L2+Farley,+Emily

=**UMF LESSON PLAN FORMAT**=

**Grade Level:10 Topic: Colonial era 1500-1754**

 * =**Objectives**:= ||
 * Student will understand that the societal structure of the colonial era can relate to the societal structure of today in the United States. ||
 * Student will know vocabulary: Mayflower Compact, Starving Time, John Winthrop. ||
 * Student will be able to Justify similarities and differences between Colonial life and life today. ||

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:** I met the standards for this lesson by demonstrating how hardships have played a role in the past, how they play a role now, and how they might in the future. It allows students to justify the how the past compares to today and how it might in the future. ||


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * Students will use a checklist to self-assess their progress on their i-movie. They will also be able to do re-do the imovie after they submit it as many times as wanted until the performance task is due. Students will also fill out their second student survey so they can see how much more they know and I can see how much they are understanding. ||
 * **Summative** (Assessment of Learning)
 * Students will create a commercial for a product that was used in the Colonial era and is used today. This will be in the form of an i-movie. This will show their understanding of hardship throughout time and what hardship will be in the future. Students will be graded on the product. ||

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 * =**Integration**= ||
 * Type 2 technology- Students will create an i-movie which will be a commercial. ||


 * =**Groupings**= ||
 * Students will count off by 3 to form their groups for the 3-minute review. Students will all participate in a 3 minute disscussion about what they have learned thus far in the lesson. One person will be the recorder, one person will be the discussion leader, and the third person will watch the time. They will stay in these groups to create their i-movie. ||


 * =Differentiated Instruction= ||
 * **Strategies**
 * Visual:** Students will watch a video about kids in Africa.
 * Kinesthetic**: Students will use their laptops to look up definitions of vocabulary words.
 * Logical:** Students will use a Venn Diagram to organize their thoughts.
 * Interpersonal:** Students will work in a group to do a three-minute review in the middle of a discussion.
 * Intrapersona**l: Students will fill out venn diagram individually in class.
 * Verbal:** Teacher will lecture about hardships throughout history.
 * Music:** I play a music video for the hook. ||
 * **Modifications/Accommodations**
 * //**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**// I


 * 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 i-movie which will be a commercial.
 * English- Students will use English when they are writing a script for their i-movie.
 * Art- Students will be using art to create their i-movie. ||

pencils paper http://youtube.com/watch?v=xstLRWHgD2Q ||
 * =Materials, Resources and Technology= ||
 * laptops with internet


 * =Source for Lesson Plan and Research= ||
 * I designed the lesson plan myself. I got the hook from http://youtube.com/watch?v=xstLRWHgD2Q ||

In this lesson I teach them who John Winthrop is, what the Mayflower Compact is, and what the Starving Time was in the Colonial era. The students learn why these terms and people are important to know and what role they played in the Colonial era. I want them to understand the societal structure of the Colonial era and how it compares to the societal structure of today. ||
 * =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 met this standard because I taught in a number of different ways, offered support, and provided opportunities to re-do work if they choose. I had students come up to the board and contribute to the class discussion, I lectured, I had students do a graphic organizer and a cooperative learning activity so that all of the students had an opportunity to learn in way that best fit their background and their individual needs. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:**
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** I use six multiple intelligences in my lesson. I use Verbal when I am talking to the class and having a discussion over the vocabulary. I use visual for the hook when we look at pictures of the Colonial era. I use Interpersonal when they work in groups to do a three minute discussion on what we are talking about. I use Kinesthetic when they have to move to their groups. I use Intrapersonal when they are working on their graphic organizers. I use logical when they are working on their venn diagrams or the three minute review is timed. The final product uses type 2 technology. ||
 * __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 end the lesson to show students what they have learned since the previous lesson. This is not graded. I will have a formal assessment (i-movie) with a rubric. This I-movie will take a product from the Colonial era and relate it to a product used today and the students will create what the product might look like in the future. Students will have a checklist to go by . ||


 * =Teaching and Learning Sequence:= ||
 * Desks will be arranged in a semi-circle.

Day 1:** - Finish previous lesson by having student volunteers read their poems and reaction. - Show the Carrie Underwood video (Hook) -Ask students if they want to discuss hardships they went through -Introduce vocabulary -3 minute review -Venn diagram -Introduce i-movie
 * Agenda:

-Work day
 * Day 2:**

i-movie presentations
 * Day 3:**

Student will understand that the people of the Colonial era can relate to the people of today and possible the future. Demonstrates how people have suffered with hardships in the past and how we still suffer with hardships today. //**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: Carrie underwood video of kids in Africa http://youtube.com/watch?v=xstLRWHgD2Q. **(3 minutes)** ||
 * The first thing I will do in the class before the hook is ask the students to think of hardships they have gone through if they have gone through any. After the hook I will ask students if anyone would like to share a hardship that they have gone through. To transition to the vocabulary I will suggest that the people of the Colonial era have hardships as well. I will then ask the students what they already know about each one of the vocabulary terms which are the Mayflower Compact, Starving Time, and John Winthrop. I will make a list of what they know on the board. I will then have them look up the terms (see content notes) and compile more information to the previous lists. They will need to copy this list from the board and keep it in their 3-ring binders. I will then add important aspects of the term that could be missing and talk a little about why each one is important to know. During the middle of discussion I will stop and have students do a 3 minute discussion about the material covered thus far. I will ask the question “Why is John Winthrop important to know in terms of your life” and “What does the Starving Time have to do with you?” I will then continue to talk about what Colonial hardships were and what the Colonial people went through in both Massachusetts and Virginia. **(42 minutes)**
 * What, Why, Where**, **Experience, Hook, Tailor: verbal, visual, interpersonal**, **Kinesthetic** ||
 * Students will then do a venn diagram individually which will compare and contrast the hardships of the Colonial era to hardships today. The events that go in the middle would be the events that would have happened in the Colonial era and events (hardships) that still happen today. I will then introduce the commercial I-movie they have to make and all of the requirements for it. They will need to choose a product that was used in the Colonial era and is used today. An example of this would be a washboard. They will then need to create what they think it will look like in the year 3008. They need to make a commercial advertising the product for the future while demonstrating how it was used in the Colonial era and how it is used today. They will be given the website http://www.apple.com/ilife/tutorials/#imovie-making-23 to refer to so they know how to create an I-movie. I will give them a rubric and a checklist as well. They will then work in the groups of three that they were in for the 3 minute review. The following class they will have a work day to be with their groups and design their commercial. The following class they will present their commercials. **(25 minutes)**
 * Explore, Re-think, Tailor: Intrapersonal, Logical** ||
 * Students will be responsible for working on their projects outside of class. The students will have a checklist to go by and a rubric so they are self-assess their work and revise it. They will read to rehearse their presentations outside of class.Students will present their commercials on the third day of the lesson. These will be evaluated using a rubric by the teacher. Students will be able to re-do their commercial or make improvements to it if they do not like the amount of points they received. When the presentations are over the students will take a student survey during the last ten minutes of class to see how much more information they know now then they did before. **(10 Minutes)**


 * Rehearse, Revise, Refine, Evaluate.** ||

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