Modified Iona Lesson Plan Template for Dr.

Hardigree’s Fall 2017 EDU 337

Preliminary Information
Grade 8 Course/subject: Social Studies
Number of Students: 25
Central focus of the learning segment/ Period or block of time
unit plan: European Exploration Estimated duration: 45 minutes

1. What are your goals for student learning and why are they appropriate for these
students at this time?
Big idea or concepts being taught
(What is the central focus of this lesson? What is the big idea behind why you are teaching it?
Why is it important?)

The central focus of this lesson is to build on student’s background knowledge on how
America was first discovered and explored.

It’s imperative that students master this concept/skill, because students will gain insight on
how the United States was first discovered

Prior knowledge and conceptions

(What knowledge, skills and/or academic language must students already know before this
lesson occurs to be successful with this lesson?)

Prior knowledge
 Who were the major powers in Europe during the late 1400 early 1500s
 What were some issues European societies faced
 Students should know about the emergence of new technology

Prior skills
 Reading and answering questions based off a text
 Working in groups
 Defining vocabulary terms
 Participating in class discussions

Prior academic language

 Define
 Read
 Summarize
 Do Now
 Exploration
 European Nations
 Travel
 Native Americans
 Vikings
 Climate
 Society

Lesson Plan Template, Updated Fall 2016

Modified Iona Lesson Plan Template for Dr. Hardigree’s Fall 2017 EDU 337

Student learning goal (s)/objectives (s)

(Identify 1 or 2 goals for students. How you will communicate the goals to your students?)

Students will be able to... describe the lifestyle Native Americans and Europeans upheld
before exploration.

Students will be able to... read the textbook and answer questions prompts in the note packet
using evidence found from class lectures and the textbook.

Students will be able to use context clues to help define the vocabulary on the word wall.

I will communicate these goals to students by...guiding students through the class notes as
we go through the sections together and engage student in frequent class discussions

Standards
7-8.1.II.1 to describe the relationships between people and environments and the connection
between people and places
CCSS.ELA- literacy.RH. 6-8.4 Determine the meaning of words and phrases as they are used
in a text, including vocabulary specific to domains relate to history/social studies

Academic Language Demands

(Identify academic language: particular words/phrases that are essential to understanding the
content of this lesson.)

 Politics
 Economics
 Campaign
 Colony
 Migration
 Hunter-gathers
 Native-American
 The Olmec
 Navigation
 Interpret
 examine

2. How will you know and document the extent to which students make progress
towards or meet your goals?
Expectations for student learning
(What are your expectations for performance? Specifically describe expectations for each of
the following types of performance: exceeds expectations, meets expectations, and below
expectation performance.)

In order to demonstrate mastery of this lesson’s learning goals, students will...

Lesson Plan Template, Updated Fall 2016

Modified Iona Lesson Plan Template for Dr. Hardigree’s Fall 2017 EDU 337

Exceeds mastery of Meets standard Below expectations of

standard standard

Student has answered the Student has answered the Student answers the Do
Do Now assignment. Do Now assignment. Now. Student is unable to
Student is able to describe
Student can give several describe what life was like
what life was like prior to the
examples to describe what prior to European
European Exploration. life was like prior to Exploration. Student is
Student is organized during
European Exploration but unprepared and unable to
group work and is able to can’t give much details. participate in class and
answer questions efficiently.
Student struggles to keep up group discussions
Student actively participates
with notes and stay focus
in both group and class during class lectures.
discussions Student is unable to
contribute much to group
work or class discussions
Evidence and Assessment of Student Learning
(What is your assessment?)

Informal or formative assessments will be...based off how students take notes by checking
their note packets and participation

Formal or summative assessments will be...students will receive a grade on their homework
assignment as well as a grade on their note packet at the end of the unit

Student feedback
(How will your provide students with feedback?)

I will provide feedback by... I will provide feedback by praising students for participation.
Students will receive a homework grade. Students will be encouraged to share their own
thoughts and opinions.

3. How will you support students to meet their goals?

Launch/Hook
Students will receive a note packet that will be used for this unit. Once each student receives
a packet they will be asked to write their names on it and answer the Do Now. Students have
three minutes to read and answer the Do Now. The Do Now is “Who do you think settled in
the Americas first? Describe how you think they lived” After the students are done the teacher
will invite students to share with the class.

Explore
After students share what they have wrote for the Do Now students will be asked to take out
their textbooks that they have in their desk. Students will be asked to turn to page 1 and
follow along as the teacher reads the “What you will learn….” Section. Students will the
examine the picture on page one and begin a group discussion based on what they can infer
by looking at the picture. Students are encouraged to share their thoughts based off what
they have just looked at. Think about how they lived and what did they do to survive. Students

Lesson Plan Template, Updated Fall 2016

Modified Iona Lesson Plan Template for Dr. Hardigree’s Fall 2017 EDU 337

are allowed to help each other clarify thoughts and ideas (peer scaffolding) The teacher will
keep record of students who are participating. We will then move on too discussing the
different societies across America that people settled. The students will be asked to read
pages 6-8 in their textbooks. Students are to fill out their thoughts in the graphic organizer
found in their note packet. The students will work in groups to determine the most important
information about each different society located in each region. Student will make note of how
the climate affected each region. Students will write what they think is the most important.
The teacher will check-in with each group to see if they are comprehending the important
information. The teacher will walk around to each group to see if they have the appropriate
information. We will then move on to our word wall, the word wall will be displayed on the wall
in the classroom as well as students will have their own copy in their note packet that they
can follow along and take notes in. The teacher will ask students what they think each word
means based on today’s lesson. Students will help each other clarify answers (peer
scaffolding). Students are encouraged to take notes on the what the word actually means.
Students are allowed to use context to help define each word based on what they have read.

