ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Date:

Grade Level: 5th Subject/ Topic: Social Studies
Approx. time spent planning this lesson: 30 min
DOMAIN 1: PLANNING & PREPARATION
Main Focus: Middle Colonies
Brief Context: This is the last section of colonies that students will be learning (out of three)
Prerequisite Knowledge/Skills: Students should know what it takes to start a colony and information
about the Southern and New England colonies.
Objectives: [Indicate connections to applicable national or state standards.]
-Students should be able to recount the story of how New Netherlands became New Jersey and New
York.
-Students should be able to take into account the Native American’s perspective during colonization.
CCSS.ELA-LITERACY.SL.5.4
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and
relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
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.

Assessment: [Formative and Summative]

Formative: class answers to questions, review game
Summative: written list
Worldview Integration: viewing situations from multiple perspectives, collaborative learning
Instructional Resources: world map, student maps, doc camera

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
-world map -group talks interest
-individual map -actions with story -review game
-action with story -participation in story

Options for Options for Expression Options for Sustaining Effort

Language/Symbols -writing & Persistence
-use of map -talking -students will be asked to
-filling out map think from a different
perspective than what they
have previously
-working collaboratively
Options for Comprehension Options for Executive Options for Self-Regulation
-review Function -students will reflect upon their
-group talks - students are asked to stop perspective versus the Native
-writing/explaining thinking and think before answering or Americans’ perspectives
sharing

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 work/talk
Teacher-student: group talk, having students participate in story

CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self regulation,

etc.)
Identify at least 2 ways you will gain whole group attention: ringing chimes, counting down
Strategies you intend to use to redirect individual students: calling on names, moving
students to different spots, proximity

PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute
to the learning.
I will bring the students close to me in front of the map so that I can engage them, this also
makes it easier to manage them.

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: THE LESSON
Motivation/Opening/Intro: [Think creatively about how to engage your students into the content.]
Review game of previous lesson using worksheet they completed. Face forward if you think A, face
backwards if you think B, jump up and down if you think C.

Development: [It may help to number your steps with corresponding times.]
1.Have students fill out the middle colonies on their map. Guide them to think about landforms or
places they know are in this area.

2. Review with students that so far the king had been giving people permission to start colonies in the
New World. There had been conflicts within the colony and between the Native Americans, but now
there started to arise conflicts between England and the colonies.

3. Gather at front of classroom. Pull one student up and use them to tell the story.
-Peter Suveyasant was the leader of New Netherland
-People did not like the way he was running his colony and they started to complain about their
leader
-The colony was very successful because of all the trading that was taking place here so the
king of England saw it as a threat
-Because of this, they declared war on England.
-The king told his brother, the duke of York that if he could conquer New Amsterdam, then he
could have this colony
-The English sailed to New Netherlands and sent a letter to Peter saying that he needed to
surrender
-Peter said NO and tore up the letter
-The people in New Netherlands pleaded with the English and the people in New Netherlands
surrendered (hands up) and not a single shot was fired
-The English split it up into New Jersey and New York and New Amsterdam became named
New York City.

Regather students and ask them the following questions:

-Why did the King of England want this territory? (Talk about how he now controlled the whole
east coast)
 - This seemed a bit greedy didn’t it? Now think for a moment, who was he taking this land
from? How do you think that felt? Was that fair? Do you think the king thought that was fair? Do you
think the Native Americans thought that was fair?
-conflicts continued to rise between the Native Americans and the Europeans. We were
building a country built on FREEDOM, but this was exactly what we were taking away from the Native
Americans. The Europeans took their land and their resources, they wanted them to convert to their
religion and learn their language and their ways. The Native Americans were treated like they were
less than the Europeans.
-How do you think this felt? Would you be angry?
-What do you think the Europeans were thinking? What do you think the Native Americans
were thinking?

Have students go back to their seats and make a list of things that the Native Americans might have
been thinking during colonization, prompt them with specific events like when colonies were being
built, when they brought disease, when they were building plantations and needed help, when they
introduced slavery, etc.

Closure:
Review with students their ideas and thoughts. Prompt students to conclude that it was unfair to take
the land from the Native Americans and that it is important to view the events from multiple
perspectives.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

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

I have learned that bringing students close to you can really make a difference on their
engagement. This was also a lesson where I knew I was going to be doing a bit more talking
than I normally would, so I did my best to get students involved in order to keep them
engaged.