4.Five+Day+Unit+Plan

Unit Plan *-*-*-*-*-*-*-*-*-*-* Teacher(s) Name: __Vivian Lea, Emily Henn, Carly Swartling, Natalie Acosta__ Thematic Unit Theme/Title/Grade Level: __Colonial Times/ A Colonial Adventure/Grade 2__ Wiki space address: __http://ucf2colonialtimesf11t.wikispaces.com/__ Daily Lesson Plan Day/Title: Lesson 1/Monday/“A Day in the Life of a Pilgrim Boy or Girl: Family, Chores & Clothing” Unit Post-Assessment: At the end of the unit, all students will take the same flip-chart quiz that they took before the unit began to measure their overall learning. //On-going// Assessment: On Monday’s lesson, students will be assessed through observation and by their written letters. The teacher will observe students’ behavior and participation during the read-alouds and class discussion using the venn diagram. A checklist will be used to assess the lesson’s final product: a letter written by each student to either Sarah or Samuel, describing what a typical day would be like for them. See attached for the checklist. || Note: Upon grading the finished letters, respond to students’ questions or comments to the Colonial children by writing back to them, using the voice of Sarah Morton or Samuel Eaton! Teacher(s) Name: __Emily Henn, Vivian Lea, Carly Swartling, Natalie Acosta__ Thematic Unit Theme/Title/Grade Level: __Colonial Times/ A Colonial Adventure/Grade 2__ Wiki space address: http://ucf2colonialtimesf11t.wikispaces.com/ Daily Lesson Plan Day/Title: Day Two/Colonial Life: School and Entertainment
 * Learning Objectives ||< * The student will learn about the daily lives of children living in Colonial America; including family life, chores, food, and clothing.
 * The student will listen to two informational texts (//Sarah Morton’s Day// and //Samuel Eaton’s Day//) read aloud by the teacher, and participate in a whole-group discussion regarding the differences between modern-day and Colonial-era children.
 * The student will respond to the literary selections through whole group discussion (guided practice), and later independently (independent practice).
 * The student will participate in a whole group discussion to compare and contrast the daily lives of Colonial children with modern-day children (text to self connection) using a venn diagram.
 * The student will write a letter to either Sarah Morton or Samuel Eaton to describe to them in detail what a normal day is like for them.
 * The student will demonstrate legible printing skills in their letters. ||
 * **NCSS Theme/** **NGSSS- Next Generation****Sunshine State Standards** ||< * NCSS Theme: Time, Continuity and Change
 * SS.2.A.2.4: Explore ways the daily life of people living in Colonial America changed over time
 * LA.2.1.6.2: The student will listen to, read, and discuss familiar and conceptually challenging text
 * LA.2.2.1.5: The student will respond to various literary selections (e.g., biographies, poetry, fables, folk tales, legends), connecting text to self (personal connection), text to world (social connection), text to text (comparison among multiple texts)
 * <span style="font-family: Arial,Helvetica,sans-serif;">LA.2.4.2.4: The student will write communications, including friendly letters and thank-you notes
 * <span style="font-family: Arial,Helvetica,sans-serif;">LA.2.5.1.1: The student will demonstrate legible printing skills ||
 * <span style="display: block; font-family: 'arial black',gadget,sans-serif; font-size: 110%; text-align: center;">**Assessment** ||< <span style="font-family: Arial,Helvetica,sans-serif;">Unit Pre-Assessment: All students will take a pre-test by means of a flip-chart using the Promethean board. The students will use clickers to answer multiple choice and true/false questions. The answers will be shown anonymously to the rest of the class, but the teacher will be able to access the answers from each individual student at a later time to guide instruction. The questions will align with the objectives, standards, and procedures from all lesson plans of the unit.
 * <span style="display: block; font-family: 'arial black',gadget,sans-serif; font-size: 110%; text-align: center;">//Design for Instruction//Student Activities & Procedures || //<span style="font-family: Arial,Helvetica,sans-serif;">Note: “A Colonial Adventure” is a two week unit plan on Colonial America. This week is the second week of the entire unit, and students would have taken the flip-chart pretest at the beginning of Week 1, if not sooner. The content of Week 1 focuses on why the Pilgrims migrated to the New World in the first place. The students will learn about their reasons for moving, the struggles and hardships they faced on the Mayflower and during their first year, interaction with the Native Americans, and the first Thanksgiving. Week 2 of the unit plan, the week presented on this wikispace, focuses more on the daily lives of people living in Colonial America, pre-revolutionary. The students will enter Week 2 of the unit plan with a basic understanding of how Colonial America came to be. // <span style="display: block; font-family: arial,helvetica,sans-serif; text-align: left;">1. The teacher will engage students in a brief discussion to review learning from the previous week. (Guiding questions: //Who were the Pilgrims? Where did they come from? How did they get here? What was is like for them living in the New World? What does “New World” mean?)// <span style="display: block; font-family: arial,helvetica,sans-serif; text-align: left;">2. Anticipatory set: “//We know that there were many boys and girls just like you who migrated to the New World with their families, and many of them were born there, too. Today we’re going to learn about what their daily lives were like. Do you think their lives were similar to yours? Or do you think they were different? We will find out exactly what boys and girls your age did everyday with today’s stories.”// <span style="display: block; font-family: arial,helvetica,sans-serif; text-align: left;">3. The teacher will direct students to transition from their seats to the carpet for the day’s read-aloud texts. The teacher will begin with //Sarah Morton’s Day: A Day in the Life of a Pilgrim Girl// by Kate Waters (ESOL Strategy). <span style="display: block; font-family: arial,helvetica,sans-serif; text-align: left;">4. The teacher will ask the female students specifically if they noticed any similarities or differences between Sarah’s life and their own. <span style="display: block; font-family: arial,helvetica,sans-serif; text-align: left;">5. The teacher will read the second text, //Samuel Eaton’s Day: A Day in the Life of a Pilgrim Boy// by Kate Waters (ESOL Strategy). <span style="display: block; font-family: arial,helvetica,sans-serif; text-align: left;">6. The teacher will ask the male students specifically if they noticed any similarities or differences between Samuel’s life and their own. <span style="display: block; font-family: arial,helvetica,sans-serif; text-align: left;">7. The students will return to their seats for a whole group discussion to compare and contrast the lives of Colonial and modern-day children. The teacher will use a venn diagram on the Interactive Whiteboard to record students’ thoughts (ESOL Strategy & Guided Practice). <span style="display: block; font-family: arial,helvetica,sans-serif; text-align: left;">8. The teacher (or teacher helper) will distribute writing paper to students. The students will choose to write a letter to either Sarah or Samuel from the books, explaining what a normal day is like for them, and describe some ways that they are similar and different. The students will also make an illustration at the bottom of the letter (ESOL Strategy). The venn diagram will remain on the IWB for reference (ESOL/ESE Strategy). (ESOL Accommodation: ESOL students can be given a copy of the checklist used to assess the final product. The teacher will read aloud the requirements to the student(s) individually. ESOL students may also be permitted to work with a buddy. All students can access a dictionary as needed.) <span style="display: block; font-family: arial,helvetica,sans-serif; text-align: left;">[[file:Letter Assessment Checklist.doc]][[file:Letter to Sarah or Sam template.doc]][[file:venn diagram template.doc]] ||
 * <span style="display: block; font-family: 'arial black',gadget,sans-serif; font-size: 110%; text-align: center;">Resources/Materials ||< * <span style="display: block; font-family: arial,helvetica,sans-serif; text-align: left;">Venn Diagram using IWB
 * <span style="font-family: Arial,Helvetica,sans-serif;">//Sarah Morton’s Day// by Kate Waters
 * <span style="font-family: Arial,Helvetica,sans-serif;">//Samuel Eaton’s Day// by Kate Waters
 * <span style="font-family: Arial,Helvetica,sans-serif;">Paper for letters
 * <span style="font-family: Arial,Helvetica,sans-serif;">Pencils ||
 * <span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 110%;">Learning Objectives || The student will demonstrate mastery for reading informational texts by completing a webquest on school life and entertainment in colonial times. The student will correctly identify the secondary and primary sources used during the lesson during class discussions. The student will use technology and other informational sources to research and answer questions related to colonial education and entertainment in research journals. The student will create a research journal with recorded information learned from the class discussions, webquest and artifact activity. The student will compare and contrast colonial school, entertainment, music and dancing to their modern counterparts through class discussions to understand how colonial life began to change over time. ||
 * <span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 110%;">**NCSS Theme/**
 * NGSSS- Next Generation**
 * Sunshine State Standards** || <span style="font-family: Arial,Helvetica,sans-serif;">NCSS Theme: Time, Continuity and Change

SS.2.A.2.4: Explore ways the daily life of people living in Colonial America changed over time.

<span style="font-family: Arial,Helvetica,sans-serif;">LA.2.4.2.2: The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic;

<span style="font-family: Arial,Helvetica,sans-serif;">LA.2.6.1.1: The student will read informational text (e.g., directions, graphs, charts, signs, captions) to follow multi-step instructions, answer literal questions, perform tasks, learn tasks, and sequentially carry out the steps of a procedure.

<span style="font-family: Arial,Helvetica,sans-serif;">SS.2.A.1.2: Utilize the media center, technology, or other informational sources to locate information that provides answers to questions about a historical topic.

<span style="font-family: Arial,Helvetica,sans-serif;">SS.2.A.1.1: Examine primary and secondary sources. || <span style="font-family: Arial,Helvetica,sans-serif;">Unit Post-Assessment: At the end of the unit, all students will take the same flip-chart quiz that they took before the unit began to measure their overall learning. <span style="font-family: Arial,Helvetica,sans-serif;">//On-going// Assessment: Student Activities & Procedure || <span style="font-family: Arial,Helvetica,sans-serif;">1. Begin with a review of the previous day by bringing the venn diagram that the students helped fill out up on the interactive whiteboard. Have students discuss what they learned with the diagram as an aid and highlight each point on the diagram that they discuss [ESOL/ESE: Graphic Organizers; pointing/visual support]. Also briefly discuss the letters they wrote to either Sarah Morton or Samuel Eaton. If time, possibly read one of the better letters aloud.
 * <span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 110%;">**Assessment** || <span style="font-family: Arial,Helvetica,sans-serif;">Unit Pre-Assessment: All students will take a pre-test by means of a flip-chart using the Promethean board. The students will use clickers to answer multiple choice and true/false questions. The answers will be shown anonymously to the rest of the class, but the teacher will be able to access the answers from each individual student at a later time to guide instruction. The questions will align with the objectives, standards, and procedures from all lesson plans of the unit.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Observations during activities (working/paying attention).
 * <span style="font-family: Arial,Helvetica,sans-serif;">Observations about participation in discussions after the webquest.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Observations during dancing about following directions (informational texts).
 * <span style="font-family: Arial,Helvetica,sans-serif;">The research journal, which will be graded using a rubric. ||
 * <span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 110%;">//Design for Instruction//

2. After the review, begin the new lesson: “Alright everyone, do you remember the story that we read about Jack and Annie and their trip to Plymouth for Thanksgiving? Well, they also took a trip to Colonial Times and they sent us their research guide! So today, we’re going to hear what Jack and Annie found out and we’re also going to do our own research to make our own //<span style="font-family: Arial,Helvetica,sans-serif;">research // journals! Now what was //<span style="font-family: Arial,Helvetica,sans-serif;">research //again?” The students will discuss about research, going over what it is and also reviewing what primary and secondary sources are. [ESOL/ESE: Activating Prior Knowledge]

3. When the students understand about research, read page 29-30 from the //<span style="font-family: Arial,Helvetica,sans-serif;">American Revolution Research Guide //to introduce schooling in the colonies.

4. Show students that colonists also had time for recreation by pulling up a picture of a recreational artifact. Some examples could be: a ball and cup game, Hoops or a board game of Nine Men’s Morris. <span style="font-family: Arial,Helvetica,sans-serif;">“When children did have time to play, their //entertainment//, or the way they had fun, had to do with skills that they would need for work or hunting. During our research, we are going to find out more about what colonial kids did for fun, or //entertainment//.” [ESOL/ESE: Repetition of vocabulary] Before moving on, be sure to ask whether the picture you showed was a secondary or primary source. [ESOL/ESE: Reinforcing key ideas]

5. Pass out the research journals and have the students write their name on their own journal. Leveled research journals can be used for students who need them [ESOL/ESE: Leveled activities] When everyone is ready, read the instructions for the webquest and artifact research activities aloud as the students follow along. Be sure that everyone understands the activities before moving.

6. When the directions have been read, divide the students into pairs [ESOL/ESE: Pairs/Groups]. Then direct them to either the computers and/or the interactive whiteboard for the webquest or the artifacts set on tables as stations. After a certain amount of time, the groups will switch.

7. During the research journal activity, students should be gathering “data” by answering the questions that go with the Colonial Kids Thinkquest website or answering the question that goes along with the two artifacts they chose to look at. The teacher should be monitoring the activity, answering questions if they pop up and recording any necessary observations.

8. After the research journal activity (Webquest and artifact activity) is finished, have students return to their seats with their journals. Pull up a virtual copy of the journal on the interactive whiteboard to fill out as the students share the information they found. [ESOL/ESE: Visual support]

9. Begin a review discussion about the research they collected, but be sure to tell them not to erase their original answers. They may write the correct answer using a different colored pen/crayon/colored pencil. Take the opportunity to also discuss about how real researchers and historians sometimes find the wrong data/facts too and encourage them to think why they got a different answer (Metacognition). <span style="font-family: Arial,Helvetica,sans-serif;">For answers with more than one answer, be sure that every answer is recorded/represented on the class research journal. For questions where a picture is required, have some students share their work on a document cam or just by coming to the front. Enforce the similarities and differences of schooling/entertainment that they discovered during the Webquest. [ESOL/ESE: Connection to their lives] If some item of the review can be expanded upon, take the opportunity to have the students add extra information to the “extra information” section in their research journals. <span style="font-family: Arial,Helvetica,sans-serif;">Examples of this would be: A scanned copy of a New England Primer (materials section), the short biography of Ann Wager, a teacher in an African American school in Williamsburg [[]], information on the Brafferton, a Native American school [[]] or more games/activities that children would do. Be sure to discuss whether these are primary or secondary sources, including the artifacts they studied during the artifact activity.

10. After finishing the discussion, move onto dancing and music. Have students write the information they learn about dancing and music in the colonies in their “Extra Information” section of their research journals. <span style="font-family: Arial,Helvetica,sans-serif;">“Another way that colonists would //entertain// themselves would be dancing and playing music. What was //entertainment// again? Good. Now let’s listen to a few of the popular songs from colonial times (link in materials section).” [ESOL/ESE: Multimedia usage] After listening to the songs, be sure to discuss whether they are secondary or primary sources. 11. After listening to the songs, show the fife and discuss about fife and drum in the colonies. “Fife and drums were mainly used during war times but the fife and drum were popular instruments for regular music as well.” Show the performance by the Junior-Corp in Williamsburg (link in materials section). [ESOL/ESE: Multimedia usage] Once again, discuss secondary and primary sources.

12. Before moving on to dancing, discuss whether music is still used for entertainment today and whether the students use music to have fun. [ESOL/ESE:Connections to their lives]

13. For dancing, pull up some of the documents about dancing from “Speaking of Dancing.” Suggested quotes include the first and last. <span style="font-family: Arial,Helvetica,sans-serif;">“For the colonists, dancing was another way they had fun, especially at parties or balls. Even the children learned the fancy dances of the times from their parents and sometimes from dance instructors or teachers.”

14. “Today, we are going to learn one of the popular country dances from the colonies. Country dances were the less fancy dances that regular people did when they had local parties. The dance we are going to try is the Virginia Reel. The Virginia Reel is still popular, even today!”

15. Show an example of people performing the Virginia Reel before explaining the instructions. An example could be <span style="font-family: Arial,Helvetica,sans-serif;">[] or <span style="font-family: Arial,Helvetica,sans-serif;">[]. If necessary, adapt the instructions so the students can follow and succeed. This could mean cutting the routine down or not doing a complicated step. Demonstrate each step as they are explained. [ESOL/ESE: Direct Instruction/Modeling]

16. When the students are ready, prepare the classroom for dancing space and then practice the Virginia Reel with appropriate Virginia Reel music. The number of times they do the dance depends on the remaining time of the lesson. [ESOL/ESE:Simulation]

17. When the dancing is done, return the classroom to normal and have the students fill the space on the front of their journals with a picture of their favorite activity/favorite thing they learned from the lesson as a wrap-up activity or as homework, time depending.

18. Collect the research journals from all of the students or allow them to take them home to finish their last activity. After everything is settled, end the lesson. <span style="font-family: Arial,Helvetica,sans-serif;">“I hope you all had fun being researchers like Jack and Annie today. I know that your research journals are going to be a great addition to our Colonial Adventure Wiki for everyone to learn from. And tomorrow, we’re going to be off on a new adventure, so be sure to bring those sharp adventurer minds as we explore another part of Colonial Life.” || //<span style="font-family: Arial,Helvetica,sans-serif;">Discussion Notes: //
 * <span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 110%;">Resources/Materials || * <span style="font-family: Arial,Helvetica,sans-serif;">Colonial Kids ThinkQuest: []
 * <span style="font-family: Arial,Helvetica,sans-serif;">The Music of Early America: Popular Music During the 18th Century: []
 * <span style="font-family: Arial,Helvetica,sans-serif;">Williamsburg Fife and Drums-Junior Corps: []
 * <span style="font-family: Arial,Helvetica,sans-serif;">Kid Info: Colonial Life: []
 * <span style="font-family: Arial,Helvetica,sans-serif;">Pages of 1805 Primer: []
 * <span style="font-family: Arial,Helvetica,sans-serif;">“Speaking of Dancing”: []
 * <span style="font-family: Arial,Helvetica,sans-serif;">Research Journal (included below lesson plan), including: Leveled Webquests, Artifact activities questions, “Extra Information” section for additional notes.
 * <span style="font-family: Arial,Helvetica,sans-serif;">//Magic Tree House Research Guide: American Revolution// by Mary Pope Osborne and Natalie Pope Boyce and illustrated by Sal Murdocca
 * <span style="font-family: Arial,Helvetica,sans-serif;">Artifacts/Artifakes: fife, quill pen, hornbook, corn husk/rag doll and checkers
 * <span style="font-family: Arial,Helvetica,sans-serif;">Dance Instructions: []
 * <span style="font-family: Arial,Helvetica,sans-serif;">Pencils
 * <span style="font-family: Arial,Helvetica,sans-serif;">Crayons, colored pencils, etc.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Interactive Whiteboard
 * <span style="font-family: Arial,Helvetica,sans-serif;">Computers ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">There is an example of Nine Men’s Morris at [] along with direction.
 * <span style="font-family: Arial,Helvetica,sans-serif;">A way to reinforce the primary and secondary sources sub-lesson would be to keep a running tally of sorts or a table on the interactive whiteboard showing the examples presented during the lesson and where they belong (either primary or secondary) [ESOL/ESE: Visual support/representation; Graphic Organizer]
 * <span style="font-family: Arial,Helvetica,sans-serif;">For the artifacts activity, more or less artifacts can be added depending on time.
 * <span style="font-family: Arial,Helvetica,sans-serif;">During the discussion of music, if there is enough time, show some of the other popular instruments used in colonial music and talk about whether some of them are still around or look/sound like instruments we have now. [ESOL/ESE: Connections to their lives; Visual support]
 * <span style="font-family: Arial,Helvetica,sans-serif;">Parent involvement might help to make this lesson run smoother, particularly during the artifact centers and the dance routine.
 * <span style="font-family: Arial,Helvetica,sans-serif;">If necessary, it might be beneficial to reserve a computer lab for the Webquest element to cut down on time.
 * <span style="font-family: Arial,Helvetica,sans-serif;">The artifact activity is optional if reserving a computer lab or if there are enough computers for each student pair

Teacher(s) Name: __Vivian Lea, Emily Henn, Carly Swartling, Natalie Acosta__ Thematic Unit Theme/Title/Grade Level: __Colonial Times/ A Colonial Adventure/Grade 2__ Wiki space address: __http://ucf2colonialtimesf11t.wikispaces.com/__ Daily Lesson Plan Day/Title: Lesson 3/Colonial Life: Trades and Colonial Slavery <span style="font-family: Arial,Helvetica,sans-serif;">Unit Post-Assessment: At the end of the unit, all students will take the same flip-chart quiz that they took before the unit began to measure their overall learning. <span style="font-family: Arial,Helvetica,sans-serif;">//On-going// Assessment: On Wednesday's lesson, students will be assessed if they can correctly become the expert of their trade. They will also be assessed on the flip chart review. Observations will be made throughout the lesson, especially while role playing slavery. || 2. The teacher will introduce the day's topic of what a __trade__ is. Discuss the different occupations of today, then discuss the different trades of colonial times. Have students understand that there were not computer programmers or car dealers or TV producers back then. They did not have the same career opportunities that we have today (ESOL/ESE: Connecting back to students lives). The teacher will then pull up different pictures of different trades and ask the students what they think they are doing in the picture (ESOL/ESE: Visual Support). 3. After they understand what some of the trades in colonial times, the teacher will have the students draw a trade out of a hat and make the students research and become experts on their trade. 4. They will have the internet and library available to them ESOL/ESE: Multimedia usage). The teacher will give students about a half hour to research. After researching, the students will present their occupation/trade to the classroom. 5. After students have presented to the class, the teacher will go through a review on the board with a flipchart (will be an active link soon). 6. The next part of today's lesson is slavery in colonial times. The teacher will begin by asking the students "Does anyone know what a slave is?" and "Do we still have slavery today?" (ESOL/ESE: Connecting back to students Once the teacher gets a few answers, she will make sure she notes that slavery is indeed abolished today. 7. The teacher will divide the class in equal parts of "the white man" and "the slave". I will first model for them what white men made slaves do such as: pick crops, work in their fields, tend to livestock, and so on. The students will the play the roles of the white man and the slave, both parts. (ESOL/ESE: Role play/modeling.) 8. After this activity, students will chorally read 9. After the activity is over, the teacher will end the lesson. "I hope you all enjoyed learning about the different trades of Colonial America as well as slavery! Did anyone have a favorite part of today?" ||
 * <span style="display: block; font-family: 'arial black',gadget,sans-serif; font-size: 14px; text-align: center;">Learning Objectives ||< * The student will learn about the different trades (occupations) in Colonial America.
 * The student will participate in becoming an expert on one trade and tell the rest of the class about it.
 * The student will learn about slavery in the Colonial Times.
 * The students will role play the act of being “the slave” or “the white man”
 * The students will, at the end of this lesson, be able to classify the different trades with the flipchart assessment.
 * The students will participate in a choral reading on slavery. ||
 * <span style="display: block; font-family: 'arial black',gadget,sans-serif; font-size: 14px; text-align: center;">**NCSS Theme/** **NGSSS- Next Generation****Sunshine State Standards** ||< * <span style="font-family: Arial,Helvetica,sans-serif;">NCSS Theme: Time, Continuity and Change
 * <span style="font-family: Arial,Helvetica,sans-serif;">SS.2.A.2.4: Explore ways the daily life of people living in Colonial America changed over time
 * <span style="font-family: Arial,Helvetica,sans-serif;">LA.2.1.6.2: The student will listen to, read, and discuss familiar and conceptually challenging text
 * <span style="font-family: Arial,Helvetica,sans-serif;">LA.2.2.1.5: The student will respond to various literary selections (e.g., biographies, poetry, fables, folk tales, legends), connecting text to self (personal connection), text to world (social connection), text to text (comparison among multiple texts)
 * <span style="font-family: Arial,Helvetica,sans-serif;">SS.2.A.1.2 Utilize the media center, technology, or other information that provides answers about a historical topic.
 * <span style="font-family: Arial,Helvetica,sans-serif;">LA.2.6.1.1: The student will read informational text (e.g., directions, graphs, charts, signs, captions) to follow multi-step instructions, answer literal questions, perform tasks, learn tasks, and sequentially carry out the steps of a procedure. ||
 * <span style="display: block; font-family: 'arial black',gadget,sans-serif; font-size: 14px; text-align: center;">**Assessment** ||< <span style="font-family: Arial,Helvetica,sans-serif;">Unit Pre-Assessment: All students will take a pre-test by means of a flip-chart using the Promethean board. The students will use clickers to answer multiple choice and true/false questions. The answers will be shown anonymously to the rest of the class, but the teacher will be able to access the answers from each individual student at a later time to guide instruction. The questions will align with the objectives, standards, and procedures from all lesson plans of the unit.
 * <span style="display: block; font-family: 'arial black',gadget,sans-serif; font-size: 14px; text-align: center;">//Design for Instruction//Student Activities & Procedures || 1. The teacher will begin with review of the previous day by discussion: What did colonial children do for fun? How was their schooling different than ours? Have them do the dance they learned from yesterday. (ESOL/ESE: Simulation)Talk about research and their journals.
 * <span style="display: block; font-family: 'arial black',gadget,sans-serif; font-size: 14px; text-align: center;">Resources/Materials ||< * Interactive Whiteboard
 * Hat
 * Cut out papers of trades (20)
 * Computers
 * Access to library
 * Flipchart ||

