L1+Joiner,+Rachel

**UNIVERSITY OF MAINE AT FARMINGTON ** **COLLEGE OF EDUCATION, HEALTH AND REHABILITATION ** **LESSON PLAN FORMAT **
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 * __Teacher’s Name __****: Ms. Joiner **


 * __Lesson #: __****1 **


 * __Facet: __****Perspective **


 * __Grade Level __****: 6-8 **


 * __Numbers of Days: __****2-3 (80) **


 * __Topic: __****<span style="font-family: 'Times New Roman','serif';">Colonial Era **


 * __<span style="font-family: 'Times New Roman','serif';">PART I: __**


 * __<span style="font-family: 'Times New Roman','serif';">Objectives __**


 * <span style="font-family: 'Times New Roman','serif';">Student will understand that **<span style="font-family: 'Times New Roman','serif';"> there are connections and comparisons to the first settlers and more recent immigrant groups.


 * <span style="font-family: 'Times New Roman','serif';">Student will know **<span style="font-family: 'Times New Roman','serif';">Jamestown, Native Americans, Pilgrims, Mayflower, role of religion in society, reasons for leaving Britain.


 * <span style="font-family: 'Times New Roman','serif';">Student will be able to do **<span style="font-family: 'Times New Roman','serif';">understand the connections between the colonists leaving Britain and recent immigrant groups.


 * <span style="font-family: 'Times New Roman','serif';">Product: **<span style="font-family: 'Times New Roman','serif';">Comic Life


 * __<span style="font-family: 'Times New Roman','serif';">Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

//Maine Learning Results (MLR)//

<span style="font-family: 'Times New Roman','serif';"> //Content Area: Social Studies//

<span style="font-family: 'Times New Roman','serif';"> //Standard Label: E. History//

<span style="font-family: 'Times New Roman','serif';"> //Standard: E1 Historical Knowledge, Concepts, Themes and Patterns//

<span style="font-family: 'Times New Roman','serif';"> //Grade Level Span: 6-8 "The Colonial Era 1500-1754"//

<span style="font-family: 'Times New Roman','serif';"> //**Students understand major eras, major enduring themes and historic influences in the history of Maine, the United States, and various regions of the world.**//


 * <span style="font-family: 'Times New Roman','serif';">Rationale: **<span style="font-family: 'Times New Roman','serif';">This lesson satisfies the targeted learning results by allowing students to make connections from the past to recent modern day groups.


 * __<span style="font-family: 'Times New Roman','serif';">Assessments __**


 * __<span style="font-family: 'Times New Roman','serif';">Pre-Assessment: __**<span style="font-family: 'Times New Roman','serif';">Students will complete an Anticipation Guide to demonstrate their misunderstandings and current knowledge of the Colonial Era.


 * __<span style="font-family: 'Times New Roman','serif';">Formative (Assessment for Learning) __**


 * <span style="font-family: 'Times New Roman','serif';">Section I – checking for understanding during instruction **

<span style="font-family: 'Times New Roman','serif';">I am going to use a progress checklist as a formative assessment to show the students understandings and keep the students on track.


 * <span style="font-family: 'Times New Roman','serif';">Section II – timely feedback for products (self, peer, teacher) **

<span style="font-family: 'Times New Roman','serif';">Three-minute review. Students will discuss what has been covered so far and compare their flow charts, ask questions in the group, and then ask any remaining questions to the teacher. As a class, we will briefly review everything that has been covered so far in a short concise way, and then students will discuss with others around them the content that has been taught thus far. They will check with each other to make sure they have correct notes, and ask questions within in these groups. If there are still questions that persist then at the end of the review students will address these to the teacher. Students will receive feedback from their peers during this review process, and then have time to review themselves and make any changes. Following this students will receive teacher feedback in the form of quick short individual meetings between the teacher and student to make sure all content thus far is understood.


 * __<span style="font-family: 'Times New Roman','serif';">Summative (Assessment of Learning): __**

<span style="font-family: 'Times New Roman','serif';">In order for students to demonstrate, their understanding that there is connections and comparisons between the first colonial settlers and more recent immigrant group’s students will be creating a Comic Life. This will allow me to see that students have mastered the reasons for the colonists leaving Britain, and that students can draw connections between the past and present. Students will compare the colonist’s reasons for leaving Britain to a more recent immigrant group of their choice. Students will use Comic Life to portray the colonist’s reasons for leaving, and pick a more recent immigrant group of people who have migrated and create a product to demonstrate this. Students will write a short blog explaining their product. Students will be evaluated based on teacher and peer rubrics.


 * __<span style="font-family: 'Times New Roman','serif';">Integration __**


 * <span style="font-family: 'Times New Roman','serif';">Technology: **<span style="font-family: 'Times New Roman','serif';">Students will be utilizing Type II technology by creating a Comic Life.


 * <span style="font-family: 'Times New Roman','serif';">Content Areas: **


 * <span style="font-family: 'Times New Roman','serif';">English: **<span style="font-family: 'Times New Roman','serif';">Students will be writing a short response explaining their product, and how it relates to the content.

