Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Esther Kershaw

Date 11/17/17 Subject/ Topic/ Theme U.S. History/Ch.5/Boston Massacre Grade ___11/12_____________

I. Objectives
How does this lesson connect to the unit plan?
This lesson of the Boston Massacre is one of the major and first violent acts of the American Revolution.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Read a text looking for specific questions and answers. *R, U
Write answers to questions in full sentences. *U, C *
Practice leadership skills through leading a team. *
Analyze and compare photographs of the Boston Massacre. *An, E
Work together as a team to create a story/argument. *R, U, C *
Debate in a mature and academic way about a certain topic. *U, An, E, *
C
Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.RH.6-8.6
Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

CCSS.ELA-LITERACY.RH.11-12.8
Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.

(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
knowledge and skills.
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?
- Students will have to know how to analytically read the text.
- Students will have to know basic information (what we discussed in previous classes) about
British presence in the colonies.
Pre-assessment (for learning):
- Ask the students if they have ever heard of the Boston Massacre?
- Ask the students to look at the pictures and guess what is happening.
Formative (for learning):
- Students will orally answer questions about the Townshend Acts.
Formative (as learning):
- Students will debate each other and respond to eachothers ideas.
Summative (of learning):
- Students will take a quiz on the Boston tea party to test their memory and knowledge of the
lesson from yesterday.
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 Students will be able to apply modify strategies
the information to formulating
Students will be able to vote on Students will be able to know the
an argument.
which debate was done better. material but also interact it.
Students will be able to form their
own opinions about the material.

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 Provide options for sustaining Provide options for language, Provide options for expression and
effort and persistence- optimize mathematical expressions, and communication- increase medium
challenge, collaboration, mastery- symbols- clarify & connect of expression
oriented feedback language

Students will work with Students can use written and

partners on the Townshend Acts
and as a large group for the
debates. They will interact with
each others ideas
verbal language.
I will show the students a
picture of what is happening
during the Boston Massacre.

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
I will show a video clip to teach Students will stand when they
Students can form their own the Boston Massacre. present.
opinions about the Massacre by
formulating their own opinions.
Materials-what materials
(books, handouts, etc) do - Textbook
you need for this lesson - Packet
and are they ready to - Chrome books
use? - Half sheet of notebook paper

How will your classroom The classroom with two rows of desks facing each other.
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.

Motivation I will show one picture of the Boston Massacre Students will look at the pictures and raise their
(opening/ (Paul Reveres version) and ask them what they hands. They will talk answer the questions:
3 introduction/ think is happening in the photo. Then I will show
min. engagement) them another photo on the overhead projector, and 1) What do you notice in the picture?
I will ask them the same question. Then, I will ask 2) What is happening in this picture?
them to compare.
Then I will ask them to compare the pictures.

PART I: THE TOWNSHEND ACTS PART II: THE TOWNSHEND ACTS

Students will open and read pg. 94 in their textbook with

Tell students to take out their textbooks and
a partner. Then they will open their packets and answer
packets. the questions:
Development
5 (the largest Directions: Read page. 94 with a partner and write
min. component or down the answers to these questions. Instruct them - Who was Charles Townshend?
main body of to read the questions and then read. - When were the Townshend Acts passed?
the lesson) - Why did they seem like a good idea?
I will ask one student to raise their hand and - What items were the taxes on?
answer each question. - How did the colonists react?

Students will raise their hand and say their answers.

PART II: SAMUEL ADAMS VS. SOLDIERS

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 PART II: SAMUEL ADAMS VS. SOLDIERS Students will watch clip.

Show video Clip: Students will raise their hands and answer what they
know about the Boston Massacre.
5
min. Ask the students if they have ever heard of the
Boston Massacre?
Activity:
BOSTON MASSACRE VIDEO
- Students will split up into groups based on the
25 color card they have.
min. Activity:

- The students with the red cards are the
British and the students with the blue
cards are the colonists.
- Choose the team leaders (Younghak and
Toni)
- Explain the directions.
- Go around to each group and answer any
questions.
- Ring the bell to call the groups to
attention.
- Moderate the debate.
DEBATE (20 min)
- DEBATE (20 min)
- Hand out Red and Blue Cards
- Debate- a debate is when two sides argue about
something in a formal way
- After the Boston Massacre, General Preston
(general of British army) and Samuel Adams
(leader of the colonists) were put on trial. Both
men appeared in court and Judge and a Jury
(the people who help the Judge make
decisions). They debated whether or not the
British were to blame for the Boston Massacre
or if the Colonists were to blame for the Boston
Massacre.
- If you are RED you are arguing for the British
side and if you are BLUE you are arguing for
the Colonists
- The rest of the class will be the Jury.
- I will call up a number and those two people
will debate on what they think happened based
upon their notecard.
- Eat the end of each pair debate, the Jury will
vote among themselves which group won that
round.
- At the end, the Jury will count up the votes and
the Judge will announce which side won.

Closure
2 Instruct each student to take out a half sheet of Students will write their vote for which side won
(conclusion,
min. paper (split one with the person next to them) and the debate on a piece of paper.
culmination,
write down which side won the debate.
wrap-up)
Start their homework.

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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