Lesson Wise Process to Accessing Grade-Level Content Standards and Curriculum



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Lesson Wise Process to Accessing Grade-Level Content Standards and Curriculum


  1. Identify the standard(s)

Content Area: Social Studies

Unit: Causes of the Revolutionary War

a) List instructional unit and related standards

History

Standard 1 – Chronology

1a - Students will examine historical materials relating to a particular region, society, or theme; analyze change over time, and make logical inferences concerning cause and effect. Analyze long-term change using historical materials.

History

Standard 2 - Analysis

2a - Students will master the basic research skills necessary to conduct an independent investigation of historical phenomena.


b) List activities currently implemented in the classroom and related skills

Vocabulary comprehension, cause-effect-response webs, active-lessons involving demonstrations of Boston Tea Party, Stamp Act, Boston Massacre. Kids will demonstrate comprehension of vocab and the ability to relate a picture to a term. Students will demonstrate the ability to understand how it would feel to be a colonist in pre-Revolutionary War times.


c) List standards to be addressed by their corresponding essence or GBEs

History

Standard 1 – Chronology

1a - Students will examine historical materials relating to a particular region, society, or theme; analyze change over time, and make logical inferences concerning cause and effect. Analyze long-term change using historical materials.

Essence: Change over time

E1: Identify a historical period of change and provide reasons for the changes. E2: Identify specific changes during a historical time period.

E3: Given familiar items from the past, identify changes made over time

History

Standard 2 - Analysis

2a - Students will master the basic research skills necessary to conduct an independent investigation of historical phenomena.

8.5 Master the basic research skills necessary to conduct an independent investigation of historical phenomena.

Essence: Research skills

E1: Choose a historical topic and generate questions to investigate.

E2: Identify relevant information from primary and secondary sources to answer a given historical question.

E3: Given a historical question, identify primary and secondary sources.

  1. Define the learning outcomes

Level of support

Least support

Moderate support

Most support

List the desired outcomes for students


Be able to explain Taxation without Representation.

Identify and sequence the events that led up to the Revolutionary War



Identify and sequence the events that were related to the Revolutionary War

Identify events that led to Revolutionary War.

List the formative assessments

Causes of Revolutionary War Poster

Teacher observation

Poster

Term-Matching Game



Cause-Effect-Response Web

Vocab-Picture Match

Reading comprehension

Participation









  1. Identify the instructional activities to be used within the unit

List the instructional activities planned for all students

List the barriers that may prevent students from accessing instruction, participating in activities, or demonstrating learning

List supports that can be implemented to reduce barriers

Taxation without Representation Demo (warm-up)

Colonists response web (attached)

Vocab Cut-Paste Activity (attached)

Demonstrate Stamp Act  At the beginning of class ask students for their point cards (or whatever piece of paper they may be using in class that day). After a little bit call the students back to your desk to get their paper. But ask for a tax (candy, money, token) in order to get their paper back. Continue to demand a tax in order for papers to be handed back. After a while say you are going to the office to get the principal for the kid’s noncompliance. While you are out of the room have para support help to get the students organized to form a “protest” of your new demands. Students can make signs, block the door, or any organized form of protest.

Upon arrival you should see your students demonstrating their frustration with your “tax”.

Regroup students and have discussion on how this is

what the colonists went through with the Stamp Act and their protest were similar to the ones the class just had.

Colonies-England Trade Map (attached)

Read Seeds of Revolution Page 11-13 (copy for each student and adapt as needed)

Ask comprehension questions during reading

Lesson 2

Vocabulary Review and Essential Question. Demonstration of Tea Act with “Milk Act.” Tell the kids that the principal is starting a new policy that milk will now cost $5.00 at each lunch. Get the kids reaction to this new policy and have them come up with ways to respond. (Using assistance from principal and cafeteria have kids “take” cartons of milk and “throw them out” as an act of protest and demonstration.)

Tea Act Vocabulary (attached)

Boston Tea Party Vocabulary (attached)

Review pages 11-13 Read Seeds of Revolution Page 14-16

Cause-Effect of Colonists emotion web (attached)

Read A Loud: review pages 11-13 Seeds of Revolution then read 14-16 (copy for each student and adapt as needed)

Discuss and ask questions as you read

Lesson 3

With support/help from Gym Teachers, using soft Koosh balls demonstrate the snow ball fight that led to the Boston Massacre occurring and the first shots of the Revolutionary War. Teacher and para can be the British Soldiers standing guard of the classroom door. Students can be kids in Boston making fun of teachers and demanding to get into the classroom. Using a peer mentor or lead student, have them throw the first snow ball in an attempt to get the teacher and para to move out of the way. Have rest of kids join in on the chaos and begin to throw snow balls at the teacher. Teacher and para can be substituted with the principal or whomever was making the phone calls in lesson 1 to continue to trend of 1 particular person doing all the demanding on the students.

The Boston Massacre Vocab (attached)

Read Seeds of Revolution Review Page 11-16. Read pages 17-18 (copy for each student and adapt as needed)

Ask questions and discuss

Timeline Sequence activity: see review sheet attachment: cut sentences into strips and have students sequence the events. (differentiate by determining number of events for each student by their ability

Causes of Revolutionary War Poster Have kids put together a tri-fold poster that includes 3 causes of the Revolutionary War. Poster should include a title, picture and caption of the picture. The 3 causes should be in chronological order. See attached documents with examples of possible causes.


Fine-Motor cut-paste activities.

Discussions and verbal responses

Level of text

Gross motor activity

research


1 to 1 Staff Support/Assistance

Use of ELMO to demonstrate what is expected of kids

Teacher demonstrations for student understanding

Models


Word bank

Communication boards related to lessons

Communication books and devices

Adapted computer access







  1. Target specific IEP goals and/or skills that could be addressed during the unit



IEP Goal/Skill

Activities

Student(s)
































































































































































Use this form in addition to Step 1 if working across multiple grade bands

1. Identify the standard(s) that do/ do not overlap across grade bands

Content area:

Unit:

List grade-level standards covered in the first grade band

List grade-level standards covered in the second grade band


Identify (or mark) standards that overlap between grade bands

Identify (or mark) standards that do not overlap between grade bands















ACCESS Project, Center for Disabilities Studies, UD Delaware Department of Education


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