Towson University

Department of Secondary Education

Lesson Plan Template
Directed Reading Lesson
Name: MacGyver Biniak

Date: 3/24/16

Brief Class Description (contextual information including a number of students, subject,

level, IEP/ELL/GT or other special considerations): This text is at the frustration level for 12
of the 24 students in the 8th grade U.S. History class. It is instructional for the rest of the class.
Students are on a similar level to one another. The class has one ELL student proficient in
Spanish.
Unit and Unit Goals: The American Revolution, Grade 8
RELEVANT MD STATE CURRICULUM STANDARDS, INDICATORS, AND
OBJECTIVES:
Social Studies, Grade 8. Standard 1.0 Civics. Topic A. The Foundations and Functions
of Government
o Indicator 2 - Analyze the impact of historic documents and practices that became
the foundations of the American political system during the early national period,
Objective B - Identify the principles in European historic documents and
show their connections to the development of American political ideology.
Lesson Topic: The Road to Revolution
Prior Knowledge (How do you know the students are ready for this lesson?): Students
understand life in the American colonies (1750-60s). Students understand the role of the British
Government in North America, the structure of power in the British government and the amount
of control Parliament has in the colonies.
CONTENT STANDARDS: Social Studies, Grade 8, Standard 5 History - Students will examine
significant ideas, beliefs, and themes: organize patterns and events; and analyze how individuals
and societies have changed over time in Maryland and the United States.
Alignment:

Common
Core
Objective
Disciplinary
Literacy
Standards
1. C3
1. Students will
Framework
understand
D2.CIV.2.6-8 policies
Explain
enacted by
specific roles
the British
played by
Government
citizens (such
(Sugar,
as voters,
Stamp,
jurors,
Declaratory
taxpayers,
Acts) by
members of
completing a
the armed
Frame
forces,
Matrix.
petitioners,
protesters, and
office-holders)

2. RH.6-8.3 2. Students will

Analyze how
understand
and why
British and
individuals,
Colonial
events, or
points of
ideas develop
view after the
and interact
7 Years War
over the course
by creating a
of a text.
RAFT.

3. WHST.68.4 - Produce
clear and
coherent
writing in
which the
development,
organization,
and style are
appropriate to
task, purpose,
and audience.

3. Students will
display an
understandin
g of new
vocabulary
by correctly
utilizing at
least 2 new
vocabulary
terms in the
RAFT
writing
assignment.

Assessment

No Taxation Without
Representation
Quickwrite After
listening to Michael
Burgans The Stamp Act
of 1765, students will be
given 4 minutes for a
quickwrite activity. This
will be collected but not
graded. This is an
informal assessment to
see how student thinking
changes throughout the
class period.
Frame Matrix &
Extension to Reading
WS Students will
complete this assignment
as they read and make
sense of The Sugar &
Stamp Act reading
activity. Students will be
informally assessed
during this activity to
ensure all students are on
task. The matrix will be
handed in with the
RAFT and is graded
based on accuracy and
completion.
RAFT Writing
Assignment Students
will show their
understanding of the
lesson by playing a role
and writing to an
audience. The
assignment will be
introduced at the end of
the period. Students who
do not finish the
assignment in class can
turn in next class. A
rubric is attached to help
assess student writing.

Activity(ies)
(Which step(s) of DRL
teach this objective?)
Warm-Up Activity:
Students will listen
attentively to excerpts from
Michael Burgans The Stamp
Act of 1765. After finishing
the text, students will
complete a quickwrite
assignment.
Vocabulary Introduction:
Students will be introduced
to the crucial vocabulary that
will be in the text. Students
must understand these terms
if they are to learn the lesson.
Reading Assignment &
Frame Matrix: Students
will read the assigned text
and complete the frame
matrix associated with it.
Discussion: Students will
display their knowledge of
the subject by participating
in the discussion. During the
discussion, questions will
become more complex to
help show student
comprehension.
Rereading & Extension:
Students will reread the text
and answer 3 questions that
help to expand on the frame
matrix and discussion. The
rereading activity will
prepare students for the
RAFT writing assignment.
RAFT: Students will choose
the role which they would
like to write about. The
audience, format, and topic
are provided and students
will display their
understanding by completing
the assignment.

Materials Needed (Include Text Macrostructure): Writing utensils

Projector to show students vocabulary terms and provide context
Text The Stamp Act of 1765 by Michael Burgan (https://books.google.com/books?
id=mFiBejtcKfYC&printsec=frontcover#v=onepage&q&f=false)
Text The Stamp Act Uproar
Notebooks/Journals/Index cards (student preference when writing down vocabulary terms).
Technology Integration/Needs: LCD Projector.
Students who would prefer to read the text on their laptops/tablets can utilize the technology with
PDFs of the text.
Lesson Procedure: The lesson goal is to enable students to see what led to the American
Revolution with an emphasis on each sides point of view, i.e. that of the British government
(Prime Minister Grenville and King George III) and that of the colonists/Americans.
1.a. Readiness: Motivation Activity Students will attentively listen to excerpts from Michael
Burgans The Stamp Act of 1765 (A Challenge to British Rule & Great Britains Change in
Attitude). This text places students in the appropriate time period, allowing students to build on
their prior knowledge of the era. Students are introduced to new terms while reinforcing repeated
concepts, helping to build student vocabulary.
Teacher Language Students, today we will be continuing to develop skills in order to
understand the American colonies prior to independence. I will be reading from Michael
Burgans The Stamp Act of 1765. I would like for you to remember what we have
discussed the last few classes. While I read, pay attention to the attitudes of the colonists
during this time period and how the British government is looking control the colonists.
Time Allotted: 7 minutes
Adaptations (for IEP, ELL, culture, and other special needs): Copies of the
Burgan text can be given to students who may need additional reinforcement of
vocabulary as well as the ELL student who is not proficient in English.
Transition (explicitly linking concepts/activities/objectives): Students will
utilize the information from the excerpt in the quickwrite Background Knowledge
Activity.
Now that you have a better understanding of what it was like in the
colonies, we will be comparing this to how governments currently conduct
their operations
1.b. Readiness: Background Knowledge Activity After listening to the excerpts, students
will utilize the information presented, as well as their background knowledge to respond to the
following. How does the American Government look to enforce their rule on citizens today?
Compare and contrast this with what you know about the British Government in the 1750s and
60s.
Teacher Language Now that we have a better understanding of the American colonists
and how the British government is looking to enforce its rule on the colonists, I would

like you to compare what you know about the British government (1750-60s) with the
current American Democracy. In which ways do they look to enforce their rule over their
citizens? What is different between the two? This quickwrite activity should be 1 to 2
paragraphs. (Ex. Governments establish laws and rules citizens must follow. British
government is across the ocean so it is tough to enforce while U.S. Government can
establish laws that directly impact their citizens)
Time Allotted: 10 minutes
Adaptations: Students can utilize technology when writing this assignment if they
choose.
Transition: After completing the quickwrite, a few examples can be shared with
the class to understand the similarities and differences between the British and
U.S. governments.
Now that we have an understanding of how governments look to impose
their rule, we can now begin our reading lesson. Please take out your
journals for todays vocabulary lesson.
1.c. Readiness: Concept Development Activity VOCABULARY Before students can read
and comprehend The Stamp Tax Uproar text, students must be introduced to the key vocabulary
terms that will help them to grasp the overall message of the text. Key vocabulary terms include
debt, legislation, taxation, virtual representation, sovereign power.
Teacher Language Students, today we will be reading The Stamp Tax Uproar. This text
will be difficult for some, but it helps to develop a better understanding of the
relationship between the British and the colonists. In order to understand this complex
text, several key vocabulary terms must be introduced. These words are debt, legislation,
taxation, virtual representation, and sovereign power.
1) Introduce each word individually, showing each word on the projector and
pronouncing it so students can know how to say the word.
2) Utilize context clues for each word.
a. Debt Understanding of the word debt will occur using sentences with the
word debt. With these sentences, students will be able to fully comprehend the
word debt. Use projector when showing these sentences to the class - Because I
spent more money than I made every month, it didn't take long before I was seriously in debt. After
his losses, he had determined to pay back his debt to his parents in five years.

b. Legislation Students will utilize structural analysis on this term. Students

can understand the word legislate and will be able to use the suffix tion to
better understand legislation. If students do not have an understanding of the
word legislate, synonyms can help them to understand the concept (enact,
pass, decree, constitute).
c. Taxation Students will utilize structural analysis on this term. Apply their
knowledge of tax with the suffix tion to better understand the term taxation.
d. Virtual Representation Students will utilize structural analysis on this term.
Breaking the word down into two parts, virtual and representation, may help

students to understand the concept of a virtual representation more efficiently.

