Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Subject/ Topic/ Theme the southern colonies

Grade ______7________

I. Objectives
How does this lesson connect to the unit plan? This lesson is about one of the three regions of the British Colonies. It will
explore the reasons why the colonies in the region were founded, what agriculture or goods they produced and who founded
the colony.
cognitiveR U Ap An E C*

Learners will be able to:

Identify the colonies that are within the region

Describe why the colonies were founded
Identify the regions primary crops or products
Use a map to identify colonies in the region
Briefly describe why the colonies produced their goods based on geographical location
Identify who the founders of the colonies in the region were

R
U An
R
R
An
R

physical
development

socioemotional

***

Common Core standards (or GLCEs if not available in Common Core) addressed: CCSS.ELA-LITERACY.RH.6-8.7: integrate
visual information (maps) with other information in print and digital texts, 7 H1.4.3 Use historical perspectives to analyze global
issues faced by humans long ago and today.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Knowledge of the New England and the Middle Colonies, geography of the Southern Colonies
Pre-assessment (for learning): have the students try to locate the Southern Colonies on a blank map, as well as
try to have them locate the previous lessons colonies on a blank map. Ask them what they know, or what they
might think, the Southern Colonies grow/ why it was founded based on what they learned about the previous
Colonial regions.

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): An exit quiz that would cover the what they learned in class that day plus some
questions about the other 2 Colonial regions that they learned on the previous days.
Formative (as learning): In class discussion throughout class time, teacher asking students questions about the
reading that they did from their text book.
Summative (of learning):

A final test when all the lessons are done

What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
Reading the textbook, discussion in
class, the use of interactive
notebook

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
Full class discussion, students
going up to the map in the front of
class, creating an interactive
notebook

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
The use of an interactive notebook
would create interest because it is
kind of like a craft

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
Define what a debtor is

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback
Students will work in groups of two
or three and read the assigned
chapter and then find the three
major themes that were previously
decided by the teacher

Using an interactive notebook

Provide options for comprehensionactivate, apply & highlight

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom

be set up for this lesson?

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

The exit question/short answer

Slavery soon became an
Using exit quizzes (formative),
The exit quizzes
important part of the Southern
using
the
interactive
notebook
Colonies. Why was it? What
to manage the information
could have the Southern
Colonies have done instead of
slavery? Or was it the only
thing they could have done?
The sheets for the interactive notebook, ELMO, blank map of the United States, scissors, glue,
notebook, the teachers version of the textbook, an exit quiz covering the previous two lessons plus
what was learned in this lesson.

Students will sit in their own assigned desks which are in rows facing the front, after assigned a group
they will move into their group of two or three either choosing to sit on the ground or use the desks.

III. The Plan

Time
8:10

Components
Motivation
(opening/
introduction/
engagement)

8:15

8:20

8:35
8:35

8:40

Development
(the largest
component or
main body of
the lesson)

8:40

8:50
8:50

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Closure

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Teacher will put a blank map of the United States
A student will come up to the projection screen or
under the ELMO and have a student come up to the the ELMO and will outline the New England
projector and outline the New England Colonies,
Colonies, another student will outline the Middle
another student will outline the Middle Colonies,
Colonies, and a few students will try to outline the
and then students will guess and try to outline the
Southern Colonies.
Southern Colonies
The teacher will show them the correct outline and
Students will copy down the outline of the
will have the students copy it down on their own
Southern Colonies on their own maps, copying the
maps.
teachers map.
Teachers will assign students into groups (trying
Students will sit in their groups, they will take turns
not to pair up two non-strong readers) the teacher
reading from their section of the book (make sure
will tell each group which colony they will be
they are taking turns and not just one person is
reading about and that they are trying to find the
doing all the reading for the group) they will record
main themes of: who found the colony? Why was it on a sheet of paper: who founded their given
founded? And what agriculture/ goods did it
colony? Why it was founded? What
produce? (make sure they are taking turns and not
agriculture/goods did it produce?
just one person is doing all the reading for the
group)
Teacher will gather the class back together and will
hand them each an interactive notebook sheet
which the teacher will show them how to cut out
and glue into their individual note books.
Teacher will then ask each group what their colony
was and what they found out about: who founded
their colony, why and agriculture/goods. Then,
using the ELMO, will write it in the interactive
notebook so that the students can copy what the
teacher is writing.

Still in their groups, they will cut out their

interactive notebook and they will glue it into their
personal notebook. Then each group will tell the
class and the teacher the three major themes that
they found for their assigned colony. The students
will copy what the teacher writes in his/her
notebook

The teacher will hand out a short exit quiz covering

what was learned in the previous lessons and in this

Students will complete the exit quiz and will hand

it into the teacher before leaving class

one. As well as a short answer question Slavery

soon became an important part of the Southern
(conclusion,
Colonies. Why was it? What could have the
culmination,
8:55
Southern Colonies have done instead of slavery?
wrap-up)
Or was it the only thing they could have done?
(this question is wordy so some students may
struggle a little understanding what it is asking,
therefore this quiz is formative) teacher will collect
the exit quiz while the student is leaving the
classroom.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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