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Ed 303 Lessonplan 5 Review

This lesson plan is for a 7th grade social studies class reviewing information about the 13 colonies in preparation for a test. Students will review what they have learned by placing fact cards about the colonies in the correct locations on maps. They will then play a review game using Kahoot to further solidify their knowledge. The teacher will monitor student understanding and provide guidance as needed. To conclude, students will answer an exit question explaining why learning about the colonies is important. The goal is for students to accurately recall key facts about the founding and development of the 13 colonies.

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63 views

Ed 303 Lessonplan 5 Review

This lesson plan is for a 7th grade social studies class reviewing information about the 13 colonies in preparation for a test. Students will review what they have learned by placing fact cards about the colonies in the correct locations on maps. They will then play a review game using Kahoot to further solidify their knowledge. The teacher will monitor student understanding and provide guidance as needed. To conclude, students will answer an exit question explaining why learning about the colonies is important. The goal is for students to accurately recall key facts about the founding and development of the 13 colonies.

Uploaded by

api-300666789
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Subject/ Topic/ Theme

compare and contrast/review

Grade ________7________

I. Objectives
How does this lesson connect to the unit plan? This lesson will be a review day of what the students learned from the past
lessons. This will be preparatory for their final test, a review of what they learned throughout the unit
cognitiveR U Ap An E C*

Learners will be able to:

Express previously learned knowledge (why colonies where founded, who founded them, when, agriculture/products)
Correctly label the 13 colonies on a map
Utilize an Ipad in order to play a review quiz game
Decipher correct answers from false ones
Come up with an answer and explanation as to why it is important to study these three colonial regions

physical
development

socioemotional

R, U
R
***
R, An
E, U

***

Common Core standards (or GLCEs if not available in Common Core) addressed: 7 G2.2.1 Describe the human
characteristics of the region under study.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start


Identify prerequisite
knowledge and skills.

Knowledge of the original 13 colonies along with the French, Spanish and Dutch settlements in the
United States (this knowledge will be from the lessons prior to this one)
Pre-assessment (for learning): in the beginning of class, the students will write down what parts of the Unit they
are still shaky on or they think they need more practice with. (for example, do they need more help remembering
the maps and locations? Or is it the names of the people who founded the colonies?)

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): Students will label the names of the thirteen colonies, they will also match the year it
was founded, who found it and why, and what was the main product of the region. This will be done using a
drawn out map of each of the colonial regions and the students using cards with information on them
Formative (as learning): a Kahoot quiz on all of the information learned
Summative (of learning):

A final test at the end of the unite


What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide Multiple Means of


Representation
Provide options for perceptionmaking information perceptible
The use of a Kahoot quiz on an
ipad, visually see locations of
colonies and the facts that match
them

Provide Multiple Means of Action


and Expression
Provide options for physical actionincrease options for interaction
Coming up to the board to place
their fact cards on the map, allow
them to sit where they want for the
Kahoot

Provide Multiple Means of


Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Making the matching more of a
game. The Kahoot is a game but it
helps with review

Provide options for language,


mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and


communication- increase medium
of expression

Provide options for sustaining effort


and persistence- optimize
challenge, collaboration, masteryoriented feedback

Include defining words in the


Kahoot game quiz

9-15-14

Class discussion, using the


ipads to answer questions

Matching the fact cards to the


correct colony will take class
collaboration

Provide options for comprehensionactivate, apply & highlight

Students will be answering the


Kahoot questions and matching
the fact cards for memory at
first but if they start to struggle
they can go to their notes

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Provide options for executive


functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and


strategies, self-assessment &
reflection

Before review starts the


Both the Kahoot and the fact
students will write down what
cards are there to help them
they think they dont know to
with self-assessment by
well or need to work on, then
showing them what they still
they will look for those answers need to work on for the test.
during class.
A large, blank map of the New England colonies, the Middle colonies and the Southern colonies (this
will be made by the teacher prior to class), the 43 different facts typed out and printed then cut into
individual notecards (this will also be done prior to class). Access to the internet, poster putty, a
projector, a Kahoot account, ipads

The students will be in their individual desks situated in rows, they will be facing the front of the
classroom where the teacher and the three maps of the colonial regions will be hanging up, there will
be enough aisle space for students to walk up to the front of the classroom.
How will your classroom
be set up for this lesson?

III. The Plan


Time
8:10

Components
Motivation
(opening/
introduction/
engagement)

8:15
8:15

9-15-14

Development
(the largest
component or
main body of
the lesson)

Describe teacher activities


AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
as the students enter, the teacher will hand out 4 or
Students will collect their four or five fact cards,
5 fact cards (this is based on a class size of 10)
then they will write on a little piece of paper what
when all the students are seated the teacher will tell they think they still need to work on (maybe the
them to write on a small piece of paper what
founders of colonies, locations of colonies etc.)
information they still need to work on. Tell them to
keep it by them throughout class today and see if
the answers come up today in review.
explain that when they are called on they are going
to walk up to the board (where the three blank
maps will be) read off one of their fact cards and
they are going to place their fact in or next to the
correct colony or region. They will do that for all 4
or 5 of their facts. The student is allowed to
collaborate with the rest of the class. The teacher
will call on the students one at a time. The teacher
will not tell the student if they are right or wrong,
rather the teacher will ask the student first if he/she
is correct, and if they are not sure then the teacher
will tell the student to ask his/her peers for
confirmation or help. Students will go through this
until all of the students have placed all of their fact
cards by the correct map. (if all of the students are

As the teacher calls their name, the student will


walk up to the board where the maps will be. The
student will read his/her first fact card and try to
place it in the correct colony or colonial region. If
the student is not sure where it goes then the
student will consult his/her peers. The student will
do this with all four or five of their fact cards then
they will sit back in their desk and they can help
their peers place their fact cards. If the class as a
whole cannot think of the answer, then they will be
allowed to use their notes (try it without notes at
first, but if all the students are struggling then they
will be allowed to use their notes full time)
Students will get an ipad from the ipad cart. They
will go to https://kahoot.it and will type in the

8:35
8:35

8:50

8:50
8:55

Closure
(conclusion,
culmination,
wrap-up)

struggling placing their cards on the maps, then the


teacher will instruct them that they can use their
notes, but at first try it without notes.)
Teacher will instruct the students to get an ipad and
get on the Kahoot website (https://kahoot.it). The
teacher will pull up the Kahoot passcode and then
will start the Kahoot. The teacher will instruct the
students that they may use their notes for this. The
teacher will read off the questions and the possible
answers to the question. The teacher will compete
against the students during this quiz.

passcode for the quiz they will be taking. They will


be competing against their peers and also the
teacher. They may use their notes to help them with
the quiz.

An short answer exit question, why do you think it


is important to learn about the 13 colonies?

The students will answer the question why do you


think it is important to learn about the 13
colonies? on a sheet of paper and will hand it to
the teacher while they are leaving class.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

9-15-14

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