LessonPlanningFormforAccessibleInstructionCalvinCollegeEducationProgram

Teacher Ms.AnneliseVanDyken

Date
:4/8/15
Subject/Topic/Theme
:TheRoadtoRevolutionLesson3

th
Grade5

I.Objectives
Howdoesthislessonconnecttotheunitplan?

Thisisthethirdlessonintheunitplan,whichtalksaboutthewayGreatBritaintakesmorecontroloverNorthAmericaattheendoftheFrenchandIndianWar.
cognitive
physical
socioemoti
Learnerswillbeableto:
RUApAnEC* development
onal

IdentifyProclamationof1763,KingGeorge,Pontiac&hisrebellion,GeneralBraddock,TreatyofParis
EvaluateandcomparewhatdifferentgroupsfeelaboutactionsthattookplaceintheOhioRiverValley.
Workwithapartnertodiscussideasandthoughts.
Understandpowerandauthoritybycomingupwithexamplesandrecognizingusesofvariousgroups(ex.theBritish).

R
E

CommonCorestandards(orGLCEsifnotavailableinCommonCore)addressed:

GLCES:
5U3.1.1: DescribetheroleoftheFrenchandIndianWar,howBritishpolicytowardthecoloniesinAmericachangedfrom
1763to1775,andcolonialdissatisfactionwiththenewpolicy.
remember
5U3.1.3: UsinganeventfromtheRevolutionaryera(e.g.,BostonTeaParty,quarteringofsoldiers,writsofassistance,closing
ofcoloniallegislatures),explainhowBritishandcolonialviewsonauthorityandtheuseofpowerwithoutauthoritydiffered(views
onrepresentativegovernment).
understand
5U3.1.8: Identifyaproblemconfrontingpeopleinthecolonies,identifyalternativechoicesforaddressingtheproblemwith
possibleconsequences,anddescribethecourseofactiontaken.
rememberandevaluate
CommonCore:
5RI.3:
Explaintherelationshipsorinteractionsbetweentwoormoreindividuals,events,ideas,orconceptsinahistorical,
scientific,ortechnicaltextbasedonspecificinformationinthetext.
understand

5RI.4:
Determinethemeaningofgeneralacademicanddomainspecificwordsandphrasesinatextrelevanttoagrade5
topicorsubjectarea.
analyze

(Note
:
Writeasmanyasneeded.Indicatetaxonomylevelsandconnectionstoapplicablenationalorstatestandards.Ifanobjectiveappliestoparticular
learnerswritethename(s)ofthelearner(s)towhomitapplies.)
*remember,understand,apply,analyze,evaluate,create

II.Beforeyoustart
Identifyprerequisite
knowledgeandskills.

KnowledgeoftheFrenchandIndianWar,whereitwasgoingonandwhoitwasinvolving,workingwith
partnersandrecordingnotes.
Preassessment(forlearning):
Determininghowmuchthestudentsknowaboutpowerandauthority.Iwillask
thestudentswhattheyknowaboutthisatthebeginningofthelesson.

Formative(forlearning):
Iwillaskthestudentstoanswercomprehensionquestionsaboutthetextthattheyread
abouttheFrenchandIndianWarresults,Pontiacandhisrebellion,andtheTreatyofParis.
Studentswill

Outlineassessmentactivities
(applicabletothislesson)

completeamapworksheetaswellasacomprehensiveassessment,whichasksdifferentquestionsabout
theactivitiestheydidinthelesson.

Formative(aslearning):I
willaskthestudentswhattheythinkaboutthecolonies,British,French,orNative

Americanactions.Howdidthoseactionsaffectotherpeopleandgroups?Thiswillhelpthestudentsthink
criticallyaboutthewarandtheresults,furtheringtheirknowledgeandhelpingthemmakeconnectionsbetween
events.Thestudentswillselfmonitorbytakingnotesintheirsocialstudiesjournalsaboutimportantconceptsand
ideasthroughoutthelesson.Theywillalsobediscussingideaswithapartnertocheckoneachotherslearning.

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Summative(oflearning
):Studentswillcompleteamapworksheetaswellasacomprehensiveassessment,

whichasksdifferentquestionsabouttheactivitiestheydidinthelesson.Thiswillhelpthemultimately
preparefortheunittest.

Whatbarriersmightthislesson
present?

