SPED 123/223 Lesson Plan Template

Date: _____October 25, 2016_________Grade/Class/Subject: ____11th

grade/American History_____

TAKE DIRECTLY FROM YOUR UNIT PLAN: LESSON 1

The Big Ideas or Overarching Questions for the Unit:

- Explain why American colonists fought for independence from Great Britain.
- Identify the major turning points in the American Revolution.
- Who were the significant individuals involved in the conflict?

State/National Standards addressed in this lesson:

- SS.9-12.H.1 Understand historical patterns, periods of time, and the relationships among these
elements.
- SS.9-12.H.2 Understand how and why people create, maintain, or changes systems of power,
authority, and governance.
- SS.9-12.H.4 Understand the role of individuals and groups within a society as promoters of change or
the status quo.
- SS.9-12.H.8 Understand cause and effect relationships and other historical thinking skills in order to
interpret events and issues.

Content Objective(s):
- Recognize the issues surrounding the growing tensions between the American colonies and the British
o Consider what could justify disobedience of laws
- Motive students to learn more about the causes of the Revolutionary War
o Consider what it means to be a citizen of a nation
- Understand the cause and effect relationship between battles that took place during the American
Revolution.
o Consider what battles and events lead up to the colonists winning
- Describe the roles that individuals such as Samuel Adams, John Adams, John Hancock, Thomas
Jefferson, and George Washington played in the American Revolution.

Instructional materials:
- The Americans by Holt McDougal
- The Revolution: Boston Bloody Boston (minutes 4-10)
- Notes (for students it has been prearranged with)
- Computers
- Poster board for Jigsaw presentation
Books/Resources:
- The Americans by Holt Mc Dougal
- https://www.youtube.com/watch?v=K-SwXEifHHo (The History Channel Video)
Technology:
 - May use laptops to take notes (I will look at after class to make sure they stayed on
task.)
- Laptops for looking up information and presentation of the Jigsaw.
- YouTube Video
- ELMO (Hopefully)
PROACTIVE PLANNING:
Universal Academic Scaffolds and Accommodations:
What background knowledge is required for students to be successful with this
lesson?
- Instruction from previous chapters in order to understand the timeline leading up
to the events.
- Instruction in past American History classes will help with understanding.
What vocabulary will need to be taught/pre-taught in this lesson?
- The Stamp Act
- The Townshend Acts
- The Boston Massacre
- Committees of Correspondence
- Boston Tea Party
- The Intolerable Acts
- Martial Law
- Minutemen
What are the potential barriers to instruction and assessment for which UDL
features should be considered?
Options for Multiple Means of Representation:
- Video for engagement
- Questions during reading (pause to think and for notes)
- Time to collaborate
- Main points to pay attention to on the board
Options for Multiple Means of Action and Expression:
- Questioning students
- Exit ticket/verbal reply
- View notes at end of class
- Listen to group conversations
Options for Multiple Means of Engagement:
- Working with partners
- Use computer for notes
- For specific students, take notes themselves then receive notes from me if needed
- Exit ticket or verbal reply to final question
- Use of technology for presenting learning outcome Jigsaw
Metacognitive Skills:
o Issues with honesty
 Using facts before presenting ideas to class.
Am I using something I read from the book? Students are required to
cite what they five as a fact with a page number from the book. Since
students are also allowed to use technology during the Jigsaw activity,
they can use a credible source. Can I support what I am saying? By
asking these questions students will know that the ideas and opinions
they are giving are correct or related to the content.
o Comprehension of Vocabulary
Self-check
Students that are receiving my notes after class are required to write
the main points with one detail about that point. When they receive
the notes after class, they can check their understanding from class
with the note sheet. This will allow them to understand if they
comprehend what is happening and being read in class.
Behavioral Scaffolds:
o Anti-social behavior
Teaming up Jeff and other students with social issues will help them work at
communicating with peers and other people outside the classroom. These
teams need to be thought out so that students are comfortable working
together.
Every team member will be required to share something with the group.
Peers must pause for everyone to share. This will give Jeff an opening to
respond to the question after looking in the book and without being
disrupted.
o Keeping calm/stress free
By placing him in a group that he feels comfortable in, it will allow Jeff to be
less stressed. Since mild echolalia occurs when he is stressed or in loud
situations, group time will be structured. Everyone in the group will have jobs
for research and presenting the content. Teaming Jeff up with a specific peer
mentor will also make him more comfortable in the group setting.

