Task P1.5.

Lesson Plan Explanation Name: Ashley Furgione Date: September 21st, 2 1!

Unit: Subject: Period: 'i( appli"able) Grade Level: Lesson Plan Title: Topic/Concept/Skill:

So"ial Stu#ies So"ial Stu#ies $ %istory$ &eography 5th *+rs. F,s -olonial -onun#rum. The topi" is "oloni/ation, (o"using on the #i((erent regions in 0hi"h settlers li1e# "omparing an# "ontrasting bene(its an# pit(alls o( 1arying regions. Skills to be taught are "omparing an# "ontrasting, rea#ing, "omprehension, geographi"al pla"ement, analysis o( lan#s"apes an# #ebate$ #is"ussion. The goal o( the lesson is (or the stu#ents to be able to lo"ate the 1! original "olonies an# analy/e the #i((erent areas o( settlement through #etermining pros an# "ons 0hile "omparing an# "ontrasting the "limates, en1ironments, politi"al #i((eren"e, 2obs an# o1erall #aily li1es o( settlers in the Ne0 3nglan#, +i##le an# Southern -olonies. The stu#ents 0ill be able to i#enti(y "olonies on maps, #etermine li1ing "on#itions o( early settlers an# note attra"tions an# #eterrents o( li(e in "ertain "olonies$ "olonial areas. Stu#ents 0ill un#erstan# reasoning behin# 2obs hel#, population mo1ement an# 1arying (a"tors o( "olonial li(e. SS.5.A.4.2 -ompare "hara"teristi"s o( Ne0 3nglan#, +i##le, an# Southern "olonies. SS.5.A.4.4 Demonstrate an un#erstan#ing o( politi"al, e"onomi", an# so"ial aspe"ts o( #aily "olonial li(e in the thirteen "olonies. SS.5.&.1.5 5#enti(y an# lo"ate the original thirteen "olonies on a map o( North Ameri"a.

General Goal:

Lesson Objectives: 'spe"i(i", obser1able an# measurable) Sunshine State Standards:

Prere uisite skills:

Stu#ents 0ill nee# basi" rea#ing skills 'in any language), resear"h an# in6uiry skills 'basi" &oogle an# te7t book glossary sear"hes su((i"e), basi" 0riting, an# analyti"al thinking -olonial 5n#e7 -ar#s, Sti"ky Notes, Te7tbooks, 5nternet, -omputers$ iPa#s, Pro2e"tor, +aps, Pens, Pen"ils, Poster 8oar#, +arkers, most importantly9 an A"ti1e 5magination Te7tbook, Pre/i, Pro2e"tor, Transparen"ies, 5nternet :eb links, +ap %an#outs, %an#outs (or a#aptations, -ar#s 0$ -olonial Names on them, ;uestions (or *-lass -loser. Alternati1e -erti(i"ation <91 1

!aterials and e uip"ent needed: (include technology needs if appropriate) Teacher Preparation:

Task P1.5.1 #"ount o$ ti"e $or the entire lesson %approxi"atel&': (nstructional Strate)ies Used: (ntroduction * Anti"ipatory set, hook, attention grabber, et".

1 8lo"k -lass Perio#9 Appro7imately = minutes 5n6uiry training, -ooperati1e >earning, :hole &roup, Small &roup, an# Dire"tion 5nstru"tion 0ill all be use# ?pon 0alking into "lass stu#ents 0ill ea"h be han#e# a "ar# #ubbing them a settler o( "ertain "olony. They 0ill noti"e on the pro2e"tion s"reen a *bell9ringer. asking them to 2ot #o0n some thoughts about ho0 they think it 0oul# be to li1e #uring "olonial times here in Ameri"a. @n"e "omplete# an# thoughts are share#9 they 0ill learn that to#ay they are being transporte# ba"k in time an# 5 0ill 0el"ome them to +rs. F,s -olonial -onun#rum A they 0ill be helping +rs. F A an 3nglish 0oman "oming to *Ameri"a. #e"i#ing on 0here she shoul# settleB 8ut (irst9 0e must re1ie0 the "oloniesB 19 ?pon 0alking into "lass stu#ents 0ill ea"h be han#e# a "ar# #ubbing them a settler o( "ertain "olony. They 0ill noti"e on the pro2e"tion s"reen a *bell9ringer. asking them to 2ot #o0n some thoughts about ho0 they think it 0oul# be to li1e #uring "olonial times here in Ameri"a. @n"e "omplete# an# thoughts are share#9 they 0ill learn that to#ay they are being transporte# ba"k in time an# 5 0ill 0el"ome them to +rs. F,s -olonial -onun#rum A they 0ill be helping +rs. A A an 3nglish 0oman "oming to *Ameri"a. #e"i#ing on 0here she shoul# settleB 8ut (irst9 0e must re1ie0 the "oloniesB '5 minutes) 29 Stu#ents 0ill be sho0n a brie( 1i#eo on the 1! original "olonies 'goo# (or au#ial, 1isual an# musi"al intelligen"es). They 0ill be pro1i#e# maps to (ollo0 along a(ter0ar#s as +rs. F pro2e"ts a map o( the "olonies on the pro2e"tor. :e 0ill name all o( the "olonies an# pla"e them together 'Stu#ents taking turn to "ome up an# note them themsel1es). Stu#ents "ome to me 0ith a basi" un#erstan#ing o( this task (rom pre1ious geography$ so"ial stu#ies "lasses but this is goo# re1ie0 (or our lesson an# to a1oi# anyone being embarrasse# #ue to poor memory. Ne7t 0e 0ill "olor in 'on the pro2e"tor an# ea"h in#epen#ently at their seats) Ne0 3nglan# "olonies re#, +i##le -olonies blue an# Southern "olonies yello0 'this a"ti1ity is great (or 1isual9spatial an# kinestheti" learners). '1592 minutes) !9 Stu#ents 0ill no0 break up into ! "orners o( the room 'getting our kinestheti" intelligen"es up an# mo1ing) base# on the "ar#s they 0ere han#e# upon 0alking in the room9 they 0ill break up into Ne0 3nglan#, +i##le an# Southern "olonies an# 0ill be pro1i#e# 0ith prompts on 1arying elements o( the regions they 0ere gi1en to resear"h together 1ia a (ol#er in a##ition to 6uestions that 0ill buil# upon *"ommon kno0le#ge. 'su"h as Southern states being 0armer) to more in #epth kno0le#ge that 0ill be pro1i#e# in the prompt an# other in(ormation that is to be resear"he# Alternati1e -erti(i"ation <91 2

Lesson Procedures: %include activities'

Task P1.5.1 using the "lass "omputers an# resour"es. '2 9 25 minutes) 49 A(ter some resear"h 'goo# (or intrapersonal learners), group #is"ussion 'goo# (or 1erbal9linguisti" an# interpersonal intelligen"es), an# tea"hers gui#e# in6uiry 0ith ea"h group C the "lass 0ill then prepare to #ebate on 0hy their "olony shoul# be 0here +rs. A. settles 'goo# (or interpersonal, 1erbal9linguisti" an# bo#ily kinestheti" intelligen"es). ' 2 9 25 minutes) 59 During the #ebate stu#ents 0ill be en"ourage# to take notes on other presentations an# ask 6uestions. D9 At the "ompletion o( the "lass stu#ents 0ill nee# to 1ote (or the 2 regions they 0oul# settle in 'A1oi#ing the bias o( 1oting (or their o0n region). Along 0ith the 1ote stu#ents 0ill #o a *-lass -losing. on 0hi"h they 0ill ea"h right on a pie"e o( paper 2 items they learne# about ea"h region o( "olonies. '5 minutes) E9 The top 1ote# region 0ill be announ"e#9 all stu#ents en"ourage# an# e((orts rein(or"e#. '2 minutes) =9 Stu#ents 0ill be instru"te# to put materials ba"k together in (ol#ers an# han# in 6uestion an# ans0er sheets be(ore lea1ing "lass. Stu#ents 0ill #el1e #eeper into "olonial li(e by resear"hing strong politi"al (igures an# so"ietal in(luen"es in the Ne0 3nglan#, +i##le an# Southern "olonies. For Stu#ent 0ith Autism: S"he#uling a#aptations9stu#ent 0ill be pro1i#e# an appro7imate timing s"he#ule to be noti(ie# in a#1an"e o( transitions. Presentation a#aptations9stu#ent 0ill be pro1i#e# gui#eline to the presentation on the "olonies in 0riting. 3n1ironmental A#aptation9tea"her,s #esk area ser1es as a sa(e /one 0here stu#ent may go an# sit i( nee#e#. For Stu#ent 0ith APD 'Au#itory Pro"essing Disor#er): Presentation A#aptation9 stu#ent 0ill be pro1i#e# in(ormation in type the #ay prior as #is"usse# 0ith (amily so they may re1ie0 at home. Presentation a#aptation9 stu#ents group an# in#i1i#ual seating 0ill be to the (ront o( the "lass (or strength o( 1isual ai#s. 3n1ironmental a#aptation9 stu#ent 0ill only be "alle# on 0hen tea"her stan#s in (ront o( #esk (or 2F minutes 0hen speaking 'system 0orke# out to pro1i#e "om(ort in "lassroom an# "ue to stu#ent). Note takers 0ill be assigne# (or ea"h "olonial group so the stu#ent "an re(er to the notes i( "on1ersation be"omes o1er0helming. #ssess"ent: 'base# on ob2e"ti1es) Stu#ent *#ebates. an# ability to speak about their assigne# "olonial region 0ill help me to measure their su""ess. &eographi"ally, their ability to point out an# (ill in a map highlighting the "olonies 0ill #emonstrate un#erstan#ing. &eneral praise 0ill be use# 0hen stu#ent meet the ob2e"ti1es o( the lesson along 0ith positi1e markings on their *-lass -loser. an# "olonial pla"ements 0hen han#e# in, i( they are not meeting the ob2e"ti1es 5 0ill use (urther in6uiry an# lea#ing Alternati1e -erti(i"ation <91 !

