2016 2017 KTIP LP Template / TPA

Task IV.1 KTIP Lesson Plan Format (Expand rows as needed)

Name: Ciara Adams
Date of Observation: 11/3/2016
Ages/Grades of
Students in
Class 8th

Number of
Students in
Class 27

Number of
Students
having IEP 0

Number of
Gifted
Students 0

Number of
Students
having ELL 0

Lesson Title: New England Colonies Review

1. Learning Goals(s)/Objectives (PGES 1C): List the lesson learning target(s)/objective(s)

[connect each target/objective to the appropriate state curriculum/content area standards]
Learning Target:
I can recall the various aspects of the culture, economy, and government of the New England Colonies.
KCAS:
Big Idea: Government and Civics
Academic Expectations
2.15 Students can accurately describe various forms of government and analyze issues that relate to the
rights and responsibilities of citizens in a democracy.
SS-8-GC-U-1
Students will understand that the American political system developed from a colonial base of
representative democracy by the actions of people who envisioned an independent country and new
purposes for the government
Big Idea: Cultures and Societies
Academic Expectations
2.16
Students observe, analyze, and interpret human behaviors, social groupings, and institutions to
better understand people and the relationships among individuals and among groups.
SS-8-CS-U-2
Students will understand that cultures develop social institutions (e.g., government, economy, education,
religion, family) to structure society, influence behavior, and respond to human needs.
Big Idea: Economics
Academic Expectations
2.18
Students understand economic principles and are able to make economic decisions that have
consequences in daily living.
SS-8-E-U-1
Students will understand that the basic economic problem confronting individuals, societies and
government in the development of the United States prior to Reconstruction was scarcity; as a result of
scarcity, economic choices and decisions were made.
NCSS
1. Culture
2. People, Places, and Environments
3. Power, Authority, and Governance

2016 2017 KTIP LP Template / TPA

ELA
CCSS.ELA-LITERACY.SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own
clearly.
2. Pre-assessment (PGES 1F): Describe the pre-assessment(s) used to establish students
baseline knowledge and skills for this lesson.
Students will be given a blank map of the New England Colonies at the beginning of class.
Students will create their own map key and label each colony with a different color.
Students will then glue this map into their foldable from Tuesdays class.

3. Formative Assessment (PGES 1F): Describe the formative assessment(s) to be used to

measure student progress during this lesson.
Students will be formatively assessed by Rate Understanding and by teacher observation.
The teacher will observe students during the verbal quiz game. With Rate Understanding,
students will choose a number on the understanding chart, each number presenting how
much the student understands New England colony culture, economy, and government.
The number one on the chart means that the student cannot do this with help and needs a
review lesson. The number two on the chart means that the student can do it with help and
there are parts the student doesnt understand. The number three on the chart means that
the student can do it independently and the student understands it. The number four on
the chart means that the student is an expert on the subject and can teach it to someone
else. At the end of class, students will write their understand number on a post-it note and
stick it to the door as they exit the room.

4. Resources (PGES 1D): Identify the resources including appropriate technology needed for the
lesson.

Adams, C. (2016, November 1). Quizlet. Retrieved from New England Colonies- 8th grade:
https://quizlet.com/164717065/new-england-colonies-8th-grade-flash-cards/
Dunn, J. (2014, July 3). DailyGenius. Retrieved from Rate Your Comprehension using these 4
levels of Understanding: http://dailygenius.com/rate-comprehension-using-4-levelsunderstanding/
Quizlet. (n.d.). Retrieved from Chapter 4 test (New England Colonies)- 8th grade (US History):
https://quizlet.com/95842837/chapter-4-test-new-england-colonies-8th-grade-us-historyflash-cards/

Lesson Procedures (PGES 1E): Describe the sequence in which the differentiated strategies/activities
and/or assessments will be used to engage your students and facilitate attainment of the lesson
objective(s) and promote higher order thinking.
a. List whole class strategies.
A blank map of the New England colonies will be placed on each students desk along with five
different colored markers and a glue stick. Students will be asked to create a map key on the
bottom right corner of the page, selecting a color for each colony and labeling it in the map key.

2016 2017 KTIP LP Template / TPA

The students will then color each colony with the same color the student selected for the map
key. Students will also add the title New England Colonies to the top left corner of the page.
After the map activity, students will work in pairs using their school provided laptops. Students
will log on to their computers and go to Mrs. Sturgills class page and click on the quizlet link
there. Students will then get with their elbow partner and use the flash card tab to quiz each
other. Students will be given 15 minutes to practice the 42 questions about the economy, culture,
and government of New England colonies. Questions in the quizlet include: What was the
purpose of town meetings? What did the creation of colonial legislative do? Name the settler
who purchased land from Native Americans instead of taking it from them. Name the colony
that attacked Pequot Indians for their land. Name the trading route ships used to import and
export goods.
Once the 15 minutes are up, the entire class will participate in a verbal quiz. Students will be
given four note cards each. The note cards will have either A, B, C, or D on them. The students
will see the quizlet on the TV screen. Each question will be read by the teacher and then the
students will find the notecard that matches the answer the student thinks is correct. The
students will then be asked to hold the notecards up at the same time and the teacher will give
the correct answer.
After the quizlet is complete, the students will then rate their understanding on a post-it note
and stick it beside of the door as they leave the room.

b. List accommodations and modifications, (e.g. for IEP, Gifted, ELL, and other
needs) NOTE: Incorporate and apply the methods for lesson planning that you learned
in methods courses.
The student has shown behavioral issues of not paying attention in class or
participating when called on. Student works alone and keeps to himself, often answering
questions wrong when called on orally and often asks the teacher to repeat the question.
Student has trouble staying on task.
For the blank map activity, the student will be instructed of the activity as he enters the room and he
will be given a list of the New England colonies to help with making the map key.
For the quizlet partnered activity, the student will pair up with the one of the collaborative student
teachers (Michael or Ciara) so that he will have help staying on task and understanding the content.
During the verbal quiz, the student will be told ahead of time which question he will be asked to answer
so that he has time to read over the question and prepare his answer.

2016 2017 KTIP LP Template / TPA

6. Watch For--------Identify anything that you would like specifically observed during
this lesson.

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Pre-assessment:

Formative Assessment: