ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Rachel DeYoung Date:

Grade Level: 5th Subject/ Topic: Social Studies
Approx. time spent planning this lesson:
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: This lesson focuses on the flow of the Triangle Trade. Students learn
about the supply and demand of each region: the colonies, Western Europe, and West Africa. Students
connect the needs of each region to some of the decisions made by West Africans in the 1500-1600's.
The formative assessment is also introduced in this lesson.
Brief Context: Students are learning more about the motivations for trade and how that involved slavery
for the colonies.
Prerequisite Knowledge/Skills: Some knowledge of world geography, differences in way of life between
Europe, the Colonies, and West Africa in the 16th century (what did these regions have to trade?)
Lesson Objectives/Learning Targets Aligned Assessments
Consider formative & summative tools

Please number objectives and the aligned assessment measures.

The learner will: I will assess learning by:

1. Identify the products produced/ traded by each 1. Participation in class discussion
region. 2. Exit slip- overview of the triangle trade
2. Describe why the flow of goods happened that
way (What did each region have to offer and what
did they need?)

Standards Addressed in Lesson: 5 – U2.2.1 Describe Triangular Trade including: the trade routes, the
people and goods that were traded, the Middle Passage, its impact on life in Africa.
5 – U2.3.4 Describe the development of the emerging labor force in the colonies (e.g., cash crop
farming, slavery, indentured servants)
Instructional Resources: TCI Social Studies Alive, VIA, Blue student workbook, world map

Consideration of Learners:
How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement,
Representation, Action & Expression) & principles of differentiation. If appropriate, identify individual
accommodations you will make in response to needs or interests of students.

Students are drawing on a map as well as writing out the items traded in boxes.

DOMAIN 2: THE CLASSROOM ENVIRONMENT

COVENANT MANAGEMENT: Relationship & community building (Note any specific ways in which you
plan to build or strengthen relationships and community: student-student & teacher - student.]

CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self- regulation, etc.)

Identify at least 2 ways you will gain whole group attention: If you can hear my voice clap…, Give me a
thumb up and mouth closed if you’re ready to move on
Strategies you intend to use to redirect individual students: Calling name, one on one conversation

CONTENT MANAGEMENT: Note procedures/routines that are expected or embedded.

Students are familiar with following along while the teacher projects onto the board.
PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute to the
learning.
The map will be projected on the screen so all students are able to follow along.

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro:
Review of the three dilemmas- What choices did African Americans have to make in West Africa/the
Middle Passage/the Colonies? Why did the Colonies even want African Americans as slaves? How did
they profit from the slaves?
Development: [It may help to number your steps with corresponding times.]
Students pass out the world maps with space below for notes
The students follow along as the teacher labels each region and their goods traded. After each region
students participate in a discussion about what they had to offer and what they needed.
Europe: Established society- access to manufacturing equipment / different climate for other
crops that couldn’t grow
North Am: Good land for growing crops / cheap workers for the plantations
West Africa: Lots of able bodied people- not susceptible to malaria / guns to protect villages
The teacher displays google maps to show students the world map. Students indicate the three regions
of the triangle trade.
Closure:
Exit ticket: How would you describe the triangle trade in your own words? What items were being
traded?

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

REFLECTION AFTER TEACHING THE LESSON: