PAR Lesson Plan

Name ___Sharna Southwick______________

Subject __American History-Revolution__________   Grade Level _9-12____  

Skills needed/addressed prior to this lesson:

 The beginning stages of the Revolutionary war in America 
 Why the colonies rebelled against the British Rule
 Brief understanding of who important figures would be for the foundation of American would be

Standards  (Missouri Learning Standards or other National Standards)

Include identification and then completely write out the standard.

Standards:
9-12.AH.1.CC.B

Learning Objectives/Goals

The students will be able to...

 Identify how the tax on tea affected the colonist mindset during their conflict with the
British by evaluating their response in discussion and a written response 
 Identify the response of Britain due to the rebellion of the Boston Tea Party by
recreating the Boston Tea Party and the British response in a role play

Resources and Materials (List of materials used in the planning/delivery of the lesson)   
Use APA citations for TEXT or other literary elements.   

Resources: 
https://docs.google.com/document/d/1TfkkRJDfwtpyDgEr8xhpfuQ5A2cvVoA1wp75Vq0KRFQ/ed
it?usp=sharing 

The Boston Tea Party. (2009, November 24). Retrieved October 19, 2020, from
https://www.history.com/this-day-in-history/the-boston-tea-party

The Boston Tea Party (article). (n.d.). Retrieved October 20, 2020, from
https://www.khanacademy.org/humanities/us-history/road-to-revolution/the-american-
revolution/a/the-boston-tea-party

Materials: 
Google doc paper printed out for students to fill out individually and projector for computer
copy of class KWL chart.
Articles printed out for them with highlighters or pens to jot down thoughts. 

Technology with Rationale (Or N/A if not needed)

Computer for the teacher in order to access the article and in order to play the video to relate to the
context of the article in which they are reading

Lesson Structure and Procedures 

(Identify strategy used and include a detailed description of strategy and step-by-step instructions
for implementing it into the lesson.)

P-Preparation Phase
Students will individually do a Know, Want to Know, Learned (KWL) chart in which they will fill
out what they know before they go through the lesson in order to let the teacher assess the
background knowledge of the students and in seeing what questions they have before moving
forward. Students will read the article about the Boston Tea Party and the Constitutional
Convention and then students will move forward with the What I want to know section
individually. Students will come together and fill out a KWL chart as a class to evaluate what the
students know as a whole by filling out the Know and What I Want to know section on the class
chart. 
 Students will fill out 5-10 things they know about the start of the American Revolution in
the Know section of the chart and the teacher will create a KWL chart for the whole
class, and fill in 10 items in the Know section together as a whole. 
 Students will take time to go over the article and watch the video on the Boston Tea
Party and then will move on to the next section of the KWL chart.
 Students will individually fill out 5 questions that they have in the Want to Know section
of the chart in order to ask questions and fill out what they want to get out of the lesson
before exploring further into the content. Once the class is finished individually
students will come together and decide as a class 5-10 questions that they have about
the start of the American Revolution.

A-Assistance Phase
Students will use reciprocal teaching strategy in order to find their thoughts and their
understanding through notes written on the sides of their articles per paragraph. Students will
be introduced to the concept of the Boston Tea Party and the Tea Act from British Parliament. 
 Students will read the first part of the article and then summarize the beginning few
paragraphs in the article and then will predict what will happen in the next few sections
of the article. For each section there will be a repeat of predictions and summarizations.
 If there are questions or clarification that is needed, then there will be time to ask
questions and have a clarification on certain issues.
 After doing the first few paragraphs students will continue the model in the reciprocal
teaching through leading the next section themselves with students trying to answer
questions and if there is need for clarification the students are leading the clarification.

R-Reflection Phase
Students will use the Think-Pair-Share strategy through going through the second article from
the History channel website and through going over the Learned section of their KWL charts
and through the Class KWL chart. 
 Students will read through the second article and then think about the questions below:
o How did their leader react to the Tea Act of 1773?
o Which trade company smuggled tea into the country?
o In your own opinion did the British rule overreact to the Tea Party rebellion?
 Once students have answered the questions from the board, they will then figure out
any questions that they have from the article and write them down. Students will work
together in pairs to discuss what they have gained from the article and go over all the
questions they have together.
 Students will come together and discuss as a class what they have learned in order to
fill in the Learned section of the class KWL and to discuss as a class what they have
learned from the articles and the video by the end of the week.

