Monday Oct 22 Daily Lesson Plan (upstairs) Standards:

Ohio 8th Grade History 1. Identify and explain the sources of conflict which led to the American Revolution, with emphasis on the perspectives of the Patriots, Loyalists, neutral colonists and the British concerning: 1. The Proclamation of 1763, the Stamp Act, the Townshend Acts, the Tea Act and the Intolerable Acts; 2. The Boston Tea Party, the boycotts, the Sons of Liberty and petitions and appeals to Parliament.

Objectives:
1. Review all objectives that led up to the American Revolution (Proclamation Act to end at Coercive acts) 2. Organize the events in order of the time they happened and construct a very clear cause and effect for all of the acts and the colonists reactions to each. 3. Essential Question #1: How did the colonists react to EACH British act from parliament concerning the governing of the colonies? 4. Essential Question #2: Why did the colonists feel they had the right to rebel against British authority/rule themselves?

Materials:
1. Review sheet/handout from textbook 2. Acts Chart

Procedures:
1. Students will work at their own pace to finish both the Acts chart and more specified review sheet before the end of class 2. Students that finish quickly will make up quiz questions that could potentially be on the quiz

Differentiation:
1. Students will be allowed to work in partners to help them communicate their

Evaluation:
-Both the review sheet and Acts chart will be collected directly before the quiz (so they can take home and help them study) on Tuesday for a grade (5 hw points each) - The quiz on Tuesday will show how well they learned and reviewed the material - I will constantly be circulating and asking extending questions and expanding their knowledge of the acts etc. I will also stress the timeline, cause and effect of each act and American reaction! These informal questions will help me to see how well the students are progressing

Reflection:
Provide students with answer sheet to the review sheets at the end of class so they can take home and compare what they got to what I want. Also helps them study. Come around before giving answer sheet to see how much of the review they have done and give them points.

Tuesday Oct 23 Daily Lesson Plan (upstairs) Standards:

Ohio 8th Grade History 2. Identify and explain the sources of conflict which led to the American Revolution, with emphasis on the perspectives of the Patriots, Loyalists, neutral colonists and the British concerning: 1. The Proclamation of 1763, the Stamp Act, the Townshend Acts, the Tea Act and the Intolerable Acts; 2. The Boston Tea Party, the boycotts, the Sons of Liberty and petitions and appeals to Parliament.

Objectives:
1. Review all objectives that led up to the American Revolution (Proclamation Act to end at Coercive acts) 2. Organize the events in order of the time they happened and construct a very clear cause and effect for all of the acts and the colonists reactions to each. 3. Take unit QUIZ 4. Essential Question #1: How did the colonists react to EACH British act from parliament concerning the governing of the colonies? 5. Essential Question #2: Why did the colonists feel they had the right to rebel against British authority/rule themselves?

Materials:
1. Review sheet/handout from textbook 2. Acts Chart 3. Quiz

Procedures:
1. Students will come into class and I will collect their British Acts charts they have been studying from as well as their review sheet. This will be their ticket into class basically. 2. We will then take our unit quiz over the lead up to the American Revolution. This quiz should take the majority of the period at approx 25-30 minutes. 3. Students then read the 6 person packet on loyalists/patriots that we will use for the remainder of the week in setting up for the panel/debate on Thursday

Differentiation:
1. Students who get done with the quiz quickly will be encouraged to brainstorm more/more complex ideas on how history relates to today 2. Students who struggle with test anxiety/stress will have the tests read to them

3. Some students that are bad test takers will have extended time.

Evaluation:
-Both the review sheet and Acts chart will be collected directly before the quiz for a grade (5 hw points each) - The quiz will be a formative assessment - The reflection paper will be used to assess (wo a grade) how they can relate history to their own lives and make what we are learning more relevant and hopefully inspire them to get involved in society

Reflection:
There was no need for the students to review the sheets before hand. Literally collect the review and start the quiz. It took most students 35-45 minutes to complete the quiz. Have the students reading the people afterward kept them engaged and quiet -> good idea

Wednesday Oct 24 and Thursday Oct 25 Daily Lesson Plan Standards:

Ohio 8th Grade History 3. Identify and explain the sources of conflict which led to the American Revolution, with emphasis on the perspectives of the Patriots, Loyalists, neutral colonists and the British

Objectives:
1. 2. 3. 4. Explore why the First Continental Congress was created and what the results were Identify the personal backgrounds of 6 prominent loyalists and patriots Discuss the arguments Understand how the skirmish at Lexington and Concord was the Shot Heard Around the World Panel debates handout Brief biographies of each of the 6 loyalist/patriot Guided Reading Notes of debate White paper for nametags Scissors, glue/tape/staples,

Materials:
1. 2. 3. 4. 5.

Procedures:
1. Bell Ringer: What percentage of the colonists in 1775 were advocates of independence (patriots), how many were loyalists to Britain and how many didnt care or were neutral? Explain why you think that is the percentage for each. Furthermore, name a famous person for each category. 2. Answer the question of what percentage each category had. Compare what people thought to what the real percentage was. Were they different? Why? 3. Define loyalist/torie and patriot and have brief discussion 4. Have student identify what each of the packet peoples allegiances were. Why? 5. Place students into mixed ability groups of 4-5 6. Pass out panel debates handout and assign roles to each member of each group

7. 8.

9. 10. 11. 12. 13.

Designer/overseer- creates name tag and help investigator in researching other panel people - The point of these roles is to have order and make it so the group accurately and dramatically represent their character Have the students prepare for panel/debate by following guided reading notes and reading about each other patriot/loyalist After the students have been given 40-45 minutes to prepare, arrange the chairs so that it is in a press conference type line up with the actor and PR person at the front facing the investigators and overseers Have each panelist give 30 second intro Ask each panelist how they feel about colonial independence (meanwhile the investigators and overseerers are writing these observations down) Then let the debate go and allow panelists to respond to each other (allowing the PR person to help on questions/arguments) Wrap up the debate/panel by giving each person a closing statement about themselves and their opinion of colonial independence Pass out short quiz about who would agree with what statements

a. b. c. d.

Public Relations Office-helps actor answer question in panel Actor-person who will represent loyalist/patriot view point and talk in panel Investigator-news reporter who will ask panelists questions during debate

Differentiation:
1. Students will work in differentiated groups to help them communicate their ideas and to allow high achieving students to help others

Evaluation:
Students will complete a small worksheet for homework directing them to use their knowledge gained from the panel. The worksheet has some multiple choice questions and a matching section all about the peoples personalities.

Wednesday Nov 14 Daily Lesson Plan Standards:

Ohio 8th Grade History 4. Identify and explain the sources of conflict which led to the American Revolution, with emphasis on the perspectives of the Patriots, Loyalists, neutral colonists and the British

Objectives:
1. Explore why the First Continental Congress was created and what the results were 2. Explore why the Second Continental Congress was created and what the results were 3. Discuss the Declaration of Independence and how has 3 main parts that were inspired by the enlightenment and natural laws 4. Understand how the skirmish at Lexington and Concord was the Shot Heard Around the World 5. Show how the American Revolutionary War changed the sovereignty of America

Materials:
1. Review sheet

Procedures:
1. Bell Ringer: 2. Hand out review sheet and tell students they can work on it at their own pace. They can

also work quietly in groups

Differentiation:
2. Students will work in differentiated groups to help them communicate their ideas and to allow high achieving students to help others

Evaluation:

The review sheet is a great assessment tool to see if they have understood the information. Walking around and talking to students about what they are having issues with is an informative assessment. The quiz on Friday will be a formative assessment on their knowledge