L2+Joiner,+Rachel

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

**LESSON PLAN FORMAT **


 * __Teacher’s Name __****: Ms. Joiner **
 * __Lesson #: __****2 **
 * __Facet: __****Explanation **
 * __Grade Level __****: 6-8 **
 * __Numbers of Days: __****<span style="color: #000000; font-family: 'Times New Roman','serif';">2-3 (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="font-family: 'Times New Roman','serif';">Student will understand that **<span style="color: #000000; font-family: 'Times New Roman','serif';">the founding of America was shaped by many different people, cultures, and industries.


 * <span style="font-family: 'Times New Roman','serif';">Student will know **<span style="color: #000000; font-family: 'Times New Roman','serif';">New England, Mid-Atlantic Colonies, Southern Colonies, Massachusetts Bay Colony, Indentured Servants, Sir Walter Raleigh, Roanoke, Native Americans, tobacco industry.


 * <span style="font-family: 'Times New Roman','serif';">Student will be able to **<span style="color: #000000; font-family: 'Times New Roman','serif';">demonstrate that there were several key factors that played into the emergence and founding of the original American colonies.


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

//<span style="color: #000000; font-family: 'Times New Roman','serif';">Maine Learning Results (MLR) // //<span style="color: #000000; font-family: 'Times New Roman','serif';">Content Area: Social Studies //
 * __<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';"> 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 by allowing students to understand how the founding of country came to be.


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

<span style="color: #000000; font-family: 'Times New Roman','serif';">Students will complete an Anticipation Guide. Students will complete this guide by responding to a series of statements related to the topic with some misunderstandings included. This will allow me to see where there are still misunderstandings so I can use this information and clear them up.
 * __<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';">As a formative assessment, students will complete an exit ticket by answering a quick question about the material covered to that point. This will demonstrate student understanding and clear up misconceptions.

<span style="color: #000000; font-family: 'Times New Roman','serif';">Jigsaw, students will each have a key piece of information that they will learn well and or summarize, and then students will rotate around the room sharing information. They will put any remaining information into their flow charts and mind maps. While students are sharing information, they are checking their own flow charts and mind maps to make sure they have similar ideas and content as the person they are sharing with. This will allow students to work together to receive peer feedback, and they will also be getting self-feedback by checking their worksheets during this activity. If there are any discrepancies or confusions these will be addressed to the teacher following the Jigsaw where we will do a quick check for any questions, or lingering misunderstandings. I will circulate during this 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 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 to demonstrate the understanding that the founding of America was shaped by many different people, cultures, and industries students will be creating an iMovie. Students will need to demonstrate that the geography of the Native Americans of America shaped the lives of the colonists. This will demonstrate their knowledge of how well they understand the influences of the founding of America. Students will work in groups of four to complete this product. Students will pretend to be colonists and will film an advertisement that will attract the other colonists to this new world. Students should focus on the role of geography, and the Native Americans. Students will upload this video to YouTube, and post a link for it on the class wiki page. Teacher and peer checklists will evaluate students.
 * __<span style="font-family: 'Times New Roman','serif';">Summative (Assessment of Learning): __**

<span style="color: #000000; font-family: 'Times New Roman','serif';">Students will be utilizing Type II technology by creating an iMovie, and posting it onto YouTube. I will be utilizing Type II technology by giving students timely feedback by commenting on their videos on YouTube.
 * __<span style="font-family: 'Times New Roman','serif';">Integration __**
 * <span style="font-family: 'Times New Roman','serif';">Technology: **


 * <span style="font-family: 'Times New Roman','serif';">Content Areas: **
 * <span style="color: #000000; font-family: 'Times New Roman','serif';">Music: **<span style="color: #000000; font-family: 'Times New Roman','serif';">Students will be listening to a few songs of colonial era music, and they will be looking into the instruments used during the colonial era.
 * <span style="color: #000000; font-family: 'Times New Roman','serif';">Theater: **<span style="color: #000000; font-family: 'Times New Roman','serif';"> Students will be acting when they are creating their advertisement for their final product using iMovie.
 * <span style="color: #000000; font-family: 'Times New Roman','serif';">Art: **<span style="color: #000000; font-family: 'Times New Roman','serif';"> Students will be examining and analyzing pieces of colonial art, and explaining to the class what they see in it.

<span style="color: #000000; font-family: 'Times New Roman','serif';">Students will complete a Mind Map to determine how people, the geography, and events influenced our country. Students will also complete a flow chart that shows and explains the events that transformed the Headright system into slavery. Groups will be determined using the Color Pencil System. There will be various colored pencils in a can. There will be enough of each color to form the groups, and the number of students needed in the groups. Students will pick colored pencils and then match up with the other students who share their same color.
 * __<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';">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';">Musical: **<span style="color: #000000; font-family: 'Times New Roman','serif';"> Students will listen to a few songs of the colonial era, and find the musical instruments used during the colonial era.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Naturalist:** Take students outside to complete reading and have a class discussion.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Linguistic:** Students will write a response that explains how the geography of Jamestown helped the colonists survive.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Spatial**: Students will create a flow chart that shows and explains the events that transformed the Headright system into slavery.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Visual**: Students will examine and analyze pieces of colonial art, and explain to the class what they see in it.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Intrapersonal**: Students will reflect on their learning so far and reflect on what they could have done better.


 * __<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 utilizing Type II technology by creating an iMovie.

<span style="color: #000000; font-family: 'Times New Roman','serif';">If students are looking for more of a challenge, they can complete an activity using online references and they will create a Wordle. Students will gain a better knowledge of vocabulary words and go more in depth with their vocabulary by creating a Wordle. Students will use a variety of online references to define vocabulary words. Once they have defined the vocabulary words they will create a Wordle, and post this Wordle to their blog.
 * <span style="font-family: 'Times New Roman','serif';">Gifted Students: **

<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';">iMovie <span style="color: #000000; font-family: 'Times New Roman','serif';">Blogger <span style="color: #000000; font-family: 'Times New Roman','serif';">Flow chart <span style="color: #000000; font-family: 'Times New Roman','serif';">Anticipation guide <span style="color: #000000; font-family: 'Times New Roman','serif';">Colored pencils and can <span style="color: #000000; font-family: 'Times New Roman','serif';">Wordle <span style="color: #000000; font-family: 'Times New Roman','serif';">Exit ticket question <span style="color: #000000; font-family: 'Times New Roman','serif';">Mind map <span style="color: #000000; font-family: 'Times New Roman','serif';">Video for hook <span style="color: #000000; font-family: 'Times New Roman','serif';">Class wiki page <span style="color: #000000; font-family: 'Times New Roman','serif';">YouTube account <span style="color: #000000; font-family: 'Times New Roman','serif';">Checklist <span style="color: #000000; font-family: 'Times New Roman','serif';">Colonial era songs <span style="color: #000000; font-family: 'Times New Roman','serif';">Colonial art <span style="color: #000000; font-family: 'Times New Roman','serif';">Whiteboard and markers <span style="color: #000000; font-family: 'Times New Roman','serif';">Student notebooks <span style="color: #000000; font-family: 'Times New Roman','serif';">Copy of unit syllabus
 * __<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 iMovie that would best show my students understandings and learning of how the geography and people of the colonies shaped America into what it is today. However, I used several sources to help me build up my activities in this lesson. //
 * __<span style="font-family: 'Times New Roman','serif';">Source for Lesson Plan and Research __**

<span style="color: #000000; font-family: 'Times New Roman','serif';">Ideas for extensions for gifted students: [] <span style="color: #000000; font-family: 'Times New Roman','serif';">Tutorial for iMovie: [] <span style="color: #000000; font-family: 'Times New Roman','serif';">Wordle Website: [] <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';"> Information about Colonial Music and Instruments used: <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';">Video being used for hook: []


 * __<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';"> 2.1 Students will understand that the founding of America was shaped by many different people, cultures, and industries **(WHERE).** Students need to know this because our country would not look the way it does if it was not for the existence of the Native Americans, colonists, and the geography **(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)** 2.2 Students will watch a video at []. The video will be stopped at 43 seconds. A class discussion will follow this video **(HOOK).**

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **(E)** 2.3 Students will know New England, Mid-Atlantic Colonies, Southern Colonies, Massachusetts Bay Colony, Pilgrims, Mayflower, Indentured Servants, Puritan, Sir Walter Raleigh, Roanoke, Anne Hutchinson, Iroquois Confederacy, geography, tobacco industry. Mind Maps, students will use this to determine how people, the geography, and events influenced our country **(EQUIP).** Jigsaw, students will each have a key piece of information that they will learn well, and then students will rotate around the room sharing information. Students will listen to music from the Colonial Era. They will also complete a flow chart to better explain their ideas. They will also look into Colonial Era art and analyze it. **(EXPLORE).** Students will film an advertisement using iMovie that will attract colonists to this "new world." This will help students understand the reasons colonists left and how they were able to succeed. **(EXPERIENCE).**

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **(R)** 2.4 Students will have a little time in class, and time outside of class to collect information on what attracted the colonists to this new world **(RETHINK).** Students will work in small groups and receive feedback from both their peers and the teacher to make sure they are on the right track **(REVISE).** Students will use this feedback and complete their final product. **(REFINE).**

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **(E)** 2.5 I am going to use an Anticipate Guide as a pre-assessment. Students will complete this guide by responding to a series of statements related to the topic with some misunderstandings included. As a formative assessment, students will complete an exit ticket by answering a quick question about the material covered to that point. This will demonstrate student understanding and clear up misconceptions. 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)** 2.6 **Musical:** Students will listen to a few songs of the colonial era, and find the musical instruments used during the colonial era.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Naturalist:** Take students outside to complete reading and have a class discussion.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Linguistic:** Students will write a response that explains how the geography of Jamestown helped the colonists survive.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Spatial**: Students will create a flow chart that shows and explains the events that transformed the Headright system into slavery.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Visual**: Students will examine and analyze pieces of colonial art, and explain to the class what they see in it.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Intrapersonal**: Students will reflect on their learning so far and reflect on what they could have done better **(TAILORS).**

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **(O)** 2.7 Students will be able to understand the colonists reasons for leaving Britain, and what and who made the "new world" so great **(EXPLANATION).** Product: iMovie. Days: 3-5 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="color: #000000; font-family: 'Times New Roman','serif';">Day 1 (80): __**
 * <span style="font-family: 'Times New Roman','serif';">Upon arriving into the classroom, students will watch a video, which gives a basic summary of the beginning of America. It covers content from the reasons the colonists left England, until they arrived in America, and how they handled it (2 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will be shown this video, and we will have a brief class discussion on their thoughts. We will make connections to the past lesson by drawing on prior knowledge during the discussion to better understanding what we will be covering (5 min).
 * <span style="font-family: 'Times New Roman','serif';"> Students will complete an Anticipation Guide. This will bring any misunderstandings to my knowledge, and we will work on clearing these up (10 min).
 * <span style="font-family: 'Times New Roman','serif';"> Students will use the collaborative method of learning by using a jigsaw. Students will each learn a key piece of information, and students will rotate sharing this information with others (5 min).
 * <span style="font-family: 'Times New Roman','serif';"> As they are doing this students will be completing their Mind Maps. By working with each other, they can help each other and share ideas (15 min).
 * <span style="font-family: 'Times New Roman','serif';">Following this, we will return to our seats, and listen to a few songs from the Colonial Era (10 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will use the website about Colonial music provided to research information, and learn about the instruments used during this time (15 min).
 * <span style="font-family: 'Times New Roman','serif';">We will have a quick class discussion following to discuss any interesting finds (5 min).
 * <span style="font-family: 'Times New Roman','serif';">I will be circulating during this process to answer any questions.
 * <span style="font-family: 'Times New Roman','serif';">Students will write a short paragraph drawing on their prior knowledge and explain how the geography of Jamestown helped the colonists survive (10 min).
 * <span style="font-family: 'Times New Roman','serif';">Shortly before the end of the class period students will complete an exit ticket where they will answer an important key question. This will be checking for any misunderstandings. Students will give this to me before leaving the classroom (3 min).


