L1+Hurley,+Patrick

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Mr. Hurley __Lesson #:__ 1 **__Facet:__** Apply
 * __ Grade Level __**** : ** 8 **__Numbers of Days:__** 3
 * __ Topic: __** The Colonial Era
 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that **all History is connected


 * Student will know: **discovery of America, when the major colonies were discovered, Jamestown, Roanoke, Mayflower.


 * Student will be able to **use dipity to make a timeline, with the groups you did the flow chart with. Provide the dates, key people, and one interesting fact.


 * Product: ** dipity timeline


 * __ 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 gain an understanding of early colonial America through class discussions, group work, and the creation of a timeline.


 * __ Assessments __**

Think pair share- give students a few minutes to write down their knowledge of the subject, then share them in a group.
 * __ Pre-Assessment: __**

One minute essay, give the students a minute or two to write down the key things they learned in class that day. The essay will help the students reflect on their learning that day. It will also show me if all the students have retained the information from that days class.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Have students do some peer editing on the essays. They will look for some grammatical errors and factual errors. The Students will then fix their essays and hand them in. The teacher will then check for factual errors and promptly fix them and return them to the students for the next class to make sure they have a clear understanding of the content
 * Section II – timely feedback for products (self, peer, teacher) **

Dipity timeline: Make a timeline using dipity of when the colonies were all founded. Write a brief description of the colony, including some important people and events. Each description should be a brief paragraph that gives a quick look into each colony. Be sure to do one entry for each of the 13 colonies. Students will work in pairs. Will be assessed with a rubric.
 * __ Summative (Assessment of Learning): __**

Dipity will be used to to create a timeline of Colonial America.
 * __ Integration __**
 * Technology: **

English: students will be writing for the one minute essays, and reading for homework.
 * Content Areas: **

Students will use a flow chart to show when the colonies were created. It will show the students how the discovery of some colonies led to the discovery of others. Students will do this in their Spring seasonal groups.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will work in pairs for this project.They will be grouped by their seasonal partners, using the summer partners. Both students have to do an equal amount of work.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * interpersonal:** Have students work in groups for the think pair share about their previous knowledge of the subject.
 * visual:** hHave a power point that has pictures of what the colonies look like to get an idea of the environment and setup
 * natural:** Discuss the environment of the different colonies, like forests, swamps, etc.
 * intrapersonal:** Give students time to write brief reflections, one minute essays reflecting on the key facts they learned in class that day
 * musical:** Play colonial music in to show a different cultural aspect
 * verbal:** Describe the landscapes, colonies, perils, etc.


 * __ 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 __**

Dipity will be used to to create a timeline of Colonial America.
 * Type II technology: **

Everyone will be expected to go beyond the expectations of the project and go into great depth about the subject material. This means either writing more about each colony or adding pictures and videos.
 * Gifted Students: **

pencil paper laptop graphic organizer
 * __ Materials, Resources and Technology __**

[] Gives a description of Jamestown [] Description of Roanoke [] Description of Plymouth Colony [] Description of each colony plus when they were all founded
 * __ 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)** 1.1 Students will understand that all History is connected (**Where**). We are learning this to demonstrate the the students knowledge of the colonies, because without them the United States may have been a very different place. (**Why**) //**Students will understand major enduring themes, and historical influences in the history of Maine, the United States, and various regions of the world**//. (**What**)
 * (H)**1.2 Video clip from Pocahontas, first arrival at Jamestown and the gold songs
 * (E)** 1.3 Students will know: discovery of America, when the major colonies were discovered, Jamestown, Roanoke, Mayflower. (**Equip**) Students will get in groups of two or three and use a flow chart to show when the major colonies were created. (**Explore**) Use dipity to make a timeline, with the groups you did the flow chart with. Provide the dates, key people, and one interesting fact. (**Experience**)
 * (R)** 1.4 (**Rethink**) at the end of class ask students what the muddiest points were, have them write it down. (**Revise**) make comments on their points, then have them make some changes and add more after each class. (**Refine**)
 * (E2)** 1.5 **pre-assessment**: think pair share- give students a few minutes to write down their knowledge of the subject, then share them in a group.
 * Formative assessment**: one minute essay, give the students a minute or two to write down the key things they learned in class that day.
 * (T)** 1.6 **interpersonal:** have students work in groups for the think pair share about their previous knowledge of the subject.
 * visual:** have a power point that has pictures of what the colonies look like to get an idea of the environment and setup
 * natural:** discuss the environment of the different colonies, like forests, swamps, etc.
 * intrapersonal:** give students time to write brief reflections, one minute essays reflecting on the key facts they learned in class that day
 * musical:** play colonial music in to show a different cultural aspect
 * verbal:** describe the landscapes, colonies, perils, etc.
 * (O)** 1.7 Students will be able to create a timeline of colonial America (**Apply**). Product is a timeline on dipity. days: 5 (**organize**)