<span style="font-family: 'Times New Roman','serif';"> **Art:** Students will be using Comic Life and be using a variety of images to portray meaning.


 * __<span style="font-family: 'Times New Roman','serif';">Groupings __**


 * <span style="font-family: 'Times New Roman','serif';">Section I - Graphic Organizer & Cooperative Learning used during instruction **

<span style="font-family: 'Times New Roman','serif';">Students will complete a flow chart to demonstrate the events that led up to the colonists leaving Britain. Students will do this graphic organizer in small groups of four. Students will determine groups by pairing with their seasonal partners, and then pairing with another group of seasonal partners.


 * <span style="font-family: 'Times New Roman','serif';">Section II – Groups and Roles for Product **

<span style="font-family: 'Times New Roman','serif';">Students will be handed each a color card. There will be four colors that match with a table with a color card. They will work in these groups and work cooperatively. At the end of the class, students will reflect on their contributions to the team and their other group members. Students will be graded upon these reflections, and observations by the teacher will determine the grade and contributions of each student.


 * __<span style="font-family: 'Times New Roman','serif';">Differentiated Instruction __**


 * __<span style="font-family: 'Times New Roman','serif';">MI Strategies __**


 * <span style="font-family: 'Times New Roman','serif';">Spatial: **<span style="font-family: 'Times New Roman','serif';"> Have students create mind maps showing the various reasons the colonists left.

<span style="font-family: 'Times New Roman','serif';"> **Naturalist****:** Take students outside on a nature walk where we discuss the resources available to the colonists at the time of their arrival in the 17th century.

<span style="font-family: 'Times New Roman','serif';"> **Linguistic:** Students will write a short response on what they would do if they were on a boat and headed to a new world.

<span style="font-family: 'Times New Roman','serif';"> **Bodily-Kinesthic:** Students can imitate and act out important people and key events while other students guess whom they are.

<span style="font-family: 'Times New Roman','serif';"> **Musical:** Music will be playing softly in the background during transitions in order to set the tone for the next activity.

<span style="font-family: 'Times New Roman','serif';"> **Interpersonal:** Students will each be an influential member of the colonial times and they will pretend to be this person at a colonial tea party where they must act like them, and express their views.


 * __<span style="font-family: 'Times New Roman','serif';">Modifications/Accommodations __**


 * //<span style="font-family: 'Times New Roman','serif';">From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**//<span style="font-family: 'Times New Roman','serif';">I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //


 * <span style="font-family: 'Times New Roman','serif';">Plan for accommodating absent students: **

<span style="font-family: 'Times New Roman','serif';">Students will see me upon the day of their return. They will collect all of the work from a pre-designated folder. They will meet with their seasonal partner in order to get any notes from group work or in class notes. There will also be a Wiki page for the class with all assignments listed.


 * __<span style="font-family: 'Times New Roman','serif';">Extensions __**


 * <span style="font-family: 'Times New Roman','serif';">Type II technology: **<span style="font-family: 'Times New Roman','serif';">Students will be utilizing Type II technology by creating a Comic Life.


 * <span style="font-family: 'Times New Roman','serif';">Gifted Students: **

<span style="font-family: 'Times New Roman','serif';">If students are looking for more of a challenge, they can complete an activity using Inspirations. Students will gain a better knowledge of the origins of Native Americans. Students will use Inspiration to create a diagram of the three main areas where Native Americans lived. Students will each get a small piece of the diagram to work on. At the end, they will place it into the whole diagram.


 * __<span style="font-family: 'Times New Roman','serif';">Materials, Resources and Technology __**

<span style="font-family: 'Times New Roman','serif';">1.1 student laptops

<span style="font-family: 'Times New Roman','serif';"> textbook

<span style="font-family: 'Times New Roman','serif';"> copy of unit syllabus

<span style="font-family: 'Times New Roman','serif';"> whiteboard and markers

<span style="font-family: 'Times New Roman','serif';"> rubrics

<span style="font-family: 'Times New Roman','serif';"> checklists

<span style="font-family: 'Times New Roman','serif';"> student notebooks

<span style="font-family: 'Times New Roman','serif';"> Comic Life

<span style="font-family: 'Times New Roman','serif';"> Blogger

<span style="font-family: 'Times New Roman','serif';"> Inspiration

<span style="font-family: 'Times New Roman','serif';"> flow chart

<span style="font-family: 'Times New Roman','serif';"> anticipation guide

<span style="font-family: 'Times New Roman','serif';"> seasonal partners

<span style="font-family: 'Times New Roman','serif';"> color coded cards with corresponding cards on tables

<span style="font-family: 'Times New Roman','serif';"> background music


 * __<span style="font-family: 'Times New Roman','serif';">Source for Lesson Plan and Research __**

//This lesson was designed by myself, I determined the final product, which is Comic Life that would be best show my students understandings and learning of the colonists reasons for leaving Britain. However, I used several sources to help me build up certain activities used in my lesson.//

<span style="font-family: 'Times New Roman','serif';"> Great ideas for extensions for gifted students: <span style="color: #999999; font-family: 'Times New Roman','serif';">[]

