L2+Hurley,+Patrick

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Patrick Hurley **__Lesson #:__** 2 **__Facet:__** Perspective
 * __ Grade Level __**** : ** 8 **__Numbers of Days:__**
 * __ Topic: __** The Colonial Era


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** t he colonies had a large effect on the whole world


 * Student will know **British colonies, French Colonies, Spanish colonies, trade routes, important imports and exports


 * Student will be able to do ** use GarageBand to create a podcast of an interview with a leader of a European country. They will work in partner, the partners will be chosen by using the winter seasonal partners.


 * Product: **Podcast using GarageBand


 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * // Content Area: //**// Social Studies //


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


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


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


 * // Students understand major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world. //**


 * Rationale: **Students will learn that the colonies were very useful to Europe due to their large quantities of natural resources.


 * __ Assessments __**


 * __ Pre-Assessment: __** Students will think pair share to show the effects of the colonies on the rest of the world. They will discuss what they know about the colonies and their resources and they will then share it with the class, this will lead to a brief class discussion that will help lead us into the class discussions of the day

Definitions are us- I will give the students several definitions/ events that they will define or identify. This will help the students see what some of the important terms are from the class that day.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

I will correct the definitions are us and give the students a chance to fix them for homework and they will then get a grade for these definitions.
 * Section II – timely feedback for products (self, peer, teacher) **

Podcast: Students will work in pairs to create a podcast of an interview with a leader of a European country that has a colony in America. It has to be at least one minute long and must include what they are getting out of the colony. This could be crops, natural resources, etc.
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: **GarageBand will be used to create a podcast.


 * Content Areas: **English, because there will be reading. There will also be a little math, we will talk about the percentages of goods that were shipped out of the colonies.

Fact and opinion chart. Students will fill out the fact and opinion sheet on their own and then have small group discussions about what the filled out.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will work in pairs, they will use their winter seasonal partners. Each student is expected to do the same amount work, one person per role.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * verbal/ interpersonal**: Students will have a debate about who should own what colony.
 * kinesthetic/ spatial**: Students will do the triangle trade activity. (hook)
 * natural**: I will explain the perils of sea travel.
 * logica**l: I will give percentages of goods shipped to and from colonies.


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


 * Plan for accommodating absent students: **Absent students will get a chance to make up everything that was done in class. They are expected to email me about when they are expected to make the work up. If they miss the day of the summative assessment they are expected to hand it in the next day they are in school.


 * __ Extensions __**


 * Type II technology: **making a podcast using GarageBand


 * Gifted Students: **Students will be expected to dig deeper into the subject. They will be encouraged to ask more questions and have more in depth answers.

Printout of the graphic organizer Computers for the podcasts Flashcards for the triangle trade activity
 * __ Materials, Resources and Technology __**

[] intro to Dutch colonies [|http://www.google.com/imgres? imgurl=http://www.learner.org/biographyofamerica/prog03/maps/images/map_03_b.gif&imgrefurl=http://www.learner.org/biographyofamerica/prog03/maps/page02.html&h=300&w=450&sz=22&tbnid=0CMrIJlo6amKwM:&tbnh=90&tbnw=135&prev=/search%3Fq%3Dbritish%2Bcolonies%2Bin%2Bnorth%2Bamerica%26tbm%3Disch%26tbo%3Du&zoom=1&q=british+colonies+in+north+america&docid=WUhGn6Qai4IxTM&hl=en&sa=X&ei=pK6JTue0B6T30gGtgfnSDw&ved=0CFYQ9QEwBQ&dur=1029]picture of colonial America [|http://www.google.com/imgres?imgurl=http://images.wikia.com/schools/images/d/d3/Triangle_trade.png&imgrefurl=http://schools.wikia.com/wiki/Triangular_Trade_Gallery&h=327&w=448&sz=171&tbnid=eCF8UkQKvZD86M:&tbnh=90&tbnw=123&prev=/search%3Fq%3Dtriangle%2Btrade%26tbm%3Disch%26tbo%3Du&zoom=1&q=triangle+trade&docid=U35YzBXMK-I0nM&hl=en&sa=X&ei=nqyJToTiAsTz0gHk8PTbCQ&sqi=2&ved=0CEQQ9QEwAw&dur=184] picture of triangle trade [] major imports and exports from the colonies
 * __ Source for Lesson Plan and Research __**


 * __ 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)**2.1 Students will understand that the colonies had a large impact on the world (**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)** 2.2 Triangle trade activity: give each student a country or item and have them try and figure out the triangle trade and have them move according to what their role is.
 * (E)** 2.3 Students will know: British colonies, French Colonies, Spanish colonies, trade routes, important imports and exports (**equip**) Students will think pair share to discuss the effects of the colonies on the rest of the world. (**explore**) Use garage band to make a podcast (**experience**)
 * (R)** 2.4 **(rethink)** write daily journal log **(revise)** give students feedback **(refine)** let students make corrections to journal
 * (E)** 2.5 **pre assessment**- Think pair share to think of different goods that were valuable in the colonies
 * formative assessment**- Definitions are us, give students some keys terms they learned during the lesson
 * (T)** 2.6 **verbal/ interpersonal**: Have a debate about who should own what colony
 * kinesthetic/ spatial**: triangle trade acting out on map (hook)
 * natural**: explain perils of sea travel
 * logica**l: give percentages of goods shipped to and from colonies
 * (O)** 2.7 Students will be able to analyze the impact of the colonies on Europe (**perspective**). Product is a podcast using Garageband. days: 3 (**organize**)

My classroom will be set up in a U. This way the students will be able to face each other when we do the short debate. day 1
 * __ First Section __**

hook (10 minutes) hand out the graphic organizer and explain it to class (5 minutes) do think pair share (15 minutes) discuss which colonies are owned by what countries. Talk about British colonies, French Colonies, and Spanish colonies. (40 minutes) write daily journal (10 minutes)

Day 2 Do a quick debate about the different colonies and what they are used for (15 minutes) discuss major imports and exports of the different colonies. Get class to participate by asking them what they think the colonies had as major imports. (20 minutes) Discuss triangle trade. review the activity from the previous class. (20 minutes) definitions are us (15 minutes) write daily journal (10 minutes)

Day 3 have students get in their project groups and I will go around and make sure everyone is on track and help people with any issues they may have. (15 minutes) Discuss how Great Britain took New York and New Jersey (25 minutes) Have a game of jeopardy, split class in half and have them answer questions about the colonies, there imports and exports and some of the European countries. (20 minutes) ask the class if they have any clarifying questions (10 minutes) write daily journal (10 minutes)

Students will understand that the colonies had a large impact on the world. We are learning this to demonstrate the the students knowledge of the colonies, because without them the United States may have been a very different place. Students will understand major enduring themes, and historical influences in the history of Maine, the United States, and various regions of the world. T he hook is the triangle trade activity: give each student a country or item and have them try and figure out the triangle trade and have them move according to what their role is.
 * verbal/ interpersonal**: Have a debate about who should own what colony
 * kinesthetic/ spatial**: triangle trade acting out on map (hook)
 * natural**: explain perils of sea travel
 * logica**l: give percentages of goods shipped to and from colonies

Second Section Students will know: British colonies, French Colonies, Spanish colonies, trade routes, important imports and exports. Use the graphic organizer to show facts vs opinions, have students write down what they think of the imports and exports, then have them write down what they actually are. I will deliver class through class instruction and some group activities. The students will do the think pair share, definitions are us, and jeopardy assess their learning. The students will also do a brief debate to go over some of the course material. Students will be doing a daily journal to say what they learned in class. Students will know: British colonies, French Colonies, Spanish colonies, trade routes, important imports and exports.
 * verbal/ interpersonal**: Have a debate about who should own what colony
 * kinesthetic/ spatial**: triangle trade acting out on map (hook)
 * natural**: explain perils of sea travel
 * logica**l: give percentages of goods shipped to and from colonies

