The University of Mississippi School of Education

Written Unit Plan

Understanding by Design (UBD)

Unit Cover Page

Unit Title: Life in the Thirteen Colonies

Grade Level: 8th Grade

Subject/Topic Areas: American History________

Key Words:_New England, Colonies, Lifestyles & Cultures,
Democracy
Designed By: Jessica Simone Correia _Length of Unit: Chapter 6
pages 148-162
School District: DeSoto County
School _

_School: Hernando Middle

Brief Summary of Unit:

This unit will discuss the beginning stages of the 13 colonies and the transitional period
between colonization and truly creating traditions. We will discuss how they made a living,
the beginning of schools, religion in the 13 colonies, the economy in early America, African
population, slave trade, and the beginnings of the Glorious Revolution.
List and attach Print Materials/Resources
List and attach Internet Resources/Links
http://pedagogy.merlot.org/TeachingStrategies.html (this link has a list of strategies that
helped me plan)
Power Point Notes
Pretest
Exit Ticket
Rubrics
Instruction Guide
Ch. 6 Notes
Ch. 6 Test
Class room Management
Learning Style Inventory
Contextual Info
Newsletter for October

Contextual Information
1. Knowledge of characteristics of students
Use the spaces provided below to address indicated characteristics of your students.
Age-Range, Gender, Total number of students
The age of my students at Hernando Middle School are thirteen to fourteen years old because we
are only teaching 8th graders and no other grades. The ratio of genders are divided pretty equally.
However, there is a smaller majority of males over females. 43% female and 57% male. This
semester we are teaching approximately half of the 8th grade class. We teach 168 students
throughout six class periods.
2. Knowledge of students varied approaches to learning (Include information from
learning styles inventory)
My Clinical Instructor is pretty awesome at helping each child learn. His philosophy is that the
teacher should not be the hardest working person in the classroom, it should be the students. He
usually starts his units off by splitting the group into pairs or groups and assigning an assignment
for each. With this each group will eventually teach the class on their subject given. He then
allows them to have group time. Some students learn by just reading and discussing which is
essentially what is going on in the first stage of their presentations. They then have the option to
use their creativity on how they would present it. Perhaps they simply use a power point, some
use videos, songs, poems, skits, hands on props, or visual pictures and boards. Giving the floor
to the students increases engagement and allows the classroom to flow with creativity. As a wrap
up he will do a short and sweet lecture to go over the big picture. By using all of these
different techniques we are using auditory learning style, kinesthetic, and visual.
3. Knowledge of students skills and prior learning
Like any school teachers talk. Not only for gossiping reasons but to help one another out. They
share different strengths and weaknesses among the shared students. Also, students with special
education services are given their IEPs by the SPED instructor at the beginning of the year. This
helps teachers prepare lessons for the weeks ahead. Along with all of these things the instructor
also gives a Introduction sheet asking the students personal and academic information to have a
better understanding of his students.
4. Knowledge of community and school district (Include a description of the community
and school district)
Hernando Middle School is in the DeSoto County School District. This is an awesome district to be
a part of in the state of Mississippi. Community involvement is major in this area. It is things as
simple as everyone wearing a Hernando Tigers T-shirt. Everyone takes a lot of pride in their school
and their town. Hernando is a small town that is growing quickly. It holds a cute rustic town square
and lots of mom and pop shops still. They do have a few franchise establishments but the down
home family vibe thrives here.
There is 120% growth in Hernando since the year 2000. There is approximately 7,427 males in this
community and about 7,573 females. The median income is $60,122 again, the middle class. There
is about 84.6% of whites, 10.6% black, 1.9% of mixed races, 1.2% Hispanic, and .6% in Asians and
Indians. Education here is as follows: High School 89.6%, Bachelors Degree 29%, Graduate 8.9%,

and Unemployed 3.6%. The majority of households have to drive about 24 miles to get to work on a
daily basis which tells me that they are probably working in Memphis. Another significant statistic
that I found was that the low income preschool obesity rate is 18.6%. The crime rate here is little to
none.

Stage 1 Identify Desired Results

(Stage 1 completed once for the unit)
Goal: Identify overall goal (s) of the unit based on the Mississippi
Curriculum Frameworks or College and Career Ready Mississippi
Curriculm.
-Understand the impact of American ideals and institutions on the development of
American democracy.
-Understand the purposes and principles embodied in the ideals and values of
American society.
What understandings are desired?
Understand the beginning colonies in America. What life was life for the
original colonists and what their everyday life was like? Also discussing the
beginning of democracy and how different events helped mold current
events. We will also introduce the African slave trade and what it did for the
American colony and how it affected culture in early America.
Daily objectives: What key knowledge and skills will students
acquire as a result of this unit? What should learners be able to do
as a result of such knowledge? Include integrated content areas
from the Mississippi Curriculum Frameworks. Label objectives with
the DOK level of learning.
The students will:
Evaluate the value and the challenge of diversity in American life. (DOK 3)
b. Assess the importance of certain character traits in a democracy, such as civility, nationalism, freedom, authority,
justice, equality, responsibility, etc. (DOK 3)
c. Examine how American society has been influenced culturally by exploration, immigration, colonization,
sectionalism, religious and social movements, etc.
(DOK 3)
RI.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text. (Mississippi English Framework

Stage 2 Planning Assessment

(Stage 2 completed once for the unit)
Performance Task(s): List the names of each performance task here and attach a copy of the
entire assignment (including grading rubric) to your plan.
Group Work, Bubble Graph, Vocabulary Terms, Traditional Assessments, Student Panel
Discussion, Presentation Assessment, Exit tickets
Test/Quiz Item(s) and Other Traditional Assessments: List the names of each
test/quiz/homework/etc. here and attach a copy of each to your plan.
Exit Ticket Quizzes
Map Quiz
Group Work Presentations/Rubric
Discussions and Debates
Traditional Test
Informal Check(s): List ways you will check for understanding throughout your unit.
Exit Tickets
Questioning Orally
Student Panel questionnaire
Historian Points of View
Diagrams
Academic Prompt(s): List higher level thinking questions used throughout
the unit.
Critical Thinking Prompts using Text book
Student Debates
Questioning other students during presentations
Drawing the big picture and helping students connect the dots of history
Time Line
Thinking Maps

Stage 3 Daily Lesson Plans

( Stage 3- attach lesson plans)
Make a calendar to outline the objectives taught each day, the activities/strategies used and
the assessments used. Next, attach a separate lesson plan for each day of your unit using
the format on the following page.

Tuesday 13th
TSW begin to
understand the
lifestyle of the
people who
lived in the 13
colonies.

Wednesday
14th
TSW end the
introduction to
Ch. 6 and
understand the
series of
events.

Review Chapter
5, Intro Ch. 6using Power
point.

Review
yesterday and
discuss
democracy

Exit Tickets and

to find out fun
and interesting
facts on life in
the 13 colonies.
Tuesday, 20th
TSW create and
explore their
group questions
more in depth
by sharing their
presentations
with the class.
Group (3),4,5 &
6
Catch up on
vocabulary and

Create timeline
for bacons
rebellion and
the glorious
revolution
Wednesday,
21st
TSW create and
explore their
group questions
more in depth
by sharing their
presentations
with the class.
Groups (5), 6,
and 7
Finish notes and

STAGE 3: Daily Plans

Thursday 15th
TSW analyze
life as a
colonists.
Group work,
creating a
fictional
character.
Persuading
someone to
move here in
1600.
Handout
Grading sheet &
allow them to
present.
Thursday, 22nd
TSW complete
their creative
presentations
by exploring
their content in
depth.
Groups (7), 8, &
9
Teacher Student
Discussion

Friday 16th

TSW begin to
explore and
question their
presentation
article.
Pass out group
questions, divide
into diverse
groups, Use lap
tops
Allot ten minutes
to introduce
vocabulary.

Friday, 23rd
TSW review and
discuss all of
Chapter 6 and
define main
characters,
events, and
locations.
Jeopardy Review
Game, Video Clip
of CrashCourse
**PepRally 7/8th

Monday 19th
TSW execute
the final stages
of presentation.
Group time,
Group 1 and 2
begin, Begin
notes.
Student
Discussion
panel

Monday, 26th
TSW complete
Ch. 6 Test
Formal test.
Multiple choice
and short
answer test.
One essay.

