ESSENTIAL

LEARNING

OUTCOMES

What will the students know or be able to do at the end of the lesson?

ASSESSMENT

How will the students demonstrate that they have accomplished the desired outcome?

STRATEGIES

In what activities will the students be engaged to accomplish the desired outcome?

3 HOTS QUESTIONS

e.g. one should be on knowledge, one on application, and one on synthesis or evaluation.

Mon

Page 

  Students engage in several

interactive whiteboard activities

that focus on understanding

 vocabulary on American

Revolution.

Students use context clues to determine meaning of content vocabulary and distinguish between noun and verb.

Students answer comprehension on topic.

Students proofread for use of commas and

capital letters.

1 Can you distinguish between cause & effect?

2. Can you distinguish between the points of view of a patriot and a loyalist?

3. Can you contrast Revere’s engraving with the actual events of the Boston Massacre?

Tues

Page 

Students explain terms associated with the Boston Tea Party and apply them by retelling the account.

Students use context clues to determine meaning of the content vocabulary.

Students list related words in their journal.

Students watch video on the Boston Tea Party and offer their impressions.

1. Why did the Patriots dress as Indians?

2. Were they disguising themselves or making a point?

3.What point were they trying to make?

Wed

Page

Students conduct interviews based on three research questions on a person from the American Revolution. 

Students work with a partner to develop dialog of questions and answers  on a person of the American

Revolution.

Students listen and evaluate the exchange

of information.

1. Was the response given  appropriate

and adequate?

2. Do the questions allow for a thoughtful

response?

Thurs

Page

Students compose a biographical sketch based on

an interview.

Students create a composition of three paragraphs based on the interview questions.

Students include an introduction and conclusion.

Students check if information is relevant

and factual.

1.Does the introduction grab attention? the reader’s

2.Are all the details relevant to the topic?

3.Is all the information given correct and based on facts?

Fri

Page

  NO      SCHOOL

Bloom’s Taxonomy

 (HOTS Questions)

-Knowledge

-Comprehension

-Application

-Analysis

-Synthesis

-Evaluation

School Grade Weighting Scale:

Tests and Quizzes (50%):

Classwork/ Participation (20%):

Homework (15%):

Projects/ Portfolios (15%):

Multiple Intelligences/ Differentiated Instruction:

Use of Technology:

   ____ Smartboard

   ____ Student Response System