Professional Documents
Culture Documents
Teacher(s): Mrs. Heather Spenser School: College Park Elementary Date: March 7th,
2017
Part I GOALS AND STANDARDS (TPE3.1)
1. Common Core Learning Standard(s) Addressed:
CCSS.ELA-Literacy.RI.5.1: Quote accurately from the text when explaining what the text says explicitly and
when drawing inferences from the text.
2. State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and
Performing Arts):
H-SS 5.5.1: Understand how political, religious, and economic ideas and interests brought about the Revolution
3. ELD Standard Addressed: (include Part I, II; Communicative Modes A. Collaborative, B. Interpretive, C.
Productive; and Proficiency Level addressing Emerging, Expanding, Bridging)
ELD.PI.5.6.Em: Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast,
cause/effect, problem/solution) based on close reading of a variety of grade-level texts and viewing
multimedia, with substantial support.
4. Learning Objective: (What will students know & be able to do as a result of this STUDENT-FRIENDLY
lesson?) TRANSLATION
Students will accurately quote from the text when explaining the causes and We will read write about causes
effects of Great Britains victory after the French and Indian War and the and effects of Great Britains
Proclamation of 1763. (Blooms Taxonomy: Analyze) debt after the French and Indian
War using examples from the
text.
5. Relevance/Rationale: (Why are the outcomes of this lesson important in the STUDENT-FRIENDLY
real world? Why are these outcomes essential for future learning?) (TPE1.3) TRANSLATION
Students need to grasp the events the led to the American Revolution in It is important that we learn
order to understand their countrys history and the reasoning behind our about our countrys history and
independence. It is also important for students to articulate thoughts and the events that led to our
ideas clearly and effectively through speaking and writing using evidence.
(Retrieved from Education Connection: 21st Century Skill Crosswalk) freedom while showing evidence
from text.
6. Essential Questions (TPE1.5):
Why would someone like to be involved in the decisions that affect you?
Why is having an opinion important?
What is the difference between my control of the front row students and the last row students? And why is
that?
Describe how the 21st century skill(s) you have circled will be observed during the lesson
(TPE1.5,3.3):
Communication: Students will participate in a class discussion. Students will also work in pairs to read
paragraphs from the excerpt and compare their findings from the text.
Critical Thinking: Students critically think about the causes and effects of Great Britains debt after the
French and Indian War and give their opinion on how they would feel to be told where they can and cannot live
freely.
11. Technology - How will you incorporate technology into your lesson? (TPE4.4, 4.8)
I will show a video about the French and Indian War to refresh the students memory and engage them.
I will also show a PowerPoint presentation to review our objective and vocabulary words.
I will present the text on the document camera to follow along awhile students are reading.
12. Visual and Performing Arts How will you provide the students with opportunities to access the
curriculum by incorporating the visual and performing arts? (TPE1.7)
Before the lesson begins I will show a video to set the stage for the excerpt the students will read and refresh
their memory about the French and Indian War. Additionally, I will be displaying the map of the United States to
give the students an idea of where the different territories were and display the excerpt and multi-flow map on
the document camera.
a. Formative: During the class discussion, I will be asking different students questions to complete the multi-
flow map while getting student participation to give clarification and assistance when necessary. I will also
be walking around to help students write their paragraphs and review their level of understanding on the
causes and effects of Great Britains debt after the French and Indian War. I will also be checking to see if
students are citing correctly within their paragraphs.
b. Summative (if applicable): I will be assessing the students completion of the multi-map for causes and
effects of Great Britains debt after the French and Indian War. I will also be reviewing the students
paragraphs for accurate referencing to the text while explaining the causes and effects. (DOK Level 2: Skills
and Concepts)
c. Attach rubric here (and copy and paste your objective above your rubric): Objective: Students will
accurately quote from the text when explaining the causes and effects of the French and Indian War.
(Blooms Taxonomy: Analyze)
d. How do you plan to involve all students in self-assessment and reflection on their learning goals
and progress? (TPE5.3)
I will hold a discussion to review what the students have learned from the excerpt provided. They will also
recite the objective we went over at the beginning of the lesson. I will ask them whether they think they have
met their objective set out before the lesson and why? How many of you have at least two causes and two
effects referencing the text? Or what could we have done better to meet that objective?
15. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
23 copies of Causes of the Revolution: The benefits and Costs of War from History-Social Science for California:
Our Nation by Scott Foresman
23 Multi-Flow Map handouts
Pencils
Document Camera
Projector
Video from: https://www.youtube.com/watch?v=Y2fjkNgQJTA (0:04 1:05)
16. Procedure (Include estimated times. Please write a detailed procedure, including questions
that you are planning to ask.):
OPEN:
Anticipatory Set
I will open the lesson by showing a video to review the events that led to the Proclamation of 1763 which
ends with the colonists upset over land restrictions. I will ask the students a few questions to get them
focused on the events that led to the American Revolution. Why did the colonists to move to America?
Does anyone know what the biggest cause was for the American Revolution against Great Britain?
BODY:
Instructional Input
I will begin by reviewing the vocabulary words listed on page 99 of their text. I will display the words on the
PowerPoint presentation with images that show relevance to current issues and have them give me their own
interpretation of the picture and term. These visuals will be helpful for the ELs and students with learning
disabilities because they will gain more understanding of an image rather than words they struggle to
understand.
Once all the vocabulary words have been clarified I will tell the students that we will be reading an excerpt
about one of many events that lead to the American Revolution while focusing on the causes of this event and
effects of the event. I will ask students what they think a cause is and what an effect is and allow random
students to define each word. As a class, once we have determined accurate definitions, I will write the
definitions of each from their own words on the multi-flow map worksheet displayed on the document camera.
The students will follow along writing the definitions on their worksheet as well.
The chart you have in front of you is called a multi-flow chart and this is used to write about causes and
effects of events.
What do you think goes in the box on the left? Why? Get feedback.
Who thinks they know what goes in the middle box? Get feedback.
What do you think goes in the box on the right? Why?
Now there are arrows that make this map flow. Which way should the arrows flow? Get feedback.
Why do you think the arrows go in that direction?
I will instruct them that while you are reading along in the excerpt underline any causes or effects of Great
Britains victory over France so we can fill out the multi-flow map on your worksheet and put a C or an E to
differentiate between a cause and an effect.
CLOSE:
Independent Practice:
I will then instruct the class to pair up and read the last paragraph of the excerpt and pair share what they
have underlined through the whole passage. I will walk around to see what students are underlining and
making sure my students with ADHD are remaining engaged and on task. When some students finish early I
will ask them what they underlined and whether it was a cause or an effect in this event.
Closure:
Once everyone has read the last paragraph I will ask students to share, either in their own words or by quoting
directly from the text, one event, and a cause and an effect and write it with them on the map.
I will give them an example from above on how to present. On cause of Great Britains victory after the French
and Indian War was gaining control over resource rich land.
I will ask the class what was the objective of this lesson? I will also give them time to respond and carry a
class discussion on the definition of a cause and effect, and let some students share their paragraphs. I will ask
the students why is it important to quote the text and show evidence when writing? And how would you feel
if you moved to a new country to be free and were told where you could or could not live? I will then ask them
whether they feel they have met their objective or not and why?
Name: _________________
Date: _________________
Causes
Effects
Causes Effects
Causes
Effects
Causes and Effects Rubric