 * __<span style="color: #000000; font-family: 'Times New Roman','serif';">Day 2 (80): __**
 * <span style="font-family: 'Times New Roman','serif';">Students will go outside and we will complete an assignment and a class discussion while sitting outside (3 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will be looking at artwork from the Colonial Era, and analyzing the pieces shown (outside) (10 min).
 * <span style="font-family: 'Times New Roman','serif';">They will on their own quietly reflect, and explain what they see (10 min).
 * <span style="font-family: 'Times New Roman','serif';"> Following this, we will discuss in a group what students saw in the art, and what they thought of it. (10 min).
 * <span style="font-family: 'Times New Roman','serif';"> We will return inside and students will complete a flow chart that explains how the Headright system was turned into slavery. Students will work in groups during the completion of the flow chart. They will be grouped using the colored pencil method of grouping (15 min).
 * <span style="font-family: 'Times New Roman','serif';">Once this has been completed, we will take a quick break and students will have a chance to ask any clarifying questions (2 min).
 * <span style="font-family: 'Times New Roman','serif';"> I will then introduce the summative assessment and explain the product, and iMovie. I will show a video tutorial on how to use iMovie (10 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will have time in class to work on research and plan for their products (20 min).


 * __<span style="color: #000000; font-family: 'Times New Roman','serif';">Day 3 (80): __**
 * <span style="font-family: 'Times New Roman','serif';">Students will continue to work on their final products (20 min).
 * <span style="font-family: 'Times New Roman','serif';">During this time, students will be giving and receiving feedback from their peers when they get into colored pencil groups and share thoughts for their projects (15 min).
 * <span style="font-family: 'Times New Roman','serif';"> Students will exchange positive feedback. Students will quickly check in with me to make sure they are on the right track, and they will have a chance to ask any questions, or clear up any misconceptions (15 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will complete a reflection where they will reflect on how they have done so far in this unit, and what they think they could have done better (10 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will be given more time to work on their final products (20 min).

<span style="color: #000000; font-family: 'Times New Roman','serif';">Students will understand that the founding of America was shaped by many different people, cultures, and industries**.** Students need to know this because our country would not look the way it does if it was not for the existence of the Native Americans, colonists, and the geography. **//Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world.//** **Students will be introduced to this topic by watching a video that summarizes the beginnings of America, and then having a class discussion. Students will work in a jigsaw pattern and complete a mind map to introduce the content to them. Students will share information with each other, and help each other to complete this (WHERE, WHY, WHAT, HOOK). TAILORS: Musical, Naturalist, Linguistic, Spatial, and Visual.**


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

<span style="color: #000000; font-family: 'Times New Roman','serif';">Students will know New England, Mid-Atlantic Colonies, Southern Colonies, Massachusetts Bay Colony, Indentured Servants, Sir Walter Raleigh, Roanoke, Native Americans, tobacco industry. Mind Maps, students will use this to determine how people, the geography, and events influenced our country. Jigsaw, students will each have a key piece of information that they will learn well, and then students will rotate around the room sharing information. Students will listen to music from the Colonial Era. They will also complete a flow chart to better explain their ideas. They will also look into Colonial Era art and analyze it. Students will film an advertisement using iMovie that will attract colonists to this "new world." This will help students understand the reasons colonists left and how they were able to succeed. <span style="color: #000000; font-family: 'Times New Roman','serif';">I am going to be interacting with students by having them complete a mind map of the content that has been covered. They will be using a jigsaw method to share the information given, and they will complete their mind maps by sharing their information with others. This will allow students to share ideas and understandings. I will be circulating throughout the activities to make sure students have a good understanding. Students will complete a variety of activities to further their understanding as well as demonstrate they have mastered the content. Students will split into groups using the color pencil method to complete a flow chart of how the Headright system was turned into slavery. They will work in groups of four. I will be again circulating the room in order to clarify any questions. In order to check for understandings students will be completing an exit ticket to make sure they have a good handle on the content. Students will also have a chance to meet with me individually to discuss any problems or questions. Students will time inside and outside of class to complete their final products, and provide feedback. Students will be completing rubrics of the student whose product they are viewing to make sure that student is meeting the requirements, and have options to improve. Students will know New England, Mid-Atlantic Colonies, Southern Colonies, Massachusetts Bay Colony, Indentured Servants, Sir Walter Raleigh, Roanoke, Native Americans, tobacco industry. The links I used for this were:

<span style="color: #000000; font-family: 'Times New Roman','serif';">Great information on the colonial era period the people, culture, and religion: <span style="color: #999999; font-family: 'Times New Roman','serif';">[]

<span style="color: #000000; font-family: 'Times New Roman','serif';"> Information about Colonial Music and Instruments used: <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';">( **<span style="color: #000000; font-family: 'Times New Roman','serif';">Equip, Explore, Rethink, Revise). TAILORS: Spatial, Musical, Intrapersonal. **

<span style="color: #000000; font-family: 'Times New Roman','serif';">Jigsaw, students will each have a key piece of information that they will learn well, and then students will rotate around the room sharing information. Students will listen to music from the Colonial Era. They will also complete a flow chart to better explain their ideas. They will also look into Colonial Era art and analyze it. Students will film an advertisement using iMovie that will attract colonists to this "new world." This will help students understand the reasons colonists left and how they were able to succeed. <span style="color: #000000; font-family: 'Times New Roman','serif';">Groups will be determined using the Color Pencil System. There will be various colored pencils in a can. There will be enough of each color to form the groups, and the number of students needed in the groups. Students will pick colored pencils and then match up with the other students who share their same color.
 * __<span style="color: #000000; font-family: 'Times New Roman','serif';">Third Section: __**
 * <span style="color: #000000; font-family: 'Times New Roman','serif';">Students will be able to **<span style="color: #000000; font-family: 'Times New Roman','serif';">demonstrate that the geography and the Native Americans of America shaped the lives of the colonists. This is using the explanation facet. I will facilitate the learning process by helping students understand how important the geography and the Native Americans helped to shape our country, as well as various industries. Students will be doing this through a variety of activities such as writing a response on how the geography shaped our nation, as well as completing a mind map and flow chart. I will provide the students will learn opportunities so that they will be able to understand how Native Americans, geography, and industry shaped our nation so that they will be able to fulfill this facet of understanding.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Students will complete a rubric in order to show they understand the material, and are on track. In order for students to demonstrate their understanding that the geography, Native Americans, and industry shaped our nation students will be creating an iMovie. This will allow me to see that students have mastered how these things have affected the beginning of our nation. Peers and teachers using rubrics will evaluate students. Students will have time in class as well as outside to compile research and complete their product. Students will split into groups of two to complete rubrics and peer feedback each other products. They will complete a rubric of the student whose product they are viewing to make sure students have provided all the content. After receiving feedback students will add, anything needed and create their final product** **(****Explore, Experience, Revise, Refine). TAILORS: Musical, Spatial, Linguistic, Intrapersonal.**

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

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

<span style="color: #000000; font-family: 'Times New Roman','serif';">This connects to the next lesson, because we will be learning about the connections between the colonists and more recent immigrant groups. In order to make these connections we need to understand how the original colonists started. By learning this, we can look at recent immigrant groups, see their beginnings, and connect it to this past lesson. This connects to future assessments because the final assessment will be a culmination of using all the information from every lesson. In order to complete the next assessment and continue learning students must have a base knowledge of this information first **(EVALUATE). TAILORS: Intrapersonal.**

