Middle Childhood Education

Middle Childhood Education Lesson Plan Template v. 2

Teacher Candidate Name: Trevor Barhorst
Lesson Title/#: European Colonization/3
Grade Level: 8: Why did Europeans settle in America?

Lesson Foundations
Content Standards
*Science and SS should also
include common core for
reading/writing

CCSS 8.2 North America, originally inhabited by American Indians, was explored and colonized
by Europeans for economic and religious reasons
CCSS 8.3 Competition for control of territory and resources in North America led to conflicts
among colonizing powers
CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.

Learning Objective(s)
Students will

LO1- Students will be able to build and support an argument how and why conflicts arose in
North America (Evaluate)
LO2- Students will be able to explain why Europeans settled in North America (Understand)

Prior Academic
Knowledge and Skills
What have you or your
mentor taught previously that
will inform what students are
learning today?

Materials & Resources

1.
2.
3.
4.

Students are comfortable using the various components of a map.

Students are familiar with navigating the internet
Students are familiar with Word-processing software such as Microsoft Word
Students are able to explain Christopher Columbus role in discovering and colonizing
the Americas

1. Colonial America Music- https://www.youtube.com/watch?v=uCCab8DFfBY (Intro)

2. Animated Maphttp://historyanimated.com/verynewhistorywaranimated/animations/PreRevolutionAnim
ation.html (Instruction)
3. EdPuzzle- https://edpuzzle.com/classes (Instruction)
4. 22 headsets
5. The History of the World: Every Year- https://www.youtube.com/watch?v=-6Wu0Q7x5D0
(Instruction)

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6. Coloring Utensils (Markers, colored pencils, crayons, etc.)

7. 22 Exit Tickets (Closing)

Assessments

Describe the assessments that will be used in this lesson to monitor students mastery of the lesson objective(s). List assessments in order in which they
appear in the lesson.

Name and
number of
Assessment
A1 Interactive
Map Discussion

Description of assessment

Evaluation Criteria - What is the evidence (the answers) of student

learning? Specifically list evidence of learning and learning objectives.

Students will use

Historyanimated
interactive map to draw
conclusions about
European conflict in North
America at different
points during Colonial
Expansion (1500-1758)

LO1
Going off of our last two days of class, how could the Colonial
Expansion before 1500 map be misinterpreted? (Evaluate)
The map only has a dot in Newfoundland saying that is where the
Vikings landed. I know this is supposed to be a map of European
colonial expansion, but the mapmaker should have identified the
Native American people already living in North America. The neutral
tan color makes North America seem as if it was completely
unoccupied, which most certainly isnt the case.
What observations can be made about the year 1550 (Analyze)
It seems as if the Spanish are taking over most of the southern half of
America, by taking over Florida and Texas and the area northwest of
Texas. I also notice the French landed on the East side of present day
Canada
What observations can be made about the year 1650 (Analyze)
In the hundred years following 1550, the Spanish have continued
going west and began climbing the coast all the way into present day
Canada. The French have made tremendous ground by claiming most
of the Eastern half of present day Canada and even went into present
day America claiming the states surrounding the southern half of the
Mississippi River. Additionally, the Dutch and English have small
territories on the Eastern coast of present day America. EnglandJamestown, Boston. Dutch-New Amsterdam.

Middle Childhood Education

What observations can be made about the year 1700 (Analyze)

I notice that land is becoming much sparser than ever before.
European nations have begun fighting over land. At this point, French
territory touches both the English, and Spanish. The French appear
the most powerful, although England is expanding along the east
coast by taking over the Dutchs land and the open territory along the
East Coast. The British also received much land in the Treaty of
Utrecht in what is now present day Canada. The Spanish seem
stagnant and have not expanded
What observations can be made about the years 1754-1763 (Analyze)
In the bottom right corner, it says the French and Indian War has
started. The maps show many battle spots where French and English
territory meet. It seems as if their borders were quite contested. The
bottom left corner tells us that in accordance with the Treaty of Paris
the French left North America and the English took over their land
east of the Mississippi and in Canada. The Spanish lost Florida to the
English but retained all their other land and gained Frenchs territory
west of the Mississippi River.
Were there any surprises from the interactive map? (Evaluate)
Yes, I am surprised the English were able to beat the French and the
Indians. On the map, the French looked so powerful, and with the
Native Americans help I am surprised they didnt win
What do you think led to conflict between European Nations
(Evaluate)
I think it is mostly power. Nations are able gain power by claiming all
this new land. Once land began running out in the New World, nations
turned to fighting each other to attain more land. I also wonder if the
mother countries wanted to bring back more resources much like the
Spanish with Christopher Columbus.

Middle Childhood Education

A2 Reasons of
European
Colonialism

Students will work

individually or in small
groups at their own pace
on teacher designed
EdPuzzle. Students will
watch an array of videos
and complete built in
assessments on the
reasons of European
Colonialism that
accompany each
resource.

LO1 LO2
The job description of a Spanish conquistador/missionary would most
closely match which of the below? (Understand)
a. Making repairs on local homes and boats
b. Searching for Raw Resources
c. Planting and harvesting
d. Converting Native population to Catholicism
The video cited this/these motivation(s) as being most responsible for
European countries colonizing North America: (Remember)
a. To build a slave trade
b. As a show of technological advancements to the world
c. God, Glory, Gold
d. Corn, Cattle, Crops
How would King James describe Mercantilism? (Remember)
Mercantilism was King James philosophy to expand away from Europe
into the New World so that colonies created would help mother
country get rich
What rules did mother countries establish for colony trading? How
would colonies trade under these rules? (Understand)
Under a contract with the mother country, colonies would only be able
to trade with mother countries. They were not aloud o trade with
other countries and conversely build opposing countries wealth.
Instead, colonies would send back raw resources such as wood to
their mother country. Their mother country would make chairs from
the wood and send those chairs back to the colonies to be sold
What caused conflicts to arise between countries? (Understand)
There are a number of reasons conflict arose. One of those reasons
was land. These European countries saw North America as free game
and wanted to expand as quickly as possible. When they began
running into each other, though, expansion came to a halt. So,
countries began fighting to claim opposing lands. Secondly, mother
countries wanted their resources. The more land they possessed, the

Middle Childhood Education

more resources they would have. It was not uncommon for colony
ships to be attacked by opposing countries to steal resources present
on the ship
What message is the author of The Mercantilist Argument for
Colonial Expansion trying to send? (Evaluate)
To me, this political cartoon essentially visualizes Mercantilism. The
three maids are colonists treating their master (Mother country) to
platters full of gold, silver, foodstuffs, and raw materials. This is a
great analogy because this would be King James idealist version of
Mercantilism. I imagine him sitting in place of the mother country
while he is served firsthand by his many underling colonies.
Exit Ticket

This formative
assessment will put
students in the position of
a European at the height
of European Colonization
and students will have to
explain why Europeans
settled in North America

LO2
You are the child of a wealthy European family. You are excited at the
opportunity to explore the New World and know your parents have the
money to fund your trip. Compose a letter to your parents asking for
permission to go to the New World. Give a meaningful rationale
behind why you should be allowed to go. (Create)
Dear family,
A tremendous opportunity has been presented to me and it is surely
best that I take advantage of it. I would like to make the voyage to the
New World. The New World is filled with great promise. The religious
persecution we face every day here would cease to exist in the new
world. We can freely practice our faith once and for all. America is
filled with tremendous resources and gold that will grant its finder
much wealth. Lastly, this would mean so much for the country of
England. We are a growing country attaining more and more power
every day. I would like to contribute to this claim my own land in the
New World. Please respect my wishes.

Instructional Procedures/Steps

Each portion of this section should be aligned with learning objectives. Note when you are addressing a learning objective and when enacting an assessment.

Teacher will

Student will

Middle Childhood Education

Include instructional practices, questions you will ask, checks
for understanding, differentiation, evidence of culturally
responsive teaching practices.

Opening
_____15_____

What will students be doing?

What evidence of learning will students demonstrate?
Student-centered learning/opportunities for practice and
application.

1. Classroom Setup

Minutes
-

Hook?
Activate prior
knowledge?
Communicate LOs?

Students will be seated in their usual seats.

Teacher will clear the space immediately in
front of the Smartboard moving the
unoccupied tables elsewhere. Once space
has been established, teacher will take the 4
unoccupied chairs and begin making a wide
circle in the open space. On the Smartboard,
teacher will have outline directions for
students to follow as they enter the room. 1.
Grab and logon to a laptop 2. Enter
historyanimated.com into URL bar and load
website 3. Click on Revolutionary War Slider
4. Click on America before the Revolutionary
War under bolded Prelude to the War 5. Click
on Battle Animation and toy around with
map. Lastly, teacher will load Colonial
America music on YouTube, Historyanimated
site, and EdPuzzle. Teacher will play Colonial
America music at a low volume just enough
to catch the attention of students.
2. Beginning of Class
As students enter the class, teacher will
instruct students to grab a laptop and follow
the directions outlined on the Smartboard.
Once students have seated, teacher will use
attention-getter to get attention on him.
Teacher will communicate LOs to students as
they are loading up their laptops.
3. Musical Chairs Activity

Students will grab a laptop and follow directions

outlined on the Smartboard.

For those students taking notes, students will

record their notes either in the traditional sense or
in a word processing program on their computer.
When selected, the 8 students will add their chairs
to the circle and play musical chairs following
traditional rules.

Middle Childhood Education

Teacher will announce that for this activity

students may either record notes in their
journal or on their favorite word-processing
software, such as Microsoft Word. For those
students opting to take notes on Word,
teacher gives go ahead for students to lead
Microsoft Word. As students are preparing
their notes, teacher will prompt students to
raise their hand if they want to participate in
a game of musical chairs. Teacher will be
calling on a total of 8 students. Instructor will
be a bit biased in his picking, though, by
selecting a majority of students who arent
afraid to be animated in front of the class.
This is necessary to help students draw
connections to content.
After 8 students have been selected, teacher
will instruct those 8 students to grab their
chairs and finish off the circle teacher already
started. (At this point, there will be a total of
12 chairs for the 8 students.)
For those students who may not remember,
teacher will give brief reminder how to play
Musical Chairs. Teacher will remind observers
to record any and all observations that can
be made and to pay special attention to how
behaviors change as the game progresses.
Once directions have been given, teacher will
start music and begin playing Musical Chairs
just as one traditionally would, using the
Colonial Music to start and stop students.
Teacher will be attentive to safety of students
ensuring students dont get too rough with
each other when playing. Once all chairs

Students will share out observations made during

the musical chairs activity.

Middle Childhood Education

have been exhausted, teacher will hold brief

celebration for winning student and move to
discussion. Teacher will instruct students to
bring chairs back to their seat.
4. Musical Chairs Discussion
Once, students have returned to their seat,
teacher will ask students to share out general
observations. It is very pertinent teacher
introduces second question below to the
class to tie activity to content.
What observations were made from the
musical chairs activity? (Remember)

I noticed that at the beginning the game was not

very interesting. Everybody was just walking
around taking a seat when the music stopped
because there were so many seats. As more and
more chairs got taken away, though, people
became more physical and even started pushing
each other for the remaining empty chairs. I
noticed that the bigger and stronger student won,
because he was able to block off and defend the
chair better than the smaller students

I am guessing that at the beginning of European

Colonization North America was like the beginning
of the musical chairs activity when there more
chairs then people. People were moreso roaming
Lets begin to think about North America now. around the chairs staking claim but not really
Going off our observations from the musical
fighting over any chairs. As more and more chairs
chairs activity, what do you hypothesize
got taken away, or in the case of North America
began to happen as more and more European where more and more land was being taken,
countries began colonizing North America?
people began getting hostile with one another and
(Apply)
land started to become contested. I imagine the
strongest of countries were able to stake their
claim to land thanks to a strong backing from their
mother nation.

Middle Childhood Education

As discussion ends, teacher will emphasize

how much he enjoyed the discussion and that
many valid points were made. To transition
into instruction, teacher will announce we will
be accessing our prediction as we find out
what really happened.
Instruction
__________ Minutes
Procedures and steps
to the lesson.
Strategies?
Assessments?
Q & A?
Evidence of
learning?
CRP?
Planned supports?
Transitions: Identify
when you are
transitioning and how
you will make that a
smooth transition?

5. Transition (1 Minute)
To allow students to see what really
happened, teacher will reference the laptop
sitting on students desks.
6. Interactive Maps (7 Minutes)
Teacher will begin modeling how to use the
interactive map entitled America before the
Revolutionary War. Teacher will demonstrate
for students how to start, stop, rewind, fast
forward, etc. in the bottom left corner.
Teacher will reference the key in the top left
corner and the backstories in the lower righthand corner. Once teacher has finished
modeling, he will give students seven
minutes to work through the interactive map.
Teacher will instruct students to take notes
whenever the map seems to change
dramatically.

Students will follow along with teacher modeling to

learn the mechanics of the webpage. Students will
be given five minutes to work through the
interactive map.

Some guiding questions for students to

answer:
With France amassing such tremendous
power through ownership of land, how could
they have lost to England in the Seven Years
War? (Evaluate)

Plausible Conclusion to be drawn:

Although France amassed a great amount of land,
they were not backed by the mother country as
strongly as England.

Middle Childhood Education

Follow up information/guiding question:

England had a particularly strong Navy.
In what ways may have Englands strong Navy
impacted the Seven Years War? (Analyze)
I imagine Englands strong navy made it difficult
for France to provide proper resources to its
colonies. This may have made it difficult for the
French colonies to fight only with the aid of the
Native Americans when they have a shortage of
resources and Native American technology wasnt
on par with England and its colonies.
What factors may have led to the Dutch
population dwindling so quickly? (Evaluate)

For Students who finish early:

Teacher will instruct student to find more
information on the Treaty of Utrecht if they
seemed interested on that topic. Some
information on the Treaties of Utrecht in case
students are strapped on time.
Treaties of Utrecht, also called Peace
of Utrecht, (April 1713September 1714), a
series of treaties between France and other
European powers (April 11, 1713 to Sept. 7,
1714) and another series between Spain and
other powers (July 13, 1713 to June 26,
1714), concluding the War of the Spanish

Going off of the map, I would conclude the English

colonies forced them out by battle as England
ended up taking over the Dutchs territory.

Middle Childhood Education

Succession (170114).

7. Interactive Maps Discussion (A2 LO1) (8

Minutes)
Once seven minutes have wrapped or every
student has finished, teacher will host
discussion drawing conclusions about
European conflict in North America at
different points during Colonial Expansion
(1500-1758)
Going off of our last two days of class, how
could the Colonial Expansion before 1500
map be misinterpreted? (Evaluate)

What observations can be made about the

year 1550 (Analyze)

What observations can be made about the

year 1650 (Analyze)

Students will discuss their observations and draw

conclusions about European conflict in North
America at different points during Colonial
Expansion (1500-1758)
The map only has a dot in Newfoundland saying
that is where the Vikings landed. I know this is
supposed to be a map of European colonial
expansion, but the mapmaker should have
identified the Native American people already
living in North America. The neutral tan color
makes North America seem as if it was completely
unoccupied, which most certainly isnt the case.
It seems as if the Spanish are taking over most of
the southern half of America, by taking over
Florida and Texas and the area northwest of Texas.
I also notice the French landed on the East side of
present day Canada
In the hundred years following 1550, the Spanish
have continued going west and began climbing
the coast all the way into present day Canada. The
French have made tremendous ground by claiming
most of the Eastern half of present day Canada
and even went into present day America claiming
the states surrounding the southern half of the
Mississippi River. Additionally, the Dutch and
English have small territories on the Eastern coast

Middle Childhood Education

of present day America. England-Jamestown,

Boston. Dutch-New Amsterdam.
What observations can be made about the
year 1700 (Analyze)

What observations can be made about the

years 1754-1763 (Analyze)

Were there any surprises from the interactive

map? (Evaluate)

What do you think led to conflict between

European Nations (Evaluate)

I notice that land is becoming much sparser than

ever before. European nations have begun fighting
over land. At this point, French territory touches
both the English, and Spanish. The French appear
the most powerful, although England is expanding
along the east coast by taking over the Dutchs
land and the open territory along the East Coast.
The British also received much land in the Treaty
of Utrecht in what is now present day Canada. The
Spanish seem stagnant and have not expanded
In the bottom right corner, it says the French and
Indian War has started. The maps show many
battle spots where French and English territory
meet. It seems as if their borders were quite
contested. The bottom left corner tells us that in
accordance with the Treaty of Paris the French left
North America and the English took over their land
east of the Mississippi and in Canada. The Spanish
lost Florida to the English but retained all their
other land and gained Frenchs territory west of
the Mississippi River.
Yes, I am surprised the English were able to beat
the French and the Indians. On the map, the
French looked so powerful, and with the Native
Americans help I am surprised they didnt win
I think it is mostly power. Nations are able gain
power by claiming all this new land. Once land
began running out in the New World, nations
turned to fighting each other to attain more land. I
also wonder if the mother countries wanted to
bring back more resources much like the Spanish

Middle Childhood Education

with Christopher Columbus.

8. EdPuzzle Setup (4 Minutes)

Once discussion has wrapped, teacher will
mention that while these interactive maps
are telling of a lot of things, we still need to
ground discussion more on historical
accuracy and so students will now be given
time to watch videos providing the actual
answers.
Teacher will return to computer and pull up
EdPuzzle website. Teacher will instruct
students to do the same on their laptops and
then find the lesson teacher has designed for
this class entitled European Colonization of
America. Teacher will model for students

Students will follow along with instructor to find

the teacher-designed European Colonization of
America lesson. A couple students will distribute
headsets to their fellow peers.

Middle Childhood Education

how to find the lesson and then navigate the

room helping students find the proper lesson.
As teacher is moving around the room, he
finds a couple students who have quickly
found the lesson to pass out headsets to
every student.
9. EdPuzzle (A3 LO1 & LO2)
(Approximately 35 Minutes)
Once students have found the website,
teacher will pull class back together with an
Students will listen as teacher explains EdPuzzle
attention-getter. Since students have not
and how students will be navigating the lesson.
worked with EdPuzzle yet, teacher will
provide brief summary of what it is and how
students can navigate lessons. Teacher will
quickly model basic functions in EdPuzzle to
familiarize students with technology. Teacher
will place extra emphasis on the fact students
can work at their own pace so they may
pause or rewind videos if they need more
time to process the information. Once they
start hitting assessments, students are able
to go back to the video for reference. Since
teacher has trimmed education videos to his
liking, he doesnt need to worry about
students taking 10 minutes to find one
answer. Additionally, teacher will mention the
subtitles feature and how to change the
language subtitles appear in.
If desired, students are able to join peers to
complete this assessment, although that is
Since this is the first time students will be
entirely up to the students. Students will work at
working with this software, teacher will not
their own pace
be adamant about students working
individually or in groups. Students can do
either but their group can only be composed
of students sitting at their table cluster. To

Middle Childhood Education

ensure students are properly able to hear

videos, teacher will monitor students volume
to ensure they are not taking advantage of
the opportunity granted to them. If need be,
teacher will make this a purely individual
activity. Teacher will announce to students
that they will be aloud to work on this
assessment until there are 12 minutes left in
the class. Teacher will regularly provide time
updates to ensure students stay on track.
ELL Student check-For those ELL students
who may not understand my point on
subtitles, teacher will roam the room
individually checking on ELL students
ensuring their subtitles are on and in a
language that is conducive to their learning.
As students are working, teacher is
periodically using his account to monitor the
pace of students (where they are at in the
lesson) and how they are doing on the
assessments. Teacher will reference this often
to see who needs additional support.
If teacher notices a student is lagging behind,
teacher will ensure that student is
comfortable navigating the lesson and be in
proximity of them as they progress through
the lesson.
If a teacher notices a student is struggling
with the assessment questions, teacher will
provide transcript of all that is said
throughout the videos. Transcript will be
broken into each individual video and the

Middle Childhood Education

corresponding questions. Students who are

struggling can reference this sheet when
answering the questions or add additional
notes as the videos play (noting visuals). Of
course, teacher will stay cognizant of these
students as they are completing the
assessment and remain extra attentive to
how they are performing on the assessment.

About fifteen minutes in, teacher will stop

and do a quick regroup. He will lead off by
asking if anybody has any questions that
could pertain to the whole group if they did
not get a chance to ask teacher while he was
navigating the room. To grant students a
refresher from working on their laptops,
teacher will ask questions below. By now,
students will have already seen the videos
necessary to answer this question and likely
will have already answered it lightly in
EdPuzzle. Since this questions is open,
though, teacher would like to extend learning
by hosting conversation on this question.
What caused conflicts to arise between
countries? (Understand)

Middle Childhood Education

For students who finish early

Students who finish early will have a few
choices for what they do for the remaining
time. If students finish working on one of
these options while other students are still
working on EdPuzzle, give them another
option to choose from
Option A
The History of the World: Every Year
-Teacher will encourage students to visit this
YouTube video
(https://www.youtube.com/watch?v=6Wu0Q7x5D0) and skip to minute mark 15:40
which is year 1400 although may start at an
earlier point if a certain year sparks their
interest. This video demonstrates the change
in territories across the world by mapping
territories of the world. Each year is given
about half a second so students may need to
pause if needed. Guiding question for this
group:
We have spent a lot of time looking at maps
of North America during the Colonial Period.
Is there a colonial influence on the other
continents of the world at this time?
(Evaluate)

It is evident that colonial influence spreads to

more than just North America. Across the world,
territories are shifting literally every year. Some
are gaining power as they colonize and some are
losing power or even completely fading to exist.

Middle Childhood Education

Option B
If a particular video in the EdPuzzle sparked
the interest of a student, student can be
directed to the full YouTube video to watch
the entirety of the video.
Option C
Students can return to the Interactive map
website and pick an individual year. Students
can draw/color the territories of North
America. Students will have option of keeping
drawing or displaying drawing on the walls of
the classroom.
Option D
If none of these options are particularly
interesting for students, teacher will allow
students to make a suggestion on something
content related.
10.
For Students who dont finish on
time
Students who do not finish on time will be
instructed to finish assessment at home
using credentials they used to login during
class.

e.
f.
g.
h.

Making repairs on local homes and boats

Searching for Raw Resources
Planting and harvesting
Converting Native population to Catholicism

e. To build a slave trade

f. As a show of technological advancements to
the world
g. God, Glory, Gold
h. Corn, Cattle, Crops
Mercantilism was King James philosophy to expand
away from Europe into the New World so that
colonies created would help mother country get
rich

Middle Childhood Education

Questions on the assessment

The job description of a Spanish
conquistador/missionary would most closely
match which of the below? (Understand)
The video cited this/these motivation(s) as
being most responsible for European
countries colonizing North America:
(Remember)

How would King James describe

Mercantilism? (Remember)
What rules did mother countries establish for
colony trading? Provide an example of what
this might look like for a colony (Remember &
Apply)

What caused conflicts to arise between

countries? (Understand)

Under a contract with the mother country, colonies

would only be able to trade with mother countries.
They were not aloud to trade with other countries
and conversely build opposing countries wealth.
Instead, colonies would send back raw resources
such as wood to their mother country. Their
mother country would make chairs from the wood
and send those chairs back to the colonies to be
sold
There are a number of reasons conflict arose. One
of those reasons was land. These European
countries saw North America as free game and
wanted to expand as quickly as possible. When
they began running into each other, though,
expansion came to a halt. So, countries began
fighting to claim opposing lands. Secondly, mother
countries wanted their resources. The more land
they possessed, the more resources they would
have. It was not uncommon for colony ships to be
attacked by opposing countries to steal resources
present on the ship
To me, this political cartoon essentially visualizes
Mercantilism. The three maids are colonists
treating their master (Mother country) to platters
full of gold, silver, foodstuffs, and raw materials.
This is a great analogy because this would be King
James idealist version of Mercantilism. I imagine
him sitting in place of the mother country while he
is served firsthand by his many underling colonies.

Once there are 12 minutes in class remaining,

students will place their laptops back into the

Middle Childhood Education

laptop cart. Student will be dismissed by table to

avoid congestion at the laptop cart.
What message is the author of The
Mercantilist Argument for Colonial Expansion
trying to send? (Evaluate)

11.

Laptop Cleanup

When there are 12 minutes left of class,

students will be instructed to place their
laptops back into the laptop cart. To avoid
congestion, teacher will dismiss students one
table at a time to do so. As students are
returning their laptops, teacher will pass Exit
Tickets for Closure
Closure
_____10___
-

Assess?
Wrap up?
Set-up?

Minutes

12.
EdPuzzle Discussion
Teacher will host brief discussion with
students about EdPuzzle. First, teacher will
ask general opinion of EdPuzzle and whether
students think it should be used in the future.
If so, teacher will ask for specific advice that
would improve their experience. Teacher will
open floor up for any burning questions or
points students want to make related to the
content of the lesson. Teacher would like to
allot five minutes, though, for the exit ticket.
If powerful enough, teacher will push aside
Exit ticket and use it as part of the opener for
the next day.

Teacher and students will discuss general opinions

of EdPuzzle. Students can share out any burning
questions or points if desired.

Middle Childhood Education

Important questions that need to be

addressed:

13.
Exit Ticket transition
Teacher will announce to students that by
now they should have attained a strong
understanding behind why the Europeans
were motivated to colonize in North America.
With this background knowledge, teacher will
announce to students that they will now be
placed in the shoes of one of those European
citizens.

