Vous êtes sur la page 1sur 6

Field Version of UMF Unit-Wide Lesson Plan Template

Name: Kate Myers Program: Student Teaching Course: EDU 450

Lesson Topic/Title: How Colonist Arrived in North America

Lesson Date: March 21, 2017 Lesson Length: an Hour Grade/Age: 5th grade
Learning Objectives (Targets):
1. Students will be able to explain what a colonist and colony is.
2. Students will be able to explain how colonists arrived in North America

Content Standards: Content Standards Alignment & Justification:

1. Content Area: History 1) 1. Rationale: The students will be using
a. Standard: E1 b. Identify various their prior knowledge of colonization to
major historical era, major explain how and why the colonists came to
enduring themes, turning points America by answering questions in their
events, consequences, persons, student activity packet.
and timeframes, in the history of
the community, Maine, and the
United States
b. Grade Level: 5th grade

Assessment: Pre Formative Assessment (Data & Student Feedback):

Summative Student Formative: Students will put the order of events
Self on how the colonists came to America. The
teacher will regroup, and go over the answers.
Student Self: Students will fill out a lesson
reflection. They will decide if they met the learning
target, are still working on it, or need help. They will
also explain why they gave themselves the particular
Integration of Other Content Areas: (If appropriate)

Instructional Strategies to Differentiate Whole Class Instruction:

Cooperative Learning
Cues, Questions and Advance Organizers
Non-linguistic representation
Summarizing and Note Taking
Revised 07/16
Setting objectives and providing feedback

Modifications / Accommodations / Extensions for Individual Students with Identified Needs:

o Struggling reads will have the option have the teacher read their part in the script for
Accommodations: If a section of students is being loud there will be options for a student who
comes to the teacher with concentration difficulties. Teacher will stress to the class to not
stray from the topic.
o The teacher will make sure that students with IEPs receive their accommodations or
o Student 14- Throughout the lesson, I will check in with student 14 to make sure she
understands the directions and the assignment. I will also make sure to allow all of
her accommodations that are appropriate for the lesson.
Check frequently for understanding of directions and information. Have
student 14 repeat or paraphrase directions to make sure she heard and
understands them. Provide student 14 with a model, allow for use of graphic
organizers, allow for use of highlighters, use guided notes to support lectures,
provide notes, allow extra time to complete the task(s), modify work
assignments, allow for extended time for complex assignments and tests,
quizzes and assessments.
Extensions for Individual Students with Identified Needs:
o Groups who have read through the script, they can read it over again, and switch
roles or change their voices.

Technology Integration: (if appropriate)

The projector: The teacher will project the Do Now on the projector, so the students know
what they are supposed to do when they walk into class.
The lady bug: The teacher will use the lady bug, to show what the reading looks like, what
pages the students will be completing in their packet. The teacher will also glue the timeline
in the activity packet with the students.
PowerPoint: The teacher will use a PowerPoint to project the learning target for the day, the
definitions of a colony and a colonist. The teacher will project the six events, and number
them in the right order with the students.
The Smart Board: The teacher will order the correct events with the students using the smart

Materials and Resources for Lesson Plan Development

Revised 07/16
Anchor Slides (AS) 5-7

Student Activity Packet (SAP) pages 4-5; vocabulary section

A New Home! Readers Theater Script

Coming to America Timeline cut and paste activity



Colored Pencils

Bulletin Board (BB) Pieces: Colonial America header, Arriving in North America
header and timeline cards; vocabulary cards: colony, colonist

Source: Teacher Pay Teachers: Colonial America {Complete Social

Studies Unit} by the Classroom Nook

Teaching & Learning Sequence:

1. Part one: Lesson Introduction:

a. Display AS 5 to introduce the learning target for the lesson (Read the learning target
to the students.

b. Review the scavenger hunt from lesson 1. Have students recall some of the facts that
they have learned.

c. Explain to students that today they will be participating in a readers theater to learn
how and why the colonists came to North American, but first they need to learn what
a colony and colonist are.

d. Display AS 6 and go over these two vocabulary words. Have students write the
definitions in the vocabulary section of their SAP

i. I will write the definition on a blank student activity packet with the students.

e. Provide each student with the readers theater script. The students are going in small
Revised 07/16
groups of five or six.

2. Part two: Lesson Activity (Part 1):

a. In small groups, have students read the script using expressive voices.
b. Once students have read the script, work together to correctly order the events from
the readers theater found on AS 7. Number them from 1-6 while students do the
same on page 4 of their SAP.

3. Part three: Lesson Activity (Part 2):

a. Provide each student with a copy of the Coming to America timeline cut and paste
activity as well as colored pencils, markers, scissors, and glue.

b. Students will cut out each timeline box and glue it in order onto their timeline strip,
which will also need to be pieced together (An example of the final product is shown
on the students timeline template.)

c. Then, students will glue the entire timeline strip into their SAP on the glue tab. The
timeline folds up together so that it will fit nicely into the SAP.

4. Part four:Lesson Reflection:

a. Together as a class, check to make sure students have a correct timeline.

b. Have students complete the learning target self- evaluation on page 5 of their SAP.

c. Place BB pieces up on the BB: Colonial America header, Arriving in North

America header and timeline cards; vocabulary cards: colony, colonist.

Content Knowledge Notes: (if applicable/instructor discretion)

Common Core Teacher Standards (CCTS) Alignment & Justification (Field/Student Teaching Only)
Standard #3 Learning Environments: The teacher works with learners to create environments that support
Revised 07/16
individual and collaborative learning, encouraging positive social interaction, active engagement in learning
and self motivation.
Rationale: The teacher creates a warm and caring environment where the students will welcome, and
encouraged to learn in a way that works for them. In this lesson, the teacher has created a lesson where the
teacher uses a variety of methods to engage learners by organizing, allocating, and coordinating the resources
of time, space, and learners attention. Some methods are, small group work, and whole class work.

Standard: #4: Content Knowledge: The teacher understands the central concepts of tools of inquiry, and
structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of
the discipline accessible and meaningful for learners.
Rationale: The teacher understands the main concepts on Colonial America daily life, therefore the teacher
created a lesson where the teacher incorporates supplementary resources and technologies throughout the
lesson, so the students can learn in a meaningful way.

Standard #6 Assessment: The teacher understands and uses multiple methods of assessments to engage
learners in their own growth, to document progress, and to guide the teachers on-going planning and
Rationale: The teacher uses multiple methods of assessment in the lesson, including formative and student
self. For formative, the students will put the order of events on how the colonists came to America. The
teacher will regroup, and go over the answers with the students. For student self, the students will fill out a
lesson reflection. They will decide if they met the learning target, are still working on it, or need help. They
will also explain why they gave themselves the particular rating.

Standard #7 Planning for Instruction: The teacher draws upon knowledge of content areas, cross-
disciplinary skills, learners, the community, and pedagogy to plan instruction that supports every student in
meeting rigorous learning goals.
Rationale: The teacher is creating a lesson plan that will support every students learning goals in the
classroom by planning well in advance. The teacher knows the students well and understands how
each of them learn and what works best for them and what doesnt work. The teacher also has
planned for the lesson weeks in advance. The teacher has thought about the modifications and
accommodations for students.

Post-Lesson Reflection: Overall, the lesson went well. The students were safe, responsible. They
were also engaged in the lesson the entire time. I made sure at the beginning of the lesson that I
went over the game plan for the day. Also, before starting lesson two, I projected and went over the
learning target for the lesson. All of these things went well because I great classroom management
skills throughout the lesson. Looking at my grade book, 5 out of 17 students partially met the
learning target, 10 out of 17 students met the learning the target, 1 out of 17 students exceeded the
learning target, and one student was absent. This data tells me that the majority of the students met
the learning target for the lesson. One thing that needs fine tuning is that I making sure I explain my
directions clearly. In S.S. one, I did not fully explain the directions, so I got multiple students
coming up to me and asking lots of questions. In S.S. two, I made sure that I went over all of the
directions before splitting them into groups. I also gave them a time limit to determine who is
reading which role. This helped with classroom management because it was not super crazy, and
helped prevented group bickering. Next time, I need to make sure that I take my time at the
beginning of the lesson, and not rush. I will make sure that I go over all of the directions, and make
Revised 07/16
sure that the students understand. I can use a thumb check to see if all of the students understand. I
could also call on students to explain the directions, if there are many steps throughout the lesson.
To help ensure that I work on this, I can talk to my mentor teacher about strategies on how to not
rush the lesson.

Revised 07/16