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Rachel Keefe
Dr. R. Hauser
DIFF510
12/11/17
Data Analysis

Lesson Description:
This lesson surrounded a research project. The eight students were assigned into three

groups for each colonial region (New England, Middle, and Southern). Each group was required

to answer the same material, but was able to choose the method of how they presented the

information (see attached lesson planpage 4). These presentations were then used to teach the

other groups the content. The students have two class periods, an hour and a half, to completed

the research and produce their presentation. A rubric was completed for each colony in each

colonial region.

Describe Differentiation:
This lesson was tiered by product, allowing students to utilize their preferences to

demonstrate their knowledge.

Objective:
Students will explain the historical, cultural, and economic differences between the

different colonial regions.

For Gifted Learners: Students will use their preferred approaches to learning to present

material to their classmates.

What NAGC P-12 program standard (student outcomes) are you addressing? How are you
integrating that into your lesson? How did you address the P-12 gifted programming standard?
What social, emotional or behavioral need of gifted learners are you targeting in this lesson?
How?

NAGC) 1.7.1: Teachers enable students to identify their preferred approaches to learning,
accommodate these preferences, and expand on them
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I am targeting the social needs of gifted learners in this lesson. This lesson provides

students with the opportunity to work together in a structured group setting. This lesson requires

students to work together to gather data, make decisions on how to present it, and then work

together to create and present the data. This also addresses the expanding on students

preferences by requiring them to work in groups and with others. This standard was addressed by

self-and peer-evaluations.

What data did you collect? Present a table of your data, highlighting the data for gifted learners
and for those who you think may be gifted.

Below is the rubric used to score the presentations.

Colony Member Founder Date Why Importance Triangle Trade Total

MA 2 2 2 1 1 2 10
NH 2 1 2 0 0 1 6
NE

CT 2 1 2 0 1 1 7
RI 2 1 2 1 1 2 9
NY 2 0 2 1 1 1 7
Middle

NJ 2 2 2 1 0 1 8
PA 2 2 2 1 1 2 10
DE 2 0 2 1 0 1 6
MD 2 1 2 1 1 2 9
Southern

VA 2 2 2 2 1 2 11
NC 2 2 2 1 1 1 9
SC 2 2 2 2 0 2 10
GA 2 2 2 0 1 0 7

# of 2s 13 7 13 2 0 6
# of 1s 0 4 0 8 9 6
# of 0s 0 2 0 3 4 1
Ready Re-engage Gifted

Did the gifted learners master the objective you set for them? Do you believe the lesson was
sufficiently challenging or advanced? Why or why not?
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Gifted students did master the objective I set for them. I believe this lesson was

challenging socially, but they students did very well. I believe that they are ready for a less

structured group activity that requires joint decision-making and cooperation.

What do these data tell you about your next steps for instruction? What considerations will you
have for transferring learned concepts to new environments? In what areas do you need to
provide enrichment or acceleration the next time you address similar concepts or skills? Consider
academic content as well as affective learning.

These data show that there are two colonies that should be re-taught (Delaware and New

Hampshire). Although they have the region and date that they colonies belong to, the important

details of the founder, why founded, importance, and its role in the Triangle Trade all need to be

addressed. Over all, the majority of students need to re-engage with the importance of each

colony and the role they play in the Triangle Trade.

These concepts will be reinforced and transferred throughout the unit. The next steps will

allow students to apply the knowledge acquired about each colony. This knowledge will be used

as the jumping off point when discussing strategy, planning, and assets during the Revolutionary

War as well as the founding of a new nation. The students worked well together. Based on the

quality of the work presented and observed cooperation, this group of students may benefit from

more group work in a variety of settings.

The next time I conduct a similar lesson there is a great opportunity to tier by complexity

for the groups of students who would be ready for enrichment (i.e. the group who presented on

the Southern Colonies). Tiering by complexity and resources would also allow students who

were in need of re-engagement in this lesson, the opportunity for a little more structure and

guidance, while providing those in need of enrichment a sufficient challenge.

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Name: Rachel Keefe

Grade/Subject: 7th Grade/Social Studies

Unit Essential Questions:

What regions made up the 13 colonies? What contributions did they make to colonial
America? Which factors allowed each colonial region to grow and prosper? How did
each colonial region profit from the triangular trade?

Lesson Question:
What regions made up the 13 colonies? What contributions did they make to colonial
America?

Standards:
NextGen Learning Standard: 7.EDM.7) Global Economy: Analyze the benefits and costs
of trade policies and specialization to individuals, businesses, and society.
7.GR.9) Human-Environment Interaction: Explain how cultural patterns and economic
decisions influence environments and daily lives of people in both nearby and distant
places.
(http://kvecsstln.weebly.com/uploads/1/3/6/6/13660466/2014_draft_standards_9-2-14.pdf)

Lesson Objective Assessment Tool Mastery Criteria

Students will explain the
historical, cultural, and Research Groups 83%
economic differences between
the different colonial regions.
Students will identify the
major exports of the different Exit Ticket 100%
colonial region.

Opening:
Bell Ringer
Upon walking in the door, students receive notecard, they must answer: What were
some of the first settlements? What were their major reasons behind coming to the
new world?
After about 5 minutes, conduct a class discussion allowing students to read their
answers and build upon each other.
Tell students that they will be learning about each of the colonial regions and how
their contributions impacted colonial America.
Procedure:
Review different colonial regions: New England, Middle, Southern.
Divide students into 3 groups, assigning each group a region and giving them the
group work handout
Using textbook and internet, students must answer the questions on the worksheet
about their region to present to the class
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TIERED BY PRODUCT (see attached rubric)

Students may write an essay presenting the material
Students may create a rap/song presenting their material
Students may create an interactive map or timeline presenting their material
(physical or on Padlet)
Students receive interactive notecatchers to use to compile the information from peer
presentations.
See page 119 in text (photo below), be sure to emphasize major points as well as
points that were not included in presentations so students may enhance their notes
Closure:
Exit Ticket
Group discussion over key points, commonalities, and differences between each
colonial region in terms of class, exports, and order they were founded. Ask students
if they notice any reoccurring themes (i.e. wealthy south because land-owners with
fertile soil are able to produce desirable goods, important trading ports for luxury
goods to be sent to England)
Students receive blank notecards, prompt: What were the major exports of each
colonial region?
Materials:
Class set of American History: Beginnings through Reconstruction McDougal Littell
Section 1: New England (start on p.95)
Section 2: The Southern Colonies (start on p.103)
Section 3: The Middle Colonies (start on p. 111)
see attached photos of key resources from text
Class set of iPads/laptops with internet access
Students may use Padlet to create the interactive map or timeline
Writing Utensils
Notecatchers
Group Work Handouts
Notecards (for bell-ringer and exit tickets)
Poster board (if students select to make a physical map)