L5+Hurley,+Patrick

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : Patrick Hurley ** **__Lesson #:__** 5 **__Facet:__** Empathy
 * __ Grade Level __**** : ** 8 **__Numbers of Days:__** 3
 * __ Topic: __** Colonial America


 * __ PART I: __**

// that the move to America sparked a desire for freedom in the colonists that led to a revolution // // colonists reactions to laws, Kings reactions to the colonists, Boston Massacre. // // consider the reactions of of the colonists to the acts passed by Great Britain. // Xtranormal 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 effects of the laws enacted upon the colonies, and how these laws led to a revolution
 * __ Objectives __**
 * Student will understand that **
 * Student will know **
 * Student will be able to do **
 * Product: **
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Rationale: **


 * __ Assessments __**

// Anticipation guide // 3 minute review and concept mapping
 * __ Pre-Assessment: __**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

I will grade everything as fast I can, usually giving it back the next class, if not earlier. The students will be doing some peer feedback on the concept maps, since they will be working in groups and sharing them. They will self assess
 * Section II – timely feedback for products (self, peer, teacher) **

Xtranormal
 * __ Summative (Assessment of Learning): __**

Using computers for Xtranormal
 * __ Integration __**
 * Technology: **

English for the writing of scripts Art for the script writing and character design (drama class)
 * Content Areas: **

students will do an anticipation chart. They will also do a 3 minute review
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will work in pairs according to their Fall partners.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**

//** verbal ** : We will discuss the different laws in class. // //** visual ** : I will show a picture of tarring and feathering. // //** natural ** : I will teach a lesson outside. // //** interpersonal ** : There will be a brief class debate. // //** intrapersonal ** : The students will fill out the anticipation guide. // //** kinesthetic ** : The students will act out boston massacre. //


 * __ 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 __**

Xtranormal
 * Type II technology: **

Gifted students will be expected to dig deeper into the content and prove it with an in depth product
 * Gifted Students: **

//computer// //paper// //pencil//
 * __ Materials, Resources and Technology __**

[|http://www.ushistory.org/us/9d.asp] description of the Townshend Acts, and shows some different reactions [|http://www.ushistory.org/declaration/related/massacre.htm] describes the Boston Massacre, and has the famous engraving by Paul Revere
 * __ 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) ** 5.1 Students will understand that the move to America sparked a desire for freedom in the colonists that led to a revolution ( ** Where ** ) We are learning this to demonstrate the the students knowledge of the colonies, because without them the United States may have been a very different place. ( ** Why ** ) ** Students will understand major enduring themes, and historical influences in the history of Maine, the United States, and various regions of the world **. ( ** What ** ) // //** (H) ** 5.2 quick debate about whether or not a certain law was justified or not // //** (E) ** 5.3 Students will know colonists reactions to laws, Kings reactions to the colonists, Boston Massacre. ( ** equip ** ) 3 minute review ( ** explore ** ) use xtranormal to make a video ( ** experience ** ) // //** (R) ** 5.4 ( ** rethink ** ) concept mapping ( ** revise) ** peer feedback ( ** refine ** ) fix concept maps by using peer feedback // //** (E) ** 5.5 ** pre assessment: ** Anticipation guide // //** formative assessment: ** As I See It // //** (T) ** 5.6 ** verbal ** : We will discuss the different laws in class. // //** visual ** : I will show a picture of tarring and feathering. // //** natural ** : I will teach a lesson outside. // //** interpersonal ** : There will be a brief class debate. // //** intrapersonal ** : The students will fill out the anticipation guide. // //** kinesthetic ** : The students will act out boston massacre. // //** (O) ** 5.7 Students will be able to consider the reactions of of the colonists to the acts passed by Great Britain. ( ** Empathy ** ) product: xtranormal. days: 3 //

First Section The class will be set up in a U formation Day 1: Hook, quick debate 15 minutes, to debate and then go over what was said Go over some of the later laws that may have been skipped last class 20 minutes Xtranormal tutorial 10 minutes Anticipation Guide 15 minutes Discuss the reaction of the colonists to some of the laws 20 minutes

Day 2 3 minute review of last class, and then go over it with class 10 minutes Go over the Boston Massacre, what happened, why, and how it was used as a propaganda type tool against Britain 15 minutes Discuss the effects of the Boston Massacre, what would you think if you saw the different depictions of the event 15 minutes Other peoples reactions to some of the laws, like other countries. 15 minutes Great Britains response to some of the different laws 15 minutes

Day 3 3 minute review of last class 10 minutes concept mapping 15 minutes Ask class why they think Great Britain responded the way they did/ more talk about the reactions 25 minutes How did the colonists take the reactions to their disregard of the laws, what were some of the consequences and benefits 20 minutes Ask if there are any clarifying questions about the lesson 10 minutes // Students will understand that the move to America sparked a desire for freedom in the colonists that led to a revolution. // //** Students will understand major enduring themes, and historical influences in the history of Maine, the United States, and various regions of the world **. // will hook the students with a debate about a law.

