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. *
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
- Students will have to know how to analytically read the text.
knowledge and skills.
- 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?
Formative (for learning):
Outline assessment - Students will orally answer questions about the Townshend Acts.
activities Formative (as learning):
(applicable to this lesson) - 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.
What barriers might this Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
lesson present? 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
What will it take
reflection Students will be able to apply modify strategies
neurodevelopmentally,
experientially, the information to formulating
Students will be able to vote on Students will be able to know the
emotionally, etc., for your an argument.
which debate was done better. material but also interact it.
students to do this lesson?
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 verbal language.
and as a large group for the
debates. They will interact with
each others ideas
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 Quiz over Boston Tea Party: Answer in complete
(opening/ sentences. Less than 15 words per response
3 introduction/ Students will take quiz
min. engagement) 1) Who was involved?
2) Why did the colonists get mad about the
tea tax?
Hand every student a card- RED or BLUE
PART I: THE TOWNSHEND ACTS PART II: THE TOWNSHEND ACTS
Tell students to take out their textbooks and Students will open and read pg. 94 in their textbook
packets. with a partner. Then they will open their packets
Development and answer the questions:
5 (the largest Directions: Read page. 94 with a partner and write
min. component or down the answers to these questions. Instruct them
main body of to read the questions and then read. 1) Who was Charles Townshend?
the lesson) 2) When were the Townshend Acts passed?
I will ask one student to raise their hand and 3) Why did they seem like a good idea?
answer each question. 4) What items were the taxes on?
5) How did the colonists react?
Students will raise their hand and say their answers.
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PART II: SAMUEL ADAMS VS. SOLDIERS PART II: SAMUEL ADAMS VS. SOLDIERS
Show video Clip: Students will watch clip.
5
min. Ask the students if they have ever heard of the Students will raise their hands and answer what
Boston Massacre? they know about the Boston Massacre.
BOSTON MASSACRE VIDEO
25 Activity:
min. Activity:
- Students will split up into groups based on
- The students with the red cards are the the color card they have.
British and the students with the blue - Research and come up with an
cards are the colonists. argument/claim (6 min)
- Each team will select a team leader: o According to your side of the
o Sam Adams story, what happened?
o Captain Preston
- Each team will argue whose fault the Debate:
Boston massacre was:
o British= Colonists/Bostonians - Team leaders will get up in the front of the
hurled insults, snowballs, oyster class.
shells, and other objects at the - Position Presentation (3x2 min): Each
soldiers. One called fire and team leader will present their version of
British thought it was Captain what happened during the Boston
Preston. Massacre
o Colonists=broke law about firing - Discuss with group (2 min)
at civilians - Rebuttal (1x2 min): Each group will get a
- Each group will have ten minutes to come chance to respond to the other group/pick
up with an argument, they can research the out a problem with their story.
Boston Massacre in the point of view of - Discuss with group (2 min)
either side with their chrome books, but - Response (1x2 min): Each group will
the leaders need to argue. defend their point.
- Rules: - Conclusion (1x2 min): Captains get to
o Each side will make their claim conclude their argument
about what happened
o Each side will get a chance to Total Time to Debate: 16 min.
comment on the other person Extra time/wiggle room: 3 min.
o Each side will then respond to
that comment
o If the team leader needs help,
they will be granted one minute
to formulate a response
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)
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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