SIOP Lesson Plan Template

Name: Heather Curtis Pima Course: EDC286 Instructor: Frances Gastelum

Subject: American History
# of Native English
Speakers: 12
Topic: The Processes and Grade Level: 8th Grade Lesson Duration: 45 minuets
Events which Led Up to the
American Revolution
# of ELLs (with language proficiency levels): 3 (2 are high intermediate and 1 is low
intermediate)

Brief Overview of Lesson

The purpose of this lesson is to establish a clear understanding of the events which had led to
the American Revolution including: the Tea Act, Stamp Act, the Boston Massacre, Intolerable
Acts, Olive Branch Petition and the Declaration of Independence. This lesson will provide
students the information needed to properly analyze the reasons why the British government
imposed these taxes in the Colonies, why the Colonists were upset about each of them, why
the Colonists wanted their own representation and understand why the Second Continental
Congress decided to officially break away from Great Britain.

AZ Content Standard
Type out ONE AZ Standard in Concept 4: Revolution and New Nation PO 1. Analyze the following events which led to the
full American Revolution: a. Tea Act b. Stamp Act c. Boston Massacre d. Intolerable Acts e.
Declaration of Independence.

ELP Standard &

Performance Indicator Standard 1: The student will listen actively to the ideas of others in order to acquire new
Type out ONE ELP Standard & knowledge. HI-4: making inferences and drawing conclusions from presentations.
ONE Performance Indicator in
full
Content Objective
Student-friendly language SWBAT recall and discuss the events leading up to the American Revolution including: the Tea
Congruent with content standard Act, the Stamp Act, the Boston Massacre, Intolerable Acts, the Olive Branch Petition and the
Declaration of Independence.

Language Objective
Student-friendly language SWBAT discuss in small groups the reasons why British Parliament taxed the 13 colonies, the
Appropriate for diverse learners basic items and imports which were taxed and orally the reasons why it angered many colonists
(misrepresentation and so on).

SWBAT, in writing, demonstrate the differences between the Tea Act, the Stamp Act and the
Intolerable Acts.

SWBAT write the differences between the Olive Branch Petition and the Declaration of
Independence.

List of Multimedia &

Materials Teacher Materials
 Dry Erase Marker
 PowerPoint Presentation
 Copy scroll of the Olive Branch Petition and the Declaration of Independence
 Stopwatch
 Voting Cards (Green and Red) to eventually pass out to the students
 SIOP Lesson Plan Template

Students Materials
 Notebooks
 Text book
 Pen or Pencil

Key Vocabulary  Taxation

 Representation
 Acts
 Imports
 Massacre
 Petition
 Independence
 Revolution

Learning Strategies
The cognitive learning strategies which will be practiced for this lesson includes: clearly explain
a purpose of learning the lesson, linking past knowledge to the lesson at hand, identify key
vocabulary terms, encourage students to take notes. There will be a few metacognitive
learning strategies during the lesson including: occasionally asking questions which
encourages students to predicting and inferring historical facts and occasional practices of
visualizing during the lecture.

Assumptions about
Learners’ Prior Knowledge Most (if not all) of my students have a basic and/or general understanding of what the American
Revolution is and when it took place. I assume most (if not all) students to know what caused
the French and Indian War and the 7 Year War as well as its aftermaths.

Components Lesson Sequence

Motivation (10 minutes)
Describe how you will: connect to prior
knowledge; build background; introduce
vocabulary; engage learners; and
communicate the purpose of the lesson.
Building Background:
 During my lecture, I will ask the students what the word revolution is and
what it can do to a community and other nations.
 After receiving well thought out answers, the lecture would begin with a
quick review of the past lesson to build a stronger background (French and
Indian War, 7 Year War, Colonies controlled by Great Britain and so on).

Engaging the Learners:

 The students would be frequently asked questions throughout the lesson of

what they would predict would happen next and other highly cognitive
questions to encourage critical thinking.

