Lesson Plan- What Caused Transoceanic Exploration and Colonization

Teacher Candidates: Maria Olson Date: TBA

School and District: Washington Technology Magnet School Grade: 10th Grade - Level 2

Cooperating Teacher: Ms. Bertrand C.T.’s Signature:

University Supervisor: Janelle Pacyga

Unit/Subject: The First Global Age

Lesson Title/Lesson Focus: What Caused Transoceanic Exploration and Colonization

Estimated Length of Lesson: 85 minute class period

PRE-INSTRUCTIONAL PLANNING

Context for Learning/Provisions for Diverse Learners

1. Identify the strengths, needs, and interests of individuals needing accommodations, including students with IEPs and/or 504 plans.

There is one student who may having a learning disability but hasn’t yet received an IEP. This person is a very concrete learner and requires more modeling and simple instructions. There are also several gifted students in the class. Other students have diagnosed PTSD from past experiences abroad in war zones. Special care should be taken to prevent loud, sudden noises that could trigger a reaction.

2. Identify the strengths, needs, and interests of individual students in your classroom whose first language is not English, who represent cultural differences, who may struggle to learn, or who may be highly motivated to learn.

All students qualify for language support (being level 2 on the WIDA scale). Some students have a good deal of confidence in spoken English but the majority still struggle in this regard. EA is available to help translate to Karen during lessons if there is confusion.

3. Identify prior learning experience, and language, physical, cognitive, or social/emotional development you will need to consider as you plan instruction for this group of students.

The students are low-level language learners but they are significantly more mature in their physical, cognitive, social and emotional development than would usually be the case for someone learning their first language. Therefore, we will keep in mind how to make students feel that they are being appropriately treated and not babied, while receiving the appropriate amount of language support.

4. Identify data (such as students’ progress in previous lessons, assessment results from previous lessons, or a prepared pre-assessment related to the lessons you will teach) that you have collected (or will collect) to inform your planning (in order to address students’ strengths, needs, and interests).

At the beginning of the unit, students were asked questions through a google forum. This allows for any basic gaps in understanding from past units (even if they were formally taught) to be re-addressed until students really understand it well.

5. Based on your answers to prompts 1-4 above, what specific supports have you planned (or will you plan) for students to help them reach the lesson objective?

-Those students who learn best through reading/writing/short lecture can benefit from a mini lecture and reviewing notes after class.-Students who benefit from hands on practice can benefit by using manipulatives.-Students who learn best visually can benefit by all visual aids used in the lesson.

Central Focus and Alignment:

What is the learning goal you have identified for your students?Students will learn a little bit of why Europe was so interested in connecting with so many different countries and continents

What state adopted academic or content standard(s) are you addressing? (Provide the name of the standards document, the grade level, the correct numerical citation, and the text of the standard(s) you select.)

-Based off of WIDA Can Do Procedures for Level 2 (Beginning):For linguistic complexity: level 2 students are able to understand “phrases and short sentences of varying amounts of text that they either copy... adapted...or organized”For vocabulary usage: level 2 students are able to use “general language related to the content area, [but] lack of vocabulary may be evident.”For language control:“generally comprehensible when text is adapted from model or source text, or when original text is limited to simple text.”

-Seeking to meet the content/state adopted standards: (not any one is really met in this lesson, but each one is introduced to create a larger framework for all of the other learning to come in context):Describe the Reformation and Counter-Reformation; analyze their impact throughout the Atlantic WorldExplain the social, political, and economic changes in Europe that led to trans-oceanic exploration and colonization.Describe the impact of interactions and negotiations between African leaders and European traders on long-distance trade networks.Describe the interactions and negotiations between Americans (Mayans, Aztecs, Incas) and European explorers as well as the consequences.

**Analyze the factors and led to the emergence and expansion of the multi-ethnic Aztec and Inca empires in the Americas.**Assess the social and demographic impact of the Columbian Exchange on Europe, the Americas and Africa.Compare and Contrast the forms of slavery and other non-free labor systems among African, European, and Arab societies; analyze the causes and consequences of chattel slavery in the Atlantic.Describe the expansion of the Ottoman Empire; define its relationships and exchanges with neighboring societies and religious and ethnic minorities.Analyze the varied responses in China and Japan to increasingly worldwide economic and cultural contact.Identify the major intellectual and scientific developments of seventeenth and eighteenth-century Europe; describe the regional and global influences on the European Scientific Revolution and Enlightenment, and assess their impact on global society.

What is your objective(s) for this lesson? Identify what the students will be able to do following instruction. Include an action verb (observable behavior), and criteria for success.Content Objectives:Students will be able to identify and recall from memory one basic social, political, and economic change in Europe that led to transoceanic exploration and colonization.Students will recognize that Europe’s reason for exploration and colonization was wrong in many ways.

Language Objective:Students will have written each basic social, political and economic change in their notebook. As a whole class, the students will be able to recall the following list of words from memory and identify which is which when the definition is given:

1. Trans-oceanic2. colonization3. exploration4. social5. political6. economic

After the simulation, students will be able to individually recognize the one basic social, political and economic change that encouraged Europe to do their transoceanic colonization and exploration

Continuity of Lessons:Describe your lesson sequence. How do the prior and subsequent lessons affect what youwill be teaching and what you will be expecting students to do? How will you build on what students have learned in previous lessons and use what they know to support them in

meeting expectations of the next lesson? How have you made use of student assessment from previous lessons to make and or adjust these plans?(Looking only on this unit now. To see the progression throughout units, refer to lesson 1 for the First Global Age).13 lesson (w/ a final assessment, not including any instruction), 85 minute lessons each day.-Introduction: big picture! (students understood that Europe was involved all over)

-What caused Transoceanic exploration and colonization. (Students will learn a little bit of why Europe was so interested in connecting with so many different countries and continents).

-The Columbus Exchange between Europe, North America & Africa. (Here, students will learn the specifics of where Europe was most involved in trans-oceanic trade and colonization)

-Interactions in the Americas (Here, students learn about the negative impact of European colonization in the Americas on the Incas, Mayans and Aztec people).

-Slavery-Personal Memoires from slaves in different places. (here students will look again at this sad, political development)

-Different types of slavery (here students will compare and contrast using a Venn Diagram, how they were different and how they were the same).

-Review and Test Day on all aspects of the Columbus Exchange (including why Europe wanted to colonize/explore, and the negative impacts of it. Make sure to go back to the BIG PICTURE).

-The Reformation. (Here, students will look again at social change).-Counter Reformation (Here, students will look at social change, part 2)

-Review and Test Day (because this information is more complex).-The Ottoman Empire (Here, students learn about the development of another world power outside

of Europe)-China & Japan (Here students learn about trade that expanded in another direction from the

Columbus Exchange and became the central place of trade in the world at that time).-The Enlightenment (Here students will learn about how thinking changed at the end of this time

period).-Final Assessment on all aspects of THE BIG PICTURE.

Academic Language and Support:

What are the academic language demands? Identify: the function

Language Form: Terminology….Trans-oceanic- Across the oceanColonization- the process of making a people group under the control of your governmentExploration- going to see new places, people and things.Mercantilism- Belief that a nation would be rich with the government in control. Mercantile governments believed strongly in trade with other countries.Change- When things are not like they used to bePolitical- connected with the government and powerSocial-connected with the people and their personal beliefs.Economic- connected with money and how it moves between people.

Language Function: these terms have meaning in many times and places (not just during this time 1450-1750 CE).

How have you planned to support students in meeting the academic language demands for this lesson?I will addressing many different learning styles. All major and important words are spoken many times, written, displayed in pictures, and they get to do a simulation, involving movement and actually doing things (appealing to auditory, visual and kinesthetic learners). Lower-level language students will be mostly in the front tables so that I can make myself approachable and monitor them better. I will utilize the EA in the classroom as another avenue for students to ask questions. I will speak slowly and clearly and strop for clarification. I will model and say things multiple ways to increase understanding and comprehensible input for all students.

Assessment: Attach to your lesson plan any rubrics, checklists or other assessment tools that you will use.

Describe the tools/procedures that will be used throughout this lesson to monitor and measure students’ learning of the lesson objective(s).-Students write on their maps (which can be seen and monitored) by the teacher and/or teacher helper.-Students answer questions throughout (especially at the end of the prezi). With careful attention earlier, student’s understanding can be seen by reacting with “wrong” to the statements at the end of the powerpoint.-Student Simulation of Europe.

Identify the performance criteria or benchmark to be achieved.State Criteria:Explain the social, political, and economic changes in Europe that led to transoceanic exploration and colonization.

Feedback:

How will you plan to provide specific feedback to students on their progress toward reaching the lesson objective?

● I can do that every time I have them stop and write things in their notebooks during a lecture and then I can give them some guidance. I would also regularly ask question throughout to make sure that they are understanding. I often ask for thumbs up/thumbs down, to tell me if they are understanding. The simulation will also allow ample opportunity to see if they are understanding.

How will students use the feedback to improve their competencies and knowledge? (Describe the specific opportunity for their application of the feedback.)

Materials and Special Arrangements:

Teacher Materials:● Projector● Prezi● Giant sheet with the boat and ski picture from Prezi for each student to have.

Student Materials:● Pencil● Notebook● Ipad

Theories and or Research-Based Best Practices:

Identify relevant research/theory to justify why learning tasks (or their application) are appropriate.Basing instruction off of the idea of 3 Modalities of which students have various strengths- VAK (visual, auditory, kinesthetic).

Building off of prior knowledge is related to the ideas of schema theory. This is evidenced in the progression of lessons and in “activating prior knowledge.”

Memorization of Vocabulary by recognizing what’s missing, based off of Zero Prep

References (APA) and Acknowledgments:

Barbe, W., & Milone, M. (1981). What We Know About Modality Strength. Retrieved October 15, 2015, from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198102_barbe.pdf

Carol60-53 (2014). "Describe the Social, Economic, and Political Changes That Occurred in Europe Which Led to Exploration And... - Homework Help - ENotes.com." Enotes.com. Enotes.com, Web.

Pollard, L., & Hess, N. (1997). Zero prep: Ready-to-go activities for the language classroom. Burlingame, Calif.: Alta Book Center.

Expectations for Student Behavior:

Describe how your students will be intellectually engaged. How will you communicate expectations for them?

● Expectations will be communicated to students with the “Keys to Learning Agreement.” This agreement is between the student and the teacher and says that if a student has worked hard and is trying his or her best to understand the content the teacher has taught but is still struggling, then the teacher will find a different “key” to unlock learning for that student. Basically meaning the that teacher will find a different method that works for a student to learn the same thing.

● Specific expectations are listed throughout the lesson sequence and are communicated verbally to students. Those who do not listen continually and show disrespect, may be asked to leave the room and go to the principal's office or to be talked to alone for a few minutes.

How will you follow up on behavior expectations and how well you are engaging learners?● When students first get off topic, they will first be directed to the “Keys to Learning”

agreement.

Teacher Skill Focus for This Lesson: (Also note how you plan to collect feedback.)

● Learning how to respond to feedback● Feedback will be assessed through regularly asking for thumbs up, sideways, down, to

communicate level of understanding. Also asking questions and calling on quieter, less vocal students to show understanding is a good check-point.

INSTRUCTIONAL SEQUENCE

Time What will the teacher do? What will students do? (Note behavior expectations and plans to promote intellectual

engagement.)

2 min

8 min

Introduction/Motivation:Let’s see how much you already know and think of things that we want to learn.

Activate prior knowledge—

-”do you remember our popplets from yesterday? Which one thing had the most connections… had the most popsicle sticks connected to it?” (students will hopefully say Europe!) “Yes! The people in Europe wanted to go all over the place! They went across the ocean to North America, they went down… Which direction did they go if they went from Europe to Africa?” (students will say South). “Yes! They also went and traded in China and Japan. Which direction did they go if they went from Europe to Japan and China?” (students will hopefully say East). “Yes! So you can see that they went all over the place. Today we will learn why they went to so many different places.”

Students get excited!

Students recall past knowledge that will help them make connections with the lesson at hand. Students will ask questions when/if they do not understand a question.

Students will answer questions that the teacher asks them.

2 min

3 min

5 min

20 min

Lesson Tasks (Including Assessment):Lesson Objectives Explained and Read.

-Word of the Day (maybe the word “change” would be good because it is foundational to the lesson)

Preview the 6 words listed in the language objective that they need to know. Practice these and explain the definitions and leave on the board.

Begin Prezi Presentation. As you go to each part of the map, have students fill in the bubble. Their sheet should only have the titles. Walk around and check

-Students listen attentively.

-Students write in their notebooks.

-Students practice saying these new words and listen to the definitions and ask questions if they are confused.

-Students listen attentively and answer questions to check comprehension. Students write in missing information.

2 min

8 min

30 min

on each major slide that they have it written down before you move on.

-Come back to the objective and have students read outloud. Then say, “Are we getting closer to being able to do this objective?” (hopefully, YES!)

-Students come back to the vocabulary on the board and practice the “Disappearing Words Game.” First go through the words and check comprehension. Then surprise them by erasing one of the words. Ask them what was there. Practice the whole list again. Take away another word. Practice the whole list again. Take away another word until the students say the whole list without any of the 6 words being there! Have a student come up and write in as many of the words as he/she can remember. Have as many students come up as needed until all of the words are back again! Check spelling!

-Class simulation: Living Timeline. Here, tables are combined so there are 4 stations. One table will represent a group of people from the church who want to convert people. Another table will represent a group of people in the government who want power and control. Yet another table represents a group of people who only want to control the money and make the economy strong. A fourth group are the explorers and sailors who will go across the ocean to accomplish the many things that the other groups want.The ideas of each table are explained by the teacher. Students are told that

-Students speak and respond. This is a little checkpoint, re-focus for the lesson.

-Students are all saying the words in unison. They are recalling from memory the words that are disappearing.

-Students have fun and work together. No making fun of other teams or making people go up front who do not want to.

-Students all participate and share their understanding. They ask for help if they need it and correct mistakes that they make.

they and their group are to think of a simple way to show this idea in a still-life picture. This means that they do not move, act or say something. They pretend they are in a picture, and the picture they make represents the idea at their table.Give them an example: “ Say I’m at this table over here and I’m supposed to represent that all I want is power and control. So one person will do this [imitate the power stance and move to a different spot to show different character] your friend will do this [imitate control by hands clasp and whole body very tense] and another person standing like this [tall, strong and mean looking]. Together you make the picture that represents this.”“You now have 5 minutes to think of something and practice it. Then you will present it to the class.”(once students have practiced, have the first group come up and start in the far right hand corner if you are facing your students. Then, have them freeze and not move. Have the next group come up and do their freeze frame right next to the other one. Once all the groups are up there, you have a little timeline. Then have one student from each group step out of their group and try to explain all 4 groups with the help of their group shouting out the ideas. Then, have them return to their seats.

Students engage in the activity.

Students ask if they are still confused.

Students practice and get creative. They are brave in showing their action to the whole class.

2 min

3 min

Closure:Look back at the learning objectives.Have students articulate it on their own.

Homework Assigned: Students are expected to write a paragraph about transoceanic exploration. They must include:

Students affirm that they have met objectives.

Students will record this homework someplace so that they will not forget to do it.

1. First, they have a topic sentence (saying that there are many reasons for the transoceanic exploration in the First Global Age)

2. Then they explain the 3 main reasons in 3 sentences.

3. Finally, they have a closing sentence.