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Lesson Plan Guide-Pf

This lesson plan guides students in identifying the political, economic, religious, and social reasons for the establishment of four different English colonies through group work and presentations. Students will be assigned to groups based on a colony and use textbooks, the internet, and class notes to research the impacts on their assigned colony. Each group will then present their findings to the class. To assess learning, students will generate letters comparing and contrasting the impacts of two colonies using an online tool.

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51 views4 pages

Lesson Plan Guide-Pf

This lesson plan guides students in identifying the political, economic, religious, and social reasons for the establishment of four different English colonies through group work and presentations. Students will be assigned to groups based on a colony and use textbooks, the internet, and class notes to research the impacts on their assigned colony. Each group will then present their findings to the class. To assess learning, students will generate letters comparing and contrasting the impacts of two colonies using an online tool.

Uploaded by

api-523697917
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Name: Phillip Ferraro LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)


(2) History. The student understands the causes of exploration and In 4 separate groups, based on their assigned colony, the
colonization eras. The student is expected to:
students will identify the political, economic, religious, and
(A) identify reasons for English, Spanish, and French exploration and
colonization of North America; and
social reasons for their colonies establishment by using of
(B) compare political, economic, religious, and social reasons for the their textbook, internet, and class notes. Each group will then
establishment of the 13 English colonies. present Measureable
Specific their findings to the class and
Attainable discuss the
Relevant biggest
_Time
impacts on how their colony was settled.
Grade: 8th Subject: History

Task Analysis: (C4) What lang. must be taught: Cash Crop, Colonization, Economic, Strategy to teach Language: (C4) Interactive
Enlightenment, Exploration, Fundamental Orders of Connecticut, Immigration,
Mayflower Compact, Mercantilism, Plantation System, Plymouth, Political, Puritans,
Word Wall
Push/Pull Factors, Salutary Neglect, Self-Government, Social
What skills must be taught: -Join assigned group.
-use the internet, textbook, and class notes to analyze their assigned colony.
-identify the political impacts on your assigned colony.
-analyze the social impacts on your assigned colony.
-compare and contrast the economic factors that led to you assigned colonies colonization.
-access the important religious factors of your assigned colony.
-Discuss as a group the biggest impacts that led to the colonization of your assigned colony.
-Present these impacts to the rest of the class.

Assessment: (C5)Using the website www.readwritethink.org students will generate a letter to a fellow classmate, from
a different group comparing and contrasting the different impacts that effected their colony. Students will receive extra
points for making a video of themselves discussing the 2 colonies.
Strategies for Success: (C6) Element of Technology: (C6)
Reviewing posted vocabulary interactive word wall. Internet to gather details on their assigned colony.
Modeling with a think aloud before placing students into groups. Website www.readwritethink.org
Compare/Contrast the different presentations on the colonies.

Learning Styles Addressed: Resources / Materials needed: (C6)

(C6) Visual – Generating a letter online, using pictures to represent Textbook


the impacts, creating a video for the compare/contrast.
Class Notes
Auditory – Interactive Word Wall
Groups are collaborating in small groups and presenting
facts to the rest of the class. Internet

Kinesthetic Students are out of their normal work area, moving


around the room to be in their group and using the
different resources in the classroom to perform their task.

Higher Order Questions to ask: (C6)

1. To what extent have Puritan values shaped American society?


2.
Did the need for survival promote unity or division in colonial society?
3.
Did deferential and dominant elites provide effective rule for colonial society?

Hook: (C7) Closure: (C7)


Students will watch the video: Will use whip around with a small foam ball from
https://youtu.be/o69TvQqyGdg student to student identifying one piece of information
Which is an entertaining brief overview of the they had learned.
establishment of the thirteen colonies.
1. Teacher Input / Direct Instruction / Modeling: (C6)
Teacher will briefly review vocabulary aligned with the topic using the posted vocabulary interactive word wall.
Teacher review expected behaviors when working in a group and presenting to the class. Teacher will model
through a think aloud on how the discussions will go within the small group. Teacher will post and review expected
topics to be addressed in the discussion.

2. Student Activities / Guided Practice: (C6)


Teacher will walk around group to group, listening in. Teacher will ask higher order thinking questions to help
students open up on the topics and keep the conversation flowing appropriately. Teacher will facilitate and assist
with any misconceptions on the topic.

3. Independent Practice: (C6)


Student will present the impacts that were made on their colony’s settlement. Students will field questions from
other students and the teacher about their colony. Students will then generate a letter using the website
www.readwritethink.org to a fellow classmate, from a different group comparing and contrasting the different
impacts that effected their colony.

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R6)


Reduce number of impacts on the colonies that the Interactive Word Wall: add new words to word wall
student will have to identify and talk about, giving and review words already posted that are related to
student extra time to discuss topic with small group, in the topic. As students work through lesson in their
lieu of writing a letter, student can record or simply groups they can add additional visuals or move words
verbally share with another student, student can point around into subcategories if necessary.
to visual aides during presentation in front of the class
with their group, the student, using an online program
to identify the United States on the globe.

Notes:
Name:
DELIVERY PLAN (C8)
OBJECTIVE: In 4 separate groups, based on their assigned colony, the students will identify the political, economic,
Rigor religious, and social reasons for their colonies establishment by using of their textbook, internet, and class
notes. Each group will then present their findings to the class and discuss the biggest impacts on how their
colony was settled.

OPENING:
Retrieval Students will watch the video:
https://youtu.be/o69TvQqyGdg
Which is an entertaining brief overview of the establishment of the thirteen colonies.

TEACHER INPUT:
Relevance The teacher will mention key points from the video and then introduce the activity. Separate classroom
into groups. Hand out colonies and then facilitate progress.
MODEL:
Routing Teacher will briefly review vocabulary aligned with the topic using the posted vocabulary interactive word wall.
Teacher review expected behaviors when working in a group and presenting to the class. Teacher will model
through a think aloud on how the discussions will go within the small group. Teacher will post and review
expected topics to be addressed in the discussion.
GUIDED PRACTICE:
Retaining / Rehearsing
Teacher will walk around group to group, listening in. Teacher will ask higher order thinking questions to help students
open up on the topics and keep the conversation flowing appropriately. Teacher will facilitate and assist with any
misconceptions on the topic.
INDEPENDENT PRACTICE:
Student will present the impacts that were made on their colony’s settlement. Students will field questions from other
students and the teacher about their colony. Students will then generate a letter using the website
www.readwritethink.org to a fellow classmate, from a different group comparing and contrasting the different impacts
that effected their colony.
CHECK FOR UNDERSTANDING:
Recognizing
Teacher will walk around to each group ask leading questions and monitor to keep students on task.

ASSESSMENT:
Using the website www.readwritethink.org students will generate a letter to a fellow classmate, from a different group
comparing and contrasting the different impacts that effected their colony. Students will receive extra points for making a
video of themselves discussing the 2 colonies.
RESOURCES / MATERIALS:
Textbook, internet, pencil, paper and handouts.

CLOSURE:
Re-exposure
Teacher will use whip around with a small foam ball from student to student identifying one piece of information they had
learned.

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