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UnitTitle:LifeintheColonies GradeLevel:5thGrade Subject:HistorySocialStudies

Objective(s):

MultipleIntelligences UnitPlanTemplate EDUC526 Teacher:CaroleCrocker

TimeFrame:4weeks

Studentswillunderstandtheinfluenceoflocationandphysicalsettingofthefoundingoftheoriginal13colonies,and identifyonamapthelocationsofthecoloniesandoftheAmericanIndiannationalsalreadyinhabitingtheseareasby creatingmapandgraphicorganizer.

Intelligences:
Interpersonal(Thinkpairshare,GoogleDocs,video) Visual(GoogleDocs,video) Verbal(ThinkpairshareandGoogleDocs) Kinesthetic(UsingiPads,video,andfieldtrip) Musical(songtomemorizecoloniesforhomework) Naturalist(fieldtrip)

Technologies:
Computer/Laptopwithprojector iPadwithstylus GoogleDocs Apps:Paint,PaintSparkle,and/orDoodle Internet Email MicrosoftPowerPoint,Keynote,Prezi Dropbox Wordle

YouTube.com Songify.com Digitalcamera iPad Cellphone MicrosoftWord MicrosoftExcel Scanner

Standards:
HistorySocialScienceContentStandards 5.4Studentsunderstandthepolitical,religious,social,andeconomicinstitutionsthatevolvedinthecolonialera. 1. Understandtheinfluenceoflocationandphysicalsettingonthefoundingoftheoriginal13colonies,andidentifyonamapthelocationsofthe coloniesandoftheAmericanIndiannationsalreadyinhabitingtheseareas. 2. Identifythemajorindividualsandgroupsresponsibleforthefoundingofthevariouscoloniesandthereasonsfortheirfounding(e.g.,JohnSmith, Virginia;RogerWilliams,RhodeIsland;WilliamPenn,Pennsylvania;LordBaltimore,Maryland;WilliamBradford,Plymouth;JohnWinthrop, Massachusetts). 3. 4. 5. 6. 7. Describethereligiousaspectsoftheearliestcolonies(e.g.,PuritanisminMassachusetts,AnglicanisminVirginia,CatholicisminMaryland,Quakerism inPennsylvania). IdentifythesignificanceandleadersoftheFirstGreatAwakening,whichmarkedashiftinreligiousideas,practices,andallegiancesinthecolonial period,thegrowthofreligioustoleration,andfreeexerciseofreligion. UnderstandhowtheBritishcolonialperiodcreatedthebasisforthedevelopmentofpoliticalselfgovernmentandafreemarketeconomicsystem andthedifferencesbetweentheBritish,Spanish,andFrenchcolonialsystems. DescribetheintroductionofslaveryintoAmerica,theresponsesofslavefamiliestotheircondition,theongoingstrugglebetweenproponentsand opponentsofslavery,andthegradualinstitutionalizationofslaveryintheSouth. Explaintheearlydemocraticideasandpracticesthatemergedduringthecolonialperiod,includingthesignificanceofrepresentativeassembliesand townmeetings.

EnglishLanguageArtsContentStandards ReadingStandardsforLiterature 1. Quoteaccuratelyfromatextwhenexplainingwhatthetextsaysexplicitlyandwhendrawinginferencesfromthetext 2. Compareandcontrasttwoormorecharacters,settings,oreventsinastoryordrama,drawingonspecificdetailsinthetext 3. Compareandcontrasttwoormorecharacters,settings,oreventsinastoryordrama,drawingonspecificdetailsinthetext

6. Describehowanarratorsorspeakerspointofviewinfluenceshoweventsaredescribed 9. Compareandcontraststoriesinthesamegenreontheirapproachestosimilarthemesandtopics. 10. Bytheendoftheyear,readandcomprehendliterature,includingstories,dramas,andpoetry,atthehighendofthegrades45textcomplexity bandindependentlyandproficiently. ReadingStandardsforInformationalText 1. Quoteaccuratelyfromatextwhenexplainingwhatthetextsaysexplicitlyandwhendrawinginferencesfromthetext. 2. Determinetwoormoremainideasofatextandexplainhowtheyaresupportedbykeydetails;summarizethetext. 3. Explaintherelationshipsorinteractionsbetweentwoormoreindividuals,events,ideas,orconceptsinahistorical,scientific,ortechnicaltextbased onspecificinformationinthetext. 4. Determinethemeaningofgeneralacademicanddomainspecificwordsandphrasesinatextrelevanttoagrade5topicorsubjectarea.(Seegrade 5Languagestandards46foradditionalexpectations.)CA 5. Compareandcontrasttheoverallstructure(e.g.,chronology,comparison,cause/effect,problem/solution)ofevents,ideas,concepts,orinformation intwoormoretexts. 6. Analyzemultipleaccountsofthesameeventortopic,notingimportantsimilaritiesanddifferencesinthepointofviewtheyrepresent. 7. Drawoninformationfrommultipleprintordigitalsources,demonstratingtheabilitytolocateananswertoaquestionquicklyortosolveaproblem efficiently. 8. Explainhowanauthorusesreasonsandevidencetosupportparticularpointsinatext,identifyingwhichreasonsandevidencesupportwhich point(s). 9. Integrateinformationfromseveraltextsonthesametopicinordertowriteorspeakaboutthesubjectknowledgeably. 10. Bytheendoftheyear,readandcomprehendinformationaltexts,includinghistory/socialstudies,science,andtechnicaltexts,atthehighendofthe grades45textcomplexitybandindependentlyandproficiently. ReadingStandards:FoundationalSkills 3. Knowandapplygradelevelphonicsandwordanalysisskillsindecodingwords. a.Usecombinedknowledgeofalllettersoundcorrespondences,syllabicationpatterns,andmorphology(e.g.,rootsandaffixes)toreadaccurately unfamiliarmultisyllabicwordsincontextandoutofcontext. 4. Readwithsufficientaccuracyandfluencytosupportcomprehension. a. Readonleveltextwithpurposeandunderstanding. b. Readonlevelproseandpoetryorallywithaccuracy,appropriaterate,andexpressiononsuccessivereadings. c.Usecontexttoconfirmorselfcorrectwordrecognitionandunderstanding,rereadingasnecessary. WritingStandards 1. Writeopinionpiecesontopicsortexts,supportingapointofviewwithreasonsandinformation. a. Introduceatopicortextclearly,stateanopinion,andcreateanorganizationalstructureinwhichideasarelogicallygroupedtosupportthe writerspurpose. b. Providelogicallyorderedreasonsthataresupportedbyfactsanddetails. c. Linkopinionandreasonsusingwords,phrases,andclauses(e.g.,consequently,specifically). d. Provideaconcludingstatementorsectionrelatedtotheopinionpresented. 2. Writeinformative/explanatorytextstoexamineatopicandconveyideasandinformationclearly. a. Introduceatopicclearly,provideageneralobservationandfocus,andgrouprelatedinformationlogically;includeformatting(e.g.,headings), illustrations,andmultimediawhenusefultoaidingcomprehension. b. Developthetopicwithfacts,definitions,concretedetails,quotations,orotherinformationandexamplesrelatedtothetopic. c. Linkideaswithinandacrosscategoriesofinformationusingwords,phrases,andclauses(e.g.,incontrast,especially). d. Usepreciselanguageanddomainspecificvocabularytoinformaboutorexplainthetopic. e. Provideaconcludingstatementorsectionrelatedtotheinformationorexplanationpresented. 3. Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,descriptivedetails,andcleareventsequences. a. Orientthereaderbyestablishingasituationandintroducinganarratorand/orcharacters;organizeaneventsequencethatunfoldsnaturally. b. Usenarrativetechniques,suchasdialogue,description,andpacing,todevelopexperiencesandeventsorshowtheresponsesofcharactersto situations. c. Useavarietyoftransitionalwords,phrases,andclausestomanagethesequenceofevents. d. Useconcretewordsandphrasesandsensorydetailstoconveyexperiencesandeventsprecisely. e. Provideaconclusionthatfollowsfromthenarratedexperiencesorevents. 4. Produceclearandcoherentwriting(includingmultipleparagraphtexts)inwhichthedevelopmentandorganizationareappropriatetotask, purpose,andaudience.(Gradespecificexpectationsforwritingtypesaredefinedinstandards13above.)CA 5. Withguidanceandsupportfrompeersandadults,developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganew approach.(EditingforconventionsshoulddemonstratecommandofLanguagestandards13uptoandincludinggrade5.) 6. Withsomeguidanceandsupportfromadults,usetechnology,includingtheInternet,toproduceandpublishwritingaswellastointeractand collaboratewithothers;demonstratesufficientcommandofkeyboardingskillstotypeaminimumoftwopagesinasinglesitting. 7. Conductshortresearchprojectsthatuseseveralsourcestobuildknowledgethroughinvestigationofdifferentaspectsofatopic 8. Recallrelevantinformationfromexperiencesorgatherrelevantinformationfromprintanddigitalsources;summarizeorparaphraseinformationin notesandfinishedwork,andprovidealistofsources. 9. Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch. a. Applygrade5Readingstandardstoliterature(e.g.,Compareandcontrasttwoormorecharacters,settings,oreventsinastoryoradrama, drawingonspecificdetailsinthetext[e.g.,howcharactersinteract]). b. Applygrade5Readingstandardstoinformationaltexts(e.g.,Explainhowanauthorusesreasonsandevidencetosupportparticularpointsin atext,identifyingwhichreasonsandevidencesupportwhichpoint[s]). 10. Writeroutinelyoverextendedtimeframes(timeforresearch,reflection,andrevision)andshortertimeframes(asinglesittingoradayortwo)fora rangeofdisciplinespecifictasks,purposes,andaudiences.

