SS LESSON PLAN AND UNIT PLAN TEMPLATE

Teacher(s) Name: Erin Ward

Thematic Unit Theme/Title/Grade Level: Revolutionary War- Fifth Grade
Weebly Address: http://revolutionarywarunitlessonplan.weebly.com/
Daily Lesson Plan Day/Title: Day Three: The Intolerable Acts
LearningGoal:
LearningGoals/Objectives
Whatwillstudentsaccomplishbe
abletodoattheendofthislesson?
Besuretosetsignificant(relatedto
SSS/CCSS),challengingand
appropriatelearninggoals!

NCSSThemes
FloridaStandards(FS)
NextGeneration
SunshineStateStandards
(NGSSS)

Listeachstandard.Cuttingand
pastingfromthewebsiteispermitted
http://www.cpalms.org/Public/

Assessment

Howwillstudentlearningbeassessed?
Authentic/Alternativeassessments?
Doesyourassessmentalignwithyour
objectives,standardsandprocedures?
Informalassessment(multiplemodes):
participationrubrics,journalentries,
collaborativeplanning/presentation
notes,etc.

Studentswillbeabletoidentifythesignificantpeopleandeventsleadinguptothe
RevolutionaryWar.
LearningObjectives:
Thestudentwill:
1. ExplaintherelationshipbetweentheBostonTeaPartyandtheIntolerable
Acts.
2. BeabletoidentifythesignificantactsthatleaduptotheRevolutionary
War.
3. AnalyzeandInterpretPrimaryandSecondarySourcestolearnaboutthe
HistoryoftheIntolerableActs
4. Createatimelineoftheactsinrelationtothewarsstartingpoint.
5. Identifywhyprimaryandsecondarysourcesareimportantforlearning
abouttheactsthatleadtoAmericadeclaringtheirindependencefromGreat
Britain.
NCSStheme(s):
Time,Continuity,&Change(History)
Power,Authority,&Governance(PoliticalScience)
FloridaStandard(s):
LAFS.5.RI.1.3:Explaintherelationshipsorinteractionsbetweentwoor
moreindividuals,events,ideas,orconceptsinahistorical,scientific,or
technicaltextbasedonspecificinformationinthetext.
NextGenerationSunshineStateStandards:
SS.5.A.5.1:Identifyandexplainsignificanteventsleadinguptothe
AmericanRevolution
SS.5.A.1.1:Useprimaryandsecondarysourcestounderstandhistory.
SS.5.A.1.2:UtilizetimelinestoidentifyanddiscussAmericanHistorytime
periods.
SS.5.A.5.3:Explainthesignificanceofhistoricaldocumentsincludingkey
politicalconcepts,originsoftheseconcepts,andtheirroleinAmerican
independence.

UnitPreAssessment:
KahootgameisonWeeblyquiz/gametoseewhatstudentsalreadyknow

UnitPostAssessment:
Thelastlesson,day5,thereaderstheater,istheassessmentfortheentire
unit.Thereisarubricattachedtothereaderstheaterworksheet.Itison
theweebly.
Ongoingdaily(progressmonitoring)Assessment:
Asstudentsareingroupslearningaboutvariousacts,walkaroundandaskingprobing
questionstoseeifthestudentsarelearningwhattheyneedtofromeachcenter.Take
anecdotalnotesonkeydetailsthestudentsdidordidnotpickupontoaddresswhatthey
miss.
GivestudentsabriefquestionnairetoseeiftheycanmatchtheActstotheirdefinitions.
Givestudentsthesamequestionnairefromthepreassessmentandaskstudentstocomplete
itforthesecondtime.Havestudentscomparetheresults.Byshowofhands,checktosee
whodidbetterorworsehavingreceivedtheinformationonwhattheactswere.

