You are on page 1of 6

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: Students learn about the lives of slaves after they landed in the
colonies as well as ways they adjusted or rebelled against this new way of life. Students make decisions
from the perspective of a West African about options of response when working on a plantation in the
colonies. What would you choose in that situation?
Brief Context: After being sold and surviving the Middle passage, West Africans had to decide how to
respond to working as slaves in the Americas. This is the third and final location before going into the
Triangle Trade.
Prerequisite Knowledge/Skills: Students are familiar with the events leading up to West Africans arrival
in the Americas.
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. Analyze the third dilemma faced by 1. Completion of the workbook pages
West Africans in the European slave 2. Participation in discussion (partner
trade. groups)
2. Consider the available choices for
West Africans and identify what
actions they took.

Standards Addressed in Lesson: 5 – U2.2.2 Describe the life of enslaved Africans and free Africans
in the American colonies.
5 – U2.2.3 Describe how Africans living in North America drew upon their African past (e.g.,
sense of family, role of oral tradition) and adapted elements of new cultures to develop a
distinct African-American culture.
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 textbook and blue workbook

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 able to work in whatever area is most comfortable for them with sections of solo and
group work included.
Students that would have difficulty reading recieve highlighted copies of pages indicating important
content.

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.]
Use popsicle sticks to choose groups, let them find their spots- no fighting for areas.
Review expectations for group work: how can we work well in partners, how do we encourage and
support one another?

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…, flick the
lights- eyes on me mouths closed
Strategies you intend to use to redirect individual students: Remind students of how we work in groups,
walk around the classroom while doing the reading and workbook activity.

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


Students are familiar with how to work in groups and what type of behavior is expected. They are also
familiar with finding a spot to work at which they can be successful.
PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute to the
learning.
Students can work in a variety of areas that are tailored to their preferred learning environment: laying
on the rug, sitting together in desks or at a table.

DOMAIN 3: INSTRUCTION

CONTENT MANAGEMENT: YOUR INSTRUCTION


Motivation/Opening/Intro:
Students will review the vocabulary (sheet due at the beginning of class)
Students will turn and quiz a partner on the vocabulary words and definitions.
Turn and quiz your neighbor on your vocabulary words. They don’t need to say the exact
definition that you have written down in order to be correct- as long as they know the
essentials.
Development:
Students will fill out the worksheet on dilemma three- reading sections 8.5 and 8.6 in the process.
Students will work in groups or 3 or fewer (decided by the teacher- manipulate popsicle sticks if
necessary)
Remind students of the way we work together in groups and how to be respectful of personal space and
ideas.
Closure:
The teacher will bring the students back together as a class to go over the geography of the unit.
Map review- “What are the areas that we have talked about so far in this unit? What significant events
or processes happen in each place?”
England: developed, manufactured goods, colonists leaving
Americas: colonies, developing settlements, need workers
Africa: need guns for protection, being sold as slaves, forced to make difficult decisions

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

REFLECTION AFTER TEACHING THE LESSON:


Some students struggled to switch from the perspective of the colonists to the perspective of West
Africans. Several students fixate on who the “good guy” is supposed to be or who we are supposed to be
siding with during historical events. I think something to make sure of is that students are not seeing
events in history as an “us versus them” situation all the way through (colonists vs. British, slaves vs.
colonists, etc.).