Template designed by Sturm (2018)
edTPA-Style Technology & Literacy Lesson Plan (Modified for EDU 276)
Name(s): Kyle Egan, Noah Gittleman
Lesson Title: Boston Tea Party
Age or Grade Level: 7th grade
min
Central Focus [Central Focus: This is the main focus of your lesson, it should be a broad
literacy topic, such as Comprehension, Vocabulary, or Researching Information]
Essential Strategy
Prior Academic
Knowledge
What knowledge, skills, and
concepts must students already
know to be successful with this
lesson?
Common Core State
Standards or New York
State Standards
Include # and text
http://www.corestandards.org/
Learning Objectives
Date: 10/1
Subject: Social Studies
Number of Students: 30 Length of Lesson: 40
Students will gain an understanding of the events leading up to and during
The Boston Tea Party through a short reading on the topic. The students will
demonstrate their comprehension of the material through a Kahoot.
[Essential Strategy: This is the strategy that you plan to teach your students to
use. For the edTPA in Elementary Education, every lesson should have an
essential strategy that you teach the students to do. This is NOT your teaching
strategy--this is the strategy the students will use. For example, graphic
organizers is a teaching tool, not a strategy; however, planning writing is a
strategy that writers use before they begin writing--planning could be an
essential strategy that is taught with a graphic organizer.]
The essential strategy for this lesson is reading comprehension. Students will
read a short article on the Boston Tea Party and underline key points throughout
the text, and they will demonstrate their understanding of the topic through their
answers to the questions in the Kahoot.
The student must be able to read the article at the grade appropriate level
(7)
Students will need know how to analytically examine a text in order to pick
out the most important details.
The student will need to be familiar with the with the assessment tool
Kahoot
The student must be familiar with the historical context of the British
colonization of what is now the United States
Reading Standards for Literacy in History/ Social Studies 6-12
Grades 6-8 students:
-Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/ social studies.
-Describe how a text presents information.
Students will be able to:
-Understand the causes for the actions taken by the colonists and what took
place leading up to and during the Boston Tea Party based on the provided
reading.
-Students will be able to correctly respond to multiple choice Kahoot! questions.
1

Instructional Materials
What do you need in order to
teach this lesson? Be sure to
provide citations to anything that
you did not create.
Assessments
Describe how you plan to monitor
student learning (formally and/or
informally)
Technology
Describe how technology is used
on both teaching and learning.
Introduction to Lesson
Write short descriptions
here
[Example:
Introduction to Key
Vocabulary Words]
Instructional Activity
Template designed by Sturm (2018)
- Learn the reinforced information through the google slides presentation.
-Paper print-out of assigned reading passage.
-Pen/pencil to mark up paper (under-line, make side notes, etc.)
-The student will need have an internet capable device to allow them to
participate in the kahoot questions.
The Kahoot! This will take place after the students have read the article and
before the slides are presented to them.
-Ipad
-Kahoot! questions will be answered by the students following the assigned
reading via the internet. This gives us, the teachers, the opportunity to get
quick feedback as it relates to what they do and do not understand about the
reading. This allows us to adjust our lesson and focus on the information
that isn’t as well understood by the class as a whole rather than focusing on
already understood information.
-Google slides will be used to present important information and key
aspects of the passage.
Describe how you will introduce the lesson. What will you do to activate prior
knowledge and/or to assess background information? Be explicit and clear.
The lesson will start by asking the class what they know about the Boston Tea
Party, this will gage the prior knowledge and get the ball rolling for the rest of the
lesson.
You may use bullets or numbers to make your lessons step-by-step. Avoid
paragraphs.
-Taxation
-Taxation without representation
-colony
-colonial power
-parliament
-Sons of Liberty
-Imports
Description of What Teacher and Students Do:
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Write short descriptions Describe how you plan to explicitly teach the skill or strategy of your lesson
here objectives. Write instructional strategies that are detailed enough that a substitute
teacher could walk in and teach from your plan if need be. Be very specific;
instead of “Go over examples of words to describe winter,” write, “Go over the
following words to describe winter, writing each one on the whiteboard: ​cold, icy,
freezing, white, quiet​.”

The skill that we are working on is reading comprehension, in order for this goal
to be accomplished the teacher will instruct the class to underline the key points
that the come across in the reading. Key words such as taxation, Representation,
and colony. After the reading activity is complete, a google slides presentation
will recap important parts of the reading.

Extension/Closure Activity
Description of What Teacher and Students Do:
Write short descriptions What will you have students do in order to practice the skill that you taught them in
here the instructional activity above? Describe in detail how you will instruct them and
exactly what they will be doing during this work time. How will you assist students
who need more support? This activity should have students showing directly how
they have met your learning objectives. You may describe how you plan to
assess.

The students will not be practicing the skills that they mastered in the earlier part
of the lesson, instead we will be focusing on their weaknesses in the lesson
discovered through the results of the Kahoot. We will have a premade slideshow
with information on all the key parts of the lesson, and we will pick out the slides
with information the class seemed to struggle with and focus on that material. This
should fill in any knowledge gaps from earlier in the lesson.

[Insert > Page Break Start your Appendix on a new page]

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Appendix

Boston Tea Party Reading

Kahoot! Assessment

Slides

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EDU 276 Lesson Plan Commentary

Group Member Names: Kyle Egan, Noah Gittleman

EDU 276
Instructor: Karpie
Due date: 10/1/18

Central Focus
Describe the central focus and main purpose for the literacy content you will teach in the lesson.

