UTC GENERAL EDUCATION LESSON PLAN TEMPLATE (Four page limit)

PRELIMINARY INFORMATION
Candidate: Cyle Herron

Date developed: September 20, 2016

Lesson Title:
John Olgelthorpe
Grade Level: 8th
Number of students: 25
Unit/theme: Exploration and Colonization

Date of lesson: September 27, 2016

Where in the unit does this lesson occur?

This is the third lesson of the Colonization and Exploration
unit.

Structure(s) or grouping for the lesson (all that apply): Whole

class learning

Knowledge domain/subject: Social Studies

Period/time/estimated duration: 50 minutes

**USE COMPLETE SENTENCES IN RESPONDING TO ALL OF THE FOLLOWING LESSON PLAN ELEMENTS**

INFORMATION ABOUT THE CONTEXT, including diversity of the students (females/males, children with IEPs/504 plans, specific
language needs, other learning needs, etc.). What supports, accommodations, modifications will be provided?
I have 13 males and 12 females in my class. Three of the 25 students are African American. Two of the students read one grade
level below and four students read one grade level above. I have 3 students with sight problems and 1 student with a hearing
problem. Students will be placed in heterogeneous groups. Students with sight problems will be given their own sheet with
information that they may use to see rather than looking on the projector. Students with hearing problems will be placed near the
teacher and have an assistant to help make sure they understand the information.

RESOURCES, MATERIALS, TECHNOLOGY, EQUIPMENT FOR THE LESSON (Simply list all materials you will use)
We will use power point, textbook information, student journals

CENTRAL FOCUS (The big idea being taught through a content area. Be sure to check for specific criteria in YOUR
handbook!) I am teaching the students about the colonial Georgia leader, John Olgelthorpe. Students will learn of his
contributions to the colony.

JUSTIFICATION/RATIONALE for your plan (Why are you teaching this lesson at this time for these learners? How does
yesterdays lesson connect to todays experiences?)
This lesson will introduce James Olgelthorpes views and how he became the first leader of the Georgia colony. This will build off of
the previous lesson about European explorers and lead us to our next lesson about policies within the colony.

PRIOR KNOWLEDGE OF CHILDREN ([1] List learners community, personal, & cultural assets. [2] What do they already know
about the subject?)
Students will know and understand the aspects of early colonial life. They will know that Europeans have settled in America.

LEARNING OBJECTIVE(S) (What will children KNOW and BE ABLE TO DO that is behavioral/measurable at the end of the
lesson?)
[Teacher version]: The students will (active verb) . . . by performing/demonstrating/writing . . .
The students will be able to discuss James Olgelthorpe by explaining his contributions to Georgia.
The students will be able to give and explain James Olgelthorpes life by writing a biography of his life as Georgias leader.

CONTENT STANDARDS (list strand, grade, standard number, and write out the standard)
SS8H2: The students will analyze the colonial period of Georgias history

ACADEMIC LANGUAGE DEMANDS (Return to your central focus and specifically identify the following:)
LANGUAGE FUNCTION: Analyze

Language Demand method to express understanding : Students will display understanding by writing a
biography on James Olgelthorpes life as Georgias leader.
DISCOURSE: (Be sure to check for specific criteria in your handbook!): We can understand that James Olgelthorpe
became Georgias first leader and his policies shaped colonial Georgia in politics and religion.
SYNTAX: Be sure to check for specific criteria in your handbook!): none
VOCABULARY: Be sure to check for specific criteria in your handbook!): Quakers, Protestant, Calvinist, succession
LANGUAGE SUPPORT (steps to help students with language (show example, demonstrate how to use dictionary, circulate and
listen, collect and provide feedback, etc)
Class discussions, biography writing assignment.

PLAN FOR ASSESSMENT OF STUDENT LEARNING (How will you know and document students progress toward the
objectives?)
Diagnostic/pre-assessment: The class will be given a pretest over the unit information.
Formative assessment/feedback to learners: After the lesson, students will be asked what were James Olgelthorpes key
contributions that led to him being Georgias governor. They will then think about what contributions he made as governor. Students
will write a biography of James Olgelthorpes life leading up to him being governor and his life as governor. I will check for
understanding as they write.
Summative assessment (if any): At the end unit test there will be questions that come from this lesson

EXPECTATIONS FOR STUDENT LEARNING (YOUR CRITERIA FOR ASSESSMENT) (How will you SHOW/TELL students what
exceptional work looks like? What will meet your expectations? Fall below your expectations? Attach any rubrics you will use.):
Exceeds expectations: Writing correct facts within the biography in great detail.
Meets expectations: Writing correct facts within the biography with little detail.

Below expectations: Writing incorrect facts or writing correct facts in no detail.

PROCEDURES FOR THE LESSON (describe with EXPLICIT DETAILS every step of the lesson so that another
teacher could replicate your plan exactly!):

Set/Motivation: The class will be asked to name characteristics that

would make a good leader during this time period.
a. Instruction
1.

Introduce James Olgelthorpe to the class through a powerpoint on

his life. This powerpoint will cover his life coming from Europe, life
and his life as Georgias governor.

2.

Explain James Olgelthorpes contributions to the Georgia colony

and his policies such as outlawing the catholic religion.

3.

After the lesson students will be asked to think of James

Olgelthorpes key contributions and which of these were most
beneficial to him becoming Georgias governor and most
beneficial to the colony itself. The students will be asked to write
a biography of Olgelthorpes life leading up to him becoming
governor and his life as governor.

LIST THE HIGHER-ORDER (CRITICAL) QUESTIONS YOU WILL ASK STUDENTS IN THIS LESSON:
Which of Olgelthorpes policies and contributions were the most beneficial to the Georgia colony? How did Olgelthorpes
policies differ from other colonies policies?
BEGINNING: Anticipatory set/lesson launch/hook (How will the students gain the necessary information in order to
successfully accomplish the objective? Will you read a text together? View a video? Go on a field trip? Listen to a guest speaker?
Ask questions? Model? Engage in a discussion?)
We will begin by discussing what characteristics would make a good leader in this time period.

MIDDLE: Instructional strategies to support student learning (What ideas/texts/experiences develop their understandings? How
will you promote discussion? How will you engage students in critical thinking/learning (individuals, small, whole groups)? Use
technology? Promote academic language?

1.

Introduce James Olgelthorpe to the class through a powerpoint on

his life. This powerpoint will cover his life coming from Europe, life
and his life as Georgias governor.

2.

Explain James Olgelthorpes contributions to the Georgia colony

and his policies such as outlawing the catholic religion.

3.

After the lesson students will be asked to think of James

Olgelthorpes key contributions and which of these were most
beneficial to him becoming Georgias governor and most
beneficial to the colony itself. The students will be asked to write
a biography of Olgelthorpes life leading up to him becoming
governor and his life as governor.

END: Closure (How will you end the lesson in a way that promotes student learning and retention? How are the children sharing/
modeling the lesson objective for that learning experience?)
We will have a whole class discussion telling what each student chose as the key contributions Olgelthorpe made to Georgia and
explain why they chose those contributions to write about.

DIFFERENTIATION/EXTENSION (How will you provide successful access to the key concepts by all the students at their ability
levels?)
Supporting students with special needs (accommodations/modifications required by the IEPs/504 plans and other ways youll
address diverse needs): Students with special needs will be placed in heterogeneous groups with higher level learning students.
They will also have the opportunity to stay after or meet at another time to finish their assignment and receive extra help.

Challenging experienced learners: They will be asked to go into greater detail on certain policies that they choose to write about.
Facilitating a classroom environment that supports student learning: We will have a whole class discussion on the life and policies of
James Olgelthorpe leading up to him being governor and life as governor. Students will be asked to write a biography of the life of
Olgelthorpe and the policies he implemented.
Extension:
Students who are struggling with the given material will be given the opportunity to have conferences and torturing before school or
during lunch.

WHAT IFs (Be proactive; consider what might not go as planned with the lesson. What will you do about it?)
What if students . . . do not finish writing before class is over? They will finish for homework.
What if students are unable to comprehend important policies? I will explain one on one while students begin to work on their
biographies.
What if we finish before class ends? Students will work in their student journal.
What if students cannot . . .

REFERENCES (cite all sources used in the creation of this lesson including URLs, journals, etc.)
Text book used
Developed in part from the work of Dr. D. Johnson & Dr. E. Stevens, Roberts Wesleyan College, Teacher Education Dept.