LESSON PLAN
Name:
Task Objective Number:
GENERAL INFORMATION
Lesson Title & Subject(s): History
Topic or Unit of Study: Colonial Times
Grade/Level: 7
Instructional Setting:
The students are divided into groups consisting of six children. The groups shall be distributed evenly in the room to enhance communication and supervision. The learning will take place within the classroom. More information on the current lesson shall be pinned on the bulletin board for later studying by the students.
STANDARDS AND OBJECTIVES
State Core Curriculum/Student Achievement Standard(s):
In California, students are expected to learn the following intellectual skills that will take them up to the twelfth grade. Their assessment is similarly derived from the standards of the ninth to the twelfth grade. Students should demonstrate the following reasoning, research and intellectual skills.
- They should differentiate legitimate arguments from erroneous arguments in historical analysis.
- Students should be able to recognize partiality and prejudice in historical readings.
- Students should be able to build and test hypotheses; gather, assess, and use information from multiple sources; and relate it in oral and written platforms.
Lesson Objective(s):
After reading the book “If You Lived in the Colonial Times”, discussing different aspect with the rest of the class and listing examples of famous American colonialists, students will be able to explain the events at colonial period in America with 100% precision.
The main objective of this lesson is to teach the students the American colonial history. By the end of the class, the students should be able to understand the individuals, organizations and series of events that shaped America’s economic, cultural and social environment. America has a vast colonial history that included contribution from the Spanish, English and the French. In teaching this topic in history, the students can understand how America came about to be. They can also trace their origins and understand American heritage.
MATERIALS AND RESOURCES
Instructional Materials:
These materials will aid in transferring the colonial history of America to the students. The teaching aids will include PowerPoint presentations to show the timeline of the famous American leaders and two primary books. Other materials include a globe, scissors and marker pens.
QUIZ
- Name the first colony to be established in the present Thirteen colonies.
- What year was the Plymouth Colony united with the Massachusetts colony?
- What colony did the unwanted inhabitants of Virginia create in 1653?
- Name three Indian tribes that resisted the migration of colonists around the Appalachian Mountains
- Who was the governor of Massachusetts Bay Colony: John Smith or Myles Standish?
- Name the first European voyager to discover America.
- Columbus was the first person to have an idea that the earth was round: True or False
- Name the first Spanish establishment when they settled in North America.
- List the first three permanent English colonies in North America.
- List the three ships that docked at Jamestown in1607 during the May voyage.
INSTRUCTIONAL GAME
This game is best done after the lesson, as it will require prior knowledge of the American colonial history. The instructor will provide each member of the group within the class a card having an event that occurred in historical America. Within each group, students are given a card for example the Boston Tea Party, The Spanish invasion and the French-Indian war. They are then given a limited time to reorganize the historical events in the correct order.
Resources
- California Department of Education that produced vital information on the achievement standards for the twelfth grade students
- The African American History website that provided different links to newspapers, people, events and museums
- The U.S Department of Education that contains a guide for teachers, programs and other publications
INSTRUCTION PLAN
Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):
- Identification of Student Prerequisite Skills Needed for Lesson:
The student should be able to describe the historical events such as slavery, American civil disobedience as well as identifying the former leaders during the colonial era. The student must be able to interpret these historical concepts in their own societies and family units.
- Presentation of New Information or Modeling:
- Explanation of capitalism and provision of examples
- Description of the impact of colonialism by Americans on the rest of the world and giving relevant cases
- Differentiation of colonialism and neo-colonialism
- Guided Practice:
- An explanation of the reasons for the beginning of colonialism and illustrating the effects
- Students can clarify the influence of colonialism on their lifestyles and society.
- Independent Student Practice:
- Students are expected to write down the causes and effects of colonialism.
- Students will read a book on early American colonialists and answer the questions.
- Culminating or Closing Procedure/Activity/Event:
- A summary of the whole lesson is done by mentioning the major points.
- The students are asked questions on colonialism and its effects.
Pedagogical Strategy (or Strategies):
Cooperative learning groups and through direct instruction
Differentiated Instruction:
- Foreign students are located in groups with fluent English speakers.
- Weak students are assigned extra homework
- Visual aids are availed for deaf students
Student Assessment/Rubrics:
The students will be asked questions at the conclusion of the lesson. The students will be awarded group assignments on colonialism.
Pre and post-assessment plan
The abilities of the class are above average. The pre-assessment will be conducted using yes / no cards. These will be indicated yes on one side and no n the other. The instructor will then ask introductory questions after which the students will answer by raising either the yes card if they know the answer or the no card if they do not. This method is highly effective at the seventh grade level as the cards have the effect of keeping the attention on the proceedings of the lesson. It is also useful when the instructor is introducing vocabulary words that would be necessary later in the lesson. At the end of the lesson, the same pre-assessment tool is applied to grade the students.
The assessments were very accurate in measuring the student’s level of comprehending the lesson. From the assessment, the instructor was able to determine that most of the students had grasped the basic knowledge of American history. By asking the students to answer questions on the topics covered in the lesson, the post assessment tool was able to decipher where the problem was. After the assessment, the instructor was able to assign more research topics to cover the gaps in the lesson.
| Type | Objective | Outcome |
| Pre assessment |
|
|
| Post assessment |
|
* Determine learning goals and objectives for this lesson, show them incorporated into your lesson plan.
Lesson Objective(s):
After reading the book “If You Lived in the Colonial Times”, discussing different aspect with the rest of the class and listing examples of famous American colonialists, students will be able to explain the events at colonial period in America with 100% precision.
The main objective of this lesson is to teach the students the American colonial history. By the end of the class, the students should be able to understand the individuals, organizations and series of events that shaped America’s economic, cultural and social environment. America has a vast colonial history that included contribution from the Spanish, English and the French. In teaching this topic in history, the students can understand how America came about to be. They can also trace their origins and understand American heritage.
ASSESSMENT PLAN
| Learning goals | Assessments | Format of assessments | Adaptations |
| Goal 1
The students will link famous American leaders to historical events in America. |
Pre assessment
Formative assessment Post assessment |
Checklist:
Game with cards representing major historical events in America. |
Modify and repeat instructions when necessary. Demonstrate using the pictures and the globe. Illustrate some of the lifestyles of American colonialists. Maintain all of the activities lively and interesting. Give concrete explanations and dictate for the children when possible |
RUBRIC
Pre and post-assessment plan
The abilities of the class are above average. The pre-assessment will be conducted using yes / no cards. These will be indicated yes on one side and no n the other. The instructor will then ask introductory questions after which the students will answer by raising either the yes card if they know the answer or the no card if they do not. This method is highly effective at the seventh grade level as the cards have the effect of keeping the attention on the proceedings of the lesson. It is also useful when the instructor is introducing vocabulary words that would be necessary later in the lesson. At the end of the lesson, the same pre-assessment tool is applied to grade the students.
The assessments were very accurate in measuring the student’s level of comprehending the lesson. From the assessment, the instructor was able to determine that most of the students had grasped the basic knowledge of American history. By asking the students to answer questions on the topics covered in the lesson, the post assessment tool was able to decipher where the problem was. After the assessment, the instructor was able to assign more research topics to cover the gaps in the lesson.
Last Completed Projects
| topic title | academic level | Writer | delivered |
|---|