L3+Farley,+Emily

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 10 Topic: Relate their lives to people of the Colonial era.**

 * =**Objectives**:= ||
 * Student will understand that the people of the Colonial era can relate to the people of today and possibly future. ||
 * Student will know vocabulary: Jamestown, Plymouth, Navigation Acts of 1663. Important Events and people: King Phillips War. ||
 * Student will be able to relate their lives with the people of the Colonial era. ||

E. History E1 Historical knowledge, concepts, themes, and patterns Grade 9-Diploma "Colonial Era 1500-1754" b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and the world and the implications for the present and the future.
 * =**Maine Learning Results Alignment**= ||
 * **Maine Learning Results**: Social Studies


 * Rationale:** Students will be learning in depth about the Colonial era and how the people in that time lived in relation to how the students live today. The Colonial era was a major event that took place in the history of the United States and the world. To understand that era in history we need to study the people of the era and relate them to how we live today. ||


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * Students will do a student survey at the end of the class to see how much more they know about the Colonial era. They will also have a checklist to guide them on their summative assessment so they are able to self-assess their work. Students will also have a quiz on the basic concepts discussed in the unit so far which will be worth very few points. ||
 * **Summative** (Assessment of Learning)
 * Students will do a compare and contrast Inspiration map on their computers. They will work in groups. This will be printed out, graded by the teacher, and handed back. Students may re-do this assignment as many times as they wish before the unit is over. ||

= = Art- Students create an inspiration map which can be artistic. ||
 * =**Integration**= ||
 * Type 2 Technology- Students will make an Inspiration map on a program on their laptops. They will also be doing a webquest.


 * =**Groupings**= ||
 * Students will count off by three to choose their groups. They will work in these groups for the three minute review. One person will be the recorder, one person will be the discussion leader, and one person will keep track of the time. Thry will also be in these groups to make their Inspiration maps. ||


 * =Differentiated Instruction= ||
 * **Strategies**
 * **Intrapersonal**- Students will work alone to work on the idea wheel.
 * Interpersonal-** Students will work in groups when doing the webquest.
 * Naturalistic-** When teacher is reading the Mayflower Compact nature noises will be playing in the background.
 * Verbal**- For the hook the teacher will read a piece of the Mayflower Compact.
 * Kinesthetic**- Students will move into groups for their webquest.
 * Visual**- Students will look at pictures on the webquest. ||
 * **Modifications/Accommodations**
 * //**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**//

//**Absent Students:**// If students are absent it is their job to check the wiki for the work that is due for the next class. They student should do as much work as they can for the assignment(s) that are do for the next class but will not be punished if not all of it is complete. If student is absent it is their job to e-mail the teacher (if possible) to tell her you will be missing class. All handouts that were given in class will be in the students folder in the back of the classroom. All returned work for the student will also be in that file. It is the students job to pick up that work and find the teacher before or after school to go over what was missed in class. If the situation is an emergency, a death in the family, or an extreme illness please inform the teacher when possible so they know the situation. In this case students can have an extended time to get their work done and the teacher will be available to help them get caught up. The teacher will decide if the situation is worthy of extra time. If being absent is going to be ongoing due to illness or family realted issues, please inform the teacher and they will make accomodations with you. ||
 * **Extensions**
 * Type 2 technology: Students will create an inspiration map on a program on their laptops. This allows students to clearly compare and contrast their lives to the people of the Colonial era in an interesting and fun way that is very neat and organized. ||

-Pencils/pens -Checklist -Quiz -Student survey -Diary entry -Idea Wheel ||
 * =Materials, Resources and Technology= ||
 * -Laptops with Inspiration software and internet


 * =Source for Lesson Plan and Research= ||
 * I designed this lesson myself. I got the idea wheel from http://www.eduplace.com/graphicorganizer/. ||


 * =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.
 * Rationale:** I will teach is many different ways so students can learn how they are most comfortable. I will go at a pace that is comfortable for each student and help students who need extra time. I will welcome students to participate and create an environment that is safe and open to many opinions. I will use a graphic organizer, I will use a three minute discussion cooperative learning activity, I present information, and they will be using a webquest. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** **:** Students will learn the ways in which the people of today can be similar to the people of the Colonial era. They will learn what the people of the Colonial era were like which will help them connect history to their own lives. Students will learn the essential terms and events that contribute to this era. These terms and events are King Phillips war, Jamestown, Plymouth, and the Navigation Acts of 1663. Students will learn what what life was like in the Colonial era and be able to critique the ideals and values of the Colonial people as well as compare thier lives to those of the Colonial people. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** I will use six intelligences (intrapersonal, interpersonal, naturalistic, verbal, kinesthetic, visual) to help each student learn in a way that is comfortable to them. These will meet the needs of most of the students in the class and help them learn in a way that they can understand. I use Intrapersonal when they make their idea wheels, I use interpersonal when they do the three minute discussion and when they make their maps, I use naturalistic when I am reading the Mayflower Compact, I use verbal when I discuss the terms, I use kinesthetic when they move into their groups, and I use visual when they do the webquest and look at the pictures. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:**Students will do a survey to pre-assess their learning. This will show me as well as the students how much more they know now then they did when they began the unit. I will also have them do the webquest and the final product will be an Inspiration compare and contrast. They will be graded using a checklist. ||

Desks will be set up in a semi-circle around the room. The teacher will be in the middle.
 * =Teaching and Learning Sequence:= ||
 * **Agenda:**

-Diary entry -Introduce concepts I want them to be thinking about -Introduction to terms and people -Idea wheel -Webquest -Webquest -Quiz -Student Survey
 * Day 1-**
 * Day 2-**

Students will understand that the people of the Colonial era can relate to the people of today and possibly future**.** The real life connection for this lesson is that it demonstrates the importance of freedom and choice. //**Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.**//


 * Hook:** Teacher will read a piece of the Mayflower Compact. **(1 Minute)** ||
 * The first thing I will do is read the Mayflower Compact to the students. I will then tell them the essential ideas they should be thinking about throughout the lesson which are the need for freedom and choice. After I do that I will introduce the terms that the students have not yet learned such as the Navigation Acts of 1663 and King Phillips War. I will ask the students what they already know about the term and then I will discuss why they were important for them to know. I will have volunteers come up to the board and write a list of what they know about each term. I will allow any questions to be asked while I am having this discussion with them. **(20 minutes)**
 * What, Why, Hook, Equip, Taylor-Verbal, Naturalistic** ||
 * I will then have the students create an idea wheel working by themselves. The idea wheel will have four catagories which will be four regions of Colonial America which they can choose. I will give them the thirteen colonies and then they will choose four of those to create their idea wheel. They will write as much as they know about these places in the idea wheel. After they finish their idea wheel they will then hold on to it, keeping it in their binder and do a quick five minute discussion in a group of three. The question I will ask the group is "how important is freedom and choice to you?" They will then begin work on their webquests. They will be in the same group of three to do this. They will work on their webquests and start to create their Inspiration compare and contrast diagram. If they finish their diagrams in class they will print it out and put it on the wiki for the teacher to assess. **(59 minutes)**
 * Explore, Experience, Re-think, Taylor**-**Visual, Kinesthetic, Intrapersonal, Interpersonal** ||
 * If students do not finish their webquests in class they will be responsible for getting together outside of class to finish their map due the beginning of the fifth lesson. Students will be graded on this using a checklist and can redo the diagram as many times as they wish before the end of the next unit. Students will have the chance to present their diagrams to the class if they want to. Students will finally take a five question quiz. The very last thing they will do is take the same student survey they have taken in the past two lessons.
 * Revise, Refine, Rehearse, Evaluate** ||

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