L3+Hurley,+Patrick

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Mr. Hurley **__Lesson #__**: 3 __**Facet**:__ Explain
 * __ Grade Level __**** : ** 8 **__Numbers of Days:__**
 * __ Topic: __** The Colonial Era


 * __ PART I: __**

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

life in the colonies, religion in the colonies, Indian/ colonist relations, geography of colonies
 * Student will know **

// demonstrate knowledge of the colonies effect on Europe. // Brochure using Prezi
 * Student will be able to do **
 * Product: **
 * __ 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. //**

Students will gain an understanding of life in the colonies through a deeper exploration of the different colonies during their summative assessment. They will also gain a better understanding through class discussions and activities.
 * Rationale: **


 * __ Assessments __**

Walk about review
 * __ Pre-Assessment: __**

The students will write one minute papers about life in the colonies. They will also do directed paraphrasing
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

I will grade these and hand them back for next class, this way the students can see what they may have had some trouble with. The students will peer assess their paraphrasing.
 * Section II – timely feedback for products (self, peer, teacher) **

Students will create a brochure about their selected colony. They will work in pairs, according to their winter partners on their season partners.
 * __ Summative (Assessment of Learning): __**

The use of Prezi to create the brochure
 * __ Integration __**
 * Technology: **

English: students will write the one minute essays
 * Content Areas: **

Use inspiration to create a web about your colony. The groups will do this portion in class, the pair will be the winter seasonal partners.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

The students will work in pairs according to their winter seasonal partners. Each student is expected to do research on the project, and each student is expected to put in an equal effort in the creation of the Prezi.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * logical ** : I will discuss the percentage of people that had certain diseases.
 * verbal ** : The class will discuss the effects of the colonies on Europe.
 * visual ** : I will show pictures of some important goods, events, and places to the class.
 * interpersonal ** : The students will do a walk about review.
 * intrapersonal ** : Students will write a one minute paper.
 * natural ** : I will discuss the geography of colonies, talking about landscapes and such.


 * __ 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 __**

The students will use Prezi
 * Type II technology: **

Students will be expected to dig deep into their specific colony. They will be expected to really find out what it would be like to live in that colony.
 * Gifted Students: **

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

[] hook [] [] [] [] [] [] []
 * __ 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) **
 * (W) ** 3.1 Students will understand that the colonies had a large effect 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) ** 3.2 []
 * (E) ** 3.3 Students will know life in the colonies, religion in the colonies, Indian/ colonist relations, geography of colonies ( ** equip ** ) Give each group a colony that they will have to describe briefly to the class ( ** explore ** ) Use Prezi to make a brochure for your groups colony ( ** experience ** )
 * (R) ** 3.4 ( ** rethink ** ) one minute paper ( ** revise ** ) Correct the students errors ( ** refine ** ) Have students fix their mistakes
 * (E) ** 3.5 ** pre assessment: ** Walk about review
 * formative assessment: ** Index card summary
 * (T) ** 3.6 ** logical ** : I will discuss the percentage of people that had certain diseases.
 * verbal ** : The class will discuss the effects of the colonies on Europe.
 * visual ** : I will show pictures of some important goods, events, and places to the class.
 * interpersonal ** : The students will do a walk about review.
 * intrapersonal ** : Students will write a one minute paper.
 * natural ** : I will discuss the geography of colonies, talking about landscapes and such.
 * (O) ** 3.7 Students will be able to demonstrate knowledge of the colonies effect on Europe. ( ** Explain ** ) product: prezi. days: 3 ( ** organize ** )

First Section The classroom will be set up in a U formations.

Day 1 Show the hook and discuss what we will learn this lesson 10 minutes Discuss life in the colonies, what some daily chores were, some hardships, etc. 30 minutes Have students do the one minute essays 5 minutes discuss some of the affects of different geographical locations 20-25 minutes have students select their colonies 5-10 minutes

Day 2 discuss a few of the major religions in the colonies 30 minutes do the inspiration web exercise (graphic organizer) 20 minutes do the directed paraphrasing activity 15 minutes index card summaries 10 minutes see if anyone has any questions

Day 3 See if any students have any questions about the project 5 minutes discuss the affects of Native Americans on the colonies 30 minutes play a game of fly swatter, split the class in half and they have to hit the correct answer up on the board 20 minutes Introduce the WebQuest and make groups for the next section and hand out the list of laws 20 minutes field any questions 5 minutes

Students will understand that the colonies had a large effect 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. **I will hook my students by showing them a short video about Jamestown and what it used to look like.
 * logical ** : I will discuss the percentage of people that had certain diseases.
 * verbal ** : The class will discuss the effects of the colonies on Europe.
 * visual ** : I will show pictures of some important goods, events, and places to the class.
 * interpersonal ** : The students will do a walk about review.
 * intrapersonal ** : Students will write a one minute paper.
 * natural ** : I will discuss the geography of colonies, talking about landscapes and such.

Second Section

Students will know life in the colonies, religion in the colonies, Indian/ colonist relations, geography of colonies. I will deliver instruction through class discussion, some small group activities, a few pictures on a slide show, and some websites. Students will use Inspiration to create a web, their graphic organizer, to help them get started on their projects. I will check for understanding through one minute essays and guided paraphrasing.
 * verbal ** : The class will discuss the effects of the colonies on Europe.
 * visual ** : I will show pictures of some important goods, events, and places to the class.
 * interpersonal ** : The students will do a walk about review.
 * intrapersonal ** : Students will write a one minute paper.
 * natural ** : I will discuss the geography of colonies, talking about landscapes and such.

Third Section Each group will be given a colony that they will have to describe briefly to the class. The students will use Prezi to make a brochure for their groups colony**.** They will be grouped by their winter seasonal partners. The students will use Inspiration to create a web that will help that start organizing their brochure. The rest of the project will be done outside of class. Each student is expected to do an equal amount of work. To check for understanding I will ask questions throughout the class and encourage the class to ask me questions. Students will do one minutes essays and guided paraphrasing so I can check for understanding. I will give them feedback and then they can go back and see what they may have done incorrectly.
 * intrapersonal ** : Students will write a one minute paper.
 * verbal ** : The class will discuss the effects of the colonies on Europe.

Fourth Section Students will self assess their guided paraphrasing. They will also do a brief response to how they think their project went. I will grade all the assessments for the next class, the brochures may take an extra class. This was the students will get timely feedback so they can see the progress they are making. This lesson leads into the next one about how Great britain started making laws on the colonist because of how they were living.
 * verbal ** : The class will discuss the effects of the colonies on Europe.
 * intrapersonal ** : Students will write a one minute paper.

Students will know….. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) // [|http://www.pbs.org/ktca/liberty/perspectives_daily.html] [|http://havefunwithhistory.com/HistorySubjects/colonialAmerica.html] [] [|http://www.ssdsbergen.org/Colonial/religion.htm] [] [|http://www.earlyamerica.com/review/2007_summer_fall/native-americans-smallpox.html] []
 * __ Content Notes __**

Life in the colonies was much different than what it is today. The men were the providers, they went out and id all the farming, they did the hunting and working. The women stayed at home and and tended to the house, they took care of the kids, cooked, cleaned, and made clothes. Livestock was a big part of colonial life, it was the source of meat for most households. The livestock caused problems when the colonists first moved over, the livestock wasn't used to the climate and land so a lot of it died quickly, leaving minimal food for the colonists. The majority of people in colonial America could neither read nor write. Children were forced to contribute around the house as early as possible, laziness was considered a sin. Girls would do things like helping cook, gathering vegetables from the garden, and sweeping. Boys have to work in the fields by weeding, tending to animals. doing chores, and learning to hunt. Most New Englanders were Puritans, which was a very strict religion. The middle colonies had a mix, including Quakers, Catholics, and Jews. The Southern colonies also had a mix of Baptists and Anglicans. Religion was taken very seriously in the colonies, A lot of the colonies had special rules for the Sabbath. People were not allowed to work on the Sabbath, everyone was expected to go to church. Medicine was very crude in the colonies. Herbs were believed to cure anything, most of the time medicine would just lead to weakness and death. Look at links for different cures for diseases. Colonists suffered from a lot of new illnesses when they moved to America. Jamestown especially had troubles because they lived in a swamp and diseases were prevalent. The Native Americans also played a big part in the colonies. Some gave the colonists a hard time. They would often attack the colonies. One of the biggest examples of this was the King Philips War. Some of the Native Americans however, got along with the colonists, they would often trade with them.

Guide to using Prezi Checklist for summative assessment
 * __ 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 __//**

All of the instructions for the assessments will be clearly stated and the class will always be organized.
 * // Clipboard: //**

Students will be expected to explore the topic on their own. There will also be class discussions about a lot of the material learned in this lesson.
 * // Microscope: //**

I will do my best to keep all my students comfortable in the class. I will constantly check and see if people understand the material.
 * // Puppy: //**

There will be some group activities. There will also be plenty of freedom on the brochure so these students can explore and do there own thing.
 * // Beach Ball: //**

I will use several different techniques to make sure all different intelligences are being engaged in the lesson
 * // Rationale: //**


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

tudents will know life in the colonies, religion in the colonies, Indian/ colonist relations, geography of colonies
 * // Content Knowledge: //**


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


 * // Facet: //** Explain


 * // Rationale: //** I will be sure everyone in class is being engaged and that everyone is getting a good understanding of the topic
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**

Prezi to create a brochure I will make sure that every student is engaged by using multiple types of instruction that fit many different intelligences.
 * // MI Strategies: //**
 * logical ** : I will discuss the percentage of people that had certain diseases.
 * verbal ** : The class will discuss the effects of the colonies on Europe.
 * visual ** : I will show pictures of some important goods, events, and places to the class.
 * interpersonal ** : The students will do a walk about review.
 * intrapersonal ** : Students will write a one minute paper.
 * natural ** : I will discuss the geography of colonies, talking about landscapes and such.
 * // 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. //**

Index card summary
 * // Formative: //**

brochure using Prezi
 * // Summative: //**

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