LessonPlanningFormforAccessibleInstructionCalvinCollegeEducationProgram

Teacher:Ms.AnneliseVanDyken
Date:4/8/15
Subject/Topic/Theme
:TheRoadtoRevolutionLesson4

th
Grade:5

I.Objectives
Howdoesthislessonconnecttotheunitplan?
Thisisthefourthlessonintheunitplan,expandingthestudentsknowledgeonthecausesoftheAmericanRevolution.Iwillbeteachingonthestampandsugar
acts,whichGreatBritainputintopracticeaftertheFrenchandIndianWar.
cognitive
physical
socioemoti
Learnerswillbeableto:
RUApAnEC* development
onal

UnderstandwhatpowerandauthorityareandhowtheBritishgovernmentdemonstratedthat
IdentifySamuelAdams,JamesOtis,PatrickHenry,WritsofAssistance,Stamp/Sugar/QuarteringActs
Evaluatethecolonistsresponsestotheacts
CreatealettertotheBritishgovernmentthatshowshowmanyofthecolonistsfeltabouttheacts
Workwithapartnertodiscussideasaboutquestionsasked
ConnecttheStampActandotheractstoothereventsandactions.

U
R
E
C

CommonCorestandards(orGLCEsifnotavailableinCommonCore)addressed:

GLCEs:
5U3.1.1: DescribetheroleoftheFrenchandIndianWar,howBritishpolicytowardthecoloniesinAmericachangedfrom
1763to1775,andcolonialdissatisfactionwiththenewpolicy.
remember,understand
5U3.1.2: DescribethecausesandeffectsofeventssuchastheStampAct,BostonTeaParty,theIntolerableActs,andthe
BostonMassacre
analyze,create
5U3.1.3: UsinganeventfromtheRevolutionaryera(e.g.,BostonTeaParty,quarteringofsoldiers,writsofassistance,closing
ofcoloniallegislatures),explainhowBritishandcolonialviewsonauthorityandtheuseofpowerwithoutauthoritydiffered(views
onrepresentativegovernment)
evaluate
5U3.1.6: Identifytherolethatkeyindividualsplayedinleadingthecoloniststorevolution,includingGeorgeWashington,
ThomasJefferson,BenjaminFranklin,PatrickHenry,SamuelAdams,JohnAdams,andThomasPaine.

CommonCore:
CC.5RI.6:

Analyzemultipleaccountsofthesameeventortopic,notingimportantsimilaritiesanddifferenceinthepointofview
theyrepresent
analyze

CC.5.W1:Writeopinionpiecesontopicsortexts,supportingapointofviewwithreasonsandinformation.
a.Introduceatopicortextclearly,stateanopinion,andcreateanorganizationalstructureinwhichideasarelogically
groupedtosupportthewriterspurpose.
b.Providelogicallyorderedreasonsthataresupportedbyfactsanddetails.
c.Linkopinionandreasonsusingwordsandphrasesandclauses(e.g.,consequently,specifically).
d.Provideaconcludingstatementorsectionrelatedtotheopinionpresented.

CC.5W.4:
Produceclearandcoherentwritinginwhichthedevelopmentandorganizationareappropriatetotask,purpose,and
audience
create

(Note
:
Writeasmanyasneeded.Indicatetaxonomylevelsandconnectionstoapplicablenationalorstatestandards.Ifanobjectiveappliestoparticular
learnerswritethename(s)ofthelearner(s)towhomitapplies.)
*remember,understand,apply,analyze,evaluate,create

II.Beforeyoustart
Identifyprerequisiteknowledgeandskills. StudentsunderstandwhathappenedintheFrenchandIndianWar,studentsknowthatEnglandwas
rulingthecolonies.

Outlineassessmentactivities
(applicabletothislesson)
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Preassessment(forlearning):
Forthislesson,askthestudents,WhatdoyouthinkthecoloniesandEngland
werefeelingaftertheFrenchandIndianWar?Whatdoyouthinkisgoingtohappennext?


Formative(forlearning):
Askstudentscomprehensionquestionsaboutthevideo,askthemaboutthingsthat
aregoingoninthecolonies(i.e.taxes)afteryoureadatextorexplainanevent.Askthemwhichpeopleare
beingdiscussedandthethingstheydid.
ThestudentswritealettertotheEnglishGovernmentasa

colonistabouthowtheyareupsetaboutoneofthetaxacts.Thisinvolvesthemusingtheeventsthey
learnedaboutduringthelessonaswellastheirwritingskills.

Formative(aslearning):A
skstudentshowtheywouldfeelaboutcertainthings(Ms.VanDykenasthe
queenoftheclassroom,howthecolonieswouldreacttothetaxes,etc.)Also,havingstudentspredictwhat
theythinkisgoingtohappenhelpsthemlearn.Thestudentswillalsofilloutachecklistthathelpsthem
selfassesstheirworkontheworksheetabouttheBritishgovernment.

