L4+Farley,+Emily

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 10 Topic: Be aware of Ideals and Values that existed in the Colonial era and still exist today**
be aware of Ideals and Values that existed in the Colonial era and still exist today ||
 * =**Objectives**:= ||
 * Student will understand that some of the prejudices of the Colonial era are still evident in today's society. ||
 * Student will know the differences between the colonies. Important people: Squanto. ||
 * Student will be able to

E. History E1 Historical knowledge, concepts, themes, and patterns //**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.**// 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:** The Colonial era is essential to know when understanding the history of the United States and the world. When students look at the prejudices that still exist today and existed back then they will not only learn about the era but they will see how it relates to today's society and where the prejudices of today come from. ||


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * When students are doing their graphic organizers I will walk around and look at the students progress. When the students do a numbered heads activity I will be able to assess how much the students are understanding the concepts. I will also have them do a student survey at the end of class to assess how much they are understanding the concepts discussed so far in the unit. ||
 * **Summative** (Assessment of Learning)
 * Students will have a disscussion on Instant Messenger about the different prejudices that existed in the Colonial era and still exist today. The disscussion will be printed, handed in to the teacher, and graded. Students will be able to re-do their disscussion as many times as they wish before the end of the unit. ||

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 * =**Integration**= ||
 * Type 2 Technology- Students will use Instant Messenger to have a discussion.

English- Students will use english when they have a discussion on instant messenger. ||


 * =**Groupings**= ||
 * Students will be paired up by lineing up, spiting the line in the the middle and having the second half of the group walk to stand in front of the other group. The person they are faceing is their partner. Students will count off by 5 or 6 to create their numbered heads group. Each person in the group will be responsible for recording their own notes. Each person in the group will participate the same amount because the teacher will need to call on each "numbered head." ||


 * =Differentiated Instruction= ||
 * **Strategies**
 * Logical-** students will so a numbered heads activity which involves numbers.
 * Verbal-** Students will have a discussion on Instant Messenger.
 * Visual-** Students will make a persuasion map.
 * Interpersonal-** Students will work with each other to come up with answers in the numbered heads activity.
 * Intrapersonal-** Students will work by themselves on their persuasion map.
 * Kinesthetic-** Students will have to move around during the numbered heads activity. ||
 * **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 use Instant messenger to have a discussion instead of just using their voices.
 * English-** Students will use English when they have the dicussion on instant messenger. ||

-Laptops with internet and AOL messenger -Persuation maps i-movie ||
 * =Materials, Resources and Technology= ||
 * -Pencils


 * =Source for Lesson Plan and Research= ||
 * I made the Lesson myself. The persuation map came from eduplace.com. The i-movie came from http://youtube.com/watch?v=JQXh20OuhIc ||


 * =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:** In this lesson students will be able to experience a wide variety of activities that will further their thinking and challenge them to think beyond what they already know. Students will do a persuation map, they will do a numbered heads cooperative learning activity, they will have a class discussion on the one important person. The students will work in groups as well as individually and be able to have an instant message debate in class. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** This lesson has a main understanding that I want the students to understand. It also has essential questions that the student should be able to answer at the end of the lesson. This lesson relates the ideas of the Colonial era to the United States and world today.I want the students to be aware or ideals and values that existed in the Colonial era and still exist today. I want the students to understand that some of the prejudices of the Colonial era still exist today but there are some new ones today that did not exist back then. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** I use six intelligences so every students can learn in a way that is beneficial to them. I use visual when I have them watch the video, I use verbal when I have them watch the video for the hook, I use kinesthetic when they get up and move into their groups, I use logical when I have them fill out the persuation maps, I use intrapersonal when I have them do the persuation maps by themselves and I have them use interpersonal when they do their online chat and when they do the cooperative learning activity. ||
 * __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 to pre-assess where the students are not only for my benefit but for the students as well. I also have them do an instant message disscussion debating the prejudices that existed in the Colonial era and exist today. They will be graded on this using a checklist. ||

Day 1:** -Show i-movie -Talk about the different colonies -Squanto -Persuation Map -Numbered Heads -IM discussion
 * =Teaching and Learning Sequence:= ||
 * **Aganda:
 * Day 2:**

Students will understand that some of the prejudices of the Colonial era are still evident in today's society. The real life connection for this unit is it shows what good and bad aspects still exist around us. //**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:**// Students will watch a short clip of a prejudice that some would argue still exists today.[|http://youtube.com/watch?v=JQXh20OuhIc**(3] Minutes) || The first thing I will do is show the students the clip about prejudices. After that I will have the students tell me what the thirteen origional colonies were (This will be a review). The next thing I will do is ask the student what some of the prejudices of the Colonial era might have been. We will then talk about prejudices they have seen in this country or if they have visited another country. We will discuss weather or not we believe that America has changed that much when dealing with prejudism. I will then introduce Squanto (see content notes) and talk a little about why he is important.(15 Minutes) What, Why, Equip, Tailor: Visual, Verbal || Explore, Experience, Re-think, Tailor: Kinesthetic, Intraperonal, Interpersonal, Logical**,** Visual || Revise, Refine, Evaluate ||
 * The classroom will be arranged in a semi circle.
 * Next, I will have them write a persuation map about prejudists that existed in the Colonial era. In the goal section of the persuation map(see attachment) they will write if they believe that prejudism existed in the Colonial era and then list three types that existed. Finally, they will write a few examples or facts about this prejudism in the Colonial era. They will do this individually. They will keep this to use for their upcoming disscussion. After the discussion they will keep this in their notebook. The next thing they will do is a numbered heads activity in groups. I will read them the directions first. They will need to move around to do this.They will then do their instant message disscussion with a partner. The disscussion will be printed out and given to the teacher who will make revisions and give it back to the students. (60 Minutes)
 * The students will be graded on the discussion using a checklist (see attachment). They will be able to redo their discussion as many times as they wish before the end of the unit. They will pre-assess themselves using a student survey so they can keep track of their progress.

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