T.C.

Williams|RAPCourse201516|Gregory|
LessonTitle:RAPUS/VASupportLesson:ShaysRebellion/CausesoftheConstitution
|10/20/15
MaterialsList:Slideshow,CopyofStudentHandoutCopiesofReadingComprehensionProgressMonitoring
PLANNINGTHELESSON:STUDENTOUTCOMEBASEDINSTRUCTIONALDESIGN
ESSENTIALQUESTIONS

EssentialQuestions:

Openended,interpretive
questionsreflectingonthe
bigideasoftheunit
designedtopromoteinquiry.

Typicallytheybegin
Why?How?orToWhat
Extent?

US/VAObjective:Thestudentwillbeableto
explaintheweaknessesandoutcomesofthe
governmentestablishedbytheArticlesof
Confederation.

RAPClassObjective:Thestudentwillmake
productiveuseofinstructionaltime,seeking
clarificationofconceptsand/ordirectionsinatimely
manner.

EVIDENCEOFSTUDENTLEARNING
PreAssessment:

Howwillstudentsshowthat
theyhavetherequired
backgroundknowledgeto
completethelesson?

Howwillpreviousstudent
learningdatabeusedto
differentiateinstruction?

RAPPreAssessment:

Attendance/DeskCheck

Teacherwillaskclarifyingquestionsaboutmaterial
coveredincontentclassconcerningtheendofthe
AmericanRevolutionandthebeginningofournation.

Differentiation/ModificationNotes:

Accommodationsforwaittimewillbehonored.

STUDENTOUTCOMES
StudentOutcomes(s):

Whatknowledge,skillsor
procedures,alignedwiththe
standarddostudentsneed
tomaster?

Whathigherlevelthinking
actionwillstudents
demonstrate?

WritteninSMARTform
(Specific,Measureable,
Attainable,Relevant,
Timebound)andmust
containthecriteria/metric
usedtodeterminemastery

SORAP:
Today,youwill

usestrategiestomakeproductiveuseof
instructionaltime,seekingclarificationof
conceptsand/ordirectionsinatimely
manner
uselearningstrategiestounderstandthe
causesleadinguptothewritingofthe
Constitution

FormativeAssessment:

Howwillstudentsprogress
towardsthemastery
objective(s)bemonitored
andassessed?

Howwillfeedbackbe
providedtostudentssothat
teacherandstudentsmay
adjustthelearning
process?

FormativeAssessmentRAP:

Studentswillselfevaluatetheirabilitytomake
productiveuseofinstructionaltime,abilitytoseek
clarificationofconceptsand/ordirectionsinatimely
manner

Teacherwilluseclassdiscussiontomonitorstudent
understandingoftheeventsleadinguptothewritingof
theConstitution.

SummativeAssessment:

Howwillstudentsmastery
oftheobjective(s)
describedinstageonebe
formallyassessed?

SummativeAssessment
Studentswillcompleteachecklistattheendofclass
evaluatingtheiruseofinstructionaltimeandasking
clarifyingquestionsduringclass

Studentswillhaveaunittesttoassessunderstandingof
eventsleadingtowritingtheConstitution..

T.C.Williams|RAPCourse201516|Gregory|
LessonTitle:RAPUS/VASupportLesson:ShaysRebellion/CausesoftheConstitution
|10/20/15

TEACHINGTHELESSON:FRAMINGTHELEARNING

Theteacherwillmodelmetacognitionand
promotedevelopmentofexecutive
functionby:

Thestudentswillpracticemetacognition
Differentiation/Modification
anddevelopcapacityforindependent
Notes
learningby:

PreparingtheLearning
Environment:

Howcantheteachermodeldesired
academicbehaviors,suchas
organizationandpreparationfor
class?

Howcantheteachermodel
effectivecollaboration?

Howcantheteacherstructurethe
classroomenvironmenttooptimize
studentoutcomes?

Providevisualandverbalremindersof
expectations

Prepareandcheckforthefollowingmaterials:

CopiesofLessonhandoutandSelfevaluation
checklist

Studentswill:

FramingtheLearning/Warm
Up/Activator:

Howwillthelearningbeconnected
totheEQ/bigideasoftheunit?

Howwillthestudentoutcomesbe
communicated?

Howwillteacher(s)usean
activatortoidentifystudents
knowledgeandmisconceptions?

TimeFrame:(10minutestoreview
objectives,givedirectionsfor
warmup,andallowstudentstoget
ingroups.

1520minutestocomplete
warmupandshare)

PrepareforDeskCheckwithoutfurther
prompting:

StudentChromebooks

KeeptheirChromebooksCLOSEDuntil
otherwisedirectedtogetcreditfortheDesk
Check

Lessonprojectedonscreen

Beinseatwhenbellrings.

ExplicitlyconnectingRAPlessonsto
postsecondarygoals:
TodayforourRAPclass
goalwewillbefocusingonmakingproductiveuse
ofinstructionaltimeandaskingclarifying
questions.Thesetwoobjectivesareimportant
whenyouareworkingtoachievepostsecondary
goalsbothingraduatingfromhighschoolandin
theworkplaceaftergraduation.