Teacher(s) Name: <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 14pt;">Vivian Lea, Emily Henn, Carly Swartling, Natalie Acosta Thematic Unit Theme/Title/Grade Level: Colonial Times/A Colonial Adventure/Grade 2  Wiki space address: <span style="font-family: Arial,sans-serif; font-size: 14pt; text-decoration: none;">http://ucf2colonialtimesf11t.wikispaces.com/ Daily Lesson Plan Day/Title: Lesson 4/A Day at the Market <span style="background-color: white; font-family: Arial,sans-serif; font-size: 11pt;">Unit Post-Assessment: At the end of the unit, all students will take the same flip-chart quiz that they took before the unit began to measure their overall learning. //<span style="font-family: Arial,sans-serif; font-size: 11pt;">On-going //<span style="font-family: Arial,sans-serif; font-size: 11pt;"> Assessment: The teacher will use a review session during the lesson through question and answer; the teacher will observe the students during this time for accuracy and understanding. During observation the teacher will carry sticky notes to record observations he/she has made during the activity. The notes will then be recorded and will be reviewed later on for specific student help. || <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 15px; text-align: left;">2. The teacher will review vocabulary that gave the children difficulties from the previous day’s lesson. 3. The teacher will then use probing questions to introduce the new lesson and open prior knowledge about Colonial living that the children might have on the topic to assess them. [ESOL/ESE: Activating Prior Knowledge] <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 15px; text-align: left;">4. The teacher will pass around the colonial money to the classroom along with the current money that the children see on a daily basis and discuss with the students what makes the two bills different from each other. [ESOL/ESE: Visual Support] <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 15px; text-align: left;">5. The teacher will then orally explain to the classroom how many families could only afford to buy things from the markets that were necessities. The students will then use prior knowledge that they have learned and decide what is important for their survival and why. <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 15px; text-align: left;">6. The students will then create a personal “shopping list” based off of what they believe to be important and will also write why they would need it to survive using a teacher created model as a sample. They will explain to the class that these shopping lists will be used in a stimulation of a market place that they will participate in on Friday during centers. [ESOL/ESE: Teacher Sample/Modeling] <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 15px; text-align: left;">7. The teacher will introduce the market activity to the class and explain how the children will be able to purchase items such as rice, candles, etc. by using Colonial money that they will be given. They will also be weighing out their goods since the value is determined by the weight. [ESOL/ESE: Stimulation] <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 15px; text-align: left;">8. The teacher will use chocolate as an example, she will explain how chocolate could be purchased at the market as well but it was not like the chocolate we would find at the store today. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">9. The teacher will then show the students the video //Colonial Chocolate.// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">[ESOL/ESE: Multimedia Video] <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 15px; text-align: left;">10. Throughout the movie the teacher will pause to have an open discussion with the class on what they are seeing so far and how it is different from today’s chocolate. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">11. At the end of the movie the teacher will pass out a sample of milk chocolate and a sample of high percentage dark chocolate to each child so they can taste what the chocolate would have tasted like. [ESOL/ESE: Making Connections] <span style="color: red; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">{check for allergies} <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 15px; text-align: left;">12. Once the movie is completed the class will work together to make a Venn Diagram on the Interactive Whiteboard on how the different types of chocolate are similar and different from each other. [ESOL/ESE: Visual Support] <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 15px; text-align: left;">13. The teacher will then have the students tell one thing they will be purchasing in the market and explain what makes it important to have in their colonial household. <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 15px; text-align: left;">14. The teacher will collect the shopping lists that the students created earlier so they can be used in the market stimulation on Friday during centers. || //<span style="font-family: Arial,Helvetica,sans-serif;">Discussion Notes: // Teacher(s) Name: __Natalie Acosta, Emily Henn, Vivian Lea, Carly Swartling__ Thematic Unit Theme/Title/Grade Level: __Colonial Times/A Colonial Adventure/ Grade 2__ Wiki space address: http://ucf2colonialtimesf11t.wikispaces.com/ Daily Lesson Plan Day/Title: Day Five/Colonial Day Centers Activity <span style="font-family: Arial,Helvetica,sans-serif;">SS.2.A.2.4: Explore ways the daily life of people living in Colonial America changed over time. <span style="font-family: Arial,Helvetica,sans-serif;">LA.2.6.1.1: The student will read informational text (e.g., directions, graphs, charts, signs, captions) to follow multi-step instructions, answer literal questions, perform tasks, learn tasks, and sequentially carry out the steps of a procedure. <span style="font-family: Arial,Helvetica,sans-serif;">MA.2.G.5.3: Identify, combine, and compare values of money in cents up to $1 and in dollars up to $100, working with a single unit of currency. <span style="font-family: Arial,Helvetica,sans-serif;">MA.2.G.5.4: Measure weight/mass and capacity/volume of objects. Include the use of the appropriate unit of measure and their abbreviations including cups, pints, quarts, gallons, ounces (oz), pounds (lbs), grams (g), kilograms (kg), milliliters (mL) and liters (L). || <span style="font-family: Arial,Helvetica,sans-serif;">Unit Post-Assessment: At the end of the unit, all students will take the same flip-chart quiz that they took before the unit began to measure their overall learning. <span style="font-family: Arial,Helvetica,sans-serif;">//On-going// Assessment: <span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 9pt;">Student Activities & Procedures || <span style="font-family: Arial,Helvetica,sans-serif;">//Note: This final day is one giant review of the rest of the unit. Every day’s lesson is represented in one of the center activities, which students will rotate between. This review of key issues from the unit will be a review for the final post-assessment activity.