SIOP LESSON PLAN
The Boston Tea Party: Brewing the Largest Amount of Tea Ever
Unit: U.S. History 5.5
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Grade: 5
Teacher: Ms. Katie Morrison
SIOP Lesson: Learning about the Boston Tea Party
Length: Day 1 (55 minutes): 30 minutes for the “building background
lesson” and 25 minutes of reading out-loud. Day 2 (1:40) 25 minutes of
reading out-loud to finish the book and 1:15 hour for the remaining lesson).
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English Learners: A sheltered lesson for English learners in a mainstream
classroom with three ELD students. Two students are beginning ELD, CELDT
upper level 1 and one student is Early Intermediate ELD, CELDT level 2
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* Revisions based on Peer Evaluation (from Taea Greenwell) are in blue text.
I. Preparation (Standards)
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ACADEMIC CONTENT STANDARD(S):
• Students in grade five study the development of the nation up to 1850, with an
emphasis on the people who were already here, when and from where others
arrived, and why they came. (From: “History-Social Science Content Standards for California
Public Schools, Kindergarten Through Grade Twelve”)
• Students in grade five recognize that ours is a nation that has a constitution
that derives its power from the people, that has gone through a revolution…
(From: “History-Social Science Content Standards for California Public Schools, Kindergarten
Through Grade Twelve”)
• Students should become familiar with the Stamp Act of 1765 and the colonists’
outrage against it; the Townshend Acts that again stirred protest and led to the
Boston Massacre; the tax on tea that provoked the Boston Tea Party; and the
Coercive Acts, designed in part to punish colonists for their destruction of tea.
(http://www.cde.ca.gov/ci/cr/cf/documents/glc5thgradecurriculum.pdf)
• 5.5 Students explain the causes of the American Revolution.
1. Understand how political, religious, and economic ideas and interests brought
about the Revolution (e.g., resistance to imperial policy, the Stamp Act, the
Townshend Acts, taxes on tea, Coercive Acts). (http://www.cde.ca.gov/ci/cr/cf/
documents/glc5thgradecurriculum.pdf)
COMMON CORE STANDARDS PRACTICED
• Key Ideas and Details- 5.RI.2.
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• Craft and Structure- 5.RI.4.
• Integration of Knowledge and Ideas- 5.RI.7.
• Integrate information from several texts on the same topic in order to write or
speak about the subject knowledgeably- 5.RI.10.
• Recall relevant information from experiences or gather relevant information from
print and digital sources; summarize or paraphrase information in notes and
finished work- 5.W.9.
• Follow agreed-upon rules for discussions, carry out assigned roles- 5.SL.1.c.
• Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 5 reading and content, choosing flexibly from a range of
strategies- 5.L.4.c.
• Key Ideas and Details- RI.5.2.- Explain the relationships or interactions between
two or more individuals, events, ideas, or concepts in a historical, scientific, or
technical text based on specific information in the text.
• Research to Build and Present Knowledge- Conduct short research projects that
use several sources to build knowledge through investigation of different aspects
of a topic- W.5.8.
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ACADEMIC LEARNING GOALS (outcomes/objectives) for this lesson: As a
result of this lesson, students will be able to:
- Utilize a K-W-L Chart to organize their writing ideas
- Write an additional stanza to a poem (nine lines) related to the Boston Tea Party
- Listen, Speak, and work together in a small group
- Become familiar with the events immediately proceeding and during the Boston Tea
Party through teacher lesson, poem, text information, and in graphic organizer
- Identify the different groups and viewpoints held by the players during the Boston
Tea Party and build empathy for those who were imposed upon and those imposing
- Learn new vocabulary through how it is orally presented in the poem and class
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discussion to help define terms [boycott, caper, disobedience, harbor, intolerable,
Patriot, rebellion, taxation, allegory]
Be introduced to allegory and a chance to practice writing in a group using continuing
the allegorical language within the poem, “Revolutionary Tea”
ELD STANDARD(S): Identify the ELD standards that will be addressed in this
lesson for each ELD level in your class. The goals for Beginning ELD and EarlyIntermediate are outlined in #4 below along with how the lesson will target those
goals.
