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UMF Unit-Wide Lesson Plan Template

Name: Kristen Salley Program: SMED Course: EDU 460

Lesson Topic / Title: The Southern Colonies Video Questions/ 35 Questions Workshop

Lesson Date: March 16, 2020 Lesson Length: 1 Day (45 Grade/Age: Eighth Grade
minutes)
Learning Objectives & Content Standard Alignment – Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals
based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning

 Students will be able to categorize the economy of  I chose these objectives


the Southern Colonies. because I feel as though they
 Students will be able to compare and contrast the best fit the lesson on the
economies of the three colonial regions. Southern Colonies.
 These objectives are stepping
stones to reach the learning
goal of being able to form
conclusions as to how the
economies of the New England,
Middle, and Southern Colonies
relates to their location in
North America. Students will
use this knowledge gained
throughout to complete their
35 questions to submit for
their assessment.
 These objectives are content,
age, and lesson topic
appropriate because they are
showing students how
different the Southern Colonies
are compared to the New
England and Middle Colonies,
relating to the bigger picture of
being a huge turning point in
United States history, as well
as being a great base for
students to work off of while
learning future United States
history.

Content Standard(s) Instructional Decisions / Reasoning

Standard 6: History  I chose this standard because


Students will be able to apply and demonstrate knowledge this is the one that best fits the
of major eras, enduring themes, turning points, and unit. While this lesson is
historic influences to analyze the forces of continuity and particularly focused on the
change. economy, climate, geography,
and lack of religion pertaining
Performance Indicator: to the Southern Colonies it
The students will be able to describe major turning points relates to the standard because
for various cultural groups in history in Maine, the United this time of settlement is a
States, and elsewhere. turning event, especially for
the creation of the 13 Colonies
and eventually, the United
States.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning

 Fist to Five (formative): Asking students to give  Formative & summative


me a fist (0) for no understanding of what we are assessment
talking about, a 1 or 2 for little understanding, a 3  From the formative
for somewhat understanding, and a 4 or 5 for assessment, I hope to gain an
feeling very confident with what we are talking understanding of how
about. confident students are on
creating their 35 questions
 35 Questions (summative): Students will create before moving into a question
a series of 35 questions and answers about the 13 and workshop time for them to
Colonies. Students need to have 10 questions for work on them in class.
each colonial region (New England, Middle, and  For the summative assessment,
Southern) and 5 on the Middle Passage/ I hope to gain an
Triangular Trade/slavery. understanding that students
understood the most
important information from
the 3 regions of the 13
Colonies, such as that New
England relied on the ocean,
the Middle Colonies were very
diverse, and that the Southern
Colonies were largely based on
farming on plantations and
that slave labor was used to do
these things.

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.
Materials, Resources, and / or Technology Instructional Decisions / Reasoning

 Laptop  Students are encouraged to


 Pencil Paper type their questions and
 Middle and Southern Colonies Packet answers so a laptop is
 New England Colonies Packet necessary, although a written
 Southern Colonies video questions version could be acceptable
 Comparing Regions New England, Middle, and too.
Southern Colonies video:  Students need all of their
https://www.youtube.com/watch? packets to create their
v=PuCoSjqQK34&t=13s questions and answers from.
 Whiteboard  Students will need the video to
 Whiteboard markers answer the questions on the
 Google Classroom Southern Colonies.
 Headphones  Whiteboard and markers are
 Google Docs needed to write down
information for students.
 Headphones are recommended
for the video, although there
are also captions.
 Google Classroom is needed to
access the link to the video, as
well as the Google Classroom
link to their very own Google
Doc with the breakdown of the
amounts of questions to have.
My mentor and I will be able to
monitor progress of their work
this way too.

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning

Day One (45 minutes)  During the 35 Question


 Homework check (5 minutes) discussion, I hope to remind
 Class discussion over video questions (15 students that their questions
minutes) are due the following day,
 Fist to five (5 minutes) which has been told to them
 35 Questions discussion & workshop (20 before, in addition to having it
minutes) on Google Classroom and
written on the board.
 I also hope to see how much
progress students have made
on their questions and
answers, in addition to giving
them time in class to get some
of it done.

Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning


modifications, accommodations)
 By giving students time to
 Students will have extra time to complete their 35 work in class on their
questions if needed. Students will also have questions, I hope to be able to
additional accommodations and modifications if see where they are with the
necessary. By taking the time to work on the assessment process and go
assignment in class, I will be able to gage students’ from there. I hope that they
progress and modify as needed. have at least started on them,
which I suggested on multiple
days, some of them most likely
have not, but I will learn more
about where student stand
when we work on them.

Field Courses Only – Post lesson


Reflection

I had this lesson and the video planned for a Monday March 16, 2020. However, school was shut
down for two weeks on March 15, meaning that this lesson did not get to happen. Instead, teachers
worked together to create packets of information for students to do, in addition to uploading work on
to Google Classroom. Another important piece of information is that we are not allowed to grade or
assess students on this work. Students 35 questions were supposed to be due on Tuesday March 17,
in order to give me time to look through them all and pick questions from all students. Although I do
have some of these questions attached, I have not received all of them, nor do I think I will get them
all, as distance learning is only meant for review and cannot be expected to be graded. Although this
situation is not idea whatsoever (and since this lesson plan the time off has been extended until April
26), I thought it was important to include this lesson in my TWS to show what I would have done if
we had continued school. Overall, while this is not an idea situation, I think that it is really important
to include this lesson in the 5-7 lessons of the TWS to show the end of the unit.

Teaching Standards and Rationale

Standard 6: Assessment
 6(q): Is committed to engaging students actively in assessment processes and to developing
each learner’s capacity to review and communicate about their own progress and learning.
 Rationale: While I originally wanted to do a project with students, with so many
interruptions and snow days, my mentor and I decided that a one day summative assessment
plan would be the best option. I still wanted my students to be a large part in the assessment,
so by having students generate questions to use in their assessment. Additionally, my plan
was to read the test to students as they take it and then have time to discuss their thinking
behind their questions and the answers they put down. I was also considering having them
grade their own assessments, although this was unable to happen due to covid-19 and
shutting down schools for a period of time.

Standard 10: Collaboration


 10(b): Works with other school professionals to plan and jointly facilitate learning on how to
meet diverse needs of learners.
 Rationale: Every lesson my mentor and I try and sit down and discuss my plan for the next
lesson and how to meet the needs of my students. We also often talk to the team ed-tech to
see where the students that she works with are in terms of their work and understanding the
content. Often times she will help me facilitate when needed in order to ensure all students
understand the expectations. Because of this, I think that I meet this standard.

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