Escolar Documentos
Profissional Documentos
Cultura Documentos
Subject: History
Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this lesson
Student Standards: Creativity and Innovation, Communication and Collaboration, Technology Operations and Concepts.
Teacher Standards: Facilitate and inspire student learning and creativity, Design and develop digital age learning experiences and
assessments.
Common Core: Concept 4: Revolution and New Nation PO 1. Assess the economic, political, and social reasons for the American
Revolution: a. British attempts to tax and regulate colonial trade as a result of the French and Indian War b. Colonists reaction to
British policy ideas expressed in the Declaration of Independence
Students will be able to explain the Townshed, Tea, and Intolerable Acts
Students will be able to explain why the Boston Tea Party occurred
Students will be able to analyze the colonists actions and form a judgement in defense or
condemnation
Evidence of Mastery (Measurable): An actual product /Include an explanation of how you are going to grade/grading
tool? (rubric, checklist, etc.)
Formative Assessment: After a KWL chart on the Boston Tea Party, the teacher will read off responses informally
assessing students understanding. By reading student responses the teacher will determine which Acts will need to
be covered in more depth.
Summative Assessment: The KWL chart and a Kahoot quiz will be the tools used to formally assess students understanding
of the content. After a class discussion on whether the colonists actions were justified the teacher will bring up Kahoot and
the class will participate in a short quiz. After going over the answers to the quiz, students will post the L portion of the
KWL chart allowing the teacher to assess students mastery of the content.
Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives action verbs such as
write, list, highlight, etc.)
Opening (state objectives, connect to previous learning, and make RELEVENT to real life) ENGAGE/ hook the students
Students will write on two of the three sticky notes given to them and place them in the correct part of the KWL chart for the
Boston Tea Party.
Instructional Input
Co-Teaching Strategy/Differentiation: ELL students will be able to raise their hand and answer what they
know about the Boston Tea Party instead of having to write it out. For all parts but the video, the teacher
will provide students who need help taking notes with an outline so they can still do well on the Kahoot
quiz.
Guided Practice
Independent Practice
Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need
differentiation or accommodations?
I would allow ELL students and any other students that struggled with the lesson to do an alternate assignment that
would require them to write down 5 new things they learned after watching a video. The video will also have closed
captions for ELL students
Closing/Student Reflection/Real-life connections: What connections will students make to their real lives? What essential
questions will they reflect on in their closure of the lesson?
Students will make a connection to protests that are occurring throughout the country right now. At the end of the lesson
students will reflect on whether current protesters are justified in their actions.