Lesson Plan for Implementing

NETS•S—Template I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name Erin Chumbler

Position Teacher

School/District East Hall Middle School, Hall County Schools

E-mail Erin.chumbler@hallco.org

Phone 770-531-9457

Grade Level(s) 8

Content Area Georgia Studies

Time line 3 class periods (70 minutes)

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.

Content Standards SS8H2

NETS*S Standards: 3a, 4a

Overview (a short summary of the lesson or unit including assignment or expected or possible products)

The lessons in this unit will cover the entire standard SS8H2, including English exploration and
colonization. It will include mini-lessons, literacy assignments regarding exploration, and internet
tools to further develop student understanding, and it will conclude with a summative
assessment/unit test.
This lesson specifically falls in the 4th-6th days of this unit, that way the students have seen all the
content as they begin their choice board.
SS8H2 Analyze the colonial period of Georgia’s history. 
a. Explain the importance of the Charter of 1732, including the reasons for settlement (philanthropy,
economics, and defense). 
b. Analyze the relationship between James Oglethorpe, Tomochichi, and Mary Musgrove in
establishing the city of Savannah at Yamacraw Bluff. 
c. Evaluate the role of diverse groups (Jews, Salzburgers, Highland Scots, and Malcontents) in
settling Georgia during the Trustee Period. 
d. Explain the transition of Georgia into a royal colony with regard to land ownership, slavery, alcohol,
and government.
e. Give examples of the kinds of goods and services produced and traded in colonial Georgia.

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Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? Additionally, what questions can you ask students to help them focus on important
aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring
to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry.
They should not be answered with a simple “yes” or “no” and should have many acceptable answers.

EQ 1: Why is the Charter of 1732 significant?

2. How does the relationship between James Oglethorpe, Tomochichi, and Mary Musgrove impact the
settling of Savannah?

3. How do the settlers in each of the diverse groups impact the settlement of Georgia?

4. What changed as far as land ownership, slavery, alcohol, and government in the transition to a royal
colony?

5. Which goods and services were produced and traded in colonial Georgia?

Guiding questions: who are James Oglethorpe, Chief Tom, and Mary Musgrove? Why does the
diversity of the settlers matter?

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or
rubrics. Include these in your presentation as well.

Students will produce an artifact demonstrating their understanding of the content, which will serve as a
formative assessment, as will exit slips. Their product will be assessed using a rubric, and will be differentiated
by providing options from which to choose. Assignments are differentiated A, B, C and students are given their
letter based on their Lexile. These groups are fluid as I am able to get to know students and determine which
letter works best for them for each unit.

Resources (How does technology support student learning? What digital tools, and resources—online student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)

Technology supports learning as a medium for instruction and also facilitates student learning and demonstration of
understanding.
Students will use Canvas, our class course will have the mini lesson Google slide show available as a resource,
review zone video games, and screencasts for remediation.
For their formative assessment they will have the choice between using Book Creator, Spark video, Piktochart, and
Sway.

Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can
you find out if students have this foundation? What difficulties might students have?)

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 In preparation I explain the situation in England that lead to colonization.
Students lack background knowledge for most of the content covered in Georgia Studies, so most units begin with
developing background knowledge and filling gaps for students. I used to use a pretest for each unit, but it quickly
became clear that all students were lacking background knowledge for the content, and the class time would be
better used teaching the background information.

Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as
throughout the process. Be sure to indicate how you prepared for problems and work through the issues that
occurred as you implemented and even after the lesson was completed.

Students will be working in my classroom, which is set up to allow me to easily circulate and monitor/assist all
students as needed. Students will work in partners for their project, and individually on their assessment. We
are 1:1 in our school, so my students have access to a Chromebook every day. If there are technical difficulties
I do have two extra Chromebooks that students can borrow, and our media specialist has extras as well.
In case of technical issues, such as loss of internet or site failure we have a variety of books, articles, and written
resources regarding this content. Students would be able to research and brainstorm for their project.
Assuming these technical difficulties are short lived, they would be able to use these plans to guide them in
creating their product.

Instructional Strategies and Learning Activities – Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or
creativity levels of Bloom’s Taxonomy? How can the technology support your teaching? What authentic,
relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge
and skills? How will students use digital tools and resources to communicate and collaborate with each other
and others? How will you facilitate the collaboration?

I will use direct instruction and scaffolded instruction for this lesson, given the lack of background knowledge
and the maturity level of most eighth graders it is pertinent that they have all content explained to them in a
setting that allows for clarifying questions and remediation.
The learning environment in my classroom is quite open, students are comfortable asking questions-if not in
front of the whole class, then during the work session.
I will set the expectation for higher order thinking based on the criteria for their project, which will be laid out in
the rubric. My students will be creating a finished product utilizing technology that will allow them to further
explore and research the content and also develop a product beyond paper and colored pencils. As they will
work in partners they will need to communicate each step of the way and collaborate to create their project.

Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)

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 I differentiate mini lessons by utilizing Google slide presentations to guide my lecture, and I also provide all
students with slotted notes. I provide the slideshow and accompanying screencasts on my Canvas page so
students can access it as needed, and review it at their own pace.
Extension activities for this unit include students independently creating skits or movies as if they were
colonists in Georgia.

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? Also answer the following questions?

• How will you know if the students found the lesson meaningful and worth completing?
• In what ways do you think this lesson will be effective? Why do you think this?
• What problems do you anticipate and why?
• How would you design and/or teach this lesson differently if you had more time?)

Students are expected to review the rubric once they complete the project and use this as an opportunity to
revise or edit their project. They will also join another set of partners to present their product to help them with
their review.
The biggest problem I anticipate is students completing the assignment in a timely manner. As I have used
choice boards in the past I know this is a concern, this is actually why students are expected to review the
rubric as partners and then with another set of partners. I am hoping the accountability will have a positive
impact.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.
This choice board project is similar to projects from other units, so it wasn’t terribly difficult to create. But the
inclusion of 3 internet tools took some consideration as I wanted the different tools to be most appropriate for
each differentiated group.

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