Lesson Plan Framework

Teacher: Kelli Madtes

Grade Level: 5
Course Unit: Causes of the American Revolution
Lesson Title: Stamp Act from Colonist
Length of Lesson: 45 minutes
perspective
Focus Question/Big Idea/Learning
Learning Targets: What do you want students
to be able to do as a result of this lesson? Include
Goals: What do you want students to be able to
know as a result of this lesson? What questions or
big ideas drive the instruction?

academic language and vocabulary objectives too.

Objectives must be measureable.

Why was the Stamp Act one of the events

that led to the American Revolution?

-Students will be able to identify reasons

why the colonists were against the Stamp
Act.
- Students will be able to evaluate the
feelings the colonists had about the Stamp
Act by reenacting the event.

STANDARDS: Reference State (Social Studies and Science) Common Core (Math and ELA only)

CCSS.ELA-LITERACY.W.5.1.A
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which
ideas are logically grouped to support the writer's purpose.
Academic Language (discipline specific) list
Academic Vocabulary (lesson specific)
terms
-Stamp Act
-Taxation without
-Point of View/Perspective
representation
-American Revolution
-colonists
-Parliament
-Tax collectors

Pre-Assessment:

Hook: How will you catch

How will you determine

prior knowledge?

the attention of your

students and focus their
minds on todays learning
goals?

Ask the students

what the role of the
British King and tax
collectors was in the
colonies. Then, the
teacher will ask the
students if it was a
bad thing for Britain
to tax the colonies?
Students will explain
the reasons why they
think British taxes
were good or bad
thing for the
colonists.

The teacher will tell the

students that we are
going to travel back in
time and pretend we are
living in the colonies
during 1760s. The
teacher will explain that
each child will be
assigned an important
role in the class to help
live through the Stamp
Act.

Real World
Connection: How are

Student
Reflection: How

learning goals relevant to

students lives?

will you provide for

student reflection?

The learning goal about

justifying their own
viewpoint on a specific
event using multiple
perspectives is relevant
to students lives. The
students should be able
to view an event from
multiple viewpoints and
understand that you
cant believe an event
based on one source
because you only know
that one sources
viewpoint.

At the end of the

lesson, students
will write a
reflection in their
journal about the
Stamp Act from
the colonists
perspective. They
focus on how they
felt to be colonists
and why this
would have led to
the American
Revolution.

ASSESSMENT What evidence will you collect that students have mastered the learning objectives?
Formative Assessment of Lesson
Objectives: How will you monitor and give
feedback during the lesson? Be specific.

While the students are re-enacting the

Stamp Act, the teacher will evaluate their
interpretation of the event and role of their
character. The teacher will ask guided
questions throughout the reenactment to
assess their understanding of what
happened and how it made the colonists
feel.

Summative: How will performance be measured?

What evidence will
you collect?
Check all that
apply
Project
Essay
Experiment
Short Answer
Presentation
Multiple Choice
Other
_______________

How will you define mastery?

Attach relevant rubrics and grading
criteria as needed.

The students will compose a

reflection about the lesson in their
journals. The teacher will be
assessing their understanding of
the Stamp Act based on the
colonists perspective. The
students will also reflect on what
they think the colonists meant by
taxation without representation
based on the reenactment.

Assessment requires students to: Check all that apply

Organize
Writing: Draw Conclusions
Connection to: prior
learning
Interpret
Make Generalizations
life
experiences
Analyze
Produce arguments
Synthesize
Evaluate information
Academic Feedback: How will you provide feedback to students based upon the data you collected in
assessments?
The teacher will provide feedback to students by writing a response on their reflections. For the students
who seemed to not understand the lesson or clearly answer the questions in their writing, the teacher will
have an individual meeting with. The teacher will meet those students to discuss the events and assess if
they understand what happened.

Learning Segments and Pacing: What

How do learning segments

align with objectives and allow
for higher order thinking?
What questions do you ask
that promote higher order
thinking?

How will you begin?

This segment sets the stage

for the lesson and
objectives. The students will
start by questioning what
the Kings role was in
America. The teacher will
ask the students if it was

strategies, procedures, and transitions, will you use?

What essential questions will you address in each
segment?

The teacher will begin the lesson by

asking what students know about the
King of Britains role in America during
the 1760s. They will also explore the
fact that there is more than one side or

Tim
e

Materials

perspective of an event and how you

should study an event from these
different perspectives.

B
e
g
i
n
n
i
n
g

This segment will begin to

have the students
understand and relate how
the colonists reacted to the
Stamp Act and other taxes
set by Britain.

30
Transition? Students will take out their journals
for a short reflection.
Tim
How will you close the lesson?
e

Technology Integration

10

End

The students will compose a reflection

about the lesson in their journals. The
teacher will be assessing their
understanding of the Stamp Act based
on the colonists perspective. The
students will also reflect on what they
think the colonists meant by taxation
without representation based on the
reenactment.

-Name tags for

the King and
tax collectors
-Plastic Coins
(money)
-Tax cards

Middle

Transition? Assign students a role in Stamp Act

reenactment.
Tim
What will you do during the lesson?
e
The teacher will assign one student to
be the King of Britain, two students to
be tax collectors and the rest of the
class to be the American colonists. The
King and tax collectors will introduce
themselves to the class and what their
role is. The colonists will receive money
(candy) that they earned for working.
The tax collectors will begin to walk
around the class and take money from
the colonists for different taxes. Once all
the taxes is collected, the King will
disperse the money by giving 10% to
the tax collectors and keeping the rest
for himself. This is when the students
will discuss how it felt to be a colonist
and giving their money to the King.

bad thing for the King to be

ruling the American
colonies and to think about
if they agree with the
colonists or British.

-The students will use the

feelings and thoughts the
colonists had during the
Stamp Act to reflect on how
it led to the American
revolution and what the
colonists meant by taxation
without representation.

-Student
journals

Teacher Strategies Best Practices

Highlight desired bullets; check all that apply

Word Processing
Power Point
Internet Resources
Graphics/Charts
Internet Research
Web 2.0 Tool(s)
Interactive whiteboard
Other:

Grouping Options: How will your groups be

organized? What roles will students fulfill? Check
all that apply.

Individual
Pairs
Cooperative
Whole Group

Highlight desired bullets:

Student choice
Modeling
Cooperative learning
Independent learning
Implementing pre, post, and during lesson
activities
Teaching metacognitive strategies
Hands-on learning/manipulatives utilized
Higher-ordering thinking skills
Real-world connections
Criteria charts created (student-driven;
supports learning by defining and clarifying a
task )
Rubrics created (student-centered)
Mentor texts
Anchor charts (a reference tool that anchors
new and ongoing learning to key concepts
previously introduced)
Research/research materials
Evidence of assessment for learning (teacher
modifies instruction based on students
understanding)
Academic language used in context
Conferencing
Other (please explain)
Differentiation: How will you differentiate
instruction to accommodate individual students
anticipated learning difficulties, interests, and/or
cultural heritage, struggling readers, accelerated
learners, ELLs.

Students with reading difficulties and ELLs will

be provided visuals and demonstrations of the
taxes being asked. Therefore, instead of just
saying there is a tax for blue eye color, the tax
collectors will hold up a picture of blue eyes. By
having the students get out of their seats and
engage in the lesson, it will help students who
have difficulty paying attention to just lectures.

Intervention: How will you use the results of

Special Situations in the Classroom? Are

the assessment(s) to inform future instruction?

there any management and/or safety issues that need

to be considered?

The teacher will use the results of the

assessment to check the students
understanding of the Stamp Act and how it
led to the American Revolution. The teacher
will not go further studying the other causes
of the war until the Stamp Act is fully
understood.

It is imperative that the teacher can manage the

class during the Stamp Act reenactment because
the students can become easily distracted with
the candy in front of them and having their
classmates take their candy from them.

Rationale/Theoretical Reasoning: What sources support your pedagogy and methodology?

Why have you chosen the strategies you have elected to use?

The teacher has decided to teach about the Stamp Act and how the colonists and British
Parliament felt about the taxes, by having the students become a part of the event. The students
would understand how the colonists felt about the King taking their money much more effectively
if the students had a King take their money away also, opposed to just listening about this
happen. The teacher wanted the students to be interactive with the lesson, rather than listen to
the teacher discuss the Stamp Act and how it made everyone feel. The teacher also wanted the
students to see both viewpoints of the event and understand why each side felt the way they did,
which is why the students were presented with the Stamp Act reenactment and the court trial
reenactment. Constructivist learning supports this methodology used for teaching about the
Stamp Act and its responses.