Katy Schooler

SDAIE/ELD Lesson Plan 5th Grade

5 ELs, 2 expanding, and 3 bridging*
Topic: Causes of the Content Area: Social
Date: 10/12/17
American Revolution Studies
Social Studies Standard: 5.5.1 Understand how political, religious, and
economic ideas and interests brought about the Revolution
Language Arts Standard/s
RI5.2 Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text
W5.2 Write informative/explanatory texts to examine a topic and convey ideas
and information clearly
b. Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
e. Provide a concluding statement or section related to the information or
explanation presented.
ELD Standard/s
Part 1 B.5.6 Reading closely literary and informational texts and viewing multimedia to determine how
meaning is conveyed explicitly and implicitly through language

Expanding: Reading/Viewing closely Bridging: Reading/Viewing closely

a. Explain ideas, phenomena, processes, and
text relationships (e.g., compare/ contrast,
cause/effect, problem/solution) based on
close reading of a variety of grade-level texts
and viewing of multimedia, with moderate
support.
b. Use knowledge of morphology (e.g.,
affixes, roots, and base words), linguistic
context, and reference materials to determine
a. Explain ideas, phenomena, processes, and
text relationships (e.g., compare/ contrast,
cause/effect, problem/solution) based on close
reading of a variety of grade-level texts and
viewing of multimedia, with light support.
b. Use knowledge of morphology (e.g., affixes,
roots, and base words), linguistic context, and
reference materials to determine the meaning of
unknown words on familiar and new topics.
 the meaning of unknown words on familiar
and new topics.
Part 1 C.5.10 Writing literary and informational texts to present, describe, and explain ideas and
information, using appropriate technology
Expanding: Writing
a. Write longer literary and informational
texts (e.g., an informative report on different
kinds of camels) collaboratively (e.g., joint
construction of texts with an adult or with
peers) and with increasing independence by
using appropriate text organization.
b. Write increasingly concise summaries of
texts and experiences using complete
sentences and key words (e.g., from notes or
graphic organizers).
Part 2 A.5.1 Understanding text structure
Expanding: Understanding Text Structure
Apply growing understanding of how
different text types are organized to express
ideas (e.g., how a narrative is organized
sequentially with predictable stages versus
how opinions/arguments are structured
logically around reasons and evidence) to
comprehending texts and writing texts with
increasing cohesion.
Part 2 C.5.7 Condensing ideas
Expanding: Condensing Ideas
Condense clauses in an increasing variety of
ways (e.g., through a growing number of
types of embedded clauses and other
condensing as in, The book is mine. The
book is about science. The book is on the
desk. -> The science book that’s on the desk
Bridging: Writing
a. Write longer and more detailed literary and
informational texts (e.g., an explanation of how
camels survive without water for a long time)
collaboratively (e.g., joint construction of texts
with an adult or with peers) and independently
by using appropriate text organization and
growing understanding of register.
b. Write clear and coherent summaries of texts
and experiences using complete and concise
sentences and key words (e.g., from notes or
graphic organizers).
Bridging: Understanding Text Structure
Apply increasing understanding of how
different text types are organized to express
ideas (e.g., how a historical account is
organized chronologically versus how
opinions/arguments are structured logically
around reasons and evidence) to
comprehending texts and writing cohesive
texts.
Bridging: Condensing Ideas
Condense clauses in a variety of ways (e.g.,
through various types of embedded clauses and
some nominalizations as in, They were a very
strong army. They had a lot of enemies. They
crushed their enemies because they were
strong. -> Their strength helped them crush
their numerous enemies) to create precise and
detailed sentences.
 is mine) to create precise and detailed
sentences.

Content Objectives: Language Objectives:

• SWBAT determine the main
ideas and supporting details
in a text.
• SWBAT identify the causes
of the American Revolution
• SWBAT write an
informative/explanatory
summary about the causes of
the American Revolution,
containing details and a
concluding statement
• SWBAT condense ideas from a text
in order to create a summary about the
text.
• SWBAT apply their understanding of
text structure in order to write their
ideas in an informative text.
• SWBAT write a summary of a text
from notes on a graphic organizer.
• SWBAT explain text relationships
such as cause and effect after reading
a text and viewing multimedia.

Key Vocabulary: Materials (including supplementary and adapted):

• Parliament -Causes of the American revolution on Brainpop

• Revolution website (video and quiz available in Spanish if
• Petition needed)
• Tariff
https://www.brainpop.com/socialstudies/ushistory/causesoftheameri
• Repeal
canrevolution/
• Protest
• Boycott -Cause and effect flow chart (completed chart for
• Debts ELs)
• Colonists
• Debates -chart for note-taking about causes for (bridging EL)
• Independence
-vocabulary list (also is native language for ELs)
• Act
• Tax -classroom whiteboard and markers
• Cause
• Effect -Print outs for each cause of the Revolution along with
the adapted text for each
 -social studies textbook and corresponding Audio of
text
-sentence and paragraph frames
-dictionary
-index cards
-list of American Revolution causes and notes about
them
-summary checklist
-freedom examples list
-“Set the Scene text” as well as audio recording of it

Higher Order Questions:

What were the main causes of the American Revolution and how does each
cause relate to each other?
Why is knowing the cause of an event important for history?
Activities
(Step-by-Step Procedures for Lesson)
Build Background
Time:
• Activate Prior Knowledge: Encourage students to talk about
(50 min.) their feelings when adults make decisions for them without
their input such as bedtimes, vacations, what to eat for dinner,
etc. After students have been given opportunities to discuss
their feelings towards rules, provide them with the knowledge
that as they mature, they will help make those decisions, such
as being able to vote when they turn 18.
 *For students who need moderate support, provide them with
index cards where they can write their thoughts down and read
them aloud to the class*

• 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.

• Students’ essays will be evaluated with a rubric on whether the

student wrote at least 6 sentences, identified the main idea of
the topic, identified at least one cause of the American
Revolution, supported the main idea with key details, and
wrote a concluding sentence.
• If there is a pattern in difficulties students are having, the
teacher will provide support to the whole class to help clear
any confusion up. If there is a pattern of difficulties in a few
students, the teacher will pull this small group of students for
extra help during a later lesson. If only one or two students are
struggling, those students will be addressed individually.