Summative(oflearning
):ThestudentswritealettertotheEnglishGovernmentasacolonistabout

howtheyareupsetaboutoneofthetaxacts.Thisinvolvesthemusingtheeventstheylearnedabout
duringthelessonaswellastheirwritingskills,whichwillhelpthempreparefortheunittestaswell
asbeabletouserealworldwritingskills.

ProvideMultipleMeansof
Representation
Provideoptionsforperception
makinginformationperceptible

Ihaveaslideshowforthestudents
tofollowalongwith,Iwillbe
explainingeventsandideas,andI
willalsobeaskingquestions.Iwill
showavideoaboutthetaxacts,
andwewillreadtextsandaquote
aboutthetaxes.
Provideoptionsforlanguage,
mathematicalexpressions,and
symbols
clarify&connect
language

Whatbarriersmightthislessonpresent?

Whatwillittakeneurodevelopmentally,
experientially,emotionally,etc.,foryour
studentstodothislesson?

Talkingwithapartnerabout
differentthings,writingdown
thoughts,listeningtotheteacher
explain

Provideoptionsforcomprehension
activate,apply&highlight

Teacherexplanations,video
explanations,picture
explanations,readingthrougha
quote

ProvideMultipleMeansof
ActionandExpression
Provideoptionsforphysical
action
increaseoptionsfor
interaction

Thestudentswillwritealetter
totheEnglishgovernment.
Theywillalsotalkwitha
partnerand/orrespondtothe
teachersquestions,especially
whentheyarereactingtothe
queensunfairrules.
Provideoptionsforexpression
andcommunication
increase
mediumofexpression

Thestudentswillrespondto
theteachersquestions,
discussideaswithapartner,
andwritealettertothe
government.Theywillalso
takenotesintheirsocial
studiesjournalsabout
importanttermsorevents.
Provideoptionsforexecutive
functions
coordinateshort&
longtermgoals,monitor
progress,andmodifystrategies
Thestudentswillbeableto
monitortheirprogressby
talkingwithapartnerandwith
theteacheraboutthought
questions.Theycanreadand
respondtoaquotefromthe
PrimeMinister,whichwillhelp
themunderstandmultiple
perspectives.

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ProvideMultipleMeansofEngagem
Provideoptionsforrecruiting
interest
choice,relevance,value,
authenticity,minimizethreats
Thestudentscanengageinthelesson
throughavideo,slideshowpictures
andtext,asimulationofthetaxacts
withmeactingastheQueen,andin
discussionswiththemeorwiththeir
partners.
Provideoptionsforsustainingeffort
andpersistence
optimizechallenge,
collaboration,masteryoriented
feedback

Thestudentswillwritealetterto
theBritishgovernmentattheend
ofthelesson,whichencourages
themtopaybeengagedandfocus
duringthelessonsothattheycan
completetheassessmentwell.
Effortisthehighestvalued
criterion.
Provideoptionsforselfregulation
expectations,personalskillsand
strategies,selfassessment&
reflection

Thereisachecklistfortheletter
totheBritishgovernment
worksheetthatthestudentscan
completetoselfassess.The
studentswilldiscusstheir
responsestosomeofthequestions
tobeheldaccountablefortheir
learning.Studentswilladd
importantcharactersandeventsto
theirtimelinesfororganization
purposes.


Materialswhatmaterials(books,
handouts,etc)doyouneedforthislesson
andaretheyreadytouse?

Howwillyourclassroombesetupforthis
lesson?

III.ThePlan

Time
5min

Components
Motivation
(opening/
introduction/
engagement)

2min

56min

Development
(thelargest
componentormain
bodyofthelesson)

3min

2min
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Papercrownforqueen,videoaboutthetaxacts,Slideshowwithpictures,worksheetontheletter
writingtotheKing,graphicorganizertimeline,studentssocialstudiesjournals.

Studentssitintheirregularseats,teacherstandsinfrontandcontrolsthedigitaldevices,andthe
screenisdownfortheslides.

Describe
teacher
activitiesAND
student
activities
foreachcomponentofthelesson.Includeimportanthigherorderthinkingquestionsand/orprompts
IenterastheQueen.Iestablishsomenewrulesinthe Studentsreacttotheteachersnew
classroom:
rulesandvoicetheirfeelings.They

Weneednewfurniture,soyoueachhavetogive
maywanttoarguewiththeteacher
me$10.
aboutwhattheywant.

Electricityisveryexpensive,soeverytimeyou

sharpenyourpencil,youneedtogiveme50

cents.

Youneedmorehomework,sowearecanceling

allrecessesandyoumuststayintheclassroom

andwork.

Iamincharge,soyoumustlistentowhatIsay!
Ifyoudisobeyme,youwillgetpunished.What

doyouthinkofthenewrules?

Respondtostudentsprotests,etc,withfirmness
Studentsthinkabouthowtheywould
andnoswaying.
reactifIactedlikethisallthetime.
Askthestudents,
Howwouldthismakeyoufeelif
Theywouldthinkabouthowschool
Mr.TherrienorIactedlikethisintheclassroom?
wouldbedifferent.
Whatwouldyouwanttodo?Wouldyouwanttogo
toschool?Howwouldthischangethewaythat
thingsgo?
TransitiontohowtheBritishgovernmentgavemany
rulestothecolonistsaftertheFrenchandIndianwar.

TransitiontothecoloniesaftertheFrenchandIndian

War:

Showavideoexplainingthecircumstancesinthe

colonies01:22

Beforeshowingit,askstudentsiftheyknow
what Studentsrespondtoquestionand
itmeanstorepealsomething
thinkaboutwhatitmeanstorepeal

Askcomprehensionquestionsaboutthevideo:
something.
whathappened?WhydidtheBritishtaxthe

colonists?Whatwerethetwobigtaxes?

GototheslideontheWritsofAssistance:
Studentsanswercomprehensionquestion
Talkabouthowsearchingwithawarrantisdifferent
StudentsrespondtotheWritsof
today
Assistanceandthinkaboutwarrants
GototheslidewiththequotefromthePrimeMinister
orsearchesarecarriedouttoday.
ofEngland
askstudentsiftheyknowwhataprime
ministeris

Studentsworkwithapartnerto
discusswhatthequotemeans.What

1min
1min

4min

3min

6min

2min

Readthequotetothestudentshavethemtalktoa
partneranddeterminewhatthecoloniesmayhave
thoughtaboutthis
Discussthequotealtogetherafterthestudentsfinish
Topreparestudentsfortalkingaboutthetaxacts,ask
themwhatkindsofthingswehavetaxesontoday.
GototheslideontheSUGARAct
explainwhatthis
meantforthecolonistsDoyouthinktheywere
happyaboutit?NO!
GototheslideontheQUARTERINGActshow
picture.

Askstudentstotalktoeachotheraboutwhats
goingoninthepicture.

Explainthatthecolonistswereforcedtolet
Britishsoldiersstayintheirhomes
GotoslideonSTAMPAct
explainhowtherewere
taxesonstamps,legaldocuments,licenses,
newspapers,playingcards,etc.colonistsprotested
moreagainstthisonethanthesugaract
Gototheslideonhowthecolonistswerenothappy
aboutthetaxacts:

Discuss
Notaxationwithoutrepresentation!

ExplainabouttheBritishgovernmentandthe
representativesrelateittohowwehavea
HouseofRepresentatives,andpeoplefromeach
stateactonthestatesbehalfaskstudentswhat
theyknowaboutourgovernment

Explainw
hoJamesOtisandSamuelAdams
were
Gotoslideon
PatrickHenryandhisreactionstothe
StampActexplainwhattheVirginiaHouseof
BurgessesisagovernmentjustforVirginia

Explainhowthecoloniesstillhadtheirown
smallergovernments.Theydefinitelywerenot
strongenoughtooverpowerBritain,whichis
whypeoplelikeBenFranklinwantedthe
coloniestojointogether.

wouldthecolonistshavethoughtof
it?Dideveryonethinkthesame
thing?
Studentsbrainstormwhatkindsofthings
taxed.

Studentstalktoapartneraboutwhat
theythinkisgoingoninthepictureof
theQuarteringAct

Studentsfollowalongonslidesand
thinkabouthowthegovernmentwas
differentthenthanitwastoday.
Studentsrespondtothoughtquestions.

Ask
howdoyouthinkmanyofthecolonistsare
Studentsrespondtoquestion.
feeling?AreasmanyofthemsupportingEngland
Studentsthinkabouthowtheseforces
now
?
arecausingtensioninthecolonies.
2min
Closure
Havestudentspullouttheirgraphicorganizersandadd Studentsaddmorenamesandtermstoth
(conclusion,
SamuelAdams,PatrickHenry,WritsofAssistance,
graphicorganizer
culmination,
SugarAct,QuarteringAct,StampActtotheircharts

10min
wrapup)
Havestudentspretendthattheyarecolonistsandneed
StudentswritealettertotheBritish

towritealetterthatcomplainsaboutoneoftheacts.
governmentarguingagainstoneof

SaythattheywillalsorespondasaBritishgovernment
theacts.

