Goals and Objectives
Goals:
Students will understand the influence of Enlightenment ideals on the U.S. Declaration of Independence, American Revolution, and the U.S. Constitution.
Objectives:
Students will analyze the events that led to the American Revolution by annotating a timeline and reviewing core vocabulary terms.
Using a history textbook and graphic organizer, students will read, interpret, and discuss the cause and effects of events leading to and during the American Revolution with at 100 percent accuracy.
Students will describe in their own words in one to two paragraphs, how the events that led to the American Revolution were rooted in the influence of Enlightenment ideas on American government.
Students will understand the influence of Enlightenment ideals on the U.S. Declaration of Independence, American Revolution, and the U.S. Constitution.
Objectives:
Students will analyze the events that led to the American Revolution by annotating a timeline and reviewing core vocabulary terms.
Using a history textbook and graphic organizer, students will read, interpret, and discuss the cause and effects of events leading to and during the American Revolution with at 100 percent accuracy.
Students will describe in their own words in one to two paragraphs, how the events that led to the American Revolution were rooted in the influence of Enlightenment ideas on American government.
California State Content Standard/
Common Core Standard
10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and
the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
10.2.3. Understand the unique character of the American Revolution, its spread to other parts of
the world, and its continuing significance to other nations.
ENGLISH/LANGUAGE ARTS STANDARDS GRADE 9-12
READING
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students apply their knowledge of word origins to determine the meaning of new words encountered in
reading materials and use those words accurately.
2.0 Reading Comprehension (Focus on Informational Materials)
Students read and understand grade-appropriate material. They analyze organizational patterns, arguments,
and positions advanced.
3.0 Literary Response and Analysis
Students read and respond to historically or culturally significant works of literature that reflect
and enhance their studies of history and social science. They conduct in-depth analyses of recurrent themes.
WRITING
1.0 Writing Strategies
Students write coherent and focused texts that convey a well-defined perspective and tightly reasoned
argument. The writing demonstrates students' wareness of the audience and purpose and progression through
the stages of the writing process.
LISTENING & SPEAKING
1.0 Listening and Speaking Strategies
Students formulate adroit judgments about oral communication. They deliver focused &
coherentpresentations that convey clear and distinct perspectives and demonstrate solid
reasoning. They use gestures, tone, and vocabulary tailored to the audience and purpose.
CCSS.ELA-Literacy.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
10.2.3. Understand the unique character of the American Revolution, its spread to other parts of
the world, and its continuing significance to other nations.
ENGLISH/LANGUAGE ARTS STANDARDS GRADE 9-12
READING
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students apply their knowledge of word origins to determine the meaning of new words encountered in
reading materials and use those words accurately.
2.0 Reading Comprehension (Focus on Informational Materials)
Students read and understand grade-appropriate material. They analyze organizational patterns, arguments,
and positions advanced.
3.0 Literary Response and Analysis
Students read and respond to historically or culturally significant works of literature that reflect
and enhance their studies of history and social science. They conduct in-depth analyses of recurrent themes.
WRITING
1.0 Writing Strategies
Students write coherent and focused texts that convey a well-defined perspective and tightly reasoned
argument. The writing demonstrates students' wareness of the audience and purpose and progression through
the stages of the writing process.
LISTENING & SPEAKING
1.0 Listening and Speaking Strategies
Students formulate adroit judgments about oral communication. They deliver focused &
coherentpresentations that convey clear and distinct perspectives and demonstrate solid
reasoning. They use gestures, tone, and vocabulary tailored to the audience and purpose.
CCSS.ELA-Literacy.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Lesson Introduction (Hook)
Day One:
Students are aware that they must be seated before the bell rings and have their History Journal Notebooks out in order to write down and complete the Warm-Up posted on the front whiteboard. Students will draw 3 columns, each labeled:“What I Know,” “What I Saw,” “What I Wonder/Thought.” They will first have 30 seconds to write down as many points/notes in list form in the “What I Know”section for the American Revolution, in order to access their own prior knowledge of the content. They will then watch a 4 minute video clip from the History Channel’s “American the Story of Us: Declaration of Independence” and write down at least 5points (major ideas, dates, people, figures, etc.) as they watch. They will then have 1 minute to write down and discuss their own ideas or questions under the “What I Wonder/Thought”column with their partner. The teacher will then open the floor for a short discussion, selecting 3 volunteers from different groups to share with the class their interesting points of discussion, relating to any questions they had after watching the videp clip or simply any thoughts they had come up with during. The teacher will then lead into explaining to the class the day's agenda and the relevance between the American Revolution and the Enlightenment ideas and philosophers they had previously learned about.
Students are aware that they must be seated before the bell rings and have their History Journal Notebooks out in order to write down and complete the Warm-Up posted on the front whiteboard. Students will draw 3 columns, each labeled:“What I Know,” “What I Saw,” “What I Wonder/Thought.” They will first have 30 seconds to write down as many points/notes in list form in the “What I Know”section for the American Revolution, in order to access their own prior knowledge of the content. They will then watch a 4 minute video clip from the History Channel’s “American the Story of Us: Declaration of Independence” and write down at least 5points (major ideas, dates, people, figures, etc.) as they watch. They will then have 1 minute to write down and discuss their own ideas or questions under the “What I Wonder/Thought”column with their partner. The teacher will then open the floor for a short discussion, selecting 3 volunteers from different groups to share with the class their interesting points of discussion, relating to any questions they had after watching the videp clip or simply any thoughts they had come up with during. The teacher will then lead into explaining to the class the day's agenda and the relevance between the American Revolution and the Enlightenment ideas and philosophers they had previously learned about.
What I Know1776
Boston Tea Party Declaration of Independence Thomas Jefferson John Hancock "The British are coming!" "We the people..." Stamps |
What I sawMeeting of delegates
Declaration of Independence, all men are created equal (really important) British crown Freedom Revolutionary War 1776 Continental Congress in Philadelphia English or Independence Tyranny Inalienable Rights Democracy Guaranteed Rights Jefferson, Adams |
What I Wonder/ThoughtDid the delegates know each other?
Did the delegates get along? Who chose them? What is tyranny? How many people died? Who was at the Continental Congress in 1776? Not everyone had rights |
Day Two:
Students walk into the classroom and look at the front whiteboard for the Warm-Up. Students are aware that they have to take out their History Journal Notebook. The directions on the whiteboard for the students reads:
Turn to page 198 and look at the table titled "Major Ideas of the Enlightenment." Which are the 2 most
important Enlightenment ideas? Why? Form your opinion with research!
Students are to spend a couple minutes writing down the directions, and answering the questions
in their History Journal Notebooks. They will then spend the remainder of the 5 minutes discussing with a partner and ultimately the class their responses and reasons behind choosing the 2 most important Enlightenment ideas. The activity serves to connect the current content material, concerning The American Revolution, with the Enlightenment students had previsouly learned.
Students walk into the classroom and look at the front whiteboard for the Warm-Up. Students are aware that they have to take out their History Journal Notebook. The directions on the whiteboard for the students reads:
Turn to page 198 and look at the table titled "Major Ideas of the Enlightenment." Which are the 2 most
important Enlightenment ideas? Why? Form your opinion with research!
Students are to spend a couple minutes writing down the directions, and answering the questions
in their History Journal Notebooks. They will then spend the remainder of the 5 minutes discussing with a partner and ultimately the class their responses and reasons behind choosing the 2 most important Enlightenment ideas. The activity serves to connect the current content material, concerning The American Revolution, with the Enlightenment students had previsouly learned.
Vocabulary (Content Language Development)
In order to promote content language development, the teacher will use proper fluent English during direct
and indirect instruction. Students will be able to receive feedback and support from the teacher if they struggle in understanding high utility or content area terms as well. Furthermore, students will be given a Vocabulary Crib Sheet that defines for students important terms needed for content area understanding and proficiency. Students are instructed to annotate readings when possible, especially making note of words they do not understand, in order to later ask for clarification or to look up the meaning and relation to the content they have previously learned. Development of content vocabulary will be infused throughout the lesson, as students are instructed to study content terms in and outside of the classroom.
and indirect instruction. Students will be able to receive feedback and support from the teacher if they struggle in understanding high utility or content area terms as well. Furthermore, students will be given a Vocabulary Crib Sheet that defines for students important terms needed for content area understanding and proficiency. Students are instructed to annotate readings when possible, especially making note of words they do not understand, in order to later ask for clarification or to look up the meaning and relation to the content they have previously learned. Development of content vocabulary will be infused throughout the lesson, as students are instructed to study content terms in and outside of the classroom.
1st Continental Congress
2nd Continental Congress ally Bill of Rights Blockade Boston Massacre Boston Port Bill boycott Common Sense Declaration of Independence Intolerable Acts levy Loyalist Massacre Minuteman |
Parliament
Patriot proclamation quarter repeal Montesquieu popular sovereignty Stamp Act tax "taxation without representation" treason treaty Thomas Jefferson Federal Republic French and Indian War |
Content Delivery (Guided Reading)
Day One:
The teacher will begin the lesson by drawing attention to the front of the classroom, to the SlideRocket presentation titled The American Revolution. The teacher will go through a Quick Overview of the beginning, during, and end of the revolution, with only 3 slides, which is meant only to be general concepts for the time being. Students are instructed to write down notes in their History Journal Notebooks in order to reference them during the Guided Reading activity that is to take place later on in the lesson, in which they will read their Modern World History textbook's Chapter 6, Section 4 (pages 206-211) in a pair or group of 3.
The teacher will begin the lesson by drawing attention to the front of the classroom, to the SlideRocket presentation titled The American Revolution. The teacher will go through a Quick Overview of the beginning, during, and end of the revolution, with only 3 slides, which is meant only to be general concepts for the time being. Students are instructed to write down notes in their History Journal Notebooks in order to reference them during the Guided Reading activity that is to take place later on in the lesson, in which they will read their Modern World History textbook's Chapter 6, Section 4 (pages 206-211) in a pair or group of 3.
Students picked up a The American Revolution Timeline worksheet along with a Vocabulary Crib Sheet as they entered class to aid them in their understanding the course of events of the revolution, as well as help them with content vocabulary development. Students also picked up the Chapter 6, Section 4 The American Revolution Guided Reading Graphic Organizer which they will be instructed to use during lesson's Guided Reading activity, in order to organize their responses in a structured and clear manner.
Students however, are first instructed to dedicate 10 minutes of silent reading in which they will read and annotate the The American Revolution Timeline worksheet along with a Vocabulary Crib Sheet. As they have been previously taught, they must actively engage with the reading in order to gain a better understanding of the content's more complex concepts dicussed in lecture. This is the opportunity for students to realize what they know, what they do not and need further clarifaction on, and what they are learning. The teacher will provide differentiated feedback and support if needed, as they go around the room monitoring student progress. After reading the teacher clarifies addresses any misconceptions students had as a class.
After annotating and discussing the timeline, the students are given 30 minutes to complete the following Guided Reading activity. The teacher explains that students are to form pairs or small groups of 3. Students will read through the whole Chapter 6, Section 4 and find the cause and effects of specific events during the American Revolution and write their answers in the graphic organizer provided for them under portion A. Analyzing Causes and Recognizing Effects. After students form their pairs or groups in order to begin the activity, the teacher models a pre-reading strategy to aid students read efficiently and effectively. The modeling emphasizes reading the chapter and section titles, headings, and subheadings, in order to understand the pattern of the textbook, which for history is chronological. They are also told that they may use their Quick Overview notes, The American Revolution Timeline, and Vocabulary Crib Sheet. In addition, their work must be clear, well-thought out, and complete responses in order to gain full credit.
Day Two:
The teacher calls for students' attention back to the front of the room and to have out their Quick Overview notes, The American Revolution Timeline, Vocabulary Crib Sheet, and Chapter 6, Section 4 The American Revolution Guided Reading Graphic Organizer in preparation for the mini-lecture on The American Revolution that is projected through SlideRocket. Unlike the Quick Overview from earlier in the lesson the day before, the SlideRocket presentation continues on with 9 more slides, covering the major points from the textbook in greater detail for the students for no more than 15 minutes. The mini-lecture is helpful in that it follows the outline from the reading students did the day before. Given that is it a World History class, the focus is not on major battles or generals, but more on the influence of the Enlightenment on the 13 colonies to break away from the British crown given numerous grievances. The mini-lecture also highlights the impact of such revolutionary ideas from the philosophes had on and are apparent in the cornerstone documents of U.S. democracy-The Declaration of Independence and the U.S. Constitution (and U.S. Bill of Rights). This serves as a refresher and an opportunity to clarify any misconceptions or struggles students may have had the day before during the Guided Reading activity.
After the mini-lecture on The American Revolution, the teacher explains the directions for the second portion B. Writing Expository Paragraphs in the Chapter 6, Section 4 The American Revolution Guided Reading Graphic Organizer worksheet. Students are to use three terms: Checks and Balances, Federal System, and Bill of Rights, when writing one or two paragraphs explaining how the Declaration of Independence and the U.S. Constitution reflect Enlightenment ideas about government. The teacher will have students review their notes on the mini-lecture, particularly the last 3 slides in order to inform their writing as well as the table titled Enlightenment Ideas and the U.S. Constitution in their textbook on page 209. Anytime left over may be spent completing the previous day's annotation activity, guided reading graphic organizer, or to review the mini-lecture notes for an upcoming quiz.
Students however, are first instructed to dedicate 10 minutes of silent reading in which they will read and annotate the The American Revolution Timeline worksheet along with a Vocabulary Crib Sheet. As they have been previously taught, they must actively engage with the reading in order to gain a better understanding of the content's more complex concepts dicussed in lecture. This is the opportunity for students to realize what they know, what they do not and need further clarifaction on, and what they are learning. The teacher will provide differentiated feedback and support if needed, as they go around the room monitoring student progress. After reading the teacher clarifies addresses any misconceptions students had as a class.
After annotating and discussing the timeline, the students are given 30 minutes to complete the following Guided Reading activity. The teacher explains that students are to form pairs or small groups of 3. Students will read through the whole Chapter 6, Section 4 and find the cause and effects of specific events during the American Revolution and write their answers in the graphic organizer provided for them under portion A. Analyzing Causes and Recognizing Effects. After students form their pairs or groups in order to begin the activity, the teacher models a pre-reading strategy to aid students read efficiently and effectively. The modeling emphasizes reading the chapter and section titles, headings, and subheadings, in order to understand the pattern of the textbook, which for history is chronological. They are also told that they may use their Quick Overview notes, The American Revolution Timeline, and Vocabulary Crib Sheet. In addition, their work must be clear, well-thought out, and complete responses in order to gain full credit.
Day Two:
The teacher calls for students' attention back to the front of the room and to have out their Quick Overview notes, The American Revolution Timeline, Vocabulary Crib Sheet, and Chapter 6, Section 4 The American Revolution Guided Reading Graphic Organizer in preparation for the mini-lecture on The American Revolution that is projected through SlideRocket. Unlike the Quick Overview from earlier in the lesson the day before, the SlideRocket presentation continues on with 9 more slides, covering the major points from the textbook in greater detail for the students for no more than 15 minutes. The mini-lecture is helpful in that it follows the outline from the reading students did the day before. Given that is it a World History class, the focus is not on major battles or generals, but more on the influence of the Enlightenment on the 13 colonies to break away from the British crown given numerous grievances. The mini-lecture also highlights the impact of such revolutionary ideas from the philosophes had on and are apparent in the cornerstone documents of U.S. democracy-The Declaration of Independence and the U.S. Constitution (and U.S. Bill of Rights). This serves as a refresher and an opportunity to clarify any misconceptions or struggles students may have had the day before during the Guided Reading activity.
After the mini-lecture on The American Revolution, the teacher explains the directions for the second portion B. Writing Expository Paragraphs in the Chapter 6, Section 4 The American Revolution Guided Reading Graphic Organizer worksheet. Students are to use three terms: Checks and Balances, Federal System, and Bill of Rights, when writing one or two paragraphs explaining how the Declaration of Independence and the U.S. Constitution reflect Enlightenment ideas about government. The teacher will have students review their notes on the mini-lecture, particularly the last 3 slides in order to inform their writing as well as the table titled Enlightenment Ideas and the U.S. Constitution in their textbook on page 209. Anytime left over may be spent completing the previous day's annotation activity, guided reading graphic organizer, or to review the mini-lecture notes for an upcoming quiz.
Student Engagement & Critical Thinking
(Student Activities)
Day One:
The students focus their attention to the front of the room, and review the Quick Overview slides of the presentation on The American Revolution. Students follow along and write down notes in their History Journal Notebooks for future reference. Given information in small bits allows students to easily digest information and understand it better.
As students walked into the classroom, they picked up The American Revolution Timeline worksheet along with a
Vocabulary Crib Sheet they will be using during the day's portion of the lesson. They also picked up the Chapter 6, Section 4 The American Revolution Guided Reading Graphic Organizer which they will be instructed to use during lesson's Guided Reading activity, in order to organize their responses in a structured and clear manner. The information they learn during the activity will then be easily accessible for students to revisit, especially when it comes to studying for a quiz or informing their writing for research purposes.