notes
Student
Discussion
Panel

vocabulary
completely
Student
Discussion
Panel

period
Student/Teacher
Panel

Exit Ticket Time

line

HW: have a
great weekend

Life on the Colonies in the 1600s

Your daily plans should include the following:
Day: (Day 1)
Objectives:
Understand how technology, geography, and social conflict has impacted the development of the United States.
a. Discuss the influence of industrialization and technological developments in the various
regions of the U.S., including human changes to the landscape and how the physical
geography affected human actions (e.g., growth of cities, deforestation, farming, mineral
extraction). (DOK 2)
Materials:
Computer, PowerPoint Tool, Projector, YouTube, Paper, and Pencil
Opening (Set):
1. Review with students what we covered on Ch. 5. Possibly reading from the test the
most missed question or drawing a timeline on the board
2. Chapter 6, The beginnings of Colonial America.
3. Begin Power point slide
4. Make the material relevant by connecting it to real life. Discussing the thought
bubble on slide 5.
Learning Tasks (Procedures):
Today the students will discuss and create a timeline of chapter 5. Reviewing last weeks
information to better connect new material and to see how history is an ongoing story. Have
individual students help create a timeline of the previous chapter and then ask what they
think happens next. Then introduce Chapter 6, Life in the thirteen colonies. Pull down
projector and have students put everything away. Begin power point and discussion on the
class topics. Asking the students lots of questions about lifestyle in the 1600s as opposed
to the lifestyle in the 2000s. After the power point has ended students will watch the ten
minute video of CrashCourse history, if time allows. Then before the bell rings disperse exit
tickets. Ask the students 5 questions; recording their answer on the exit ticket. Have each
student lay their ticket on the podium as the exit the classroom. Also, ask each child to go
home and research a fun or interesting fact about colonial America.. Rather they ask a
grandparent what they know or by using a device to research. This is the traditional lecture
strategy, while I have great intentions for this and spent a lot of time creating a power point
that was visual instead of filled with text my goal is to engage with the class and promote

critical thinking without losing my audience. In the worst case scenario where I feel that the
students are not engaging I will show the ten minute clip on crash course history and then
begin a discussion about our perspective on the 1600s. It is always important to have a
plan B.
A. Review Chapter 5 materials and help connect the dot to Chapter 6
B. Draw a Timeline to help connect those dots.
C. Begin a 20-25 minute power point presentation with a lot of visuals. Pause during the
slides with questions to allow student discussion. At the end of Power Point, play clip
if time allows. Encourage students to create a bubble map while I am talking.
D. Hand out exit ticket sheets. Ask students five questions from todays lesson to
assess for learning and understanding from lecture.
E. Have Students go home and ask someone what they know about colonial America or
research by using a device.
Closure:
1. Today we reviewed Chapter 5 & began Chapter 6.
2. Have a student explain the BIG picture of what we went over today in class.
3. Inform the students that there will be a creative project tomorrow; come with
your creative cap on.
4. Homework is finding out a fun/interesting fact on colonial America.
Differentiated Instruction:
Enrichment: Reviewing the last chapters material will help respark any lost
information they may have had. Introducing the new material in a visual way will help them
use images to trigger critical thinking. Also, the exit ticket will encourage recap and help
students know the material more long term.
Intervention Miss Boatright is in the classroom during the classes with the students
with IEPs. She is always walking around encouraging the students to stay on task
and to help with any assistance. My job is to incorporate as many learning style
inventories as possible to help promote learning in every possible way. Showing a
video clip with another voice other than the teacher can help encourage thinking.
Some kids like to think privately so I would give a couple of seconds of pause before
allowing them to ask questions or give feedback aloud. Also, helping create a
bubble map of todays lecture will help the logical minded student.
Accommodation Always checking myself to make sure my expectations are not too
high. Keeping the classroom a community atmosphere helps class participation and
promotes the children to feel comfortable. Give exit ticket as class ends.

Convincing a European to Become an American Colonist

Your daily plans should include the following:
Day: (Day 2)
Objectives:
a. Evaluate the value and the challenge of diversity in American life. (DOK 3)
b. Assess the importance of certain character traits in a democracy, such as civility, nationalism, freedom, authority,
justice, equality, responsibility, etc. (DOK 3)
c. Examine how American society has been influenced culturally by exploration, immigration, colonization,
sectionalism, religious and social movements, etc.
(DOK 3)
RI.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text. (Mississippi English Framework
Materials:
Textbook, Pen, Paper, Rubric.
Opening (Set):
1. Yesterday we began chapter 6 lesson as well as an exit ticket
2. Your exit ticket scores were _________.
3. Today we are going to finish the introduction of chapter 6 and fill out a graphic
organizer.
Learning Tasks (Procedures):
Today our main focus will be on the Southern colonies, slave trade, and the economy. We
will discuss the cause and effects of these three things as well. Today we will mostly focus
on the beginnings of democracy in America. Defining democracy and creating a timeline of
events from the dominion of new England, to the Glorious Revolution, into Bacons rebellion.
a. Review yesterdays lesson. What did we talk about?
b. Introduce todays topics.
c. Explain how they can write a timeline as I go through the rest of the Power Point.

d. Begin the end of ch. 6

e. Show short clip
f. Discuss timeline
Closure:
1. Go home and research one fun fact that we DID NOT learn in class about
colonial colonies.
2. Tomorrow we will begin a small project. Bring homework facts and thinking
brains!
3. BYOD and review timeline.
Differentiated Instruction: Always having the objective on the board so students
can visually see what will be taking place today. Then discussing aloud with
students what I expect from them during the class period. Also I will physically
be handing out a checklist guideline to help keep the students on track while
working in groups.
Enrichment: Timeline, visual pictures, video clip, and critical thinking
questions..
Intervention Posing critical thinking questions to the classroom and then using ask
pause call method. This will intimidate at first but eventually will open us a very
community friendly classroom.
Accommodation Showing an example of a timeline on the board. Review
yesterdays material and to prepare them for tomorrow so there are no surprises.