LESSON BODY:
The Revolution: Boston Bloody Boston
o This will help to create background knowledge before reading in class together. It will also help
to heighten interest in the information we will be discussing in class for the day.
MAIN IDEA: Conflict between Great Britain and the American colonies grew over issues of taxation,
representation, and liberty.
 Together we will read aloud the sections of the book we will be reviewing for the day. Pausing every
couple of pages to answer the content questions as a group and check for understanding. I will not pick
out random people to read. I will ask for volunteers to read, I will read aloud to the group, or we will do
choral reading together as a class.
Every day on the board there will be main points. These are the points that I want the students to make
special note of, and be sure to copy down.
o The Stamp Act
o The Townshend Acts
o The Boston Massacre
o Committees of Correspondence
o Boston Tea Party
o The Intolerable Acts
o Martial Law
o Minutemen
I will also give content questions to the students who need it after class, and my own
version of the notes they should have been taking in class. These will be the students that
have accommodations involved with writing. They will know who they are and be asked
to just write down the main points and one detail during class reading/lecture time.
Table groups will each get one of the learning outcomes. Together they will decide how the want to
present the information they focused on to the group. This can be done but presenting with just words,
graphic organizers, drawing, or using technology to create a short power point.
o Summarize colonial resistance to British taxation.
o Trace the mounting tension in Massachusetts.
o Summarize the battles of Lexington and Concord.
Not everyone will be required to talk, but I will check in to make sure they are all
contributing to the conversation and information. Finally I will have them rate themselves
on how well the participated and how much the contributed to the presentation. They will
not always be placed in the same groups every class period. This will change based on a
chart I will make for the class.
With a shoulder partner, discuss the various issues that the colonies has with the British. Share your
opinions on how that would make you feel and what you would do in that situation. How would you
react to the Stamp Act? What would you do after the Townshend Act? What about the Intolerable Acts?
Would you become a minute man? Would you have fought at the batter of Lexington and Concord?
o Before leaving class, share one thing that your partner said that you agreed with. You may also
share one extra piece of information about your own opinion. If someone else takes your answer,
add to it or comment on what they said. If you dont feel like sharing with the whole class, you
may tell me at the door before you leave class for the day.

REQUIRED COMPONENTS
Start with the Anticipatory Set:
- The Revolution: Boston Bloody Boston
o The video will active prior knowledge and allow for the students to
understand what we will be talking about in this class and the whole unit. I
will only show a small part of it, in order to keep the students attention.
o We will talk about what we already know what the American Revolution.

Input and Modeling:

o Anticipatory Set

I will give an example of something from the video that activated my prior
knowledge of the American Revolution.
This will show students how to think about activating prior knowledge.
I will write mine on the board. This draw lines to the ideas I have from
the past that deal with the war. They can either do the same at their
desk to help them think about what they want to say, or they can
simply list their ideas aloud to the group.
I will ask Jeff to write his down. He will know to do this without me
saying anything because it has become a routine in the class at this
point in the semester.
o Questions During Reading
I am hoping to have an ELMO in my room so we can view the book as a large
version in front of the class. I will show them how I picked out the answer to
a question I have presented.
o Questions After Reading
I will how them where in the book I found the answer.
I will also think aloud how I formed my answer to the questions.

Check for Understanding:

During Reading Questions:
- What was the Stamp Act and what was the colonists reaction to it?
- Why did the Townshend Acts anger the colonists?
- What prompted the Boston Massacre and the Boston Tea Party?
- What were the Intolerable Acts and how did the colonists respond to them?
- Why did the British decide to march on Concord?
- What were the causes and outcomes of the battles of Lexington and Concord?
After Reading Questions: (will be on final exam)
- How would you compare reactions to the Townshend Acts with reactions to the
Stamp Act?
- Do you think that the colonists reaction to the seizing of the Liberty was justified?
- Why were the committees of correspondence established?
- What did King George set out to achieve when he disciplined Massachusetts?
- What did Warren order Paul Revere to do?

Assessment:
o Listening to responses to questions answered in class.
o Paying attention when the groups are working in Jigsaw, also what is presented.
o Shoulder partner conversations and presentation of ideas.
o I will look over student notes before they leave class.
o Students (like Jeff) can compare their notes taken during class to the ones that I give to them
after class is over.

Lesson Closure:
With a shoulder partner, discuss the various issues that the colonies has with the British. Share your
opinions on how that would make you feel and what you would do in that situation. How would you
react to the Stamp Act? What would you do after the Townshend Act? What about the Intolerable Acts?
Would you become a minute man? Would you have fought at the batter of Lexington and Concord?
o Before leaving class, share one thing that your partner said that you agreed with. You may also
share one extra piece of information about your own opinion. If someone else takes your answer,
 add to it or comment on what they said. If you dont feel like sharing with the whole class, you
may tell me at the door before you leave class for the day.
o This will set up for the lesson tomorrow, which is about the battles and turning points of the war.
It will help them to consider what they would do if they were put in the position. It will also set
them up on how they will view the battles we talk about in class tomorrow.