Date: 3/29/23 Teacher Name & CMT: Kayla Miller and Elizabeth Borlik Class: 5th Humanities

Grade Level: 5 Unit Name/Topic: Declaration of Independence Lesson Number: 2 Length: 45 minutes

Academic Content Standard(s):

5.1.10: Analyze the causes of the American Revolution as Outlined in the Declaration of Independence

5.2.4: Identify and explain key ideas about government as noted in the Declaration of Independence

Enduring Understandings / Goals (Why): Essential Questions:

Students will understand that . . . Students will keep considering . . .
The American colonists used the Declaration to express their “grievances” How signing the declaration of independence was similar to the ending of
or disagreements with British rule over the colonies. a long and important relationship, like a breakup.

The Declaration summarized conflicts with the British which caused the Why it is important to include evidence in communication about
Americans to revolt against the monarchy in the Revolution. wrongdoing, like the writers of the Declaration did in their document.

Declaring independence from the British government meant that the Questions to elicit deeper thinking or build upon about the topic...
colonists would “break up” or separate their states and start a new How has communication changed over time? What do you think a modern
government. Declaration of Independence would look like? Why does this document
still matter today?

Student (SMART) Objectives(s):

Outcome(s) students will be able to demonstrate . . .
Their knowledge of three reasons why patriots wanted independence from the British colonies by writing a breakup text to the King on the worksheet
created for them within a ten-minute work period.
Their understanding of unit concepts by talking with their teammates during the review game where they will recall information to help them answer the
questions on screen.

SMART objectives are:

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

Performance Task(s) tied to: Other Evidence

Students will show their learning by . . . Formative:
Raising their hands and sharing what they have learned from their Student completion of the breakup text activity.
readings over the past few days.

Completing their breakup text assignment, with the intro sentence, three
reasons, and the conclusion. Then they will turn it in.

Working together as a team to answer review questions.

Summative (if any beyond the performance task):
Evaluative Criteria: Student participation in the review game.
Students success would look like. . .
Completion of their breakup text activity and participation in class through
sharing by raising hands and working with teammates during the game.

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? Ms. Borlik’s 5th grade General Education Classroom

Targeted Support(s) for Diverse Learners Technology Integration (purpose):

Specific Support and Who will provide that I will integrate technology in two ways during this lesson.
Why? What’s the intention The first is to include a PowerPoint presentation about the
Needed (Special support? expectations for class and a few slides to support the activities
Education Support (support be provided? and/or students will complete during the lesson. Using technology
accommodations here helps me ensure that written instructions are in large texts
and modifications): There is an ELL student in my sixth period and are easily visible. After using the slides to guide students
class. She has strong reading skills in English but has developing through their breakup text activity, the class will use a game
speaking and listening skills. Because of this, I will make sure to software which creates jeopardy games based on the student
check in with her after the full class introduction to make sure
textbook they have been learning from. This is convenient
she understands what to do for the breakup activity. I also made
because it provides a fun game for students to review their
sure to include written instructions for all activities since she has
knowledge while also making it easy to prepare the lesson. The
a high reading ability. My CMT has no learners with IEPs, so there
will be no learning disability accommodations needed for my
students will provide answers to the questions on screen with a
lesson in this class. whiteboard and will keep track of their scores on that board as
well.
Intentional Co-Teaching or Grouping Strategies:
I will ask my CMT to assist with technology briefly and help
students if assistance while writing their breakup texts, but I
will also give her some time to fill out the observation of my
teaching and lesson plan structure. During the last part of
class, she agreed to help me run the review game since she is
more familiar with the technology. While she works with the
computer, I will be walking around helping groups and
counting points.