Third Section The students will be in groups of two or three to do the think pair share. they will discuss what they know about the subject and then the groups will share what they know with the class. Student will work in pairs to make a podcast showing what the European countries got out of their colonies, they will do this by either showing examples of laws, imports, exports, etc. Students will be encouraged to dig deep into the content to find the key facts and gain a greater understanding of the topic. The students will use their winter partners on their seasonal partnering sheets. Each student will have a role in the podcast, they will decide which of the two parts they will do, each student is expected to help out on the script. To check for understanding I will have the students do a definitions are us, Jeopardy, and their daily journals. The definitions are us and the daily journal will make sure the students are grasping the key concepts of the lesson. the game of Jeopardy will just be a fun way to get the whole class involved in a game, it will also show the students knowledge of the subject and to wrap up the lesson.
 * verbal/ interpersonal**: Have a debate about who should own what colony
 * kinesthetic/ spatial**: triangle trade acting out on map (hook) and Jeopardy
 * natural**: explain perils of sea travel
 * logica**l: give percentages of goods shipped to and from colonies

Fourth Section Students will self assess their podcast by filling out a short survey of how they thought the project went. I will give them timely feedback by grading their assessments promptly. This all connects to later portions of the class. They will soon learn of how the European countries would take advantage of all the colonies and start passing laws that were rather unfair for the colonists.
 * verbal/ interpersonal**: Have a debate about who should own what colony

Students will know about the main imports and exports from America. The main exports of the New England colonies were: fish, cattle, rum, raw wool, fur, lumber, ships, metals, corn, and flour. Major exports of the middle colonies were: fur, lumber, cattle, beer, iron, horses, flour, flax, foodstuff, apples, corn, glass, wine, wheat, rope, and bricks. The major exports of the southern colonies were: tobacco, corn, fruit, vegetables, flax, fish, iron, clay bricks, ships, wheat, forest products, rice, and cotton. All of these exports were shipped overseas to give to the European countries. The colonists imported more than they exported, so the Europeans made more money. The major imports are: Clothing, furniture, tools, silver, books, some foodstuffs, leathergoods, sugar, molasses, weapons and slaves. All the imports were things that were needed to sustain life. The triangle trade route goes as follows: sugar, tobacco, and cotton went to Europe, textiles, rum, and manufactured goods went to Africa, and slaves went to America. Discuss which colonies were owned by what countries. British colonies in American were the original 13 colonies. Spain owned Florida and Mexico. and France owned most of everything west of the Appalachian Mountains and Canada. The Dutch owned New Netherlands (New York) for a brief period of time. And the Swiss owned New Sweden (New Jersey) for a brief time period as well. The game of Jeopardy will contain questions in the following 5 categories: the original 13, imports, exports, who owned it, and triangle trade.
 * __ Content Notes __**

Graphic organizer intro to GrageBand
 * __ 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 be organized, everything will be clearly explained, and all assessments will have clearly defined expectations
 * // Clipboard: //**

there will be a large amount of class discussion and the students will be encouraged to deeply explore the content
 * // Microscope: //**

There will be a comfortable environment, students will all work together to reach their goals, and I will always be available for help if the students need it
 * // Puppy: //**

there will be a variety of activities for the students to do, there will be a lot of group work, and there will be some personal freedom with the podcast.
 * // Beach Ball: //**

This lesson shows several ways the colonies effected the world. It discusses the relationships between Europe, the colonies, and Africa.
 * // Rationale: //**


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

Students will know: British colonies, French Colonies, Spanish colonies, trade routes, important imports and exports
 * // Content Knowledge: //**

//**Students will understand major enduring themes, and historical influences in the history of Maine, the United States, and various regions of the world**//.
 * // MLR or CCSS: //**

perspective
 * // Facet: //**


 * // Rationale: //** Each student will be treated equally. I will ask the students what they want to learn and how they would like to learn it.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * // MI Strategies: //**
 * verbal/ interpersonal**: Have a debate about who should own what colony
 * kinesthetic/ spatial**: triangle trade acting out on map (hook) and Jeopardy
 * natural**: explain perils of sea travel
 * logica**l: give percentages of goods shipped to and from colonies

Podcast using GarageBand
 * // Type II Technology: //**


 * // Rationale: //** Students will get to do several different activities that are designed for several different types of intelligences.


 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**

Students will do the definitions are us and play jeopardy
 * // Formative: //**

podcast using GarageBand
 * // Summative: //**

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 * // Rationale: //** I will use several types of assessments to make sure all the students are getting a full understanding of the subject. || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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