L4+Joiner,+Rachel

**COLLEGE OF EDUCATION, HEALTH AND REHABILITATION ** **LESSON PLAN FORMAT ** **__Teacher’s Name __****: Ms. Joiner ** **__Lesson #: __****4 ** **__Facet: __****Empathy ** **__Grade Level __****: 6-8 ** **__Numbers of Days: __**** 2-3 (80) ** **__Topic: __****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';">there are connections and comparisons to the first settlers and more recent immigrant groups. **<span style="font-family: 'Times New Roman','serif';">Student will know **<span style="color: #000000; font-family: 'Times New Roman','serif';">Native Americans, Pilgrims, Mayflower, and House of Burgess. **<span style="font-family: 'Times New Roman','serif';">Student will be able to do **<span style="color: #000000; font-family: 'Times New Roman','serif';">understand the connections between the colonists leaving Britain and recent immigrant groups. **<span style="font-family: 'Times New Roman','serif';">Product: **<span style="font-family: 'Times New Roman','serif';"> Xtranormal **__<span style="font-family: 'Times New Roman','serif';">Maine Learning Results (MLR) or Common Core State Standards(CCSS) Alignment __** // Maine Learning Results (MLR) // <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';">Rationale: **<span style="color: #000000; font-family: 'Times New Roman','serif';">This lesson satisfies the targeted learning results by allowing students to make connections from the past to recent modern day groups. **__<span style="font-family: 'Times New Roman','serif';">Assessments __** **__<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';">Students are going to complete a visual representation. Students will create some visual web or map that demonstrates the connections and understandings. Students will complete this with any medium they want, and they may choose what visual representations they would like as long as they can explain how it relates. This will allow me to see where there are any misconceptions or any existing knowledge. This helps me gauge the student’s readiness levels for the topic. <span style="color: #000000; font-family: 'Times New Roman','serif';">I am going to use a Venn-diagram as a formative assessment and have students compare and contrast colonists and modern day migrants. This will show where students misconceptions are, and demonstrate student understanding. **<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';">Wait a minute, students will be asked two questions at the beginning and end of class. They will have one minute to write a quick response to each to show their understanding. Students will have a chance to try to answer the questions and then we will go over it as a class so that students will be able to see how they did, and gauge their own understanding of the content so far. Idea Wheel, students will use this to break down their ideas of how colonists are connected to modern day migrants. Students will use this to show that there are many connections between the two groups. This will give them a chance to map out their ideas and brainstorm. Students will be sharing information and putting it in their graphic organizer. By sharing their thoughts, they are gaining a different perspective and view on the situation. This allows students to work together and receive peer feedback. If there is any confusion or misunderstandings, they will be addressed to the teacher following the activity where we will do a quick check for any questions, or lingering misunderstandings. I will circulate during the 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 or individual student and go over the information again. **__<span style="font-family: 'Times New Roman','serif';">Summative (Assessment of Learning): __** <span style="color: #000000; font-family: 'Times New Roman','serif';">In order for students to demonstrate their understanding that, our democratic ideals played a role in the founding of the country, and as a model for others; students will be creating a product using Xtranormal. This will allow me to see that students have a full understanding of the political views during the Colonial Era, and how these views have ultimately lead to our country, and a foundation for others. Students will use Xtranormal to create a conversation between two influential colonial figures. They will have these two figures talk about the important events of their time. Students will post this to the class wiki. Students will be evaluated based on teacher and peer rubrics. **__<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';">Students will be utilizing Type II technology by creating an Xtranormal presentation. Students will be putting these up on YouTube, or linking to the website on the class wiki. Students will comment on others presentations and provide positive feedback. I will be utilizing Type II technology by giving students timely feedback by commenting on their presentations. **<span style="font-family: 'Times New Roman','serif';">Content Areas: ** **<span style="font-family: 'Times New Roman','serif';">Art: **<span style="font-family: 'Times New Roman','serif';">Students will be making visual representations using any medium they wish, and any kind of visuals as long as they can relate it back to the content and explain how it relates. **<span style="font-family: 'Times New Roman','serif';">English: **<span style="font-family: 'Times New Roman','serif';">In order to successfully complete their Xtranormal presentation, students must create some kind of storyboard or outline of what their characters are going to say during the presentation. **__<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="font-family: 'Times New Roman','serif';">Students will complete an Ideal Wheel and a Venn-diagram in order to show the connections, similarities and differences between the colonists and a modern day immigrant group. This will help them understand what each group went through, and they can gain a better understanding of what it was like. This will allow students to make connections between the two