Destiny Carpitella

SIOP Lesson Plan

Grade 1 Level 2:

SUBJECT: History

UNIT FOCUS: Starting Points of American Revolution

SAMPLE SIOP LESSON PLAN

Lesson # 1 Length of lesson 40 min

STANDARD(S): PDESAS Standard - 8.1.1.C: Identify sources of historical information.

LESSON TOPIC: The Boston Tea Party

OBJECTIVES: write on board and/or present on share screen on Zoom (as a PowerPoint)

Language Students will:

 define new vocabulary visually and in writing

Content students will:

 Recognize The Boston Tea Party as a major turning point in the American Revolution
 Make observations of the events that occurred during The Boston Tea Party
 Analyze major characters and key terms

KEY VOCABULARY:

 American Revolution
 Colonists
 Great Britain (Red Coats)
 Taxes
 Boston Tea Party
 Sons of Liberty

MATERIALS:

 Toy teacups (x2 per student)

 Play money (x4 per student)
 Poster paper
 Blank Piece of Paper
 Poster Paper
  Computer
 PowerPoint

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PREPARATION:

1. Present objectives to the students on the smartboard.

2. Have students to draw what they would buy with $1.00 on a blank piece of paper.
3. Then, have the students to then have a pretend tea party with a group of two to three
students.
4. After their pretend tea party, have the students use their toy money to exchange for
another cup of tea.
5. Present the students with the vocabulary terms for the lesson and have the students read
the terms and definitions aloud.

MOTIVATION:
Post, read, and explain the content and language objectives of this lesson to the students. “Let’s
look at our language objectives for today. Students will (read language objectives above). Now
let’s look at our content objectives for today. Students will (read content objectives above)”
Explain the objectives.

Warm Up/Building Background: (15 min)

 The teacher will first have the students draw what they would buy with $1.00 on a blank
piece of paper. The students can draw anything that they would want to purchase. Then
the teacher will ask the students present what they drew and why they chose what they
picked. The teacher will then have the students to remain at their seats while the teacher
hands out 2 toy tea cups and 4 play money. The teacher will have the students have a
mini tea party with a group of two students. Then the teacher will have one student per
group exchange one of their toy play money with another student in the group in return
for another teacup. Then the teacher will have the other student give two of their toy
money to the other student in return for nothing in return. The teacher will ask the
students if that was a fair exchange. The teacher will also ask the students why they
thought it was either a fair or not fair exchange. Expand the topic by asking the groups to
think and discuss the following questions:

o Why are taxes beneficial (good)? Why are they a detriment (bad)?

o Explain why the Thirteen Colonies were mad at the British for their taxes.

o What are some ways to ensure that everyone is being taxed equally?
PRESENTATION: (10 minutes)

• Read the introductory passage on The Boston Tea Party. Check for comprehension throughout
and discuss any unknown words.

PRACTICE/APPLICATION (10 minutes)

 Emphasize that The Boston Tea Party was a protest not against the tax on tea but against
how Great Britain was ruling the colonies without any colonial participation and ask the
students to help you make a word web for Boston Tea Party (you may want to help the
students get started by asking questions like, “Ok, what was an important event that
occurred during the Boston Tea Party?” Leave the web on the board or overhead for the
students to refer to later in the lesson.

 Develop vocabulary card for Boston Tea Party. Write the new word on the board or add
to a Word Wall.

REVIEW/ASSESSMENT: (5 minutes)

 Students write two things they learned in the lesson and one question they still have on

the Exit Sheet for today’s lesson.

 Review objectives. “Let’s see if we met our language objectives for today. Students will
(read language objectives above). Now let’s see if we met our content objectives for
today. Students will (read content objectives above).” Discuss if met or not and why/how.
For reference:

Listening:

 Match oral reading of stories to illustrations (The Boston Tea Party)

 Carry out two- to three- step oral commands (e.g., “Read The Boston Tea Party)

 Sequence a series of oral statements using real objects or pictures

 Locate objects described orally

Speaking:

 Use first language to fill in gaps in oral English (code switch)

 Repeat facts or statements
 Describe what people do from action pictures (e.g., jobs of community workers)
 Compare real-life objects (e.g., “smaller,” “biggest”)

Reading:

 Search for pictures associated with word patterns

 Identify and interpret pre- taught labeled diagrams
 Match voice to print by pointing to icons, letters, or illustrated words
 Sort words into word families

Writing:

 Provide information using graphic organizers

 Generate lists of words/ phrases from banks or walls
 Complete modeled sentence starters (e.g., “I like ____.”)
 Describe people, places, or objects from illustrated examples and models