Whatwillittake
neurodevelopmentally,
experientially,emotionally,
etc.,foryourstudentstodothis
lesson?

ProvideMultipleMeansof
Representation
Provideoptionsforperception
makinginformationperceptible
Thestudentscanfollowalongwith
theslides,listentomy
explanations,readfromtheir
textbooks,getideasfromtheir
partners,listentothesongIplay,
andseewordswrittenontheboard
orontheElmo.

ProvideMultipleMeansof
ActionandExpression
Provideoptionsforphysicalaction
increaseoptionsforinteraction

Studentscanreadaloudorfollow
alongintheirtextbooks,andthey
canwritedowntheanswersto
questionsinadditiontotaking
notes.

Provideoptionsforlanguage,
mathematicalexpressions,and
symbols
clarify&connect
language

Provideoptionsforexpressionand
communication
increasemedium
ofexpression

Studentsseeandanalyze
picturesonscreen,depictmaps,
orreadthewordsthatexplain
whatsgoingon.Thesame
appliesforthetextbook.Also,
theycanlistentoaperspective
onthewarthroughasong..

Provideoptionsforcomprehension
activate,apply&highlight

Materialswhatmaterials
(books,handouts,etc)doyou
needforthislessonandare
theyreadytouse?

Studentscantalktoapartneror
respondtotheteachers
questions.Studentscanwrite
downanswerstoquestionson
theirpapers,andtheycantake
notesonthepaperIpresent.

Provideoptionsforexecutive
functions
coordinateshort&long
termgoals,monitorprogress,and
modifystrategies

ProvideMultipleMeansof
Engagement
Provideoptionsforrecruiting
interest
choice,relevance,value,
authenticity,minimizethreats
Studentscanusetheslideshow
technology,theycanfollowalong
ontheirnotes,listentothe
teachersintroductionand
examples,listenandinterpretthe
song,andlookatthepictureson
screenandinthetextbookfor
multiplelevelsofengagement.
Provideoptionsforsustaining
effortandpersistence
optimize
challenge,collaboration,
masteryorientedfeedback

Studentscantalkwithpartnerto
beheldaccountablefortheir
efforts,andtheyneedtopay
attentiontobeabletofillout
theirworksheet.Iwillalsobe
givinganassessmentattheend
ofthelesson,whichis
motivationtopayattentionand
engage.
Provideoptionsforselfregulation
expectations,personalskillsand
strategies,selfassessment&
reflection

Iwillexplainandpresentevents
orally,andIwillusedifferent
Studentscantalktopartners,
Thestudentswillbetakingnotes
examples,explanationsinthe
readdescriptionsinbooks,or
throughoutthelessontomonitor
textbook,andpicture
listentotheteacherexplainthe
wheretheyare.
interpretationstohelpthe
differentkeyeventsandpeople.
studentswiththeir
comprehension.
SlideshowonBritishControlofNorthAmerica(viaGoogleSlides),computerforpresenting,projector
andscreen,notesheetsforstudents,worksheetwithmapandassessmentofthelesson,textbooksfor
eachofthestudents,pencilsforeachstudent.

Studentssitatdeskswithtextbooks,teacherstandsinfront,andthescreenisdownfortheslideshow.

Howwillyourclassroombeset
upforthislesson?

III.ThePlanNote:theQuestionslistedintheteacheractivitysectioncorrespondwiththenotesheets.

Describe
teacher
activitiesAND
student
activities
Components
Time
foreachcomponentofthelesson.Includeimportanthigherorderthinkingquestionsand/orprompts.
2min
Writethewordspowerandauthorityonthe Studentstalkaboutwhattheythinkthe
Motivation
board(oronapaperunderneaththeElmo).
differenceisbetweenpowerandauthority.They

(opening/
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1min

5min

introduction/
engagement)

3min

1min

5min

4min
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Development
(thelargest
componentor
mainbodyof
thelesson)

Explainthatthesewordsaredifferent,andhave
studentsdiscusswithapartnerabouthowthose
wordsaredifferent.
Comebacktogetherandgivedefinitions,which
thestudentscanfollowalongwithintheirnotes
bywritingthesedownQuestion(1):

Power:theabilitytocontrolorinfluence
others

Authority:theRIGHTtousepowerto
controlorinfluenceothersusepowerin
aGOODway
Havestudentsdiscussifpowerisbeingused
poorlyorwithauthority:

Parentstellingyoutogotobedata
certaintime

Abullytryingtogetyoutomakeabad
choice

Afriendtryingtomakeyougive
somethingbackthatbelongstothem

Thepresidentmakingalawthatsaysthat
youcantstealanything

Askstudentsiftheyveeverexperienced
someonetreatingthemwithapooruseof
power.
Explainhow
aswecontinuelookingatevents
thathappenedbeforetheRevolution,wewill
beseeinghowdifferentpeopleusedpower
andauthority.
ReviewwhathappenedintheFrenchandIndian
War
WhatplacedidtheFrenchandBritish
want?WhobuiltFortNecessity,andwhywas
itbuilt?WhatwastheAlbanyPlanofUnion?

Havethestudentssharewithanotherstudent:
WhodoyouthinkisgoingtowintheFrench
ortheBritish?
Talkaboutwho
GeneralBraddockwasand
showtheslidewithGeneralBraddockandthe
SevenYearsWar

Discusswhatthewordalliesmeans,
andhavestudentsfillitinonQuestion
(3)explainthattheNativeAmericans
becameFrenchalliesafterBraddocklost.

TalkabouttheSevenYearsWarandhow
itwasgoingoninEuropenotjustinthe
colonies!Question(4)

Whowonthewar?

ShowtheslideonthesongWhy,Soldiers,
Why?playthesong,andhavethe
studentstalkaboutwhatthesongsays,
showingtheslidecontainingpartsofthe
lyrics.
ReflectonwhattheBritishsoldiers
arethinkingbeforegoingintobattle

workwithapartner,andsharetheiranswers
withtherestoftheclass.

Studentswritedownnotesandanswersdown
ontheirpaperswhiletheyfollowalongonthe
slideshow

Studentsdiscusswithapartnerifthefollowing
situationsaregoodusesofpowerwithauthority
orbadusesofpower.

Studentsanswerquestionsandpredictwhothey
thinkisgoingtowintheFrenchandIndianWar
withapartner.

Studentsfollowalongintheirnotes

Studentsdiscusswhatthewordalliesmean.
Theyalsoanswercomprehensionquestions
aboutthereadingsinthetext.Whowasinthe
SevenYearWar?HowweretheNative
Americansinvolved?

GototheslidewithProclamationof1763onit

Thestudentstalktoapartneraboutwhat
thesongmeans,whatthesoldiersmightbe
feeling.
PossibleStudentanswers:

they
areconfident,theythinktheyaregoingto
winthebattle.

5min

4min

6min

6min

3min

3min
1min
510min

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TalkabouttheProclamationof1763
whatisa
proclamation?,
KingGeorgeIIIissuedit
WhatdidtheProclamationof1763doin
NorthAmerica?
Question(5)
AskabouttheKingsuseofpowerandauthority
d
idhehavetheauthoritytodothis?Didthe
colonistsagree?

colonistshadthesame
rightsasBritishcitizens,whichallowedthem
tomovewheretheywanted
Askcomprehensionquestions
howdidthis
helptheNativeAmericans?Whatdoyou
thinkaboutthecolonistsstillmovingWest
wasitokayfortheNativeAmericans?
Showontheslidehow
Britishsoldierscameto
liveinthecoloniestoprotectthelandANDhe
gavegovernorsmoreauthoritythecolonists
wereusedtorulingthemselves!Happyor
unhappy?
SlideonPontiacexplainwhohewas.
Howdid
colonistswhomovedwestaffecthim?What
doyouthinkwouldhavehappenedifthe
colonistsstayedwheretheywere?
Question
(6)
GototheslideontheTreatyofParis!Question
(7)

Whatisatreaty?
Askstudentstotalktoa
partneraboutwhattheythinkatreatyis.
Then,gatherbacktogetherandexplainthat
itisanagreementmadebypeopleorgroups
thatareinconflict.

Havethestudentsreadpg.239aboutthe
treatyofParis.Sharewhogavelandtowho.
Havethemlookatthemapandtrytofigure
itoutfirsttheycanusetheirownmapsto
helpthem.

Askthestudentswhatsomeofthecolonists
mightbefeelingnowALSOwhattheother
groupsarethinking(ex.Indians,British,French)
whatmightbecausingthecoloniststobe
unhappywiththeBritishrule?
Havethestudentspullouttheirorganizersand
addTreatyofParisandProclamationof
1963,alongwithpowerandauthority.
Havethestudentsworkonthesummative
assessmentfirst,theyshoulddothemap
worksheet,andsecond,theyshouldworkonthe
review.Tellthemthattheymayusetheir
workbooksforreference.