groups. Upon entering the room, students will receive a piece of paper with a modern day immigrant group on it. This will be the group that students are comparing the colonists too. Students must find their partners who also share the same group and work within these groups to complete their worksheets. **<span style="font-family: 'Times New Roman','serif';">Section II – Groups and Roles for Product ** <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';">Differentiated Instruction __** **__<span style="font-family: 'Times New Roman','serif';">MI Strategies __** **<span style="color: #000000; font-family: 'Times New Roman','serif';">Logical **<span style="color: #000000; font-family: 'Times New Roman','serif';">: Students will decide how a migrant in today's world would survive, and discuss the feasibility of it, and if that person would logically be able to survive. <span style="color: #000000; font-family: 'Times New Roman','serif';"> **Visual:** Students will create a collage using their own drawings or pictures to show the expressions of the colonists coming to this new world. <span style="color: #000000; font-family: 'Times New Roman','serif';"> **Interpersonal:** Students will discuss in groups what they believe was the hardest part for the colonists coming to America. They will then share this with the class. <span style="color: #000000; font-family: 'Times New Roman','serif';"> **Musical:** Background mood music will be playing in the background. <span style="color: #000000; font-family: 'Times New Roman','serif';"> **Intrapersonal:** Students will reflect on their work, and what they can do to improve. <span style="color: #000000; font-family: 'Times New Roman','serif';"> **Linguistic:** Students will be responding in the form of comments to each other’s final products and offering positive feedback. **__<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="font-family: 'Times New Roman','serif';">Plan for accommodating absent students: ** <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';">Extensions __** **<span style="font-family: 'Times New Roman','serif';">Type II technology: **<span style="font-family: 'Times New Roman','serif';">Students will be creating a Type II technology by using Xtranormal. **<span style="font-family: 'Times New Roman','serif';">Gifted Students: ** <span style="font-family: 'Times New Roman','serif';">If students are looking for more of a challenge, they can complete an activity of their chose from the website listed below. Students are going to get a good look into what it was like for colonial era schoolchildren in school. They can get a firsthand experience of their lessons, by completing an activity as the colonial school children would have done. They can pick whatever activity they choose from the website. This is the website students will be using: [] **__<span style="font-family: 'Times New Roman','serif';">Materials, Resources and Technology __** <span style="font-family: 'Times New Roman','serif';">1.1 student laptops <span style="font-family: 'Times New Roman','serif';">Textbook <span style="font-family: 'Times New Roman','serif';">Xtranormal <span style="font-family: 'Times New Roman','serif';">Background music <span style="font-family: 'Times New Roman','serif';">Immigrant group sheets <span style="font-family: 'Times New Roman','serif';">Class wiki page <span style="font-family: 'Times New Roman','serif';">Rubrics <span style="font-family: 'Times New Roman','serif';">Whiteboard and markers <span style="font-family: 'Times New Roman','serif';">Student’s notebooks <span style="font-family: 'Times New Roman','serif';">Copy of unit syllabus <span style="font-family: 'Times New Roman','serif';">Venn-diagram <span style="font-family: 'Times New Roman','serif';">Idea wheel **__<span style="font-family: 'Times New Roman','serif';">Source for Lesson Plan and Research __** // This lesson ////<span style="color: #000000; font-family: 'Times New Roman','serif';">was designed by myself I determined the final product which is a blog that would best show my students understandings and learning of the connections between the first settlers and more recent immigrant groups. However, I used several sources to help me build up my activities in this lesson. // <span style="color: #000000; font-family: 'Times New Roman','serif';">Great ideas for extensions for gifted students: <span style="font-family: 'Times New Roman','serif';"> [] <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';"> 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="color: #000000; font-family: 'Times New Roman','serif';">Tutorial on how to use Xtranormal: <span style="color: #999999; font-family: 'Times New Roman','serif';"> [] **__<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';"> 4.1 Students will understand that there are connections and comparisons to the first settlers and more recent groups **(WHERE).** Students need to know this because they need to recognize the importance of this event, and how history seems to be repeating itself **(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)** 4.2 Students will watch a video at [] **(HOOK).** <span style="color: #000000; font-family: 'Times New Roman','serif';"> **(E)** 4.3 Students will know Native Americans, Pilgrims, Mayflower, tobacco industry, indentured servants, House of Burgess. Idea Wheel, students will use this to break down their ideas of how colonists are connected to modern day migrants **(EQUIP).** Wait a minute, students will be asked two questions at the beginning and end of class. They will have one minute to write a quick response to each to show their understanding. Students will be looking at how logical it is for a migrant from our society to survive in colonial America in the 17th century, they will also be making visual representations using collages to show their understanding. They will also be reflecting and responding to their own work as well as others **(EXPLORE/RETHINK).** Students will create an Xtranormal presentation where they will assume the role of an influential colonial figure and play them at a colonial party. Students will conduct research and act as that person. This will allow students to get into the minds of the colonists and gain a better understanding **(EXPERIENCE).** <span style="color: #000000; font-family: 'Times New Roman','serif';"> **(R)** 4.4 Students will have time outside of the classroom to conduct research and gather information on their chosen colonial figures, and have time in class to compile this information in some format that works for the student **(RETHINK).** Students will work in groups of four to compare research, and offer ideas to each other. They will look at the rubric to make sure they are meeting the criteria for the research part of the rubric and product. **(REVISE).** Students will take this information and continue to work on their final product **(REFINE).** <span style="color: #000000; font-family: 'Times New Roman','serif';"> **(E)** 4.5 I am going to use visual representation as a pre-assessment. Students will create some visual web or map that demonstrates the connections and understandings. I am going to use a Venn diagram as a formative assessment and have students compare and contrast colonists and modern day migrants. As a summative assessment I am going to have students reflect on the work they have completed thus far **(EVALUATE).** <span style="color: #000000; font-family: 'Times New Roman','serif';"> **(T)** 4.6 **Logical**: Students will decide how a migrant in today's world would survive, and discuss the feasibility of it, and if that person would logically be able to survive. <span style="color: #000000; font-family: 'Times New Roman','serif';"> **Visual:** Students will create a collage using their own drawings or pictures to show the expressions of the colonists coming to this new world. <span style="color: #000000; font-family: 'Times New Roman','serif';"> **Interpersonal:** Students will discuss in groups what they believe was the hardest part for the colonists coming to America. They will then share this with the class. <span style="color: #000000; font-family: 'Times New Roman','serif';"> **Musical:** Background mood music will be playing in the background. <span style="color: #000000; font-family: 'Times New Roman','serif';"> **Intrapersonal:** Students will reflect on their work, and what they can do to improve. <span style="color: #000000; font-family: 'Times New Roman','serif';"> **Linguistic:** Students will be responding in the form of comments to each other’s final products and offering positive feedback **(TAILORS).** <span style="color: #000000; font-family: 'Times New Roman','serif';"> **(O)** 4.7 Students will be able to understand connections between colonists leaving Britain and more recent immigrant groups. **(EMPATHY).** Product: Xtranormal. Days: 3-4 days **(ORGANIZE).** **__<span style="font-family: 'Times New Roman','serif';">First Section: __** <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="font-family: 'Times New Roman','serif';">Day 1 (80): __** * <span style="font-family: 'Times New Roman','serif';">Upon entering the classroom, students will take their seats and we will review the agenda for that day, and answer any questions (3 min). **__<span style="font-family: 'Times New Roman','serif';">Day 2 (80): __** * <span style="font-family: 'Times New Roman','serif';">We will start by students doing the Wait a minute activity. Students will respond to a question to check for their understanding, and will have one minute to do so (2 min). **__<span style="font-family: 'Times New Roman','serif';">Day 3 (80): __** * <span style="font-family: 'Times New Roman','serif';">Students will be given work time for their projects (10 min). <span style="color: #000000; font-family: 'Times New Roman','serif';">Students will understand that there are connections and comparisons to the first settlers and more recent groups. Students need to know this because they need to recognize the importance of this event, and how history seems to be repeating itself. **//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 watch a video at [] **(WHERE, WHY, WHAT, HOOK). TAILORS: Visual, Musical.** **__<span style="color: #000000; font-family: 'Times New Roman','serif';">Second Section: __** <span style="color: #000000; font-family: 'Times New Roman','serif';">Students will know Native Americans, Pilgrims, Mayflower, tobacco industry, indentured servants, House of Burgess. Idea Wheel, students will use this to break down their ideas of how colonists are connected to modern day migrants. Wait a minute, students will be asked two questions at the beginning and end of class. They will have one minute to write a quick response to each to show their understanding. Students will be looking at how logical it is for a migrant from our society to survive in colonial America in the 17th century, they will also be making visual representations using collages to show their understanding. They will also be reflecting and responding to their own work as well as others. **<span style="font-family: 'Times New Roman','serif';">I am going to be interacting with students by having them complete idea wheels and Venn-diagrams of the content that has been covered. They will be working in groups of two to share information that has been given. They will be completing their idea wheels, and Venn-diagrams using this method, and they will be helping each other complete these. This will allow students to share ideas and understandings. I will be circulating throughout the activities to make sure students understand, and clarify any questions. In order to check for understanding students will be holding up their fingers to give me a quick idea. They will be completing the activity wait a minute at the beginning and end of the second day. At this point, they will have one minute to answer a question that is reviewing the material covered so far. This will show me any misunderstandings or misconceptions in my student’s knowledge. Students will have a chance to meet with me individually to discuss any problems or questions. **<span style="color: #000000; font-family: 'Times New Roman','serif';">Students will have time outside of the classroom to conduct research and gather information on their chosen colonial figures, and have time in class to compile this information in some format that works for the student. Students will work in groups of four to compare research, and offer ideas to each other. They will look at the rubric to make sure they are meeting the criteria for the research part of the rubric and product. Students will know Native Americans, Pilgrims, Mayflower, and House of Burgess. 