The Early American Colonies Project Introduction

Your daily plans should include the following:
Day: (3)
Objectives:
a. Evaluate the value and the challenge of diversity in American life. (DOK 3)
b. Assess the importance of certain character traits in a democracy, such as civility, nationalism, freedom, authority,
justice, equality, responsibility, etc. (DOK 3)
c. Examine how American society has been influenced culturally by exploration, immigration, colonization,
sectionalism, religious and social movements, etc.
(DOK 3)
W.8.1b
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible
sources and demonstrating an understanding of the topic or text. (Mississippi English
Framework)
Materials:
Textbook, Pen, Paper, Rubric.
Opening (Set):
1. Review Chapter 6 power point and the lifestyle of the colonists & have students turn
in their homework.
2. Everyone please get into the diverse groups that I have already assigned for our next
project.
3. We will be presenting the colonists projects in front of the class by the end of the
period.
Learning Tasks (Procedures):

The lecture today will begin with images that help spark their imagination of what life may
really be like in the 1600s. Use the sheet of paper laying on the desk to divide students up.
This has been done a head of time. After students have gotten into their groups hand out
the Fictional Colonists Checklist review what fictional means and then encourage the
students to create a fictional character who just moved to one of the colonies. (they can
chose from New England, Middle, or Southern) they must create a back ground story for
their character and then convince either a friend or family member who is still leaving in
Europe to move over to America. Allow the students to talk and create for 15 minutes.
Provide construction paper for the visual learners. They may need to draw out their
thoughts. For the intrapersonal learners allow them to write a diary entry/journal or write a
letter to their family member in greater detail. For the musical learners they can write a
song. For the logical learners they can draw out a graph or thinking map filled with pros and
cons that will convince the Europeans to move to the colonies. Promote creativity. Set the
timer. After the timer goes off allow each group to present their main argument. Discussing
their background and how they believe their friends or families future may be if they take
the leap of faith and move across the Atlantic Ocean. This promotes team based learning.
a. Open up PowerPoint with images to open their imaginative waves of learning
b. Discuss directions and how much this small project is worth in the class
c. Divide the students accordingly
d. Allow 15 minutes for the students groups to collaborate and create their fictional
character
e. After timer goes off, begin group presentations
f. If time permits recap on yesterdays power point and discuss tomorrows objective
Closure:
4. Excite the students by telling them how pleased you are by their creativity.
5. Announce that tomorrow we start Group Projects for Chapter 6 to come
prepared and with creative cap on.
6. BYOD and review bubble chart from yesterday.
Differentiated Instruction: Always having the objective on the board so students
can visually see what will be taking place today. Then discussing aloud with
students what I expect from them during the class period. Also I will physically
be handing out a checklist guideline to help keep the students on track while
working in groups.
Enrichment: Students will present in front of the class giving them creative freedom.
Intervention Ensure that students with IEPs are paired with students that will help
drive them and motivate them in the correct direction. Also by giving them creative
freedom you will have more success in reaching their individual needs.
Accommodation Choosing their position in the group is crucial. Make sure I am
assigning something that is reasonable and capable. Also, they are in a team so it
should help encourage them in any way. Walking around the classroom asking
questions or giving positive feedback.
* Enrichments and interventions should be some change in the content taught, the
process in which the material is taught, or the product produced by the student.

Group Project Presentation Research

Your daily plans should include the following:
Day: (Day 4)
Objectives:
a. Evaluate the value and the challenge of diversity in American life. (DOK 3)
b. Assess the importance of certain character traits in a democracy, such as civility, nationalism, freedom, authority,
justice, equality, responsibility, etc. (DOK 3)
c. Examine how American society has been influenced culturally by exploration, immigration, colonization,
sectionalism, religious and social movements, etc.
(DOK 3)
W.8.1b

Support claim(s) with logical reasoning and relevant evidence, using accurate, credible
sources and demonstrating an understanding of the topic or text. (Mississippi English
Framework)
Materials:
Net books, Text book, BYOD, Pencil, pen, paper, markers, crayons, poster boards, flash drives
Opening (Set):
1. Welcome the kids!
2. Make sure everyone has or has read the rubric.
3. Assign groups.
Learning Tasks (Procedures):
We will be working on group presentations today. Everyone is allowed to grab a net book
and is allowed to print on them. I encourage each and every one of you to use the resources
that are in front of you for this class period. I have assigned groups. The groups I assign are
nonnegotiable so please do not even try and ask. Please refer to your rubric to understand
exactly what I am looking for. I expect you to go above and beyond with this especially
since I am giving you a class period to organize your thoughts. You will also have the whole
weekend to work on your assignment so there will really be no excuse as to why it isnt the
best. I expect creativity. This is where I give you freedom. You can choose your creativity
ex, rap, poem, power points, video, puppet show, skit, etc. After you have went over all the
rules begin dispersing into groups and then assign group questions.
a. Call out groups by names.
b. Hand out questions.
c. Review expectations.
d. Allow the students to begin research and work on presentations.
e. Walk around the room and make sure that the students are on task and that they do
not have any questions.
Closure:
a. Make sure students turn in net books.
b. Wrap up materials. GROUP 1,2, AND 3 WILL PRESENT TOMORROW BE
READY!
c. See you all Monday.
Differentiated Instruction: Always having the objective on the board so students
can visually see what will be taking place today. Then discussing aloud with
students what I expect from them during the class period. Also I will physically
be handing out a checklist guideline to help keep the students on track while
working in groups.
Enrichment: Students will present in front of the class giving them creative freedom.
Intervention Ensure that students with IEPs are paired with students that will help
drive them and motivate them in the correct direction. Also by giving them creative
freedom you will have more success in reaching their individual needs. Asking
questions during presentation if they give the deer in headlights look to help them
remember where they were.
Accommodation Giving students the freedom to express their presentation in the
way that they seem fit for thei r personality accommodates their specific learning
style and gives them creativity and freedom in the classroom.

The Early American Colonies Project Day 1

Your daily plans should include the following:
Day: (Day 4)

Objectives:
a. Evaluate the value and the challenge of diversity in American life. (DOK 3)
b. Assess the importance of certain character traits in a democracy, such as civility, nationalism, freedom, authority,
justice, equality, responsibility, etc. (DOK 3)
c. Examine how American society has been influenced culturally by exploration, immigration, colonization,
sectionalism, religious and social movements, etc.
(DOK 3)
W.8.1b
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible
sources and demonstrating an understanding of the topic or text. (Mississippi English
Framework)
Materials:
Textbook, Pen, Paper, Rubric, Project presentation supplies (prezi, power point, poster board,
prop, costume etc..)
Opening (Set):
d. Remind the kids with some public speaking 101 tips and tricks to help them do their
best.
e. There will be no given time for groups to discuss!!! We will immediately dive in.
f. Make sure each group has written down all of their names and group numbers on a
rubric.
Learning Tasks (Procedures):
Today is 100% student centered class room! As the students come into class remind them
that today we start presentations our goal is to get through group 3. However, it is likely we
will only get to group two. After you have passed around the rubrics and everyone has
signed it. It is now time to begin. Call group one to the front of the classroom and announce
to the students that it is now time to be quiet and respectful. The teacher should be grading
as they are presenting by taking notes on their rubric. After group one has completed call
them to the back of the room to discuss their goods and their bads. While group one is
having a mini conference with the teacher announce that Group 2 should be preparing at the
front of the classroom. Repeat order after group one is finished. When you only have about
ten minutes left of class put notes on the board and allow the students to use the quiet time
to take notes for them to study. Ask any additional questions at this time. This promotes
team based learning.
g. Pass around rubrics, instructing students to sign them and write their group numbers.
h. Review public speaking skills and how much the presentation grade is worth.
i. Allow group one to begin
j. Try and ensure that students do not go over 10-12 minutes per group
k. Ask questions to each group. Maybe even ask them to locate a place or idea on a
map.
l. Repeat steps for groups 2 and hopefully 3.
Closure:
m. Excite the students by telling them how pleased you are by their creativity.
n. Announce that tomorrow we start Group Projects for Chapter 6 for groups
(3 if not finished) 4, 5 & 6.
o. Show notes at the end of class to allow time for them to begin notes to
study. Allot only 5 to ten minutes for this.
Differentiated Instruction: Always having the objective on the board so students
can visually see what will be taking place today. Then discussing aloud with
students what I expect from them during the class period. Also I will physically
be handing out a checklist guideline to help keep the students on track while
working in groups.
Enrichment: Students will present in front of the class giving them creative freedom.
Intervention Ensure that students with IEPs are paired with students that will help
drive them and motivate them in the correct direction. Also by giving them creative
freedom you will have more success in reaching their individual needs. Asking

questions during presentation if they give the deer in headlights look to help them
remember where they were.
Accommodation Giving students the freedom to express their presentation in the
way that they seem fit for thei r personality accommodates their specific learning
style and gives them creativity and freedom in the classroom.

