L3+Joiner,+Rachel

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

**LESSON PLAN FORMAT **


 * __Teacher’s Name __****:  Ms. Joiner **
 * __Lesson #: __**** ** 3 ** **
 *  __Facet:__ ** Interpretation ** **
 * __Grade Level __****: ** 6-8 ** **
 * __Numbers of Days: __****3-4 (80) **
 * __Topic: __****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="color: #000000; 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="color: #000000; font-family: 'Times New Roman','serif';">Jamestown, Native Americans, Pilgrims, Mayflower, reasons for leaving Britain.


 * <span style="font-family: 'Times New Roman','serif';">Student will be able to do **<span style="color: #000000; 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="color: #000000; font-family: 'Times New Roman','serif';">Blogger **

// Maine Learning Results (MLR) // // Content Area: Social Studies // // Standard Label: E. History // // Standard: E1 Historical Knowledge, Concepts, Themes and Patterns // // Grade Level Span: 6-8 "The Colonial Era 1500-1754" //
 * __<span style="font-family: 'Times New Roman','serif';">Maine Learning Results (MLR) or Common Core State Standards(CCSS) Alignment __**
 * //<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 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';">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 KWL chart. Students will complete the "K" and "W" sections and we will discuss them as a class. Students will complete the “K” section, where they will tell what they already know, and the “W” section about what they want to learn from this section. This allows me to see where there are any misconceptions or any existing knowledge. This helps me gauge the student’s readiness levels for the topic.

<span style="color: #000000; font-family: 'Times New Roman','serif';">Students will do the activity "Is that a Fact?" They will distinguish between opinion-based statements and real fact as a formative assessment. This will show where students misconceptions are, and demonstrate student understanding.

<span style="color: #000000; font-family: 'Times New Roman','serif';">Think-Pair-Share, students will consider a posed question, and then share with another, then share to other group. Students will each brainstorm ideas individually, then get together in a group to share their ideas, and then share with other students about their collective ideas. Students will be completing the Ice Cream Cone graphic organizer to put their information in. Students will use this to show how upon arriving the colonists survived by various means. Students will be sharing information and putting it in their graphic organizer. 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';">Section II – timely feedback for products (self, peer, teacher) **

<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 settlers to America and more recent immigrant group’s students will be creating a blog. Students will need to tell a story of an experience they had where they had to "migrate." Students will compare and contrast this to the colonists and more recent groups of immigrants. Students are required to keep an online journal using Blogger that describes their experience. The experience could include a move to a new neighborhood, house, town, or state. It could also simply be a move from one school to another such as elementary school to middle school. Students will update the blog as they experience new "migrations" in their lives. Students will comment on others blogs and provide feedback, and helpful hints. This will allow me to see that students have formed connections between the past and their own lives. Teacher and peer checklists will evaluate students.
 * __<span style="font-family: 'Times New Roman','serif';">Summative (Assessment of Learning): __**


 * __<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 blog, using the website called Blogger. Students will comment on other blogs and provide feedback and helpful hints to each other. I will be utilizing Type II technology by giving students timely feedback by commenting on their blogs. **


 * <span style="font-family: 'Times New Roman','serif';">Content Areas: **
 * <span style="color: #000000; font-family: 'Times New Roman','serif';">English: ****<span style="color: #000000; font-family: 'Times New Roman','serif';">Students will be describing experiences and keeping an online journal by using Blogger. **


 * __<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 an Ice Cream Cone graphic organizer in order to understand how the colonists survived, and what means they did so with. This will help them put into perspective how the colonists survived with the little resources they had. Students will brainstorm individually and then pair with a partner, and then move to another partner to share their information. Groups will be determined using at first pairing with their seasonal partners. Then when music starts to play students must move around and pair with someone else. They will have thirty seconds to find a new partner. Once the music has stopped, students must have a partner. When the music begins to play again, students must find a new partner. **

<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';">Section II – Groups and Roles for Product **


 * __<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';">Logical **<span style="color: #000000; font-family: 'Times New Roman','serif';">: Students will look at the before and after populations of Jamestown after "The Great Starvation." They will find out how much of the population was wiped out.
 * <span style="color: #000000; font-family: 'Times New Roman','serif';">Spatial: **<span style="color: #000000; font-family: 'Times New Roman','serif';"> Students will make graphs showing the decrease in the population of Jamestown starting in 1607.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Musical:** There will be quiet background music playing.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Linguistic**: Students will write a short response comparing colonists and a modern day group of immigrants.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Intrapersonal**: Students will reflect on their progress so far, and set goals for their future work.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Bodily-Kinesthic**: Students can create short skits that reenact an important event from the Pilgrims arriving at Plymouth to the settlers at Jamestown.