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';"> 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';"> Good quick information on Colonial America: <span style="color: #999999; font-family: 'Times New Roman','serif';"> [] <span style="font-family: 'Times New Roman','serif';">(**Equip, Explore, Rethink, Revise).** **TAILORS:** **Visual, Logical, Intrapersonal.** **__<span style="color: #000000; font-family: 'Times New Roman','serif';">Third Section: __** <span style="color: #000000; font-family: 'Times New Roman','serif';">Wait a minute, students will be asked two questions at the beginning and end of class. They will have one minute to write a quick response to each to show their understanding. Students will be looking at how logical it is for a migrant from our society to survive in colonial America in the 17th century, they will also be making visual representations using collages to show their understanding. They will also be reflecting and responding to their own work as well as others. Students will create an Xtranormal presentation where they will assume the role of an influential colonial figure and play them at a colonial party. Students will conduct research and act as that person. This will allow students to get into the minds of the colonists and gain a better understanding. **<span style="color: #000000; font-family: 'Times New Roman','serif';">Student will be able to **<span style="color: #000000; font-family: 'Times New Roman','serif';">understand the connections between the colonists leaving Britain and recent immigrant groups. This is using the empathy facet. I will facilitate the learning process by helping students understand the connections between the colonists leaving Britain and recent immigrant groups. Students will be doing this through a variety of activities such as creating a collage or visual representation of what the colonists were feeling when the first came to America. They will also be assessing how likely it is to survive as an immigrant in today’s world. They will look at what it requires, and how difficult it can be. Students will be completing graphic organizers to help them better understand the content. I will provide the students with learning opportunities so that they will be able to understand the many connections between the settlers that founded our country and the immigrants today so that they will be able to fulfill this facet of understanding. <span style="color: #000000; font-family: 'Times New Roman','serif';">Groups will be determined by when students enter the classroom they are given a piece of paper with the name of a more recent group of immigrant peoples. Students must find the other person who shares their immigrant group. This is how students will get into their groups. <span style="color: #000000; font-family: 'Times New Roman','serif';">Students will have a brief meeting with me to make sure they are on track. In order for students to demonstrate their understandings that there are connections to past settlers and more recent immigrant groups students will be creating an Xtranormal presentation. This will allow me to see that students have mastered how these two groups of people connect. Students will be evaluated using rubrics. Students will have time in class as well as outside class to compile research and complete their product. Students will work within groups to fulfill their checklists to make sure they are on the right track and meeting all the requirements. After receiving feedback students will add, anything needed and create their final product **(****Explore, Experience, Revise, Refine). TAILORS: Logical, Visual, Interpersonal.** **__<span style="color: #000000; font-family: 'Times New Roman','serif';">Fourth Section: __** <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. I will provide timely feedback to students by having students discuss what has been covered so far and compare graphic organizers, 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 these 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. This connects to the next lesson, because we will be covering how our democratic ideals played a role in the founding of our country. In order to understand how this occurred we must have a basic understanding of how we got here, and why. **(EVALUATE). TAILORS: Linguistic, Intrapersonal.** **__<span style="font-family: 'Times New Roman','serif';">Content Notes __** <span style="font-family: 'Times New Roman','serif';">Students will know: * **__<span style="font-family: 'Times New Roman','serif';">Native Americans: __** * **__<span style="font-family: 'Times New Roman','serif';">Puritans/Mayflower/Religion: __** * **__<span style="font-family: 'Times New Roman','serif';">House of Burgess __** **__<span style="font-family: 'Times New Roman','serif';">Handouts __** <span style="font-family: 'Times New Roman','serif';">Rubrics <span style="font-family: 'Times New Roman','serif';">Venn-diagram <span style="font-family: 'Times New Roman','serif';">Idea wheel **__<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="font-family: 'Times New Roman','serif';">Clipboard: //**<span style="font-family: 'Times New Roman','serif';"> The learning styles of the clipboard will be met through various graphic organizers that organize the content covered. There will be clear expectations and guidelines that will be outlined at the beginning of the unit. There