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STRUCTURED DISCOVERY INSTRUCTION (INDIRECT INSTRUCTION)

LESSON PLAN GUIDE AND TEMPLATE


(Use the bulleted information provided to write your lesson plan. Replace the bulleted text in each section below with
your text. Your text should be written in complete sentences, so be sure the bullets are deleted also. Numbers in
parentheses show the point value for each section of the lesson. Please do not change/delete any of the information in
the left-hand column. You may delete these instructions on each lesson plan.)
Name: Addison Sykes
Lesson #:
Grade Level/Subject:

Lesson Title: Articles of Confederation/ Shays Rebellion


Topic: Social Studies

NCES/CCSS Standard and


Objective (1)

5.C&G.1.3 Analyze historical documents that shaped the foundation of the


United States government.

Revised Blooms level of


thinking/type of knowledge (1)
Behavioral Objective (2)

Objective Rationale (1)

Prerequisite Knowledge and


Skills (1)
Key Terms and Vocabulary
(1)

Engage (prepares
students for the lesson) (2)

We will discuss the Articles of Confederation as well as Shays Rebellion


and how each led to the creation of the Constitution of the United States.
Give the level of thinking for the primary objective and the kind of
knowledge according to the Revised Blooms Taxonomy.
Students will work in partners quietly while exploring the pros and cons of
the articles of confederation. They will be analyzed on if they find pros
and cons correctly.
The students need to know this information so they know how their own
country was shaped. They need to know the history behind the
Constitution and how the Articles of Confederation and Shays Rebellion
had a hand in this.
Students should know what the Constitution is and why it is important.
Articles of Confederation
Ratify/Ratification
Daniel Shay
Shays Rebellion
Content and Strategies

Ask the students what they know about this history


of the United States.
Ask students to tell you about the Constitution.
Have them explain WHY it is important to the
United States.

Instructional Strategies
Question the students.
Inform them with what
we will learn.

Tell them we are going to learn about the Articles


of Confederation and why they are important.

Explore (Students get the


content in this section of
the lesson in a studentcentered manner.) (3)

We will go over the purpose of the Articles and we


will discuss Shays Rebellion using Anchor Charts.
Students will take quick notes.
Students will watch a short film about the Articles
of Confederation.
https://www.youtube.com/watch?
v=KsasRqBW0_A
They will then think to themselves if the Articles
were good or bad for our nation.

2013

Video instruction.
Questioning.

The students will then get into partners and look


up pros and cons of the Articles of Confederation.
The students will then come together as a class and
talk about the pros and cons they have found. We
will make a list as a class of the pros and cons they
have found.

Explain (Students
debrief what they have
learned in Explore. This
helps them to process the
information and make
meaning out of it for
themselves.) (3)
Elaborate (Provides an
opportunity for students
to be engaged in studentcentered, inquiry-driven
application activities that
allow them to use higher
order thinking skills.) (3)
(Lesson closing)
Evaluate (How will you
assess students learning
so that you can determine
if they met the objective of
the lesson?) (3)

Plans for Individual


Differences
(differentiations needed
for students) (1)
Materials used in the
lesson; Resources used in
developing the lesson (1)

st

21 Century Skills
(must be in three
lessons)
Global Awareness (must
be in two lessons)
Culturally Responsive
Teaching (must be in
three lessons)
2013

Questioning
Class Led discussion

Students will get back into their groups and talk about the Articles of
Confederation and Shays Rebellion. They will discuss why they think it was
good or bad for the government. They will also come to a conclusion as a class
if it was a good move for the Articles to be transformed into the Constitution.
We will come back as a class and let one member of each group talk about what
their group decided.

Formative:
Students will write a paragraph on the what the Articles of Confederation
were, why it was necessary to change. They will also discuss Shays
Rebellion and how that led to the creation of the Constitution.
Summative
The students will create lists of pros and cons of the Articles of
Confederation and determine why it is a pro, and why it is a con.
Students who are ELL learners will have the notes in their native
language as well as English
Students who have difficulty seeing or hearing will sit at the front of the
class.

Projector
Computer
Anchor Charts
Ipads
Pencils
Markers
Paper
https://www.youtube.com/watch?v=KsasRqBW0_A

Critical Thinking- Looking for Pros and Cons/ Deciphering between a


pro and a con
Communication and Collaboration- Working with groups and discussing
their ideas and opinions.
Global Awareness
- US claiming independence from Great Britain
The US formally coming to its own Government reigning with freedom.
The Government Officials- These officialls lived high and mighty off of
unfair taxing causing the poor to suffer.
Everyone else- Suffered greatly due to the unfair taxes by the

government. This led to Shays Rebellion. Shay was a farmer who had
lost everything due to the taxation.
Overall alignment in the lesson (2)
The behavioral objective must be aligned to the lesson objectives (NCES/CCSS).
The instructional activities must help students meet the behavioral objective and be successful on the
lesson assessment.
The lesson assessment must provide enough reliable and valid data so the teacher can determine if
each student has met the lesson objectives or not.
Add any instructional materials needed for the lesson here (worksheets, assessments, PowerPoints,
slides from SmartBoard programs, etc.) (2)

2013

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