L1+Ware,+Morgan

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

** LESSON PLAN FORMAT **

**__ Teacher’s Name __**** : ** Ms. Ware **__Lesson #:__** 1 **__Facet:__** Interpret **__ Grade Level __**** : ** 9- Diploma **__Numbers of Days:__** 3(80) **__ Topic: __** Colonial Expansion


 * __ PART I: __**

** Student will understand that ** colonial expansion shifted power in Europe. ** Student will know ** colonial expansion, Spanish conquest, Queen Elizabeth, King George ** Student will be able to do ** make sense of the effects of colonial expansion on world powers ** Product: ** Xtranormal
 * __ Objectives __**

//Maine Learning Results// //Content Area: Social Studies// //Standard Label: E. History// //Standard: E1. Historical Knowledge, concepts, themes, and patterns// //Grade Level Span: Grade 9- Diploma - The Early Modern World, 1450-1800//
 * __ Maine Learning Results (MLR) or Common Core State Standards(CCSS) Alignment __**
 * //Students understand major eras, major enduring themes, and historical influences in United States and World History, including the roots of democratic philosophy ideals, and institutions in the world.//**

This lesson supports the Maine Learning Results because students are learning about how colonial expansion, which is a major era in World History, influenced the world and the United States.
 * Rationale: **


 * __ Assessments __**

At the start of the unit we will have a class discussion/brainstorm of events that happened between 1450-1800 to see what they know about the time period.
 * __ Pre-Assessment: __**


 * __ Formative (Assessment for Learning) __**
 * Section I – **During Instruction, students will do the "Definitions are Us" activity to evaluate their learning and understanding of colonial expansion key terms. In Groups students will write key terms on poster paper that are essential to colonial expansion. Once each group is done writing important key words, as a class we will define the words using definitions that we decide as a class best fits the words.

Students will be given a rubric to follow for their xtranormal so they can also self-assess themselves while working on their xtranormal. Students will have opportunities to work with peers on their xtranormal projects. Students will also periodically check in with the teacher to get feedback on their xtranormal.
 * Section II – timely feedback for products (self, peer, teacher) **


 * __ Summative (Assessment of Learning): __**
 * Xtranormal:** Students will take on the role of interviewer from a newspaper of the time. Chose a monarch from the list from me, each student will chose a different monarch. Your job is to find out how exactly a monarch was involved in colonization. Students will create a short 1-2 minute "Interview" a monarch about their involvement in colonization. Be sure to ask questions that get to the point, don't beat around the bush. Be creative, emerge your self into the role. First students will create a storyline that needs to be pre-approved by me. Once the storyline is approved you can start putting the script into xtranormal. Students will be given a rubric with all the necessary criteria that needs to be included into their xtranormal.


 * __ Integration __**
 * Technology: ** Students will be using xtranormal interview on colonization for their type II technology for their assessment of learning. The teacher will use xtranormal to show students step by step how to use the program through a student sample.


 * Content Areas: ** __ Music: __ Students will listen to music from the time period while working on their xtranormal during class. Students will think about which song they would like to add to their xtranormal colonization project.

Students will use the Garden Gate graphic organizer to focus thoughts on the parts of colonial expansion, this will also go towards the xtranormal project individually at first. After organizers are filled out students will share their ideas with a partner. Students will use "Partners" for cooperative learning to brainstorm about their colonization xtranormal.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Groups will be assigned at the beginning of the year through technology partners.Students will fill a sheet with four different types of technologies with another student's name. For all group work students will pair up with their technology partner. After each group activity students will fill out a reflection sheet on what each student did in the group. This will count towards the student's participation grade. The xtranormal product will be done individually.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**
 * Verbal:** Students will have group discussions about their colonization xtranormal and Europe's colonization from the class.
 * Logical:** Students will evaluate how the population shifted in Europe after the colonization in the New World.
 * Musical:** Students will listen to music from the time period while working on their xtranormal during class. Students will think about which song they would like to add to their xtranormal colonization project.
 * Visual:** Students will watch the AP World History clip.
 * Naturalists:**Students will have a group discussion on what the New World might have looked like to the colonists. We will talk about what the environment would have looked like; this will be included into the colonization xtranormal.
 * Kinesthetic:**Students will act out the roles of colonists and the mother monarchy/country and show the interactions between them.
 * Intrapersonal:**Students will reflect on how they feel about their colonization interview xtranormal and what they learned about colonization during class.
 * Interpersonal:** Students will use the "Partners" activity to better understand the expansion of Europe.


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


 * Plan for accommodating absent students: ** Students will look on the class wiki for the notes and agenda for the class that they missed. Students will come see me the next day that they are in school to get any handouts that they need for the next class.Students can feel free to contact me with concerns about getting assignments or passing in work.


 * __ Extensions __**


 * Type II technology: ** Students will be using xtranormal interview on colonization for their type II technology for their assessment of learning. The teacher will use xtranormal to show students step by step how to use the program through a student sample.


