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Teacher(s) Name: __Staci Maguire__ Thematic Unit Theme/Title/Grade Level: __Colonial Life/ 2nd__ Wiki space address: __http://ucf2coloniallifesp10.wikispaces.com/__ = Daily Lesson Plan Day/Title: __Thursday/ Discovering the New World__ =
 * =Learning Objectives =
 * What will students accomplish / be able to do at the end of this lesson? ** || * The student will be able to identify elements of Colonial clothing.
 * The student will interpret Colonial music and lyrics through artwork.
 * The student will create a postcard demonstrating their knowledge of Colonial America.
 * The student will observe various stages of a plant’s life cycle. ||
 * **NCSS Theme/Sunshine State Standards **List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education //[|//http://flstandards.org//]//. // || **NCSS Theme: ** Time, Continuity, and Change

SS.2.A.2.4: Explore ways the daily life of people living in Colonial America changed over time.

SS.2.A.1.2: Utilize the media center, technology, or other informational sources to locate information that provides answers to questions about a historical topic.

SC.2.L.16.1: Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies.

LA.2.6.3.1: The student will recognize that nonprint media affect thoughts and feelings (e.g., graphics, music, digital video) || //Teacher Activities/Student Activities// · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || Teacher Activities: 1. “Can you tell me the names of some of the colonies?” 2. “In the book, we saw the people doing many different jobs. What were some of the jobs they were doing?” 3. Turn to “September” page; point to the hornbook: “What is this that he’s holding? What is it used for?” 4. “Did you notice any similarities between the people in the story and us?” 5. “Can you tell me some differences?” 6. “Did you notice the clothing?” Introduce the centers: 1. “Well today, we’re going to learn more about Colonial life including the type of clothing they wore, specifically their hats. Colonial clothing is very different from what we wear today, and the colonists often wore hats.” Read excerpt from //. . .If You Lived in Colonial Times// (page 9,12)//. “//In colonial times, girls would wear bonnets (show students the bonnet), and boys would wear a tri-corn hat (show the hat). Today, at the “Colonial Clothing” center, girls will make a bonnet and the boys will make a tri-corn hat.” Explain that the materials at the center and that the directions for each hat will be here. NOTE: A teacher or a parent should be present at this center to help students with directions/creating their hats.
 * Student Activities & Procedures
 * Introduction: Read aloud of //Our Colonial Year// written and illustrated by Cheryl Harness. “Today, I am going to read you a book called //Our Colonial Year// by Cheryl Harness. We’ve been learning a lot about Colonial America, and this book will connect some of what you’ve already learned to the new things you will learn today. While I’m reading, I want you to pay close attention to the pictures because I’m going to ask you a few questions to see what you remember from earlier this week.”
 * After read aloud, allow some time for discussion and review. Questions:

2. Move over to center 2, and explain to students that at the music center, they will be listening to a favorite song of Colonial Americans. “As you listen to the song, you should be reading the lyrics to the song. After you finish the song, you are going to draw what you think the song is about or how the song makes you feel.” Explain the materials that will be at this center, and model how to wear the headphones and start the music.

3. At center 3, explain to students that they will be visiting a website where they will make a postcard. Model how to get to the Postcard Maker, how to create a postcard, and how to print a postcard. Explain to students that when the colonists wanted to communicate with people in other places, they would write letters. Instruct students to pretend like they were visiting Colonial America and ask them to write a letter telling you about their experience including at least 3 things they’ve learned over the last few days on the back of their postcard. Explain to students that after they finish their postcard, they can choose one example of a colonial game to play with their buddy.

4. At the “Crop” center, explain to students that the colonists had to grow or make everything they needed so they planted rows and rows of crops like corn or wheat to grow their food. “Today, you’re going to plant your own crops. We’re going to use egg cartons to represent the rows of food that the farmers planted.” Model for students how to scoop one spoon full of soil into each well of the egg carton and how to plant and water their seeds. Then, explain to them that over the next few weeks, they’re going to observe how the plants grow and write down their observations in their science journals. NOTE: A teacher or a parent should be present at this center to help students with the process. Student Activities:
 * Students will rotate around 4 centers (approx. 10 minutes for each center).
 * Students will create several items (bonnet or tricorn hat, drawing of //Yankee Doodle,// and a postcard) that will be added to their portfolios.

** Colonial Clothing ** # Students will create a bonnet (girls) or a hat (boys). Bonnet: [] Tricorn Hat: [] 3. The teacher will be at this center to guide students in creating their hats.
 * __ Learning Centers: __**
 * 1) Directions will be provided for each hat.

** Music ** # Students will be exposed to a sample of Colonial music (//Yankee Doodle).//
 * 1) Students will read the song lyrics as they listen to the music.
 * 2) After students have listened to the song, they will create a drawing of what they think the song means or how it made them feel.
 * 3) The drawing will be added to students’ portfolios.

** Computer Center/ Games ** []
 * 1) Students will visit the Colonial Williamsburg- Kids website.
 * 1) On this site, students will create a postcard depicting a scene from Colonial America.
 * 2) After students print their card, they will write a letter on the back telling you about their time in Colonial America including at least three things they’ve learned about Colonial America.
 * 3) After students finish their postcard, they will work in pairs to learn a colonial game.

** “Crop” Center **
 * 1) Students will place one spoon-full of soil into each well of an egg-carton.
 * 2) One seed will be placed into each well.
 * 3) Students will water and care for their plants over the next few weeks.
 * 4) As the plants grow, students will observe their “crops,” recording their observations into their science journals.

· If there is additional time at centers or any free time throughout the day, students can choose a colonial game to play with their partner or another activity on Colonial Williamsburg- Kids website if a computer is available. || · // . . . If You Lived in Colonial Times // by Ann McGovern · // Our Colonial Year // by Cheryl Harness · [|//http://www.history.org///] · [|//http://www.history.org/kids///] · [] · [] · [|//http://www.loc.gov/teachers/lyrical/songs/yankee_doodle.html//] []
 * ==Resources/Material== || ** Resources: **

· Egg cartons · Potting soil · Plastic Spoons · Seeds · Crayons/Markers/Colored pencils · Scissors · Construction paper (white and black) · Copies of //Yankee Doodle// lyrics (1 for each student) · Copies of directions for bonnet/ tricorn hat · Recording of //Yankee Doodle// · Computers · Headphones · Cassette/C.D. players · Several examples of colonial games (checkers, pick-up sticks, jacks, marbles, matching cards, etc.). || · How will student learning be assessed? Authentic/Alternative assessments? · <span style="font-family: 'Times','serif'; font-size: 9pt;">Are you using a rubric? · <span style="font-family: 'Times','serif'; font-size: 9pt;">Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || <span style="font-family: 'Times','serif';">Pre-Assessment: · <span style="font-family: 'Times','serif';">A KWL chart will be started in the beginning of the unit and completed throughout the week. · <span style="font-family: 'Times','serif';">Class discussion and brief review after read aloud.
 * Materials: **
 * **<span style="font-family: 'Times','serif';">Assessment **

Post-Assessment: · <span style="font-family: 'Times','serif'; font-size: 10pt;">Teacher observation · <span style="font-family: 'Times','serif'; font-size: 10pt;">Student participation · <span style="font-family: 'Times','serif'; font-size: 10pt;">Postcards will be assessed for a minimum of three things they learned about Colonial America. · <span style="font-family: 'Times','serif'; font-size: 10pt;">Pocket Portfolios · <span style="font-family: 'Times','serif'; font-size: 10pt;">Checklist will be used to assess student portfolios || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || <span style="font-family: 'Times','serif';">ESOL/SLD: · <span style="font-family: 'Times','serif';">Buddies can be assigned, pairing a high-achiever with the student. · <span style="font-family: 'Times','serif';">Hands-on activities will be used throughout the lesson. · <span style="font-family: 'Times','serif';">Teacher modeling of activities. · <span style="font-family: 'Times','serif';">Extra time will be given (if necessary) to complete activities. Gifted/Talented: · <span style="font-family: 'Times','serif';">Gifted/ talented students can be paired with a struggling student to help them throughout the centers. · <span style="font-family: 'Times','serif';">Instead of writing a letter, the student can write a poem about what they’ve learned. · <span style="font-family: 'Times','serif';">Students can create a digital storytelling of an important person from this time period. || · <span style="font-family: 'Times','serif';">Students would continue to observe their plants throughout the next few weeks/months. · <span style="font-family: 'Times','serif';">On Friday, parents can come in to see the work students have been doing. Students can sing the //Yankee Doodle// song and share their portfolios with their parents. ||
 * ==Exceptionalities==
 * ==Discussion Notes== || · <span style="font-family: 'Times','serif';">Acrostic Poetry/ Riddles: Writing poems and riddles was common during this time period so this could be a great writing activity to teach to students. The teacher could do a mini-lesson on one style. The students could then choose a book about an important person from Colonial America (Franklin, William Penn, Pocahontas, etc.) out of a book basket and either write an acrostic poem or write a series of riddles to share with classmates. This homework assignment would also be part of their portfolio.