Students are then given 10 minutes to read over silently and annotate The American Revolution Timeline worksheet along with a Vocabulary Crib Sheet. By actively engaging with the text, students are able to monitor their learning process, finding ways to help them learn new material, remember older material, and finding ways to connect the two. If students find themselves struggling with the reading, they ask for the teacher's assistance in seeking clarification. After reading silently and "talking to the text" the teacher allows for a few minutes to address common misconceptions students had during the reading.
After annotating and discussing the timeline, the students form pairs or small groups to start and complete the Guided Reading activity. They follow along the teacher's modeling of pre-reading strategies to help them get through the activity faster. Students read through Chapter 6, Section 4, find the cause and effects of specific events during The American Revolution, discuss them with their peers, and write their answers in the graphic organizer provided for them under portion A. Analyzing Causes and Recognizing Effects. Students use all supplementary material to help them clarify complex or difficult concepts, especially those related to recognizing cause and effect.
Day Two:
Students draw their attention to the front of the room where the teacher has asked them to take out and have available their Quick Overview notes, The American Revolution Timeline, Vocabulary Crib Sheet, and Chapter 6, Section 4 The American Revolution Guided Reading Graphic Organizer in preparation for the mini-lecture on The American Revolution that is projected through SlideRocket. The students follow along with the mini-lecture, writing down important information that fills the gaps from the previous day's Guided Reading Activity. It is primarily helpful because it follows the outline from the reading the students did the day before. The mini-lecture serves as a refresher and an opportunity to clarify any misconceptions or struggles students may have had the day before, and for the teacher to evaluate their progress.
After the mini-lecture on The American Revolution, the students listen for the directions on how to complete the second portion B. Writing Expository Paragraphs in the Chapter 6, Section 4 The American Revolution Guided Reading Graphic Organizer worksheet. Along with the teacher's guidance, students review their notes on the mini-lecture, particularly the last 3 slides, as well as the table titled Enlightenment Ideas and the U.S. Constitution in their textbook on page 209, in order to inform their writing. Students ask questions and begin working independently on writing one or two paragraphs explaining how the Declaration of Independence and the U.S. Constitution reflect Enlightenment ideas about government. Anytime left over, students spend completing the previous day's annotation
activity, guided reading graphic organizer, or to review the mini-lecture notes for an upcoming quiz.
The students focus their attention to the front of the room, and review the Quick Overview slides of the presentation on The American Revolution. Students follow along and write down notes in their History Journal Notebooks for future reference. Given information in small bits allows students to easily digest information and understand it better.
As students walked into the classroom, they picked up The American Revolution Timeline worksheet along with a
Vocabulary Crib Sheet they will be using during the day's portion of the lesson. They also picked up the Chapter 6, Section 4 The American Revolution Guided Reading Graphic Organizer which they will be instructed to use during lesson's Guided Reading activity, in order to organize their responses in a structured and clear manner. The information they learn during the activity will then be easily accessible for students to revisit, especially when it comes to studying for a quiz or informing their writing for research purposes.
Students are then given 10 minutes to read over silently and annotate The American Revolution Timeline worksheet along with a Vocabulary Crib Sheet. By actively engaging with the text, students are able to monitor their learning process, finding ways to help them learn new material, remember older material, and finding ways to connect the two. If students find themselves struggling with the reading, they ask for the teacher's assistance in seeking clarification. After reading silently and "talking to the text" the teacher allows for a few minutes to address common misconceptions students had during the reading.
After annotating and discussing the timeline, the students form pairs or small groups to start and complete the Guided Reading activity. They follow along the teacher's modeling of pre-reading strategies to help them get through the activity faster. Students read through Chapter 6, Section 4, find the cause and effects of specific events during The American Revolution, discuss them with their peers, and write their answers in the graphic organizer provided for them under portion A. Analyzing Causes and Recognizing Effects. Students use all supplementary material to help them clarify complex or difficult concepts, especially those related to recognizing cause and effect.
Day Two:
Students draw their attention to the front of the room where the teacher has asked them to take out and have available their Quick Overview notes, The American Revolution Timeline, Vocabulary Crib Sheet, and Chapter 6, Section 4 The American Revolution Guided Reading Graphic Organizer in preparation for the mini-lecture on The American Revolution that is projected through SlideRocket. The students follow along with the mini-lecture, writing down important information that fills the gaps from the previous day's Guided Reading Activity. It is primarily helpful because it follows the outline from the reading the students did the day before. The mini-lecture serves as a refresher and an opportunity to clarify any misconceptions or struggles students may have had the day before, and for the teacher to evaluate their progress.
After the mini-lecture on The American Revolution, the students listen for the directions on how to complete the second portion B. Writing Expository Paragraphs in the Chapter 6, Section 4 The American Revolution Guided Reading Graphic Organizer worksheet. Along with the teacher's guidance, students review their notes on the mini-lecture, particularly the last 3 slides, as well as the table titled Enlightenment Ideas and the U.S. Constitution in their textbook on page 209, in order to inform their writing. Students ask questions and begin working independently on writing one or two paragraphs explaining how the Declaration of Independence and the U.S. Constitution reflect Enlightenment ideas about government. Anytime left over, students spend completing the previous day's annotation
activity, guided reading graphic organizer, or to review the mini-lecture notes for an upcoming quiz.
Demonstrated Learning
(Formative & Summative Assessments)
Entry Level Assessment:
To begin the lesson, an informal Entry Level assessment is utilized in order to access the students prior knowledge concerning The American Revolution. By having the students draw the "What I Know," "What I Saw," and "What I Wonder/Thought" chart in their History Journal Notebooks, students will be able to monitor their own learning. They will be able to see what they already knew concerning the topic before watching the video clip. During the video they will write down notes on what they see and hear, particulary interesting and new information they may have not known or are barely remembering. After the video, by having them write down and share their ideas, students will be more engaged in the lesson to see whether their questions will be answered or whether other classmates had similar or differing thoughts in relation to the video.
Students will once again have to access their prior knowledge on the second day, but this time concerning the Enlightenment, its philosophers, and major revolutionary ideas. However, this activity takes it a step further by having the students explain why they chose their 2 most important ideas, in relation to their impact on The American Revolution. Based on the students' responses, written and verbal, the teacher will be able to assess student proficiency or struggles in making connections between the two major topics. Responses will ultimately inform instruction for the remainder of the lesson, allowing the teacher to focus on the areas that need more attention, to make meaning of the new content and draw connections between prior knowledge and new content.
Formative Assessment:
Students will be given multiple opportunities to engage in informal assessment throughout the course of the 2-day lesson. Given the students' progress in independently reading and annotating the Timeline and Vocabulary list, the teacher will monitor student engagement and understanding of the material. By allowing for a few minutes to review or clarify any misconceptions students had during the reading, the teacher will be able to check for student understanding given their verbal responses, and the quality of the annotations.
During the pair or small group Guided Reading activity, the teacher will be able to assess students' knowledge and understanding of the informational text, given their conversations and responses written in their graphic organizer. Students will read the text, as well as be able to refer to the Timeline and Vocabulary list provided to them, in order to accuratelly complete the graphic organizer that asks them to identify the cause and effects of 5 events during the American Revolution to the best of their abilities.
After the annotation activity, guided reading activity, and mini-lecture that was used to fill in any learning gaps students had during the reading, students are expected to compose one to two paragraphs explaining how the Declaration of Independence and the U.S. Constitution reflect Enlightenment ideas about government, by also including the terms, Checks and Balances, Federal System, and Bill of Rights correctly in their writing. Given the students written responses, including their accuracy and quality of work, the teacher will assess the students' proficiency in the new content, as well as their ability to draw connections to previous knowledge. By collecting and providing students with feedback, the teacher will ulitmately assess whether students need further scaffolding,
clarification, practice, need to reteach the material, or are able to move forward with an upcoming summative assessment in the form of a quiz.
To begin the lesson, an informal Entry Level assessment is utilized in order to access the students prior knowledge concerning The American Revolution. By having the students draw the "What I Know," "What I Saw," and "What I Wonder/Thought" chart in their History Journal Notebooks, students will be able to monitor their own learning. They will be able to see what they already knew concerning the topic before watching the video clip. During the video they will write down notes on what they see and hear, particulary interesting and new information they may have not known or are barely remembering. After the video, by having them write down and share their ideas, students will be more engaged in the lesson to see whether their questions will be answered or whether other classmates had similar or differing thoughts in relation to the video.
Students will once again have to access their prior knowledge on the second day, but this time concerning the Enlightenment, its philosophers, and major revolutionary ideas. However, this activity takes it a step further by having the students explain why they chose their 2 most important ideas, in relation to their impact on The American Revolution. Based on the students' responses, written and verbal, the teacher will be able to assess student proficiency or struggles in making connections between the two major topics. Responses will ultimately inform instruction for the remainder of the lesson, allowing the teacher to focus on the areas that need more attention, to make meaning of the new content and draw connections between prior knowledge and new content.
Formative Assessment:
Students will be given multiple opportunities to engage in informal assessment throughout the course of the 2-day lesson. Given the students' progress in independently reading and annotating the Timeline and Vocabulary list, the teacher will monitor student engagement and understanding of the material. By allowing for a few minutes to review or clarify any misconceptions students had during the reading, the teacher will be able to check for student understanding given their verbal responses, and the quality of the annotations.
During the pair or small group Guided Reading activity, the teacher will be able to assess students' knowledge and understanding of the informational text, given their conversations and responses written in their graphic organizer. Students will read the text, as well as be able to refer to the Timeline and Vocabulary list provided to them, in order to accuratelly complete the graphic organizer that asks them to identify the cause and effects of 5 events during the American Revolution to the best of their abilities.
After the annotation activity, guided reading activity, and mini-lecture that was used to fill in any learning gaps students had during the reading, students are expected to compose one to two paragraphs explaining how the Declaration of Independence and the U.S. Constitution reflect Enlightenment ideas about government, by also including the terms, Checks and Balances, Federal System, and Bill of Rights correctly in their writing. Given the students written responses, including their accuracy and quality of work, the teacher will assess the students' proficiency in the new content, as well as their ability to draw connections to previous knowledge. By collecting and providing students with feedback, the teacher will ulitmately assess whether students need further scaffolding,
clarification, practice, need to reteach the material, or are able to move forward with an upcoming summative assessment in the form of a quiz.
Lesson Closure
Wrap- Up Summary
Students are able to look over their Timeline and Vocabulary list annotations, as well as their Guided Reading graphic organizer to inform their Day One lesson closure activity. By having them write down a short Wrap-Up Summary of the day's lesson and activities, they will have to think back to what they learned and its significance. They can choose something that was interesting, the main ideas, or write about something that is still confusing to them. Students are forced to think of their own learning process and progress, and assess whether they are achieving the objectives or still need more time to do so. There's a level of accountability by having students turn in quality and thoughful Wrap-Up Summaries in order to earn full credit.
"3-2-1"
Students are to write down 3 things the learned that were interesting, 2 questions they still have concerning the new content, and 1 comment for the teacher regarding whether they feel ready for the upcoming quiz. The teacher will be able to assess whether students are understanding the major points of the content and whether there is an area or areas in which the majority of students continue to struggle with. This is important in order to inform instruction, by allowing the teacher to address struggles are having in order to better prepare them for the summative assessment. Again, the "3-2-1" forces students to think about their learning and allows the to monitor their progress.
Students are able to look over their Timeline and Vocabulary list annotations, as well as their Guided Reading graphic organizer to inform their Day One lesson closure activity. By having them write down a short Wrap-Up Summary of the day's lesson and activities, they will have to think back to what they learned and its significance. They can choose something that was interesting, the main ideas, or write about something that is still confusing to them. Students are forced to think of their own learning process and progress, and assess whether they are achieving the objectives or still need more time to do so. There's a level of accountability by having students turn in quality and thoughful Wrap-Up Summaries in order to earn full credit.
"3-2-1"
Students are to write down 3 things the learned that were interesting, 2 questions they still have concerning the new content, and 1 comment for the teacher regarding whether they feel ready for the upcoming quiz. The teacher will be able to assess whether students are understanding the major points of the content and whether there is an area or areas in which the majority of students continue to struggle with. This is important in order to inform instruction, by allowing the teacher to address struggles are having in order to better prepare them for the summative assessment. Again, the "3-2-1" forces students to think about their learning and allows the to monitor their progress.
Accomodations for English Learners, Struggling Readers, Special Needs
English Learners:
ELs will be able to participate in the lesson activities, by working with and discussing their ideas with a partner who is English Proficient, in order to correctly practice their English reading, writing, listening, and speaking skills in a formal academic setting in the classroom. As an adaption, ELs are able to make annotations using not only English words, but symbols or Spanish words as well. The purpose is for them to be able to make notes that help them recall content material. The graphic organizer also helps students organize information in a meaningful and structured way that makes it easy for them to revisit when it comes to studying and reviewing for a quiz or test. They will also receive clarification and explanations from the teacher as they pause to address difficult or confusing concepts with the entire class. During the Wrap-Up Summary and "3-2-1" lesson closures also will help ELs
explain and demonstrate what they learned in informal English if need be.
Struggling Readers:
Struggling Readers will benefit from the Vocabulary list provided along with the Timeline. They are able to understand important terms, in part through simple definitions that make the content accessible and easy to understand. The SlideRocket presentation, both the Quick Overview and the mini-lecture on The American Revolution will help students organize and visualize important information, given the use of visual aids (portraits, maps, charts, etc.) The short video clip will also be helpful in allowing Struggling Readers to listen to important information, instead of reading it on their own. They will also have the opportunity to listen to the teacher explain verbally what they are to accomplish by the end of the lesson and by working with a partner or small group during the Guided Reading activity, they will be able to rely on their support and feedback if they need it. The use of the graphic organizers allows them to compose and organize their responses in a clear manner in order to make sense of complex concepts as well.
Special Needs:
If the student with Special Needs struggles with reading and decoding words, which has then impacted their reading and writing skills, a one-on-one assessment between the teacher and student may take place, in which the student will have to verbally explain what they gathered from the lecture and the reading. Another way the student may demonstrate their understanding using an alternative method of assessment would be to draw up a One-Pager, in which the student will draw, paste, color, write, etc. on a blank sheet of paper symbols, pictures, and phrases found throughout the reading on The American Revolution. By providing an alternative form of assessment, the student will be able to demonstrate their learning and understanding of the content. The graphic organizer is a helpful tool to help students focus on only a handful of events, instead of the minute details found in the reading. If the student is gifted, then the expectations of the quality of work can be risen as well. Throughout the anticipatory set, annotations, and guided reading, their notes and responses will be asked to be more precise and sophisticated. In terms of the paragraphs they are two write, they will be given the option to write 2-3 paragraphs instead, providing more details and research from the reading and their notes.
ELs will be able to participate in the lesson activities, by working with and discussing their ideas with a partner who is English Proficient, in order to correctly practice their English reading, writing, listening, and speaking skills in a formal academic setting in the classroom. As an adaption, ELs are able to make annotations using not only English words, but symbols or Spanish words as well. The purpose is for them to be able to make notes that help them recall content material. The graphic organizer also helps students organize information in a meaningful and structured way that makes it easy for them to revisit when it comes to studying and reviewing for a quiz or test. They will also receive clarification and explanations from the teacher as they pause to address difficult or confusing concepts with the entire class. During the Wrap-Up Summary and "3-2-1" lesson closures also will help ELs
explain and demonstrate what they learned in informal English if need be.
Struggling Readers:
Struggling Readers will benefit from the Vocabulary list provided along with the Timeline. They are able to understand important terms, in part through simple definitions that make the content accessible and easy to understand. The SlideRocket presentation, both the Quick Overview and the mini-lecture on The American Revolution will help students organize and visualize important information, given the use of visual aids (portraits, maps, charts, etc.) The short video clip will also be helpful in allowing Struggling Readers to listen to important information, instead of reading it on their own. They will also have the opportunity to listen to the teacher explain verbally what they are to accomplish by the end of the lesson and by working with a partner or small group during the Guided Reading activity, they will be able to rely on their support and feedback if they need it. The use of the graphic organizers allows them to compose and organize their responses in a clear manner in order to make sense of complex concepts as well.
Special Needs:
If the student with Special Needs struggles with reading and decoding words, which has then impacted their reading and writing skills, a one-on-one assessment between the teacher and student may take place, in which the student will have to verbally explain what they gathered from the lecture and the reading. Another way the student may demonstrate their understanding using an alternative method of assessment would be to draw up a One-Pager, in which the student will draw, paste, color, write, etc. on a blank sheet of paper symbols, pictures, and phrases found throughout the reading on The American Revolution. By providing an alternative form of assessment, the student will be able to demonstrate their learning and understanding of the content. The graphic organizer is a helpful tool to help students focus on only a handful of events, instead of the minute details found in the reading. If the student is gifted, then the expectations of the quality of work can be risen as well. Throughout the anticipatory set, annotations, and guided reading, their notes and responses will be asked to be more precise and sophisticated. In terms of the paragraphs they are two write, they will be given the option to write 2-3 paragraphs instead, providing more details and research from the reading and their notes.