Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Esther Kersahw

Date 11/14/17 Subject/ Topic/ Theme US History/Chapter 5/Taxation Grade _____11/12___________

I. Objectives
How does this lesson connect to the unit plan?
This lesson will provide the major reason for the Colonists to revolt against British control: post-revolution, taxation without representation.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Identify the taxes the British placed on the colonists and how the colonists protested them. *R, U
List different reasons for taxes. *R
Visualize the colonists reactions to the taxes. *E,C *
Dramatize the different British policies. *
To sympathize with the reactions of the colonists to the policies and the British. *
Common Core standards (or GLCEs if not available in Common Core) addressed:

CCSS.ELA-LITERACY.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details
and ideas.

CCSS.ELA-LITERACY.RH.11-12.4
Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course
of a text

(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. Students will have to know the information from Lesson 1

Pre-assessment (for learning):

- Ask the students if they know what taxes are and why they exist before I give them
background and instructions on the group project
Formative (for learning):
- Students will grade their own quizzes to see what questions they missed.
Formative (as learning):
- Students will have to present and teach the class about their policies they researched. I will listen to
make sure the students included the important information for each policy.
Outline assessment - The students will learn through their researching and others will learn through listening and watching
activities their presentation.
(applicable to this lesson) Summative (of learning):
- Students will take a short review, non-graded, quiz covering the information they learned the
class before.
- Students will take out a piece of paper and answer these two questions with complete
sentences and correct grammar.
1) Why did the colonists feel that taxation was unfair?
2) How would you respond to the policies?

Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
Engagement Representation and Expression

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What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
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Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
Students will write a short two-
three sentence response to the
wrap-up questions.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Students will work in groups while
researching, gather information,
and putting together a skit.
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
- 20 copies of the quiz
- The Unit Packet
- Props
o Sugar
o Dollar Bill
o Mini House
o Stamp
- Slide with Colonist Reaction photos
- Students need pens and papers
Provide options for comprehension-
activate, apply & highlight
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
I will provide pictures as well as
words to represent the material.
Provide options for perception-
making information perceptible
I will explain the lessons
verbally, so the students can
work on listening and
comprehending.
I will have pictures on the slide,
so the students can have a visual
representation.
Provide options for executive
functions- coordinate short & long-
term goals, monitor progress, and
modify strategies
The long-term goal is for students
to summarize information in
English. I hope for the students to
take everything they have learned,
in whatever form, and be able to
translate it in clear and coherent
sentences.
Provide options for expression and
communication- increase medium
of expression
The students may act out the
scene, so they can practice their
oral skills.
Students write a response to
practice their writing skills in
English.
Provide options for physical action-
increase options for interaction
The students will be able to act
out the scenes with their bodies.
They can use as much or as little
physical interaction.
 The classroom will be set up with four desks making up a square.

How will your classroom

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: WARM UP:

min. (opening/
introduction/ - Hand out 20 copies of pop quiz. - Students will have to take a short non-
engagement) - Go over answers. graded quiz about the vocab and
Proclamation of 1763 to review the
previous lesson.
- Students will grade themselves and answer
the questions by raising their hands.

PART II: BRITISH POLICIES PART II: BRITISH POLICIES

- Separate students into groups and hand - Students will get into four groups. They
out one prop to each group. Props are: will have 10 minutes to discuss and
Sugar, Dollar Bill, Mini House, Stamp research what their Act/Policy is.
Development - Give instructions that they must discuss - For the next 10 minutes, they will us their
(the largest and present their Act/Policy prop and act out their responses.
component or o Ask them if they know what - While each group is presenting, the rest of
main body of taxes are? the class will take notes in their packets.
the lesson) o Tell them that the British
20 enforced taxes on the colonists
min. just like they enforced the
policies of trade

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 o There are four main taxes that the
colonists were not happy about.
They are here at your table.
o They must use the textbook or a
chrome book as a source.
o The group must answer:
What is the tax?
Why is it important?
How did the colonists
respond?
o The group will then use the prop
10 to act out a skit with their
min. findings that are three minutes
long each. COLONISTS RESPOND
- Students will take out packet write down
PART III: COLONISTS RESPOND descriptions next to each reaction. They
- Have students take out packet. can write a few words to help them
- Show three pictures on the slide show: remember or they can draw a picture.
o Tar and feather - Students will raise their hand and answer
o Burned legal papers if they sympathize with the British
o Boycott soldiers or the colonists.
- As Each picture is shown, I will explain
the colonists reaction. I will ask them if
they sympathize with the colonists or the
British and why.

4 I will have these questions written in the study - Students will take out a piece of paper and
min. packet for the students to answer: After explaining answer these two questions with complete
Closure
each question I will ask for thumbs up if they sentences and correct grammar.
(conclusion,
understand. If not, I will explain the reactions more
culmination,
in depth.
wrap-up)
1) Are there any policies in America that 1) Are there any policies in America that
you do not agree with and why? you do not agree with and why?
1
min.
I will ask one student to share with the rest of the Students will raise their hands to share their
class their answer to number one. responses.
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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