L5+Joiner,+Rachel

**COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * **UNIVERSITY OF MAINE AT FARMINGTON **
 * **UNIVERSITY OF MAINE AT FARMINGTON **

**LESSON PLAN FORMAT **


 * __Teacher’s Name __****:  Ms. Joiner **


 * __Lesson #: __****5 **


 * __Facet: __****Application **


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


 * __Numbers of Days: __****<span style="color: #000000; font-family: 'Times New Roman','serif';">4-5 (80) **


 * __<span style="font-family: 'Times New Roman','serif';">Topic: __****<span style="color: #000000; 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="color: #000000; font-family: 'Times New Roman','serif';">Student will understand that **<span style="color: #000000; font-family: 'Times New Roman','serif';">our democratic ideals played a role in the founding of the country, and served as a model for others.


 * <span style="color: #000000; font-family: 'Times New Roman','serif';">Student will know **<span style="color: #000000; font-family: 'Times New Roman','serif';">John Locke, Thomas Hobbes, Olive Branch Petition, Magna Charter, House of Burgess, and Mayflower Compact.


 * <span style="color: #000000; font-family: 'Times New Roman','serif';">Student will be able to **<span style="color: #000000; font-family: 'Times New Roman','serif';">understand how our democratic ideals played a role in the founding of the country, and served as a model for others.


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


 * __<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="color: #000000; font-family: 'Times New Roman','serif';"> //Content Area: Social Studies//

<span style="color: #000000; font-family: 'Times New Roman','serif';"> //Standard Label: E. History//

<span style="color: #000000; font-family: 'Times New Roman','serif';"> //Standard: E1 Historical Knowledge, Concepts, Themes and Patterns//

<span style="color: #000000; font-family: 'Times New Roman','serif';"> //Grade Level Span: 6-8 "The Colonial Era 1500-1754"//

<span style="color: #000000; 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="color: #000000; font-family: 'Times New Roman','serif';">This lesson satisfies the targeted learning results, because it allows students to recognize the importance of our government and the founding of our nation.


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


 * __<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="color: #000000; font-family: 'Times New Roman','serif';">Students will complete a carousel brainstorm. Students will move from station to station-brainstorming ideas on how the works of the colonial era influenced our democratic ideals and served as a model for other countries. At each station, they will read and discuss existing ideas, and add more of their own. This will clear up any misunderstandings, because they will be recognized and we can address them.

<span style="color: #000000; font-family: 'Times New Roman','serif';">As a formative assessment I will use As I See It. Students will be able to express their own opinions, while backing it up with factual information. This will demonstrate student’s understandings, and bring any misconceptions to my attention.


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

<span style="color: #000000; font-family: 'Times New Roman','serif';">Question Box. There will be a box located at a designated area in the classroom where students may put in questions about the topics we are learning. Once a day the questions will be pulled out and gone over, so the entire class can obtain the material. Persuasion Map, students will use this to understand how our democratic ideals shaped our nation, as well as many others. This will give them a chance to map out their ideas and brainstorm. Students will be sharing information and putting it into their graphic organizers. By sharing their thoughts, they are gaining a different perspective and view on the situation. This allows students to work together and receive peer feedback. If there is any confusion or misunderstandings, they will be addressed to the teacher following the activity where we will do a quick check for any questions, or lingering misunderstandings. I will circulate during the activity to each group and do a quick check of their worksheets, ask a few key understanding questions to make sure students fully understand the knowledge. If there are any gaps, then I will sit down with the group or individual student and go over the information again.


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

<span style="color: #000000; font-family: 'Times New Roman','serif';">In order for students to demonstrate, their understanding that our democratic ideals played a role in the founding of the country, and served as a model for others students will be creating a Podcast. This will allow me to see the student’s understandings of the political views of the Colonial Era, and to see that students have formed connections between modern day, and the Colonial Era. Students will create a Podcast demonstrating how John Locke's ideas and works influenced the Constitution, and how they have helped shape our democratic ideals. Students will work in groups of two to create a radio editorial piece expressing their opinions on this subject. 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="color: #000000; font-family: 'Times New Roman','serif';">Students will be utilizing Type II technology by creating a Podcast. I will be utilizing Type II technology by giving students timely feedback by responding in the form of written feedback as quick as possible.