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ELD GOALS (outcomes/objectives) for EL Learners:
BEGINNING ELD STANDARDS
- Comprehension: Understand and follow simple one-step directions for classroom
activities. [measured through observing participation]
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- Comprehension: Ask and answer questions by using phrases or simple sentences.
[measured through observation]
- Writing- Organization and Focus: Create simple sentences or phrases with some
assistance. [measured by observation during group writing exercise and review of
graphic organizer]
- Writing- Use capitalization when writing one’s own name and at the beginning of
sentences. [measured by review of graphic organizer]
- Writing- Use a period at the end of a sentence and a question mark at the end of
a question. [measured by review of graphic organizer]
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EARLY-INTERMEDIATE ELD STANDARDS
- Vocabulary and Concept Development: Apply knowledge of content-related
vocabulary to discussions and reading. (from http://www.cde.ca.gov/be/st/ss/documents/
englangdevstnd.pdf) [measured through discussion participation and graphic
organizer work]
- Comprehension: Orally identify the main points of simple conversations and
stories that are read aloud by using phrases or simple sentences. [measured by
class participation, teacher check-in, and review of graphic organizer]
- Writing- Organization and Focus: Use more complex vocabulary and sentences
appropriate for language arts and other content areas. [measured by review of
graphic organizer, specifically definition of allegory in graphic organizer]
- Writing- Use a period at the end of a sentence and use some commas
appropriately. [measured by review of graphic organizer]
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ADAPTATIONS: Awareness of lesson delivery. Throughout the lesson including the
reading, I will speak clearly and slowly, using speech that is appropriate for students’
proficiency levels with an awareness toward sentence complexity, vocabulary, gestures,
pace, enunciations, and repetitions supported with gestures. The topic will be introduced
with the opportunity to draw on previous experience or knowledge to help build background.
Pictures will be projected in order to help “show” what we will be exploring in our lesson
plan. The topic will be studied over three days, giving the opportunity to further build on
previous knowledge and work to help create familiarity. There will be an opportunity to
build vocabulary, with the teacher utilizing expressive body language and a classroom word
chart to help scaffold during the explanation of definitions of new words. Repetition and
rephrasing of word definitions. All students will receive a graphic organizer, created with
Els needs in mind. I will spend time with each ELL during group time in class to assess
understanding, vocabulary building, participation, and written work. I will provide regular
checks for understanding for the EL students, providing further scaffolding as needed. I
will provide explicit feedback on output (speaking and writing). The poem will be scaffolded
through a slow-paced video that brings understanding through simple images matched with
the words to support comprehension of the concept of allegory in general and specifically
the allegory symbols used within the poem. Students will be provided with encouragement
and the opportunity to ask questions or share group work out loud to the class. Students
will be given sufficient wait time for responding. Students engaged 90% of the class period.
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LESSON
The Boston Tea Party: Brewing the Largest Amount of Tea Ever!
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I. Preparation (Including Adaptions)
MATERIALS:
- K-W-L graphic organizer (attached to lesson handout)
- K-W-L chart (What do/did you: Know, Want to know, Learn?)
- 5th Grade Social Studies Book
- Poem – The Revolutionary Tea (attached to lesson graphic organizer)
- Book - Graphic Library Book – The Boston Tea Party by Matt Doeden
- Writing Paper (attached to lesson graphic organizer)
- Chart Paper
- Markers
- A World Globe
- Smarties (a candy pack for each student)
- PowerPoint with images for projection- Web resources: http://www.boston-teaparty.org/
- Content Objectives and Language Objectives for the lesson and extension
assignment (written on the whiteboard) ALL students will be able to demonstrate
and understanding of:
• The Boston Tea Party and the mood that surrounded it, both in Britain and
in the Colonies
• What it might feel like to suddenly have taxes imposed on you
• The concept of Allegory as a literary device
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• The main events leading up to and during the B. Tea Party (Causes and Effects)
II. Building Background (15 minutes)
- Pass out the lesson graphic organizers, (created with ELD needs in mind)
- Students fill out the K and W part in their graphic organizer (What do you
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know about the Boston Tea Party?) [we have been using K-W-L for several
months, so ELD students will be familiar with what the initials stand for,
but there are also reminders in the graphic organizer] 1min.
As a class, on chart paper, fill in some of the students’ responses for K
and write some of the W questions. 5min.
