SS LESSON PLAN AND UNIT PLAN TEMPLATE

Teacher(s) Name: Elizabeth Cotto-Perez

Thematic Unit Theme/Title/Grade Level: Events and People Leading up to the Revolutionary War
Wiki space address: ______________________________________________________________________
Daily Lesson Plan Day/Title: Day 5-Readers Theater
LearningGoal:
LearningGoals/Objectives
Whatwillstudentsaccomplishbe
abletodoattheendofthislesson?
Besuretosetsignificant(relatedto
SSS/CCSS),challengingand
appropriatelearninggoals!

NCSSThemes
FloridaStandards(FS)
NextGeneration
SunshineStateStandards
(NGSSS)

LearningObjectives:*youMUSThaveobjectivestomeetallstandards
Dependingonthetopic,4objectivesareample.AllshouldALIGNwithyour
standardsandbeginwith:
1. Thestudentswillbeabletoidentifyandexplaineventsleadinguptothe
RevolutionaryWarthroughpresentingareaderstheater.
2. Studentswillreadtheirscriptsforthereaderstheaterwithsufficient
accuracyandfluency.
3. Studentswillbeabletoidentifyhardshipsthatpeoplewentthroughduring
thestartoftheRevolutionaryWar.
4. Studentswillbeabletoidentifyimportantpeoplethatimpactedwhatlead
uptotheRevolutionaryWar.
NCSStheme(s):
People,Places,andEnvironment
Individuals,Groups,andInstitutions
Time,Continuity,andChange
FloridaStandard(s):
LAFS.5.RF.4.4Readwithsufficientaccuracyandfluencytosupport
comprehension.
NextGenerationSunshineStateStandards:
SS.5.A.5.1IdentifyandexplaineventsleadinguptotheAmerican
Revolution.
SS.5.A.5.2Identifysignificantindividualsandgroupswhoplayedarolein
theAmericanRevolution.
SS.5.C.2.1DifferentiatepoliticalideasofPatriots,Loyalists,and
undecidedduringtheAmericanRevolution.
SS.5.A.5.8Evaluatethepersonalandpoliticalhardshipsresultingfrom
theAmericanRevolution.

Assessment

UnitPreAssessment:

Listeachstandard.Cuttingand
pastingfromthewebsiteispermitted
http://www.cpalms.org/Public/

Studentswillbeabletoidentifythesignificantpeopleandeventsleadinguptothe
RevolutionaryWar.

Howwillstudentlearningbeassessed?
Authentic/Alternativeassessments?
Doesyourassessmentalignwithyour
objectives,standardsandprocedures?
Informalassessment(multiplemodes):
participationrubrics,journalentries,
collaborativeplanning/presentation
notes,etc.

Thestudentswillplayapreassessmentgame/quizontheapp,Kahoot.Thegamewill
coverallofthematerialthatwillbetaughtduringtheunit.Theresultswillgiveusanidea
ofwherethestudentsareatwithhowmuchtheyknowonthecausesoftheRevolutionary
War.

UnitPostAssessment:
Thepostassessmentforthisunitisgoingtobetheproductforlessonfive,whichisthe
studentspresentingaskit,orreaderstheater,onanassignedtopicthatwascoveredinthe
firstfourlessonsintheunit.

Ongoingdaily(progressmonitoring)Assessment:
Theassessmentforthislessonisgoingtobethesameatthepostunitassessment,sinceitis
thelastlessonintheunit:
Thepostassessmentforthisunitisgoingtobetheproductforlessonfive,whichisthe
studentspresentingaskit,orreaderstheater,onanassignedtopicthatwascoveredinthe
firstfourlessonsintheunit.

SS LESSON PLAN AND UNIT PLAN TEMPLATE

Thereisarubricattachedtothereaderstheaterworksheetthatwillbeusedtoassessthe
students.

Design for Instruction

Student Activities & Procedures

Whatbestpracticestrategieswillbe
implemented?
Howwillyoucommunicatestudent
expectations?
Whatproductswillbedevelopedandcreated
bystudents?
ConsiderContextualFactors(learning
differences/learningenvironment/learning
styles)thatmaybeinplaceinyourfuture
classroom.
Exceptionalities
What accommodations or modifications do
you make for ESOL
http://teachsocialstudies.wikispaces.com/file/v
iew/ESOLStrategiesComprehensibleInstructio
n.pdf/42902857/ESOLStrategiesComprehensi
bleInstruction.pdf
and ESE (Gifted/Talented students,
Learning/Reading disabilities, SLD etc.)

http://www.udlcenter.org/aboutudl/udlgui
delines/udlguidelines_graphicorganizer

Resources/Materials

Procedure:
1. Explain to the students that today is the last lesson in the unit and that they will be
using what they learned all week.
2. Tell the students that they will be creating their own readers theater to present to
the class.
3. Split the class into four groups: important people, Boston Tea Party, Intolerable
Acts, and Paul Revere.
4. Depending on what group the students are in, they will create their own readers
theater on their assigned topic.
5. Students will work together to fill out the narrative script worksheet and write the
actual script.
6. They will use resources and information that they received from previous lessons to
write their scripts. (important people- poster boards they created during lesson 1,
intolerable acts-notes they took when they were becoming experts on certain
acts, Boston Tea Party- notes and tea packet activity, Paul Reveres Ride- graphic
novel)
7. Allow students time to work in their groups to fill out the Readers Theater
worksheet and write out an actual script. Everyone must participate. Walk
around, observe, and assist as needed while students are working.
8. When the groups are done, they will one by one present their Readers Theater
script in front of the class.
9. As each group is presenting, project a picture involving their topic on the white
board, to add to their presentation (important people- picture of patriots vs.
loyalists, Intolerable acts picture of the acts being read to a mass of people,
Boston Tea Party- picture of tea being thrown overboard, Paul Revere- picture of
Paul Revere riding his horse)
10. Have students turn in their worksheets and the script.
11. Assess the groups using the rubric attached to the Readers Theater worksheet.
Accommodations:
This entire lesson is group work so all students should be able to succeed in this task.
ESOL students are permitted to use bilingual dictionaries in their native language. All
students have the opportunity to participate (physically write the script, come up with ideas,
use resources to research, have a speaking role, and so on)
Computer
Doc Cam
Readers Theater Worksheet and Rubric:
http://www.cpalms.org/Uploads/resources/49052/Assessment/SummativeAssessmen
t/docs/readers%20theatre.pdf
Resources from previous lessons (poster board, notes, tea packet activity, graphic
novel)
Patriots vs. Loyalists picture: https://www.google.com/search?
q=civil+war&espv=2&biw=1280&bih=723&source=lnms&tbm=isch&sa=X&ve
d=0ahUKEwis1aG6_srQAhXENSYKHQlQCbEQ_AUIBigB#tbm=isch&q=patriot
s+vs.+loyalists&imgrc=m0H-jjLrOCNuBM%3A
Picture of intolerable acts being read to people: https://www.google.com/search?
q=intolerable+acts&espv=2&biw=1280&bih=723&source=lnms&tbm=isch&sa
=X&ved=0ahUKEwjqtNvU_srQAhXMQCYKHRpRBVcQ_AUIBigB#imgrc=zedsr
R9ENFqLVM%3A
Picture of the Boston Tea Party: https://www.google.com/search?

SS LESSON PLAN AND UNIT PLAN TEMPLATE

q=boston+tea+party&espv=2&biw=1280&bih=723&site=webhp&source=lnms
&tbm=isch&sa=X&sqi=2&ved=0ahUKEwjxpLfH_8rQAhVETCYKHZGoA_cQ_A
UIBigB#imgrc=psrB-31fWEJDLM%3A
Picture of Paul Revere: https://www.google.com/search?
q=paul+revere&espv=2&biw=1280&bih=723&tbm=isch&source=lnms&sa=X&
ved=0ahUKEwjmzZXl_8rQAhUCQCYKHQUaDkIQ_AUIBigB#tbm=isch&q=paul
+revere%27s+ride&imgrc=T3UiWKY_Xn6UbM%3A