LessonPlanningFormforAccessibleInstructionCalvinCollegeEducationProgram

Teacher:Ms.AnneliseVanDyken
Date
4/8/15
Subject/Topic/Theme:
RoadtotheRevolutionLesson2

th
Grade:5

I.Objectives
Howdoesthislessonconnecttotheunitplan?
ThisexplainstheFrenchandIndianWar,andtheplacethatithadintheAmericanRevolution

Learnerswillbeableto:

DefinetheFrenchandIndianWarandrecognizekeyfiguresandcomponents(GeorgeWashington,BenFranklin,
TheAlbanyPlanofUnion,FortNecessity,TheOhioRiverValley).
UnderstandwhattheforceswerethatleduptotheFrenchandIndianWar.
Workwithapartnertodiscussteacherguidedquestionsaboutthetopic.
SummarizetheeventsthathappenedsurroundingtheFrenchandIndianWar.
Analyzeamapandmakeinferencesaboutwhatitspurposeis.

cognitive
RUApAnEC*

physical
socioemoti
development
onal

U,An
An

CommonCorestandards(orGLCEsifnotavailableinCommonCore)addressed:

GLCES:
5U3.1.1:
DescribetheroleoftheFrenchandIndianWar,howBritishpolicytowardthecoloniesinAmericachangedfrom
1763to1775,andcolonialdissatisfactionwiththenewpolicy.
rememberandunderstand
5U3.1.6:
Identifytherolethatkeyindividualsplayedinleadingthecoloniststorevolution,includingGeorgeWashington,
ThomasJefferson,BenjaminFranklin,PatrickHenry,SamuelAdams,JohnAdams,andThomasPaine
remember,understand
CommonCore:
5RI.7:
Drawoninformationfrommultipleprintordigitalsources,demonstratingtheabilitytolocateananswertoaquestion
quicklyortosolveaproblemefficiently
apply

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

II.Beforeyoustart
Identifyprerequisite
knowledgeandskills.

Studentsarefamiliarwiththe13coloniesandBritishrule.TheyknowthattherewereNativeAmericans
livingclosetotheFrenchandBritishareas.Theyknowhowtoreadamap,writedownanswers,and
discussquestionswithapartner.
Preassessment(forlearning):I
willaskthestudents,WhatwasgoingoninthecoloniesbeforetheFrenchand
IndianWar?Whatwaslifelikeforthem?Theyhavealreadybeenpreassessedonwhattheyknowaboutthe
FrenchandIndianWar.

Outlineassessmentactivities
(applicabletothislesson)

Formative(forlearning):
Iwillaskstudentsquestionsaboutwhattheyknowaboutthecoloniesandwhatthey
thinkwasgoingonatthetime.Iwillalsoaskthemcomprehensionquestionsaboutthetextthathelpsthemthink
aboutwhattheywerereading,sincethestudentswillbereadingexcerptsfromtheirtextbooksaboutdifferent
elementsoftheFrenchandIndianWar.Thestudentswillbecompletinganassessmentthathasthemwritea
newspaperarticleaboutwhathappenedintheFrenchandIndianWar.Theywillincludefactsandpiecesof
informationthatwelearnedabout.

Formative(aslearning):
IwillaskthemwhattheythinkabouttheFrenchandIndianWar.Iwillaskthemto
analyzetheFrenchactionsandtheBritishreactions.Inaddition,Iwillaskthestudentswhattheythinkabout
certainpicturesorsymbolsandwhattheythinkitmeans(ex.JoinorDiepoliticalcartoon).Thiswillhelpthem
gainadeeperunderstandingofthecontent.Thestudentsalsohaveachecklisttocompletesothattheycan
monitorhowtheyredoingonthenewspaperjournalistarticle.

Summative(oflearning
):Iwillgivethemaworksheetthathasthempretendtobenewspaperjournalists

whoarewritinganewspaperarticlesummarizingandgivingtheiropiniononsomeoftheevents
happeningduringtheFrenchandIndianWar.Thiswillhelpthempreparefortheirtest.
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Whatbarriersmightthislesson
present?

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

ProvideMultipleMeansof
Representation
Provideoptionsforperception
makinginformationperceptible

Thestudentscanfollowalongona
PowerPoint,lookatpicturesor
politicalcartoons,readina
textbook(outloudorto
themselves),andgetideasby
talkingtotheirpartners.

ProvideMultipleMeansof
ActionandExpression
Provideoptionsforphysicalaction
increaseoptionsforinteraction

Thestudentswillwriteanewspaper
articleabouttheFrenchandIndian
Warafterfinishingthelesson,and
theyalsowritedownimportant
wordsintheirsocialstudies
journals.Thestudentsalsowill
openandreadfromtheirtextbooks.

Provideoptionsforlanguage,
mathematicalexpressions,and
symbols
clarify&connect
language

Provideoptionsforexpressionand
communication
increasemedium
ofexpression

Studentswillbelookingat
maps,writingdowntermsand
listeningtothembeexplained,
engagingincriticaldiscussion,
andlookingatpicturesofevents
orplaces.

Provideoptionsforcomprehension
activate,apply&highlight

Thestudentswillbelisteningto
meexplaincertainconcepts,
thinkingaboutthethought
questions,reading(outloudorto
self)throughatextbook,and
followingalongontheslide
show.Iwillbesuretoexplain
conceptsindifferentwaysorask
questionsindifferentwaysto
makesurethatthestudents
understand.

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

Howwillyourclassroombeset
upforthislesson?

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Thestudentscantalkwitha
partner,respondtomythought
questionsvocally,andwrite
downanswersintheirsocial
studiesjournals.Theycanalso
guesswhatthepicturesofthe
cropsareandmakepredictions
astohowtheythinktheBritish
aregoingtoreacttoFrench
actions.
Provideoptionsforexecutive
functions
coordinateshort&long
termgoals,monitorprogress,and
modifystrategies

ProvideMultipleMeansof
Engagement
Provideoptionsforrecruiting
interest
choice,relevance,value,
authenticity,minimizethreats

Iwillaskwhatthestudentsknow
aboutthecolonists,showing
pictures
ofcoloniesandcropsthey
grewstudentswillguesswhat
theyare.Thestudentswillalso
havedifferentmeansof
engagementthroughdiscussion
withtheirpartners/smallgroups.

Provideoptionsforsustaining
effortandpersistence
optimize
challenge,collaboration,
masteryorientedfeedback

IwillencourageaWhats
comingnextinthewar?
mindsettokeepthestudents
engagedandpersistentintheir
attention.

Provideoptionsforselfregulation
expectations,personalskillsand
strategies,selfassessment&
reflection

Thestudentswillwritea
Studentswilllookatpicturesof paragraph,andtheycanmake
peopleandevents,andIwill
surethattheycoversomeofthe
explaineventstohelpthe
presentedideasbygiving
studentsdigdeeper,asking
requiredwords.Discussingideas
thoughtquestionsthroughout.
withapartnerincreases
Thestudentscantalktoeach
accountability.Inaddition,Ialso
otherforideasaboutevents.Ill madeachecklistforthestudents
monitorprogressbyobserving
tofilloutonthebackoftheir
theirdiscussionsandalsoby
articlesothattheyknowexactly
askingformativequestions
whatImexpecting.
throughout.
PowerPointviaGoogleslides,timeline/graphicorganizerworksheet(whichwewillcontinuelooking
backon),worksheetwithtwomapsfrom1700and1763onthebackisthepromptwithlinesforthe
newspaperarticle,studentstextbooks(BuildOurNation),studentssocialstudiesjournals,classroom
mapoftheUnitedStates,classmicrophone.

Normal:studentswillbeintheirnormaldeskarrangements(tablegroups)Iwillbestandinginfront,
manningtheElmoandcomputerandthescreenwillbedownwiththeprojectoron.


III.ThePlan

Components
Time
2min
Motivation

(opening/
introduction/
2min
engagement)

2min

3min

2min

1min
3min

2min

3min

79min

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Development
(thelargest
componentor
mainbodyof
thelesson)

Describe
teacher
activitiesAND
student
activities
foreachcomponentofthelesson.Includeimportanthigherorderthinkingquestionsand/orprompts.
Beginwithareviewofyesterdayslesson:
what Studentsdiscusswhatarevolutionis,whatis
isarevolution?Whatisinvolvedina
involvedinarevolution
revolution?
Thestudentswilldiscussthiswith
partner,andthenIwillaskforanswersfromthe Studentslookattheirorganizerandnotewhat
class.
eachsectionislookingfor
Presentthegraphicorganizerandexplainthat

weregoingtobeusingthisasaTIMELINEto

keeptrackofeventsandalsoasaplacetowrite

downimportantpeopleandpoliticalissues.
Studentsthinkbacktothepreassessmentand
TransitiontoFrenchandIndianWarask
determinewhetherornottheyrememberseeing
studentsiftheyrememberthisbeingonthe
theFrenchandIndianWaronit
preassessment.

Explainthat
thiswasawarBEFOREthe

revolutionarywar!Didyouknowthat?

ShowthequoteofGeorgeWashington,butdont Studentsrespondtoquotesthinkaboutwhatit
giveanycontextualinformationexceptforthe
means,howthepersonisfeeling.Hopefully,
factthatitwassaidduringtheeventsaroundthe
theyareintriguedbythisandwanttoknowwho
FrenchandIndianWar:
saiditwhoisinvolvedintheFrenchandIndian
IcantsaythateverinmylifeIsufferedso
War.
muchanxiety
.
whydoyouthinkthisperson
issufferinganxiety?Whatisanxiety?What
mightbehappening?
Transitionto1750showslideofColonial
Studentsthinkaboutwhatlifewaslifeforthe
Americaexplainwhatlifewaslikeforthe
colonists.Theytrytoguesswhatthecropsare
colonists
inthepictures.Theyalsodiscusswhat
Itwasfairlygood,theywereLOYALISTS
LOYALISTSare,andtheywritethedefinition
Explainwhatloyalistsarehavethestudents
intheirsocialstudiesjournals.
writeitintheirsocialstudiesjournalsandlook

upthedefinitionintheirtextbooks.

Gothroughthedifferentcropsthattheygrew

andhavestudentsguesswhattheyare.
Thestudentslookonscreenorattheirown
Now,showslideofNorthAmericain1700
maps,andtheythinkaboutthedifferent
whichcountriesarethere?Whosgotthe
countriesinNorthAmericainthe1700s.
mostland?Doyouthinktheyalwaysget

along?Doyourememberhowwetalked

abouttheunexploredland?

ShowslideofOhioRiverValley
StudentsdiscusstheOhioRiverValleywitha
Explainwhereitis,pointitoutonmap
partnerandwhytheBritishwouldhavewanted
SaythatboththeFrenchandBritishwantedit
itsobadly.
Possiblestudentanswers:Goodfor
Havestudentsdiscusswithapartnerwhythe
transportation,goodlandforgrowingcrops,
BritishwantedtheOhioRiverValley,andthen
goodareaforfishing.
Studentswritedown
explainafterwards,buildingontheiranswers
importancefortheBritish,French,andNative
whywoulditbesovaluable?Writedownin
Americansintheirsocialstudiesjournals.
yoursocialstudiesjournalwhytheRiver

Valleyissoimportant.

GotothenextslideandexplainhowtheFrench
Studentsdiscussandrespondtoquestionsabout
startedbuildingfortsthere.Explainthatthere
theNativeAmericanandBritishreactiontothe
wasNativeAmericanslivinginthatarea.
Frenchforts.
Havestudentsdiscuss
howtheythinkthe

NativeAmericansReacted

1min
510
min

Closure
(conclusion,
culmination,
wrapup)

HowdotheythinktheBritishreacted?What
doyouthinkisgoingtohappen?discuss
withapartner
Gototheworkbookandhavethestudentsread
frompg.235to237havethestudentstake
turnsreading,andexplainhowwereadoutloud
infrontoftheclass(
Clear,loudvoicesothat
everyonecanhear)
Usethemicrophoneforthis
partifneeded.

Whentheytalkabouttheforts,showaslide
ofFortNecessity

askcomprehensionquestions
whobuilt
thefort?Whathappenedthere?Why
weretheBritishworried?Howdidthey
reacttotheFrenchforts?
Havestudents
writeaboutthisintheirsocialstudies
journals.

ReadabouttheAlbanyPlanofUnion
showtheslideoftheJoinorDiepolitical
cartoonhavethestudentsdiscusswitha
partneraboutthethingsthattheythinkit
means.

ExplainhowtheAlbanyPlanofUnionwas
oneoftheFIRSTtimesthecoloniesthought
aboutcreatingtheirOWNgovernment!
ExplainhowthisPREDICTSwhatscoming
up!Studentswriteaboutthisandwhatitwas
intheirsocialstudiesjournals.

GobacktotheorganizerandaddFrenchand
IndianWaronthetimeline,andaddGeorge
WashingtonandBenFranklintothepeople
section.

Studentsopentheirtextbooksandtaketurns
reading(randomlydrawnsticks,readingby
paragraphs).
Studentspayattentiontoslideshowanddiscuss
thepicturesofFortNecessity.Theyalsodiscuss
thecomprehensionquestions.Studentswrite
aboutthisintheirsocialstudiesjournals.

StudentstalktoapartneraboutwhattheJoin
orDiepoliticalcartoonmightmean.They
writeabouttheAlbanyPlanofUnionintheir
socialstudiesjournals.

Studentsaddthetermstotheirchart

Havestudentslookattheirworksheethave
Studentsworkonthearticleindividually
themwriteasummarynewsarticleaboutthe
FrenchandIndianWar
Modelthisforthestudents:talkaboutsome
eventstheycouldinclude,whatkindofsentences
theyshouldwrite
Explainthatthestudentsshouldmakesurethey
usethechecklistonthebackofthepagetomake
suretheydideverythingcompletely.
Yourreflectionaboutthelesson,includingevidence(s)ofstudentlearningandengagement,aswellasideasforimprovementfornext
time.
(Writethisafterteachingthelesson,ifyouhadachancetoteachit.Ifyoudidnotteachthislesson,focusontheprocessofpreparing
thelesson.)

Therewasalotofcontentinformationinthislesson,butoverall,Ithinkthatthestudentswereengagedandeagertolearn.Theyhadmany
questionsaboutthethingsweweretalkingabout,whichmadeinferthattheywerethinkingcriticallyabouttheinformation.Thestudents
respondedverywelltothepictures.Theyhadgoodquestionsandwantedtoknowwhatwasgoingon,especiallywhentheycouldusetheir
priorknowledgetoconnect.Forexample,whenIshowedamapoftheOhioRiverValleyandexplainedwheretheareawas,manystudents
jumpedinandwantedtonamethestatesthatmakeupthatareatoday.WhenweweretalkingabouthowtheFrenchandBritishhadconflicts
abouttheland,IthinkithelpedthatIusedanexampleofstudentswantedabiggerpieceofpizza.Imnotsureifthestudentsunderstandthe
differencebetweencoloniesandstates.Iwasundertheimpressionthatthestudentshadalreadystudiedthecolonies,whichwaswhyIstarted
outbyexplainingalittleaboutwhatwasgoingoninthe1750s.Lastweek,wetalkedabouthowthecolonieswerecontrolledbyEngland.Im
alsounsureifthestudentsreallyunderstoodthatidea,soIthinkIwillmakethatclearerformynextlesson.
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IthinkthatIwillchangehowweinteractwiththetextbooknexttime.Thestudentsrespondedverywelltolookingupthingsintheglossary.
Moststudentsunderstoodwheretogo,andthosewhodidntreceivedspecificguidancefromapersonsittingnexttothem,me,orthe
classroomteacher.Iwantedthestudentstobeabletoreadfromthebookaswell,butthistooklongerthanIthoughtitwasgoingtotake.
Someofthestudentsstruggledwithwords(andIdid,too!),andsomeofitreallywasntpertinenttowhatweweretalkingabout.Itwashard
forthemtostayfocusedthroughthis.Infuturelessons,Ihavehuntspreparedwherethestudentswillsearchforinformationwithapartner
sothattheycandifferentiatebetweentherelevantandirrelevantpartsforourlesson.Icouldalsohavethemreadspecificportionsofthetext,
cuttingoutthepartsthathavewordsthatstudentsmaystrugglewith.Ifeltlikeattheend,Iwassimplysayingfactsthatthestudentswerent
doinganythingwithexceptlisteningto.Wedidntgetachancetowritedownsomeofthepeopleonthetimeline,nordidthestudentsgetto
workontheirarticle.Mostofthestudentswereattentiveforthewholetime,andIwasimpressedwiththeirengagementthroughout.think
thatIamgoingtoreviewtheAlbanyPlantomorrowandBenFranklinsroleinit.Overall,thestudentsrespondedwelltothelesson,despite
thelargeamountofinformation.Idontwanttobeoverwhelming,andthisiswhatIwillworkonnexttime.

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