Communicate the Purpose of the lesson:

 After asking them for their thoughts of why this lesson may be important to
them, I will further explain the purpose of the lesson in a clear manner.
 The purpose of this lesson is to give the students a better understanding of
how our country was created, and to establish a foundation for further
knowledge of future American historical events and future political

Presentation (10 Minutes)
Describe how you will: share content and
language objectives; provide
comprehensible input; adapt content for
diverse learners; utilize supplementary
materials; scaffold learning; and use a
variety of techniques to make content
concepts clear.
Practice/Application (20 Minutes)
Describe how students will: practice and
apply the learning; be grouped for
interaction; engage with hands-on
materials; use a variety of strategies; and
integrate language processes (reading,
writing, listening, speaking). Also,
describe how you will promote higher
order thinking and provide ongoing
feedback throughout the lesson.
SIOP Lesson Plan Template
movements and policies (what our founding fathers had intended to create
for their future nation).
Introduce Vocabulary:
 The key vocabulary words will be introduced before the lecture begins.
 Students will record each vocabulary word in their notebooks so they could
write the meaning of each word in their notebooks.
Share content and Language objectives:
 Clearly state both the content and language objectives at the very
beginning of the class.
Comprehensible Input:
 I will help my ELL students who are at the high intermediate with
more challenging by encouraging them to explain their answers to
my questions with more detail and using the new terms and other
new words they will learn in this lesson.
Supplementary Materials:
 I plan to provide a supplementary video clip of the First and Second
Continental Congress debating about which steps needs to be taken,
then ask my students questions what they think about each of them.
Use of Scaffolds and Adaptive Content:
 Clarifying terminologies and vocabulary by using reinforcing
contextual definitions is another important part of this lesson to help
clarify complex terminology for all students.
 I will also ask my students questions which would elicit more
information and explanation when they answer them throughout the
lecture.
Engage with hands-on materials:
 Near the end of the part of the lecture explaining the voting process
the Second Continental Congress made to approve the Declaration
of Independence, I plan to pass out to each student one green and
one red card.
 Then, I will have them practice voting if they either approve or
disapprove on all the acts, the Olive Branch Petition and the
Declaration of Independence.
 Then, ask them what they thought about the voting process and we
will practice this for no more than 5 minutes.

Review & Assessment (5 Minutes)
Describe how students will: review
content and language objectives; review
vocabulary; and review key content
concepts. Also, describe how you will
assess their learning.
SIOP Lesson Plan Template
Group for interaction:
 After the lecture, I plan to organize the students to get into small
groups (no more than 5).
 Once the groups have been assembled, one group should represent
the British Parliament (who needed taxation to get out of debt), one
group should represent First Continental Congress (wanted to create
a more peaceful alternative for representation), and third group
represent the Second Continental Congress (demanding full
independence).
 Have each group discuss with one another (in their own groups) of
what would be the best alternative for all groups for about 5 minutes.
 Then, repass out the green and red cards to each student in each
group. Have all members share their ideas to reduce tensions, then
have the other two groups to either agree or disagree with their
conclusions for the remaining 5 minutes.
Providing feedback throughout the lesson:
 The remaining 5 minutes will be used to providing feedback to the
whole class after practicing the activities will show the students the
tension between all the members of the British Parliament and both
Continental Congresses.
Review content and language objectives:
 Before the class time ends, I will ask students questions about what
we have learned about the acts, events and the important documents
as well as each vocabulary words meanings.
 In addition, I would ask them how much they have learned in
relations to the activities about voting for or against the acts and
each of the documents.
Reviewing vocabulary and assessing the students learning:
 For homework, I will pass out work sheets with a match the right
items in the right category in relations to what items were taxed for
each of the acts, then there will be a space on the work sheet which
would give them the chance to write the differences between the
Olive Branch Petition and the Declaration of Independence.
 Finally, there will be a space for them write their own thoughts on
what would have been a better alternative to resolve tensions by
imagining if they were a member of British Parliament.
 These activities will help to determine and assess how much they
have learned.