Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Esther Kershaw

Date 11/16/17 Subject/ Topic/ Theme U.S. History/ Chapter 5/ Grade __11/12______________

I. Objectives
How does this lesson connect to the unit plan?
The students will learn how the Boston Tea Party was the first major act of Rebellion that lead to the American Revolution.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Summarize the information from a movie clip *R
Dramatize the events of the Boston Tea Party. *R, Ap, C * *
Work together as a team to present the topic in a skit. *
Understand different perspectives of the Boston Tea Party. *U
Summarize the events of the Boston Tea Party. *U, R, An
Common Core standards (or GLCEs if not available in Common Core) addressed:

CCSS.ELA-LITERACY.RH.11-12.6
Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and
evidence.

CCSS.ELA-LITERACY.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct
from prior knowledge or opinions.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite - The students would have to have been in the previous class in order to do well on the quizzes
knowledge and skills. about tax.

Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
- Extra Credit on quiz: What is the Boston Tea Party?
- Asking if they have heard of it or know about it before we learn the Boston tea Party
Formative (for learning):
- Students will answer which words they wrote in the blank
- Students will perform skit. Their performance will show me how well they learned the
information.
Formative (as learning):
- Students will do fill in the blank while they are watching the video.
- Students will look over the script first and then perform it.
Summative (of learning):
- Review Quiz about the British policies
- Students share their answers for the quiz aloud (after its been handed in)
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
Engagement Representation and Expression
Provide options for self-regulation- Provide options for comprehension- Provide options for executive
expectations, personal skills and activate, apply & highlight functions- coordinate short & long-
strategies, self-assessment & term goals, monitor progress, and
reflection modify strategies
Long-term goal: Students will be
able to retain information and
communicate it in written and oral
form

Ex. Skit and summary

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 Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
The students will collaborate
and work together as a group to
perform the skit.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Using fill in the blank to
emphasize important
vocabulary.
Provide options for expression and
communication- increase medium
of expression
Students will use a script and
act out the material.

There are important words

reiterated in the script ex. Taxes

Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats
Students can watch video. Students will dramatize the
events of the Boston Tea Party.
They will physically throw the
tea overboard.

Materials-what materials Props:

(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
- Native American Head dresses
- Boxes of tea
- 3 Sign saying (Crew Men)
- Markers (Blue to draw the ocean, and Brown to draw the boat)

How will your classroom Have the tables like normal. We will push the tables and chairs back when the class acts out the skit.
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.

5 Motivation Warm Up: Short answer Quiz

min. (opening/ - Hand quiz out before class
introduction/ - Collect quiz after five minutes 1) Name the four taxes the British enforced
engagement) - Ask the quiz questions and call on those on the colonists.
with their hands raised. 2) What was one way the colonists
responded?
3) Extra Credit: What was the Boston Tea
Party?

Raise hand and answer quiz question.

Development
5 (the largest PART I: VIDEO PART I: VIDEO
min. component or
main body of - Students will take out their packet and turn
the lesson) - Tell Students to open to packet. There will to the fill in the blank page. They will fill
be fill in the blank for the video. They will in the blank as they watch the video.
have to fill in some words - After video, class will raise hand and tell
- Show Clip what they got for the fill in the blank.
35 - https://youtu.be/1cT_Z0KGhP8
min. - Ask them to raise their hand and tell me
what fill in the blank they had.

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 PART II: CLASS SKIT
PART III: CLASS SKIT

Students will push the tables back. I will hand out Those in Scene 2 will stand in the back of the room
the scripts to each student, and they will take four and watch those in Scene 1 perform. When the
minutes to read and highlight their lines. scene changes, then the students in Scene 2 will
perform.

Closure
Tell the students to take out a piece of paper and Students will take out a piece of paper and write
(conclusion,
write down a 15-20-word summary of the Boston down a 15-20 word summary of the Boston Tea
culmination,
Tea Party. Party.
wrap-up)
5min.
Tell them they will have a quiz tomorrow
- Which character were you and what role
did you play?
- Short answer
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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