<span style="font-family: 'Times New Roman','serif';">Students will know:
 * __<span style="font-family: 'Times New Roman','serif';">Content Notes __**
 * **__<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';">New England Colonies __**
 * <span style="font-family: 'Times New Roman','serif';">Included New Hampshire, Massachusetts, Rhode Island, and Connecticut.
 * <span style="font-family: 'Times New Roman','serif';">Rich in forest and furs
 * <span style="font-family: 'Times New Roman','serif';">Lots of harbors
 * <span style="font-family: 'Times New Roman','serif';">Not very good farmland
 * <span style="font-family: 'Times New Roman','serif';">More focused on fishing, shipbuilding, and lumbering
 * <span style="font-family: 'Times New Roman','serif';">Triangle Trade: Slaves sold in West Indies for molasses. This came to New England to make Rum, and then sent to Africa for slaves.


 * **__<span style="font-family: 'Times New Roman','serif';">Middle Colonies __**
 * <span style="font-family: 'Times New Roman','serif';">Included New York, New Jersey, Pennsylvania, and Delaware.
 * <span style="font-family: 'Times New Roman','serif';">Excellent for farming.
 * <span style="font-family: 'Times New Roman','serif';">Natural harbors
 * <span style="font-family: 'Times New Roman','serif';">Grew grain and livestock
 * <span style="font-family: 'Times New Roman','serif';">Usually traded raw materials for manufactured items.
 * <span style="font-family: 'Times New Roman','serif';">Included Maryland, Virginia, North Carolina, South Carolina, and Georgia.
 * <span style="font-family: 'Times New Roman','serif';">Mostly grew own food.
 * <span style="font-family: 'Times New Roman','serif';">Three major cash crops: tobacco, rice, and indigo.
 * <span style="font-family: 'Times New Roman','serif';">Grew a lot on plantations required indentured servants and slaves for labor.
 * <span style="font-family: 'Times New Roman','serif';">Plantations kept people separate, which prevented growth of towns.
 * <span style="font-family: 'Times New Roman','serif';">Founded by Puritans.
 * <span style="font-family: 'Times New Roman','serif';">Many colonists came and founded surrounding towns.
 * <span style="font-family: 'Times New Roman','serif';">Very founded in religion.
 * <span style="font-family: 'Times New Roman','serif';">Could not vote unless church member.
 * <span style="font-family: 'Times New Roman','serif';">John Winthrop was elected governor.
 * <span style="font-family: 'Times New Roman','serif';">Theocratic government.
 * <span style="font-family: 'Times New Roman','serif';">Royal charter from King Charles I.
 * <span style="font-family: 'Times New Roman','serif';">No taxation without representation being addressed.
 * <span style="font-family: 'Times New Roman','serif';">Work four to seven in exchange for passage, room, board, and lodging.
 * <span style="font-family: 'Times New Roman','serif';">Worked for free in order to get to America and would work to earn their freedom.
 * <span style="font-family: 'Times New Roman','serif';">Punished if did small things wrong.
 * <span style="font-family: 'Times New Roman','serif';">Most often did not live to see freedom.
 * <span style="font-family: 'Times New Roman','serif';">Hard labor and intense life.
 * <span style="font-family: 'Times New Roman','serif';">Not a lot of food.
 * <span style="font-family: 'Times New Roman','serif';">If got freedom then received a freedom package: 25 acres of land, corn, guns, a cow, and some clothes.
 * <span style="font-family: 'Times New Roman','serif';">Great climate in South to grow tobacco.
 * <span style="font-family: 'Times New Roman','serif';">Major cash crop in South.
 * <span style="font-family: 'Times New Roman','serif';">As industry grew and demand grew indentured, servitude got expensive.
 * <span style="font-family: 'Times New Roman','serif';">Began to pass slave laws because it was free labor and kept plantations going.
 * **__<span style="font-family: 'Times New Roman','serif';">Southern Colonies __**
 * **__<span style="font-family: 'Times New Roman','serif';">Massachusetts Bay Colony: __**
 * **__<span style="font-family: 'Times New Roman','serif';">Indentured Servants: __**
 * **__<span style="font-family: 'Times New Roman','serif';">Tobacco Industry: __**