 * Gifted Students: ** Gifted students will be given extra pieces to include in their xtranormal that will challenge them with type II technology and with the content material.


 * __ Materials, Resources and Technology __**
 * Laptops
 * Graphic organizer (The Garden Gate)
 * Wiki
 * Xtranormal internet site
 * Textbooks
 * Posters(Digital and not)
 * Music from the colonial period
 * White board and markers
 * Projector
 * Power Point
 * Rubric for xtranormal
 * Outside secondary sources

Resource for Definitions are us:[] Garden Gate Graphic Organizer: [] Definition of Partners cooperative learning: [|http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities] Tutorial on how to build a wiki page: [] Hook://[]// Key Points to Guide Discussions:[] Music from Colonial America and Europe: []
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**

Classroom arrangement: The desks will be arranged in a semi-circle facing the board and front of the class that way everyone can see each other. The teacher will have a desk/chair in the front of the room to sit on so all the students can see me and I can see them. This set up is the best way for students to have discussions because students will be able to see everyone. There will be posters and bulletin boards around the room so students can see what type of resources are out there for them. There will be several stations around the room with resources about citations and how to research a topic.
 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **

__Day 1:__ __Day 2:__ __Day 3:__
 * At the beginning of class students will watch [|AP World History Colonial Expansion and Conflict Project] video on YouTube as an introduction to colonial expansion. A discussion about colonial expansion and its effects on the world then and today will follow.(20 minutes)
 * "What did the New World look like to the early settlers?" "What did Europe look like at this time?" Discussion about the differences between Europe and the New World. Where would you rather live? Separate into groups and discuss what each place would look like and where you would rather live. (10 minutes)
 * Students will be given a graphic organizer to take notes on key terms that are brought up during discussions (30 minutes)
 * Introduce xtranormal project, set up accounts, allowing time for experimentation. (20 minutes)
 * Wrap up: "Definitions are Us" activity, explain rest of unit. (10 minutes)
 * Opening questions about project or unit. (10 minutes)
 * Discussion of England and Spain during the age of expansion. (30 minutes)
 * Students will separate into their technology partners for the cooperative learning activity, Partners, to discuss the expansion of England and Spain. (30 minutes)
 * Wrap up: questions about xtranormal project, lingering questions about topics from class. (10 minutes)
 * Last minute questions about project. (5 minutes)
 * Students will act out the roles of colonists and the mother country/monarchy and show the interactions between them. A short discussion will follow. (15 minutes)
 * Last minute workshop for xtranormal project (10 minutes)
 * Present xtranormal projects (35 minutes)
 * Wrap up: reflection on xtranormal project. How did you think you did? What could you have done differently? If you had the opportunity to redo parts of the project would you? (10 minutes)

Students will understand that colonial expansion shifted power in Europe.Students are learning this material because our culture is directly influenced by colonial expansion of Europe. Students will reflect on where their parents came from, which European country or if their ancestors were Native American. **//Student understand major eras, major enduring themes, and historical influences in United States and World history, including the root of democratic philosophy ideals, and institutions in the world//**.This lesson supports the Maine Learning Results because students are learning about how colonial expansion, which is a major era in World History, influenced the world and the United States. Students will watch a video. [|AP World History Colonial Expansion and Conflict Project]. A discussion about colonial expansion and its effects will follow. Students will have group discussions about their colonization xtranormal and Europe's colonization from the class.Students will evaluate how the population shifted in Europe after the colonization in the New World. Students will listen to music from the time period while working on their xtranormal during class. Students will think about which song they would like to add to their xtranormal colonization project. Students will watch the AP World History clip. Students will have a group discussion on what the New World might have looked like to the colonists. We will talk about what the environment would have looked like; this will be included into the colonization xtranormal. Students will act out the roles of colonists and the mother monarchy/country and show the interactions between them. Students will reflect on how they feel about their colonization interview xtranormal and what they learned about colonization during class. Students will use the "Partners" activity to better understand the expansion of Europe. **Where, Why, What, Hook, Tailor: Verbal, Logical, Musical, Visual, Naturalists, Kinesthetic, Interpersonal, Interpersonal**
 * __Section 1:__**

Through out the three days students will know colonial expansion, Spanish conquest, Queen Elizabeth, King George**.** We will focus on specific countries on each day. Students will use the Garden Gate graphic organizer to focus thoughts on the parts of colonial expansion, this information will also go towards the xtranormal project. Students will use "Partners" for cooperative learning to brainstorm about their projects and to better understand colonial expansion.
 * __Section 2:__**
 * Equip, Explore, Verbal, Visual**

Students in groups of three will create an xtranormal about colonial expansion. Students will self-assess their xtranormal through graphic organizers, they will have class time and out of class time to work on their ideas for xtranormal. Students will share their graphic organizers with their peers for feedback and then create an outline for their project. Students will then meet with the teacher for feedback and revisions on their outline and then students will create their xtranormal after the okay from the teacher**.** Students will pre-assess themselves by doing the "Definitions are Us" activity to evaluate their learning and understanding of colonial expansion key terms. Students will be given a rubric to follow for their xtranormal so they can also self-assess themselves while working on their xtranormal. Students will also periodically check in with the teacher to get feedback on their xtranormal. Students will know….. // Colonial expansion // // Spanish conquest // // Queen Elizabeth // // King George //
 * __Section 3:__**
 * Experience, Rethink, Revise, Refine**
 * __ Content Notes __**


 * __ Handouts __**
 * Graphic Organizer (The Garden Gate)
 * Rubric for the xtranormal
 * outside sources (articles, pictures, etc.)


 * __ 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: //// For the clipboards I will be giving the students rubrics and written instructions on the board as well as handouts. //**


 * // Microscope: Students will be given full range in their final product and during group discussions so they feel in control. They will be given the opportunity to explore more into the reasons why Europe colonized. //**


 * // Puppy: Students will have to opportunity to work with peers for feedback and for brainstorming ideas. This will create a welcoming environment that allow students with this learning style to feel comfortable with learning. //**


 * // Beach Ball: Students will have the opportunity to have to choices with their product as well as other assignments. Assessments will be varied so that there is a break in the routine. //**


 * // Rationale: My instruction will incorporate all the learning styles in order for students to learn the best way they can. Students will be given the structured routines as well as choices that they need. //**


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


 * // Content Knowledge: //**
 * //Students understand major eras, major enduring themes, and historical influences in United States and World History, including the roots of democratic philosophy ideals, and institutions in the world.//**

//Maine Learning Results// //Content Area: Social Studies// //Standard Label: E. History// //Standard: E1. Historical Knowledge, concepts, themes, and patterns// //Grade Level Span: Grade 9- Diploma - The Early Modern World, 1450-1800//
 * // MLR or CCSS: //**
 * //Students understand major eras, major enduring themes, and historical influences in United States and World History, including the roots of democratic philosophy ideals, and institutions in the world.//**


 * // Facet: //** ** Student will understand that ** colonial expansion shifted power in Europe.


 * // Rationale: //** This lesson supports the Maine Learning Results because students are learning about how colonial expansion, which is a major era in World History, influenced the world and the United States.


 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * // MI Strategies: //**
 * Verbal:** Students will have group discussions about their colonization xtranormal and Europe's colonization from the class.


 * Logical:** Students will evaluate how the population shifted in Europe after the colonization in the New World.


 * Musical:** Students will listen to music from the time period while working on their xtranormal during class. Students will think about which song they would like to add to their xtranormal colonization project.


 * Visual:** Students will watch the AP World History clip.


 * Naturalists:**Students will have a group discussion on what the New World might have looked like to the colonists. We will talk about what the environment would have looked like; this will be included into the colonization xtranormal.


 * Kinesthetic:**Students will act out the roles of colonists and the mother monarchy/country and show the interactions between them.


 * Interpersonal:** Students will reflect on how they feel about their colonization interview xtranormal and what they learned about colonization during class.


 * Intrapersonal**: Students will use the "Partners" activity to better understand the expansion of Europe.


 * // Type II Technology: //** Students will be using xtranormal interview on colonization for their type II technology for their assessment of learning. The teacher will use xtranormal to show students step by step how to use the program through a student sample.


 * // Rationale: Students will be use type II technology to incorporate their intelligences in their ability to incorporate the content to the real world. //**


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


 * // Formative: //**Students will be given a rubric to follow for their xtranormal so they can also self-assess themselves while working on their xtranormal. Students will have opportunities to work with peers on their xtranormal projects. Students will also periodically check in with the teacher to get feedback on their xtranormal. During Instruction, students will do the "Definitions are Us" activity to evaluate their learning and understanding of colonial expansion key terms. In Groups students will write key terms on poster paper that are essential to colonial expansion. Once each group is done writing important key words, as a class we will define the words using definitions that we decide as a class best fits the words.


 * // Summative: // Xtranormal:** Students will take on the role of interviewer from a newspaper of the time. Chose a monarch from the list from me, each student will chose a different monarch. Your job is to find out how exactly a monarch was involved in colonization. Students will create a short 1-2 minute "Interview" a monarch about their involvement in colonization. Be sure to ask questions that get to the point, don't beat around the bush. Be creative, emerge your self into the role. First students will create a storyline that needs to be pre-approved by me. Once the storyline is approved you can start putting the script into xtranormal. Students will be given a rubric with all the necessary criteria that needs to be included into their xtranormal.

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 * // Rationale: Students will complete many forms of a final summaitve product and formative assessments through out the lesson that will assess their knowledge of colonialism and their ability to apply their knowledge to the real world such as using activities Definitions are Us. These assessments will incorporate the many intelligences to ensure the students' success. //**
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