Title of Unit: The English Colonies Title of Lesson: Life in New England Submitted By: Jessica Solomon

A. Summary of the Lesson Plan: This social studies lesson describes economic and social life in colonial New England. This lesson uses the 5th Grade Houghton Mifflin Social Studies Textbook United States History: Volume 1 (p. 174-181). B. Target Population: Grade Level: 5th Grade Skill Level: students at all learning levels Grouping: whole group reading and discussion, independent for activity and assessment C. Materials: Paper and pencils Reading Skill Strategy (Unit Resources p. 51) for each student- see last page of lesson plan for sample Vocabulary and Study Guide (Unit Resources p. 52) for each student- see last page of lesson plan for sample Houghton Mifflin 5th Grade Social Studies Book: United States History: Volume 1 (p. 174181) D. Objectives: o NV State Social Studies Standards o H1.5.5. Describe the social, political, and religious lives of people in the New England, Middle, and Southern colonies.

Student-Friendly Standards H1.5.5. I can describe the social and political lives of people in the New England colonies.

E. Procedure: 1. Refer to notes on TE 174 Get Set to Read. Explain the Study Guide students will complete as we read. Call students attention to the map on p. 175. o Ask, What do you think this lesson is about?

Complete the Reading Skill Strategy worksheet as a class as we read. Identify & discuss the things students do in their daily lives. o Create a word web of students responses.
EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Nevada State College

Title of Unit: The English Colonies Title of Lesson: Life in New England Submitted By: Jessica Solomon

Introduce vocabulary (industry, export, import, Middle Passage, slave trade).

2. As a class, read p. 174-179, stopping to ask questions as indicated in the margins of the TE. 3. Students should take notes and record information on their Study Guide while we are reading. They can continue working on it when we finish reading. 4. Ask questions listed in the margins of the TE as an ongoing check for understanding. Focus on these questions about Using the Sea: (TE 175) Why was New England a good place to make a living from the sea? (TE 175) What were three New England industries that depended on the sea? (TE 175) What fish became important to the economy of New England? (TE 176) What were conditions like aboard the slave ships? (TE 176) Who was Olaudah Equiano? (TE 176) What did colonists use to light their houses? (TE 176) What took place in the main room of a New England house? (TE 177) What kind of work did colonial men, women, and children do? (TE 177) What natural resources are the table and cradle in the painting probably made of? (TE 178) How did the leaders of the Massachusetts Bay Colony support education? (TE 178) Who were Jonathan Edwards and George Whitefield? (TE 178) What was the Great Awakening? (After paragraph 2 on p. 179) Why did many New England colonists return to religion in the 1730s? (Review question #4) What was the Middle Passage?

5. CLOSURE: Discuss the three statements in the Review and Assess section of TE 179. F. Assessment: What will you use to measure student understanding? Write an Announcement (TE 178) Students will write an announcement for a town meeting in New England. They will include a date, time, place, and topic of the meeting. Explain how you will know students understand the concepts from the lesson.
EDEL 453 - Spring 2013 Karen Powell- Instructor page 2

Nevada State College

Title of Unit: The English Colonies Title of Lesson: Life in New England Submitted By: Jessica Solomon

Students will be able to describe the social and political lives of people in the New England colonies through their town meeting announcements. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the group discussion aspect will be the easiest part of the lesson. The group discussion would allow students to learn from each other and hear things from a different perspective. 2. Which part will be most challenging for you to teach? I think the most difficult part of this lesson lies within the content itself. The lesson merges New England with Massachusetts Bay so I will need to ensure that my students know the differences between the two. 3. How will you follow up or extend this lesson? In order to extend the lesson, as a class we will do the Extend Lesson 3 Economics: Cod Fishing on p. 180-181. 4. What can you do for students who dont grasp the concepts? I would pull any students that did not grasp the concepts aside and we would work on the Reteach Mini Lesson described at the bottom of TE 179. We would work together to use a word web to reteach the economy of colonial New England. 5. Which part of the lesson, if any, do you think might need to change? Like the previous lesson, I think this lesson may need to be extended to a second day. This lesson is a little bit longer and includes more information so I will need to make sure my students understand all of the information before I move on to the next lesson. 6. When you were writing this lesson plan, what was the most difficult part? I do not think any aspect of this lesson was difficult. The assessment and everything else seemed to come pretty easily for this lesson. I can picture using it in my future classroom.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3

Title of Unit: The English Colonies Title of Lesson: Life in New England Submitted By: Jessica Solomon

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 4

Title of Unit: The English Colonies Title of Lesson: Life in New England Submitted By: Jessica Solomon

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 5