ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Brynn Greenway Date: 2/19/18

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Grade Level: 5 grade Subject/ Topic: Social Studies-Colonization
Approx. time spent planning this lesson: 2 hours
DOMAIN 1: PLANNING & PREPARATION
Main Focus: Why the colonies failed
Brief Context: week two of colonization unit
Prerequisite Knowledge/Skills: colonization vocabulary, push and pull factors for coming to
Americas
Objectives: [Indicate connections to applicable national or state standards.]
1. Students will be able to identify where in the United States colonization began.
2. Students will be able to identify reasons why the first colonies failed.
3. Students will be able to explain what a colony needs to survive.

CCSS.ELA-LITERACY.W.5.1.B
Provide logically ordered reasons that are supported by facts and details.
CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own
clearly.

Assessment: [Formative and Summative]

Formative: Student responses to questions and generation of their own questions
Summative: graphic organizer
Worldview Integration: viewing from multiple perspectives, working collaboratively in a community
Instructional Resources:
Map
Graphic organizer
Roanoke youtube video https://www.youtube.com/watch?v=aDVbv0F_hKc
White boards
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
Students will have visuals with Students will be doing activities interest
the video and the map in in their table group and having Students will be asked to relate
addition to the teacher and a class discussion. to the Europeans when they
class discussing it aloud. are making a list on their white
boards.

Options for Options for Expression Options for Sustaining Effort

Language/Symbols
Students will have opportunity
to use lists and graphic
organizers in this lesson.
Students will be viewing a
video, using white boards, and
graphic organizers.
& Persistence
Students will be working
collaboratively and asked to
communicate their thoughts to
the class.
 Options for Comprehension
Students will be asked to make
connections to previous
lessons in this unit.
Options for Executive
Function
Students will be given feedback
on their answers during class
discussion and they will also be
shown a model of what they
are supposed to do for their
assessment.
Options for Self-Regulation
Students will have to assess
their graphic organizers to
make sure that theirs fits the
criteria given to them.

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:Students will be working in small groups and participating in large group discussions.
Teacher-Student: Teacher will walk around an participate in large group and small group discussions
CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self regulation,
etc.)
Identify at least 2 ways you will gain whole group attention: quiet coyote, ring chimes
Strategies you intend to use to redirect individual students: calling on names, making eye
contact, tapping shoulders

PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute
to the learning.
Students will be working in their table groups and using their white boards or their table tops
to make their lists.

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: THE LESSON
Motivation/Opening/Intro: [Think creatively about how to engage your students into the content.]
1. Teacher will ask students if they can recall what a colony is. Teacher will take a few responses and
provide information as needed. Push and pull factors for the Europeans should be emphasized.

2. Teacher will then ask students to make a list on white boards with their table groups of
things/people they would want when they started a colony. Teacher will remind them to think about
things like type of area they would want to settle in and what type of skills they would need. Remind
them that they cannot bring anything that would not fit on a ship and that they should be thinking
about this during the 1600s (so no electronics, machines, etc.).
-Students will work on this list for about five minutes
-Teacher will then ask students to raise their hands to share their ideas.
-Teacher will tell students that these are all things that the Europeans had to consider when
moving to Americas, but they were not as prepared as they thought and the first few colonies failed.

Development: [It may help to number your steps with corresponding times.]
3. Depending on time, show brief Roanoke youtube clip and explain that this was the first colony and
no one knows what happened, only that it failed. (If time does not allow, teacher may just explain this
to the class). Teacher should also pull up map onto the ELMO and point out where Roanoke Island is.
4. Next, discuss with students the first permanent settlement: Jamestown
-Point this out on the map
-This was a charter (prompt them to remember vocab word) given by the Virginia Company.
-They had a lot of problems because they didn’t bring people with the right skills and they did not pick
a good location to start this. They brought people who didn’t know how to build or farm, and they
settled in an area that was very buggy and not a climate that they were used to.
-Luckily, they had help from the Native Americans, and the Europeans were able to build a successful
settlement. The Native Americans showed them how to grow crops and go fishing.

Closure:
5. Students will fill out a graphic organizer that details the important factors to building a successful
settlement. This should include: geographic and economic factors. Teacher will model this on ELMO.
Students may discuss their ideas in groups after 5 to 10 minutes has been spent working
independently. Teacher will allow time for large group share as needed.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

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