The Early American Colonies Project Day 2

Your daily plans should include the following:
Day: (Day 5)
Objectives:
a. Evaluate the value and the challenge of diversity in American life. (DOK 3)
b. Assess the importance of certain character traits in a democracy, such as civility, nationalism, freedom, authority,
justice, equality, responsibility, etc. (DOK 3)
c. Examine how American society has been influenced culturally by exploration, immigration, colonization,
sectionalism, religious and social movements, etc.
(DOK 3)
W.8.1b
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible
sources and demonstrating an understanding of the topic or text. (Mississippi English
Framework)
Materials:
Textbook, Pen, Paper, Rubric, Project presentation supplies (prezi, power point, poster board,
prop, costume etc..)
Opening (Set):
1. Review what we learned from our first groups who presented yesterday.
2. Have students draw out a thinking map (bubble map) to help promote thinking from
yesterday.
3. Silence the class and prepare for the next groups.
Learning Tasks (Procedures):
Today is 100% student centered class room! As the students come into class remind them
that today we start presentations our goal is to get through group 3. However, it is likely we
will only get to group two. After you have passed around the rubrics and everyone has
signed it. It is now time to begin. Call group 3 or 4 to the front of the classroom and
announce to the students that it is now time to be quiet and respectful. The teacher should
be grading as they are presenting by taking notes on their rubric. After group one has
completed call them to the back of the room to discuss their goods and their bads. While
group 3 or 4 is having a mini conference with the teacher announce that Group 5 or 6 should
be preparing at the front of the classroom. Repeat order after the group is finished. When
you only have about ten minutes left of class put notes on the board and allow the students
to use the quiet time to take notes for them to study. Ask any additional questions at this
time.
A. As you take roll allow students those few minutes to collect thoughts.
B. Prepare rubrics at desk to ensure that you the teacher is grading along while
students are presenting.
C. Allow the following group to begin.
D. Try and ensure that students do not go over 10-12 minutes per group
E. Ask questions to each group. Maybe even ask them to locate a place or idea on a
map.
F. Repeat steps for groups (3) 4 and hopefully 5.
Closure:
4. Excite the students by telling them how pleased you are by their creativity.
5. Announce that tomorrow we start Group Projects for Chapter 6 for groups
(6 if not finished) 7, 8 & 9.
6. Show notes at the end of class to allow time for them to begin notes to
study. Allot only 5 to ten minutes for this.

Differentiated Instruction: Always having the objective on the board so students

can visually see what will be taking place today. Then discussing aloud with
students what I expect from them during the class period. Also I will physically
be handing out a checklist guideline to help keep the students on track while
working in groups.
Enrichment: Students will present in front of the class giving them creative freedom.
Intervention Ensure that students with IEPs are paired with students that will help
drive them and motivate them in the correct direction. Also by giving them creative
freedom you will have more success in reaching their individual needs. Asking
questions during presentation if they give the deer in headlights look to help them
remember where they were.
Accommodation Giving students the freedom to express their presentation in the
way that they seem fit for thei r personality accommodates their specific learning
style and gives them creativity and freedom in the classroom.

The Early American Colonies Project Day 3

Your daily plans should include the following:
Day: (Day 6)
Objectives:
a. Evaluate the value and the challenge of diversity in American life. (DOK 3)
b. Assess the importance of certain character traits in a democracy, such as civility, nationalism, freedom, authority,
justice, equality, responsibility, etc. (DOK 3)
c. Examine how American society has been influenced culturally by exploration, immigration, colonization,
sectionalism, religious and social movements, etc.
(DOK 3)
W.8.1b
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible
sources and demonstrating an understanding of the topic or text. (Mississippi English
Framework)
Materials:
Textbook, Pen, Paper, Rubric, Project presentation supplies (prezi, power point, poster board,
prop, costume etc..)
Opening (Set):
1. Today should be our last day to present (5,6, & 7) try and fit 8, if not we will cover 8
tomorrow!
2. There will be no given time for groups to discuss!!! We will immediately dive in.
3. Prepare proper rubric for each class and group to grade while groups are presenting.
Learning Tasks (Procedures):
Today is the last day we will have 100% student centered class room! As the students come
into class remind them that today we are continuing presentations our goal is to get through
group 9. However, it is likely we will only get to group eight. After you have taken roll, it is
now time to begin. Call group seven (or whichever group number we left off in class from
the previous day) to the front of the classroom and announce to the students that it is now
time to be quiet and respectful. The teacher should be grading as they are presenting by
taking notes on their rubric. After the group has completed call them to the back of the
room to discuss their goods and their bads. While group one is having a mini conference
with the teacher announce that the next group should be preparing at the front of the
classroom. Repeat order after group one is finished. When you only have about ten minutes
left of class put notes on the board and allow the students to use the quiet time to take
notes for them to study. Ask any additional questions at this time.
a. Remind students that today is the last day and we really want to finish today.
b. Instruct class to be quiet and respectful.
c. Try and ensure that the students do not exceed the time limit of about 10-12 minutes
per group

d. Allow the group to begin.

e. Ask questions to each group. Maybe even ask them to locate a place or idea on a
map.
f. Repeat steps for the remaining groups.
Closure:
4. Excite the students by telling them how pleased you are by their creativity.
5. Announce that tomorrow we will
6. Show notes at the end of class to allow time for them to begin notes to
study. Allot only 5 to ten minutes for this.
Differentiated Instruction: Always having the objective on the board so students
can visually see what will be taking place today. Then discussing aloud with
students what I expect from them during the class period. Also I will physically
be handing out a checklist guideline to help keep the students on track while
working in groups.
Enrichment: Students will present in front of the class giving them creative freedom.
Prezi, Power points, skits, puppet shows, raps, and videos.
Intervention Ensure that students with IEPs are paired with students that will help
drive them and motivate them in the correct direction. Also by giving them creative
freedom you will have more success in reaching their individual needs. Asking
questions during presentation if they give the deer in headlights look to help them
remember where they were. Highlighting previous information to ensure that they
understand the connecting factors between the chapters.
Accommodation Giving students the freedom to express their presentation in the
way that they seem fit for thei r personality accommodates their specific learning
style and gives them creativity and freedom in the classroom.

The Impact of Colonial America

Your daily plans should include the following:
Day: (Day 7)
Objectives:
a. Evaluate the value and the challenge of diversity in American life. (DOK 3)
b. Assess the importance of certain character traits in a democracy, such as civility, nationalism, freedom, authority,
justice, equality, responsibility, etc. (DOK 3)
c. Examine how American society has been influenced culturally by exploration, immigration, colonization,
sectionalism, religious and social movements, etc.
(DOK 3)
W.8.1b
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible
sources and demonstrating an understanding of the topic or text. (Mississippi English
Framework)
Materials:
Textbook, Pen, Paper, Rubric, Project presentation supplies (prezi, power point, poster board,
prop, costume etc..)
Projector, thinking map
Opening (Set):
1. Today we will cover Group 8 the final group in case they werent able to finish.
2. There will be no given time for this group to begin. It is priority to finish.
3. Encourage lots of questions today
Learning Tasks (Procedures):
Today we will ensure that the last couple of groups have! After we ensure that all groups
have went we will begin a discussion. Draw three columns on the board. One titled New
England colonies, the other Middle Colonies, and lastly Southern Colonies. Call on a couple
of students to come write on the board traits of each colony. Were they rural or urban?
What were main careers? Name a few colonies within each. This forms as an informal

assessment to see what the students have retained on this topic. Discuss the colonies one
more time as a recap.
Then transition into the major crops of all the colonies: Rice, Indigo, and Tobacco. Then
discuss slavery and why it was more prominent in other towns compared to others. After you
have discussed the common themes of the chapter you will put notes on the projector to
allow them to write all their notes to help them study for the test. There is no study guide.
This acts as a study base. At the end of class we will take a quiz
a. Finish groups if did not complete yesterday. 7 & 8
b. Instruct class to be quiet and respectful.
c. After we have caught up begin class discussion and review on presentations
d. Create columns on board, call on a couple of students one at a time to fill out a fact
about each area.
e. Discuss what they have written and then move on to the crops and the slave trade.
f. Have a student show on a map the Triangular Trade
g. Allow students to finish notes if they have not finished them so they have something
to study.
h. Give Quiz
Closure:
1. Thank you everyone for working hard today and having a good group
discussion.
2. Tomorrow we will play Jeopardy Review game.
3. Please review your notes at home.
Differentiated Instruction: Always having the objective on the board so students
can visually see what will be taking place today. Then discussing aloud with
students what I expect from them during the class period. Class is to be quiet as
soon as the door is shut and is not allowed to leave until given permission. This is
a regular procedure that is reenacted everyday in class.
Enrichment: Using columns for the visual learners, allowing students to move
around in class, Searching the map, and writing notes.
Intervention: Today is basically assigned only for the kids who need the
extra mile recapped to them. We will use a series of helpful tools to help
organize thoughts and memorize the chapter in their heads. Reviewing
what the groups presented in an open community classroom that engages
all types of learners.
Accommodation Giving students the freedom to express their opinions on class by
creating a diverse atmosphere and by talking to kids one on one about what they
have gotten.

Ms. Correia as your host in a friendly game of Jeopardy

Your daily plans should include the following:
Day: (Day 9)
Objectives:
a. Evaluate the value and the challenge of diversity in American life. (DOK 3)
b. Assess the importance of certain character traits in a democracy, such as civility, nationalism, freedom, authority,
justice, equality, responsibility, etc. (DOK 3)
c. Examine how American society has been influenced culturally by exploration, immigration, colonization,
sectionalism, religious and social movements, etc.
(DOK 3)
W.8.1b
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible
sources and demonstrating an understanding of the topic or text. (Mississippi English
Framework)
Materials:
Clickers, Computer, Projector, Pen, Pencil, Paper

Opening (Set):
1. Today we will be playing Jeopardy. Winning team earns 2 bonus points on test.
2. Test will be Monday October 26th please be ready. Pay attention to each question.
3. Divide into groups directed by me and listen to further instruction.
Learning Tasks (Procedures):
This day is designed to help the kids remember facts on Colonial America in a creative way.
This is a test review allotted with fun and random questions as well. Rules are as followed:
Each group will be divided by rows. One person from each group will hold the clicker. The
computer will randomly select a group to start off by selecting a category and how much it is
worth ex: middle colonies for 1200 then every group will have the opportunity to answer by
clicking their buzzer first. They will be able to answer the question independently without
help from their group. If they answer incorrectly the computer will deduct 1200 points if
they answer it correctly they will win 1200 points. I will discontinue playing if the class
becomes disruptive in any way or there is unsportsman like conduct. If the class can not
handle the lax environment and take advantage of the review then I will begin Chapter 7
and lecture and end class with a guided reading.
a. Explain the game of jeopardy
b. Go over rules for the game
c. Divide into groups and register them in the system
d. Begin the game
e. Continue only if class is behaving
f. At the end the winner is the group with the most.
Closure:
4. Today we worked on studying for our test which is Monday.
5. Review at home and vocabulary
6. Have a great
Differentiated Instruction: Always having the objective on the board so students
can visually see what will be taking place today. Discuss rules verbally with
students. Explain expectations clearly and explain consequences clearly.
Enrichment: Technology enriched. Using a game system and clickers.
Intervention: Today is basically assigned only for the kids who need the
extra mile recapped to them. We will use a series of helpful tools to help
organize thoughts and memorize the chapter in their heads. Reviewing
what the groups presented in an open community classroom that engages
all types of learners. Also by adding random fun facts and questions will
help keep the students engaged instead of boring them in a sea of history
questions.
Accommodation Giving students the freedom to express their opinions on class by
creating a diverse atmosphere and by talking to kids one on one about the answers
they have chosen during the game. Giving the correct answer if they give us the
incorrect answer will help guide them on the road to success.

The Colonies Chapter 6 Test Day

Your daily plans should include the following:
Day: (Day 10)
Objectives:
a. Evaluate the value and the challenge of diversity in American life. (DOK 3)
b. Assess the importance of certain character traits in a democracy, such as civility, nationalism, freedom, authority,
justice, equality, responsibility, etc. (DOK 3)
c. Examine how American society has been influenced culturally by exploration, immigration, colonization,
sectionalism, religious and social movements, etc.
(DOK 3)
W.8.1b

Support claim(s) with logical reasoning and relevant evidence, using accurate, credible
sources and demonstrating an understanding of the topic or text. (Mississippi English
Framework)
Materials:
Provided Test Questions, paper, and pencil
Opening (Set):
1. Instruct students to come in and sit down they can read over notes until the bell
rings.
2. After bell rings everything should go up except for one sheet of notebook paper.
3. Prepare to pass out tests
Learning Tasks (Procedures):
Finally we are about to have closure on this chapter as we can our chapter test. Always
repeat expectations: Everything should be put away, there should be no talking during the
test, get out a sheet of paper, number 1-25 on one column and 26-41 on the other, also
name in the right hand corner along with date and class period.
a. Hand out tests
b. Explain procedure
c. After you are finished place it on the black stool
d. Go back to your seats and sit quietly. Read or do homework
Closure:
4. Grab all tests from front of room and give one last warning that time is up
and you need all test in.
5. Explain to them how you will try and have them back on a timely manner.
6. Have a great afternoon.
Differentiated Instruction: Always having the objective on the board so students
can visually see what will be taking place today. Discuss rules verbally with
students. Explain expectations clearly and explain consequences clearly.
Enrichment: The test includes multiple choice, short answer, and essay. My hope is
that everyone will have the opportunity to show out how much they know by using different
techniques of questions on the test.
Intervention: The exit tickets, projects, presentations, and jeopardy game
all lead up to our test and were in position to help any kid who needed
intervention.
Accommodation The students with IEPs go with Miss Boatright into the SPED room
for their individual needs. They do not stay in the class after I give instruction.