Standards Based Unit of Study Template (Methods Pilot Fall ...

Exhibit 1.3.l.3.b Standards Based Unit of Study Template

1

Standards Based Unit of Study Template (Methods Pilot Fall 2011)

The Bellarmine University Standards-Based Unit of Study is submitted into LiveText. And includes: *a completed Bellarmine University Standards-Based Unit of Study Template * a video-taped lesson plan developed on the Bellarmine Lesson Plan Template

and scored with the Bellarmine University Pre-Professional Semester Observation Form *two consecutive instructional days are developed on the Bellarmine Lesson Plan Template

Standards Based Unit of Study Template (Methods Pilot Fall 2011) Task G(1)

Bellarmine Teacher Candidate Name: Date: 11/21/11

1. Unit Title and Estimated Time for Completion:

Life in the Colonies – 10 days

2. Rational for Unit: We are studying this unit because it highlights life in the English

colonies, and the impact of slavery. This unit teaches students about the importance of

culture and historical perspective.

3. National Curricular Standards

RH.6-8.2. Determine the central ideas or information of a primary or secondary source;

provide an accurate summary of the source distinct from prior knowledge or opinions.

RH.6-8.4. Determine the meaning of words and phrases as they are used in a text,

including vocabulary specific to domains related to history/social studies.

RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or

maps) with other information in print and digital texts.

RH.6-8.9. Analyze the relationship between a primary and secondary source on the same

topic.

NCSS

1. Culture

Social studies programs should include experiences that provide for the study of culture and

cultural diversity

a. explore and describe similarities and differences in the ways groups, societies, and cultures

address similar human needs and concerns;

b. give examples of how experiences may be interpreted differently by people from diverse

cultural perspectives and frames of reference;


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c. describe ways in which language, stories, folktales, music, and artistic creations serve as

expressions of culture and influence behavior of people living in a particular culture;

d. compare ways in which people from different cultures think about and deal with their physical

environment and social conditions;

e. give examples and describe the importance of cultural unity and diversity within and across

groups.

3. People, Places, and Environments

c. use appropriate resources, data sources, and geographic tools such as atlases, data bases, grid

systems, charts, graphs, and maps to generate, manipulate, and interpret information

Combined Curriculum Document

SS-8-GC-U-1

Students will understand that the American political system developed from a colonial base of

representative democracy by the actions of people who envisioned an independent country and

new purposes for the government

SS-08-1.1.2

Students will describe and give examples to support how democratic government in the United

States prior to Reconstruction functioned to preserve and protect the rights (e.g., voting), liberty

and property of their citizens by making, enacting and enforcing appropriate rules and laws (e.g.,

constitutions, laws, statutes).

SS-8-GC-U-2

Students will understand that the United States government was formed to establish order,

provide security and accomplish common goals.

SS-8-GC-U-3

Students will understand that the fundamental values and principles (e.g., liberty, justice,

individual human dignity, the rule of law) of American representative democracy as expressed in

historical documents (e.g., the Declaration of Independence, the Constitution of the United

States) are enduring and remain significant today.

SS-8-CS-U-1

Students will understand that culture is a system of beliefs, knowledge, institutions,

customs/traditions, languages and skills shared by a group of people. Through a society’s culture,

individuals learn the relationships, structures, patterns and processes to be members of the

society.

SS-08-2.1.1

Students will explain how elements of culture (e.g., language, the arts, customs, beliefs,

literature) defined specific groups in the United States prior to Reconstruction and resulted in

unique perspectives.

SS-8-HP-U-2

Students will understand that U.S. History can be analyzed by examining significant eras

(Exploration as it relates to the settlement of America, The Great Convergence, Colonization and

Settlement, Revolution and the New Nation, Expansion and Reform, Civil War) to develop

chronological understanding and recognize cause-and-effect relationships and multiple

causation.

SS-08-5.1.2

Students will explain how history is a series of connected events shaped by multiple cause-and-

effect relationships and give examples of those relationships.


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1. Learning Context and Implications: My unit is on life in the colonies. It is focused

on the culture and way of life that was prevalent during the period prior to the

Revolution. Anytime students are studying history it can be difficult for them to make

connections to the material.

Over 80% of the student population is on free/reduced lunch. A quarter of the students

are ESL and the school also serves a large ECE population.

Because of these factors, it will be important to use a variety of teaching techniques and

chunk activities in order to hold student’s interest. It will also be important to

incorporate technology into my lessons, a practice that benefits all students, particularly

low income students.

2. Essential Question Focus (Key Concepts/Big Issues):

How did different groups experience life in the colonies?

3. Statement of Objective for the Unit and Levels for Student Performance

Lesson # and

Title

Objective # DOK Level Assessment Items

#1 Introduction 1. I complete a

unit pre-

assessment

focused on targets

for this unit

2. I define

vocabulary for the

unit

3. I describe and

make connections

with one

vocabulary term

for the unit

DOK 1

DOK 1

DOK 2

Students complete

unit pre-

assessment (see

attached)

Students will

complete

attachment 1A for

homework

Warm-up

questions Lesson 2

Students will

complete

attachment 1B and

present to the class

#2 Governing

Colonies

4. I explain two

ways that English

political traditions

influenced the 13

colonies

5. I explain 2

ways the

DOK 2

DOK 2

Exit Slip –

Describe two ways

that English

political traditions

influenced the 13

colonies.

Warm-up

Question Day 3


4

Navigation Acts

affected the

colonial economy.

Explain how the

Navigation Acts

affected the

colonies. Include:

1 way the colonists

benefitted from

the Navigation

Acts and 1 reason

the colonists

resented the

Navigation Acts

#3 Governing

Colonies

6. I analyze the

Magna Carta

DOK 4 Students will

complete an

assignment that

requires them to

pick a right from

the Magna Carta,

write why they

believe it is the

most important

right, and make a

connection to the

colonial period,

and well as today.

#4 Colonial

Society

7. I compare the

roles of women

during colonial

society to the roles

of women today.

8. I contrast the

roles of women

during colonial

society to the roles

of women today.

DOK 3

DOK 3

I will question

students and use a

tally sheet to track

answers.

Students will

complete an exit

slip – Compare

and contrast the

roles of women in

colonial society

with the roles of

women today.

I will question

students and use a

tally sheet to track

answers.

Students will

complete an exit

slip – Compare

and contrast the

roles of women in


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colonial society

with the roles of

women today.

#5 Colonial

Society

9. I describe the

social classes of

the colonial period

10. I match the

profession with

the appropriate

social class.

DOK 2

DOK 2

Exit Slip – Briefly

describe each

social class.

Warm-up and Exit

slip

#6 Colonial

Society/Slavery in

the Colonies

11. I describe the

roles of men,

women, and

children during

the colonial

period.

12. I compare the

roles of men,

women, and

children during

the colonial

period.

13. I contrast the

roles of men,

women, and

children during

the colonial period

DOK 2

DOK 3

DOK 3

Tally sheet (5B)

will be used when

students are

answering

questions.

Exit Slip: Use a 3

circle Venn

diagram to

compare and

contrast the roles

of men, women,

and children.

Exit Slip: Use a 3

circle Venn

diagram to

compare and

contrast the roles

of men, women,

and children.

#7 Slavery in the

Colonies

14. I define

triangular trade

15. I chart

triangular trade

routes labeling

places and goods

being exchanged

16. I justify the

participation in

the slave trade

based on different

perspectives

during the

DOK 1

DOK 2

DOK 4

Warm-up – Define

Triangular Trade

Students complete

graphic organizer

labeling routes,

places and goods

being exchanged

Exit Slip: Justify

the existence of the

slave trade from

the perspective of

a colonial New

Englander


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Task G (2)

colonial period. Justify the

existence of the

slave trade from

the perspective of

a West African

King

#8 The Middle

Passage

17. I define

Middle Passage

18. I describe 3

characteristics of

daily life for

African

Americans

captured as slaves

during the Middle

Passage.

19. I compose a

journal entry

from the

perspective of a

slave during the

Middle Passage.

DOK 1

DOK 2

DOK 3

I will ask

questions and use

a tally sheet (8A)

to keep track of

student progress

I will ask

questions and use

a tally sheet (8A)

to keep track of

student progress/

journal entry that

will be turned in

Students will

complete a journal

entry

#9 Unit

Assessment

20. I complete a

unit assessment

focused on targets

from this unit

DOK 1-3 See attached unit

assessment

#10 Correctives

and Enrichments

21. I review my

assessment

results.

22. I complete

corrective

activities to attain

mastery learning


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Daily Plans Lesson #1 Introduction

Warm-Up (4 minutes) o Students enter classroom and complete flashback warm-up question o Question is reviewed as a class

Targets are reviewed and written in agenda (2 minutes) o I complete a unit pre-assessment focused on targets for this unit (DOK 1) o I define Vocabulary for the unit - levy, legislature, bill of rights, habeas corpus, freedom

of the press, libel, extended family, apprentice, gentry, middle class, indentured servant, triangular trade, racism, slave code, revolt, Navigation Acts, mercantilism (DOK 1)

o I describe and make connections with one vocabulary term for the unit (DOK 3)

Pre-Unit Assessment (20 minutes) o Students will complete pre-unit assessment o As students complete this assessment, they will begin to work on defining the

vocabulary for the unit

Vocabulary (20 minutes) o Each student will be given a vocabulary list to define (1A). o Each student will also be given a designated vocabulary word that they will complete a

graphic organizer (1B) for which will be presented in front of the class. The graphic organizer will require students to give a book definition, describe the term in their own words, make a connection, and draw a picture to represent the words.

o The words will be differentiated for students giving more advanced students more advanced vocabulary

Lesson #2 Government in the Colonies Day 2 Government in the Colonies

Warm-Up (3 minutes) o Students enter classroom and complete warm-up question – Fill in the blank:

___________________ is the belief that one race is superior or inferior to another.

A group of people who have the power to make laws is a(n) a. gentry b. merchant c. legislature d. bill of rights

________________ is someone who learns a trade by working for someone in that trade for a certain period of time.

a. An indentured servant b. A merchant c. An apprentice d. A domestic

We will review the answers to the warm-up questions and go over the targets (5 minutes) o I explain how English political traditions influenced the 13 colonies (DOK 2) o I explain how the Navigation Acts affected the colonial economy (DOK 2)

As a class we will go over vocabulary assignment for this section of the unit from the day before.


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These words are: levy, legislature, bill of rights, habeas corpus, freedom of the press, libel, mercantilism and Navigation Acts (10 minutes)

o Students who completed the graphic organizer on the given word will come to the front of the class. He or she will give the definition of the word, explain it in their own words, and use the document camera to display the picture they drew depicting the word.

Students will complete guided notes on this section of the unit(2A) (20 minutes) o Guided notes will be modified for individual students. They will be given the sheet to fill

out. Each line in the guided notes will have a shape that goes with it. o Students will have to find the shape located in the room to answer that section of the

guided notes. Shapes will be located throughout the room and students can work in pairs.

When students have completed their guided notes, they will return to their seats and will go over it as a class (20 minutes)

o I will have a corresponding power point to go along with the guided notes. o I will call on different students to answer the questions. Power points will include

pictures to help visually represent the concepts. o I will use a tally sheet (2B) to document what students answered what questions and

check for understanding.

Students will complete an exit slip

Describe two ways that English political traditions influenced the colonies.