SS LESSON PLAN AND UNIT PLAN TEMPLATE

Design for Instruction

Student Activities & Procedures

Whatbestpracticestrategieswillbe
implemented?
Howwillyoucommunicatestudent
expectations?
Whatproductswillbedevelopedandcreated
bystudents?
ConsiderContextualFactors(learning
differences/learningenvironment/learning
styles)thatmaybeinplaceinyourfuture
classroom.
Exceptionalities
What accommodations or modifications do
you make for ESOL
http://teachsocialstudies.wikispaces.com/file/v
iew/ESOLStrategiesComprehensibleInstructio
n.pdf/42902857/ESOLStrategiesComprehensi
bleInstruction.pdf
and ESE (Gifted/Talented students,
Learning/Reading disabilities, SLD etc.)

http://www.udlcenter.org/aboutudl/udlgui
delines/udlguidelines_graphicorganizer

Anticipatory Set: Ask students to reflect on the previous days lesson on the
Boston Tea party. Ask students to predict how Great Britain (GB) would
react. Pass out the pre-assessment handout and ask students to try and match
the acts to their definitions. Check the answers and see what students already
know.
Procedure:
1. Explain to the students that the result of the Boston Tea Party was a
series of laws passed by British Parliament called the Intolerable Acts
by the Americans and the Coercive Acts in GB. Explain that they
were meant to punish and control the colonies.
2. Give the students a brief list of the Acts in the Intolerable Acts
The Boston Port Act
Massachusetts Government Act
Administration of Justice Act
Quartering Act
Quebec Act
3. Spilt students into groups of 4-5 students.
4. Assign each student in each group a number 1-5
5. Send the students to their numbers station. Each student will become
the expert in their station. As students learn, they will place the dates
of the acts on a timeline that ends with the beginning of the war.
Students will record what they learn on sheets of paper.
6. After 10 minutes, students will return to their original groups.
Students will spend 5 minutes telling their act from their station to
their group members, recording what they learn on their sheets of
paper.
7. After 5 minutes, the members from each center will stand and share
something they learned. While students share, I will take notes on
things they addressed/ didnt address to address them myself.
8. When sharing is over, hand the students another blank copy of the
pre-assessment and have them complete it again. Compare right and
wrong answers from the pre and post assessment to judge what
students learned.
ESOL & ESE Students: There will be a variety of different ways for the
students to learn and access the material and resources to learn the
Intolerable Acts. I will speak clearly and explicitly so these students, and all
students will know what is expected of them. Also, if necessary, depending
on the literacy and language skills of the ESOL student, they can be
partnered with another student to assist them in reading the materials.
Gifted students: Gifted students can either assist the struggling student, or
they can research and try to find more implications and reactions/retaliations
to a specific act.

SS LESSON PLAN AND UNIT PLAN TEMPLATE

www.ducksters.com
http://www.ducksters.com/history/american_revolution/intolerable_acts.php
https://squareheadteachers.com/2013/08/14/blank-timeline-printables/
Resources for the center on the Boston Port Act:
https://www.google.com/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=13&cad=rja&uact=8&ved=0ahUKEwi
Fu5yKyMrQAhXGbiYKHbarCSYQFghVMAw&url=http%3A%2F
%2Famericainclass.org%2Fsources%2Fmakingrevolution%2Fcrisis
%2Ftext7%2Fcoerciveactsresponse.pdf&usg=AFQjCNGcHTR50pkyqcxW_vKtlhK4TdnNg (PDF Page 2, article)
http://www.history.com/this-day-in-history/parliament-passes-the-boston-port-act
(Article)
http://rosenlearningcenter.com/staticfiles/rosenbookshelf/books/spotlightOnAmericanHistory/bostonTeaParty/# (Picture)
Resources for the center on the Massachusetts Government Act:
http://ahp.gatech.edu/mass_gov_act_1774.html
http://www.stamp-act-history.com/intorelable-coercive-acts/massachusettsgovernment-act-1774/
Resources for the center on the Administration of Justice Act
http://ahp.gatech.edu/justice_act_bp_1774.html
https://www.landofthebrave.info/administration-of-justice-act.htm
Resources for the center on the Quartering Act
http://www.smithsoniansource.org/display/primarysource/viewdetails.aspx?
TopicId=&PrimarySourceId=1011
http://ahp.gatech.edu/quartering_act_1774.html
https://www.landofthebrave.info/quartering-act.htm (picture and article)
Resources for the center on the Quebec Act
http://ahp.gatech.edu/quebec_act_1774.html
https://www.youtube.com/watch?v=TM3QrO2Hncw (Video)
DiscussionNotes:Makecommentshererelatedtoideasforassessmentmeasures,parentinvolvement,fieldtrips,orextensionto
theunitplanideas.

Resources/Materials