The Trouble With Taxes

Student Name: Whitney Rhodes

I. General Information:
Grade Level: 5th
Discipline: Social Studies
Unit Topic: American Revolution
Time Frame: 3 Days (1 lesson per day/class)
Text: George vs. George by Rosalyn Schanzer
Other Materials: The Trouble with Taxes Close Reading
Worksheets, a copy of George vs. George (or just the
excerpt) for each student, chart paper, markers, SMART
Board (optional)
II. Standards/Indicators
RI 5.4 Determine the meaning of general academic and
domain-specific words and phrases in a text relevant to a
grade 5 topic or subject area
RI 5.2 Determine two or more main ideas of a text and
explain how they are supported by key details; summarize
the text.
RI 5.1 Quote accurately from a text when explaining what
the text says explicitly and when drawing inferences from
the text.
W1.a Introduce a topic or text clearly, state an opinion, and
create an organizational structure in which ideas are logically
grouped to support the writers purpose. (SC, 5)
III. Lesson Objectives
1. The student will be able to comprehend key phrases
and vocabulary terms in the text by using in-context
clues.

2. The student will be able to summarize the main idea(s)

by using supporting details from the text.
3. The student will be able to form and defend an opinion
from the text by using key details and quotations.
4. Formulate an opinion
5. Generate that support that includes facts and details

IV. Procedures:
Introduction
To introduce this lesson, I would start taxing things
that my students use in the classroom. For example, in
order to go to recess, a student would have to give me
their pencil, etc. The more it will make them mad, the
better.
Teaching/Activities
Day One:
1. Ask a series of questions to see how the students
felt about the taxation and how they would feel if
they had to do that each day.
a. How did you feel about being taxed
for__________?
b. How would you react if you had to be taxed
for this each day?
c. Would you put up with this taxation, or would
you do something about it? What would you
do?
2. Tell the students that they will be learning about a
time in America when they were being taxed for
things they felt were unfair.
3. Begin reading the chapter The Trouble with
Taxes allowed from George vs. George by Rosalyn
Schanzer.
4. Following the reading, divide your students into
small reading groups.
a. Each group will need a copy of the text.
b. Each student will need a copy of the handout.

5. Each group will re-read their copy of the text as a

group.
6. While reading, they will be working to answer the
vocabulary questions found on the worksheet
entitled : The Trouble with Taxes Vocabulary Close
Read.
7. Following the completion of the worksheet, bring
the groups together to share their answers as a
class.
a. Have groups designate someone as their
spokesperson.
b. One student from each student will answer
each question.
c. Other groups members can provide further
explanation if needed.
Day Two:
1. Review the vocabulary/phrases that were
discussed in small groups the previous day.
2. Have students partner up to re-read the excerpt
again.
a. Each pair will need a copy of the text.
b. Each student will need a copy of the
handout The Trouble with Taxes Key Detail
Close Read
3. In partners, students will work together answer
the questions, and discuss the text.
4. Partners will then be put into small groups
(groups from the prior day could be used) to
discuss their answers as a group.
5. Class will meet as a group to discuss answers as
a class.
a. Have groups designate someone as their
spokesperson.
b. One student from each student will answer
each question.
c. Other groups members can provide further
explanation if needed.
Day Three:

1. As a class, review and summarize the book

orally.
2. Create a timeline on chart paper, or on the
SMART board of the events that unfolded
throughout the text.
3. Have students re-read the text independently.
4. Upon the completetion of independent reading,
students will answer a journal response.
1. Emphasis that you must use quotations
from the text in the journal response
2. Emphasis they may only chose to write
for one side.
Closure
As a class, have each student read aloud their journal
entry. Students should be encouraged during this time to
compliment each others work, disagree with their
arguments, and continue to discuss the topic. Journal entries
could be displayed so that students can continue to reflect
on them throughout the unit.
VI. Evaluation/Assessment:
Assessment of Objectives
Day one: Students will be informally assessed
throughout their group work process. Students will be
formally assesed by their essay questions.
Day two: Students will be informally assessed
throughout their group work process. Students will be
formally assesed by their essay questions.
Day three: Students will be formally assessed by their
journal entry.