ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Brynn Greenway Date: 2/20/18

Grade Level: 5th Subject/ Topic: Social Studies-Colonization
Approx. time spent planning this lesson: 1 hour
DOMAIN 1: PLANNING & PREPARATION
Main Focus: Development of Southern Colonies
Brief Context: This will build off the previous lesson where they learned about the establishing of the
colonies
Prerequisite Knowledge/Skills: Students should know vocabulary and about the development of
Jamestown and the trials it faced
Objectives: [Indicate connections to applicable national or state standards.]
1. Students will be able to identify where the Southern Colonies are and what states it includes.
2. Students will be able to make connections between geography and cash crops.
3. Students will be able to identify the series of events that lead to slavery and indentured servants
being brought to America.
CCSS.ELA-LITERACY.W.5.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive
details, and clear event sequences.
CCSS.ELA-LITERACY.SL.5.1.D
Review the key ideas expressed and draw conclusions in light of information and knowledge gained from
the discussions.

Assessment: [Formative and Summative]

Formative: maps, group talk,
Summative: journal entry
Worldview Integration: viewing from multiple perspectives, learning collaboratively
Instructional Resources:
-Map (teachers and students)
-indentured servant ad
-lined paper
-plantation pictures (google)

Universal Design for Learning Networks/Domains (see UDL Guidelines )

RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Multiple Means of Expression Multiple Means of
Representation Engagement
Options for Perception Options for action/interaction Options for recruiting
-viewing a map -large group talk interest
-pictures to illustrate vocabulary -small group talk -making real life connections
-indenture servant ad -writing a journal entry

Options for Options for Expression Options for Sustaining Effort

Language/Symbols -journal entry & Persistence
-reviewing of vocabulary -talking aloud in large -working collaboratively in
-using maps as a visual group/small groups groups
-applying knowledge to a new
situation
 Options for Comprehension Options for Executive Options for Self-Regulation
-applying prior knowledge Function -Students will have to fulfill
-creating personal journal entry specific requirements
using knowledge -editing process

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.]
Student-Student: group talk/class discussion
Teacher-Student: large group discussion, positive affirmation
CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self regulation,
etc.)
Identify at least 2 ways you will gain whole group attention: counting down, chimes
Strategies you intend to use to redirect individual students: calling on names, proximity

PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute
to the learning. Students are sitting in small groups for small group talk.

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: THE LESSON
Motivation/Opening/Intro: [Think creatively about how to engage your students into the content.]
1. Begin by showing English Colonies Map on ELMO and asking students if they can recall where
Roanoke and Jamestown were. Then prompt students to discuss some of the troubles that
Jamestown had.
2. Then ask students if they have been to any of the states that are highlighted on the map (Virginia,
Maryland, North Carolina, South Carolina, and Georgia). Ask students what they noticed about the
climate, landforms, and culture of those areas.

Development: [It may help to number your steps with corresponding times.]
1. Tell students that after Jamestown had gotten on its feet, other colonies emerged and spread.
There were three main regions: New England, Middle, and Southern. At this time, guide students to
highlight the southern colonies on their maps and label them.

2. Ask students what they remember about plantations, have them raise their hands to remember any
information that they can recall from the vocabulary lesson. Show students pictures of plantations and
explain that tobacco, indigo, cotton, and rice were popular cash crops that came from this area
because they grew well in this climate.

3. Prompt students to recall what they can remember about indentured servants. Call on a few
students to get ideas for the class.
-Explain to students that eventually the plantations became so big that they needed more help
running them so that the owners could become even wealthier.
-Ask students what they would do in this situation.

4. Show students indentured servant ad. Call on a few of them to attempt to read it. Translate it for
them after a few attempts have been made.
 -Ask students if they would ever consider becoming an indentured servant? Prompt to list
some push and pull factors.

5. Ask students if this sounds like a fair deal and if this reminds them of any other types of labor
(slavery). Explain to students that eventually this lead to slavery being brought into the United States.
-Ask for comments and questions.
Closure:
1. Ask students to write a journal entry for the following prompt:
-You have just arrived to the Southern Colonies as an indentured servant. Are you nervous or
excited? What are your expectations? Why did you decide to be an indentured servant? Will it be
worth it? (Students should attempt to answer all these questions in order to get full credit). Teacher
will allow students to share as time allows.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

CANDIDATE NOTED EVIDENCE OF PROFESSIONALISM: Please note recent evidence of your
efforts as a professional.

In order to make this lesson more engaging, I tried to use a lot of visuals so that the students
could look and listen during our discussion.