantic to supervise and collect taxes. If anyone is caught stealing,
refusing to pay, or using (eating) their money (Starbursts) for any
purpose other than paying their due taxes they will be promptly
imprisoned! (Not really, but you wont get any candy and the end!)
Sincerely, the Queen

TW explain the rules that are written on the board. TW explain that she
will role-play as the Queen, and will choose two well-behaved students
to role-play as the Tax Collectors.
TW give the Tax Collectors their name tags, and their Tax Collection
Cups and spoons.
TW role-play as the queen, and provide the tax collectors with new taxes
to tax the Colonists on.
Ex: If you are wearing shoes without laces, pay two skittles. If you have
short hair pay 3 skittles. If you have long hair, pay 1 skittle.
Tax Collectors will then circulate around the room collecting taxes from
the Colonists.
TW provide 8-10 different taxes, and then stop to ask the students some
connection questions (#2-Targeted Questioning).
Ex:
1.) What was so unfair about how the class was taxed?
2.) How could the taxation have been handled more fairly?
3.) Did you have any say in whether or not you had to pay the taxes?
4.) What were the consequences if you did not pay?

TW then explain that even though our activity was funny, that before the
American Revolution, the Colonists had to pay these kinds of unfair
taxes. They had NO say in whether these taxes were fair or not.
TW explain the major taxes that the Colonists were forced to pay.
 Ex: The Intolerable Acts (The Boston Port Act, The Massachusetts
Government Act, The Administrative Justice Act, The Quartering Act,
The Quebec Act, The Townshend Act, The Sugar Act, The Stamp Act,
The Tea Act, etc.)
SW complete a graphic organizer as the teacher explains the Intolerable
Acts. TW model how the organizer should be completed.
TW follow with more connection questions.
5.) Ex: Why were British goods boycotted by the Colonists?
6.) What methods and organizations were devised by the Colonists in
order to resist or avoid these laws and acts?
7.) How important were these laws to the American Colonists break
from Great Britain? (#2-Targeted Questioning).
TW have the students answer those questions by discussing them in their
table groups, and having them come to a consensus.
TW then draw the class back to whole-group and have the students what
they learned in their groups.
TW explain that the Colonists dealt with taxation without
representation which means that they were taxed, and had no say in
whether those laws, or acts enforcing the taxes were lawful or fair. They
had no one to represent them (a representative).
TW review what the word represent means, so that the students are not
confused about what role a Representative has in government.
TW then explain that because the Colonists lacked representatives, they
had to find another way to fight against the unfair and unjust laws
Britain was enforcing on them.
TW tie this to the Tea Act, and lead up to the Boston Tea Party.
TW explain that we will learn about the effects of these Intolerable Acts
in the next lesson.

c. Closure:
TW then close the lesson by reviewing the objectives to check if they
were met.
TW add the key Acts and Taxes to the Road to the Revolution Time-
Line in order by date.
TW explain that in the following lessons, the students will learn about
more causes that lead to the Revolution.
SW complete an exit ticket to assess if they me the lesson objectives
(#26- Exit Ticket).
TW allow the students to take their Skittles/M&Ms cups to recess to eat
during their break.

d. Extension: If students finish before time, TW have the students

6. Accommodations, Modifications and Differentiations for Diverse Learners:

ELLs/IEP students will receive extra support from the teacher during the
activities.
 ELLs/IEP students will be seated near teacher, and teacher will give clear printed
and verbal instruction, and will implement visual aids/manipulatives when
available.
ELLs/IEP students can have extra time to finish their tasks if necessary.

Modifications:
Students who need extra support to understand can be paired with a student who
has a strong grasp of the concept.

Differentiation:
The use of visual aids
Modeling
Cooperative Learning
Clear verbal and written instruction

7. Assessment and Evaluation of Learning:

a. Formative:
SW be assessed on their participation in their small groups.
SW complete a graphic organizer to log notes about what they learned about
The Intolerable Acts and taxation.
SW complete an exit ticket and will be assessed on their understanding and
completion of the ticket.

b. Summative: N/A

8. Homework Assignment:
N/A

9. Lemov & Kagan Strategies:

Technique #2: Targeted Questioning- Ask a quick series of carefully chosen, open-
ended questions directed at a strategic sample of the class and executed in a short
time period.
Technique #26: Exit Ticket- End class with an explicit assessment of your objective
that you can use to evaluate you and your students success.
Technique #57: What to Do- Use specific, concrete, sequential, and observable
directions to tell students what to do, as opposed to what not to do.

10. Reflection: