Lesson Planning Template & Reflection 12. Pacing (mins.) 1. Teacher Name: Scott Lambert 2. Course/Content/Grade: Secondary I 8th Grade 3. Unit/Module/Topic: Unit 3, American Revolution. Reading Like A Historian “Stamp Act”. 4. Plan Duration: 60 Minutes Utah Core Standard 5, Objective 1 • I can explore events leading to conflict between the Social Studies Literacy Standards: American colonies and Great Britain. 5. Core Reading 8.2, 8.6, 8.8 6. Objective(s): • I can source a document by considering who wrote Standard(s): Writing 8.1 it, why it was written, who is the audience, and the purpose why it was written. Stamp Act Close Reading of a document 8. Inter-‐ 7. Essential Duties/Taxes Disciplinary Vocabulary: Sourcing a document Connections: Students will answer the guiding questions for Teacher Use: Student Use: documents A, B, and C. Questions for Document C Computer and Projector to be done individually and assess questions 1 and 9. Assessing 3 for sourcing skills. 10. Technology for Student Integration: (When applicable) Learning: Students will write a paragraph answering the historical question “why were colonists upset about the stamp act” using what they learned from the guiding questions from documents A, B, and C. 11. Area for Content Specific Additions – 13. Lesson Sequence (What You Do When: Including Explicit Instruction/Guided Inquiry) 1st day 5 Min Starter-‐Quick Write Are Taxes Necessary? Explain Why? 5 Min Partner share and group discussion. Partners share their answers with each other, cold call 3-‐4 students to share with class 15. Grouping and 14. 16. Engagement & Checking for Understanding DOK Scaffolding Structures (OTRs: What will students be saying, (including interventions writing, reading & doing) Level for diverse learners) 2 Work independently Students will be writing a paragraph to answer the question. 1 Partners (small group) Whole Group Students will be sharing paragraphs with partners and with whole group. 5 Min Background information and Document introduction 15 Min Model for the students how to read a Document using sourcing and contextualization skills from RLH. Work through Document A as a class Lesson Planning Template & Reflection 1 Whole Class Class notes on the introduction to the Stamp act and taxation pre revolutionary war. 2 Whole Class Student responses to the RLH guided reading questions 10 min Partners work through Document B together 2 Partners Check in with each partnership and look over answers using the same sourcing and and listen to the discussions they are having. The guided contextualization skills and answering the reading questions will be the check for understanding guided reading questions. 10-‐15 Individuals work through Document C using 3 Individual Students hand in their paragraph. When reading the Min sourcing and contextualization skills and paragraph the overall answer is not as important as apply these skills to write a short response to evidence of the historical thinking skills of sourcing and the question “are taxes necessary”? contextualization. Close class with a short discussion about the Exit ticket is their written paragraph. differences in the documents and what the different sources can tell us. 17. Closure: (Students The class discussion provides the students a time to reflect on the process and what they were able to learn by correctly reflecting on their learning sourcing a document and using contextualization skills to help them understand why the Stamp act and other taxation and providing feedback on Acts were such an important lead up to the Revolutionary War their understanding to the teacher) 18. Feedback to students: (Teacher Review what was mentioned in the class discussion as well as what the students wrote for their paragraph. The following class, make sure to discuss any strengths and weakness noticed in their sourcing and contextualization skills. providing feedback to students on their learning and The following day the started could be a document that students will source using the same sourcing skills discussed growth) the previous day. Lesson Planning Template & Reflection 19. Lesson Plan Reflection Questions 1. Were my students ready for this lesson? What data supports this? Yes they seemed to be ready. We had talked about sourcing and contextualization skills before and from their partner discussions and class discussion it is clear that they are getting better at this. 85% of the students used sourcing correctly in their paragraphs about taxation. 2. Was the instructional objective met? How do I know students learned what was intended? The instructional objective was met for today, however sourcing and contextualization are skills that will constantly need fine tuning and practice. 3. Were the students productively engaged? How do I know? Yes the students were engaged. They seemed to enjoy digging through the documents to determine how important they were and where they came form. 4. Did I alter my instructional plan as I taught the lesson? How and why? Only a little bit, giving a bit more time for the partner portion. 5. If I had the opportunity to teach the lesson again to the same group of students, would I do anything differently? What? Why? Maybe alter the pacing depending on how the document A class guided portion of the lesson goes. Some classes may need more time as a whole group before partner work. 6. Are my students ready to “move on”? Yes, but we will continually come back to these two skills.
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