Field Version of UMF Unit-Wide Lesson Plan Template

Name: Kate Myers Program: Student Teaching Course: EDU 450

Lesson Topic/Title: Home and Villages

Lesson Date: 3/21/17 Lesson Length: An Hour Grade/Age: 5th

Learning Objectives (Targets):
1. Students will be able to describe the different types of homes and buildings found in the
New England, Middle, and Southern Colonies.

Content Standards: Content Standards Alignment & Justification:

1. Content Area: Applications of Social 1. Rationale: The students will be
Studies Processes, Knowledge, and working collaboratively to examine the
Skills PowerPoint and find information on the
a. Standard: A 2b. Contribute houses in Colonial America for each
equitably to collaborative region (New England, Middle and
discussions, examine alternative Southern).
ideas, and work cooperatively to
share ideas and individually and
collaboratively develop a
decision or plan.
b. Grade Level: 5th Grade

Assessment: Pre Formative Assessment (Data & Student Feedback):

Summative Student Student Self-Assessment: Students will fill out a
Self lesson reflection. They will decide if they met the
learning target, are still working on it, or need help.
They will also explain why they gave themselves the
particular rating.
Formative Assessment: Students will be asked
to create a colonial village. Students will answer
questions on New England, Middle and
Southern Colonies. The teacher will observe the
students colonial villages. The teacher will
regroup the class, and go over the answers.
Integration of Other Content Areas: (If appropriate)

Instructional Strategies to Differentiate Whole Class Instruction:

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 Cooperative Learning
Cues, Questions and Advance Organizers
Non-linguistic representation
Summarizing and Note Taking
Setting objectives and providing feedback

Modifications / Accommodations / Extensions for Individual Students with Identified Needs:

Modifications:
o Struggling readers will not have to read paragraphs on the projector, if they do not
want to.
o Students who are slow writers, they can ask the teacher to help write the answers for
the Colonial homes chart.
Accommodations:
o The teacher will make sure that students with IEPs receive their accommodations or
modifications.
o Student 14- Throughout the lesson, I will check in with student 14 to make sure she
understands the directions and the assignment. I will also make sure to allow all of
her accommodations that are appropriate for the lesson.
Check frequently for understanding of directions and information. Have
student 14 repeat or paraphrase directions to make sure she heard and
understands them. Provide student 14 with a model, allow for use of graphic
organizers, allow for use of highlighters, use guided notes to support lectures,
provide notes, allow extra time to complete the task(s), modify work
assignments, allow for extended time for complex assignments and tests,
quizzes and assessments.

Extensions for Individual Students with Identified Needs:

o Students who have finished early, may add more detail to their village, and work on
the 13 colonies word search.
o Students can also read a personal reading book, when they are done.

Technology Integration: (if appropriate)

The projector: The teacher will project the Do Now on the projector, so the students know
what they are supposed to do when they walk into class. The teacher will also use a
PowerPoint to go through the learning target, scavenger hunt directions.
The lady bug: The teacher will use the lady bug to show the students the map that they are
filling in. At the end of the lesson, I will be using the lady bug, so I can fill out the map with
the class.
PowerPoint: The teacher will go through a mini PowerPoint on the different style homes in
each region, and common buildings in colonial villages.
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Materials and Resources for Lesson Plan Development
Anchor Slides (AS) 11-24
Student Activity Packet (SAP) pages 9-10; vocabulary section
Build-a-Village template
Colored Pencils
scissors
glue
Bulletin Board (BB) Pieces: Homes in Colonial America header and picture cards of each
home with description; Colonial Village poster; vocabulary card: plantation
Source: Teacher Pay Teachers: Colonial America {Complete Social
Studies Unit} by the Classroom Nook

Teaching & Learning Sequence:

1. Part one: Lesson Introduction:
a. Note: This lesson may take more than one day to complete.
b. Display AS 11 to introduce the learning target for the lesson.
c. Review the information learned in lesson 3 on how colonists came to America.
d. Explain that as colonists settled in America, they began to form towns and villages.
Tell students that today they are going to focus on the different types of homes that
colonists lived in.
e. Before going into detail about the homes, tell students you are going to play a quick
game called Stand Up/Sit Down to get them thinking about their own homes. How
to Play: The teacher will say a statement about a home. If a student agrees with that
statement, he/she stands up. For example, if the teacher says, My home has 2
stories, each student who lives in a 2- story home stands up. Make several
statements such as I have my own room, My home has a fireplace, My home is
in a neighborhood, My house has running water. (etc...).
2. Part 2: Lesson Activity:
a. Display AS 12. Use this slide to introduce the homes and villages.
b. Then, have students open up to page 8 of their SAP while you display AS 13.
Explain that you are going to discuss the different types of homes found in the
colonies. You will be completing this chart together. Discuss the homes found in the
New England, Middle, and Southern Colonies using AS 14-16.
c. After discussion of the homes in the Southern colonies, use AS 17 to and have
students define plantation in the vocabulary section of their SAP.
d. Next, display AS 18 of a sample colonial village. Point out the center of the village
with the flag. Explain that most villages had an open area called the village green in
the center of the village where people gathered and children played. Have students
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 observe the other buildings and have them make guesses as to what the buildings
might have been used for. For example, they might be able to point out the church in
the top left corner of the painting.
e. Remind students that towns and villages took years to develop. They did not just
exist when colonists arrived.
f. You might also point out that the roads and pathways were dirt, not concrete or
paved.
g. Use AS 19-24 to discuss other common buildings in a typical colonial village.
Students will learn more about schools and colonial trades in future lessons. When
you get to these slides, explain to students that they will get more details in future
lessons. If desired, have students make guesses as to what a blacksmith, cooper,
cobbler...etc. does based on the building.
h. Finally, provide students with the Build-a-Village template. Have students use
crayons/markers, scissors, and glue to create a village on page 9 of their SAP.
3. Lesson Reflection:
a. Together as a class, review reasons colonists came to America.
b. Have students complete the learning target self- evaluation on page 10 of their SAP.
c. Place BB pieces up on the BB: Homes in Colonial America header and picture
cards of each home with description, Colonial Village poster, and vocabulary card:
plantation.

Content Knowledge Notes: (if applicable/instructor discretion)

Common Core Teacher Standards (CCTS) Alignment & Justification (Field/Student Teaching Only)
Standard #5: Innovative Applications of Content: The teacher understands how to connect concepts and
use differing perspectives to engage leaners in critical thinking and collaborative problem solving related to
authentic local and global issues.
Rationale: The teacher has created a lesson where the students are using their critical thinking skills to make
guesses on what building in colonial villages. The teacher engages the learners in questioning and
challenging assumptions by using a PowerPoint.

Standard #6: Assessment: The teacher understands and uses multiple methods of assessments to engage
learners in their own growth, to document progress, and to guide the teachers on-going planning and
instruction.
Rationale: The teacher has created a lesson that uses multiple means of assessment, including student self
and formative. For student self, Students will fill out a lesson reflection. They will decide if they met the
learning target, are still working on it, or need help. They will also explain why they gave themselves the
particular rating. For formative, Students will be asked to create a colonial village. Students will
answer questions on New England, Middle and Southern Colonies, and the teacher will observe the
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students colonial villages. The teacher will regroup the class, and go over the answers. The teacher
understands that using these different forms of assessment will help guide future planning.

Standard #7: Planning for Instruction: The teacher draws upon knowledge of content areas, cross-
disciplinary skills, learners, the community, and pedagogy to plan instruction that supports every student in
meeting rigorous learning goals.
Rationale: The teacher is creating a lesson plan that will support every students learning goals in the
classroom by planning well in advance. The teacher knows the students well and understands how
each of them learn and what works best for them and what doesnt work. The teacher also has
planned for the lesson weeks in advance. The teacher has thought about the modifications and
accommodations for students.

Standard #8: Instructional Strategies: The teacher understands and uses a variety of instructional
strategies to encourage learners to develop deep understanding of content areas and their connections, and to
build skills to access and appropriately apply information.
Rationale: The teacher understands how to get the students engaged throughout the lesson. The teacher has
created a lesson where the teacher uses a variety of multiple instructional strategies including, cooperative
learning, cues, questions and advance organizers, non-linguistic representation, summarizing and
note Taking, and setting objectives and providing feedback to help encourage learners to develop
understanding and be engaged all throughout the lesson.

Standard #11: ISTE #2: Design and develop digital age learning experiences and assessments: Teachers
design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary
tools and resources to maximize content learning in context and to develop the knowledge, skills, and
attitudes identified in the standards.
Rationale: The teacher has a created a lesson that is customized to the students learning styles and needs.
The teacher understands that the students love when technology is incorporated into the lesson, therefore, the
teacher has created a lesson using a PowerPoint. The students and the teacher will use the PowerPoint to
answer questions about colonial homes and make observations about colonial villages, and learn about
colonial buildings.

Post-Lesson Reflection: The lesson went very well for multiple reasons. One reason is that the
students were actively engaged, respectful and safe all throughout the lesson. This was successful
because I used good classroom management strategies, and planned a lesson where it met all of the
students needs. The lesson grasped the students attention when we did a fun game called stand
up to introduce the topic. Then we went into a guided discussion with a PowerPoint on colonial
homes, and colonial villages. After having the guided discussion, the students got to apply their
knowledge and create their own village by coloring and cutting the buildings into their student
activity packet. The students also got to name their village. The students loved this interactive
lesson.
One thing that I did well was that at the beginning of the lesson, I went through the game plan for
the day, and made sure the students know what they are going to be doing during the lesson.
Another thing I did well, is use good classroom management skills by using a variety of strategies
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like, walk around the classroom, wait time, and call on particular students who are misbehaving. I
also made sure that the students have their materials at the beginning of class, so they dont have to
get up in the middle of class to grab their materials. All of these went well because I was prepared
for the lesson.
One thing that needs fine tuning is that I need to make sure that all of the students are ready for
further instruction, and I should also pace my lessons better meaning, managing class time. Some
ways I can enhance this area is to to make sure that I have all of my students attention before
giving directions. I could allow a wait time, and make quick eye contact with all of the students
before giving out the directions. I can also have the students repeat the directions, that way I can if
the students understand the directions. I could also do a thumb check after stating the directions.
Since I teach three Social Studies lessons, so I can decide what I want to change based on the first
class. After two classes, I decided that the students should cut out the building pieces before
coloring and gluing them on template because in the two prior classes half of the students did not
glue their villages down because it was taking so long to cut out of the pieces. Looking through the
grade book, 1 out of 17 students did not meet the standard, 4 out of 17 students partially met the
standard, 6 out of 17 students met the standard, 3 out of 17 students exceed the standard, and three
students were absent. Overall, this lesson went very well because it met all of the students needs,
and it was very engaging and interactive.

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