<span style="color: #000000; font-family: 'Times New Roman','serif';">Anticipation Guide <span style="color: #000000; font-family: 'Times New Roman','serif';">Mind Maps <span style="color: #000000; font-family: 'Times New Roman','serif';">Rubric <span style="color: #000000; font-family: 'Times New Roman','serif';">Flow Chart <span style="color: #000000; font-family: 'Times New Roman','serif';">Reflection Sheets <span style="color: #000000; font-family: 'Times New Roman','serif';">Colonial Art
 * __<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="color: #000000; font-family: 'Times New Roman','serif';">Clipboard: //**<span style="color: #000000; font-family: 'Times New Roman','serif';">The learning styles of the clipboard will be met through a variety of graphic organizers. Students will have clear expectations and guidelines. There will be a class wiki that gives an outline for homework, and what each day will consist of. A schedule of the day’s activities will also be written on the board.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **//Microscope://** The learning styles of the microscope will be met through the student’s analyzation of colonial art. Students will be looking at pieces of colonial art, analyzing it, and discussing what they see in it.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **//Puppy://** 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="color: #000000; font-family: 'Times New Roman','serif';"> **//Beach Ball://** The learning styles of the beach ball will be met through a class discussion outside, and a lot of group work. Students will be working in groups to provide feedback as well as complete both mind maps and flow charts. Students will have a lot of choice through this unit as well.


 * //<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';">New England, Mid-Atlantic Colonies, Southern Colonies, Massachusetts Bay Colony, Indentured Servants, Sir Walter Raleigh, Roanoke, Native Americans, tobacco industry.
 * <span style="color: #000000; font-family: 'Times New Roman','serif';">Student will be able to do **<span style="color: #000000; font-family: 'Times New Roman','serif';">demonstrate that there were several key factors that played into the emergence and founding of the original American colonies.

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

<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';"> Explanation. **<span style="color: #000000; font-family: 'Times New Roman','serif';">Students are forced to explain and demonstrate their understanding of the various people, items, and events that shaped our nation. Students are constantly explaining how this happened, and are demonstrating this.


 * //<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';"> Students will listen to a few songs of the colonial era, and find the musical instruments used during the colonial era.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Naturalist:** Take students outside to complete reading and have a class discussion.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Linguistic:** Students will write a response that explains how the geography of Jamestown helped the colonists survive.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Spatial**: Students will create a flow chart that shows and explains the events that transformed the Headright system into slavery.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Visual**: Students will examine and analyze pieces of colonial art, and explain to the class what they see in it.

<span style="color: #000000; font-family: 'Times New Roman','serif';"> **Intrapersonal**: Students will reflect on their learning so far and reflect on what they could have done better.


 * //<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 an iMovie, and post this iMovie onto YouTube.


 * //<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';">Students will complete an Anticipation Guide as a pre-assessment. Students will complete this guide by responding to a series of statements related to the topic with some misunderstandings included. This will allow me to see where there are still misunderstandings so I can use this information and clear them up. <span style="color: #000000; font-family: 'Times New Roman','serif';">As a formative assessment, students will complete an exit ticket by answering a quick question about the material covered to that point. This will demonstrate student understanding and clear up misconceptions.
 * //<span style="font-family: 'Times New Roman','serif';">Formative: //**

<span style="color: #000000; font-family: 'Times New Roman','serif';">In order to demonstrate the understanding that the founding of America was shaped by many different people, cultures, and industries students will be creating an iMovie. Students will need to demonstrate that the geography of the Native Americans of America shaped the lives of the colonists. This will demonstrate their knowledge of how well they understand the influences of the founding of America. Students will work in groups of four to complete this product. Students will pretend to be colonists and will film an advertisement that will attract the other colonists to this new world. Students should focus on the role of geography, and the Native Americans. Students will upload this video to YouTube, and post a link for it on the class wiki page. Students will be evaluated by teacher and peer rubrics.
 * //<span style="font-family: 'Times New Roman','serif';">Summative: //**

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

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


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

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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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