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Lesson Plan Format

Teacher: Ryan Bruce- Student Teacher at LFO High school
Class: 11th Grade Honors American History. 1st and 4th block
Course Unit: Unit 1- Colonial Era (Pre-Columbian-1763)
Lesson Title: Colonization of the New World
Summary of the task, challenge, investigation, career-related
LESSON OVERVIEW
scenario, problem, or community link.

This lesson will be over the Colonization of the New World. All thirteen colonies will be
discussed numerous times throughout this lesson, as well as the significance of each
colony. This lesson will also how each colony was politically, governmentally,
economically, and religiously. The lesson will also cover many key colonial people, such
as John Winthrop, William Penn, Lord Baltimore, John Rolfe, John Smith, and many more.
This lesson will also come with a lesson review that will include guided reading questions
that students will need to know in order to be fully prepared for their formative
assessment.
Identify what you want to teach. Reference State, Common
STANDARDS

Core, ACT College Readiness Standards and/or State Competencies.

SSUSH1 The student will describe European settlement in North America during the 17th century.
a. Explain Virginias development; include the Virginia Company, tobacco cultivation,
relationships with Native Americans such as Powhatan, development of the House of Burgesses,
Bacons Rebellion, and the development of slavery. b. Describe the settlement of New England;
include religious reasons, relations with Native Americans (e.g., King Phillips War), the
establishment of town meetings and development of a legislature, religious tensions that led to
the founding of Rhode Island, the half-way covenant, Salem Witch Trials, and the loss of the
Massachusetts charter and the transition to a royal colony. c. Explain the development of the
mid-Atlantic colonies; include the Dutch settlement of New Amsterdam and subsequent English
takeover, and the settlement of Pennsylvania. d. Explain the reasons for French settlement of
Quebec. e. Analyze the impact of location and place on colonial settlement, transportation, and
economic development; include the southern, middle, and New England colonies.

OBJECTIVE(S)

Clear, Specific, and Measurable NOT ACTIVITIES

Student-friendly

Students will be able to name all thirteen colonies, and know exactly where each one is located.
Students will be able to define all key terms, and names of Colonization of the New World that
are in The American History textbook.
Students will be able to know the history (Geography, Native Population, Reason for Colonizing,
Economy, Labor, Religion, Government, Women, Education, Culture) of each region of the
Colonies (South, Middle, North/New England)
Students will be able to answer all of the Guided reading questions located in the Unit 1 Learning
progress sheet correctly.

ASSESSMENT/EVALUATION

Students show evidence of proficiency through a variety of

assessments.

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Aligned with the Lesson Objective
Formative/Summative
Performance-Based/Rubric
Formal/Informal

The test has been moved back to Friday, January 29, 2016. The test is a Formative Assessment,
over everything learned in the assessment. The test has added 10 questions to it, so it is 60
questions rather then 50 now. The students just took a quiz on the 13 colonies, where students
were given a blank map of the 13 colonies and had to fill in where each was located. The test will
be performance based rather then rubric based.

MATERIALS

Aligned with the Lesson Objective

Rigorous & Relevant

Each student will need to bring their The Americans: Georgia Edition textbook by McDougal
Little for this lesson to use for researching the Operation Seaboard activity they will do in class.
Students must also bring their warm-up notebook so that they can complete the warm up
assignment every day. They will also need to come mentally prepared for this lesson so that they
are fully prepared for their test Friday.

ACTIVATING STRATEGY

Motivator/Hook
An Essential Question encourages students to put forth more effort
when faced with a complex, open-ended, challenging, meaningful
and authentic questions.

At the beginning of each class, students will be required to do their warm up question.
1. (Monday) Explain the changes and conflicts that occurred when the diverse worlds and
people of Europe, Africa, and the Americas collide after 1492. (1/25)
2. (Tuesday) Why did European nations pursue overseas exploration and colonization?
3. (Wednesday) Get with your group and prepare materials to teach to your classmates.
4. (Thursday) Write a half page response on the following topic: How do you think the
Columbian Exchange has enriched the world?

INSTRUCTION

Step-by-Step Procedures-Sequence
Discover/Explain Direct Instruction
Modeling Expectations I Do
Questioning/Encourages Higher Order Thinking
Grouping Strategies
Differentiated Instructional Strategies to Provide
Intervention & Extension

1. (Everyday) We start the lesson every day with the warm up question that I give them 5
minutes when they get to class to finish. Then we will discuss every day for about 15-20
minutes. I upped the time of this because the discussions usually last for more then 5-10
minutes.
2. (Monday and Tuesday) For this lesson I am giving them a break from the forever long
power points. For this lesson I will assign a group activity called Operation Seaboard which
is all about the 13 colonies. For this activity I will divide the students up into groups

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3.

4.
5.

6.

(Southern, Middle, Northern/NE), that I will assign myself, and then each group will be
required to research throughout any textbook in the classroom the history of colony. The
history I am looking for consists of Geography, Native Population, Reason for Colonial
Establishment, Economy, Labor, Religion, Government, Women, Education, Culture. Each
group will be expected to complete an outline of the above information to turn in for a
grade.
(Wednesday) At the beginning of class after warm-up, I will split the groups up again,
where that there is a person from each group in a new group. Each person will teach the
people of the new group about the history of their specific region. I will then write on the
whiteboard each region (South, Middle, North/NE), and the students will come up with their
Top 5 for each region. The Top 5 is where students will decide what the 5 most
important events, or moments for this region is.
(Wednesday) Once we complete the above assignment, we will go straight into the guided
reading questions. We will go over each question together as a class, and find the best
answer for each. I will attach the guided reading question to this separately.
(Thursday) On Thursday we will have our final day until the test. I have already made a
Jeopardy review game for them to play in class on Thursday, and there will be two teams,
and the winning team will receive 5 points extra credit on their test. Once we are done,
Ms. Zipp is going to present a power point for them with some more questions that they
may need to know for the test.
(Friday) Test day

GUIDED & INDEPENDENT

PRACTICE

We Do-You Do
Encourage Higher Order Thinking & Problem Solving
Relevance
Differentiated Strategies for Practice to Provide Intervention &
Extension

1. We-do- Teach the students each Colonial region (South, Middle, Northern/New England),
and which colony is in each region. I will briefly discuss each one of the colonies, and
important factors.
2. You-do- I then will put the students into groups where they will dig deeper in trying to find
out more on the history of these colonies as I discussed earlier. They will put these into an
outline, and then they will be put into a new group, a different person from each region will
be in the new group, and they will teach the information to each other.

CLOSURE

Reflection/Wrap-Up
Summarizing, Reminding, Reflecting, Restating, Connecting

Ticket Out The Door- Before students can leave every day I will ask each student one of many
questions before they leave class. The question wont necessarily be a right or wrong answer, but
a checking for understanding. That way I can see what I need to teach better, which students
arent paying attention, and what I know they are understanding the best.

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CROSS-CURRICULAR
CONNECTIONS
One of the most interesting topics in this whole unit, is the Salem Witch Trials. Many
students will learn about this in English as well from reading The Crucible. One night
for homework, students will be asked to watch a history channel special on the Salem
Witch trials on YouTube, and give a response on their thoughts of the topic.
Here is the link to the video:
www.youtube.com/watch?v=PdX1vK03hRw Start at 6:30

NOTES: