Emily+&+Alex_LP+4

** Time: 30 min. **
 * Strategy Lesson Plan **

__** Instructional Strategy: **__**__Teams_____**
 * Co-Teachers: Emily Timm & Alex Sears_____ **

** TPA Approved Lesson Plan Template **


 * ** Desired Results ** ||
 * **__Co-Teaching__: List the co-teaching style you’ll be using and why you have chosen this co-teaching method.**

Team Teaching |||| **Learning Objective: Key Understanding(s) you intend students to obtain:**

Students will understand the social, political, and economic make-up of the southern colonies and its effects on the rest of the colonies.

Students will understand the significance of enslaved Africans and their descendants in the economic and social life of the colonies.

Students will understand each side of pro-slavery and anti-slavery. ||
 * ** Assessment Evidence ** ||
 * **What do you want your students to __know__?**

Students will empathize with pro- and anti-slavery colonists. This is a "will be able to do."

Students will know how slavery impacted the colonies. Specifically, what would you like them to know. Whenever you talk about "implications," you're approaching stages of 'understanding.' Because I need to know historical facts in order to perceive/interpret or explain impact. Tell me (and your students) what specifically needs to be KNOWN in order to UNDERSTAND the impact(s) of slavery. |||| **Learning Objective: Key Understanding(s) you intend students to obtain:**


 * **__Group Accountability (Formative Evaluation)__**
 * How will you check to see whether your class has met your learning objectives?**
 * How will you check to see whether your class has met your learning objectives?**

Students will be evaluated on their participation in the argument and the sources they brought to class to contribute to their side’s argument. |||| **What do you want students to be able to __do__?**

To argue their point using information obtained in class and provide valid sources for backup. This is unclear. To argue their "point" in relationship to what? What point are we arguing? ||
 * ** Learning Plan ** ||
 * **What key vocabulary/language will students need to know to meet the learning objective?**

Race-based slavery Are you sure this is it? |||| **__ How __ will you teach this key vocabulary to enable students to meet the learning objective?**

Through a politically divided argument

I cannot expect students to USE the new vocabulary in a politically divided argument if I have not yet taught it to them. I can NEVER expect the process to teach students words/concepts they do not yet know. ||
 * **What is/are the Essential/Guiding Question(s) for this Lesson? (It should correlate to your learning objective.)**

How did colonists from different regions react to slavery? This is a "know."

How did slavery play a part in the southern colonies? Ok. |||| **How will you differentiate for all the learners.** ||
 * **Materials/Resources Required:**

iPads || (What will you do? What do you expect students to do? Include set induction and closing.) || ** Time Allotment ** ||
 * **SCHEDULE OF ACTIVITIES** ||
 * ** Method/Strategy **
 * 3 things you learned about the southern colonies - How did you do this? Did the students write this down? Did they share this within their group? || 3 minutes ||
 * Review Plantations and Slavery from last class/Valid sources - Was this on the computers? || 7 minutes ||
 * Politically Divided Argument Did you notice, Emily, that as you were telling the two groups about their divided sides for the 'game,' that most were looking at their iPods, computers or what-have-you? It is OK for you to say, "Alright everyone, put your electronic device down or away for a few moments because what I'm going to talk about and information I'm going to hare is absolutely essential for your success in this activity." THEN, WAIT until they put them down and are looking at you! Only when you have everyone's eyes and undivided attention. || 17 minutes ||
 * Reflection paper on P.D.A. || 3 minutes ||