Lesson Plan Template for Student Teaching and the CalTPA

Grade Level 5th Subject Social Studies Lesson Title: The Declaration of
Area: Independence

Preparation to Teach
Unit Theme The American Revolution
(Where within the unit
is your lesson?)
Content Standard(s): 5.5 Students explain the causes of the American Revolution.
1. Understand how political, religious, and economic ideas and interests brought about the Revolution (e.g., resistance to imperial policy,
the Stamp Act, the Townshend Acts, taxes on tea, Coercive Acts).
2. Know the significance of the first and second Continental Congresses and of the Committees of Correspondence.
3. Understand the people and events associated with the drafting and signing of the Declaration of Independence and the document’s
significance, including the key political concepts it embodies, the origins of those concepts, and its role in severing ties with Great
Britain.
4. Describe the views, lives, and impact of key individuals during this period (e.g., King George III, Patrick Henry, Thomas Jefferson,
George Washington, Benjamin Franklin, John Adams).

CCSS.ELA-Literacy.W.5.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
ELD Standards: C. Productive
10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology.
Learning Goal(s) or The student will be able to understand and explain the purpose and significance of the Declaration of Independence for the new nation.
Objective(s):
Materials, Resources, Viewsonic
or Tools: Chromebooks
Google Slides
Freckle Article
YouTube Video
Technology Teacher: Viewsonic
Integration: Student: Chromebooks

Three Focus Students
Focus Student 1: English Learner
Focus Student 2: IEP, 504, GATE,
or other identified need
Focus Student 3: A student who
has had life experience(s) either
inside or outside of school, that
may result in a need for additional
social- emotional and/or academic
support
Adaptations/ Accommodations
Adrian- Group work will help him as well as wait time or think time between questions and
during discussions.
Alex (GATE)- Freckle and other programs used offer leveled articles so that GATE students are
pushed to their reading level.
Lilian- She does not speak up when in need of assistance or when she is not following along. She
will often act as if she gets it and never asks for help. I will intentionally monitor her independent
work as walk around the room and direct as needed.
 Instructional Plan
Activating Background Knowledge

Instructional Strategies  School House Rock Video- Fireworks

 Think-Pair-Share key ideas in the video or something interesting or important they heard.
Informal Assessment Participation in discussion

Student Grouping Pairs, Whole Group

Time Estimate 10 minutes

Instructional Input

Instructional Strategies  Students will buddy up and take turns reading the paragraphs of the Freckle Article on Bunker Hill.
 They read the article twice with their partner.
 The second time, they annotate the article.
 When finished, they answer the reading comprehension questions on the website.
 Whole group discussion of the main ideas of each section of the article
Informal Assessment Reading comprehension questions

Student Grouping Pairs, Whole Group

Time Estimate 20 minutes

Closure
Instructional Strategies  Students write and respond to the Critical Thinking Question
 Whole group discussion of the different responses, taking volunteers to share
Formal Assessment Critical Thinking Questions- Students respond in paragraph format with a minimum of four sentences for the question.

“Would you sign the Declaration of Independence? Why or why not?”

Student Grouping Individual, Whole Group

Time Estimate 15 minutes