14.
Exit Ticket (5 minutes)
Teacher will reference the Exit Tickets lying
on students tables and grant students the
remaining time to complete the Exit Ticket.
You are the child of a wealthy European
family. You are excited at the opportunity to
explore the New World and know your
parents have the money to fund your trip.
Compose a letter to your parents asking for
permission to go to the New World. Give a
meaningful rationale behind why you should

Dear family,
A tremendous opportunity has been presented to
me and it is surely best that I take advantage of it.

Middle Childhood Education

be allowed to go. (Create)

Modifications/Acc
ommodations/Enri
chment
Differentiation: How
will you provide
students with specific
learning needs
instructional support?
How will you provide
students access to
learning?

I would like to make the voyage to the New World.

The New World is filled with great promise. The
religious persecution we face every day here
would cease to exist in the new world. We can
freely practice our faith once and for all. America
is filled with tremendous resources and gold that
will grant its finder much wealth. Lastly, this would
mean so much for the country of England. We are
a growing country attaining more and more power
every day. I would like to contribute to this claim
my own land in the New World. Please respect my
wishes.

15.
Exit
As students exit the room, teacher will
instruct students to place Exit Tickets on
designated table
IEP Students:
Student with visual impairment will be instructed to sit closest to the Smart Board in the
respective group. Exit Ticket directions are size 20 font so reading wont be a strenuous task.
Students who have hearing difficulties will reference captions on YouTube videos built into
EdPuzzle and will be wearing headphones for videos.
504 Plans:
Teacher will pay particular attention to 504 plan students while they work on EdPuzzle
assessment. Teacher will use teacher account tools to track how how quickly students are
progressing through assessment and the accuracy of their responses. If students are going to
slowly/quickly or receiving too many incorrect answers teacher will provide individualized
attention to those students. If students are struggling with EdPuzzle lesson, teacher will provide
transcript of videos for students to reference as they answer the assessment questions.

Middle Childhood Education

ELL Students: EdPuzzle is a terrific tool for teachers to cater to the needs of ELL students.
Traditionally for videos shared with the class, teachers will only be able to cater to two language
types. That is, the language the video uses and the subtitles if a teacher decides to make those
translated. Since students are individually watching the videos, though, students are able to select
subtitles in their language preference. So, language barrier will between instructor and students
will be broken down with help of YouTube.
Additionally, students have been placed in predetermined groups that play into language.
Students will pull support from their surrounding peers. Each table cluster pairs ELL students with
at least one student who is not only skilled in the similar language but also in English. These
students will act as translators as need to help tear down language barriers between instructor
and the student. If needed, students are allowed to write in their own language.

Gifted/Talented:
The needs of Gifted/Talented students will be catered to with the extension activity that closes out
my instruction. As these students will likely finish early and be searching for something to do,
students are granted three choices to help further their learning. Additionally, option C allows
artistic students to express themselves in the classroom while maintaining relevancy to content.
Struggling Students: When accounting for groups, teacher also spent time ensuring struggling
students would be partnered up with gifted and talented students. So, at each table cluster, we
have positioned someone who is both a leader and academically skilled. We remind students often
their classmates are their teammates and we all have the same goal in mind. Students are
adamant about making sure everybody learns. This classroom culture helps our struggling
students as they receive that individualized attention from their peers. Of course, teacher will
monitor student progress during EdPuzzle much like I will be doing for students on 504 plans. If
students are struggling with EdPuzzle lesson, teacher will provide transcript of videos for students
to reference as they answer the assessment questions.

Middle Childhood Education

Academic
Language
What language function
do you want students to
develop in this lesson?
What vocabulary do
students need to
support learning of the
learning objective for
this lesson?
What supports do you
have in place to assist
students with AL?

Identify
Language Function:
Explain

Planned Supports
Language Function:
Teacher modeling, peer contributions, Exit Ticket,
guiding questions, argument sentence stem sheet

Vocabulary:
Quote
Demonstrates
Passage
Conclude
Claims

Vocabulary:
Word Wall
Teacher modeling, visual and auditory questioning,
student modeling, trial and error.
Additionally, students will be able to reference
argument sentence stem sheet passed out earlier
in the week.

Syntax or Discourse?
Discourse

Syntax or Discourse?
Sentence Stem Sheet