Joshua+Hein

** Lesson Template **


 * ** Desired Results ** ||
 * **Relevant Minnesota or Nat’l Content Standards:**

Strand I. U.S. History grade 9-12. Sub-strand D. Revolution and the New Nation 1763-1820. The student will demonstrate knowledge of the cause, course, and consequence of the American Revolution. |||| **Learning Objective: Key Understanding(s) you intend students to obtain:**

The students will understand what events led to the Boston Massacre and how that contributed to the causes of the American Revolution. Good. Throughout the lesson, could be more explicit with the kids that this is what you're going for. ||
 * ** Assessment Evidence ** ||
 * **What do you want your students to __know__?**

The students will know specific events that led to the Boston Massacre along with some key people involved in the event and its fallout.

Tell me what these events are! I cannot assess your lesson success IF you don't list them here!!! |||||| **What do you want students to be able to __do__?**

We want the students to be able to compare and contrast, define unit vocabulary and make reasoned judgments.

MAKE THIS EXPLICIT. Don't short change me!!! ||
 * **__Group Accountability (Formative)__**
 * How will you check to see whether your class has met your learning objectives?**

Through class discussion and interactions throughout our lesson. |||||| **__Individual Accountability (Summative)__**
 * How will you check to see if individuals have acquired the knowledge/skills you expected them to learn?**

The material that is covered in this lesson will be covered in a Unit test. The students should have read the chapter prior to our lesson and did a foldable note guide pertaining to the questions in the chapter. ||
 * ** Learning Plan ** ||
 * **What key vocabulary/language will students need to know to meet the learning objective?**

Riot, massacre, John Adams, Crispus Attucks, Proclamation of 1763, Sugar Act, Stamp Act, Quartering Act, Townshend Act, Committees of Correspondence

outcome - are you sure they know what "outcome" means? imposed boycott contraband goods act proclamation committee |||| **How will you teach this key vocabulary to enable students to meet the learning objective?**

Through PowerPoint presentation ||
 * **What is the Essential/Guiding Question(s) for this Lesson? (It should correlate to your learning objective.)**

What events led to the Boston Massacre? What was the Boston Massacre? What was the impact of the Boston Massacre? |||| **How will you differentiate for all the learners (ELL, Sp. Ed., poverty, gifted, etc.) in your class?** All information is presented orally and visually and there is a paraprofessional in the classroom. || Pen/pencil, piece of paper, willingness to learn! || As you think through the "schedule of events," consider **__detailing__** what it is you're going to do rather than just the noun associated with the activity. "Riot vs. Massacre" doesn't tell the lesson plan reviewer what they should be watching for. Notice that the questions below as you, "What will you do? What do you expect students to do? Include set induction and closing." These are intended to help guide you communicate with the observer what they should be watching for and what your expectations are for yourself and your students. || (What will you do? What do you expect students to do? Include set induction and closing.) || ** Time Allotment ** ||
 * Differentiation Options: questions, stems, sentence frames, strategies, etc.**
 * **Materials/Resources Required:**
 * **SCHEDULE OF ACTIVITIES**
 * ** Method/Strategy **
 * Review portion of the PowerPoint presentation

Ask students to take notes as they go through the ppt. (is this a review?)

Question asked to the large group: "What factors led to the French and Indian War? - kids answer.

How might you be able to engage ALL students in ALL of your questions? Would you consider putting them in groups of 2-3 and ask them to write down estimations or guesses and then come back to large group and ask them to report back? As it stands you're able to interact one-one while the others listen (hopefully) and take notes on the main points (hopefully). Could students have been given a paper with your questions to fill out as you go through the presentation. (granted, you know the group dynamics much better than me. You know better what they can handle as a group, how much freedom they might do well with and how much freedom they cannot have etc.)

The three or four students dominate the responses right now.

Spread out....__move around the room__. These students (being statistically low performing), need to have their attention redirected (by methods as simple as one instructor sitting behind the class and engaging them from there) in as many ways as possible.

What motivates kids to answer questions? Are they being offered participation points for answering?

Kid over to YOUR right in a white and blue shirt and shaggy dark hair has his head down. What would you do about this next time? Did you notice?

Transitions...

. || 6-8 mins. ||
 * Video - on what? Are you going to make a video/show a video/talk about a video?

GREAT video - engaging. Nate plays it loud enough too so you know they hear it. - Was this your find or something Nate was going to use anyway?

Two kids with heads down. Same guy with blue and white shirt and another guy in the front, gray sweatshirt. We think that, because there is a movie playing, we have to watch it too (somewhat true to lead by example) but videos can also be opportunities to walk around, change proximity with students and ask those who are having a hard time tracking if they're ok, what's going on, what they think about the video etc. Take advantage of every opportunity for good work!

This is not a criticism...I'm just making you aware...According to your plan, we should have spent 11 minutes so far and we are 25 minutes in. Gauging time and how long each activity will take is a skill that requires practice. This is why I'm not criticizing. Have fun figuring this out...and always plan more than what you need. :) || 3 mins ||
 * Boston Massacre slide - Sorry, I missed this slide. It went so quickly. We've made up four minutes though.;) || 5 mins. ||
 * Compare and contrast the photos and discuss as a class You ask students to tell you what they see.

As you switch roles; one begins to lead the teaching and the other stands by to aid when/how needed, have the less leading individual stand amongst the students and contribute from there.

The kid in the blue and white shirt's head is up now.

How might you ask students to contribute to the conversation that are usually quiet? You have Jamie, Tika, Taylor, the kid in front of Trent "dah" Fox and, once in a while, the kid far to your left in the red shirt (Austin) answering all the time. As you think through possible ways that you could get random participation from all (still with the option of declining answer to question if they don't know), what comes to mind?

Do you notice the difference in volume between your voices and Nate's voice? I understand how difficult it is to "fully be" in a classroom that's not yours. Just notice it. || 5-7 mins ||
 * Debate riot vs. massacre

Would you consider asking every study to write down their guess or know at the definition of massacre and riot? THEN ask them to offer their thoughts to the class? This engages them all. They have the opportunity to write and see where they are right or wrong and are given the opportunity to

I t's funny how the "most well-known" dictator status has changed with this age group, isn't it?

Be careful to dismiss Taylor's question. Kids laugh because he's "different," but you may have an incredible opportunity to talk with them about the value of human life and why a massacre would/might be wrong in all circumstances.

. || 2-3 mins ||
 * Video on Boston Massacre

Two hundred years is such a short period of time. Our country is so young.

Ok, there are MANY questions in this video. Could you stop at a few of the questions and ask students to write their answers? You then have something by which to measure their understanding of your lesson at the end. || 5 mins || Wrap up Boston Massacre 3-4 mins

Hand out student survey on lesson 5 mins

Have students continue on previous homework assignments Until end of class