L2+McAfee,+Kristen

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

Teacher’s Name:** Mrs. Tripp
 * Date of Lesson:**
 * Grade Level:** 7th grade
 * Topic:** Age of Discovery

__**Objectives**__

 * Student will understand that** the Europeans were inspired to explore and settle the Americas due, in part, to late Medieval encounters and ideas of the early Renaissance.
 * Student will know** how to recognize and understand the motivations of others in the past which will help students identify the motivations of themselves and others today and in the future.
 * Student will be able to** recognize the reasons each of the prominent European countries conducted voyages of discovery.

__**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.

Students will be able to understand what influenced and motivated the European explorers to go on their voyages of discovery. These voyages that were motivated by different influences changed the way the world was viewed and led to the inevitable discovery of the Americas.
 * Rationale:**

__**Assessment**__
The students are provided with a KWL chart and asked to fill out what they know about European motivations for exploration prior to the jigsaw and what they want to/or have been asked to know then after the jigsaw and class lecture/discussion they will write what they know. This will be handed in to the teacher at the end of the class period.
 * Formative (Assessment for Learning)**


 * Summative (Assessment of Learning)**
 * [|Museum box] (50pts)** Students will be divided up into groups. Each group will study one European country: France, England, Spain or Portugal. Your group will have to create a museum box which highlights ALL of the following information. What country are you researching? Who were the rulers of your country during the Age of Exploration? Who were the explorers who explored for your country? Why did these explorers go on mission of discovery? Where did they go? What did they discovery and/or contribute to your country?. The museum box should cover all of these questions in a creative manner. Museum box allows you to use music/podcasts, video, pictures and written text to describe your topic. Feel free to make use of these creative features. You must use two or more of these features to get full credit on the project.

__**Integration**__
Technology: Students will be required to use their laptop to follow website links to research and they will be expected to use their computers to create a museum box for their final products. Art: Students will be expected to create a museum box which will incorporate artistic skills for layout and design. English: Students will be expected to write what they know, want to know and what they learn. This should be communicated effectively to demonstrate learning.

__Groupings__
Students will be in jigsaw groups of six. Each of the six jigsaw members will take one of the reasons for discovery. They will research it with their topic groups then get back together with the jigsaw group and tell what they found out about this specific reason for discovery

__**Differentiated Instruction**__
__Logic__: Questioning/discussion/thinking about motivations, __Intrapersonal__: using the KWL chart, __Interpersonal__: jigsaw activity, and sharing their museum box with the class, __Spatial__: creating the museum box, __kinesthetic__ : viewing and manipulating museum box, __Musical__: Age of Exploration Rap & music can be put to the museum box. __Linguistic__: Students will have to write what they know, what they want to know and what they know after on their KWL chart, they’ll have to talk to one another about their jigsaw reason for discovery and they’ll have to explain their museum box to the class
 * Strategies**

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations Absent: A student who misses this class will be expected to check the class blog and to print out the KWL chart for the class. They must contact me either by email or in person upon their return to find out their assigned topic. They must fill out the KWL chart within 24 hours of their return to school. If they return in time to join a group, they will be placed with a group to create a museum box with them. If they do not return in time to join a group they will have to create a museum box on their own.
 * Modifications/Accommodations**

Students will be using Museum box to create their final product. This is a type II technology which will aid students in communicating their knowledge through video, pictures, text and other audio means.
 * Extensions**

__**Materials, Resources and Technology**__
[|KWL Charts] [|DVD on the Portuguese & Spanish] [|DVD on the English, French & Dutch] [|YOU TUBE: AGE OF EXPLORATION RAP] [|Why Explorers Explorered]

__Source for Lesson Plan and Research__
[|Spain] [|Portugal] [|France] [|England] [|Why Explorers Explorered]

__**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.//

__**Rationale:**__
 * Beach Ball** Students will be creating a museum box for their final product which gives students many options for presentation options. Students will be moving from group to group during the jigsaw part of the project.
 * Clipboard** Students will be working on their KWL charts to document what they know already, want to know and what they ultimately learn in the end. The KWL chart provides organization to demonstrate their sequential learning. The expectations are clear in that students will have to know the reasons their assigned European country conducted their voyage(s) of discovery.
 * Microscope** (discovery learning, analyzing concepts, deep exploration, discussion, focus on details, ownership) Students will be given one topic to analyze and learn about . They will able to take ownership of their own topic and will be in charge of the learning of their jigsaw group members about their topic.
 * Puppy** The group members are encouraged to be supportive and respectful of their group members. Group members are also expected to listen intently as each person explains their topic to the group.

Rationale:**
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Students should be able to recognize the reasons each of the prominent European countries conducted voyages of discovery. This will help students understand the motivations of the different European nations to conduct voyages of discovery. This, in turn, will help the students to recognize their own motivations and the motivations of others.

Rationale:** __Logic__: Questioning/discussion/thinking about motivations, __Intrapersonal__: using the KWL chart, __Interpersonal__: jigsaw activity, and sharing their museum box with the class, __Spatial__: creating the museum box, __kinesthetic__ : viewing and manipulating museum box, __Musical__: Age of Exploration Rap & music can be put to the museum box. __Linguistic__: Students will have to write what they know, what they want to know and what they know after on their KWL chart, they’ll have to talk to one another about their jigsaw reason for discovery and they’ll have to explain their museum box to the class
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

Rationale:** The students are provided with a KWL chart and asked to fill out what they know about European motivations for exploration prior to the jigsaw and what they want to/or have been asked to know then after the jigsaw and class lecture/discussion they will write what they know. This will be handed in to the teacher at the end of the class period.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//
 * Formative (Assessment for Learning)**


 * Summative (Assessment of Learning)**
 * [|Museum box] (50pts)** Students will be divided up into groups. Each group will study one European country: France, England, Spain or Portugal. Your group will have to create a museum box which highlights ALL of the following information. What country are you researching? Who were the rulers of your country during the Age of Exploration? Who were the explorers who explored for your country? Why did these explorers go on mission of discovery? Where did they go? What did they discovery and/or contribute to your country?. The museum box should cover all of these questions in a creative manner. Museum box allows you to use music/podcasts, video, pictures and written text to describe your topic. Feel free to make use of these creative features. You must use two or more of these features to get full credit on the project.

__Teaching and Learning Sequence__

 * Introduction Paragraph**

The classroom will be arranged by having four centers to research the different countries and their reason for exploration. These centers will face the front of the room to make lecture and discussion easier when needed.

Day 1 [|AGE OF EXPLORATION RAP] & Class discussion on motivations 20 minutes What do you know? & What do you want to know? Fill out the first part of your KWL chart 10 minutes Students will split up and go to different jigsaw tables (France, Spain, Portugal & England) 15 minutes Students will share their information with their personal jigsaw group about the other countries - don't forget to determine where your country fits in all of this info! 20 minutes Students will listen to lecture on the six different reasons for exploration - be thinking about which one fits your country the best! 15 minutes Assignment: Finish up your KWL chart, blog your thoughts about the day's class

Day 2 Students will listen to lecture & are encouraged to discuss/ask questions 15 minutes [|Watch the video on the Portuguese & Spanish] 15 minutes [|Watch the video on the English, French & Dutch] 15 minutes Students will work as a group researching for their museum box product 35 minutes

Assignment: Work on your group project, blog about your thoughts about the day's class

Day 3 Groups will present their museum boxes (10 minutes each, 40 minutes total) Group evaluations - evaluate yourselves 5 minutes Group evaluations - evaluate the other groups 5 minutes blog about the group experience and what you have learned. 10 minutes.

Students will understand that the Europeans were inspired to explore and settle the Americas due, in part, to late Medieval encounters and ideas of the early Renaissance. Only some of the European countries were involved in exploration and/or settlement of the Americas. Students will be able to recognize and understand the motivations of others in the past which will help them identify the motivations of themselves and others today and in the future**.** Students must understand major eras, major enduring themes and historic influences in the history of Maine, the United States and various regions of the world. You will be graded on your knowledge of the European reasons of exploration. To get them interested in the topic they will first view the [|AGE OF EXPLORATION RAP] and then the students will discuss what motivates them and what motivates others. What motivated the Europeans to explore?
 * Where, Why, What, Hook Tailor:** Logic, Musical, Verbal, Interpersonal, Intrapersonal

__**Second Paragraph**__

Students will be provided with [|KWL graphic organizer charts]. Students will be seated at four main centers ,one center for each country. There will be six students at each center. These students will be told which table to go to as they enter the room, the teacher divides and decides. Students sit in their jigsaw groups for the introductory discussion led by the teacher starting with the [|AGE OF EXPLORATION RAP]. Students will understand what it is like to feel motivated and understand that countries had specific motivations for exploration. What ere these motivations? Students will be given a moment to fill out their KWL chart, what do you know and what do you want to know? Then the groups will split off to the different centers to research different countries ([|Spain][|Portugal][|France][|England]). There will be a couple of students who go to the centers together, these students might be paired together if one needs a little more help with understanding/comprehension in reading. The teacher will circulate around a prompt students to think about what they're learning as well as answering any questions students might have. The students will then come back to their jigsaw groups and share what they learned about the different countries and their motivations. What is their country's motivation? Students will read and share together about their own country. A lecture will follow, led by the teacher, about the six different motivations for exploration and [|Why Explorers Explorered]. Who was influenced by which motivation? What have you learned? Students will fill out the final question on their KWL chart and the students will hand it in so the teacher can gather their understanding of the topic.
 * Equip, explore, rethink Tailors:** Kinesthetic, logic, interpersonal, intrapersonal, linguistic, spatial

__**Third Paragraph**__ Students will explore the different motivations for each of the countries by visiting jigsaw stations. They will then return to their groups to share the information about the different countries they learned about. During the lecture about the six motivations for exploration students should be able to identify where their assigned country fits in to the discussion. Students will be able to recognize the reasons each of the prominent European countries conducted voyages of discovery. Students will be assigned to their country groups when they walk into the classroom. The teacher will tell them which table to sit at, being mindful of who is going to which table so the students will have diversity in their group as well as equal opportunity to succeed. Students will choose which country table they want to visit - as long as one person goes to each table it shouldn't matter which table a person goes to to gather research. They will demonstrate their knowledge by filling out the KWL chart during the first day. What do they know before? What do they want to know? What have they learned? Lastly, their table will have to show their understanding of their country's motivations for exploration and they will demonstrate their understanding by creating a museum box for their final product.
 * Explore, Experience, Rethink, Revise, Refine, Tailors:** Interpersonal, Intrapersonal, logical, linguistic, spatial

__**Fourth Paragraph**__ Students will be able to assess their own learning by using the KWL chart as well as writing their on-going blog entries that are required after every class period. The teacher will check blog entries and write back frequently as well as collecting the KWL charts and checking for understanding. The KWL chart and blog entries are in direct response to class learning. The KWL chart will demonstrate that they understand their assigned country and it will help them organize their thoughts for their museum box for the final product.
 * Evaluate, Tailors:** Intrapersonal, spatial, kinesthetic, musical

[|France]: France was motivated to explore due to a desire for a larger country as well as the ability to trade. Native Americans were very eager to trade with the French. The french traded furs much of the time.
 * Content Notes**

[|Spanish:] The Spanish wanted money, a bigger country and to spread religion. They were mainly driven by a desire for riches and conquered Native American nations for their riches and their labor to bring home more crops and cash.

[|England]: England was motivated to explore due to desires for a bigger country as well as for religious purposes. They had just dealt with major changes in their religious beliefs and wanted to avoid persecution. And gold, who didn't want gold?

[|Portugal:] Portugal was mainly driven by the desire to trade for spices and silk. They were motivated to find the quickest/best trade route to China & India as they could trade for silk, spices and other desirableness.

[|KWL Charts]
 * Handouts**