Lesson Plan

Direct Instruction Lesson Plan Template
Central Focus: Students will be able to identify the reasons the

colonies fought in the French and Indian War. Students will be able
Grade Level/Subject: 5th Grade, U.S
to write an argumentative paper on the side they would chose for the
History
French and Indian war using primary and secondary sources to
support their reasoning.
Essential Standard/Common Core Objective:
5.H.1.3 Analyze the impact of major conflicts, battles and wars on the
development of our nation through Reconstruction.
CCSS.ELA-LITERACY.W.5.1.A Introduce a topic or text clearly,
state an opinion, and create an organizational structure in which ideas
are logically grouped to support the writer's purpose.
Date taught: March 22, 2016
CCSS.ELA-LITERACY.RI.5.7 Draw on information from multiple

print or digital sources, demonstrating the ability to locate an answer
to a question quickly or to solve a problem efficiently.
Daily Lesson Objective: Students will explain key events that lead to the French and Indian war, and provide
insight on the loyalist and patriots perspective and how they relate to the events. Students will begin
researching a writing their argumentative papers on the French and Indian War.
21st Century Skills:
Communication and Collaboration:
Students will be using this skill because
they will work in groups to find specific
reasoning for either sides view point.
Academic Language Demand (Language Function and Vocabulary):

Explain, Loyalist, Patriots, Revolution
Initiative and Self Direction: Students

will research and find information on
their own. Students have to take
imitative on finding their own primary
and secondary sources for their papers.
Prior Knowledge: Students should have a basic understanding of colonial life and various events that led up to
the Revolutionary War.
Activity
1. Focus and Review
Description of Activities and Setting

In class we have been learning and discussing the colonist and Great
Britain and how they felt about one another. Raise your hand if you have
ever played a video game before? Allow time for students to raise their
hands. Well I have some bad news, every time you wanted to play a
video game you have to pay a tax on it. Do you like to choose what you
eat during the day? What if I told you I will now deiced everything you
eat and you do not have a say in it? There will be a lot of reaction to
these questions. This is exactly how colonist felt during the time leading
up to the French and Indian War. The colonist were tired of the unfair rule
Time
of Great Britain. Does anyone remember any events that lead to the
French and Indian War?
2. Statement of
Objective
for Student
3. Teacher Input
Today we will be learning about different reasons the loyalist had for
fighting in the French and Indian War, as well as the reasons the Patriots
had. Once we learn the reasons for each side we will be writing an
argumentative paper arguing that your side was right in their actions for
the war.
Over the past week we have been discussing sources and point of view.
We have looked at different sources. The sources that we discussed and
explored were told from different points of view. Today we are going to
add two key points regarding sources to our learning. Understanding if a
source is written in first or third person is important. However, knowing if
a source is primary or secondary is just as important. This is what we will
focus on today. A source is where we get information from. I want
everyone to think about a time that you heard a news story on the news.
Do you recall people being interviewed about the event, where they
shared their views of what happened because they were present during the
time that the event happened? What type of source do you think that this
would be? (Primary or a Secondary source?). We are going to watch a
short video clip to help us understand the difference between primary and
secondary sources. (Show you tube video
https://www.youtube.com/watch?v=Mk37YSdx3ag).
Discuss as a class what they just watched. Ask students if they have any
questions regarding what a primary or secondary source is.
Great! Now that we know the main differences of primary and
secondary sources lets watch a short video of reasons leading to the
French and Indian War! (http://study.com/academy/lesson/the-frenchand-indian-war-causes-effects-summary.html). This video is considered a
secondary source because this was made after the war happened.
Ask students if they have any questions on what they just watched.
Discuss as a class what they watched.
4. Guided Practice
Since we will by tying primary and secondary sources into your learning
and upcoming research about the French and Indian War lets look and see
some examples of what primary and secondary sources are. As we are
going through this PowerPoint I would like you to take notes on the sheet
provided to you.
(Hand out notes sheet and start primary and secondary sources
PowerPoint)
Now that we all know the difference between Primary and Secondary
sources who can tell me what kind of source your social studies textbook
is?
What about a magazine?
How about an interview you conducted with a colonist?
What about the declaration of independence? Great next we need to stat
our argumentative papers. Lets figure out what our beginning statement
will be for our papers. As a class we will come up with the statement
claims for both sides.
If you are siding with the loyalists, your beginning statement will say:
The Loyalist were right in their actions against the Patriots for several
reasons.
If you are siding with the Patriots, your beginning statement will say: The
Patriots were right in their actions against the loyalist for several reasons.
Next, you will be splitting the notebook page into a "T" Chart
One side will be labeled "Loyalists" One side will be labeled "Patriots"
(We will now be adding major causes of the tension between the two
groups). I will read the statement out loud to the class and they will have
to decide in pairs if they think the statement is a loyalist statement or a
statement supporting the patriots.
Loyalist
Patriots
~A Need For Taxes To Maintain Debt ~No Desire For Taxes Without
Representation
~Need for trade to bring in revenue
~Force to trade with
British businesses
~Desire to have structured way of
~Improper treatment and
violation of basic rights
Living
~Need to control areas near the waterways
To monitor import/export of goods
5. Independent Practice
Now that we all know what side we are going to write our papers on, I want you
to begin writing your papers. Everyone will you the statement claims for their
side as their beginning of their introduction paragraphs. I would like for you all
to come up with your full introduction paragraph and have the three reasons you
are arguing your side was right in their actions against the opposing side.
6. Assessment Methods of
all objectives/skills:
Students will be assessed on their introduction paragraph and their three reasons they choose
based off the independent practice notes. If students have a well written introduction
paragraph and their three reasons they will receive full credit. Any student who is not
complete with their work will have to finish for homework along with the assigned homework
for the night. Once the paper is fully written the paper will be graded for content, fluency, and
accuracy. This is worth 15% of the students overall grade.
Great work today! Tonight for homework I want you to write the three
paragraphs for your reasoning of why your side was right against their actions.
7. Closure
8. Assessment Results of
all objectives/skills:
Why do you think the British wanted to tax the colonist?

Why do you think the Patriots were against the taxation?
Why do you think the Loyalist were for the taxes and sides with Great Britain?
Would you be okay if your video games were taxed by your parents every time
you wanted to play them?
The students all did a great job completing their introduction paragraphs. Some students
struggled with understanding their three main reasons was supposed to come from the notes
we did. I was unable to see how their homework paragraphs were. The teacher informed me
that they did not have time to go over their reasons the following day. She assured me that she
would eventually check over them, however I was finishing up my hours at the school so I do
not know how the argumentative paper turned out.
Targeted Students Modifications/Accommodations:
Student/Small Group Modifications/Accommodations:
For talkative and disruptive students I will have them

sit closer to the front of the room so I can keep an eye
on them, and they do not cause unnecessary
distractions.
For ESL students I will pair those ESL students with a
strong English learner to help them better understand
the topic.
Materials/Technology:
For classroom management I will give any student who is

continually talking out silent lunch. If a student is still
misbehaving they will be clipped down on the clip chart and given
silent lunch. This is what my cooperating teacher does during her
class time to monitor students behavior.
YouTube videos
Notebook paper
PowerPoint slides (attached below)
Guided notes page (attached below)
References:
https://www.youtube.com/watch?v=Mk37YSdx3ag
http://study.com/academy/lesson/the-french-and-indian-war-causes-effects-summary.html

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Direct Instruction Lesson Plan Template

Central Focus: Students will be able to identify the reasons the

Date taught: March 22, 2016

CCSS.ELA-LITERACY.RI.5.7 Draw on information from multiple

Academic Language Demand (Language Function and Vocabulary):

Initiative and Self Direction: Students

Description of Activities and Setting

Why do you think the British wanted to tax the colonist?

Targeted Students Modifications/Accommodations:

Student/Small Group Modifications/Accommodations:

For talkative and disruptive students I will have them

For classroom management I will give any student who is

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