Submitted by Myriam R Castro Reader
Objectives:
Content:
Students will..
- Understand the differences and similarities between the colonies, by reading the curriculum book, and writing the information requested in the chart posted on the board
- Be able to identify the location of the three big groups of colonies in the United States
- Understand why people from different cultures create their own colony
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- Identify the thirteen Colonies and organice them in the three big regions, New England, Middle, and Southern Colonies according to their geographical location.
- Compare the Colonies and find out the differences between them
Cultural:
Students will...
- Classify reasons for settlement by understanding the concept of immigration
- Understand in what ways people from different cultures contributed to communities
- Compare and contrast the differences between the Colonies
Language: Content Obligatory
Students will...
- Develop a basic understanding of the information presented
- Practice using present and past tense in a variety of both oral and writen information
- Use all four modalities for meaningful communicative purposes
- Use new vocabulary words to describe the read concepts
- Use present and past tense to describe the caracteristics of each colony
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- Use the following vocabulary with increasing accuracy
Zonas fronterizas, condado, cedula real, puritanos,colonia de propiedad, propietario,colonia real,autosuficiente, haciendas, escasos,presidio, immigrante,refugio,cultivo comercial,indigo,deudores, clasificar
- Use the present, past and future tenses to describe historical names
- Use names of countries and nationalities in Spanish in order to make the comparisons
Language: Content Compatible
Students will...
- Learn new vocabulary
- Express their feelings about the life at that time using subjuntive mode to discuss "wishing, wanting, hoping
- Understand the differences between the colonies by interpreting the information classified
- Demostrate accurate subject and verb agreement
Learning Strategies / Social and Skills Development:
Students will...
- focus their attention on the information provided
- activate prior knowledge
- Classify information in the three big groups in which the colonies are divided
- Practice reading tables
- Use reading strategies to enhance comprehension of the text
- Work cooperatively in pairs to complete assigned tasks
- Use context clues to guess meaning of new words
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- Use context clues to guess meaning of new words
- Compare and contrast the information
- work cooperatively in small groups to complete assigned tasks
Time Frame:
One 50 minutes class periods
Materials Needed:
- Book - Los Cominezos de Estados Unidos
- Diferent color markets, chart paper, tape,stars with questions
Description of Assessment (Performance Project):
Introduction to unit
In order to built students curiosity and enthusiasm for this unit, Ask the student to identify the countries from which their ancestors came.Mention that the colonies were formed by immigrants from different countries and invite the student to find the similarities and differences between the colonies that settled in the country. create an environment where students can discuss about the life in the colonies.
Pre-task 1:
Students will use their background knowledge to acquire new knowledge
Provide an overview of the objectives and lesson. Show the big chart of the colonies information and explain what they need to do. Students will transfer the information found in the books and internet into the big chart, using different marker color for each colony. Students will classify aspects of the thirteen colonies like: location and foundation of the colony, date, language, and industry, type of government, population. They will work in pairs. They will classify the colonies from New England, Middle, and Southern colonies.
Task 2:
Students will present to the rest of the classroom their Colony.
the rest of the class will take notes
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Introduction to unit: In order to built student curiosity and motivation teacher will ask to the students identify the countries from which their ancestors came mentioning that the colonies were formed by immigrant people from different countries.
Task1:
The teacher conducts a whole class brainstorming session in (Spanish )requesting information students know about the thirteen Colonies. This should be a general information gathering/ vocabulary building session in which they can offer words or phases that come to mind.Students should take notes on this discussion and present more vocabulary as well in order to make vocabulary available for future use or should be provided with a list after discussion.
Posisible questions to enrich the discussion:
Cuales fueron las ciudades que formaron las colonia de nueva Inglaterra? De donde venian las personas que formaron las Colonias? Por que se formaron las Colonias?De que se alimentaban las personas? Cual era su medio de subsistencia? En donde se localizo la colonia de nueva Inglaterra? por que se les llama Colonias del sur?
Task 2:
Students will work in groups, each team is going to be given a Colony to read about in their curriculum books, and other resources in order to get information regarding the colonies
They will fill in the following information in the chart, posted in the classroom with a different color market, classifying the colonies in the three big groups New England, middle,southern
Finally they will present to the rest of the class their assigned colony
Assessment:
Throughout this lesson, the teacher can be informally assessing students for comprehension and language use through their interactions in small groups and participation in class discussions.
References and Resources:
Boehm, G. Hoone C., McGowan, T. McKinney- Browning ,C. Miramontes, B. and Porter, H.(2000). Los Cominezos de Estados Unidos, Harcourt Brace Estudios Sociales 156-300