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

5 minutes I will instruct students to gather their
materials for the day’s class by both verbal
and written instruction on the board, I will
ask them to grab their social studies
textbooks and a pen/pencil. I will begin
class by asking students what they learned
about the Declaration of Independence
from the excerpts they read the day before.
I will further prompt them by asking why
colonists stated that they wanted
Students will collect their
textbooks and a pen/pencil for
the class activity that day.
They will then raise their
hands to share what they
learned about the Declaration
through previous readings and
their class activity from the
day before. If they are not
volunteering to speak, they
I will ensure that there is
both written and verbal
instruction to make
expectations for the day
more accessible and
memorable for all students.
Asking students about what
they learned the day before
will help them better
prepare for their activities
 independence from Great Britain.
5 minutes After reviewing work from the previous
day, I will introduce the first activity, which
will be to write a breakup text to King
George III expressing their want for
independence from Great Britain. I
provided a visual example on the board
which I will walk through with the students.
I will ask them to provide an introductory
statement expressing a want for
independence. Then I will ask them to
provide three reasons why the colonies
should be independent from British rule.
Lastly, I will ask them to end the message
with a closing statement reiterating their
want for independence. During this time, I
will pass out the worksheet they will use to
complete this activity, answer any
questions they have about starting their
work, and sit the expectation for the ten-
minute time limit.
10 minutes During the activity, I will walk around the
room and check in with students to see
how their work is going. If they need help
brainstorming, I will direct them to their
book or talk out some ideas with them.
Walking around will also help me find
students who are having trouble starting
their work, and then I can work individually
with them to ensure the assignment is
completed and they understand the
expectations. I will check over student work
if they ask, then will ask them to complete
“choice board activities,” like wordle,
reading a news article, and other academic
free work, while they wait for their
classmates to finish.
5 minutes I will ask the students to finish up their
texts and then raise their hands if they
would like to share their breakup texts with
the class. I will ask for four students to
share, then I will have all of them partner
should listen to their
classmates who are speaking.
Students will look at the board
to view the example of the
breakup text they will write
for that day. They will listen to
me as I explain how they will
write the introduction,
provide three reasons why
they would like independence
from the King, and write a firm
concluding statement about
“breaking up.” They will
collect the worksheet during
this time and put their name
at the top.
Students will have ten minutes
to write their breakup texts.
They will need to include their
introductory sentence, three
reasons why they want
independence, and a
concluding remark. When they
are done, they can show their
text to my CMT or me, then
they can begin working on a
choice board activity.
Students will raise their hands
to share texts with the class,
while others will listen. After
several students share, the
ones who did not can share
that day by making them
recall reasons why some
colonists wanted
independence.
Giving an example will help
students conceptualize the
assignment and provide
some scaffolding for the
work they will do
throughout the day. The last
time I did a lesson, both my
CMT and Dr. McAllister
suggested I add time limits
for my next activities. I made
sure to include this to set an
expectation for how long the
activity should take, which
should also help students
start the activity so they can
finish in time.
When there is flexible
seating and individual/small
group work happening, it is
always helpful to walk
around the room and help
with classroom
management. Floating will
also allow more
opportunities for students to
ask help in a more individual
setting, which may
encourage more
communication since there
is no pressure and stress of
raising one’s hand or talking
over other.
My CMT recommended the
strategy of having some
share out loud and the
others share with a partner,
so no one feels left out or
 with another student and share their with a partner or other has a behavior due to their
message, so they all have that opportunity, students at their table. inability to share.
and no one feels left out.

20 minutes For the last half of class, my CMT and I will
facilitate a virtual review game on their
Declaration of Independence Unit. One of
us will collect their breakup text while the
other passes out whiteboards and expo
markers to table teams so they can write
answers and tally points during the game.
The review game is similar to jeopardy, so
once we ask all the teams to give us a team
name, we will call on a student who is
raising their hand quietly so they can pick a
category and question level. Once we click
on the question, we will read it and the
answer options, then give students a timed
period to answer on their whiteboards. We
will repeat this process until we work
through all twelve review questions. Once
the game is over, we will ask students to
report their point totals and decide on the
winner.
Students will turn in their
breakup texts to me and then
they will grab their
whiteboards and markers and
work together with their
group to come up with a team
name. When the teacher asks
for students to choose
questions, they should quietly
raise their hands if they know
what question they would like
to pick. Then, they will listen
to the question, and talk with
their teammates to decide the
answer. One of them will
write the answer on the board
and hold it up when the
teacher asks. This process will
repeat twelve times. When
the game is over, they will
tally up and share their points.
Lastly, they will put the game
materials away
Review games that
incorporate social
interaction can serve as a
student-centered summative
assessment. These activities
allow students to recall
information and build their
long-term memory about
the Declaration of
Independence while also
having fun and working with
others. Watching the
students participate and
work together to recall the
correct answers helps the
teacher assess student
understanding, especially
since they tally the answers
they get correct.

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 students performed very well on their two central tasks, the breakup text and review game. The objectives I set asked
students to think about how the colonists used the declaration to communicate their “grievances” and summarized reasons
why they wanted to “break up” or declare independence from Great Britain. They successfully showed their understanding of
these concepts in their breakup texts when they outlined their three grievances in written text. Students also showed their
overall understanding of unit concepts during the review game, most groups got at least three-fourths of the answers correct
in the twelve-question review game, which showed their grasp of the concepts from the past week. Both activities engaged
the students, especially since the text gave them the opportunity to communicate academic ideas through informal writing.
They had fun giving King George silly nicknames and creating metaphors for wrongs done by the British government. Not only
was this fun, but it also engaged some critical and creative thinking. I think the lesson went really well, but there are a few
suggestions I will make note of and apply to my final lesson at Zionsville West Middle School.

My CMT suggested that I should consider making my lesson plans a bit more flexible and be willing to change pace if students
are finishing faster than I originally expected. For example, I gave the first and second class ten minutes to complete their
breakup text activity, but the second class took less time to complete this activity, and they usually take less time to work than
the period before them. I should’ve considered this and changed pace to move class along and avoid downtime for the
students. A few students also had trouble getting started, and according to my CMT they consistently struggle with starting
their work, so that will be something I look out for next time. Lastly, I will include a checklist that can stay up on the board
when students are working individually or as a group. This static written instruction can serve as a reminder and aid in
understanding of expectations. Written text and instructions are also more accessible for our ENL learner in our class, so I will
make sure to adjust that for next time.

I hope that these adjustments and my continuation of student-centered instruction will result in another successful lesson for
my last teaching experience of the semester. I’m thankful for the helpful feedback that will allow me to keep improving my
teaching skills and strategies in the field.