 * __<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="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';">Plan for accommodating absent students: **


 * __<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 creating a Type II technology by creating a blog. **

<span style="color: #000000; font-family: 'Times New Roman','serif';">If students are looking for more of a challenge, they can complete an activity by going online and finding another country, state, or city they would potentially like to move to. Students will research the culture, the jobs, the life, and various aspects of their chosen destination. Students will then write a blog entry describing their findings. They will list pros and cons of moving, or “immigrating” to their new destination. They will explain why they would want to “migrate” there if they had to, or why they would not want to.
 * <span style="font-family: 'Times New Roman','serif';">Gifted Students: **

// 1.1 student laptops // // Textbook // // Blogger // // Background music // // Seasonal partners // // Ice Cream Cone graphic organizer // // Class wiki page // // Checklist // // Whiteboard and markers // // Student’s notebooks // // Copy of unit syllabus // // KWL chart // // Video for hook //
 * __<span style="font-family: 'Times New Roman','serif';">Materials, Resources and Technology __**

//<span style="color: #000000; font-family: 'Times New Roman','serif';">This lesson //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 ideas for extensions for gifted students: <span style="color: #999999; font-family: 'Times New Roman','serif';">[] <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';">Tutorial on how to use Blogger: <span style="color: #999999; font-family: 'Times New Roman','serif';"> [] <span style="font-family: 'Times New Roman','serif';">Video for hook: []
 * __<span style="font-family: 'Times New Roman','serif';">Source for Lesson Plan and Research __**


 * __<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';"> 3.1 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 if the colonists never left Britain, then we could all be British and live under a monarch **(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)** 3.2 Students will watch a rap video about the colony of Jamestown located at: <span style="color: #000000; font-family: 'Times New Roman','serif';">[] **(HOOK).**

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **(E)** 3.3 Students will know Jamestown, Native Americans, Pilgrims, Mayflower, role of religion in society, reasons for leaving Britain. Ice Cream Cone, students will use this to show how upon arriving the colonists survived by various means **(EQUIP).** Think-Pair-Share. Students will consider a posed question, and then share with another, then share to other group. Students will use math in order to look into the effects of the Great Starvation in Jamestown. Students will reenact major events throughout the 17th century, as well as reflect on their progress so far. **(EXPLORE).** Students will keep an online journal on a blog that describes their experience of a time when they "migrated." They will comment on others offering help, feedback, and support. This will help students make connections to the colonists move and their life **(EXPERIENCE).**

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **(R)** 3.4 Students will have time to think about how moving affected their life, and how the colonists felt as they moved to this new world **(RETHINK)** Students will give comments and feedback on each other’s responses **(REVISE).** Students will take these comments and continue to work on their final product. **(REFINE).**

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **(E)** 3.5 I am going to use a KWL chart as a pre-assessment. Students will complete the "K" and "W" sections and we will discuss them as a class. Students will do the activity "Is that a Fact?" They will distinguish between opinion-based statements and real fact as a formative assessment. Students will complete a self-assessment in the form of a reflection for a summative assessment **(EVALUATE).**

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **(T)** 3.6 **Logical**: Students will look at the before and after populations of Jamestown after "The Great Starvation." They will find out how much of the population was wiped out. **Spatial:** Students will make graphs showing the decrease in the population of Jamestown starting in 1607.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Musical:** There will be quiet background music playing.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Linguistic**: Students will write a short response comparing colonists and a modern day group of immigrants.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Intrapersonal**: Students will reflect on their progress so far, and set goals for their future work.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Bodily-Kinesthic**: Students can create short skits that reenact an important event from the Pilgrims arriving at Plymouth to the settlers at Jamestown. **(TAILORS).**

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **(O)** 3.7 Students will be able to understand the connections between the colonists and recent immigrant groups **(INTERPRETATION).** Product: Blog. Days: 2-3 days. **(ORGANIZE).**

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


 * __<span style="font-family: 'Times New Roman','serif';">Day 1 (80): __**
 * <span style="font-family: 'Times New Roman','serif';">Upon entering the room, students will take their seats. We will quickly go over the agenda of the day (3 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will watch a rap video about the colony of Jamestown. I will pass out the lyrics so students can better understand the video and the content. Following this, we will have a quick class discussion about what the students thought, and what they learned from the video (10 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will complete a KWL chart. This will allow me to see what students know, and what they want to learn. It will help clear up any misconceptions (15 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will use the collaborative method of learning by using the think-pair-share. Students will work individually and then share with different group members (10 min).
 * <span style="font-family: 'Times New Roman','serif';">While doing this they will be working to complete their graphic organizer about how the colonists survived. They will be helping each other gather information and organize thoughts (20 min).
 * <span style="font-family: 'Times New Roman','serif';">Once completed students will return to their seats (2 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will use their information from the beginning of class to write short responses comparing the colonists and the modern day immigrants they had learned about (15 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will return to their seats and we will review the material covered so far. I will ask for any questions and quickly check in with each student to see how they are doing (5 min).


 * __<span style="font-family: 'Times New Roman','serif';">Day 2 (80): __**
 * <span style="font-family: 'Times New Roman','serif';">As students come into the room, they will sit down at their seats. We will review everything so far, and do a quick check in (5 min).
 * <span style="color: #000000; font-family: 'Times New Roman','serif';">Students will look at the before and after populations of Jamestown after "The Great Starvation." Students will work in groups of four by working with another pair of seasonal partners. They will find out how much of the population was wiped out. They will look at how this seriously affected the settlers (35 min).
 * <span style="color: #000000; font-family: 'Times New Roman','serif';">If students are looking for more of a challenge then they can make graphs showing the decrease in the population of Jamestown starting in 1607 (part of above 35 min).
 * <span style="color: #000000; font-family: 'Times New Roman','serif';">We will stop the class and this point and regroup to make sure everyone understands and is on track. I will do this by asking students to hold up their hands and show me with one being the lowest understanding and then the highest how they are feeling about the material so far (5 min).
 * <span style="color: #000000; font-family: 'Times New Roman','serif';">Students will be introduced to how to use Blogger via a video, and they will be introduced to their projects (15 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will do the activity "Is that a Fact?" They will distinguish between opinion-based statements and real fact as a formative assessment. This will show where students misconceptions are, and demonstrate student understanding. We will be doing this as a formative assessment (20 min).
 * __<span style="color: #000000; font-family: 'Times New Roman','serif';">Day 3 (80): __**
 * <span style="color: #000000; font-family: 'Times New Roman','serif';">As students come into the room, they will sit down at their seats. We will review everything so far, and do a quick check in (5 min).
 * <span style="color: #000000; font-family: 'Times New Roman','serif';">Students will go back into their groups of four from before, they can pick any major event that we have covered so far and they will create short skits that reenact an important event from the Pilgrims arriving at Plymouth to the settlers at Jamestown (25 min).
 * <span style="color: #000000; font-family: 'Times New Roman','serif';">I will go around and check with students to make sure their choice is appropriate before they can start working on it (5 min).
 * <span style="color: #000000; font-family: 'Times New Roman','serif';">Students will perform their short skits in front of the class (25 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will be given work time during class to work on their projects (20 min).


 * __<span style="font-family: 'Times New Roman','serif';">Day 4 (80): __**
 * <span style="font-family: 'Times New Roman','serif';">Students will complete a short reflection on how they are doing so far. They will explain how well they are doing with the material, and overall how they are performing (15 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will also set goals for their projects and future work (part of the above 15 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will be given work time during class to work on their projects (40 min).
 * <span style="font-family: 'Times New Roman','serif';">While students are working, I will be calling each student up with their reflection. The student and I will talk about their reflection and goals. They will get to see their grade and how they are doing. I will also address any lingering misunderstandings at this time (20 min).
 * <span style="font-family: 'Times New Roman','serif';">I will be circulating around the room checking in and helping students while they continue their work time for the rest of the period (5 min).

<span style="color: #000000; 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 if the colonists never left Britain, then we could all be British and live under a monarch**.** **//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 watching a short rap video about the colony of Jamestown. It describes the major events of Jamestown and how the colonists survived. I will pass out the lyrics of the rap, so that students can better understand the content. **(** **<span style="color: #000000; font-family: 'Times New Roman','serif';">Where, Why, What, Hook). TAILORS: Logical, Linguistic, Bodily-Kinesthetic. ** <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. Ice Cream Cone, students will use this to show how upon arriving the colonists survived by various means. Think-Pair-Share. Students will consider a posed question, and then share with another, then share to other group. Students will use math in order to look into the effects of the Great Starvation in Jamestown. Students will reenact major events throughout the 17th century, as well as reflect on their progress so far. <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';">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';">(**Equip, Explore, Rethink, Revise). TAILORS: Logical, Bodily-Kinesthetic, Intrapersonal.**
 * __<span style="color: #000000; font-family: 'Times New Roman','serif';">Second Section: __**
 * <span style="color: #000000; font-family: 'Times New Roman','serif';">I am going to be interacting with students by having them complete flow charts and mind maps of the content that has been covered. They will be using the Think-Pair-Share method to share the information that has been given. They will be completing their mind maps using this method, and they will be helping each other complete these. They will also work in small groups to complete their flow charts. This will allow students to share ideas and understandings. I will be circulating throughout the activities to further their understandings as well as demonstrate they have mastered the content. Students will split into groups using the seasonal partner’s method of grouping. I will be circulating the room in order to clarify any questions. In order to check for understanding students will be doing the activity “Is that a fact?” This will show me any misunderstandings or misconceptions in my student’s knowledge. Students will have a chance to meet with me individually to discuss any problems or questions. Students will have time inside and outside of class to complete their final products, and their feedback. Students will be completing checklists to make sure they are meeting the requirements for the project. **
 * <span style="color: #000000; font-family: 'Times New Roman','serif';">Students will know **<span style="color: #000000; font-family: 'Times New Roman','serif';">Jamestown, Native Americans, Pilgrims, Mayflower, reasons for leaving Britain. The links I used for this were:

<span style="color: #000000; font-family: 'Times New Roman','serif';">Think-Pair-Share. Students will consider a posed question, and then share with another, then share to other group. Students will use math in order to look into the effects of the Great Starvation in Jamestown. Students will reenact major events throughout the 17th century, as well as reflect on their progress so far. Students will keep an online journal on a blog that describes their experience of a time when they "migrated." They will comment on others offering help, feedback, and support. This will help students make connections to the colonists move and their life. <span style="color: #000000; font-family: 'Times New Roman','serif';">Groups will be determined using the seasonal partner systems. Students will find partners for each season of the year, and when we do group, work they will pair with whatever season is announced that day. Students will also be doing some grouping by moving around while music playing in order to find a new group. <span style="color: #000000; font-family: 'Times New Roman','serif';">Students will complete a checklist in order to show they understand the material, and are on track. In order for students to demonstrate their understandings that there are connections to past settlers and more recent immigrant groups students will be creating a blog. This will allow me to see that students have mastered how these two groups of people connect. Students will be evaluated using checklists. Students will have time in class as well as outside class to compile research and complete their product. Students will work within groups to fulfill their checklists to make sure they are on the right track and meeting all the requirements. After receiving feedback students will add, anything needed and create their final product.
 * __<span style="color: #000000; font-family: 'Times New Roman','serif';">Third Section: __**
 * <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 the connections between the colonists leaving Britain and recent immigrant groups. This is using the interpretation facet. I will facilitate the learning process by helping students understand the connections between the colonists leaving Britain and recent immigrant groups. Students will be doing this through a variety of activities such as acting out major events of the colonist’s arrival to America, and looking at how the “Great Starvation” decimated the Jamestown population. Students will be completing graphic organizers to help them better understand the content. I will provide the students with learning opportunities so that they will be able to understand the many connections between the settlers that founded our country and the immigrants today so that they will be able to fulfill this facet of understanding.

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

<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 in the next lesson we will be going further into the connections between immigrant groups. This foundation of understanding within this unit will allow us to further in depth with the next lesson
 * __<span style="color: #000000; font-family: 'Times New Roman','serif';">Fourth Section: __**

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **(Evaluate). TAILORS: Intrapersonal.**

<span style="color: #000000; font-family: 'Times New Roman','serif';">Students will know:
 * __<span style="font-family: 'Times New Roman','serif';">Content Notes __**

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **__Jamestown:__** // KWL chart // // Is that a fact? Worksheet // // Ice cream cone graphic organizer // // Checklist //
 * <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';">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';">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';">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';">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: //**// 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. Students will have many opportunities to complete a checklist to make sure they are on track and continue from there. There will also be a class Wiki page that has all assignments listed 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: //**// The learning styles of the microscope will be met because students will be analyzing how the “Great Starvation” affected the Jamestown population. They will be looking how it affected the life of the settlers, and putting this information into a graph. //


 * //<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: //**// The learning style of the beach ball will be met through the students being able to act out important and key events of the settlers coming to America. They will be able to perform these in front of the class. //


 * //<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';">Students will know **<span style="color: #000000; font-family: 'Times New Roman','serif';">Jamestown, Native Americans, Pilgrims, Mayflower, reasons for leaving Britain. See content notes.
 * <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 the connections between the colonists leaving Britain and recent immigrant groups. Students used the interpretation facet of learning by doing many activities that forced them to understand how the colonists felt, and realize how the colonists synthesized the world around them in order to survive.

// Maine Learning Results (MLR) // // Content Area: Social Studies // // Standard Label: E. History // // Standard: E1 Historical Knowledge, Concepts, Themes and Patterns // // Grade Level Span: 6-8 "The Colonial Era 1500-1754" //
 * //<span style="font-family: 'Times New Roman','serif';">MLR or CCSS: //**
 * //<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: //**//** Interpretation. **//// Students are forced to explain and demonstrate their understanding of the connections between the past and the present. They must decide and figure out what happened for the colonists to be here, and how they survived. They must understand the various connections and the relations between the two groups. //


 * //<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';">Logical **<span style="color: #000000; font-family: 'Times New Roman','serif';">: Students will look at the before and after populations of Jamestown after "The Great Starvation." They will find out how much of the population was wiped out.
 * <span style="color: #000000; font-family: 'Times New Roman','serif';">Spatial: **<span style="color: #000000; font-family: 'Times New Roman','serif';"> Students will make graphs showing the decrease in the population of Jamestown starting in 1607.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Musical:** There will be quiet background music playing.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Linguistic**: Students will write a short response comparing colonists and a modern day group of immigrants.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Intrapersonal**: Students will reflect on their progress so far, and set goals for their future work.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Bodily-Kinesthic**: Students can create short skits that reenact an important event from the Pilgrims arriving at Plymouth to the settlers at Jamestown. **(TAILORS).**


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


 * //<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="color: #000000; font-family: 'Times New Roman','serif';">I am going to use a KWL chart as a pre-assessment. Students will complete the "K" and "W" sections and we will discuss them as a class. Students will complete the “K” section, where they will tell what they already know, and the “W” section about what they want to learn from this section. This allows me to see where there are any misconceptions or any existing knowledge. This helps me gauge the student’s readiness levels for the topic. <span style="color: #000000; font-family: 'Times New Roman','serif';">Students will do the activity "Is that a Fact?" They will distinguish between opinion-based statements and real fact as a formative assessment. This will show where students misconceptions are, and demonstrate student understanding.
 * //<span style="font-family: 'Times New Roman','serif';">Formative: //**

<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 settlers to America and more recent immigrant group’s students will be creating a blog. Students will need to tell a story of an experience they had where they had to "migrate." Students will compare and contrast this to the colonists and more recent groups of immigrants. Students are required to keep an online journal using Blogger that describes their experience. The experience could include a move to a new neighborhood, house, town, or state. It could also simply be a move from one school to another such as elementary school to middle school. Students will update the blog as they experience new "migrations" in their lives. Students will comment on others blogs and provide feedback, and helpful hints. This will allow me to see that students have formed connections between the past and their own lives. Teacher and peer checklists will evaluate students. <span style="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="font-family: 'Times New Roman','serif';">GRASPS- **G**oal, **R**ole, **A**udience, **S**ituation, **P**roduct/**P**erformance and **S**tandard.
 * //<span style="font-family: 'Times New Roman','serif';">Summative: //**

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