StudentsdiscusstheKingsuseofpowerand
authority.Theytalktoapartneraboutwhatthey
thinkaboutthis.Studentsalsorespondtothe
comprehensionquestionsaboutthereading.

Studentsdiscusswhatatreatyiswithapartner.
Theyreadpage239andtrytodecipherthemap,
determiningwhogainedlandandwholostit.

Closure
(conclusion,
culmination,
wrapup)

Studentsbrainstormabouthowthecolonistsare
feeling,butalsohowtheothergroupsare
feelingafterthetreaties,proclamation,andwar.
Studentsaddthosetermstotheir
organizers/timelines.
Studentscompleteworksheetonthemapand
summativereviewofthelesson.


Yourreflectionaboutthelesson,includingevidence(s)ofstudentlearningandengagement,aswellasideasforimprovementfornext
time.
(Writethisafterteachingthelesson,ifyouhadachancetoteachit.Ifyoudidnotteachthislesson,focusontheprocessofpreparing
thelesson.)
Ifeltbetterabouthowthislessonwentthanthepreviouslesson.Icutthislessoninhalf,andIdidntintroducetoomanynewideassothatI
couldspendsometimereviewing.Thereviewsessionprovedtobeverysuccessfulthestudentsrememberedmostofthethingsthatwehad
talkedaboutfromthepreviouslesson.Theywereveryengagedandexcitedtotalkaboutpowerandauthority,andhowpowerandauthority
canbeusedingoodwaysandinbadways.Wedidntdoanylargegroupreadingtoday,whichsavedontimeandpreventedthestudentsfrom
becomingdisinterested.Rather,weworkedananassessmentthatinvolvedthestudentswritinganarticleabouttheeventsintheFrenchand
IndianWar.IfinishedbyexplaininghowtheBritisharmybeattheFrencharmy,andtheylistenedtoaFrenchandIndianWarsongthat
talkedabouthowtheBritishsoldiersshouldnotbesadorgloomybecausetheyknewtheyweregoingtowin.Thestudentslikedcomparing
thatkindofmusictothemusicwelistentotoday,andtheyalsotalkedaboutthedifferentinstrumentsthatwereusedinthewar.IwishthatI
hadexplainedtheworksheetbetter,sinceitwaspastelevenoclock,andIknewthatIhadtogetgoingsoon.Mostofthestudentsunderstood
whattodo,butIhadtoexplainsomethingsseveraltimestopeopletohelpthemgetideasgoingaboutwhattheyweregoingtowrite.Ithink
thatifIwastoteachitagain,Iwouldntfocusverymuchontheinstrumentsofthewar,sincethatisntcompletelyrelevanttoourtopic.
Therefore,thiswouldgivememoretimetopreparethestudentsfortheassignmentthattheyhadtocomplete.

Thesecondpartofthelessonwentwell,too.ThatwasprobablythelessonthatflowedthebestoutofallofthedifferentlessonsItaught,and
itisrecordedpart.Hereisthereflectionforthatportion:
00:00Inthislesson,IamreviewingsomeofthethingswelearnedabouttheFrenchandIndianWar.Istartedbyaskingsome
formativeassessmentquestions,andthenwentintoadiscussionofpowerandauthority,relatingthetopicstotheirworldbyasking
themaboutwhattheythinkaboutcertainusesofpower.Thestudentsworkedonaworksheetattheend,butthatpartwasnot
recorded.

2:40Iwasreallyimpressedbytheamountofinformationthatthestudentsretainedfromthedaybefore.Itseemedliketheywere
readytobuildontheamountofknowledgetheyhad,andthisreviewhelpedmetoassessthis.Ithinkmyuseofpicturesand
discussionfromthepreviouslessonhelpedthestudentsprocessinformation.Mostofthestudentswereengagedwithmyquestions,
andIalwayshadseveralvolunteerswhoofferedtoanswer.

2:52Toavertboredom,Iofferedthestudentsopportunitiestotalktoapartneraboutdifferentthingshappeningintheclass(inthis
case,whytheFrenchandBritishbothwantedtheOhioRiverValley).

5:18Intermsofcovenant,Iwantedtopraisethestudentsresponsesandcommendtheirengagement.Iwantedtoencouragethem
thatIappreciatetheirattentivenessinclass,showingthatthisbringspositiveresults.Thishelpsstrengthenmyteacherstudent
relationship.

6:30WhenIaskedthestudentswhatstateAlbanywasthecapitalof,moreofthestudentswereeagertoparticipatebecausethey
knewthatwehadnttalkedityet,soiftheygottheanswerwrong,theywouldnthaveanexcuseofnothearingitinclass.

9:07Intermsofthecontent,ImadeuseoftheELMObyusingittohelpshowthestudentswheretheyneededtowriteinformation,
andwhattheyhadtowrite.Thishelpedmodelwhattodo.Thedaybefore,thestudentshadtowriteintheirjournals,andIwasnt
clearaboutwhereandwhattheyhadtowrite,soIwantedtomakeitclearertoday.

10:13IwantedtomakesurethatIwasspellingIroquoisright,andsoIGoogledit.Iwasntanticipatingthestudentswantingto
addthemtothepeoplechart,sincethiswasreallyjustsupposedtoholdsinglepeople,butIwentalongwithitbecausetheyarean
importantgroup.

12:48Iwantedtomakesurethatthewholeclasscouldhearwellwhentheotherstudentswerespeaking,soIusedthemicrophone
inthiscase.Thestudentssharegoodideas,andIdontwantthemtomissthem.Ialsodontwantthestudentstogetintothehabitof
waitingformetorepeatwhatthestudentssaid.

14:32Ijustwanttomakeitclearthatthepointofthelessoninthiscasewasnothavingthestudentswritetheiranswersincomplete
sentences.Iwantthemtoseethatthereisadifferencebetweenwritingnotes(informal)andwritingformalthingslikepapersor
paragraphs.Iprobablyshouldhavemadethisclearer.

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15:20Thispartofthelessonwentreallywell.Whenexplainingpowerandauthority,Iusedexamplesofpeopletheyknewinthe
schoolsettingorinthecountry,whichwerethingstheywerefamiliarwith.Intermsofconduct,Iwantedthestudentstokeepup
withtheclassroomrulesofraisingtheirhands,andwhenoneofthestudentstalkedoutofturn,Icalledonhimafterheraisedhis
hand.

15:46OneofthestudentstalkedaboutGodasanauthorityfigure.Ididntexactlyknowhowtorespond,soIsimplyconfirmed
hisanswerandmovedon.

17:50ThestudentsweretalkingpastthepointwhenIstartedtalkingagain,soIgentlyshushedthem.Thisworkedfairlywell,
althoughIseeonestudentwhocontinuedtalkingafterwards.At18:50,Ishushedthemagain,andIrealizethatIsaid,Notalking,
please.Eventhoughthisworkedokay,Icouldrephrasethatinapositivewaythenexttime.

19:47IwasSUPERexcitedwhenthisstudentrespondedwiththecorrectanswer,becauseheisusuallyhardtogetengagedinthe
conversation.Iwonderifherememberedthisfromapreviousconversationthattheyhadinclassorhearditsomewhereelse.

2124Here,ItriedtotellthestoryofthingsthathappenedbetweentheFrenchandtheBritishinsteadofhavingthestudentsread
fromtheirbooks.IthinkthiswasabetterpedagogicalchoicebecauseIwasabletouselanguagethattheycouldunderstandwell.

25:52Iwantedtousethismusicforthesongsothatthestudentscouldtakeadifferent,moreauthenticperspectiveonthewar,
thinkingaboutthesoldiersfeelingsandattitudesonthebattlethattheywereabouttofight.

26:38IwentthroughthevocabularyquicklybecauseIreallywantedthestudentstomaketheconnectionthattheBritishsoldiers
wereprobablyconfidentbeforegoingtofightthisfinalbattle.

27:55IdidntgetasmuchtimeasIwantedtoexplainthearticletothestudents.Itwaselevenoclock,andIknewthatIwantedto
betheretohelpthestudentsworkonitbeforeIleft.IthinkitwouldhavebeenbetterifIspentmoretimeexplainingwhattheyhad
todoratherthanrushingintotheassignment.

29:15Thechecklisthelpsthestudentsselfmonitor,whichhelpsthemseethatItrustthemtobecapableofmakingsurethattheyre
doingwhattheyresupposedtobedoing.

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