SpeakingandListeningStandards 1. Engageeffectivelyinarangeofcollaborativediscussions(oneonone,ingroups,andteacherled)withdiversepartnersongrade5topicsandtexts, buildingonothersideasandexpressingtheirownclearly. a. Cometodiscussionsprepared,havingreadorstudiedrequiredmaterial;explicitlydrawonthatpreparationandotherinformationknown aboutthetopictoexploreideasunderdiscussion. b. Followagreeduponrulesfordiscussionsandcarryoutassignedroles. c. Poseandrespondtospecificquestionsbymakingcommentsthatcontributetothediscussionandelaborateontheremarksofothers. d. Reviewthekeyideasexpressedanddrawconclusionsinlightofinformationandknowledgegainedfromthediscussions. 2. Summarizeawrittentextreadaloudorinformationpresentedindiversemediaandformats,includingvisually,quantitatively,andorally. 4. Reportonatopicortextorpresentanopinion,sequencingideaslogicallyandusingappropriatefactsandrelevant,descriptivedetailstosupport mainideasorthemes;speakclearlyatanunderstandablepace. a. Plananddeliveranopinionspeechthat:statesanopinion,logicallysequencesevidencetosupportthespeakersposition,usestransition wordstoeffectivelylinkopinionsandevidence(e.g.,consequentlyandtherefore),andprovidesaconcludingstatementrelatedtothe speakersposition.CA b. Memorizeandreciteapoemorsectionofaspeechorhistoricaldocumentusingrate,expression,andgesturesappropriatetotheselection.CA 5. Includemultimediacomponents(e.g.,graphics,sound)andvisualdisplaysinpresentationswhenappropriatetoenhancethedevelopmentofmain ideasorthemes. 6. Adaptspeechtoavarietyofcontextsandtasks,usingformalEnglishwhenappropriatetotaskandsituation.(Seegrade5Languagestandards1and 3forspecificexpectations.) LanguageStandards 1. DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking. a. Explainthefunctionofconjunctions,prepositions,andinterjectionsingeneralandtheirfunctioninparticularsentences. b. Formandusetheperfect(e.g.,Ihadwalked;Ihavewalked;Iwillhavewalked)verbtenses. c. Useverbtensetoconveyvarioustimes,sequences,states,andconditions. d. Recognizeandcorrectinappropriateshiftsinverbtense.* e. Usecorrelativeconjunctions(e.g.,either/or,neither/nor). 2. DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting. a. Usepunctuationtoseparateitemsinaseries.* b. Useacommatoseparateanintroductoryelementfromtherestofthesentence. c. Useacommatosetoffthewordsyesandno(e.g.,Yes,thankyou),tosetoffatagquestionfromtherestofthesentence(e.g.,Itstrue,isnt it?),andtoindicatedirectaddress(e.g.,Isthatyou,Steve?). d. Useunderlining,quotationmarks,oritalicstoindicatetitlesofworks. e. Spellgradeappropriatewordscorrectly,consultingreferencesasneeded. 3. Useknowledgeoflanguageanditsconventionswhenwriting,speaking,reading,orlistening. a. Expand,combine,andreducesentencesformeaning,reader/listenerinterest,andstyle. b. CompareandcontrastthevarietiesofEnglish(e.g.,dialects,registers)usedinstories,dramas,orpoems 4. Determineorclarifythemeaningofunknownandmultiplemeaningwordsandphrasesbasedongrade5readingandcontent,choosingflexibly fromarangeofstrategies. a. Usecontext(e.g.,cause/effectrelationshipsandcomparisonsintext)asacluetothemeaningofawordorphrase. b.Usecommon,gradeappropriateGreekandLatinaffixesandrootsascluestothemeaningofaword(e.g.,photograph,photosynthesis). c. Consultreferencematerials(e.g.,dictionaries,glossaries,thesauruses),bothprintanddigital,tofindthepronunciationanddetermineor clarifytheprecisemeaningofkeywordsandphrasesandtoidentifyalternatewordchoicesinallcontentareas.CA 5. Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings. a. Interpretfigurativelanguage,includingsimilesandmetaphors,incontext. b. Recognizeandexplainthemeaningofcommonidioms,adages,andproverbs. c. Usetherelationshipbetweenparticularwords(e.g.,synonyms,antonyms,homographs)tobetterunderstandeachofthewords. 6. Acquireanduseaccuratelygradeappropriategeneralacademicanddomainspecificwordsandphrases,includingthosethatsignalcontrast, addition,andotherlogicalrelationships(e.g.,however,although,nevertheless,similarly,moreover,inaddition). TechnologyStandards: 1.CreativityandInnovation Studentsdemonstratecreativethinking,constructknowledge,anddevelopinnovativeproductsandprocessesusingtechnology.Students: a. Applyexistingknowledgetogeneratenewideas,products,orprocesses. b. Createoriginalworksasameansofpersonalorgroupexpression. c. Usemodelsandsimulationstoexplorecomplexsystemsandissues. 2.CommunicationandCollaboration Studentsusedigitalmediaandenvironmentstocommunicateandworkcollaboratively,includingatadistance,tosupportindividuallearningand contributetothelearningofothers.Students: a. Interact,collaborate,andpublishwithpeers,experts,orothersemployingavarietyofdigitalenvironmentsandmedia. b. Communicateinformationandideaseffectivelytomultipleaudiencesusingavarietyofmediaandformats. c. Contributetoprojectteamstoproduceoriginalworksorsolveproblems. 3.ResearchandInformationFluency Studentsapplydigitaltoolstogather,evaluate,anduseinformation.Students: a. Planstrategiestoguideinquiry. b. Locate,organize,analyze,evaluate,synthesize,andethicallyuseinformationfromavarietyofsourcesandmedia. 4.CriticalThinking,ProblemSolving,andDecisionMaking Studentsusecriticalthinkingskillstoplanandconductresearch,manageprojects,solveproblems,andmakeinformeddecisionsusingappropriate digitaltoolsandresources.Students: a. Identifyanddefineauthenticproblemsandsignificantquestionsforinvestigation. b. Planandmanageactivitiestodevelopasolutionorcompleteaproject. c. Collectandanalyzedatatoidentifysolutionsand/ormakeinformeddecisions. d. Usemultipleprocessesanddiverseperspectivestoexplorealternativesolutions.

5.DigitalCitizenship Studentsunderstandhuman,cultural,andsocietalissuesrelatedtotechnologyandpracticelegalandethicalbehavior.Students: a. Advocateandpracticesafe,legal,andresponsibleuseofinformationandtechnology. b. Exhibitapositiveattitudetowardusingtechnologythatsupportscollaboration,learning,andproductivity. c. Demonstratepersonalresponsibilityforlifelonglearning. d. Exhibitleadershipfordigitalcitizenship. 6.TechnologyOperationsandConcepts Studentsdemonstrateasoundunderstandingoftechnologyconcepts,systems,andoperations.Students: a. Understandandusetechnologysystems. b. Selectanduseapplicationseffectivelyandproductively. c. Troubleshootsystemsandapplications. d. Transfercurrentknowledgetolearningofnewtechnologies.

Materials:
Textbook:LifeintheColonies(Grade5Unit4HistorySocialScienceforCalifornia) FieldtriptoRileysFarm Stickynotes Glue Scissors Markers,crayons,and/orcoloredpencils Pencils Cardstock Variousitemsforoccupation(optional)

Intelligences:
Verbal Naturalist Kinesthetic

Hardware Computer/Laptop iPadwithstylus Colorprinter DigitalCamera(orcellphone) SmartBoard

Kinesthetic Visual

Software Apps: Paint,PaintSparkle,and/orDoodle Animoto iMovie Word Excel Powerpoint

Interpersonal Kinesthetic Intrapersonal Naturalist Logical

Websites/urls Google https://www.google.com/ GoogleDocs https://drive.google.com/?authuser=1#mydrive Internet(GoogleChrome,Firefox,InternetExplorer,andSafari) Songify.org http://Songify.org Wordle.net http://www.wordle.net/ Fodey.com http://www.fodey.com/generators/newspaper/snippet.asp YouTube.com http://www.youtube.com/watch?feature=endscreen&v=XCDdoaWB1tU&NR=1 http://www.youtube.com/watch?v=luCyqzzV0MU http://www.youtube.com/watch?feature=endscreen&v=XuvSeRKQOaA&NR=1 Softschools.com(13coloniesinteractivequiz) http://www.softschools.com/social_studies/13_colonies_map/ Teachersblog

Verbal Intrapersonal Musical Logical

Procedures: Preparation
TeachermodelsgraphicorganizersandmapsforstudentstocompleteusingiPadsand 4

Intelligences:

GoogleDocs.Studentswillthinksharepairduringcompletionofallgraphicorganizers. Studentsworkingroupsonvariousactivitiesthroughouttheunitincompleting projects/activitiesandworkingintextbook.Someactivitieshavetheoptionofworking independently.

Timeallotmentextendsintocomputerlabandlanguageartsonsomedays.

Activities
Week1Identifyingcoloniesandwhycoloniesfounded

Visual,verbal,kinesthetic, interpersonal,logical Visual,verbal,kinesthetic, interpersonal,logical

Day1 UsingiPadandGoogleDocs,teachermodelsactivityofcreatingmapidentifying13 originalcoloniesandtheregions. UsingiPadandGoogleDocs,teachermodelsWhatTypesofPeoplegraphicorganizerof fivebasictypesofpeoplewhocametothecolonies,whichincludesvocabulary. Studentsexplaintoshoulderpartnersthetypesofpeopleandvocabularyatdifferent intervalsduringthisactivity.

Day2 UsingiPadandGoogleDocs,teachermodelsWhytheBritishLeftforNewLandgraphic organizerofproprietarycolonies,corporatecolonies,andlandcharters(landfromthe kind),whichincludesvocabulary.Studentsexplaintoshoulderpartnerstheseand vocabularyatdifferentintervalsduringthisactivity. Studentswillworkingroups(6groupsof5students)tocreateapoemtoremember thenamesandareasofeachofthecolonies.TheywilluseSongifytocreateasong fromtheirpoem(tobepresentedonDay5).

Visual,verbal,kinesthetic, interpersonal,logical

Interpersonal,musical, verbal,kinesthetic Visual,verbal,kinesthetic, interpersonal,logical

Day3 UsingiPadandGoogleDocs,teachermodelsNewEnglandColoniesSeekingReligious Freedomgraphicorganizeroftwotypesofpeople(separatistsandpuritans)whocame tothecolonies,whichincludesvocabulary.Studentsexplaintoshoulderpartnersthe typesofpeopleandvocabularyatdifferentintervalsduringthisactivity. StudentsworkinsmallgroupstoreadandcompletequestionsinLesson1(What influencedwhereEuropeanssettledinNorthAmerica?)oftextbook. StudentswillworkonSongifyproject.