member,arguingwhytheythinkthetaxactsshouldbe

there.Specifytheexpectationsandgooverthe
checklist.Haveeachstudentsworkonthepaper,but
theycandiscusswhattheywrotewithapartnerifthey
wouldlike.
Yourreflectionaboutthelesson,includingevidence(s)ofstudentlearningandengagement,aswellasideasforimprovementfornexttime.
(Wri
thisafterteachingthelesson,ifyouhadachancetoteachit.Ifyoudidnotteachthislesson,focusontheprocessofpreparingthelesson.)
1min

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Forthislesson,Ialsosplititintotwosmallerones.WhenIsplitthepreviouslessoninhalf,itseemedtoworkwell,soIthoughtthatIwouldtrytodo
thesamethingforthisone.Inthefirstpartofthelesson,ItaughtabouttheWritsofAssistance,SugarAct,andQuarteringAct.Myteacheradvisedme
tomakesomeofthestudentsgiveuptheirseatsandsitinthefront,tellingthemthatotherstudentswerecomingintotaketheirseats.Thiswas
supposedtomakethemfeelliketheywerecolonistswhohadtohouseBritishsoldiers,eventhoughtheydidntknowthemandhadtofeedandcarefor
them.Ithinkthisanalogyhelpedthestudentsfeelthesamethingsthatthecolonistswerefeeling,butIwishIhadhadalittlemoretimetopreparewhat
Iwasgoingtodowiththestudents,sinceitlookedlikesomeofthestudentswerealittleconfusedatwhatwasgoingon,andittookalongtimefora
lotofthestudentstogetoutoftheirseats.Afterthis,transitioningintotherestofthelessonwentwell.Onceagain,thepicturesreallyhelpedthe
studentsunderstandwhatthedifferenttaxesandBritishrulesmeant.WetalkedaboutsmuggledgoodsandtheWritsofAssistance,theSugarAct,and
thentheQuarteringAct.EventhoughWritsofAssistanceandQuarteringarenamesthatarealittleobscure,itwasmoreimportantforthestudents
tounderstandwhatthisdidtothecolonists,andwhattheBritishreasoningwas.IfIcouldteachthisagain,Iwouldmaybeintegratemoreactivitiesinto
thelessonthatwouldbetterhelpthestudentsunderstandthemeaningofWritsofAssistanceandQuartering.Forexample,Icouldrelatewritsof
assistancetotheireverydaylivesbyaskingthemhowtheywouldfeelifsomeonelookedthroughtheirbackpackbecausetheythoughtsomethingof
theirswasstolen.Icouldalsohavethestudentsusetheirbooksandworkwithapartnerorsmallgrouptoresearchforinformationonthedifferentacts,
havingthemrecordthingsdownintheirsocialstudiesjournals.
Thesecondpartofthelessonwentwell,too.IbeganbyteachingastheQueenoftheclassroom,whichwassimilartohowIstartedthefirstpartof
thelesson.Iwantedtoputthestudentsinthecolonistsshoes,soIcameinwearingacrown,andItoldthemthatIwasgoingtoestablishsomenew
rulesintheclassroom.Everytimetheyusedthepencilsharpener,theywouldhavetogivemefiftycents,andtheywouldalsohavetogivemeten
dollarsforsomenewdesksthatIwasgoingtopurchase.ThestudentsreactedverymuchasIexpectedoutrageandnoncompliance.Iaskedthem
whattheywoulddo,andsomeofthemsaidthattheyweregoingtorunawayfromtheclassroomwhileothersweregoingtostartawar.Onestudent
evensaidthattheywouldpooltheirmoneytogether,givemeathousanddollars,andthenforcemeawayfromtheclassroom.Thankfully,noneofthis
happened,butitdidgivemeanopportunitytoconnecttorevolutionsandwhytheybegin.IalsotalkedaboutSamuelAdams,JamesOtis,andNo
taxationwithoutrepresentation.IfinishedbytalkingaboutPatrickHenry.IthinkifIweretoteachthislessonagain,IwouldtakeoutJamesOtisand
PatrickHenrybecausetherewasntmuchtobesaidaboutthem.Itwasmoreimportantforstudentstounderstandhowmanyofthepatrioticcolonists
werefeelinginresponsetotheBritishtaxacts.Onthespurofthemoment,Idecidedtotalkabouttarandfeathering,andMr.Workmanhadapicture
thatheshowedfromthebook.Thestudentswereinterestedinthat,anditwaseasyforthemtounderstand.Theworksheetwentwell,whichinvolved
thestudentswritingletterstotheBritishcolonistsasangrycolonists,andthenansweringthemasamemberoftheBritishgovernmentwhowas
arguingwhythetaxwasagoodthing.IfIcouldteachthelessonagainandhadmoretime,Iwouldhavemodeledanexampleofwhatthestudentshad
todofortheworksheet.Therewerealotofquestionsaboutit,soIthinkitwouldhavebeengoodformetomodel.

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