UNLV Student: Georgette Sheldon PSMT Name: Mrs.

Gina West
Lesson Plan Title: The Boston Tea Party Lesson Plan Topic: Social Studies American
Revolution
Date: 6/12/2017 Estimated Time: 45-50 minutes
Grade Level: 5th grade School Site: Treem ES

1. State Standard(s):
H2.5.7- Identify the causes, key events, and people of the American Revolution.
H2.5.8- Explain the relationship between the American colonies and England, and
discuss its impact on independence.

2. Teaching Model(s):
Direct Instruction
Indirect Instruction
Modeling
Project-based learning

3. Objective(s):
SWBAT identify the causes and effects of The Boston Tea Party
SWBAT relate to the different points of view of the events of The Boston Tea Party
SWBAT explain how The Tea Act and The Boston Tea Party influenced the
Colonists movement for independence from Britain.

4. Materials and Technology Resources

Whiteboard
Smart Board & Projector
Desktop computer
Cause/Effect Anchor Chart
38 Boston Tea Party Graphic Organizers
White Construction Paper
38 Exit Ticket Sheets
Pencils
Crayons/Markers/Colored Pencils

5. Instructional Procedures:
a. Motivation/Engagement:
TW open the lesson by reviewing the lesson standards and objectives.
TW review the previous lesson about The Intolerable Acts and introduction to
the Tea Act to provide the students some background on the causes of The
Boston Tea Party.
TW then open the lesson with a Liberty Kids video on the topic of The
Boston Tea Party.
b. Developmental Activities or Learning Experiences:
 TW explain that before watching the video, the students need to pay close
attention to the Who, What, When, Where, and Why? of The Boston Tea
Party as it is explained in the video.
TW pass out graphic organizers for the students to use to take notes as they
watch the video.
TW play the video, and SW take notes in their graphic organizers.
After the video, TW ask the students to share their findings in their small
groups.
SW turn and talk and share what notes they took about their findings. SW jot
down any important information they may have learned from their peers
perspectives.
TW explain that the causes and effects of The Boston Tea Party, as well as of
The American Revolution overall, can be looked at from varying
perspectives.
Ex: A loyal British subject may look at the Colonists rebellion and anger as
disloyal and dishonorable. However, a Colonist may look at the British rule
as unjust and unfair.
TW have the students complete mini anchor charts to keep in their Social
Studies portfolios of the causes and effects of the events of the Tea Party.
Students should be able to identify that as Americans, we have a different
view of the events of The Boston Tea Party and The American Revolution
overall.
TW close the lesson by reviewing the major points, and asking the students
connection questions relating back to the previous lesson on The Intolerable
Acts.
c. Closure:
TW then close lesson by reviewing the lesson standards and objectives to
assess if they were met.
SW complete an exit ticket answering an open-ended question about the
lesson topic.

d. Extension:
If students finish their work ahead of time, then TW show the students an
example of a completed Point of View project. For the activity, the students
will be creating their own political cartoon to show the different P.O.V.s
that the people involved in the events leading up to the American
Revolution had.
TW explain that some of the students will create their projects from the
P.O.V. of a Loyal British subject, and some will create their projects from
the P.O.V. of a Colonist. Some students may want to take on a more neutral
P.O.V., and so can draw from the perspective of an onlooker (ex: a fish in
the Boston Harbor).

6. Accommodations, Modifications and Differentiations for Diverse Learners:

ELLs/IEP students will receive extra support from the teacher during the
 activities.
ELLs/IEP students will be seated near teacher, and teacher will give clear printed
and verbal instruction, and will implement visual aids/manipulatives when
available.
ELLs/IEP students can have extra time to finish their tasks if necessary.

Modifications:
Students who need extra support to understand can be paired with a student who
has a strong grasp of the concept.

Differentiation:
The use of visual aids
Modeling
Cooperative Learning

Clear verbal and written instruction

7. Assessment and Evaluation of Learning:
a. Formative:
SW complete a graphic organizer to assess understanding and participation
SW complete a mini anchor chart to place in their Social Studies portfolios
for later reference. These anchor charts will be assessed for participation.
SW complete a P.O.V. project that will be assessed to check for
understanding and participation.

b. Summative:
SW complete a summative reading and writing test to assess their ability to
understand and comprehend the details of a first-hand account of someone
involved in The Boston Tea Party.

8. Homework Assignment: N/A