will also be a rubric that will be passed out before the final product with clear expectations and requirements. There will also be a class wiki page that has all the assignments listed so that students can accesses on their own. A schedule of the day’s activities will be listed on the board. **//<span style="font-family: 'Times New Roman','serif';">Microscope: //**<span style="font-family: 'Times New Roman','serif';"> The learning styles of the microscope will be met because students will be analyzing how an immigrant in today’s world could survive off the resources. They will take a look into what it would be like for today’s immigrants and how feasible it for them. **//<span style="font-family: 'Times New Roman','serif';">Puppy: //**<span style="color: #000000; font-family: 'Times New Roman','serif';"> 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="font-family: 'Times New Roman','serif';">Beach Ball: //**<span style="font-family: 'Times New Roman','serif';"> The learning styles of the beach ball will be met through the students creating some sort of visual representations of how the colonists felt. They are given a choice to use whatever medium they want, and to create it however works best for them. They have a lot of choices and freedom with this activity. **//<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="font-family: 'Times New Roman','serif';">Student will know **<span style="color: #000000; font-family: 'Times New Roman','serif';">Students will know Native Americans, Pilgrims, Mayflower, and House of Burgess. **<span style="font-family: 'Times New Roman','serif';">Student will be able to **<span style="color: #000000; font-family: 'Times New Roman','serif';">understand the connections between the colonists leaving Britain and recent immigrant groups. **//<span style="font-family: 'Times New Roman','serif';">MLR or CCSS: //** // Maine Learning Results (MLR) // <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="font-family: 'Times New Roman','serif';"> Empathy. **<span style="font-family: 'Times New Roman','serif';">Students are forced to realize and think about how the colonists felt when coming to America. Through a variety of different activities, students will begin to understand what the colonists felt like when they came to America for the first time. Students must draw connections between the past and the present and make connections between the struggles of both the settlers and more recent immigrants. **//<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';">Logical **<span style="color: #000000; font-family: 'Times New Roman','serif';">: Students will decide how a migrant in today's world would survive, and discuss the feasibility of it, and if that person would logically be able to survive. <span style="color: #000000; font-family: 'Times New Roman','serif';"> **Visual:** Students will create a collage using their own drawings or pictures to show the expressions of the colonists coming to this new world. <span style="color: #000000; font-family: 'Times New Roman','serif';"> **Interpersonal:** Students will discuss in groups what they believe was the hardest part for the colonists coming to America. They will then share this with the class. <span style="color: #000000; font-family: 'Times New Roman','serif';"> **Musical:** Background mood music will be playing in the background. <span style="color: #000000; font-family: 'Times New Roman','serif';"> **Intrapersonal:** Students will reflect on their work, and what they can do to improve. <span style="color: #000000; font-family: 'Times New Roman','serif';"> **Linguistic:** Students will be responding in the form of comments to each other’s final products and offering positive feedback **(TAILORS).** **//<span style="font-family: 'Times New Roman','serif';">Type II Technology: //**<span style="font-family: 'Times New Roman','serif';"> I used Type II technology by having students create an Xtranormal presentation. **//<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="font-family: 'Times New Roman','serif';">Formative: //** <span style="color: #000000; font-family: 'Times New Roman','serif';">I am going to use a Venn-diagram as a formative assessment and have students compare and contrast colonists and modern day migrants. This will show where students misconceptions are, and demonstrate student understanding. Wait a minute, students will be asked two questions at the beginning and end of class. They will have one minute to write a quick response to each to show their understanding. Students will have a chance to try to answer the questions and then we will go over it as a class so that students will be able to see how they did, and gauge their own understanding of the content so far. **//<span style="font-family: 'Times New Roman','serif';">Summative: //** <span style="color: #000000; font-family: 'Times New Roman','serif';">In order for students to demonstrate their understanding that, our democratic ideals played a role in the founding of the country, and as a model for others; students will be creating a product using Xtranormal. This will allow me to see that students have a full understanding of the political views during the Colonial Era, and how these views have ultimately lead to our country, and a foundation for others. Students will use Xtranormal to create a conversation between two influential colonial figures. They will have these two figures talk about the important events of their time. Students will post this to the class wiki. Students will be evaluated based on teacher and peer rubrics. <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- **G**oal, **R**ole, **A**udience, **S**ituation, **P**roduct/**P**erformance and **S**tandard. **//<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. // ||  ||   ||   ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">UNIVERSITY OF MAINE AT FARMINGTON **
 * <span style="font-family: 'Times New Roman','serif';">Students will watch a video about why the Pilgrims came to America, and the beginnings of America.
 * <span style="font-family: 'Times New Roman','serif';">We will briefly discuss the video in class, and what students thought about it. We will talk about how other groups might be facing the same problems, and what new problems that immigrant groups face today (10 min).
 * <span style="font-family: 'Times New Roman','serif';">I will check for any questions before moving on (2 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will do a visual representation using any medium of their chosen. They may use any visual representations such as pictures in a collage in order to express the feelings of the colonists as they arrived in America. Students must be able to justify their visual representation (20 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will turn to the person next to them and quickly explain their visual representation (5 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will be handed a piece of paper with an immigrant group on it. They must find the other person who shares this group and partner with them (3 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will complete an Idea Wheel within these groups about the connections between their given immigrant group, and the colonists (15 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will then pair with another group of two, to make a group of four (2 min).
 * <span style="font-family: 'Times New Roman','serif';">In these groups, students will decide how an immigrant in today’s world would survive coming to America. They will discuss the feasibility of it, and if this would be possible with today’s resources. Students will share their thoughts with the class (15 min).
 * <span style="font-family: 'Times New Roman','serif';">Before leaving, I will stop and check for any questions or misunderstandings (5 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will pair in original groups from day before and discuss what they believe was the hardest part of the colonists coming to America was (15 min).
 * <span style="font-family: 'Times New Roman','serif';">Groups will share their thoughts with the class (10 min).
 * <span style="font-family: 'Times New Roman','serif';">There will be a quick stop for any questions. Students will hold up their fingers to demonstrate how well they think they understand the material so far (5 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will continue to work in their groups or on their own to complete a Venn-diagram between their recent immigrant group that was given to them yesterday, and the colonists (20 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will have an introduction into how to use Xtranormal. Students will have a few minutes on their own to play around with it (15 min).
 * <span style="font-family: 'Times New Roman','serif';">Their final product for this unit will be introduced and all rubrics will be handed out (10 min).
 * <span style="font-family: 'Times New Roman','serif';">Before leaving students will complete the Wait a minute activity by answering quick questions within the minute to demonstrate their understanding (3 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will complete a reflection on their own work, and how they have done so far. They will list any potential goals, and how they can improve for the next unit (10 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will have brief meetings with me to make sure they are on track with their final products, and to check for any questions or concerns (10 min).
 * <span style="font-family: 'Times New Roman','serif';">Students will continue to work on their products (20 min).
 * <span style="font-family: 'Times New Roman','serif';">When students present they will receive positive feedback from their peers (30 min).
 * <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';">Felt that the Church of England was too extravagant. The colonists wanted a simpler form of Protestant faith and worship.
 * <span style="font-family: 'Times New Roman','serif';">1620 Mayflower came to Plymouth Rock, Massachusetts carrying 101 men, women, and children. Seeking religious freedom.
 * <span style="font-family: 'Times New Roman','serif';">1630 more Puritans arrived in America. Seeking religious freedom. Leader was John Winthrop. He held belief of “City Upon a Hill.” This said place where Puritans would live in strict following of beliefs.
 * <span style="font-family: 'Times New Roman','serif';">Roger Williams objected to taking lands from Indians and religion. He left and bought land from Native Americans in Rhode Island. He made the first colony with separation of Church and State.
 * <span style="font-family: 'Times New Roman','serif';">1681 William Penn who was a Quaker received a large amount of land. This is now Pennsylvania. He had all kinds of people populate the area including Quakers, and Amish.
 * <span style="font-family: 'Times New Roman','serif';">First legislature body in the English colonies.
 * <span style="font-family: 'Times New Roman','serif';">Met in the colony of Jamestown.
 * <span style="font-family: 'Times New Roman','serif';">There were 22 members: one governor, the governor appointed six council members, and there were another 15 members elected by the colony (17+, white male, own land).
 * <span style="font-family: 'Times New Roman','serif';">Made laws, met only once a year.

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