ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Brynn Greenway Date: 2/28/18

Grade Level: 5th Subject/ Topic: Social Studies- Colonization
Approx. time spent planning this lesson: 2 hours
DOMAIN 1: PLANNING & PREPARATION
Main Focus: New Amsterdam and Quaker Settlements-Middle Colonies
Brief Context: This is week two in the colonization unit. The students have already learned about the
New England Colonies and the Southern Colonies. This is the first day of learning about the middle
colonies.
Prerequisite Knowledge/Skills: Students should know the vocabulary associated with this unit (they
learned it in a previous lesson).
Objectives: [Indicate connections to applicable national or state standards.]
-Students should be able to explain why New Amsterdam was important to the middle colonies.
-Students should be able to explain what a Quaker is and relate it back to what they have learned
about Pilgrims and Puritans.
-Students should be able to identify key traits of the middle colonies using multiple sources.

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.
CCSS.ELA-LITERACY.W.5.2.B
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples
related to the topic.
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-class discussion, t-chart activity

Summative-Quiz
Worldview Integration: We will be learning together as a community. There will be options for
individual thought, partner work, small group work, and large group discussion.
Instructional Resources: t-chart and sources from MESA (pictures and journal entry), pencils,
map, Quaker oats, final “quiz”

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

RECOGNITION
Multiple Means of
Representation
Options for Perception
Students will be looking at
multiple handouts, map,
speaking aloud, listening, and verbally. They will also be
writing.
STRATEGIC AFFECTIVE
Multiple Means of Expression Multiple Means of
Engagement
Options for action/interaction Options for recruiting
Students will be able to interest
respond on paper as well as Students will have choice about
where to sit and how they want
moving around when to work on their t-chart.
transitioning from large group
to small group.
 Options for
Language/Symbols
Students will be reviewing
vocabulary and we will also be
looking at a map.
Options for Comprehension
Students will be making
connections to previous lesson
on Puritans and Pilgrims.
Options for Expression Options for Sustaining Effort
There will be options for large & Persistence
group, small group, and partner Students will collaborate
discussion. There is also throughout the lesson, the t-
opportunity to write and draw. chart allows for various levels
of effort and there is a lot of
flexibility in how they fill it out.
Options for Executive Options for Self-Regulation
Function Students will have to check
They will be working on a small their behavior to make sure
project in partners, this will they are doing their work and
require using strategy to get the making good choices.
job done.

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.]
Students will have opportunities to work in partners, small group, and large group with the teacher.
CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self regulation,
etc.)
Identify at least 2 ways you will gain whole group attention: countdown, ringing the chimes
Strategies you intend to use to redirect individual students: calling on names, making eye
contact

PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute
to the learning.
Students will be allowed to move around the classroom in their pairs while they work. They will also
gather close together at the map in order to have closer proximity (for management) and to have a
better view of the map.
DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: THE LESSON
Motivation/Opening/Intro: [Think creatively about how to engage your students into the content.]
1. Teacher will gather students to the front of the room and have them sit on the floor. Teacher will
remind students that so far they have learned about the southern colonies and the New England
colonies, and now they are going to start learning about the last section, the middle colonies (identify
on map), Teacher will pull out a box of Quaker Oats and place it in front of students. Teacher will then
ask students what they think this has to do with today’s lesson. Teacher will call on a few students to
share their guesses with the rest of the class.

Development: [It may help to number your steps with corresponding times.]
1. Teacher will instruct students that they will need to get with their partner and get a pencil. They will
be given a T-chart as well as a sources handout. Together with their partner they will use the sources
to make inferences based on the information they are given. Teacher will identify and define
vocabulary that may be unfamiliar to students on the written artifact.

2. Teacher will give students about ten to fifteen minutes to work with their partner to fill out the t-
chart. Then they will regather as a class and discuss what they learned. Teacher will guide students
to the conclusion that this was a very important place for trading and because of that, it lead people to
want to settle here in order to become wealthy. This also brought a large diversity of people from
many European countries.

3. Teacher will then explain that this was the start of the middle colonies, but then later on a guy
named William Penn was given a charter (prompt students for vocabulary word definition) to build a
colony. Ask students if they have any guesses on where William Penn built his colony (if needed write
his name on the board). Students should guess Pennsylvania. William Penn went on to start a
legislature and establish things like freedom of rights and was very important to the development of
our country. (Prompt students to explain their idea of freedom of rights and legislature, this is
something we have talked about before).

4. Teacher will explain to students that William Penn was a Quaker. Ask students to guess what the
word Quaker means. Teacher will ask a few students to share their guesses. Then teacher will
explain that a Quaker was a religious person who sought religious freedom in America. They got their
name because someone said that people should tremble at the Word of God. Ask students if this
group reminds them of any other group of people that we have discussed (pilgrims and Puritans). Ask
students if they have any other comments or questions.

5. Have students go back to their desks and work together in groups to complete the handout (attached below)
as a summative assessment. Teacher will collect at the end and go over it (if time, otherwise will go over the
next day).

Closure: Teacher will then ask students if they can figure out why she brought the Quaker oats in
today. Teacher will take a few student responses before telling them that the company thought that it
seemed like a good and wholesome name that they wanted associated with their brand.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

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

In this lesson, I wanted to have a better hook so that I could grab the students’ attention. This
worked very well and the students were very excited to see what the box of oats had to do
with our lesson.
New Amsterdam and the Quakers
1. New Amsterdam was a major source for….
a. trading b. plantations c. candle making

2. Quakers came to the New World in search of…

a. jobs b. religious freedom c. education

3. New Amsterdam was a part of…

a. the New England colonies b. the Middle colonies c. the Southern colonies

4. William Penn was a…

a. Puritan b. Pilgrim c. Quaker

5. William Penn was started this settlement which we now know as…
a. New York b. Rhode Island c. Pennsylvania

6. Lots of trading was a big ________ __________ for New Amsterdam.

a. pull factor b. push factor

7. What is a charter? (Use complete sentences!)

8. If you’re done early draw me a picture on the back related to something you learned today!