Thehistoryobjectivefortodayarepartofthe
standardsthatyouwillhaveonyourSOLexamat
theendoftheyear.

Modeling:
Teacherwillexplainthatstudentswill
beselfevaluatingtheRAPclassobjectivesatthe
endofclasstoday.Teacherwillalsopassout
copiesofstudenthandout,explaindirections,and
allowtimeforstudentstogetintogroups.

BehaviorManagementFocus:
Teacherwill
reviewexpectationsforDeskCheckandGroup
Workpriortoactivity.

Studentswillconsidermultiplepointsofviewon
asingletopic(theirpersonalityasastudent).

Steps:1)Basicreviewofthetransitionfrom
theendoftheRevolutionaryWartothewriting
oftheArticlesofConfederation.Explainthatthe
ArticlesofConfederationonlyallowedforthe
governmenttodospecificthings.Studentswill
completeawarmuptodiscusssomeofthe
problemswiththeArticlesofConfederation.Go
overexample.

2)Reviewexpectationsforgroupworkand
displaygroupsonSmartBoard.Givestudents
timetogetingroupsandgetstartedonactivity.

3)BehaviorManagementFocus:
Walk
aroundandprovidesupportandrefocusingfor
groupsduringactivity.

Provideavisualrepresentationofa
completedeskcheckforstudent
reference.

Considerbehaviorandacademic
challengeswhenmakinggroupsfor
warmup.

Providegraphicorganizerfor
warmupactivity.

Reviewbehaviorexpectationsfor
groupwork.

Readaloudwarmupdirectionsto
assiststudentswhohavedifficulty
reading.

BehaviorManagementFocus:
Teacherwilluseatimeronboard
tokeeptrackoftimeforeachpart
ofthelesson.

T.C.Williams|RAPCourse201516|Gregory|
LessonTitle:RAPUS/VASupportLesson:ShaysRebellion/CausesoftheConstitution
|10/20/15

TEACHINGTHELESSON:PROVIDINGEXPLICITINSTRUCTION

Theteacherwillmodelmetacognitionand
promotedevelopmentofexecutive
functionby:

Thestudentswillpracticemetacognition
Differentiation/Modification
anddevelopcapacityforindependent
Notes
learningby:

TeachingtheLesson:

Howwillteacher(s)explicitly
presentinformation,modeland
instructstudentstowardsmastery
ofthestudentoutcomes(s)?

Howwillworktowardsormastery
oftheobjective(s)be
demonstrated?

Howwillevidencebegatheredof
studentlearning?

Howwillcapacitiesforexecutive
functionandindependentlearning
bedeveloped?

Howwillmisconceptionsorgapsin
priorlearningbeaddressed?

Part1LessononShaysRebellionandevents
leadingtotheConstitution.(20min.)

BehaviorManagementFocus:Review
expectationsfortransitioningfromgroupwork
backtoawholegroupinstructiontime.

Teacherwilldirectstudentattentiontonoteson
Smartboardandwheretofillinnotesonhandout.
TeacherwillteachlessononShaysRebellionand
theeventsleadingtotheConstitution,using
Smartboardslides

Part2(20minutes)Reviewdirectionsfor
paragraphandselfevaluationchecklist.

Part1Listeningattentivelyandfillinginnotes
askingquestionstoclarifyunderstanding
volunteeringtoofferexamples/nonexamples.

BehaviorManagementFocus:Review
expectationsforindependentwork.Walk
aroundandprovideextrasupport/refocusing
forstudentsduringindividualwork.

Part2:Studentswillwriteaparagraphtoapply
whattheyhavelearnedfromthelesson.
Studentswillcompletechecklisttoselfevaluate
useofinstructionaltimeandaskingclarifying
questions.

Studentsprovidedinstructionthrough
visualandauditorymodalities.

Accommodationsforwaittimewillbe
honored.

Graphicorganizerprovidedfor
notetaking.

SelfEvaluationChecklistforRAP
objectivescanprovideimmediate
feedbackforstudents.

Summarizing/Anchoringthe
Learning:

Howwillthelearningbeconnected
totheEssentialQuestionsand
StudentOutcomes?

KahootGameChoralReview:(15
min.)

ExplicitlyconnectingthelessontotheEQs,
SOs,andPostSecondaryOutcomes:
OurRAP
objectivefortodayprovidedpracticeforskillsyou
willneedasyougraduatefromhighschooland
pursueyourpostsecondarygoals.Thehistory
objectivefortodayisdirectlyrelatedtoyourSOL
examthatyouwillhaveattheendoftheyear.

Studentswillbegiventimeattheendofclassto
reviewimportantfacts/ideasfromthelesson.

Studentswillparticipateinaclassreviewof
facts/ideasfromthelesson.

Studentwhoweretardyor
unpreparedforclasswillreceivea
RAPReTeachingslipandreportat
3:25forreteachingofexpectationsfor
academicbehaviorsandadditional
independentcorecontentpractice.