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


 * <span style="color: #000000; font-family: 'Times New Roman','serif';">Theater: **<span style="color: #000000; font-family: 'Times New Roman','serif';">Students are working on Podcasts where they must debate the ideas of the founding father of this country, and must find ways in order for their voice to be heard in order to make a good Podcast.


 * <span style="color: #000000; font-family: 'Times New Roman','serif';">Music: **<span style="color: #000000; font-family: 'Times New Roman','serif';"> During the hook for the lesson there will be music playing in order to get students up, moving and excited.


 * __<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="color: #000000; font-family: 'Times New Roman','serif';">Students will complete a Persuasion Map and the worksheet As I see it in order to understand that our democratic ideals shaped our nation and other nations in different ways. This will help students understand the importance of our democratic system, and how it was founded. It will get students to recognize the important people of our historic past, and why these people and ideas are so important. Students will be paired with their seasonal partners, and they will work in these partner groups in order to complete the worksheets.


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

<span style="color: #000000; font-family: 'Times New Roman','serif';">Each member will contribute the information they have on their worksheets to the group so students may share their ideas, and add anything to their worksheets they did not have before. Students will be checking their worksheets to make sure they have all of the covered content. Students will work in these groups and they will work cooperatively. At the end of the class, students will reflect on their contributions to the team and their 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="color: #000000; font-family: 'Times New Roman','serif';">Musical: **<span style="color: #000000; font-family: 'Times New Roman','serif';"> Music will be playing during the hook part of the lesson to get students in the mood and excited about learning.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Linguistic:** Students will be responding to how they think our democratic ideals were shaped by that of the founding works of this country.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Bodily Kinesthetic:** Students will be sorting themselves based off their sheets upon entering the room. They will move to one side or the other. They will also be moving from station to station during the brainstorming activity.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Intrapersonal:** Students will reflect on what life would be like today if things such as the Magna Charter or people such as John Locke did not exist. They will reflect on what life would be like in today’s world without these ideals.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Naturalist:** Class will be held outside where students can complete work and discuss.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Interpersonal:** Students will discuss in groups how our democratic ideals have served as an influence and model to other countries. They will share this information to the class.


 * __<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="color: #000000; font-family: 'Times New Roman','serif';">Students must have a valid excuse for being absent. Any student who is absent must see me the school day of their return. They will collect the work, and will have a period of one day per absence to turn in the work. Students will not be responsible for any unannounced quiz the day of their return, but if a test or quiz has been previously announced the student will still be responsible for taking it. Students will meet with their partners or groups 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="color: #000000; font-family: 'Times New Roman','serif';"> Students will be utilizing Type II technology by creating a Podcast.


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

<span style="color: #000000; font-family: 'Times New Roman','serif';">If students are looking for more of a challenge, they can play a game about the United States government. The game is located at: []. This will allow students to get familiar with the system of our government, so they can increase their understanding of the government, and how it works. By doing this students will understand how the founding of our country shaped the government we have today. They will gain a deeper understanding, and be able to make connections.


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

<span style="color: #000000; font-family: 'Times New Roman','serif';">1.1 student laptops

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

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

<span style="color: #000000; font-family: 'Times New Roman','serif';">Background music

<span style="color: #000000; font-family: 'Times New Roman','serif';">Seasonal partners

<span style="color: #000000; font-family: 'Times New Roman','serif';">Class wiki page

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

<span style="color: #000000; font-family: 'Times New Roman','serif';">Whiteboard and markers

<span style="color: #000000; font-family: 'Times New Roman','serif';">Student’s notebooks

<span style="color: #000000; font-family: 'Times New Roman','serif';">Copy of unit syllabus

<span style="color: #000000; font-family: 'Times New Roman','serif';">Game for gifted students

<span style="color: #000000; font-family: 'Times New Roman','serif';">Persuasion map

<span style="color: #000000; font-family: 'Times New Roman','serif';">Question box

<span style="color: #000000; font-family: 'Times New Roman','serif';">As I see it worksheet

<span style="color: #000000; font-family: 'Times New Roman','serif';">Carousel brainstorm


