Social Studies Lesson Plan Template

Group Members/Group Name: _____Julia Richter and JD Robinson

Thematic Unit Theme/Title/Grade Level: ___ American Revolution/ The Struggle for Power/ 5th Grade_
Group Wiki/Weebly space address: _______________________________________________________
Daily Lesson Plan Day/Title: __ ______Lesson 3: The Struggle for Power
Lesson Length (ie. 30 minutes): __ _____60 Minutes_______

Rationale for Instruction
A rationale is an essential part of
thoughtful planning of classroom
instruction. This is a brief written
statement of the purpose for instruction
and the connection of the purpose to
instruction that has come before and will
follow.
NCSS Theme/Next
Generation Sunshine State
Standards/Common Core
Standards (LAFS/MAFS)
List each standard that will be addressed
during the lesson. Cutting and pasting
from the website is allowed. You must
have a minimum of 3 standards that
represent multiple content areas identified
in this portion of the lesson plan.
These can be downloaded from the
Florida Dept of Education
www.cpalms.org/homepage/index.aspx.
Learning Objectives
What will students know and be able to
do at the end of this lesson? Be sure to set
significant (related to NGSS Themes,
CCSS, and NGSSS), challenging,
measurable and appropriate learning
goals!
As life in the colonies continued to thrive, the citizens of the colonies began to realize the amount of
control that the British had over them. Students will learn about some of the key events that created the
rift between the British and those living in the colonies such as the increasing of taxes which lead to the
Boston Massacre, Boston Tea Party, the creation of the Townsend and Intolerable Act and eventually the
First Continental Congress.
NCSS Theme: Time, Continuity and Change
NGSSS:
SS.5.A.4.4 Demonstrate an understanding of political, economic, and social aspects of daily colonial life
in the thirteen colonies.
SS.5.A.5.1 Identify and explain significant events leading up to the American Revolution.
SS.5.A.5.2 Identify significant individuals and groups who played a role in the American Revolution.
Common Core:
CCSS.ELA-LITERACY.RI.5.3
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a
historical, scientific, or technical text based on specific information in the text.
Students will be able to explain what the causes were for friction between the British and the colonists.
Students will be able to describe the events that were caused by the friction.
Students will be able to explain what political actions were taken to counteract the British Rule.

Modified 5/15 Van De Mark from document created by L. Spaulding


Student Activities &
Procedures
Design for Instruction
What best practice strategies will be
implemented?
How will you communicate student
expectation?
What products will be developed and
created by students?
Consider Contextual Factors (learning
differences/learning environment) that
may be in place in your classroom.
Assessment
How will student learning be assessed?
Authentic/Alternative assessments?
Does your assessment align with your
objectives, standards and procedures?
Informal assessment (multiple modes):
participation rubrics, journal entries,
collaborative planning/presentation
notes
Resources/Materials
Exceptionalities
What accommodations or modifications
do you make for ESOL, Gifted/Talented
Social Studies Lesson Plan Template
Instructional Input and Procedures:
1. I will begin the lesson by posing the question have you ever had to do something against your
will; that you did not want to do? I will then explain that this is what was happening to the
colonist. We will discuss how they think the colonists feel about the British and vice versa.
ESOL: Write question on the whiteboard or display on the overhead.
2. Students will be selected to read portions of The Struggle for Power Article that is displayed on
the overhead. As we read through the article we will stop and talk about the integrated
vocabulary when necessary.
ESOL: students will be provided with a handout of the article to follow along with.
3. After reading the article students will complete the Struggle for Power Comprehension question
worksheet. After students are given tome to complete to worksheet we will go over the answers
together and discuss any questions that students may have.
ESOL: Allow for verbal answers and/or reading questions aloud to student.
4. Students will construct an interactive timeline that maps out the causes and event that lead to the
beginning of the Revolutionary war.
ESOL: Allow for student to work in small groups to complete timeline.
5. Students will complete vocabulary quiz part 2.
ESOL: Students will be provided with additional time to complete the quiz, and/or provided with
a modified vocabulary quiz.
Students will be assessed by completing the :
Struggle for Power Comprehension Questions
Revolutionary War Interactive Timeline
Vocabulary Quiz part 2
Materials:
Struggle for Power Comprehension Questions Worksheet
Interactive timeline handouts
Vocabulary Quiz handout
Pencils
Scissors
Glue
Write question on the whiteboard or display on the overhead.
Students will be provided with a handout of the article to follow along with.
Allow for verbal answers and/or reading questions aloud to student.
Modified 5/15 Van De Mark from document created by L. Spaulding
 Social Studies Lesson Plan Template
students, Learning/Reading disabilities, Allow for student to work in small groups to complete timeline.
etc.
Students will be provided with additional time to complete the quiz, and/or provided with a modified
These accommodations and/or vocabulary quiz.
modifications should be listed within the
procedures section of the lesson plan as
well as in this section of the document.

Additional Comments and Make comments here related to ideas for homework, parent involvement, extension to the lesson plan, etc.
Notes

Modified 5/15 Van De Mark from document created by L. Spaulding