Lesson Plan: 3.2.

2
Teacher__Knowlton-Grallert__________________________ Grade Level________8_______
Content and Standards:
Standard - CC.8.6.6-8.I Write routinely over extended time frames (time for reflection and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Content The Puritans in the Massachusetts Bay Colony Ch. 3.2, section 2
Prerequisites: Students will have been introduced to the Puritans in 2.1, will now learn more about them
and their culture.
Essential Questions (provide a framework)
Instructional Objective: Students will become familiar with the culture of the Puritans in the
Massachusetts Bay Colony.
Instructional Procedures:
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Warm-up activity in warm-up book. Write names of numbered states in SouthEast US.
Pre-quiz on these states/capitals/abbrevs
Collect/turn in homework (2.1)
Video selection from America- The Story of Us: 10:00-19:00
Notes ppt 2.2 with contextual terms removed. Student will copy the notes with a blank space,
then I will call on a student to cue the missing word and ask another to explain why that term fits,
or if they have a different term why the first term does not fit.
6. Writing activity: Puritans had to attend church by law: How do you feel about this law? Would
you like to make anything required by law?
a. Two paragraphs, five sentences each
b. At least one of each opinion reads
7. Lesson 2 worksheet 2: time to start in class, will be homework
Materials and Equipment:
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5.

Powerpoint presentation
One piece of paper to write on
Warm-up books
America The Story of Us DVD
Projector/board

Assessment/Evaluation: Students will prove they recall the information from the presentation by
repeating it on the homework. They will later have a quiz on this information. Student writing samples
will be collected for qualitative analysis and participation grade, I will keep the writing samples until I
can understand some patterns to help the classes work on.
Self-Assessment I want to increase the focus on writing in this class. I am looking for the improvements
in writing over the course of my time with students while they are still expected to keep up with content
as previously given in this class. I want these writing activities (about two per week) to lead to
opportunity to teach writing technique. It is critical that the information written about keeps interest in the

content for students to make it easier for them to remember the items they are responsible for. So far, I
have been able to communicate with students about period usage and capitalization. These conventions
are critical for producing high school quality work and by having limited content expectations for student
writing (such as this opinion assignment) I hope to make this instruction pain-free and enjoyable for
students.
Notes on Domain 1: In this lesson there is differentiation in the homework assignment, where the pre-AP
class has questions with answers drawn from reading the other classes have answers drawn directly from
class notes. I use the time to start homework at the end of class (90 minute class) as a way to get extra
attention to students struggling in various ways with the primary classwork. The homework is easy
enough for all students to complete without teacher aid but it provides an important first repetition of
content information for students who are not always disciplined with studying.
In domain 1a, I make sure to know as much as I can about the material being taught before giving the
lecture. Since slides are limited, I want to be able to talk for about one full minute for every number on
the slide. Often I will explain the visuals, which I learn about when I am choosing them from around the
internet.
In domain 1c, I am targeting instruction for the low-middle but aiming to convey as many big ideas as
possible less formally. The best I can do for adjustments up and down is in how I explain the work, not in
what it is because there is not enough differences between classes but rather between students within the
same class. I am taking in information about students as I work with them (1b) and using that information
to inform how I express expectations.
For domain 1d, I am drawing upon previous coursework and what I have seen in other classes to inform
my planning. In this case, I had knowledge of religious liberty as an undercurrent in American life and
used that as a guide for the classwork. Rather than focusing on the imperfect textbook, I keep it as a frame
for where we are and take directions that convey big ideas; skipping sections on small wars, for instance.
For domain 1e, I work to provide opportunities for students to think and engage ideas while conveying
the required content. The lecture and notes in the beginning of class frame the activity which takes place
later and allows it to be at a higher level, since they are given background first. Organizationally, I am
keeping the lessons in structure with the textbook to make the course easy to follow and make missing
classes manageable for students with athletics in the afternoon (since they only miss the activity, not the
content).
In domain 1f, I am avoiding implementing any high stakes assignments until I can make clear
expectations for students. The map warm up activity every day is leading to an exam, and the lectures are
leading to quizzes and eventually a chapter test. The map warm up is a check-in every day to see when
the quiz will be reasonable to expect, as this is something repeated but not something they are supposed to
be studying at home. For daily work, I make a point to make directions as clear as possible both in writing
and through verbal reminders and checks with students.