Ashley Ostendorf Mrs.

Travers, Margaret Brent Elementary January 22, 2014

LESSON PLAN OUTLINE JMU Elementary Education Program A. TITLE/TYPE OF LESSON Everyday Life in Colonial Virginia B. CONTEXT OF LESSON This is appropriate because the fourth graders I will be teaching will already have been introduced to this topic. We have previously discussed the cultures of colonial Virginia, the settlement areas, and their forms of exchange. The lesson is developmentally appropriate for fourth graders because it requires more inquiry and digging deep rather than just scraping the surface at the knowledge level of blooms taxonomy. Fourth graders will be able to understand the implications and affects of the limited and tough life that the settlers faced. The expert group activity allows each students to apply their unique thoughts to colonial life and cooperatively work together to review key terms and concepts. All of these skills are high on Blooms level of taxonomy, which proves this kind of activity to be extremely powerful. At their table groups, students are going to have to share materials (teaching kindness and a positive attitude) and use teamwork if someone at in their group is having trouble. Students are going to have to be responsible for cleaning up their table and will have to be able to explain their groups poster to their peers in the carousel walk. C. STANDARDS OF LEARNING VS.4 the student will demonstrate knowledge of life in the Virginia colony by e) Describing everyday life in colonial Virginia. D. LEARNING OBJECTIVES Understand Students will understand the everyday lives of the settlers in Colonial Virginia. Know Students will know the limited resources that the settlers had, specifically in food, housing, and clothing. Students will know what life was like for whites, enslaved african americans and free african americans. . E. ASSESSING LEARNING What will your students do and say, specifically, that indicate every student has achieved your objectives? Remember every objective must be assessed for every student! Objective Students will understand the everyday lives of the settlers in Assessment Expert group posters 1-1 check for understanding Data Collected I will collect the students posters that will have written information Do Students will be able to read, discuss, and teach the class characteristics about life in colonial Virginia using descriptive words and imagery.

Ashley Ostendorf Mrs. Travers, Margaret Brent Elementary January 22, 2014

Colonial Virginia

Students will know the limited resources that the settlers had, specifically in food, housing, and clothing.

Interactive notes Expert group posters 1-1 check for understanding

Students will know what life was like for whites, enslaved African Americans, and free African Americans. Students will be able to read, discuss, and teach the class characteristics about life in colonial Virginia using descriptive words and imagery.

Interactive notes Expert group posters 1-1 check for understanding

as well as pictures drawn. I will collect the 1-1 exit cards. Students should have a wow fact and a question they still have. I will collect their note packet to make sure they have them completed. I will collect the students posters that will have written information as well as pictures drawn. I will collect the 1-1 exit cards. Students should have a wow fact and a question they still have. I will collect their note packet to make sure they have them completed. I will collect the students posters that will have written information as well as pictures drawn. I will collect the 1-1 exit cards. Students should have a wow fact and a question they still have.

F. MATERIALS NEEDED Poster paper Fill-in-the-blank notes for each student (27) Information sheets (27) Index cards (27) Markers for each group ActivBoard presentation G. PROCEDURE (CONTENT) Preparation of the learning environment: I will make sure that the classroom is in order before starting the lesson During morning work time, I will double check to make sure each table has their materials while the students get themselves organized. I will instruct the students to clear their desks with the exception of their note packet and a pencil I will pass out the word splash chart paper

Ashley Ostendorf Mrs. Travers, Margaret Brent Elementary January 22, 2014

I will have my ActivBoard presentation pulled up and ready to go I will have my music and speakers set up and ready Introduction To introduce the lesson, I will instruct the students to write down everything you know about colonial life in Virginia. During this quick wordsplash students may draw pictures too, but write down anything that comes to mind when someone says colonial Virginia. Everybody needs to write or draw; you may use the markers that I have placed on your table. You have two minutes to write as many things as you can! I will play music while they are writing. This will serve as a pre-assessment for what they already know about our topic. When the time is up I will ask each group in order table 1-6 to share the things that they have come up with. I will encourage participation and give praise to the answers they come up with. Implementation I will explain that today we are going to focus on the every day life of a settler. I will tell the students that the groups that they are in now are whom they will be working with. They will create their poster in their expert groups after the short ActivBoard lesson Students will have their notes on their desk. The notes are interactive and use ActivBoard features. Students will be chosen via talking sticks to reveal blanks from the ActivBoard on the following content: o People living in colonial Virginia depended on natural, human, and capital resources to produce the goods and services they needed. o Food choices were limited and meals were made of local produce and meats o Most people lived in one-room homes with dirt floors but some people, mostly farmers, lived in large houses o Households made their own clothes. Most clothing was made of cotton, wool, and leather o Most white Virginians made their living from the land as small farmers. A few owned large farms called plantations. o Most enslaved African Americans worked tobacco crops, and livestock o Enslaved African Americans had no rights o Many free African Americans owned their own business and property, but were denied most rights After the notes are completed, students will become experts on a specific topic. Each group has a different topic about everyday life in colonial Virginia: family and the economy, plantation life, daily lives of enslaved Africans, life beyond plantations, life of children, and education and clothing. I have chosen specific topics for each group depending on the strengths of the students in the group. They will read a one-page handout about each and will create a poster to teach the class about their specific topic. Before students start we will as a class create a rubric of what they think needs to be on their poster- this will be written on the board for students to look at Students will have about 15-20 minutes to create their poster I will number students 1-4/5 at each table group. All of the 1s will be in a corner of the room, 2s in the other corner, 3s and 4s/5s in the remaining two corners. Students will get a minute to look at each poster. I will be timing on my cell phone.

Ashley Ostendorf Mrs. Travers, Margaret Brent Elementary January 22, 2014

The student who read about the topic at the station will explain their poster to their new group. During this carousel walk, one student in the group will be the expert, explaining the information they learned to the students in their group who did not read about their topic. To wrap up the lesson I will ask the students to complete a 1-1 exit card on a notecard: 1"WOW!" facts, and 1 thing you would like to know more about/question

H. DIFFERENTIATION Describe how you have planned to meet the needs of all students in your classroom with varied interest and learning readiness, English language proficiency, health, physical ability, etc. How will you extend and enrich the learning of students who finish early? How will you support the learning of children struggling with your objectives? I have planned to meet the needs of all the students in my classroom. No student can finish early at the stations for they will be timed a minute and told to move on. If anything, they will need more time. If a group does finish early creating their poster, I know there can be a lot more detail added to their projects. The students who get off task will be re-directed by their classmates and myself. There are no ELL students in my class, so the instructions to the activity will not be an issue. Those who are struggling with my learning objectives will be given extra attention and guidance. I do not anticipate any problems with the tasks since they have been doing lessons like this (hands-on) all year. Every students poster products are going to be different and individualized by their creativity/interest level.

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT? Students may not be interested in this topic which I will try and gauge their attention throughout the lesson. I have catered to visual, auditory, and kinesthetic learners in this lesson. Products of posters and group presentations may not be up to par, which I have attempted to control by creating a class rubric. Students may not be focused during the fill-inthe-blank guessing discussion. This is okay because they will still be forced to hear the content in the group presentations and when I go over the fill-in-the-blank answers. We may and probably will run out of time to complete everything in this lesson plan, which is okay! If there isnt enough time to complete the exit cards, there could be a two-minute discussion about what they learned at the beginning of their next social studies lesson.