// <span style="font-family: Arial,Helvetica,sans-serif;">“Good morning everyone! Are we ready for Colonial Day? Great! Now remember, when moving around the room we are using our walking feet. So no running. Also, other people will be working on other things, so use those inside voices….etc.” <span style="font-family: Arial,Helvetica,sans-serif;">Continue by introducing the centers to the children, giving a brief explanation of what they should do at each center and connecting it to the day that they learned about each activity. [ESOL/ESE: Activating prior knowledge; direct instruction/explaining] <span style="font-family: Arial,Helvetica,sans-serif;">Ratafia Cakes: <span style="font-family: Arial,Helvetica,sans-serif;">1. Preheat oven to 250 degrees. <span style="font-family: Arial,Helvetica,sans-serif;">2. In a food processor, pulse almonds until finely ground, making sure that almonds do not start to release oil. You want a meal, not a paste. <span style="font-family: Arial,Helvetica,sans-serif;">3. In a mixer, beat egg whites until stiff peaks form. Gradually add sugar and beat until incorporated. <span style="font-family: Arial,Helvetica,sans-serif;">4. With a rubber spatula, slowly fold the ground almonds into the egg white mixture. <span style="font-family: Arial,Helvetica,sans-serif;">5. Line a baking sheet with parchment paper. Using a ½ teaspoon measure, place the almond mixture in little balls onto a parchment-lined cookie sheet, spacing your drops 1 inch apart. <span style="font-family: Arial,Helvetica,sans-serif;">6. Bake at 250 degrees for 8-10 minutes or until set. Mixture will have lost its sheen and be dry to the touch. Allow to cool completely before removing from paper with spatula. //<span style="font-family: Arial,Helvetica,sans-serif;">Note: Yield: 18 ¼ dozen one-inch drops. This recipe is very easy to cut down. // <span style="font-family: Arial,Helvetica,sans-serif;">Discussion Notes:
 * <span style="display: block; font-family: 'arial black',gadget,sans-serif; font-size: 110%; text-align: center;">Learning Objectives || * <span style="font-family: Arial,sans-serif; font-size: 11pt;">The student will be able to recognize high demand products of that time period
 * <span style="font-family: Arial,sans-serif; font-size: 11pt;">The student will be able to differentiate current markets to Colonial markets
 * <span style="font-family: Arial,sans-serif; font-size: 11pt;">The student will be able to correctly buy items using the correct amount of money and make change
 * <span style="font-family: Arial,sans-serif; font-size: 11pt;">The student will be able to correctly measure the weight of an object using the correct unit of measurement ||
 * <span style="display: block; font-family: 'arial black',gadget,sans-serif; font-size: 110%; text-align: center;">**NCSS Theme/** <span style="display: block; font-family: 'arial black',gadget,sans-serif; font-size: 110%; text-align: center;">**NGSSS- Next Generation** <span style="display: block; font-family: 'arial black',gadget,sans-serif; font-size: 110%; text-align: center;">**Sunshine State Standards** || <span style="font-family: Arial,sans-serif;">NCSS Theme - VII. Production, Distribution, and Consumption
 * <span style="font-family: Arial,sans-serif; font-size: 11pt;">SS.2.E.1.2: Recognize that people supply goods and services based on consumer demands.
 * <span style="font-family: Arial,sans-serif; font-size: 11pt;">SS.2.A.2.4: Explore ways the daily life of people living in Colonial America changed over time.
 * <span style="font-family: Arial,sans-serif; font-size: 11pt;">MA.2.G.5.3: Identify, combine, and compare values of money in cents up to $1 and in dollars up to $100, working with a single unit of currency.
 * <span style="font-family: Arial,sans-serif; font-size: 11pt;">MA.2.G.5.4: Measure weight/mass and capacity/volume of objects. Include the use of the appropriate unit of measure and their abbreviations including cups, pints, quarts, gallons, ounces (oz), pounds (lbs), grams (g), kilograms (kg), milliliters (mL) and liters (L). ||
 * <span style="display: block; font-family: 'arial black',gadget,sans-serif; font-size: 110%; text-align: center;">**Assessment** || <span style="background-color: white; font-family: Arial,sans-serif; font-size: 11pt;">Unit Pre-Assessment: All students will take a pre-test by means of a flip-chart using the Promethean board. The students will use clickers to answer multiple choice and true/false questions. The answers will be shown anonymously to the rest of the class, but the teacher will be able to access the answers from each individual student at a later time to guide instruction. The questions will align with the objectives, standards, and procedures from all lesson plans of the unit.
 * <span style="display: block; font-family: 'arial black',gadget,sans-serif; font-size: 110%; text-align: center;">//Design for Instruction// <span style="display: block; font-family: 'arial black',gadget,sans-serif; font-size: 110%; text-align: center;">Student Activities & Procedures || <span style="display: block; font-family: arial,sans-serif; font-size: 15px; text-align: left;">1. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Teacher will review the previous day’s topic of trades with the students. The teacher will then bring up the following questions: * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">“What are some examples of trades that were common during Colonial Times?”
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">“Why were these trades important to the community?”
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">“How were these people paid for their service?”
 * ==Resources/Materials== || * //<span style="font-family: Arial,sans-serif; font-size: 11pt;">“Colonial Chocolate” Video //<span style="font-family: Arial,sans-serif; font-size: 15px;">[]
 * //<span style="font-family: Arial,sans-serif; font-size: 11pt;">Samples of High Percentage Dark Chocolate //
 * //<span style="font-family: Arial,sans-serif; font-size: 11pt;">Samples of Milk Chocolate //
 * //<span style="font-family: Arial,sans-serif; font-size: 11pt;">Colonial Money Artifact //
 * //<span style="font-family: Arial,sans-serif; font-size: 15px;">Current Money Artifact //
 * //<span style="font-family: Arial,sans-serif; font-size: 11pt;">Paper //
 * //<span style="font-family: Arial,sans-serif; font-size: 11pt;">Pencils // ||
 * <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 15px; text-align: left;">Ensure that each child can have chocolate and have no allergies.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px; line-height: 22px;">Remind the students that the actual market stimulation will occur on Friday during centers and that they are preparing to make correct purchases.
 * <span style="font-family: 'Arial Black',Gadget,sans-serif;">Learning Objectives || * <span style="font-family: Arial,Helvetica,sans-serif;">The student will demonstrate knowledge of vocabulary and concepts from the previous unit days by completing a scavenger hunt.
 * <span style="font-family: Arial,Helvetica,sans-serif;">The student will read directions carefully to complete various center activities’ procedures.
 * <span style="font-family: Arial,Helvetica,sans-serif;">The student will be able to correctly purchase Colonial goods using the correct amount of money.
 * <span style="font-family: Arial,Helvetica,sans-serif;">The student will use their knowledge of measuring and units of measure to accurately follow the Ratafia cake recipe and bake Ratafia cakes. ||
 * <span style="font-family: 'Arial Black',Gadget,sans-serif;">**NCSS Theme/**
 * NGSSS- Next Generation**
 * Sunshine State Standards** || <span style="font-family: Arial,Helvetica,sans-serif;">NCSS Theme: Time, Continuity and Change
 * <span style="font-family: 'Arial Black',Gadget,sans-serif;">**Assessment** || <span style="font-family: Arial,Helvetica,sans-serif;">Unit Pre-Assessment: All students will take a pre-test by means of a flip-chart using the Promethean board. The students will use clickers to answer multiple choice and true/false questions. The answers will be shown anonymously to the rest of the class, but the teacher will be able to access the answers from each individual student at a later time to guide instruction. The questions will align with the objectives, standards, and procedures from all lesson plans of the unit.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Observations during center activities
 * <span style="font-family: Arial,Helvetica,sans-serif;">//Our Colonial Year// Scavenger Hunt
 * <span style="font-family: Arial,Helvetica,sans-serif;">Making correct purchases at the market that reflect Colonial time necessities
 * <span style="font-family: Arial,Helvetica,sans-serif;">Making Ratafia cakes and butter using measurement tools
 * <span style="font-family: Arial,Helvetica,sans-serif;">“Jeopardy” Review Quiz ||
 * <span style="font-family: 'Arial Black',Gadget,sans-serif;">//Design for Instruction//
 * <span style="font-family: Arial,Helvetica,sans-serif;">General Center Activity: **
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Arrange the room for all of the center activities.
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">Create groups for the students to rotate around the centers with. If necessary, have leveled groups or mixed level groups. [ESOL/ESE: Group assignment/pairs activities]
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">Before beginning the centers, explain the classroom rules and procedures about moving around the room.
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">When every station has been explained and every student understands the directions and the general activity, direct the students to the centers they will be starting at and set the timer. The centers will rotate after the timer has gone off.
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">Throughout the lesson, the teacher should circulate between the centers and observe the students, answering any questions and guiding students who need help. Any observations that need to be recorded should be at this time.
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">When the centers are finished, clean up and reset the classroom.
 * 4) <span style="font-family: Arial,Helvetica,sans-serif;">Give the students the post-assessment using the Interactive Whiteboard and corresponding clickers.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Center: Ratafia Cakes and Homemade Butter **
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Grind the almonds the day before for easier preparation. Beat the egg-whites and sugar until stiff peaks form ahead of time as well, but not too far in advance or the egg-whites will lose their shape. These are great jobs for parents or other volunteers! Most importantly, confirm with the cafeteria staff that it is okay to use their ovens.
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">Arrange the ingredients and measuring cups at the center before the students arrive.
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">Make sure that there is a volunteer, parent, or teacher available at this center at all times.
 * 4) <span style="font-family: Arial,Helvetica,sans-serif;">When students arrive at the center, they will use the measuring cups to level off the correct amount of ground almonds. They will slowly pour them into the egg-white and sugar mixture while the adult folds the almonds into the mixture. [ESOL/ESE: Group assignment/pairs activities] (See Recipe Below)
 * 5) <span style="font-family: Arial,Helvetica,sans-serif;">Next, the students will line baking pans with parchment or wax paper, and drop little spoonfuls of the batter onto the pan with adult supervision.
 * 6) <span style="font-family: Arial,Helvetica,sans-serif;">While an adult takes the Ratafia cakes to be baked in the cafeteria, the students will begin to make homemade butter. With adult assistance, the students will fill baby food jars halfway up with heavy whipping cream. After making sure the jars have been sealed tight, the students will begin to shake them vigorously.
 * 7) <span style="font-family: Arial,Helvetica,sans-serif;">The students will take the jars with them throughout their remaining centers and continue to shake. Butter will generally start to form after 5 to 10 minutes of generous shaking.
 * 8) <span style="font-family: Arial,Helvetica,sans-serif;">After the Ratafia cakes have been baked, students can enjoy them with their homemade butter. (Albeit untraditional, powdered sugar can also be mixed into the butter to make a simple icing!)
 * <span style="font-family: Arial,Helvetica,sans-serif;">2 ½ cups blanched almonds
 * <span style="font-family: Arial,Helvetica,sans-serif;">4 egg whites
 * <span style="font-family: Arial,Helvetica,sans-serif;">2 ½ cups sugar
 * <span style="font-family: Arial,Helvetica,sans-serif;">Center: Scavenger Hunt **
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Arrange all of the materials on the table ahead of time, which includes //Our Colonial Year// by Cheryl Harness or multiple copies of the book.
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">Be sure that every student has a pencil and a correctly leveled scavenger hunt (if using the leveled varieties).
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">The students should stop and “Take a look…” at the directions first. Encourage the students to ask questions about the directions. [ESOL/ESE: Questioning for clarification]
 * 4) <span style="font-family: Arial,Helvetica,sans-serif;">When everyone has read the directions and understands them, they may continue to the activity. Students can work as pairs or can work individually depending on how many copies of the book are available.
 * 5) <span style="font-family: Arial,Helvetica,sans-serif;">The teacher should monitor the search and help students who are struggling while answering questions.
 * 6) <span style="font-family: Arial,Helvetica,sans-serif;">When the students are done with the scavenger hunt, they will put it in a folder marked “Finished Scavenger Hunts” on the table and move on to the next center when told to do so. If the students finish with time left over, they can look at the book.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Center: Market Stimulation **
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Make sure to set up the market ahead of time including artifacts to purchase, colonial money, tools to weigh/measure each good, and prices for each item.
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">Pair the students up into groups to make purchases for their Colonial Home. [ESOL/ESE: Working in Groups]
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">Hand out each students shopping list that they have created the day before.
 * 4) <span style="font-family: Arial,Helvetica,sans-serif;">Have the students read the directions and make sure they understand that in order to make purchases they must use the correct measurement and give the correct amount of money.
 * 5) <span style="font-family: Arial,Helvetica,sans-serif;">Give each student the same amount of money and have them purchase their items in the market based on the most important things that they would need to survive.
 * 6) <span style="font-family: Arial,Helvetica,sans-serif;">Once the students have completed their purchases have them write down in their journals what makes those items important and if they could have bought something else instead what would they have bought.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Center: “Jeopardy” Review Quiz Show **
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Set up the “Jeopardy” review quiz show on the interactive whiteboard ahead of time as a center.
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">If the students have played this type of review game before in the classroom, leave simple directions. If not, explain directions in person or leave explicit instructions about how to play Jeopardy.
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">When the students have read/heard the rules, let them use the pen tool/their hands to click their questions and have them keep score on a portable whiteboard if necessary. ||
 * <span style="font-family: 'Arial Black',Gadget,sans-serif;">Resources/Materials || * <span style="font-family: Arial,Helvetica,sans-serif;">“A Journey Through //Our Colonial Year// Scavenger Hunt” (below lesson plan)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Pencils
 * <span style="font-family: Arial,Helvetica,sans-serif;">// Our Colonial Year // written and illustrated by Cheryl Harness
 * <span style="font-family: Arial,Helvetica,sans-serif;">Folder labeled “Finished Scavenger Hunts”
 * <span style="font-family: Arial,Helvetica,sans-serif;">Artifacts to purchase: Candles, Rice, Chocolate, Quills, Writing parchment, etc.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Colonial money
 * <span style="font-family: Arial,Helvetica,sans-serif;">Student Created Shopping Lists
 * <span style="font-family: Arial,Helvetica,sans-serif;">For Ratafia Cakes and Butter: 2 ½ cups blanched almonds, 4 egg whites, 2 ½ cups sugar, measuring cups, mixing bowls, spatulas, spoons, baking sheets, parchment or wax paper, heavy whipping cream, baby food jars (1 per student)
 * <span style="font-family: Arial,Helvetica,sans-serif;">“Jeopardy” quiz show
 * <span style="font-family: Arial,Helvetica,sans-serif;">Mini-Whiteboard ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Parent assistance would be incredibly beneficial to help run the center activities. If using parents, be sure to introduce who they are before beginning the general Colonial Day.
 * <span style="font-family: Arial,Helvetica,sans-serif;">The amount of centers can be decreased or increased based on time and parent involvement.
 * <span style="font-family: Arial,Helvetica,sans-serif;">The scavenger hunt has two possible adaptations for high level/gifted students and ESOL students. If using the adaptations, be sure that every student has the right scavenger hunt. [ESOL/ESE: Leveled activities; fewer questions; visual support; clear directions]