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Teacher Candidate: _Mackenzie O’Neill_ Subject: _US History_Grade Level: _11__ Lesson Number: _1_

Central Focus/Overall Goal: Students will evaluate how European colonization impacted the Native Americans.
Learning Segment/Unit Language Function: evaluate

State-adopted MOV 11.1a

student academic Students will follow the timeline of European connections (including the
content standards English, French, Dutch, and Spanish) with Native Americans.

MOV 11.1a – Reading Standard 9.

9. Integrate information from diverse sources, both primary and secondary, into a
coherent understanding of an idea or event, noting discrepancies between sources.
Lesson 1. Students will examine the impacts of European colonization on Native
Objectives/Targets/ Americans, who eventually lost much of their land and experienced a
Goals
drastic decline in population through diseases and armed conflict. (MOV
edTPA requirement 11.1a)

1a. Bell ringer

Evidence 1b. 1 primary source and 1 secondary source – group work/reading
1c. Write what they learned – short essay

Common There will some conflicting sources pertaining to the idea of whether or not
Misconceptions/ what the Europeans did was good or bad. Students may even get confused
Possible Student
Errors & How they
when talking about one tribe versus the other and what they had to go through
will be addressed due to European colonization.
Procedure – Bell ringer/Warm Up:
 The teacher will provide a short 4 to 5 image slide show of images (Visual, AL:
Label: Instructional introduced), each being shown for around 30 seconds that will show the Native
method(s), learning
Americans being affected by the Europeans in numerus ways. They will learn
tasks, modeling,
guided practice,
key words as well as see images that backup their understanding of the topic.
scaffolding,  The teacher will also have these slides provided on the blogger website, for
independent practice, students to go back and see whenever they need to. 21st Century Skills,
activities and/or other Adaptions/ Accommodations.
 For this lesson students will have to pick out what is similar and/or different
between the images on the slides. All the slides will either include an
interaction between Academic Language introduced: Native American and the
Label: Bell Ringer French, or the Native Americans and the Dutch, or the Native Americans and
Also may be called:
the Spanish, and or the Native Americans and the English.
anticipatory set, hook,
introduction, review,  At the end of the slides the students will be given 10 minutes to answer a few
Do Now, Write Now, basic questions about Academic Language Introduced: European colonization,
Silent Starter, warm- so the teacher can gauge their knowledge on this topic. (CFU-Content-
up informal) They will either have the choice of getting into groups, or staying in
one big group. (Kinesthetic) This will be near the beginning of the Unit lesson.
 The teacher will then gather the students attention back to them, and provide
in random to the class, 1 primary source and 1 secondary source from either
Europeans or Native Americans/ or both from the time period explaining their
interactions with one another. These will be read over as a class.
Primary/ Secondary Sources:
Label: Transitions  There will be 4 different primary sources, and 4 different secondary sources in
total. Each one representing a source from either the Dutch, French, Spanish,
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or the English. Each will talk about their interactions with the Native
Americans.
 The students will get into random groups assigned by the teacher, of about 3
or 4 and read and talk over these sources, for about 10 – 15 minutes, taking
Label:
Accommodations for
notes on key concepts and terms. They will write these down write these down
Learning Modalities on the articles that they read. Either highlighting them, circling them, or
visual, auditory, and annotating the sheet.
kinesthetic  The students should write down terms like colonization, imperialism, disease,
conflict, population decline, etc.
 The students will have to choose 3 key concepts or terms out of their list. This
will be used in their writing piece.
Short Essay:
Label: Checks for
Understanding:
 The students will then get onto the computer and create a Google Document,
directions, and/or labeling it “European Colonization Short Essay (and the start date)”.
content (formal or  The students will then break off and work independently (CFU – Content and
informal) CES). The students will then have to organize their concepts in their Google
Document labeled “European Colonization Short Essay (and the start date)”
into 3 different paragraphs. Topic 1: , Topic 2: , and Topic 3: .
 The teacher will tell the students that they are to write a 1 to 2 page short
Label: RBIS essay on the three terms that they have chosen. Each terms must content in
some to European Colonization. Explaining to them that they have to create 3
separate paragraphs for each term, as well as having an introduction and
conclusion paragraph. (auditory)
 The teacher will then ask the student to repeat the instructions. (CFU –
Label: Evidence of routine).
Cognitive Student  The students will then have to write out an introduction paragraph stating what
Engagement (CSE) they will be talking about. (CFU- content –formal) It should start with “In this
essay I will (argue, explain, introduce, etc.) that …” they will have to write a
sentence explaining what they are going to talk about. (CFU- Content and
Label: Academic
CSE)
Language
(introduced/practiced/  The teacher will write that information about the writing and wording on the
assessed) board as well as post that information on the blog for the students to go back
and look at.
Label:  Once the students have written out their first paragraphs the teacher will come
21St Century Skills and read it over, to make sure that 1) they followed the instruction of how to
word their sentences. And 2) make sure that the key concepts or terms that
they used relates to the European Colonization and Native Americans.(CFU-
content – formal)
Label: Adaptations/
Accommodations for  Once everyone has finished their first paragraph, and has been checked over
diverse learning by the teacher, the teach will then ask the students to put away the work that
needs (not required) they have completed.
 The teacher will then set a due date, 4 classes from then for the students to
have their second body paragraph done on their first topic. The teacher will
Label: Differentiated then ask them to repeat how many classes until the second body paragraph is
Instructions (content, due by. (CFU – routine)
process, and/or product
–ability/readiness) –only
Closure:
required in 1 LP  The teacher will then give out lined paper and give the students the remaining
time of the class to write out each point: 1) what they learned, 2) what their
concepts and terms had been, 3) what three were most important/ least
Label: important/ or both, and 4) then explain why they choose the three concepts or
Interdisciplinary Skills terms that they did. Each point will be a different paragraph, leading up to their

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5th and finally paragraph having them reflect on the entire lesson/ day that they
Label: Closure did in class. (CFU – content – formal and CSE)
 The students will only have to write about three to 5 sentences for each
paragraph. They are meant to be small.
 The teacher will then tell the class what is to come next in the events following
the colonization the Native Americans.

Formal Assessments

Name the assessment and describe the 1. Evaluation Criteria and 2. Feedback Method
purpose/what is being assessed
(include related objective(s))

Bell ringer: the purpose of the Bell ringer is to 1: this bell ringer will not be graded, it is simply to
introduce the students to images about the get the students up to par with basic information
European Colonization of the Native that they will need for the unit on this topic.
Americans. Picking out what is similar and or different
between the images will help them gauge the
differences between not only the Native
Americans and the Europeans, but also between
the different European nations. The questions that
they answer will be to tell if they had been paying
attention and even see if they made any
comments about the images themselves.

2: Encouragement to raise hands and point out

what is different or similar will be given to the
students. As well as positive feedback on the
written portion, such as answering the questions
that they had been given. There will be notes on
the information that they had mixed up or noted
wrong.

Primary – Secondary Sources + group 1: This will be evaluated by the teacher walking
work/reading: The purpose of this activity is to around the students why they talk amongst
introduce the students to certain primary and themselves to see if there is any confusion or
secondary sources that they will need to questions that may need answered. The teacher
recognize for the unit. Working in groups will will also notice the notes and markings that the
also allow them to grow their team work skills students make on the sources that had been
and put ideas together. given to them to see if they had highlighted,
circled, or noted any important key words or other
sources. This portion will not be graded, but there
will not notes on the information on that they take
down.

2: Feedback will be provided by the teacher when

they are walking around the room. As well as
when the teacher gather them back into a group
to talk about what they had done in their group

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work and see if there was anything that had been

looked over or confused with other terms. The
teacher will also ask what top three terms the
students had chosen and how they plan on
incorporating them into their short essay.

Short Essay: The purpose of this Short Essay 1: This Short Essay will be graded out of 20
is to have the students write down what they points. The body paragraphs, with understanding
learned. This will be an assessment of their of the terms and topic will be graded out of 10.
knowledge on the topic that they had just The introduction paragraph and the conclusion
learned about, as well as assessing their paragraph will be 5 points in total for both. Their
writing style and practice their writing skills. first rough raft will be worth 5 points.
The students will also provide evidence from
the primary and secondary sources to show 2: Feedback will be provided when then hand in
the key terms that they had gathered within their first draft of the introduction paragraph (that
this assignment. will not be graded). The students will also hand in
the first rough draft of their final paper (that will be
worth 5 points. The blog will also be used for the
students to talk about the topics and terms that
they have gathered, but will not be used to write
essays together. The teacher will manage this
blog.
Academic Language Academic Language: Native Americans, European Colonization, Spanish,
required for the lesson French, Dutch, English, disease, imperialism, conflict, population decline,
diversity, culture, conflict, social hierarchies, racial hierarchies, racism, Colonial
How will the language be America.
introduced, practiced, &
assessed?
Introduced: Native Americans, European Colonization, Spanish, French, Dutch,
and English are all introduced in the slides. Disease, Imperialism, conflict,
population decline, culture, social hierarchies, and racial hierarchies are talked
about in the readings. Culture and racism will talked about as a group to make
sure everyone is on the same page for understanding the terms.

Practiced: Native Americans, European Colonization, Spanish, French, Dutch,

and English are all practiced in the slide show presentation. Disease, Imperialism,
conflict, population decline, culture, social hierarchies, and racial hierarchies are
all practiced within the group work session of the readings and talking over the
primary and secondary sources. The culture and racism terms will be talked
about as one big group.

Assessed: European Colonization, Native Americans, and social and racial

hierarchies will be assessed during the short essay portion of their work.

.
Instructional Resources/ Materials for brainstorming activities will be the bell ringer and the group
Materials work on the primary sources. They will be given the sources, as well the
images needed to further enhance their understanding of the topic. They
will also be given a sheet of paper to write out their first introduction
paragraph, that will then be handed in and check for no grade.

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Research and/or Theory RBIS #1: UDL 2.5: Language and Symbols: Illustrate through multiple media:
Supporting Instructional Present key concepts in one form of symbolic representation, ex. Illustration,
Decisions (at least 2) diagram, table, video, physical manipulative. This check point is found in the
hook/bell ringer of the lesson when students work with the images on the screen
as well as in the group of reading through primary and secondary sources. For
the group work there will be images along with the sources that show the disease
or social hierarchies that went on during the European Colonization of the Native
Americans.

RBIS #2: Comprehension: UDL 3.2: Highlight patterns, critical features, big
ideas, and relationships: Highlight or emphasize key elements in text, graphics,
diagrams, formula. Use outlines graphic organizers, unit organizer routines,
concept organizer routines, and concept mastery routines to emphasize key
ideas and relationships: This check point is present in their group work activities.
They will gather the comprehension by talking amongst themselves as well has
having teacher feedback when the teacher is walking around the room. The
students will highlight, circle, or note key terms that are present in their work that
they would feel is important and necessary. This comprehension check point is
also present during their short essay portion. Writing their understanding of the
topic in essay form will allow them to get their thoughts out and demonstrate what
they had learned.

Include key instructional materials and assessments. Provide citations for materials that you did not create.

Formative Lesson Plan Template Hackett 2018 – includes practice for the edTPA Prompts/Language in blue are requirements from the edTPA Secondary Handbooks - Copyright © 2017 Board of Trustees of the Leland
Stanford Junior University. All rights reserved. Reminder: This information can only be used with candidates in programs and courses that are preparing students for the edTPA exam. All materials must remain secure.

Objectives, input, anticipatory set, guided practice, independent practice, checking for understanding, closure

Hunter, M. (1982). Mastery teaching: Increasing instructional effectiveness in elementary and secondary schools, colleges, and universities. Thousand Oaks, CA: Corwin Press.

Copyright Pending – S. Hackett 2018