JJ Allen

1/15/16
Causes of the Revolutionary War (7th grade SS)
Common Core or other appropriate standard: (include the standard number and text)
NYS Social Studies Standards
Standard 1, History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes,
developments, and turning points in the history of the United States and New York.
Lesson objective:
1. Students will accurately identify 5 causes of
the Revolutionary War.
2. Students will present their drawings in an
appropriate manner and tone.

Assessment:
Students will be assessed on their ability to recognize
specific causes of the Revolutionary War using the
causes worksheet in which students identify which
cause each student has drawn.
Students will be assessed based on their presentation of
the cause they have chosen. See attached rubric for
presentation expectations.

IEP goals addressed:

Student
Cielle

Mateo

Alex

Matthew

Elijah

Goal
Through the use of visual supports,
video modeling, and classroom
reinforcement system, Cielle will use
expected social behaviors in a
variety of 7th grade settings.
Mateo will continue to use strategies
taught in social skills and counseling
to help him reduce his anxiety in
order to increase his social
integration in the cafeteria, hallways,
and school-wide celebrations.
Alex will increase his knowledge
and application of expected behavior
to increase pro-social skills (i.e.
positive peer interactions,
compliance with non-preferred tasks,
use of coping skills, etc.).
When faced with anxiety, Matthew
will use a learned strategy (talk to an
adult, take a break, get a drink,
draw/write about it) in attempt to
reduce his anxiety in order to stay
focused on classroom instruction.
Elijah will apply
comprehension/recall strategies in
the classroom to follow a novel
direction or respond to an indirect

Assessment
Ongoing observation throughout the
lesson.

Ongoing observation throughout the

lesson.

Ongoing observation throughout the

lesson.

Ongoing observation throughout the

lesson.

Ongoing observation throughout the

lesson and the accuracy of his
responses.

Zander

request, with maximum prompting.

When presented with narrative
and/or informational text, Zander
will record the gist and make 1
inference based on the information.

Cause of the Revolutionary War

poster.

Scaffolds/supports/accommodations provided:
Students were provided a visual of the directions to follow while creating their posters
Students will be given a worksheet to record the causes on the posters. The worksheet is set-up in table
form to keep student work organized.
Worksheets will be attached to clipboards before the lesson begins.
Students will be provided the page number that they need to look at in the textbook.
Students will be allowed to use their notes and the textbook to help them create their posters.
Opening:
Today, we are going to take 5 minutes to finish any last minute things that we would like to add/change to our
drawings. Following the 5 minutes, we will set up for our gallery walk. Each of you will find a spot in the room to
hang your poster. You will be given further directions at that time. For now, I will hand out your posters and will
give you 5 minutes to finish anything on your poster that you need to. Lets get started!
Procedure:
1. Students will have 5 minutes to finish posters on the causes of the Revolutionary War. They will clean up
all materials (colored pencils, markers) before moving on.
2. Students will find a place in the room where they would like to hang their poster. After being given a piece
of tape, students will hang their poster on the wall (other). Students will return to their seats.
3. Miss Allen will clip the causes worksheet to clipboards before the lesson begins. She will hand these
clipboards out to students at this time.
4. When directed to begin, students will bring a pencil and the clipboard around the classroom with them.
Each poster should have a number written on it. Students will write the number in the box on the causes
worksheet that they think matches the drawing.
5. When students have finished guessing, they will return to their seats and wait quietly until everyone else is
done and have returned to their seats as well.
6. Miss Allen will quickly review presentation expectations. She will then ask for a volunteer to present first.
Students will reveal what cause they chose and will describe what they have drawn on their poster. Miss
Allen or Mrs. Shipman will be evaluating the students presentations informally by providing each student
personal feedback. All students will present. Students in the audience will be checking their worksheet to
see if they have guessed the causes correctly.
7. Closure: Before students can pack up their SS materials and take out their agendas, they must first answer
a question regarding the causes of the Revolutionary War (ex: what did King George tax with the Sugar
Act?)
8. Miss Allen will review the daily homework, make sure all students have their assignments written in their
agendas, and then release students to their lockers to pack up for the day.
Materials:
Posters
Colored pencils/markers/pencils
Tape
Clipboards
Textbooks
Note packet
Slips of paper with causes written on them
Top Secret Bucket
Directions Sheet (attached)

Causes Worksheet (in student note packet6 boxes on a sheet of paper each labeled with one of the causes
of the war)
Presentation Feedback (quick notes on a post-it note)

Data collection for IEP goals

Student name: Cielle
IEP goal: Through the use of visual supports, video modeling, and classroom reinforcement system, Cielle will
use expected social behaviors in a variety of 7th grade settings.