Visual,verbal,kinesthetic, interpersonal Interpersonal,musical, verbal,kinesthetic Visual,verbal,kinesthetic, interpersonal Verbal,interpersonal, kinesthetic,naturalistic, musical Interpersonal,musical, verbal,kinesthetic Interpersonal,verbal, kinesthetic Visual,verbal,kinesthetic, interpersonal,logical

Day4 StudentsworkinsmallgroupstoreadandcompletequestionsinLesson2(Who foundedthecoloniesandwhy?)oftextbook. StudentswillworkonSongifyproject;theywillbeetingroupsoutsidetopracticetheir presentation.

Day5 StudentswillpresenttheirSongifyprojecttotheclass. Studentswillpracticeknowledgeof13originalcoloniesonSoftschools.comwebsite. (Note:linkisonteachersblogandcanbeaccessedfromhome.)

Week2HowReligionAffectedColoniesandFirstGreatAwakening

Day1 UsingiPadandGoogleDocs,teachermodelsProblemsThatEmergedinNewEngland Coloniesgraphicorganizershowinggovernmentalideas,religiousintolerance,Salem WitchTrials,beginningofslavery,andNativeAmericanconflicts,whichincludes vocabulary.Studentsexplaintoshoulderpartnerstheseandvocabularyatdifferent intervalsduringthisactivity. Studentswillwatchvideos(andtakenotes)discussingreligiousfreedomdevelopment andtheFirstGreatAwakening. 5

Visual,verbal,intrapersonal

Day2 StudentsworkinsmallgroupstoreadandcompletequestionsinLesson3(Howdid religionaffectthefoundingofthecolonies?)oftextbook. StudentswillbeginaPowerPointprojectreflectingontheaboveandhowreligion affectedthedevelopmentofthecolonies.Theywillbegininternetresearchonthis topic,createaPowerPoint(minimum5slides,plustitleandconcludingslides)to presenttotheclassonday5.

Visual,verbal,kinesthetic, interpersonal Visual,verbal,interpersonal, intrapersonal,kinesthetic, logical Visual,verbal,kinesthetic, interpersonal Visual,verbal,interpersonal, intrapersonal,kinesthetic, logical Visual,verbal,interpersonal, intrapersonal,kinesthetic, logical

Day3 StudentsworkinsmallgroupstoreadandcompletequestionsinLesson4(Howdidthe FirstGreatAwakeningaffectthecolonies?)oftextbook. StudentswillcontinueworkingonPowerPointprojectonreligion.

Studentswillplay13OriginalColoniesJeopardygametostudyforfinal.

Day4 Studentswilltakeapolloftheclasstoassessthediversityofreligioninasurveyand createapiegraphwiththeresults. Studentswillwritea5paragraphessayexplainwhyitisimportantwehavefreedomof religiontodayfromtheirresearchandpersonalreflection.Thesewillbepeeredited. UsingiPadandGoogleDocs,teachermodelsFoundingandCultureofMiddleColonies graphicorganizershowingdifferentaspectsofculture,religion,andlanguages,which includesvocabulary.Studentsexplaintoshoulderpartnerstheseandvocabularyat differentintervalsduringthisactivity. StudentswillcontinueworkingonPowerPointprojectonreligion.

Verbal,interpersonal, intrapersonal,kinesthetic Visual,verbal,kinesthetic, interpersonal,logical

Day5 StudentswillpresenttheirPowerPointprojecttotheclass. Week3SouthernColonies,Slavery,andColonialOccupations

Visual,verbal,interpersonal, intrapersonal,kinesthetic, logical Visual,verbal,interpersonal, kinesthetic Visual,verbal,kinesthetic, interpersonal

Day1 StudentsworkinsmallgroupstoreadandcompletequestionsinLesson5(What systemsdevelopedinthecolonies?)oftextbook.