Assessment with Rationale

(Include formative/summative assessments and explain why they were chosen and what learning will
be assessed.)

These strategies were chosen in order to give students a variety of ways to learn with their
peers and have more of student taught information versus just teacher directed. These
strategies assess what students know coming into the class for prior knowledge, help students
engage with the reading that they will receive in class while also answering questions through
the first article, and finally students will share what they know by answering questions and
discussing what they learned both individually and as a class. This allows the teacher to see a
progression of knowledge through answering their own questions, and through discussion on
what they have been able to gain knowledge about. 
Students will have a chance to reenact the Boston Tea Party from the Sons of Liberty and the
British response to those involved in the rebellion, and how they handled the colonies. This will
be a formative assessment based on the accuracy of the content that they present in the
reenactment, and it will give the class an interactive aspect for the kinesthetic learners a chance
to have a hands-on learning event. Along with that it will give students a new perspective of
what they are learning about in the sense of “experiencing it for themselves”. 

Differentiation 
To help meet the needs of all learners, learning differences, cultural and language differences, etc. 
PARTICULAR acronym

P-Place (setting)

 Students will also be able to go to the library or group together in order to research
more about the Boston Tea Party, the response of the British and the American
Revolution as it developed.
 Students will be allowed to move around and interact with each other during the
reenactment in order to get more information as they have researched about the Boston
Tea Party.

A-Amount (time/materials)

 Students will be given more time on the KWL chart in order to fill it out and for the time
it will take them to read the articles and if needed or preferred computer access to fill
out the KWL chart.
 Students will also be given more time to come up with questions and will have more
visuals open to them if needed to better help them understand the content. 
 Students will also be given the opportunity to use voice over or video equipment to
fulfill their part for the reenactment.

R-Rate (frequency)

 If the students know the content well then, they will continue on the path that is set in
the syllabus, and if the need an extra day it will be allowed in order to have the most
accurate information possible.
 If there is more instruction needed for the students to grasp the concept or speak with
each other through the think-pair-share activity, then they will be given more time.

T-Targets (objectives)

I-Instruction (strategies)

C-Curriculum (resources)

 Students will be given the opportunity to use highlighters or footnotes on the articles
that they read.
 Students will also have the availability to re-watch the videos or go back over the
articles that they have in class
U-Utensils (media/tools)

 Students can use a video for their part of the reenactment if they have trouble with
public speaking
 Students can also use technology such as writing out their assignment of the KWL
chart 
o Students will also not be required to come up with as many questions if needed
and will also have the opportunity to respond to one less question in the
assistance phase of learning.

L-Levels of difficulty (complexity)

 Students will receive more focused text versus fluff in the text, and level of reading
comprehension can be lowered in order for students to have a firmer grasp on text. 
 Students will also have one full article and half of the other article in order to meet the
needs of the student in the comprehension of reading.
 Students will have more access to videos if need to gain more comprehension.

A-Assistance (scaffolding)

 Students will be able to have a read aloud the articles for group discussion or for
classroom discussion
 Students will be put into pairs or small groups in order to go over the articles and in
order to go over the KWL charts.

R-Response (evidence)

 Students will be required to have a part in the reenactment and will have to fulfill the
KWL chart with less information put on it in order to meet the needs of the students. 

Classroom Management with Rationale

Explain how you meet student behavior needs to help keep students on task and actively engaged.
Explain your choice of grouping patterns you might have utilized at each part of the lesson as well
as how you transitioned the students to different locations. 

Behavior Management Strategies:

 I will meet the needs of my students by giving opportunities for a small break in the
lesson to refocus their mindset.
 Having healthy snacks available for students that need the opportunity for more
nourishment and to help them have a focus back on the content rather than on hunger.
 I will either have music as a noise background in order to fill the silence if that is needed
or keep the quiet for them as they read the articles. 
 If some students start to get loud there will be a non-verbal communication in order to
get their attention to refocus as warranted.
Grouping Patterns (space and transitions):
 Students will be in the classroom for the beginning of the lesson and as they prepare for
the reenactment.
 Students will be put in groups of 2-3 for Think-Pair-Share strategy and for Reciprocal
Teaching strategy.
 Students as a class will meet in the Library for reenactment for the start of class and
would work on their parts for reenactment and then "perform" their reenactment in the
Library if possible.
Revised 2019