Daily Lesson Plan

Class: History Topic: The Progression of Events Leading to the American Revolution Date: December 5 Time: 50-55 Minutes

Content Standards: U.S. Studies from 1492 to 1877: Exploration through Reconstruction The historical focus continues in the eighth grade with the study of European exploration and the early years of the United States. This study incorporates all four social studies strands into a chronologic view of the development of the United States. Students examine how historic events are shaped by geographic, social, cultural, economic and political factors (ODE). Topics: -Colonization to Independence Content Statements: -The ideas of the Enlightenment and dissatisfaction with colonial rule led English colonists to Declaration of Independence and launch the American Revolution Technology Standards: III. TEACHING, LEARNING, AND THE CURRICULUM Teachers implement curriculum plans that include methods and strategies for applying technology to Maximize student learning. Teachers: A. facilitate technology-enhanced experiences that address content standards and student Technology standards. Learning Objective(s): Students will - The eighth grade students will complete a digital interactive timeline, by researching and exploring the events that lead to the American Revolution. -The eighth grade students will explore, and explain why the significance of each event leading to the America Revolution. -The eighth grade students will appropriately utilize various intranet sources to generate a digital interactive timeline. Activities or Procedures (number: 1, 2, 3, etc): 1. Students will complete a brief entry ticket (google form) that will act as a formative assessment. This will allow me to see where each students base line knowledge lies on the subject of the American Revolution. Once students have completed the entry ticket asking them to list two events or things that lead to the American Revolution, we will engage in a class discussion talking about the various things that they wrote on the entry google form. 2. Once students have completed their entry ticket, we will have a brief discussion in regards to appropriate internet usage (this should only be a reminder/refresher; students will already have learned these concepts). write the

After our discussion on internet usage, I will ask the students to choose either one or two other partners to work with for the remainder of the period. 4. Each group will choose a pre-designated date pre-assembled on a timeline. Their duty is to research the date and find out what its significance is to the American Revolution. Once they correctly identify the event, the students must supply their date on the timeline with a name, month and day (if available), at least one picture/video, and must address Who, What, When, Where, Why in a brief description. This activity will be graded with criteria checklist. 5. Each student will create a Voki that resembles a historical figure from the Revolutionary period. The Voki should give a historical fact in regards to their importance to the period, or a fact about the period in general. 5. My wiki is used for collaboration central, each group will be uploading their chosen date information to the timeline, and once complete their will be full timeline that all students can use to study the events leading to the Revolutionary War. The wiki is an important place, because students are able to manipulate the information and add what they wish to the timeline. The above information is what I am looking for but I they would like to add more they are free to do so. The wiki is also a place where the students can showcase their own individual work and show their parents what they have created in class Assessment and evaluation: -The first assessment piece of this lesson is in the entry slip that the students will complete. This is a formative assessment allowing me to gauge the students baseline knowledge. -The second assessment piece is the creation of the timeline. This is a summative assessment that will allow me to observe what the students have gathered from the lesson. -The third assessment is in the creation and completion of the Voki. This is an authentic assessment that will allow me to see the students creative side and will allow me to see how the students are placing the characters in the real world. Materials needed: -Computers/laptops/tablets -internet Other Important Considerations: 1. In what ways does this lesson stimulate higher order thinking? What evidence do you have that all students are thinking beyond knowledge and comprehension? -When the students are asked to collaborate with one another and fill in the timeline, they are constructing their own knowledge. The students are in charge of their own learning, as a teacher I have set out the bare minimum and it is the students job to fill in the blanks and explore and discover the various pieces of information leading to the Revolution. This is a complete different style of learning that the traditional pencil and paper method or the teacher simply ex-spelling information. This also defies the traditional method of regurgitation. 2. How does this lesson reflect your knowledge of learning styles/intelligences? Are students with various learning styles/intelligences having their learning needs met? What evidence do you have of this? -I believe that this lesson addresses various learning styles/intelligences because the students are participating in a variety of activities which requires the use of many different intelligences. Some students are more logical and prefer pencil to paper assessment, for those students the google form (entry ticket) will be ideal. In the timeline and in the Voki students that are more artistic and visual will have the opportunity to showcase their work and shine. The students will be collaborating with their peers while they are exploring and researching their timeline date.

3. In what ways does this lesson reflect your appreciation of human diversity? (Exceptionality, language, socioeconomic status, culture, family and community values) - By offering varying forms of assessment and activities student diversity is being displayed and accentuated. However I think that having such a technologically involved lesson does not serve lower socioeconomic students to the highest standard. Because there is always a possibility that they have limited computer and or internet access; therefore they would be unable to complete any take home assignments. By allowing students the opportunity to be the driving force of their own learning, those with exceptionalities and language barriers will have more one on one time with the teacher as necessary. They will also be able to work at their ability level and at their own pace.