Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

Teacher(s) Name: Milynel Ortiz, Amanda Grant, Cheyenne Williams

Word Processed By: Google Docs
Thematic Unit Theme/Title/Grade Level: The Thirteen Colonies / / 5th Grade
Weebly address: https://ucfgr513coloniessp18.weebly.com/
Daily Lesson Plan Day/Title: Day 2 // Exploring the New England Colonies

Learning Goals/Objectives Learning Goal:

What will students accomplish be able
to do at the end of this lesson? Be sure
to set significant (related to
SSS/CCSS), challenging and
appropriate learning goals!
NCSS Themes
Florida Standards (FS)
Next Generation
Sunshine State Standards
(NGSSS) List each standard.
Cutting and pasting from the
website is allowed.
http://www.cpalms.org/Public/
- The student will understand different aspects of colonial life throughout
the New England, Middle and Southern Colonies.
Learning Objectives:
1. The student will be able to identify political, economic, and social
aspects of daily life in the 13 colonies.
2. The student will be able to compare and contrast characteristics of the
New England, Middle, and Southern Colonies.
3. The student will be able to identify one historically significant figure
who contributed to the development in the 13 Colonies.
4. The student will be able to identify and understand the economic,
political, and socio-cultural motivation behind the settlement of the 13
Colonies.
NCSS theme(s):
1. Culture
2. Time, Continuity, and Change
3. People, Places, and Environment
5. Individuals, Groups, and Institutions
6. Power, Authority, and Governance
7. Production, Distribution, and Consumption

Florida Standard(s):
1. LAFS.5.RI.3.9: Integrate information from several texts on the same
topic in order to write or speak about the subject knowledgeably.

Next Generation Sunshine State Standards:

1. SS.5.A.4.1: Identify the economic, political and socio-cultural
motivation for colonial settlement.
2. SS.5.A.4.2: Compare characteristics of New England, Middle, and
Southern Colonies.
3. SS.5.A.4.3: Identify significant individuals responsible for the
development of the New England, Middle, and Southern colonies.
4. SS.5.A.4.4: Demonstrate an understanding of political, economic, and
social aspects of daily colonial life in the thirteen colonies.
5. SC.35.CS-CC.1.2: Describe key ideas and details while working
individually or collaboratively using digital tools and media-rich
resources in a way that informs, persuades, and/or entertains.
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
Assessment Unit Pre-/Post Assessment:
★ How will student learning be
assessed? Authentic/Alternative Kahoot! Quiz
assessments?
★ Does your assessment align (Pre-assessment is to be given the week prior to the start of the unit.)
with your objectives, standards
and procedures?
★ Informal assessment (multiple https://play.kahoot.it/#/k/70661e80-488b-47cd-90d1-3e04de2b6e59
modes): participation rubrics,
journal entries, collaborative
planning/presentation notes,
etc.

Teacher Link Student Link

Ongoing Formative (progress-monitoring/daily) Assessment:
Journal Entries:
At the end of the lesson, students will create a journal entry each day where
they respond to a certain prompt using the information they’ve gathered that
day. The prompts should relate to what they've learned that day in class.
Scale for Understanding:
Students will then self-assess their understanding of the learning goal and
concepts from each day by using the scale that will be included in students’
journal. They will do this by placing a paperclip over the number that
represents their understanding.

4 I know this VERY well. I feel like I could teach this to someone else.

3 I know this material.

2 I feel like I am still learning this. I still have some questions and am
unsure sometimes. I might need some help.

1 I have A LOT of questions. I am not sure what to do most of the

time. I need help.

Portfolio Assessment:
The students will place the station work, graphic organizer, and other material
from each day in their journal. The work should be divided by day. The scale
for understanding and daily journal entries will also be included in their
journal. At the end of each section, the folders will be evaluated for
completion. The teacher will be able to see if the student understood the
material or not.
 Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
Design for Instruction 1. Hook: The teacher should have the lyrics to the 13 Colonies song that
Student Activities & Procedures was introduced one day 1 of the unit up on the board for students to
● What best practice strategies will be
implemented?
● How will you communicate student
follow along with. As the teacher plays the audio file of the song,
expectations? students will sing along while the teacher simultaneously sings and
● What products will be developed and created
by students? points to each word as they go along. This activity will help to engage
● Consider Contextual Factors (learning
differences/learning environment/learning students, connect each day together, and help students retain the names
styles) that may be in place in your future
classroom. of the 13 Colonies.
Exceptionalities
What accommodations or modifications do (Tune of “The Addams Family” )
you make for ESOL
http://teachsocialstudies.wikispaces.com/fi Massachusetts,
le/view/ESOLStrategiesComprehensibleIn
struction.pdf/42902857/ESOLStrategiesCo
mprehensibleInstruction.pdf
New Hampshire,
and ESE (Gifted/Talented students,
Learning/Reading disabilities, SLD etc.) Rhode Island,
http://www.udlcenter.org/aboutudl/ud
lguidelines/udlguidelines_graphicorga New York!
nizer
*snap snap*

Connecticut,
Pennsylvania,
New Jersey,
Delaware,
*snap snap*

Maryland,
Virginia,
North and South Carolina,
and Georgia,
Those were the
13 Colonies!
*snap snap*
UDL 1.2: Offer alternative for auditory information
UDL 4.2: Optimize access to tools and assistive technologies
ESOL # 17: Provide contextual support through audio visual,
models, demonstrations, realia, body language and facial
expressions
ESE: There will be an exceptional student in the classroom and he
is hearing impaired. He will have the FM system, so I will be
wearing the microphone during this lesson to make sure he
understand the material. During this portion, the student will have
the lyrics print out to make it easier to follow along with his peers.
He will have all the information beforehand and a partner will be
working with him due that he works best with peer models. He will
have access to videos with closed captioning.
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
2. Review the following concepts from previous day:
➢ NEW ENGLAND: The main business in this region was the trading of
goods with England and with other colonies. They would earn their
living by cutting timber, building ships, fishes or hunted whales. The
climate was cold.
➢ MIDDLE: The main business in this region was the iron dug and selling
wheat. The climate was warm.
➢ SOUTHERN: In this region, farming was the main focus, for they had
flat surface and the soil was rich. They had plantations of tobacco and
rice. The climate was warmer than the other regions.
The following types of questions will be used to guide discussion:
★ What was the main business in the New England Colonies?
★ What kind of natural resources did people harvest in the New
England Colonies?
★ What was the main business in the Middle Colonies?
★ What kind of climate did the Southern Colonies have?
★ What was the main business in the Southern Colonies?
UDL 3.1: Activate or supply background knowledge
UDL 3.2: Highlight patterns, critical features, big ideas, and
relationships
ESOL # 15: Reinforce the key ideas you present again and again
ESE: For students with a hearing impairment, be sure to print
out the review questions, along with their answers, so that the
student may look over at their desk if necessary. You may
utilize the microphone in order to amplify your voice.
3. The teacher will set a purpose for the days learning stations and introduce
any key vocabulary that students may encounter throughout the learning
stations.
Purpose: about the location, geography, resources, economy,
government, and social aspects of the New England Colonies
Key Vocabulary: merchant, artisan, dissent, economy,
agriculture, Puritans, religion, and religious tolerance
***The teacher should make sure to either write or project the
words, their definitions, and their Spanish translations on the
board so that students can look back and reference them as they
complete each station.***
UDL 2.1: Clarify vocabulary and symbols
UDL 2.4: Promote understanding across languages
ESOL #5: Teach technical vocabulary supporting key concepts
ESOL # 24: Incorporate the culture and the language of second
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
language learners in your curriculum
ESE: Be sure to write the purpose, vocabulary words, and
definitions on the board or create a handout for students to look
over personally at their desk if needed. You can also utilize the
microphone.
4. Introduce 13 Colonies graphic organizer using the New England Colonies
section. be sure to explain how to use it and model for students by filling in one
or two things on the organizer.
UDL 1.1: Offer ways of customizing the display of information
ESOL # 7: Show students how to use graphic organizers like
semantic mapping and imaging
ESOL # 8: Use direct instruction: Modeling, explaining,
scaffolding, name the strategy and show how to use it.
5. The teacher will introduce the learning stations they will be utilizing for the
remainder of the week, making sure to write a brief description of each on the
board. Explain that these stations will focus on the New England Colonies. Be
sure to walk around to each station while modeling how they should transition
from station to station and giving a concise yet thorough explanation of what
students are expected to do at each one.
Geography Station: Students will utilize historic and current
maps to label their own map of the New England Colonies.
Technology Station: Students will watch a 10 minute video.
While they are watching the video they will also answer a list of
related questions that are provided by the teacher.
Activity Station: Students will play a game where they have to
answer questions about the New England Colonies in order to
advance one space. The questions, which will be provided by
the teacher, will be on cards that resemble question cards from
board games. When it is time to switch stations the person that
have progressed the furthest is the winner.
Reading and Writing Station: Students will first read the text
cards provided by the teacher. They will then use those cards to
evaluate the truth of a number of sentences. If the sentence is
true, they mark it with a check mark. If the sentence is false they
should rewrite the sentence to make it true.
UDL 1.2: Offer alternative for auditory information
ESOL # 8: Use direct instruction: Modeling, explaining,
scaffolding, name the strategy and show how to use it.
ESOL # 14: Simplify your speech by making it slower and
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
redundant
ESOL # 16: Integrate speaking, listening, reading and writing
activities
ESOL # 46: Use discovery learning activities (hands-on-activities)
ESE: For students with a hearing impairment, be sure to print
out a copy of the directions for each station that they may look
over at their desk if necessary. You may also walk them
through each station personally, making sure to speak at a
volume that is audible to them.
6. The teacher will assign students to one of the four stations. Students will be
working in groups.
***Be sure to tell students to fill in their New England Colonies graphic
organizer as they move from station to station***
UDL 8.3: Foster collaboration and communication
ESOL # 2: Promote cooperation (small groups)
7. While students work at each station, the teacher will monitor the time using a
stopwatch or a timer. Be sure to project the timer up on the board so students
can monitor the time as well. They will spend 10 minutes at each. Any work
that they are unable to finish during this time can either be completed during
free time later in the day or can be taken home as homework.
UDL 7.3: Minimize threats and distractions
UDL 9.2: Promote personal coping skills and strategies
8. Closure: Once students have transitioned from stations back to their seats,
pull a copy (or draw one) of the New England Colonies graphic organizer up
on the board. As a class, reflect on and discuss what they learned at each ot the
centers. Guide the conversation towards the location and geography, resources,
economy, government, and social aspects of the New England Colonies. This
will give students an opportunity to correct their station work and graphic
organizer. It will also give them a chance to add any information that may have
been left out originally.The following types of questions will be used to guide
discussion:
★ What states made up the New England Colonies?
★ What was the main business in the New England Colonies?
★ What kind of natural resources did people harvest in the New
England Colonies?
★ What kind of social levels existed in the New England
Colonies?
UDL 3.2: Highlight patterns, critical features, big ideas, and
relationships
ESOL # 30: Encourage the use of diagrams and drawings as aids to
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
identify concepts and seeing relationships
9. Students will do a self-assessment to check their understanding. This will be
located in their 13 Colonies journal to make it as private as possible. Students
will rate their understanding on a scale of 1 to 4. Students will also use this
journal to respond to the following prompt: How did the climate affect the type
of products produced in New England?
UDL 9.3: Develop self-assessment and reflection
ESOL # 34: De-emphasize speed and emphasize accuracy of work
ESOL # 45: Use Venn diagrams to contrast and compare activities
10. When students finish, remind them to place all of their station work and
their graphic organizer inside of the journal.
Resources/Materials ALL resources should be bulleted here including but not limited to: internet sites, professional
resources- books, journals (titles and authors), children’s literature, etc.
*For maps, printouts, vocab, and game pieces see Weebly-
https://ucfgr513coloniessp18.weebly.com/ *
● Lyrics of the 13 Colonies song
● Audio file of the 13 Colonies song
(https://drive.google.com/file/d/1wHUL-slO5UIcJifVlUdCvoeV9dDG-
EWY/view?usp=sharing)
● Vocabulary and definitions cards
● New England Colonies graphic organizer
● Historical maps:

○ New England / by Adams Arthur, Jedidiah Morse, D.D. and Rev.

Elijah Parish (https://brbl-dl.library.yale.edu/vufind/Record/3548932)

● Current map of the U.S. (http://artmarketing.me/current-map-of-the-

united-states-of-america.html)
● Colored pencils/crayons
● Geography station print out (one for each student)
● Technology station print out (one for each student)
● Electronic device to watch the Khan Academy video
● Khan Academy video https://www.khanacademy.org/humanities/ap-
us-history/period-2/apush-colonial-north-america/v/society-and-
religion-in-the-new-england-colonies
● Activity station game board
● Activity station game cards
● Game pieces (pone for each student; can be actual game pieces,
pennies, or anything that can serve as a place marker on the game
board)
● Reading + writing center reading printout
● Reading + writing center print out (one for each student)
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
● Students’ 13 Colonies Journal with scale for understanding
● Writing utensils for students
Discussion Notes: Make comments here related to ideas for assessment measures, parent involvement, field trips, or extension to
the unit plan ideas.