L6+Hurley,+Patrick

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : Mr Hurley ** **__Lesson #:__ 6 __Facet:__** reflect
 * __ Grade Level __**** : 8 ** **__Numbers of Days:__** 3
 * __ Topic: __** Colonial Era


 * __ PART I: __**

// the move to America sparked a desire for freedom in the colonists that led to a revolution // // tea act, boston tea party, townshend acts, patriotism, taxation without representation, intolerable acts // // recognize the effect of Great Britain's laws on the colonies on the colonists desire for freedom. // Capzles
 * __ Objectives __**
 * Student will understand that **
 * Student will know **
 * Student will be able to do **
 * Product: **
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * // Content Area: //**// Social Studies //


 * // Standard Label //**// : E. History //


 * // Standard //**// : E1 Historical Knowledge, Concepts, Themes, and Patterns //


 * // Grade Level Span //**// : Grade 8 “The Colonial Era, 1500- 1754” //

Students will be putting together everything they have learned in the past lessons to create a Capzles. Students will be able to see how one thing led to another, and how the tensions between the colonies and Great Britain increases.
 * // Students understand major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world. //**
 * Rationale: **


 * __ Assessments __**


 * __ Pre-Assessment: (Lesson 1 only) __**

students will play slap it, they will also do a round robin brainstorm, index card sumaries I will give the students instant feedback on the slap it because it will be a class activity and i will tell them whether or not they got it correct and fix it for them Capzles presentation (WebQuest) Capzles WebQuest Blog Art, possible Comic Music, Possible use of music/ music video English, writing for the Capzles Students will use inspiration to create a web about their project. Students will be doing this in their groups for the project. They will also have some time to go over their projects, get peer feedback on what they have done so far, and do the round robin brainstorm. Groups will be selected by me giving out number at the end of lesson 5. Students will be instructed to find their number partner and start working on the WebQuest.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **
 * __ Summative (Assessment of Learning): __**
 * __ Integration __**
 * Technology: **
 * Content Areas: **
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II – Groups and Roles for Product **
 * __ Differentiated Instruction __**


 * __ MI Strategies __**

//** verbal ** : I will discuss the effects of certain laws. // //** visual ** : I will show pictures of the Boston Tea Party. // //** kinesthetic ** : The students will reenact the tea party. // //** interpersonal ** : The students will have some time to work on project in groups. // //** intrapersonal: ** The students will do their index card summaries. // //** musical ** : The students will watch the hook video. //


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //


 * Plan for accommodating absent students: **

If a students misses a class they will have to promptly email the instructor to figure out what was missed in class. They can talk to other students in class as well to get the notes from class. If a student misses the summative assessment the student will have their partner turn in the assignment, if both students are missing it will be expected the next day either of the students are back in school. The homework that is missed will be expected the next time the class meets.
 * __ Extensions __**

Capzles Possibly: Comic Life, podcasts, iMovies Gifted students will be encouraged to go the extra step and create an extra event for the Capzles or use a third type of media Paper Pencil Computer Capzles Inspiration Webquest Props for acting out tea party
 * Type II technology: **
 * Gifted Students: **
 * __ Materials, Resources and Technology __**

// [] Hook // [] tea party [] tea act [] Quartering Act [] intolerable acts
 * __ Source for Lesson Plan and Research __**
 * __ PART II: __**

//** (W) ** 6.1 Students will understand that the move to America sparked a desire for freedom in the colonists that led to a revolution ( ** Where ** ) We are learning this to demonstrate the the students knowledge of the colonies, because without them the United States may have been a very different place. ( ** Why ** ) ** Students will understand major enduring themes, and historical influences in the history of Maine, the United States, and various regions of the world **. ( ** What ** ) // //** (H) ** 6.2 [] // //** (E) ** 6.3 Students will know tea act, boston tea party, townshend acts, patriotism, taxation without representation, intolerable acts ( ** equip ** ) round robin brainstorm ( ** explore ** ) use capzles to make a multimedia project ( ** experience ** ) // //** (R) ** 6.4 ( ** rethink ** ) slap it ( ** revise ** ) tell them correct answer if they slap wrong ( ** refine ** ) continue game until everyone understands // //** (E) ** 6.5 ** pre assessment: ** right angle perspective // //** formative assessment: ** index card summaries // //** (T) ** 6.6 ** verbal ** : I will discuss the effects of certain laws. // //** visual ** : I will show pictures of the Boston Tea Party. // //** kinesthetic ** : The students will reenact the tea party. // //** interpersonal ** : The students will have some time to work on project in groups. // //** intrapersonal: ** The students will do their index card summaries. // //** musical ** : The students will watch the hook video. // //** (O) ** 6.7 Students will be able to recognize the effect of Great Britain's laws on the colonies on the colonists desire for freedom. ( ** reflect ** ) product: caplze. days: 5 // First Section The desk will be in groups of 4, this way the students will be with their group partner and another group for when it is time for feedback. Day 1 Talk about the WebQuest see if there are question and assign colonies 15 minutes Discuss the Tea Act and the Townshend Acts 20 minutes Have students do the round robin Brain storm, have them think of what may happen because of these laws 10 minutes Go over what patriotism is and briefly discuss taxation without representation 10 minutes Give the students the last 15 minutes to work on the WebQuest
 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

Day 2 Ask about the WebQuest and go over anything that was due in class 10 minutes Discuss the Boston Tea Party 10 minutes Have students act out the Tea Party, designate desks as the ship and have them throw little boxes of tea over board, then talk about some of the consequences that came from this 20 minutes Introduce the intolerable acts 15 minutes Have students do the index card summaries 5 minutes Give students the last 10 minutes to get together with their groups and work on the project

Day 3 Do the peer feedback session for what the students have done on their Capzles 20 minutes Discuss how all the events from the past lessons led up to the First Continental Congress 20 minutes Give the students the last 30 minutes to work on their final product and prepare for the presentations next class.

I will hook students with a video.

// Students will understand that the move to America sparked a desire for freedom in the colonists that led to a revolution. We are learning this to demonstrate the the students knowledge of the colonies, because without them the United States may have been a very different place. ** Students will understand major enduring themes, and historical influences in the history of Maine, the United States, and various regions of the world **. //

//** verbal ** : I will discuss the effects of certain laws. // //** visual ** : I will show pictures of the Boston Tea Party. // //** kinesthetic ** : The students will reenact the tea party. // //** interpersonal ** : The students will have some time to work on project in groups. // //** intrapersonal: ** The students will do their index card summaries. // //** musical ** : The students will watch the hook video. //

Second Section

// Students will know tea act, boston tea party, townshend acts, patriotism, taxation without representation, intolerable acts. // Students will do a round robin brainstorm to think of what the consequences of the Tea Act could be/ why they did it. I will deliver instruction through class discussion, skits, and the WebQuest. I will use the graphic organizer to help the students prepare for their project. To check fro understanding I will ask questions during class, do index card summaries, the brainstorming, just walking around during group work, and watching the little skit. //** verbal ** : I will discuss the effects of certain laws. // //** visual ** : I will show pictures of the Boston Tea Party. // //** kinesthetic ** : The students will reenact the tea party. // //** interpersonal ** : The students will have some time to work on project in groups. // //** intrapersonal: ** The students will do their index card summaries. //

Third Section Students will do a round robin brainstorm to explore the material. They will also be creating a Capzles, this will help the students gain a greater understanding of the topic. They will also be able to see everyone else's projects, so they can see the many differences between the different colonies and laws. Students will be able to recognize the effects of the laws on the colonies. Student will be grouped by recieving the different numbers and finding their number partner, they will be picking their colony out of a hat. both students will fill out reflections saying if the work was evenly done by both students. students will show evidence of learning through the different assessments, including the Capzles, WebQuest, and the brainstorming. Students will do a lot of peer feedback on their Capzles, they will also get feedback during the brainstorming from both me and the rest of the class. //** interpersonal ** : The students will have some time to work on project in groups. // //** intrapersonal: ** The students will do their index card summaries. //

Fourth Section Students will self assess by doing a reflection after their presentation. They will write about how they thought the whole project went, how the WebQuest was, and how they think they worked as a pair. I will give all students feedback on their note card summaries, and during the brainstorm, I will also give the students some feedback on the WebQuest as they do it in class. This brings everything we have learned together.
 * __ Content Notes __**

[] [] the Quartering Act 1765. This law forced the colonists to provide basic needs for the British soldiers that were sent to the colonies to protect the colonies from any remaining French or Indians that were still trying to cause trouble after the war. Colonists had to provide bedding, cooking utensils, firewood, beer or cider and candles. This was a major inconvenience to the colonists. The soldiers would treat the colonists poorly, eat all their food, and make a mess out of their house. []

the Intolerable Acts A series of Acts that were passed in 1774. The biggest was the Boston Port Act, which closed the port of Boston. This made it so the Massachusetts Bay colony couldn’t trade any goods, or even send any ships out of their port. This brought the colonies together, however. The other colonies sent supplies to help the Massachusetts Bay colony. This led to the first meeting of the Continental congress []

As a result of the Townshend Acts (1767), the colonists refused to pay taxes to a parliament they had no say in. Parliament gave the East India Company a monopoly on the imported tea to America. Colonist still refused to pay the taxes on tea because it was still going to parliament. 3 ships arrived in Boston in 1773. So, in 1773 a group of 200 men dressed as Indians went aboard the three ships and dumped all the tea into the bay Everything I would normally hand out is on the webQuest
 * __ Handouts __**


 * __ Maine Standards for Initial Teacher Certification and Rationale __**


 * // 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. //**


 * //__ Learning Styles __//**

The WebQuest will be good because of the multiple resources and choice of activities The WebQuest promotes deep exploration and has everything spelled out clearly I think everyone will be comfortable by this time in the class There will be a lot of activities and group work Many types of learning styles will be utilized in this lesson, helping keep the students engaged.
 * // Clipboard: //**
 * // Microscope: //**
 * // Puppy: //**
 * // Beach Ball: //**
 * // Rationale: //**
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**

// tudents will know tea act, boston tea party, townshend acts, patriotism, taxation without representation, intolerable acts //
 * // Content Knowledge: //**
 * // MLR or CCSS: //**

Reflect
 * // Students understand major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world. //**
 * // Facet: //**
 * // Rationale: //** I will take advantage of all the material the students have already learned, and base instructions off of that. I will also have the students do a lot of peer feedbacking so they can educate each other.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**

//** verbal ** : I will discuss the effects of certain laws. // //** visual ** : I will show pictures of the Boston Tea Party. // //** kinesthetic ** : The students will reenact the tea party. // //** interpersonal ** : The students will have some time to work on project in groups. // //** intrapersonal: ** The students will do their index card summaries. // //** musical ** : The students will watch the hook video. // Capzles WebQuest I will utilize everyones MI's so they can get the most out of each lesson
 * // MI Strategies: //**
 * // Type II Technology: //**
 * // Rationale: //**
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**

Round Robin Brainstorm Index card summaries Capzles About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License]. Portions not contributed by visitors are Copyright 2011 Tangient LLC. About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License]. Portions not contributed by visitors are Copyright 2011 Tangient LLC .
 * // Formative: //**
 * // Summative: //**
 * // Rationale: //** I will use multiple types of assessment to ensure everyone is getting a full understanding of the topic. || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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