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

// This lesson ////<span style="color: #000000; font-family: 'Times New Roman','serif';">was designed by myself I determined the final product which is a blog that would best show my students understandings and learning of the connections between the first settlers and more recent immigrant groups. However, I used several sources to help me build up my activities in this lesson. //

<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: []

<span style="color: #000000; 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="color: #000000; 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="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="color: #000000; font-family: 'Times New Roman','serif';">Game for gifted students on the U.S. government: <span style="font-family: 'Times New Roman','serif';">[]

<span style="color: #000000; font-family: 'Times New Roman','serif';">Video on how to create a podcast: []


 * __<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="color: #000000; font-family: 'Times New Roman','serif';">(W) **<span style="color: #000000; font-family: 'Times New Roman','serif';"> 5.1 Students will understand that our democratic ideals played a role in the founding of the country, and served as a model for others **(WHERE).** Students need to know this because our legal system, our country, and our constitution are all based off these original ideas **(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="color: #000000; font-family: 'Times New Roman','serif';"> **(H)** 5.2 Upon entering the classroom students will be given a slip of paper. Some of the papers will have one sentence from an important historical document, while others will have opinion-based statements on them. Students will have five minutes to separate on each side of the room, one for opinion-based and the other for facts. **(HOOK).**

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **(E)** 5.3 Students will know John Locke, Thomas Hobbes, Olive Branch Petition, Magna Charter, House of Burgess, and Mayflower Compact. Persuasion Map, students will use this to break down their ideas on how our democratic ideals shaped the nation **(EQUIP).** Question Box. There will be a box located at a designated area in the classroom where students may put in questions about the topics we are learning. Once a day the questions will be pulled out and gone over, so the entire class can obtain the material. **(EXPLORE/RETHINK).** Students will create a Podcast where they will be on a radio editorial show, and they will discuss and argue the ideas of John Locke and other works that influenced our democratic society. Students will work in pairs **(EXPERIENCE).**

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **(R)** 5.4 Students will have time in class to pair up in groups and discuss possible ideas for their product. They will work outside of class to compile research and form their opinions **(RETHINK).** Students will get together with other groups to share their information and ideas, and offer feedback and share ideas and examples. They will make sure they have met the criteria on a provided checklist before moving on to work on their product **(REVISE).** Students will take this information and continue to work on their final product **(REFINE).**

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **(E)** 5.5 I am going to use the carousel brainstorm as a pre-assessment. Students will move from station to station-brainstorming ideas on how the works of the colonial era influenced our democratic ideals and served as a model for other countries. At each station, they will read and discuss existing ideas, and add more of their own. As a formative assessment I will use As I See It. Students will be able to express their own opinions, while backing it up with factual information. I will have students reflect on everything we have learned so far as a summative assessment **(EVALUATE).**

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **(T)** 5.6 **Musical:** Music will be playing during the hook part of the lesson to get students in the mood and excited about learning.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Linguistic:** Students will be responding to how they think our democratic ideals were shaped by that of the founding works of this country.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Bodily Kinesthetic:** Students will be sorting themselves based off their sheets upon entering the room. They will move to one side or the other. They will also be moving from station to station during the brainstorming activity.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Intrapersonal:** Students will reflect on what life would be like today if things such as the Magna Charta or people such as John Locke did not exist. They will reflect on what life would be like in today’s world without these ideals.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Naturalist:** Class will be held outside where students can complete work and discuss.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Interpersonal:** Students will discuss in groups how our democratic ideals have served as an influence and model to other countries. They will share this information to the class. **(TAILORS).**

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **(O)** 5.7 Students will be able to understand how our democratic ideals shaped our country, and served as a model for others **(APPLICATION).** Product: Podcast. Days: 4-5 days **(ORGANIZE).**


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

<span style="color: #000000; 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';">Upon entering the classroom, students will take their seats and we will review the agenda for that day, and answer any questions (5 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will watch a rap video about the Jamestown colony (4 min).
 * <span style="font-family: 'Times New Roman','serif';">We will briefly discuss the video in class, and what students thought about it. The students will have the lyrics in a handout. We will also discuss what they learned from the video (10 min).
 * <span style="font-family: 'Times New Roman','serif';">I will check for any questions before moving on (3 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will be completing a carousel brainstorm. There will be music playing which signals students to move to the next station. At each station, they will read and discuss their ideas with others in order to better further their understanding (20 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will be handed pieces of paper with information about the Colonial Era on it. Some will have facts, while others will be opinion statements. Students will have three minutes while music is playing in order to separate themselves onto either side of the room, based off if they are fact or opinion (3 min).
 * <span style="font-family: 'Times New Roman','serif';">Once students have done this, we will read aloud the statements and talk about why each is what they are (10 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will then break off into their seasonal partners (5 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will complete a Persuasion Map in order to show their understanding of how our democratic ideals shaped our nation as well as many others (20 min).


 * **__<span style="font-family: 'Times New Roman','serif';">Day 2 (80): __**
 * <span style="font-family: 'Times New Roman','serif';">As students are arriving and taking their seats, we will quickly review the agenda (5 min).
 * <span style="font-family: 'Times New Roman','serif';">I will check for any questions before starting (5 min).
 * <span style="font-family: 'Times New Roman','serif';">I will take out the question box, and read any questions and we will talk about it as a class (10 min).
 * <span style="font-family: 'Times New Roman','serif';">We will go over any material that is needed to be covered; I will have a brief review session, and ask if there are any more questions (10 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will complete the activity As I see it, as a formative assessment. They will be able to express their opinions while backing it up with factual information (20 min).
 * <span style="color: #000000; font-family: 'Times New Roman','serif';">Students will discuss in groups how our democratic ideals have served as an influence and model to other countries. They will share this information to the class (20 min).
 * <span style="color: #000000; font-family: 'Times New Roman','serif';">I will do a quick check back with students for any problems, questions, or misunderstandings (10 min).


 * **__<span style="font-family: 'Times New Roman','serif';">Day 3 (80): __**
 * <span style="font-family: 'Times New Roman','serif';">Upon students arriving, we will quickly review the agenda. I will check for any questions (5 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will be introduced to their final product of making a Podcast (15 min).
 * <span style="font-family: 'Times New Roman','serif';">We will go over expectations, and discuss the final product (10 min).
 * <span style="color: #000000; font-family: 'Times New Roman','serif';">Students will be responding to how they think our democratic ideals were shaped by that of the founding works of this country (20 min).
 * <span style="color: #000000; font-family: 'Times New Roman','serif';">Students may pass this into me when they are finished (5 min).
 * <span style="color: #000000; font-family: 'Times New Roman','serif';">Students will break off into their seasonal partners and begin work on their final product (5 min).
 * <span style="color: #000000; font-family: 'Times New Roman','serif';">I will be circulating, and checking in with each group to make sure they are on task (20 min).


 * **__<span style="font-family: 'Times New Roman','serif';">Day 4 (80) __**
 * <span style="font-family: 'Times New Roman','serif';">We will quickly discuss the agenda (5 min).
 * <span style="font-family: 'Times New Roman','serif';">I will check for any questions, or confusion (5 min).
 * <span style="color: #000000; font-family: 'Times New Roman','serif';">Students will reflect on what life would be like today if things such as the Magna Charter or people such as John Locke did not exist. They will reflect on what life would be like in today’s world without these ideals (15 min).
 * <span style="color: #000000; font-family: 'Times New Roman','serif';">Once students have completed this, they may turn it into me (5 min).
 * <span style="color: #000000; font-family: 'Times New Roman','serif';">After completing that, students may work on their projects within their groups (50 min).
 * <span style="color: #000000; font-family: 'Times New Roman','serif';">I will continue to be available and circulate for any questions while students are working on their final products (part of the above 50 min).


 * **__<span style="font-family: 'Times New Roman','serif';">Day 5 (80): __**
 * <span style="font-family: 'Times New Roman','serif';">Students will present their podcasts (40 min).
 * <span style="font-family: 'Times New Roman','serif';">They will receive peer feedback, by students providing positive feedback at the end of their presentation (20 min).
 * <span style="font-family: 'Times New Roman','serif';">I will complete the rubric, and give students timely feedback (10 min).
 * <span style="font-family: 'Times New Roman','serif';">Once everyone has presented, students will complete a reflection on how they thought they did, and talk about their group work, and how they believed how much work they did for their group (10 min).

<span style="color: #000000; font-family: 'Times New Roman','serif';">Students will understand that our democratic ideals played a role in the founding of the country, and served as a model for others**.** Students need to know this because our legal system, our country, and our constitution are all based off these original ideas. **//Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world.//** Upon entering the classroom, students will be given a slip of paper. Some of the papers will have one sentence from an important historical document, while others will have opinion-based statements on them. Students will have five minutes to separate on each side of the room, one for opinion-based and the other for facts **(Where, Why, What, Hook). TAILORS: Musical, Linguistic, Bodily Kinesthetic, Intrapersonal, Naturalist, Interpersonal.**


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

<span style="color: #000000; font-family: 'Times New Roman','serif';">Students will know John Locke, Thomas Hobbes, Olive Branch Petition, Magna Charter, House of Burgess, and Mayflower Compact. Persuasion Map, students will use this to break down their ideas on how our democratic ideals shaped the nation. Question Box. There will be a box located at a designated area in the classroom where students may put in questions about the topics we are learning. Once a day the questions will be pulled out and gone over, so the entire class can obtain the material.


 * <span style="color: #000000; font-family: 'Times New Roman','serif';">I am going to be interacting with my students by having them complete a Persuasion Map, Carousel Brainstorm, and As I see it activity of the content that has been covered. They will be working in groups of two, based off their seasonal partners to share information that has been given. For the Carousel brainstorm, activity students will be rotating around the room to different stations. They will be completing these graphic organizers using this method, as well as helping each other complete them. I will be circulating throughout these activities to make sure students understand, and clarify any questions. In order to check for understanding students will be holding up their fingers to give me a quick idea. There will be a question box that is around the classroom where students can feel free to put questions in there. I will be taking the question box on the second day of the lesson and going over any questions that students may have. We will review and address any questions or misunderstandings. **<span style="color: #000000; font-family: 'Times New Roman','serif';">Students will have time in class to pair up in groups and discuss possible ideas for their product. They will work outside of class to compile research and form their opinions. Students will get together with other groups to share their information and ideas, and offer feedback and share ideas and examples. They will make sure they have met the criteria on a provided checklist before moving on to work on their product. Students will know John Locke, Thomas Hobbes, Olive Branch Petition, Magna Charter, House of Burgess, and Mayflower Compact

<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: []

<span style="color: #000000; 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="color: #000000; 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="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: Interpersonal.** **


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

<span style="color: #000000; font-family: 'Times New Roman','serif';">Question Box. There will be a box located at a designated area in the classroom where students may put in questions about the topics we are learning. Once a day the questions will be pulled out and gone over, so the entire class can obtain the material. Students will create a Podcast where they will be on a radio editorial show, and they will discuss and argue the ideas of John Locke and other works that influenced our democratic society. Students will work in pairs. Students will also be reflecting within groups and on their own on how our democratic ideals shaped our nation. They will also be sorting themselves based off fact or opinion.


 * <span style="color: #000000; font-family: 'Times New Roman','serif';">Student will be able to **<span style="color: #000000; font-family: 'Times New Roman','serif';">understand how our democratic ideals played a role in the founding of the country, and served as a model for others. This is using the application facet. I will facilitate the learning process by helping students understand that our democratic ideals helped shape our nation, as well as others. Students will be doing this through a variety of activities such as reflecting in groups and individually how our democratic ideals founded our nation. They will also be looking at facts and opinions of the colonial era, and sorting himself or herself based off fact or opinion. Students will be completing graphic organizers to help them better understand the content. I will provide students with learning opportunities so that they will be able to understand that our democratic ideals shaped our nation, as well as others so that they will be able to fulfill this facet of understanding.

<span style="color: #000000; font-family: 'Times New Roman','serif';">Groups will be determined by students are going to be working with their seasonal partners.

<span style="color: #000000; font-family: 'Times New Roman','serif';">I will be circulating the room, and checking in with each group of students to make sure they are on track. In order for students to demonstrate their understandings that our democratic ideals shaped our nation as well as others students will be creating a podcast. This will allow me to see that students have mastered how our democratic ideals have shaped our nation. Students will be evaluated using rubrics. Students will have time in class to pair up in groups and discuss possible ideas for their product. They will work outside of class to compile research and form their opinions. Students will get together with other groups to share their information and ideas, and offer feedback and share ideas and examples. They will make sure they have met the criteria on a provided checklist before moving on to work on their product. Students will take this information and continue to work on their final product **(**Explore, Experience, Revise, Refine). TAILORS: Linguistic, Interpersonal.****


 * __<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. I will provide timely feedback to students by having students discuss what has been covered so far and compare graphic organizers, 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 these 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. This connects to the next lesson, because we will be covering how our democratic ideals played a role in the founding of our country. In order to understand how this occurred we must have a basic understanding of how we got here, and why. **(EVALUATE). TAILORS: Intrapersonal.**


 * __<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';">House of Burgess __**
 * <span style="font-family: 'Times New Roman','serif';">First legislature body in the English colonies
 * <span style="font-family: 'Times New Roman','serif';">Met in the colony of Jamestown
 * <span style="font-family: 'Times New Roman','serif';">There were 22 members: one governor, the governor appointed six council members, and there were another 15 members elected by the colony (17+, white male, own land)
 * <span style="font-family: 'Times New Roman','serif';">Made laws, met only once a year


 * **__<span style="font-family: 'Times New Roman','serif';">John Locke __**
 * <span style="font-family: 'Times New Roman','serif';">English philosopher
 * <span style="font-family: 'Times New Roman','serif';">Influenced the founding fathers of our Constitution
 * <span style="font-family: 'Times New Roman','serif';">Human nature characterized by reason and tolerance
 * <span style="font-family: 'Times New Roman','serif';">“Liberal”
 * <span style="font-family: 'Times New Roman','serif';">Life, liberty, and property
 * <span style="font-family: 'Times New Roman','serif';">Natural rights


 * **__<span style="font-family: 'Times New Roman','serif';">Thomas Hobbes __**
 * <span style="font-family: 'Times New Roman','serif';">More conservative
 * <span style="font-family: 'Times New Roman','serif';">Must give up some rights to have a government
 * <span style="font-family: 'Times New Roman','serif';">Government protects all people
 * <span style="font-family: 'Times New Roman','serif';">Without government there is chaos
 * <span style="font-family: 'Times New Roman','serif';">Life is nasty, brutish, and short


 * **__<span style="font-family: 'Times New Roman','serif';">Olive Branch Petition __**
 * <span style="font-family: 'Times New Roman','serif';">Created by Continental Congress
 * <span style="font-family: 'Times New Roman','serif';">Asking King for help, not agreeing with laws, but don’t want to declare independence
 * <span style="font-family: 'Times New Roman','serif';">Affirmed loyalty, not seek independence
 * <span style="font-family: 'Times New Roman','serif';">King not happy
 * <span style="font-family: 'Times New Roman','serif';">Declared colonies in full scale rebellion


 * **__<span style="font-family: 'Times New Roman','serif';">Magna Charta __**
 * <span style="font-family: 'Times New Roman','serif';">Basis for English citizens rights
 * <span style="font-family: 'Times New Roman','serif';">Reduced power of king
 * <span style="font-family: 'Times New Roman','serif';">Allowed formation of parliament
 * <span style="font-family: 'Times New Roman','serif';">37 English laws
 * <span style="font-family: 'Times New Roman','serif';">Beginning of constitutional government


 * **__<span style="font-family: 'Times New Roman','serif';">Mayflower Compact __**
 * <span style="font-family: 'Times New Roman','serif';">Written agreement
 * <span style="font-family: 'Times New Roman','serif';">Composed by new settlers
 * <span style="font-family: 'Times New Roman','serif';">Fair and equal laws
 * <span style="font-family: 'Times New Roman','serif';">First law written for new land
 * <span style="font-family: 'Times New Roman','serif';">Free of English law


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

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

<span style="color: #000000; font-family: 'Times New Roman','serif';">Carousel Brainstorm

<span style="color: #000000; font-family: 'Times New Roman','serif';">As I see it

<span style="color: #000000; font-family: 'Times New Roman','serif';">Persuasion Map


 * __<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="font-family: 'Times New Roman','serif';"> The learning styles of the clipboard will be met through various graphic organizers that organize the content covered. There will be clear expectations and guidelines that will be outlined at the beginning of the unit. There will also be a rubric that will be passed out before the final product with clear expectations and requirements. There will also be a class wiki page that has all the assignments listed so that students can accesses on their own. A schedule of the day’s activities will be listed on the board.


