L5+McAfee,+Kristen

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT
 * UNIVERSITY OF MAINE AT FARMINGTON

Teacher’s Name:** Mrs. Tripp Topic:** Age of Exploration (Lesson 5)
 * Date of Lesson:**
 * Grade Level:** **7

__**Objectives**__

 * Student will understand that** there was both positive and negative exchanges between the Native peoples and the European explorers.
 * Student will know** the innovations and crops provided by the Natives to the Europeans: Canoes, hammocks, maracas, lacross, snow shoes, recorders/flutes, pineapples, popcorn, peanuts, corn, gum, chocolate, vanilla, potatoes, cures for scurvy. GOLD!!!!!!!!!! Innovations and diseases from Europeans to Natives: Small pox, horses/horseback riding, cannons.
 * Student will be able to** imagine and understand the feelings and reactions of the Natives.

__**Maine Learning Results Alignment**__
//Maine Learning Results. E. History E1: Historical Knowledge, concepts, themes & patterns Grades 6-8: Americas to 1600: European exploration and settlement Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world.//


 * Rationale:** Students need to be able to put themselves into someone elses shoes and understand how they may be thinking for feeling about a situation.

__**Assessment**__
Students written and oral discussion during the send-a-problem activity. Students will be given a scenario/interaction between Europeans and Natives. The students will be asked to identify on a TChart if the situation is a positive or negative exchange between the peoples. After the round table students will be asked to blog about their thoughts about the interactions between the different peoples involved.
 * Formative (Assessment for Learning)**

Students will write a letter home in one of two ways. The students have the option to do the following:
 * Summative (Assessment of Learning)**
 * 1) Each student will write a letter home which demonstrates their understanding of the impact of European exploration upon the Native populations. Students will write a letter to the ruler or a person of importance in either France, England, Portugal or Spain. You are either a Native American or a European crew member in the "New World." You are observing the people in the exploration party and how they interact with the Natives. You are also witnessing the moods, emotions and physical health of the Natives during your stay. Do they seem happy to have you here? Are they aggressive towards you/anyone? What are your observations about these people? How does it make you feel? How do you want the reader of your letter to feel about the impact upon the Native Americans? You must use the story magnet application to write your letter at http://www.blackdog.net/misskitty/magnets.html. Once your letter is complete take a screen shot of it and post it to your blog with an explanation why you chose to include the information you did in the letter.
 * 2) Each student will write a letter home which demonstrates their understanding of the impact of European exploration upon the Native populations. Students will write a letter to the ruler or a person of importance in either France, England, Portugal or Spain. You are either a Native American or a European crew member in the "New World." You are observing the people in the exploration party and how they interact with the Natives. You are also witnessing the moods, emotions and physical health of the Natives during your stay. Do they seem happy to have you here? Are they aggressive towards you/anyone? What are your observations about these people? How does it make you feel? How do you want the reader of your letter to feel about the impact upon the Native Americans? In addition to writing your letter about your feelings about the impact of exploration on the Native Americans you must also create a collage of your key points from your persuasive letter and ideas. Create your collage using [|Wordle]. Wordle makes a collage out of your words and the more the word is used the bigger your word becomes. What are the "big" words in your letter? Do these words have significance to your point? What is the significance of your "big" words?

__**Integration**__
Technology: Students will be using one of two different computer programs to manipulate their words in their letters. With the magnetic story writer they can write their magnetic letter and move their words around on the page. With wordle they can analyze their text and analyze their important words within their letters. English: Letter writing. This helps them practice correct grammar and spelling as well as letter writing format.

__Groupings__
Students will be in five groups of five and be part of a "Send a problem" group. Each group will be asked to think about a certain situation or problem involving European and native encounters. The groups will be given five minutes to brainstorm on each issue and then pass it along to the next group. Students will be allowed to choose their own groups.