<span style="font-family: 'Times New Roman','serif';"> How to use Comic Life. Great start up video and tutorial: <span style="color: #999999; font-family: 'Times New Roman','serif';">[]

<span style="font-family: 'Times New Roman','serif';"> Great information on the colonial era period the people, culture, and religion: <span style="color: #999999; font-family: 'Times New Roman','serif';">[]

<span style="font-family: 'Times New Roman','serif';"> Tutorial video on how to use Inspiration:[]

<span style="font-family: 'Times New Roman','serif';"> Information about Colonial Music and Instrument s used: <span style="color: #999999; font-family: 'Times New Roman','serif';">[]

<span style="font-family: 'Times New Roman','serif';"> Resources for colonial times. Many ideas for quizzes and worksheets. Has many good reference links as well: []

<span style="font-family: 'Times New Roman','serif';"> Website that modeling web quest after, good resources: <span style="color: #999999; font-family: 'Times New Roman','serif';">[]

<span style="font-family: 'Times New Roman','serif';"> Website that has ideas for using games in the classroom: <span style="color: #999999; font-family: 'Times New Roman','serif';"> []

<span style="font-family: 'Times New Roman','serif';"> Good quick information on Colonial America: <span style="color: #999999; font-family: 'Times New Roman','serif';"> []


 * __<span style="font-family: 'Times New Roman','serif';">PART II: __**


 * __<span style="font-family: 'Times New Roman','serif';">Teaching and Learning Sequence __****<span style="font-family: 'Times New Roman','serif';"> (Describe the teaching and learning process using all of the information from part I of the lesson plan) **


 * <span style="font-family: 'Times New Roman','serif';">(W) **<span style="font-family: 'Times New Roman','serif';"> 1.1 Students will understand that there are connections and comparisons to the first settlers and more recent immigrant groups **(WHERE).** Students need to know this because our country would not here without our founding fathers, and we would not have a free democratic society as we do now. **(WHY).** **//Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world (WHAT//).**

<span style="font-family: 'Times New Roman','serif';"> **(H)** 1.2 Students will work in small groups and brainstorm and discuss what life would be like without laws or freedoms. They will discuss how they would feel to live under an oppressive government as the colonists did. A class discussion will follow **(HOOK).**

<span style="font-family: 'Times New Roman','serif';"> **(E)** 1.3 Students will know Jamestown, Native Americans, Pilgrims, Mayflower, role of religion in society, reasons for leaving Britain. Flow Chart, students will use this to show events that led up to the colonists leaving Britain **(EQUIP).** Three-minute review. Students will discuss what has been covered so far and compare their flow charts, ask questions in the group, and then ask any remaining questions to the teacher. Students will go outside to discover resources colonists used, as well as assume the role of colonists and imitate their ideals, as well as act them out as students guess who they are. Students will also write short responses on how they would feel being a colonist and coming to a new world. **(EXPLORE/RETHINK).** Students will show colonists reasons for leaving Britain and compare to recent immigrant groups reasons for leaving using Comic Life. This will help students see the points of view of colonists and immigrants in today’s world **(EXPERIENCE).**

<span style="font-family: 'Times New Roman','serif';"> **(R)** 1.4 Students will have time outside of class, and a few minutes of a class period to compile information on each group’s reasons for leaving **(RETHINK).** Students will be split into groups of two where they will review each other’s products, and provide peer feedback. They will complete a checklist of the student whose product they are viewing to make sure they have provided all the content **(REVISE).** After receiving feedback and adding, anything that is needed from the checklist students will create their final product. **(REFINE).**

<span style="font-family: 'Times New Roman','serif';"> **(E) 2** 1.5 For a pre-assessment students will hold up their fingers using numbers to demonstrate their current knowledge. One is the lowest understanding, and ten is the highest understanding. I am going to use a progress checklist as a formative assessment to show the students understandings and keep the students on track. Students will complete a self-assessment in the form of a reflection for a summative assessment **(EVALUATE).**

<span style="font-family: 'Times New Roman','serif';"> **(T)** 1.6 **Spatial:** Have students create mind maps showing the various reasons the colonists left.

<span style="font-family: 'Times New Roman','serif';"> **Naturalist**: Take students outside on a nature walk where we discuss the resources available to the colonists at the time of their arrival in the 17th century.

<span style="font-family: 'Times New Roman','serif';"> **Linguistic:** Students will write a short response on what they would do if they were on a boat and headed to a new world.

<span style="font-family: 'Times New Roman','serif';"> **Bodily-Kinesthic:** Students can imitate and act out important people and key events while other students guess whom they are.

<span style="font-family: 'Times New Roman','serif';"> **Musical:** Music will be playing softly in the background during transitions in order to set the tone for the next activity.

<span style="font-family: 'Times New Roman','serif';"> **Interpersonal:** Students will each be an influential member of the colonial times and they will pretend to be this person at a colonial tea party where they must act like them, and express their views. **(TAILORS).**

<span style="font-family: 'Times New Roman','serif';"> **(O)** 1.7 Students will be able to understand the connections between the colonists leaving Britain and recent immigrant groups **(PERSPECTIVE).** Product: Comic Life. Days: 4-5 days **(ORGANIZE).**


 * __<span style="font-family: 'Times New Roman','serif';">First Section: __**

<span style="font-family: 'Times New Roman','serif';"> The desks in my classroom will be arranged in a horseshoe shape. All of the desks will be facing towards the white board. My desk will be in the back of the room behind the horseshoe shape of desks. There will be a chair in the middle of the horseshoe shape desks for the teacher, so they are able to help the students. There will be wall decorations and poster that are inviting and motivating without being distracting. There will be a bulletin board, which has content pertaining to the Colonial Era. There will also be bookshelves within the classroom with various resources and reading material.


 * __<span style="font-family: 'Times New Roman','serif';">Day 1 (80): __**


 * <span style="font-family: 'Times New Roman','serif';">Students will be introduced to the topic by getting in small groups based off the color coding system and respond to the prompt of what life would be like without laws, or freedoms, and what it would be like to live under an oppressive government (10 min).
 * <span style="font-family: 'Times New Roman','serif';">Groups will share their thoughts with the class and we will discuss how everyone felt, and explain this is what the colonists felt like before leaving Britain (15 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will complete an Anticipation Guide to demonstrate their misunderstandings of their knowledge of the Colonial period (15 min).
 * <span style="font-family: 'Times New Roman','serif';">We will go outside and go on a nature walk. Students will point out resources they believe were available to the colonists at the time of their arrival (10 min).
 * <span style="font-family: 'Times New Roman','serif';">We will discuss the resources at Jamestown and how this helped colonists survive. Upon returning students will get a brief overview of important key people and events. Students will then act out who or what they are while others guess (15 min).
 * <span style="font-family: 'Times New Roman','serif';">Before concluding the class, students will complete a quick exit slip reflection. During the last five minutes of class students will reflect on what they have learned, any questions or misunderstandings, and how they feel they can improve (10 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will pass this in before leaving class. Students will have assigned homework, which will include being assigned a person from the colonial era, and they must find some information and get to know this person (5 min).
 * <span style="font-family: 'Times New Roman','serif';">This will be used in an activity for the following class period.


 * __<span style="font-family: 'Times New Roman','serif';">Day 2 (80): __**


 * <span style="font-family: 'Times New Roman','serif';">Students will complete a progress checklist as a formative assessment (10 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will address any questions to the teacher following this. We will have a quick review of what we have covered so far (10 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will complete a short response on how they would feel, or what they would do if they were on a boat headed to some sort of new world. Students will briefly share their responses with the class (15 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will use last night’s homework and they will participate in a colonial tea party. Students will inter-mingle acting as their assigned character and ask other students questions (30 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will be introduced to Comic Life via a video tutorial on how to use it. We will discuss the project and have time for students to ask questions about the project or Comic Life, and voice any concerns (10 min).
 * <span style="font-family: 'Times New Roman','serif';"> For homework, students must brainstorm a list of ideas of why colonists left Britain (5 min).


 * __<span style="font-family: 'Times New Roman','serif';">Day 3 (80): __**


 * <span style="font-family: 'Times New Roman','serif';">At the beginning of class, we will take a few minutes to review the material covered so far (5 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will complete an entry slip to see how they are feeling, and how they are handling the content so far. In addition, they will explain any concerns or questions on this slip (10 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will split into groups of four. They will go with their seasonal partners and then pair with another seasonal partner group (5 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will then work together to complete a flow-chart of why the colonists left Britain (30 min).
 * <span style="font-family: 'Times New Roman','serif';">A three-minute review will follow this. Students will have time to check their notes with their group members, and ask any questions to the group or myself (10 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will work on their product and receive feedback from their peers and myself (20 min).

<span style="font-family: 'Times New Roman','serif';">Students will understand that there are connections and comparisons to the first settlers and more recent immigrant groups. Students need to know this because our country would not be here without our founding fathers, and we would not have a free democratic society as we do now. **//Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world.//** Students will be introduced to the topic by getting in small groups based off the color coding system and respond to the prompt of what life would be like without laws, or freedoms, and what it would be like to live under an oppressive government. Groups will share their thoughts with the class and we will discuss how everyone felt, and explain this is what the colonists felt like before leaving Britain. **(WHERE, WHY, WHAT, HOOK). TAILORS: Linguistic, and Bodily-Kinesthetic.**


 * __<span style="font-family: 'Times New Roman','serif';">Second Section: __**

<span style="font-family: 'Times New Roman','serif';"> Students will know Jamestown, Native Americans, Mayflower, reasons for leaving Britain. Flow Chart, students will use this to show events that led up to the colonists leaving Britain. Three-minute review. Students will discuss what has been covered so far and compare their flow charts, ask questions in the group, and then ask any remaining questions to the teacher. Students will go outside to discover resources colonists used, as well as assume the role of colonists and intimate their ideals, as well as act them out as students guess who they are. Students will also write short responses on how they would feel being a colonist and coming to a new world.

<span style="color: #000000; font-family: 'Times New Roman','serif';">I am going to be interacting with students by having them complete a mind map which help them break down their ideas and give them a better understanding. We will have a class discussion on important terms and key events and students will then act out these things while other students are guessing. This will demonstrate a good understanding of the content. There will be background music playing during transitions, and it will be used to set the tone for the next lesson and activity. Students will split into groups of four. They will go with their seasonal partners and then pair with another seasonal partner group. Students will then work together to complete a flow-chart of why the colonists left Britain. A three-minute review will follow this. Students will have time to check their notes with their group members, and ask any questions to the group or myself. In order to check for understanding during instruction students will hold up their hands demonstrating their understanding, one being the lowest and five being the highest. Students will have time outside of class, and a few minutes of a class period to compile information on each group’s reasons for leaving. Students will be split into groups of two where they will review each other’s products, and provide peer feedback. They will complete a checklist of the student whose product they are viewing to make sure they have provided all the content.

<span style="color: #000000; font-family: 'Times New Roman','serif';">Students will know Jamestown, Native Americans, Pilgrims, Mayflower, role of religion in society, reasons for leaving Britain. The links I used for this were:

<span style="color: #000000; font-family: 'Times New Roman','serif';">Great information on the colonial era period the people, culture, and religion: <span style="color: #999999; font-family: 'Times New Roman','serif';">[]. <span style="color: #000000; font-family: 'Times New Roman','serif';">Resources for colonial times. Many ideas for quizzes and worksheets. Has many good reference links as well: []. Website that modeling web quest after, good resources: <span style="color: #999999; font-family: 'Times New Roman','serif';">[]. <span style="color: #000000; font-family: 'Times New Roman','serif';">Good quick information on Colonial America: <span style="color: #999999; font-family: 'Times New Roman','serif';"> [].

<span style="font-family: 'Times New Roman','serif';"> ** (Equip, Explore, Rethink, Revise). TAILORS: Spatial, Musical, Interpersonal, Naturalist, Linguistic. **


 * __<span style="font-family: 'Times New Roman','serif';">Third Section: __**

<span style="color: #000000; font-family: 'Times New Roman','serif';">Three-minute review. Students will discuss what has been covered so far and compare their flow charts, ask questions in the group, and then ask any remaining questions to the teacher. Students will go outside to discover resources colonists used, as well as assume the role of colonists and imitate their ideals, as well as act them out as students guess who they are. Students will also write short responses on how they would feel being a colonist and coming to a new world. Students will show colonists reasons for leaving Britain and compare to recent immigrant groups reasons for leaving using Comic Life. This will help students see the points of view of colonists and immigrants in today’s world.

<span style="color: #000000; font-family: 'Times New Roman','serif';">Students will be able to understand the connections between the colonists leaving Britain and recent immigrant groups. This is using the perspective facet. I will facilitate the learning process by helping students make the connections between the colonists of the past and modern day people and immigrant groups. Students will do this by writing responses and discussing how they would feel. They are also looking at different elements of nature and deciding how these would have been helpful to the colonists. I will provide the students with learning opportunities so that they will be able to see the connection between the past and the present, and so that they will be able to fulfill this facet of understanding.

<span style="color: #000000; font-family: 'Times New Roman','serif';">Students will be grouped by seasonal partners, and if there are groups of four needed then the seasonal partners will collaborated with another pair of seasonal partners. Another way of grouping is students will be handed each a color card. There will be four colors that match with a table with a color card. They will work in these groups and work cooperatively. At the end of the class, students will reflect on their contributions to the team and their other group members. Students will be graded upon these reflections, and observations by the teacher will determine the grade and contributions of each student.

<span style="color: #000000; font-family: 'Times New Roman','serif';">Students will complete a progress checklist in order to show they understand the material, and are on track. In order for students to demonstrate, their understanding that there is connections and comparisons between the first colonial settlers and more recent immigrant group’s students will be creating a Comic Life. This will allow me to see that students have mastered the reasons for the colonists leaving Britain, and that students can draw connections between the past and present. Students will compare the colonist’s reasons for leaving Britain to a more recent immigrant group of their choice. Students will use Comic Life to portray the colonist’s reasons for leaving, and pick a more recent immigrant group of people who have migrated and create a product to demonstrate this. Students will write a short blog explaining their product. Students will be evaluated based on teacher and peer rubrics.

<span style="color: #000000; font-family: 'Times New Roman','serif';">Students will have time outside of class, and a few minutes of a class period to compile information on each group’s reasons for leaving. Students will be split into groups of two where they will review each other’s products, and provide peer feedback. They will complete a checklist of the student whose product they are viewing to make sure they have provided all the content. After receiving feedback and adding, anything that is needed from the checklist students will create their final product

<span style="font-family: 'Times New Roman','serif';"> ** (Explore, Experience, Revise, Refine). ** **<span style="color: #000000; font-family: 'Times New Roman','serif';">TAILORS: ****<span style="color: #000000; font-family: 'Times New Roman','serif';">Interpersonal, Naturalist, Linguistic. **


 * __<span style="color: #000000; font-family: 'Times New Roman','serif';">Fourth Section: __**

<span style="color: #000000; font-family: 'Times New Roman','serif';">Students will be self-assessing using reflections**.** Throughout the unit students will have a few minutes of class time to reflect, and will write one paragraph responses reflecting on how they are doing in the unit, what they think they still misunderstand, and what they could do to improve. Students will turn these into the me, and as long as they have responded to these questions will receive full credit.