Students should also know how this compares to direct representation.
e. Sovereign Power Utilizing clues towards concept attainment can help
students to understand this word. Examples and non-examples will be shown
to the class in order to better understand the vocabulary term. Due to the
complexity of this word, many studentts may not be able to determine the
correct definition using these clues. Explaining what sovereignty and
sovereign power may be the best way to introduce this term.
3) Students draft ideas for each of the words silently while the contextual strategies are
being introduced. After all of the words are introduced, students will discuss what
they believe the word means with their vocabulary partners. After discussion, students
may change their definitions. Students will share what they believe the words mean
until a class definition is agreed upon. Students will then record all of the vocabulary
words in their notebooks.
Time Allotted: 15 minutes
Adaptations: Students may want to keep their vocabulary words on index cards.
This is an appropriate practice as long as they can keep the cards organized in a
place they can easily access them.
Transition: Let the students know that they will be seeing all of the vocabulary
words in the text and follow by reading aloud the purpose for reading.
These vocabulary words will be in todays text. You can look back in
your journals during reading if you cannot remember the meaning of a
word. Now that we have an understanding of the vocabulary, can I have a
volunteer read today's purpose for reading?
1.d. Readiness: Purpose for Reading Activity You will be reading to be informed. You will
use the thinking process of cause and effect to determine what actions the British
Government did that lead the colonists toward Revolution.
Time Allotted: 3 Minutes
Adaptations: The purpose for reading will be displayed on the PowerPoint
presentation, allowing students to read along while I am reading out loud. This is
especially important for English Language Learners.
Transition: Introduce the graphic organizer and text for the days lesson after
stating the purpose for reading.
Now that we have an understanding of why we will be reading, here is
the text we will be reading as well as the graphic organizer that will help
to organize the key facts of today's lesson.
2. Silent Reading Activity Students will be reading The Sugar and Stamp Acts, The
Stamp Act Crisis, and Repeal of the Stamp Act. The text is at frustration level for half

the class and instructional for the other half. Students will have a frame matrix to complete
while silently reading at their desk.
Teacher Language Students, today we will be reading several excerpts that help to
show Britains control over the colonists. There is a frame matrix that is associated with
the reading assignment. After each section of the text, I would like for you to stop reading
and check the frame matrix. Answer any sections of the organizer that you can prior to
reading the next section. You should continue reading like this during the activity. After
completing the assignment, check your answers with a partner at your table.
Time Allotted: 15 minutes
Adaptations: Students who need a larger text can utilize technology. Students can
utilize a device when completing the frame matrix as well. Students who do not
have a device can utilize the projector to show an enlarged text.
Transition: After students complete the reading assignment, a series of questions
will be asked to students in order to stimulate the discussion activity.
3. Discussion Activity After completing the frame matrix, students will be engaged in a
discussion to help foster comprehension of the subject. The discussion will be based upon
the purpose for reading so students will be looking to explain British actions that lead to
colonist revolution.
Class Dialogue After reading the assignment, can someone summarize what we have
read?
Student The text described the different acts that the British Government was
creating. These acts looked to raise British revenue by taxing colonists.
Teacher Can anyone name all three acts the text described?
Student Sugar, Stamp, and Declaratory.
Teacher Good, now can anyone describe what these did to restrict the colonists
freedom.
Student I remember the Stamp Act made lawyers and publishers mad.
Teacher Do you remember why they got upset? They had to buy specially made
paper with an official logo on it. Why would this upset lawyers and publishers?
Student Because they use a lot of paper.
Teacher Good. Did the article imply anything else why the colonists got mad at
the Stamp Act?
Students No we cant remember.
Teacher The economy in the states was stagnant and the colonists had to pay
hard money for these pieces of paper. Let me rephrase that. So the colonists are
struggling to make money in the first place and now the British government is
making me pay even more to send a letter. Would anyone like living in this
situation?
More Teacher Questions What did the colonists do to protest these acts?
What effects did the Acts have on British goods?
Do you think it is right to pass laws on someone if they cannot vote in elections?

Time Allotted: 12 minutes

Adaptations: The ELL student will receive a list of possible questions so they can
prepare for the discussion activity. Students will also be cold-called on if they are
not joining the discussion. This will help bring all students into the discussion.
Transition:
Overall good discussion. I thought that we have a good idea of what the
British Government was doing during this period in an attempt to control
the colonists. Now I would like you to go back to the text and answer the
three questions below the frame matrix. These questions help to bring
together the key concepts that were discussed in the text. Please read the
questions prior to jumping back into the text. Each question should be
answered with well-articulated and thought out sentences. Are there any
questions?
4. ReReading Activity Students will reread the text and answer several questions based on
the text. These questions will help students to understand key concepts that are discussed in
the text.
Time Allotted: 8 minutes
Adaptations:
Transition: Now that there is an understanding of the key concepts and laws of
the time period, students can now choose their role and write their RAFT.
5. Follow Up Writing Activity (Closing Activity) For the rest of class students will
complete the RAFT writing assignment. Students will play a role and write to a specific
audience. The format of the assignment and the topic will also be provided. Students can
choose between 3 different assignments to write about.
After the Lesson: Students who do not complete the RAFT assignment or who would like to
revise their assignment, they can finish the writing activity at home.
Reflection (How did you adjust instruction based on student responses to your
formative assessments? What are the implications for future instruction?)