UTC GENERAL EDUCATION LESSON PLAN TEMPLATE (Four page limit)

PRELIMINARY INFORMATION
Candidate: Cyle Herron

Date developed: September 27, 2016

Lesson Title:
How to Live in Colonial Georgia
Grade Level: 8th
Number of students: 25
Unit/theme: Exploration and Colonization

Date of lesson: September 28, 2016

Where in the unit does this lesson occur?

This is the fourth lesson of the Exploration and Colonization
unit.

Structure(s) or grouping for the lesson (all that apply): Whole

class learning.

Knowledge domain/subject: Social Studies

Period/time/estimated duration: 50 minutes

**USE COMPLETE SENTENCES IN RESPONDING TO ALL OF THE FOLLOWING LESSON PLAN ELEMENTS**

INFORMATION ABOUT THE CONTEXT, including diversity of the students (females/males, children with IEPs/504 plans, specific
language needs, other learning needs, etc.). What supports, accommodations, modifications will be provided?
I have 13 males and 12 females in my class. Three of the 25 students are African American. Two of the students read one grade
level below and four students read one grade level above. I have 3 students with sight problems and 1 student with a hearing
problem. Students will be placed in heterogeneous groups. Students with sight problems will be given their own sheet with
information that they may use to see rather than looking on the projector. Students with hearing problems will be placed near the
teacher and have an assistant to help make sure they understand the information.

RESOURCES, MATERIALS, TECHNOLOGY, EQUIPMENT FOR THE LESSON (Simply list all materials you will use)
We will use power point, textbook information, paper and pencil.

CENTRAL FOCUS (The big idea being taught through a content area. Be sure to check for specific criteria in YOUR
handbook!) I am teaching the students about the crops that were grown, goods that were produced, and the services that were
done by Georgia colonists to make a living during this time.

JUSTIFICATION/RATIONALE for your plan (Why are you teaching this lesson at this time for these learners? How does
yesterdays lesson connect to todays experiences?)
This lesson will introduce crops such as tobacco, goods such as furs and fishing, and services such as managing timber and
printing that helped the Georgia colonists make a living.

PRIOR KNOWLEDGE OF CHILDREN ([1] List learners community, personal, & cultural assets. [2] What do they already know
about the subject?)
Students will know and understand the aspects of early colonial life. They should also know that England was the ruling country
over the thirteen colonies. All laws made for the 13 colonies were put into law by the English Parliament.

LEARNING OBJECTIVE(S) (What will children KNOW and BE ABLE TO DO that is behavioral/measurable at the end of the
lesson?)
[Teacher version]: The students will (active verb) . . . by performing/demonstrating/writing . . .

The students will be able to identify and discuss goods and services in the Georgia colony by writing an essay about what they
would do to make a living if they were a Georgia colonist.
The students will be able to list different goods and services from colonial Georgia by writing the different goods and services that
went colonists did to make a living.

CONTENT STANDARDS (list strand, grade, standard number, and write out the standard)

SS8E1 The student will give examples of the kinds of goods and services produced in
Georgia in different
historical periods.

ACADEMIC LANGUAGE DEMANDS (Return to your central focus and specifically identify the following:)
LANGUAGE FUNCTION: give

Language Demand method to express understanding : Students will display understanding by writing an
essay describing what goods and services they would perform to make a living in colonial Georgia.
DISCOURSE: (Be sure to check for specific criteria in your handbook!): We can understand that Georgia colonists
grew crops, killed animal for furs, caught fish, managed timber, and performed other goods and services to make a living within the
colony.
SYNTAX: Be sure to check for specific criteria in your handbook!): none
VOCABULARY: Be sure to check for specific criteria in your handbook!): colonization, cash crop, Royal Colony
LANGUAGE SUPPORT (steps to help students with language (show example, demonstrate how to use dictionary, circulate and
listen, collect and provide feedback, etc)
Class discussions, vocabulary organizers, Colonists Essay assignment

PLAN FOR ASSESSMENT OF STUDENT LEARNING (How will you know and document students progress toward the
objectives?)
Diagnostic/pre-assessment: The class will be given a pretest over the unit information.
Formative assessment/feedback to learners: After the lesson, students will be asked to brainstorm ideas preparing themselves for
an essay on What would I do to make a living if I were a Georgia colonist? I will check and give feedback to each students
brainstorm web before they begin their essay.
Summative assessment (if any): At the end the unit test there will be questions that come from this lesson

EXPECTATIONS FOR STUDENT LEARNING (YOUR CRITERIA FOR ASSESSMENT) (How will you SHOW/TELL students what
exceptional work looks like? What will meet your expectations? Fall below your expectations? Attach any rubrics you will use.):

Exceeds expectations: Students correctly incorporate multiple goods and services into their essay.
Meets expectations: Students incorporate one or two goods and services into their essay.
Below expectations: Students incorrectly incorporate goods into their essay.

PROCEDURES FOR THE LESSON (describe with EXPLICIT DETAILS every step of the lesson so that another
teacher could replicate your plan exactly!):

Set/Motivation: The class will be asked to list ways they believe Georgia
colonists made a living.
a. Instruction
1.

Introduce the terms cash crop and Royal Colony and tell
students of tobacco and the substantial demand for the crop.

Explain other crops, (sugar, cotton, etc..) goods, (textiles, furs,

fish, etc)
and services that helped Georgia colonists make a living.
3. Ask the students to put themselves in the shoes of the Georgia
colonists. What goods or services would they perform to make a
living? What would they trade their goods for to help them get
through their life? Ask the students to brainstorm ideas on their
idea web and have it checked by me when their done. Then
assign a five paragraph essay describing their plan to live in the
Georgia colony.
2.

LIST THE HIGHER-ORDER (CRITICAL) QUESTIONS YOU WILL ASK STUDENTS IN THIS LESSON:
How do you feel colonists felt toward the English taxes? What do you feel were the effects of the taxes?
Why?

BEGINNING: Anticipatory set/lesson launch/hook (How will the students gain the necessary information in order to
successfully accomplish the objective? Will you read a text together? View a video? Go on a field trip? Listen to a guest speaker?
Ask questions? Model? Engage in a discussion?)
We will begin by asking for any known knowledge about what goods and services that Georgia colonists performed within the
colony. We will discuss some of the class thoughts.

MIDDLE: Instructional strategies to support student learning (What ideas/texts/experiences develop their understandings? How
will you promote discussion? How will you engage students in critical thinking/learning (individuals, small, whole groups)? Use
technology? Promote academic language?

1. Introduce the terms cash crop and Royal Colony and the crops that were
the most popular and the goods that led Georgia into becoming a Royal Colony.
2. Explain other crops, (sugar, cotton, etc..) goods, (textiles, furs,

fish, etc)
and services that helped Georgia colonists make a living.
3. Ask the students to put themselves in the shoes of the Georgia
colonists. What goods or services would they perform to make a
living? What would they trade their goods for to help them get

through their life? Ask the students to brainstorm ideas on their

idea web and have it checked by me when their done. Then
assign a five paragraph essay describing their plan to live in the
Georgia colony.

END: Closure (How will you end the lesson in a way that promotes student learning and retention? How are the children sharing/
modeling the lesson objective for that learning experience?)
Before students leave I will have them give me an exit ticket that answers what crop was the most beneficial to Georgia. I will also
have them finish their essays at home for homework if they arent finished.

DIFFERENTIATION/EXTENSION (How will you provide successful access to the key concepts by all the students at their ability
levels?)
Supporting students with special needs (accommodations/modifications required by the IEPs/504 plans and other ways youll
address diverse needs): Students with special needs will be placed in heterogeneous groups with higher level learning students.
They will also have the opportunity to stay after or meet at another time to finish their assignment and receive extra help.

Challenging experienced learners: They will be given a more detailed writing prompt and asked to elaborate a little deeper into the
subject given.
Facilitating a classroom environment that supports student learning: We will have a whole class discussion that introduces the life of
an early Georgia colonial. Students will be introduced to new vocabulary terms and through this discussion. We will conduct a
writing assignment where students write about what goods or services they would perform to make a living in the Georgia colony.
Extension:
Students who are struggling with the given material will be given the opportunity to have conferences and torturing.

WHAT IFs (Be proactive; consider what might not go as planned with the lesson. What will you do about it?)
What if students . . . dont get a chance for me to check their web? They can bring it after school to finish
What if students do not understand the idea web? We will do a whole class discussion on an idea web and what itt purpose is.
What if we finish before class ends? Students will work in their student journal.
What if students cannot . . .

REFERENCES (cite all sources used in the creation of this lesson including URLs, journals, etc.)
Text book used
Developed in part from the work of Dr. D. Johnson & Dr. E. Stevens, Roberts Wesleyan College, Teacher Education Dept.