To Declare Independence or Not

Ashley Schrader
EDI 430 Unit Plan
 Table of Contents

Introduction pg. 1
Standards pg. 1
Goals pg. 1
I Can Statements pg. 1-2
Pre-Assessment/Pre-Assessment Rubric pg. 2
Lesson One pg. 3-8
Lesson Two pg. 9-16
Lesson Three pg. 17-22
Final Unit Assessment pg. 23
Final Unit Assessment Rubric pg. 23-24
Student Reflection pg. 25
Unit Bibliography pg. 26
 Unit Topic: To Declare Independence or Not
Introduction:
This lesson was written for fifth grade students at White Pines Intermediate
School in the Grand Haven Area Public School District. Through a series of
lessons, students will analyze/study, create and debate the different viewpoints of
Patriots and Loyalists. Students will look at how these differentiating viewpoints
led colonists to ask themselves if they believed they should declare independence
against Great Britain or not.
Students will learn about six prominent colonists, who are either Loyalists or
Patriots, and record those leaders viewpoints about American Independence. In
the preview, students examine the role of the government in their lives and
identify Patriot and Loyalist views about Great Britains rule of the colonies.
Problem solving groups will represent six historical figures in a panel debate
between Patriots and Loyalists. Students will practice presenting part of Patrick
Henrys most famous speech and create their own rallying cries. In the processing
activity, students write letters supporting and disputing the views of Patriots and
Loyalists.
Standards:
5-U3.1.5 Use the Declaration of Independence to explain why the colonist wanted
to separate from Great Britain and why they believed they had a right to do so.
5-U3.1.6 Identify the role that key individuals played in leading the colonists to
revolution, including George Washington, Thomas Jefferson, Benjamin Franklin,
Patrick Henry, Samuel Adams, John Adams and Thomas Paine.
W.5.2- Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.

Goals:
Students will prepare and present key Patriot or Loyalist arguments in a panel
debate. They will identify the positions of Loyalists or Patriots and summarize the
personal backgrounds of 6 prominent colonists. They will organize information
about historical figures in a T-chart. Lastly, they will create rallying cries to
express the points of view of Patriots and Loyalists.

I Can Statements:
I can use the Declaration of Independence to explain why colonists wanted to
separate from Great Britain.
I can use the Declaration of Independence to explain why colonists had the right
to separate from Great Britain.
I can identify the role that key individuals played in leading the colonists to
revolution.
I can explain the political ideas of key individuals that played a role in the
revolution.
I can create a rallying cry to express the points of view of Patriots and Loyalists.

Pre-Assessment:
Before we begin the first lesson, students will do some Visible Thinking and start
KWL Chart. The purpose of this activity is to activate students prior knowledge
on the subject. Students will think about what they know about this topic, what
they want to learn throughout this unit or need to learn throughout this unit and
finally at the end of the unit the students will come back and do the L part which
is what they learned in this unit. The teacher will ask questions based off of the
standards to get the students thinking about the topic. For example, What do you
know about the Declaration of Independence? Why do you think the colonists
wanted to separate from Great Britain? Why do you think George Washington
was an important person during this time period? The teacher will look at the
questions that students have and use them as driving points to answer throughout
this unit.

Pre-Assessment Reflection:
For my pre-assessment, I had my students complete a KWL chart on what they
know and want to know about the American Revolution and why colonists wanted
to declare independence against Britain. Many of my students did not know a lot
of information about the topic or they had a lot of misconceptions about the
topic such as, Ben Roosevelt wrote the Declaration of Independence. One of my
goals throughout this unit will be to fix those misconceptions. Also, many of my
students wanted to know why the American Revolution happened and why the
colonists were mad at the British. That is a great thing to look at before we start
this unit however the chapter before the unit that Im working on informs
students why colonists were angry at the British. I think that if I did this pre-
assessment closer to the time when I am about to teach this unit, those questions
would hopefully had been answered, due to the previous chapters teachings.
Lesson one:
Elements of the Lesson
Standard
MDE grade level or CCSS
Objectives/Targets I can
statements
What am I going to teach?
What will the students be able to
do at the end of the lesson?
How will the objectives be
assessed? How will they use/apply
their new knowledge?
What formative assessments will I
use to inform instruction?
Evidence that Documents the Elements
5-U3.1.5-Use the Declaration of Independence to
explain why the colonists wanted to separate
from Great Britain and why they believed they
had the right to do so.
5-U3.1.6- Identify the role that key individuals
played in leading the colonists to revolution,
including George Washington, Thomas Jefferson,
Benjamin Franklin, Patrick Henry, Samuel Adams,
John Adams and Thomas Paine.
5-U2.1.8- Identify a problem confronting people in
the colonies, identify alternative choices for
addressing the problem with possible
consequences and describe the course of action
taken.
The students will (TSW) use the Declaration of
Independence to explain why the colonists
wanted to separate from Great Britain and why
they thought they could.
I can use the Declaration of Independence to
explain why colonists wanted to separate from
Great Britain.
I can use the Declaration of Independence to
explain why colonists had the right to separate
from Great Britain.
I can identify the role that key individuals played
in leading the colonists to revolution.
I can explain the political ideas of key individuals
that played a role in the revolution.
Formative Assessment
Students will provide a visual example of
understanding by completing the vocabulary sheet
as well as the activating prior knowledge
worksheet.
Lesson Management: Focus
and Organization
What positive strategies,
techniques and tools will I use?
What are my ideas for on task,
active and focused student
behavior?
Introduction: Creating
Excitement and Focus
What will I do to capture student
interest?
What prior knowledge needs to be
accessed?
In what practice/review will
students participate?
Lesson Management
Introduce the topic of the colonies declaring
independence from Great Britain and how there
were people who were for and against it.
Discuss what comes to mind when thinking about
this topic
Discuss questions that you have about this topic
Discuss what a metaphor and a simile is
Create a metaphor or simile that shows your
knowledge on this topic so far
Complete vocabulary worksheet by reading part
of the text that has the vocabulary in it
Student Management
Movement-
Students will move around when getting into
partner groups to work on the vocabulary
worksheet.
Active Student Participation-
Students will actively participate in discussion
about the vocabulary and different pictures that
they can draw to remember the vocabulary words.
Students will also actively participate in a
discussion about the difference between
metaphors and similes.
Classroom Management Focus-
Students will use inside voices at all times.
Students who speak loudly or out of turn will
first be warned of their offense. Second offense
they will be asked to sign the Pride Book.
Students will be asked to use quiet voices when
working with their partners on the vocabulary
worksheet.
The teacher will (TTW) start off by
introducing the topic of the colonies declaring
independence from Great Britain and how there
were opposing sides. The teacher will ask
students what they do when they start a new
chapter (define all of the vocabulary). Then the
teacher will ask the students what words they

Input: Setting up the Lesson
Task analysis:
What information does the
learner need? If needed how will it
be provided?
How is the lesson
scaffolded? [step-by-step)
Thinking levels: questions to
engage students thinking
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Accommodations: implementing
differentiation principles
Remediation/Intervention
Extension/Enrichment
Learning styles
Methods, Materials and Integrated
Technology
Instructional methods
Engagement strategies
Materials needed and
prepared
Integrated technology list
think they will find in this chapter.
TTW tell students that before they start to
work on the vocabulary worksheet, the students
will be filling out a 3-2-1 Bridge worksheet.
TTW discuss why it is important to access
your prior knowledge when starting a new topic
and how the 3-2-1 Bridge worksheet helps with
doing so.
TTW discuss how to fill out the worksheet
and ask the students if they have any questions.
TTW give a short recap on similes and
metaphors since students are asked to create
either one of those on the worksheet.
TTW do the first one or two vocabulary
words with the students then have the students
complete the worksheet on their own.
A. Task Analysis
Tell students that we are starting a new
chapter today which means that we will be
completing the vocabulary worksheet for this
chapter.
Tell students that before we complete the
vocabulary, we will be filling out a 3-2-1 Bridge
worksheet.
Tell students that the 3-2-1 Bridge
worksheet will help them to access their prior
knowledge of information on this topic.
Explain to students that they will be filling
out only the left side of the worksheet and we
will complete the rest of the worksheet once we
finish the chapter. The teacher will create a
Wordle of the words that the students came up
with that reminded them of this topic.
Tell students that they will write 3 words
that come to mind when they first think about
slavery. Then they will write 2 questions that they
have about the topic of slavery. Finally, they will
write 1 metaphor or simile that shows their
knowledge of the topic of slavery so far.
 Give students a recap on what metaphors
and similes are.
Once students are completed with the 3-2-1
Bridge worksheet, ask them what sort of words
they think they will find in this chapter.
Do the first one or two vocabulary words
with the students and then have them complete
the rest of the worksheet on their own.
At the end of the lesson, explain to the
students that these are all of the important
words and topics we will be learning about in this
chapter.
B. Thinking Levels:
Understanding: What do I already know
about the colonies declaring independence? What
do I want to know about the topic of declaring
independence? What important words will we
come across when learning about the colonies
declaring independence?
Applying: Figuring out what words they will
find in the chapter about declaring
independence. Applying their previous knowledge
about the topic of declaring independence and
completing a worksheet to show their previous
knowledge.
Analyzing: What questions do I have about
the colonies declaring independence? What
important terms are there about the topic of
slavery?
C. Accommodations- Implementing
Differentiation Principles:
Remediation: Allow students to complete
the worksheet at home for homework if they do
not have enough time to finish it in class. If
anyone needs help in coming up with a picture to
represent the terms, assist them in doing so by
discussing different possibilities with them.
Extensions: For the students who
understand what they are supposed to do and
have finished, they can help out other students

Modeling: I DO
Show/Tell: visual/verbal input (i.e.
demonstrate/tell)
How/What: questioning and
redirecting techniques
Checking for Understanding
Teach some stop and check
resume teaching
Ways in which students will
respond and be engaged
Formative assessment strategies
to be implemented
Guided Practice: WE DO
What do the teacher and student
do together?
Modeling first then with a gradual
release of responsibility
Collaborative (YOU DO
TOGETHER) and/or
Independent Practice (YOU
DO)
who cannot come up with ideas for their
drawings.
Learning Styles:
Interpersonal: Cooperative learning through the
discussion of terms that could be used in the
topic of the colonies declaring independence.
Visual/Linguistic: Speaking and sharing their ideas
on different terms that can be used to describe
the colonies declaring independence.
Comprehension: Understand the difference
between a metaphor and simile.
D. Materials and Integrated Technology:
3-2-1 Bridge worksheet
Chapter 11 vocabulary worksheet
Textbook
Pencil
Model how to complete the 3-2-1
Bridge worksheet
Model how to complete the
vocabulary worksheet
Model the first one or two
vocabulary terms and pictures.
One or two people will tell me what they might
draw as a visual representation of a term. Walk
around the room to see what students are
drawing as their visual representations of the
terms. Also walk around the room and see what
students are putting down on their 3-2-1 Bridge
worksheet.
Discuss and give examples of metaphors and
similes.
Collaborative
Share with the group an example of a metaphor
and a simile.
Work on the first one or two terms on the
 What practice(s) will be
demonstrated/modeled?
How will connections be made?
How will students demonstrate
target?
vocabulary worksheet
Independent Practice
Students will complete both the 3-2-1 Bridge
worksheet and the vocabulary worksheet on their
own.

Closure Teacher will indicate how todays learning will help

How will I review the I can
statements?
How will connections be made to
future learning?
us understand what we will be learning about in
this chapter. Students knowledge about these
new vocabulary terms will help them understand
and visualize what they are learning when reading
and discussing the chapter.

Assessment If students work is complete and correct on the

What evidence supports that the
objective(s) were met?
What do my students know,
understand and are able to do?
What formative assessments
informed your instruction?
vocabulary worksheet, the lesson objectives have
been met.
If students work is complete on the 3-2-1 Bridge
worksheet, I will know different topics to hit
when working through this chapter so that some
of the students questions will be answered.
Data from the 3-2-1 Bridge worksheet will be
collected to drive future instruction.

Reflection
Using your assessment data, what
will you change?
How well did the students
perform? Were all students
engaged?
How was my timing?
How many students struggled?
What will I do to help those
who struggled?
What will I do to extend the
learning for those who met target?
What did everyone know? What
did no one know? Were there
any surprises?
Lesson two:
EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS BASED LESSON PLAN
Elements of the Lesson
Standard
MDE grade level or CCSS
Objectives/Targets I can
statements
What am I going to teach?
What will the students be able to do
at the end of the lesson?
How will the objectives be assessed?
How will they use/apply
their new knowledge?
What formative assessments will I use
to inform instruction?
Evidence that Documents the Elements
5 U3.1.5 Use the Declaration of Independence
to explain why the colonists wanted to separate
from Great Britain and why they believed they
had the right to do so.
5 U3.1.6 Identify the role that key individuals
played in leading the colonists to revolution,
including George Washington, Thomas Jefferson,
Benjamin Franklin, Patrick Henry, Samuel Adams,
John Adams, and Thomas Paine.
The students will (TSW) use the Declaration of
Independence to explain why the colonists
wanted to separate from Great Britain and why
they thought they could.
I can use the Declaration of Independence to
explain why colonists wanted to separate from
Great Britain.
I can use the Declaration of Independence to
explain why colonists had the right to separate
from Great Britain.
The students will (TSW) identify key individuals
and the roles that they played in leading the
colonists to revolution.
I can identify the role that key individuals
played in leading the colonists to revolution.
I can explain the political ideas of key
individuals that played a role in the revolution.
Formative Assessment
Students will provide a verbal example of
understanding by answering discussion
questions during the class period. Students will
also provide a visual example of understanding
by writing down two arguments a Patriot might
make in favor of independence and two that a
Loyalist might make in favor of remaining under
British rule.
Lesson Management: Focus and
Organization
What positive strategies, techniques
and tools will I use?
What are my ideas for on task, active
and focused student
behavior?
Lesson Management
Introduce the idea of how the government
affects our lives.
Lead a discussion on how the federal, state
and local government affects our daily lives.
View pictures of different key Patriot and
Loyalist and discuss different arguments that
each side can make.
Read section 11.1 in the textbook.
Form groups and assign different groups to
Patriot viewpoints and Loyalist viewpoints.
Have groups come up with different arguments
for their side on whether the colonies should
declare independence or not.
Groups will present their arguments in a debate
format.
Discuss why there might have been real anger
among the colonists over their different
opinions about independence.
Student Management
Movement-
Students will move around when getting into
partner groups to discuss their arguments.
Active Student Participation-
Students will actively participate in the
discussion of ways in which the government
affects their lives, they will look at a T-chart of
different Loyalists and Patriots and discuss
what they see and they will discuss two reasons
why Patriots might favor independence and
two reasons why Loyalists might oppose
independence. Students will then participate in
a debate after they are assigned a Loyalist role
or a Patriot role.
Classroom Management Focus-
Students will use inside voices at all times.
Students who speak loudly or out of turn will
first be warned of their offense. Second
offense they will be asked to sign the Pride
Book. Students will be asked to use quiet
voices when working with their partners on
figuring out their arguments. Students will be
 asked to be respectful when another group is
presenting their arguments.

Introduction: Creating Excitement The teacher will (TTW) start off by

and Focus introducing the idea that the
What will I do to capture student government can affect our daily lives.
interest? TTW ask the students how they think
What prior knowledge needs to be the government affects their lives.
accessed? TTW ask students to come up with
In what practice/review will students
different examples of how the federal,
participate?
state and local government affects their
lives.
TTW show a transparency of different
key Loyalist and Patriots and ask
students questions such as what do you
see? What do the two columns on the t-
charts represent? What might be an
argument that a loyalist made in opposing
independence? What might be an
argument that a Patriot made in favoring
independence?
TTW ask students to read section 11.1 in
their textbooks.
TTW have students complete preview 11
in their interactive student notebooks.
They will come up with at least two
arguments that a Patriot might make in
favor of independence and two that a
Loyalist might make in favor of remaining
under British rule.
TTW divide the class into two groups.
Assign one group to be loyalists and the
other to be patriots. You will then give
students a few minutes to share and
complete the arguments for their side.
Then choose one volunteer from each
group to present those arguments to the
class in a debate format. You should give
each presenter one minute to explain his
or her groups arguments for or against
independence. Then allow the other
presenter 30 seconds to respond. Have
students indicate by a show of hands
 which set of arguments they found most
convincing.
TTW ask students why might there have
been real anger among the colonists over
their different opinions about
independence?

Input: Setting up the Lesson A. Task Analysis

Task analysis: Tell the students that we will be
What information does the thinking about different ways
learner need? If needed how will that the government can affect
it be provided? our daily lives. You will then ask
How is the lesson scaffolded?
the students how they think the
[step-by-step)
government affects their lives.
Thinking levels: questions to engage Ask students to come up with
students thinking different examples of how the
Remembering federal, state and local
Understanding government affects their lives.
Applying Write these examples on the
Analyzing overhead projector.
Evaluating You will then show transparency
Creating 11A which is a picture of
different key Loyalist and
Accommodations: implementing
Patriots and then ask students
differentiation principles
Remediation/Intervention questions such as what do you
Extension/Enrichment see? What do the two columns on
Learning styles the t-charts represent? What
might be an argument that a
Methods, Materials and Integrated loyalist made in opposing
Technology independence? What might be an
Instructional methods argument that a Patriot made in
Engagement strategies favoring independence?
Materials needed and prepared
Ask students to read section 11.1
Integrated technology list
in their textbooks.
Once students are done with
their readings, have students
complete preview 11 in their
interactive student notebooks.
They will come up with at least
two arguments that a Patriot
might make in favor of
independence and two that a
Loyalist might make in favor of
 remaining under British rule.
Divide the class into two groups.
Assign one group to be loyalists
and the other to be patriots. You
will then give students a few
minutes to share and complete
the arguments for their side.
Then choose one volunteer from
each group to present those
arguments to the class in a debate
format. You should give each
presenter one minute to explain
his or her groups arguments for
or against independence. Then
allow the other presenter 30
seconds to respond. Have
students indicate by a show of
hands which set of arguments
they found most convincing.
Finally, ask students why there
might have been real anger among
the colonists over their different
opinions about independence.
B. Thinking Levels:
Understanding: What do I know
about how the government runs?
What do I already know about the
colonies declaring independence?
What do I want to know about
the topic of declaring
independence? What are different
arguments on whether the
colonies should declare
independence or not?
Applying: Applying their previous
knowledge about the topic of
declaring independence and being
able to argue over the different
viewpoints.
Analyzing: What questions do I
have about the colonies declaring
independence? What are the
viewpoints of the Loyalists and
 the Patriots on declaring
independence?
C. Accommodations- Implementing
Differentiation Principles:
Remediation: Allow students to
work with partners or ask their
elbow partners if they are having
trouble coming up with different
ideas in how our government
affects their daily lives and also if
they are having problems coming
up with different arguments.
Extension: For students who
understand what they are
supposed to do and have finished
with their arguments, find
another group who was assigned
the same role as you and help
them come up with new
arguments.
Learning Styles:
Interpersonal: Cooperative
learning through the discussion of
how the government affects their
lives. Also, through the discussion
of the different viewpoints
between Loyalists and Patriots.
Visual/Linguistic: Speaking and
sharing their ideas on how the
government affects their lives.
Also, by debating the different
viewpoints on whether to declare
independence from Great Britain
or not.
Comprehension: Understand that
the government influences our
daily activities.
D. Materials and Integrated Technology:
Textbook
Interactive student notebook
Pencil
Transparency 11A
Modeling: I DO Model different examples of how the
 Show/Tell: visual/verbal input (i.e.
demonstrate/tell)
How/What: questioning and redirecting
techniques
Checking for Understanding
Teach some stop and check
resume teaching
Ways in which students will respond
and be engaged
Formative assessment strategies to be
implemented
Guided Practice: WE DO
What do the teacher and student do
together?
Modeling first then with a gradual
release of responsibility
Collaborative (YOU DO
TOGETHER) and/or Independent
Practice (YOU DO)
What practice(s) will be
demonstrated/modeled?
How will connections be made?
How will students demonstrate target?
Closure
How will I review the I can
statements?
How will connections be made to
future learning?
Assessment
What evidence supports that the
objective(s) were met?
What do my students know,
understand and are able to do?
government affects our daily lives
Model how to complete the preview 11
in their interactive student notebooks.
Model what a short debate should look
like
A few people will give me different examples on
how they think the government affects their
daily lives. Walk around the room when
students are completing their preview 11 in
their interactive notebooks to see if the
students are having any questions. Also walk
around the room when the students are
working on their different arguments with their
partner groups.
Debating over the arguments that the Patriots
presented on why the think they should declare
independence from Great Britain and the
arguments that the Loyalists presented on why
they think that they should remain under Great
Britains government.
Collaborative
Share with the group examples of how the
government affects our daily lives
Students will work with partners to work on
their arguments.
Independent Practice
Students will complete preview 11 on their own.
Teacher will indicate how todays learning will
help us understand what we will be learning
about in this chapter. Students knowledge on
the different viewpoints of the Loyalists and
the Patriots will help them understand why
people did and did not want to declare
independence against Great Britain.
If students work is complete in their
interactive notebooks, then the lesson
objectives have been met.
If students discuss the different arguments
between the Patriots and the Loyalists and
 What formative assessments informed those arguments are corresponding with what
your instruction? they read in the text book, then I will know
that the lesson objectives have been met. If
students arguments are not valid, then I will
know that we need to re-think the next days
lesson so that students understand the
different reasons of why colonists did and did
not want to declare independence against
Great Britain.
Reflection
Using your assessment data, what will
you change?
How well did the students perform?
Were all students
engaged?
How was my timing?
How many students struggled? What
will I do to help those
who struggled?
What will I do to extend the learning
for those who met target?
What did everyone know? What did no
one know? Were there
any surprises?
Lesson three:
EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS BASED LESSON PLAN
Elements of the Lesson
Standard
MDE grade level or CCSS
Objectives/Targets I can
statements
What am I going to teach?
What will the students be able to do
at the end of the lesson?
How will the objectives be assessed?
How will they use/apply
their new knowledge?
What formative assessments will I use
to inform instruction?
Lesson Management: Focus and
Organization
What positive strategies, techniques
and tools will I use?
What are my ideas for on task, active
and focused student
behavior?
Evidence that Documents the Elements
5 U3.1.2 Describe the causes and effects of
events such as the Stamp Act, Boston Tea Party,
the Intolerable Acts, and the Boston Massacre.
The students will (TSW) describe the causes
and effects of events such as the Stamp Act,
Boston Tea Party, the Intolerable Acts, and
the Boston Massacre.
I can describe why events such as the Stamp
Act, Boston Tea Party, the Intolerable Acts,
and the Boston Massacre occurred.
I can describe what happened after events
such as the Stamp Act, Boston Tea party, the
Intolerable Acts, and the Boston Massacre
occurred.
Formative Assessments
Students will provide a verbal example of
understanding by answering discussion
questions during class period.
Lesson Management
Introduce the idea of the three groups of
people that colonists often fell into during the
colonial era.
Read section 11.2 out loud with the students.
Discuss with the students new ideas that they
have learned in this chapter.
Introduce the game The Kings M&Ms with the
students.
Tell students that the game The Kings M&Ms is
about colonial Americas reaction to the Stamp
Act.
Have students play the Kings M&Ms.
After the game is complete have a discussion
with the students about the events that
 happened during the game and how they relate
to colonial America.
Student Management
Movement-
Students will be moving around during the
Kings M&Ms game.
Active Student Participation-
Students will be actively participating in the
game The Kings M&Ms. After the game is
completed, the students will be participating in
a discussion about the game and how the game
relates to the chapter.
Classroom Management Focus-
Students will use inside voices at all times.
Students who speak loudly or out of turn will
first be warned of their offense. Second
offense they will be asked to sign the Pride
Book. Students will be asked to be respectful
and quiet and only talking when it is their turn
during the Kings M&Ms game.

Introduction: Creating Excitement The Teacher Will (TTW) introduce the

and Focus idea of the three groups of people that
What will I do to capture student colonists often fell into during the
interest? colonial era.
What prior knowledge needs to be TTW read section 11.2 out loud with the
accessed? students.
In what practice/review will students
TTW discuss with the students the new
participate?
ideas that they have learned in this
section.
TTW make sure the students have a
certain understanding about the Stamp
Act.
TTW introduce the game The Kings
M&Ms to the students.
TTW tell the students that the game is
about colonial Americas reaction to the
Stamp Act
TTW have students play the game.
TTW have a discussion with the
students about the events that
happened during the game and how they
relate to colonial America once the
 game is finished.
Input: Setting up the Lesson A. Task Analysis
Task analysis: Tell the students that we will be
What information does the learning about three different
learner need? If needed how will groups of people that colonist
it be provided? often fell into during the colonial
How is the lesson scaffolded?
era; Loyalists, Patriots, and
[step-by-step)
Neutralists by reading section 11.2
Thinking levels: questions to engage Have students get out their
students thinking textbooks and read along with the
Remembering teacher as they read the section
Understanding out loud.
Applying Have a discussion with the
Analyzing students about new ideas that
Evaluating they have learned from this
Creating section. Have students turn and
talk and then have them share out
Accommodations: implementing
loud their ideas.
differentiation principles
Remediation/Intervention Tell the students that we will be
Extension/Enrichment playing a game called the Kings
Learning styles M&Ms. Refer to the Kings M&Ms
worksheet for directions.
Methods, Materials and Integrated Tell students that they must be
Technology respectful while playing this game
Instructional methods and not to talk out of turn.
Engagement strategies Remind students that this game is
Materials needed and prepared
about colonial Americas reaction
Integrated technology list
to the Stamp Act.
Have students play the game the
Kings M&Ms.
When students are done with the
game, have a discussion with them
about the events that happened
during the game and how they felt
while they were playing the game.
Discuss with the students how
the game relates to colonial
America.
Ask questions such as: What was so unfair
about how the class was taxed? How could it
have been handled more fairly? Why were tax
collectors tarred and feathered? Why were
British goods boycotted? What methods and
organizations were devised by the colonists in
order to resist these laws? How significant
were these laws to the ultimate break from
Great Britain?
B. Thinking Levels
Understanding: What do I know
about the Stamp Act? How did
the colonists feel about acts that
the British government enacted
on them such as the Stamp Act?
Applying: Applying their previous
knowledge about the Stamp Act
and similar acts and apply that to
what they learned in todays lesson
to come up with ideas of how the
colonists were angry with the
British government.
Analyzing: What questions do I
have about the Stamp Act? What
questions do I have about how
the colonists might have felt
during this time?
C. Accommodations
Remediation: Allow students to turn and
talk with their neighbors during all of
the discussions in case they are not
getting it and that way they can get a
deeper understanding of the topic.
Extension: For students who are getting
it, have them work with a student who is
not understanding how to do the game.
Learning Style:
Interpersonal: cooperative learning
through the discussion of the Stamp
Act and how colonists probably felt
when they found out about the Stamp
Act.
Visual/Linguistic: Speaking and sharing
their ideas on what the Stamp Act was
and how they would feel if they lived
during this time period.
Comprehension: Understand that the
colonists were very upset with the

Modeling: I DO
Show/Tell: visual/verbal input (i.e.
demonstrate/tell)
How/What: questioning and redirecting
techniques
Checking for Understanding
Teach some stop and check
resume teaching
Ways in which students will respond
and be engaged
Formative assessment strategies to be
implemented
Guided Practice: WE DO
What do the teacher and student do
together?
Modeling first then with a gradual
release of responsibility
Collaborative (YOU DO
TOGETHER) and/or Independent
Practice (YOU DO)
What practice(s) will be
demonstrated/modeled?
How will connections be made?
How will students demonstrate target?
British government over laws that they
enacted such as the Stamp Act and how
they felt like they werent fairly
represented.
D. Materials and Integrated Materials
One 8 ounce bag of regular
M&Ms.
One small paper cup for each
student
Two plastic spoons
Textbooks
Model how we are respectful while we
are playing games with our classmates.
Model how a good discussion looks
A few students will give me examples of what
they learned in the section that we read after
they have turned and talked with a neighbor
about their learning. Walk around the room as
students are playing the Kings M&Ms game. A
few students will also give me examples of what
they learned while playing the Kings M&Ms
game after they have turned and talked with
their neighbor about their learning.
Discussing what we learned in the reading
section as well as discussing what we learned
from the game and how that connects to our
reading.
Collaborative
Students will work with partners when we are
having the discussions.
Independent
Students will have a few moments to think
about the reading and the game by themselves
before their share their thinking with a
classmate.
Closure Teacher will indicate how todays learning will
How will I review the I can help us with our learning about why colonists
statements? were angry with the British government and
How will connections be made to why some colonists wanted to declare
future learning? independence from the British government.
Teacher will review the learning targets from
the beginning of the lesson as well as the
overall unit learning targets.
Assessment If students discuss what they learned from the
What evidence supports that the section that they read and why those events
objective(s) were met? occurred as well as what they learned from the
What do my students know, Kings M&Ms game then I will know that the
understand and are able to do? lesson objectives have been met.
What formative assessments informed
your instruction?
If the students discussion is not fully correct,
then I will know that my lesson may need to be
revisited before moving on with the next
lessons.
Reflection
Using your assessment data, what will
you change?
How well did the students perform?
Were all students
engaged?
How was my timing?
How many students struggled? What
will I do to help those
who struggled?
What will I do to extend the learning
for those who met target?
What did everyone know? What did no
one know? Were there
any surprises?

