Task IV.

1 KTIP Lesson Plan Format (Expand rows as needed)

Name: Ciara Adams

Ages/Grades of Number of
Students in
Students in
Class 8th
Class 25

Date of Observation: 11/17/2015

Number of
Students
having IEP 0

Number of
Gifted
Students 0

Number of
Students
having ELL 0

Lesson Title: Colony Travel & Attraction Brochure______________________

1. Learning Goals(s)/Objectives (PGES 1C): List the lesson learning

target(s)/objective(s) [connect each target/objective to the appropriate state
curriculum/content area standards]
Learning Target:
I can design a brochure that promotes distinguishable characteristics of one of
the 13 colonies.
NCSS:
1. Culture
2. People, Places, and Environments
3. Power, Authority, and Governance
KCAS:
Big Idea: Government and Civics
Academic Expectations:
2.15 Students can accurately describe various forms of government and
analyze issues that relate to the rights and responsibilities of citizens in a
democracy.
SS-8-GC-U-1
Students will understand that the American political system developed from a

colonial base
of representative democracy by the actions of people who
envisioned an independent country and new purposes for the government
Big Idea: Cultures and Societies
Academic Expectations
2.16
Students observe, analyze, and interpret human behaviors, social
groupings, and institutions to better understand people and the relationships
among individuals and among groups.
SS-8-CS-U-4
Students will understand that multiple factors contributed to the cultural
diversity of the United States prior to Reconstruction; an understanding and
appreciation of the diverse complexity of cultures is essential in our society.

Big Idea: Economics

Academic Expectations
2.18
Students understand economic principles and are able to make
economic decisions that have consequences in daily living.
SS-8-E-U-3
Students will understand that the United States government and its policies
played a major role in determining how the U.S. economy functioned prior to
Reconstruction.
Big Idea: Geography
Academic Expectations
2.19
Students recognize and understand the relationship between people
and geography and apply their knowledge in real-life situations.
SS-8-G-U-4
Students will understand that people depended on, adapted to, or modified the
environment to meet basic needs. Human actions modified the physical
environment and in turn, the physical environment limited or promoted human
activities in the United States prior to Reconstruction.
ELA
CCSS.ELA-LITERACY.W.8.2
Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of
relevant content.

CCSS.ELA-LITERACY.RI.8.3
Analyze how a text makes connections among and distinctions between
individuals, ideas, or events (e.g., through comparisons, analogies, or
categories).
CCSS.ELA-LITERACY.W.8.2.D
Use precise language and domain-specific vocabulary to inform about or
explain the topic.
CCSS.ELA-LITERACY.W.8.2.E
Establish and maintain a formal style.

2. Pre-assessment (PGES 1F): Describe the pre-assessment(s) used to establish

students baseline knowledge and skills for this lesson.
Students will each draw a colony name from a hat. Once each student knows the colony in
which he or she will be creating a brochure on, a pre-assessment will be given to students.
For two minutes, each student will write as many facts as he or she can think of, without
using book, notes, etc.-regarding the colony he or she pulled from the hat. Once the two
minutes are up, students will be asked to set the notecard aside as we will go back to the
notecard at the end of the lesson.

4. Formative Assessment (PGES 1F): Describe the formative assessment(s) to be

used to measure student progress during this lesson.
Students will be assessed in two ways, an exit slip and students brochure.
In the last few minutes of class, students will repeat the same activity they completed at the
beginning of class. Students will be given two minutes to write as many facts as he or she
can about the colony he or she completed the brochure about. Then the students will
compare the two lists using a thumb up, thumb sideways, or a thumb down.

4. Resources (PGES 1D): Identify the resources including appropriate technology needed
for the lesson.

13 Colonies Brochure. (2015, 10 16). Retrieved from Mt. Carmel Middle School :

https://www.pinterest.com/pin/416934877972743242/
53 Ways to Check for Understanding . (n.d.).
Bloom Taxonomy. (n.d.). Retrieved from
http://www.au.af.mil/au/awc/awcgate/edref/bloom.htm
Bright Ideas for Adaptations and Modifications. (n.d.). Retrieved from Morehead
State University: https://moreheadstate.blackboard.com/bbcswebdav/pid2197452-dt-content-rid11129051_2/courses/70992.EDMG342200.GE.2016FA/adaptations%20booklet
%20for%20special%20needs%20REVISED.pdf
Our Journey Westward. (2013, 2 4). Retrieved from 13 Colonies Travel Brochure:
https://ourjourneywestward.com/13-colonies-travel-brochure/

5. Lesson Procedures (PGES 1E): Describe the sequence in which the differentiated
strategies/activities and/or assessments will be used to engage your students and
facilitate attainment of the lesson objective(s) and promote higher order
thinking.
a. List whole class strategies.
Students will come into class to find a 3x5 index card on their desk. As students take
their seats, each will be asked to pull a folded slip of paper from a hat. Once every
student has picked a slip of paper, students will reveal the name of the colony on the
slip of paper. Students will then be instructed to use the 3x5 index card and write the
colony name at the top of the card. Then a timer will be set and students will have two
minutes to write as many facts as he or she can about the selected colony. After the
two minutes are up, students will be instructed to keep the notecard until the end of
class.
The teacher will go over the instructions of the brochure project, explaining the
purpose of the brochure and the rubric. Then the teacher will call the name of each
colony, having the students who have that colony name come up to the front of the
class. There the students will receive two sheets of white paper, a zip-lock bag of
colored pencils, printed photos of the colony, a rubric, and a directions page. The
students will then take their seats side by side and work on their brochure using the
book, their notes, and laptop for research. Students will work together on their
brochure with their partners as the teacher walks the room to answer questions and
keep students on task. Five example brochures will be passed around the room
throughout class for students to look at.

Eight minutes before class ends, students will be asked to put all information away
and unfold the folded nametag on the front of their desk. Inside the students will find
instructions to Name as many facts as you can about your colony and a visual rating
scale. The students will be timed again for two minutes. Students will then be asked to
take their notecard from the beginning of class and quickly compare it. Using their
thumb either up, down, or sideways, students will rate themselves. A thumb up would
be given if the student could write a lot more facts down than at the beginning of
class, a sideways thumb will be for students who have only a few more facts at the end
of class compared to the beginning of class, and a thumb down will be for students
who have the same amount or less facts at the end of class compared to the beginning.
b. List accommodations and modifications, (e.g. for IEP, Gifted, ELL,
and other needs) NOTE: Incorporate and apply the methods for
lesson planning that you learned in methods courses.
Student has trouble staying on task throughout class and paying
attention to teacher. Student often answers questions wrong both orally
and in writing.
Student will be given a simplified version of instructions for brochure
and his own copy of an example brochure for the entire class. He will also
be given a different thumb rating scale compared to the other students in
the class. If the student writes down two more facts in the end of the
lesson then he will give a thumb-up, if he has the same amount of facts
then he will give a sideways thumb, and if he has less facts then he will
give a thumb-down.

6. Watch forIdentify anything you would like specifically observed during this
lesson.
Interactions between students
Students self-assessment using thumbs at the end of class
Students ability to conduct research using book and laptop

13 Colonies Travel Brochure

Purpose:
To encourage new settlers to come to your colony.

Instructions:
You and your partner will create a brochure about a colony. You and your partner will work
together to find relevant information about your colony. Include information that will attract
settlers to your colony. You will be given two sheets of white paper, use one sheet to create your
draft and the other sheet for your final copy. Use colored pencils to make brochure bright and
colorful. Be creative and make it as neat as possible. Make sure to use accurate information. Use
rubric for scoring reference.
Include in your brochure:

Name of your colony

Culture
Economy
Government
Distinguishable persons

Brief history

Questions to ask yourself:

What about the colony would make settlers want to come to the colony?
Why was the colony founded?
What is the climate like in the colony? How does it affect the colonists way of life?
What kind of culture does the colony have?
How did the colonists socialize?
How do the colonists live? What do their houses look like?
How do they eat? Farm? If they do, then what kind of farming?
What religion do the colonists practice?
How do the colonists make money? Where do the colonists work?
Do the colonists trade? If they do, then how do they trade? Who with?
What kind of government does the colony have?
Who oversees the colony?

(ALL of the questions do NOT have to be answered in the brochure. Use these questions to get
you thinking about your colony.)

Modified Instructions:

13 Colonies Travel Brochure

Purpose:
To encourage new settlers to come to your colony.

Instructions:
You and your partner will create a brochure about a colony. Include information that will attract
settlers to your colony. You will be given 2 sheets of paper, use one for a draft and one for the
final copy. Use colored pencils to make brochure colorful. Be neat. Make sure to use accurate
information. Use rubric for scoring reference.
Include in your brochure:

Name of your colony

Culture
Economy
Government

Important persons
Brief history

Questions to ask yourself:

What about the colony would make settlers want to come to the colony?
Why was the colony founded?
What is the climate like in the colony?
What kind of culture does the colony have?
How did the colonists socialize?
How do the colonists live? What do their houses look like?
How do they eat? Farm? If they do, then what kind of farming?
What religion do the colonists practice?
How do the colonists make money? Where do the colonists work?
Do the colonists trade? If they do, then how do they trade? Who with?
What is the government the colony has?
Who governors the colony?

(ALL of the questions do NOT have to be answered in the brochure. Use these questions to get
you thinking about your colony.)

EXIT SLIP:
Name as many facts as you can about your colony when the teacher says GO. Do
not start until the teacher says so. When the buzzer sounds, put your pencil down
and stop writing. Then compare your list from the beginning of class to the list you
just made. (Then look at the thumb rubric)

After comparing your list from the beginning of class and your list from the end of
the class. Use your thumb to showcase your results.

Show a thumb down if you

wrote down the same
amount or less facts at the
end of the lesson list than
on your beginning of the
class list.

Show a sideways thumb if

you have 1-3 facts more
on your end of the lesson
list than on your beginning
of class list.

Show a thumb up if you

have added 4+ facts more
on your end of the lesson
list than on your beginning
of class list.

Modified Exit Slip:

Compare your first list to the list you just made. Use your thumb when the teacher
asks to showcase your results.

Show a thumb down if you

wrote down the less facts
at the end of the lesson
list than on your beginning
of the class list.

Show a sideways thumb if

you have the same
amount of facts or 1-2
more on your end of the
lesson list than on your
beginning of class list.

Show a thumb up if you

have added 2+ facts more
on your end of the lesson
list than on your beginning
of class list.

Rubric:
13 Colonies Brochure Rubric

4
Organizat
ion

The brochure
has excellent
formatting and
very well
organized
information.

3
The brochure has
appropriate
formatting and
well organized
information.

2
The brochure has
some organized
information with
random
formatting.

1
The brochure's
format and
organization of
material are
confusing to the
reader.

Ideas

Accuracy
Conventi
ons

The brochure
communicates
relevant
information
appropriately
and effectively
to the
intended
audience.
All information
is correct and
all of the
sources are
listed

The brochure
communicates
relevant
information
appropriately to
the intended
audience.

The brochure
communicates
irrelevant
information, or
communicates
inappropriately to
the intended
audience.

The brochure
communicates
irrelevant
information, and
communicates
inappropriately to
the intended
audience.

Most of the
information is
correct and most
of the sources are
listed

Some of the
information is
correct and some
of the sources are
listed

Very little of the

information is
correct and none
of the sources are
listed

All of the
writing is done
in complete
sentences.
Capitalization
and
punctuation
are correct
throughout the
brochure.

Most of the writing

is done in
complete
sentences. Most of
the capitalization
and punctuation
are correct
throughout the
brochure.

Some of the
writing is done in
complete
sentences. Some
of the
capitalization and
punctuation are
correct throughout
the brochure.

Most of the writing

is not done in
complete
sentences. Most of
the capitalization
and punctuation
are not correct
throughout the
brochure.