ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Rachel DeYoung Date:

Grade Level: 5th Subject/ Topic: Social Studies
Approx. time spent planning this lesson:
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: Students are being assessed on slavery in North America
Brief Context: This is the summative conclusion of the unit.
Prerequisite Knowledge/Skills: Students must be able to identify the three dilemmas, locate certain
countries and colonies on a map, label the triangle trade routes, and answer questions about vocabulary
words.
Lesson Objectives/Learning Targets Aligned Assessments
Consider formative & summative tools

Please number objectives and the aligned assessment measures.

The learner will: I will assess learning by:

1. Label and Identify different countries and 1. Collecting the Chapter Test
colonies as well as triangle trade routes/items
traded.
2. Describe the three dilemmas faced by West
Africans in the 16th century and some of their
options for response.

Standards Addressed in Lesson: 5 – U1.3.2 Describe the life and cultural development of people living
in western Africa before the 16th century with respect to economic (the ways people made a living) and
family structures, and the growth of states, towns, and trade.
5 – U1.4.1 Describe the convergence of Europeans, American Indians and Africans in North America
after 1492 from the perspective of these three groups
5 – U2.2.1 Describe Triangular Trade including: the trade routes, the people and goods that were traded,
the Middle Passage, its impact on life in Africa.
5 – U2.2.2 Describe the life of enslaved Africans and free Africans in the American colonies.
5 – U2.2.3 Describe how Africans living in North America drew upon their African past (e.g., sense of
family, role of oral tradition) and adapted elements of new cultures to develop a distinct African-
American culture.
5 – U2.3.4 Describe the development of the emerging labor force in the colonies (e.g., cash crop
farming, slavery, indentured servants)
Instructional Resources: TCI Social Studies Alive, VIA, world map

Consideration of Learners:
How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement,
Representation, Action & Expression) & principles of differentiation. If appropriate, identify individual
accommodations you will make in response to needs or interests of students.
IEP/504 students have the second page of the test read aloud and the instructions clarified before they
begin writing.

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.]

CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self- regulation, etc.)

Identify at least 2 ways you will gain whole group attention: If you can hear my voice clap…, Give me a
thumb up and mouth closed if you’re ready to move on
Strategies you intend to use to redirect individual students: Calling name, walking behind

CONTENT MANAGEMENT: Note procedures/routines that are expected or embedded.

Students receive a folder and a test. They put up the folder while they are taking the test and when they
are done they return the test to the folder and hand it in.

PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute to the
learning.

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro: [Think creatively about how to recruit learning.]
Students will have 5-7 minutes to quiz a partner or ask the teacher questions from their review/
Development: [It may help to number your steps with corresponding times.]
Students set up their folders and begin working on the test.
Closure:
When students are finished with the test they have the opportunity to go back to the pre-assessment
quiz they took and see how differently they would answer each question after completing the unit.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

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

REFLECTION AFTER TEACHING THE LESSON: