Direct instruction

Teacher(s): James Curry

Subject: History (American Revolution)

Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this lesson

Common Core/AZ Career and College Ready Standards: Concept 4: Revolution and New Nation PO 1. Assess the
economic, political, and social reasons for the American Revolution: a. British attempts to tax and regulate colonial trade as a result
of the French and Indian War b. Colonists reaction to British policy ideas expressed in the Declaration of Independence
ISTE Standard: 3a. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a
variety of sources and media.

Objectives (Explicit): Use Blooms verbiage and formula

Final Goal: SWD identification of important causes of the American Revolution by creating a timeline
comprised of what they think are the most influential causes of the American Revolution, being able to
explain why they think each event is important.

Evidence of Mastery (Measurable): An actual product /Include an explanation of how you are going to grade/grading
tool? (rubric, checklist, etc.)
Timeline of what the student considers to be the most important events, acts, documents, and leading up to the American
Revolution, including a description for each as to why they think it is that important.
What will need to be included in the timeline:

At least 10 events, acts, or documents

Each event has an explanation as to why the student thinks it is important
At least 1 specific reference to a skit that was performed in the class
A relevant picture for each event/act/document

Points will not be taken off for any event/document/act as long as the student provides an explanation for why they think it
is important (i.e. there is no right answer). This promotes the students being unique in how they are interpreting the events
and the Revolution.
Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives action verbs such as
write, list, highlight, etc.)

1) SWD knowledge of the American Revolution by recalling the laws put into place by the British that the
colonists disagreed with.
2) SWD comprehension of the American Revolution by identifying key points on a timeline that led to the
Revolution

Key vocabulary:

People: James Madison, George Washington,

Benjamin Franklin, John Adams, Thomas Jefferson
Documents: Declaration of Independence, U.S.
Constitution, Articles of Confederation
British Acts: Stamp Act, Coercive Acts, Sugar Act,
Intolerable Acts
Events: French and Indian War, Boston Massacre,

Materials/Technology Resources to be Used:

KWL chart that can be projected onto

whiteboard/wall
Sticky notes for students
Projector for computer

Boston Tea Party, Lexington, Battle of Bunker Hill,

Yorktown
Opening (state objectives, connect to previous learning, and make RELEVENT to real life) ENGAGE/ hook the students
Start class by introducing the general concept of the American Revolution. Each student will have two sticky notes, one for
the K section (what I know) and one for the W section (what I want to know). Students will have between 5 to 7 minutes to
think about what they are going to put on the sticky notes, then put them in the appropriate section of the KWL chart.
Discuss what people know and want to know for about 5 minutes. Then transition into instructional input.

Instructional Input

Teacher Will: Have a presentation that includes

important acts leading up to the American Revolution
and why they are important.
Ask questions to the students periodically related to the
material. Sometimes it will be recalling something from
the beginning of the presentation and others it will be
something that may be outside knowledge before moving
on to the next sub-topic

Student Will: Take notes on what comes up on the

presentation (not guided notes).
Answer the questions as they come up if they know the
answer. The questions that are from earlier in the
presentation should be easier to answer, while the
outside knowledge questions may be more difficult for
some students.

Co-Teaching Strategy/Differentiation: How will your instruction look different for those students who need
differentiation or accommodations during your instructional input/teaching?

If a student needs accommodations, I will give them guided notes where they only need to fill in the
blanks as they come up on the presentation.
Print out notes entirely if that is what is needed for the students success.
Have students move to the front of the classroom if they need to be closer to be able to see the
presentation.

Guided Practice

Teacher Will: Having given the students the information

about the act or event, separate them into groups of 4 to 5
(depending on class size) to create skits on a specific act
that they are given. In these skits, the students will play
the role of the colonists and show why, from the
colonists perspective, these acts or events were
particularly controversial. For the events, the skit should
be taking place after the event itself occurred.

Student Will: Create a skit that explains the specifics

of the chosen act. This will demonstrate mastery of that
act or event (sub-objective 1). They will also have to
show in their skit why the act was unfair and unjust
from the colonists perspective (or if an event, why this
was controversial), thus highlighting why it was a
driving force leading to the American Revolution.
Skits will be shared in front of the class the next day.
They can be asked questions by the audience (the other
students) and should be expected to give an attempt at
an answer.

Co-Teaching Strategy/Differentiation/Check for Understandinghow are you going to know if EACH student is
ready to move onto independent practice? And how are you going to differentiate if they do not understand?
Go around the room while groups are coming up with their ideas for their skits, being sure to listen to make sure
that the groups have the right idea of what the act or event is about. If there is a need, further explanation can be
made to help the group further their understanding, and by extension the rest of the classs understanding, of the
act or event.

Independent Practice

Teacher Will: Introduce the final assignment which is

going to be the timeline of what each student identifies as
important acts or events that lead to the American
Revolution. This is not what will be due immediately, but
rather as a final project for the entire American
Revolution topic (not just the acts). After that, explain
that today (after the skits have been performed) the
students are going to work on ranking the acts and events
in importance.

Student Will: Rank each act or event by most

influential as a cause of the American Revolution. The
students will need to include reasoning as to why they
ranked each act and event the way they did. It will
need to be written down and turned in for me to make
sure that there are no misconceptions (as far as how the
acts/events impacted the colonists).
After receiving feedback on this work, the students can
use this work to help complete their timeline (evidence
of mastery).

Co-Teaching Strategy/Differentiation: How will your instruction look different for those students who need
differentiation or accommodations?

Powerpoint or similar presentation instead of hand-written

It cannot be a verbal submission because it is necessary to be able to look back on when completing the
timeline. If a student has an impairment that makes it difficult to type or write, they can tell me their
thoughts and I can type it out for them.
Closing/Student Reflection/Real-life connections: What connections will students make to their real lives? What essential
questions will they reflect on in their closure of the lesson?

Work together to identify what they learned and complete the L (what I learned) section of the KWL chart from
the opening. Also want to amend anything that was incorrect in the K section and make sure everything from the
W section was addressed.
If there is time, discuss; if not, as an outside of class thought activity to be discussed for the next days
anticipatory set:
Think of something that they might consider unfair or unjust if it were to happen today that might be
comparable to what the colonists thought was unfair or unjust.