 * //<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 because students will be analyzing how our democratic ideals shaped our nation, and how important they are to what we have today. They will be also looking at how it affected other nations as well. They will also by synthesizing information and deciding if it is fact or opinion.


 * //<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 the students doing a variety of activities, as well as working in groups for their projects, and to discuss how our government and democratic ideals served as a model for other countries. Students are given choices in their final product on what content they want to cover.


 * //<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 **<span style="color: #000000; font-family: 'Times New Roman','serif';">John Locke, Thomas Hobbes, Olive Branch Petition, Magna Charter, House of Burgess, and Mayflower Compact.


 * <span style="color: #000000; font-family: 'Times New Roman','serif';">Student will be able to **<span style="color: #000000; font-family: 'Times New Roman','serif';">understand how our democratic ideals played a role in the founding of the country, and served as a model for others.


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

// Maine Learning Results (MLR) //

<span style="color: #000000; font-family: 'Times New Roman','serif';"> //Content Area: Social Studies//

<span style="color: #000000; font-family: 'Times New Roman','serif';"> //Standard Label: E. History//

<span style="color: #000000; font-family: 'Times New Roman','serif';"> //Standard: E1 Historical Knowledge, Concepts, Themes and Patterns//

<span style="color: #000000; font-family: 'Times New Roman','serif';"> //Grade Level Span: 6-8 "The Colonial Era 1500-1754"//

<span style="color: #000000; 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';"> Application. **<span style="color: #000000; font-family: 'Times New Roman','serif';"> Students are forced to understand and think about how our democratic ideals shaped our nation. They take this information and apply it in various ways, and make connections as to how our founding served as a model for other nations. Students will use this information, and understand why it is so important.


 * //<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';">Musical: **<span style="color: #000000; font-family: 'Times New Roman','serif';"> Music will be playing during the hook part of the lesson to get students in the mood and excited about learning.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Linguistic:** Students will be responding to how they think our democratic ideals were shaped by that of the founding works of this country.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Bodily Kinesthetic:** Students will be sorting themselves based off their sheets upon entering the room. They will move to one side or the other. They will also be moving from station to station during the brainstorming activity.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Intrapersonal:** Students will reflect on what life would be like today if things such as the Magna Charta or people such as John Locke did not exist. They will reflect on what life would be like in today’s world without these ideals.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Naturalist:** Class will be held outside where students can complete work and discuss.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Interpersonal:** Students will discuss in groups how our democratic ideals have served as an influence and model to other countries. They will share this information to the class. **(TAILORS).**


 * //<span style="font-family: 'Times New Roman','serif';">Type II Technology: //**<span style="color: #000000; font-family: 'Times New Roman','serif';"> I used Type II technology by having students create a Podcast.


 * //<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="color: #000000; font-family: 'Times New Roman','serif';">As a formative assessment I will use As I See It. Students will be able to express their own opinions, while backing it up with information. This will demonstrate student’s understandings, and bring any misconceptions to my attention.


 * //<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 our democratic ideals played a role in the founding of the country, and served as a model for others students will be creating a Podcast. This will allow me to see the student’s understandings of the political views of the Colonial Era, and to see that students have formed connections between modern day, and the Colonial Era. Students will create a Podcast demonstrating how John Locke's ideas and works influenced the Constitution, and how they have helped shape our democratic ideals. Students will work in groups of two to create a radio editorial piece expressing their opinions on this subject. 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- **G**oal, **R**ole, **A**udience, **S**ituation, **P**roduct/**P**erformance and **S**tandard.

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 * //<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. // ||  || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||   ||
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