The central focus of the literacy content that is taught in the lesson is the Boston Tea Party. The
lesson focuses on specific aspects and definitions that help the students understand events
surrounding the historical event known as the Boston Tea Party. A short text of about a page and a
half will be read by the students which should effectively get across all important details to the
students. This lesson is very important in providing the students with an understanding of details that
were causes for the colonies to transition from a colony under the control of the British to a
sovereign, independent nation and world power.

Essential Strategy
Essential strategies are strategies that can help students to learn to read and write effectively. Some
examples include: close reading, visualization, questioning the author, comparing & contrasting, the
stages of writing (planning, drafting, revising, editing, publishing), making predictions, summarizing,
sequencing, and word study.
a. The essential strategy being used is close reading. The reason for the implementation
of this strategy is for students to gain the specific and important details. When the
students read this in such depth, they will be able to recall important terms such as
Townshend Act, Tea Act, East India Trading Company, Parliament, and the Sons of
Liberty. Additionally this strategy will allow the students to recall the important dates in
which these events occurred.
b. This strategy will act as practice for the students in subject/content specific terms. The
majority of the terms focused on in the lesson are tier 2 to tier 3 terms, many of the
terms in the reading are easily understood through the explanations that follow the
use of the words. These reading strategies aid in the general comprehension of
Social Studies terms and will lay the groundwork for future lessons in seventh grade
and beyond. The understanding gained from this lesson will carry through the
following grades because colonial powers are a recurring theme.

Instructional Methods
Instructional methods are ways of teaching content, not to be confused with essential strategies.
Some examples include: think alouds, modeling, read alouds, direct instruction, shared writing,
guided reading, think-pair-share, class discussion, cooperative learning (like jigsaw), reciprocal
teaching, or simulations.
a. Describe the instructional methods you planned in your lesson.
The lesson begins with independent reading in which the students will critically
examine a short two page text which will be printed and given to the students. The
students will be directed encouraged to take physical notes and mark up their
reading, the reason for this is to have the students identify important details in the text
on their own. This will be extra practice for students to pick apart readings for the key

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points. To assist in this task, certain words in the text have been bolded. These
bolded words include important details such as key figures, groups, places, and
dates. Next in the lesson, the students will engage in an assessment activity that they
very much enjoy, Kahoot! In addition to the students enjoying this activity, the Kahoot
also gives the teacher data on which portions of the lesson were successful and
which parts need to be reinforced. Lastly, the students will view a slides presentation
to reinforce the topics the students struggled with in the Kahoot assessment. There is
a full length presentation on the key details of the Boston Tea Party, but more time
will be devoted to the areas the students need the most help on.
b. Describe the instructional materials you plan to use in teaching. This can be
handouts, slides, web resources, books, videos, or any other materials needed.
The specific materials used by the students in this lesson include the Reading which
will be handed out to them, there notebooks to take down notes in addition to what
they marked on their paper, their computers to participate in the Kahoot assessment,
and then finally Google slides and their notebooks once again to take down notes
from the slides.

Technology Incorporation
Describe how you have incorporated technology into your lesson. How will students interact with
technology? How will the teacher utilize technology in instruction? Justify how your technology
choices enhance the lesson design.

In our lesson we incorporated technology in both our assessment and our recap of material. For the
Assessment we choose to use Kahoot because it gave us as teachers the ability to view the our
students comprehension of the material in real time. As each question was asked we are able to
view how many of our students get the questions write or wrong. This then led us to our next
incorporation of technology, we created a google slides presentation on all the key parts from the
Boston Tea Party reading. We created this presentation with the intention of only showing parts of
this based on what the kahoot told us the students had the most difficulty with. This would allow the
teacher to modify their lesson from one class to another based on the needs of the students. This
should effectively fill in all knowledge gaps from the earlier portion of the class.

Supporting Student Learning

Describe and justify why your planned instruction is appropriate for all learners. Describe how you
plan to help students who need more support.

This instruction is appropriate for all learners because it allows multiple lines of learning if information
is not understood in the initial attempt. It is also very important for students to be able to read at the
appropriate reading level, so we as teachers will not move on until we see that every student has
had the opportunity to completely read the entirety of the article. If students are struggling with
certain terms and their usages in the reading, perhaps because english is not their first language,
they will be encouraged to raise their hands and ask questions as they arise while reading the text. If
the student does not understand the information after reading the passage, that information will be
reinforced during the lesson given in google slides. This allows their to be multiple ways to learn the
information through teacher clarification. If a student needs more support, we can provide them with
a more specific text for each aspect presented in the original passage. This allows the student to get

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more details, which can give them a better idea of what that aspect is really about and its
significance.

Assessment
Describe your planned assessment. Explain how your assessment will provide evidence that
students can use the strategy you taught.

The assessment for this lesson is a formal assessment through Kahoot, and we have decided to
place this in the middle of our lesson to allow us to reteach the portions of the lesson through our
google slides to fill in the knowledge gaps. As each of our nine questions comes up on the screen
we will take note of the number of students who get each question correct or incorrect. This will allow
us as teachers to see which portions of the reading were least clear so that we can adjust the text for
future use of the material. In the Kahoot we also choose to have only three choices for answers to
the question to avoid nonsensical distractor answers. Three choices in multiple choice questions has
been proven to be the ideal number of options to not overwhelm the reader and allow them to read
through the entire question without falling of task. We also decided to make our questions short in
length so that they would be more easily understood and allow students to move past the question
onto the answers. The way that we structured our Kahoot questions and answers allows us as
teachers to tell the level at which the students were able to comprehend the reading. This is because
we asked questions that zoned in on specific details from the reading such as the date that the
Boston Tea Party occured and the name of the British trading company that transported the tea.

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References
http://www.softschools.com/language_arts/reading_comprehension/social_studies/220/boston_tea_p
arty/