UDL LESSON PLAN ASSIGNMENT

Title: Cause of the American Revolution

Subject: Social Studies

Grade Level: 6th grade

NYS Standards:

RI.5.3- Explain the relationships or interactions between two or more individual events, ideas, or
concepts in a historical, scientific, or technical text based on specific information in the text.

W.5.1- Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Lesson Objective(s): Students will take notes and collect information on the events leading to the
American Revolution and organize the information in a graphic organizer.

Students will evaluate King Georges actions and colonists measures that led to the American
Revolution.

Lesson Assessment: Summative product/method for assessment (differentiated by goals at the end of
the lesson.

Differentiated Goals (tied to lesson objective): Best to benchmark using Blooms Taxonomy

Broad Goals for all Students- Students will analyze notes by organizing them into a graphic organizer.
Students will then evaluate this information by either writing a letter, creating a picture, or a Podcast
critiquing King Georges actions towards the colonies. Students will also judge whether the colonists
actions were appropriate and provide evidence for their position.

Goal Extensions for Advanced Learning (MODIFIED) Adapted Goals for Students needing more
challenge: Some students for greater challenge will complete the activities stated above but will instead
relate the events leading up to the revolution to the events we are experiencing now with this
government.

Adapted Goals for students needing more support: Some students for more support will complete the
activities stated above but will instead pretend to be a newspaper columnist/news reporter/ or
newspaper cartoonist and will explain the details and events leading up to the revolution.

MODIFIED GOALS for students needing greater support: A few students with moderate learning
disabilities will create a timeline of the events leading up to the revolution. The students may include
illustrations in the timeline, record it on a Podcast or write out the timeline.

Procedure/Methods

Anticipatory Set-

Teacher will start the lesson by reading the lessons objectives.

The teacher will then show this image on the SMART board
https://img0.etsystatic.com/050/0/6946526/il_fullxfull.674691002_dkq8.jpg Teacher will ask if anyone
knows or wants to take a guess as to what this image represents or where it came from.
 Teacher will call on volunteers and then explain that this was drawn by Benjamin Franklin and
published in his newspaper Pennsylvania Gazette. He drew it during the French and Indian war
to symbolize that the colonies needed to join together with Great Britain to defeat the French
and Indians. The teacher will ask the class why they think this was the case? and will start a
Grand Conversation, and write all important points mentioned on the board.

Teacher will then continue to activate background knowledge by having students recall what was
studied in the previous unit.

So, from our previous lessons we know that England and the Colonist won the French and Indian
War. Lets turn and talk and discuss what does this mean for the colonist? How could this have
led to the Revolutionary war? Teacher will call on volunteers to share what theyve discussed.
Teacher: Lets create a KWL chart to organize our learning: (Teacher will do this on the SMART
board) Teacher will provide verbal cues to elicit responses from students. Teacher will read
information written on KWL chart aloud.

Verbal cues: Who lives on the land west of the Ohio River Valley?

What happened to the French?

K W L

Great Britain now owns the How did winning the French
land West of the Ohio River and Indian war lead to the
Valley. American Revolution?

Native Americans live there.

The French had to leave the

colonies and give all their land
to Great Britain.

Teacher will formatively assess students by listening and paying attention to Grand Conversation,
and answers to questions she is asking.

Anticipatory set UDLs:

Multiple means of expression- KWL chart, Turn and talk

Multiple means of representation- reading from the SMART board aloud, verbal cues

Multiple means of engagement- Engagement trigger (image for hook of lesson), Grand
Conversation

Introduction (Introduce and Model New Knowledge)-

Teacher will then ask students: How does war affect a countrys economy? Weve been in war
for over 8 years now, how has this affected our economy? The teacher will call on volunteers and
begin a Productive Academic Talk. From this discussion, the teacher will inform students that
King George of Great Britain had many economic problems after winning the French and Indian
war, and the people of England felt they shouldnt have to pay for it by themselves. He had spent
 too much money and needed the money to maintain his new acquired land. (Teacher will
formatively asses Productive Academic Talk).

The teacher will then inform students: King George spend over $2 million fighting the war,
which is about $52 million dollars today. He needed to make back the money.

