EARLY CHILDHOOD & SPECIAL EDUCATION - Home
Student Teacher Candidate: Justin Walter
Lesson Subject(s)/Title: Colonial America
Lesson Date(s): 28 March 2018
Course & Grade(s): 4th Grade Social Studies Integrating the Arts
INSTRUCTIONAL MATERIALS: Liberty Kids Show , Skit Example
Multiple Intelligences Used:
✓ Linguistic
✓ Visual
✓ Interpersonal
ESSENTIAL QUESTIONS/ SUBSIDIARY QUESTIONS:
What was life like when the colonists were under British rule?
What was life like for colonists just before the Revolutionary War?
What is the Boston Tea Party?
What is the Intolerable Act?
Why was the Continental Congress established?
PURPOSE:
The purpose of this lesson is for students to understand what life was like during the colonial time period and the journey, emotions, decisions, and mystery the colonist came across.
SPECIFIC LEARNING OBJECTIVES: (clear, observable)
After students study the various taxations and lifestyles of common colonists, students will be able to understand what life was like during the colonial time period.
After students watch the video on Liberty Kids, students will be able to understand what it was like to live in the colonies after the Boston Tea Party (The Intolerable Act).
Utilizing their notes and experiences from learning about the Colonial Time Period, students will be able to create a skit that represents an important event that occurred during this time (Boston Tea Party, Intolerable Act/ Coercive Acts etc.)
Students will use their knowledge and understanding of an event in the colonial time period to create a play or skit while working cooperatively in small groups of 3-4.
STANDARDS:
Subject Area: Social Studies
Standard - 5.1.C.F
Analyze the role political symbols play in patriotic activities.
Standard - 5.2.4.B
Describe the sources of conflict and disagreement and different ways conflict can be resolved.
Standard - 5.3.4.F
Explain how different perspectives can lead to conflict.
Standard - 5.3.C.I
Explain various types of taxes and their purposes. Distinguish between conflict and cooperation among groups and organization that impacted the history and development of the United States.
Standard - 9.1.3.E
Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.
ANTICIPATORY SET:
The students will watch some of an episode of Liberty Kids. The episode they will be watching is called “The intolerable Act”. Liberty Kids is a show on PBS that depicts historically accurate events with real and factitious characters. It is a good show at representing the time of the colonial period.
INPUT/ ACQUIRE NEW KNOWLEDGE:
The teacher will review with the class the chronological events that led up to the Intolerable Acts. For instance the teacher will begin a discussion with the class about the Boston Tea Party. This, and the Liberty Kids video will spark their memory of what we were learning about in the previous lesson. Then the teacher will begin the lesson on the after effects and events from the Boston Tea Party.
and/or
APPLY/ DEEPEN NEW KNOWLEDGE:
Students will create a short skit that either depicts the point of view of the American Patriots or of the British rule/ Parliament/ King. This will be with a group of 3 to 4 students. Presentations should be max of 10 minutes. This skit should focus on the events that’s happened after the Boston Tea Party. For instance the response from the King (Intolerable Acts), or of the American Colonists (Continental Congress). The student’s skits should use historical figures and accurately depict the events of the Kings decision to harshly punish the colonists or the decision of the colonist to create the continental congress in response to the acts. The teacher will facilitate by helping out groups by giving suggestions and ideas. Students will be graded by a rubric. Interpersonal M.I.
CLOSURE/ASSESSMENT:
Students will practice their skits and present them to the class. This should be a very fun task and feel somewhat informal but also taken seriously. The goal is to assess whether the students understand the content and feel comfortable with the information and sharing with the class. Groups that haven’t presented will present their play the next day. Linguistic M.I.
HOMEWORK: (Purpose- Preparation, Practice, Expansion)
The students will review paintings or images of the colonial time period (cartoons, settlers, soldiers, etc.). The students will use their critical thinking and inference skills, to predict or guess what is going on in the pictures. Using what they learned about the colonial time period, the students are to create a one page reflection on what they believe the image is about. Visual M.I.
EVALUATION/ASSESSMENT OF STUDENTS:
Students will be assessed on their content knowledge of the colonial time period, more specifically the events just after the Boston Tea Party.
INSTRUCTIONAL PROCEDURES:
Time:
|The teacher will: |The students will: |
|Show a PBS television show called Liberty Kids. |Connect their prior knowledge of what they have learned to the show|
| Kids. |
|n4KeQgCJlJ-NgwhUBVfVBAeuC2Y |Learn about the after effect of the Boston Tea Party. |
|Review with the class the previous lesson about the Boston Tea |Cooperatively work together in groups of 3 to 4 to create a skit. |
|Party. |Create a skit or play that that represents a certain evet that |
|Start a discussion about the events that occurred right after |occurred during the Colonial Time Period. |
|the Boston Tea Party. |Practice their skit or play |
|The teacher will begin the lesson on the after effects and |Present their skit to the class |
|events from the Boston Tea Party. |Be evaluated on their knowledge of the content and presence and |
|Instruct the students on making their skit or play. |participation to the class. |
|Facilitate by giving help and suggestions to groups as they |Examine an image and predict what the image is about. |
|create their skit. | |
|Formatively assess the students by looking for knowledge of | |
|content, participation, and presence. | |
|Give instructions to the students about their homework. | |
Example provided by Teachers pay Teachers
The Coercive Acts and the First Continental Congress
(The Major Events of 1774)
Characters
King George III
Baines – servant to the king
Samuel Whitbread (MP)
Lord North (MP)
Edmund Burke (MP)
John Adams
John Dickinson
Henry Wisner
Roger Sherman
Narrator: January 1774 London, England – the King of England is just sitting down to enjoy his cup of tea.
Baines: Your Majesty, here is your afternoon tea just the way you like it.
King George III: Ah, Baines, thank you, thank you. Have you brought me the news, too?
Baines: (a little nervous) Um, yes, but I am afraid it is not good.
King George III: What? What is wrong? Please give it to me.
Narrator: Baines hands the King a letter. The king looks it over, then spits out his tea!
King George III: Ungrateful colonists!! What is wrong with these people? All of the tea, all of it! They will pay! They will definitely pay!
Narrator: March 1774 London, England – Three important members of Parliament or putting the finishing touches to the first of what will be called the COERCIVE ACTS. The Americans will call them Intolerable!
Lord North: Okay, men, remember the king was very clear on this subject. Boston is to pay for dumping all of that tea. And when I say pay, I mean pay. Let’s hear it again, Samuel.
Samuel Whitbread: It is called the Boston Port Act. The port of Boston will be closed until all the tea is paid for.
Edmund Burke: Wow that is harsh! The value of the tea was around ten thousand pounds sterling! How will they earn the money to pay us back if we shut down the way they earn money?
Lord North: That is not our concern, Edmund! The people of Boston need to be punished and the other colonies should see what happens when people defy the king!
Samuel Whitbread: Edmund, have you been paying attention to what is happening in our American provinces? Have you forgotten? The Americans have tarred and feathered our subjects, plundered our merchants, burnt our ships, denied all obedience to our laws and authority; up to this time we have been mild and gentle in our treatment of the Americans, no more! Whatever may be the consequences, we must risk something; if we do not, all is over.
Homework:
[pic]
[pic]
[pic]
Art Lesson
Lesson Subject(s)/Title: Colonial America
INSTRUCTIONAL MATERIALS:
Raft worksheet
Hangers
Construction paper
Pencils
ESSENTIAL QUESTIONS/ SUBSIDIARY QUESTIONS:
Why did people start coming over to America?
How did leaving Europe benefit them?
PURPOSE:
The purpose of this lesson is to teach the students about the development of America. It also teaches the students about the colonies and why they came to America.
SPECIFIC LEARNING OBJECTIVES: (clear, observable)
The students will be able to write about a famous colonists.
The students will be able to improve their writing.
STANDARDS:
Standard - 5.1.4.D Identify key ideas about government found in significant documents:
-Declaration of Independence
Standard - CC.1.4.4.M Write narratives to develop real or imagined experiences or events.
Standard - 9.1.3.A Know and use the elements and principles of each art form to create works in the arts and humanities.
DIFFERENTATION STRATEGIES:
The student will put the hanger person together with a partner and write a short story about that person.
ANTICIPATORY SET:
Have the students volunteer to share what they already know about the colonies.
INPUT/ ACQUIRE NEW KNOWLEDGE:
The students will watch this 3 minute video explaining how the colonies started and why some people came over.
APPLY/ DEEPEN NEW KNOWLEDGE:
The students will put hanger people together with a partner. They will choose a famous colonist and write a raft about the person they choose.
Pilgrim
Queen Elizabeth
Benjamin franklin
William Penn
RAFT
R- Role (people above)
A-Audience (Other colonists)
F- Format (short story)
T- Topic (moving to a new place, declaration of independence)
[pic] [pic]
CLOSURE/ASSESSMENT:
The students will present their hanger people to the class with their partner.
HOMEWORK: (Purpose- Preparation, Practice, Expansion)
No homework
EVALUATION/ASSESSMENT OF STUDENTS:
Walk around the class and make sure that both students in the group are participating and then collect their rafts and hanger people after they are presented.
INSTRUCTIONAL PROCEDURES:
Time: 1 hour
|The teacher will: |The students will: |
|The teacher will ask the students what they already |The students will share what they already know about |
|know about the colonies. |the colonies. |
|The teacher will show the students a short video |The students will watch the video about the colonies.|
|about the colonies. |The students will listen to the teacher’s |
|The teacher will explain the raft to the students and|instructions and ask any questions they need to about|
|give them their option on who to make their raft on. |the raft. |
|The teacher will explain to the students how they |The students will listen to the instructions and |
|will put the hanger people together and pass out |start to out the hanger people together. |
|their materials. |The students will explain their rafts and hanger |
|The teacher will ask the students to explain their |people with their partner. |
|rafts and hanger people. | |
Lesson Subject(s)/Title: Social Studies
Lesson Date(s): April 16, 2018
Course & Grade(s): 4th
INSTRUCTIONAL MATERIALS:
Bill of Rights paper
Pencil
Smart board
ESSENTIAL QUESTIONS/ SUBSIDIARY QUESTIONS:
What do it mean to have a set of laws?
Why are laws important and how do they affect us?
What is the process of a Bill becoming passed?
PURPOSE:
The purpose of this lesson is to guide students to understand the importance of the Bill of Rights and how they became a part of the Constitution.
SPECIFIC LEARNING OBJECTIVES: (clear, observable)
1. Students will be able to understand the composition of the Constitution and how the Bill of Rights became incorporated.
2. Students will be able to participate in a class discussion about the Bill of Rights and the importance of this document.
3. Students will be able to create a class Bill of Rights as a whole group.
4. Students will be able to get a better understanding of a Bill through a Schoolhouse Rock video. (music)
STANDARDS:
Subject Area: Civics and Government
Eligible Content: Standard - 5.1.4.D
Identify key ideas about government found in significant documents:
• Declaration of Independence
• United States Constitution
• Bill of Rights
• Pennsylvania Constitution
ANTICIPATORY SET:
Students will fill out a KWL chart based on what they already know about the Bill of Rights, what they want to know, and what they learned after the lesson.
INPUT/ ACQUIRE NEW KNOWLEDGE: Students will be able to acquire new knowledge through a discussion about the Bill of Rights and what it means for our government.
and/or
APPLY/ DEEPEN NEW KNOWLEDGE: Students will be able to use their new knowledge about the Bill of Rights to create their own class Bill of Rights. Students will be able to watch a Schoolhouse Rock video to grasp a better understanding of how a Bill gets passed through congress.
CLOSURE/ASSESSMENT: Students will fill out the L portion of the KWL chart based on what new knowledge they have gained from this lesson.
HOMEWORK: (Purpose- Preparation, Practice, Expansion)
No homework
EVALUATION/ASSESSMENT OF STUDENTS: Students will be evaluated based on their participation during the discussion and their final product of the class Bill of Rights.
Multiple Intelligences:
Linguistic- This will be demonstrated through an oral discussion.
Musical- This will be demonstrated through a viewing of the Schoolhouse Rock Bill of Rights video.
Interpersonal- This will be demonstrated through the collaborative writing of the Bill of Rights.
Intrapersonal- This will be demonstrated through the individual work during the anticipatory set and closure through a KWL chart.
INSTRUCTIONAL PROCEDURES:
Time:
|The teacher will: |The students will: |
|Hand out KWL charts and prompt students to fill out |Receive a KWL chart and begin to fill out the K and W|
|the K and W portion. |portion. |
|Lead a discussion and question time about the Bill of|Answers questions and attain new information about |
|Rights. |the Bill of Rights. |
|Generate ideas to create a class Bill of Rights. |Create ideas for a class Bill of Rights. |
|Prepare a final document of the classroom Bill of |Construct a final product of the class Bill of |
|Rights. |Rights. |
|Show Schoolhouse Rock video “I’m just a bill” |Watch a Schoolhouse Rock video. |
|Instruct students to fill out the L portion of their |Fill out the L portion of the KWL chart. |
|KWL chart. | |
[pic]
-----------------------
|Sensory |STM |LTM |
|Register | | |
|Attention |Focus |Connections |
|Recognition |Organization |Elaborations |
|Perception |Rehearsal |Meaning |
| |Visualization| |
Facets of Understanding
1. Explanation
2. Interpretation
3. Application
4. Perspective
5. Empathy
6. Self-Knowledge
Multiple Intelligences
1. Linguistic [words]
2. Visual [pictures]
3. Mathematical [numbers & reasoning]
4. Kinesthetic [hands-on]
5. Musical [music]
6. Interpersonal [social]
7. Intrapersonal [self]
8. Naturalist [nature]
Multiple Exposures [4 x 2]
1. Dramatization
2. Visualization
3. Verbal
Complex Interactions
1. Discussion
2. Argumentation
Bloom’s Taxonomy
1. Knowledge [Verbatim]
2. Comprehension [Own Words]
3. Application [Problem-Solving]
4. Analysis [Identify components]
5. Synthesis [Combine information]
6. Evaluation [Decisions]
Aspects of the Topic
1. Facts
2. Compare
3. Cause/Effect
4. Characteristics
5. Examples
6. Relationships
9 Effective Strategies
1. Similarities and Differences
2. Summarization and Note Taking
3. Reinforcing Effort and Providing Recognition
4. Homework and Practice
5. Nonlinguistic Representations
6. Cooperative Learning
7. Setting Objectives and Providing Feedback
8. Generating and Testing Hypotheses
9. Questions, Cues, and Advanced Organizers
Amy Nelson, Spring 2010
|Sensory |STM |LTM |
|Register | | |
|Attention |Focus |Connections |
|Recognition |Organization |Elaborations |
|Perception |Rehearsal |Meaning |
| |Visualization| |
Facets of Understanding
7. Explanation
8. Interpretation
9. Application
10. Perspective
11. Empathy
12. Self-Knowledge
Multiple Intelligences
9. Linguistic [words]
10. Visual [pictures]
11. Mathematical [numbers & reasoning]
12. Kinesthetic [hands-on]
13. Musical [music]
14. Interpersonal [social]
15. Intrapersonal [self]
16. Naturalist [nature]
Multiple Exposures [4 x 2]
4. Dramatization
5. Visualization
6. Verbal
Complex Interactions
3. Discussion
4. Argumentation
Bloom’s Taxonomy
7. Knowledge [Verbatim]
8. Comprehension [Own Words]
9. Application [Problem-Solving]
10. Analysis [Identify components]
11. Synthesis [Combine information]
12. Evaluation [Decisions]
Aspects of the Topic
7. Facts
8. Compare
9. Cause/Effect
10. Characteristics
11. Examples
12. Relationships
9 Effective Strategies
10. Similarities and Differences
11. Summarization and Note Taking
12. Reinforcing Effort and Providing Recognition
13. Homework and Practice
14. Nonlinguistic Representations
15. Cooperative Learning
16. Setting Objectives and Providing Feedback
17. Generating and Testing Hypotheses
18. Questions, Cues, and Advanced Organizers
Amy Nelson, Spring 2010
|Sensory |STM |LTM |
|Register | | |
|Attention |Focus |Connections |
|Recognition |Organization |Elaborations |
|Perception |Rehearsal |Meaning |
| |Visualization| |
Facets of Understanding
13. Explanation
14. Interpretation
15. Application
16. Perspective
17. Empathy
18. Self-Knowledge
Multiple Intelligences
17. Linguistic [words]
18. Visual [pictures]
19. Mathematical [numbers & reasoning]
20. Kinesthetic [hands-on]
21. Musical [music]
22. Interpersonal [social]
23. Intrapersonal [self]
24. Naturalist [nature]
Multiple Exposures [4 x 2]
7. Dramatization
8. Visualization
9. Verbal
Complex Interactions
5. Discussion
6. Argumentation
Bloom’s Taxonomy
13. Knowledge [Verbatim]
14. Comprehension [Own Words]
15. Application [Problem-Solving]
16. Analysis [Identify components]
17. Synthesis [Combine information]
18. Evaluation [Decisions]
Aspects of the Topic
13. Facts
14. Compare
15. Cause/Effect
16. Characteristics
17. Examples
18. Relationships
9 Effective Strategies
19. Similarities and Differences
20. Summarization and Note Taking
21. Reinforcing Effort and Providing Recognition
22. Homework and Practice
23. Nonlinguistic Representations
24. Cooperative Learning
25. Setting Objectives and Providing Feedback
26. Generating and Testing Hypotheses
27. Questions, Cues, and Advanced Organizers
Amy Nelson, Spring 2010
Ed. Department - Revised August 2012
Ed. Department - Revised August 2012
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Ed. Department - Revised August 2012
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