Independent = I
physical = PP

Indirect verbal = IV Direct verbal = DV Model = M

Partial

Full physical assistance = P

Date

Time

Recorded by

Prompt level
required

Notes

1/15/16

1:45-2:30

JJ Allen

Cielle acted
appropriately
throughout
the activity. I
watched
Cielle interact
positively and
respectfully
with her
peers and
teachers.

Data collection for IEP goals

Student name: Mateo
IEP goal: Mateo will continue to use strategies taught in social skills and counseling to help him reduce his
anxiety in order to increase his social integration in the classroom, cafeteria, hallways, and school-wide celebrations.

Independent = I
physical = PP

Indirect verbal = IV Direct verbal = DV Model = M

Partial

Full physical assistance = P

Date

Time

Recorded by

Prompt level

Notes

required
1/15/16

1:45-2:30

JJ Allen

DV/I ?

Mateo was
nervous that
he would not
complete his
drawing in
time so he
rushed
through it. I
sat and talked
with Mateo
and discussed
how
important it
was that he
put forth his
best work.
When I asked
Mateo to fix
his drawing,
he nearly
broke into
tears. I
reminded him
that he had
stress
reducing
strategies
that he could
try to calm
himself. When
I walked
away, Mateo
did end up
using two of
his strategies.

Data collection for IEP goals

Student name: Alex
IEP goal: Alex will increase his knowledge and application of expected behavior to increase pro-social skills (i.e.
positive peer interactions, compliance with non-preferred tasks, use of coping skills, etc.).

Independent = I
physical = PP

Indirect verbal = IV Direct verbal = DV Model = M

Partial

Full physical assistance = P

Date

Time

Recorded by

Prompt level
required

Notes

Absent

Data collection for IEP goals

Student name: Elijah
IEP goal: Elijah will apply comprehension/recall strategies in the classroom to follow a novel direction or
respond to an indirect request, with maximum prompting.

Independent = I
physical = PP

Indirect verbal = IV Direct verbal = DV Model = M

Partial

Full physical assistance = P

Date

Time

Recorded by

Prompt level
required

Notes

1/15/16

1:45-2:30

JJ Allen

DI

Elijah was
sitting in his
top secret
hiding spot
where he was
supposed to
be working on
his drawing. I

needed to
provide a few
reminders to
Elijah to
continue
working and
reference his
directions
sheet or raise
his hand if he
had any
questions
pertaining the
task.

Data collection for IEP goals

Student name: Matthew
IEP goal: When faced with anxiety, Matthew will use a learned strategy (talk to an adult, take a break, get a drink,
draw/write about it) in attempt to reduce his anxiety in order to stay focused on classroom instruction.

Independent = I
physical = PP

Indirect verbal = IV Direct verbal = DV Model = M

Partial

Full physical assistance = P

Date

Time

Recorded by

Prompt level
required

Notes

1/15/16

1:45-2:30

JJ Allen

Matthew was
nervous that
he would not
finish his
drawing in
time to
present.
Instead of
panicking,
Matthew used

the zone
graffiti
strategy in
the classroom
to calm his
nerves and
was able to
re-focus his
attention to
the project
and
completed in
time.

Data collection for IEP goals

Student name: Zander
IEP goal: When presented with narrative and/or informational text, Zander will record the gist and make 1
inference based on the information.

Independent = I
physical = PP

Indirect verbal = IV Direct verbal = DV Model = M

Partial

Full physical assistance = P

Date

Absent

Time

Recorded by

Prompt level
required

Notes