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UTC GENERAL EDUCATION LESSON PLAN TEMPLATE (Four page limit)

PRELIMINARY INFORMATION
Candidate: Cyle Herron

Date developed: September 27, 2016

Lesson Title:
No Taxation Without Representation
Grade Level: 8th
Number of students: 25
Unit/theme: Exploration and Colonization

Date of lesson: September 29, 2016

Where in the unit does this lesson occur?


This is the fifth lesson of the Exploration and Colonization unit.

Structure(s) or grouping for the lesson (all that apply): Whole


class learning and heterogeneous groups for question sheet.

Knowledge domain/subject: Social Studies/Colonial Taxation


Period/time/estimated duration: 50 minutes

**USE COMPLETE SENTENCES IN RESPONDING TO ALL OF THE FOLLOWING LESSON PLAN ELEMENTS**
INFORMATION ABOUT THE CONTEXT, including diversity of the students (females/males, children with IEPs/504 plans, specific
language needs, other learning needs, etc.). What supports, accommodations, modifications will be provided?
I have 13 males and 12 females in my class. Three of the 25 students are African American. Two of the students read one grade
level below and four students read one grade level above. I have 3 students with sight problems and 1 student with a hearing
problem. Students will be placed in heterogeneous groups. Students with sight problems will be given their own sheet with
information that they may use to see rather than looking on the projector. Students with hearing problems will be placed near the
teacher and have an assistant to help make sure they understand the information.

RESOURCES, MATERIALS, TECHNOLOGY, EQUIPMENT FOR THE LESSON (Simply list all materials you will use)
We will use power point, textbook information, bowls for each student, gloves for certain students, healthy fruit snacks.

CENTRAL FOCUS (The big idea being taught through a content area. Be sure to check for specific criteria in YOUR
handbook!) I am teaching the students about the taxes that infuriated the American colonists and the effects these taxes had on
the future. This lesson will also give the students a perspective on how the colonists may have felt during this time.

JUSTIFICATION/RATIONALE for your plan (Why are you teaching this lesson at this time for these learners? How does
yesterdays lesson connect to todays experiences?)
This lesson will introduce the term No Taxation without Representation, the Stamp Act, the Tea Act, and other taxes bestowed
upon the colonists from England. This lesson will also bridge the class into the American Revolutionary War from the colonization of
the 13 colonies.

PRIOR KNOWLEDGE OF CHILDREN ([1] List learners community, personal, & cultural assets. [2] What do they already know
about the subject?)
Students will know and understand the aspects of early colonial life. They should also know that England was the ruling country
over the thirteen colonies. All laws made for the 13 colonies were put into law by the English Parliament.

LEARNING OBJECTIVE(S) (What will children KNOW and BE ABLE TO DO that is behavioral/measurable at the end of the
lesson?)
[Teacher version]: The students will (active verb) . . . by performing/demonstrating/writing . . .

The students will be able to discuss the effects the taxes had on the future of America by listing the effects that came from the
taxation of colonists
The students will be able to define the meaning of No Taxation without Representation by writing/explaining what it means.
Students will be able to list and define the Stamp Act and Tea Act by writing what they mean.

CONTENT STANDARDS (list strand, grade, standard number, and write out the standard)
SS8H2: The students will analyze the colonial period of Georgias history

ACADEMIC LANGUAGE DEMANDS (Return to your central focus and specifically identify the following:)
LANGUAGE FUNCTION: Analyze

Language Demand method to express understanding : Students will display understanding by answering
worksheet questions about colonial history and the taxes that were bestowed upon the colonists.
DISCOURSE: (Be sure to check for specific criteria in your handbook!): We can understand that the taxes England
bestowed upon the American colonists enraged the colonies and led to the American Revolution and eventually an independent
United States of America.
SYNTAX: Be sure to check for specific criteria in your handbook!): none
VOCABULARY: Be sure to check for specific criteria in your handbook!): colonization, Stamp Act, Tea Act, and No
Taxation Without Representation.
LANGUAGE SUPPORT (steps to help students with language (show example, demonstrate how to use dictionary, circulate and
listen, collect and provide feedback, etc)
Class discussions, vocabulary organizer

PLAN FOR ASSESSMENT OF STUDENT LEARNING (How will you know and document students progress toward the
objectives?)
Diagnostic/pre-assessment: The class will be given a pretest over the unit information.
Formative assessment/feedback to learners: After the lesson, students will be placed into groups to discuss how they would feel if
they were colonists during this time period. They will then be given a worksheet asking three questions: What is No Taxation without
Representation?, What were some of the effects of the taxes?, and if you were a colonist how would you feel?
Summative assessment (if any): At the end unit test there will be questions that come from this lesson

EXPECTATIONS FOR STUDENT LEARNING (YOUR CRITERIA FOR ASSESSMENT) (How will you SHOW/TELL students what
exceptional work looks like? What will meet your expectations? Fall below your expectations? Attach any rubrics you will use.):

Exceeds expectations: Correctly answering worksheet questions in great detail.


Meets expectations: Answering worksheet questions correctly with little detail.
Below expectations: Not answering or incorrectly answering worksheet questions

PROCEDURES FOR THE LESSON (describe with EXPLICIT DETAILS every step of the lesson so that another
teacher could replicate your plan exactly!):

Set/Motivation: The class will be asked to list reasons they believe may
have led to the American Revolution.
a. Instruction
1.

Introduce the term No Taxation without Representation. Give


examples of the taxes warranted down to the colonists: Stamp
Act and Tea Act.

2.

Explain the effects and what eventually came from the taxes:
Declaration of Independence, Revolutionary War, independent
America, Ect...

3.

Group the class into 3 different groups: King, tax collectors, and
colonists Based on which group the student is in will determine
their actions. The king will move to his/her throne in the front on
the classroom. Tax collectors will move to front of the room with
the King. Colonists will stay at their seats and do 10 jumping jacks
to earn a wage of 10 fruit snacks. This represents a colonists
working hard at their job to make a living. Each student will have
a bowl on their desk to hold their wage (fruit snacks). I will then
show 6 tax decrees on the board. For example if a student has a
cell phone in the classroom they must pay a tax of 1 fruit snack.
Tax collectors will gather all taxes and give them to the King.

LIST THE HIGHER-ORDER (CRITICAL) QUESTIONS YOU WILL ASK STUDENTS IN THIS LESSON:
How do you feel colonists felt toward the English taxes? What do you feel were the effects of the taxes?
Why?

BEGINNING: Anticipatory set/lesson launch/hook (How will the students gain the necessary information in order to
successfully accomplish the objective? Will you read a text together? View a video? Go on a field trip? Listen to a guest speaker?
Ask questions? Model? Engage in a discussion?)
We will begin by asking for any known knowledge about what led to the American Revolution. We will discuss some of the classes
thoughts.

MIDDLE: Instructional strategies to support student learning (What ideas/texts/experiences develop their understandings? How
will you promote discussion? How will you engage students in critical thinking/learning (individuals, small, whole groups)? Use
technology? Promote academic language?

1. Introduce the term No Taxation without Representation. Give examples of the


taxes warranted down to the colonists: Stamp Act and Tea Act.

2. Explain the effects and what eventually came from the taxes: Declaration of
Independence, Revolutionary War, independent America, Ect...
3. Group the class into 3 different groups: King, tax collectors, and colonists
Based on which group the student is in will determine their actions. The king
will move to his/her throne in the front on the classroom. Tax collectors will
move to front of the room with the King. Colonists will stay at their seats and
do 10 jumping jacks to earn a wage of 10 fruit snacks. This represents a
colonists working hard at their job to make a living. Each student will have a
bowl on their desk to hold their wage (fruit snacks). I will then show 6 tax
decrees on the board. For example if a student has a cell phone in the
classroom they must pay a tax of 1 fruit snack. Tax collectors will gather all
taxes and give them to the King.

END: Closure (How will you end the lesson in a way that promotes student learning and retention? How are the children sharing/
modeling the lesson objective for that learning experience?)
The students will have discussions amongst themselves about how they would feel if they were a colonist during this time. They will
then answer critical thinking questions about what the taxes led to in American history. I will walk around the class listening to
discussions and checking for answered questions. Students will turn in their answers at the end of class and I will use this as a
formative assessment.

DIFFERENTIATION/EXTENSION (How will you provide successful access to the key concepts by all the students at their ability
levels?)
Supporting students with special needs (accommodations/modifications required by the IEPs/504 plans and other ways youll
address diverse needs): Students with special needs will be placed in heterogeneous groups with higher level learning students.
They will also have the opportunity to stay after or meet at another time to finish their assignment and receive extra help.

Challenging experienced learners: They will be given a more detailed set of questions and asked to elaborate a little deeper into the
subject given.
Facilitating a classroom environment that supports student learning: We will have a whole class discussion that introduces the life of
an early American colonial. Students will be introduced to new vocabulary terms and through this discussion. We will conduct a
whole class activity that will display a simplified version of the acts that England bestowed upon the colonists. Students will then be
placed in heterogeneous groups to aid students with learning disabilities on their assignment.
Extension:
Students who are struggling with the given material will be given the opportunity to have conferences and torturing.

WHAT IFs (Be proactive; consider what might not go as planned with the lesson. What will you do about it?)
What if students . . . are allergic to fruit snacks? 1. Give pencils
What if students are not able to behave with the movement lesson? We will do a whole class discussion on the subject.
What if we finish before class ends? Students will work in their student journal.
What if students cannot . . .

REFERENCES (cite all sources used in the creation of this lesson including URLs, journals, etc.)
Text book used

Developed in part from the work of Dr. D. Johnson & Dr. E. Stevens, Roberts Wesleyan College, Teacher Education Dept.