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Planning Step 1: Lesson Curriculum: What are the Learning Goals for this lesson?

Lesson Standards

Always include a writing standard.

LAFS.3.RI.1.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
LAFS.3.RI.1.3- Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
LAFS.3.W.1.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.
LAFS.3.L.1.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Students Will Be Able To… (Do)

Skills from standards including thinking (cognitive verbs).
This is not activities.
One or more goals should be Higher Order Thinking (Levels of Learning 3 or 4), and/or Reading Comprehension.
Sequence these goals in the order in which they should be learned.

-Identify key details in the text
-Ask and answer questions about stated key details in the text
-Analyze the relationships among historical events
-Form an opinion on which historical event had the greatest impact
-Support the opinion with reasons

Students Will Know

Knowledge from standards such as vocabulary, facts, formulas.

Text evidence, relationship, sequence, opinion, details, point of view, reasons

Lesson Essential Question

A question that communicates the Learning Goals.
Reflect the Higher Order Thinking and/or Reading Comprehension Learning Goal(s).

How do I know which historical event has the greatest impact?

Planning Step 3: Lesson Instruction: How will students learn?

Activating Strategy

Plan this after you plan your Learning Activities. How will you introduce the Lesson Essential Question?
How will you draw attention to important vocabulary in the Lesson Essential Question?
How will you build/link background knowledge?
What prerequisite content might students need to know before the lesson?
>Which key vocabulary from the Learning Goals needs to be explicitly taught?
Are there other vocabulary words that you think need to be taught?
Which vocabulary strategy will you use?
Previewing:

Advance Organizer
Prerequisite Content
Vocabulary

We will discuss the LEQ in pairs and determine what unfamiliar words mean. Partner B’s will explain what the LEQ is asking for and then Partner A will explain why this learning is important and relevant to their learning. The students will identify the unknown words and we will dictate their meanings. We will then review prior knowledge about the Fourth of July and why we celebrate. We will review the events that led to our independence as a country.
We will create a matrix that we will fill in with the reasons each event is important in relation to the American Revolution.
Key Vocabulary (for explicit instruction):
revolution, colony

Vocabulary Strategy:
The Frayer Model will be used.

Previewing (what, who, when):
American Revolution, Stamp Act, British Parliament, 1765, Indian Wars, Boston Massacre, 1770, British, colonists (Americans, formerly British), Boston Tea Party, 1773

Graphic Organizer

How will students store and organize information as they learn during this lesson?
Base the organizer on the Higher Order Thinking or Reading Comprehension in the Will Be Able To… (Do) Learning Goals.
Determine how the organizer will be previewed for struggling students.
Determine how the organizer will be scaffolded for struggling students.

Students will assist in creating and then reference a matrix created whole group that contains the events and reasons each event is important.

Previewing (what, who, when):
Whole Group: Introduce a matrix using simple content, such as favorite holidays and categories for comparing them (family, food, entertainment, etc.). Students write a Note to an Absent Student about how the matrix helps them compare things like holidays.

Learning Activity 1

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
Content students need to learn
Chunk activity:

Several opportunities for thinking, talking, writing to learn
Distributed summarizing and/or practice
Questions to ask
Higher Order Thinking and/or Reading Comprehension Questions to ask
Active engagement:

Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
Variety
Movement
Previewing prerequisite knowledge/skills
Scaffolding content and process

Pose the question: Why does America celebrate the Fourth of July?
-Introduce/Read 1st key event of the American Revolution-Passage of the Stamp Act 1765
-Why did the British Parliament pass the Stamp Act? 30-60-90, Think-Write-Share with partner
-What was its purpose? Answer in numbered heads after finding text evidence. Partner B share first and Partner A will point out the evidence to support the claim.
-How did the colonists respond to the Stamp Act? Answer in numbered heads—B share and A restates in his/her own words.
-Discuss in numbered heads: Why was the Stamp Act important to the American Revolution?
-Write about how this event impacted the colonists here in America and why England created the act.
-As a whole group, share out the reasons this event was important and add the reasons onto the matrix.

Previewing (what, who, when):
Revolution
Then discuss how we had a revolution in America. Students can write two questions they have about our revolution and then find out the answers in the lesson.

Scaffolding (what, who, when):
Since the British technically ‘owned’ the colonies, they required them to pay taxes to be used to fund the troops looking over the American colonies.
Struggling students will have a ‘cheat sheet’ with 1-3 important facts to support them.

Assessment Prompt for Learning Activity 1

Formative assessment of the Learning Goal(s).
Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Write to explain why it is important to ask questions to determine the significance of historical events.

Learning Activity 2

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
Content students need to learn
Chunk activity:

Several opportunities for thinking, talking, writing to learn
Distributed summarizing and/or practice
Questions to ask
Higher Order Thinking and/or Reading Comprehension Questions to ask
Active engagement:

Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
Variety
Movement
Previewing prerequisite knowledge/skills
Scaffolding content and process

Pose the question: How could a Stamp Act create a massacre?
-Introduce/Read 2nd key event of the American Revolution-Boston Massacre
-What happened during the Boston Massacre? Share with numbered heads partner—Partner A share what happened, Partner B share how that likely made the colonists feel.
-How did the problem become worse? Answer in numbered heads—B share and A restates in his/her own words.
-How did the Boston Massacre impact the American Revolution? 30-60-90, Think-Write-Share with partner

Previewing (what, who, when):
revolution

Scaffolding (what, who, when):
Struggling students will be given a list of the facts on a timeline to assist them with recalling the facts and details.

Assessment Prompt for Learning Activity 2

Formative assessment of the Learning Goal(s).
Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

After reading, use the completed matrix to write a Public Service Announcement to explain the significance of each event.

Learning Activity 3

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
Content students need to learn
Chunk activity:

Several opportunities for thinking, talking, writing to learn
Distributed summarizing and/or practice
Questions to ask
Higher Order Thinking and/or Reading Comprehension Questions to ask
Active engagement:

Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
Variety
Movement
Previewing prerequisite knowledge/skills
Scaffolding content and process

Pose the question: How does throwing tea into a harbor relate to the American Revolution?
-Introduce/Read 3rd key event of the American Revolution-Boston Tea Party
-Why did the colonists board the British ships and dump the tea overboard into the harbor?30-60-90, Think-Write-Share with partner
-A) How did the British punish the colonists? B) Was it fair? Partner A—Answer part A and Partner B, answer part B.
-What did the colonists due in response to British’s punishment? Answer in numbered heads—B share and A restates in his/her own words adding any additional information.

Previewing (what, who, when):
protest

Scaffolding (what, who, when):
Struggling students will receive a glossary of terms to include: Boston Tea Party, colonists, British, cargo

Assessment Prompt for Learning Activity 3

Formative assessment of the Learning Goal(s).
Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

After reading about event 1, event 2 and event 3, write to compare and contrast the importance of each event.

Planning Step 2: Lesson Assessment: How will students demonstrate understanding of the Learning Goals for this lesson?

Assignment

Plan this before planning Lesson Instruction.
How will students demonstrate their knowledge of the Will Know Learning Goals and the skills in the Will Be Able To… (Do) Learning Goals (especially the Higher Order Thinking and/or Reading Comprehension)?
How will the Assignment be differentiated for support and challenge?
Which students receive differentiation?
For students who struggle with the Assignment, how will you remediate this lesson?

After analyzing the relationships among the events, write an editorial using key details from the text to express your opinion about which historical event had the greatest impact. Support your opinion with reasons.

Differentiated Assignment for Struggling Students:

After analyzing the relationships among the events via a conference with the teacher to discuss and summarize important ideas, write an editorial using key details from the text to express your opinion about which historical event had the greatest impact. Support your opinion with reasons.

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