<span style="color: #000000; font-family: 'Times New Roman','serif';">I will provide timely feedback to students by having students discuss what has been covered so far and compare their flow charts, ask questions in the group, and then ask any remaining questions to the teacher. As a class, we will briefly review everything that has been covered so far in a short concise way, and then students will discuss with others around them the content that has been taught thus far. They will check with each other to make sure they have correct notes, and ask questions within in these groups. If there are still questions that persist then at the end of the review students will address these to the teacher. Students will receive feedback from their peers during this review process, and then have time to review themselves and make any changes. Following this students will receive teacher feedback in the form of quick short individual meetings between the teacher and student to make sure all content thus far is understood.

<span style="color: #000000; font-family: 'Times New Roman','serif';">This connects to the two homework assignments given in the unit, because each homework assignment involves preparation and gathering knowledge to be used during the next class activity. This connects to the next lesson, because we will be learning about the several factors that influenced our country. In order to do this, we must understand why the colonists came to America, and how they survived. This connects to future assessments because the final assessment will be a culmination of using all the information from every lesson. In order to complete the next assessment and continue learning students must have a base knowledge of this information first **(EVALUATE).** <span style="font-family: 'Times New Roman','serif';"> **TAILORS: Linguistic.**


 * __<span style="font-family: 'Times New Roman','serif';">Content Notes __**

<span style="font-family: 'Times New Roman','serif';">Students will know:


 * **__<span style="font-family: 'Times New Roman','serif';">Jamestown: __**
 * <span style="font-family: 'Times New Roman','serif';">First British colony to take hold in America.
 * <span style="font-family: 'Times New Roman','serif';">King James I granted a charter to the Virginia Company to form a colony in 1607.
 * <span style="font-family: 'Times New Roman','serif';">About 100 men came.
 * <span style="font-family: 'Times New Roman','serif';">At the time of arrival, they were more interested in looking for gold. They were ill equipped to handle the harsh weather of Virginia. Luckily, Jamestown had a source of water and plenty of forests. Jamestown had vast amounts of resources, which helped colonists survive. They also traded with Native Americans, which helped.
 * <span style="font-family: 'Times New Roman','serif';">1612 colonists realize they could grow tobacco. Climate in Virginia was great for this.
 * <span style="font-family: 'Times New Roman','serif';">Jamestown had great ports, which allowed for trade. This is what allowed colonists to survive.
 * **__<span style="font-family: 'Times New Roman','serif';">Puritans/Mayflower/Religion: __**
 * <span style="font-family: 'Times New Roman','serif';">Felt that the Church of England was too extravagant. The colonists wanted a simpler form of Protestant faith and worship.
 * <span style="font-family: 'Times New Roman','serif';">1620 Mayflower came to Plymouth Rock, Massachusetts carrying 101 men, women, and children. Seeking religious freedom.
 * <span style="font-family: 'Times New Roman','serif';">1630 more Puritans arrived in America. Seeking religious freedom. Leader was John Winthrop. He held belief of “City Upon a Hill.” This said place where Puritans would live in strict following of beliefs.
 * <span style="font-family: 'Times New Roman','serif';">Roger Williams objected to taking lands from Indians and religion. He left and bought land from Native Americans in Rhode Island. He made the first colony with separation of Church and State.
 * <span style="font-family: 'Times New Roman','serif';">1681 William Penn who was a Quaker received a large amount of land. This is now Pennsylvania. He had all kinds of people populate the area including Quakers, and Amish.
 * **__<span style="font-family: 'Times New Roman','serif';">Native Americans: __**
 * <span style="font-family: 'Times New Roman','serif';">A few friendly Native Americans helped the colonists grow food when they first arrived in this new world.
 * <span style="font-family: 'Times New Roman','serif';">The five nations of the Iroquois provided colonists with a fur trade.
 * <span style="font-family: 'Times New Roman','serif';">Tribes along the East Coast were well acquainted with the colonists. They benefited from the trade and had a huge advantage over other tribes. We gave the Native Americans many diseases and wiped out large amounts of their population. We took land from them and forced them out.
 * <span style="font-family: 'Times New Roman','serif';">Native Americans did clash with colonists. In 1622, Native Americans killed 347 whites in Jamestown. The Pequot War followed in 1637. Local tribes tried to prevent colonists from settling on their land.
 * **__<span style="font-family: 'Times New Roman','serif';">Reasons for leaving Britain: __**
 * <span style="font-family: 'Times New Roman','serif';">Britain was on a search for gold.
 * <span style="font-family: 'Times New Roman','serif';">Religion-escape religious and political oppression.
 * <span style="font-family: 'Times New Roman','serif';">Sense of adventure and new opportunities.
 * <span style="font-family: 'Times New Roman','serif';">Wanted to practice own religion.
 * <span style="font-family: 'Times New Roman','serif';">1620-1635 economic difficulties in England.


