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Lesson Plan 1

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15 views3 pages

Lesson Plan 1

Uploaded by

ryleesaylor2
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Lesson Plan​ ​ ​ ​ ​ Fall 2024​

Lesson Title: Colonial Era Trade and Connections

Context, who is this lesson for? Backgrounds, special interests, culture


differences, etc.

●​ In this specific class, there are 16 students total. 7 male students and 9 female
students. 2 of the 16 students have IEP plans in place. Most students have been
born and raised here all of their life. Some of the students' interests are
interactive games or activities. These students also enjoy group work but
succeed better grade wise as well as progress wise during individual work.

Lesson learning target/objectives

●​ (Previous Lesson Learning Target)


Standard - 8.C.CP.1 Analyze the origin and purposes of rule of law,
popular sovereignty, federalism, separation of powers, and checks and balances.
Learning Target - I can analyze the purposes of the rule of law that was
established in the colonies.

●​ (Current Lesson Learning Target)


Standard - 8.G.HI.1 Explain how global interconnections impacted
culture, land use and trade in the United States during the Colonial Era through
Reconstruction from 1600-1877.
Learning Target - I can explain how the connection between the colonies
and Europe impacted trade in the colonies.

●​ (Next Lesson Learning Target)


Standard - 8.E.IC.1 Evaluate economic decisions based on scarcity,
opportunity costs and incentives.
Learning Target - I can evaluate economic decisions made by the
colonists based on opportunity costs and incentives.

Students baseline knowledge and skills

●​ For students' pre-assessments, each day we test previously obtained knowledge.


Something called “simple solutions.” Simple solutions are daily lessons out of a
resource. It is a workbook. At the beginning of class, the students do simple
Lesson Plan​ ​ ​ ​ ​ Fall 2024​

solutions based on the previous lessons knowledge, letting us know if we are


able to move on to new material in this lesson. Using class participation we will
go over the students' answers to the simple solutions and see what they know
and how well they know it before moving forward.

Formative Assessment

●​ The formative assessments that will be used to measure student progress during
this lesson are going to be tomorrow's simple solutions, and today's exit slip for
the end of class. This information will also be included in a unit test which will
further help measure student knowledge.

Resources

●​ Some resources I will be using for this lesson are the simple solutions workbook,(
the eighth grade level), chromebooks for independent student research as well
as student collaboration, a youtube video played over the smartboard, and index
cards for an exit slip for the day.

Lesson Procedures - Class Period 3rd, 9:40-10:35(55 mins)

●​ Bell Ringer (15 mins)- Simple Solutions Lesson


○​ Students will come in and immediately sit down and see on the board to
start working on their simple solutions lesson, they will have seven
minutes to complete independently and then three minutes to discuss with
their shoulder partners, and then five minutes for me to go over the lesson
with them, using class participation to assess their baseline knowledge.
●​ Lesson Introduction (10 mins) - Vocabulary
○​ I will then write the terms “global interconnection” and “interdependence”
on the board. I will then ask the students to open a google document and
find the definition term of their vocabulary, paste it in the document, and
then explain the definition in their own terms below the dictionary
definition.
●​ Direct Instruction (25 mins) -
○​ (5 mins) To keep the students engaged, I will show the students a fun brief
video that is a song about the thirteen colonies that focuses on culture,
land use, and trade.
○​ (20 mins) For direct instruction, I will ask them to research and tell me the
cultural influences that came from Britain like laws, education, religion etc
Lesson Plan​ ​ ​ ​ ​ Fall 2024​

which can also be recalled from the brief video we watched, and write
down collaboratively on the board in bullet points. I will then make a T
chart on the board and label one side Britain, and the other side the
colonies. I will then ask leading questions such as “How did Britain depend
on the colonies?” and “How did the colonies depend on Britain?” and allow
them to actively research on chromebooks to tell me what to fill in on each
side of the chart. To sum up the lesson, I will explain the connection of the
vocabulary; global interconnection allows the thirteen colonies to connect
through trade and culture influence to be interdependent on each other to
create economic instances which will be introduced in the next lesson.

●​ Exit Slip (5 mins) - Index Cards


○​ I will give out index cards and instruct the students to write their name,
one thing they learned about the lesson of the day, and then their favorite
part of the lesson and turn it in as they walk out of the door. This will be
helpful to measure student progress if they retain any knowledge from the
day.

Watch for…

●​ During this lesson, I specifically would observe how well students handled
actively researching and collaborating as a class discussion. Did they get too
rowdy? Or was it something they could handle and use as a good resource to
help them stay on task and push their knowledge further?

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