Closure
Students will be asked to put away their textbooks and finish any notes they haven’t
completed for homework. The teacher will answer any questions the student may have.

Differentiation
A pdf version of the textbook will be provided for all students to have access to at home in
case students need the text to help them finish up their notes or reread something they don’t
understand. Additional notes will be provided for students who struggle with reading and
comprehension. For English-language learners they will be placed in groups with Native
English speakers as well as someone of their own language background to help motivate
them and translate. The teacher will help students outside of class holding review sessions.

Extension
(How will you build upon this lesson in the upcoming lessons in this unit?)

Students will prepare a summary of what they have learned in today’s lesson. This should
only be about a page long. Students should talk about what they have learned in class today
and come up with at least on question of something are confused about.

What ifs?
If the smart board doesn’t work the teacher will write any important notes on the whiteboard.
Students also have access to the textbook to follow along with the class lecture. If students
are being disruptive in class they will be asked to work independently and fill out their notes
on their own which will then be checked for accuracy.
Research/Resources and Materials
 Notepacket *provided below*
 Textbook – United States History: Independence to 1914. Holt, Rinehart & Winston,
2006; ISBN 0-03-041228-5, 978-0-03-041229-8
 Smartboard
 Whiteboard

Lesson Plan Template, Updated Fall 2016

Modified Iona Lesson Plan Template for Dr. Hardigree’s Fall 2017 EDU 337

Lesson Plan 2
Preliminary Information
Grade - 8 Course/subject: Social Studies
Number of Students: 25
Central focus of the learning segment/ unit Period or block of time
plan: Colonialization and exploration of the Estimated duration: 45 minutes
new world

1. What are your goals for student learning and why are they appropriate for these
students at this time?
Big idea or concepts being taught
(What is the central focus of this lesson? What is the big idea behind why you are teaching it?
Why is it important?)

The central focus of this lesson is to explore the European reasons for exploration.

It’s imperative that students master this concept/skill, because...students will learn how and
why our country was established. We are looking at the beginning of American nation.

Prior knowledge and conceptions

(What knowledge, skills and/or academic language must students already know before this
lesson occurs to be successful with this lesson?)

Prior knowledge
 Students should know who the major powers in Europe were
 Students should know in which way European Nations were advancing
 Students should know about who was already living in this new world

Prior skills
 Reading and answering questions from the textbook
 Working in groups
 Taking notes based on class and group discussions and the notes on the smartboard
 Be able to follow along in the note packet
 Define words using context clues
 Able to critically think about questions given and provide answers using evidence.

Prior academic language

 Define
 Think Critically
 Summarize
 Answer
 Evaluate

Student learning goal (s)/objectives (s)

(Identify 1 or 2 goals for students. How you will communicate the goals to your students?)

Students will be able to...analyze the reading from the textbook to answer the questions in the
note packet.

Lesson Plan Template, Updated Fall 2016

Modified Iona Lesson Plan Template for Dr. Hardigree’s Fall 2017 EDU 337

Students will be able to... analyze the primary and secondary that will be given to the students
to begin their research for their project.
Students will be able to work together in groups to begin their research project.

I will communicate these goals to students by... providing students with a project guideline of
what is expected from them. The teacher will check in with each group as they begin to
research to check in on them to see how they are doing.

Standards
 7-8.1.II.1 To describe the relationships between people and environments and the
connection between people and places.
 7-8.1.II.3 To map information about people, places, and environments.
 7-8.1.IV.1 To understand the worldview held by Europeans prior to 1500
 7-8.2.II.1 To investigate the roles and contributions of individuals and groups in
relation to key social, political, cultural, and religious practices throughout the colonial
period

Academic Language Demands

(Identify academic language: particular words/phrases that are essential to understanding the
content of this lesson.)

 Economic
 Black Death
 Technological advances
 Primary Source
 Secondary Source
 Commercial Revolution
 Overland trade

2. How will you know and document the extent to which students make progress
towards or meet your goals?
Expectations for student learning
(What are your expectations for performance? Specifically describe expectations for each of
the following types of performance: exceeds expectations, meets expectations, and below
expectation performance.)

In order to demonstrate mastery of this lesson’s learning goals, students will...

Exceeds mastery of Meets standard Below expectations of

standard
Students are able to answer
the Do Now using full and
complete sentences.
Students are able to
differentiate between a
Students are able to give
complete sentences to
answer the Do Now.
Students are able to
differentiate between a
primary source and a
standard
The student is able to
verbally explain their answer
to the Do Now but struggles
to write complete sentences.
Students struggle to

Lesson Plan Template, Updated Fall 2016

Modified Iona Lesson Plan Template for Dr. Hardigree’s Fall 2017 EDU 337

primary and secondary
source by giving at least
three examples and non-
examples. The student is
able to keep up with the
class lecture and fill out their
note packet. Student is able
to begin analyzing their
primary source document for
their project following the
color coding system.
Students are able to
understand the expectations
for the project.
secondary source, but can
only give two examples of
each. The student is able to
follow along in the textbook
and take notes, at time the
student is found distracted.
The student understands the
expectation and has begun
to analyze their primary
source document using the
color coding system. The
student misses important
information in the document.
understand the difference
between a primary and
secondary source. Student
is unable to give examples.
Student fails to keep up with
the class lecture and taking
notes. Student understands
some of the expectations for
the project. The student
struggles to analyze the
primary source document.
The color coding highlight
system proves to be difficult.

Evidence and Assessment of Student Learning

(What is your assessment?)

Informal or formative assessments will be... checking in with each group to see how they are
doing. Evaluation of the color coding system in which I can visually see what students are
highlighting in their primary source documents to see that they have an understanding of what
they are reading.

Formal or summative assessments will be... the project that will be done at the end of the Unit

Student feedback
(How will your provide students with feedback?)

I will provide feedback by... personally checking in with each group to see how they are doing
and sharing my opinion based on how effectively they are doing.

3. How will you support students to meet their goals?

Lesson Plan Template, Updated Fall 2016

Modified Iona Lesson Plan Template for Dr. Hardigree’s Fall 2017 EDU 337

Launch/Hook
Students will be asked to take out their textbooks, their note packet and something to write
with. The Do Now will be on the board and in their notebooks. Students know they are to
begin answering the question. The Do Now is “What would you do/react/or feel if you were a
sailor discovering new land? How would you feel if you were a native to that land and you
saw “strangers” coming on to the shore? Would you fear them or would you be curious?
Explain.
Explore
Students are to share with the class what they thought about the Do Now. Only six or seven
students will share. The teacher will call on students to share their thoughts. We will then
begin our class notes. We will then take a couple of minutes looking at the word wall.
Students will be asked to differentiate between a primary and secondary source. Students are
asked to think of at least 3 examples and non-examples. The students will share with the
class. The students will help each other come to a conclusive answer. The final answer will
be written on the board for students to see. Students will then follow along in section two
taking appropriate notes based on what they are reading and what they have learned. The
students will then take 3 minutes to discuss some technological advances of European
Nations. Students will then do a quick-pair share to discuss what overland trade was. The
remainder of class will be dedicated to the introduction of the project and primary source
documents. The project handout will be read aloud for students to follow along and ask
questions. Each group will be assigned a country by the teacher. Students will be assigned
one of the following, Portugal Spain Italy France or the Dutch. Students will be expected to
use primary and secondary sources to research information for their power point
presentation. The teacher will explain to students that they are to find information that they
believe is important and relevant to the project expectations and restate that information in
their own words. Students will be given their primary source document, and the color coded
highlight system. Students will have highlights at their groups. The highlighting code will be
posted on the wall for students to reference. This highlighting system will be used to help
students comprehend the primary source document Yellow will be used to highlight the main
ideas and supporting facts, Green will be used to highlight information about the
location/environment/place. Orange will be used to highlight what they were looking for/ blue
will be used to show what they actually found and pink will be used to highlight the names of
important people. Students will be asked to create the highlighting system directly on their
primary source documents for them to refer to. If there is time left students are allowed to
begin analyzing their primary source doucments.

Closure
Students will be asked to finish up highlighting and begin to pack up. At this point students will
be reminded that they will be creating a power point presentation to present to their
classmates. Students are reminded that they will being doing most of the research and power
point building in class.

Differentiation
All students will use the color coding system to help pull out the most important information
from their primary source documents. A pdf version of the textbook will be provided for all
students to have access to at home in case students need the text to help them finish up their
notes or reread something they don’t understand. Additional notes will be provided for
students who struggle with reading and comprehension. For English-language learners they
will be placed in groups with Native English speakers as well as someone of their own
language background to help motivate them and translate. The teacher will help students
outside of class holding review sessions.

Lesson Plan Template, Updated Fall 2016

Modified Iona Lesson Plan Template for Dr. Hardigree’s Fall 2017 EDU 337

Extension
(How will you build upon this lesson in the upcoming lessons in this unit?)

Students will...be asked to analyze the rest of the primary source document for homework.
This document serves as important research for their project.