__**Differentiated Instruction**__

 * Strategies**

__Logic__ - Persuasive letter and discussion of the interactions. __Verbal__ - Discussion and presentation of problems. Writing the letter. __Interpersonal__ - Round table discussions and sharing results with the class __Intrapersona__l - Writing the persuasive letter and blog reflections. __Musical__ - Native American music will be playing when students enter the room to "hook" them __Spatial__ - Tchart graphic organizer and word collage/magnetic writer __Kinesthetic__- Students can manipulate the words and/or move them around on the page using the magnetic writer. __Naturalistic__ - talking about outdoor activities like snowshoeing or canoeing

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations Absent: An absent student will have to meet with me upon their arrival back to school. They will be provided with the discussion prompts and asked to write blog entries responding to each one. These posts will be expected within 24 hours of the student's return to school unless otherwise arranged. They can find out about their letter writing assignment on the class blog.
 * Modifications/Accommodations**

Students will be using one of two different Type II technologies. Students can either choose to use the Wordle collage to identify their main words and visiually depict their points or students can use the magnetic story application to write their letter and manipulate the words on the page.
 * Extensions**

__**Materials, Resources and Technology**__
Pens/pencils 5 different problem sheets T charts Example Wordle/letter Example Magnetic letter Native American CD Native American foods and innovations: Snowshoes, popcorn, pine apple, gum, chocolate

__Source for Lesson Plan and Research__
This lesson has been created by Mrs. Tripp.

The following link provides information about some of the innovations/foods provided to Europeans or adopted by Europeans from Tiano natives. This aided me in the creation/idea for my hook. []

The following link provides general information about the foods provided to Europeans by American natives. This aided me in the creation/idea for my hook. [|http://news.nationalgeographic.com/news/2004/09/0914_040913_information_about_indians.html]

The history of Lacross. This aided me in the creation/idea for my hook. []

This site tells of the history of the Taino Natives whom are the first natives who were encountered by Christopher Columbus. [|Click here to learn about the Tainos.]

This site tells the history of the Tupi Natives whom were the natives encountered by Portuguese explorers in the area of modern day Brazil. [|Click here to learn about the Tupi.]

This site tells about several tribes encountered by Spanish conquistador Hernando De Soto while he explored the southern part of North America. [|Click here to read about De Soto and all the tribes he encountered].

This site gives information about the Inca and how they were successful and how they were devastated by the Spanish. [|Click here to read about the Incas.]

This site gives information about the Aztec and the Inca - two tribes dessimated by Spanish conquest. [|Click here to read more about these natives.]

This site gives information about Jacques Cartier's voyage to the Canadian St. Lawrence River area. It talks about his interactions with the Iroquois. [|Click here to read more about the Iroquois.]

This site talks about the influence of the French on the Native Americans. [|Click here to read more.]

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:**
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//
 * Beach Ball**: The beach ball student will enjoy choosing their final product as they have a choice between two options. There is a bit of spontaneity in the hook - they can talk about their experiences with the different items mentioned.
 * Clipboard** students will be given a T chart to help them understand the problems and/or interactions between the Europeans and natives. They will also have an organized way to conduct the send-a-problem activity. Everything will be put into a packet and organized for each group.
 * Microscope** Students will be able to analyze, discuss and explore the different topics in the send-a-problem activity. They can own their final product by crafting their writing skills.
 * Puppy**: Students will feel comfortable in their environment with native american foods - many of which can be considered homey or comfort foods. They will be broken up into groups of their own choosing which makes puppy students most comfortable as they have control of the people they work with. Peers will be encouraged to listen and be supportive of other group members.

Rationale:** Student will understand that there was both positive and negative exchanges between the Native peoples and the European explorers. Student will know the innovations and crops provided by the Natives to the Europeans: Canoes, hammocks, maracas, lacross, snow shoes, recorders/flutes, pineapples, popcorn, peanuts, corn, gum, chocolate, vanilla, potatoes, cures for scurvy. GOLD!!!!!!!!!! Innovations and diseases from Europeans to Natives: Small pox, horses/horseback riding, cannons. Student will be able to imagine and understand the feelings and reactions of the Natives. //Maine Learning Results. E. History E1: Historical Knowledge, concepts, themes & patterns Grades 6-8: Americas to 1600: European exploration and settlement Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world.//
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** Students will use one of two different types of technology. They can use wordle to create a word collage or they can use a magnet story to create their letter, move and manipulate it. This allows students to view their letters and ideas differently than they would otherwise be able to. __Logic__ - Persuasive letter and discussion of the interactions. __Verbal__ - Discussion and presentation of problems. Writing the letter. __Interpersonal__ - Round table discussions and sharing results with the class __Intrapersona__l - Writing the persuasive letter and blog reflections. __Musical__ - Native American music will be playing when students enter the room to "hook" them __Spatial__ - Tchart graphic organizer and word collage/magnetic writer __Kinesthetic__- Students can manipulate the words and/or move them around on the page using the magnetic writer. __Naturalistic__ - talking about outdoor activities like snowshoeing or canoeing
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

Rationale:**
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

Students written and oral discussion during the send-a-problem activity. Students will be given a scenario/interaction between Europeans and Natives. The students will be asked to identify on a TChart if the situation is a positive or negative exchange between the peoples. After the round table students will be asked to blog about their thoughts about the interactions between the different peoples involved.
 * Formative (Assessment for Learning)**

Students will write a letter home in one of two ways. The students have the option to do the following:
 * Summative (Assessment of Learning)**
 * 1) Each student will write a letter home which demonstrates their understanding of the impact of European exploration upon the Native populations. Students will write a letter to the ruler or a person of importance in either France, England, Portugal or Spain. You are either a Native American or a European crew member in the "New World." You are observing the people in the exploration party and how they interact with the Natives. You are also witnessing the moods, emotions and physical health of the Natives during your stay. Do they seem happy to have you here? Are they aggressive towards you/anyone? What are your observations about these people? How does it make you feel? How do you want the reader of your letter to feel about the impact upon the Native Americans? You must use the story magnet application to write your letter at []. Once your letter is complete take a screen shot of it and post it to your blog with an explanation why you chose to include the information you did in the letter.
 * 2) Each student will write a letter home which demonstrates their understanding of the impact of European exploration upon the Native populations. Students will write a letter to the ruler or a person of importance in either France, England, Portugal or Spain. You are either a Native American or a European crew member in the "New World." You are observing the people in the exploration party and how they interact with the Natives. You are also witnessing the moods, emotions and physical health of the Natives during your stay. Do they seem happy to have you here? Are they aggressive towards you/anyone? What are your observations about these people? How does it make you feel? How do you want the reader of your letter to feel about the impact upon the Native Americans? In addition to writing your letter about your feelings about the impact of exploration on the Native Americans you must also create a collage of your key points from your persuasive letter and ideas. Create your collage using [|Wordle]. Wordle makes a collage out of your words and the more the word is used the bigger your word becomes. What are the "big" words in your letter? Do these words have significance to your point? What is the significance of your "big" words?

__Teaching and Learning Sequence__
The classroom will be arranged in five table groups so the students can work on their send-a-problem questions. These table groups will be arranged appropriately facing the front for any lecture/discussion.

Day 1 Assignment: Blog about your thoughts regarding Spanish and Native American exchanges - what does it make you feel?
 * Teacher and students talk about pass times, foods and influences provided by Native Americans (20 minutes)
 * Teacher asks students if they know of the positive influences the Europeans had on the Native Americans (15 minutes)
 * Students hear a lecture about Spanish and Native American exchanges (30 minutes)
 * Class discussion/responses to the class lecture. (15 minutes)

Day 2
 * Students hear lecture about Portuguese and Native American exchanges (15 minutes)
 * Class discussion/responses to the class lecture (15 minutes)
 * Students hear lecture about English and Native American exchanges (15 minutes)
 * Class discussion/responses to the class lecture (20 minutes)
 * Students Blog about their thoughts regarding Portuguese and Native American exchanges & your thoughts about English and Native American exchanges - what does it make you feel? (15 minutes)

Day 3 Assignment: Blog about your thoughts regarding French and Native American exchanges and your thoughts about English and Native American exchanges
 * Students hear lecture about French and Native American exchanges (15 minutes)
 * Students participate in send-a-problem activity (40 minutes/ 8 minutes for each scenario)
 * Class sharing of the problems - class responses (25 minutes)

Day 4
 * Teacher introduces final product assignment (10 minutes)
 * Teacher demonstrates and allows students to use and experiment with the magnet writer application and wordle (15 minutes)
 * Students ask questions about applications (10 minutes)
 * Students write letters - take screen shots and post to class blog (45 minutes)

Student will understand that there was both positive and negative exchanges between the Native peoples and the European explorers. Student will know the innovations and crops provided by the Natives to the Europeans: Canoes, hammocks, maracas, lacross, snow shoes, recorders/flutes, pineapples, popcorn, peanuts, corn, gum, chocolate, vanilla, potatoes, cures for scurvy. GOLD!!!!!!!!!! Innovations and diseases from Europeans to Natives: Small pox, horses/horseback riding, cannons. Student will be able to imagine and understand the feelings and reactions of the Natives. //Maine Learning Results. E. History E1: Historical Knowledge, concepts, themes & patterns Grades 6-8: Americas to 1600: European exploration and settlement. Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world.// Students enter the room to [|Native American flute music] and are asked to talk about pass times they might enjoy such as canoeing and snowshoeing. Does anyone have a story about going canoeing or snowshoeing? Has anyone tapped trees for maple syrup? Did any of you learn how to play the recorder in elementary school? These are all pass times and traditions that Native Americans provided to Europeans and American culture. These particular pass times are also those that are especially related to local Native American tribes here in Maine. They will then be asked if they can think of any other items or foods shared between the Native Americans and Europeans. **Where Why What Hook** **Tailors:** interpersonal, naturalistic, verbal, musical

Students will be given Tcharts to use during their send-a-problem activity which will help them to decide what they find to be positive or negative about the problem at hand. Students will be given a scenario to read about and then each group will write their thoughts about the problem or scenario on the side with which they agree. **Equip Explore Tailors**: Interpersonal, spatial, logical, verbal

Students will receive lectures on interactions between Europeans and Native Americans. They will be asked to discuss their thoughts with the class and then at the end of the class period or for homework students are asked to blog about their own personal reactions and feelings regarding the exchanges and interactions. After students hear and discuss all Native and European Interactions students will take part in a send-a-problem group activity. They will respond to questions and at the end each group will share the responses for the problem they receive last. **Experience, Rethink, Revise, Refine, Tailors:** verbal, interpersonal, intrapersonal

Students will self assess and share their thoughts and feelings about European and Native American exchanges by blogging regularly throughout this lesson. For their summative assessment each student will write a letter home which demonstrates their understanding of the impact of European exploration upon the Native populations. Students will write a letter to the ruler or a person of importance in either France, England, Portugal or Spain. You are either a Native American or a European crew member in the "New World." You are observing the people in the exploration party and how they interact with the Natives. You are also witnessing the moods, emotions and physical health of the Natives during your stay. Do they seem happy to have you here? Are they aggressive towards you/anyone? What are your observations about these people? How does it make you feel? How do you want the reader of your letter to feel about the impact upon the Native Americans? They will then have a choice how to make their letter a visual presence on their blogs. They can either write their letter using Magnetic Story writer or they can make a wordle collage of it. No matter which application they choose they must answer questions about the letter they wrote and the importance of the words and thoughts within. **Evaluate, Tailors**: Intrapersonal, spatial, verbal, logical

This lesson has been created by Mrs. Tripp.
 * Content Notes**

The following link provides information about some of the innovations/foods provided to Europeans or adopted by Europeans from Tiano natives. This aided me in the creation/idea for my hook. []

The following link provides general information about the foods provided to Europeans by American natives. This aided me in the creation/idea for my hook. [|http://news.nationalgeographic.com/news/2004/09/0914_040913_information_about_indians.html]

The history of Lacross. This aided me in the creation/idea for my hook. []

This site tells of the history of the Taino Natives whom are the first natives who were encountered by Christopher Columbus. [|Click here to learn about the Tainos.]

This site tells the history of the Tupi Natives whom were the natives encountered by Portuguese explorers in the area of modern day Brazil. [|Click here to learn about the Tupi.]

This site tells about several tribes encountered by Spanish conquistador Hernando De Soto while he explored the southern part of North America. [|Click here to read about De Soto and all the tribes he encountered].

This site gives information about the Inca and how they were successful and how they were devastated by the Spanish. [|Click here to read about the Incas.]

This site gives information about the Aztec and the Inca - two tribes dessimated by Spanish conquest. [|Click here to read more about these natives.]

This site gives information about Jacques Cartier's voyage to the Canadian St. Lawrence River area. It talks about his interactions with the Iroquois. [|Click here to read more about the Iroquois.]

This site talks about the influence of the French on the Native Americans. [|Click here to read more.]

5 different problem sheets T charts Example Wordle/letter Example Magnetic letter
 * Handouts**