 * __<span style="font-family: 'Times New Roman','serif';">Handouts __**

<span style="font-family: 'Times New Roman','serif';">Anticipation Guide

<span style="font-family: 'Times New Roman','serif';"> Progress Checklist

<span style="font-family: 'Times New Roman','serif';"> Flow Chart

<span style="font-family: 'Times New Roman','serif';"> Rubrics

<span style="font-family: 'Times New Roman','serif';"> Reflection Sheets

<span style="font-family: 'Times New Roman','serif';"> Mind Map

<span style="font-family: 'Times New Roman','serif';"> Checklists


 * __<span style="font-family: 'Times New Roman','serif';">Maine Standards for Initial Teacher Certification and Rationale __**


 * //<span style="font-family: 'Times New Roman','serif';">Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**


 * //__<span style="font-family: 'Times New Roman','serif';">Learning Styles __//**


 * //<span style="font-family: 'Times New Roman','serif';">Clipboard: //**<span style="color: #000000; font-family: 'Times New Roman','serif';"> The learning styles of the clipboard will be met with a variety of graphic organizers. There will be clear expectations outlined in rubrics and checklists for each assessment. There will also be a class wiki, which has daily assignments up so students can accesses this at any time. Students will also be watching a video tutorial that gives systematic directions on how to use Comic Life.


 * //<span style="font-family: 'Times New Roman','serif';">Microscope: //**<span style="color: #000000; font-family: 'Times New Roman','serif';"> The learning styles of the microscope will be met through the nature walk that students take where we discuss and analyze what resources around us, were also available to the colonists at the time of their arrival. We will have a class discussion outside where we will talk about how the resources at Jamestown allowed the colony to prosper. We will also be having many class discussions on topics to get students involved and learning.


 * //<span style="font-family: 'Times New Roman','serif';">Puppy: //**<span style="color: #000000; font-family: 'Times New Roman','serif';"> The learning styles of the puppy will be met through the fact that the classroom environment will be open and inviting. Students will be offering each other positive feedback, and working in small groups to help each other, and offer support and feedback. Students will be able to feel comfortable, and will always have peers that are listening and offering positive feedback.


 * //<span style="font-family: 'Times New Roman','serif';">Beach Ball: //**<span style="color: #000000; font-family: 'Times New Roman','serif';"> The learning styles of the beach ball will be met through using a variety of activities such as a nature walk, a colonial tea party, class discussions, responses, and reflections. Many of the assessments and activities can be easily adapted to fit the needs of every student. For their final assessment, students are required to use Comic Life, but they get to choose how they want to use it to demonstrate their understanding.


 * //<span style="font-family: 'Times New Roman','serif';">Rationale: //**//This lesson demonstrates my competency with the standard because it includes many different intelligences and provides different activities that support different learners and supports their various developments.//


 * //<span style="font-family: 'Times New Roman','serif';">Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**


 * //<span style="font-family: 'Times New Roman','serif';">Content Knowledge: //**<span style="color: #000000; font-family: 'Times New Roman','serif';"> Student will know Jamestown, Native Americans, Pilgrims, Mayflower, role of religion in society, reasons for leaving Britain. See content notes.

<span style="color: #000000; font-family: 'Times New Roman','serif';">Student will be able to understand the connections between the colonists leaving Britain and recent immigrant groups. Students used the perspective facet of learning by doing many activities that forced them to think like a colonist or take a point of view from a colonist and think about their life and how it relates to the colonists and their way of life.


 * //<span style="font-family: 'Times New Roman','serif';">MLR or CCSS: //**

//Maine Learning Results (MLR)//

<span style="font-family: 'Times New Roman','serif';"> //Content Area: Social Studies//

<span style="font-family: 'Times New Roman','serif';"> //Standard Label: E. History//

<span style="font-family: 'Times New Roman','serif';"> //Standard: E1 Historical Knowledge, Concepts, Themes and Patterns//

<span style="font-family: 'Times New Roman','serif';"> //Grade Level Span: 6-8 "The Colonial Era 1500-1754"//

<span style="font-family: 'Times New Roman','serif';"> //**Students understand major eras, major enduring themes and historic influences in the history of Maine, the United States, and various regions of the world.**//


 * //<span style="font-family: 'Times New Roman','serif';">Facet: //****<span style="color: #000000; font-family: 'Times New Roman','serif';">Perspective: **<span style="color: #000000; font-family: 'Times New Roman','serif';">Students are forced to think of how they would react, or how they would feel based off circumstances the colonists went through. Students are completing many activates that allow them to see the point of view of the colonist, and they are constantly completing assessments and activities where they are seeing the point of view of a colonist.


 * //<span style="font-family: 'Times New Roman','serif';">Rationale: //**//This lesson demonstrates my competency because the lessons are based off the Colonial Era, and it uses a variety of activities and assessments to fit each student’s development.//


 * //<span style="font-family: 'Times New Roman','serif';">Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * //<span style="font-family: 'Times New Roman','serif';">MI Strategies: //**


 * <span style="color: #000000; font-family: 'Times New Roman','serif';">Verbal **<span style="color: #000000; font-family: 'Times New Roman','serif';"> – I had students working in groups, class discussions, and small group discussions.

<span style="font-family: 'Times New Roman','serif';"> ** Logical ** <span style="color: #000000; font-family: 'Times New Roman','serif';"> – I had students analyzing information

<span style="font-family: 'Times New Roman','serif';"> ** Visual ** <span style="color: #000000; font-family: 'Times New Roman','serif';"> - Students created a comic life as an assessment to demonstrate their understanding.

<span style="font-family: 'Times New Roman','serif';"> ** Intrapersonal ** <span style="color: #000000; font-family: 'Times New Roman','serif';"> –I gave students time to reflect on their work, as well as gave them time to write responses involving their own feelings.

<span style="font-family: 'Times New Roman','serif';"> ** Interpersonal ** <span style="color: #000000; font-family: 'Times New Roman','serif';"> – I had students participate in a colonial tea party where they socially interacted.

<span style="font-family: 'Times New Roman','serif';"> ** Kinesthetic ** <span style="color: #000000; font-family: 'Times New Roman','serif';"> – Students acted out important people and key events while others guessed.

<span style="font-family: 'Times New Roman','serif';"> ** Musical ** <span style="color: #000000; font-family: 'Times New Roman','serif';"> – Music was playing during transitions, and helped set tone for activities.

<span style="font-family: 'Times New Roman','serif';"> ** Naturalist- ** <span style="color: #000000; font-family: 'Times New Roman','serif';">Students went on a nature walk and a class discussion was held outside.


 * //<span style="font-family: 'Times New Roman','serif';">Type II Technology: //**<span style="font-family: 'Times New Roman','serif';"> I used type II technology by having students create a comic life, and then post a blog explaining their comic.


 * //<span style="font-family: 'Times New Roman','serif';">Rationale: //**//This lesson demonstrates my competency with the standard because I used many different strategies for teaching and applied to many different learning styles.//


 * //<span style="font-family: 'Times New Roman','serif';">Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**


 * //<span style="font-family: 'Times New Roman','serif';">Formative: //**<span style="font-family: 'Times New Roman','serif';"> I used a pre-assessment to find out students prior knowledge and any misconceptions of the Colonial Era. I used an Anticipation Guide.

<span style="font-family: 'Times New Roman','serif';">As a formative assessment, I used a progress checklist to make sure students understand and are on the right track. I had students work in groups in order to get feedback, as well as have quick short meetings with the teacher in order to receive teacher feedback and answer any remaining questions.


 * //<span style="font-family: 'Times New Roman','serif';">Summative: //**

<span style="color: #000000; font-family: 'Times New Roman','serif';">In order for students to demonstrate, their understanding that there is connections and comparisons between the first colonial settlers and more recent immigrant group’s students will be creating a Comic Life. This will allow me to see that students have mastered the reasons for the colonists leaving Britain, and that students can draw connections between the past and present. Students will compare the colonist’s reasons for leaving Britain to a more recent immigrant group of their choice. Students will use Comic Life to portray the colonist’s reasons for leaving, and pick a more recent immigrant group of people who have migrated and create a product to demonstrate this. Students will write a short blog explaining their product. Students will be evaluated based on teacher and peer rubrics.

<span style="color: #000000; font-family: 'Times New Roman','serif';">For an authentic assessment, I had students do this:

<span style="color: #000000; font-family: 'Times New Roman','serif';">You are a museum curator at the Norlands Living History Center. You received a call from the History Channel yesterday. You have been selected as a finalist from several museums throughout the country to participate in a chance to be sponsored by the History Channel. If your museum wins, you will be featured on a commercial advertising your museum and the History Channel will pay to open a new exhibit. You have decided if you win, you will expand your living history to include the 17th century. Your task is to create a brochure that is written from the point of view of a colonist of your choosing. This must be presented to the History Channel's media board. If chosen there will be various pamphlets that visitors can have, so they can follow the life of a colonist. You must choose to be someone from the 17th century from the list provided. You will describe your life and events seen through the colonists eyes and put this on your brochure. You must address things such as problems, and/or tensions in the colony, what this "new world" is like including the geography, what food you eat, and how you dress, and the politics of the time. Live the life of the colonist you chose. Have fun and good luck!


 * <span style="color: #000000; font-family: 'Times New Roman','serif';">GRASPS **<span style="color: #000000; font-family: 'Times New Roman','serif';"> - **G**oal, **R**ole, **A**udience, **S**ituation, **P**roduct/**P**erformance and **S**tandard.


 * //<span style="font-family: 'Times New Roman','serif';">Rationale: //**//This lesson demonstrates my competency with this unit because I used a variety of feedback options, and assessments to help every style of learner.//

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