Extension/Enrich"ent #ctivities: #daptations: 'as nee#e#)

Task P1.5.1 6uestions to gui#e them to0ar# the ob2e"ti1es in "lass an# o((er assistan"e #uring homeroom, be(ore s"hool an# a(ters"hool 0hen arrange#. Stu#ents 0ill gain a *"he"k plus. (or the #ay (or "lass parti"ipation i( (ull e((ort is pro1i#e#. 5( a stu#ent is #isrupti1e or un"ooperati1e 0ith their group they may re"ei1e a *"he"k. or *"he"k minus. lo0ering their o1erall "lass parti"ipation a1erage. 5nput to the group, an# beha1ioral obser1ation 0ill be use# to #o so. 5n#i1i#ual *-lass -losers. 0ill be gra#e# on a 5 91 s"ale i( "omplete# A same goes (or their "olonial maps. Stu#ents 0ere able to meet ob2e"ti1es o( naming an# pla"ing the "olonies on map through gui#e# pra"ti"e. Presentations$#ebates an# *"lass "losers. han#e# in 0ere on target an# pro1i#e# a""urate an# logi"al resear"h$ ans0ers. To meet the au#itory, 1isual an# kinestheti" nee#s o( the stu#ents 5 pro1i#e #ire"t 1erbal instru"tion an# gui#an"e 'au#itory), pro1i#e# han#9outs that (ollo0e# an o1erhea# e7ample o( the "olonies (illing it in '1isual9spatial$ bo#ily kinestheti"$intrapersonal), an# stu#ents 0ere up an# 0alking aroun# in their o0n groups 0hile resear"hing (or their presentation$#ebate 'bo#ily kinestheti"$ interpersonal) The lesson 0ent 0ell as stu#ents (elt truly transporte# in time (ighting (or their "olony to be "hosen an# en2oye# learning about #aily "on#itions o( "olonial li(e. 5( 5 0ere to tea"h this lesson again 5 0oul# strategi"ally assign stu#ents in groups using Gagan stru"tures 'high, me#ium high, lo0, me#ium lo0) (or better "ooperati1e learning.

+e$lection on the lesson: 'Think about the 6uestions liste# to the right an# re(le"t on your lesson.)

References: Ostwald-Kowald, Tracy. "Understanding Your Student's Learning Style: T e T eory of !ulti"le #ntelligences." $irtual Learning %onnections. %onnections &cade'y, () *an. +,(-. .e/. +, Se"t. +,(-. 0 tt":11www.connectionsacade'y.co'1/log1"osts1+,(--,(-()1Understanding-Your-Student-s-LearningStyle-T e-T eory-of-!ulti"le-#ntelligences.as"23. "Setting U" Your %lassroo' for a Student wit &utis'." Setting Up An Autism Classroom. 4ational &utis' Resources, +,(-. .e/. +, Se"t. +,(-. 0 tt":11www.nationalautis'resources.co'1classroo'-setu"-forautistic-student. t'l3. "Standards." ICPALMS. 5lorida 6e"art'ent of 7ducation, +,(+. .e/. +, Se"t. +,(-. 0 tt":11www.c"al's.org1Standards15LStandardSearc .as"23. "T e (- &'erican %olonies 8art +: % aracteristics of t e %olonies." T e (- &'erican %olonies 8art +: % aracteristics of t e %olonies. Social Studies for Kids, n.d. .e/. +, Se"t. +,(-. 0 tt":11www.socialstudiesfor9ids.co'1articles1us istory1(-colonies+. t'3.

Alternati1e -erti(i"ation <91