Direct Instruction Model / Teacher: Mr. Peterson
School: Infinity Institute
Subject: The Great Trials
Date: January 13, 2015
Period 1 2 3 4
5 6
Marking Period:M1 M2
M3 M4 / Students will engage in:
independent activities pairing hubs
cooperative learning lecture
peer tutoring whole group instruction
visuals technology integration
simulations a project other:
Standards/Objectives (Limit 2) (What should students be able to do at the end of the lesson?)
Given primary and secondary readings on the Salem Witch Trials, the students will be able to describe some of the important elements of life in Puritan New England and how it influenced the Salem Witch Trials by reading accounts of life during this time period and by writing and explaining at least three ways in which life during this era influenced thinking, behavior and actions of New Englanders with ninety percent accuracy.
Essential Questions:
  • How does the state deal with religious opposition and beliefs which challenge governmental authority?
  • What was life like in Puritan New England?
  • What are some possible explanations for the witch trials in Salem, Massachusetts?
NJCCCS:
6.2.12. D.4.i: Compare and contrast the actions of individuals as perpetrators, bystanders, and rescuers during events of persecution or genocide, and describe the long-term consequences of genocide for all involved.
6.1.4. A.9: Compare and contrast responses of individuals and groups, past and present, to violations of fundamental rights.
CCSS.ELA-LITERACY.RH.11-12.1
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
CCSS.ELA-LITERACY.RH.11-12.3
Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RH.11-12.8
Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. / Objective(s): (check one)
Curriculum driven
Assessment driven
  • Name of Assessment:
  • Date of Assessment: ______
District Initiative:
Time / Procedures Followed: / Materials/Text References
4
Minutes / Opening Hook for Learning: (How will I gain students’ attention?)
DO NOW:
Society shapes how we behave and act. Think of a situation in which your environment shapes how you think, behave and act. How does your environment mold how you think, behave and act?
A student facilitator will lead a brief discussion. / Whole Classroom activity
6
Minutes / Review of Previously Learned Material/Lesson Connections:
The teacher will review how the people of Salem, Massachusetts in the 1600’s were heavily influenced by societal values and beliefs of the time period and the ways by which this impacted their behavior and actions. / Whole Classroom activity
Internet:
“The Witchcraft Trials in Salem: A Commentary”
10
Minutes / Statement of Objectives/Direct Instruction/Explanation: (How will I present new material and make learning relevant?)
The teacher will discuss life in Puritan New England. The teacher will utilize an instructional power point instructing the students to take notes from the instructional lesson.
If time allows, the teacher will show a second instructional power point entitled: “Puritan New England PPT use with lesson plans of January 12, 2015.” Teacher will finish with slides 7-11. / Whole Classroom Discussion and Instruction
Overview of
Salem Witch Trials
Lecture format
“The Witchcraft
Trials in Salem:
A Commentary.”
Instructional
Power point
5
Minutes / Guided Practice: (How will I get students to practice what has just been taught?)
Following the completion of the You Tube video, the teacher will assist the students in continuing to complete their graphic organizer listing the main points learned from the instructional power point entitled: “Salem Witch Trials use with lesson plans of January 12, 2015.”
The teacher will assist students in creating a graphic organizer in which the teacher lists some of the key values and beliefs of the Puritans in the 1600’s. A graphic organizer utilizing and incorporating Smart Board Technology will be utilized for this purpose.
One student will go to the Smart Board and write on the graphic organizer.
A second student will facilitate a discussion.
The remainder of the students shall take notes based on the information acquired.
Students will then be asked to write a “one sentence summary” best summarizing the topic of the Salem Witchcraft Trials. (A One sentence summary formative assessment will be utilized).
As students are working, the teacher will walk around the classroom and observe. Thus, an (observation) formative assessment will be utilized.
In addition, the teacher will check in with students to ensure their understanding. Thus a (Student conference) formative assessment will also be utilized. / Whole Classroom Activity
Smart Board graphic organizer
Smart Board
technology
19
Minutes / Independent Practice/Application:(How will I get students to practice what has just been taught?)
The class will be separated into two groups. Separate the class into four groups, and assign each group one section of the EDSITEmentLaunchPad under the labelUnderstanding Puritan New England. Offer them the following instructions, and suggest that they distribute the reading evenly and return to discuss the questions after 10-15 minutes of reading.

Just as the society around us shapes the way we think and act, so did it shape the people of Salem, Massachusetts in the 1600s. Look at the websites listed below, and, on a separate sheet of paper, answer the questions about life in Puritan New England.
Group #1:
  1. What values that we now consider 'American' were contributed by the Puritans?
  2. In the 1920s, how did people remember the Puritans? Define the word 'caricature' and explain how it relates to the Puritans.
  3. To what extent did Puritans condemn alcohol consumption, artistic beauty, and poetry?
  4. What did the Puritans believe was the primary purpose of government?
  5. What did the Puritans think about the separation of church and state?
  6. What is a 'separatist'? Were the Puritans 'separatists'? If not, describe their philosophy regarding the Church of England.
  7. What is a 'covenant'? Explain the function of 'covenants' in the way the Puritans saw the world.
  8. Did Puritans believe in tightly knit communities and families, or did they value families that were dispersed?
  9. Describe some reasons why Puritans came to America from Europe.
  10. What were some of the strategies New England colonists used to deal with the labor shortage?
  11. Describe some of the religious beliefs of the Puritans.
Group Two:
  1. What values that we now consider 'American' were contributed by the Puritans?
  2. Look up the word 'Patriarchal' in the dictionary. Define what it means, in your own words.
  3. What were some of the responsibilities of men in the 1700s in Colonial New England? What were some of the responsibilities of women?
  4. Explain how the story of Adam and Eve was used to perpetuate prevailing ideas about men and women.
  5. Were schools important in New England? Did people know how to read?
  6. Were there as many schools in other parts of America as there were in New England?
  7. Did wealthy people tend to spend a lot of money? What are some of the things you think they would buy?
  8. What does 'conspicuous consumption' mean?
  9. Why did so many children die at young ages in colonial New England?
Students will continue this activity during the next class period.
As students are working in their groups, the teacher will walk around and observe. Thus an (Observation) formative assessment will be utilized.
In addition, the teacher will engage students in a one on one conversation to ensure understanding. Thus a (Student Conference) formative assessment will also be utilized. / Independent/Group Activity
Primary Reading:
“The Witchcraft Trials in Salem: A Commentary.”
Website:
“The Witchcraft Trials in Salem: A Commentary.”
5
Minutes / Closing/Synthesis: (How can I bring closure to summarize learning and enhance retention of the material?)
The teacher will assist students in analyzing the major people and events surrounding the Salem Witch Trials by asking key questions based on the information learned about the trial to date.
The teacher will assist students in analyzing some of the beliefs and how this impacted life for Puritans in New England. / Whole Classroom Activity
Homework Given: Students will continue working on the questions assigned in “Independent Practice/Application” stated above.
Teacher Notes:

Created by T. Dobson

Rev. 7/10/12