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ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Brynn Greenway Date:


Grade Level: 5th Subject/ Topic: Social Studies
Approx. time spent planning this lesson: 30 min
DOMAIN 1: PLANNING & PREPARATION
Main Focus: Establishment of New England colonies
Brief Context: Students will be learning the establishment of the three sections of colonies, this will
be the second section they learn.
Prerequisite Knowledge/Skills: Students should know where the first colony was established and
information about the establishment of the Southern Colonies
Objectives: [Indicate connections to applicable national or state standards.]
-Students will be able to explain the economic activities that took place in the New England Colony
and why these activities took place in this location.
-Students will be able to identify reasons for the colony spreading beyond Massachusetts.
CCSS.ELA-LITERACY.RI.5.3
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a
historical, scientific, or technical text based on specific information in the text.
CCSS.ELA-LITERACY.RI.5.7
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to
a question quickly or to solve a problem efficiently.

Assessment: [Formative and Summative]


Formative: Group discussion
Summative: 3 Box assessment
Worldview Integration: differentiating instruction to meet learners needs, working collaboratively
Instructional Resources: maps, doc camera, east coast map, pencils

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
interest

Options for Options for Expression Options for Sustaining Effort


Language/Symbols & Persistence

Options for Comprehension Options for Executive Options for Self-Regulation


Function

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 talks
Teacher-Student: highlighting specific students artistic abilities, group talks
CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self regulation,
etc.)
Identify at least 2 ways you will gain whole group attention: counting down, ring chimes
Strategies you intend to use to redirect individual students: calling on names, proximity, eye
contact

PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute
to the learning.
Students need to sit in a way that they can see the doc camera

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: THE LESSON
Motivation/Opening/Intro: [Think creatively about how to engage your students into the content.]
1. (As review) Teacher will project three pictures: southern colonies, plantation, and slaves. Teacher
will then ask students to think, pair, and share about how these three pictures are connected
according to what we learned in the previous lesson. Teacher will supplement and guide students to
discuss the establishment of the southern colonies, the building of plantations, and the usage of
slaves and indentured servants.

Development: [It may help to number your steps with corresponding times.]
1. Students will fill in the southern colonies on their maps. Teacher will model this on the ELMO.
These states are: Massachusetts, Rhode Island, Connecticut, and New Hampshire. Teacher will ask
students if anyone has ever been to any of these states and what they noticed about the landscape
when they were there. Teacher will ask a few students to share with the rest of the class before
moving on.

2. Teacher will project east coast map of (attached below) for the class. Teacher will prompt students
to think about what they notice about the map, specifically the New England Colonies. Then have
students share with the class and make inferences about what kinds of things this colony did for
employment. Teacher will guide students’ discussion into discussing how the New England Colonies
did small farms, fishing, lumbering, and ship building.

3. Teacher will then remind students that religious freedom was one of the reasons that people came
to America, and it was a pretty major push/pull factor. Two examples of this were the Puritans and
Pilgrims. Prompt students to recall what they know about these two groups. These groups had really
strict rules and that made people want to leave. The Puritans also began to spread out more which
caused issues with the Native Americans. These people left and started new colonies in New
England.
Closure:
As an assessment, students will be asked to do similarly to what they did in the motivation. This time
the students will be asked to draw the three pictures that relate to what we talked about and then
write about how they are related. Teacher will provide time for students to share.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES


CANDIDATE NOTED EVIDENCE OF PROFESSIONALISM: Please note recent evidence of your
efforts as a professional.
I specifically created this assessment for a select few students who really struggle with the
process of writing. This worked great because it gave them the opportunity to show me what
they knew with a way that suited them.

Landform Soil Growing Season


s
New New New
England England England
Colonies Colonies Colonies

Middle Middle Middle


Colonies Colonies Colonies

Southern Southern Southern


Colonies Colonies Colonies
Coastal Plain Least Fertile 3 to 5 months
Piedmont Moderately 5 to 7 months
Mountains fertile 7 to 9 months
Rocky Hills Most Fertile 9 to 12 months
Interior Plain