Source of Evidence: Lesson Plan

Name: Haley Pettit Date of Observation : 11/30/2015 Cycle: 1

Ages/Grades Number of Number of Number of Number of
of Students in Students Gifted Students
Students: 15-16 Class: 32 having IEP: 12; 1 504 Students: 0 having ELL: 0

Lesson Title: The American Revolution and its use of Propaganda

1. Learning Target(s)/Objectives (1C)

List the lesson learning target(s)/objective(s) [connect each target/objective to the appropriate state curriculum/content area
standards.
I CAN understand how propaganda influenced the American Revolution.
I CAN assess Paul Reveres use of the word massacre to describe the event that resulted in 5 colonists death.
These two standards connects to Kentucky State Standard Academic Expectation 2.20: Students understand, analyze, and
interpret historical events, conditions, trends, and issues to develop historical perspective.

2. Pre-assessment (1F)
Describe the pre-assessment(s) used to establish students baseline knowledge and skills for this lesson.

For this unit, students have received a worksheet called an illustrated dictionary. This serves as both a pre-assessment and as
an assignment because the students have to fill in the definitions of words from memory, and what they dont know they can
look up in the textbooks or on their phones. After they find the definition, they list the significance of the term. According to
this assessment, students are vaguely familiar with the American Revolution. They can recall basic events such as the Boston
Tea Party, but they lack the ability to name why the event was important or why we remember it as an important event in
American history.
3. Formative Assessment (1F)
Describe and include the formative assessment(s) to be used to measure student progress during this lesson.

After they watch the rest of the documentary, I will give them a primary source with 3 questions to accompany it. The
primary source is the engraving of the Boston Massacre that Paul Revere created after 5 colonist were killed in Boston one
March evening. This assignment will be used to measure the students understanding of the engraving as a piece of
propaganda, and not an accurate depiction of what might have actually happened that evening. However, it will also measure
the importance of propaganda in this war, along with every other war in American history.
4. Resources (1D)
Identify the resources including appropriate technology needed for the lesson.

I will use the American Revolution documentary sponsored by the History Chanel, a computer, the projector, the printer, and
copier.

5. Lesson Procedures (1E)

Describe the sequence in which the differentiated strategies/activities and/or assessments will be used to engage your
students and facilitate attainment of the lesson objective(s) and promote higher order thinking.

1. As students are walking in, direct them to the projector screen for instructions. On the projector screen, it will
say: Welcome back! Please get out your video sheet from Fridays class. We will be continuing the
documentary today! If you gave me your video sheet Friday, please come to the desk at the front of the room to
retrieve it.
2. When the bell rings, come in the classroom from hall duty and welcome the students to class. Tell them we will
be finishing the documentary and then learning more about the Boston Massacre.
3. Start the documentary off where they left off on Friday. Use the teacher notes taken on Friday to verify you
started in the correct place.
4. Every time the students finish a section of the video sheet, pause the movie and go over the answers. Make sure
the students give the answers to ensure the students are actively listening to the documentary. In order to
 differentiate for the students where this auditory activity does not adhere to their IEP, or in the case of one of my
students that is hard of hearing, my collaborating teacher, Ms. Mary Mills, will assist the students on an
individual basis to ensure they are getting all the information they need.
5. At the end of the documentary, hand out the primary source worksheet. While you are handing this worksheet
out, ask them to recall the events of the Boston Massacre. Make sure they remember these facts: 5 colonists
died, the colonists aggravated the soldiers, and the soldiers fired into the crowd when there were no orders to
fire by the captain. Ask them to evaluate the event as a massacre. Was it really a massacre if only 5 people
died? Why might Paul Revere dub this event as a massacre?
6. Discuss the word propaganda to them. Remind them that it is a term they have learned in English this year.
Tell them that this assignment is a chance to see propaganda in action.
7. Instruct them that they have until the rest of class to complete the assignment. Put a timer on the projector with
the allotted time they have: it should be between 10 and 15 minutes. Make sure they know they can ask me or
Ms. Mills for help on this assignment. Also inform them that this assignment is for a grade, so it is in their best
interest to do their best.
8. Walk around the room and check on all the students at least once. When the bell rings, stand at the door and
collect the worksheets as they leave.