//** verbal ** : We will discuss the different laws in class. // //** visual ** : I will show a picture of tarring and feathering. // //** natural ** : I will teach a lesson outside. // //** interpersonal ** : There will be a brief class debate. // //** intrapersonal ** : The students will fill out the anticipation guide. // //** kinesthetic ** : The students will act out boston massacre. //

Second Section // Students will know colonists reactions to laws, Kings reactions to the colonists, Boston Massacre. // Students will do a // 3 minute review // to go over what we did the previous class. This way the students will get a better understanding of what went on the previous class. Students will use a concept map as a graphic organizer. Students will also do an anticipation guide that will be done in groups, this will help the students see what they think will happen and what actually happens. To check for understanding I will always ask questions and have students do a 3 minute review, I will also look at the anticipation guides. The reenactment will also help me see if the students understand the material. //** verbal ** : We will discuss the different laws in class. // //** visual ** : I will show a picture of tarring and feathering. // //** interpersonal ** : There will be a brief class debate. // //** intrapersonal ** : The students will fill out the anticipation guide. // //** kinesthetic ** : The students will act out boston massacre. //

Third Section Students will do a 3 minute review so they can check for understanding. Students will be creating a Xtranormal video to show their understanding of the material. // Students will be able to consider the reactions of of the colonists to the acts passed by Great Britain. // This is a very important concept for this lesson, the way the colonists reacted to the laws started a chain of events that led to the creation of a new country. students will work in their Fall partners for this lesson. Since there are only two people in the group the students will be expected to do an equal amount of work, there are two characters in Xtranormal so each student is responsible for a character. To make sure each student does their fair share I will have the students fill out a reflection after the project is done to check how they think the project went. Students will do a 3 minute review and do concept maps to show their understanding during the lesson, and then show their knowledge of the subject through the Xtranormal video. Students will be able to rethink with the 3 minute review and they can revise the concept maps whenever they want until it is due they can refine their 3 minute reviews. //** verbal ** : We will discuss the different laws in class. // //** visual ** : I will show a picture //// of tarring and feathering. // //** intrapersonal ** : The students will fill out the anticipation guide. //

Fourth Section Students will self assess their project by doing a reflection on how they think their project went and how they think their group did working together. I will grade all the assessment as fast as possible, which should be the next class period. This all connects to the next lesson, which is more about reactions and how they finally lead into the revolution. //** intrapersonal ** : The students will fill out the anticipation guide. // //** kinesthetic ** : The students will act out boston massacre. //

The colonists reacted in a variety of ways to the different laws that were put upon them by Great Britain. A good portion of the time the colonists would try and avoid the goods that were being taxed or forced upon them. They would also just avoid paying any taxes that they thought were bad taxes. The colonists were not unreasonable, they knew taxes were necessary, they just thought they should have a say in what should be taxed. Colonists would also try and smuggle goods onto ships, these goods would be goods that weren't supposed to be shipped anywhere but Great britain, but the colonists wanted to expand their trade routes and their economy so they broke the law every now and again. There were also occasions when the colonists would often react with violence. This would include the beating of tax collectors, tarring and feathering, threats, etc. The Massachusetts Bay Colony was probably rebelled the most against all of the different laws. One of the biggest examples, or the most known, is the Boston Massacre, or the Boston Riot according to the British. This was an event that the colonists used to propel their desire for freedom and it really started the charge for freedom. A group of colonists started throwing snowballs and rocks and sticks at a group of British soldiers. The soldiers began to panic and started to fire upon the colonists. 3 were killed and 8 were injured, 2 of those people died later. This event happened March 5, 1770. The colonists portrayed this as a blatant attack on the colonists and they used it as propaganda. When in actuality it was more confusion than anything. The British also had reactions to the colonists. There reactions weren't as intense to start. They would just add more laws and taxes, which the colonists would still not follow. Once the colonists started having more drastic reactions the British started doing things like sending troops to patrol the troubled areas, and adding more strict laws, like closing the port of Boston. One of the main problems the British had with control was the distance. Even if they made a law it would take a while for the colonists to finally hear about it. And even when they knew about it the colonists didn't feel threatened because the governing body was all the way across the ocean. This is why the British eventually sent of soldiers, which further enraged the colonists.
 * __ Students will know…..Content Notes __**

Xtranormal introduction Anticipation guide Checklist for the Xtranormal
 * __ 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 __//**

Everything in this lesson will be spelled out and flow together. It will also have other resources that you can check out for more info
 * // Clipboard: //**

Students are encouraged to explore the information for their video, there will also be a lot of class discussions
 * // Microscope: //**

Everyones opinion will be respected, and I think that at after this many lessons these students will feel very comfortable with each other and be able to be a key part of the classroom.
 * // Puppy: //**

There will be a class outside that involves walking around and there will also be a reenactment of the Boston Massacre which will get these students up and moving.
 * // Beach Ball: //**

This lesson takes advantage of several different learning styles which will help the class flow smoothly. The students will also be seeing how all of the events lead into each other and they will start seeing how the build up of tension will lead to the creation of the United States.
 * // Rationale: //**


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

// Students will know colonists reactions to laws, Kings reactions to the colonists, Boston Massacre. // (see content notes for a longer description) //** Students will understand major enduring themes, and historical influences in the history of Maine, the United States, and various regions of the world **. // Empathy
 * // Content Knowledge: //**
 * // MLR or CCSS: //**
 * // Facet: //**


 * // Rationale: //** This lesson will be tweaked as I get to know the students so it will better fit them. For now it meets the curriculum goals and will give many different MI's a chance to use there strongest intelligences.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**

//** verbal ** : We will discuss the different laws in class. // //** visual ** : I will show a picture of tarring and feathering. // //** natural ** : I will teach a lesson outside. // //** interpersonal ** : There will be a brief class debate. // //** intrapersonal ** : The students will fill out the anticipation guide. // //** kinesthetic ** : The students will act out boston massacre. // Xtranormal Many MI's are utilized during this lesson to keep the class engaged throughout the whole lesson.
 * // MI Strategies: //**
 * // Type II Technology: //**
 * // Rationale: //**


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

3 minute reviews, anticipation guide, small debate
 * // Formative: //**

Xtranormal movie
 * // Summative: //**

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 * // Rationale: //** Several assessments are used to help the students gain a deeper understanding of the material || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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