Lesson Planning Form For Accessible Instruction - Calvin College Education Program
Lesson Planning Form For Accessible Instruction - Calvin College Education Program
Lesson Planning Form For Accessible Instruction - Calvin College Education Program
Date 11/17/17 Subject/ Topic/ Theme U.S. History/Ch.5/Boston Massacre Grade ___11/12_____________
I. Objectives
How does this lesson connect to the unit plan?
This lesson of the Boston Massacre is one of the major and first violent acts of the American Revolution.
CCSS.ELA-LITERACY.RH.11-12.8
Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
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Provide options for sustaining Provide options for language, Provide options for expression and
effort and persistence- optimize mathematical expressions, and communication- increase medium
challenge, collaboration, mastery- symbols- clarify & connect of expression
oriented feedback language
Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats
I will show a video clip to teach Students will stand when they
Students can form their own the Boston Massacre. present.
opinions about the Massacre by
formulating their own opinions.
Materials-what materials
(books, handouts, etc) do - Textbook
you need for this lesson - Packet
and are they ready to - Chrome books
use? - Half sheet of notebook paper
How will your classroom The classroom with two rows of desks facing each other.
be set up for this lesson?
Tell students to take out their textbooks and Students will open and read pg. 94 in their textbook
packets. with a partner. Then they will open their packets
Development and answer the questions:
5 (the largest Directions: Read page. 94 with a partner and write
min. component or down the answers to these questions. Instruct them
main body of to read the questions and then read. 1) Who was Charles Townshend?
the lesson) 2) When were the Townshend Acts passed?
I will ask one student to raise their hand and 3) Why did they seem like a good idea?
answer each question. 4) What items were the taxes on?
5) How did the colonists react?
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PART II: SAMUEL ADAMS VS. SOLDIERS PART II: SAMUEL ADAMS VS. SOLDIERS
25 Activity:
min. Activity:
- Students will split up into groups based on
- The students with the red cards are the the color card they have.
British and the students with the blue - Research and come up with an
cards are the colonists. argument/claim (6 min)
- Each team will select a team leader: o According to your side of the
o Sam Adams story, what happened?
o Captain Preston
- Each team will argue whose fault the Debate:
Boston massacre was:
o British= Colonists/Bostonians - Team leaders will get up in the front of the
hurled insults, snowballs, oyster class.
shells, and other objects at the - Position Presentation (3x2 min): Each
soldiers. One called fire and team leader will present their version of
British thought it was Captain what happened during the Boston
Preston. Massacre
o Colonists=broke law about firing - Discuss with group (2 min)
at civilians - Rebuttal (1x2 min): Each group will get a
- Each group will have ten minutes to come chance to respond to the other group/pick
up with an argument, they can research the out a problem with their story.
Boston Massacre in the point of view of - Discuss with group (2 min)
either side with their chrome books, but - Response (1x2 min): Each group will
the leaders need to argue. defend their point.
- Rules: - Conclusion (1x2 min): Captains get to
o Each side will make their claim conclude their argument
about what happened
o Each side will get a chance to Total Time to Debate: 16 min.
comment on the other person Extra time/wiggle room: 3 min.
o Each side will then respond to
that comment
o If the team leader needs help,
they will be granted one minute
to formulate a response
Closure
2 Instruct each student to take out a half sheet of Students will write their vote for which side won
(conclusion,
min. paper (split one with the person next to them) and the debate on a piece of paper.
culmination,
write down which side won the debate
wrap-up)
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
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