Lesson #3 Government in the Colonies

Students will enter classroom and complete warm-up question (7 minutes) Explain how the Navigation Acts affected the colonies. Include:

1 way the colonists benefitted from the Navigation Acts 1 reason the colonists resented the Navigation Acts

We will review the warm-up question and go over the daily targets (5 minutes)

I analyze the Magna Carta (DOK 4) As a class, we will watch a clip from the British Library on the Magna Carta (6 minutes) http://www.bl.uk/treasures/magnacarta/index.html

As a class, we will read portions of the Magna Carta (3A) – This will be a primary source with annotations to help enhance understanding for students. Students will be given a copy of this that they can highlight and make notes on. (15 minutes)

On a separate piece of paper, Students will write what they believe is the most important right guaranteed by the Magna Carta. They must locate it in the text, write why they believe it is the most important right, and make a connection to the colonial period, and well as today. (10 minutes)

As students turn in the assignment they will either complete a corrective activity or an enrichment activity based on the previous day’s exit slip. Students who were proficient on the exit slip will be able to work on computers from laptop cart. They will use educational websites such as http://www.history.com/games

Students who were not proficient on the exit slip will work on a corrective activity where they will work in pairs to complete a worksheet about English Political traditions, and how they influenced colonial society. (10 minutes)

http://www.bl.uk/treasures/magnacarta/index.html

http://www.history.com/games


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Lesson #4 Colonial Society

Students will enter classroom and complete warm-up question – What did the Magna Carta do that had never been done before? (3 minutes)

We will review the warm-up question and go over the daily targets (6 minutes) o I compare the roles of women during colonial society to the roles of women today.

(DOK 3) o I contrast the roles of women during colonial society to the roles of women today.

(DOK 3)

As a class, we will go over vocabulary assignment for this section of the unit that students previously completed. We will go over the words extended family, apprentice, gentry, middle class, and indentured servant. (5 minutes)

Students who completed the graphic organizer on the given word will come to the front of the class. He or she will give the definition of the word, explain it in their own words, and use the document camera to display the picture they drew depicting the word. (5 minutes)

Students will be placed in groups of two. Groups will be created based on student ability and personality. These students will work together to fill out a guided notes sheet (4A) and answer questions about life in colonial society. (15 minutes)

As a class, we will start to review the guided notes. I will have a presentation to go along with notes. I will call on different students to answer the questions given. I will use a tally sheet (4B) to help assess how well student understanding and participation (10 minutes)

Students will complete an exit slip: Compare and contrast the roles of women in colonial society with women today. (5 minutes)

Lesson #5 Colonial Society

Students will complete a warm-up question: (3 minutes) Match the person with the social class. (Items will be used more than once)

1. Merchant a. Gentry (upper Class) 2. Indentured Servant b. Middle Class 3. Wealthy Planter c. Lower Class 4. Small Planter 5. Artisan 6. Farmhand

Students will turn in warm-up question, but we will not go over it until the end of class.

We will go over the targets for the day: (2 minutes) o I describe the social classes of the colonial period o I match a profession with the appropriate social class.

As a class we will finish reviewing the guided notes and the power point presentation (10 minutes)

Students will be split into 6 groups. Students will be split based on ability and individual needs

Every student will be given a graphic organizer to complete (5A). o In each box, the students will be answering 3 questions

a. What did they do? b. What challenges did they face? c. One thing that I found interesting about this group was…


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The groups will be rotating through 6 stations that have primary and secondary documents as well as photographs that help to describe life in the colonies for Men, Women, Children, enslaved people, the gentry, and the middle class. (7 minutes at each station)

Because of time constraints, students will rotate through 4 of the 6 stations. (28 minutes)

Students will answer a question similar to the warm-up as an exit slip (all students will have gone through the majority of the stations focusing on these groups)

Briefly describe each social class. Match the person with the social class. (Items will be used more than once)

1. Small Planter a. Gentry (upper Class) 2. Farmhand b. Middle Class 3. Wealthy Planter c. Lower Class 4. Artisan 5. Merchant 6. Indentured Servant

Students will complete and turn in the exit slip and we will go over them as a class (7 minutes) o I will compare their entrance slip to the exit slip to gauge mastery of this concept

Lesson#6 Colonial Society/Slavery in the Colonies

Students will enter the classroom and complete a warm-up question: (3 minutes) How do you think the roles of men, women, and children have changed since the colonial times? How have they stayed the same?

As a class, we will review the warm-up the targets for the lesson. (3 minutes)

o I describe the roles of men, women, and children during the colonial period.

o I compare the roles of men, women, and children during the colonial period.

o I contrast the roles of men, women, and children during the colonial period.

Students will then get back into the groups they worked in the day before to complete all of the stations. (7 minutes at each station, for a total of 14 minutes)

As a class, we will review the graphic organizers. I will ask questions and use a tally sheet (5B) to keep track of student progress. (10 minutes)

As a class, we will go over vocabulary assignment for the next section of the unit that students previously completed. These words will include triangular trade, racism, slave code, and revolt. (4 minutes)

Students who completed the graphic organizer on the given word will come to the front of the class. He or she will give the definition of the word, explain it in their own words, and use the document camera to display the picture they drew depicting the word. (5 minutes)

Students will be given guided notes (6A).

As a class we will go over the guided notes discussing Slave trade. I will have a presentation with pictures and maps to help illustrate what we are discussing in the guided notes. I will ask students questions and keep a tally sheet to help monitor progress (5 minutes).

Students will complete an exit slip: Use a 3 circle Venn diagram to compare and contrast the roles of men, women, and children.


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Lesson #7 Slavery in the Colonies SEE STTACHED LESSON PLAN #7

Lesson #8 The Middle Passage SEE ATTACHED LESSON PLAN #8

Lesson #9 End of the Unit Assessment

Students enter class room and study notes (3 minutes)

Students complete unit assessment (30 – 40 minutes) (see attachement)

As students complete the assessment they will either work on content related worksheets or read silently until the class is finished.

Lesson #10 Correctives and Enrichments

Tests will be returned to students. As a class we will review any questions that were major problems for students. (5 minutes)

Students will then be given the opportunity to make corrections for half of the original points. (15 minutes)

Each student will be given a test question to become an expert on. Students will be given questions based on test answers and who needs to master that content.

As a class we will then go over the entire test having students explain the answers to the question they became an expert on. (15 minutes)

o An example of correctives and enrichments can be seen in lesson 8 –

Student Group Corrective Activity Enrichment/Extension Activity

Group 1

Students will fill out a graphic organizer about the Middle Passage (see attached sheet). When finished with that activity, students will work on making informational posters about the Middle Passage.

Group 2

Students will create informational posters about the middle passage. They will include a map of the Middle Passage, a picture depicting the conditions, and some sort of graphic depicting the number of slaves and where they went (could be a chart, graph, etc.)

Students who had few corrections to make will be partnered with other students to help


12

them master the content.

When corrections are complete, students will start working on vocabulary for the next section. (15 minutes)


13

Task H The Pre Assessment Plan: Unit Level Pre Assessment


14

1. Pre-Assessment Plan: Unit Level Pre Assessment Lesson #

and Title

Objective # DOK

Level

Pre-Assessment Item(s) Accommodations

Lesson

#5

2. I define

vocabulary

for the unit

DOK

1

1. ______ Someone who learns a trade by working for someone in that trade for a certain amount of time

Students will be provided with

readers, scribes, prompts, and

extended time according to IEP

Lesson

#2

2. I define

vocabulary

for the unit

DOK

1

2. ______ A written list of freedoms that a government promises to protect




Lesson

#6

2. I define

vocabulary

for the unit

DOK

1

3. ______ Strict laws that restrict the rights and activities of slaves




Lesson

#2

2. I define

vocabulary

for the unit

DOK

1

4. ______ Set of laws that supported mercantilism




Lesson

#4

2. I define

vocabulary

for the unit

DOK

1

5. ______ The main measure of wealth during colonial times




Lesson

#2

2. I define

vocabulary

for the unit

DOK

1

6. ______ Principle that says a person cannot be held in prison without being charged with a specific crime.




Lesson

#3

2. I define

vocabulary

for the unit

DOK

1

7. ______ Document that limited the power of the King




Lesson

#5

10. I match

profession

with the

appropriate

social class.

DOK

1

8. ______ Social Class of a wealthy planter




Lesson

#6

2. I define

vocabulary

for the unit

DOK

1

9. ______ to rebel





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1. Pre-Assessment Plan: Unit Level Pre Assessment Lesson #

and Title

Objective # DOK

Level

Pre-Assessment Item(s)

(provide the specific

question)

Accommodations

Lesson

#5

2. I define

vocabulary

for the

unit

DOK

1

10. _____ person who signed a contract to work for 4 to 10 years




Lesson

#2

4. I explain

two ways

that

English

political

traditions

influenced

the 13

colonies

DOK

1

11. What English political traditions influenced the 13 colonies? a. The Magna Carta b. The English Bill of Rights c. English Parliament d. All of the Above




Lesson

#6

11. I

describe

the roles of

men,

women,

and

children

during the

colonial

period.

DOK

1

12. During the colonial period, women would most likely be found doing which of the following activities? a. Working in the fields b. Working in the kitchen c. Working as a shoemaker d. Working as an apprentice





16

Lesson #

and Title

Objective # DOK

Level

Pre-Assessment Item(s)

(provide the specific

question)

Accommodations

Lesson #7 14. I define

triangular

trade

DOK

2

13. Triangular Trade is: a. A trade policy that said shipments from Europe to the colonies had to go through England first b. A trade policy that said the colonies could sell key products only to England c. A trade policy that existed between the colonies, the islands of the Caribbean, and Africa d. A trade policy that supports mercantilism





vocabulary

for the

unit

DOK

1

14. When practicing mercantilism, countries a. only imported to their colonies b. only exported to their colonies c. imported and exported to foreign nations rather than their colonies d. imported and exported to their colonies rather than foreign nations





Middle

Passage

DOK

1

15. ________________ is the voyage across the Atlantic in slave ships.




Lesson #

and Title

Objective # DOK

Level

Pre-Assessment

Item(s) (provide the

specific question)

Accommodations


17

Lesson #

and Title

Objective # DOK

Level

Pre-Assessment


specific question)

Accommodations

Lesson

#3 2. I define

vocabulary

for the unit

6. I analyze

the Magna

Carta

DOK

1

16. What document

limited the power of

the king?

a. Magna Carta

b. English Bill of

Rights

c. Two Treatises on

Government

d. Declaration of

Independence



extended time according to

IEP

Lesson

#2 5. I explain

2 ways the

Navigation

Acts affected

the colonial

economy.

DOK

2

17. How did the

Navigation Acts affect

colonial trade?

a. They gave the

colonists more

freedom

b. They created a larger

market for trade

c. They created more

job opportunities for

colonists

d. They created more

opportunities for

foreign trade




IEP

Lesson

#6 11. I

describe the

roles of men,

women, and

children

during the

colonial

period.

DOK

1

18. At what age were

children expected to

start working during

colonial times?

a. Four

b. Seven

c. Ten

d. Thirteen




IEP

Lesson

#6 12. I

compare the

roles of men,

women, and

children

during the

colonial

period.

DOK

1

19. What group of

people in the colonies

typically worked as

carpenters and

butchers?

a. Men

b. Women

c. Children

d. Slaves




IEP


18

2. Formative Assessment Plan: During the Unit Lesson # and

Title

Objective # DOK

Level

Assessment Item Accommodation

s

Lesson #1

Intro-

duction

3. I

describe

and make

connections

with one

vocabulary

term for

the unit

DOK

2

Students with complete attached graphic organizer

Students will be

given

preferential

seating,

prompts, and

extended time

according to

IEP

Lesson # 2

Governing

the colonies

2. I define

vocab-

ulary for

the unit

DOK

1

___________________ is the belief that one race is superior or inferior to another.

A group of people who have the power to make laws is a(n)

a. gentry b. merchant c. legislature d. bill of rights

________________ is someone who learns a trade by working for someone in that trade for a

Students will be

given

preferential

seating,

prompts, and

extended time

according to

IEP

Lesson #

and Title

Objective #

DOK

Level

Pre-Assessment


specific question)

Accommodations

Lesson

#7 16. I justify

the

participation

in the slave

trade based

on different

perspectives

during the

colonial

period.

DOK

2

20. Why did New

Englanders typically

get involved in the

slave trade?

a. To provide a better

life for Africans

b. Because England

forced them to get

involved

c. To increase the

population of the

colonies

d. Because there was a

high need for cheap

labor




IEP


19

certain period of time. a. An indentured servant b. A merchant c. An apprentice d. A domestic

#2

Governing

Colonies

4. I explain

two ways

that

English

political

traditions

influenced

the 13

colonies

DOK

2

Exit Slip: Describe two ways that English political traditions influenced the colonies.

Students will be

given

preferential

seating,

prompts, and

extended time

according to

IEP

#3

Governing

Colonies

5. I explain

2 ways the

Navigation

Acts

affected the

colonial

economy.

DOK

2

Warm Up: Explain how the Navigation Acts affected the colonies. Include:

1 way the colonists benefitted from the Navigation Acts

1 reason the colonists resented the Navigation Acts

Students will be

given

preferential

seating,

prompts, and

extended time

according to

IEP

#3

Governing

Colonies

6. I analyze

the Magna

Carta

DOK

2

Warm Up: What did the Magna Carta do that had never been done before?

Students will be

given

preferential

seating,

prompts, and

extended time

according to

IEP

#3

Governing

Colonies

6. I analyze

the Magna

Carta

DOK

4

Students will complete an assignment that requires them to pick a right from the Magna Carta, write why they believe it is the most important right, and make a connection to the colonial period, and well as today.

Students will

have different

length

assignments or

be able to

create a

bulleted list

#4 Colonial

Society

7. I

compare

the roles of

women

during

colonial

society to

DOK

3

Exit Slip: Compare and contrast the roles of women in colonial society with women today.

Students will be

given

preferential

seating,

prompts, and

extended time

according to


20

the roles of

women

today.

8. I

contrast the

roles of

women

during

colonial

society to

the roles of

women

today.

IEP

#5 Colonial

Society

10. I match

the

profession

with the

appropriat

e social

class.

DOK

2

Warm Up: Match the person with the social class. (Items will be used more than once)

1. Merchant 2. Indentured Servant 3. Wealthy Planter 4. Small Planter 5. Artisan 6. Farmhand a. Gentry (upper Class) b. Middle Class c. Lower Class

Students will be

given

preferential

seating,

prompts, and

extended time

according to

IEP

#5 Colonial

Society

9. I

describe

the social

classes of

the colonial

period

DOK

2

Exit Slip: Briefly describe each social class.

Students will be

given

preferential

seating,

prompts, and

extended time

according to

IEP

#5 Colonial

Society

10. I match

the

profession

with the

appropriat

e social

class.

DOK

2

Exit Slip: Match the person with the social class. (Items will be used more than once)

1. Merchant 2. Indentured Servant 3. Wealthy Planter 4. Small Planter 5. Artisan 6. Farmhand a. Gentry (upper Class) b. Middle Class

Students will be

given

preferential

seating,

prompts, and

extended time

according to

IEP


21

c. Lower Class

#6 Colonial

Society/

Slavery in

the

Colonies

11. I

describe

the roles of

men,

women,

and

children

during the

colonial

period.

DOK

3

Warm up: How do you think the roles of men, women, and children have changed since the colonial times? How have they stayed the same?

Students will

have different

length

assignments or

be able to

create a

bulleted list

#6 Colonial

Society/

Slavery in

the

Colonies

12. I

compare

the roles of

men,

women,

and

children

during the

colonial

period.

13. I

contrast the

roles of

men,

women,

and

children

during the

colonial

period

DOK

3

Exit Slip: Use a 3 circle Venn diagram to compare and contrast the roles of men, women, and children.

Students will be

given

preferential

seating,

prompts, and

extended time

according to

IEP

#7 Slavery

in the

Colonies

14. I define

triangular

trade

DOK

1

Warm Up: Define Triangular Trade

Students will be

given

preferential

seating,

prompts, and

extended time

according to

IEP

#7 Slavery

in the

Colonies

15. I chart

triangular

trade

routes

DOK

3

Students will complete attached graphic organizer

Students will be

given

preferential

seating,


22

labeling

places and

goods being

exchanged

prompts, and

extended time

according to

IEP

#7 Slavery

in the

Colonies

16. I justify

the

participatio

n in the

slave trade

based on

different

perspective

s during

the colonial

period.

DOK

4

Exit Slip: Justify the existence of the slave trade from the perspective of a colonial New Englander Justify the existence of the slave trade from the perspective of a West African King

Students will

have different

length

assignments or

be able to

create a

bulleted list

#8 The

Middle

Passage

18. I

describe 3

characteris

tics of daily

life for

African

Americans

captured as

slaves

during the

Middle

Passage.

19. I

compose a

journal

entry from

the

perspective

of a slave

during the

Middle

Passage.

DOK

3

Students will write a journal entry from the perspective of a slave during travel of the Middle Passage. Date Explanation of why you are on this trip Give at least 3 details describing travel from homeland to America

Students will

have different

length

assignments or

be able to

create a

bulleted list

#10

Correctives

and

Enrich-

ments

22. I

complete

corrective

activities to

attain

mastery

learning

DOK

2/3

Students will review Unit Assessment and will complete corrective activities based on data

Students will be

given

preferential

seating,

prompts, and

extended time

according to


23

IEP

3. Post-Assessment Plan: Summative Assessment at the end of the Unit

Lesson #

and Title

Objective # DOK

Level

Assessment Item(s) Accommodations

#1 Intro-

duction

2. I define

vocabulary

for the unit

DOK

1

__________________ is a written list of freedoms that a government promises to protect

Students will be provided

with readers, scribes,

prompts, and extended time

according to IEP

#1 Intro-

duction

2. I define

vocabulary

for the unit

DOK

1

__________________ is a person who signed a contract to work for 4 to 10 years




according to IEP

#1 Intro-

duction

2. I define

vocabulary

for the unit

DOK

1

__________________ are strict laws that restrict the rights and activities of slaves




according to IEP

#5

Colonial

Society

10. I match

the

profession

with the

appropriat

e social

class.

DOK

2

Match the person with the social class. (Items will be used more than once) _____ Merchant _____ Indentured Slave _____ Wealthy Planter _____ Small Planter _____ Artisan _____ Farmhand a. Gentry (Upper Class) b. Middle Class c. Lower Class




according to IEP

#2

Governing

Colonies

4. I explain

two ways

that

English

political

traditions

influenced

the 13

colonies

DOK

2

Which of the following was an idea that English colonists brought to America? a. The Church should control all political rights. b. The king should control all political rights. c. People have political rights that nobody can take from them. d. The granting of rights is up




according to IEP


24

to the majority.

#6

Colonial

Society

11. I

describe

the roles of

men,

women,

and

children

during the

colonial

period.

DOK

1

At what age were children expected to start working during colonial times? a. Four b. Seven c. Ten d. Thirteen




according to IEP

#3

Governing

Colonies

6. I analyze

the Magna

Carta

DOK

2

What document limited the power of the king? a. Magna Carta b. English Bill of Rights c. Two Treatises on Government d. Declaration of Independence




according to IEP

#6

Colonial

Society

11. I

describe

the roles of

men,

women,

and

children

during the

colonial

period.

DOK

1

What group of people in the colonies typically worked as carpenters and butchers? a. Men b. Women c. Children d. Slaves




according to IEP

#2

Governing

Colonies

5. I explain

2 ways the

Navigation

Acts

affected the

colonial

economy.

DOK

2

Briefly describe 2 ways the Navigation Acts affected the colonial




according to IEP

#8 The

Middle

Passage

17. I define

Middle

Passage

DOK

1

What is the Middle Passage?




according to IEP

#4

Colonial

Society

7. I

compare

the roles of

DOK

3

Explain one similarity between women of the





25

women

during

colonial

society to

the roles of

women

today.

colonial period and women today.

according to IEP

#4

Colonial

Society

8. I

contrast the

roles of

women

during

colonial

society to

the roles of

women

today.

DOK

3

Explain one difference between women of the colonial period and women today




according to IEP

#8 The

Middle

Passage

18. I

describe 3

characteris

tics of daily

life for

African

Americans

captured as

slaves

during the

Middle

Passage.

DOK

2

Describe 2 details about the living conditions for an enslaved African on the Middle Passage.




according to IEP

#7 Slavery

in the

Colonies

16. I justify

the

participatio

n in the

slave trade

based on

different

perspective

s during

the colonial

period.

DOK

3

Give 3 details explaining why New Englanders participated in the slave trade




according to IEP

#7 Slavery

in the

Colonies

15. I chart

triangular

trade

routes

DOK

3

See attached graphic organizer




according to IEP


26

labeling

places and

goods being

exchanged

4. Role of Student Self-Assessment in this Unit – Student self-assessment will take place

when we review answers and work during class. Students will also use self-assessment

after the unit assessment when they review, correct and master the content.

5. Plan to monitor student progress – Throughout the unit I will monitor progress with

checks on warm-up questions and exit slips. I will also use tally sheets (see attachments)

throughout the unit to gauge student participation and mastery of learning. In this unit

students will also turn in assignments.

6. Assessment Accommodations or Adaptations – According to individual IEPs students

will be provided with readers and scribes. Students will also be given prompts and cues,

extended time, preferential seating, and modified assignments. I will also group students

by ability level to ensure that ability levels are mixed.

7. Plan to Incorporate Technology – I will use technology throughout the unit. We will use the SMART board, document camera, video clips, and occasionally student computers.

Task I Pre-Assessment Analysis

1. D

escribe the patterns of student performance you found relative to each learning

outcome.

2. D

escribe how you used the analysis of your pre-assessment data in your design

of instruction. I will analysis pre-assessment data to help determine student levels

of knowledge on different objectives. If there are objectives that the majority of

students do not know, I will cater instruction to go more in depth on that topic or

use corrective lessons.

3. H

ow did your awareness of achievement gap groups within your students

influence your planning and instruction?

In planning instruction I incorporated technology, chunked activities, and used

small group work.


27

Task I Lesson Outlines (Unit Organizer)

Lesson

#

Learning

Objective

Addressed

Instructional

Strategy/Activity

Needed

Adaptations

Assessment(s)

1 1. I complete a

unit pre-

assessment

focused on

targets for

this unit

2. I define

vocabulary

for the unit

3. I describe

and make

connections

with one

vocabulary

term for the

unit

Pre-Assessment

Vocabulary

Assignment

Vocabulary

Graphic

Organizer

Students will

be provided

with readers,

scribes,

prompts, and

extended

time

according to

IEP

Students will

be given

Vocabulary

word for

graphic

organizer

based on pre-

assessment

data and skill

level

1. ______ Someone who learns

a trade by working for

someone in that trade for a

certain amount of time

2. ______ A written list of

freedoms that a government

promises to protect

3. ______ Strict laws that

restrict the rights and

activities of slaves

4. ______ Set of laws that

supported mercantilism

5. ______ The main measure

of wealth during colonial

times

6. ______ Principle that says a

person cannot be held in

prison without being charged

with a specific crime.

7. ______ Document that

limited the power of the King

8. ______ Social Class of a

wealthy planter

______ to rebel

10. _____ person who signed a

contract to work for 4 to 10

years

__________________ is a

written list of freedoms that a

government promises to

protect


28

__________________ is a

person who signed a contract

to work for 4 to 10 years

__________________ are

strict laws that restrict the

rights and activities of slaves

• ___________________

is the belief that one race is

superior or inferior to

another.

• A group of people who

have the power to make laws

is a(n)

a. gentry

b. merchant

c. legislature

d. bill of rights

• ________________ is

someone who learns a trade

by working for someone in

that trade for a certain period

of time.

a. An indentured

servant

b. A merchant

c. An apprentice

d. A domestic

14. When practicing

mercantilism, countries

a. only imported to their

colonies

b. only exported to their

colonies

c. imported and exported to

foreign nations rather than

their colonies

d. imported and exported to

their colonies rather than

foreign nations

2 4. I explain

two ways that

English

political

traditions

influenced the

13 colonies

Review

Vocabulary

Guided Notes

around the room

PowerPoint/Tally

Students will

be given

preferential

seating,

prompts, and

extended

time

11. What English political traditions influenced the 13 colonies? a. The Magna Carta b. The English Bill of Rights c. English Parliament d. All of the Above


29

5. I explain 2

ways the

Navigation

Acts affected

the colonial

economy.

Sheet according to

IEP

17. How did the Navigation

Acts affect colonial trade?

a. They gave the colonists more

freedom

b. They created a larger market

for trade

c. They created more job

opportunities for colonists

d. They created more

opportunities for foreign trade

Exit Slip: Describe two ways that English political traditions influenced the colonies. Warm Up: Explain how the Navigation Acts affected the colonies. Include:

1 way the colonists

benefitted from the

Navigation Acts

1 reason the colonists

resented the Navigation

Acts

Which of the following was an idea that English colonists brought to America? a. The Church should control all political rights. b. The king should control all political rights. c. People have political rights that nobody can take from them. d. The granting of rights is up to the majority.

Briefly describe 2 ways the Navigation Acts affected the colonial

3 6. I analyze

the Magna

Carta

Video Clip

Read Aloud

Student

Assignment

Students will

be given

preferential

seating,

prompts, and

extended

16. What document limited the

power of the king?

a. Magna Carta

b. English Bill of Rights

c. Two Treatises on Government

d. Declaration of Independence


30

time

according to

IEP

Warm Up: What did the Magna Carta do that had never been done before?

Students will complete an assignment that requires them to pick a right from the Magna Carta, write why they believe it is the most important right, and make a connection to the colonial period, and well as today.

4 7. I compare

the roles of

women during

colonial

society to the

roles of

women today.

8. I contrast

the roles of

women during

colonial

society to the

roles of

women today.

Vocabulary

Review

Small Group

Work

Class Review and

Tally Sheet

Students will

be given

preferential

seating,

prompts, and

extended

time

according to

IEP

Exit Slip: Compare and contrast the roles of women in colonial society with women today. Explain one similarity between women of the colonial period and women today. Explain one difference between women of the colonial period and women today

5 9. I describe

the social

classes of the

colonial

period

10. I match

the profession

with the

appropriate

social class.

Small group

work - stations

Students will

be given

preferential

seating,

prompts, and

extended

time

according to

IEP

8. ______ Social Class of a wealthy planter Exit Slip: Briefly describe each social class. Warm Up: Match the person with the social class. (Items will be used more than once) 1. Merchant 2. Indentured Servant 3. Wealthy Planter 4. Small Planter 5. Artisan 6. Farmhand a. Gentry (upper Class) b. Middle Class c. Lower Class


31

6 11. I describe

the roles of

men, women,

and children

during the

colonial

period.

12. I compare

the roles of

men, women,

and children

during the

colonial

period.

13. I contrast

the roles of

men, women,

and children

during the

colonial

period

Small group

work – stations

Vocabulary

review

Whole group

instruction

Students will

be given

preferential

seating,

prompts, and

extended

time

according to

IEP

12. During the colonial period, women would most likely be found doing which of the following activities? a. Working in the fields b. Working in the kitchen c. Working as a shoemaker d. Working as an apprentice 18. At what age were children expected to start working during colonial times? a. Four b. Seven c. Ten d. Thirteen 19. What group of people in the colonies typically worked as carpenters and butchers? a. Men b. Women c. Children d. Slaves Warm up: How do you think the roles of men, women, and children have changed since the colonial times? How have they stayed the same? Exit Slip: Use a 3 circle Venn diagram to compare and contrast the roles of men, women, and children.At what age were children expected to start working during colonial times? a. Four b. Seven c. Ten d. Thirteen What group of people in the colonies typically worked as carpenters and butchers? a. Men b. Women c. Children d. Slaves


32

7 14. I define

triangular

trade

15. I chart

triangular

trade routes

labeling

places and

goods being

exchanged

16. I justify

the

participation

in the slave

trade based

on different

perspectives

during the

colonial

period.

Graphic

Organizer

Analyze Text

Student

Assignment

Students will

be given

preferential

seating,

prompts, and

extended

time

according to

IEP

13. Triangular Trade is: a. A trade policy that said shipments from Europe to the colonies had to go through England first b. A trade policy that said the colonies could sell key products only to England c. A trade policy that existed between the colonies, the islands of the Caribbean, and Africa d. A trade policy that supports mercantilism 20. Why did New Englanders typically get involved in the slave trade? a. To provide a better life for Africans b. Because England forced them to get involved c. To increase the population of the colonies d. Because there was a high need for cheap labor Warm Up: Define Triangular Trade Students will complete attached graphic organizer Exit Slip: Justify the existence of the slave trade from the perspective of a colonial New Englander Justify the existence of the slave trade from the perspective of a West African King Give 3 details explaining why New Englanders participated in the slave trade See attached graphic organizer

8 17. I define

Middle

Passage

18. I describe

3

characteristics

Small Group

Work

Critical Literacy

Whole Group

Instruction

Students will

be given

preferential

seating,

prompts, and

extended

time

15. ________________ is the voyage across the Atlantic in slave ships. Students will write a journal entry from the perspective of a slave during travel of the Middle Passage.


33

of daily life

for African

Americans

captured as

slaves during

the Middle

Passage.

19. I compose

a journal

entry from the

perspective of

a slave during

the Middle

Passage.

Writing-to-learn

activity

according to

IEP

Date Explanation of why you are on this trip Give at least 3 details describing travel from homeland to America

What is the Middle Passage?

Describe 2 details about the living conditions for an enslaved African on the Middle Passage.

9 20. I complete

a unit

assessment

focused on

targets from

this unit

Unit Assessment Students will

be given

preferential

seating,

prompts, and

extended

time

according to

IEP

See Attached Assessment

10 21. I review

my

assessment

results.

22. I complete

corrective

activities to

attain mastery

learning

Students engage

in self-assessment

Students engage

in corrective and

enrichment

activities based

on unit

assessment

Students will

be given

preferential

seating,

prompts, and

extended

time

according to

IEP

See Attached Assessment

Use of Technology for Instruction

We will use the SMART board, document camera, Video Clips and other interactive documents and photos.


34

Task J-I Organizing and Analyzing the Result (Whole Class)

Students Pre Post Gain/

Loss

Objectives Mark each objective met with an X

1 2 3 4 5 6 7 8

Comments

Summary:


35

Task J-I Organizing and Analyzing the Result (Diverse Learners)

Students Pre Post Gain/

Loss

Objectives Mark each objective met with an X

1 2 3 4 5 6 7 8

Comments

Summary:


36

Task J-1 Reflecting on the Impact of Instruction

1. How many students met all of the objectives you established for this body of

instruction? How many students did not meet all objectives? Describe the

performance of the identified gap groups(s) in your class. What factors contribute to

their success/failure?

2. Did those students who were unsuccessful in meeting all objectives demonstrate

substantial gains in knowledge and skills as defined in the objectives? Were there

students who demonstrated very little gain or negative gain (regression) from pre-

assessment to post-assessment? How would you explain the performance of these

students?

3. Select the learning objective on which your students were most successful base on

your analysis of student learning. Provide two or more possible reason for this

success.

4. Select the learning objective on which your students were least successful based on

your analysis of student learning. Provide two or more possible reason for this lack

of success. Describe what you would do differently to improve student performance

as evidenced in samples of student work.

5. Since the conclusion of the instructional unit, what have you done to help students

who did not met or master the objectives to improve their learning? Students were allowed to correct test answers that were incorrect for partial points. Also, students were paired to help master a given topic to reteach to the class at the conclusion of the unit

6. What impact will the information gained from your reflection about your students’

performances have on your professional development decision?

7. Reflections and Connections to Kentucky's Teacher Standards: Initial Level

Reflection is a critical piece of becoming an effective teacher. It allows teacher’s to review

their work and determine what went well and what can be improved upon. It also fosters

professional and personal growth. For these reasons, I have used technical reflection to review

my performance in creating this unit compared to the external guidelines of the Kentucky


37

Teacher Standards. After completing this unit, I believe that I have several areas of strength and

several areas for growth.

One area of strength I demonstrated in this unit is Standard 1: demonstrating applied content

knowledge. I believe that I have the ability to communicate concepts and knowledge to students

in a clear and appropriate way. I also deliver content knowledge in an order and way that is easy

for students to grasp. Along with that I used a variety of perspectives in the unit to help students

understand concepts in different ways. I also have the content knowledge to expand ideas and

concepts to help students meet objectives.

Another area of strength is Standard 3: creates and maintains learning climate. The learning

environment is essential for student success and sets the tone for the classroom. I believe that I

have the capabilities to create rapport with students and create a safe and nurturing environment.

I will do this through setting high expectations and using a variety of methods and strategies to

meet diverse student needs. It is also important to create a community through small group work

using flexible grouping as well as whole class instruction. I believe I will be able to provide

students with clear expectations and standards to create a classroom environment that is both

emotionally and physically safe for all students.

While I have many strengths, I also have several areas of improvement. As a new teacher, I

believe that one area in which I can continue to improve is Standard 2, designing and planning

instruction. I will need to continue to work on creating and implementing activities that engage

all students and create meaningful learning experiences. Another part of instruction that I will

continue to work on is making sure that objectives are aligned with standards, activities, and

assessments. I will refine my ability to create activities that require higher level thinking and

facilitate multiple levels of learning.


38

Along with continuing to improve designing and planning instruction, I will also work on my

ability to implement and manage my instruction. I believe this goes hand-in-hand with designing

instruction and I will work to improve using engaging instructional strategies and implementing

instruction based on contextual evidence. Procedures and flow of classroom time and materials

are essential to student engagement and understanding. This is a concept that I will better

develop as I work with my own students and get a feel for the school environment and culture.

Finally, I feel that Standard 7: reflecting and evaluating teaching and learning is both a

strength and area for growth. I am currently not teaching in a classroom, so it is difficult for me

to accurately evaluate student learning through data. I believe this is another skill that I will fully

develop when I start teaching in my own classroom. I do currently reflect on my actions and

how I can improve and grow to become a better teacher. I believe that reflection should happen

daily for a teacher and I hope to continue to grow and learn from all of my experiences.


39

Task J-2

Communication and Follow-up

1. Describe several ways in which you introduced the unit and provided feedback

throughout the instructional unit. What information did you provide to the

groups listed below prior to instruction, during instruction and after instruction?

How did you communicate that information?

Group

Prior to

Instruction

During Instruction

After Instruction

Students Introduction to

lesson

Guided Notes

Feedback on in-class

discussions and

assignments

Reflected on what students

still needed to master

Parents/Caregiver N/A N/A N/A

Colleagues Worked with

colleagues to

discuss different

strategies that

could be used

throughout the

unit

Worked with

colleagues to discuss

the progress of unit

Worked with colleagues to

discuss what worked and

what could have been

improved

2. I

n this unit most the information I communicated with students was one way

communication that did not require feedback from them. We did go back to look

at what students did and did not understand to help redirect instruction for

mastery of the content. Because I am not a teacher of record and do not have a

classroom, I did not communicate with parents for this unit. I did communicate

with colleagues about ideas and feedback on how to improve instruction, and the

unit as a whole.

3. I

n the future I hope to use more two way communication with all three groups. I

think it would be beneficial to talk with the students about what did and did not


40

work instead of only discussing strategies with colleagues. I also think it is

important to get parents involved in communication.

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