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Lesson Plan Presentation

Intro To the Exceptional Individual
Cindy Wolfe
Grade Level: 5th grade
Subject: Social Studies
Concept Being Taught: The Revolutionary War: The Boston Tea Party
Common Core Standards Being Taught:
Dimension 1: Developing questions and planning inquiry
INQ 3-5.1: Explain why compelling questions are important to others
Why were the Sons of Liberty angry at the tax on tea? Explain that the
colonists were upset due to taxation without proper representatives in
parliament through the skit.
Dimension 2: Applying disciplinary concepts and tools
HIST 5.4: Explain why individuals and groups during the same historical
period differed in their perspectives.
Tell why the tax was put on the tea by the British government.
Dimension 3: Evaluating sources and using evidence
INQ 3-5.8 Use evidence to develop claims in response to compelling
questions
The Boston Tea Party skit will identify key issues which compelled the
colonists to act.
Dimension 4: Communicating conclusions and taking informed action
INQ 3-5.10: Construct explanations using reasoning, correct sequence,
examples, and details with relevant information and data
Relate evidence support the colonists actions and what the consequences
were.
Objectives: The students will read, memorize, and perform the short skit on
the Boston Tea Party by the end of the lesson. They will have learned what
the Boston Tea Party was, why the event occurred, who participated in it, and
what the consequences were. This activity will allow the children to actively
participate in an historical event, enable them to be creative, and inspire
questions for further discussion.
Teaching Methods: I will be using an interactive instruction method
through experiential learning. As the teacher I will organize and guide the
students while encouraging them to come up with their own ideas for the
skit.
Description of the students in class: This is a general education
classroom consisting of 25 students. 8 of my students have IEPs which

include 3 students with ADHD and 1 student with Down Syndrome. Many
students tend to have trouble concentrating in classes that only employ
direct instruction.
Accommodations: I know that many of my students have trouble paying
attention and sitting still. By having the class perform a skit I am allowing
my students to channel their energy in a way which will positively affect their
learning. Some of my students will have trouble memorizing lines and feel
uncomfortable performing, so I will ensure that these students still
participate in the skit in different ways. For example, students can play a
non-speaking part, help create artistic set pieces, organize costumes and
props, or help create parts of the script.
Lesson Plan:
Set up: Students will be divided up into five groups. There will be five
students in each group at a table facing the front.
1) I will meet each student at the door and assign them a seat at the
already arranged group sections. The students will be instructed to
read the short skit description while waiting for class to begin.
2) Class will begin after I say, “Yankee Doodle.” Students should respond
with, “went to town.” I will briefly explain our activity which is a skit on
the Boston Tea Party.
3) We will read the script which has three scenes. This should take only
ten minutes.
4) Then we will discuss the last scene in which the children will help
create a script.
5) I will ask questions on a previous lesson on the Boston Tea Party: What
happened at the Boston Tea Party? Why did the Sons of Liberty throw
away the tea? What happened after the Boston Tea Party? What would
you think or say if you were at the Boston Tea Party?
6) Students will then be given art supplies to create tri-corned hats and
Native American headdresses for costumes.
7) Five minutes before class ends students will pick up the mess from
their craft.
8) I will assign homework and then hand out scripts as students exit the
classroom.
Academic Language: Students must understand the following vocabulary:
taxation, representation, liberty, parliament, Tea Act.
Assessment Methods/Lesson’s Success: This lesson will be an active
application of knowledge the students have previously learned. By
participating in a skit, students will further retain information through
practice and memorization. The opportunity for students to participate in

different ways helps students who may have trouble memorizing information.
This activity will last longer than an average lesson, so a part of every class
must be put aside to prepare for the skit. The students will be performing
the skit for their parents during open house.