L4+Hurley,+Patrick

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Mr. Hurley **__Lesson #:__** 4 **__Facet:__** interpret
 * __ Grade Level __**** : ** 8 **__Numbers of Days:__** 2
 * __ Topic: __** The Colonial Era


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** All history is connected

all the different laws, what they did, and the colonists responses to these laws
 * Student will know **

evaluate the cause and effect of the laws passed by Great Britain.
 * Student will be able to do **

Comic using Comic Life Social Studies E. History E1 Historical Knowledge, Concepts, Themes, and Patterns The Colonial Era, 1500- 1754 Grade 8- Students understand major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world. Students will gain an understanding of the laws passed by Great Britain through class discussions and the creation of a comic about the laws.
 * Product: **
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Rationale: **


 * __ Assessments __**

Students will do the match pairs Jigsaw groups, this way the students will gain a good understanding of several laws, teach each other, and get peer/immediate feedback. Students will also do exit cards.
 * __ Pre-Assessment: __**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

I will check the exit cards and hand them back the next day with comments. The students will get instant feedback on the jigsaw groups because it is a class activity and they will be teaching each other, and I will guide them if they have any questions.
 * Section II – timely feedback for products (self, peer, teacher) **

Students will create a comic using Comic Life. This comic will be at least two pages. The students will work in pairs, which will be selected by me handing out color cards at the begging of class and they will find their color partner. The comic will be about a certain law, which will be selected by me having some of the more important laws in a hat and the students will pick one at random. The comic will show what the law did and how it affected the colonies.
 * __ Summative (Assessment of Learning): __**

Comic Life
 * __ Integration __**
 * Technology: **

English- students will be writing in their comics Art- The students will use pictures in the comics
 * Content Areas: **

I will use the 4 column chart as the graphic organizer, the 4 headers will be different questions about the laws. They will use this to answer some key questions about the law they have for their comic, this way they get a clear understanding of the law and its effects before they do their comic. Students will do skits about different lawas during class as a cooperative learning technique. This way they will help give each other a different look at the laws.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

The students will be given cards at the beginning of class and they will find their color card partner. Both students are expected to put in an equal effort in the research and creation of the comic.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**
 * verbal ** : I will describe the different laws passed by Great Britain.
 * logical ** : I will show the timeline of all the different laws.
 * interpersonal ** : Students will do the fish bowl activity.
 * intrapersonal ** : Students will do the match pairs exercise.
 * visual ** : I will show some reactions to the different laws.
 * kinesthetic ** : I will have students reenact the reacts to some laws


 * __ 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. //

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.
 * Plan for accommodating absent students: **
 * __ Extensions __**

Students will use Comic Life to create a comic
 * Type II technology: **

Students will be encourage to dig deeper into their law, this could be through a longer comic or more research
 * Gifted Students: **

Paper Pencil computer
 * __ Materials, Resources and Technology __**


 * __ Source for Lesson Plan and Research __**

[] [] [] for this site use the drop down menu and you can look at a lot of other laws All of these sites have different laws and brief descriptions of what they did. []


 * __ PART II: __**


 * __ 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) //
 * (W) ** 4.1 Students will understand that all history is connected. ( ** 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) ** 4.2 []
 * (E) ** 4.3 Students will know all the different laws, what they did, and the colonists responses to these laws ( ** equip ** ). Jigsaw groups to explore different laws in groups and then teach each other about the different laws. ( ** explore ** ) Use Comic Life to show the effects of some laws ( ** Experience ** )
 * (R) ** 4.4 ( ** rethink ** ) Fish bowl activity ( ** revise ** ) take a look at them and fix the mistakes ( ** refine ** ) have them fix their mistakes
 * (E) ** 4.5 ** pre assessment: ** match pairs
 * Formative assessment: ** exit cards
 * (T) ** 4.6 ** verbal ** : I will describe the different laws passed by Great Britain.
 * logical ** : I will show the timeline of all the different laws.
 * interpersonal ** : Students will do the fish bowl activity.
 * intrapersonal ** : Students will do the match pairs exercise.
 * visual ** : I will show some reactions to the different laws.
 * kinesthetic ** : I will have students reenact the reacts to some laws
 * (O) ** 4.7 Students will be able to evaluate the cause and effect of the laws passed by Great Britain. ( ** interpret ** ) Product: comic. days: 3 ( ** organize ** )

