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ST. LOUIS PUBLIC SCHOOLS: CURRICULUM-BASED LESSON DESIGN TOOL (WEEKLY)
Teacher: Ms. Dix Date/Week of: October 24th

` Grade Level: 11 & 12th


CONTENT AREA

U.S. History

DIFFERENTIATED INSTRUCTION/CROSS-CONTENT INTEGRATION

Goals: Big Idea/Concept

HOW will you teach the Content? (strategies, accommodations, groups, content variation, etc.)

The English Arrive in America

The Rise of Colonial America

How did different groups influence the development of major colonial regions?

I will cater to all of the students learning abilities. Some of the students are visual learners, some auditory, some kinesthetic. Some work well individually, others work well in groups. All of these different learning strategies will be implemented within this unit. There will be various note-taking using power point (visual), lecture (auditory), and there will also be hands on learning (kinesthetic, visual) (as will be demonstrated through various projects and mini activities throughout the entire unit. Students tend to have an attention span of about 10 to 15 minutes. After that the students must do something with that information. My instructional strategies will accommodate that to the best of my ability by giving notes for about 10 minutes, then doing a short activity with that information, then a little more notes or teacher facilitation, then another activity using that information which was just introduced. Technology will be a huge factor within a majority of my strategies.
Day 1:

  • Do Now Activity

  • Students will finish taking Chapter 2 Sections 1-5 Test

  • Students will work on their England’s First Colonies Project

  • Creating a Colonial Speech Activity (for recruiting women for life in one of the American colonies)

  • Interdisciplinary Connections Activity (creating a set of fashion sketches for the typical wardrobe of the Puritans)

  • Independent Reading/Work

Day 2:

  • Do Now Activity

  • Cornell Notes over Chapter 3 Section 1

  • Students will work on their England’s First Colonies Project

  • Students will work on their In-Class Assignment

  • Pass back graded work

  • Independent Reading/Work

Day 3:




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