Ask if anyone has ever visited Boston? Or a harbor or any kind? [Make
sure students understand what a harbor is.] Ask if they have heard of
the Boston Tea Party, when? In what context? 4min.
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- Show some pictures (power point) [location of the BTP scaffolded with
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several maps, point out what a harbor is on the slide of the port of
Boston]
Invite students to add any “Want to Know” thoughts to their K-W-L while
viewing the pictures 5min.
III. Comprehensible Input (15 minutes + 2 days of 25 mins reading)
- Fun exercise to help enter into the content: Each student will be given a
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pack of Smarties candies. The teacher will read off taxes that she (as
Queen Mo) will all of a sudden be implementing. They include things like
“If you have on white socks, you are taxed one Smartie. If you are
wearing a watch or any jewelry, you are taxed two Smarties. If you are
wearing shorts, you are taxed three Smarties. If you have eaten one or
more of your Smarties, you shall be taxed 5 Smarites,” which are
collected by a student “Tax Collector” and brought to Queen Mo. The
students will briefly reflect on how they feel about the Smartie taxes all
being imposed on them. [Simulation exercise to help build understanding]
Ask: Have you ever encountered rules or laws that they think are unfair
or unjust?
Introduce the book: The Boston Tea Party, by Matt Doeden
Show the book cover (last slide of the Power Point) and have students
predict what is happening in the picture. Use close-ups to point out
specifics, like the men in the back or the tea going over the ship, or the
faces of the men going onto the ship. 15min.
Read the book to the students (first two days). Stop and comment
(providing ample opportunity for comprehension check-in) on the incidents
and conversations going on throughout the book. 25min. each day
After reading the book, have the students look at and review their K-W-L
chart and see if their questions were answered by filling in the L (learn)
column. Ask what remaining unanswered questions there are and add to
the chart paper? 3min.
IV. Strategies
The cognitive strategies within this lesson plan include tapping prior knowledge,
writing (helping to create a verse), and organizing. Group work, graphic organizer
work, video, and the homework lesson extension. EL students may utilize personal
dictionaries if needed for further understanding in L1
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V. Interaction (30 minutes)
- Working in small groups of 4: (based on seating groups, not clustering Els together)
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- Taking turns, each group member shares two things they have learned
about the Boston Tea Party so far. Record in graphic organizers.
5min.
- Students turn to, “The Revolutionary Tea” in their graphic organizer.
- Students should take turns reading the poem, shifting the reader one
line at a time. 5min.
- Within their small groups, have students pull out at least five words
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they don’t understand the meaning to. Instruct students to write
their words in their graphic organizer. 5min.
- Check to ensure that ELL students are understanding the assignment
and participating.
Each group takes turns sharing their five words with the class. The
teacher adds the words to a chart paper within an outline of a boat. Find
and discuss the meaning together. The teacher will be mindful of the ELD
students, using body language to help bring meaning and directly checking
with them on comprehension. 10min.
Teacher introduces the word ALLEGORY: An allegory is a story with two
meanings, a literal meaning (what is stated) and a symbolic meaning (what it
represents). (Explore meaning of literal and symbolic) (Add the word Allegory
to our “types of writing” word wall display) 5min.
- Sing/Speak the poem together as a class 5min.
- Play YouTube video (https://www.youtube.com/watch?v=aANnZO0LsZc) [or https://
www.youtube.com/watch?v=OPv3Kqvk_8s&feature=youtu.be]
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of the poem put to music with graphics to show
meaning.
VI. Practice/Application (25 minutes)
- Back in their small groups, students will discuss the
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poem and their ideas about what was written. 2min.
Student will then work together to write an additional verse to the poem
in their own words. 15min.
- Brainstorm other events leading up to the Tea Party (already covered
through text book and previous lessons) that might be referred to in an
additional verse: i.e. Boston Massacre, Stamp Act, Quartering Act, and Boycott.
- Check to ensure that ELL students are contributing in their groups by
sharing and that classmates are involving them in the writing process.
Group take turns sharing their “additional verses” with the class 7min.
Tea bags awarded to the Tea Party Poets (for every student) 1min.
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VI. Review/Assessment (20 minutes)
- Brief review of any new vocabulary that the class has acquired through
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the book reading or lesson. 5min.
Work quietly and individually to finish up the assessment exercises in the
graphic organizer, including the review/assessment section. 10min.
- Teacher check in with each EL student to see if they have any
questions or need help understanding any part of the assessment.
(Modify as needed)
- Introduce “CAUSE, EFFECT, REPERCUSSIONS” project.
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Assign step 1 as homework. Students will review the
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events leading up to the Boston Tea Party, making their Page
written and drawn/colored title page and completing their
CAUSE page [using British Laws in America resource and
their text book for review] which will become a flip
chart, that demonstrates the events leading up to the
Revolutionary War, through an organizer that
demonstrates the pivotal moment of the Boston Tea Party
played in forming a sense of unity among the colonists as a government
wanting to become separate from Britain. 5min.
Students turn in their organizer for assessment/grading in exchange for
their smarties “taxes” back. (from the first day)
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Revolutionary Tea
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(Traditional)
There was an old lady lived over the sea And she was an Island Queen. Her daughter lived off in a new countrie, With an ocean of water between; The old lady's pockets were full of gold But never contented was she, So she called on her daughter to pay her a tax Of three pence a pound on her tea, Of three pence a pound on her tea. "Now mother, dear mother," the daughter replied, "I shan't do the thing you ax. I'm willing to pay a fair price for the tea, But never the three penny tax." "You shall," quoth the mother, and reddened with rage, "For you're my own daughter, you see, And sure, 'tis quite proper the daughter should pay Her mother a tax on her tea, Her mother a tax on her tea." And so the old lady her servant called up And packed off a budget of tea; And eager for three pence a pound, she put
In enough for a large family. She order'd her servants to bring home the tax, Declaring her child should obey, Or old as she was, and almost woman grown, She'd half whip her life away. The tea was conveyed to the daughter's door, All down by the ocean's side; And the bouncing girl pour'd out every pound In the dark and boiling tide. And then she called out to the Island Queen, "O mother, dear mother," quoth she, "Your tea you may have when 'tis steep'd enough But never a tax from me." Katie Morison-8
TEACHING NOTES:
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Line 8, pence: British money, roughly considered a penny in the United States
but not a totally negligible amount in the 18th century
Line 11, shan't: old contraction for shall not, which in 21st-century English
usually takes the form will not
Line 14, quoth: old form for quoted or said
Line 20, budget of tea: a quantity for a particular use
Line 28, conveyed: transported
Line 30, bouncing: lively
Line 31, boiling: angry
Line 34, 'tis: it is, it's
Line 34, when 'tis steeped quite enough: when the tea leaves have released
sufficient flavor into the water
• According to English Matters! (Grolier Education, 2000), an allegory is:
A narrative in which the setting, characters, and events represent more
than their apparent meanings. That is, you can understand an allegory on
more than one level, and the indirect messages are generally more
important than the obvious story. You can think of an allegory as a long
and complex metaphor in prose, poetry or dramatic form.
Allegory is used in telling a story that has characters, a setting, as well as other
types of symbols, that have both literal and figurative meanings.
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• With a shared definition of allegory, students should be ready to identify what
each of the following terms stands for in the context of the Boston Tea Party:
Characters: Rich Lady, Old Lady, Island Queen- Britain
Rebellious Daughter, Her daughter, the bouncing girl- the colonies
Old lady’s pockets- the English treasury Her servants- the monarch’s emissaries
Place: Island: Great Britain
New Country: Colonies
Ocean: Atlantic Ocean
Boiling Tide: Boston Harbor
Historical Event: Boston Tea Party
Sentiment/Tone: Angry, Rebellious, and Protesting
Purpose/Importance: Express dissatisfaction over the British regulations and
taxes levied prior to the American Revolution. Encourage support for the
Patriot Cause.
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NOTE FOR DISCUSSION: Make sure students realize the poem is biased: It
is not a factual presentation of the two sides involved in the Boston Tea
Party but, rather, takes the side of the rebelling colonists by making the
"old lady" seem wealthy when, in fact, the British crown was
experiencing financial problems. The anonymous writers also make the
crown sound horrific ("She'd half whip her life away") and the colonies
sound innocent and witty ("bouncing girl"; "when 'tis steeped quite
enough”)— oversimplified representations.
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