(2014/2015)
Final Unit Assessment:
For the summative assessment for this unit, students will be participating in a class-
wide debate between Patriots and Loyalists and whether the colonists should be
allowed to declare independence from Great Britain or not. Students will be
placed into groups where they will decide roles. Examples of the roles are Public
Relations Agent, Actor, Investigative Reporter and Costume Designer. Students
will then complete a worksheet that has students thinking about their historical
figure. Students will then prepare the person that is their actor for the debate.
They will have the student explain their position and three arguments that will
support their position. After that they will prepare questions for their opponents
and the materials that they will need for the debate. After they rehearse, they will
finally hold the debate. The rubric for this assessment will be passed out and
discussed before beginning the assessment.
Assessment Rubric:

Class Debate : Patriots Vs. Loyalists

Teacher Name: Ms. Schrader

Student Name: ________________________________________

CATEGORY 4 3 2 1
Understanding The team clearly understood the topic in-depth The team The team The team did
and presented their information forcefully and clearly seemed to not show an
of Topic
convincingly. undestood understand adequate
the topic the main understanding
in-depth points of of the topic.
and the topic
presented and
their presented
information those with
with ease. ease.

Information All information presented in the debate was Most Most Information
clear, accurate and thorough. information information had several
presented presented inaccuracies
in the in the OR was
debate was debate was usually not
clear, clear and clear.
accurate accurate,
and but was not
thorough. usually
thorough.
Organization All arguments were clearly tied to an idea Most All Arguments
(premise) and organized in a tight, logical fashion. arguments arguments were not
were were clearly clearly tied to
clearly tied tied to an an idea
to an idea idea (premise).
(premise) (premise)
and but the
organized organization
in a tight, was
logical sometimes
fashion. not clear or
logical.

Respect for All statements, body language, and responses Statements Most Statements,
were respectful and were in appropriate and statements responses
Other Team
language. responses and and/or body
were responses language were
respectful were consistently
and used respectful not
appropriate and in respectful.
language, appropriate
but once language,
or twice but there
body was one
language sarcastic
was not. remark.

Rebuttal All counter-arguments were accurate, relevant Most Most Counter-

and strong. counter- counter- arguments
arguments arguments were not
were were accurate
accurate, accurate and/or
relevant, and relevant
and strong. relevant,
but several
were weak.
 Reflection on Chapter 11

To Declare Independence or Not

1. How did you feel about this chapter? Was the topic too hard of a topic? Too
easy? Reflect on the chapter in 3-4 sentences.
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2. What were some things you liked about this chapter? It could be something you
liked learning, something that you liked doing in this chapter? A new fact that
you learned that you found to be interesting.
______________________________________________________________________________
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3. What were some things that you did not like about this chapter?
______________________________________________________________________________
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______________________________________________________________________________
4. What were some take-a-ways that you have from this chapter? What big ideas do
you want to remember from this chapter?

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 Bibliography
Social Studies Alive textbook and lesson plan book
Social Studies Alive! Palo Alto, CA: Teachers' Curriculum Institute, 2010. Print.

Kings M&Ms website:

http://www.wylieisd.net/cms/lib09/TX01918453/Centricity/Domain/1276/Kings%20
MandMs.pdf