We are now going to read a book called On the Road to Revolution by Ann Rossi. This book will
explain the events leading up to the Revolution after the French and Indian War. Everyone has a
copy. Whenever you see an event you feel could have angered the colonist, please put a post-it
on it and write notes on it. I will then ask you to put your notes on a graphic organizer. You will
then either:

a) Write a letter to King George stating whether you agree or disagree with his measures, and
whether you agree with the colonists actions. You must choose 3 measures King George took
that you agree or disagree with and explain why. Or

b) Create a portrait of the events that led to the revolution and stating whether you agree with
King Georges decisions, and portray the colonists actions. Or

c) Create a Podcasts explaining which actions of King George you agree or disagree with and
why, and explain whether you agree with the colonists actions. Please choose at least 3
measures.

Instructions will be displayed on the SMART board, and students will receive a handout to
check off when they complete each task.

Introduction UDLs:

Multiple means of representation- Productive Academic Talk, displaying information on SMART

board.

Multiple means of expression- check off list (facilitate managing information and resources)

Multiple means of engagement- providing choice in activity, whole class discussion

Provide Guided Practice-

Teacher will read the first passage together with the class.

The teacher will read out loud and they will read along in their own books. When we come
across the first event, The Proclamation of 1763, we will discuss why this event angered the
colonist and why King George felt it was a necessary measure. On the SMART board, the teacher
will write key points on a sample post-it to model for the students; and demonstrate an example
of how they can organize the collected information on the graphic organizer.

Guided Practice UDLs:

Multiple means of representation- Read Aloud, modeling

Multiple means of expression- class discussion, writing key points on SMART board

Independent Practice- Students can work with their reading groups and do Partner Reading.
Students will read, take notes and fill the graphic organizers in groups. The rest of the activities
students can choose to do individually or in groups.
 During the independent practice, I will hand out the students iPads to give them access to the
glogster for the lesson edu.glogster.com/glog/causes-of-american-revolution/2nani23v5c3 and
another video
https://www.brainpop.com/socialstudies/ushistory/causesoftheamericanrevolution/. This video
and the glogster do a good job on summarizing the text and highlighting the key points. Students
may also choose to listen to the audio version of the book on the iPad. Students may also do
additional research if they choose.

Teacher will walk around and listen in on different groups discussions and clear up any
misconceptions she may hear and answer questions students may have.

Independent Practice UDLs:

Multiple means of engagement- choice on whether to work alone or individually, choice on how
to access the text (reading, or audio).

Multiple means of representation- glogster, audio version of text, videos.

Multiple means of expression- iPad, graphic organizer

Barriers to learning- Students with learning disabilities will have difficulty reading this text. The
teacher will pull them as a strategy group and hand out the book If You Lived at the Time of the
American Revolution by Kay Moore (it is a lower level text). The instructor will read aloud while
the students follow along. The teacher will take notes along with the students on their post-its,
and fill the graphic organizers together. The teacher will use Think-Pair-Share when trying to
elicit a response from students. They will then work on completing their timeline; a peer tutor
will provide assistance as needed. Students in the strategy group will also have access to the
iPad, BrainPop video and glogster.

Wrap up/closure- We will review the graphic organizers, then we will have students present
their projects, and finally well complete the KWL chart.

Instructional Strategies must be specifically identified (with supporting reference from text/readings at
the end of the lesson)-

KWL chart (Gargiolo, Metcalf, 266),

graphic organizers (UDL strategies, 2017)

discussion to deeper understanding (UDL strategies, 2017)

modeling (Gargiulo, Metcalf, 264)

Think-Pair-Share (Gargiulo, Metcalf, 273)

verbal cues (Gargiulo, Metcalf, 266)

questioning (Gargiulo, Metcalf, 262)

Assessment (tie to different goals) rubrics (goal, instructional activity, assessment), Curriculum Based
Measurement

Materials/Resources :

SMART board, iPad, graphic organizer, glogster, BrainPop video,

Technology: You must identify at least 4 instructional digital/web-based resources to supplement your
lesson (tools could be used for instruction, practice, assessment or to support the overall delivery of the
lesson, e.g. smart board)

SMART board, iPad, Glogster, BrainPop video, audiobook

Low tech: graphic organizer, check list

Summative Assessment