What ifs?
(Be proactive. Consider what might not go as planned with the lesson. What will you do about
it?)
If the smart board doesn’t work the teacher will write the notes on the board and promote
more class discussions (Socratic seminar). If a student forgets their note packet another one
will be available.
Research/Resources and Materials (include citations of published works or lessons you’ve
borrowed from Pinterest or other sources. Include the citations of books you’re teaching,
including textbooks, and list any other materials you may need for the lesson):
 Notepacket *provided below*
 Textbook – United States History: Independence to 1914. Holt, Rinehart & Winston,
2006; ISBN 0-03-041228-5, 978-0-03-041229-8
 Smartboard
 Whiteboard

Lesson Plan 3

Preliminary Information
Grade 8 Course/subject: Social Studies
Number of Students: 25
Central focus of the learning segment/ Period or block of time
unit plan: Exploration Colonization of the Estimated duration: 45 minutes
new world

1. What are your goals for student learning and why are they appropriate for these
students at this time?
Big idea or concepts being taught
(What is the central focus of this lesson? What is the big idea behind why you are teaching it?
Why is it important?)

The central focus of this lesson is...to explore the reasons for European Exploration.
Students will also continue to research information.

It’s imperative that students master this concept/skill, because... learn how this country was
founded as well as begin to learn how to research information for a project

Lesson Plan Template, Updated Fall 2016

Modified Iona Lesson Plan Template for Dr. Hardigree’s Fall 2017 EDU 337

Prior knowledge and conceptions

(What knowledge, skills and/or academic language must students already know before this
lesson occurs to be successful with this lesson?)

Prior knowledge
 Students should know about the power the Kings and Queens held in the European
Nations
 Students should know some of the reasons for exploration
 Students should know about the major powers in Europe

Prior skills
 Note Taking
 Taking part in class and group discussions
 Interpreting information
 Analyzing texts
 Highlighting important information following the color coding system
 Summarize a passage

Prior academic language

 Exploration
 Religion
 Power
 King
 Queen
 Analyze
 Interpret

Student learning goal (s)/objectives (s)

(Identify 1 or 2 goals for students. How you will communicate the goals to your students?)

Students will be able to...interpret and analyze information that they are researching

Students will be able to... participate in class and group discussions about the class notes

I will communicate these goals to students by...encouraging them to participate and providing
them with the expectations of the project

Standards
 7-8.1.II.1 To describe the relationships between people and environments and the
connection between people and places.
 7-8.1.II.3 To map information about people, places, and environments.
 7-8.1.IV.1 To understand the worldview held by Europeans prior to 1500
 7-8.2.II.1 To investigate the roles and contributions of individuals and groups in
relation to key social, political, cultural, and religious practices throughout the colonial
period

Academic Language Demands

Lesson Plan Template, Updated Fall 2016

Modified Iona Lesson Plan Template for Dr. Hardigree’s Fall 2017 EDU 337

(Identify academic language: particular words/phrases that are essential to understanding the
content of this lesson.)

 Conquistadors
 Henan Cortes
 Montezuma II
 Empathize
 Columbian Exchange

2. How will you know and document the extent to which students make progress
towards or meet your goals?
Expectations for student learning
(What are your expectations for performance? Specifically describe expectations for each of
the following types of performance: exceeds expectations, meets expectations, and below
expectation performance.)

In order to demonstrate mastery of this lesson’s learning goals, students will...

Exceeds mastery of Meets standard Below expectations of

standard standard
Student will be able to keep Student takes notes Student falls behind notes
up and take appropriate throughout the class lecture, during the class lecture and
class notes during the class but at times fails to keep up. is found distracted. Student
lectures. Students are able Student can only use can only define one or two
to define the vocabulary context to define 3 out of the out of five vocabulary terms
words using context. five words. Student is able to Using context. Student is
Students are able to actively contribute somewhat to the unable to participate in class
participate in class and class and group discussion. discussion or group
group discussion. Student Student has complete their discussions. Student has
proves to be an asset to homework assignment but nothing to say during check-
their group, but answering left out some important in. The student did not finish
questions during check-in information. The student has analyzing the article.
with the teacher. Student some information from
has complete their researching to provide to the
homework assignment of teacher during check-in
analyzing the primary source
document
Evidence and Assessment of Student Learning
(What is your assessment?)

Informal or formative assessments will be checking to see if students completed the

homework assignment. The color coding highlighting system will allow the teacher to see if
students were able to find the important information

Formal or summative assessments will be the project and the paper at the end of the unit.

Student feedback

Lesson Plan Template, Updated Fall 2016

Modified Iona Lesson Plan Template for Dr. Hardigree’s Fall 2017 EDU 337

(How will your provide students with feedback?)

I will provide feedback by...

3. How will you support students to meet their goals?

Launch/Hook
The Do Now will be written on the board and provided in their note packet. Students will be
asked to take out their note packet and answer the questions. The Do Now ask for students
to turn to section three on page 20. Students will be asked to empathize- put themselves in
their shoes and answer how they would feel about these new people coming on to the shore
and if they would trust them or not. They are to write down their answer and share with their
group to hear multiple perspectives.
Explore
After the Do Now students will finish up the notes from section two and introduce section
three. A majority of this class period will be dedicated to research. Students are to continue
using their primary source and textbook as well as a tablet to research information for their
project. We will hold a class discussion to discuss the pros and cons of the Columbian
exchange. The teacher will guide the conversations but allow students to take the lead
(Socratic Seminar. Students will take notes during this discussion and fill out the pros and
cons chart in their note packet. The notes will be wrapped up and students will be asked to
get tablets and begin to research for their projects. Students will be reminded that the tablets
are for research purposes only. Only Ducksters and Britannica can be used on the tablets.
Additional information can be found in the textbook or their primary source documents.
Students should begin building their PowerPoint presentations. The teacher will walk around
to each group to check in with each group to help keep them on task. Students are expected
to be able to share information with the teacher and have their article highlighted. Students
are reminded to look for information that will help fulfill the expectations and requirements of
the project. This information should be written down in their notebook so they can organize
their notes.

Closure
Students will be asked to return the tablets back to the charging stations and begin to pack
up.
Differentiation
All students will have a hard copy of the article that they can take home with them as well as
a link to the article. Students also have access to the textbook at home to do additional
research. Additional notes will be provided for students who have reading comprehension
difficulties. For English-language learners they will be placed in groups with Native English
speakers as well as someone of their own language background to help motivate them and
translate. The teacher will help students outside of class holding review sessions.

Extension
(How will you build upon this lesson in the upcoming lessons in this unit?)

Lesson Plan Template, Updated Fall 2016

Modified Iona Lesson Plan Template for Dr. Hardigree’s Fall 2017 EDU 337

Students will... be asked to complete a paper in addition to the PowerPoint presentation about
what they have learned and something about one of their classmate’s presentation. This
paper will be due at the end of the unit.

What ifs?
If the tablets are unavailable students will be bought to the computer lab. If a student forgets
their primary source document or packet a pdf version is available and additional note
packets

Research/Resources and Materials (include citations of published works or lessons you’ve

borrowed from Pinterest or other sources. Include the citations of books you’re teaching,
including textbooks, and list any other materials you may need for the lesson):
 Notepacket *provided below*
 Textbook – United States History: Independence to 1914. Holt, Rinehart & Winston,
2006; ISBN 0-03-041228-5, 978-0-03-041229-8
 Smartboard
 Whiteboard

Lesson plan 4

Preliminary Information
Grade 8 Course/subject: Social Studies
Number of Students:25
Central focus of the learning segment/ Period or block of time
unit plan: Colonization and exploration of the Estimated duration: 45 minutes
new world

1. What are your goals for student learning and why are they appropriate for these
students at this time?
Big idea or concepts being taught
(What is the central focus of this lesson? What is the big idea behind why you are teaching it?
Why is it important?)

The central focus of this lesson is...to use several different resources in order to complete
research for a power point presentations. Students will explore different aspects of different
European nations and why they explored.

It’s imperative that students master this concept/skill, because... students will begin to see
how the United States was originally founded and how we lived under colonial power.

Prior knowledge and conceptions

(What knowledge, skills and/or academic language must students already know before this
lesson occurs to be successful with this lesson?)

Lesson Plan Template, Updated Fall 2016

Modified Iona Lesson Plan Template for Dr. Hardigree’s Fall 2017 EDU 337

Prior knowledge
 Students should know the major European Nations that explored
 Students should know their European nations that they are researching and what they
were looking for
 Students should know their European raced to explore the New World
 Students should know how the original settlers of the new world felt about these
“invaders”

Prior skills
 Students should know how to analyze primary source documents to find the important
information
 Students should know how to summarize the information that they have just read
 Students should know how to create a power point presentation
 Students should be able to work in groups effectively

Prior academic language

 Analyze
 Summarize
 Interpret
 Research
 Exploration
 Pros and cons
 Primary source
 Secondary source
 Portugal
 Spain
 Italy
 France
 Dutch
 Explorers
 Conquest

Student learning goal (s)/objectives (s)

(Identify 1 or 2 goals for students. How you will communicate the goals to your students?)

Students will be able to...students will be able to highlight key information in the provided
primary source documents and research information using online sources.

Students will be able to... gather and interpret information through researching several
different sources

I will communicate these goals to students by...I will communicate these goals to students by
providing them with the outline of expectation and requirements for the project. Students will
be verbally reminded about what to do

Standards
 7-8.1.II.1 To describe the relationships between people and environments and the
connection between people and places.

Lesson Plan Template, Updated Fall 2016

Modified Iona Lesson Plan Template for Dr. Hardigree’s Fall 2017 EDU 337

 7-8.1.II.3 To map information about people, places, and environments.

 7-8.1.IV.1 To understand the worldview held by Europeans prior to 1500
 7-8.2.II.1 To investigate the roles and contributions of individuals and groups in
relation to key social, political, cultural, and religious practices throughout the colonial
period

Academic Language Demands

(Identify academic language: particular words/phrases that are essential to understanding the
content of this lesson.)

 Prominent
 Fortresses
 Consequently
 Permitted
 Tawny
 Disembarked
 Palanquin
 Tacking
 Captains
 Governors
 Profound
 Implications
 Fathoms
*students have access to class dictionary to help them define words as well as online sources
to help them define words in their readings

2. How will you know and document the extent to which students make progress
towards or meet your goals?
Expectations for student learning
(What are your expectations for performance? Specifically describe expectations for each of
the following types of performance: exceeds expectations, meets expectations, and below
expectation performance.)

In order to demonstrate mastery of this lesson’s learning goals, students will...

Exceeds mastery of Meets standard Below expectations of

standard standard

Lesson Plan Template, Updated Fall 2016

Modified Iona Lesson Plan Template for Dr. Hardigree’s Fall 2017 EDU 337

Student works well in groups Student is able to work in Student is found unprepared
and is able to gather all their groups but struggles to keep to work. The primary source
information to place in their up at times. Student is able documents and their notes
power points. Students are to contribute information to art not in class with them.
able to place their the final organization of The student struggles to
information into slides and information. Student is able contribute to the group.
design their project. Student to help place information on
has made an outline on what the slides. Student does not
they want to say during the take the lead in helping the
presentation. Student is able group. The student is quieter
to provide information and than the other members
show progress when the
teacher checks-in
Evidence and Assessment of Student Learning
(What is your assessment?)

Informal or formative assessments will be...checking in with the group to see how students
are working together

Formal or summative assessments will be...the power point presentation and paper that will
be due in the next lesson

Student feedback
(How will your provide students with feedback?)

I will provide feedback by...checking in with each group listening to what they have to say and
responding to them. Each individual student will receive and individual and a group grade on
the presentation and a grade on their paper.

3. How will you support students to meet their goals?

Launch/Hook
As students enter the room they will be asked to grab a tablet from the charging station. They
will be reminded to remain and appropriate websites. The teacher will remind students of
what they are to be doing for their projects students will have the whole class period to work
on their projects and finish up. The teacher is available for any questions

Explore
Students will review all their notes that they have gathered and organize the information to
only put the most important information on the slides. Students will be reminded to only place
the major points on the slide but be able to discuss them. Students will have the class period
to build their presentations with their group. The teacher will be available to help any students
that may need help and check in to make sure each student is getting their project done.
Students are encouraged to work together and ask questions if they need help. Through the
use of primary and secondary sources students will be able to provide information. Students
will be asked to cite sources. The teacher will pause the students and show them how to
properly cite a primary source document. The teacher will provide an example of what their

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sources slide should look like. The teacher will answer any questions. As the teacher checks
in they will look to see what the students have accomplished. The teacher will look through
each groups powerpoint

Closure
Students will be asked to return their tablets to the charging stations. Students will pack up
and be reminded that they are presenting the next day.

Differentiation
All students will have a hard copy of the article that they can take home with them as well as
a link to the article. Students also have access to the textbook at home to do additional
research. Additional notes will be provided for students who have reading comprehension
difficulties. For English-language learners they will be placed in groups with Native English
speakers as well as someone of their own language background to help motivate them and
translate. The teacher will help students outside of class holding review sessions.

Extension
(How will you build upon this lesson in the upcoming lessons in this unit?)

Students will...present their power points in the next class and create a two page paper about
what they have learned and something about one of their classmates presentation

What ifs?
(Be proactive. Consider what might not go as planned with the lesson. What will you do about
it?)
If the tablets are unavailable students will be bought to the computer lab. If a student forgets
their primary source document or packet a pdf version is available and additional note
packets

Research/Resources and Materials (include citations of published works or lessons you’ve

borrowed from Pinterest or other sources. Include the citations of books you’re teaching,
including textbooks, and list any other materials you may need for the lesson):
 Notepacket *provided below*
 Textbook – United States History: Independence to 1914. Holt, Rinehart & Winston,
2006; ISBN 0-03-041228-5, 978-0-03-041229-8
 Smartboard
 Whiteboard
 tablets

Preliminary Information
Grade 8 Course/subject: Social Studies

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Number of Students:25
Central focus of the learning segment/ Period or block of time
unit plan: Presenting power point Estimated duration: 45 minutes
presentation about European Nation

1. What are your goals for student learning and why are they appropriate for these
students at this time?
Big idea or concepts being taught
(

The central focus of this lesson is...To present students presentations while students actively
listen and take notes while their classmates present.

It’s imperative that students master this concept/skill, because...students will learn how to
present their research in front of the class

Prior knowledge and conceptions

(What knowledge, skills and/or academic language must students already know before this
lesson occurs to be successful with this lesson?)

Prior knowledge
 Student should know about their European nation that the researched
 Students should know how to present their power points
 Students should know how to talk about each slide
 Student should know how to verbally answer questions

Prior skills
 Present to the class
 Actively take notes while their peers are presenting
 Ask questions
 Answer questions

Prior academic language

 Presentation
 Explain
 Provide examples
 Exploration
 Colonization

Student learning goal (s)/objectives (s)

(Identify 1 or 2 goals for students. How you will communicate the goals to your students?)

Students will be able to...present their presentation in front of the whole class. Students are to
teach the class about their European nation

Students will be able to...actively take notes as students present their projects and ask any
questions they may have

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I will communicate these goals to students by...encourage students to ask questions and take
notes. Students will be reminded to think about this as teaching the class. Students will
receive positive feedback for presenting

Standards
(List the (Core) Standards that connect to your goals.)
 7-8.1.II.1 To describe the relationships between people and environments and the
connection between people and places.
 7-8.1.II.3 To map information about people, places, and environments.
 7-8.1.IV.1 To understand the worldview held by Europeans prior to 1500
 7-8.2.II.1 To investigate the roles and contributions of individuals and groups in
relation to key social, political, cultural, and religious practices throughout the colonial
period

Academic Language Demands

(Identify academic language: particular words/phrases that are essential to understanding the
content of this lesson.)

 Present
 Actively engage

2. How will you know and document the extent to which students make progress
towards or meet your goals?
Expectations for student learning
(What are your expectations for performance? Specifically describe expectations for each of
the following types of performance: exceeds expectations, meets expectations, and below
expectation performance.)

In order to demonstrate mastery of this lesson’s learning goals, students will...

Exceeds mastery of Meets standard Below expectations of

standard
Students are able to take the
lead in presenting their
projects. Students are able
to actively engage students
Their power points are
complete and they are able
to discuss what they have
on their slides. Students are
able to answer questions
from their peers and
classmates
standard
Student has completed their Student has completed the
power point presentation presentation, however they
however they can’t answer did not contribute much to
all questions from their peers the actually making of the
and teacher. The student is presentation. The student is
reading directly from the unable to answer question
slide without any additional from the teacher or their
information to add about peers. The student only
what they have researched. reads one slide and is
unable to explain anything
on the slide.

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Evidence and Assessment of Student Learning

(What is your assessment?)

Informal or formative assessments will be...the individual assessment of how each student
preformed during group work

Formal or summative assessments will be...the final grade of the presentation

Student feedback

I will provide feedback by... filling out evaluation cards for each individual student as well as
the group. I will provide students with feedback on their power point presentation. Each
student will receive two grades for the presentation, an overall grade for the group and an
individual grade based on how the preformed during group work and during the presentation.

3. How will you support students to meet their goals?

Launch/Hook
As students walk into the room the teacher will have the numbers one through five written on
the board, as the students come in they are allowed to pick which number they would like to
present. This is first come first serves and eliminates any bias of myself choosing.

Explore
Each student’s power point will already be downloaded onto the smartboard, so when it is
time for a group to present they just have to click on their section. Each group will present.
They have about eight minutes each to explain their European Nation to the class. There will
be a short question and answer period once they are done. Students are to pretend that they
are teaching the class about their European Nation that they researched. Students that are
watching the presentation are to follow along and take notes in their note packets. Students
are encouraged to ask the presenter questions after they have finished presenting. Each
student in each group should play an active role in presenting. The teacher will be evaluating
each group individually and as a group. The audience should remain respectful to the group
presenting and try and find at least one question they may have to ask at the end. The
teacher will ask students at least two questions once they are done. Students will be
evaluated on their presentation itself, the way the speak, proof that they know what they are
talking about, and the overall quality of how it was presented. Since their isn’t much time
students will be encouraged to stay within the eight minute time frame so that every group
has the chance to go.

Closure
The last group will finish presenting, and the teacher will praise all students for their hard
work. Students will be asked to fill out a group and self-review based on how they believe
each group and their own personal group performed.

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Differentiation
All students will have a hard copy of the article that they can take home with them as well as
a link to the article. Students also have access to the textbook at home to do additional
research. Additional notes will be provided for students who have reading comprehension
difficulties. For English-language learners they will be placed in groups with Native English
speakers as well as someone of their own language background to help motivate them and
translate. The teacher will help students outside of class holding review sessions.

Extension
(How will you build upon this lesson in the upcoming lessons in this unit?)

Students will...complete a paper based on what they have learned in their own research and
have information about one of their classmate’s presentations

What ifs?

If the tablets are unavailable students will be bought to the computer lab. If a student forgets
their primary source document or packet a pdf version is available and additional note
packets
If the smart board in my classroom doesn’t work, I will try and find a computer lab

Research/Resources and Materials \

 Notepacket *provided below*
 Textbook – United States History: Independence to 1914. Holt, Rinehart & Winston,
2006; ISBN 0-03-041228-5, 978-0-03-041229-8
 Smartboard
 Whiteboard
 tablets
 power point presentations

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Modified Iona Lesson Plan Template for Dr. Hardigree’s Fall 2017 EDU 337

Name:
Unit one: Connecting with the Past: Our Colonial Heritage
Do Now: Who do you think settled in the Americas first? How do you think these first people
lived?

Think-pair-share: What do you think is important about what we have just read? What are you
most interested to learn about?

Based on the image on page.1 of your textbook, describe the Native Americans lifestyle.
How do you think these people survived?

Section 1: The Early Americans

Define Migration in your own words. Who do scientist say were the first people to migrate and
why? How did they arrive in this new land?

Who were defined as hunter-gathers? Why were they called this?

What effect did the environment have on these people?

What were some of the earliest American Civilizations formed and when?

