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LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A DEMOCRACY

Name:__Chris Glatfelter__________________Date:____9/25/2014____________________
Unit Essential Question:_What caused the American Colonists to rebel?________________
Lesson Topic:___Boston Massacre _______Class:____Period 3 U.S. History______________
PLANNING THE LESSON
With Democracy and Social Justice at the Center of InstructionFocusing on the National
Network for Educational Renewal (NNER) Mission the 4-Part Agenda for Education in a
Democracy
EQUAL ACCESS
ENCULTURATION
NURTURING PEDAGOGY
STEWARDSHIP
To Knowledge
In Democratic Society
Safe and Caring for All
of the Mission
What are you and your students doing today to advance the 4-Part Mission? Connections:
With which part(s) of the Agenda does this lesson connect most clearly? And how?
Connecting to our past and understanding the American Revolution as a civil movement toward
democracy and democratic processes.
STANDARDS (www.cde.state.co)
Content:
Use the historical method of
inquiry to ask questions,
evaluate primary and
secondary
sources, critically analyze and
interpret data, and develop
interpretations defended by
evidence

Literacy and Numeracy:


Use Logic and rhetoric to
analyze and critique ideas

Democracy and
21st Century Skills:
Evaluate the credibility and
relevance of information,
ideas, and arguments

Literacy and Numeracy:


Write a short paragraph to
critique the key ideas of the
text and analyze the
importance of historical
source material.

Democracy and
21st Century Skills:
Evaluate historical sources
and come to understand the
important characteristics of
perspectives and biases.

OBJECTIVES
Content:
Use inquiry to critically
analyze the events of the
Boston Massacre in order to
understand the events and
timeline of the incident.

ASSESSMENTS What is your evidence of achieving each objective? How will students know
and demonstrate what they have learned in each of the areas, all of the objectives?
Content:
Discussion and creation of a
list of the events that
transpired during the Boston
Massacre

Literacy and Numeracy:


Written paragraph that will be
turned in at the end of class
that explains the value of
sources.

Democracy and
21st Century Skills:
Through discussion and
critique of the written
assessment we can discern
the understanding of
perception of biases.

Literacy and Numeracy


Logic
Rhetoric

Democracy and
21st Century Skills
Critique

KEY VOCABULARY
Content
Stamp Act
Townshend Acts
Indemnity Acts
Quartering Act
Investigation
Primary Source

HIGHER ORDER QUESTIONS for this lesson


Content
How do we discover the truth
when the information
conflicts?

Literacy and Numeracy


How do we interpret historical
sources and what factors are
important to take into
account?

Democracy and
21st Century Skills
What factors must you take
into account when assessing
biases in historical accounts?

LESSON FLOW
This is the actual planning of the lesson activities.
Time

Anticipatory Set Purpose and Relevance


Warm-up may include any of the following: hook, pre-assessment, introduction
5-7minutes to topic, motivation, etc.

Time

Pre-Assessment
Recall the events and topics of the last class through TPS and class discussion.
Touch upon the topics discussed with the stamp act

Time
15 minutes

Building Background
Link to Experience: Connections to the Revolutionary spirit/Jeff.co.

Link to Learning: Relate this to the idea of national identity and growing unrest in
the American colonies and previous discussion of the Stamp Act
Time
45 minutes

Activity Name Should be creative title for you and the students to associate
with activity. Histories Mysteries
Anticipatory Set The hook to grab students attention. These are actions and
statements by the teacher (or students) to relate the experiences of the
objectives of the lesson, to put students into a receptive frame of mind.
To focus students attention on the lesson
To create an organizing framework for the ideas, principles or
information that is to follow (advanced organizers)
An anticipatory set is used any time a different activity or new concept is to
be introduced.

Time

Instructional Input Includes: input, modeling and checking for understanding

10 minutes

Models of Teaching:
Inquiry, Cooperative Learning, Concept Attainment, Direct Instruction,
Discussion, Socratic Seminar, Synectics, Inductive, Deductive and Mastery
Learning, etc.
SIOP Techniques: I do, We do, You do.
Guided Practice: An opportunity for each student to demonstrate grasp of new
learning by working through an activity or exercise under the teachers
supervision. The teacher moves around the room to determine level of mastery
and to provide individual feedback and remediation as needed. (Praise, Prompt,
and Leave)

Reading , Writing, Listening, Speaking


Checking for Understanding: Determination of whether students got it before
moving on. It is essential that the students practice doing it right so the teacher
must know that the students understood before proceeding to practice. If
there is any doubt that the class does not understand, the concept or skill
should be re-taught before practice begins.
Questioning Strategies: Utilizing Blooms Taxonomy questions should
progress from the lowest to the highest of the levels of the cognitive domain
(knowledge, comprehension, application, analysis, synthesis, evaluation and
creativity).
Independent Practice: Once the students have mastered the content or skill, it
is time to provide reinforcement practice. It is provided on a repeating
schedule so that the learning is not forgotten. It may be homework or individual
or group work in class. It can be utilized in a subsequent project. It should
provide for relevant situations not only the context in which it was originally
learned.

Time

Accommodations, Modifications, and Student Adjustments


Consider: multiple intelligences, learning styles, cultural and ability diversity,
etc.
If the activity is too advanced or too easy for some, how will you modify
instruction so all students will learn?
What accommodations will be needed and for whom? (IEP, 504, Special Needs)

Time

Review and Assessments of All Objectives How will you and how will the
students know they have achieved the objectives of the lesson?

Content:

Literacy and Numeracy:


Democracy and 21st Century Skills:

Time

Closure
What will you and the students do at the end of the lesson or after a chunk of
learning to synthesize, organize and connect the learning to the essential
question(s)?

Time

Next Step

Post-Lesson Reflection ( For the Teacher)


1. To what extent were all objectives achieved?
2. What changes would you make if you teach the lesson again?

3. What do you envision for the next lesson?


4. To what extent does this lesson achieve the Mission of the Agenda for Education in
a Democracy? To what extent does this lesson achieve the 21st Century Skills?