First Section The classroom will be set up in a U Day 1 Assign Laws to groups 5 minutes Start going over the earlier laws and their effects, having the students who looked into those laws help teach the class (part of WebQuest) 40 minutes have students get in their group and pick a law that we went over, they will have a few minutes to prepare a quick reenactment of either the law of the colonists reaction 25 minutes exit cards/ any questions 10 minutes

Day 2 Fishbowl Activity 10 minutes Class discussion about some more of the later laws that were passed 40 minutes Ask the class what laws they think had the biggest/ longest lasting affect on the colonists, what may have started to build up the tension 20 minutes ask how the WebQuest is going and see if anyone has any questions 10 minutes
 * Students will understand major enduring themes, and historical influences in the history of Maine, the United States, and various regions of the world ** . I will hook the students with a video.
 * verbal ** : I will describe the different laws passed by Great Britain.
 * logical ** : I will show the timeline of all the different laws.
 * interpersonal ** : Students will do the fish bowl activity.
 * intrapersonal ** : Students will do the match pairs exercise.
 * visual ** : I will show some reactions to the different laws.
 * kinesthetic ** : I will have students reenact the reacts to some laws

Second Section Students will know all the different laws, what they did, and the colonists responses to these laws. I will deliver instruction through class discussions, the use of small groups, some skits, and a few pictures. Students will being doing a WebQuest with this lesson to help them with their comic. They will use this and their graphic organizer to help them with their comic. To check for understanding I will have the students do an exit card where they will have to describe three different laws from that day. This way i can see if everyone got a good idea about the different laws, I will also get a chance to see if everyone writes the same thing, that way I will know I have to do a better job at describing the other laws.
 * verbal ** : I will describe the different laws passed by Great Britain.
 * logical ** : I will show the timeline of all the different laws.
 * interpersonal ** : Students will do the fish bowl activity.
 * intrapersonal ** : Students will do the match pairs exercise.
 * visual ** : I will show some reactions to the different laws.
 * kinesthetic ** : I will have students reenact the reacts to some laws

Third Section Students will work on their groups, which were decided by handing out color cards at the beginning of class. They will work together in and out of class to do the WebQuest and explore the different laws. For the comic they will have to say when there law was enacted, what it actually did, and how it affected the colonists. The comic must be at least 2 pages. Students are encouraged to have fun with the comic by using pictures, different headers, text boxes, etc. To check for understanding I will ask questions throughout the lesson, have students do the exit cards and fishbowl activity, and have students do the skits. I will revise these things quickly and give the students a chance to go back and fix anything they may have misunderstood.
 * interpersonal ** : Students will do the fish bowl activity.
 * intrapersonal ** : Students will do the match pairs exercise.
 * kinesthetic ** : I will have students reenact the reacts to some laws

Fourth Section Students will self assess their comics by writing a brief review on how they think they did. I will grade all the assessments promptly so all the students can see what they may have missed. This will connect to future lessons which go into greater detail about some of the laws and the colonists reactions to them that led to the Revolutionary War.
 * interpersonal ** : Students will do the fish bowl activity.
 * intrapersonal ** : Students will do the match pairs exercise.

Students will know…..
 * __ Content Notes __**

[]

[]

[] These sites area basically my content notes. I will be going over the different laws and there effects. I will be giving the students these lists of laws so they have them to look at as I go along and explain them all. I will be having the students interpret some of the laws in front of the class and they will be doing a WebQuest along with this lesson

list of laws
 * __ 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 class will always be organized, the procedures will be clear, and the list of laws will be given to them
 * // Clipboard: //**

students will get to discover a lot about the different laws on the WebQuest
 * // Microscope: //**

There will be a good class environment and the students will be encouraged to ask questions
 * // Puppy: //**

The students will do skits and have a chance to do some fun things with Comic Life
 * // Beach Ball: //**


 * // Rationale: //**


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**

Students will know all the different laws, what they did, and the colonists responses to these laws Students understand major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world. interpret
 * // Content Knowledge: //**
 * // MLR or CCSS: //**
 * // Facet: //**


 * // Rationale: //**
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * // MI Strategies: //**
 * verbal ** : I will describe the different laws passed by Great Britain.
 * logical ** : I will show the timeline of all the different laws.
 * interpersonal ** : Students will do the fish bowl activity.
 * intrapersonal ** : Students will do the match pairs exercise.
 * visual ** : I will show some reactions to the different laws.
 * kinesthetic ** : I will have students reenact the reacts to some laws

Comic Life
 * // 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. //**

exit cards
 * // Formative: //**

comic using Comic Life
 * // Summative: //**

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