Professional Documents
Culture Documents
Part 1 C.5.10 Writing literary and informational texts to present, describe, and explain ideas and
information, using appropriate technology
• Preview the lesson: Read “Set the Scene” with the class and
make a three-column chart on the board labeled political,
religious, and economic. Brainstorm with the class some
freedoms the colonists may have enjoyed that fit under each
column. Once a list of freedoms is displayed on the board,
explain to the students that we are going to find out how the
colonists felt and what happened when many of those
freedoms were taken away by the Parliament of Britain.
*For students who need moderate support, provide them with a
list of different examples of freedom*
*For students who need light support, provide them with an
audio recording of the “Set the Scene” text*
• Preview the vocabulary: Display definitions of the key
vocabulary terms that will be in this lesson and pictures that go
along with them. As a class, have students come up with
examples for each vocabulary term.
*For ELs who need moderate support, provide vocabulary lists
containing domain-specific and general academic words in
their native language in order for them to connect the
vocabulary to a word in their native language. *
*For ELs who need light support, provide them with
vocabulary lists containing domain-specific words and their
definitions*
Instruction and Modeling
• Introduce objectives/learning goals: First, the lesson will start
out by displaying the objectives of the lesson on the board. To
have students understand the objective, I will ask them, what
are we going to be learning about today and what are we going
to do in this lesson.
*For students who need moderate and light support, explain
the lesson objectives/learning goals to them in simplified
language have students who need moderate support rehearse
the objective*
• Describe cause and effect: Writers include causes and effects
to help the reader see the connections between events. A cause
is what makes something happen and an effect is what
happens. Writers often use words and phrases to signal causes
and effects, such as because and as a result. While we are
watching the video and reading the text, pay attention and
event circle phrases that signal causes and effects.
• Read through the text in their history books about the causes
of the American Revolution. Have students circle key cause
and effect phrases in their text as they read. After a paragraph
or two, stop each time to ask if any of the students have found
a major cause of American Revolution.
*For students who need moderate support, provide them with
the social studies text in their native language*
*For students who need light support, provide them with an
audio text*
• When students have identified a cause, it will be added to the
American Revolution timeline of events on the board for the
students to see and the students will fill it in their cause and
effect flow chart.
• After completing the reading of the text as a class and
identifying all of the different causes of the American
Revolution, the students will watch a video on Brainpop to
summarize what they have learned and take the corresponding
quiz.
*For students who need moderate support, provide them the
option to watch the video and take the quiz in their native
language*
• The teacher can immediately see the scores of the quiz as each
student is finished. Depending on the scores of the class, the
teacher will know whether to provide more support with this
specific concept and whether or not students are understanding
the main idea of the causes of the American Revolution and
identifying the cause and effects.
Guided Practice
• Students will be put into 6 groups, each receiving a cause of
the American Revolution.
• Proclamation of 1773
• Sugar Act Passing
• Stamp Act
• The Townsend Duties
• The Tea Act
• Intolerable Acts
• In these groups, students will work together to read about their
cause. When reading their cause, students will try to find what
happened before to bring about their cause and what happened
after it.
*Mix these groups by putting different level students with
each other. Each group should have at least one advanced
student and one beginner. By mixing groups, students will be
able to rely on each other.*
*For ELs who need moderate support, adapted texts will be
provided for each cause*
• After about (10-15 minutes), each group will have an
opportunity to share to the class what they learned about their
cause.
• While each group is discussing their cause, students will be
writing down key details of the different causes.
*For ELs who need moderate support, provide them with a
completed note page full of notes about each cause*
*For ELs who need light support, provide them with a chart to
guide them in their note-taking*
Independent Practice
• Explain to the class that each student will be writing an
informative summary about the different causes of the
American Revolution. They must determine the main idea and
support it with key details and a concluding statement.
Students are allowed to use their notes and cause and effect
flow chart to write the summary.
*For students who need moderate support, they will be
provided with sentence and paragraph frames, as well as a list
of vocabulary from the lesson to help them write their
paragraphs*
*For students who need light support, they will be provided
with a list of vocabulary words from the lesson they can
include in their summary*
• Summaries must be at least six sentences long and must
include a main idea, three supporting details, and one
concluding statement.
*Provide ELs with a checklist to ensure they have included
each component into their paragraph*
• While students are writing, the teacher will go around to
provide help to students who may need specific instruction on
how to formulate their paragraph.
Closure
• Once students have finished writing their summaries, students
will be asked to volunteer to share what they came up with.
*For ELs who need moderate support, give them the
opportunity to share their summary with you before sharing to
the class*
*For ELs who need light support, give them the opportunity to
share with another classmate before sharing to the class*
• Explain to students that the American Revolution resulted
from a series of events and causes. Ask students to discuss as a
class which events they thought were most significant and
why.
*For ELs who need moderate support, provide them with the
list of events of the American Revolution that they can refer
to, as well as sentence frames*
*For ELs who need light support, provide them with a list of
vocabulary terms related to the lesson that they can use when
discussing their thoughts to the class*
Evaluation and Assessment
• Once the lesson has concluded, students will write their name
and any lingering questions they have about the lesson on a
piece of paper and turn it into the box. The teacher will read
these lingering questions and address them in the next lesson
or individually. This helps students reflect on how they felt
about the lesson and self-assess how well they:
-determined the main ideas and supporting details in a text
-identified the causes of the American Revolution
-wrote an informative/explanatory summary about the causes
of the American Revolution, containing details and a
concluding statement
-condensed ideas from a text in order to create a summary
about the text.
-applied their understanding of text structure in order to write
their ideas in an informative text.
-wrote a summary of a text from notes on a graphic organizer.
-explained text relationships such as cause and effect after
reading a text and viewing multimedia.