Describe the different societies in each region that you have read about. Make note of things you
think are important. Think about how the climate affected them.
Region Characteristics

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Who were the Iroquois? What did the develop?

Section 2: The Age of Exploration

Follow along as I read the “If you were there...” section on page 12.
Do Now: How would you feel/react if you were and explorer or sailor exploring new land?
Would you want to take part in this potentially dangerous exploration? How do you think the
native people felt about these “strangers” coming on to their land?

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What is the difference between a primary and secondary source?

Describe Europe's Economic growth. What caused the economic downfall?

What was the Black Death?

What were merchant families trying to get and create? Why was this so important?

What were the risk of overland trade?

What were some reasons for exploration? What role did technology play in wanting to explore?

Who was the leader of Portugal’s exploration? What did they call him?

When and What expedition did Bartolomeu Dias lead? What did he find?

Who was Christopher Columbus? Where was he originally from? Who did he sail for?

What were the names of Christopher Columbus’s three ships?





What was Christopher Columbus looking for? What did he actually find?

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Who did Christopher Columbus meet when he first arrived at this new land?

Describe the lifestyle these natives lived?

Who sailed for Italy and when?

What was so important about the Northwest Passage?

Who led the French Exploration and when? What did he find

Describe the Columbian Exchange? What was it? Who was involved?

Pros and Cons of the Columbian Exchange. What was positive about it and what were the
negatives?

Pros Cons

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Section 3: Spanish America

Do Now: Read the “If you were there section....”
Would you trust these “invaders” or would you be scared of them? Why?

Who were the conquistadors?

Who did the Spanish Colony send to explore? Where did he go? Who did he meet?

What were they looking for ? What are the three G’s

What did other Spanish explorers find? Who were they?

Describe the impact the Spanish had on America with this new power.

How did the Spanish impact the Native Americans?

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Take notes on your classmates presentation. You will be asked to write an essay using
information from your classmates presentation.
Portugal
 Who sent them?
 Who was the lead explorer?
 What were there reasons for exploration?
 What were they looking for?
 What did they find?
 What was the first interaction like amongst the natives of that land and the explorers?
 Describe their journey

Italy
 Who sent them?
 Who was the lead explorer?
 What were there reasons for exploration?
 What were they looking for?
 What did they find?
 What was the first interaction like amongst the natives of that land and the explorers?
 Describe their journey

Spain
 Who sent them?
 Who was the lead explorer?
 What were there reasons for exploration?
 What were they looking for?
 What did they find?

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 What was the first interaction like amongst the natives of that land and the explorers?
 Describe their journey

France
 Who sent them?
 Who was the lead explorer?
 What were there reasons for exploration?
 What were they looking for?
 What did they find?
 What was the first interaction like amongst the natives of that land and the explorers?
 Describe their journey

Dutch
 Who sent them?
 Who was the lead explorer?
 What were there reasons for exploration?
 What were they looking for?
 What did they find?
 What was the first interaction like amongst the natives of that land and the explorers?
 Describe their journey

Lesson Plan Template, Updated Fall 2016

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Group Project
You will each be assigned a different European nation to research. The purpose of this project is
to develop a good understanding of European Exploration to the New World. Through the use of
primary and secondary sources you collect information to create a power point presentation.
Most of the research and creation of the powerpoint will be done in class.
Expectations
 Title page
o Name of the European Nation you have researched
o The name of each member of your group
 Describe the European nation
 Who sent them?
 Who was the lead explorer?
 What were there reasons for exploration?
 What were they looking for?
 What did they find?
 What was the first interaction like amongst the natives of that land and the explorers?
 Describe their journey
You do not have to put all the information on the slideshow but be able to talk about each one of
these points. Put the main ideas on the slide and create your own outline to talk to the class.
Pretend that you are teaching the class about your European nation.
Be sure to include at least 3 pictures and sources.
You are allowed to use your textbook and any appropriate websites. You will receive a primary
source document that must be included in your presentation.

Extension
You each will provide a two-page paper typed double spaced size 12 font Times New Roman
based on what you have learned through your research and you will also include at least one of
your classmate’s presentations and what you have learned. This is to be a summary of your own
presentation as well as one of your classmate’s presentations.

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Peer Evaluation
1-unsatisfactory 2- Satisfactory 3- Good 4 – Excellent
3 or more pictures
are used. The
pictures make
sense
The student shows
a good
understanding of
the European
nation
Rate the
slideshow

Group Evaluation
Evaluate the members of your group.
How do you think you guys worked together?
No one else but me will see this.

Did you think your group effectively worked together?

Did you have any issues?

Do you think everyone played their part?

Word Wall
 Politics
 Economics
 Campaign
 Colony

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 Migration
 Hunter-gathers
 Native-American
 The Olmec
 Navigation
 Interpret
 Examine
 Economics
 Black Death
 Technological Advances
 Primary Source
 Secondary source
 Commercial Revolution
 Prominent
 Fortresses
 Consequently
 Permitted
 Tawny
 Disembarked
 Palanquin
 Tacking
 Captains
 Governors
 Profound
 Implications
 Fathoms

Lesson Plan Template, Updated Fall 2016