Visual,verbal,kinesthetic, UsingiPadandGoogleDocs,teachermodelsFoundingofSouthernColoniesgraphic interpersonal,logical organizershowinginformationforeachofthecolonies,whichincludesvocabulary. Studentsexplaintoshoulderpartnerstheseandvocabularyatdifferentintervalsduring thisactivity. Studentswillbegina3Dprojectthatillustratesachosencolonialoccupation.Thiswill includeadescriptionoftheoccupation,toolsused,reflectionofwhythisoccupation wasselected,andinwhichregion(s)theoccupationexistedandthrived.Theywill illustratethisoccupationby(1)personaldrawings,(2)imagesdownloadedfromthe internet,and/or(3)objects(suchastwigsforlumber).StudentswilluseWordforall textandcardstockfortheproject. Visual,verbal,intrapersonal, kinesthetic,logical, naturalistic

Day2 UsingiPadandGoogleDocs,teachermodelsWhySouthernColoniesDependedon Slaverygraphicorganizershowing,whichincludesvocabulary.Studentsexplainto shoulderpartnerstheseandvocabularyatdifferentintervalsduringthisactivity. StudentsworkinsmallgroupstoreadandcompletequestionsinLesson6(Whatwas theroleofslaveryincolonialAmerica?)oftextbook. InpreparationforfieldtriptoRileysFarms,aposterwillbeonthewallofthevarious 6

Visual,verbal,kinesthetic, interpersonal,logical Visual,verbal,kinesthetic, interpersonal Visual,verbal,kinesthetic, interpersonal

activitiesonthefieldtrip.Eachstudenthasa1through6(indicatinghowthey personallyrankeachactivity,with1beinghighest)andwillmovearoundtheroomto placetheseoneachposter. Studentswillcontinueworkingontheircolonialoccupationproject.(Note:linkison teachersblogandcanbeaccessedfromhome.) Visual,verbal,interpersonal, kinesthetic,logical Visual,verbal,interpersonal, kinesthetic,naturalistic

Day3 StudentswillgotoRileysFarmstoexperiencecoloniallifeandtakepictureswitha smartphoneordigitalcamera.Fromthesepicturestheywillcreateaslideshowusing Animoto.

Day4 Visual,verbal,kinesthetic, UsingiPadandGoogleDocs,teachermodelsTimelineofColoniesgraphicorganizerof interpersonal,logical thesequenceofthefoundingofthecolonies(includingRoanoke),colorcodeeach colonytoindicatetheappropriateregion,anddetailsofwheneachcolonywasfounded andbywhom.Studentsexplaintoshoulderpartnerstheseatdifferentintervalsduring thisactivity. Studentswillcreateaslideshowfromthepicturestakenonyesterdaysfieldtripusing Animoto. Studentswillcontinueworkingontheircolonialoccupationproject. Visual,verbal,kinesthetic, interpersonal,logical Visual,verbal,intrapersonal, kinesthetic,logical, naturalistic Visual,verbal,intrapersonal, kinesthetic,naturalistic Visual,verbal,intrapersonal, kinesthetic,logical, naturalistic Verbal,intrapersonal,visual, kinesthetic

Day5 StudentswillpresenttheirAnimotoslideshowtotheclass. Studentswillcontinueworkingontheircolonialoccupationproject.

Studentswillbeginresearchonaleaderofthiseraforprojectduenextweek.From thisresearch,studentswillgenerateaWordleandcreateanewspaperarticleusing Fodeyontheleaderresearched.BoththeWordleandthenewspaperarticlewillbe presentedtotheclassusingthesmartboard.TheWordlewillallowstudentstohavea visualcompareandcontrastofthecharacteristicsoftheseleaders.

Week4EarlyDemocraticIdeasandPracticesThatEmergedfromtheColonies

Visual,verbal,kinesthetic, interpersonal Visual,verbal,kinesthetic, interpersonal,logical Verbal,intrapersonal,visual, kinesthetic Visual,verbal,intrapersonal, kinesthetic,logical, naturalistic Verbal,intrapersonal,visual, kinesthetic Visual,verbal,intrapersonal, kinesthetic,logical, naturalistic Verbal,intrapersonal,visual, kinesthetic Visual,verbal, intrapersonal, kinesthetic,logical,

Day1 StudentsworkinsmallgroupstoreadandcompletequestionsinLesson7(What broughtondemocraticideasincolonialAmerica?)oftextbook. UsingiPadandGoogleDocs,teachermodelsComparisonofRegionsgraphicorganizer summarizingandillustratingthegovernment,geography,industry,andwayoflifefor eachofthethreeregionsinpreparationfortheunitfinaltest. Studentswillcontinueworkingontheirleaderproject. Studentswillcontinueworkingontheircolonialoccupationproject.

