Middle Childhood Education Preservice Planning

Middle Childhood Education Lesson Plan Template

Teacher Candidate Name: Trevor Rowles

Lesson Title/#: T2 How the Colonists felt about Britain before they rebelled
Grade Level: 8 (52 Minutes)
Lesson Foundations
Content Standards SS. 5: The ideas of the Enlightenment and dissatisfaction with colonial rule led English colonists to write the
Declaration of Independence and launch the American Revolution,
RH.6-8.3: Identify aspects of a texts description of a process related to history/social studies (eg. How a bill
becomes a law, how interest rates are raised or lowered)
RH.6-8. 7: Integrate visual information (e.g. in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
Learning Objective(s) 1. SWBAT examine when its necessary for citizens Assessment(s) A1)Do Now (LO 2)
to rebel against their government (Knowledge) A2)Class Discussion (LO 1&2)
2. SWBAT identify the early events leading to the Include LO A3)Answering Questions in
Revolutionary War (Understand) being notebook (LO 1&2)
addressed A4)Text Dependent Questions from
handouts 5.1&5.2 (LO 1&2)
A5) Sticky Note exit ticket(LO 1&2)
Materials & Resources Interactive Student Notebook
Planner
Handout 5.1& 5.2
Whiteboard
Laptop
Projector
Smart board
Memo handout
Black board,
Classroom necessities: notebook paper, pens/pencils, flexible seating,

Instructional Procedures/Steps
Note when you are addressing a learning objective and when enacting an assessment.

Teacher will Student will


Instructional procedure, questions you will ask, checks
for understanding, transitions, and evidence of culturally
responsive teaching practices.
Opening Opener: Do Now (LO 2)
5-10 Minutes 1. Have learning targets, and days agenda on the
smart board.
2. Stand at the door to hand the students their Do
Now as they walk into the room
What do you think Taxation without
Representation means? (Understand)
3. Remind students of their daily agenda of
updating TOC, ISN, and planner. Read Do Now
out loud
Instruction Class Discussion (LO 1&2) 10-12 minutes
30-40 Minutes 1. Unpack todays targets
2. Discuss and review answers for Do Now
Answering Questions in notebook (LO 1&2) 15-20
minutes
1. Taxation without Representation
Pass out memo from office about having
to pay 10 cents for copied paper
Advise students their parents will also get
a letter in the mail explaining how they
can just pay per paper or write a check of
$100 for the year of paper usage
Discuss with students any questions or
concerns.
Advise students that today they will be
Middle Childhood Education Preservice Planning
What will students be doing?
What evidence of learning will students demonstrate?
Student-centered learning/opportunities for practice and
application.
1. Update TOC, ISN, and planner
2. Using prior knowledge from Trimester 1 and top of Do
Now, complete the Do Now
I think Taxation without Representation means
that you are being taxed on things even though
you didnt vote on that tax. Or it means that you
cant be taxed without being there.
3. If they havent updated their TOC, ISN, and planner do
this now before we move on.
Class Discussion (LO 1&2)
1. Listen to teacher unpack todays learning targets and
ask questions if they dont understand
2. Raise hand to answer and tell the teacher what you
wrote down for your Do Now. Listen to others and see if
they answered it the same as you or if they had another
answer and listen to see why they put that.
Answering Questions in notebook (LO 1&2)
1. Sat seated while teacher passes out memo from the
office
Receive memo from teacher and read over it
about how you will be charged 10 cents per
page of copied paper
Start to think about how you feel about this new
tax and how your parents are going to respond
to this new cost of going to school
Ask teacher why the school is making you pay
for the paper that it uses. Why we have to pay
for the paper that we just throw away anyways
or just put into our notebooks after its filled

receiving a few handouts so they will owe
the school 30 cents for SS class. Advise
students that you really encourage their
parents to send in the check, so they
dont have to keep paying every class
period.
3. After students stir about memo, advise them that
this is fake
4. Have students turn to ISN and respond to the
following questions on the board
How did you feel when the memo was
read? (Analyze)
What were your feelings toward the
principal and the school? Explain
(Analyze)
Why did some students decide to pay for
photocopying? (Evaluate)
Why did some refuse?
(Understand/Evaluate)
Why did this experience provoke such
strong reactions? (Evaluate)
5. Have students turn and talk about each question.
6. Explain to students that this activity related to
how the colonists felt during the time from 1763-
1775. During this time British laws and taxes
were imposed on the colonists without their
input or consent.
7. Have students tape handout in their ISN
Middle Childhood Education Preservice Planning
out? Tell the teacher that we arent paying for
the paper and that our parents arent going to
want to pay for the paper.
Let the teacher know you dont have the 30
cents for the handouts today and if you have to
pay then you just wont take them.
3. Students will probably start to cheer and talk about
how glad this isnt a real thing. Students will also
probably be a little wild about this whole idea of being
charged to get papers from the school.
4. Turn to next blank page in ISN to answer the questions
on the board.
When I got the memo I was angry because I
dont feel like my family or I should have to pay
for the papers that I get in school. If the school
cant afford to give out handouts then maybe
the teachers should have to pay for them or
not give them out at all.
I was surprised and kind of mad at the principal
and school because why would they think we
can afford to pay for all of the handouts we get
during the school day. Every day we would
have to pay like a dollar for the handouts and I
think they should have to pay for the copied
paper.
I think that some students decided to pay for
the photocopying because their family can
afford to pay for the papers so it isnt a big
deal. Also some might have decided to pay for
it because they pretty much do whatever the
school tells them what to do.
Some of the students refused to pay for the
copied papers because their family cant afford
to pay for all of the paper used every day. I
 Middle Childhood Education Preservice Planning

think some refused because they thought it

was unfair to have the students pay for paper
that they dont even want or paper that they
just throw away anyways.
This experience provoked such strong reactions
because we dont feel like we should have to
pay for the paper that we dont want and the
teachers are using. If they want someone to
pay for the paper they should have the
teachers pay. They are getting paid to be here
and we arent so we cant afford it.
5. Turn to one or two people around you and discuss your
answers to the questions on the board.
6. Think about how the people in America from 1763-
1775 felt when they were taxed on things they didnt
want to be taxed on
7. Tape handout into ISN

Text dependent questions from handout (LO 1&2)

Text dependent questions from handout (LO 1&2) 5-8 1. Raise hand to ask if you can be one of two people
minutes passing out handouts. If not selected sit quietly until
1. Pass out handouts 5.3 or have two students pass you get directions for the two handouts.
them out 2. Start reading Handout 5.3and filling in Text Dependent
2. Have students start reading handouts and fill out Questions if you have time
Text Dependent Questions
Closing Closing
Closure 1. Debrief todays learning targets 1. Listen to teacher talk about todays learning targets and
5-10 Minutes think about if you met the targets.
Sticky Note exit ticket (LO 1&2)
1. Hand out sticky notes to each student for the exit Sticky Note exit ticket (LO 1&2)
ticket 1. Stay in seat while teacher passes out sticky notes for
Inform the students that they will write exit tickets
 Middle Childhood Education Preservice Planning

one new piece of information or question Something that I learned today was that I dont
on the sticky note and post it on the black like being told I have to pay for something that
board Labeled: Things I learned and I dont want or use every day. Also I learned
Question I still have that people in 1763-1775 faced the same
2. Tell students their homework for tomorrow is to problems that we face today.
finish readings 5.1&5.2 and complete Text One question I have is if I dont like something
Dependent Questions if they didnt finish in class like the paper tax how to I go about not
paying? Its not like I can rebel against the
school or Ill get kicked out.
2. If didnt finish readings and TDQ for handouts 5.1 and
5.2 finish them for homework for tomorrow.
Planned Supports Not only have the instructions on the board but say them orally for students that need things read to them.
Print off modified handouts for students with learning disabilities/IEPs that need it
Help students that struggle reading with handouts and Do Now
Give students who need it extra time on Do Nows
Modeling to the students how they fill out the sticky notes and putting them on certain side of the black
board
Walking around classroom to help students with questions they have with readings or TDQ
Using different Blooms Level questions to engage different students who are at different learning levels or
are different learners
Making sure the black board is somewhere where all students can access it so they can post their exit ticket