SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Itzel Garduno-Jaramillo

Thematic Unit Theme/Title/Grade Level: People, places, and environment/13 colonies/ Grade 5
Weebly address: http://ucfgr5thirteencoloniessp17th.weebly.com/
Daily Lesson Plan Day/Title: Lesson Day 1: Introduction to the 13 Colonies

Learning Goals/Objectives Learning Goal:

Students will be able to locate the 13 colonies on a map and know about the
social, political and economic aspects of the New England, Middle, and
Southern colonies.

Learning Objectives for Day 1:

1. When presented with a map of the thirteen colonies, the students will be
able to identify the three different regions.

2. When presented with a short description of the colonies, students will

be able to identify one social aspect of the colonies, one political aspect,
and one trade aspect of the colonies.

3. When presented with a narrative about the colonies, the students will be
able to identify the main reason for the development of the colonies.

4. Students will be able to identify one significant person from each

colony when given three names of a settlement.

NCSS Themes NCSS theme(s):

Florida Standards (FS) People, Places, and the Environment
Next Generation Florida Standard(s):
Sunshine State Standards LAFS.5.W.1.3 Write narratives to develop real or imagined experiences
(NGSSS) or events using effective technique, descriptive details, and clear event
sequences.
Next Generation Sunshine State Standards:
SS.5.A.1.2: Utilize timelines to identify and discuss American History
time periods
SS.5.G.1.5 Identify and locate the original thirteen colonies on a map
of North America.
SS.5.A.4.3 Identify significant individuals responsible for the
development of the New England, Middle, and Southern colonies.
SS.5.A.4.2-Compare characteristics of New England, Middle, and
Southern colonies.

Assessment Unit Pre-Assessment:

Pre-Assessment will be given using Kahoot.

Unit Post-Assessment:
Post Assessment will be given using Kahoot
SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)
On-going Formative (progress-monitoring/daily) Assessment:
The on-going formative assessment for this day will include a 3-2-1 exit ticket.
The students will rate how well they understood the lesson that day using a
scale from 1-4 on the bottom of the exit ticket.
The other formative assessment will include stimulated letter writing after the
end of the lesson to either predict, report, or reflect on the action within the
colonies after the lessons.
Design for Instruction
Student Activities & Introduction:
Procedures The teacher will prepare for class by splitting up tables into thirteen
colonies and the three regions (New England, Middle Colonies, and
Southern Colonies). The teacher will assign the students a number form
1-13 and each group will be a colony. (ESE Strategy for Autism:
Make sure to provide Students with Autism a peer buddy when
assigning numbers even if it throws the counting off.)
The teacher will begin class by saying, Alright my colonists! Today is
departure day! We will be escaping religious persecution among
many other things and will be embarking on a journey to establish a
colony.
Introduction/ Input:
The teacher will then pull up a timeline on the board and read a script
about the colonies and what date they settled on new ground. Each
group will have a flag which they will hold until their colony is called.
The teacher will call the year and say for example, congratulations
Virginia, you are now a colony, please plant your flag on soil!
The teacher will then present a map of the thirteen colonies and explain
which region each of the groups are in. (ESOL Strategy 17. Provide
contextual support through audio visuals, models, demonstrations,
realia, body language and facial expressions.) (UDL 1.3: Offer
Alternatives for Visual Information). The teacher will explain that the
flags are color coded so as to be able to identify each region.
Background Knowledge:
The teacher will provide background knowledge on why the colonies
came over and present a summary of the characteristics within each
colony. (UDL 3.1 Supply background knowledge)
The teacher will then have the students turn to their partners or group
and compare their colony to one in another region. The teacher will
provide sentence frames to lead the discussion in the event that students
get stuck or do not know how to phrase something. (ESOL
STRATEGY: 16. Integrate speaking, listening, reading and writing
activities) (ESOL STRATEGY 10. Teach think, pair and share
strategies in cooperative groups). (ESE STRATEGY: For students
with Autism allow them to use Assistive Technology if they are non
verbal and allow them to use a stress ball to squish to make them
less anxious communicating with people.)

Input:
The teacher will give each student a fact sheet in order to deliver
concise and summarized information for the student. The teacher will
then briefly introduce the social, political, and economic aspects of the
SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)
colonies in their respective regions as well as identify important people
within the colonies. The teacher will the open a class discussion about
what students think their lives would be like based on the descriptions
of the colonies
Discussion Questions:
Do you think you would be happy if you just got to this new place?
What do you think will happen to you if you stay here?
Is it going to be a good experience?
What are some things that make you believe the experience will be
good or bad? (ESOL STRATEGY: 14. Simplify your speech by
making it slower and redundant, 22. Give enough wait time for
second language learners to respond to questions.)
Assessment:
To bring an end to the days lesson, the students will use their responses
to the discussion and other thoughts to compose a narrative letter taking
the view point of a colonist from their colony. They will use descriptive
details as well as relevant and sequenced information; the letter should
be a preview of what they think is going to happen to them in the
colony. (ESE Strategy, a student can use assistive technology to
write the letter, or they may record themselves if they struggle to
write or lose interest)
Closure:
The teacher will seal the letters with a special seal and the students will
leave it in their folder, where the teacher can read the letter and so forth.
The teacher will provide immediate feedback the following block time.
The students will quickly complete a 3-2-1 chart on a sticky note and
stick it to the door in order to discuss three things they learned, two
things they had questions on, and one thing they want to still learn or
what they think they will learn. They will use a scale from 1-4 to see
how they are doing with the material. (UDL 9.3: Develop self-
assessment and reflection)

Resources/Materials https://www.landofthebrave.info/american-history-of-13-colonies.htm
CPALMS.org
https://www.landofthebrave.info/13-colonies-chart.htm
https://www.landofthebrave.info/new-england-colonies.htm
https://www.landofthebrave.info/middle-colonies.htm
https://www.landofthebrave.info/southern-colonies.htm
https://www.landofthebrave.info/13-colonies-timeline.htm
13 Colonies flags (created with construction paper, masking tape, and popsicle
sticks)
Letter Seal
Colony Charter

Discussion Notes: Parents can review the chart with their students at home