The classroom will be arranged in clusters of 3 desks. day 1: Pocahontas hooks (5 minutes) Introduce the dipity assessment (5 minutes) introduce the graphic organizer (flow chart) and have them start working on those in their table groups (10 minutes) brief intro to the discovery of America, have students say what they think happened and then tell what actually happened (think pair share) (15 minutes) Give students time to ask questions and fill out some of their flow chart (5 minutes) Roanoke Island, Jamestown discussion (25 minutes) Mayflower discussion (10 minutes) 1 minute essay (5 minutes)
 * First Section:**

day 2: Recap previous class and answer any questions (10 minutes) Introduce some of the other colonies like, Mass. Bay, Pennsylvania, etc. (20 minutes) ask students some questions about these colonies (10 minutes) discuss the problems the colonists had with the start up of the colonies, like disease, native americans, and landscapes (30 minutes) muddiest point (10 minutes)

Students will understand that all history is connected. 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 clip from Pocahontas about searching for gold in Jamestown.
 * interpersonal:** students will work in groups for the think pair share about their previous knowledge of the subject. This way I will get a better understanding of were everyone is in their knowledge of the subject.
 * visual:** have a power point that has pictures of what the colonies look like to get an idea of the environment and setup
 * natural:** discuss the environment of the different colonies, like forests, swamps, etc.
 * intrapersonal:** give students time to write brief reflections, one minute essays reflecting on the key facts they learned in class that day
 * musical:** play colonial music in to show a different cultural aspect
 * verbal:** describe the landscapes, colonies, perils, etc.

Students will know: discovery of America, when the major colonies were discovered, Jamestown, Roanoke, Mayflower. Students will get in groups of two or three and use a flow chart to show when the major colonies were created. I will deliver instructions though class discussion and some group activities and use pictures on a power point presentation. Students will use their graphic organizer, a flow chart, to show the when all the colonies were discovered. This will show the students the progression of America, and it will also help the students start to organize their timelines. To check for understanding I will ask questions throughout the discussions and use the one minute essays and muddiest points. We will be discussing [|Roanoke], [|Jamestown], the original 13 colonies, the discovery of America, life in Jamestown and the problems they had there
 * Second Section:**
 * visual:** have a power point that has pictures of what the colonies look like to get an idea of the environment and setup
 * natural:** discuss the environment of the different colonies, like forests, swamps, etc.
 * interpersonal:** have students work in groups for the think pair share about their previous knowledge of the subject.
 * verbal:** describe the landscapes, colonies, perils, etc.

Students will get in groups of two or three and use a flow chart to show when the major colonies were created. The students will use dipity to make a timeline, with the groups they did the flow chart with. Provide the dates, key people, and one interesting fact. Students will be encouraged to did deeper into the content to look for interesting facts, people and events. Students will be able to create a timeline of Colonial America. They will use a graphic organizer in class that will help the get the timeline started by putting all the colonies in order. The rest of the timeline will be done outside of class. The students will be put on pairs, using their seasonal partners (summer). Each student is expected to do an equal amount of work. To check for understanding I will field questions at the beginning of class, ask questions throughout the discussion, and have them do a one minute essay. Students will do a muddiest point activity at the end of the classes to have them think of parts they didn't quite understand, I will give them feedback, and they will then go back and rewrite the statement so they have the correct information.
 * Third Section:**
 * interpersonal:** have students work in groups for the think pair share about their previous knowledge of the subject.
 * visual:** have a power point that has pictures of what the colonies look like to get an idea of the environment and setup
 * natural:** discuss the environment of the different colonies, like forests, swamps, etc.
 * intrapersonal:** give students time to write brief reflections, one minute essays reflecting on the key facts they learned in class that day
 * verbal:** describe the landscapes, colonies, perils, etc.