Day2 Studentswillcontinueworkingontheirleaderproject. Studentswillcontinueworkingontheircolonialoccupationproject.

Day3 Studentswillcontinueworkingontheirleaderproject. Studentswillcontinueworkingontheircolonialoccupationproject. 7

Day4 Studentswillcontinueworkingontheirleaderproject. Studentswillcontinueworkingontheircolonialoccupationproject.

Day5 StudentswillpresenttheirWordleandFodeynewspaperarticlefortheleaderproject onthesmartboard.Theywilldiscussthesimilaritiesanddifferencesinthewordson theWordlefortheirleaders. Studentswillplacetheiroccupationprojectaroundtheroom.Afterleader presentations,studentswillgoaroundtheroomtoobserveeachproject.Theywill placeastickynotearoundtheprojectwithonewordexpressingtheirthoughts.

naturalistic Verbal,intrapersonal,visual, kinesthetic Visual,verbal,intrapersonal, kinesthetic,logical, naturalistic Visual,verbal,interpersonal, kinesthetic,logical Visual,verbal,intrapersonal, kinesthetic,interpersonal

Product
Week1Identifyingcoloniesandwhycoloniesfounded

Intelligences:
Visual,verbal,kinesthetic, interpersonal,logical

Day1:Mapof13colonies

Day1:Graphicorganizer:WhatTypesofPeople

Day2:Graphicorganizer:WhytheBritishLeftfortheNewLand

Visual,verbal,kinesthetic, interpersonal,logical

Day3:Graphicorganizer:NewEnglandColonies SeekingReligiousFreedom

Visual,verbal,kinesthetic, interpersonal,logical

Day5:13ColoniesSongifyproject

Visual,verbal,kinesthetic, interpersonal,logical

Week2HowReligionAffectedColoniesandFirstGreatAwakening

Interpersonal,musical, verbal,kinesthetic

Visual,verbal,kinesthetic, interpersonal,logical

Day1:Graphicorganizer:ProblemsEmergedinNewEnglandColonies Day4:5paragraphessayonreligiousfreedom Day4:Graphicorganizer:FoundingandCultureofMiddleColonies Day5:PowerPointpresentationonreligion Week3SouthernColonies,Slavery,andColonialOccupations

Verbal,interpersonal, intrapersonal,kinesthetic

Visual,verbal,kinesthetic, interpersonal,logical

Visual,verbal,interpersonal, kinesthetic

Visual,verbal,kinesthetic, interpersonal,logical

Day1:Graphicorganizer:FoundingofSouthernColonies Day2:Graphicorganizer:WhySouthernColoniesDependedonSlavery Day3:RileysFarmsfieldtripminimumof20picturesforAnimoto Day4:Graphicorganizer:TimelineofColonies Day5:AnimotoslideshowfromRileysFarms Week4EarlyDemocraticIdeasandPracticesThatEmergedfromtheColonies Day1:Graphicorganizer:ComparisonofRegions Day5:WordleProjectonLeader 8

Visual,verbal,kinesthetic, interpersonal,logical

Visual,verbal,interpersonal, kinesthetic,naturalistic

Visual,verbal,kinesthetic, interpersonal,logical

Visual,verbal,intrapersonal, kinesthetic,naturalistic

Visual,verbal,kinesthetic, interpersonal,logical

Verbal,intrapersonal,visual,

kinesthetic

Day5:FodeyNewspaperProjectonLeader Day5:3DOccupationProject

Verbal,intrapersonal,visual, kinesthetic

Visual,verbal,intrapersonal, kinesthetic,logical, naturalistic

Assessment:

Intelligences:


SeeRubricExcelSpreadsheet


PresentationIdeasandNotes:(optional)

Technologiestobeused: