L1+Farley,+Emily

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 10 Topic: Critique the values and ideals of the Colonial people.**

 * =**Objectives**:= ||
 * Student will understand that the people of the Colonial era can relate to the people of today and possibly the future. ||
 * Student will know important people and events: Anne Hutchinson, Puritans. ||
 * Student will be able to critique the values and ideals of the of the Colonial people. ||

E. History E1 Historical knowledge, concepts, themes, and patterns Grade 9-Diploma "Colonial Era 1500-1754" //**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.**// 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:** This lesson teaches students about the life of the Colonial people and allows them to have a deeper understanding of the beliefs and values of the Colonial era. This lesson critiques the values and beliefs of the American Colonial era which are essential to know when studying the influence the Colonial era had on the the United States today. ||


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * Students will write their blog and recieve feedback from their peers before making improvements to their blog. Students will also review their checklist to make improvements to their blog.The first draft of the blog is not graded. Students will take their first student survey which asks them questions on basic material that will be covered in the unit. The student survey is not graded. The student survey is meant for the teacher to get a brief overview of the students prior knowledge and see how they progress throughout each lesson. ||
 * **Summative** (Assessment of Learning)
 * Students will write a blog critiqueing the values and ideals of the Colonial people. The blog should include everything on the checklist that was given to the students at the beginning of the lesson. This blog is worth a certain number of points (see syllabus) and will count toward the final grade in the unit. Students will have a rubric to follow when creating the blog. The blog can be redone as many times as the student wishes until the due date of the following assignment. Each time the blog is redone the number of points recieved will replace the previous number of points. The blog is due the following class period. ||

= = English- Students will read poetry, interpret it, and write a reaction to it on the blog. ||
 * =**Integration**= ||
 * Type 2 Technology- Students will have a blogger account set up for this class. Students will write a blog on their reaction to a poem they have read. The will recieve feedback from the teacher through a comment posted on the blog.


 * =**Groupings**= ||
 * Students will do a round robin brainstorming activity to get ideas from classmates about important concepts being discussed. Students will break into five groups of four people. To break the students into groups students will line up according to the date of their birthday. The teacher will split the line in half and take the fist person in the second line to meet the fist person in the fist line. Those two will be in a group together. The teacher will then split the line in half again and take the first pair in the second line to meet the first pair in the first line and so forth. Those will be the groups used for this activity. The students can decide among themselves who is the recorder of the group. If nobody wants to be the recorder they can randomly select a name by drawing out of a hat. The person sitting next to the recorder on the right goes first and says an answer to the question asked by the teacher and then the next person in the circle says an answer. Each person in the group says an answer until the teacher says that time is up. Students will have two minutes to think about their answers individually and two minutes to share their answers with the group. Students will be responsible for writing down answers to the questions that they did not have but another team member said. ||

//**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. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * Interpersonal**- Students will work in groups to do the Round Robin Brainstorming activity.
 * Intrapersonal**- Before the students share their ideas with each other in the Round Robin, they will work alone to think of answers to the questions being asked.
 * Linguistic**- Teacher will read a poem by Anne Bradford titled //Verses Upon the Burning of Our House//.
 * Kinesthetic**- Students will move into groups to do the Round Robin.
 * Naturalistic**- When students read their poems to the class, plants will make up the background.
 * Musical-** When teacher is reading the poem for the hook one students will be making a drum sound with their hands. The student will be a volunteer. ||
 * **Modifications/Accommodations**
 * //**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**// I
 * **Extensions**
 * Type 2 technology- The students will be writing a blog as a reaction to a poem they read. This engages the students so they are not simply typing a reaction on a word document but a reaction using technology where they can recieve feedback and other students can view their reaction. The blog allows information to be shared. ||

pencil paper poem by Anne Bradford fact and opinion graphic organizer ||
 * =Materials, Resources and Technology= ||
 * Laptop with internet


 * =Source for Lesson Plan and Research= ||
 * I designed this lesson myself. I got the poem by Anne Bradford from http://www.annebradstreet.com/verses_upon_the_burning_of_our_house.htm and I got the grapic organizer and the cooperative learning activity from http://www.eduplace.com. ||


 * =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 taught in a number of ways that all students can learn from. I varied my instruction so I taught in multiple ways. The essential question and what I want the students to understand promotes development is every way for the student. I read a poem, I had them look up vocabulary, I had them do a fact and opinion graphic organizer and I had them do a round robin brainstorming activity. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** The students will learn important terms such as the Puritans and Anne Hutchinson. They will learn about the first American colonies and what the early people of this country were like. They will relate this to the world today and relate the people of that era to themselves. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:**I used six multiple intelligences in my lessons. I used verbal, naturalistic, kinesthetic, musical, interpersonal, and intrapersonal.Students do several activities where they have to move around to get into groups (kinesthetic), work alone (intrapersonal), work in groups (interpersonal), write (Verbal), someone will be druming when I am reading the poems, and there will be plants as well (Naturalistic). Students will write a blog which is more engaging and interactive then simply writing a reaction. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** I use a student survey in every lesson so I can see where the students are thoughout the unit and also so I can adjust my lessons according to how well they are doing. I use a blog so I can see how well the student truely understands the concepts being discussed. The students will be able to receive feedback from the teacher. I will give the students a checklist so that they can assess themselves and how well they are doing. ||

Agenda: -Student Survey -Poem by Anne Bradford -Look up vocabulary - Fact and opinion graphic organizer -Round Robin cooperative learning activity -Find poems -Get poem approved by teacher -go over checklist for blog
 * =Teaching and Learning Sequence:= ||
 * Desks will be arranged in a semi circle.

Student will understand that the people of the Colonial era can relate to the people of today and possible the future. This lesson demonstrates why the world we live in is what it is today. The MLR for this unit is //**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. (What)**//

Hook: The teacher will read the poem Verses Upon the Burning of Our House by Anne Bradford. ||
 * In the first 10 minutes of class after the hook I will have them take a student survey over simple concepts that will be discussed in the unit. Students are not expected to know the answers to the questions. This will show we where the students are and at the end it will show me how much improvement they made.The next thing I will do is ask the students what they know about the Puritans and make a list on the board. I will then talk about who they were, why they came to the New World, and a little about how big of a role religion played in their lives. I will ask students to look up information on the Puritans and have them share the information with the class. I will then ask the students what they know about the Anne Hutchinson. I will make a list of what they know. I will then discuss what it was, why it happened, and how it happened. I will have them look up information on the trials and share the information with the class. I will then have them look for poems from the Colonial era.
 * What, Where, Why, Hook, tailor-verbal**, **visual**, **kinesthetic**, **Musical** ||
 * Students will do a fact and opinion graphic organizer. This will be done individually. Students will start to think about what the values and ideals of the Colonial people are. The teacher will walk around the room and answer questions for people who need help or ideas. Students will hold on to their organizers. The students will then break into groups (listed above) and do the round robin brainstorming activity. There will be a recorder which the people in the group will choose. The students will be asked questions about the important events and people discussed in the lesson and will come up with answers individually for two minutes before they are asked to go around the group in a circle and give their answers while the recorder writes them down.These questions will be "Was Anne Hutchinson America's first feminist?" and "What can we learn about the Puritans simply by why they came to the New World" They have two minutes to share as many answers as possible for each question. The students will turn in the list and record who said which answers but will only recieve participation points. When students look at their graphic organizer they will think back to the essential question. Students will find a poem either written by a Colonial person or about the Colonial era and have it checked by the teacher. The students will read the poem, find the meaning of the poem, take notes on the poem and then write about the poem on a piece of paper. The students will hand their blogs to a person sitting next to them and get feedback. **Equip, Explore, Experience, Re-think, Revise, Tailor-interpersonal, intrapersonal,** ||
 * For homework the students will write their edited blog and for the next class and if there are any volunteers they will read their poem to the class and say their reactions to it. Students will be able to redo their blog as many times as they want before lesson 3.
 * Refine, Evaluate** ||

= =