Step 1: Create the LP using this template and share with your CMT (in advance of your teaching).

Step 2: Implement
the LP and write a short reflection (see prompts at the bottom of your LP template).

Date: 3/13/23 Teacher Name & CMT: Ms. Milligan Class: Social Studies

Grade Level: 5 Unit Name/Topic: Into to the American Lesson Number: 2 Length: 45
Revolution

Stage 1: Desired Results

Note: Only list the desired results that are relevant for THIS lesson plan, not the entire unit.

Academic Content Standard(s):

5.1.9 Understand how political, religious, and economic ideas brought about the American Revolution.

Examples: resistance to imperial policy, the Stamp Act, the Townshend Acts, Intolerable [Coercive] Acts, Currency Act,
Proclamation of 1763, and French and Indian War.

Enduring Understandings / Goals (Why): Essential Questions:

Students will understand that . . . Students will keep considering . . .
- Students will understand that certain Acts and taxes - Why are we still learning about the American
caused the American Revolution? Revolution?
- Students will understand that people tend to justify - Why did American colonists react so strongly to the
their actions based on ideals and principles. British Acts?
- When should one question authority?

Questions to elicit deeper thinking or build upon the topic...

Student (SMART) Objectives(s):

Outcome(s) students will be able to demonstrate . . .
Students will be able to demonstrate their understanding of the origins of the revolution by identifying two things
that caused the revolution and completing the worksheet.

SMART objectives are:

● Specific: Concrete, detailed, and well defined so that you know where you are going and what to expect when you arrive

● Measureable: Numbers and quantities provide means of measurement and comparison

● Achievable:  feasible and easy to put into action

● Realistic: Considers constraints such as resources, personnel, cost, and time frame

● Time-Bound:  A time frame helps to set boundaries around the objective

Stage 2: Evidence of Learning (Assessments)

 Performance Task(s) tied to: Other Evidence
Students will show their learning by . . . Formative:
Identifying 2 cause of the Revolution (on their sticky notes) Student feedback
Then completing the worksheet to show their comprehension of lingering questions
the words and concepts. Engagement in the discussion
One minute write up
Evaluative Criteria:
Students' success would look like. . .

Participating in the group discussions Summative (if any beyond the performance task):
identifying things on their sticky note
Completing or actively engaging with the worksheet.

Worksheet:

Stage 3: Learning Plan

General Methods for Instruction:

(Highlight all that apply)
Group Discussion Guided Practice Question/Answer Teacher Modeling Problem-based Simulation Cooperative Learning Lab Learning

Stations Writing to Learn Inquiry Learning Independent Learning Small Group Direct Instruction Workshop Role Play Game

Other:

Where will this lesson take place? General Education Classroom, Resource Room or Other:
 Targeted Support(s) for Diverse Learners Technology Integration (purpose):

Specific Support and Who will provide that

Video Explanation of the Revolution:
Why? What’s the intention https://www.youtube.com/watch?v=tfnrdWYmZus
Needed (Special support?
Education Support (support be provided? and/or accommodations
and modifications):
So they can get a visual and verbal explanation of what
the causes and responses were. I just thought it was
better than me trying to explain it.
Intentional Co-Teaching or Grouping Strategies:

❏ 1 Teach 1 Observe (gather specific data)

❏ 1 Teach 1 Assist (float to support/engage)
❏ Parallel Teaching (same material/smaller groupings)
❏ Station Teaching (divide content, repeat to groups)
❏ Alternative Teaching (grouping specialized
attention)
❏ Team Teaching (delivering lesson together)

Lesson Agenda with Discipline-Specific Learning Activities

Time: Teacher Will Be (Planned Supports tied to Students Will Be (Learning Tasks Rationale: (Based
objectives & build in checks for connect to prior knowledge & assets): on
understanding) Research/theory)

2:10 I will be getting material ready and greeting the Students will be grabbing posted notes So they’re are prepared
students and writing utensil for the next activity and
(2 minutes) ready

2:17 I will be asking the question “Why are we still Students will be answering the question So they understand
(5 minutes) learning about the American Revolution?” on a sticky note. what they’re are even
(Also will be on the white board) Then pairing with someone to discuss learning and why it is
their answers important

2:22 I will be playing the video Students will be listening to the video So they are prepared
(3 minutes) and taking notes on the causes of for discussion
responses of the colonists.

2:25 I will be facilitating group discussions. Students will be sharing what they So they are prepared
(15 minutes) I will also be taking notes on the whiteboard. learned with the people around them. for the Activity. Also
Then they will be sharing their thoughts they know an overview
on the causes for large group discussion of the Revolution.

2:45 I will be walking around and helping the Students will be working on the So they have a basic
(20 minutes) students with the activity worksheet with the people around them. overview of things they
may have missed in the
video. So they can work
on their decoding and
context clues skills.

2:53 I will be reviewing the answers to the worksheet Students will be raising their hands and So they know what the
(8 minutes) sharing their answers. correct answers are and
aren’t confused about
pieces of the revolution

2:55 I will be answering any lingering questions Students will be cleaning up and So the classroom is
(2 minutes) preparing for their next class cleaned and they are
prepared.

Data-Driven Reflection and Decisions

Based on the specific objective(s), Performance Task(s), and Evaluative Criteria set for today’s lesson, what was the result? How well did the
class do collectively on meeting the objective at the level you expected? Were there any patterns, collective misconceptions/gaps? Who needs
specific support/reteach? Now, justify your next step in planning. What will you do next? Why (research-based)? What do you anticipate the
result to be?

The lesson went well in terms of the students identifying things that caused the revolution. By the end of the video and
group discussion, the students were able to identify that the French and Indian War debt led to the British taxing the
colonists, which is what I really wanted. There were high levels of participation, which was good, but at the same time, it
made the discussion section of the lesson longer than I had planned. The activity went well for the second group, but for
the first group, they sort of struggled. So for next time, I might have two separate worksheets or different ways of
approaching the lesson for the two sections. I anticipate this will meet the needs of both class sections and make the
activity go smoother for both.