Students will self assess by revising their work and by doing a brief write up about how they think the project went. I will grade everything or give feedback on everything they do by the next class. This way all the students know how they are doing in the class. This connects to everything else done in the class because it is a introduction to all the colonies. The colonies will be described in a deeper way throughout the class.
 * Fourth Section:**
 * intrapersonal:** give students time to write brief reflections, one minute essays reflecting on the key facts they learned in class that day
 * interpersonal:** students will work in groups for the think pair share about their previous knowledge of the subject. This way I will get a better understanding of were everyone is in their knowledge of the subject.


 * __ Content Notes __**

Students will know: discovery of America, when the major colonies were discovered, Jamestown, Roanoke, Mayflower. Day 1- The topic of colonial America will be introduced using the Pocahontas song. This will show the students why the British sent over people to settle in America. The discovery of America will be briefly introduced. Christopher Columbus will be discussed, then we will go to the 13 colonies. Roanoke Island will first be discussed. It was founded in 1586, by a group that was financed by Sir Walter Raleigh. This colony was ultimately unsuccessful. The first permanent English settlement in North America was Jamestown, which was discovered in 1607. There was originally 104 men sent there to build up the colony. They met several problems, including disease, Native Americans, food, terrain, no women, and many more. Then we will discuss the Pilgrims, Mayflower, Plymouth. Discuss the Mayflower Compact. The Plymouth Colony was founded in 1620 by William Bradford. They intended to land near the mouth of the Hudson River, but they were blown off course. Discuss the initial problems, first winter and the toll it took on the colonists. Have students do a 1 minute essay. Day 2- Give brief descriptions of the other 11 colonies, they will be discussed more in the timeline they are making and in later lessons. New Hampshire 1623, New Jersey (New Netherlands) 1623, New York (New Amsterdam) 1624, Maryland 1633, Rhode Island 1636, Connecticut 1636, Deleware 1638, North Carolina 1653, South Carolina 1663, Pennsylvania 1682, Georgia 1732. Tell of some of the hardships of the winters, landscapes, diseases, etc. Have students do a muddiest points. Book: American History: Beginning to 1914.

Rubric for the summative assessment Paper for think pair share Syllabus
 * __ 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 __//**


 * // Clipboard: //**The directions will be spelled out for them in the rubric of the Dipity assessment, classes will be organized so they know exactly what is happening


 * // Microscope: //**students will go into deep exploration through research of the different colonies in the timeline. There will be many class discussions as well


 * // Puppy: //** I will be positive in my instructions, I will have an inviting classroom setup, I will get to know the students and always be willing to help


 * // Beach Ball: //**There will be some moving around in class, they will have a choice of what to write about, they will get to chose their partners for the seasonal partnering


 * // Rationale: //**This lesson shows how everything is connected, it shows how the discovery of one colony led to the desire for more. It also will show how these discoveries lead to so much more in the upcoming lessons


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

Students will know: discovery of America, when the major colonies were discovered, Jamestown, Roanoke, Mayflower.
 * // 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: //**


 * // Facet: //**Apply


 * // Rationale: //** I will plan my lessons on what the students already know and what they would like to know, while still making sure all the necessary information is still taught
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * // MI Strategies: //**
 * interpersonal:** have students work in groups for the think pair share about their previous knowledge of the subject.


 * visual:** have a power point that has pictures of what the colonies look like to get an idea of the environment and setup


 * natural:** discuss the environment of the different colonies, like forests, swamps, etc.


 * intrapersonal:** give students time to write brief reflections, one minute essays reflecting on the key facts they learned in class that day


 * musical:** play colonial music in to show a different cultural aspect


 * verbal:** describe the landscapes, colonies, perils, etc.

Use Dipity to create a timeline of colonial America.
 * // Type II Technology: //**

The different learning strategies I use will help benefit students of all different intelligences.
 * // Rationale: //**


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

Have students write one minute essays at the end of class. this will help me see how the students are doing with the material they have learned that day. It will help me see if they don't understand certain parts of the lesson. Timeline using dipity to show the students knowledge of the colonies
 * // Formative: //**
 * // Summative: //**

Students will use several types of assessments to help evaluate and support their learning, like the timeline and the one minute essays. || ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License]. Portions not contributed by visitors are Copyright 2011 Tangient LLC.
 * // Rationale: //**
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