Lesson Planning Form for Differentiating Instruction Education 305

Teacher

Kacie Van Hofwegen & Lisa Spoelma

Grade level and theme_3rd Michigan Studies______

Thread/crossover

Civics

I. Objectives
What is the main focus of this lesson?
The main focus of this lesson is to introduce treaties and how they work between groups of people.
How does this lesson tie in to your Big Idea
This ties into the unit plan because the Three Fires tribes had to make treaties with the government about their land and resources.
What are your objectives for this lesson? (students will be able to.) Indicate connections to applicable national or state
standards (glces). Indicate themes from any threads addressed in this lesson (ex-Geography-human environment interaction)
1) Students will be able to identify different parts of a treaty.
2) Students will be able to rationalize about what makes a fair treaty.
3) Students will be able to create their own make-shift treaties with the teacher.
4 C5.0.3 Explain why rights have limits.
4 C5.0.4 Describe ways citizens can work together to promote the values and principles of American
democracy

II. Before you start

Prerequisite knowledge and skills.
What are you assuming they know
or have already done.

Students will have learned a little bit about the government and trading in the
previous lesson

Assessment
(formative and summative)

informal- discussion and observation

formal- worksheet for day 5
Treaty-an agreement or contract between two or more groups of people

Key vocabulary for this lesson

(include key concepts from
individual threads ex- economicsopportunity cost etc)

Materials-what materials (books,

handouts, etc) do you need for this
lesson and do you have them?

Opportunities for differentiation

III. The Plan

Time
Parts
Motivation
(Opening/
Introduction/
Engagement)

Day 5 Worksheet, Vocab Word on Cards

Students have a lot of freedom to think and rationalize individually with this
lesson.

The description of (script for) the lesson, wherein you describe teacher activities and student
activities

Teacher: Yesterday, we did a trade simulation with the other tribes. We found out that
the government also played a role in this trade simulation, and we often felt that they
had an unfair advantage. Today, we are going to learn about treaties. Does anybody
know what a treaty is? (student response) give definition of a treaty and have students
repeat it.

Development

Closure

The Three Fires made treaties with the government, and today, I would like each of your
tribes, including the government, to make a treaty with me. Both sides of a treaty have
to do equal work for a treaty to work. For example: you could say that you will
complete an extra credit assignment for the week if I let you have 10 extra minutes of
recess on Friday.
Teacher: Now, I want you to think of what would make a fair treaty within this
classroom. We need to make sure that our treaty is something that will benefit us all. I
want each group to choose a spokesperson at the end to read their treaty to the class out
loud. As a class, we will determine if each treaty is fair or unfair, and if it is fair, we will
vote at the end which groups treaty we want to use for our classroom. The instructions
for your treaty are on the worksheet. Be creative!
Students work on treaties in their group (20 mins) teacher should be walking around
talking with each group during this time
Share treaties. Students will read their treaties out loud, and we will discuss as a class
whether the treaty is fair or unfair. After all the treaties are read, we will vote on which
one we would like to be implemented in our classroom.